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  • [Solved] Have you empowered a patient to believe they could make needed lifestyle modifications irrespective of the barriers that exist in their environment?

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    In-depth study guidance and analytical solution covering Have you empowered a patient to believe they could make needed lifestyle modifications irrespective of the barriers that exist in their environment?.

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  • [Solved] focused noted-6531

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    – 2 years ago **files (2)** – ## prac-6531focusednoteexample.docx – prac-6531week3assignment-2.docx **## prac-6531focusednoteexample.docx** **Master of Science in Nursing PRAC 6531:** **_Primary Care of Adults Across the Lifespan Practicum_** **Episodic/Focused Note Template** **Patient Information:…

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    – 2 years ago

    **files (2)**

    – ## prac-6531focusednoteexample.docx

    – prac-6531week3assignment-2.docx

    **## prac-6531focusednoteexample.docx**

    **Master of Science in Nursing   PRAC 6531:**
    **_Primary Care of Adults Across the Lifespan Practicum_**

    **Episodic/Focused Note Template**

    **Patient Information:**

    Initials, Age, Sex, Race

    **S.**

    **CC** (chief complaint) a BRIEF statement identifying why the patient is here in the patient’s own words (e.g., “headache,” NOT "bad headache for 3 days”).

    **HPI**: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list. If the CC was “headache,” the LOCATES for the HPI might look like the following example:

    Location: head

    Onset: 3 days ago

    Character: pounding, pressure around the eyes and temples

    Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia

    Timing: after being on the computer all day at work

    Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better

    Severity: 7/10 pain scale

    **Current Medications**: include dosage, frequency, length of time used and reason for use; also include OTC or homeopathic products.

    **Allergies:** include medication, food, and environmental allergies separately (a description of what the allergy is (e.g., angioedema, anaphylaxis). This will help determine a true reaction vs intolerance).

    **PMHx**: include immunization status (note date of
    **last tetanus** for all adults), past major illnesses and surgeries. Depending on the CC, more info is sometimes needed

    **Soc Hx**: include occupation and major hobbies, family status, tobacco & alcohol use (i.e., previous and current use), any other pertinent data. Always add some health promo question here (e.g., whether they use seat belts all the time or whether they have working smoke detectors in the house, living environment, text/cell phone use while driving, and support system).

    **Fam Hx**: illnesses with possible genetic predisposition, contagious or chronic illnesses. Reason for death of any deceased first degree relatives should be included. Include parents, grandparents, siblings, and children. Include grandchildren if pertinent.

    **ROS**: cover all body systems that may help you include or rule out a differential diagnosis You should list each system as follows:
    General:Head:
    EENT: etc. You should list these in bullet format and document the systems in order from head to toe.

    Example of Complete ROS:

    GENERAL: No weight loss, fever, chills, weakness, or fatigue.

    HEENT: Eyes: No visual loss, blurred vision, double vision or yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose, or sore throat.

    SKIN: No rash or itching.

    CARDIOVASCULAR: No chest pain, chest pressure or chest discomfort. No palpitations or edema.

    RESPIRATORY: No shortness of breath, cough, or sputum.

    GASTROINTESTINAL: No anorexia, nausea, vomiting or diarrhea. No abdominal pain or blood.

    GENITOURINARY: Burning on urination. Pregnancy. Last menstrual period, MM/DD/YYYY.

    NEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness or tingling in the extremities. No change in bowel or bladder control.

    MUSCULOSKELETAL: No muscle, back pain, joint pain, or stiffness.

    HEMATOLOGIC: No anemia, bleeding, or bruising.

    LYMPHATICS: No enlarged nodes. No history of splenectomy.

    PSYCHIATRIC: No history of depression or anxiety.

    ENDOCRINOLOGIC: No reports of sweating, cold or heat intolerance. No polyuria or polydipsia.

    ALLERGIES: No history of asthma, hives, eczema, or rhinitis.

    **O.**

    **Physical exam**: From head-to-toe, include
    what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History.
    **Do not use “WNL” or “normal.” You must describe what you see.** Always document in head to toe format (i.e., General: Head: EENT: etc.).

    **Diagnostic results**: Include any labs, x-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines).

    **A**.

    **Differential Diagnoses**(list a minimum of three differential diagnoses). Your primary or presumptive diagnosis should be at the top of the list. For each diagnosis, provide supportive documentation with evidence based guidelines.

    **P.**

    Includes documentation of diagnostic studies that will be obtained, referrals to other health care providers, therapeutic interventions, education, disposition of the patient and any planned follow up visits. Each diagnosis or condition documented in the assessment should be addressed in the plan. The details of the plan should follow an orderly manner.
    **Also included in this section is the reflection.** The student should reflect on this case and discuss whether or not they agree with their preceptor’s treatment of the patient and why or why not. What did they learn from this case? What would they do differently?

    Also include in your reflection, a discussion related to health promotion and disease prevention taking into consideration patient factors (e.g., age, ethnic group), PMH, and other risk factors (e.g., socioeconomic, cultural background).

    **References**

    You are required to include at least three evidence-based peer-reviewed journal articles or evidenced based guidelines which relates to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting.

    © 2024 Walden University 1

    **prac-6531week3assignment-2.docx**

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    **prac-6531week3assignment-2.docx**

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    **## prac-6531focusednoteexample.docx**

    **Master of Science in Nursing   PRAC 6531:**
    **_Primary Care of Adults Across the Lifespan Practicum_**

    **Episodic/Focused Note Template**

    **Patient Information:**

    Initials, Age, Sex, Race

    **S.**

    **CC** (chief complaint) a BRIEF statement identifying why the patient is here in the patient’s own words (e.g., “headache,” NOT "bad headache for 3 days”).

    **HPI**: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list. If the CC was “headache,” the LOCATES for the HPI might look like the following example:

    Location: head

    Onset: 3 days ago

    Character: pounding, pressure around the eyes and temples

    Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia

    Timing: after being on the computer all day at work

    Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better

    Severity: 7/10 pain scale

    **Current Medications**: include dosage, frequency, length of time used and reason for use; also include OTC or homeopathic products.

    **Allergies:** include medication, food, and environmental allergies separately (a description of what the allergy is (e.g., angioedema, anaphylaxis). This will help determine a true reaction vs intolerance).

    **PMHx**: include immunization status (note date of
    **last tetanus** for all adults), past major illnesses and surgeries. Depending on the CC, more info is sometimes needed

    **Soc Hx**: include occupation and major hobbies, family status, tobacco & alcohol use (i.e., previous and current use), any other pertinent data. Always add some health promo question here (e.g., whether they use seat belts all the time or whether they have working smoke detectors in the house, living environment, text/cell phone use while driving, and support system).

    **Fam Hx**: illnesses with possible genetic predisposition, contagious or chronic illnesses. Reason for death of any deceased first degree relatives should be included. Include parents, grandparents, siblings, and children. Include grandchildren if pertinent.

    **ROS**: cover all body systems that may help you include or rule out a differential diagnosis You should list each system as follows:
    General:Head:
    EENT: etc. You should list these in bullet format and document the systems in order from head to toe.

    Example of Complete ROS:

    GENERAL: No weight loss, fever, chills, weakness, or fatigue.

    HEENT: Eyes: No visual loss, blurred vision, double vision or yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose, or sore throat.

    SKIN: No rash or itching.

    CARDIOVASCULAR: No chest pain, chest pressure or chest discomfort. No palpitations or edema.

    RESPIRATORY: No shortness of breath, cough, or sputum.

    GASTROINTESTINAL: No anorexia, nausea, vomiting or diarrhea. No abdominal pain or blood.

    GENITOURINARY: Burning on urination. Pregnancy. Last menstrual period, MM/DD/YYYY.

    NEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness or tingling in the extremities. No change in bowel or bladder control.

    MUSCULOSKELETAL: No muscle, back pain, joint pain, or stiffness.

    HEMATOLOGIC: No anemia, bleeding, or bruising.

    LYMPHATICS: No enlarged nodes. No history of splenectomy.

    PSYCHIATRIC: No history of depression or anxiety.

    ENDOCRINOLOGIC: No reports of sweating, cold or heat intolerance. No polyuria or polydipsia.

    ALLERGIES: No history of asthma, hives, eczema, or rhinitis.

    **O.**

    **Physical exam**: From head-to-toe, include
    what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History.
    **Do not use “WNL” or “normal.” You must describe what you see.** Always document in head to toe format (i.e., General: Head: EENT: etc.).

    **Diagnostic results**: Include any labs, x-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines).

    **A**.

    **Differential Diagnoses**(list a minimum of three differential diagnoses). Your primary or presumptive diagnosis should be at the top of the list. For each diagnosis, provide supportive documentation with evidence based guidelines.

    **P.**

    Includes documentation of diagnostic studies that will be obtained, referrals to other health care providers, therapeutic interventions, education, disposition of the patient and any planned follow up visits. Each diagnosis or condition documented in the assessment should be addressed in the plan. The details of the plan should follow an orderly manner.
    **Also included in this section is the reflection.** The student should reflect on this case and discuss whether or not they agree with their preceptor’s treatment of the patient and why or why not. What did they learn from this case? What would they do differently?

    Also include in your reflection, a discussion related to health promotion and disease prevention taking into consideration patient factors (e.g., age, ethnic group), PMH, and other risk factors (e.g., socioeconomic, cultural background).

    **References**

    You are required to include at least three evidence-based peer-reviewed journal articles or evidenced based guidelines which relates to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting.

    © 2024 Walden University 1

    **prac-6531week3assignment-2.docx**

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    **## prac-6531focusednoteexample.docx**

    **Master of Science in Nursing   PRAC 6531:**
    **_Primary Care of Adults Across the Lifespan Practicum_**

    **Episodic/Focused Note Template**

    **Patient Information:**

    Initials, Age, Sex, Race

    **S.**

    **CC** (chief complaint) a BRIEF statement identifying why the patient is here in the patient’s own words (e.g., “headache,” NOT "bad headache for 3 days”).

    **HPI**: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list. If the CC was “headache,” the LOCATES for the HPI might look like the following example:

    Location: head

    Onset: 3 days ago

    Character: pounding, pressure around the eyes and temples

    Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia

    Timing: after being on the computer all day at work

    Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better

    Severity: 7/10 pain scale

    **Current Medications**: include dosage, frequency, length of time used and reason for use; also include OTC or homeopathic products.

    **Allergies:** include medication, food, and environmental allergies separately (a description of what the allergy is (e.g., angioedema, anaphylaxis). This will help determine a true reaction vs intolerance).

    **PMHx**: include immunization status (note date of
    **last tetanus** for all adults), past major illnesses and surgeries. Depending on the CC, more info is sometimes needed

    **Soc Hx**: include occupation and major hobbies, family status, tobacco & alcohol use (i.e., previous and current use), any other pertinent data. Always add some health promo question here (e.g., whether they use seat belts all the time or whether they have working smoke detectors in the house, living environment, text/cell phone use while driving, and support system).

    **Fam Hx**: illnesses with possible genetic predisposition, contagious or chronic illnesses. Reason for death of any deceased first degree relatives should be included. Include parents, grandparents, siblings, and children. Include grandchildren if pertinent.

    **ROS**: cover all body systems that may help you include or rule out a differential diagnosis You should list each system as follows:
    General:Head:
    EENT: etc. You should list these in bullet format and document the systems in order from head to toe.

    Example of Complete ROS:

    GENERAL: No weight loss, fever, chills, weakness, or fatigue.

    HEENT: Eyes: No visual loss, blurred vision, double vision or yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose, or sore throat.

    SKIN: No rash or itching.

    CARDIOVASCULAR: No chest pain, chest pressure or chest discomfort. No palpitations or edema.

    RESPIRATORY: No shortness of breath, cough, or sputum.

    GASTROINTESTINAL: No anorexia, nausea, vomiting or diarrhea. No abdominal pain or blood.

    GENITOURINARY: Burning on urination. Pregnancy. Last menstrual period, MM/DD/YYYY.

    NEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness or tingling in the extremities. No change in bowel or bladder control.

    MUSCULOSKELETAL: No muscle, back pain, joint pain, or stiffness.

    HEMATOLOGIC: No anemia, bleeding, or bruising.

    LYMPHATICS: No enlarged nodes. No history of splenectomy.

    PSYCHIATRIC: No history of depression or anxiety.

    ENDOCRINOLOGIC: No reports of sweating, cold or heat intolerance. No polyuria or polydipsia.

    ALLERGIES: No history of asthma, hives, eczema, or rhinitis.

    **O.**

    **Physical exam**: From head-to-toe, include
    what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History.
    **Do not use “WNL” or “normal.” You must describe what you see.** Always document in head to toe format (i.e., General: Head: EENT: etc.).

    **Diagnostic results**: Include any labs, x-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines).

    **A**.

    **Differential Diagnoses**(list a minimum of three differential diagnoses). Your primary or presumptive diagnosis should be at the top of the list. For each diagnosis, provide supportive documentation with evidence based guidelines.

    **P.**

    Includes documentation of diagnostic studies that will be obtained, referrals to other health care providers, therapeutic interventions, education, disposition of the patient and any planned follow up visits. Each diagnosis or condition documented in the assessment should be addressed in the plan. The details of the plan should follow an orderly manner.
    **Also included in this section is the reflection.** The student should reflect on this case and discuss whether or not they agree with their preceptor’s treatment of the patient and why or why not. What did they learn from this case? What would they do differently?

    Also include in your reflection, a discussion related to health promotion and disease prevention taking into consideration patient factors (e.g., age, ethnic group), PMH, and other risk factors (e.g., socioeconomic, cultural background).

    **References**

    You are required to include at least three evidence-based peer-reviewed journal articles or evidenced based guidelines which relates to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting.

    © 2024 Walden University 1

    **prac-6531week3assignment-2.docx**

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  • [Solved] Faith Integration Discussion Board Spiritual Prescription Discussion Board

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    Executive Solution Overview

    In the Book of Proverbs (Chapter 4), we read this passage (per the JUB translation) under the title: A Father’s Wise Instruction. It says that these words of wisdom are medicine to the flesh. The passage is copied here in a modified prescription format. Please reflect on three of the five prescribed…

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    Assignment Prompt & Instructions

    In the Book of Proverbs (Chapter 4), we read this passage (per the JUB translation) under the title: A Father’s Wise Instruction. It says that these words of wisdom are medicine to the flesh. The passage is copied here in a modified prescription format. Please reflect on three of the five prescribed “medicines” and how they might work to bring healing to the flesh. (12 points)

    “My son, attend to my words; incline thine ear unto my words. Let them not depart from thine eyes; keep them in the midst of thine heart. For they are life unto those that find them and medicine to all their flesh”:

    1) Above all else, guard thy heart; for out of it flows the issues of life.

    2) Put away from thee the perversion of the mouth, and the deviation of the lips put far from thee.

    3) Let thine eyes look upon that which is right, and let thine eyelids straighten thy path before thee.

    4) Ponder the path of thy feet, and let all thy ways be established.

    5) Turn not to the right hand nor to the left; remove thy foot from evil.

    – 2 years ago

  • [Solved] Elder Abuse /417

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    – List and define the seven types of elder abuse that were identified by the National Center on Elder Abuse (NCEA). – How would you approach the Ethical Dilemmas and Considerations that might arise regarding Euthanasia, Suicide, and Assisted Suicide? should be at least 500 words, formatted and cited…

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    Assignment Prompt & Instructions

    – List and define the seven types of elder abuse that were identified by the National Center on Elder Abuse (NCEA).
    – How would you approach the Ethical Dilemmas and Considerations that might arise regarding Euthanasia, Suicide, and Assisted Suicide?

    should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

    ***Price is Firm****

    ***Turnitreport needed, NO AI, NO Plagiarism***

    – 2 years ago

  • [Solved] COUNTY

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    – 2 years ago **files (1)** – ## RESOURCECOUNTY.docx **## RESOURCECOUNTY.docx** **Worksheet to Identify Resources to Address Social Determinants Needs for County** **_Use this worksheet to identify available resources for social- determinants needs for the assigned Maryland County._** **_Feel free t…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## RESOURCECOUNTY.docx

    **## RESOURCECOUNTY.docx**

    **Worksheet to Identify Resources to Address Social Determinants Needs for County**

    **_Use this worksheet to identify available resources for social- determinants needs for the assigned Maryland County._**

    **_Feel free to add information not specified. Complete and submit by the due date._**

    | | |
    | — | — |
    | **Topics** | **Resources: Include both the names of county-wide resources found and include links to websites. You will need to discuss what these resources offer during your presentation.** |
    | **Human Resources (minimum**<br>**three different resources)** |
    | **Services** | |
    | **People** | |
    | **Other** | |
    | | |
    | | |
    | **Material Resources (minimum**<br>**three different resources)** |
    | **Educational Materials** | |
    | **Supplies (food, housing, etc.)** | |
    | | |
    | | |
    | **Financial Resources (minimum**<br>**three different resources** |
    | **County** | |
    | **State** | |
    | **National** | |
    | | |
    | | |
    | **Other Resources** |
    | |

    g:\alhealth\hdrive\ahcommon\nur\nur 230\curriculum\course projects & activities\social detrminants of health presentation\resources worksheet.docx

    **## RESOURCECOUNTY.docx**

    **Worksheet to Identify Resources to Address Social Determinants Needs for County**

    **_Use this worksheet to identify available resources for social- determinants needs for the assigned Maryland County._**

    **_Feel free to add information not specified. Complete and submit by the due date._**

    | | |
    | — | — |
    | **Topics** | **Resources: Include both the names of county-wide resources found and include links to websites. You will need to discuss what these resources offer during your presentation.** |
    | **Human Resources (minimum**<br>**three different resources)** |
    | **Services** | |
    | **People** | |
    | **Other** | |
    | | |
    | | |
    | **Material Resources (minimum**<br>**three different resources)** |
    | **Educational Materials** | |
    | **Supplies (food, housing, etc.)** | |
    | | |
    | | |
    | **Financial Resources (minimum**<br>**three different resources** |
    | **County** | |
    | **State** | |
    | **National** | |
    | | |
    | | |
    | **Other Resources** |
    | |

    g:\alhealth\hdrive\ahcommon\nur\nur 230\curriculum\course projects & activities\social detrminants of health presentation\resources worksheet.docx

  • [Solved] CORRECTIONS NEEDED FOR THE FOLLOWING

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    Executive Solution Overview

    Applying Ethical Principle 1. Resubmit the resource/budget section for this course it is required that you put a numerical budget together you can be very creative there's no wrong answer to a budget that you need to support your change project 1b. Explains a change theory and a leadership strategy…

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    Assignment Prompt & Instructions

    Applying Ethical Principle

    1. Resubmit the resource/budget section for this course it is required that you put a numerical budget together you can be very creative there's no wrong answer to a budget that you need to support your change project

    1b.  Explains a change theory and a leadership strategy without supporting evidence. The relevance to helping an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan is unclear or missing- LIMITED INFORMATION PROVIDED

    **Stakeholder Presentation**

    2.   I am requesting one slide if you could submit one slide related to the budget so we need numerical numbers so that the stakeholders can understand how much is needed for this change process

    – [\
    \
    Screenshot81.png](https://www.sweetstudy.com/files/screenshot81-png-10223315 "Screenshot81.png")
    – [\
    \
    Screenshot82.png](https://www.sweetstudy.com/files/screenshot82-png-10223317 "Screenshot82.png")
    – [\
    \
    Screenshot83.png](https://www.sweetstudy.com/files/screenshot83-png-10223319 "Screenshot83.png")
    – [\
    \
    Screenshot84.png](https://www.sweetstudy.com/files/screenshot84-png-10223321 "Screenshot84.png")
    – [\
    \
    cf_interdisciplinary_plan_proposal7.docx](https://www.sweetstudy.com/files/cf-interdisciplinary-plan-proposal7-docx "cf_interdisciplinary_plan_proposal7.docx")
    – [\
    \
    AAwosika_StakeholderPresentation_03112025.pptx](https://www.sweetstudy.com/files/aawosika-stakeholderpresentation-03112025-pptx "AAwosika_StakeholderPresentation_03112025.pptx")

    – 2 years ago

  • [Solved] Patient Medication Guide

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Creating a visually appealing medication guide – 2 years ago **files (1)** – ## PatientMedicationGuide.docx **## PatientMedicationGuide.docx** **MEDICATION GUIDE and KNOWLEDGE CHECK** Understanding that prescribing medication is not the same for all individuals is imperative to becoming a safe and e…

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    Assignment Prompt & Instructions

    Creating a visually appealing medication guide

    – 2 years ago

    **files (1)**

    – ## PatientMedicationGuide.docx

    **## PatientMedicationGuide.docx**

    **MEDICATION GUIDE and KNOWLEDGE CHECK**

    Understanding that prescribing medication is not the same for all individuals is imperative to becoming a safe and effective psychiatric nurse practitioner. In clinical practice, you will see many patients in different stages of their lives and need to consider these in developing your prescribing treatment plan.

    For this Assignment, you will choose a vulnerable patient and develop a 2- to 3-page Medication Guide for them and their family. In your guide, you will consider their ages, birth-assigned sex, FDA approvals, and considerations for increased or decreased risk for side effects. You will choose the most appropriate medication for each of these individuals. Support your answers with evidence-based, peer-reviewed scholarly literature. APA style format title page, citations and references will apply.

    **Note:** **You will not set up this Medication Guide as a paragraph-formatted paper but, instead, as a creative, visually appealing guide.**

    **Step 1: Choose** one of the following vulnerable patients to create a Medication Guide for the patient (
    **pick whichever scenario is of most interest to you!**):

    ·
    **Patient 1:** 26-year-old female with a diagnosis of major depressive disorder and social anxiety disorder who is increasing in isolation and poor self-care. She is in her third trimester of pregnancy.

    ·
    **Patient 2:** 16-year-old male with a diagnosis of major depressive disorder, severe. He has seen a therapist weekly for the past 6 months and has had minimal change in symptoms. He has expressed thoughts of wanting to die.

    ·
    **Patient 3**: 72-year-old male with diagnosis of major depressive disorder and panic disorder. He has cardiac history and takes antihypertensive medications.

    ·
    **Patient 4**: 8-year-old Asian female with a diagnosis of severe depressive disorder presents to the office with a report of worsening symptoms. She has never taken psychotropic medication before.

    **Step 2: Create** a Medication Guide for a patient.
    Please note, this should not be written in your classic “term paper” format. In your guide, you should provide the following specific instructions for the patient:

    · Describe the chosen classification of medications, from the classification category, for your chosen vulnerable patient. Explain your rationale for your choice.

    · Explain what dose you would start the chosen medication with and the frequency.

    · Discuss how the medication works to treat their symptoms.

    · Explain how long they should take the medication.

    · Discuss the typical or common side effects of the medication.

    · Explain the urgent or emergent considerations for the patient taking the medication.

    The Medication Guide should also include:

    · Directions you would provide the patient on how to take the prescribed medication

    · Instructions on what the patient should do if a medication dose is missed

    · List of any other medications, over-the-counter medications, and/or supplements/herbals the patient should avoid while taking the prescribed medication

    · List of foods the patient should avoid when taking this medication

    · Date when the patient should return for follow-up visit with you

    · Discussion about the legal and ethical considerations for the medication being prescribed

    · Answers in consideration of Social Determinants of Health on how you would:

    · Assist the patient who cannot not afford to pay financially for the medication you are recommending/prescribing; and/or

    · Has difficulty with transportation that impacts their ability to present for regular appointments with you

    · Discuss how financial hardship and lack of transportation could relate to Social Determinants of Health, as well as why they are important considerations for you as a prescriber.

    **_Grading Criteria_**

    Selected patient guide describes how the medication works, length of use, side effects, and other considerations. The student patient guide addresses all of the specific information for the patient as outlined in the Assignment directions.

    40 to >29.0 pts

    Excellent

    The response comprehensively and clearly explains medication use. The response clearly addresses all the specific information for the patient as outlined in the Assignment directions.

    The medication guide is accurate in information and written for the appropriate patient audience. The medication guide is creative and visually appealing.

    10 to >7.0 pts

    Excellent

    The medication guide is accurate in information and written for the appropriate patient audience. The medication guide is creative and visually appealing.

    Ethical and Legal considerations are discussed.

    20 to >18.0 pts

    Excellent

    The response comprehensively and clearly explains both the ethical and legal considerations of medication use.

    Social determinants of health considerations are applied regarding financial responsibility and ability to attend appointments.

    20 to >18.0 pts

    Excellent

    The response comprehensively and clearly explains considerations for social determinants of health.

    Written Expression and Formatting—English writing standards: Correct grammar, mechanics, and proper punctuation

    5 to >4.0 pts

    Excellent

    Uses correct grammar, spelling, and punctuation with no errors.

    Written Expression and Formatting: The submission contains an APA format for title page, citations, and Reference List.

    5 to >4.0 pts

    Excellent

    Uses correct APA format for title page, citations, and reference list with no errors.

    **## PatientMedicationGuide.docx**

    **MEDICATION GUIDE and KNOWLEDGE CHECK**

    Understanding that prescribing medication is not the same for all individuals is imperative to becoming a safe and effective psychiatric nurse practitioner. In clinical practice, you will see many patients in different stages of their lives and need to consider these in developing your prescribing treatment plan.

    For this Assignment, you will choose a vulnerable patient and develop a 2- to 3-page Medication Guide for them and their family. In your guide, you will consider their ages, birth-assigned sex, FDA approvals, and considerations for increased or decreased risk for side effects. You will choose the most appropriate medication for each of these individuals. Support your answers with evidence-based, peer-reviewed scholarly literature. APA style format title page, citations and references will apply.

    **Note:** **You will not set up this Medication Guide as a paragraph-formatted paper but, instead, as a creative, visually appealing guide.**

    **Step 1: Choose** one of the following vulnerable patients to create a Medication Guide for the patient (
    **pick whichever scenario is of most interest to you!**):

    ·
    **Patient 1:** 26-year-old female with a diagnosis of major depressive disorder and social anxiety disorder who is increasing in isolation and poor self-care. She is in her third trimester of pregnancy.

    ·
    **Patient 2:** 16-year-old male with a diagnosis of major depressive disorder, severe. He has seen a therapist weekly for the past 6 months and has had minimal change in symptoms. He has expressed thoughts of wanting to die.

    ·
    **Patient 3**: 72-year-old male with diagnosis of major depressive disorder and panic disorder. He has cardiac history and takes antihypertensive medications.

    ·
    **Patient 4**: 8-year-old Asian female with a diagnosis of severe depressive disorder presents to the office with a report of worsening symptoms. She has never taken psychotropic medication before.

    **Step 2: Create** a Medication Guide for a patient.
    Please note, this should not be written in your classic “term paper” format. In your guide, you should provide the following specific instructions for the patient:

    · Describe the chosen classification of medications, from the classification category, for your chosen vulnerable patient. Explain your rationale for your choice.

    · Explain what dose you would start the chosen medication with and the frequency.

    · Discuss how the medication works to treat their symptoms.

    · Explain how long they should take the medication.

    · Discuss the typical or common side effects of the medication.

    · Explain the urgent or emergent considerations for the patient taking the medication.

    The Medication Guide should also include:

    · Directions you would provide the patient on how to take the prescribed medication

    · Instructions on what the patient should do if a medication dose is missed

    · List of any other medications, over-the-counter medications, and/or supplements/herbals the patient should avoid while taking the prescribed medication

    · List of foods the patient should avoid when taking this medication

    · Date when the patient should return for follow-up visit with you

    · Discussion about the legal and ethical considerations for the medication being prescribed

    · Answers in consideration of Social Determinants of Health on how you would:

    · Assist the patient who cannot not afford to pay financially for the medication you are recommending/prescribing; and/or

    · Has difficulty with transportation that impacts their ability to present for regular appointments with you

    · Discuss how financial hardship and lack of transportation could relate to Social Determinants of Health, as well as why they are important considerations for you as a prescriber.

    **_Grading Criteria_**

    Selected patient guide describes how the medication works, length of use, side effects, and other considerations. The student patient guide addresses all of the specific information for the patient as outlined in the Assignment directions.

    40 to >29.0 pts

    Excellent

    The response comprehensively and clearly explains medication use. The response clearly addresses all the specific information for the patient as outlined in the Assignment directions.

    The medication guide is accurate in information and written for the appropriate patient audience. The medication guide is creative and visually appealing.

    10 to >7.0 pts

    Excellent

    The medication guide is accurate in information and written for the appropriate patient audience. The medication guide is creative and visually appealing.

    Ethical and Legal considerations are discussed.

    20 to >18.0 pts

    Excellent

    The response comprehensively and clearly explains both the ethical and legal considerations of medication use.

    Social determinants of health considerations are applied regarding financial responsibility and ability to attend appointments.

    20 to >18.0 pts

    Excellent

    The response comprehensively and clearly explains considerations for social determinants of health.

    Written Expression and Formatting—English writing standards: Correct grammar, mechanics, and proper punctuation

    5 to >4.0 pts

    Excellent

    Uses correct grammar, spelling, and punctuation with no errors.

    Written Expression and Formatting: The submission contains an APA format for title page, citations, and Reference List.

    5 to >4.0 pts

    Excellent

    Uses correct APA format for title page, citations, and reference list with no errors.

  • [Solved] pathophysiuology Response OO

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    Executive Solution Overview

    **Macrocytic Anemia** **Selected Condition: Macrocytic Anemia** Macrocytic anemia is characterized by large red blood cells (macrocytic) and poor oxygen-carrying capacity. The term macrocytic is used to describe the size of red blood cells, and this can be ascertained from a blood test that computes…

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    Assignment Prompt & Instructions

    **Macrocytic Anemia**

    **Selected Condition: Macrocytic Anemia**

    Macrocytic anemia is characterized by large red blood cells (macrocytic) and poor oxygen-carrying capacity. The term macrocytic is used to describe the size of red blood cells, and this can be ascertained from a blood test that computes the mean corpuscular volume (MCV). If the MCV exceeds 100 fL, the anemia is described as macrocytic. Low levels of vitamin B12 or folate, alcoholism, liver diseases, and some medications can cause this condition. Macrocytic anemia has general signs and symptoms and a detailed investigation is needed before diagnosing the cause.

    **Rationale for Selecting Macrocytic Anemia**

    I chose macrocytic anemia because it is a relevant and common problem in clinical practice. Anemia is prevalent among hospitalized patients, whereas macrocytic anemia is a subtype that may be associated with various diseases. Anemia can be a sign of a lack of necessary nutrients like vitamin B12 and folate or an indication of liver problems or medication that affects red blood cell formation (Moore, 2022). Knowledge of macrocytic anemia is crucial since it is at the core of patient care, including diagnosis, management, and patient counseling. Also, macrocytic anemia is another important differential in patients with chronic alcohol use or gastrointestinal pathology, which is significant to my practice as a nurse working in outpatient healthcare.

    **Prevalence and Incidence of Macrocytic Anemia in the United States**

    Macrocytic anemia is relatively high in the United States; it affects elderly patients and those with certain risk factors. A cross-sectional study by the National Center for Biotechnology Information (NCBI) reveals that macrocytosis, the major characteristic of macrocytic anemia, affects 2-4% of the population (Moore, 2022). The condition is more likely to be noticed in patients who are of advanced age. Specifically in elder care, the prevalence may increase to 10% due to factors like low nutritional intake, diseases, and medication hindering nutrient absorption (Moore, 2022).

    The prevalence of macrocytic anemia also depends on the diseases that may lead to vitamin deficiency, including malabsorption disorders, autoimmune diseases, and chronic alcoholism. According to a survey by the American Society of Hematology, researchers found that vitamin B12 deficiency is the leading cause of macrocytic anemia in the United States, and the most affected group is the elderly (Soliman et al., 2024). Folate deficiency is another common cause, though it is less prevalent than the former. Furthermore, patients with alcohol use disorder require special consideration because alcohol interferes with folate metabolism and red blood cell formation, making patients with alcohol use disorder more prone to macrocytic anemia.

    It is also important to note that macrocytic anemia is common in hospitalized patients and those with gastrointestinal or hematologic diseases. In a cross-sectional study that focused on adult inpatients, they identified that nearly 10% of the patients had macrocytic anemia, indicating this condition's importance in the clinical setting (Rogers, 2023).

    **Summary of Scholarly Article on Macrocytic Anemias**

    The article "Macroytic Anemia” gives detailed information about the pathophysiologic mechanisms, etiologies, and clinical signs of macrocytic anemia (Koury & Hausrath, 2024). The article highlights that the underlying causes of macrocytic anemia include:

    – Vitamin B12 deficiency: Vitamin B12 is very important for developing red blood cells in the human body. B12 deficiency causes a decrease in DNA replication in the bone marrow, which leads to the creation of oversized red blood cells.
    – Folate deficiency: Folate is another vitamin required for DNA synthesis in the body, similar to vitamin B12. Folate deficiency fails to produce normal red blood cells in the bone marrow, which are instead more significant.
    – Alcoholism: Alcohol affects folate metabolism and red blood cell formation, and when taken in the long run, it can lead to macrocytic anemia.
    – Liver disease: Liver disease may also affect the metabolism of vitamin B12 and other nutrients, resulting in macrocytic anemia.
    – Medications: Some drugs, like methotrexate or antiretroviral agents, interfere with the synthesis of red blood cells, leading to macrocytic anemia.

    The article also describes the signs of macrocytic anemia; however, some patients may not show any signs or symptoms until the disease progresses to the more advanced stage, which may include fatigue, weakness, and pallor. The management of macrocytic anemia depends on the primary cause. If there is vitamin B12 or folate deficiency, these vitamins should be administered to treat the anemia. For patients with alcohol or liver issues, it is vital to treat the underlying condition in combination with the administration of micronutrients to enhance the patients' status (Koury & Hausrath, 2024).

    The article is directly related to my knowledge of macrocytic anemia as it presents a literature-based review of the causes and management of the condition. The article also pays much attention to early diagnosis; even if it is inconclusive, it is an essential aspect of nursing practice. This way, I will be able to recognize macrocytic anemia and its clinical manifestations and, hence, help manage patients and prevent complications arising from untreated anemia.

    **Conclusion**

    Macrocytic anemia is a frequent but severe problem that clinicians should not overlook. Understanding the pathophysiology, symptoms, and factors that can lead to it means that nurses are well-equipped to help diagnose and treat this condition. Macrocytic anemia can be managed with the correct approach to patient education, interprofessional collaboration, and proper medical management. Thus, knowledge of macrocytic anemia risk factors, diagnostic criteria, and possible complications is crucial for nurses to provide their patients with the highest level of care.

    **References**

    Koury, M. J., & Hausrath, D. J. (2024). Macrocytic anemias. _Current Opinion in Hematology_, _31_(3), 82–88. [https://doi.org/10.1097/moh.0000000000000804Links to an external site.](https://doi.org/10.1097/moh.0000000000000804)

    Moore, C. A. (2022, July 11). _Macrocytic anemia_. NCBI. [https://www.ncbi.nlm.nih.gov/books/NBK459295/#:~:text=Macrocytosis%20affects%202%25%20to%204,and%20vitamin%20B12%20and%20medicationsLinks to an external site.](https://www.ncbi.nlm.nih.gov/books/NBK459295/#:~:text=Macrocytosis%20affects%202%25%20to%204,and%20vitamin%20B12%20and%20medications).

    Rogers, J. L. (2023). _McCance & Huether's pathophysiology: The biologic basis for disease in adults and children_ (9th ed.). Elsevier.

    Soliman, M., Grayland-Leech, B., & Villines, Z. (2024). _Macrocytic anemia: Causes, symptoms, treatment, and types_. Medical News Today. [https://www.medicalnewstoday.com/articles/321620Links to an external site.](https://www.medicalnewstoday.com/articles/321620).

    – 2 years ago

  • [Solved] Pathophysiology adventure response JC response

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Good afternoon Dr and classmates, 1. Select a condition covered in this course that interests you or is relevant to your nursing practice. Identify the condition you’ve selected. 2. Briefly explain your rationale for selecting this particular condition. What influenced your selection? 3. Investigate…

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    Assignment Prompt & Instructions

    Good afternoon Dr and classmates,

    1. Select a condition covered in this course that interests you or is relevant to your nursing practice. Identify the condition you’ve selected.
    2. Briefly explain your rationale for selecting this particular condition. What influenced your selection?
    3. Investigate the prevalence and incidence of the chosen condition in the United States (U.S.). What are the incidence, prevalence, and affected populations?
    4. Find and summarize a scholarly article that discusses your selected condition. What does the article say about your condition and its pathophysiology and manifestations? How is the article relevant to your understanding of the condition?

    1. Type 1 hypersensitivity, allergic reaction to tree nuts

    2.

    I have 4 children and my two youngest sons both have allergies to peanuts. The severity of their allergy varies. We as a family are fortunate that their allergy is not as sensitive as other children at their schools. At this point my boys are aware of their allergy and what to avoid. However, we had a bad experience with my children eating holiday candy. We were not aware that candy had nuts in it. It was determined that as long as my children don’t ingest the nuts they are not affected by the exposure. I feel that we are lucky as I have seen children can’t be in the same room as some nuts. I found this interesting to learn how and why their bodies react to this type 1 hypersensitivity.

    3.

    Peanut allergy (PA) is a significant public health concern in the United States that affects millions and results in severe health implications. The prevalence of peanut allergies is approximately 2.2% among children and about 1.8% among adults (Bilaver et al., 2024; Chinthrajah et al., 2020).

    A significant portion of those with peanut allergies are children. Statistics suggest that approximately one-quarter of peanut allergy cases arise from individuals who initially appear to be at low risk for developing this condition.

    4.

    The article titled "Accuracy of component‐resolved diagnostics in peanut allergy: Systematic literature review and meta‐analysis" by Nilsson et al. provides insights into the pathophysiology and clinical manifestations of peanut allergy through its emphasis on diagnostic precision and molecular characterization of allergens. Nilsson et al., (2020) states this systematic review highlights how component-resolved diagnostics (CRD) can identify specific IgE responses to peanut components, which is crucial for understanding the diverse clinical presentations associated with peanut allergy.

    Peanut allergy is primarily mediated by immunoglobulin E (IgE) antibodies, which bind to peanut proteins, leading to various allergic reactions upon exposure.

    In summary, Nilsson et al.'s article is relevant as it increases understanding of the pathophysiology of peanut allergy, showing the utility of advanced diagnostic tools. This better understanding sets the way for more effective management strategies tailored to individual sensitization profiles and clinical manifestations.

    Thank you,

    References:

    Bilaver, L., Ariza, A. J., Binns, H. J., Jiang, J., Cohn, R. D., Sansweet, S., … & Gupta, R. S. (2024).

    Design of the intervention to reduce early peanut allergy in children (ireach): a practice‐based clinical

    trial. Pediatric Allergy and Immunology, 35(4). [https://doi.org/10.1111/pai.14115Links to an external site.](https://doi.org/10.1111/pai.14115)

    Nilsson, C., Berthold, M., Mascialino, B., Orme, M., Sjölander, S., & Hamilton, R. G. (2020).

    Accuracy of component‐resolved diagnostics in peanut allergy: systematic literature review and

    meta‐analysis. Pediatric Allergy and Immunology, 31(3), 303-314. https://doi.org/10.1111/pai.13201

    – 2 years ago

  • [Solved] NursingResearchT1Q2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    After reviewing the course textbook **(attached)**, summarize the history of nursing research. Discuss the importance of nursing research as it relates to applying evidence in practice (evidence-based practice). Initial discussion question posts should be a minimum of 200 words and include at least …

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    Assignment Prompt & Instructions

    After reviewing the course textbook **(attached)**, summarize the history of nursing research. Discuss the importance of nursing research as it relates to applying evidence in practice (evidence-based practice).

    Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format.

    Please, use at least y citation from the attached book, as a proof I already reviewed it.

    – [\
    \
    NursingResearchUnderstandingMethodsforBestPracticeSecondEdition.pdf](https://www.sweetstudy.com/files/nursingresearchunderstandingmethodsforbestpracticesecondedition-pdf "NursingResearchUnderstandingMethodsforBestPracticeSecondEdition.pdf")

    – 2 years ago