Developing an Academic and Professional Network

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Week 1 | Part 1: Developing an Academic and Professional Network

I have identified and secured the participation of the following academic (at least two) and professional (at least two) individuals and/or teams to form the basis of my network. This network will help me to clarify my vision for success and will help guide me now and in the future.

Directions: Complete the information below for each member of your network. For more than four entries repeat the items below with details of your additional network member(s) in the ‘ADDITIONAL NETWORK MEMBERS’ section.Please fill out the notes section on the 4 individuals on how they can help me succeed in the Master’s Program for the Nurse Practitioner. Each notes section needs 7 to 10 sentences on each person. I gave an example in the first network name on how it should be done. I named each person the title and how they can help just elaborate more for each of the 4 individuals.

NETWORK MEMBER 1

Name: Janelle Cantu

Title: Enrollment Specialist

Organization: Walden University

Academic or Professional: Academic

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

Notes: I chose her to help with the success in the MSN program because she is my enrollment specialist. Janelle helped make the enrollment process a smooth transition especially since I have not been in school since 2017. She helped me get started in this program from the very beginning. Explaining all of the benefits of the masters program here at Walden. She helped me to identify financial aid, grants, and discounts that would apply to me. This was very helpful to me since I’m paying out of pocket for my masters program. She also assures that my assignments are in on time, enroll in classes, and staying on tasks daily. She communicates very efficiently through phone or email whenever I have any needs about my program.

NETWORK MEMBER 2

Name: Jazmine Jordan

Title: RN Coworker

Organization: Emory

Academic or Professional: Professional

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

Notes: This is a friend that is also in the program at Walden University for Nurse practicioner. We are going through the program together to get our degree.

NETWORK MEMBER 3

Name: Janae Mitchell

Title: RN BSN Educator

Organization: Grady

Academic or Professional: Academic

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

Notes: She can help guide me because she is a nurse educator.

NETWORK MEMBER 4

Name: Jamari Haynes

Title: MSN Nurse Practicioner

Organization: EMory

Academic or Professional: Professional

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

Notes: This a person that can help because they already hold a title on Nurse practitioners can help me with work and guidance through the program

Social Networks and Norms on Breastfeeding

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What is the Influence of Social Networks and Norms on Breastfeeding in African American and Caucasian Mothers?

Communicable Disease

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Write a paper (2,000-2,500 words) in which you apply the concepts of epidemiology and nursing research to a communicable disease. Refer to “Communicable Disease Chain,” “Chain of Infection,” and the CDC website for assistance when completing this assignment.

Communicable Disease Selection

Chickenpox
Tuberculosis
Influenza
Mononucleosis
Hepatitis B
HIV
Ebola
Measles
Polio
Influenza
Epidemiology Paper Requirements

Describe the chosen communicable disease, including causes, symptoms, mode of transmission, complications, treatment, and the demographic of interest (mortality, morbidity, incidence, and prevalence). Is this a reportable disease? If so, provide details about reporting time, whom to report to, etc.

Describe the social determinants of health and explain how those factors contribute to the development of this disease.
Discuss the epidemiologic triangle as it relates to the communicable disease you have selected. Include the host factors, agent factors (presence or absence), and environmental factors. Are there any special considerations or notifications for the community, schools, or general population?

Explain the role of the community health nurse (case finding, reporting, data collection, data analysis, and follow-up) and why demographic data are necessary to the health of the community.

Identify at least one national agency or organization that addresses the communicable disease chosen and describe how the organizations contribute to resolving or reducing the impact of the disease.

Discuss a global implication of the disease. How is this addressed in other countries or cultures? Is this disease endemic to a particular area?

Gastrointestinal and Hepatobiliary Disorders

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Quiz – Module 3 Knowledge Check
Knowledge Check: Gastrointestinal and Hepatobiliary Disorders

• In this exercise, you will complete 5-essay type questions in the Knowledge Check to gauge your understanding of this module’s content.
• Each question will hold one to two parts asked to be addressed and each part will need at least one citation, at least two citations if asked two parts to the question from the textbook and/or current peer-reviewed journals.
• Each question is worth 4 points. I would expect substantive paragraphs per answer (a paragraph would include 6-10 sentences).

KC each essay needs a citation(s) and reference(s), if using textbook apply correct page(s)
Basic book citation format
The APA in-text citation for a book includes the author’s last name, the year, and (if relevant) a page number.
In the reference list, start with the author’s last name and initials, followed by the year. The book title is written in sentence case (only capitalize the first word and any proper nouns). Include any other contributors (e.g. editors and translators) and the edition if specified (e.g. “2nd ed.”).
Format Last name, Initials. (Year). Book title (Editor/translator initials, Last name, Ed. or Trans.) (Edition). Publisher.
Reference entry Anderson, B. (1983). Imagined communities: Reflections on the origins and spread of nationalism. Verso.
In-text citation (Anderson, 1983, p. 23)

Possible topics covered in this Knowledge Check include:
• Ulcers
• Hepatitis markers
• After HP shots
• Gastroesophageal Reflux Disease
• Pancreatitis
• Liver failure—acute and chronic
• Gall bladder disease
• Inflammatory bowel disease
• Diverticulitis
• Jaundice
• Bilirubin
• Gastrointestinal bleed – upper and lower
• Hepatic encephalopathy
• Intra-abdominal infections (e.g., appendicitis)
• Renal blood flow
• Glomerular filtration rate
• Kidney stones
• Infections – urinary tract infections, pyelonephritis
• Acute kidney injury
• Renal failure – acute and chronic

QUESTION 1
1. Scenario 1: Peptic Ulcer
A 65-year-old female comes to the clinic with a complaint of abdominal pain in the epigastric area. The pain has been persistent for two weeks. The pain described as burning, non-radiating and worse after meals. Denies N&V, weight loss or obvious bleeding. She admits to frequent belching with bloating.
PMH: seasonal allergies with Chronic Sinusitis, positive for osteoarthritis,
Meds: Claritin 10 mg po daily, ibuprofen 400-600 mg po prn pain
Family Hx-non contributary
Social history: Separated recently pending divorce; stressful situation with trying to manage two homes. Works as a Legal Assistant at a local law firm. She has 35 PPY of smoking, drinks 1-2 glasses of wine a day, and 6-7 cups of coffee per day. She denies illicit drug use, vaping or unprotected sexual encounters.
Breath test in the office revealed urease.
The healthcare provider suspects the client has peptic ulcer disease.
Questions:
1. Explain what contributed to the development from this patient’s history of PUD?

QUESTION 2
1. Scenario 1: Peptic Ulcer
A 65-year-old female comes to the clinic with a complaint of abdominal pain in the epigastric area. The pain has been persistent for two weeks. The pain described as burning, non-radiating and worse after meals. Denies N&V, weight loss or obvious bleeding. She admits to frequent belching with bloating.
PMH: seasonal allergies with Chronic Sinusitis, positive for osteoarthritis,
Meds: Claritin 10 mg po daily, ibuprofen 400-600 mg po prn pain
Family Hx-non contributary
Social history: Separated recently pending divorce; stressful situation with trying to manage two homes. Works as a Legal Assistant at a local law firm. She has 35 PPY of smoking, drinks 1-2 glasses of wine a day, and 6-7 cups of coffee per day. She denies illicit drug use, vaping or unprotected sexual encounters.
Breath test in the office revealed urease.
The healthcare provider suspects the client has peptic ulcer disease.
Question:
1. What is the pathophysiology of PUD/ formation of peptic ulcers?

QUESTION 3
1. Scenario 2: Gastroesophageal Reflux Disease (GERD)
A 44-year-old morbidly obese female comes to the clinic complaining of “burning in my chest and a funny taste in my mouth”. The symptoms have been present for years but patient states she had been treating the symptoms with antacid tablets which helped until the last 4 or 5 weeks. She never saw a healthcare provider for that. She says the symptoms get worse at night when she is lying down and has had to sleep with 2 pillows. She says she has started coughing at night which has been interfering with her sleep. She denies palpitations, shortness of breath, or nausea.
PMH-HTN, venous stasis ulcers, irritable bowel syndrome, osteoarthritis of knees, morbid obesity (BMI 48 kg/m2)
FH:non contributary
Medications: Lisinopril 10 mg po qd, Bentyl 10 mg po, ibuprofen 800 mg po q 6 hr prn
SH: 20 PPY of smoking, ETOH rarely, denies vaping
Diagnoses: Gastroesophageal reflux disease (GERD).

Question:
1. If the client asks what causes GERD how would you explain this as a provider?

QUESTION 4
1. Scenario 3: Upper GI Bleed
A 64-year-old male presents the clinic with complaints of passing dark, tarry, stools. He stated the first episode occurred last week, but it was only a small amount after he had eaten a dinner of beets and beef. The episode today was accompanied by nausea, sweating, and weakness. He states he has had some mid epigastric pain for several weeks and has been taking OTC antacids. The most likely diagnosis is upper GI bleed which won’t be confirmed until further endoscopic procedures are performed.
Question:
1. What are the variables here that contribute to an upper GI bleed?

QUESTION 5
1. Scenario 4: Diverticulitis
A 54-year-old schoolteacher is seeing your today for complaints of passing bright red blood when she had a bowel movement this morning. She stated the first episode occurred last week. The episode today was accompanied by nausea, sweating, and weakness. She states she has had some LLQ pain for several weeks but described it as “coming and going”. She says she has had a fever and abdominal cramps that have worsened this morning.
Diagnosis is lower GI bleed secondary to diverticulitis.
Question:
1. What can cause diverticulitis in the lower GI tract?

Comparing Philosophical Approaches: Plato and Aristotle

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Comparing Philosophical Approaches: Plato and Aristotle
Can we trust what we see, hear, and feel? Do our senses tell us how the world “really” is? Or is there a different reality that our senses cannot fully help us comprehend? Both Plato and Aristotle grappled with these questions, and each philosopher settled on his own theory. In this assignment, you will explore Plato’s theory of rationalism as well as Aristotle’s theory of empiricism. You will then connect one of these two theories with your own experience.

To prepare for this Discussion:

Complete Interactive Unit 2, Module 1, titled “The Meaning of Philosophy.” Pay particular attention to the pages in which Plato and Aristotle are discussed.
To complete this Discussion:

By Day 4
Post to the Discussion board the following:

A description of the philosophical approach of the Rationalists (represented by Plato) and the Empiricists (represented by Aristotle). As part of your descriptions, identify at least two ways in which these approaches differ from one another.
A paragraph in which you select either Rationalism or Empiricism as the approach that resonates most deeply with your personal experiences. Support your selection with an example from your own life.

UNIT 1, Module 1, “The Meaning of Philosophy.” Pay particular attention to the pages in which Plato ans Aristotle are discussed.

The Philosophical Perspective Introduction
Introduction

In this course, we will explore the discipline of Philosophy as the pursuit of wisdom. Throughout our lives, we all seek wisdom in different ways. In this course, we will focus on the quest for knowledge in our relationship with others, our contact with the objective world, and our relationship with ourselves.

These three fundamental ways of pursuing wisdom through relating to the world, to others, and to ourselves are known as the practice of “critique,” the practice of “dialogue,” and the practice of “self-examination,” respectively. Throughout the course, we will continually refer back to these fundamental practices to remind us of the meaning that philosophy has in all the various aspects of our lives.

The philosophical tradition that we will be studying began with the practice of dialogue in ancient Greece. The first texts we will encounter in this course are Plato’s dialogues — passages presented as a series of conversations between two partners who are seeking answers to tough questions of their day, such as the question, “What is justice?” Dialogue, however, as the ancient philosophers discovered, gives way to questions about the world around us.

All human beings, Aristotle says, seek knowledge. Since human beings are always seeking knowledge, we are also continually making claims about the world around us. The problem, however, is that everyone— by being human—has claimed about the world.

When engaging others in dialogue, we often run into the problem that others do not agree with our claims about the world. The task of philosophy beyond discussion, therefore, is to find out which claims about the world are true and which are false. This practice is known as critique—allowing examination of one’s claims and views about the world in light of the evidence, reason, and argument.

However, as both ancient and modern philosophers discovered, wonder about the world around us eventually come back to the inquiry of our role in the world—the question of ourselves. For, after all, if so many people disagree about the reality of the external world, how can I be sure that there exists an external world apart from my perception? Does the world live as I see it precisely, or is there something more to it? Is there an objective world apart from my limited understanding, or are my beliefs about the world all that matter? This problem is one that caused both Plato and Descartes to wonder. For both philosophers, this question led to the third sphere of philosophical practice: self-examination.

In this way, we will approach the study of philosophy in this course as a pursuit of wisdom in our encounters with others (dialogue), in our contacts with the external world (critique), and in our meeting with ourselves (self-examination).

At the end of this lesson, students will be able to:

Explain concepts central to philosophical inquiry.
Describe Western philosophical tradition and timelines.
Identify significant figures in the birth of philosophy in ancient Greece.
Describe critiques, opinions, arguments, and the Socratic Method.
Describe the building blocks of logic and the structure of an argument.
Explain how to classify and evaluate an argument.
Describe the traditional branches of philosophy.
Distinguish different forms of philosophical skepticism.
Describe the types of continental and analytic philosophy.

Examining Nursing Specialties

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Instructions
You have probably seen one or more of the many inspirational posters about decisions. A visual such as a forked road or a street sign is typically pictured, along with a quote designed to inspire.
Often decisions are not so easily inspired. Perhaps you discovered this when choosing a specialty within the MSN program. This decision is a critical part of your plan for success, and you no doubt want to get it right. This is yet another area where your network can help, as well as other sources of information that can help you make an informed choice.
Reflect on your decision to pursue a specialty within the MSN program, including your professional and academic goals as they relate to your program/specialization.

Post an explanation of your choice of a nursing specialty within the program. Describe any difficulties you had (or are having) in making your choice, and the factors that drove/are driving your decision. Identify at least one professional organization affiliated with your chosen specialty and provide details on becoming a member. My program specialization is Family NP and eventually to get my certification in Mental health NP

Sickle cell disease

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Sickle cell disease
A 38-year-old African-American woman was admitted for arthroscopic knee surgery. Her hematocrit was 25%, blood pressure was 140/94 mm Hg, and pulse was 112 beats/minute. She had a history of joint and bone pain, jaundice, and abdominal pain.
Due to the presenting symptoms (joint and bone pain, abdominal pain, and jaundice) a diagnosis of Sickle Cell Disease was considered.

1. Provide a brief discussion of the pathophysiology of sickle cell disease and discuss the clinical manifestations and the etiology associated with each manifestation of this disease.

Evidence Based Practice change

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For this week write your first draft of the literature review so you are prepared to write the planned change for the following week. Submit this assignment instead of “Recruiting participants for your EBP change”. For one thing, participants are not selected for EBP changes. EBP changes are designed for a specific group of patients. You may be working on a cardiac step-down unit and readmissions within 30 days are higher than the national average of 24%. The review of evidence would be for studies that tested interventions to reduce readmissions for HF patients. You should have eight studies or a combination of research studies and EBP/QI projects to guide your practice change. As part of writing up the review, you pay close attention to which studies/projects had the best results. Use the “effect size” to choose your planned change and how to implement it. Effect size refers to how strong or weak is the degree of change. Compare an intervention that led to a 40% decrease in readmissions compared to one that led to a 10% decrease. This means that you will be a week ahead of the assignments in the course.

Attached tot he other order is the outline for the paper. This is for the literature review part.

Below is directly from the outline on directions
Review of Literature
The review of literature includes studies conducted to prevent falls (or solutions for the problem you have selected). The goal is to synthesize the information from the studies to present the evidence for strategies that have been shown to be effective. The strategies that are supported by the findings are what you will be using for the next section.
There are two approaches to writing a review: summary or synthesis. Synthesis is the best approach but can only be used when the studies are very similar to each other related to variables: independent and dependent. For example, if your question is regarding the effectiveness of foam dressings to prevent pressure injuries (PIs) especially to the coccyx area then all will be experiments that use the same exact treatment for reducing PIs at the same body location. For such studies, a synthesis method is best. But when the studies are quite different from each other in design, how intervention is developed, and include more than one dependent variable, you may need to use the summary method: presenting each study one by one. I will provide you with two examples: one a synthesis and one a summary approach. There is NO one method to use. It depends on the studies. Once you submit the matrix with all of your studies included, I can provide a recommendation as to the method to use. Either way, you will need to use sub-headings to organize the review.

Diabetes Care through Government services

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Diabetes Care through Government services

At our hospital, the government health facility gives free service to diabetics who are under age 18 and over age 64.

However with diabetes being so prevalent and chronic leading to kidney failure and other illnesses I want to propose that my country’s government give diabetics of all ages access to free diabetes medication and free clinic follow up with 2 free HBA1c lab tests per year and free glucose test strips for the glucose monitors.

Also, I want to propose the government strengthen the school health program to include monitoring Diabetes children while at school.

Can you see if any of the country’s or country’s government health systems provides free care for diabetes patients?

Do a Literature review of how the government healthcare system of a Caribbean country and another country (you can choose which country) has stepped in to ensure diabetics receive diabetes medication and follow-up care. This is to put together a proposal for the government and health system in my country to make diabetes care and follow-up accessible to all citizens no matter the economic status.

The Childhood Cancer STAR Act of 2018

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The Childhood Cancer STAR Act of 2018

Describe the legislation and what it has accomplished. What additional steps need to be taken to continue advocacy for this issue?