2. List three HCP-generated roadblocks to threrapeutic communication and explain why they are significant. Describe a clinical situation in which such roadblocks may occur and explain how to resolve them.
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Discuss the history of microbiology with an emphasis on the main historical figures and their discoveries. You will describe how these discoveries have shaped our understanding of microbiological organisms.
Instructions:
Step 1: Respond to the following:
The development of the microscope in the 1600's was the starting point for the study of Microbiology. The science of Microbiology and our understanding of the Germ Theory of Disease has led to significant advances in antimicrobial therapy. Since the discovery of penicillin, we have seen an exponential growth in antibiotic production, which has dramatically increased our ability to treat infectious disease. It has also led to the advent of antibiotic resistance. Answer the following questions.
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Why does the epidemiologist or Public Health professional need to understand these aspects of malaria?
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How is the Belmont report which is the Ethical Principles and Guidelines for the Protection of Human Research relevant in relation to First-in-human clinical trials (as in patient’s company’s and medical authority's perspective) and potential conclusions that can be drawn?
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Which Theories Are the Most Ethical in Nursing Theories? Elaborate in detail up to max of 2000 words.
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List 2 contemporary challenges nurses face in the 21st century and describe how it will input your nursing practice.
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4) Imagine that you are working with Kevin Mills, 78 years old, who lives alone in an independent living unit. Mills has type 1 diabetes. You visited Mills today to check his blood sugar and ensure that he maintains his health in his best possible way in relation to the agreed NCP. Mills' daughter is at home now and she visits Mills two days a week to ensure his welfare. 4.1) Mills' blood sugar is 10.2mmol/L at 10:00 am. He had his breakfast at 08:30am (2 toast, raspberry jam and tea with two sugars). Mills stated that he did not document the previous blood sugar values and doesn't want to follow the diabetic diet plan as he feels the diabetic diet is 'boring'. Provide 2 (two) examples of strategies you would implement as a nurse in promoting the health maintenance of Mills. Diabetic patients require complex nursing care. TWO strategies to be implemented is a change in their diet and awareness of the process, risk factors and treatment. As they feel the diet plan is boring, the nurse should ensure that they take care of the aspects that include their interests. Therefore a nutritionist will make kind of improvement in the food schedule in which his health remains good. Any interesting and delicious food to be provided which is free of sugars and can be constantly supervised by the nurse. Word count : 88 4.2) Identify and describe a community service/resource Mills and his daughter could access in promoting his health maintenance in relation to the identified issue in addition to the home nursing services. 4.3) Briefly describe in 40-60 words, how you could apply advocacy skills in relation to this scenario. Minimum word required : 40
Please answer all my questions and and subquestions don't skip the sub questions
come on man it does not need any other details, that's all about the questions
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Module 4
· Select a developmental age group.
· Describe one way the RN’s physical assessment is unique for the developmental age you selected
· Discuss a health promotion focus specific for the developmental age selected
Base your initial post on your readings and research of this topic. Your initial post must contain a minimum of 250 words. References, citations, and repeating the question do not count towards the 250 word minimum.
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Imagine that a student in your classroom exhibits delayed behavior, or behavior that falls significantly outside of typical development. As a teacher how can you offer help to him or her?
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You are a nurse at a university health clinic.
Twenty-year-old T.Q. comes in and informs you he is a new
student
and he has an immunodeficiency problem. He gives you a letter from
his attending physician, hands
you a vial of gamma globulin, and asks you to give him his "shot."
The letter from T.Q.'s physician states
T.Q. was diagnosed with primary immunodeficiency disease (PIDD) at
age 2. He has an adequate number
of B cells, but they fail to mature properly and become plasma
cells or immunoglobulin. T.Q. states he has
a history of chronic respiratory and gastrointestinal infections.
He is maintained on 0.66mL/kg of gamma
globulin (GamaSTAN) given intramuscularly every 3 weeks and
has tolerated this well. He has no known
drug allergies (NKDA). His vital signs are stable.
1. Can you honor T.Q.'s prescription? Why or why not? How
could you provide him with his injection?
2. While the provider is verifying the information,
you place T.Q. in a treatment room and
obtain his permission to perform a history and physical assessment
so the clinic has baseline
information. What essential components do you need to include and
why?
3. You note on T.Q.'s health record that he has not received
an MMR (measles, mumps, rubella)
vaccine. Why?
4. The provider receives confirmation from T.Q.'s physician
that T.Q. has a PIDD and
orders the gamma globulin (GamaSTAN). Differentiate between primary
and secondary
immunodeficiency.
5. . Explain why T.Q. is at greater risk for developing
infections than his classmates.
6. What role does gamma globulin play in managing
PIDD?
7. What questions would you ask T.Q. that would
assure you the medication itself is safe to
administer?
8. Your assessment of T.Q. is unremarkable. After you
administer the gamma globulin, you
assess T.Q.'s knowledge and give specific precaution instructions.
What will you assess and
what precautions will you review?
9. Write a sample SOAP note documenting T.Q.'s visit to the
clinic.
CASE STUDY PROGRESS
Several weeks later, on T.Q.'s return visit for an injection, he
complains of a stuffy nose.
10. What is your immediate concern?
11. What assessment do you need to perform to
evaluate his stuffy nose?
12. If T.Q. were developing a sinus infection,
what manifestations would you likely see when
examining him?
13. 3. T.Q. denies any cough, headache, sore throat, fatigue,
or muscle ache. T.Q.'s nares do not
appear swollen or red, although he does have some clear mucous
drainage. External auditory
canals and tympanic membranes clear. There is no adenopathy or
sinus tenderness, and
his lung sounds are clear to auscultation. Oral cavity and pharynx
normal; there is no
inflammation, swelling, exudate, or lesions. Vital signs are 110/60, 76, 18, 98.4 ° F
(36.9 °
C). Should you give the medication or ask him to return when he is
no longer having nasal
stuffiness? Why or why not?
14. What do you need to teach T.Q. before he
leaves the clinic?
15. Write a sample SOAP note documenting T.Q.'s
visit to the clinic
Case Study #2
Scenario
You are working in a community health clinic and you have just
taken C.Q., a 38-year-old woman, into
the consultation room. C.Q. has been divorced for 5 years,
has two daughters (ages 14 and 16), and works
full time as a legal secretary. She is here for her yearly
routine physical examination C.Q. states she is in a
serious relationship, is contemplating marriage, and just wants
to make certain she is "okay." No abnormalities
were noted during C.Q.'s physical examination. Blood was drawn
for routine blood chemistries
and hematology studies; since she has never been tested, C.Q.
agrees to a human immunodeficiency
virus (HIV) test. The physician requests you perform a rapid HIV
test, which is an antibody test. Within 20
minutes, the results are available and are positive.
1. Does a positive rapid HIV test mean that C.Q. definitely has
HIV? If it is negative, does it mean she definitely does not
have HIV?
2. . What counseling do you need to provide to
C.Q.?
CASE STUDY PROGRESS
C.Q. returns to the clinic two days later. The physician informs
you that C.Q.'s Western blot test results
confirm that she is HIV positive; he requests that you be
present when he talks to her. Before leaving C.Q.'s
room, the physician requests that you give C.Q. verbal and
written information about local HIV support
groups and help C.Q. call a friend to accompany her home this
evening. She looks at you through her tears
and states, "I can't believe it. J. is the only man I've had sex
with since my divorce. He told me I had nothing
to worry about. I can't believe he would do this to
me."
3. C.Q.'s statement is based on three
assumptions: (1) J. is HIV positive; (2) he intentionally
withheld the information from her; and (3) he intentionally
transmitted the HIV to her
through unprotected sex. Based on your knowledge of HIV
infection, how would you
counsel C.Q.?
4. . In addition to offering alternative explanations and
exploring options, what is your most
important role at this time?
5. C.Q. asks you whether she has AIDS. What do you tell
her?
6. . Why is it a good idea for C.Q. to have
someone she trusts transport her home this evening?
7. . C.Q. gives you the name and phone number
of a relative she wants you to call. You remain
with her until she leaves with her relative. Has C.Q.'s right to
privacy been violated? Explain
why or why not.
CASE STUDY PROGRESS
C.Q. returns to the clinic 4 days later to discuss her
diagnosis.
8. What are your goals for C.Q. at this
time?
9. What additional laboratory tests would you
anticipate for C.Q. and why?
10. . C.Q. asks whether there is any treatment
available. How would you respond?
11. . C.Q. asks why she has to take so many
drugs instead of a "big dose" of one drug. What would
you tell her?
12. . The physician starts C.Q. on a regimen of Truvada
(tenofovir and emtricitabine) and
efavirenz (Sustiva). What general information will you give C.Q.
about ART therapy?
13. C.Q. asks if she has to tell J. of her HIV
status. Does she have a legal responsibility to inform
him?
14. C.Q. asks if she has to tell J. of her HIV status. Does
she have a legal responsibility to inform
him?
15. What reporting obligations does the clinic
have?
16. . Before C.Q. leaves the clinic, you
recognize the need for further teaching when she says:
a. "Joining a support group can help me deal with my HIV
diagnosis."
b. "I will not use any other medications without checking with
my health care provider."
c. "If my viral load becomes undetectable, I will not have to
worry about transmitting HIV to
someone else."
d. "If my skin turns yellow, I have unusual muscle pain or feel
dizzy or weak, I will call the
provider immediately."
CASE STUDY PROGRESS
Two weeks later, C.Q. visits the office and asks to speak to you
in private. She thanks you for talking to her
the day she received the news of her diagnosis. She tells you
that J. confessed to her that he has hemophilia
and tested positive for HIV after having been infected through
contaminated recombinant factor
VIII products. He was afraid to tell her about his diagnosis
because she might leave him. C.Q. tells you that
she is angry with J. They are going through counseling and the
wedding is "off" at the moment.
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In this discussion, we'll discuss anxiety, effective and ineffective interventions, and stress management. Please include the following in your initial posting: Describe a client from your clinical setting or work who experienced severe anxiety or panic. Include a brief history and three most pertinent medications. Describe the assessment process for this patient. Identify at least one effective and one non-effective nursing intervention. Why did they work? What didn't work? Name and describe two stress reduction techniques you have used and whether they were helpful or not in reducing stress.
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Using the Internet, research an organization that represents the professional field that you are either currently employed or wish to enter. (1) State their code of ethics and (2) report whether or not they follow the seven principles of health care ethics. Explain your answer in a 1-page report.
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