Category: Nursing

Nursing 519: Advanced Pathophysiology for Clinical Decision Making

Introduction

Nursing 519: Advanced Pathophysiology for Clinical Decision Making
 is a course in a program of study leading to the Master of Nursing degree or the Post Master’s Diploma: Advanced Nursing Practice. NURS 519 is a prerequisite course for NURS 518, NURS 522, NURS 524, NURS 526 and NURS 528. NURS 519 can be taken as an elective course by other Master of Nursing or Master of Health Studies students and by non-program students. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

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NURS 519 provides students with an understanding of pathophysiology that will support clinical decision making about diagnosis and treatment of acute and chronic presentations commonly managed by nurse practitioners. The course is comprised of three sections. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.  In Part I: An Overview of Pathophysiological Variations, students review cellular biology and the cellular environment and the processes of inflammatory/infectious responses. Students then examine the cellular biology of cancer and cancerous metastases. In Part II: Pathophysiological Variations of Body Systems, students study the pathophysiology of alterations of each body system and apply what they have learned to clinical scenarios depicting client presentations that students are likely to encounter in their clinical placements and in their practices as entry-level nurse practitioners. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

NURS 519 is designed as an introduction to the use of pathophysiology to support clinical decision making. The content of NURS 519 is supported by other courses in the Advanced Nursing Practice program that teach management of common acute and chronic diseases of adult men and women, children, and older adults. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

Nursing 519: Advanced Pathophysiology for Clinical Decision Making Course Goals

After completing this course, students should be able to:

explain pathophysiological processes leading to clinical manifestations of common acute and chronic diseases;

apply their understanding of pathophysiological processes to support clinical decisions about the diagnosis of common acute and chronic diseases;

Nursing 519: Advanced Pathophysiology for Clinical Decision Making

recognize variations of pathophysiological processes in pediatric and geriatric clients; and

explain factors influencing the incidence and manifestation of diseases in populations.

Nursing 519: Advanced Pathophysiology for Clinical Decision Making Course Materials

NURS 519 comprises online and print-based course materials.

Nursing 519: Advanced Pathophysiology for Clinical Decision Making Online Materials

Introduction: Provides essential information about the course materials, the design of the course, and the procedures you should follow to complete the course successfully.

Schedule: Outlines the timing of course activities.

Units: There are 13 units in this course.

Nursing 519: Advanced Pathophysiology for Clinical Decision Making

Assessment: Outlines the assignments/evaluation procedures of the course.

Reference: Listing of required readings and web sites included in the units.

Nursing 519: Advanced Pathophysiology for Clinical Decision Making Print Materials

The textbooks listed below are used in this course.

McCance, K. & Huether, S. (2014). 
Pathophysiology: The biologic basis for disease in adults and children
 (7
th
 ed.). St.Louis: Elsevier Mosby.

Harold J. Bruyere (2009) 
100 Case Studies in Pathophysiology
. Login Bros. ISBN 978-0-7817-6145-1

Nursing 519: Advanced Pathophysiology for Clinical Decision Making Course Structure

In this course, you will access health-related websites worldwide. You will also participate in email and computer conferencing with other students. Students are expected to connect to an Internet Service Provider at their own expense. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

Technical Requirements

Computer System

In order to successfully complete this course, you must own or have ready access to certain computer hardware and software programs. For complete and up-to-date information on the minimum computer requirements required to complete the graduate nursing courses, visit the 
Centre for Nursing and Health Studies
 technical site.

Nursing 519: Advanced Pathophysiology for Clinical Decision Making Course Outline

NURS 519 consists of 13 units, divided into two sections:

Part I: An Overview of Pathophysiological Variations

Unit 1: Cells and Tissues

Unit 2: Mechanisms of Self Defense: Immunity and Infection

Unit 3: Cellular Proliferations: Cancer

Part II: Pathophysiological Variations of Body Systems

Unit 4: The Neurologic System

Unit 5: The Endocrine System

Unit 6: The Reproductive System

Unit 7: The Hematologic System

Unit 8: The Cardiovascular and Lymphatic Systems

Unit 9: The Pulmonary System

Unit 10: Renal and Urologic System

Unit 11: The Integumentary System

Unit 12: The Digestive System

Unit 13: The Musculoskeletal System

Nursing 519: Advanced Pathophysiology for Clinical Decision Making Assessment Structure

The assessment structure for 
NURS 519
 is based on the following course activities, with the percentage weighting of each activity as indicated. Your final grade for the course will be a composite mark based on your performance on these course activities. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

Short Case Conference

10%

Learning Objective Conference

20%

Exam 1

20%

Exam 2

25%

Exam 3

25%

Total

100%

In order to pass NURS 519, you must achieve a minimum mark of 65% on the short case conference, a minimum mark of 65% on the Learning Objective Conference and a combined mark of 70% on the exams. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

Short Case Conference Participation

Value: 10%

Beginning in Unit 3 two students will be assigned cases from Bruyere (2009). Each student will be expected to prepare a brief presentation which addresses assigned learning points. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

Learning Objective Conference

Value: 20%

For each unit students are expected to post a minimum of 2 individual posts. Feedback regarding conference participation will be ongoing. Quality of input (not quantity) is the goal. Feedback will focus on the student’s ability to provide organized and original contributions that reflect analysis and synthesis of the material presented

Exams Due Dates: Week 5 (Exam 1), Week 9 (Exam 2) and Week 13 (Exam 3)

Value: Exam 1 is worth 20%, exams 2 and 3 and worth 25% each

These are online exams consisting of multiple choice questions based on content from units 1 through 4 (Exam 1), 5 through 8 (Exam 2) and 9-13 (Exam 3). Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

The exams must be written during the specified time period. Students who do not write the exam during the specified time period will not be allowed to write the exam at a later date and will be awarded a mark of zero on the exam. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

Evidence-based practice guidelines and ethical considerations

You will explore evidence-based practice guidelines and ethical considerations for specific scenarios.

Scenario 1:

The parents of a 5-year-old boy have accompanied their son for his required physical examination before starting kindergarten. His parents are opposed to him receiving any vaccines. Evidence-based practice guidelines and ethical considerations.

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Scenario 2:

A 49-year-old woman with advanced stage cancer has been admitted to the emergency room with cardiac arrest. Her husband and one of her children accompanied the ambulance.

Scenario 3:

A 27-year-old man with Crohn’s disease has been admitted to the emergency room with an extreme flare-up of his condition. He explains that he has not been able to afford his medications for the last few months and is concerned about the costs he may incur for treatment. Evidence-based practice guidelines and ethical considerations.

Scenario 4:

A single mother has accompanied her two daughters, aged 15 and 13, to a women’s health clinic and has requested that the girls receive a pelvic examination and be put on birth control. The girls have consented to the exam but seem unsettled.

Scenario 5:

A 17-year-old boy has come in for a check-up after a head injury during a football game. He has indicated that he would like to be able to play in the next game, which is in 3 days.

Scenario 6:

A 12-year-old girl has come in for a routine check-up and has not yet received the HPV vaccine. Her family is very religious and believes that the vaccine would encourage premarital sexual activity. Evidence-based practice guidelines and ethical considerations.

Scenario 7:

A 57-year-old man who was diagnosed with motor neuron disease 2 years ago is experiencing a rapid decline in his condition. He prefers to be admitted to the in-patient unit at a hospice to receive end-of-life care, but his wife wants him to remain at home. Evidence-based practice guidelines and ethical considerations.

To prepare:

• Select one scenarios, and reflect on the material presented.

• What necessary information would need to be obtained about the patient through health assessments and diagnostic tests?

• Consider how you would respond as a nurse. Review evidence-based practice guidelines and ethical considerations applicable to the scenarios you selected. Evidence-based practice guidelines and ethical considerations.

To complete:

Write a detailed one-page narrative (not a formal paper) explaining the health assessment information required for a diagnosis of your selected patient (include the scenario number). Explain how you would respond to the scenario as a practice nurse using evidence-based practice guidelines and applying ethical considerations. Justify your response using at least 3 different references from current evidence based literature. Evidence-based practice guidelines and ethical considerations.

NSG 5003 – Advanced pathophysiology

Nephron

Functional unit of kidney, forms a filtrate of protein free plasma, regulates infiltrate, maintains body fluid volume, electrolyte composition, and pH.

Tubular reabsorbtion

retains substances that are needed by the body, movement of fluids and solutes from tubular lumen to peritubular capillary plasma. H2O, glucose, Na, K, and HCO3

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Tubular secretion

excretes chemicals not needed, transfer of substances from plasma of pertibular capillary to tubular lumen. H, urea, creatine, amino acids and some drugs. NSG 5003 – Advanced pathophysiology.

Juxtaglomerular apparatus

control of renal blood flow, glomerular filtration and renin secretion occur here.

Urea

End produce of protein metabolism

Glomerular Filtration

first step in urine production in which permeable substances from the blood are filtered at the endothelial capsular membrane and the filtrate enters the proximal convoluted tubule.

Glomerular Filtration

directly related to perfusion pressure in glomerular capillaries, provides best estimate of functioning renal tissue. NSG 5003 – Advanced pathophysiology.

Glomerulonephritis

inflammation of the glomerulus, clinical manifestations include gross hematuria with casts, proteinuria, edema, HTN

Pylelonephritis

kidney infection, infection of the ureter, renal pelvis or renal parenchyma. Clinical manifestations include flank pain, fever, chills, costovertebral tenderness, purelent urine. Associated with severe strep infections, WBC, bacteria, WBC casts present in urine, and flank pain. Most commonly caused by E. Coli infections and strep infections in peds.

Cystitis

inflammation of the bladder. Clinical manifestations include frequency, dysuria, urgency, lower abdominal or suprapubic pain. WBC’s and bacteria present in urine. NSG 5003 – Advanced pathophysiology.

Enuresis Essay

ENURESIS

• How the disorder is diagnosed

How Enuresis is diagnosed

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Please use the following references.

Thanks

1

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

• “Elimination Disorders” Page 355.

2

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. Enuresis Essay.

• Chapter 31, “Child Psychiatry” (pp. 1215)

3

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4251068/

Avicenna J Med. 2014 Oct-Dec; 4(4): 77–86.

doi: 10.4103/2231-0770.140641

PMCID: PMC4251068

PMID: 25506580

Nocturnal enuresis: A topic review and institution experience

John Michael DiBianco, Chad Morley,1 and Osama Al-Omar1

Author information ► Copyright and License information ► Disclaimer

 

Enuresis is the medical term used to describe the involuntary discharge of urine

beyond the age when a child is old enough to be able to control urination (usually

considered to be six years of age for nighttime control), or more commonly, bedwetting.

There are several types of enuresis: diurnal enuresis is wetting that occurs during waking

hours, primary nocturnal enuresis is a lack of the achievement of total bladder control

during sleep, and secondary nocturnal enuresis is loss of bladder control that happens

after a child (or adult) has been dry a night for a long period of time (usually three to six

months). The facts, causes, and treatments of this disorder can help bring a greater

awareness and understanding of enuresis. Enuresis Essay.

Nocturnal enuresis is a common problem. It is estimated that there are five to

seven million children in the United States who have NE. Many children have no lasting

problems from bed-wetting, however, some children who wet the bed can develop

psychological problems, including low self-esteem. This disorder also affects family

members through anger and frustration because of the condition. Enuresis Essay.

One important reminder to parents with children who suffer from this condition is

that bed-wetting should not be thought of as a behavioral problem. There is no medical

proof to show that children wet the bed to spite their parents. Also, most children will

outgrow bed-wetting eventually. As parents, the best way to help your child is to be

understanding and remember that punishing or making fun of a child who wets the bed

can only make the situation worse….. Enuresis Essay.

Bedwetting, or what most scientist call nocturnal enuresis, refers to the unintentional passage of urine during sleep. Enuresis is the medical term for bed wetting, whether dressed during the day or in bed at night. Another name for enuresis is urinary incontinence. For infants and young children, urination is unconsciously done . Wetting the bed is very normal for them. Most children gain some degree of bladder control by 4 years of age. Daytime control is usually gained first while nighttime control comes later.

Most people are very uneducated on how Enuresis is effective on our personality. Enuresis is a bed wetting disorder; a lot of people are not sure on why they have this urine problem. To my surprise they have a description on this disorder, however I never heard of it. But it seems so common within our community. It’s a voluntary and involuntary release of urine. Completely unaware of why their body can’t notice recognition when it has to urinate. So they make mistakes in their bed, clothes, or just outside when it is not time to do so. A lot of people suffers from Alzheimer’s disease in the latest stage has been known to suffer with this problem as well, or other forms of dementia. To best way to describe Enuresis is, you mainly urine on yourself at night time it is called nocturnal. But if it occurs all the time during the daytime hours it’s called diurnal. This disorder affects young kids; and they don’t know why they are urinating on themselves… Enuresis Essay.

A cross sectional study was conducted on prevalence and risk factors of mono symptomatic nocturnal enuresis in school children of Ankara. Among 15150 children, 9% children had mono symptomatic nocturnal enuresis.it was found that Frequency was higher in boys than girls. Analysis revealed that gender, toilet training methods , problems of sleep, school performance, and approach of the family members to such children are significant factors. Age, male gender, experience of toilet training with threatening methods, deep sleep, sleep walking,and introverted and shy behavior were significantly increased the risk of nocturnal enuresis (Secil Ozkan, et al., 2010).Enuresis Essay.

An epidemiological cross sectional study was conducted to determine the prevalence of nocturnal enuresis in children 5-14 years in Sudan, 218 children were involved in the study and out of that 33.5% children were found to have nocturnal enuresis. Frequency was high among girls than boys and the prevalence of bedwetting decrease as the age of the child increased from 13.3% at 5-7 years of age to 2-3% at 12-14 years ( Magdi, A. H., 2010)……Enuresis Essay.

Narcolepsy Sleep/ Wake Disorder

1 .Explain the diagnostic criteria for your assigned sleep/wake disorder. (NARCOLEPSY)

2. Explain the evidenced-based psychotherapy and psychopharmacologic treatment for your assigned Narcolepsy Sleep/ Wake Disorder

3 .Describe at what point you would refer the client to their primary care physician for an additional referral to a neurologist, pulmonologist, or physician specializing in sleep disorders and explain why. ( NARCOLEPSY)

4 .Support your rationale with references to the Learning Resources or other academic resource. Narcolepsy Sleep/ Wake Disorder.

Mr. P is a 76-year-old male with cardiomyopathy and congestive heart failure

In a short essay (500-750 words), answer the Question at the end of Case Study 2. Cite references to support your positions.

Case Study 2

Mr. P is a 76-year-old male with cardiomyopathy and congestive heart failure who has been hospitalized frequently to treat CHF symptoms. He has difficulty maintaining diet restrictions and managing his polypharmacy. He has 4+ pitting edema, moist crackles throughout lung fields, and labored breathing. He has no family other than his wife, who verbalizes sadness over his declining health and over her inability to get out of the house. She is overwhelmed with the stack of medical bills, as Mr. P always took care of the financial issues. Mr. P is despondent and asks why God has not taken him.

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Question

Considering Mr. P’s condition and circumstance, write an essay of 500-750 words that includes the following:

• Describe your approach to care.

• Recommend a treatment plan.

• Describe a method for providing both the patient and family with education and explain your rationale.

• Provide a teaching plan (avoid using terminology that the patient and family may not understand). Mr. P is a 76-year-old male with cardiomyopathy and congestive heart failure.

NSG 6999

State your PICOT question
.
 
Indicate in parentheses after each segment, what part of PICOT 
the preceding words represen
t
.
 
For example: In patients recently discharged from the 
hospital following care for heart failure (P), do hand-off calls by the nurse to the primary 
care provider using the SBAR format (situation, background, assessment, recommendation)
(I) compared to no calls (C) decrease readmission rates (O) over a one year period (T
)
.
 
Discuss which process model resonates with you and will help keep you focused during the
projec
t
.
 
Process models included in your text (Melnyk & Fineout-Overholt, 2011) are:
Clinical scholar model 
Stetler model of evidence-based practice 
Iowa model of evidence-based practice to promote quality care 
Model for evidence-based practice change by Rosswurm and Larrabee 
Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) Model
Provide feedback to your classmates that focuses on:
The use of correct PICOT format for the question to guide the literature search
.
 
Does the question reflect a clinical research question or one appropriate for an evidence-
based practice project?

Week 3 – NSG 6999 Assignment 1 Discussion

 
In this discussion, you will share your search strategies that you have employed to find
evidence for your study
.
For this discussion:
State your PICOT question
.
 
Did using the terms used in this question lead you to useful
research studies?
What MESH terms have you tried? Did they help you find additional studies? Are you finding
MESH terms useful to expand or delimit your search?
Are you finding relevant articles? If not, how did you modify your search to increase
productivity?
Indicate which databases you used

—

those you found useful and those that were no
t
.
 
What levels of evidence do the studies you are finding represent?
Post any questions or concerns you may have and provide feedback and recommendations
to your classmate
s
.
Working together and sharing search strategies is very helpfu
l
.
 
Use the Search Tracker to keep track of search term
s
.
 
Using the appropriate Rapid Clinical Appraisal (RCA) Tools, appraise one or two articles and
add the information to your Evaluation Table to receive feedback from faculty
.
 
At this
 juncture, your ta
ble is a work in progress
.
 
You will complete it in Week 4
.
 
The RCA Tools
and Evaluation Table in Word for you to complete can be found in the Week 3 Overview
section
.
 

Week 4 – NSG 6999 Assignment 1 Discussion

 
Discuss your experience completing the rapid critical appraisal proces
s
.
 

Was it really “rapid” or was it more of a laborious process?

 

iii

 

Did reading the abstract help you make quick decisions about including or excluding the
study?
What worked best for you in terms of the approach you decided to use to complete the

appraisal and Evaluation Table? What didn’t work?

 
Post any questions or concerns you may have and provide feedback and recommendations
to your classmate
s
.
Working together and sharing search strategies is very helpfu
l
.
 

Week 5 – Assignment 1 Discussion

 
This week the discussion focuses on creating a Synthesis Table(s) as a means to summarize
and organize the body of evidence from the Evaluation Table
.
 
The Synthesis tables will be
included in your formal proposal in the Appendix
.
 
In the body of the paper, you will describe 
the “keeper” studies in narrative forma
t

.
 
For this NSG 6999 discussion, include the following:
Share your approach to synthesizing the evidence
.
 
What were the variables of interest you
identified?
Learning to write in a scholarly fashion requires that you are able to succinctly summarize
an article in a sentence or two and cite it appropriately using APA forma
t
.
 
In this discussion,
practice summarizing 2 articles you have identified from the Synthesis Table as pertinent to
your proposa
l
.
 
Include the level of evidence, study design, and evidence of rigor
.
 
Use
appropriate APA citation in text and references
.
 
Incorporate feedback from peers and faculty
in your Dropbox assignment for this week
.
 
In addition to research studies, patient preference and clinical expertise should also be
considered
.
 
Discuss how you will incorporate these important perspectives into your project
proposa
l
.
 

Week 6 – NSG 6999 Assignment 1 Discussion

 

For this week’s NSG 6999 discussion, please address the following:

 
Briefly describe the clinical issue or problem for your project, the setting, and population of
interest to orient classmates and faculty
Write your clinical question
Describe the intervention you plan to test
What type of study will you conduct? Will it be experimental? Quasi-experimental? Provide a
rationale for your answe
r
.
 
Provide feedback on the clinical questions of your colleagues

Week 7 – NSG 6999 Assignment 1 Discussion

 
This discussion will focus on the measurement tools you will use to evaluate change from 
the intervention
.
 
The purpose of this discussion is to fine-tune your thinking about 
evaluation by receiving feedback from colleagues and faculty
.
 
Include in your discussion:
Write a brief description of your project that starts by stating your clinical question and 
succinctly explaining your planned intervention in order to orient everyone
.
 
Will you need to develop your own evaluation tools or are valid and reliable tools available? NSG 6999.

Pediatric/Adolescent Obesity Picot Essay

Write concisely in detail.

Provide background information for the study including the objective of the proposed research, purpose, research question, hypothesis and other information deemed relevant.

• Provide background information on Childhood obesity. Pediatric/Adolescent Obesity Picot Essay.

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• Please number the objective of the proposed research (at least 4-5 objectives)

• Purpose of the project

• Research question

Describe the research design of the study (i.e., state whether the study is correlational, experimental, etc. and define the variables).

• The tools to use in research of CHILDHOOD OBESITY (6-18)

• State references backing the tools

• What is going to be measured. Pediatric/Adolescent Obesity Picot Essay.

• what will happen in the intervention.

• Will parents be part of the educational intervention?

PICOT QUESTION

• P – Population/ Patient = Obese or overweight child or adolescent who attended a primary care pediatric setting- 6-18-year-old.

• I – Intervention/ Indicator = Implementation of a multidisciplinary pediatric obesity program.

• C – Comparator/control = no pediatric obesity program

• O – Outcome = 5 % decrease in Body Mass Index (BMI) and reduction in childhood obesity.

• T – Time = over a period of 6 months. Pediatric/Adolescent Obesity Picot Essay

CHF PICOT Essay

Ø Create an overview of the PROJECT (Please be detailed)

Instruments; What instruments will you use? What evidence or research exists for the instruments? Have they been determined to be valid or reliable? If so, for what groups? If you are using an instrument or tool that has not been well studied, ensure that you provide evidence to justify its use in your project. CHF PICOT Essay.

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• Data collection methods: Are there any other points of data that you will be collecting that have not previously been mentioned? The emphasis in this section should be on fully describing specifically what data you will be using in your study. Part of the purpose of doing this is to detect flaws in the plan before they become problems in the project. CHF PICOT Essay.

• Data analysis plan. Data Analysis Plan: How will you analyze your data? This section should explain in some detail how you will manipulate the data that you assembled to get at the information that you will use to answer your question. When describing statistical tests, ensure that you have specified the appropriate information, such as the significance level and type of confidence interval (one- or two sided). CHF PICOT Essay.

Ø Describe what meaning the output of any statistical tests will help answer and how it relates to your PICOT/clinical problem.

Ø Please Create a substantive paper to develop a solid plan for the project that incorporates deliverable implementation.

PICOT question

PICOT QUESTION: In African American males with CHF, what are the tools needed for the effective management of this condition in the primary care clinics to help improve the overall outcome among?

P= Pt population: African American males with CHF

I= Interventions: Management of CHF among African American males in the US through effective educational and monitoring and evaluation tools in the primary care clinics, CHF PICOT Essay.

C= Comparison: As compared to noneducational and monitoring tools in the management of CHF among African American males in the US in the primary care cl

O Outcome: Decrease in the frequency of adverse events and an improved overall outcome among this population of patients with CHF.

T= Time: Over one-year period. CHF PICOT Essay.

Management of Congestive Heart Failure in African American Males in the Primary Care Clinics Essay

Overview of Project Topic :Management of African American males with CHF in the primary care clinics

PLEASE USE HEADINGS TO ADDRESS EACH

Ø Create an overview of the PROJECT (Please be detailed)

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Ø Approach/design (This section should make clear to the reader the manner in which you intend to approach the clinical question and the techniques and logic that you will use to address it).

Ø Methods- What will you do? – This section should be clear, direct, and to the point, while including all information. Ensure that your methods describe a clear and feasible time frame. When others replicate your work, it allows for verification of your findings, an opportunity for improved quality, safety, or finances in another setting, or the potential for collaboration with colleagues who share your same interests. To make results verifiable, you need to give a complete and accurate description of the techniques that will be used for the project. Management of Congestive Heart Failure in African American Males in the Primary Care Clinics Essay

Ø Site (Primary care clinic) This section should include a description of key information related to the primary care setting

Ø Participant information (40-80-year old’s) This section should include a description of key information and key variables that describe any participants (often called the sample) included in the project. Management of Congestive Heart Failure in African American Males in the Primary Care Clinics Essay.

Ø Describe what meaning the output of any statistical tests will help answer and how it relates to your PICOT/clinical problem.

Ø Please Create a substantive paper to develop a solid plan for the project that incorporates deliverable implementation. Management of Congestive Heart Failure in African American Males in the Primary Care Clinics Essay.

PICOT question

PICOT QUESTION: In African American males with CHF, what are the tools needed for the effective management of this condition in the primary care clinics to help improve the overall outcome among? Management of Congestive Heart Failure in African American Males in the Primary Care Clinics Essay.

P= Pt population: African American males with CHF

I= Interventions: Management of CHF among African American males in the US through effective educational and monitoring and evaluation tools in the primary care clinics,

C= Comparison: As compared to noneducational and monitoring tools in the management of CHF among African American males in the US in the primary care cl

O = Outcome: Decrease in the frequency of adverse events and an improved overall outcome among this population of patients with CHF.

T= Time: Over one-year period. Management of Congestive Heart Failure in African American Males in the Primary Care Clinics Essay.