Florida State University Nursing Case Study

/0 Comments/in /by

Description

Integumentary Function:

K.B. is a 40-year-old white female with a 5-year history of psoriasis. She has scheduled an appointment with her dermatologist due to another relapse of psoriasis. This is her third flare-up since a definitive diagnosis was made. This outbreak of plaque psoriasis is generalized and involves large regions on the arms, legs, elbows, knees, abdomen, scalp, and groin. K.B. was diagnosed with limited plaque-type psoriasis at age 35 and initially responded well to topical treatment with high-potency corticosteroids. She has been in remission for 18 months. Until now, lesions have been confined to small regions on the elbows and lower legs.

Case Study Questions

Name the most common triggers for psoriasis and explain the different clinical types.

There are several types of treatments for psoriasis, explain the different types and indicate which would be the most appropriate approach to treat this relapse episode for K.B. Also include non-pharmacological options and recommendations.

Included in question 2

A medication review and reconciliation are always important in all patient, describe and specify why in this particular case is important to know what medications the patient is taking?

  1. What others manifestation could present a patient with Psoriasis?
  2. Sensory Function:
    C.J. is a 27-year-old male who started to present crusty and yellowish discharged on his eyes 24 hours ago. At the beginning he thought that washing his eyes vigorously the discharge will go away but by the contrary increased producing a blurry vision specially in the morning. Once he clears his eyes of the sticky discharge her visual acuity was normal again. Also, he has been feeling throbbing pain on his left ear. His eyes became red today, so he decided to consult to get evaluated. On his physical assessment you found a yellowish discharge and bilateral conjunctival erythema. His throat and lungs are normal, his left ear canal is within normal limits, but the tympanic membrane is opaque, bulging and red.
  3. Case Study Questions
  4. Based on the clinical manifestations presented on the case above, which would be your eyes diagnosis for C.J. Please name why you get to this diagnosis and document your rational.
  5. With no further information would you be able to name the probable etiology of the eye affection presented? Viral, bacterial, allergic, gonococcal, trachoma. Why and why not.

Based on your answer to the previous question regarding the etiology of the eye affection, which would be the best therapeutic approach to C.J problem.

UP Facility Planning: Floor Plan Project

/0 Comments/in /by

Description

Health care facilities have uniquely defined characteristics based on the needs of the facility or population served. Poor design may lead to staff, visitor, or patient stress. In large facilities, the inability to find a department may lead to frustrations and disorientation. Poor layout may also lead to staff inefficiencies or fines because of failure to meet regulatory requirements.

Throughout this course you will design a floor plan for the facility you selected in the Week 2 Facility Selection and Research assignment. This assignment illustrates the difficult balances between patient flow, workflow, safety, and aesthetics. You will use this document as a guide to understand the environmental design elements you should include in your final design. You will submit this document each week as your assignment.

For this project, you may use the program of your choice to complete the floor plan. Some programs to consider are Microsoft® PowerPoint®, Visio®, Publisher®, Excel®, or online floor plan programs such as Edraw, SmartDraw, Gliffy, and Lucidchart. Your faculty member will need to approve your choice, since he or she must be able to view your project in order to grade it. It is important to note that the purpose of this project is not to be an expert at creating a facility using your chosen program, but rather to ensure the concepts learned in this course can be applied to the facility design principles.  Your use of the floor planning program is meant to enhance your learning of the course and program concepts. 

Week Four: Facility Planning—Floor Plan, Part 2

This week you will continue to build your final facility. The legal team has asked you to provide them with considerations regarding legal and regulatory requirements that may affect the facility planning process. 

Add the following to your facility:

Assets and equipment:

All assets and equipment that should be considered for use by the patient, staff, and families

Regulatory considerations:

  • Color and noise elements

Regulatory elements, such as Occupational Safety and Health Administration (OSHA) and Americans with Disabilities Act (ADA) guidelines

  • Write a 700- to 1,050-word paper. Your paper should:
  • Analyze the impact of federal, state, and local legal and regulatory requirements on your selected facility.

Analyze accountability and liability implications for individuals and organizations for your selected facility.

  • Analyze legal versus ethical considerations for your selected facility.
  • Include a print screen of your facility below. Use the instructions provided if you need help adding a print screen.

STU Psoriasis Case Discussion

/0 Comments/in /by

Description

Integumentary Function: 

K.B. is a 40-year-old white female with a 5-year history of psoriasis. She has scheduled an appointment with her dermatologist due to another relapse of psoriasis. This is her third flare-up since a definitive diagnosis was made. This outbreak of plaque psoriasis is generalized and involves large regions on the arms, legs, elbows, knees, abdomen, scalp, and groin. K.B. was diagnosed with limited plaque-type psoriasis at age 35 and initially responded well to topical treatment with high-potency corticosteroids. She has been in remission for 18 months. Until now, lesions have been confined to small regions on the elbows and lower legs.

Case Study Questions

  1. Name the most common triggers for psoriasis and explain the different clinical types.
  2. There are several types of treatments for psoriasis, explain the different types and indicate which would be the most appropriate approach to treat this relapse episode for K.B. Also include non-pharmacological options and recommendations.
  3. Included in question 2
  4. A medication review and reconciliation are always important in all patient, describe and specify why in this particular case is important to know what medications the patient is taking?
  5. What others manifestation could present a patient with Psoriasis?

Sensory Function:
C.J. is a 27-year-old male who started to present crusty and yellowish discharged on his eyes 24 hours ago. At the beginning he thought that washing his eyes vigorously the discharge will go away but by the contrary increased producing a blurry vision specially in the morning. Once he clears his eyes of the sticky discharge her visual acuity was normal again. Also, he has been feeling throbbing pain on his left ear. His eyes became red today, so he decided to consult to get evaluated. On his physical assessment you found a yellowish discharge and bilateral conjunctival erythema. His throat and lungs are normal, his left ear canal is within normal limits, but the tympanic membrane is opaque, bulging and red.

Case Study Questions

  1. Based on the clinical manifestations presented on the case above, which would be your eyes diagnosis for C.J. Please name why you get to this diagnosis and document your rational.
  2. With no further information would you be able to name the probable etiology of the eye affection presented? Viral, bacterial, allergic, gonococcal, trachoma. Why and why not.
  3. Based on your answer to the previous question regarding the etiology of the eye affection, which would be the best therapeutic approach to C.J problem.

CNU Week 3 Managers in The Heightened Turnover Rates Article Reflection Paper

/0 Comments/in /by

Description

Week Three: Discussion Five

Available on Apr 3, 2022 12:01 AM. Access restricted before availability starts.

Available until Apr 24, 2022 11:59 PM. Access restricted after availability ends.

A Gallup poll of more 1 million employed U.S. workers concluded that the No. 1 reason people quit their jobs is a bad boss or immediate supervisor. 75% of workers who voluntarily left their jobs did so because of their bosses and not the position itself. In spite of how good a job may be, people will quit if the reporting relationship is not healthy (Hyacinth, 2017).

Hyacinth, B. (2017, December 27). Employees don’t leave Companies, they leave Managers. Retrieved from https://www.linkedin.com/pulse/employees-dont-leave-companies-managers-brigette-hyacinth/

  1. Read the attached article.
  2. What does this mean to you?
  3. Has this happened to you? Why did it happen?
  4. How might this be different or even more challenging because of the pandemic that we are in?
  5. What are some steps that you, as a supervisor or leader can take to avoid this?

Click on the forum and then select the Create Thread button to write your response. After you are finished answering the question, click on the Submit button located at the top right-hand corner of the page.

  • Read each question — there may be more than one.
  • Post your responses in the appropriate threads. Students are required to make their initial post by Thursday at 11:59 p.m. (Pacific Time Zone).
  • Responses should be at least 200 words or more. You must research answers and all answers must include reading citations, with page numbers, parenthetical style (Author, Date: page#), and the source listed APA style at the end of the post.
  • Respond to at least two of your classmates’ postings. Responses should be at least 100 words or more. Responses are due by Sunday at 11:59 p.m. (Pacific Time zone).
  • Review your postings to see who has responded to you.
  • Be sure to answer ALL QUESTIONS.

Best approach: Just “talk ” to your fellow students. Have a conversation. If you do not count how many times you connect with your fellow students, you will give more than adequate responses. Prompt discussion, not make a simple comment, such as “good work!” There will be no credit for such responses that end rather than foster discussion. Address fellow students with respect and acceptance that there may be a variety of personal views.

CCHWC Video Review and Reflection Discussion

/0 Comments/in /by

Description

PEMT 303

Video Review & Reflection Assignment

Video 1:

Video 2:

Video 3:

For this assignment, you are to view the above videos regarding instruction in APE. You are to respond to the following questions/prompts regarding your reflection on the information provided in the videos and drawing on what you are learning in this course and any/all of your other PE teacher preparation courses. You can also reference your own APE lesson plan you develop for this course and your rationale for your selection of instructional activities and assessments.

Complete the questions/prompts below and submit your completed assignment to the designated Dropbox by the posted deadline. Email me any questions needed for clarification of assignment requirements.

1. Briefly describe 2 instructional practices or techniques used in any of the videos that you believe are the most effective and why. Were there any that surprised you and why?

2. Briefly describe 1 or 2 techniques or practices that you believe would be ineffective or difficult to implement in the schools you are working in or plan to work in as you begin your teaching career and why.

3. Briefly describe 2 instructional practices/techniques that you would opt to use or believe would be easiest for you to implement in your own teaching now and why.

4. Briefly describe 2 instructional practices/techniques or environment that you believe are too uncomfortable for you to implement and why.

5. Considering both the videos and all the information we have covered this semester in our course, briefly 1 or 2 disabilities that you believe you are most comfortable with and why. Has that changed from the beginning of this course? Why or why not?

6. Considering both the videos and all the information we have covered this semester in our course and the entirety of your experience thus far, briefly describe one aspect of APE that was not covered in enough detail for you to increase your comfort level of working with students with special needs. In other words, what would you have liked to learn about APE that was not covered in enough detail. Be honest and constructive in your response. It is important to have the confidence to share this information (constructively) so we can always make the course for the next class.

St Thomas University Schizophrenia Spectrum Case Study

/0 Comments/in /by

Description

Case StudyMr. T is a 21-year-old man who is brought to the ER by his mother after he began talking about “aliens” who were trying to steal his soul. Mr. T reports that aliens left messages for him by arranging sticks outside his home and sometimes send thoughts into his mind.

On assessment, he is guarded and often stops talking while in the middle of expressing a thought. Mr. T appears anxious and frequently scans the room for aliens, which he thinks may have followed him to the hospital. He denies any plan to harm himself but admits that the aliens  sometimes want him to throw himself in front of a car, “as this will change the systems that belong under us.”

The patient’s mother reports that he began expressing these ideas a few months ago, but that they have become more severe in the last few weeks. She reports that during the past year, he has become isolated from his peers, frequently talks to himself, and has stopped going to community college. He has also spent most of his time reading science fiction books and creating devices that will prevent aliens from hurting him. She reports that she is concerned because the patient’s father, who left while the patient was a child, exhibited similar symptoms many years ago and has spent most of his life in a psychiatric hospital.

Questions:Remember to answer these questions from your textbooks and clinical guidelines to create your evidence-based treatment plan. At all times, explain your answers. 

Summarize the clinical case including the significant subjective and objective data.

Generate a primary and two differential diagnoses. Use the DSM5 to support the assessment. Include the DSM5 and ICD 10 codes.

Discuss a pharmacological treatment would you prescribe? Use the clinical guidelines to support the rationale for this treatment.

Discuss non-pharmacological treatment would you prescribe?  Use the clinical guidelines to support the rationale for this treatment.

Describe a health promotion intervention that would be appropriate for this patient.

Submission Instructions:

Your initial post should be at least 500 words, formatted, and cited in current APA style with support from at least 2 academic sources.  Your initial post is worth 8 points.

You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.) 

All replies must be constructive and use literature where possible.

null

University of Illinois at Chicago Selective Disease in Alport Syndrome Case Study Paper

/0 Comments/in /by

Description

1.Case Study Content and Format

The referenced hyperlink points the student to a listing of clinical trials for which industry sponsors are recruiting patients. From this list, select a disease and particular clinical trial that interests you. This will become the basis for your Case Study Analysis. For your analysis, first read the information concerning the objectives and rationale for the clinical trial. Then, provide a listing of questions that you would ask your physician about the clinical trial, with the assumption that you were thinking about participating. Additionally, assuming that you worked for the FDA, what particular questions would you have concerning the trial? Your Case Study analysis must not exceed three (3) double-spaced pages, and is due during Week 6 and 15.

www.centerwatch.com

Here are the expectations

Case Study

  • Select a different disease and a different clinical trial from www.centerwatch.com
  • Provide a listing of questions that you would ask your physician about the clinical trial, with the assumption that you were thinking about participating
  • Provide a listing of questions that the FDA would have concerning the trial.

2. It was recently reported that half a billion FaceBook users had their personal data leaked online.

Stolen Data of 533 Million Facebook Users Leaked Online (businessinsider.com)

Having said that, my own personal interpretation has been that the reaction of most users was, “Oh well.”

Given the above, this week’s “The Clinformation Channel” included the attached article about hackers attacking life sciences companies and their information and products

Again, are most people saying, “Oh well”? Why? ( 1 paragraph 10-20 sentences)

3. In order to succeed in any position within clinical research, we individually need to know our preferred personality type. Using the provided hyperlink, take the brief personality test. Once you have determined your preferred personality style, read further about how these traits both help and hinder our efforts to work with others.

http://www.personalitypathways.com/type_inventory.html (1 page)

4. 202104 – Recruiting and Hiring in a Post-Covid Environment.pdf summarize this article in 1-2 paragraphs

5. As we learn more about the immune system, vaccines have been proposed for a broad spectrum of disorders including Alzheimer’s Disease and addiction.

  1. What impact do you think a successful vaccine for a chronic illness like Alzheimer’s would have on pricing of the vaccine?
  2. Do you think that a vaccine against cocaine or heroin, if effective, could be a useful tool in the treatment or prevention of addiction. Please explain your answer. (2 paragraphs)

Advanced Directives Decision Making Essay

/0 Comments/in /by

Description

For this assignment, reference the materials attached regarding advanced directives/decision making. There are several documents there for you to review and use if needed. CPR facts, advanced planning document, quality of life worksheet, and ventilator information.

Having an advanced directive, also known as a medical power of attorney, or a medical decision maker is one of the most important things we can do, it is also one of the most difficult things for people to do. In western culture addressing issues around death and dying is often considered a taboo subject. People are often unwilling to consider developing an advanced directive until it is too late.

Creating an advanced directive is a very complex process, it is important to understand that it is a much larger process than just picking someone to “make medical decisions” for you. There is a great deal that goes into it. As you review the material, think about the following: First, examine your own values, thinking about what is important to you, what quality of life is acceptable to you? Second, educate yourself regarding the various types and success rates of resuscitation methods and think about how far you are willing to go. Third, think about who you would want as your decision makers.

Occasionally, the people we choose, are for various reasons not able or comfortable being “our people”. The development of an Advance Directive can spark discussions with other family members about their own desires that you may or may not have know, sometimes the people you may initially chose are not willing/able to be your decision maker either because they cannot honor your wishes, or they have different beliefs, or it is too hard for them. These conversations can be intensely challenging, but can also be very rewarding.

For this assignment, review the materials indicated in course content on advanced directives/decision making. Develop your own advanced directive. Pick you decision makers, talk with them about your wishes and determine if they are willing to be your person. Share your thoughts about this process, information you learned you may not have known, and indicate any challenges or barriers people might experience developing an advanced directive. Think about Eric Erickson’s final stage of development: integrity vs. despair as you consider individuals willingness to address an advanced directive.

UT The Changes to USF Brain Death Committee Standards Discussion

/0 Comments/in /by

Description

How death has been defined has changed over time, the materials in the course discuss.  Please imagine yourself as part of the new USF Brain Death Committee charged to reevaluate Brain Death.  The committee has been convened to reassess the standard of definition for death originally developed by the Harvard Criteria and develop a new policy that defines Brain Death or reaffirms the current standard definition. Your post is the position that would you bring to the committee’s discussion before the group votes. 

Brain Death

The USF Brain Death Committee has three policy approaches under consideration: 

  1. Will you retain the current standard?
  2. Will you change the definition and Eliminate Brain Death?
  3. Will you change the definition so that Death equals “loss of higher consciousness”?

You will want to review the Harvard Criteria, all the readings for Determining Death, Organ Donation, and Withdrawal of Treatment and Consent as you consider which approach you will adopt as your position for your statement to the Committee.

Discussion Post

The discussion post has two key parts, the choice of the policy approach from the three above that informs your position and then a section that clearly identifies the ethical principle prioritized in your position.

Section 1:

Please clearly choose one of the following questions as you formulate your position.

  1. Will you retain the current standard?
  • Would you make any modifications to the standard in practice? If so, what are they are and why?
  1. Will youchange the definition and Eliminate Brain Death?
  • How would you change the definition and why? 
  1. Will youchange the definition so that Death equals “loss of higher consciousness”?
  • What would a change in the definition mean to patients in a Persistent Vegetative State (PVS) and newborns with anencephaly?

Section 2:

When discussing the ethical issue, please consider the impact with respect to the following principles. Please choose 1 ethical issue to address; you do not need to address all provided below. 

  • Beneficence: Is your obligation to one patient, or is your obligation to society?
  • Nonmaleficence: Would one patient be harmed, or would society be harmed?
  • Allocation and justice: What impact would your policy have on organ transplantation or on medical care costs and availability of scare resources?
  • Autonomy: What would patients want?  How would they want to live, die, and be declared dead?
  • Trust and transparency: Patients should trust in the medical profession and believe in the honesty of clinical judgments.  How does your policy impact trust and transparency? 

Brain Death & Health Care Ethics Discussion

/0 Comments/in /by

Description

Brain Death

Background

How death has been defined has changed over time, the materials in the course discuss. Please imagine yourself as part of the new USF Brain Death Committee charged to reevaluate Brain Death. The committee has been convened to reassess the standard of definition for death originally developed by the Harvard Criteria and develop a new policy that defines Brain Death or reaffirms the current standard definition. Your post is the position that would you bring to the committee’s discussion before the group votes.

Brain Death

The USF Brain Death Committee has three policy approaches under consideration:

  1. Will you retain the current standard?
  2. Will you change the definition and Eliminate Brain Death?
  3. Will you change the definition so that Death equals “loss of higher consciousness”?

You will want to review the Harvard Criteria, all the readings for Determining Death, Organ Donation, and Withdrawal of Treatment and Consent as you consider which approach you will adopt as your position for your statement to the Committee.

Discussion Post

The discussion post has two key parts, the choice of the policy approach from the three above that informs your position and then a section that clearly identifies the ethical principle prioritized in your position.

Section 1:

Please clearly choose one of the following questions as you formulate your position.

  1. Will you retain the current standard?
  • Would you make any modifications to the standard in practice? If so, what are they are and why?
  1. Will youchange the definition and Eliminate Brain Death?
  • How would you change the definition and why?
  1. Will youchange the definition so that Death equals “loss of higher consciousness”?
  • What would a change in the definition mean to patients in a Persistent Vegetative State (PVS) and newborns with anencephaly?

Section 2:

When discussing the ethical issue, please consider the impact with respect to the following principles. Please choose 1 ethical issue to address; you do not need to address all provided below.

  • Beneficence: Is your obligation to one patient, or is your obligation to society?
  • Nonmaleficence: Would one patient be harmed, or would society be harmed?
  • Allocation and justice: What impact would your policy have on organ transplantation or on medical care costs and availability of scare resources?
  • Autonomy: What would patients want? How would they want to live, die, and be declared dead?
  • Trust and transparency: Patients should trust in the medical profession and believe in the honesty of clinical judgments. How does your policy impact trust and transparency?