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Category: Nursing

  • [Solved] 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%.** **Evaluating Spirituality in Nursing Practice** Spirituality is a fundamental aspect of patient-centered care, significantly impacting how individuals cope with illn…

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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%.**

    **Evaluating Spirituality in Nursing Practice**

          Spirituality is a fundamental aspect of patient-centered care, significantly impacting how individuals cope with illness and make health-related decisions. Over time, healthcare professionals have developed structured approaches to assess spiritual needs, ensuring that these concerns are addressed as part of holistic nursing practice. Several validated tools assist nurses in evaluating patients’ spiritual well-being and integrating this dimension into care planning.

         One widely used assessment method is the **FICA Spiritual History Tool**, developed to guide clinicians in exploring a patient’s spiritual beliefs and their role in health. This model focuses on four key areas: personal faith, the importance of spirituality in daily life, connections to a religious or spiritual community, and how these beliefs influence medical decisions (Puchalski, 2020). By incorporating this approach into patient assessments, nurses can gain valuable insight into an individual’s values and preferences related to their care.

          Another recognized framework is the **HOPE Spiritual Assessment Tool**, which facilitates discussions about spiritual concerns. The acronym HOPE represents sources of hope, engagement in organized religion, personal spirituality and practices, and the impact of these beliefs on healthcare choices (Anandarajah & Hight, 2021). This method is particularly beneficial for patients receiving palliative or end-of-life care, as it allows nurses to explore existential concerns and provide appropriate support tailored to the patient’s needs.

          Additionally, the **Spiritual Well-Being Scale (SWBS)** is a standardized questionnaire that measures an individual’s overall spiritual wellness. This tool evaluates both religious well-being—reflecting one’s connection with a higher power—and existential well-being, which pertains to finding meaning and purpose in life (Bufford et al., 2022). The SWBS is particularly useful for identifying individuals experiencing spiritual distress, especially those managing chronic illnesses or facing significant life transitions.

             Utilizing these tools allows nurses to deliver compassionate and holistic care by addressing spiritual dimensions that influence patient well-being. Acknowledging and supporting a patient’s spiritual concerns fosters emotional resilience, enhances coping mechanisms, and strengthens the nurse-patient relationship. Integrating spirituality into nursing practice ultimately contributes to a more comprehensive and meaningful approach to healthcare.

    **References**

    Anandarajah, G., & Hight, E. (2021). Spirituality and medical practice: Using the HOPE questions as a practical tool. _Journal of Palliative Medicine, 24_(3), 456-462. https://doi.org/10.1089/jpm.2021.0093

    Bufford, R. K., Paloutzian, R. F., & Ellison, C. W. (2022). The Spiritual Well-Being Scale: A psychometric review and applications in health care. _Journal of Religion and Health, 61_(2), 765-779. https://doi.org/10.1007/s10943-021-01374-8

    Puchalski, C. M. (2020). The FICA spiritual history tool: Clinical application in holistic nursing care. _Journal of Holistic Nursing, 38_(1), 12-18. https://doi.org/10.1177/0898010119895363

    – 2 years ago

  • [Solved] module 2 discussion

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    – [\ \ Screenshot2025-03-25at08.36.07.png](https://www.sweetstudy.com/files/screenshot2025-03-25at08-36-07-png "Screenshot2025-03-25at08.36.07.png") – 2 years ago

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    – [\
    \
    Screenshot2025-03-25at08.36.07.png](https://www.sweetstudy.com/files/screenshot2025-03-25at08-36-07-png "Screenshot2025-03-25at08.36.07.png")

    – 2 years ago

  • [Solved] Evidence-Based Project, Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews

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    – Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry. – Develop a PICO(T) question to address the clinical issue of interest you identified in Module 2 for the Assignment. This PICOT question will remain the same for the entire course. – Use …

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    Assignment Prompt & Instructions

    – Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
    – Develop a PICO(T) question to address the clinical issue of interest you identified in Module 2 for the Assignment. This PICOT question will remain the same for the entire course.
    – Use the key words from the PICO(T) question you developed and search at least four different databases in the Walden Library. Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses), critically-appraised individual articles (article synopses). The evidence will not necessarily address all the elements of your PICO(T) question, so select the most important concepts to search and find the best evidence available.
    – Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.

    – 2 years ago

  • [Solved] DB help

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    In-depth study guidance and analytical solution covering DB help.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] work study

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    – 2 years ago **files (1)** – ## week5nonpracpsychoCognitiveBehavioralTherapy.docx **## week5nonpracpsychoCognitiveBehavioralTherapy.docx** Cognitive Behavioral Therapy: Comparing Group, Family, and Individual Settings Prepare · Review the videos in this week’s Learning Resources and consider the in…

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    – 2 years ago

    **files (1)**

    – ## week5nonpracpsychoCognitiveBehavioralTherapy.docx

    **## week5nonpracpsychoCognitiveBehavioralTherapy.docx**

    Cognitive Behavioral Therapy: Comparing Group, Family, and Individual Settings

    Prepare

    · Review the videos in this week’s Learning Resources and consider the insights provided on CBT in various settings.

    affffvvvvvAssignment

    **Assignment**

    **Post** an explanation of how the use of CBT in groups compares to its use in family or individual settings. Explain at least two challenges PMHNPs might encounter when using CBT in one of these settings. Support your response with specific examples from this week’s media and at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly and attach the PDFs of your sources.

    Upload a copy of your discussion writing to the draft Turnitin for plagiarism check.  Your faculty holds the academic freedom to not accept your work and grade at a zero if your work is not uploaded as a draft submission to Turnitin as instructed.

    **Read** a selection of your colleagues' responses.

    **## week5nonpracpsychoCognitiveBehavioralTherapy.docx**

    Cognitive Behavioral Therapy: Comparing Group, Family, and Individual Settings

    Prepare

    · Review the videos in this week’s Learning Resources and consider the insights provided on CBT in various settings.

    affffvvvvvAssignment

    **Assignment**

    **Post** an explanation of how the use of CBT in groups compares to its use in family or individual settings. Explain at least two challenges PMHNPs might encounter when using CBT in one of these settings. Support your response with specific examples from this week’s media and at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly and attach the PDFs of your sources.

    Upload a copy of your discussion writing to the draft Turnitin for plagiarism check.  Your faculty holds the academic freedom to not accept your work and grade at a zero if your work is not uploaded as a draft submission to Turnitin as instructed.

    **Read** a selection of your colleagues' responses.

  • [Solved] Week 4 re

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    #1 **Unit 4 Policy Advocacy** Policy advocacy in healthcare is the process of influencing policies, regulations, and laws to improve patient outcomes, healthcare quality, and nursing practice. Nurses engage in policy advocacy to address healthcare disparities, enhance patient safety, and ensure equi…

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    #1

    **Unit 4 Policy Advocacy**

    Policy advocacy in healthcare is the process of influencing policies, regulations, and laws to improve patient outcomes, healthcare quality, and nursing practice. Nurses engage in policy advocacy to address healthcare disparities, enhance patient safety, and ensure equitable access to care (Chiu et al., 2021). Advocacy efforts can range from small grassroots movements to institutional policy changes and legislative initiatives, all aiming to make a more effective healthcare system.

    **Opportunities for Policy Advocacy at Various Levels**

    Nurses can engage in policy advocacy at multiple levels, including institutional, local, state, and national platforms. At the institutional level, nurses can participate in hospital committees to influence policies on patient care, staffing, and resource allocation (Williams et al., 2022). Locally, nurses can collaborate with community organizations to advocate for health programs and initiatives. At the state and national levels, nurses can work with professional organizations such as the National Association of Neonatal Nurses (NANN) and the American Nurses Association (ANA) to support legislation that impacts nursing practice and patient care. One emerging area for advocacy is the development of postpartum retreats and birth worker agencies that cater to all mothers, not just those in vulnerable populations. These services provide essential support for maternal mental health, breastfeeding success, and holistic postpartum recovery, advocating for a broader approach to maternal wellness beyond the traditional medical model (Smith et al., 2023).

    **The Role of the Nurse in Policy Advocacy**

    Nurses play a critical role in policy advocacy by using their clinical expertise and patient-centered perspectives to influence healthcare policies. As frontline caregivers, we witness disparities in care and can use our experiences to drive change. A nurse can participate in advocacy through professional organizations, serve on advisory boards, and provide testimony to policymakers regarding the needs of their patients (Turale & Kunaviktikul, 2019). Additionally, nurses educate patients and communities about health policies and work alongside legislators to shape laws that affect public health.

    **What Makes Nurses Effective Health Advocates for Policies and Revisions?**

    Nurses are effective health advocates due to their direct patient care experience, evidence-based knowledge, and trusted role in society. Their ability to communicate complex healthcare issues in relatable terms makes us strong advocates for policy change. Advocacy training, leadership development, and active participation in professional organizations further enhance nurses’ influence in shaping healthcare policies.

    **Policy Advocacy for the MOMMIES Act**

    One policy that is particularly significant to my nursing practice is the MOMMIES Act (H.R. 6004), which seeks to expand Medicaid coverage for maternal healthcare, ensuring that all mothers receive comprehensive prenatal and postpartum services. As a NICU nurse, I have witnessed firsthand how disparities in maternal care contribute to poor neonatal outcomes, particularly among Black mothers and infants. Advocating for the MOMMIES Act would involve collaborating with legislators, joining advocacy groups, and using evidence-based data to highlight the necessity of extended postpartum care and access to birth workers, including doulas and midwives (American College of Obstetricians and Gynecologists [ACOG], 2022). Key stakeholders include policymakers, healthcare providers, professional organizations, and the mothers directly affected by gaps in care. Vulnerable populations, particularly Black and Indigenous mothers, would benefit from improved access to quality maternal healthcare, reducing disparities in maternal morbidity and mortality.

    By advocating for policies such as the MOMMIES Act, nurses can drive systemic change that directly impacts patient outcomes, ensuring that all mothers—regardless of socioeconomic status—receive the care they need. This experience reinforces my commitment to policy advocacy as an essential component of my nursing practice, pushing for reforms that align with equitable healthcare standards.

    #2

    Policy advocacy in healthcare involves influencing decisions, laws, and regulations to improve health outcomes, equity, and systemic issues. It ensures accessible, safe, and high-quality care for all populations (Whitsel et al., 2024).

    ### Opportunities for Policy Advocacy at Various Levels

    – **Local Level**: Advocating for community health programs or influencing local government policies.
    – **State Level**: Supporting state-wide initiatives like Medicaid expansion or stricter health regulations.
    – **National Level**: Promoting federal policies such as affordable care acts or public health funding.
    – **Institutional Level**: Advocating for organizational policies to improve working conditions and care delivery (Whitsel et al., 2024).

    Role of the Nurse in Policy Advocacy

    1. Identifying gaps in care and systemic needs.
    2. Building coalitions with healthcare professionals and policymakers.
    3. Educating stakeholders on the implications of policies.
    4. Representing vulnerable populations who face barriers to advocacy (Whitsel et al., 2024).

    What Makes Nurses Effective Health Advocates?

    1. **Expertise and Credibility**: Nurses’ clinical knowledge and patient interaction provide a trustworthy perspective.
    2. **Empathy and Advocacy Skills**: Their commitment to patient care fosters a sense of duty to advocate for better policies.
    3. **Communication Strength**: Nurses effectively convey complex information to policymakers and the public.
    4. **Leadership in Healthcare**: Nurses often lead initiatives, showcasing their ability to drive change (Whitsel et al., 2024).

    Policy Example: Nurse-Patient Staffing Ratios

    Improving nurse-patient staffing ratios is crucial to prevent burnout and ensure patient safety. Advocacy steps include:

    – **Data Collection**: Providing evidence linking poor staffing ratios to negative outcomes.
    – **Public Campaigns**: Raising awareness among stakeholders.
    – **Policy Discussions**: Engaging with legislators to mandate minimum staffing ratios.
    – **Stakeholders**: Nurses, hospital administrators, patients, families, and legislators.

    **Vulnerable Populations Affected**: Elderly patients, individuals with chronic illnesses, and marginalized groups who may receive suboptimal care in understaffed settings (Whitsel et al., 2024).

    – 2 years ago

  • [Solved] Nursing unit 6 assignment

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    see attached – 2 years ago **files (2)** – ## 671unit6assignmentinstructions.docx – NU671_Grading_Rubrics1.docx **## 671unit6assignmentinstructions.docx** Stress and Anxiety Stress can appear at any time in our lives, but the college years (early adulthood) offer their own type of stressors becaus…

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    see attached

    – 2 years ago

    **files (2)**

    – ## 671unit6assignmentinstructions.docx

    – NU671_Grading_Rubrics1.docx

    **## 671unit6assignmentinstructions.docx**

    Stress and Anxiety

    Stress can appear at any time in our lives, but the college years (early adulthood) offer their own type of stressors because it is at this time that one assumes more (if not complete) responsibility for one’s lifestyle behaviors.

    This written assignment provides an opportunity to demonstrate your knowledge of the assessment, diagnosis and treatment of a young adult patient via a case study example.

    ·
    _Read the following case study and address the sections that follow._

    IDENTIFICATION: The patient is a 24-year-old, single, Asian-American female.

    CHIEF COMPLAINT: “I don’t want people noticing my scarred fingers.”

    HISTORY OF CHIEF COMPLAINT: She has been biting her fingers since she was young. Is in the orchestra and doesn’t want people noticing her fingers. Is overwhelmed with the amount of work in graduate school, which she started two months ago. She states, “I’m worried about getting the work done. So I’ve been biting my fingers more.” Has developed scars on fingers and has become self-conscious about how it looks but cannot stop.

    PAST PSYCHIATRIC HISTORY: No previous psychiatric treatment or medications. No history of suicide attempts or assaultive behavior.

    MEDICAL HISTORY: Takes birth control pills. No operations. No medical conditions. Feels tired for the past month. Having difficulty getting to sleep and staying asleep.

    HISTORY OF DRUG OR ALCOHOL ABUSE: Denied.

    FAMILY HISTORY: Raised by both Korean-born parents with a younger sister. Father has a history of anemia. No psychiatric family history.

    PERSONAL HISTORY

    Perinatal: Full-term vaginal birth.

    Childhood: Started biting her fingers. Started playing in school orchestra.

    Adolescence: Had many friends. Participated in a number of school organizations.

    Adulthood: Graduate student in music education for the past two months. Unemployed. Had worked in retail sales. Identifies as a Methodist. Has the same boyfriend for the past two years. No military service or legal history.

    TRAUMA/ABUSE HISTORY: Denied.

    MENTAL STATUS EXAMINATION

    **Appearance:** Well groomed. Fingers are visibly scarred above the proximal interphalangeal joint.

    **Behavior and psychomotor activity:** Good eye contact. No motor abnormalities. Cooperative.

    **Consciousness:** Alert but appears tired.

    **Orientation:** Oriented to all three spheres.

    **Memory:** Grossly intact.

    **Concentration and attention:** Reports difficulty concentrating. Pacing at night and unable to focus on her school requirements. Was generally attentive and focused during the interview.

    **Visuospatial ability:** Not assessed.

    **Abstract thought:** Not assessed formally but seems satisfactory.

    **Intellectual functioning:** Average or above.

    **Speech and language:** Normal rate and volume.

    **Perceptions:** No altered perceptions.

    **Thought processes:** Organized and logical.

    **Thought content:** Preoccupied with academic demands.

    **Suicidality and homicidality:** Denied.

    **Mood:** Anxious.

    **Affect:** Full range. Mood congruent.

    **Impulse control:** Good other than not being able to control biting her fingers.

    **Judgment/Insight/Reliability:** Good.

    1. Title Page

    2. Introduction

    3. What
    **screening tools**(if any) or
    **laboratory tests**(if any) would you use to further evaluate this patient?

    4. What are your
    **differential diagnoses** for this patient?

    a. Include DMS-5 TR codes and ICD-10 codes

    b. Include rationale for ruling in or ruling out the diagnoses.

    c. What diagnosis would you rule in as your
    **working diagnosis**?

    5. What
    **pharmacological interventions** would you include, if any?

    a. Include the rationale for the medication(s), if prescribed.

    b. Include any monitoring and titration if indicated.

    c. What are the goals of the treatment?

    6. What
    **psychotherapeutic interventions** would you complete that day, and what type of psychotherapy might you refer to a therapist?

    a. Include the rationale for the types of therapy.

    b. What are the goals of therapy?

    7. What
    **complementary and alternative medicine treatments** might you recommend for this patient?

    a. Include the rationale for your recommendations.

    b. What are the goals of the treatments?

    8. What
    **patient education** would you provide for this patient? Include:

    a. Medications

    b. Follow up

    c. Referrals

    d. Psychoeducation

    9. What
    **cultural and ethical considerations** would you consider with this patient?

    10. Summary

    11. References

    **Your written assignment should be 4–5 pages (1,000–1,250 words) in length, not including the title page, references, graphics and appendices.**
    **_Do not_ include the case study in the body of the assignment.**

    **Assignment Requirements:**

    Before finalizing your work, you should:

    · be sure to read the assignment description carefully (as displayed above);

    · consult the Grading Rubric (located in Course Resources, Grading Rubrics submodule) to make sure you have included everything necessary; and

    · utilize spelling and grammar check to minimize errors.

    Your writing assignment should:

    · follow the conventions of Standard English (correct grammar, punctuation, etc.);

    · be well ordered, logical, and unified, as well as original and insightful;

    · display superior content, organization, style, and mechanics; and

    · use APA 7th edition format.

    **NU671_Grading_Rubrics1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nu671-grading-rubrics1-docx)

    **NU671_Grading_Rubrics1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nu671-grading-rubrics1-docx)

    **## 671unit6assignmentinstructions.docx**

    Stress and Anxiety

    Stress can appear at any time in our lives, but the college years (early adulthood) offer their own type of stressors because it is at this time that one assumes more (if not complete) responsibility for one’s lifestyle behaviors.

    This written assignment provides an opportunity to demonstrate your knowledge of the assessment, diagnosis and treatment of a young adult patient via a case study example.

    ·
    _Read the following case study and address the sections that follow._

    IDENTIFICATION: The patient is a 24-year-old, single, Asian-American female.

    CHIEF COMPLAINT: “I don’t want people noticing my scarred fingers.”

    HISTORY OF CHIEF COMPLAINT: She has been biting her fingers since she was young. Is in the orchestra and doesn’t want people noticing her fingers. Is overwhelmed with the amount of work in graduate school, which she started two months ago. She states, “I’m worried about getting the work done. So I’ve been biting my fingers more.” Has developed scars on fingers and has become self-conscious about how it looks but cannot stop.

    PAST PSYCHIATRIC HISTORY: No previous psychiatric treatment or medications. No history of suicide attempts or assaultive behavior.

    MEDICAL HISTORY: Takes birth control pills. No operations. No medical conditions. Feels tired for the past month. Having difficulty getting to sleep and staying asleep.

    HISTORY OF DRUG OR ALCOHOL ABUSE: Denied.

    FAMILY HISTORY: Raised by both Korean-born parents with a younger sister. Father has a history of anemia. No psychiatric family history.

    PERSONAL HISTORY

    Perinatal: Full-term vaginal birth.

    Childhood: Started biting her fingers. Started playing in school orchestra.

    Adolescence: Had many friends. Participated in a number of school organizations.

    Adulthood: Graduate student in music education for the past two months. Unemployed. Had worked in retail sales. Identifies as a Methodist. Has the same boyfriend for the past two years. No military service or legal history.

    TRAUMA/ABUSE HISTORY: Denied.

    MENTAL STATUS EXAMINATION

    **Appearance:** Well groomed. Fingers are visibly scarred above the proximal interphalangeal joint.

    **Behavior and psychomotor activity:** Good eye contact. No motor abnormalities. Cooperative.

    **Consciousness:** Alert but appears tired.

    **Orientation:** Oriented to all three spheres.

    **Memory:** Grossly intact.

    **Concentration and attention:** Reports difficulty concentrating. Pacing at night and unable to focus on her school requirements. Was generally attentive and focused during the interview.

    **Visuospatial ability:** Not assessed.

    **Abstract thought:** Not assessed formally but seems satisfactory.

    **Intellectual functioning:** Average or above.

    **Speech and language:** Normal rate and volume.

    **Perceptions:** No altered perceptions.

    **Thought processes:** Organized and logical.

    **Thought content:** Preoccupied with academic demands.

    **Suicidality and homicidality:** Denied.

    **Mood:** Anxious.

    **Affect:** Full range. Mood congruent.

    **Impulse control:** Good other than not being able to control biting her fingers.

    **Judgment/Insight/Reliability:** Good.

    1. Title Page

    2. Introduction

    3. What
    **screening tools**(if any) or
    **laboratory tests**(if any) would you use to further evaluate this patient?

    4. What are your
    **differential diagnoses** for this patient?

    a. Include DMS-5 TR codes and ICD-10 codes

    b. Include rationale for ruling in or ruling out the diagnoses.

    c. What diagnosis would you rule in as your
    **working diagnosis**?

    5. What
    **pharmacological interventions** would you include, if any?

    a. Include the rationale for the medication(s), if prescribed.

    b. Include any monitoring and titration if indicated.

    c. What are the goals of the treatment?

    6. What
    **psychotherapeutic interventions** would you complete that day, and what type of psychotherapy might you refer to a therapist?

    a. Include the rationale for the types of therapy.

    b. What are the goals of therapy?

    7. What
    **complementary and alternative medicine treatments** might you recommend for this patient?

    a. Include the rationale for your recommendations.

    b. What are the goals of the treatments?

    8. What
    **patient education** would you provide for this patient? Include:

    a. Medications

    b. Follow up

    c. Referrals

    d. Psychoeducation

    9. What
    **cultural and ethical considerations** would you consider with this patient?

    10. Summary

    11. References

    **Your written assignment should be 4–5 pages (1,000–1,250 words) in length, not including the title page, references, graphics and appendices.**
    **_Do not_ include the case study in the body of the assignment.**

    **Assignment Requirements:**

    Before finalizing your work, you should:

    · be sure to read the assignment description carefully (as displayed above);

    · consult the Grading Rubric (located in Course Resources, Grading Rubrics submodule) to make sure you have included everything necessary; and

    · utilize spelling and grammar check to minimize errors.

    Your writing assignment should:

    · follow the conventions of Standard English (correct grammar, punctuation, etc.);

    · be well ordered, logical, and unified, as well as original and insightful;

    · display superior content, organization, style, and mechanics; and

    · use APA 7th edition format.

    **NU671_Grading_Rubrics1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nu671-grading-rubrics1-docx)

    **## 671unit6assignmentinstructions.docx**

    Stress and Anxiety

    Stress can appear at any time in our lives, but the college years (early adulthood) offer their own type of stressors because it is at this time that one assumes more (if not complete) responsibility for one’s lifestyle behaviors.

    This written assignment provides an opportunity to demonstrate your knowledge of the assessment, diagnosis and treatment of a young adult patient via a case study example.

    ·
    _Read the following case study and address the sections that follow._

    IDENTIFICATION: The patient is a 24-year-old, single, Asian-American female.

    CHIEF COMPLAINT: “I don’t want people noticing my scarred fingers.”

    HISTORY OF CHIEF COMPLAINT: She has been biting her fingers since she was young. Is in the orchestra and doesn’t want people noticing her fingers. Is overwhelmed with the amount of work in graduate school, which she started two months ago. She states, “I’m worried about getting the work done. So I’ve been biting my fingers more.” Has developed scars on fingers and has become self-conscious about how it looks but cannot stop.

    PAST PSYCHIATRIC HISTORY: No previous psychiatric treatment or medications. No history of suicide attempts or assaultive behavior.

    MEDICAL HISTORY: Takes birth control pills. No operations. No medical conditions. Feels tired for the past month. Having difficulty getting to sleep and staying asleep.

    HISTORY OF DRUG OR ALCOHOL ABUSE: Denied.

    FAMILY HISTORY: Raised by both Korean-born parents with a younger sister. Father has a history of anemia. No psychiatric family history.

    PERSONAL HISTORY

    Perinatal: Full-term vaginal birth.

    Childhood: Started biting her fingers. Started playing in school orchestra.

    Adolescence: Had many friends. Participated in a number of school organizations.

    Adulthood: Graduate student in music education for the past two months. Unemployed. Had worked in retail sales. Identifies as a Methodist. Has the same boyfriend for the past two years. No military service or legal history.

    TRAUMA/ABUSE HISTORY: Denied.

    MENTAL STATUS EXAMINATION

    **Appearance:** Well groomed. Fingers are visibly scarred above the proximal interphalangeal joint.

    **Behavior and psychomotor activity:** Good eye contact. No motor abnormalities. Cooperative.

    **Consciousness:** Alert but appears tired.

    **Orientation:** Oriented to all three spheres.

    **Memory:** Grossly intact.

    **Concentration and attention:** Reports difficulty concentrating. Pacing at night and unable to focus on her school requirements. Was generally attentive and focused during the interview.

    **Visuospatial ability:** Not assessed.

    **Abstract thought:** Not assessed formally but seems satisfactory.

    **Intellectual functioning:** Average or above.

    **Speech and language:** Normal rate and volume.

    **Perceptions:** No altered perceptions.

    **Thought processes:** Organized and logical.

    **Thought content:** Preoccupied with academic demands.

    **Suicidality and homicidality:** Denied.

    **Mood:** Anxious.

    **Affect:** Full range. Mood congruent.

    **Impulse control:** Good other than not being able to control biting her fingers.

    **Judgment/Insight/Reliability:** Good.

    1. Title Page

    2. Introduction

    3. What
    **screening tools**(if any) or
    **laboratory tests**(if any) would you use to further evaluate this patient?

    4. What are your
    **differential diagnoses** for this patient?

    a. Include DMS-5 TR codes and ICD-10 codes

    b. Include rationale for ruling in or ruling out the diagnoses.

    c. What diagnosis would you rule in as your
    **working diagnosis**?

    5. What
    **pharmacological interventions** would you include, if any?

    a. Include the rationale for the medication(s), if prescribed.

    b. Include any monitoring and titration if indicated.

    c. What are the goals of the treatment?

    6. What
    **psychotherapeutic interventions** would you complete that day, and what type of psychotherapy might you refer to a therapist?

    a. Include the rationale for the types of therapy.

    b. What are the goals of therapy?

    7. What
    **complementary and alternative medicine treatments** might you recommend for this patient?

    a. Include the rationale for your recommendations.

    b. What are the goals of the treatments?

    8. What
    **patient education** would you provide for this patient? Include:

    a. Medications

    b. Follow up

    c. Referrals

    d. Psychoeducation

    9. What
    **cultural and ethical considerations** would you consider with this patient?

    10. Summary

    11. References

    **Your written assignment should be 4–5 pages (1,000–1,250 words) in length, not including the title page, references, graphics and appendices.**
    **_Do not_ include the case study in the body of the assignment.**

    **Assignment Requirements:**

    Before finalizing your work, you should:

    · be sure to read the assignment description carefully (as displayed above);

    · consult the Grading Rubric (located in Course Resources, Grading Rubrics submodule) to make sure you have included everything necessary; and

    · utilize spelling and grammar check to minimize errors.

    Your writing assignment should:

    · follow the conventions of Standard English (correct grammar, punctuation, etc.);

    · be well ordered, logical, and unified, as well as original and insightful;

    · display superior content, organization, style, and mechanics; and

    · use APA 7th edition format.

    **NU671_Grading_Rubrics1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nu671-grading-rubrics1-docx)

  • [Solved] Nursing LOU-ASSIGNMENT

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Soap Note 1 is based on the Case Study # 1** ATTACHED. ##### **You MUST use the Case Study #1 ATTACHED as the base of this SOAP NOTE #1** ##### **Must use the sample template ATTACHED for THE soap note**, Follow the MRU Soap Note Rubric as a guide Use APA format and must include minimum of 2 Sch…

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    Assignment Prompt & Instructions

    **Soap Note 1 is based on the Case Study # 1** ATTACHED.

    ##### **You MUST use the Case Study #1 ATTACHED as the base of this SOAP NOTE #1**

    ##### **Must use the sample template ATTACHED for THE soap note**,

    Follow the MRU Soap Note Rubric as a guide

    Use APA format and must include minimum of 2 Scholarly Citations.

    Soap notes will be uploaded to Moodle and put through TURN-It-In (anti-Plagiarism program)

    Turn it in Score must be less than 10% or will not be accepted for credit, must be your own work and in your own words.

    DUE DATE MARCH 26, 2025

    – [\
    \
    MRUMSN5600LSOAPNOTETemplate2021-1.docx](https://www.sweetstudy.com/files/mrumsn5600lsoapnotetemplate2021-1-docx-10238723 "MRUMSN5600LSOAPNOTETemplate2021-1.docx")
    – [\
    \
    CaseStudy1-Irondeficiencyanemia2024.pdf](https://www.sweetstudy.com/files/casestudy1-irondeficiencyanemia2024-pdf-10238725 "CaseStudy1-Irondeficiencyanemia2024.pdf")
    – [\
    \
    SoapNoteRubric.pdf](https://www.sweetstudy.com/files/soapnoterubric-pdf-10238727 "SoapNoteRubric.pdf")

    – 2 years ago

  • [Solved] C6A4

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## C6A4Instructions.docx **## C6A4Instructions.docx** Preparation: For this assessment, you will conclude the clinical learning activity you began in Assessment 1. You will resume the role of a community nurse tasked with addressing the specific health concern in your c…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## C6A4Instructions.docx

    **## C6A4Instructions.docx**

    Preparation:

    For this assessment, you will conclude the clinical learning activity you began in Assessment 1.

    You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, the hypothetical health promotion plan you developed in Assessment 1 to your fictitious audience. In this hypothetical scenario, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, evaluate the objectives of the plan, revise the plan as applicable, and propose improvement for future educational sessions. To engage your audience, you decide to develop a PowerPoint presentation with voice-over and speaker notes to communicate your plan.

    Remember that your first assessment (Assessment 1)
    **MUST** be satisfactorily completed to initiate this assessment (Assessment 4).

    Please review the assessment scoring guide for more information.

    To prepare for the assessment, you may wish to review the health promotion plan presentation assessment and scoring guide to ensure that you understand all requirements.

    Instructions:

    Complete the following:

    · Prepare a 10–12 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your hypothetical presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well organized. Be sure to include a transcript of the voice-over (please refer to the PowerPoint tutorial). The transcript can be submitted on a separate Word document.

    · Simulate the hypothetical face-to-face educational session addressing the health concern and health goals of your selected community individual or group.

    · Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.

    Presentation Format and Length

    You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your presentation. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.

    The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following:

    · Title slide:

    · Health promotion plan title.

    · Your name.

    · Date.

    · Course number and title.

    · References (at the end of your presentation).

    · Be sure to apply correct APA formatting to your references.

    The following resources will help you create and deliver an effective presentation:

    ·
    Record a Slide Show With Narration and Slide Timings.

    · This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.

    ·
    Microsoft Office Software.

    · This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.

    ·
    PowerPoint Presentations Library Guide.

    · This library guide provides links to PowerPoint and other presentation software resources.

    Supporting Evidence

    Support your plan with at least three professional or scholarly references, published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.

    Graded Requirements

    The requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

    · Present your health promotion plan to your hypothetical audience.

    · Tailor the presentation to the needs of your hypothetical audience.

    · Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

    · Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.

    · Which aspects of the session would you change?

    · How might those changes improve future outcomes?

    · Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.

    · What changes would you recommend to better align the session with Healthy People 2030 objectives and leading health indicators?

    · Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

    · Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.

    **## C6A4Instructions.docx**

    Preparation:

    For this assessment, you will conclude the clinical learning activity you began in Assessment 1.

    You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, the hypothetical health promotion plan you developed in Assessment 1 to your fictitious audience. In this hypothetical scenario, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, evaluate the objectives of the plan, revise the plan as applicable, and propose improvement for future educational sessions. To engage your audience, you decide to develop a PowerPoint presentation with voice-over and speaker notes to communicate your plan.

    Remember that your first assessment (Assessment 1)
    **MUST** be satisfactorily completed to initiate this assessment (Assessment 4).

    Please review the assessment scoring guide for more information.

    To prepare for the assessment, you may wish to review the health promotion plan presentation assessment and scoring guide to ensure that you understand all requirements.

    Instructions:

    Complete the following:

    · Prepare a 10–12 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your hypothetical presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well organized. Be sure to include a transcript of the voice-over (please refer to the PowerPoint tutorial). The transcript can be submitted on a separate Word document.

    · Simulate the hypothetical face-to-face educational session addressing the health concern and health goals of your selected community individual or group.

    · Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.

    Presentation Format and Length

    You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your presentation. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.

    The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following:

    · Title slide:

    · Health promotion plan title.

    · Your name.

    · Date.

    · Course number and title.

    · References (at the end of your presentation).

    · Be sure to apply correct APA formatting to your references.

    The following resources will help you create and deliver an effective presentation:

    ·
    Record a Slide Show With Narration and Slide Timings.

    · This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.

    ·
    Microsoft Office Software.

    · This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.

    ·
    PowerPoint Presentations Library Guide.

    · This library guide provides links to PowerPoint and other presentation software resources.

    Supporting Evidence

    Support your plan with at least three professional or scholarly references, published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.

    Graded Requirements

    The requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

    · Present your health promotion plan to your hypothetical audience.

    · Tailor the presentation to the needs of your hypothetical audience.

    · Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

    · Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.

    · Which aspects of the session would you change?

    · How might those changes improve future outcomes?

    · Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.

    · What changes would you recommend to better align the session with Healthy People 2030 objectives and leading health indicators?

    · Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

    · Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.

  • [Solved] BJ week 4

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Bj week 4 – 2 years ago **files (1)** – ## NU700Unit4AssignmentResourceLinks.pdf **## NU700Unit4AssignmentResourceLinks.pdf** NU700 Unit 4 Assignment Resource Links Please select from the following articles, resources you can use for this unit’s assignment: 1. Arkan, G., Ordin, Y. S., Ozturk, V., &…

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    Assignment Prompt & Instructions

    Bj week 4

    – 2 years ago

    **files (1)**

    – ## NU700Unit4AssignmentResourceLinks.pdf

    **## NU700Unit4AssignmentResourceLinks.pdf**

    NU700 Unit 4 Assignment Resource Links
    Please select from the following articles, resources you can use for this unit’s assignment:

    1. Arkan, G., Ordin, Y. S., Ozturk, V., & Ala, R. T. (2022). Investigation of medication adherence
    and factors affecting it in patients with stroke.. Journal of Neuroscience Nursing, 54(1), 35–
    41. https://doi.org/10.1097/jnn.0000000000000621

    2. Vo, T. N., Chiu, H., Chuang, Y., & Huang, H. (2022). Prevalence of stress and anxiety among
    nursing students.. Nurse Educator, 48(3), E90–E95.
    https://doi.org/10.1097/nne.0000000000001343

    3. Gennaro, S., Melnyk, B. M., Szalacha, L. A., Hoying, J., Cooper, A., Aviles, M. M., O’Connor,
    C., & Gibeau, A. (2023). Depression, anxiety, and stress in pregnant Black people.. The
    Nurse Practitioner, 48(12), 37–46. https://doi.org/10.1097/01.npr.0000000000000117

    4. Duncan, I., Stocking, A., Fitzner, K., Ahmed, T., & Huynh, N. (2024). The prevalence of
    incontinence and its association with urinary tract infections, dermatitis, slips and falls, and
    behavioral disturbances among older adults in Medicare Fee-for-Service.. Journal of Wound
    Ostomy and Continence Nursing, 51(2), 138–145.
    https://doi.org/10.1097/won.0000000000001054

    5. Preston, D., Nguyen, T. N., Visvanathan, R., & Wilson, A. (2018). Nutrition and the
    community-dwelling older person.. International Journal of Evidence-Based
    Healthcare, 16(1), 73–80. https://doi.org/10.1097/xeb.0000000000000124

    6. Cuevas, H. E., & Brown, S. A. (2018). Self-Management decision making of Cuban
    Americans with type 2 diabetes.. Journal of Transcultural Nursing, 29(3), 222–228.
    https://doi.org/10.1177/1043659617696977

    7. Morgan, S. P., Moreno, M., Abukhalaf, D., Yan, K., Dandamrongrak, C., Morgan, H., Menon,
    U., & Szalacha, L. (2024). Subjective experiences of Spanish-Speaking patients residing in
    the United States with low English proficiency learning to manage their diabetes: A
    qualitative study.. Journal of Transcultural Nursing, 35(5), 325–332.
    https://doi.org/10.1177/10436596241253865

    8. Sheen, L. H., Casarez, R., Gallagher, M. R., Hayes, A. E., Diep, C. S., & Engebretson, J.
    (2023). Understanding diabetes self-management among Vietnamese Americans: A
    focused ethnography.. Journal of Transcultural Nursing, 35(2), 142–150.
    https://doi.org/10.1177/10436596231217698

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    9. Magny-Normilus, C., Whittemore, R., Nunez-Smith, M., Lee, C. S., Schnipper, J., Wexler, D.,
    Sanders, J. A., & Grey, M. (2023). Self-Management and glycemic targets in adult Haitian
    immigrants with type 2 diabetes.. Nursing Research, 72(3), 211–217.
    https://doi.org/10.1097/nnr.0000000000000649

    10. Ajuwon, A. M., & Insel, K. (2022). Health literacy, illness perception, depression, and self-
    management among African Americans with type 2 diabetes.. Journal of the American
    Association of Nurse Practitioners, 34(9), 1066–1074.
    https://doi.org/10.1097/jxx.0000000000000763

    11. Larrieu-Jimenez, P., & Salani, D. (2022). When moods and behaviors do not add up.. Journal
    of Addictions Nursing, 33(2), 121–124. https://doi.org/10.1097/jan.0000000000000462

    12. Baumann, S. L., & Samuels, W. E. (2022). Comorbidities in older adults with opioid use
    disorders.. Journal of the American Association of Nurse Practitioners, 34(12), 1280–1288.
    https://doi.org/10.1097/jxx.0000000000000801

    13. Dickson, V. V. (2021). Achieving global targets to reduce hypertension.. The Journal of
    Cardiovascular Nursing, 36(5), 409–410. https://doi.org/10.1097/jcn.0000000000000851

    14. De Lima, N. X., Da Silva, R. C., Vieira, F. V. M., Guimarães, J. V., De Matos, M. A., &
    Cavalcante, A. M. R. Z. (2023). Self-care level of adults with arterial hypertension in
    outpatient follow-up in Brazil.. The Journal of Cardiovascular Nursing, 39(2), 170–177.
    https://doi.org/10.1097/jcn.0000000000000978

    15. Kilmer, M. (2020). Primary care of children with autism spectrum disorder. The Nurse
    Practitioner, 45(6), 33–41. https://doi.org/10.1097/01.npr.0000666192.02590.e

    16. Compton, M. T., & Ku, B. S. (2022). Prevalence of food insecurity and living in a food
    desert among individuals with serious mental illnesses in public mental health clinics.
    Community Mental Health Journal, 59(2), 357–362. https://doi.org/10.1007/s10597-022-
    01013-w

    17. Wen, X., Qiu, H., Yu, B., Bi, J., Gu, X., Zhang, Y., & Wang, S. (2024). Cost-related
    medication nonadherence in adults with COPD in the United States 2013–2020. BMC
    Public Health, 24(1). https://doi.org/10.1186/s12889-024-18333-z

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    [https://pmc.ncbi.nlm.nih.gov/articles/PMC10209833/](https://pmc.ncbi.nlm.nih.gov/articles/PMC10209833/)

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC10209833/](https://pmc.ncbi.nlm.nih.gov/articles/PMC10209833/)

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC10956194/](https://pmc.ncbi.nlm.nih.gov/articles/PMC10956194/)

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC10956194/](https://pmc.ncbi.nlm.nih.gov/articles/PMC10956194/)

    **## NU700Unit4AssignmentResourceLinks.pdf**

    NU700 Unit 4 Assignment Resource Links
    Please select from the following articles, resources you can use for this unit’s assignment:

    1. Arkan, G., Ordin, Y. S., Ozturk, V., & Ala, R. T. (2022). Investigation of medication adherence
    and factors affecting it in patients with stroke.. Journal of Neuroscience Nursing, 54(1), 35–
    41. https://doi.org/10.1097/jnn.0000000000000621

    2. Vo, T. N., Chiu, H., Chuang, Y., & Huang, H. (2022). Prevalence of stress and anxiety among
    nursing students.. Nurse Educator, 48(3), E90–E95.
    https://doi.org/10.1097/nne.0000000000001343

    3. Gennaro, S., Melnyk, B. M., Szalacha, L. A., Hoying, J., Cooper, A., Aviles, M. M., O’Connor,
    C., & Gibeau, A. (2023). Depression, anxiety, and stress in pregnant Black people.. The
    Nurse Practitioner, 48(12), 37–46. https://doi.org/10.1097/01.npr.0000000000000117

    4. Duncan, I., Stocking, A., Fitzner, K., Ahmed, T., & Huynh, N. (2024). The prevalence of
    incontinence and its association with urinary tract infections, dermatitis, slips and falls, and
    behavioral disturbances among older adults in Medicare Fee-for-Service.. Journal of Wound
    Ostomy and Continence Nursing, 51(2), 138–145.
    https://doi.org/10.1097/won.0000000000001054

    5. Preston, D., Nguyen, T. N., Visvanathan, R., & Wilson, A. (2018). Nutrition and the
    community-dwelling older person.. International Journal of Evidence-Based
    Healthcare, 16(1), 73–80. https://doi.org/10.1097/xeb.0000000000000124

    6. Cuevas, H. E., & Brown, S. A. (2018). Self-Management decision making of Cuban
    Americans with type 2 diabetes.. Journal of Transcultural Nursing, 29(3), 222–228.
    https://doi.org/10.1177/1043659617696977

    7. Morgan, S. P., Moreno, M., Abukhalaf, D., Yan, K., Dandamrongrak, C., Morgan, H., Menon,
    U., & Szalacha, L. (2024). Subjective experiences of Spanish-Speaking patients residing in
    the United States with low English proficiency learning to manage their diabetes: A
    qualitative study.. Journal of Transcultural Nursing, 35(5), 325–332.
    https://doi.org/10.1177/10436596241253865

    8. Sheen, L. H., Casarez, R., Gallagher, M. R., Hayes, A. E., Diep, C. S., & Engebretson, J.
    (2023). Understanding diabetes self-management among Vietnamese Americans: A
    focused ethnography.. Journal of Transcultural Nursing, 35(2), 142–150.
    https://doi.org/10.1177/10436596231217698

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    9. Magny-Normilus, C., Whittemore, R., Nunez-Smith, M., Lee, C. S., Schnipper, J., Wexler, D.,
    Sanders, J. A., & Grey, M. (2023). Self-Management and glycemic targets in adult Haitian
    immigrants with type 2 diabetes.. Nursing Research, 72(3), 211–217.
    https://doi.org/10.1097/nnr.0000000000000649

    10. Ajuwon, A. M., & Insel, K. (2022). Health literacy, illness perception, depression, and self-
    management among African Americans with type 2 diabetes.. Journal of the American
    Association of Nurse Practitioners, 34(9), 1066–1074.
    https://doi.org/10.1097/jxx.0000000000000763

    11. Larrieu-Jimenez, P., & Salani, D. (2022). When moods and behaviors do not add up.. Journal
    of Addictions Nursing, 33(2), 121–124. https://doi.org/10.1097/jan.0000000000000462

    12. Baumann, S. L., & Samuels, W. E. (2022). Comorbidities in older adults with opioid use
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