Unit 2 Weekly Clinical Communication and Documentation Requirements. 500w due 11-11-23

Unit 2 Weekly Clinical Communication and Documentation Requirements. 500w due 11-11-23

Instructions

Complete and submit the below Weekly Clinical Communication form.

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Vulnerable Population

1) Many vulnerable populations exist in the United States. Which vulnerable population do you think is the most challenging to care for, and how might your nursing care change when caring for this population as opposed to individual clients? 

 Examples of Vulnerable Population

* Pregnant Teenagers
* Migrant Farmworkers
* Homeless persons
* Persons in poverty
* Substance abusers
* Individuals with mental illness
* Persons living with HIV/AIDS
* Victims of abuse/violence
* Gay, Lesbian, Bisexual, Transgender populations

Week 2 Reflections NR501NP

Weekly objective

  1. Explore an area of interest through patterns of knowing (CO 1)
  2. Examine the components of the nursing metaparadigm.
  3. Examine different patterns of knowing in nursing. (CO 2)
  4. Analyze the benefits of reflection for shaping and understanding theory. (CO 2)
  5. Differentiate between the received and perceived schools of scientific thought. (CO 2)

Course Outcomes

  1. Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice. (PO 2 and 5)
  2. Apply nursing theory as a framework to guide the development of new knowledge and implementation of evidence-based practice in future professional settings. (PO 1 and 4)

The above is just additional information for the question below.

 Write 1-2 paragraphs reflecting on ways of knowing and the use of metaparadigm in the NP role 

  • Provide one specific example of how you achieved the weekly objectives.
  • What do you value most about your learning this week?
  • What else about the weekly topics do you need to explore to grow further as a future NP?

reply1,2

·
List three questions you might ask the patient if she were in your office. Provide a rationale for why you might ask these questions.

When assessing this patient, it's important to ask questions that will help the provider understand the underlying causes and potential treatment options. Given the patient's recent loss and significant life changes, it's crucial to approach the assessment with sensitivity. Here are three questions I'd like to ask, along with their rationales:

1. Have you observed any changes in your sleep pattern, mood, or feelings since your husband passed away?

Rationale: This question allows the patient to provide insight into the nature and duration of her sleep disturbances and changes in her mood or feelings. Understanding the onset and progression of depression symptoms can related to her recent bereavement following her husband's passing.

2. Could you describe your emotions and have you ever experienced thoughts of self-harm or suicide?

Rationale: This question aims to comprehend a person's emotional state and evaluate the presence of suicidal thoughts or self-harm ideation. It's important to ask such questions without delay in treatment. Since the patient has a history of major depressive disorder (MDD), and her depression has worsened, it's crucial to explore her emotional state.

3. How have you been coping with the loss of your husband, and have you sought support or counseling to help you through this difficult time?

Rationale: Inquiring about coping strategies and support systems is essential for assessing the patient's resilience and identifying potential sources of assistance. Grief counseling or therapy can be invaluable in helping individuals navigate the complex emotions associated with loss. Additionally, it's important to assess whether the patient has been utilizing any resources to manage her depression.

·
Identify people in the patient's life you would need to speak to or get feedback from to further assess the patient's situation. Include specific questions you might ask these people and why.

To gain a more comprehensive understanding of the patient's situation and evaluate her social support network, I would identify individuals in the patient's life, such as family members or close friends. Engaging in conversations with these individuals can be beneficial because they may have insights into the patient's emotional well-being and daily functioning. I would ask Questions like: “Could you please share any observations regarding alterations you may have noticed in the patient's behavior, mood, or sleep patterns following her husband's passing?” Family members and close friends are often the first to detect significant shifts in a person's behavior and emotional state. Their observations can offer valuable insights into the patient's emotional condition and the way the loss of her husband has affected her daily life.

·
Explain what, if any, physical exams, and diagnostic tests would be appropriate for the patient and how the results would be used.

In evaluating a 75-year-old patient with a chief complaint of insomnia and depression, diabetes (DM), and hypertension (HTN), a thorough assessment should include both physical exams and diagnostic tests: A physical examination should include checking blood pressure, heart rate, heart sounds, peripheral pulses, respiratory rate, and temperature. It should also involve assessing the patient's overall appearance and evaluating their general health.  In addition, assessing mental status, cognitive function, and neurological signs can help identify any neurological issues that may be contributing to sleep disturbances. Consider arranging a sleep study, also known as polysomnography (PSG). This medical test monitors various physiological functions while a person sleeps.

Diagnostic Tests include the following Blood Tests: Complete Blood Count (CBC) will check for anemia or other blood-related issues that can affect sleep and overall health; a Comprehensive Metabolic Panel (CMP), assess kidney and liver function, electrolytes, and glucose levels; The HbA1c (Glycated Hemoglobin) test can monitor her long-term blood glucose control, can provide valuable insights into her diabetes management. The results of these exams and tests will inform a comprehensive treatment plan tailored to the patient's specific needs.

·
List a differential diagnosis for the patient. Identify the one that you think is most likely and explain why.

When assessing a patient with insomnia, along with chronic medical conditions like diabetes and hypertension, this patient likely has Major Depressive Disorder (MDD). She had no history of MDD before her husband's passing, and the current worsening of her depression may be attributed to his death. Although anxiety can cause insomnia problems, MDD with Bereavement seems most likely. However, we need to ensure there aren't other underlying causes, such as sleep problems or medical issues. To do that, we should conduct thorough assessments and laboratory tests. She needs to seek help from both her regular doctor and a mental health professional to find the right treatment and support.

·
List two pharmacologic agents and their dosing that would be appropriate for the patient's antidepressant therapy based on pharmacokinetics and pharmacodynamics. From a mechanism of action perspective, provide a rationale for why you might choose one agent over the other.

When selecting pharmacologic agents for this 75-year-old patient, the choice of antidepressant therapy should consider pharmacokinetics and pharmacodynamics. Reduced kidney and liver function in elderly individuals can potentially affect both pharmacokinetics and pharmacodynamics.

SSRIs, such as sertraline (Zoloft) and escitalopram (Lexapro), are two preferred for elderly patients. They are generally well-tolerated and have a lower risk of certain side effects, such as sedation or anticholinergic effects, which can be problematic for older adults. Sertraline (Zoloft) 150mg once daily or Escitalopram (Lexapro) 20 mg daily would be appropriate for this patient.

The patient has been taking Sertraline (Zoloft), her start dose was 100mg daily; increase slowly, no more than a maximum Dose of 200 mg once daily; sertraline increases serotonin levels and can be effective in treating depression. Escitalopram is considered perhaps the best-tolerated SSRI, with the fewest cytochrome P450 (CYP450)-mediated drug interactions. (Stahl, 2021). Escitalopram (Lexapro) 20 mg daily is also the appropriate choice.

·
For the drug therapy you select, identify any contraindications to use or alterations in dosing that may need to be considered based on ethical prescribing or decision-making. Discuss why the contraindication/alteration you identify exists. That is, what would be problematic with the use of this drug in individuals based on ethical prescribing guidelines or decision-making?

When prescribing antidepressant therapy, it's important to consider drug contraindications and alterations. For the selected antidepressant, escitalopram (Lexapro), don't use it with MAOIs or within 14 days after stopping an MAOI to prevent serotonin syndrome. This is a contraindication due to the risk of serotonin syndrome, a potentially life-threatening condition characterized by agitation, confusion, rapid heart rate, and other symptoms. Escitalopram is primarily metabolized in the liver; it should be used with caution in patients with severe hepatic impairment or elderly with decreased liver function. In such cases, a lower initial dose and slower titration may be considered, as drug clearance may be reduced.

In all cases, ethical prescribing involves a thorough assessment of the patient's medical history, medication history, and potential contraindications. Dosing adjustments, when necessary, should be made to maximize therapeutic benefits while minimizing risks and adverse effects.

·
Include any “checkpoints” (i.e., follow-up data at Week 4, 8, 12, etc.), and indicate any therapeutic changes that you might make based on possible outcomes that may happen given your treatment options chosen.

In depression treatment, scheduled follow-up appointments are vital for assessing progress, managing side effects, and adjusting treatment. Common intervals are every 4 weeks. At the checkpoint, like follow-up data at weeks 4, 8, 12, etc., make treatment decisions based on the patient's response, side effects, and goals. If there's significant improvement with few side effects, stick with the current dose. If there's limited improvement or major side effects, consider increasing the dose (if not already at the maximum) or trying a different antidepressant. In cases of long-term remission with a low risk of recurrence, think about tapering or discontinuing the medication.

At Week 4 (four weeks after initiating treatment), it's the time to evaluate the patient's initial response to medication. Inquire about changes in mood, sleep patterns, energy levels, and any side effects.

At Week 8 (eight weeks after starting treatment), it's time to reassess the patient's mood and overall well-being. Keep an eye on side effects, whether they're taking the medication as prescribed, any changes in their medical conditions, and any suicidal ideation.

At Week 12 (12 weeks after starting treatment), continue monitoring the patient's mood and how they're responding to treatment. Check for any signs that their depression might be coming back or getting worse.

Ongoing Follow-up (Regularly, every 3-6 months): Continue to monitor the patient's mental health, medication adherence, and any emerging side effects. Evaluate the need for ongoing treatment.

 


Reference:

Levenson JC, Kay DB, Buysse DJ. The pathophysiology of insomnia. Chest. 2015 Apr;147(4):1179-1192. doi: 10.1378/chest.14-1617. PMID: 25846534; PMCID: PMC4388122.

Stahl, S. M. (2021). Stahl's essential psychopharmacology: Neuroscientific basis and practical applications (5th Ed.) Cambridge University Press.

Lexapro Labeling-508; Reference ID: 4036381 https://www.fda.gov/media/135185/download

WK2 DB

Be sure to provide 5 APA citations of the supporting evidence-based peer-reviewed articles you selected to support your thinking.

Please be sure to follow EACH AND EVERY BULLET POINT.

Make sure to ANSWER EACH QUESTION ACCURATELY.

(TOPIC: topic in attachment ) ***

***Please be sure to include all information from the attachment in the assignment*****

Please do not plagiarize nor reword another person’s assignment that has been previously submitted.

Look at the attachment for the assignment!!!

DO NOT turn in late, please pay attention to the DUE DATE.

pn 2 m6 written

 

Complete the comparison table for Inflammatory Diseases.

Studying for the Boards

Please see the attachment for instructions

Database Mgmt

 Develop an 8- to 10-slide PowerPoint presentation in which you:

  • Describe the history and evolution of databases. Address each of the following:
  • Flat files
  • Early data management systems
  • Relational database systems
  • NoSQL
  • Compare open source database systems to commercial database systems.
  • Analyze the benefits and challenges of open source database systems and commercial database systems. Be specific and provide examples.
  • Analyze the use of databases as the foundation for health-related information systems. Be specific and provide examples.
  • Provide current references within 5 years in APA style at the end of your presentation—the reference slide or slides do not count toward your assignment total. 

Ssdcsd

  • Explain how research has evolved since the Florence Nightingale era.
  • Discuss how research and EBP are different; include how you believe research supports EBP for nursing.
  • Describe one past/historical unethical breach of research conduct; then, share how you would ensure care of a study participant using one ethical or legal research consideration (guideline/principle).

life-span development

Research Paper Assignment Guide

Prompt:

The Research Paper assignment is designed to integrate your developing skills in self-reflection, scientific knowledge, awareness of research methods, and critical thinking, as they relate to the field of developmental psychology. You may find that your topic for the Research Paper is related to your focus in the Autobiographical Developmental Essay (e.g., you may choose to focus on the same or similar developmental stage) and/or the Theory Essay (e.g., you may choose to explore more of the theories you discussed). You may also wish to tackle a completely new developmental stage and/or topic, and that is just fine! The important part of selecting your focus for this assignment is that you follow your own natural curiosity about the human condition.

Your Research Paper should be at least 1000 words double-spaced (the last page will be your references page which does not count towards your word count)using 12-point font and 1-inch margins. You must incorporate at least 3 peer-reviewed journal articles as sources, in addition to your textbook.

Preparation:

Ensure that you are up to date on your reading assignments for the course (through Chapters 15 and 16, Middle Adulthood).

Review key characteristics of each major developmental stage to help with your focus for the paper.

Reflect on the major area of development in which you are most interested (e.g., physical, cognitive, social, emotional).

To complete this assignment, you will:

Step 1: Select one of the major developmental periods you have studied thus far in the course: infancy, early childhood, middle childhood, adolescence, early adulthood, or middle adulthood.

Step 2: Select a phenomenon or construct that features prominently in your chosen developmental stage. The construct should reflect one or more of the major areas of human development (physical, cognitive, social, emotional). For instance, if you are focusing on adolescence, perhaps you select the construct of egocentrism, which includes both cognitive and social components.

Step 3: Review the section(s) of the Santrock text that are relevant to your developmental stage and construct.

Step 4: Prepare a research paper that addresses the following:

Step 4.1: Describe, in detail, the developmental stage you are focusing on for this research paper. You should briefly review the major developmental tasks of this stage as they pertain to physical, cognitive, social, and emotional development.

Step 4.2: Describe, in detail, your selected construct of interest. Be sure to define the construct and discuss its relevance during your selected stage of development. If the construct first appears earlier in development, or somehow changes with development across various stages, you will need to discuss how the construct changes over time.

Step 4.3: Pick at least one theory that helps to explain the relevance of your construct to your chosen developmental stage. Explain the theory and its application to your construct and stage.

Step 4.4: From the available 12 peer-reviewed journal articles, select and read at least 3 peer-reviewed journal articles that have some relevance to your topic and/or proposed study. Some articles may contribute information about your topic of study, or they may contribute information about research methods that could be applied to your specific topic of study. You are not required to understand or discuss the statistics involved in these articles, but you should be able to glean some information from the articles with relevance to your topic or proposed methods.

Step 4.5: Now, consider yourself a scientist. Imagine you can conduct any study you like about this construct in your chosen developmental stage. Put forth at least 1 research question, and describe the method(s) you would use to collect the data (e.g., observational, survey/interview, standardized test, case study, physiological measures). Explain what type of study design you would use (e.g., descriptive, correlational, experimental). What is your hypothesis about what the results of the study will be? Why would this study be important to conduct, and how might it contribute to new knowledge in this area of developmental science?

Step 4.6: Prepare a references page that lists each of your sources in APA style. Note that you will need to list your textbook as well as each of your 3 peer-reviewed journal articles. The References page will be the last page of your research paper.

References

(should include 3 articles and Santrock text)

Conrod, P. J., & Nikolaou, K. (2016). Annual Research Review: On the developmental neuropsychology of substance use disorders. Journal of Child Psychology and Psychiatry, 57, 371-394. https://acamh.onlinelibrary.wiley.com/doi/pdfdirect/10.1111/jcpp.12516

Dirks, M. A., De Los Reyes, A., Briggs-Gowan, M., Cella, D., & Wakschlag, L. S. (2012). Annual Research Review: Embracing not erasing contextual variability in children’s behavior – theory and utility in the selection and use of methods and informants in developmental psychopathology. Journal of Child Psychology and Psychiatry, 53, 558-574. https://psyc.umd.edu/sites/psyc.umd.edu/files/pubs/Dirks,%20De%20Los%20Reyes,%20Briggs-Gowan,%20Cella,%20&%20Wakschlag%20(2012).pdf

Glenn, C. R., Kleiman, E. M., Kellerman, J., Pollak, O., Cha, C. B., Esposito, E. C., Porter, A. C., Wyman, P. A., & Boatman, A. E. (2020). Annual Research Review: A meta-analytic review of worldwide suicide rates in adolescents. Journal of Child Psychology and Psychiatry, 61, 294-308. https://kleimanlab.org/wp-content/uploads/2019/09/Glenn_et_al-2019-Journal_of_Child_Psychology_and_Psychiatry.pdf

Koss, J. J., & Gunnar, M. R. (2018). Annual Research Review: Early adversity, the hypothalamic-pituitary-adrenocortical axis, and child psychopathology. Journal of Child Psychology and Psychiatry, 59, 327-346. https://acamh.onlinelibrary.wiley.com/doi/pdfdirect/10.1111/jcpp.12784

Lau, J. Y. F., & Waters, A. M. (2017). Annual Research Review: An expanded account of information-processing mechanisms in risk for child and adolescent anxiety and depression. Journal of Child Psychology and Psychiatry, 58, 387-407. https://acamh.onlinelibrary.wiley.com/doi/pdfdirect/10.1111/jcpp.12653

Mandy, W., & Lai, M-C. (2016). Annual Research Review: The role of the environment in the developmental psychopathology of autism spectrum condition.Journal of Child Psychology and Psychiatry, 57, 271-292. https://efisiopediatric.com/wp-content/uploads/2016/10/mandy2016.pdf

McAdams, T. A., Cheesman, R., & Ahmadzadeh, Y. I. (2023). Annual Research Review: Towards a deeper understanding of nature and nurture: combining family-based quasi-experimental methods with genomic data. Journal of Child Psychology and Psychiatry, 64, 693-707. https://acamh.onlinelibrary.wiley.com/doi/pdf/10.1111/jcpp.13720

Newlove-Delgado, T., Russell, A. E., Mathews, F., Cross, L., Bryant, E., Gudka, R., Ukoumunne, O. C., & Ford, T. J. (2023). Annual Research Review: The impact of Covid-19 on psychopathology in children and young people worldwide: Systematic review of studies with pre- and within-pandemic data. Journal of Child Psychology and Psychiatry, 64, 611-640. https://acamh.onlinelibrary.wiley.com/doi/pdf/10.1111/jcpp.13716

Odgers, C. L., & Jensen, M. R. (2020). Annual Research Review: Adolescent mental health in the digital age: facts, fears, and future directions. Journal of Child Psychology and Psychiatry, 61, 336-348. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8221420/

Russell, M. A., & Gajos, J. M. (2020). Annual Research Review: Ecological momentary assessment studies in child psychology and psychiatry. Journal of Child Psychology and Psychiatry, 61, 376-394. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8428969/

Santrock, J. W. (2023). Life-Span Development (19th ed.). McGraw-Hill Higher Education (US).

Thomas, M. S. C., Ansari, D., & Knowland, V. C. P. (2019). Annual Research Review: Educational neuroscience: progress and prospects.Journal of Child Psychology and Psychiatry, 57, 477-492. https://acamh.onlinelibrary.wiley.com/doi/pdf/10.1111/jcpp.12973

Williams, N. J., & Beidas, R. S. (2019). Annual Research Review: The state of implementation science in child psychology and psychiatry: a review and suggestions to advance the field. Journal of Child Psychology and Psychiatry, 60, 430-450. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6389440/pdf/nihms-983463.pdf