1. Discuss and compare the caste and class systems of social stratification.
2. Why is social stratification still prevalent in the world today? How does it impact the medical field?
3. With global stratification, terms such as first, second, and third world are often used when referring to countries. How did global stratification occur, and do you think it works Why? Why not? What leads to global inequality?

A nurse is caring for a 68-year-old male patient who is reporting SOB. He has a history of HTN, DM, emphysema, and was a heavy smoker for 25 years.

21. List at least three assessment findings the nurse should expect to assess in this client while performing INSPECTION.

22. What method of breathing can the nurse suggest the patient use in order to promote carbon dioxide expiration? Explain the process of how to perform this method.

23. When performing a respiratory assessment on a patient, the nurse notices the AP to transverse diameter is 1:1, which indicates:

1. Kyphosis
2. A normal finding in an adult
3. An expected finding in patient with certain forms of COPD
4. Scoliosis

24. Explain in detail the pathophysiology behind why the ratio would change to 1:1.

25. 11. The patient using accessory muscles to breathe indicates hypoxia. And early sign of hypoxia is __________ and a late sign of hypoxia is __________. List 3 other assessment findings the nurse would observe in a patient with hypoxia.

Contrast the dietary needs of special populations. A variety of ANY 3 special populations. The populations cannot be related. They must be 3 separate populations. For example, Females, Elderly, and Autistic populations and contrast. You may pick any 3 populations, not just the ones I put for example.

Complete drugs cards

Generic /brand name

Category class

expected Pharmacological Action

Complications

Contraindications/Precautions

Interactions

Medication Administration

Evaluation of Medication Effectiveness

Therapeutic Use

Nursing Interventions

Client Education

1. Sinemet

2. Amantadine

3. Rocephin

Complete drugs cards

Generic /brand name

Category class

expected Pharmacological Action

Complications

Contraindications/Precautions

Interactions

Medication Administration

Evaluation of Medication Effectiveness

Therapeutic Use

Nursing Interventions

Client Education

1. Sinemet

2. Amantadine

3. Rocephin

You are making an IV infusion that is to have a final concentration of 0.5 mg/mL. You are making 1000 mL of the total solution and the vial of medication is a concentration of 25 mg/mL. How many mL of the medication should you place into the IV fluid?

Julie is 45 year old mother and lives on a cropping farm, run as a family business, with her husband and his brother. Julie has three children same, aged 14; Katie, aged 12 and James aged 8.The two older children attend boarding school and return home for holidays. James is at home and attends the local primary school 50 km away.
Both Julie's boys have type 1 diabetes that she manages.
Julie has lived with her diabetes for 37 years and has many comorbidities due her both her diabetes and celiac disease. which she developed as a teenager. Julie has stage 3 chronic kidney disease, poor eyesight and osteoporosis. She is currently tryinģ to give up smoking after having smoked since of 16.
Julie currently sees her endocrinologist in large metropolitan hospital every three-month at outpatient clinic. It take her five hours to drive by car to the appointment in the city a journey that she takes with her husband. Her nephrologist is based at the regional hospital about 2 hours drive from home.Julie engages with a diabetes educator via phone and face to face monthly . The local hospital is 50 km away and is small, rural hospital. with a locum doctor and regular nursing staff, who cover the acute inpatient ward, and community registered nurse. She attends a community chronic diseases self management program at the local church hall run by the community registered nurse once a week in town and does her weekly groceries. Julie has expressed to the diabetes educator that she need more assistance with managing her own condition. She is concerned that her son who have type 1 diabetes, may end up with the same comorbidities as her because she has an autoimmune chronic condition

Question

Collaboration between interdisciplinary team members is a dynamic process reliant on effective communication and shared-decision making. Students must recognise and understand that individuals with chronic and complex conditions require interdisciplinary management to ensure quality patient outcomes.

1.Using the case study provided , you are required to verbally execute a clinical handover to a relevant interdisciplinary health professional using the ISBAR (Identify, Situation, Background, Assessment and Recommendations) format.

2.You are required to provide written rationale for your chosen interdisciplinary healthcare professional. This rationale must demonstrate your understanding of the importance of collaborative care in relation to the patient.

legal clarification in impossible dilemma for nurse working in hospital

John Miller, a 65-year-old male, arrives at the clinic complaining of his shoes not fitting and feeling like he cannot take a deep breath. During the patient interview, he also states that he is having intermittent pain in his chest. He is taking glyburide 2.5 mg daily, captopril 25 mg twice a day, and HCTZ 25 mg daily. He has not taken the HCTZ for 2 weeks and is hoping to get this medication refilled. The physician wants to evaluate his congestive heart failure. He orders an ECG and a stress echocardiogram. The patient has not previously had a stress echocardiogram and you need to explain it to him before the test begins.

Discussion Questions:

1. Explain to John the difference between an ECG and an echocardiogram.
2. John expresses concern about having a heart attack during the procedure. How can you alleviate his fear?
3. You must perform an ECG on this patient. Describe the steps in the procedure.

1. What is an ointment base?

2. What is an ointment?

3. What is the name of a commercial product (made by Cheesebrough-Pond's) consisting of white petrolatum?

1. Have I had personal experiences with health inequities or social injustices such as oppression? Have these inequities or social injustices influenced my well-being or the well-being of a close friend or loved one? How did the experiences make me feel? How did I deal with that situation?

2. Do I see health inequities and social injustices in my daily nursing practice? For example, do I see the oppression of vulnerable groups?

3. Are the human rights of my patients/clients being compromised or violated?

4. When I consider a practice situation in which I was concerned about the health inequities experienced by a patient/client related to their basic human rights, what did I think? What did I believe? How did I act? What might that situation have been like for the individual, family or group I was working with?

5. Do my colleagues and I talk about our experiences of health inequities or social injustices? How might our understanding of health inequities and social justice influence our nursing practice in the future?

1. Social justice is important for every nurse to consider in their daily nursing practice. Do I agree with that statement? What does it mean to my current nursing practice?

2. Do I know how I might further incorporate knowledge of the social determinants of health into my everyday practice?

3. When I think about making practice changes based on my new understanding of the social determinants of health, I feel...

4. When I tried to apply knowledge in social determinants not known among my colleagues, was it challenging for me? What did I think at the time? Did I feel supported by colleagues? Did applying the new knowledge improve my patient’s outcome?

5. How has my practice approach been framed thus far? Do I need to shift my approach on the basis of what I have learned about the social determinants of health? Will reframing questions in my practice approach radically change my practice? (if, for example, I began asking “What broader social, economic, political conditions are making it more or less likely for this person (or group) to smoke or live a sedentary lifestyle?” instead of “Why is this person (or group) engaging in unhealthy behaviours such as smoking or living a sedentary lifestyle?”).

6. When I reflect on where I see myself on the continuum of action, what barriers and supports influence my ability to take action? How does interprofessional and cross-sectoral collaboration factor into this ability?

Ms. Glessner is a 35-year-old executive secretary. She has been divorced for 3 years and has two sons, 11 and 13 years of age. She is brought into the emergency department (ED) by her neighbor. She has some slashes on her wrists and is bleeding. The neighbor states that both of Ms. Glessner’s sons are visiting their father for the summer. Ms. Glessner has become more despondent since terminating a 2-year relationship with a married man 4 weeks previously. According to the neighbor, for 3 years after her divorce, Ms. Glessner talked constantly about not being pretty or good enough and doubted that anyone could really love her. The neighbor states that Ms. Glessner has been withdrawn for at least 3 years. After the relationship with her boyfriend ended, she became even more withdrawn and sullen. Ms. Glessner is about 20 pounds overweight, and her neighbor states that Ms. Glessner often stays awake late into the night, drinking by herself and watching television. She sleeps through most of the day on the weekends.

After receiving treatment in the ED, Ms. Glessner is seen by a psychiatrist. The initial diagnosis is dysthymic disorder with suicidal ideation. A decision is made to hospitalize her briefly for suicide observation and evaluation for appropriate treatment.

The nurse, Ms. Ward, admits Ms. Glessner to the unit from the ED.

Nurse: Hello, Ms. Glessner, I’m Marcia Ward. I will be your primary nurse.

Ms. Glessner: Yeah… I don’t need a nurse, a doctor, or anyone else. I just want to get away from this pain.

Nurse: You want to get away from your pain?

Ms. Glessner: I just said that, didn’t I? Oh, what’s the use? No one understands.

Nurse: I would like to understand, Ms. Glessner.

Ms. Glessner: Look at me. I’m fat, ugly, and no good to anyone. No one wants me.

Nurse: Who doesn’t want you?

Ms. Glessner: My husband didn’t want me, and now Jerry left me to go back to his wife.

Nurse: You think because Jerry went back to his wife that no one else could care for you?

Ms. Glessner: Well… he doesn’t anyway.

Nurse: Because he doesn’t care, you believe that no one else cares about you?

Ms. Glessner: Yes.

Nurse: Who do you care about?

Ms. Glessner: No one… except my sons… I do love my sons, even though I don’t often show it.

Nurse: Tell me more about your sons.

Ms. Ward continues to speak with Ms. Glessner. Ms. Glessner talks about her sons with apparent affection; however, she continues to state that she does not think of herself as worthwhile.

1. Assessment: What does the case study reveal about the client?
2. What is the Objective Data?
3. What is the Subjective Data?
4. Concentrate on two initial nursing diagnoses that seem to have the highest priority.

1. There are about 10 stages in the Life Cycle Management of Medical Device. Can you name 4 points and briefly explain each point?

2. The management of medical equipment is a risk-based management program. Please start with the manufacturer’s design to meet intended use, risk assessment, acceptance testing, use, maintenance to the stages of post-market surveillance, and reporting to equipment condemnation. Briefly describe the features of the safety management mechanism at each stage.