Category: Nursing Assignment Help

Creating an RN to BSN ePortfolio involves compiling and organizing evidence of your achievements, skills, and experiences throughout your nursing education and professional career. An ePortfolio is a digital collection of artifacts that demonstrate your growth, competence, and reflection as a nurse. Here are some steps to help you create an RN to BSN ePortfolio:

Creation Of RN To BSN EPortfolio

1. Define your purpose: Determine the purpose of your ePortfolio. Is it to showcase your professional development, document your competency in specific areas, or demonstrate your readiness for advanced nursing roles? Having a clear purpose will guide the content you include.
2. Choose an ePortfolio platform: Select an ePortfolio platform that suits your needs. Various options are available, including websites, online platforms, or digital portfolio tools. Consider ease of use, customization options, and the ability to include different media types (documents, images, videos, etc.).
3. Select artifacts: Gather and select artifacts representing your achievements, skills, and experiences. These include academic papers, presentations, research projects, clinical reflections, leadership experiences, certifications, awards, and examples of professional growth.
4. Organize your ePortfolio: Create a clear and logical structure for your ePortfolio. Consider using sections or categories that align with different aspects of your nursing education and professional development. Common sections include education, clinical experiences, leadership, research, community involvement, and professional affiliations.
5. Document your reflections: Reflection is an essential component of an ePortfolio. Include personal reflections on your experiences, challenges, and growth as a nurse. Discuss how each artifact demonstrates your development and what you have learned from it. Reflections provide depth and context to your ePortfolio.
6. Provide context: When including artifacts, provide context for each item. Explain the artifact’s purpose, significance, and relevance to your nursing practice. Share any outcomes or impacts resulting from your work.
7. Incorporate multimedia: Enhance your ePortfolio with multimedia elements, such as photos, videos, or audio recordings. These can visually showcase your work or provide evidence of your skills and achievements.
8. Ensure privacy and confidentiality: Be mindful of patient privacy and confidentiality when including patient-related information or case studies in your ePortfolio. Anonymize or de-identify patient data to protect their privacy and adhere to ethical guidelines.
9. Seek feedback: Share your ePortfolio with mentors, faculty members, or colleagues for feedback and suggestions. Incorporating constructive feedback can strengthen your ePortfolio and provide valuable insights.
10. Regularly update and maintain: Keep your ePortfolio updated by adding new artifacts, reflecting on your experiences, and revising existing content. This will ensure that your ePortfolio remains a dynamic representation of your professional growth.

Remember to follow any guidelines or requirements provided by your educational institution or program regarding creating and submitting an RN to BSN ePortfolio.

NSG 3150 Healthcare Informatics

Week 2 Discussion

Safety is recognized as minimizing risk of harm to patients and providers through both system effectiveness and individual performance. Please review the QSEN competencies related to Informatics (http://qsen.org/competencies/pre-licensure-ksas/#informatics) and Safety (http://qsen.org/competencies/pre-licensure-ksas/#safety). For this discussion, please respond to each of the following prompts:

NSG 3150 Healthcare Informatics

1. Describe a safety-enhancing technology that you use in your practice. Provide a full description that helps the reader understand its use and features.
2. In your experience, has the technology described help reduce the intended safety risk for which it was intended? Strengthen your discussion by fully describing why or why not?

Please be sure to provide appropriate APA-formatted in-text citations and references to support your response.

Scenario 

You are the nurse caring for a 66-year-old female client with complaints of lower abdominal pain, nausea, vomiting, and a low-grade fever over the past two days who is admitted to the medical-surgical unit with the diagnosis of urinary tract infection (UTI). The client’s family reported the client was confused and incontinent with urine that had a “strong odor.” The client is on a clear liquid diet and has an intravenous infusion of lactated Ringer’s solution at 50 ml/hour. 

NUR2349 Professional Nursing I

Module 03 Written Assignment – Care Plan

Student Name: __________________________

Date: ______________________

Client Gender: ____________ Client Age: ________

Client Diagnosis: __________________________________________________________________________________________________

Respond to this critical thinking question:

Describe how altered urinary elimination can affect the integumentary system?

Support your response with evidence from credible sources.

Clinical judgment in our daily practice can influence how we (nurses) care for our patients. Our everyday care of our patients also incorporates ethical careImagine you are the chief of police. As the chief of police,, you must ensure that your law enforcement officers lead ethical careers. Review Chapters 7 through 9 in the textbook to prepare for this assignment. Then research Kohlberg’s s and charting. Why should nursing include evidence-based practice in their daily routine?

SOAP Note: Bacterial Pneumonia

Requirement:

APA format

Intext citation

References at least 4 high-level scholarly references per post within the last 5 years in APA format.

EACH differential diagnostic gets 1 reference

Plagiarism free.

Turnitin receipt.

ID:

Client’s Initials*:_______Age__female___ Race__________Gender____________Date of Birth___________

Insurance _______________ Marital Status_____________

*It is recommended to include false initials and use Jan 1, XXXX (correct year) to protect client confidentiality. Include brief statement on whether the patient came to the clinic alone or accompanied, and if so by whom, and whether they are a reliable historian.

Subjective:

CC: “ shortness of breath and fever ”

HPI:

In paragraph format, including at the minimum OLDCARTS. Please start with demographics: AA, a 29 y.o. Asian female presents to the clinic alone with complaint of _____________.

Onset, Location, Duration, Characteristics/context, Aggravating factors or Associated symptoms, Relieving Factors, Treatment, and Timing, Severity. Include any pertinent positives or negatives.

Past Medical History:

· Medical problem list patient has history of breast cancer, using oral chemotherapy with Verzenio (abemaciclib) 150 mg dose

· Preventative care: (if applicable to the case – Paps, mammography, colonoscopy, dates of last visits, etc.)

· Surgeries: yes, breast cancer

· Hospitalizations:2 year ago, no complications

· LMP menopause

Allergies:

Food, drug, environmental

Medications: Abemaciclib 150 mg oral daily. include names, doses, frequency, and routes, and reason in parenthesis if off-label or secondary use

Family History:

Social History:

-Sexual history and contraception/protection (as applies to the case)

-Chemical history (tobacco/alcohol/drugs) (ask every pt about tobacco use)

Other: -Other social history as applicable to each case (diet/exercise, spirituality, school/work, living arrangements, developmental history, birth history, breastfeeding, ADLs, advanced directives, etc. Exercise your critical thinking here – what is pertinent and necessary for safe and holistic care)

ROS (write out by system): Comprehensive ( >10) ROS systems for wellness exams or complex cases only. Do not include all 14 systems for every SOAP unless needed – review and document the pertinent systems. Do not include diagnoses – those belong in PMH. The below categories are per CMS guidelines.

Constitutional:

Eyes:

Ears/Nose/Mouth/Throat:

Cardiovascular:

Pulmonary:

Gastrointestinal:

Genitourinary:

Musculoskeletal:

Integumentary & breast:

Neurological:

Psychiatric:

Endocrine:

Hematologic/Lymphatic:

Allergic/Immunologic:

Objective

Vital Signs: HR BP Temp RR SpO2 Pain

Height Weight BMI (be sure to include percentiles for peds)

Labs, radiology or other pertinent studies: be sure to include the date of labs – might be POC tests from today

Physical Exam (write out by system):

Start with a general survey:

SOAP Note: Bacterial Pneumonia

Assessment

(you will often have more than one diagnosis/problem, but do the differential on the main problem)

Differentials (with a brief rationale and references for each one:

1. Bacterial pneumonia:

2. Bronchitis:

3. Influenza (flu)

Diagnosis Bacterial Pneumonia

Plan (4 pronged-plan for each problem on the problem list)

Diagnostics: Bacterial Pneumnia

Treatment: (please use Guidelines reference)

Education

Follow Up:

List plan under each Diagnosis.

Example

1: Hypertension (I10)

A: Lisinopril/HCT 20/12.5 Daily #90, refills 3

B: BMP in 6 months

C: Recheck BP in 2 Weeks

D: Low Sodium Diet and lifestyle modifications discussed

2: Morbid Obesity BMI XX.X (E66.01)

A: Goal of 5% weight reduction in 3 months

B: Increase exercise by walking 30 minutes each day

C: Portion Size Education

3: T2 Diabetes with diabetic neuropathy (E11.21)

A: Repeat A1C in 3 months

B. Increase Metformin to 1000mg BID #180, refills: 3

C: Annual referral to diabetic educator, ophthalmology, and podiatry (placed X/X)

D: Daily blood glucose check in the am and when sick

E. Return to clinic in 3-4 months to reassess

Health and Social Care

First Aid

Citation: Blake, K. (2019) What causes haemorrhage (bleeding), how to perform First Aid & More, Healthline. Healthline Media. Available at: https://www.healthline.com/health/bleeding (Accessed: July 08, 2023).

Hill ford, G. (June 2016) First aid steps: Perform first aid, Red Cross. Available at: https://www.redcross.org/take-a-class/first-aid/performing-first-aid/first-aid-steps (Accessed: July 08, 2023).

Macintyre, P. (2022) First Aid for burns, Mayo Clinic. Mayo Foundation for Medical Education and Research. Available at: https://www.mayoclinic.org/first-aid/first-aid-burns/basics/art-20056649 (Accessed: July 08, 2023).

McDonald, K. (2022) Cardiopulmonary resuscitation (CPR): First aid, Mayo Clinic. Mayo Foundation for Medical Education and Research. Available at: https://www.mayoclinic.org/first-aid/first-aid-cpr/basics/art-20056600 (Accessed: July 08, 2023).

White, B. (2007) NHS choices. NHS. Available at: https://www.nhs.uk/common-health-questions/accidents-first-aid-and-treatments/what-should-i-do-if-someone-is-choking/ (Accessed: July 08, 2023).

Williams, J. (2004) Bone fractures: Types, symptoms & treatment, Cleveland Clinic. Available at: https://my.clevelandclinic.org/health/diseases/15241-bone-fractures (Accessed: July 08, 2023).

Health and Social Care

Annotation: In this document, I will be talking about first aid, what is first aid, the relevance of first aid in home care or individual homes, and how to administer emergency first aid. At the end of the session, learners should be able to define first aid , and also to describe the types of Basic First Aid and treatments.

First aid is the first and immediate assistance given to any person with either a minor or serious illness or injury, with care provided to preserve life, prevent the condition from worsening, or to promote recovery (Hill ford, 2008).

There are 5 types of Basic First Aid which are as follows:

· Cardiopulmonary Resuscitation (CPR)

· Bleeding

· Burns

· Choking

· Broken Bones

Cardiopulmonary Resuscitation (CPR)

Cardiopulmonary Resuscitation is an emergency procedure consisting of chest compressions often combined with artificial ventilation in an effort to manually preserve intact brain function until further measures are taken to restore spontaneous blood circulation and breathing in a person who is in cardiac arrest (McDonald, 2022).

It is a combination of chest compressions and rescue breaths to give a person the best chance of survival following a cardiac arrest.

Those trained in cardiopulmonary resuscitation (CPR) can help a victim of cardiac arrest to start breathing again.

The steps of CPR are as follows:

1. Check for Danger

2. Call for Help

3. Check the Victim’s Airway

4. CPR begins with 30 chest compressions, followed by two rescue breaths

5. Switch Roles with the Compressor (if available)

6. Continue Compressions until Advanced Medical help arrives

Bleeding

Bleeding also called haemorrhage, is the name used to describe blood loss. It can refer to blood loss inside the body, called internal bleeding, or to blood loss outside of the body, called external bleeding. Blood loss can occur in almost any area of the body (Blake, 2019).

To stop external bleeding most times, pressure needs to be applied to either the sides of the cut or on top of the cut.

Internal bleeding may not be known immediately, as such, the person will need a professional assistance.

Burns

Burns are tissue damage from hot liquids, the sun, flames, chemicals, electricity, steam and other causes (Macintyre, 2022).

Kitchen-related injuries from hot drinks, soups and microwaved foods are common among children. Major Burns need emergency medical help.

To treat a burn, immediately get the person away from the heat source to stop the burning; remove any clothing or jewellery.

Cool the burn with cool or lukewarm running water for 20 minutes as soon as possible after the injury. Never use ice, iced water, or any creams or greasy substances like butter. Keep yourself or the person warm. Use a blanket or layers of clothing, but avoid putting them on the injured area.

Choking

Choking happens when someone’s airway suddenly gets blocked, either fully or partly, so they can’t breathe or breathe properly (White, 2007).

If someone is choking, encourage them to cough.

Bend them forwards and give up to 5 back blows to try and dislodge the blockage.

If they are still choking, give up to 5 abdominal thrusts: hold around the waist and pull inwards and upwards above their belly button.

In most cases, this can be treated with a pat on the upper part of the back.

Broken Bone or Fracture

Broken bones or fracture is a break or crack in a bone (Williams, 2004).

If it is an open fracture, cover the wound with a sterile dressing or a clean non-fluffy cloth.

Apply pressure around the wound and not over the protruding bone, to control any bleeding.

Then secure the dressing with a bandage.

Advise the casualty to keep still while you support the injured part to stop it from moving.

A Short video on First Aid

https://www.storyblocks.com/video/stock/closeup-of-students-practicing-cpr-chest-compression-on-teen-dummy-s29ok_duykvbc88ih

Summary

On this lesson, I have defined first aid and the types of first aid, and how first aid is relevant in the care homes, care setting or in our individual homes.

Community & Public Health Reducing Hospital Readmissions Among High-Risk Patient Populations Paper

After reviewing Module 2: Lecture Materials & Resources, you will select a diagnosis among high-risk patient populations that are commonly readmitted to the hospital. Prepare a paper that examines the rationale for readmissions among this population and provide evidence-based interventions for reducing hospital readmissions in this population.

Community & Public Health Reducing Hospital Readmissions Among High-Risk Patient Populations Paper
Submission Instructions:

• The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.
• The paper is to be 5 pages in length:
  • Title (Page 1)
  • Abstract (Page 2)
  • Body (Pages 3-4, 1000 words total)
  • Reference Page (Page 5)
• Incorporate a minimum of 3 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to APA style (the library has a copy of the APA Manual).
• Your paper should be formatted per APA and references should be current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions)
• Late work policies, expectations regarding proper citations, acceptable means of responding to peer feedback, and other expectations are at the discretion of the instructor.

Grading Rubric 

Your assignment will be graded according to the grading rubric.

Fundamental Concepts for Community Health

Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).

Fundamental Concepts for Community Health

(Note: The citations below are provided for your research convenience. You should always cross-reference the current APA guide for correct styling of citations and references in your academic work.)

Read

• Rector, C. & Stanley, M.J. (2022). 
  • Chapter 6 – Structure and Economics of Community Health Services
  • Chapter 7 – Epidemiology in Community Health Care
  • Chapter 8 – Communicable Disease Control
  • Chapter 9 – Environmental Health and Safety

Watch

• None.

Supplemental Materials & Resources

• Explore your state’s Department of Community HealthLinks to an external site. website.
• Explore your county/community’s Health Department website. You can find them on the website above. 
• The Healthcare System of the United States (00:07:35)
  Healthcare Triage (2014, February 17) Healthcare System of the United States [Video] YouTube. https://www.youtube.com/watch?v=yN-MkRcOJjY
  https://www.youtube.com/watch?v=yN-MkRcOJjYLinks to an external site.

Overview: Sleep Log

You will maintain a Sleep Log for the first week of the course in preparation for studying the role of sleep in health promotion during Module 2. This document lets you record how much sleep you get in each 24-hour period and your “sleepiness factor” when awake.

N3335 Promoting Healthy Lifestyles

Example of input for Nighttime Sleep Total (hrs:min) – 7:25 (means you slept for 7 hours and 25 minutes)

Objective:

· Analyze personal sleep patterns.

Rubric

Use this rubric to guide your work on the assignment “Sleep Log.”

Sleep Log

Groupthink is a psychological phenomenon that occurs within a group of people in which the desire for harmony or conformity in the group results in an irrational or dysfunctional decision-making outcome. Cohesiveness, or the desire for cohesiveness, in a group may produce a tendency among its members to agree at all costs. This causes the group to minimize conflict and reach a consensus decision without critical evaluation.

Image from Pixabay

• Illusion of invulnerability: The group believes that it is infallible and cannot make mistakes.
• Rationalization: The group discounts or ignores information that contradicts its decision.
• Stereotyping: The group views outsiders as threats or enemies.
• Pressure to conform: Group members feel pressure to agree with the group’s decision, even if they disagree with it.
• Self-censorship: Group members withhold their dissenting opinions for fear of being ostracized.
• Mindguards: Group members protect the group from dissenting opinions.

Groupthink can lead to poor decision-making, as the group may not consider all of the possible options or risks. It can also lead to conflict within the group, as members who disagree with the group’s decision may feel silenced or marginalized.

There are several things that can be done to prevent groupthink, such as:

• Encouraging dissent: The group should encourage members to express their dissenting opinions, even if they are unpopular.
• Appointing a devil’s advocate: The group should appoint someone to play the role of devil’s advocate, who will challenge the group’s assumptions and point out potential flaws in its decision-making.
• Seeking outside opinions: The group should seek out the opinions of outsiders, who may be able to provide a more objective perspective.
• Taking breaks: The group should take breaks from decision-making, so that members can have time to reflect on the issue and come back with fresh eyes.

Groupthink is a serious problem that can lead to poor decision-making. By being aware of the signs of groupthink and taking steps to prevent it, groups can make better decisions and avoid the negative consequences of groupthink.

Define groupthink.

Describe how groupthink can get in the way of problem solving in groups. How can groupthink be avoided? Describe an experience that you might have had with groupthink, and describe the associated challenges you have faced solving problems in a group. How did the situation get resolved?

Your reflective journal entry should contain 750 words.

                                                                        Digital Resource: 

Adams, K., & Galanes, G. (2017). Communicating in groups: Application and skills (10th ed.). New York, NY: McGraw-Hill. eISBN-13: 9781259983283