Author: admin

ANT 3514C Lab 6: Primate Anatomy & Taxonomy

Lab 6: Primate Anatomy & Taxonomy

Lab Objectives:

• Evaluate the dental formula of an unknown primate and place it within a major clade

• Interpret the difference between gradistic and cladistic methods of grouping primates

ORDER A CUSTOM-WRITTEN PAPER NOW

• Identify the anatomical synapomorphies that distinguish the major primate clades

• Draw a cladogram to illustrate the modern, broadly-accepted primate phylogeny

Lab 6: Primate Anatomy & TaxonomyPurpose: 
To examine the skeletal traits that distinguish the major primate clades.

The study of non-human primates has been recognized since ancient times as relevant to understanding human anatomy. ANT 3514C Lab 6: Primate Anatomy & Taxonomy. This was perhaps best recognized by a wide audience of scholars for the first time in 1735 when Carolus Linnaeus, despite his strong creationist views, included humans with other apes and monkeys in the group
Anthropomorpha
. By the tenth edition of his 
Systema Naturae
 in 1758 he had abandoned this term and began calling the group by the familiar name we now use: Order Primates. Linnaeus was motivated to group humans with other primates because of the many anatomical similarities that he perceived uniting them. In modern biological terms, we now refer to these structures as 
synapomorphies
, or ‘shared derived traits.’ For instance, 
all
 primates have a broad, flat nail on their big toe, which is a structure unlike any of the narrow claws found in other mammals. We use synapomorphies like these to reconstruct patterns of shared ancestry and build cladograms to better understand the pattern of primate evolution and where humans belong in it. This method of reconstructing relationships between taxa based on shared derived characteristics is known as 
cladistics
. ANT 3514C Lab 6: Primate Anatomy & Taxonomy.

While morphology and phylogeny have shared a close relationship for centuries, the reliance on synapomorphies to group organisms is relatively recent. In the early 20th century, primatologists such as Wilfrid Le Gros Clark (famous for helping to debunk the Piltdown Man fraud) grouped primates based on their overall similarity in appearance. This method was reminiscent of Aristotle’s “Great Chain of Being,” with primitive primates at the base and humans at the apex. This way of thinking has been called 
gradistic
, because it suggests primate evolution proceeds in a simple, uniform direction for all traits from primitive to derived. While this system has intuitive appeal, it does not correspond with the way we think evolution proceeds. Modern primatologists and anthropologists use cladistic methods based on a nested hierarchy of synapomorphies, because we believe these more accurately reflect how evolution works ANT 3514C Lab 6: Primate Anatomy & Taxonomy.

Although phylogenetic trees are built today using cladistic methods, it is clear that gradistic thinking still subconsciously underlies much of our approach to reconstructing evolution. You may have already noticed that phylogenetic trees that include humans tend to place them at one extreme end of the tree, implying some directionality or end goal to evolution, even though there is no reason they need to be placed there! Within the primate order the shift from gradistic to cladistic thinking has impacted how we perceive the relationships of many taxa, most notably the tarsier, which we will investigate more in Station 3. ANT 3514C Lab 6: Primate Anatomy & Taxonomy You will be exposed to more examples of gradistic thinking when looking at the human fossil record, where many features (such as brain size) are continuous, and identifying synapomorphies can be particularly difficult. For this lab we will investigate many of the important skeletal synapomorphies that define the largest primate clades.

Station 1: What defines a primate? (0.6 pt.)

A college happened upon a mystery skull while looking through a mammalian skeletal collection. She thinks it may be a primate and comes to you for your expert opinion. She cannot mail you the skull so she emails youaeveral photos. ANT 3514C Lab 6: Primate Anatomy & Taxonomy. Examine the photos below. Use the list of primate features (found in the lab reading for this week) to help you make the distinctions ANT 3514C Lab 6: Primate Anatomy & Taxonomy.

!1

 

Station 2: Dentition (2 pts.) 
Different primate clades can be identified by their dental formulae. 
Primates have 2 incisors, and
 
2-3 premolars
 (except the aye-aye, which has a very unusual dentition). Most other mammals have either more or fewer teeth. For the following questions, 
first determine the dental formula, then
 
consider the cusp pattern
.

! !

!   !

1. Write the dental formula for each of the craniums or mandibles provided:

A)

B)

C)

D)

E)

2. Answer the following questions using the above dental formulae and the written/illustrated materials provided:

a) Which specimen is not a primate? How do you know?

b) Which specimen is a New World monkey? How do you know?

c) Does specimen “E” have the bilophodont or Y-5 molar cusp pattern? Based on this cusp morphology and its dental formula, what primate group does this specimen belong to?

d) Which mandible is human? What traits did you use to make your identification?

e) Which specimens are apes? How do you know? (
Hint:
 you are an ape)

Station 3: Strepsirrhini and Haplorhini (2 pts.)

Using the handouts, images, and websites, complete the following table illustrating some of the important morphological differences between each primate group.

Strepsirrhine: 
http://eskeletons.org/boneviewer/nid/12540/region/skull/bone/cranium
 
http://humanorigins.si.edu/evidence/3d-collection/primate/loris-malaysia-usnm-84389
  
http://humanorigins.si.edu/evidence/3d-collection/primate/loris-malaysia-usnm-84389-0
  Haplorrhine: 
http://eskeletons.org/boneviewer/nid/12538/region/skull/bone/cranium

http://humanorigins.si.edu/evidence/3d-collection/primate/gorilla-rwanda-usnm-396937-beringei
cranium

 

 

with primitive primates in a 
grade
 called “Prosimia.” They are now grouped with monkeys and apes in a

 

Examine the tarsier skull (
http://www.eskeletons.org/boneviewer/nid/12544/region/skull/bone/cranium
) and study the table. Tarsiers can be placed in the prosimian 
grade
 or in the haplorhine 
clade
. Name one primitive, prosimian feature that tarsiers retain and one derived, haplorhine feature that they possess. Add which of these features is a 
synapomorphy
, and which is a 
symplesiomorphy
.

Prosimian feature:
         
Haplorhine feature:

 

2) Does the mystery skull at this station belong to a strepsirrhine or a haplorhine primate? 
List at least one trait which helped you determine this.

 

Station 4: Platyrrhini and Catarrhini (1.6 pts.)

The Haplorhine suborder is divided into two infraorders: Anthropoidea (Monkeys and Apes) and Tarsiiformes (tarsiers). ANT 3514C Lab 6: Primate Anatomy & Taxonomy Anthropoidea is further divided into two parvorders: Platyrrhini and Catarrhini. Platyrrhines are native to Central and South America (the ‘New World’) and Catarrhines are native to Africa, Europe, and Asia (the ‘Old World’).

Platyrrhine: 
http://eskeletons.org/boneviewer/nid/12546/region/skull/bone/cranium
 Catarrhine: 
http://eskeletons.org/boneviewer/nid/12547/region/skull/bone/cranium
  
http://humanorigins.si.edu/evidence/3d-collection/primate/baboon-usnm-258502
 
http://humanorigins.si.edu/evidence/3d-collection/primate/baboon-usnm-258502-0

 

1) Based on what you’ve learned so far, identify what group the following “mystery primate” skulls belong to. 
To receive credit, list the character(s) you used to make your identification. 

!

!

A) Is “A” a platyrrhine or catarrhine? How do you know? ANT 3514C Lab 6: Primate Anatomy & Taxonomy.

B) Is “B” a platyrrhine or catarrhine? How do you know?

2) What advantages might there be to having a prehensile tail for an arboreal primate?

Station 5: Cercopithecoidea and Hominoidea (1.8 pts.)

Within Catarrhini are the two superfamilies Cercopithecoidea (Old World monkeys) and Hominoidea (apes). Use the table below to describe the features of each in relation to the other.

Cercopithecoid: http://eskeletons.org/boneviewer/nid/12547/region/skull/bone/cranium  http://humanorigins.si.edu/evidence/3d-collection/primate/baboon-usnm-258502 http://humanorigins.si.edu/evidence/3d-collection/primate/baboon-usnm-258502-0 Hominoid: http://eskeletons.org/boneviewer/nid/12549/region/skull/bone/cranium

http://humanorigins.si.edu/evidence/3d-collection/primate/siamang-indonesia-usnm-114497

 

1) Which two traits in the above table would be the most useful for determining if an animal was a cercopithecoid or a hominoid in the 
fossil record
? Hint: think about 
discrete
 (traits which are either present or absent) vs. 
continuous
 traits.

2) List one human 
autapomorphy
 – a trait that humans have to the exclusion of all the other primates. Hint:

think about what makes humans unique within the order Primates.

Exercise 2: Systematics and Primate Phylogeny (2 pts.) 

Below is a hypothetical phylogeny for six different taxa (A–F). In the phylogeny, the appearance of a new character is represented as a number in a circle. For instance, Character 3 evolved sometime after the common ancestor of Taxa D, E, and F diverged from the common ancestor these taxa share with Taxon C. 
Character 3 would therefore be a shared, derived trait, or 
synapomorphy
 of taxa D, E, and F
.

!

A) Which character is a synapomorphy of E and F? ANT 3514C Lab 6: Primate Anatomy & Taxonomy.

B) Is Character 1 a synapomorphy or a symplesiomorphy for taxa C and D?

C) Is Character 1 useful for reconstructing the relationship between C and D? Why or why not?

D) Of the 5 characters listed, which represents an autapomorphy?

Study the primate phylogeny in your textbook and fill in the blanks below. 
Be mindful of spelling:
 
some names are very similar, but have different meanings!
 If you are having difficulty filling out the phylogeny, you may print out the last page, neatly handwrite the answers in the blanks, and paste a picture of the phylogeny back into the document. ANT 3514C Lab 6: Primate Anatomy & Taxonomy.

Attention Deficit Hyperactivity Disorder Parent Guide

There are many mental disorders that occur early in the life course. The DSM-5 describes neurodevelopmental disorders such as autism spectrum disorder and ADHD and disruptive, impulse-control, and conduct disorders, such as oppositional defiant disorder and conduct disorder. These disorders are examined together with a particular emphasis on comparing and contrasting presenting features. Diagnosis of these various conditions can rarely be made in a single office setting and often require a comprehensive approach involving multiple stakeholders, including the child, as well as his or her parents, teachers, and other significant figures in the child’s life and mental health professionals, such as psychologists who can conduct comprehensive neuropsychological testing.

ORDER A CUSTOM-WRITTEN PAPER NOW

The PMHNP must coordinate and integrate several sources of information to arrive at an accurate diagnosis of these disorders. Early and accurate diagnosis is essential to developing an effective treatment plan, which will have the potential to minimize the impact of these disorders on the child’s developmental trajectory. When one considers appropriate diagnosis from this perspective, the importance of diagnostic accuracy becomes quite apparent. Attention Deficit Hyperactivity Disorder Parent Guide.

This week, you begin exploring disorders that occur early in the life course by working with your group to develop a Parent Guide. You also examine a case to determine a differential diagnosis and treatment plan that incorporates both psychotherapy and psychopharmacology.

Assignment

:
 Using evidence-based research, design and develop a Parent Guide for your assigned disorder including

:
 How the disorder Attention deficit hyperactivity disorder (ADHD) is diagnosed

Provide a minimum of three academic references Attention Deficit Hyperactivity Disorder Parent Guide

                                                        Learning Resources

Required Readings

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). 
Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry 
(11th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 3, “Contributions of the Sociocultural      Sciences” (pp. 131–150)

Chapter      31, “Child Psychiatry” (pp. 1152–1181, 1244–1253)

American Psychiatric Association. (2013). 
Diagnostic and statistical manual of mental disorders
 (5th ed.). Washington, DC: Author.

“Neurodevelopmental Disorders”

o “Intellectual Disabilities”

o “Communication Disorders”

“Disruptive, Impulse-Control, and Conduct Disorders”

Volkmar, F., Siegel, M., Woodbury-Smith, M., King, B., McCracken, J., & State, M. (2014). Practice parameter for the assessment and treatment of children and adolescents with autism spectrum disorder.
 Journal of the American Academy of Child & Adolescent Psychiatry
, 
53
(2), 237–257. Retrieved from http://www.jaacap.com/article/S0890-8567(13)00819-8/pdf

Stahl, S. M. (2014). 
Prescriber’s Guide: Stahl’s Essential Psychopharmacology 
(5th ed.). New York, NY: Cambridge University Press.

To access information on the following medications, click on The Prescriber’s Guide, 5th Ed. tab on the Stahl Online website and select the appropriate medication.

Review the following medications:

 

Irritability in autism

Aripiprazole

Risperidone

Attention-deficit/hyperactivity    disorder

Armodafinil

Amphetamine (d)

Amphetamine (d,l)

Atomoxetine

Bupropion

Chlorpromazine (hyperactivity)

Clonidine

Guanfacine

Haloperidol (hyperactivity)

Lisdexamfetamine

Methylphenidate (d)

Methylphenidate (d,l)

Modafinil

Meboxetine

Note:
 Many of these medications are FDA approved for adults only. Some are FDA approved for disorders in children and adolescents. Many are used “off label” for the disorders examined in this week. As you read the Stahl drug monographs, focus your attention on FDA approvals for children/adolescents (including “ages” for which the medication is approved, if applicable) and further note which drugs are “off label.”

                                         Required Media

Laureate Education (Producer). (2017b). 
A young girl with difficulties in school 
[Multimedia file]. Baltimore, MD: Author Attention Deficit Hyperactivity Disorder Parent Guide.

 

Optional Resources

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). 
Rutter’s child and adolescent psychiatry
 (6th ed.). Hoboken, NJ: Wiley Blackwell.

Chapter      51, “Autism Spectrum Disorder” (pp. 665–682) Attention Deficit Hyperactivity Disorder Parent Guide

Culture, Addiction, and the Experience of Abstinence Essay

Culture, Addiction, and the Experience of Abstinence Question description

For this assignment there are 
two questions but must be answered separate
.

Question 1: 
For this Discussion, you will compare various aspects of addiction across 
two 
racial or ethnic groups. Please go to the Walden Library and locate 
at least one
 journal article from the last 5 years 
for each of the two groups
 you selected. You will use these articles and your text as supporting resources for this Discussion.

ORDER A CUSTOM-WRITTEN PAPER NOW

Post 
a comparison (similarities and differences) of the prevalence, sociocultural factors, and treatment issues associated with addiction within two identified racial or ethnic groups. Include considerations for additional influences such as spirituality and socio-economic status. Use specific examples to illustrate your points.

To access the Walden Library: 
https://academicguides.waldenu.edu/library

Question 2: 
Post 
a summary of your experience with abstinence, including your overall success or failure, and what individual traits (e.g., age, gender, personality) were most influential on your outcomes. Next, identify the external influences on your experience, including family, culture, and other considerations you believe were significant. Culture, Addiction, and the Experience of Abstinence Essay. Lastly, discuss how the insights you gained might add perspective to your clinical skills in working with clients who have addiction diagnoses.

Readings to use to complete the questions

Van Wormer, K., & Davis, D. R. (2018). 
Addiction treatment: A strengths perspective 
(4th ed.)
. 
Boston, MA: Cengage.

Chapter 11, “Ethnicity, Culture, and the Socioeconomic Determinants of Addiction” (pp. 431-471)

Gubi, P. M., & Marsden-Hughes, H. (2013). Exploring the processes involved in long-term recovery from chronic alcohol addiction within and abstinence-based model: Implications for practice. 
Counselling & Psychotherapy Research, 13
(3), 201–209.

Retrieved from the Walden Library databases Culture, Addiction, and the Experience of Abstinence Essay.

Hendricks, P. S., & Leventhal, A. M. (2013). Abstinence-related expectancies predict smoking withdrawal effects: Implications for possible causal mechanisms. 
Psychopharmacology, 230
(3), 363–373.

Retrieved from the Walden Library databases.

Lee, H. S. (2015). The ethical dilemma of abstinence-only service delivery in the United States. 
Journal of Social Work Values & Ethics, 12
(1), 61–66.

Retrieved from the Walden Library databases. Culture, Addiction, and the Experience of Abstinence Essay.

Nursing Roles Graphic Organizer – NUR-513

This is a specific nursing roles graphic organizer template for Nur-513 The 2 roles that need to be compared are Nurse Educator and Family Nurse Practitioner.

Nursing Roles Graphic Organizer

Student’s Name

Institution of Affiliation

Course Name

Date

 

ORDER A CUSTOM-WRITTEN, PLAGIARISM-FREE PAPER HERE

Future Role

Comparison Role of Choice

Similarities/Differences

Ethics

Nurse Educator

 

Family Nurse Practitioner

Nursing Roles Graphic Organizer – NUR-513

Similarities

-creativity, effective communication skills and expertise is needed to perform each of the roles. Other needed skills are that of planning, decision making, conflict resolution and critical thinking.

Differences

-Family nurse practitioners lead and guide family members in family and primary care settings.

-They lay a lot of emphasis on the wellbeing of all family members and ensue that the policies that guide family nursing practice are strictly observed.

-Family Nurse Practitioners perform administration roles in planning and organizing families, They perform administering schedules, budgets, implement policies and link families with relevant support programs (Harper & Maloney, 2017).

 

-Nurse educators can work in either clinical or classroom settings.

-Nurse educators have a major role of providing mentorship to upcoming nurses and enhance their ability to acquire and apply new knowledge and skills that can be used in the clinical setting (Booth et al., 2016).

-Other roles performed by nurse educators include: development of curriculums and evaluation of learner’s progress

-Nurse educators perform continuous monitoring of education systems and processes and recommend changes on programs that were initially implemented.

-They ensure that the required standards in research, nursing education and nursing care are implemented in education and clinical settings.

Education

Nurse Educator

 

Family Nurse Practitioner

Similarities

-Both roles require nurses to have a higher specialization level with relevant certification and accreditation.

-They both provide mentorship to upcoming nurses by imparting them with appropriate knowledge and skills required to perform various roles in actual practice.

Differences

-FNPs  have supervisory roles for learners in clinical placements

-Coordinate with  other clinicians  to ensure that learners  attain their education and clinical outcomes

-Have an obligation to teach upcoming FNPs in clinical settings and illustrate to them how various tasks can be done in family nursing practice (Barnes, 2015).

-Partly, FNPs take part in  evaluating activities and developing  the course programs  in preparing FNPs for future roles

 

-Nurse Educators work in either clinical or education settings and perform roles in curriculum development, course outlines, instructing learners and evaluating classroom progress (Rosenau et al., 2015).

-Nurse educators also monitor education processes and program outcomes and recommend relevant changes where necessary.

-As monitoring and evaluation agents, they ensure that learners attain the expected learning outcomes.

-In the care setting, nurse educators ensure the implementation of care standards and research into clinical practice (Rosenau et al., 2015).

Leadership

Nurse Educator

 

Family Nurse Practitioner

 

Similarities

– Mandatory values that nurse educators and FNPs should possess include: openness, honesty and respect.

-They are role models for colleagues and clinical staff.

Differences

-Nurse educators focus less on tasks and more in the setting of standards to transform nursing education and clinical nursing practice.

-Other roles are in policy setting, setting quality control measures and ensuring regulatory compliance (Rosenau et al., 2015).

.

-On the other hand, family nurse practitioners are actively engaged in planning for family care, setting goals and improving the quality of the provided services.

-FNPs also manage fellow staff, assign roles, make schedules and advocate for the growth of their profession through opportunities for career development (Barnes, (2015).

–FNPs are expected to ensure that all the roles and responsibilities assigned to them are correctly and adequately done.

Public Health

Nurse Educator

 

Family Nurse Practitioner

Similarities

–
Both roles work towards a common goal of improving public health and preventing disease

Differences

-The major focus of family nurse practitioners is to address key health issues in families’ through collaboration and promoting access to education and disease prevention (Harper & Maloney, 2017). 
 

-FNPs monitor trends and data in health and note the most specific risk factors to particular populations before implementing interventions in clinical practice.

-FNPs organize, plan and prepare health related interventions for families.

–
Advocate at the local, state and federal levels to enhance family health and ensure that underserved families receive the necessary services (Harper & Maloney, 2017).

 

 

-Nurse educators collect and analyze data on public health for use in decision main and policy implementation.

-Train and educate learners techniques of infection prevention and control

-Take part in developing plans that can help to prevent populations from contracting and spreading illnesses (Tiffany & Hoglund, 2014).

Health

Care Administ-ration

Nurse Educator

 

Family Nurse Practitioner

Similarities

–
A minimum of an MSN in required for both a nurse educator and FNP to practice as a healthcare administrator.
 

Differences

–
A key role of a FNP is to solve challenges in family settings by directly providing care to families and collaboration with other caregivers (Barnes, 2015).
 

–
Since they work in highly collaborative settings, they can handle stress and maintain family progress thus perform administrative roles.

 

–
Nurse educators assume leadership roles in practice as their training incorporates skills and knowledge in leadership to ensure that quality education is provided.

-Nurse educators collaborate with other colleagues in extended roles to influence positive change in nursing education.

Informatics

Nurse Educator

 

Family Nurse Practitioner

Similarities

-Performing both roles requires IT knowledge and skills to promote the delivery of quality care.

 

Differences

-Family Nurse Practitioners are involved more on administration issues and integrating IT in the care of families.

-Other roles performed by FNPs are in creating and maintaining IT resources to promote communication between providers, safeguarding clinical data and establishing security measures which may interfere with the flow of information.

 

-Nurse educators are a communication point between students in clinical settings and education settings. They thus provide feedback and educate upcoming nurses on how to use new IT systems and resources (Tiffany & Hoglund, 2014).

Business/

Finance

Nurse Educator

 Family Nurse Practitioner

Similarities

-In both roles, they provide assistance  to organizational leadership  to ensure efficiency, timeliness and effectiveness of operations

 

Differences

-Nurse Educators can work from various settings including: schools, government and community settings.

-Educate  communities and individuals on how best to implement nursing knowledge in clinical practice

 

-Family Nurses Practitioners create policies and ensure that they are strictly followed.

Coordinate care and perform other managerial duties in different settings and levels of care.

-Can officially represent an institution in formal gatherings

Specialty

Nurse Educator

 

Family Nurse Practitioner

 

Similarity

A minimum of an MSN is required for practice in both roles.

Differences

-Family nurse practitioners provide continuous integrated care for acute and chronic illnesses in the long term.

-They conduct family health assessments, health history evaluations, diagnose and manage a wide range of medical illnesses, educate and refer patients (Barnes, 2015).

-More often, FNPs are engaged in activities of health promotion and disease prevention.

 

-Nurse educators specialize in educating upcoming nurses in clinical and classroom settings based on specialization. Nursing Roles Graphic Organizer – NUR-513.

-The majority work in institutions of higher learning and specialize in nursing education.

Regulatory Bodies and  Certification Agencies

American Nurses Association (ANA),

National League for Nursing(NLN)

American Association of Nurse Practitioners(AANP), American Nurses Credentialing Center(ANCC),

American Association of Family Nurse Practitioners(AAFNPs)

Nursing Roles Graphic Organizer – NUR-513

 

References

Booth, T. L., Emerson, C. J., Hackney, M. G., & Souter, S. (2016). Preparation of academic nurse educators. 
Nurse education in practice
, 19, 54-57.

Barnes, H. (2015, July). Nurse practitioner role transition: A concept analysis. In 
Nursing Forum
 (Vol. 50, No. 3, pp. 137-146).

Harper, M., & Maloney, P. (2017). The updated nursing professional development scope and standards of practice. 
The Journal of Continuing Education in Nursing,
48(1), 5-7. Nursing Roles Graphic Organizer – NUR-513

Rosenau, P. A., Lisella, R. F., Clancy, T. L., & Nowell, L. S. (2015). Developing future nurse educators through peer mentoring. 
Nursing: Research and Reviews
, 
5
, 13-21.

Tiffany, J., & Hoglund, B. A. (2014). Teaching/learning in Second Life: Perspectives of future nurse-educators. 
Clinical Simulation in Nursing
, 
10
(1), e19-e24.

 

Nursing Roles Graphic Organizer – NUR-513

Use the “Nursing Roles Graphic Organizer Template” to differentiate how advanced registered nurse roles relate to and collaborate with different areas of nursing practice. Compare your future role with one of the following: nurse educator; nurse leader; family nurse practitioner; acute care nurse practitioner; graduate nurse with an emphasis/specialty in public health, health care administration, business, or informatics; clinical nurse specialist; doctor of nursing practice. Indicate in the appropriate columns on the template which roles you are comparing. Nursing Roles Graphic Organizer – NUR-513

ORDER A CUSTOM-WRITTEN PAPER NOW

Advanced registered nurses work in highly collaborative environments and must collaborate with interdisciplinary teams in order to provide excellent patient care. Nursing Roles Graphic Organizer – NUR-513 Besides knowing the role and scope of one’s own practice, it is essential to understand the role and scope of other nurse specialties to ensure effective collaboration among nurses, the organization, and other professionals with whom advanced registered nurses regularly interact.

Use the “Nursing Roles Graphic Organizer Template” to differentiate how advanced registered nurse roles relate to and collaborate with different areas of nursing practice. Compare your future role with one of the following: Nursing Roles Graphic Organizer – NUR-513. nurse educator; nurse leader; family nurse practitioner; acute care nurse practitioner; graduate nurse with an emphasis/specialty in public health, health care administration, business, or informatics; clinical nurse specialist; doctor of nursing practice. Indicate in the appropriate columns on the template which roles you are comparing.

Make sure to compare the following areas of practice in your graphic organizer:

1. Ethics

2. Education

3. Leadership

4. Public Health

5. Health Care Administration

6. Informatics

7. Business/Finance

8. Specialty (e.g., Family, Acute Care)

Include any regulatory bodies or certification agencies that provide guidance or parameters on how these roles incorporate concepts into practice.

You are required to cite three to five sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content. Nursing Roles Graphic Organizer – NUR-513

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 Nursing Roles Graphic Organizer – NUR-513.

You are not required to submit this assignment to LopesWrite.

NUR-513-RS-NursingRolesGraphicOrganizerTemplate

Nursing Roles Graphic Organizer Template

 

 

Observations (Similarities/Differences)

Ethics

 

 

 

 

 

 

Education

 

 

 

 

 

 

Leadership

 

 

 

 

 

 

Public Health

 

 

 

 

 

 

Health Care Administration

 

 

 

 

Nursing Roles Graphic Organizer – NUR-513

 

Informatics

 

 

 

 

 

 

Business/Finance

 

 

 

 

 

 

Specialty (e.g., Family, Acute Care)

Nursing Roles Graphic Organizer – NUR-513

 

 

 

 

 

 

Regulatory Bodies or Certification Agencies That Provide Guidance or Parameters on How These Roles Incorporate Concepts Into Practice

 

 

 

 

 

 

 

Nursing Roles Graphic Organizer Criteria

 
10.0 %Comparison of Roles in Relation to Ethics

A comparison of roles in relation to ethics is not included.

A comparison of roles in relation to ethics is present, but it lacks detail or is incomplete.

A comparison of roles in relation to ethics is present.

A comparison of roles in relation to ethics is clearly provided and well developed.

A comprehensive comparison of roles in relation to ethics is thoroughly developed with supporting details Nursing Roles Graphic Organizer – NUR-513.

10.0 %Comparison of Roles in Relation to Education

A comparison of roles in relation to education is not included.

A comparison of roles in relation to education is present, but it lacks detail or is incomplete.

A comparison of roles in relation to education is present.

A comparison of roles in relation to education is clearly provided and well developed.

A comprehensive comparison of roles in relation to education is thoroughly developed with supporting details.

10.0 %Comparison of Roles in Relation to Leadership

A comparison of roles in relation to leadership is not included. Nursing Roles Graphic Organizer – NUR-513

A comparison of roles in relation to leadership is present, but it lacks detail or is incomplete.

A comparison of roles in relation to leadership is present.

A comparison of roles in relation to leadership is clearly provided and well developed.

A comprehensive comparison of roles in relation to leadership is thoroughly developed with supporting details.

10.0 %Comparison of Roles in Relation to Public Health

A comparison of roles in relation to public health is not included.

A comparison of roles in relation to public health is present, but it lacks detail or is incomplete.

A comparison of roles in relation to public health is present. Nursing Roles Graphic Organizer – NUR-513.

A comparison of roles in relation to public health is clearly provided and well developed.

A comprehensive comparison of roles in relation to public health is thoroughly developed with supporting details.

10.0 %Comparison Roles in Relation to Health Care Administration

A comparison of roles in relation to health care administration is not included.

A comparison of roles in relation to health care administration is present, but it lacks detail or is incomplete.

A comparison of roles in relation to health care administration is present.

A comparison of roles in relation to health care administration is clearly provided and well developed.

A comprehensive comparison of roles in relation to health care administration is thoroughly developed with supporting details.

10.0 %Comparison of Roles in Relation to Informatics

A comparison of roles in relation to informatics is not included.

A comparison of roles in relation to informatics is present, but it lacks detail or is incomplete.

A comparison of roles in relation to informatics is present.

A comparison of roles in relation to informatics is clearly provided and well developed.

A comprehensive comparison of roles in relation to informatics is thoroughly developed with supporting details.

10.0 %Comparison of Roles in Relation to Business or Finance

A comparison of roles in relation to business or finance is not included.

A comparison of roles in relation to business or finance is present, but it lacks detail or is incomplete.

A comparison of roles in relation to business or finance is present. Nursing Roles Graphic Organizer – NUR-513.

A comparison of roles in relation to business or finance is clearly provided and well developed.

A comprehensive comparison of roles in relation to business or finance is thoroughly developed with supporting details.

5.0 %Comparison of Roles in Relation to Specialty

A comparison of roles in relation to specialty is not included.

A comparison of roles in relation to specialty is present, but it lacks detail or is incomplete.

A comparison of roles in relation to specialty is present.

A comparison of roles in relation to specialty is clearly provided and well developed.

A comprehensive comparison of roles in relation to specialty is thoroughly developed with supporting details.

5.0 %Required Sources

Sources are not included.

Number of required sources is only partially met.

Number of required sources is met, but sources are outdated or inappropriate.

Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content.

Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content. Nursing Roles Graphic Organizer – NUR-513.

5.0 %Visual Appeal

There are few or no graphic elements. No variation in layout or typography is evident.

Color is garish or typographic variations are overused and legibility suffers. Background interferes with readability. Understanding of concepts, ideas, and relationships is limited.

Minimal use of graphic elements is evident. Elements do not consistently contribute to the understanding of concepts, ideas, and relationships. There is some variation in type size, color, and layout. Nursing Roles Graphic Organizer – NUR-513.

Thematic graphic elements are used but not always in context. Visual connections mostly contribute to the understanding of concepts, ideas, and relationships. Differences in type size and color are used well and consistently.

Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas, and relationships. Differences in type size and color are used well and consistently.

5.0 %Presentation

The piece is not neat or organized, and it does not include all required elements.

The work is not neat and includes minor flaws or omissions of required elements.

The overall appearance is general, and major elements are missing.

The overall appearance is generally neat, with a few minor flaws or missing elements.

The work is well presented and includes all required elements. The overall appearance is neat and professional.

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, and language use)

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed.

BUY A PLAGIARISM-FREE PAPER HERE

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.

Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.

The writer is clearly in command of standard, written, academic English.

5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

Sources are not documented.

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Nursing Roles Graphic Organizer – NUR-513.

100 %Total Weightage

this is a specific nursing roles graphic organizer template for Nur-513 The 2 roles that need to be compared are Nurse Educator and Family Nurse Practitioner. Nursing Roles Graphic Organizer – NUR-513

In this CWV 101 Gospel Essentials Essay Assignment you will summarize and analyze the essential elements of the Christian worldview and reflect on implications for your own worldview.

Write a 1,250-1,500-word essay using at least two course resources (textbook, lectures, the Bible) and at least two other sources from the GCU Library to support your points. Remember, the Bible counts as one reference regardless of how many times you use it or how many verses you cite.

Begin your paper with an appropriate introduction, including a thesis statement to introduce the purpose of the paper.

ORDER A PLAGIARISM-FREE PAPER HERE

Organize your paper with the following sections using the seven underlined titles for subheadings. CWV 101 Gospel Essentials Essay Assignment.

The Christian Worldview: Describe the beliefs of the Christian worldview with regard to the following components corresponding to Topics 2-5. Write at least one paragraph for each component using the underlined title for a subheading.

God: What is God like? What are God’s characteristics? What is his creation?

Humanity: What is human nature? What is human purpose? What is the root cause of human problems? CWV 101 Gospel Essentials Essay Assignment.

Jesus: What is Jesus’ true identity? What did Jesus do? Why is Jesus’ identity and work significant for the Christian worldview?

Restoration: What is the solution to human problems according to the Christian worldview? What role do grace and faith play in Christian salvation? How do Christians think that the transformation of self and society happens?

Analysis: Analyze the Christian worldview by addressing each of the following questions:

What are the benefits or strengths of Christian belief?

What is troublesome or confusing about Christianity?

How does Christianity influence a person’s thinking and      behavior?

Reflection: Reflect on your worldview by answering one of the following questions:

If you are not a Christian, what similarities and      differences are there between your worldview and the Christian worldview?

If you are a Christian, how specifically do you live      out the beliefs of the Christian worldview?

Conclusion: Synthesize the main points, pulling the ideas of the paper together.

References

Prepare this assignment according to the guidelines found in the GCU 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 Turnitin. Please refer to the directions in the Student Success Center. CWV 101 Gospel Essentials Essay Assignment.

cardiovascular and lymphatic system medical condition pathophysiology

DQ 5.1

Choose a medical condition from the cardiovascular system and lymphatic system and explain the pathophysiology changes that may occur. What patient education would need to be included related to this disorder? Choose a medical condition different from that of your fellow students.

ORDER A PLAGIARISM-FREE PAPER HERE

DQ 5.2

Select a medication used in evidence-based treatment guidelines for the condition chosen in the first discussion question. Share the mechanism of action of this medication and hints for monitoring, side effects, and drug interactions of which one should be aware. Make sure that you select a different medication than your peers. Include the name of the medication in the subject line so that the medications can be followed. Include your references in APA style. cardiovascular and lymphatic system medical condition pathophysiology.

gastrointestinal or genitourinary systems conditions pathophysiology and medication

DQ 6.1

ORDER A PLAGIARISM-FREE PAPER HERE

Choose a medical condition from the gastrointestinal or genitourinary systems and explain the pathophysiology changes that may occur. What patient education would need to be included related to this disorder? Choose a medical condition different from that of your fellow students.

DQ 6.2

Select a medication used in evidence-based treatment guidelines for the condition chosen in the first discussion question gastrointestinal or genitourinary systems conditions pathophysiology and medication. Share the mechanism of action of this medication and hints for monitoring, side effects, and drug interactions of which one should be aware. Make sure that you select a different medication than your peers. Include the name of the medication in the subject line so that the medications can be followed. Include your references in APA style.

DQ 6.1

Choose a medical condition from the gastrointestinal or genitourinary systems and explain the pathophysiology changes that may occur. What patient education would need to be included related to this disorder? gastrointestinal or genitourinary systems conditions pathophysiology and medication Choose a medical condition different from that of your fellow students.

DQ 6.2

Select a medication used in evidence-based treatment guidelines for the condition chosen in the first discussion question. Share the mechanism of action of this medication and hints for monitoring, side effects, and drug interactions of which one should be aware. Make sure that you select a different medication than your peers gastrointestinal or genitourinary systems conditions pathophysiology and medication. Include the name of the medication in the subject line so that the medications can be followed. Include your references in APA style.

neurological, musculoskeletal, or integumentary system conditions pathophysiology

DQ 7.1

ORDER A PLAGIARISM-FREE PAPER HERE

Choose a medical condition from the neurological, musculoskeletal, or integumentary system and explain the pathophysiology changes that may occur. What patient education would need to be included related to this disorder? Choose a medical condition different from that of your fellow students.

DQ 7.2

Select a medication used in evidence-based treatment guidelines for the condition chosen in the first discussion question. Share the mechanism of action of this medication and hints for monitoring, side effects, and drug interactions of which one should be aware. Make sure that you select a different medication than your peers. Include the name of the medication in the subject line so that the medications can be followed. Include your references in APA style neurological, musculoskeletal, or integumentary system conditions pathophysiology.

endocrine system pathophysiology essay

DQ 8.1

Choose a medical condition from the endocrine system and explain the pathophysiology changes that may occur. What patient education would need to be included related to this disorder? Choose a medical condition different from that of your fellow students.

ORDER A PLAGIARISM-FREE PAPER HERE

DQ 8.2

Select a medication used in evidence-based treatment guidelines for the condition chosen in the first discussion question. Share the mechanism of action of this medication and hints for monitoring, side effects, and drug interactions of which one should be aware. Make sure that you select a different medication than your peers. Include the name of the medication in the subject line so that the medications can be followed. Include your references in APA style endocrine system pathophysiology essay.

pathophysiology and pharmacology nursing essays

DQ 5.1

Choose a medical condition from the cardiovascular system and lymphatic system and explain the pathophysiology changes that may occur. What patient education would need to be included related to this disorder? Choose a medical condition different from that of your fellow students.

ORDER A PLAGIARISM-FREE PAPER HERE

DQ 5.2

Select a medication used in evidence-based treatment guidelines for the condition chosen in the first discussion question. Share the mechanism of action of this medication and hints for monitoring, side effects, and drug interactions of which one should be aware. Make sure that you select a different medication than your peers. Include the name of the medication in the subject line so that the medications can be followed pathophysiology and pharmacology nursing essays. Include your references in APA style.

DQ 6.1

Choose a medical condition from the gastrointestinal or genitourinary systems and explain the pathophysiology changes that may occur. What patient education would need to be included related to this disorder? Choose a medical condition different from that of your fellow students. pathophysiology and pharmacology nursing essays.

DQ 6.2

Select a medication used in evidence-based treatment guidelines for the condition chosen in the first discussion question. Share the mechanism of action of this medication and hints for monitoring, side effects, and drug interactions of which one should be aware. Make sure that you select a different medication than your peers. Include the name of the medication in the subject line so that the medications can be followed. Include your references in APA style pathophysiology and pharmacology nursing essays.

DQ 7.1

Choose a medical condition from the neurological, musculoskeletal, or integumentary system and explain the pathophysiology changes that may occur. What patient education would need to be included related to this disorder? Choose a medical condition different from that of your fellow students.

DQ 7.2

Select a medication used in evidence-based treatment guidelines for the condition chosen in the first discussion question. Share the mechanism of action of this medication and hints for monitoring, side effects, and drug interactions of which one should be aware. Make sure that you select a different medication than your peers pathophysiology and pharmacology nursing essays. Include the name of the medication in the subject line so that the medications can be followed. Include your references in APA style.

DQ 8.1

Choose a medical condition from the endocrine system and explain the pathophysiology changes that may occur. What patient education would need to be included related to this disorder? Choose a medical condition different from that of your fellow students.

DQ 8.2

Select a medication used in evidence-based treatment guidelines for the condition chosen in the first discussion question. Share the mechanism of action of this medication and hints for monitoring, side effects, and drug interactions of which one should be aware. Make sure that you select a different medication than your peers. Include the name of the medication in the subject line so that the medications can be followed. Include your references in APA style pathophysiology and pharmacology nursing essays.

Create a 7-8 slide presentation with speaker notes about a selected disease process and drug class. The presentation should provide content specific information on the selected disease process and drug class for staff or students in a clinical environment.

Follow these steps:

1.Select a disease process and a drug class used to treat the disease process.

2.Describe pharmacokinetics and pharmacodynamics of the drug related to the pathophysiology of the disease process. pathophysiology and pharmacology nursing essays.

3.Describe the product, its intended use, side effects, adverse reactions, and safety issues.

4.Identify ethnic, cultural, and genetic differences in patients that may affect the safety or efficacy of medications.

5.How would you monitor the desired effect is achieved?

Be sure to include three to five references.

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 pathophysiology and pharmacology nursing essays.