Due in 12 hours!

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Work is attached

nurs 507 m2 discussion

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Community Assesment

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Community Assessment 

The purpose of this  is for to work as a group

to provide a comprehensive 

report reflecting theoretical study and practical analysis of the health of a designated 

community population. 

Conduct a windshield survey and observe a variety of community members in various locations.

. Gather data 

by conducting informant interviews of at least ten (10) key individuals in the community (health

care providers, religious leaders, educators/teachers, and principals, elected officials such as 

the mayor and city council members, fire fighters, EMT/Paramedics, police, and business 

owners) and at least ten (10) local residents who are not considered key individuals. 

Identify 

the top three (3) health concerns using epidemiological data (TDSHS, CDC, etc.) and create a 

plan to address these health concerns. Create an infographic for one of the identified health 

topics. 

(Note – We already have a videos and pictures , which we will upload by ourselves . Our community is West Tahokani , Texas . ) 

NP TRAN-WEEK 3

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  1. Select and describe an Advanced Nurse Practitioner role. 
  2. Why are you becoming a Nurse Practitioner?
  3. Find one research article, expert opinion about the Nurse Practitioner role and summarize the article. 
  4. What does the Institute Of Medicine (IOM) say about the need of Nurse Practitioners?
  5. Identify and describe the effects that you will have as an advanced practice nurse in terms of healthcare industry and patient outcomes.

nurs 507CL Soap note

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Nursing NR Homework PICO Question week 4

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PICO Question Submission

Purpose: The purpose of this assignment is to submit your PICO question, which is the topic you have been researching over the past few weeks. This exercise will help you clarify your clinical question and ensure it is well-structured and focused.

Instructions:

  1. Submit Your PICO Question:
  • Topic Submission: Submit the PICO question that you have been researching. Ensure your question is clear, specific, and well-defined.
  • PICO Framework: Utilize the PICO framework to structure your question. Be sure to address each component of the framework:
  • P: Patient, Problem, or Population
  • I: Intervention
  • C: Comparison
  • O: Outcome
  • T: Timeframe, Type of Study, or Type of Question (if applicable)
  1. PICO Framework Guidance:
  • Clarify Your Clinical Question: Use the PICO mnemonic to help clarify your clinical question. Think specifically about different aspects of what you want to investigate. Ensure you are clear and specific about what you are looking for to target the right evidence to use in practice.
  1. Good PICO vs. Bad PICO:
  • Good PICO: A good clinical question will address most, if not all, parts of the PICO framework. It will be specific, define terms and outcomes if necessary, and investigate something new in terms of diagnosis, etiology, therapy, harm, etc.
  • Bad PICO: A bad PICO is usually a background question disguised as a research question. It may be too vague, lack specificity, and may not require in-depth research.
  1. Search Strategies:
  • Literature Search: When searching for existing literature, try searching for one or two components of your PICO question first if you cannot locate articles that address the entire question. Build your case by explaining the research that is out there, even if your articles do not 100% match your entire PICO question.
  1. PICO Question Templates:
  • Intervention/Therapy: In _______(P), what is the effect of _______(I) on ______(O) compared with _______(C) within ________ (T)?
  • Etiology: Are ____ (P) who have _______ (I) at ___ (Increased/decreased) risk for/of_______ (O) compared with ______ (P) with/without ______ (C) over _____ (T)?
  • Diagnosis/Diagnostic Test: Are (is) _________ (I) more accurate in diagnosing ________ (P) compared with ______ (C) for _______ (O)?
  • Prevention: For ________ (P) does the use of ______ (I) reduce the future risk of ________ (O) compared with _________ (C)?
  • Prognosis/Predictions: In__________ (P) how does ________ (I) compared to _______(C) influence _______ (O) over ______ (T)?
  • Meaning: How do ________ (P) diagnosed with _______ (I) perceive ______ (O) during _____ (T)?
  1. Example PICO Questions:
  • Intervention/Therapy: In school-age children (P), what is the effect of a school-based physical activity program (I) on a reduction in the incidence of childhood obesity (O) compared with no intervention (C) within a 1-year period (T)?
  • Etiology: Are males 50 years of age and older (P) who have a history of 1 year of smoking or less (I) at an increased risk of developing esophageal cancer (O) compared with males age 50 and older (P) who have no smoking history (C)?
  • Diagnosis/Diagnostic Test: Is a yearly mammogram (I) more effective in detecting breast cancer (O) compared with a mammogram every 3 years (C) in women under age 50 (P)?
  • Prevention: For women under age 60 (P), does the daily use of 81mg low-dose Aspirin (I) reduce the future risk of stroke (O) compared with no usage of low-dose Aspirin (C)?
  • Prognosis/Predictions: Does daily home blood pressure monitoring (I) influence compliance with medication regimens for hypertension (O) in adults over age 60 who have hypertension (P) during the first year after being diagnosed with the condition (T)?
  • Meaning: How do teenagers (P) diagnosed with cancer (I) perceive chemotherapy and radiation treatments (O) during the first 6 months after diagnosis (T)?
  1. Resources:
  • PICO Help: Utilize the following resources to help structure your PICO question and build a well-defined clinical question:
  • PICO Question Templates: Use this guide to help structure your PICO question.
  • The Well-Built Clinical Question: Check out this guide to building a PICO question, developed by UNC.
  • Asking Focused Questions: PICO guide from the Centre for Evidence Based Medicine.
  • Formulating Answerable Questions: Practice building your PICO questions here.
  • Forming Focused Questions with a Specialty: A UNC Health Sciences Library guide about PICO questions within a specialty.
  1. Submission Guidelines:
  • Format: Ensure your PICO question is well-structured and formatted according to APA 7 guidelines.
  • Clarity and Specificity: Make sure your question is specific and clear, addressing all components of the PICO framework.
  • Deadline: Submit your PICO question by the specified deadline.
ONLY THE QUESTION IS DUE

NP TRAN-WEEK 3

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Reflect on your experiences as a member of a clinical team. What makes a team effective or ineffective in terms of achieving expected outcomes for the patients? (Saunders, 2014)

Submission Instructions:

  • Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

week 4 health promotion

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Discuss the safety and effectiveness of alternative and complementary medicine for the treatment of specific illnesses such as cancer, diabetes, and hypertension.

PATHO-WEEK 3

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Pulmonary Function:
D.R. is a 27-year-old man, who presents to the nurse practitioner at the Family Care Clinic complaining of increasing SOB, wheezing, fatigue, cough, stuffy nose, watery eyes, and postnasal drainage—all of which began four days ago. Three days ago, he began monitoring his peak flow rates several times a day. His peak flow rates have ranged from 65-70% of his regular baseline with nighttime symptoms for 3 nights on the last week and often have been at the lower limit of that range in the morning. Three days ago, he also began to self-treat with frequent albuterol nebulizer therapy. He reports that usually his albuterol inhaler provides him with relief from his asthma symptoms, but this is no longer enough treatment for this asthmatic episode.

Case Study Questions

  1. According to the case study information, how would you classify the severity of D.R. asthma attack?
  2. Name the most common triggers for asthma in any given patients and specify in your answer which ones you consider applied to D.R. on the case study.
  3. Based on your knowledge and your research, please explain the factors that might be the etiology of D.R. being an asthmatic patient.

Fluid, Electrolyte and Acid-Base Homeostasis:
Ms. Brown is a 70-year-old woman with type 2 diabetes mellitus who has been too ill to get out of bed for 2 days. She has had a severe cough and has been unable to eat or drink during this time. On admission, her laboratory values show the following:

  • Serum glucose 412 mg/dL
  • Serum sodium (Na+) 156 mEq/L
  • Serum potassium (K+) 5.6 mEq/L
  • Serum chloride (Cl–) 115 mEq/L
  • Arterial blood gases (ABGs): pH 7.30; PaCO2 32 mmHg; PaO2 70 mmHg; HCO3– 20 mEq/L

Case Study Questions

  1. Based on Ms. Brown admission’s laboratory values, could you determine what type of water and electrolyte imbalance does she has?
  2. Describe the signs and symptoms to the different types of water imbalance and described clinical manifestation she might exhibit with the potassium level she has.
  3. In the specific case presented which would be the most appropriate treatment for Ms. Brown and why?
  4. What the ABGs from Ms. Brown indicate regarding her acid-base imbalance?
  5. Based on your readings and your research define and describe Anion Gaps and its clinical significance.

Submission Instructions:

  • You must complete both case studies
  • Your initial post should be at least 500 words per case study, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

Create a Reply for a Discussion using APA 7 format, and scholarly references no older than 5 years.

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Please ensure that the Reply includes more than 200 words with scholarly articles, and the plagiarism level must remain below 20%.

Discussions on Spirituality in Nursing Practice

Integrating spirituality into nursing care has been widely accepted as a means of providing holistic care that leads to better patient outcomes. Spirituality assessment tools allow for data collection regarding integrating spirituality in nursing practice and improving the address of the spiritual requirements in the nursing clinical surroundings. This debate focuses on two prominent tools used to evaluate spirituality in nursing, specifically, the Spiritual Assessment Scale (SAS) and the FICA Spiritual History Tool.

Few tools specifically exist to evaluate spiritual and religious coping in multicultural clinical settings (Casaleiro, Caldeira, & Esperandio, 2022)—and such instruments can help healthcare providers understand the degree to which prayer and religious considerations influence patient care. The authors assert that spirituality should be evaluated clinically, culturally sensitive, and respectfully. Among the tools they mention is the Spiritual Assessment Scale (SAS), a measure of spiritual well-being and coping across patients of various religious and spiritual traditions. This guide helps nurses evaluate patients’ coping skills and how much spirituality contributes to their health. The authors state that SAS is helpful in various clinical environments in which patients’ spiritual needs may vary.

In another instrument that nurses frequently use for spiritual assessment, by Green (2021), the FICA Spiritual History Tool is presented. This tool includes questions related to the patient’s Faith or beliefs, the importance of spirituality, Community involvement, and how these factors affect their health (FICA). According to Green (2021), the FICA tool helps nurses have meaningful discussions with patients regarding spirituality, resulting in a holistic understanding of their necessities. The ease of the tool and its comprehensiveness give it excellent efficacy in practice, promoting discussions of patients’ spiritual wellness with nurses.

Both articles underscore the necessity of integrating spiritual assessment as a component of a patient-centered model of care into nursing practice. Green (2021) states that an enforced spiritual health assessment improves therapeutic relationships and makes patients more satisfied; thus, the implementation of this type of tool is successful in practice. Casaleiro et al. (2022) contend that addressing performance, attention, and social danger during patient care is paramount to adequate cultural competence for clinicians to mitigate biases and holistically consider the patient’s needs.

Incorporating tools like the Spiritual Assessment Scale (SAS) and the FICA Spiritual History Tool into nursing practice is vital to addressing the spiritual aspect of patient care. These instruments are essential in providing nurses with practical assessments that enable them to offer patient-centered care that affirms and nurtures spiritual needs and enhances holistic care.

References

Casaleiro, T., Caldeira, S., & Esperandio, M. R. G. (2022). Instruments for assessing spiritual/religious coping in multicultural clinical settings. Journal of Christian Nursing, 236–243. https://doi.org/10.1097/CNJ.0000000000000997

Green, C. (2021). Nurses and patients’ perspectives on spiritual health assessment. Journal of Religion & Health, 60(1), 122–133. https://doi.org/10.1007/s10943-020-01113-5