dependency cycle model

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  1. Read the Case Study, Theory of Dependent Care, on page 209 of textbook (also see attached PDF file and questions below).
  2. Complete the Critical Thinking Activities related to the case study – Questions 1, 2 & 3.  Submit your assignment in the drop box (360 min) (See Grading Rubric in Course Syllabus)
  3. Please submit the assignment on a Microsoft Word document.

Question 1: Examine this case study through the dependency cycle model (Figure 14.3). The outer arrows show a progression through varying stages of dependency. The inner circle represents who can be involved in the dependency cycle. Where are Jane and Dan?

Question 2: Using the basic dependent-care system model (Fig. 14.4), assess Dan and Jane. Identify the basic conditioning factors (BCFs) for each. What is the effect of Dan’s BCFs on his self-care demands? Continue on to diagnose Dan’s self-care deficit and resulting dependent-care deficit. Now assess Jane’s self-care system.

Question 3: Design a nursing system that addresses Jane’s self-care system as she increases her role as dependent-care agent for Dan.

APA Format with references please.

risk factors for UTIs in children?

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1. A nurse is conducting a well-child assessment. The parents ask the nurse why growth charts are used. What information should the nurse provide?

​2. A nurse is caring for a client who has recurrent urinary tract infections (UTIs). What are the risk factors for UTIs in children?

​3. A nurse is preparing to administer cefixime 8 mg/kg/day by mouth divided into equal doses every 12 hr. to a toddler who weighs 22 lb. The amount available is cefixime suspension 100 mg/5 mL. How many mL should the nurse administer per dose? (Round the answer to the nearest whole number.)

4. A nurse is caring for a child with moderate dehydration secondary to an acute gastrointestinal infection. If a client is hypokalemic, when is it considered acceptable to administer potassium replacement?

health-care initiative or legislative statue that is currently underway in your state or federally.

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Research a health-care initiative or legislative statue that is currently underway in your state or federally. You may want to check with nursing organizations that have legislative departments that can provide their analysis on current health-care issues. You may also conduct online research to identify current issues. Discuss how you can take an active role as a health-care advocate (at the local, state, or federal level as appropriate). Identify one tacitic to advocate for your identified initiative or legislation.

Expectations

  • Length: A minimum of 250 words, not including references
  • Citations: At least one high-level scholarly reference in APA from within the last 5 years

The Patient with Chronic Renal Failure

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Module 08 Discussion – The Patient with Chronic Renal Failure

Mr. Rojas is a 49-year-old patient with End-Stage Renal Disease. He has a history of hypertension and uncontrolled type 1 diabetes (since he was 12 years old). His last Hemoglobin A1c was 12.8%. He is currently receiving hemodialysis three times per week for three hours. He is in the hospital because he went into DKA a few days ago when he had a stomach virus. He is asking you about renal transplantation. include in-text citation and 3 references

What are the criteria to be placed on the transplant list?

What options for transplantation does Mr. Rojas have?

What recommendations can you give Mr. Rojas on treatment compliance?

What other renal replacement therapies could Mr. Rojas be educated about?

What are their advantages and disadvantages

enterprise risk management (ERM)

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Write a 1,050- to 1,400-word paper about enterprise risk management (ERM) in which you:

  • Explain the difference between traditional and enterprise risk management.
  • Explain why enterprise risk management is a more effective approach for today’s organizations.
  • Explain key drivers of value-driven enterprise risk management.
  • Explain how these key drivers are applied within health care to drive enterprise risk management. Provide examples.

Cite at least 3 outside sources.

Format your paper according to APA guidelines.

nutritional regulations and how they help nutritional status of the population in the United States

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Consider the discussion questions below. Please begin a discussion about nutritional regulations and how they help nutritional status of the population in the United States, (or don’t help it). Your initial comments must be at least a full solid paragraph for each question (over 50 words).

I really love a good farmer’s market, U-Pick, etc.  However, I always wonder if we as people are using these great resources to their fullest extent. In TABLE 1.8: Major Federally Subsidized Food Programs in the United States, you can observe several programs designed to help alleviate malnutrition/undernutrition in the United States.  After reviewing the table please consider the following topic:  How does the idea of gleaning food from agricultural fields provide a potential option for feeding the masses?  In your discussion please consider collection and distribution of food from these locations.  Would using these options for feeding the masses actually work?  How would you accomplish this?  What resources would you need to provide the “service” and could you actually do it?

Should a pediatric patient be candidate for bariatric surgery due to obesity?

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Group 7

Should a pediatric patient be candidate for bariatric surgery due to obesity?

Instructions

Resources to Resolve Dilemma:  list resources to solve the dilemma and describes how each resource could help to resolve the dilemma. Supports ideas with scholarly literature.

2 SLIDE POWER POINT

  • Educational Resources
    • Resource
      • What they do/what is their mission
      • Website URL
    • Resource
      • What they do/what is their mission
      • Website URL
  • Medical Professionals
    • Talk to your child’s pediatrician about your concerns
      • Important talking point

A Study of the Nursing Situation,

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Read the Case Study, A Study of the Nursing Situation, on pages 304-305 SEE ATTACHEMENT 

Complete the Critical Thinking Activities related to the case study – Questions 1 through 5

Critical thinking activities.

The book being use is, Nursing theory and their work by Martha Raile Alligood pages 304 and 305 see attachment.

Find a comfortable space in which to pause, recall, and reflect. Close your eyes and dwell upon the meanings and the caring that took place within the nursing situation; then fully engage in the moment and in the meanings that emerge as you consider these questions:

1. How is the student nurse expressing caring in her responses to calls for nursing from Diane? From her father? Describe the calls for caring perceived by the student nurse.

2. How is the father expressing his caring in the nursing situation?

3. Place yourself in the shoes of the nurse, and describe the mutuality of living and growing in caring. What difference did caring nursing make in this nursing situation?

4. Describe the nurturing of the nurse mentor. What calls for nursing did she perceive from the student nurse?

5. Record your own story of caring in a journal, and reflect on your intention in that nursing situation. Review the story from time to time to see how you have grown in your caring.

Feel free to make the answer question 5 from a perspective of a psychiatric nurse or substance abuse nurse.

Locating Credible Databases and Research 

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Assessment 1 Instructions: Locating Credible Databases and Research

 

Content

Create a 1-2-page resource that will describe databases that are relevant to EBP around a diagnosis you chose and could be used to help a new hire nurse better engage in EBP.
Evidence-based practice (EBP) integrates the best evidence available to guide optimal nursing care, with a goal to enhance safety and quality. EBP is crucial to nursing practice because it incorporates the best evidence from current literature, along with the expertise of the practicing nurse. The concern for quality care that flows from EBP generates a desired outcome. Without these factors, a nurse cannot be an effective leader. It is important to lead not only from this position but from knowledge and expertise. To gain the knowledge, you require a good understanding of how to search for scholarly resources, as well as identify which databases and websites are credible for the purposes of implementing evidence-based changes in practice.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

  • Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.
    • Explain why the sources selected should provide the best evidence for the chosen diagnosis.
  • Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
    • Describe the best places to complete research and what types of resources one would want to access to find pertinent information for the diagnosis within the context of a specific health care setting.
  • Competency 4: Plan care based on the best available evidence.
    • Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis.
  • Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
    • Describe communication strategies to encourage nurses to research the diagnosis, as well as strategies to collaborate with the nurses to access resources.
    • Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.
  • Professional Context
    As a baccalaureate-prepared nurse, you will be responsible for providing patient-centered, competent care based on current evidence-based best practices. You will be required to do research, analysis, and dissemination of best evidence to stay abreast of these best practices. Understanding where to go to find credible sources and locate evidence, as well as which search terms to use, is the foundation of incorporation of best practices.
    Scenario
    You are supervising three nurses working on the medical-surgical floor of a local teaching hospital. This hospital is nationally recognized as a leader in education and has a computer lab with an online library where staff has access to medical research databases (that is, CINAHL, PubMed, Medline, and Cochrane library) and online sources of all hospital policies, procedures, and guidelines, and computers at nurse workstations that also have access to these resources. (For this scenario, use the Capella University Library to simulate the hospital’s online library.) You have given the nurses their patient assignments and you have all participated in shift report. A new nurse who just completed orientation and training a week ago approaches you and tells you that one of the assigned patients has a diagnosis he or she is very unfamiliar with. Knowing that patient-centered care based on best practices is imperative to positive patient outcomes, you want to assist this nurse to find research that can be utilized to provide the best care for this patient. Describe how you would communicate with this nurse to encourage him or her to research the diagnosis. Assume you will assist in the quest to locate evidence, then describe where you would go within the facility and what resources you would look for. These resources may include websites, journals, facility policies or guidelines, or any other sources of online information.
    You may choose the diagnosis for the patient in this scenario. Choose something you would find interesting to research or that applies to a clinical problem you would be interested in addressing. Create a list of at least five sources that could be used to find evidence, with the best source listed first, and explain why the sources you chose are best to find evidence for the diagnosis you chose and the clinical scenario. You are only evaluating the sources of evidence (database, website, policy database or website, et cetera). You are not actually completing a search and selecting evidence. Consider the following examples: a nursing journal in CINAHL may not be the best source of evidence for information on how to administer medications through a central-venous catheter, whereas a hospital policy database found on a website may not be the best source of information on caring for a patient with a rare chromosomal abnormality.
    Preparation
    To help ensure you are prepared to complete this assessment, review the following resources related to the Capella library. These resources will provide you an overview of the types of tools, resources, and guides available in the library. This may be useful in forming a better understanding of the library to apply to the hypothetical situation laid out in the scenario of this assessment.
  • BSN Program Library Research Guide.
  • Evidence-Based Practice in Nursing Health Sciences.
  • Databases A-Z: Nursing Health Sciences.
  • Get Critical Search Skills.
  • Remember, it is also appropriate to look toward databases and resources outside of the Capella library, such as organizational policies, professional organizations, and government health care resources.
    You are encouraged to complete the Evaluating the Credibility of Evidence activity. This activity offers an opportunity to practice evaluating the credibility of evidence. These skills will be necessary to complete Assessment 1 successfully and is for your own practice and self-assessment. Completing this activity is also a way to demonstrate course engagement.
    Instructions
    The purpose of this assessment is to understand where to find evidence that can be applied to clinical scenarios and to learn effective communication and collaboration with clinical staff during the process of evidence location. As a baccalaureate-prepared nurse, you will not only use research for self-improvement in your clinical role, but you will also serve as a mentor to supervised nursing staff. Therefore, you will need to be able to communicate and collaborate effectively to guide them toward resources to find research, as well as support them through the initial evidence location process. In doing so, nurses can gain access to evidence that can be analyzed and utilized to stay current on best practices. This allows them to provide safe, patient-centered care and improve patient outcomes.
    For this assessment:
  • Describe your role as a baccalaureate-prepared nurse supervising clinical staff nurses with regard to communication and collaboration in locating evidence for application to a nursing practice scenario.
  • Compile a list of five online databases or other online sources (that is, websites, journals, facility policies or guidelines, et cetera) that can be used to research evidence to apply to this scenario and describe to which of these you would direct a nurse colleague to search for evidence.
  • Describe where you might go in the clinical setting to complete this research and how you would access the desired, relevant research within research databases or other online sources.
  • Be sure to address the following in this assessment, which correspond to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you will know what is needed for a distinguished score.
  • Describe communication strategies to encourage nurses to research the diagnosis, as well as strategies to collaborate with the nurses to access resources.
  • Describe the best places to complete research and what types of resources you would want to access to find pertinent information for the diagnosis within the context of a specific health care setting.
  • Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis.
  • Explain why the sources of online information selected should provide the best evidence for the chosen diagnosis.
  • Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.
  • Note: While you are not selecting and evaluating specific evidence to help with the clinical diagnosis, you should still be citing the literature and best practices to support your description of your communication and collaboration approach. Additionally, it is appropriate to cite best practices related to EBP and evaluating databases to support your explanation as to why you selected the five sources of online information that you did.
    Submission Requirements
    Your assessment should meet the following requirements:
  • Length of submission: 1–2 pages (not including the reference page) description of communication, collaboration, and evidence location process, including a list of databases or other sources with description of why they are appropriate for clinical scenario diagnosis (that is, something that would be useable in professional practice for other nurses). Be sure to include an APA-formatted reference page at the end of your submission.
  • Number of references: Cite a minimum of three sources of scholarly or professional evidence that supports your findings and considerations. Resources should be no more than five years old.
  • APA formatting: References and citations are formatted according to current APA style.
  • Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.
  • Scoring Guide
    Use the scoring guide to understand how your assessment will be evaluated.

What core values would you risk your life and freedom to defend? Could a nation going to war be appropriate in certain circumstances – or is war never an appropriate response?

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his is a graded discussion: 25 points possible due Aug 24 at 1:59am

Week 7 Discussion: What Do I Value? 71 75

 

Required Resources Read/review the following resources for this activity:

Introduction At the very end of Chapter 13, there is a Group Exercise that asks: What ideals would you go to war to defend? We are not going to ask you to go to war, but we are going to ask you to think about what ideals or values you believe would be worth defending – even to the point of risking your life in their defense.

When Nazi Germany overtook Europe in the early 20 Century, resistance movements sprung up in the occupied countries, and many civilians risked – and lost – their lives against Nazisim. Today, in Saudi Arabia, women who protested restrictions on the rights of women imposed by that country have been jailed, and remain jailed, even after some of the rights they asked for have been granted.

Initial Post Instructions For the initial post, address the following:

This is not a group exercise – post your thoughts, considering the scenarios proposed in the text or any others you find important. Be sure to give your reasons for your answer.

Notice that this exercise requires deductive reasoning. You are stating a position and supporting it with “top down” reasoning. Be sure to review Three Features of Ideological Reasoning. Apply these concepts as you create your own arguments and evaluate those of your peers.

Remember that you are using ideological reasoning here. Is your post structured like an ideological argument, beginning with a general idea (opinion, belief, or principle) and moving down from these abstractions to their specific applications?

The text warns us that ideological arguments often fail the test of Truthfulness of the Premises. Have you tested the truth of your premises?

Textbook: Chapter 13 Lesson Minimum of 1 scholarly source (in addition to the textbook)

What core values would you risk your life and freedom to defend? Could a nation going to war be appropriate in certain circumstances – or is war never an appropriate response?

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Search entries or author

Note

You will be writing here about what you value highly. Others may not share your values. Indeed, you may find that someone will write something that is entirely opposed to your values. As critical thinkers and reasoners, we do not take offense because someone disagrees with us. Critical thinkers examine their own argument, and the arguments of others, objectively, rationally, and logically. Critical thinkers and reasoners do not find the opinions of others “right” or “wrong” – they find them well-supported or not well-supported.

Respect the opinion of your classmates. If you feel the need to disagree, do so respectfully and acknowledge the valid points in your classmate’s argument.

Do not write anything that sounds angry or sarcastic even as a joke, because without hearing your tone of voice, your peers might not realize you are joking.

The real objective here is discovering what values and beliefs are important to you and whether or not you have a sound basis for those beliefs.

Follow-Up Post Instructions Respond to at least two peers or one peer and the instructor. Further the dialogue by providing more information and clarification.

Writing Requirements

Grading This activity will be graded using the Discussion Grading Rubric. Please review the following link:

Course Outcomes (CO): 3, 4, 6

Due Date for Initial Post: By 11:59 p.m. MT on Wednesday Due Date for Follow-Up Posts: By 11:59 p.m. MT on Sunday

Do you agree with their answers? Would you join them in going to war for the reasons they advance, or do you disagree with their reasons? Explain why.

Minimum of 3 posts (1 initial & 2 follow-up) Minimum of 2 sources cited (assigned readings/online lessons and an outside source) APA format for in-text citations and list of references

Link (webpage): Discussion Guidelines

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