The flow velocities were recorded as: PSV: 98.7 cm/s and EDV: 21.6 cm/s. What is missing? Discuss the accuracy of the data. These two images were taken at the same level in a patient. Which artery is most likely depicted in these images? Why? Which techniques are used in each image to show flow? What is the advantage of using each technique?
A nurse wishes to implement evidence-based practice in offering nutritional guidance to patients with type 2 diabetes. Which questions represent a valid step in implementing evidence-based practice? Select all that apply.
What is the most relevant evidence for a set of nutritional guidelines?
How old are the findings on nutritional approaches for patients?
Will the patients find these recommendations easy to adopt?
Can I duplicate the findings of these studies in my own study?
Do the nutritional recommendations in this evidence make sense?
Discuss the role of health care in creating health equity. Explain why health care alone isn’t enough to create health equity. Description: David R. Williams, Professor of Public Health at the Harvard T.H. Chan School of Public Health, has been researching health inequities in the United States for two decades. In this video, he sits down with Don Berwick, MD, President Emeritus and Senior Fellow at IHI, to discuss the role of both health care and social determinants of health to create health equity.
Discussion Questions:
The student will evaluate the nurse’s role in facilitating safe, quality outcomes for patient-centered care. The student will select a patient care assignment from the clinical practicum (not the same patient used for the case presentation) to complete the case analysis using the criteria stated below. The student must use at least 2 professional journal articles to supplement content from other recent nursing textbooks to provide the evidence for the care provided. Unless classic research, all references must be within 5 years of publication.
| Criteria | Possible Points | Comments/Earned Points |
| 10 | /10 Comments: |
| 30 | /30 Comments: |
| 30 | /30 Comments: |
| 40 | /40 Comments: |
| 10 | /10 Comments: |
| 15 | /15 Comments: |
| 10 | /10 Comments: |
| 10 | /10 Comments: |
| 15 | /15 Comments: |
| 10 | /10 Comments: |
| 20 | /20 Comments: |
| Total | 200 | /200 |
this is one a CHF patient
Abdomen and Musculoskeletal Documentation Obtain the following information on an adult volunteer. For the history, ask about the items indicated. For the physical exam items; read the assigned chapters, review the course presentations/videos, and gather needed equipment before performing the exam. Use this guide when documenting the findings.
Be sure to address all items in your documentation. Gender, age, birthplace, race/ethnicity Abdomen, musculoskeletal 0
Past medical history – Personal history of acute/chronic disease, surgery, injury, infection, pain a Review of systems 0 Abdomen – Appetite, intolerance to any food, heartburn, nausea, vomiting, constipation, diarrhea, change in stool, incontinence, bleeding, hemorrhoids, laxatives, endoscopic tests and results
0 Musculoskeletal – Pain, stiffness, swelling of joints, limited movement, cramps, weakness, problem with gait, deformities, assistive devices 0 Family history of illnesses in these systems Abdomen Inspect – skin, umbilicus, peristalsis, symmetry, aortic impulse, etc. Auscultate — bowel sounds Percuss – general Palpate — light, aortic pulse, deep, liver, kidneys Costovertebral angle (CVA) tenderness – can do here if not already done with posterior chest Musculoskeletal 0 Inspect— muscularity, symmetry, alignment, deformities, edema, redness, etc. 0 Neck 0 ROM – flexion, hyperextension, rotation, lateral bending 0 Strength
Elisa was particularly enthusiastic about her new teaching responsibilities. She had taught as a sessional instructor at other institutions while completing her studies but had
been fulfilling short-term contracts where she had had little control over the course con-
tent and teaching approach. Now, as an assistant professor, Elisa could be more creative
when deciding how to approach her classes.
She worked very hard in her first term to create the best educational experience pos-
sible for her students. She recorded each of her lectures and watched them again later to
see where she could improve. She held extra office hours to be more available to her stu-
dents. Experiential learning techniques and hands-on activities were introduced and
seemed to help her students to better understand course content.
All in all, Elisa felt that she had really excelled, and she looked forward to seeing her
efforts reflected in her course evaluations. Her evaluations when she was a sessional instruc-
tor had always been excellent, and she felt that with her new academic freedom there was
no place to go but up. Elisa secretly coveted the recognition of a teaching award and won-
dered if the evaluations might be her first steps in that direction. Other than test results,
the evaluations were her sole means of getting feedback on her effectiveness.
But Elisa had never seen the forms before, and when she did see them for the first time
she was dismayed to say the least.
She had been accustomed to getting detailed student feedback at her previous institu-
tion, when working as a sessional. Those forms had asked a series of 12 questions about the
instructor’s knowledge, teaching style, approachability, and fairness of evaluations. This
being so, it was easy to determine where one was lacking and how to improve. But these
forms were nothing like that. There was an open area to write in feedback, but that section
was optional and she feared that many students would not bother filling it in. Only two
formal questions were asked: (1) Is this course an elective or required? and (2) Select from
the following two choices: Was the instructor satisfactory or unsatisfactory?
The second question distressed her most
· · ·
satisfactory or unsatisfactory? What about
excellence? Was it actually impossible to earn “excellent?” She had strived for excellence her
entire life. Now that formally achieving it wasn’t even an option, she began looking back on
all those hours spent perfecting her lectures and providing one-on-one help to students. She
was still glad the students were supported, but suddenly she didn’t feel the same way about
all that extra work. She looked over her newly purchased book of experiential learning exer-
cises. A part of her couldn’t help asking: Is the extra effort I’m putting in really worth it?
Discussion Questions
1. What seems to be important to Elisa? Put another way, what seems to drive job satisfac-
tion for her?
2. Use expectancy and equity perspectives to explain why Elisa’s job attitudes changed so
dramatically after she saw the student evaluations.
3. If you were Elisa’s manager (department chair) how would you address this issue? What
might help improve Elisa’s job satisfaction?
A 25-year-old Hispanic female, computer programmer presents to your clinic complaining of a 12-day history of a runny nose Subjective Data: States that her symptoms began about 12 days ago. She suffers from allergies; she gets a runny nose during the spring-time, pollen season. However, in the winter, her allergies are not a problem.
Objective Data:
(BP) 115/75, (P) 89, (RR) 16, (T) 100.4°F (38°C), O2 sat 98% on room air
No signs of acute distress. Patient appears mildly fatigued. She is breathing through her mouth. Breathing easily. Voice has a nasal quality to it.
Ear canals: normal;
EYES: normal;
NOSE: Bilateral erythema and edema of turbinates with significant yellow drainage on the right. Nares: Obstructed air passages
CTA AP&L
Posterior pharynx: mildly injected, scant postnasal drainage (PND), no exudate, tonsils 1+, no
cobblestoning
Regular rate and rhythm, no murmur, S3, or S4
Can you include your references please
Critically evaluate the evidence required to care for and support people with acute mental health conditions.
How can the practice immersion experience allow the student to demonstrate competencies in advanced nursing practice?
List the expected progress status of a DNP quality improvement project.
Which information is relevant to the development of posttraumatic stress disorder (PTSD)? select one: a.
Quit smoking tobacco 2 months ago b. Sustained a concussion 1 month ago c. Family history of depression O
d. Regularly smoked marijuana as a teenager
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