Discussion 4

 

  1. What was your biggest “take away” from any/all of the simulations?
  2. What did you find most challenging from the simulations? 
  3. How is what you learned from the assignments applicable to the medical field?
  4. Give examples of how such knowledge can affect your direct patient care. 

Peer responses

Respond to two of your colleagues’ posts by offering suggestions/strategies for working with this database from your own experience, or offering ideas for using alternative resources.

See attachments for peer responses 

Nursing help with homework

help

M7-1

Please follow all directions 

PN#1A

 

I need a psychiatric progress note regarding a patient with PPH: of Depression, Anxiety and Insomnia . It cannot be similar, Thank you.

Here below I leave you a sample.

 Patient is a XXXX  y/o, female with Past Psychiatric History of Depression, Anxiety and Insomnia was seen today on telehealth platform for follow up and medication treatment who alleges getting better with the last treatment of trazodone 50mg at bedtime  and mirtazapine 7.5mg at bedtime, she reports decrease symptoms of sadness ,loneliness, depression , hopelessness, as well as she expresses feeling motivated, optimistic and with more energy in the morning, improve mood, self-esteem and affect because she feels useful ,decreased anxiety and stressing over her personal problems, restlessness, nervousness, as result decreased difficulty falling asleep because sleeping better and more hours at night with her previous treatment the melatonin 5mg at bedtime, also in the morning she waking up rested after a night’s sleep. Patient denies side effects of the medications, suicidal and homicidal ideation, no visual or auditory hallucinations, agitation, psychotic symptoms or paranoia .Follow up in 4 weeks.

NATIONAL ORGANIZATION OF NURSE PRACTITIONER FACULTIES (NONPF) COMPETENCIES

The National Organization of Nurse Practitioner Faculties (NONPF) has determined nine broad areas of core competence that apply to all nurse practitioners, regardless of specialty or patient population focus. NONPF created the first set of Nurse Practitioner Competencies in 1990; the most recent updates were incorporated in 2017. This course was designed to prepare you to synthesize knowledge gained throughout the program and to apply each of the nine core competencies within your selected areas of practice and your representative communities.

The nine areas of competency are:

· Scientific Foundations

· Leadership

· Quality

· Practice Inquiry

· Technology and Information Literacy

· Policy

· Health Delivery System

· Ethics

· Independent Practice

TO PREPARE

· Review this week’s Learning Resources, focusing on the NONPF Core Competencies Content

THE ASSIGNMENT

For each of the nine NONPF competencies, write one paragraph explaining how the program has prepared you to meet the competency (for a total of at least nine paragraphs). Then, propose how you plan to engage in social change in your community as a nurse practitioner. Finally, describe 1–2 legislative and/or advocacy activities in which your state nurse practitioner organization(s) are involved. Be specific and provide examples.

Nursing

Reflection # 7

Often, after a class is done for the week, we drop it and move on. The goal of reflection assignments is to encourage you to reflect on what we did in class that week, after the class to consolidate your learning. There will be specific prompts for you to answer; sometimes this is a reflective assignment, and other times it is more of an application assignment (e.g., given a case example and having to apply something from class). The hope is that this will help you to use what you have learned to ensure concepts “stick” or to think critically about your response to what was learned.

Task

Respond to the following prompt and upload your Word document. It should be 1-2 pages and will be due
11:59 p.m. Friday.


Module 6 Reflection

Please watch the brief (3 minute) news clip

Facing Down the Fears of the I-35W Bridge CollapseLinks to an external site.
mentioned during Dr. Hertig's TF-CBT presentation (if interested [
not required], there is also this

brief articleLinks to an external site.
on the same story). After watching the clip and reflecting on course materials for this week, please answer the following questions:

1. What are some factors that may have maintained Saiku's PTSD symptoms?

2. How do you think this trauma (and subsequent symptoms) impacted this child's beliefs about himself, other people, or the world in general?

3. Based on the clip, what are some of the TF-CBT strategies Saiku's therapist, Dr. Hong, used to support his recovery? See slide 55 of Dr.Hertig's lecture materials if you need a reminder of TF-CBT treatment components.

4. How did Dr. Hong make the client comfortable in the process of facing his fears?

Grading Criteria

I'm really not looking to take off points for the reflection assignments. I don't have specific rubrics for them, but if you do not seem to be engaging with the prompt or answering the questions, I may take off points. Each reflection assignment is worth
5 points.

Discussion for Pathopysiology

 

The case study I was presented was “An 83-year-old resident of a skilled nursing facility presents to the emergency department with generalized edema of extremities and abdomen. History obtained from staff reveals the patient has a history of malabsorption syndrome and difficulty eating due to lack of dentures. The patient has been diagnosed with protein malnutrition”. 

When looking into protein malnutrition, protein energy-malnutrition is the most commonly seen terminology, or PEM, that is the result of starvation (with or without catabolic stress). PEM is considered a disease and is the result of chronic inadequate protein or energy intake not meeting the body’s needed intake of nutrients. In some cases, the loss of fat is reduced due to a slowed energy use accomplished by decreasing the metabolism and instead using the body’s storage of lean protein. Typically, the majority of the protein is released from muscle tissues and the kidneys, blood, immune cells, GI tract and liver are spared for the most part. In cases where the ration of energy and protein are not obsolete, the body can adapt to the environment by decreasing the energy and protein needed to sustain homeostasis. PEM results in “a lowered metabolic rate and reduced muscle mass (including reduced cardiac and respiratory muscle mass); its clinical consequences include muscle weakness and functional disability, reduced cardiac and respiratory capacity, mild hypothermia and a reduced body protein reserve” (Hoffer, 2001). In PEM, the extracellular fluid also shifts and can cause generalized edema. 

In consideration of protein malnutrition, there are two conditions that come up in various articles, Kwashiorkor and marasmus. “Kwashiorkor is predominantly a protein deficiency, while marasmus is a deficiency of all macronutrients — protein, carbohydrates and fats. People with marasmus are deprived of calories in general, either because they’re eating too little or expending too many, or both. People with kwashiorkor may not be deprived of calories in general but are deprived of protein-rich foods” (C.C. Medical, n.d.). In this case study, though the primary diagnoses is protein malnutrition, marasmus may be more fitting and in align with the physiologic problems this patient is facing. “For older adults, adverse health outcomes associated with malnutrition can often be more complex and disproportionally worse than outcomes associated with overweight or obesity. Malnutrition in older adults can lead to weight loss. Functional recovery from this weight loss is unlikely to occur due to the loss of skeletal muscle mass, even with full nutritional support” (Dent et. al, 2023).  “Marasmus is equally distributed between the genders, however, as a result of cultural differences in some parts of the world women may be at an increased risk of marasmus” (NCBI, 2023).

 

  • Respectfully agree or disagree with your colleague’s assessment and
  • Explain your reasoning. In your explanation, include why their explanations make physiological sense or why they do not. Support each of your replies with at least 0ne citation and reference.

Safe Practices for Medication Administration

Due 10-11-23 @10am

BHA320 Module 3 Case SLP

9/11/23, 2:47 PM Case – BHA320 Management of Health Programs (2023AUG14FT-1)

https://tlc.trident.edu/d2l/le/content/201244/viewContent/5060131/View 1/2

Module 3 – Case

LEADERSHIP AND MANAGEMENT

Assignment Overview

Most of us are familiar with the role of a manager and that of a leader. We also know
the functions each is expected to perform. However, there is a trend in the UK that
puts managers in a different role. This trend is manager as coach (MAC) and will be
the focus of this assignment. Before beginning the tasks, please read the following
article:

Ladyshewsky, R. K. (2010). The manager as coach as a driver of organizational
development. Leadership & Organization Development Journal, 31(4), 292-306. doi:
10.1108/01437731011043320

Case Assignment

In a 3-page paper, answer the following questions:

1. What is meant by the term manager as coach (MAC)?

2. Is this role more appropriate for a leader or manager?

3. What are the advantages and disadvantages regarding MAC?

4. How does it fit with the other roles of a manager and leader?

5. Would this be an effective tool in a health care setting as a leader? Why or why
not?

Assignment Expectations

1. Conduct additional research to gather sufficient information to justify/support your
responses to each question.

2. Support your paper with peer-reviewed articles, with at least 3 references. Use
the following link for additional information on how to recognize peer-reviewed
journals:
http://www.angelo.edu/services/library/handouts/peerrev.php

3. You may use Purdue OWL to assist in formatting your assignment:
https://owl.english.purdue.edu/owl/resource/560/01/

Listen

9/11/23, 2:47 PM Case – BHA320 Management of Health Programs (2023AUG14FT-1)

https://tlc.trident.edu/d2l/le/content/201244/viewContent/5060131/View 2/2

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