Assignment Instructions: 

• Review the case study scenario below and the client’s family history and medical profile information from unit 1.  
• Next, write a 6-8  analysis of the client (including title and reference) according to the assignment specifications, outline, and grading rubric. 

Case Study 2 Scenario:

Client, William Collins, arrived to the emergency room for an exacerbation of Chronic Obstructive Pulmonary Disease (COPD). The emergency department nurse enters the triage room to find Mr. Collins sitting at the side of the bed leaning forward with both arms on the bedside tray. He complains he is having shortness of breath that he is unable to control with his usual medications. His son is with him at the bedside because his wife is unable to come with him due to dialysis. 

Case Study Analysis Assignment Outline: 

The case study analysis should include the following sections with responses and rationales for all the prompts.

Introduction (3-5) 

Provide an overview of the pathophysiology of the disease exhibited by the client. Include: 

• What additional assessment findings would you look for? 
• What lab abnormalities would you expect to see? 
• What diagnostics would you anticipate the healthcare team ordering? 
• Provide a rationale for your answers. 

Implications for Self-Care (2 paragraphs) 

• Consider Maslow’s hierarchy of needs and describe where the client falls in that hierarchy and how this will impact care and healing.  
• How does this disease process impact the client’s and/or their care provider’s ability to care for themselves? 

Patient Education Strategy (2-3 paragraphs) 

• Identify 3-5 appropriate nursing interventions and teaching points for your client based on the pathophysiology and assessment findings. 
• Describe the educational strategies that should be incorporated when building a plan of care for your client.
• Support with rationale. 

Interdisciplinary Collaboration (2-3 paragraphs) 

• Identify 2-4 interdisciplinary team members who need to be included in the care of the client. Include rationale. 
• Consider the care the client will need while inpatient and upon discharge.  
• Consider nutrition, community services, and financial implications. 

Conclusion 

• Summarize the key concepts of this disease process and client case study scenario.  

References 

• A minimum of three references should be used.  
• References should be no more than five years old. Exceptions include seminal works, such as original publications by nurse theorists.  
• One reference must be your textbook, 
• One reference must be from a peer-reviewed journal,  
• One reference must be from an authoritative website such as the CDC, NIH or Healthy People 2030.

Assignment Specifications: 

• Name thewith a File Naming Protocol: When you save the, name it: LastName_NSG 3300_CaseStudyAnalysis_1.docx  reflects clinical and professional client/cases, and no references to personal or family issues.

APA Formatting 

• All should be written in APA formatting. This should include: 
• Formal components, such as a title, and APA formatting with an introductory and conclusion paragraph that summarizes the key concepts 
• APA-formatted level headings 
• APA margin, font, and paragraph spacing 
• Include page numbers 
• Appropriate in-text reference citations 
• A reference page, in correct APA format 

 

 identify the process for decision-making regarding technology. You will also discuss the nursing role in identifying appropriate technology for practice.

identify the process for decision making regarding technology. Discuss nursing role in identifying appropriate technology for practice.

 should include the following:

1. One technology application used in health care to facilitate decision making.
2. The application’s impact on quality of decision making.
3. The process for selecting and implementing the application.
4. A risk assessment of the application.
5. The costs associated with the application.
6. Nurses’ role(s) in selecting and evaluating the application.

 During the COVID-19 pandemic, people saw major disruptions to supply lines throughout the country. Nowhere was this more evident than in the healthcare industry. Among the biggest impact was the disruption in supply lines related to personal protective equipment (PPE) and patient care needs (e.g., beds, ventilators, and medications). Use your text as a resource to complete the following assignment as well as one other resource from the library. Please cite your sources.

• Describe the concept of supply and demand and how it relates to the provision of healthcare.
• Once the concept of supply and demand has been explained as it relates to healthcare explain how the pandemic contributed to major shortages of needed supplies and equipment.
• Imagine yourself as a leader of a provider group of some type (e.g., surgery center, orthopedic group, general practitioner’s office). Indicate some of the supply shortages that your group may see in a similar scenario in the future. How can these be offset or averted?
• Identify, evaluate, and present a strategy that healthcare leaders can implement to avoid real-world supply chain disruption in the future.

Original Work, No Plagiarism, Cite and Reference

Kara is a pre-doctoral student who works for a very demanding principal investigator (PI) in psychology. Dr. Srichaphan considers himself her mentor even though he seems to offer no constructive guidance.

She considers herself an expert problem solver. The trouble is, she can’t figure out how to solve her problems with her mentor. Not only is he exacting and demanding, but he also is exploitative and intolerant—finding fault with her for not being able to keep up with the rigors of academic and clinical studies even though he’s the one who’s overloading her with too much work.

The last straw is an invitation to be a “guest lecturer” in a section of her mentor’s undergraduate cognitive processes class. She can’t very well say no. It would only make her look inept. Still, it couldn’t come at a worse time. The research study that Kara is primary coordinator of has just been halted—it turns out one of the protocols needs many changes, and some of the changes will have to go through the IRB again. They are complex and require careful thought. All the protocol forms will need to be filled out again, the consent forms revised, and the study procedures redone. These changes will have to be made quickly since the study cannot resume until the IRB approves of the new modifications. 

Meanwhile, the undergraduate section of the class Kara’s been given to lead is so large that it’s fast becoming like a full teaching load. The course is not going well because the syllabus that her mentor developed was not well thought out, and many students are coming to Kara’s office to complain. One of the complaints is that there is a cheating ring among some of the students. When she tells her mentor, Dr. Srichaphan blames it on her teaching. She is so taken aback that all she can do is splutter that it’s not her fault—the cheating ring extends to other study sections as well and may even have begun there. Ignoring her protests, he informs her that she needs to provide assistance at a clinical rotation site.

Kara can’t believe her ears. She feels like she will crack under the strain if one more thing is added to her load of duties. Just the thought of arguing with her mentor makes her queasy, but she does her best to remind him that she has her own coursework as a doctoral student and has two term papers due in the next three weeks. She begs him to assign someone else to the clinical rotation. He frowns. “It’s gotten to the point where you cannot handle your research and teaching responsibilities, evidently,” he goads her.  Kara, who prides herself on her “can do” style, finds she simply cannot do all that is required of her. She’s on the verge of retching from nerves. Her mentor is not impressed. He shakes his head and tells her that science is not for the faint of heart.

Questions

1. What’s the worst thing that could happen if she does nothing?

2. What’s the worst that could happen if she seeks a new approach to getting through this?

3. How might Kara ask for help? From whom? With what likely result?

4. What types of expectations should have been discussed among Kara, the mentor, the program director, and/or the graduate school to avoid these types of problems?

5. Can you offer an example of stressful or disastrous situation based on your own learning experiences? How did you deal with it, and what lessons did you learn?