Category: Nursing

NRS-425-Health Promotion and Population Health

 

Topic 1: Community/Public Health Nursing And Social Determinants Of Health

Objectives:

Explain the role of the community health nurse.

Describe the impact of health disparities and social determinants of health on care outcomes.

Identify ethical principles used to protect the health and safety of diverse populations.

Identify health patterns across populations using local, regional, national, and global benchmarks.

Assessments

Summary of Current Course Content Knowledge

GO TO DISCUSSION

Assessment Description

Academic engagement through active participation in instructional activities related to the course objectives is paramount to your success in this course and future courses.  Through interaction with your instructor and classmates, you will explore the course material and be provided with the best opportunity for objective and competency mastery.  To begin this class, review the course objectives for each Topic, and then answer the following questions as this will help guide your instructor for course instruction NRS-425-Health Promotion and Population Health.

 

Which weekly objectives do you have prior knowledge of and to what extent?

Which weekly objectives do you have no prior knowledge of?

What course-related topics would you like to discuss with your instructor and classmates?  What questions or concerns do you have about this course?

Class Introductions

GO TO DISCUSSION

ORDR A PLAGIARISM-FREE PAPER HERE

Assessment Description

Take a moment to explore your new classroom and introduce yourself to your fellow classmates. What are you excited about learning? What do you think will be most challenging?

Topic 1 DQ 1

GO TO DISCUSSION

Assessment Description

Identify the social determinants of health (SDOH) that affect families and communities. Describe the impact of health disparities and SDOH on care outcomes. Explain the role of the community health nurse in addressing these SDOH. Describe how the community health nurse can advocate for practices to advance diversity, equity, and inclusion.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN Discussion Question Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 7.2, 9.2

Topic 1 DQ 2

GO TO DISCUSSION

Start Date

Dec 4, 2023, 12:00 AM

Due Date

Dec 8, 2023, 11:59 PM

Points

8

Status

Upcoming

Assessment Description

Develop a nursing intervention for community health goals (local or global in nature) using the nursing process to address any health issue. Select and describe one community resource that can aid in the implementation process of the intervention. Identify two ethical principles to protect the health and safety of diverse populations when implementing the proposed nursing intervention NRS-425-Health Promotion and Population Health.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN Discussion Question Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 3.1

Benchmark – Community Teaching Project – Part 1

SUBMIT ASSIGNMENT

Start Date

Dec 4, 2023, 12:00 AM

Due Date

Dec 10, 2023, 11:59 PM

Points

75

Rubric

View Rubric

Status

Upcoming

Assessment Traits

Benchmark

Requires Lopeswrite

Assessment Description

Selection, Research, and Assessment

Throughout this course, students will be working on the Community Teaching Project. The project will include a community teaching presentation given during Topic 5. The audience for the presentation will be community members, rather than the staff at the community agency chosen or in-patient residents.

The Community Teaching Project has indirect care experience requirements. The “Indirect Care Experience Hours” form, located in Topic 1 resources, will be used to document the indirect care experience hours completed in the Community Teaching Project and presentation. As progress is made on the Community Teaching Project, update this form indicating the date(s) each section is completed. This form will be submitted in Topic 5.

In this topic, students will be selecting, researching, and assessing a nonprofit community setting in their community using one of the following four topics:

Primary prevention/health promotion

Secondary prevention/screening for a vulnerable population

Disaster planning

Environmental issues

NRS-425-Health Promotion and Population Health

The following are considered appropriate nonprofit community organization settings:

Public health clinic

Community health center

University/school health center

Religious community (i.e., local church)

Community center (i.e., YMCA)

Adult/childcare center

Youth development organization (i.e., 4-H, scout troops, Boys and Girls Clubs, etc.)

Senior centers

Food pantries (St. Mary’s Food bank, St. Vincent De Paul, etc.)

Community shelters (i.e., women’s shelter, women and children’s shelter, or homeless shelters)

Review the objectives and measures describes on the “Healthy People 2030” website, listed in the Topic 1 Resources, to assist in selecting a topic for the project.

For this assignment, use a minimum of two sources to complete the “Community Teaching Project: Part 1” template.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This
assignment
uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

RN-BSN

2.3: Integrate assessment skills in practice.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 2.3

Attachments

NRS-425-RS-T1-CommunityTeachingProjectPart1.docx

Week 1 Participation

DISCUSSION FORUMS

Start Date

Dec 4, 2023, 12:00 AM

Due Date

Dec 10, 2023, 11:59 PM

Points

32

Status

Upcoming

Assessment Description

There is no description for this assessment.

 

Topic 2: Cultural Humility And Health Promotion

Dec 11
–
17, 2023

Max Points:
298

Objectives:

Evaluate the role health literacy plays in health promotion.

Integrate cultural considerations into a health promotion teaching plan.

Propose a teaching plan for health promotion within a community or population.

Describe how health care access and quality impact health promotion.

NRS-425-Health Promotion and Population Health

Assessments

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Topic 2 DQ 1

GO TO DISCUSSION

GET CUSTOM-WRITTEN WORK NOW

Assessment Description

After reviewing “Cultural Humility Is a Nursing Clinical Competency” and the “Health Literacy Universal Precautions Toolkit, 2nd Edition,” located in the topic Resources, choose an ethnic minority group and explore health disparities for the chosen group. Describe how to integrate the components of health literacy and cultural considerations into a health promotion teaching plan for one health disparity identified in the research and how health literacy supports overall health promotion.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN Discussion Question Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 2.2, 3.2, 9.2, 9.3, and 10.2

Topic 2 DQ 2

GO TO DISCUSSION

Start Date

Dec 11, 2023, 12:00 AM

Due Date

Dec 15, 2023, 11:59 PM

Points

8

Status

Upcoming

Assessment Description

Consider how culture, ethnicity, socioeconomic status, education, employment, support networks, and environment or neighborhood impact health promotion practices. Analyze to what extent access and quality of health care can affect health promotion. Provide examples from your community.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN Discussion Question Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.

Benchmark – Community Teaching Project – Part 2

SUBMIT ASSIGNMENT

Start Date

Dec 11, 2023, 12:00 AM

Due Date

Dec 17, 2023, 11:59 PM

Points

125

Rubric

View Rubric

Status

Upcoming

Assessment Traits

Benchmark

Requires Lopeswrite

Assessment Description

Community Assessment

Using the community site selected in the Topic 1 assignment, perform an assessment of the community (town/city/county) using the “Explore Health Rankings” and “Environmental Justice Dashboard” resources from the topic Resources.

The community assessment will include secondary sources (credible websites) and a physical appraisal (i.e., windshield survey) of the community.

The Community Teaching Project has indirect care experience requirements. The “Indirect Care Experience Hours” form, found in the Topic 1 Resources, will be used to document the indirect care experience hours completed in the Community Teaching Project and presentation. As progress is made on the Community Teaching Project, update this form indicating the date(s) each section is completed. This form will be submitted in Topic 5.

For this assignment, complete the “Community Teaching Project – Part 2” template, including two citations.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.

Benchmark Information

This
benchmark assignment
assesses the following programmatic competencies:

RN-BSN

3.1: Manage population health.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 2.4, 3.1, and 4.2

Attachments

NRS-425-RS-T2-CommunityTeachingProjectPart2.docx

Benchmark – Community Teaching Project – Part 3

SUBMIT ASSIGNMENT

Start Date

Dec 11, 2023, 12:00 AM

Due Date

Dec 17, 2023, 11:59 PM

Points

125

Rubric

View Rubric

Status

Upcoming

Assessment Traits

Benchmark

Requires Lopeswrite

Assessment Description

Teaching Plan Development

Students will continue to work on the Community Teaching Project. The Project will be developed throughout this course and include a community teaching presentation being completed in Topic 5.

The Community Teaching Project has indirect care experience requirements. The “Indirect Care Experience Hours” form, found in the Topic 1 Resources, will be used to document the indirect care experience hours completed in the Community Teaching Project and presentation. As progress is made on the Community Teaching Project, update this form indicating the date(s) each section is completed. This form will be submitted in Topic 5.

For this assignment, cite a minimum of three sources to complete the “Community Teaching Project – Part 3” template. Please review and incorporate the feedback provided from the “Community Teaching Project – Part 1” template in Topic 1.

Students who fail to complete the Topic 2 “Benchmark – Community Teaching Project – Part 3” assignment with a score of 76% or higher will be required to complete remediation. Please see additional directions in the “Topic 2 – Indirect Care Experience Remediation” assignment and document.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center NRS-425-Health Promotion and Population Health.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

RN-BSN

2.2: Communicate effectively with individuals.

3.3: Consider the socioeconomic impact of the delivery of health care.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This
assignment
aligns to AACN Core Competencies 1.1, 1.2, 2.2, 3.3, and 3.5

Attachments

NRS-425-RS-T2-CommunityTeachingProjectPart3.docx

Week 2 Participation

DISCUSSION FORUMS

Start Date

Dec 11, 2023, 12:00 AM

Due Date

Dec 17, 2023, 11:59 PM

Points

32

Status

Upcoming

Assessment Description

There is no description for this assessment.

Topic 2 – Indirect Care Experience Remediation

SUBMIT ASSIGNMENT

Start Date

Dec 11, 2023, 12:00 AM

Due Date

Dec 24, 2023, 11:59 PM

Points

0

Status

Upcoming

Assessment Description

To receive a passing grade in the NRS-425 course, students must complete all deliverables associated with indirect care experience hours and successfully complete remediation (if necessary).

Assignments associated with demonstrating competency related to indirect care experience hours required to pass NRS-425 are submitted throughout the course. Individualized remediation plans are a system of support to help students improve in the areas identified requiring improvement when performance is assessed against the learning objectives of the course.

Students who earned a 76% or higher on the Topic 2 “Benchmark – Community Teaching Project – Part 3” assignment do not need to complete this assignment.

Students who fail to complete the Topic 2 “Benchmark – Community Teaching Project – Part 3” assignment with a score of 76% or higher will be required to complete a remediation plan with their faculty, using the “Topic 2: Indirect Care Experience Remediation” form, and submit the plan in addition to the necessary remediation activities by the end of Topic 3. Students who must remediate but fail to do so will not receive a passing grade in the course.

Please note: The completion of
remediation
demonstrates competency related to indirect care experience hours; however, completion of remediation will not change the grade for the Topic 2 “Benchmark – Community Teaching Project – Part 3” assignment.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.

Attachments

NRS-425-RS-T2-Remediation.docx

Topic 3: Epidemiology And Communicable Diseases

Dec 18
–
24, 2023

Max Points:
148

Objectives:

Apply the epidemiology triangle as it relates to a communicable disease.

Summarize the community health nurse’s role in case finding and contact tracing.

Identify changes in conditions that might indicate a disaster or public health emergency.

Assessments

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Topic 3 DQ 1

GO TO DISCUSSION

Start Date

Dec 18, 2023, 12:00 AM

Due Date

Dec 20, 2023, 11:59 PM

Points

8

Status

Upcoming

Assessment Description

Define the epidemiologic triangle and discuss its application to practice. Develop two or more nursing interventions (excluding handwashing) a community health nurse can implement to break the link(s) within the communicable disease chain. Provide rationale for each nursing intervention.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN Discussion Question Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.

Topic 3 DQ 2

GO TO DISCUSSION

Start Date

Dec 18, 2023, 12:00 AM

Due Date

Dec 22, 2023, 11:59 PM

Points

8

Status

Upcoming

Assessment Description

Distinguish a global communicable disease outbreak impacting community health worldwide that is different from the one selected for the epidemiology paper assignment. Provide a succinct description including its influence on the affected population. Analyze the influence of social determinants of health (SDOH) in disease progression. Provide an example of how Christian worldview can be integrated by a community health nurse when working with a population impacted by the communicable disease selected.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN Discussion Question Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 1.2

Benchmark – Epidemiology Paper

SUBMIT ASSIGNMENT

Start Date

Dec 18, 2023, 12:00 AM

Due Date

Dec 24, 2023, 11:59 PM

Points

100

Rubric

View Rubric

Status

Upcoming

Assessment Traits

Benchmark

Requires Lopeswrite

Assessment Description

The purpose of this assignment is to discuss concepts of epidemiology and apply nursing theories and research to a communicable disease. Refer to “Communicable Disease Chain,” “Chain of Infection,” and the CDC websites, all located in the topic Resources, for assistance when completing this assignment.

Choose a communicable disease topic from the resources mentioned above or select one from the list below:

Chickenpox

Tuberculosis

Influenza

Hepatitis B

HIV/AIDS

STIs (HPV, herpes, gonorrhea, chlamydia, syphilis)

Ebola

Measles

Polio

Foodborne illnesses (
E. coli
, 
salmonella
, 
listeria
, hepatitis A)

Hepatitis C

SARS-CoV-2

Monkeypox

Dengue

Botulism

Norovirus

CA-MRSA

In a 1,000-1,250-word paper, apply the concepts of epidemiology and nursing to research a communicable disease. Address the following:

Provide an overview of the chosen communicable disease with emphasis on mode of transmission and demographic of interest, including whether or not the disease selected is reportable.

Apply the epidemiologic triangle as it relates to the communicable disease selected. Include the host factors, agent factors (presence or absence), and environmental factors.

Describe the role of the community health nurse in primary, secondary, and tertiary prevention through tasks such as case finding and contact tracing, reporting, data collection, analysis, and follow-up.

Identify at least one national patient safety resource or initiative that addresses the communicable disease chosen and describe how the resource or initiative contribute to resolving or reducing the impact of disease at the point of care.

NRS-425-Health Promotion and Population Health

Discuss a global implication of the disease. How is this addressed in other countries or cultures? Identify changes in conditions that might indicate a public health emergency related to this communicable disease.

Cite a minimum of three peer-reviewed or professional references (e.g., professional health organizations like Centers for Disease Control and Prevention [CDC], World Health Organization [WHO], Occupational Safety and Health Administration [OSHA], U.S. Department of Health and Human Services [HHS]).

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

RN-BSN

3.6: Advance preparedness to protect population health during disasters and public health emergencies.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 1.1, 3.4, 3.6, 5.2, and 6.1

Week 3 Participation

DISCUSSION FORUMS

Start Date

Dec 18, 2023, 12:00 AM

Due Date

Dec 24, 2023, 11:59 PM

Points

32

Status

Upcoming

Assessment Description

There is no description for this assessment.

 

 

Topic 4: Emergency Preparedness And Disaster Management

Jan 8
–
14, 2024

Max Points:
203

Objectives:

Explain the role of the community health nurse in disaster management.

Apply levels of prevention to natural and manmade disasters.

Describe the spiritual considerations surrounding disasters.

Address population health issues through collaboration with other health professionals.

Assessments

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Topic 4 DQ 1

GO TO DISCUSSION

Start Date

Jan 8, 2024, 12:00 AM

Due Date

Jan 10, 2024, 11:59 PM

Points

8

Status

Upcoming

Assessment Description

Identify potential ethical and spiritual considerations and cultural practices that could arise for individuals, communities, and health care providers in the event of a manmade disaster. Describe the significance of a community health nurse’s role in integrating Christian worldview in caring for individuals, community, self, and colleagues during disaster management. Identify one resource available to support self-care management for individuals.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN Discussion Question Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 1.2, 2.1, and 2.8

Topic 4 DQ 2

GO TO DISCUSSION

Start Date

Jan 8, 2024, 12:00 AM

Due Date

Jan 12, 2024, 11:59 PM

Points

8

Status

Upcoming

Assessment Description

Describe the impact of climate change on a disaster that could affect your community. Describe the health and safety hazards that would be present in this type of disaster. Based on your assessment, discuss how you would advise community members to prepare for this disaster. Describe one policy that could be implemented to mitigate risk for nurses working during a disaster.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN Discussion Question Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 3.6 and 5.3

Benchmark – Community Teaching Project – Part 4

SUBMIT ASSIGNMENT

Start Date

Jan 8, 2024, 12:00 AM

Due Date

Jan 14, 2024, 11:59 PM

Points

50

Rubric

View Rubric

Status

Upcoming

Assessment Traits

Benchmark

Requires Lopeswrite

Assessment Description

Interview of Community Representative

Students will continue to develop their Community Teaching Project. As a reminder, the Community Teaching Project presentation will be completed in Topic 5.

The Community Teaching Project has indirect care experience requirements. The “Indirect Care Experience Hours” form, found in the Topic 1 Resources, will be used to document the indirect care experience hours completed in the Community Teaching Project and Presentation. As progress is made on the Community Teaching Project, update this form indicating the date(s) each section is completed. This form will be submitted in Topic 5.

In this assignment, students will interview the representative of the nonprofit organization selected for the Community Teaching Project in Topic 1. During the interview, students will review their teaching plan to obtain feedback from the representative. Interviews can take place in person, by phone, or via video conference (i.e., Zoom, Microsoft Teams, etc.) NRS-425-Health Promotion and Population Health.

Then, in a 250-500-word paper, provide a summary of the interview with the representative addressing the following items:

Describe the representative’s role within the nonprofit organization. What is the role of this nonprofit organization?

How does this organization address the issues faced by this community?

Discuss the feedback (strengths and opportunities for improvement) received from the representative after reviewing the teaching plan.

Explain how you communicated with the interviewee in a manner that facilitates a partnership approach to quality delivery.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

RN-BSN

3.2: Engage in effective partnerships.

6.1: Communicate in a manner that facilitates a partnership approach to quality care delivery.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 2.9, 3.2, 6.1, 6.3 and 6.4

Community Teaching Project – Part 5

SUBMIT ASSIGNMENT

Start Date

Jan 8, 2024, 12:00 AM

Due Date

Jan 14, 2024, 11:59 PM

Points

100

Rubric

View Rubric

Status

Upcoming

Assessment Traits

Requires Lopeswrite

Assessment Description

Presentation
 Development

The purpose of this assignment is to develop a presentation of the topic chosen for the identified community based on the Community Teaching Project.

The Community Teaching Project has indirect care experience requirements. The “Indirect Care Experience Hours” form, found in the Topic 1 Resources, will be used to document the indirect care experience hours completed in the Community Teaching Project and Presentation. As progress is made on the Community Teaching Project, update this form indicating the date(s) each section is completed. This form will be submitted in Topic 5.

Prepare a presentation using the “Community Teaching Project” templates that were completed previously in this course along with the information from the interview with the community representative.

Students will give this presentation to the selected community in Topic 5. 
Reach out to the
 
selected representative to confirm the date and time to present the selected topic to the community. 

Select one of the following options to prepare the applicable presentation:

PowerPoint presentation (no more than 30 minutes)

Pamphlet presentation (one to two pages)

Poster presentation

Infographic

For this assignment, upload the presentation deliverable created (i.e., PowerPoint presentation, pamphlet, picture of the poster presentation, etc.).

Students who fail to complete the Topic 4 “Community Teaching Project – Part 5” assignment with a score of 76% or higher will be required to complete remediation. Please see additional directions in the “Topic 4- Indirect Care Experience Remediation” form.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 2.1, 2.2, 2.5, 2.8, and 6.1

Community Teaching Project – Interview Acknowledgment Form

SUBMIT ASSIGNMENT

Start Date

Jan 8, 2024, 12:00 AM

Due Date

Jan 14, 2024, 11:59 PM

Points

5

Status

Upcoming

Assessment Description

Please have the representative of the nonprofit organization sign the “Community Teaching Project –
Interview Acknowledgment Form
” following the interview. This form is to demonstrate that the interview with the representative was completed.

The “Community Teaching Project – Interview Acknowledgment Form” is a clinical document that is necessary to meet clinical requirements for this course. Therefore, this form must be submitted with the representative’s handwritten signature. A typed, electronic signature will not be accepted.

You are not required to submit this assignment to LopesWrite.

Attachments

NRS-425-RS-T4-InterviewAcknowledgmentForm.doc

Week 4 Participation

DISCUSSION FORUMS

Start Date

Jan 8, 2024, 12:00 AM

Due Date

Jan 14, 2024, 11:59 PM

Points

32

Status

Upcoming

Assessment Description

There is no description for this assessment.

Topic 4 – Indirect Care Experience Remediation

SUBMIT ASSIGNMENT

Start Date

Jan 8, 2024, 12:00 AM

Due Date

Jan 21, 2024, 11:59 PM

Points

0

Status

Upcoming

Assessment Description

To receive a passing grade in the NRS-425 course, students must complete all deliverables associated with indirect care experience hours and successfully complete remediation (if necessary).

Assignments associated with demonstrating competency related to indirect care experience hours required to pass NRS-425 are submitted throughout the course. Individualized remediation plans are a system of support to help students improve in the areas identified requiring improvement when performance is assessed against the learning objectives of the course.

If students earned a 76% or higher on the Topic 4 “Benchmark – Community Teaching Project – Part 5” assignment, they do not need to complete this assignment.

Students who fail to complete the Topic 4 “Benchmark – Community Teaching Project – Part 5” assignment with a score of 76% or higher will be required to complete a
remediation plan
with their faculty, using the “Topic 4: Indirect Care Experience Remediation” form, and submit the plan in addition to the necessary remediation activities by the end of Topic 5. Students who must remediate and fail to do so will not receive a passing grade in the course.

Please note: The completion of remediation demonstrates competency related to indirect care experience hours; however, completion of remediation will not change the grade for the Topic 4 “Benchmark – Community Teaching Project – Part 5” assignment.

While APA style is not required for the body of this NRS-425-Health Promotion and Population Health assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.

Attachments

NRS-425-RS-T4-Remediation.docx

Topic 5: Health Education And Health Promotion For Population Health

Jan 15
–
21, 2024

Max Points:
228

Objectives:

Evaluate the role of the nurse as an advocate for vulnerable populations.

Apply strategies for achieving cultural humility in community health promotion.

Propose a change to existing policies based on population findings.

Assessments

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Topic 5 DQ 1

GO TO DISCUSSION

Start Date

Jan 15, 2024, 12:00 AM

Due Date

Jan 17, 2024, 11:59 PM

Points

8

Status

Upcoming

Assessment Description

Identify a specific vulnerable population in the United States or from another country. Explain why the population is considered vulnerable. Include the demographic statistics, access to health care, barriers to care, supporting information, and the challenges to health and wellness. How can the public health nurse advocate and support this vulnerable population?

Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN Discussion Question Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.

Topic 5 DQ 2

GO TO DISCUSSION

Start Date

Jan 15, 2024, 12:00 AM

Due Date

Jan 19, 2024, 11:59 PM

Points

8

Status

Upcoming

Assessment Description

For nurses to care for vulnerable populations, it is important to be aware of one’s own cultural awareness and personal biases. Reflect on your own unconscious and conscious biases and how your biases might influence your provision of care. Describe what strategies or best practices can be used to integrate cultural humility in health promotion activities. Identify one or more competencies significant for a public health nurse to be effective in advocating for the vulnerable population.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN Discussion Question Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.

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Benchmark – Policy Brief Infographic

SUBMIT ASSIGNMENT

Start Date

Jan 15, 2024, 12:00 AM

Due Date

Jan 21, 2024, 11:59 PM

Points

100

Rubric

View Rubric

Status

Upcoming

Assessment Traits

Benchmark

Requires Lopeswrite

Assessment Description

The purpose of this assignment is for students to create an infographic to educate the community on the impact of a public health issue and make recommendations for policy change.

Research public health issues located on the American Public Health Association (APHA) website, found in the topic Resources under “Topics and Issues.” Select a public health issue related to an environmental issue within the U.S. health care delivery system and examine its effect on a specific population.

Based on the public health issue selected, create an infographic that briefly addresses the following:

Describe the selected public health issue and its impact on the community. Include data that demonstrate the significance of this issue and key risk factors leading to this issue.

Discuss ways that the public health issue can be prevented, including key concepts of epidemiology.

Explain a policy that currently addresses this issue and the impact of this policy on population outcomes including social justice and health equity.

Propose at least one change to existing policies to better address this issue. Support recommendations with appropriate evidence.

Summarize what steps are required to initiate policy change. Identify necessary stakeholders required to initiate policy change (government officials, administrator, etc.) and explain their level of influence.

Refer to the resource “Images, Infographics and Graphics Resources,” located in the GCU Library, for additional guidance on completing this assignment in the appropriate style.

Cite a minimum of three sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

RN-BSN

3.4: Advance equitable population health policy.

3.5: Demonstrate advocacy strategies.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 3.4 and 3.5

Community Teaching Project – Teaching Acknowledgment Form

SUBMIT ASSIGNMENT

Start Date

Jan 15, 2024, 12:00 AM

Due Date

Jan 21, 2024, 11:59 PM

Points

5

Status

Upcoming

Assessment Description

During this topic, students will present their Community Teaching Projects. Use the presentation that was created in Topic 4 to present to the community.

The Community Teaching Project has indirect care experience requirements. The “Indirect Care Experience Hours” form, found in the Topic 1 Resources, will be used to document the indirect care experience hours completed in the Community Teaching Project and Presentation. As progress is made on the Community Teaching Project, update this form indicating the date(s) each section is completed. This form will be submitted in Topic 5.

Please have the representative of the nonprofit organization sign the “Community Teaching Project –
Teaching Acknowledgment Form
” following the community teaching presentation. This form is to demonstrate that the teaching presentation was completed.

The “Community Teaching Project – Teaching Acknowledgment Form” is a clinical document that is necessary to meet clinical requirements for this course. Therefore, the approval form must be submitted with the Representative’s hand-written signature. A typed, electronic signature will not be accepted.

You are not required to submit this assignment to LopesWrite.

Attachments

NRS-425-RS-T5-TeachingAcknowledgmentForm.docx

Community Teaching Project – Indirect Care Experience Hours Form

SUBMIT ASSIGNMENT

Start Date

Jan 15, 2024, 12:00 AM

Due Date

Jan 21, 2024, 11:59 PM

Points

25

Status

Upcoming

Assessment Description

The purpose of this assignment is to document the indirect care experience hours provided for the Community Teaching Project and presentation assignment using the resource/template. The development and implementation of a teaching plan meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN). Complete and submit the “Community Teaching Project: Indirect Care Experiences Hours” form to document indirect care experience hours.

In order to receive a passing grade in the course, students must meet the required number of indirect care experience hours.

Attachments

NRS-425-RS-IndirectCareExperienceHours.docx

Community Teaching Project – Part 6

SUBMIT ASSIGNMENT

Start Date

Jan 15, 2024, 12:00 AM

Due Date

Jan 21, 2024, 11:59 PM

Points

50

Rubric

View Rubric

Status

Upcoming

Assessment Description

Teaching Experience Reflection

For this assignment, students will reflect on and evaluate their teaching presentation to determine how to improve for next time.

The Community Teaching Project has indirect care experience requirements. The “Indirect Care Experience Hours” form, found in the Topic 1 Resources, will be used to document the
indirect care experience hours
completed in the Community Teaching Project and Presentation. As progress is made on the Community Teaching Project, update this form indicating the date(s) each section is completed. This form will be submitted in Topic 5.

In 250-500-words, describe the teaching experience and discuss the following:

Discuss one strength of the presentation.

Describe one area of opportunity for improvement. What was learned from this experience that will help in the future?

Describe the evaluation tool used by the audience to provide feedback on the teaching presentation.

Discuss the comments the audience and stakeholders provided on the presentation.

APA style is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.

Week 5 Participation

DISCUSSION FORUMS

Start Date

Jan 15, 2024, 12:00 AM

Due Date

Jan 21, 2024, 11:59 PM

Points

32

Status

Upcoming

Assessment Description

There is no description for this NRS-425-Health Promotion and Population Health assessment.

PHI-413V – Topic 2 DQ 1 – How can the Christian concept of the imago Dei inform a holistic perspective of the patient within their family and community?

Topic 2 DQ 1

How can the Christian concept of the
imago Dei
 inform a holistic perspective of the patient within their family and community?

sample

The concept of Imago Dei is significant as it bears relevance to many aspects within humanity. In the context of healthcare, Imago Dei is crucial to healthcare providers, caregivers, and all disciplines of the occupation. Healthcare providers should practice with the understanding that it means care should transcend religions and personal beliefs/opinions. I believe human life is a gift. It therefore means that each life is significant and meaningful.  deserving of respect, empathy, kindness and dignity. A person’s worth and dignity is not determined by their health status, bodily functions or medical prognosis. Healthcare workers should always uphold this truth and honor a person’s right to this understanding (Cherry, 2019). This should be a standard of all care, regardless of if the person’s medical decisions are not in opposition to the healthcare worker’s personal opinion or choice.

Reference

Cherry, M. J. (2019). Created in the image of God: Bioethical implications of the Imago Dei.
Christian Bioethics: Non-Ecumenical Studies in Medical Morality
, 
23
(3), 219-233. https://doi.org/10.1093/cb/cbx009 PHI-413V – Topic 2 DQ 1 – How can the Christian concept of the imago Dei inform a holistic perspective of the patient within their family and community?

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PHI-413V – Topic 2 DQ 1 sample 2

Imago Dei translates to the term “image of God”, leaning into the idea that humans are created in the likeness of God. With this concept of being created in His likeness it is deemed that “human dignity should be recognized and valued in all human beings” (Bogue & Hogan, 2022). With this as an understanding, the patient and the family/community will treat one another in such a way that dignity and respect is of high importance. This could include ensuring that the patient receives proper care according to their wishes or making sure that they feel thought about and cared for. When patients are facing end of life or getting older, there are some bodily functions that people begin losing control over, this is a point where a person may feel shameful of their situation and it is up to the help around, including family, to surround this person with “kindness and tact” (Watt, H 2020). Within out community, there are people more inclined to assisting those who fall ill and help to care for these people by treating them holistically which includes both the physical and spiritual aspect of the patient and as stated in the Golden Rule: “The second is this: ‘You shall love your neighbor as yourself.’ There is no other commandment greater than these” (Mark 12:31).

References:

Bogue, D. W., & Hogan, M. (2022). Foundational Issues in Christian Spirituality and Ethics. In 
Practicing Dignity: An Introduction to Christian Values and Decision-Making in Health Care
 (2nd ed., pp. 83–124). Grand Canyon University. 
https://bibliu.com/app/#/view/books/1000000000591/epub/Chapter2.html
#page_124

 

 

PHI-413V – Topic 2 DQ 1 sample 3

The Christian concept of 
imago Dei
 (“Image of God”) emphasizes that every person is made in God’s image, highlighting their inherent dignity and worth (White, 2022). This belief influences how we view patients in their families and communities, shifting away from seeing them only as individuals (White, 2022). Instead, it encourages an understanding of patients as essential parts of a broader social system (Cherry, 2017). Nurses should not just focus on the physical aspect of healing, but should also consider the emotional and spiritual needs of the patient (White, 2022). This approach urges healthcare professionals to actively involve patients in their families and communities and respect their ability to make decisions for themselves. By implementing 
Imago Dei
 in healthcare, we can acknowledge the inherent value and dignity of every individual irrespective of their health condition and this approach creates an environment in which the patients and families can have input into the patient’s care (White, 2022). Seeing each person as a reflection of the divine creates a perspective that goes beyond viewing patients as mere recipients of care but also acknowledges them as complete individuals with roles in their families and communities. 
Imago Dei
 encourages compassion and dignity and promotes a more holistic view of patients in healthcare practices. This concept illustrates the spiritual dimension of human existence, emphasizing a deep connection with God and the importance of balancing medical care with faith (Cherry, 2017).

References:

Cherry, M. J. (2017). Created in the image of god: Bioethical implications of the
imago dei
. 
Christian Bioethics: Non-Ecumenical Studies in Medical Morality
, 
23
(3), 219–233. 
https://doi.org/10.1093/cb/cbx009

White, N. (2022). God, Humanity, and Human Dignity. In 
Practicing Dignity: An Introduction to Christian Values and Decision-Making in Health Care
 (2nd ed., pp. 83–124). Grand Canyon University. 
https://bibliu.com/app/#/view/books/1000000000591/epub/Chapter2.html
#page_83.
PHI-413V – Topic 2
DQ 1 – How can the Christian concept of the imago Dei inform a holistic perspective of the patient within their family and community?

Evidence-Based Practice and the Quadruple Aim – QUADRUPLE AIM EVIDENCE-BASED NURSING ESSAY

Evidence-based practice (EBP) is considered the basis of providing high-quality patient care to individuals in various healthcare settings. According to Li et al. (2019), EBP involves the use of the best available evidence in making clinical decisions, resulting in high-quality, efficient, safe, timely, and cost-effective patient care. Using EBP in providing healthcare services to individuals, families, and communities results in positive health outcomes. This paper focuses on the relationship between EBP and components of the Quadruple Aim, including patient experience, population health, costs, and the work-life of healthcare providers.

Patient Experience

           
EBP leads to positive patient experience. EBP is developed from research studies conducted by nursing and medical scholars. Research findings are then translated into EBP to guide nurses and other healthcare professionals in providing their patients with safe, high-quality, and efficient care (Melnyk & Fineout-Overhold, 2022). For instance, the use of EBP such as hourly rounding and installing bed or chair alarms prevents patients receiving treatment in the inpatient unit from falling during a hospital stay, reducing the length of stay (Walsh et al., 2019). Safe patient care and a relatively shorter hospital stay then result in a positive patient experience.

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Population Health

           
EBP also contributes to the population’s health. EBP enables healthcare professionals, including physicians and nurses to offer high-quality, person-centered, and holistic care to individuals and communities. Healthcare providers utilize EBP, including medication and non-pharmacological interventions in treating individuals diagnosed with various chronic illnesses. For instance, primary care providers combine medications and the DASH diet plan in controlling blood pressure among individuals diagnosed with hypertension (Carey et al., 2018). The combination of medication and the DASH diet effectively regulates blood pressure in people with hypertension, preventing further health complications, including stroke and cardiovascular diseases. Therefore, EBP significantly promotes the population’s health quadruple aim evidence-based nursing essay.

Costs

           
EBP lowers the overall cost of healthcare services. It enables healthcare professionals to provide efficient, safe, and high-quality patient care, resulting in superior health outcomes. For instance, EBP is used in dispensing and administering medications, preventing medication errors. Consequently, the high cost that could be incurred in treating medication errors is eliminated, resulting in cost-effective care. Additionally, EBP results in high-quality care, preventing high costs incurred in treating adverse health outcomes, including longer stays and hospital readmission. Therefore, the implementation of EBP has significantly lowered the overall cost of care. Quadruple aim evidence-based nursing essay.

Work-Life of Healthcare Providers

           
Healthcare providers aim at delivering high-quality patient care to achieve positive health outcomes and meet patients’ healthcare needs. EBPs enable clinicians to offer cost-effective, high-quality, and safe patient care, meeting patients’ healthcare needs, which leads to positive patient experiences. The positive patient experience and superior health outcomes result in healthcare providers’ job satisfaction. Additionally, healthcare providers are highly-compensated upon meeting patients’ healthcare needs. Thus, EBP positively impacts healthcare providers’ work life.

Overall, EBP leads to the delivery of high-quality, efficient, safe, and cost-effective patient care. On the other hand, the Quadruple Aim focuses on achieving four major goals, including patient experience, population health, costs, and the work life of healthcare providers. Thus, EBP significantly contributes to the achievement of the
Quadruple Aim
.

References

Carey, R. M., Muntner, P., Bosworth, H. B., & Whelton, P. K. (2018). Prevention and control of hypertension: JACC health promotion series. 
Journal of the American College of Cardiology
, 
72
(11), 1278-1293.

Li, S., Cao, M., & Zhu, X. (2019). Evidence-based practice: Knowledge, attitudes, implementation, facilitators, and barriers among community nurses—a systematic review.
Medicine
, 
98
(39).

Melnyk, B. M., & Fineout-Overhold, E. (2022). 
Evidence-based practice in nursing & healthcare: A guide to best practice
. Lippincott Williams & Wilkins.

Walsh, C. M., Liang, L. J., Grogan, T., Coles, C., McNair, N., & Nuckols, T. K. (2018). Temporal trends in fall rates with the implementation of a multifaceted fall prevention program: persistence pays off. 
The Joint Commission Journal on Quality and Patient Safety
, 
44
(2), 75-83.

 

Evidence-Based Practice and the Quadruple Aim

To Prepare:

Read the articles by Sikka, Morath, & Leape (2015); Crabtree, Brennan, Davis, & Coyle (2016); and Kim et al. (2016) provided in the Resources.

Reflect on how EBP might impact (or not impact) the Quadruple Aim in healthcare.

Consider the impact that EBP may have on factors impacting these quadruple aim elements, such as preventable medical errors or healthcare delivery.

To Complete:

Write a brief analysis (no longer than 2 pages) of the connection between
EBP and the Quadruple Aim
.

Your analysis should address how EBP might (or might not) help reach the Quadruple Aim, including each of the four measures of:

Patient experience

Population health

Costs

Work life of healthcare providers

quadruple aim evidence-based nursing essay

Justine Lawrence ihuman

History and physical Exam

How can I help you today?

Is your rash painful or itchy?

Does anything make your rash better or worse?

When did your rash start?

Are you using any new lotions, soaps or deodorants?

has anyone else you know developed these symptoms?

have you been having fevers?

.

.

.

I-HUMAN CASE STUDY: EVALUATING AND MANAGING INTEGUMENTARY CONDITIONS

This course will require you to complete a series of case studies using the i-Human software application. The i-Human Patients (IHP) Case Player enables you to interact with virtual patients for the purpose of learning patient-assessment and diagnostic-reasoning skills. With IHP, you will be able to independently interview, examine, diagnose, and treat virtual patients and receive expert feedback on your performance.

The integumentary system is susceptible to a variety of diseases, conditions, and injuries, ranging from the bothersome but relatively innocuous bacterial or fungal infections that are categorized as disorders to skin cancer and severe burns, which can be life-threatening.

For this Case Study Assignment, you will examine your first case study and work with a patient with an integumentary condition. You will formulate a differential diagnosis, evaluate treatment options, and then create an appropriate treatment plan for the patient.

RESOURCES

 

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

TO PREPARE:

Review this week’s Learning Resources. Consider how to assess, diagnose, and treat patients with integumentary conditions.

Access i-Human from this week’s Learning Resources and review this week’s Justine Lawrence ihuman case study. Based on the provided patient information, think about the health history you would need to collect from the patient.

Consider what physical exams and diagnostic tests would be most appropriate to gather more information about the patient’s condition.

Reflect on how the results would be used to make a diagnosis.

Identify three to five possible conditions that may be considered in a differential diagnosis for the patient.

Consider the patient’s diagnosis. Think about clinical guidelines that might support this diagnosis.

Develop a treatment plan for the patient that includes health promotion and patient education strategies for patients with integumentary conditions.

Assignment

As you interact with this week’s i-Human patient, complete the assigned Justine Lawrence human case study. For guidance on using i-Human, refer to the
i-Human Graduate Programs Help 
link within the i-Human platform.

BY DAY 7

Complete your Assignment in i-Human

Upload your PDF from i-Human to this assignment

 

Justine Lawrence ihuman Case: Key Findings

Key Findings

Bilateral inner thighs with 10 × 12 cm raised, confluent, erythematous papi blisters in various stages

Left ventral forearm with 6 cm linear, erythematous papules, and yellow-red

Itching progressing to tenderness

New exposures: Wild brush plants

New exposures: Hot tub

New exposures: Oily suntan lotion

New exposure: Scallops

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Case: Key Findings Feedback

Bilateral inner thighs with 10 × 12 cm raised, confluent, erythematous papules and blisters in various stages:
The location of the original rash provides information on the manner of spread. This information, in concert with the morphology of the rash, is pivotal for determining the cause of the rash. Therefore, it is the most significant active problem (MSAP).

Left ventral forearm with 6 cm linear, erythematous papules and yellow-red blisters:
This secondary location indicates the pattern of the rash’s spread. Along with its similar appearance to the original rash, this secondary rash is related to the MSAP

Itching progressing to tenderness:
The itchy nature of the rash along with its progression to tenderness is pivotal for deciding the order of the differential diagnosis list. This finding is related to the MAP.

New exposures: Wild brush plants:
Exposure to wild plant material is a key historical element that could indicate an origin for the MAP. Since a direct correlation is uncertain, it is unknown if this finding is related to the MSAP

New exposures: Hot tub:
Hot tub water can contain bacteria (such as Pseudomonas) and chemicals that cause skin irritation or infection, so exposure to it is a key historical element that could indicate an origin for the MSAP Since a direct correlation is uncertain, it is unknown if this finding is related to the MSAP.

New exposures: Oily suntan lotion:
Exposure to the chemicals, preservatives, and scents of a new lotion could indicate an origin for the MAP This new topical lotion can lead to skin irritation or can intensify sunlight rays in some cases. Since a direct correlation is uncertain, it is unknown if this finding is related to the MSAP

New exposures: Scallops:
Exposure to new food could indicate an origin for the MSAP. Since a direct correlation is uncertain, it is unknown if this finding is related to the MSAP

 

Case: Problem Statement

The patient, a 25 yo otherwise healthy female, presents with 2 days of intensely pruritic erythematous papular rash on the inner thighs and left inner forearm. Recent exposures include hiking through the woods, hot tub use, new lotion use, and ingesting scallops for the first time in her life. Physical examination shows a 6 cm set of linear, circumscribed, erythematous blisters on the left inner forearm and a 10 x 12 cm scattered contiguous erythematous papular rash with surrounding superficial excoriations on the inner thighs. Vitals Ad the remaining physical examination are unremarkable.

 

Case: Management Plan

Pharmacologic Care:

• Apply clobetasol propionate 0.05% cream twice a day until clear.

• Take OTC cetirizine 10 mg 1 tab PO daily as needed for itching.

Supportive Care:

• Take oatmeal baths.

• Apply cool, wet compresses to affected areas.

• Apply topical calamine lotion or aluminum acetate to affected areas

Patient Education:

Educated patient on the diagnosis of contact dermatitis, potential etiologies, treatment regimen, and prognosis.

• Advised the patient to avoid poison ivy, oak, and sumac. Explained plant appearance.

• Educated patient on medications, including indications, proper administration, side effects, and red flag symptoms for discontinuation.

• Advised patient to wash all clothing, towels, sheets, etc., in hot water to remove potentially irritant oils.

Follow-Up:

• Follow up in the clinic if symptoms do not start to improve within 48-72 hours.

• Discussed warning signs to call the clinic immediately or to go to the ER, including but not limited to difficulty breathing, increased swelling, vomiting, fever, purulent skin discharge, or other concerning symptoms. Justine Lawrence ihuman

I-HUMAN CASE STUDY: EVALUATING AND MANAGING INTEGUMENTARY CONDITIONS

This course will require you to complete a series of case studies using the i-Human software application. The i-Human Patients (IHP) Case Player enables you to interact with virtual patients for the purpose of learning patient-assessment and diagnostic-reasoning skills. With IHP, you will be able to independently interview, examine, diagnose, and treat virtual patients and receive expert feedback on your performance.

The integumentary system is susceptible to a variety of diseases, conditions, and injuries, ranging from the bothersome but relatively innocuous bacterial or fungal infections that are categorized as disorders to skin cancer and severe burns, which can be life-threatening.

For this Case Study Assignment, you will examine your first case study and work with a patient with an integumentary condition. You will formulate a differential diagnosis, evaluate treatment options, and then create an appropriate treatment plan for the patient.

RESOURCES

 

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

TO PREPARE:

Review this week’s Learning Resources. Consider how to assess, diagnose, and treat patients with integumentary conditions.

Access i-Human from this week’s Learning Resources and review this week’s i-Human case study. Based on the provided patient information, think about the health history you would need to collect from the patient.

Consider what physical exams and diagnostic tests would be most appropriate to gather more information about the patient’s condition.

Reflect on how the results would be used to make a diagnosis.

Identify three to five possible conditions that may be considered in a differential diagnosis for the patient.

Consider the patient’s diagnosis. Think about clinical guidelines that might support this diagnosis.

Develop a treatment plan for the patient that includes health promotion and patient education strategies for patients with integumentary conditions.

Assignment

As you interact with this week’s i-Human patient, complete the assigned case study. For guidance on using i-Human, refer to the 
i-Human Graduate Programs Help 
link within the i-Human platform.

BY DAY 7

Complete your Assignment in i-Human

Upload your PDF from i-Human to this assignment

SUBMISSION INFORMATION

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the 
Turnitin Drafts
 from the 
Start Here
 area.

To submit your completed assignment, save your Assignment as 
WK2Assgn+last name+first initial

Then, click on 
Start Assignment
 near the top of the page.

Next, click on 
Upload File
 and select 
Submit Assignment
 for review.

Rubric

NRNP_6531_Week2_Assignment_Rubric

NRNP_6531_Week2_Assignment_Rubric

Criteria

Ratings

Pts

This criterion is linked to a Learning Outcome
HPI

10
 
to >
6.0
 pts

Proficient

Clearly written HPI statement with comprehensive information gathering from case questions. Includes important personal /family medical and social history.

6
 
to >
3.0
 pts

Competent

Well written HPI statement but may be missing 1-2 key components from the history. Missing pertinent positives and negatives. Does not include all important personal /family medical and social history.

3
 
to >
0
 pts

Novice

Poorly written HPI statement. Incomplete ideas and sentences. Lacks basic history taking skills. Missing pertinent positives and negatives. Missing important personal /family medical and social history.

10
 pts

This criterion is linked to a Learning Outcome
Management Plan

40
 
to >
28.0
 pts

Proficient

Clearly written plan covering all critical components for patient’s final diagnosis. Follows current quarter management plan template. 3 scholarly references included.

28
 
to >
12.0
 pts

Competent

Well written plan but may be missing 1-2 key issues critical to patient’s diagnosis. Follows some of the current quarter management plan template. 2 scholarly references included.

12
 
to >
0
 pts

Novice

Poorly written plan. May be missing 3 or more key issues that are critical to patient’s diagnosis. Does not follow current quarter management plan template. 0-1 scholarly references included.

40
 pts

This criterion is linked to a Learning Outcome
Performance overview/total i-Human Score

50
 
to >
35.71
 pts

Proficient

Total i-Human performance score is missing 1-2 key elements in overall clinical work-up. History, physical exams, body system classification, differentials, rankings, tests, diagnosis and exercises.

35.71
 
to >
21.43
 pts

Competent

Total i-Human performance score is missing some key elements in overall clinical work-up. History, physical exams, body system classification, differentials, rankings, tests, diagnosis and exercises.

21.43
 
to >
0
 pts

Novice

Total i-Human performance score is missing many key elements in overall clinical work-up. History, physical exams, body system classification, differentials, rankings, tests, diagnosis and exercises.

50
 pts

Total Points: 
100

Kasey Gaines iHuman Case Study Answers

History and Physical Exam

How can I help you today? (patient)

Do you have any other symptoms or concerns we should discuss? (patient)

Have you self-induced vomiting, used laxatives, diuretics, or enemas to control your weight? (patient)

Do you ever engage in binge eating? (patient)

Can you tell me about your diet? What do you normally eat? (patient)

Can you tell me about your diet? What do you normally eat? (patient)

Are you eating too little or too much? If so. how often are you doing this? (patient)

Are you eating too little or too much? If so. how often are you doing this? (patient)

How do you feel about the way you look? (patient)

Are you having any problems with your periods? (patient)

Have you had any thoughts of hurting or killing yourself? (patient)

Tell me about daily exercise or sports that you play. (patient)

Do you have problems with dizziness, fainting, spinning room. seizures, weakness, numbness, tingling, or tremor? (patient)

Do you have problems with nausea, vomiting, constipation, diarrhea, coffee grounds in your vomit, dark tarry stool, bright red blood in your bowel movements, early satiety, or bloating? (patient) 

Do you have any problems with nervousness, depression, lack of interest, sadness, memory loss, or mood changes, or ever hear voices or see things that you know are not there? (patient)

Do you have any problems with headaches that don’t go away with aspirin or Tylenol (acetaminophen), double or blurred vision, difficulty with night vision, problems hearing, ear pain, sinus problems, chronic sore throats, or difficulty swallowing? (patient)

When did she first notice her change in weight? (witness) Kasey Gaines iHuman Case Study Answers

Do you feel like you are a failure or disappointing others? If so, how often do you feel this way? (patient)

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I-HUMAN CASE STUDY: EVALUATION AND MANAGEMENT OF GASTROINTESTINAL CONDITIONS

Think ahead to the pediatric patients and families you may meet in this i-Human Case Study Assignment and, based on the Learning Resources, the types of gastrointestinal conditions that may be waiting for you in your virtual office on the i-Human platform. Have in mind GI conditions that you would particularly like to address in the avatar setting. Also reflect on your previous i-Human case studies and consider a child of an age, race, or ethnicity that you have not yet examined and would expand your experience to do so this week.

RESOURCES

 

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources. 

WEEKLY RESOURCES

To prepare:

Review this week’s Learning Resources. Consider how to apply knowledge of gastrointestinal conditions and understanding of socio-cultural family needs to assessing, diagnosing, and treating pediatric patients. 

Access i-Human Patients from this week’s Learning Resources and review the Kasey Gaines iHuman Case Study Answers. Based on the provided patient information, think about the health history you would need to collect from the patient.

Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. Reflect on how the results would be used to make a diagnosis. 

Identify 3–5 possible conditions that may be considered in a differential diagnosis for the patient. 

Consider the patient’s diagnosis. Think about clinical guidelines that might support this diagnosis. 

Develop a treatment plan for the patient that includes health promotion and patient education strategies for pediatric patients with gastrointestinal conditions and their families. 

The Assignment:

As you interact with the i-Human patient, complete the assigned case study. For guidance on using i-Human, refer to the 
i-Human Graduate Programs Help 
link within the i-Human platform.

BY DAY 7 OF WEEK 7

Complete your Assignment in i-Human, Kasey Gaines iHuman Case Study Answers.

You will access i-Human from the 
Access i-Human
 link located in the 
Start Here module
.

 

Key Findings and Problem Statement

Case: Key Findings

Key Finding

20lb weight loss; BMI 15.7

Restricting food

Avoidance of carbohydrates

Excessive exercise; including middle of the night exercise

Preoccupation with food

Binging

Purging

Use of laxatives to lose weight (alleged constipation)

Body-image distortions

Mirror gazing

Anxiety regarding other people perceiving her as fat

Secondary amenorrhea

Orthostatic hypotension; one syncopal episode

Stress fracture three months ago

Tiredness

Mild loss of interest

Mild dysphoria

High academic achievement, with perfectionistic traits

Rough, dry skin, dry, thin scalp hair

Lanugo body hair

Abrasions and calluses on dorsum of right hand

Cracked lips, mild angular stomatitis

Dental erosion

Bilaterally enlarged parotid glands

Parental divorce one year ago

Case: Problem Statement 

The patient is a 16-year-old female with a progressive 20-pound weight loss over the last 6 months associated with food restricting, food preoccupation, excessive exercise, and subjective feelings of being overweight despite being severely underweight (BMI 15.7). Periods of restriction are interspersed with episodes of binging-eating and self-induced vomiting (two times per week on the average), as well as the use of laxatives for “constipation.” Other general health concerns include secondary amenorrhea and a recent metatarsal stress fracture. She reports tiredness, as well as a mild loss of interest in usual activities. Psychosocial stressors include striving for straight A’s; splitting of her family following parental divorce one year ago; and, social anxieties/phobias surrounding others perceptions of her weight. She is interested in entering the fashion industry. Physical findings are significant for orthostatic hypotension, dry skin and scalp hair, lanugo body hair, calluses of the dorsal aspect of the right hand, mild angular stomatitis, bilateral parotid enlargement, and secondary sexual development consistent with Tanner stage 4.

Kasey Gaines iHuman Case Study Answers – Management Plan

Case: Management Plan

Key elements of the management plan for the patient will include the following;

 Determine appropriate level of care

 Screen for medical comorbidities.

 Institute nutritional rehabilitation

 Monitor for refeeding syndrome.

 Restrict exercise to level appropriate for medical status

 Provide psychoeducation.

 Initiate cognitive-behavioral therapy.

Promote family therapy.

 Discuss pros and cons of pharmacological therapy for anorexia nervosa

 Screen for and treat comorbid depressive and anxiety features

A decision needs to be made regarding the level of care warranted in treating this specific patient. Treatment of anorexia spans outpatient, partial hospitalization (day hospitalization), and inpatient hospitalization. Inpatient hospitalization should be considered in those individuals with life-threatening medical complications, those weighing less than 75% of ideal body weight, and those losing weight at a rapid rate.

Any patient with anorexia nervosa should be screened for any medical conditions contributing to the presentation and/or any medical complications of starvation. Any and all medical concerns should be actively addressed.

Nutritional rehabilitation is the mainstay of initial management of anorexia nervosa. Refeeding is usually started at 30-40 kcal/kg/day and advanced gradually based on the patient’s weight gain. The goal is usually a 0.5- to 1-pound weight gain per week in outpatients, and a 2- to 3-pound gain per week in inpatients. In some patients nasogastric tube feeding is utilized, parenteral nutrition, however, is reserved for cases of extreme malnutrition.

Patients undergoing nutritional replenishment should be monitored closely for manifestations of refeeding syndrome. Upon refeeding, a malnourished individual undergoes a shift from fat to carbohydrate metabolism with a corresponding increase insulin secretion and anabolism. There is a resulting increase in phosphate uptake at the cellular level In addition to potentially severe hypophosphatemia and fluid and glucose disturbances, other electrolyte abnormalities may include hypomagnesemia, and hypokalemia. Complications, as described below, may occur with any route of caloric intake and typically manifests within four days of refeeding.

The metabolic abnormalities, principally electrolyte and fluid disturbances, resulting from the refeeding syndrome can influence many body functions. The fluid intolerance can result in cardiac failure, dehydration or fluid overload, hypotension, prerenal failure, and sudden death. Refeeding with carbohydrates can reduce water and sodium excretion, resulting in expansion of the extracellular-fluid compartment and weight gain, particularly if sodium intake is increased. Refeeding with predominately protein or lipid can result in weight loss and urinary sodium excretion, leading to negative sodium balance. High protein feeding also can result in hypernatremia associated with hypertonic dehydration, azotemia, and metabolic acidosis.

From: Crook MA, Hally V, Panteli JV. The importance of
refeeding_syndrome
. Nutrition. 2001; 17(7, 8) 632-637. Patients who are severely undemourished are at a higher risk for refeeding syndrome. Nutritional replenishment should be done in a more gradual manner, starting low and increasing gradually.

Exercise should be permitted basing on medical stability and improvement made by the patient.

Along with weight restoration, treatment includes psychoeducation, family therapy, and cognitive behavioral therapy (CBT directed toward weight gain. These treatment modalities are preceded by a careful assessment of the patient’s body-image perception, self-assessment of target weight, and history of previous weight reduction attempts

 CBT focuses on improving self-esteem, reducing psychological emphasis on weight and shape, addressing rigid eating-related rules, improving food choices, and reducing weight-restriction measures.

•Another popular psychotherapy modality is the Maudsley approach whereby parents are encouraged to take control of the patient’s weight restoration initially and with the patient’s increasing weight gain, control is gradually delegated to the patient

Family therapy has utility in addressing family dynamics that contribute to the patient’s eating disorder and in helping the family provide appropriate emotional support. Relapse-prevention strategies are usually formulated in these sessions.

Pharmacotherapy has a limited role in the treatment of anorexia nervosa. There is current debate regarding the use of atypical antipsychotics for their weight-gain side effect. When this class of drugs is used for anorexia alone, patient fear of excessive weight gain and medication adherence are often problems.

Patients with anorexia nervosa should be screened for comorbid depressive disorders and anxiety disorders. When present these comorbidities should be treated with either psychotherapy, pharmacotherapy, or the two modalities in combination. Selective serotonin reuptake inhibitors (SSRIs) have utility in treating comorbid bulimia nervosa, depressive disorders. Kasey Gaines iHuman Case Study Answers

NRNP-6541 Week 6: Knowledge Check Quiz Correct Answers

Question 1

1 
/ 1
 pts

You assess a 15-year-old’s visual acuity and note her vision to be 20/50 in the right eye. She asks you what that means and you respond

“You can see at 50 feet with your left eye what most people can see at 20 feet.”

“You can see at 20 feet with your left eye what most people can see at 50 feet.”

“You can see at 50 feet with your right eye what most people can see at 20 feet.”

Correct!

“You can see at 20 feet with your right eye what most people can see at 50 feet.”

Question 2

1 
/ 1
 pts

Mark, a 10-year-old, has a lot of ear pain. He does not want anyone to touch it and is crying in pain. The ear canal is swollen and exudate is present. The TM is normal. What is the proper management for his patient?

Oral Amoxicillin and topical steroids

 

Correct!

Topical Fluoroquiolone

 

Oral steroids and topical neomycin

 

Oral Amoxicillin and topical anesthetic

 

Question 3

1 
/ 1
 pts

A 16-year-old presents with pharyngitis, cough, and high fever for 3 days. Her chest x-ray reveals bilateral pulmonary infiltrates. Her white blood cell count is normal and the neutrophil count is normal. The most likely diagnosis is

Correct!

Pneumonia

 

Strep pharyngitis

 

Pertussis

Legionella

 

GET QUIZ OR EXAM HELP HERE

Question 4

1 
/ 1
 pts

All
 of the following may predispose a patient to thrush 
except
:

Age

 

Steroid therapy

 

Correct!

Poor oral hygiene

 

Antibiotics

 

NRNP-6541 Week 6: Knowledge Check Quiz Correct Answers  Question 5

1 
/ 1
 pts

An 8-year-old female has an edematous, mildly erythematous right upper eyelid for 2 days with a fever of 102.9 (F). Which important eye assessment do you need to consider?

Optic disk papilledema

 

Pupillary reaction

 

Correct!

Ocular mobility

 

Conjunctival inflammation

 

Question 6

1 
/ 1
 pts

Ben has been diagnosed with folliculitis, an inflammatory condition involving the pilosebaceous follicle. What is the most common cause of this condition?

Microsporum canis tinea

 

Streptococcus group

 

Poxvirus

 

Correct!

Staphylococcus aureus

 

Question 7

1 
/ 1
 pts

A child’s head circumference is routinely measured on each well visit until what age?

5 years

 

Correct!

2 years

 

1 year

 

15 months

 

Question 8

1 
/ 1
 pts

Mark, a 10-year-old, has a lot of ear pain. He does not want anyone to touch it and is crying in pain. The ear canal is swollen and exudate is present. The TM is normal. Mark should be instructed to do which of the following?

Correct!

Keep ear dry until symptoms improve.

 

Limit swimming for the remainder of the summer.

 

Use alcohol drops before swimming each day.

 

Wear earplugs at all times when swimming.

 

Question 9

1 
/ 1
 pts

Flourescein staining of the eye is used to detect a

Hyphema

 

Keratitis

 

Foreign body

 

Correct!

Corneal abrasion

 

Question 10

1 
/ 1
 pts

Conductive hearing loss can be caused by

Correct!

Serous otitis

 

Loud noises

 

Ototoxic drug exposure

 

Brain tumor

 

NRNP-6541 Week 6: Knowledge Check Quiz Correct Answers  Question 11

1 
/ 1
 pts

A 12-year-old girl was brought to the emergency department because of severe sore throat, muffled voice, drooling, and fatigue. She had been sick for the past 3 days and is unable to eat because of painful swallowing. The parents deny any history of recurrent pharyngitis. The patient still managed to open her mouth and you were able to see an abscess at the upper pole of the right tonsil with deviation of the uvula toward the midline. Examination of the neck reveals enlarged and tender lymph nodes. Which of the following is the most appropriate management?

Correct!

Incision and drainage of the abscess

 

Tonsillectomy and adenoidectomy

 

A prescription for oral antibiotics and follow up in 1 week

 

Nebulized racemic epinephrine

 

Analgesics for pain and follow up in 24 hours

 

Question 12

1 
/ 1
 pts

While doing a 5-year-old well child exam, you notice two small patches of hair loss. Broken hair is present, as is erythema and scaling. On the basis of this information, which of these is the likely diagnosis?

Traction alopecia

 

Correct!

Tinea corporis

 

Trichotillomania

 

Alopecia areata

 

Question 13

1 
/ 1
 pts

You see a patient you believe has folliculitis. What medication would be the best to treat this patient? The patient has no allergies.

Zithromax

 

Oral Penicillin

 

Septra

 

Correct!

Dicloxacillin

 

Question 14

1 
/ 1
 pts

A mother states that her 4-year-old son constantly grinds his teeth at night. You document this as:

Correct!

Bruxism

 

An oropharyngeal lesion

 

A psychosis

 

Temporal mandibular joint malocclusion

 

Question 15

1 
/ 1
 pts

Riley, a 12-year-old girl, has scaly, hyperpigmented lesions in a “Christmas tree” distribution. It is predominantly on her trunk. One lesion is on her buttock that is larger than the other, at about 4 cm in diameter. What is your diagnosis?

Pityriasis alba

 

Psoriasis

 

Correct!

Pityriasis rosea

 

Eczema

 

Question 16

1 
/ 1
 pts

You diagnose a 16-year-old with acute otitis media and need to prescribe an antibiotic with beta-lactamase coverage. What do you choose?

prednisone (Deltasone)

 

Correct!

amoxicillin and potassium clavulanate (Augmentin)

 

azithromycin (Zithromax)

 

amoxicillin (Amoxil)

 

NRNP-6541 Week 6: Knowledge Check Quiz Correct Answers  Question 17

1 
/ 1
 pts

The most common congenital heart defect in children as

Correct!

Ventricular septal defect

 

Pulmonary atresia

 

Aortic stenosis

 

Tricuspid atresia

 

Question 18

1 
/ 1
 pts

Epiglottitis has decreased due to which immunization?

Meningococcal

 

Varicella

 

Correct!

Hib

 

Prevnar

 

Question 19

1 
/ 1
 pts

Newborn R.T. has a vascular lesion that will not fade as she gets older. What is your diagnosis?

Correct!

Port-wine stain (nervus flammeus)

 

Salmon patch

 

Cafe au lait spot

 

Capillary hemangioma

 

Question 20

0 
/ 1
 pts

You are performing an examination of a 3-year-old who is new to your office. Which finding or findings requires a referral?

Heart rate increases during inspiration and decreases during expiration.

 

Speech is 50% understandable

and

An equal A-P and transverse chest diameter.

Can stand briefly on one foot but cannot skip and hop.

 

You Answered

An equal A-P and transverse chest diameter.

 

Correct Answer

Speech is 50% understandable.

NRNP-6541 Week 6: Knowledge Check Quiz Correct Answers

I-HUMAN CASE STUDY: EVALUATION AND MANAGEMENT OF EENT CONDITIONS

Welcome to another i-Human Case Study. Take a moment to imagine a child and family you might meet. Based on the Learning Resources for this week, consider eye, ear, nose, and throat (EENT) conditions you may identify frequently as a Family Nurse Practitioner and those that may be more unusual. Also consider what aspects of the exam process might be more challenging for you—assessing, evaluating, providing multiple diagnoses, treatments, or offering the patient and family management advice. Work to be mindful of how to take best advantage of the simulated i-Human exam to prepare for pediatric patients with EENT conditions.

RESOURCES

 

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources. Michael Martinez I-HUMAN CASE STUDY: EVALUATION AND MANAGEMENT OF EENT CONDITIONS

WEEKLY RESOURCES

To prepare: 

Review this week’s Learning Resources and consider how to apply knowledge of EENT conditions and understanding of socio-cultural family needs in assessing, diagnosing, and treating pediatric patients.

Access i-Human Patients from this week’s Learning Resources and review the i-Human Case Study. Based on the provided patient information, think about the health history you would need to collect from the patient.

Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. Reflect on how the results would be used to make a diagnosis.

Identify 3–5 possible conditions that may be considered in a differential diagnosis for the patient.

Consider the patient’s diagnosis. Think about clinical guidelines that might support this diagnosis.

Develop a treatment plan for the patient that includes health promotion and patient education strategies for patients with EENT conditions and their families.

GET i-HUMAN HELP NOW

Assignment: 

As you interact with this week’s
i-Human patient, complete the assigned case study
. For guidance on using i-Human, refer to the 
i-Human Graduate Programs Help 
link within the i-Human platform.

BY DAY 7 OF WEEK 4

Complete your Assignment in i-Human.

You will access i-Human from the 
Access i-Human
 link located in the 
Start Here module
.

SUBMISSION INFORMATION

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the 
Turnitin Drafts
 from the 
Start Here
 area.

To submit your completed assignment, save your Assignment as 
WK4Assgn+last name+first initial.

Then, click on 
Start Assignment
near the top of the page. Michael Martinez I-HUMAN CASE STUDY: EVALUATION AND MANAGEMENT OF EENT CONDITIONS

Next, click on 
Upload File
 and select 
Submit Assignment
 for review.

Rubric

NRNP_6541_Week4_Assignment_Rubric

NRNP_6541_Week4_Assignment_Rubric

Criteria

Ratings

Pts

This criterion is linked to a Learning Outcome
HPI

10
 
to >
6.0
 pts

Proficient

Clearly written HPI statement with comprehensive information gathering from case questions. Includes important personal /family medical and social history.

6
 
to >
3.0
 pts

Competent

Well written HPI statement but may be missing 1-2 key components from the history. Missing pertinent positives and negatives. Does not include all important personal /family medical and social history.

3
 
to >
0
 pts

Novice

Poorly written HPI statement. Incomplete ideas and sentences. Lacks basic history taking skills. Missing pertinent positives and negatives. Missing important personal /family medical and social history.

10
 pts

This criterion is linked to a Learning Outcome
Management Plan

40
 
to >
28.0
 pts

Proficient

Clearly written plan covering all critical components for patient’s final diagnosis. Follows current quarter management plan template. 3 scholarly references included.

28
 
to >
12.0
 pts

Competent

Well written plan but may be missing 1-2 key issues critical to patient’s diagnosis. Follows some of the current quarter management plan template. 2 scholarly references included.

12
 
to >
0
 pts

Novice

Poorly written plan. May be missing 3 or more key issues that are critical to patient’s diagnosis. Does not follow current quarter management plan template. 0-1 scholarly references included.

40
 pts

This criterion is linked to a Learning Outcome
Performance overview/total i-Human Score

50
 
to >
35.71
 pts

Proficient

Total i-Human performance score is missing 1-2 key elements in overall clinical work-up. History, physical exams, body system classification, differentials, rankings, tests, diagnosis and exercises.

35.71
 
to >
21.43
 pts

Competent

Total i-Human performance score is missing some key elements in overall clinical work-up. History, physical exams, body system classification, differentials, rankings, tests, diagnosis and exercises.

21.43
 
to >
0
 pts

Novice

Total i-Human performance score is missing many key elements in overall clinical work-up. History, physical exams, body system classification, differentials, rankings, tests, diagnosis and exercises.

50
 pts

Total Points: 
100 Michael Martinez I-HUMAN CASE STUDY: EVALUATION AND MANAGEMENT OF EENT CONDITIONS

Marvin Webster Jr i-Human Patients Case Study

I-HUMAN PATIENTS PRACTICE CASE

As part of your orientation to i-Human Patients, you are required to explore the 
Marvin Webster, Jr.
 practice case to become familiar with the i-Human Patients interface and to start making the transition between the live patient encounter and the virtual patient encounter.

Note:
 For this practice case, you will have 2 weeks—and five (5) attempts—to practice and resubmit this case.

RESOURCES

 

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

To prepare:

Be sure that you have thoroughly reviewed the 
i-Human Patients Case Player Student Manual
 in the Week 2 Learning Resources.

Access the required i-Human Patients 
Marvin Webster, Jr.
 practice case study from the Week 2 Learning Resources.

Important Note:
 Once you have purchased your i-Human Patients access code from the bookstore, you should receive an email with your i-Human Patients login and password information. If you have 
not
 received this information, please contact the Course Instructor.

 

Assignment

As you interact with the 
Marvin Webster, Jr.
 i-Human Patients practice case, complete the assigned case study. Upload your PDF from i-Human Patients to this Assignment.

Note:
 You will have
 five (5) attempts to practice and resubmit this case study. There will be no further attempts after your final submission in Week 3
.

 

History & Physical Exam – Marvin Webster Jr i-Human Patients Case Study

All History Questions

How can I help you today?

When did your cough start?

Do you have any other symptoms or concerns that we should discuss?

Are you taking any over-the-counter or herbal medications?

Does anything make your cough better or worse?

What are the events surrounding the start of your cough?

Do you have any allergies?

When did your sore throat start?

what treatments have you had for your sore throat?

How severe is your sore throat?

does anything make your sore throat better or worse?

When did your headache start?

Hoe severe(1-10 scale) is your headache?

Does anything make your headache better or worse?

Are you taking prescription medications?

Are you coughing up any sputum?

Have you had a flu shot this year?

have you had any contact with other sick people?

Do you have problem with dizziness, faintng, spinning room, seizures, weakness, numbness, tingling, or tremor?

do you experience chestpaindiscomfort…

do you have problem with nausea, vomiting, constipation,..or bloating?

Marvin Webster Jr i-Human Patients Case Study

All physical exams

Teemperature

Vitals: Pulse

Vitals: blood presure

Vitals: respiration

Abdomen: Palpate abdomen

Heart: Ascultate heart

HEENT: Inspect mouth/Pharynx

Neck: Evaluate neck range of motion

Neck: Palpate Neck

Marvin Webster Jr i-Human Patients Case Study

GET i-HUMAN OR CLASSWORK HELP HERE

Case: Key Findings

Key Finding

Temperature 101°F

Tachycardia

Dry cough

Myalgias

Sore throat, erythematous pharynx

Headache

Cervical lymphadenopathy

Fatigue

 

Case: Key Findings Feedback – Marvin Webster Jr i-Human Patients Case Study

Temperature 101°F
: In most cases, this is indicative of immunologic response. However, fever can also be induced by a defective heat loss mechanism that cannot accommodate normal heat loads (ie heat stroke) or in scenarios where heat production exceeds heat loss (i.e. hyperthyroidism)

Tachycardia:
Increased heart rate is frequently a concomitant of fever.

Dry cough:
There are three main mechanisms responsible for a cough. In this case, the cough receptors are being stimulated by mechanical stimuli like upper respiratory tract secretions. Cough can also be triggered by pulmonary C-fibers reacting to a chemical or when the cough receptors are activated by smooth muscle contraction and gastric acid

Myalgias
. The acuity of sore muscles typically aids the practitioner in determining the source of its pathology For the acute onset of myalgia, common causes include viral or bacterial infections, injury, and vitamin/mineral deficiencies. For chronic myalgias, clinicians should consider musculoskeletal, autoimmune, or mental health conditions

Sore throat, erythematous pharynx
: Inflammation of the mucosa of the oropharynx is the most familiar culprit of throat pain, secondary to an infectious cause Marvin Webster Jr i-Human Patients Case Study

Headache
: Headaches can be classified as primary or secondary. Primary headaches account for approximately 90% of all headaches and are not attributed to structural pathology or systemic disease. Secondary headaches are attributed to underlying disorders. Abrupt onset suggests a secondary headache and severity and location of pain extend guidance toward pathology and precariousness

Cervical lymphadenopathy:
Inflammation of the pharynx and its associated lymph fluid drain to the upper cervical nodes in front of the sternocleidomastoid muscle. Adenopathy in other cervical and axillary lymph nodes in the presence of sore throat demonstrates a higher likelihood ratio for infectious mononucleosis Marvin Webster Jr i-Human Patients Case Study

Fatigue
Acute onset fatigue (defined as less than 6 months) frequently occurs as a prodrome of bactena! and viral illnesses.

 

Case: Problem Statement

This is an 18-year-old male college student with a history of childhood asthma who presents with acute onset of nonproductive cough, sore throat, fatigue, myalgias, and headache × 4 days. He reports a sick contact, and has not had annual flu vaccine or COVID booster. Physical examination reveals a temperature of 101°F, tachycardia, erythematous pharynx, and anterior cervical lymphadenopathy, but is negative for adventitious breath sounds and hepatosplenomegaly.

 

Case: Management Plan

Pharmacologic Care:

Acetaminophen OTC 325 mg 1-2 tabs PO q 4-6 hours; maximum dose 10 tablets per day pm fever, headache, myalgias

Dextromethorphan HBr + guaifenesin 20mg/400 mg 20 mL PO q 4 hrs; maximum dose 6 doses daily pr cough

Supportive Care:

Increase fluid intake

Rest – no class attendance – school note provided for 48 hours

Marvin Webster Jr i-Human Patients Case Study

Patient Education:

Offered education on the diagnosis and treatments provided

Educated patient that oseltamivir is not indicated given timeline since symptom onset

Follow-Up/Disposition:

Follow up in the student health center if not improving within 48 hours or headache worsens or if shortness of breath develops

At future visit, address vaccination status – encourage flu vaccine and COVID booster

Marvin Webster Jr i-Human Patients Case Study