List the strengths and weaknesses of face-to-face and computer mediated (interpersonal) communication in the teaching-learning set-up. Make sure to come up with at least 3 answers/bullets for each cell. Afterwards, write a synthesis (by comparing) the information you provided.
Face-to-Face Communication (Teaching) |
Computer Mediated Communication (Teaching) |
|
Strengths | ||
Weaknesses |
Face-to-Face Communication (Learning) |
Computer Mediated Communication (Learning) |
|
Strengths | ||
Weaknesses |
In: Nursing
Give the signs and symptoms (S/S) you might see in a patient with hepatitis A. In addition give the etiology, as well as how a patient might be diagnosed and treated with this disease.
What will your plan of care be for Ms. Ross?
In: Nursing
In: Nursing
Jorge Rios's family is without health insurance. He works two jobs, neither of which provides health insurance. Her earns a total income of slightly above the level which would make his eligible for Medicaid in his state. Jorge was born in the U.S., but his brother, who lives with the family, is undocumented. Jorge is now trying to pay off the bills for his brother's treatment when he was recently seen in the emergency department. How is the family affected by the issues in the U.S. health insurance systems and what are some of the options to obtain health care or health care insurance?
In: Nursing
In: Nursing
In: Nursing
1. List the sources of errors in hemoglobinometry.
2. Differentiate oxyhemoglobin, deoxygenated hemoglobin, carboxyhemoglobin and methemoglobin.
3. Give the clinical importance of hemoglobin determination.
In: Nursing
1. Differentiate the shift to the left and shift to the right in differential WBC counting.
2. What are the common causes of neutrophilia?
3. List the common disease/s associated with increased monocytes, lymphocytes and basophil.
In: Nursing
For lymphocytic Hodgkin and Non-Hodgkin Lymphoma,
discuss the possible causes, types, mutations and the laboratory
diagnosis of each type?
In: Nursing
Case #1: Diabetes Insipidus Case Study
Case Scenario: BD is a 40-year-old Caucasian male brought to the ED following a head injury in a motorcycle accident. BD was stabilized and sent to the ICU for observation. On Day 3 in the ICU, BD’s vital signs and lab studies are reported to the day shift nurse as:
The night shift nurse reports that BD is more lethargic than last evening and has complaints of generalized weakness. You begin your nursing assessment and note that he is pale and slightly confused. BD is diagnosed with central diabetes insipidus.
In: Nursing
PROMPT:
Since this is a medical terminology course, we have not really talked much about diversity and gaps in patient care. However, you do engage in active learning activities, which simulate interaction with patients. One thing that is hard to cover in an online class is just how diverse the world really is and how diversity impacts patient care. However, many of you will be going into the health profession. Others will go into the field of health educator.
Use your creative thinking skills as well as your experiences in this class far in order to describe a situation where a health educator may have to advocate for increased patient care and patient education. Keep this in mind, how easy has it been for you to learn medical terms (medical jargon) so far? How easy do you think it is for a patient to understand medical jargon in a situation where he/she is notified that he/she is ill and needs further medical treatment? How intimidating could it be for a patient, diagnosed with an illness, to hear terms he/she has never heard before at the same time as receiving news of a diagnosis. (This diagnosis could be cancer, heart disease, diabetes, or anything else you consider relevant). What if a patient could not read, hear, or see? What if a patient could not understand the dominant language being spoken, and he/she did not have access to a translator? What if an adult patient had learning differences or could not read above a 4th to 6th grade level? Why would it be important to be able to explain a scenario in medical language to doctors and staff but regular (lay people’s) language when dealing with patients from diverse backgrounds?
DIRECTIONS
As an advocate, health educators need to make sure that patients understand the information being presented to them. With advocacy in mind, please follow the prompt below, and please limit your response to a maximum of two paragraphs (10 to 14 sentences). However, write the paragraphs as though you were a health educator who is tasked with making sure that the patient understands his or her condition in the simplest language possible. You do not need to site sources for this assignment, but you should write it in your own words. Please focus your responses on a patient’s point of view and how a health educator advocate for patient care in diverse situationsIn: Nursing
case study: A 46-year-old woman presented at the out-patient department with a vague history of persistent headaches, muscle weakness, tiredness, and loss of weight and energy. Clinical examination revealed a well-hydrated, thin, anxious, pale woman with a blood pressure of 150/95 mmHg, There was no specific signs or symptoms. She had four children and with the last , now aged six years, She had a “difficult birth” and developed a “kidney” infection. At the time of admission she was on antidepressant medication for an “anxiety-depressive” illness but she admitted to no other medication. The admission biochemical profile was
Plasma
Na141mmol/L(132-144)
K5.2mmol/L(3.2-4.8)
HCO318mmol/L(23-33)
Urea14.5mmol/L(3.0-8.0)
Creat0.28mmol/L(0.06-0.12)
Urine (24 hr)
Volume 2.6 L
Creat5.1mmol/L
Na67mmol/L
Questions:
Q1. Explain the steps in which the specimen is collected, handled, and how the specimen is analyzed.
Q2. Evaluate and explain the patient’s lab results.
Q3. Explain the lab tests and methods that you will carry out and use in order to diagnose the patient.
Q4. Explain how you would determine the acceptability of quality control test result data.
Q5. Discuss the importance of quality management on the laboratory operation during the various laboratory analytic phases.
Q 6. Illustrate and explain the critical pathways that you used to aid patient diagnosis.
Q 7. From the case study, explain how you would demonstrate ethical behavior, professionalism, and maintain patient confidentiality.
In: Nursing
Asthma Case Study Assignment
9) Write (document) utilizing the information, medical history, vital signs, etc. presented on this case study BELOW, to communicate to other care providers who will also care for this same patient: [Hint: SBAR (Situation, Background, Assessment, Recommendation) and SOAP (Subjective, Objective, Assessment and Plan)
A) SBAR
B) SOAP
B) SOAP
History
Ms. B is a 19 year old competitive bronco rider seen in the emergency room because of shortness of breath. The dyspnea began during a particularly hard ride, which culminated in modest dust inhalation on the rodeo floor. She states that the tightness in her chest and shortness of breath were so severe that she had to eventually leave the rodeo and see medical help. She is now very uncomfortable, even at rest. During the past week she has had a cough productive of greenish yellow sputum, mild fever, malaise, and fatigue, but she did not feel seriously ill until the onset of dyspnea at the rodeo earlier in the day. She denies previous lung problems except for mild ‘wheezing’ in her chest, which has occurred off and on during the past several years. She denies the use of any prescription medications, or any previous episodes of dyspnea, chest pain, leg pain, hemoptysis, sinusitis, or allergies. Her family history is negative for lung disease.
Physical Examination
General: 19 year old, 66 inches tall, and 140 lbs. Patient alert but restless and in moderate respiratory distress, mildly diaphoretic, sitting up on the edge of the bed leaning forward with her arms braced on her knees; cough frequent and productive of small amounts of greenish sputum.
Vital Signs: Temperature 101.1 F, Respiratory Rate 38/min, Blood Pressure 170/95 mmHg, Heart Rate 140/min, Paradoxical Pulse 25mmHg.
HEENT: Sinuses not tender to palpation; nasal flaring with inspiration
Neck: Trachea midline and mobile to palpation; no stridor; carotid pulsations + + and symmetrical bilaterally with no bruit; no lymphadenopathy, thyroidomegaly, or jugular venous distention; sternocleidomastoid muscles tensed during inspiration.
Chest: Increased anteroposterior diameter with decreased expansion during breathing and mild abdominal paradox with respiratory efforts.
Lungs: Rapid respiratory rate with prolonged expiratory phase and polyphonic wheezing heard over entire chest during inhalation and exhalation.
Heart: Regular rhythm at 140/min; no murmurs, gallops, or rubs; point of maximum impulse in normal position.
Abdomen; Soft, nontender; bowel sounds present; no masses or organomegaly.
Extremities; No clubbing, cyanosis, or edema; pulses + + and symmetrical in all areas
In: Nursing
Asthma Case Study Assignment
9) Write (document) utilizing the information, medical history, vital signs, etc. presented on this case study BELOW, to communicate to other care providers who will also care for this same patient: [Hint: SBAR (Situation, Background, Assessment, Recommendation) and SOAP (Subjective, Objective, Assessment and Plan)
A) SBAR
B) SOAP
B) SOAP
History
Ms. B is a 19 year old competitive bronco rider seen in the emergency room because of shortness of breath. The dyspnea began during a particularly hard ride, which culminated in modest dust inhalation on the rodeo floor. She states that the tightness in her chest and shortness of breath were so severe that she had to eventually leave the rodeo and see medical help. She is now very uncomfortable, even at rest. During the past week she has had a cough productive of greenish yellow sputum, mild fever, malaise, and fatigue, but she did not feel seriously ill until the onset of dyspnea at the rodeo earlier in the day. She denies previous lung problems except for mild ‘wheezing’ in her chest, which has occurred off and on during the past several years. She denies the use of any prescription medications, or any previous episodes of dyspnea, chest pain, leg pain, hemoptysis, sinusitis, or allergies. Her family history is negative for lung disease.
Physical Examination
General: 19 year old, 66 inches tall, and 140 lbs. Patient alert but restless and in moderate respiratory distress, mildly diaphoretic, sitting up on the edge of the bed leaning forward with her arms braced on her knees; cough frequent and productive of small amounts of greenish sputum.
Vital Signs: Temperature 101.1 F, Respiratory Rate 38/min, Blood Pressure 170/95 mmHg, Heart Rate 140/min, Paradoxical Pulse 25mmHg.
HEENT: Sinuses not tender to palpation; nasal flaring with inspiration
Neck: Trachea midline and mobile to palpation; no stridor; carotid pulsations + + and symmetrical bilaterally with no bruit; no lymphadenopathy, thyroidomegaly, or jugular venous distention; sternocleidomastoid muscles tensed during inspiration.
Chest: Increased anteroposterior diameter with decreased expansion during breathing and mild abdominal paradox with respiratory efforts.
Lungs: Rapid respiratory rate with prolonged expiratory phase and polyphonic wheezing heard over entire chest during inhalation and exhalation.
Heart: Regular rhythm at 140/min; no murmurs, gallops, or rubs; point of maximum impulse in normal position.
Abdomen; Soft, nontender; bowel sounds present; no masses or organomegaly.
Extremities; No clubbing, cyanosis, or edema; pulses + + and symmetrical in all areas
In: Nursing
In: Nursing