Category: Nursing

  • Learning and Motor Disorders in Childhood

    Week 7: Learning and Motor Disorders in Childhood

    “I had a substitute teacher today, so it was not a good day. She thought I was goofing off, but I could not help myself. As much as I tried to hold back, knowing she would freak out, I felt like a volcano. I erupted with a sound, kinda like a bullfrog that lasted for almost 10 minutes. She kept telling me to quiet down, but I could not help myself. Then the physical stretching and flexing of my neck started. She was really mad. Finally, my friend told her about me. It was embarrassing.”

    Samuel, age 9

    Learning disorders represent a diagnostic challenge in that many of the features of learning disorders overlap with ADHD. Appropriate diagnosis is essential to proper treatment. Motor disorders can be a source of considerable distress for both the child and their parents. Appropriate diagnosis is required in order to initiate the most appropriate treatment to minimize the impact of these conditions on the child. Learning and Motor Disorders in Childhood.

    This week, you work with your group again to develop a Parent Guide for an assigned learning or motor disorder. For your practicum, you examine the practice of voluntary and involuntary commitment of children and adolescents with mental health disorders.

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    Learning and Motor Disorders in Childhood Learning Resources

    Note:
     To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
    Course Materials
     section of your Syllabus.

    Learning and Motor Disorders in Childhood Required Readings

    American Nurses Association. (2014).
    Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.)
    . Washington, DC: Author.

    Standard 9 “Evidence-Based Practice and Research” (pages 71-72)

    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 4, “Theories of Personality and Psychopathology” (pp. 151–191)

    Chapter 31, “Child Psychiatry” (pp. 1181–1205)

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

    “Neurodevelopmental Disorders”

    “Specific Learning Disorder”

    “Motor Disorders”

    Note:
    You will access this book from the Walden Library databases.

    Murphy, T. K., Lewin, A. B., Storch, E. A., Stock, S. (2013). Practice parameter for the assessment and treatment of children and adolescents with tic disorders.
    Journal of the American Academy of Child & Adolescent Psychiatry
    ,
    52
    (12), 1341–1359. Retrieved from http://www.jaacap.com/article/S0890-8567(13)00695-3/pdf

    McGarvey, E. L., Leon-Verdin, M., Wancheck, T. N., & Bonnie, R. J. (2013). Decisions to initiate involuntary commitment: The role of intensive community services and other factors.
    Psychiatric Services
    ,
    64
    (2), 120–126.

    Note:
    You will access this article from the Walden Library databases. Learning and Motor Disorders in Childhood.

    Kaltiala-Heino, R. (2010). Involuntary commitment and detainment in adolescent psychiatric inpatient care.
    Social Psychiatry and Psychiatric Epidemiology
    ,
    45
    (8),785–793. doi:10.1007/s00127-009-0116-3

    Note:
    You will access this article from the Walden Library databases.

    Lindsey, M. A., Joe, S., Muroff, J., & Ford, B. E. (2010). Social and clinical factors associated with psychiatric emergency service use and civil commitment among African-American youth.
    General Hospital Psychiatry
    ,
    32
    (3)
    ,
    300–309. doi:10.1016/j.genhosppsych.2010.01.007

    Note:
    You will access this article from the Walden Library databases.

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

     

    Note:
    All Stahl resources can be accessed through the Walden Library using the link. This link will take you to a login page for the Walden Library. Once you log in to the library, the Stahl website will appear. Learning and Motor Disorders in Childhood.

     

    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:

    Tourette syndrome

    Pervasive developmental disorders

    clonidine

    haloperidol

    pimozide

    guanfacine

    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.” Learning and Motor Disorders in Childhood.

    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 47, “Children With Specific Sensory Impairments” (pp. 612–622)

    Learning and Motor Disorders in Childhood Discussion: Parent Guide

    Learning disorders and motor disorders can be difficult for parents to understand. They often have many questions that go unanswered and can create considerable misunderstanding. This misunderstanding can damage the child/parent relationship. The PMHNP can answer questions and provide guidance for the family in order to help reduce the uncertainty of the disorders.

    For the Discussion, you will work with your group again to develop a Parent Guide for your assigned disorder.

    Learning and Motor Disorders in Childhood Learning Objectives

    Students will:

    Analyze signs and symptoms of learning and motor disorders in childhood

    Analyze pathophysiology of learning and motor disorders in childhood

    Analyze diagnosis and treatment methods for learning and motor disorders in childhood

    Evaluate Parent Guides

    To Prepare for this Discussion:

    Your Instructor will assign you to a group and a disorder by Day 1 of Week 2.

    Review the resources concerning your assigned disorder.

    Use your group’s Discussion Board to design and develop the Parent Guide before posting to the group wiki. For further guidance, refer to the 
    Accessing Group Discussions
     instructions below. Learning and Motor Disorders in Childhood.

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

    Signs and symptoms

    Pathophysiology

    How the disorder is diagnosed

    Treatment options

    Provide a minimum of three academic references.

    By Day 5

    One designated group member
     should post the completed Parent Guide to the Discussion.

    By Day 7

    Respond
     to at least 
    two
     other groups’ wikis by providing at least two contributions for improving or including in their Parent Guide and at least two things that you like about their guide. Learning and Motor Disorders in Childhood.

    Submission and Grading Information

    Accessing Group Discussions and Wikis

    To access your group’s discussion
    , click on the 
    Parent Guide Groups
     link. Once you have clicked on the link, select your assigned team (e.g., Team A, Team B, Team C, etc.) to access your team’s home page. Select 
    Group Discussion Board
     under the Group Tools menu to work on your participate in your group’s discussion.

    To access your group’s wiki
    , click on the 
    Parent Guide Groups
     link. Once you have clicked on the link, select your assigned team (e.g., Team A, Team B, Team C, etc.) to access your team’s home page.

    Creating a Wiki Page

    Create the first wiki topic page by entering the group’s wiki area and selecting 
    Create Wiki Page
    . Use the group’s assigned disorder as the name of your wiki. Then add your Parent Guide in the Content text box. You can use the editor functions to format the text and include files, images, web links, multimedia, and mashups. Select 
    Submit
     when you have completed the wiki page. Learning and Motor Disorders in Childhood.

    Grading Criteria

    To access your rubric:

    Week 7 Parent Guide Discussion Rubric

    To access your group discussion / wiki:

    Parent Guide Groups

    Post to Discussion by Day 5 and Respond by Day 7

    To participate in this Discussion:

    Parent Guide Groups – Week 7

    Assignment 1: Practicum Journal: Voluntary and Involuntary Commitment

    PMHNPs may find themselves working in a wide variety of settings—each having their own unique challenges and inherent legal issues. For instance, what do you do in your state of practice when you are providing a therapy/treatment session and a client reports active suicidal ideation? What do you do if you are covering inpatient psychiatric consults and are called to see a patient in the ICU who overdosed on prescription medication requiring intubation? What do you do if you are a PMHNP on an inpatient unit and a client who admitted themselves on a voluntary basis suddenly states that they have decided to sign themselves out of the hospital so that they can go home to kill themselves? These are just some of the legal questions that PMHNPs must know the answers to specific to their state of licensure/practice. Learning and Motor Disorders in Childhood.

    In this Assignment, you investigate your state’s laws concerning voluntary and involuntary commitment. You also analyze a case to determine if the client is eligible for involuntary commitment.

    Scenario for Week 7 Case:

    You are a PMHNP working in a large intercity hospital. You receive a call from the answering service informing you that a “stat” consult has been ordered by one of the hospitalists in the ICU. Upon arriving in the ICU, you learn that your consult is a 14 year old male who overdosed on approximately 50 Benadryl (diphenhydramine hydrochloride) tablets in an apparent suicide attempt. At the scene, a suicide note was found indicating that he wanted to die because his girlfriend’s parents felt that their daughter was too young to be “dating.” The client stated in the suicide note that he could not “live without her” and decided to take his own life. Although he has been medically stabilized and admitted to the ICU, he has been refusing to talk with the doctors or nurses. The hospital staff was finally able to get in touch with the clients parents (using contact information retrieved from the 14 year old’s cell phone). Unbeknown to the hospital staff, the parents are divorced, and both showed up at the hospital at approximately the same time, each offering their own perspectives on what ought to be done. The client’s father is demanding that the client be hospitalized because of the suicide, but his mother points out that he does not have “physical custody” of the child. Learning and Motor Disorders in Childhood. The client’s mother demands that the client be discharged to home with her stating that her son’s actions were nothing more than a “stunt” and “an attempt at manipulating the situation that he didn’t like.” The client’s mother then becomes “nasty” and informs you that she works as a member of the clerical staff for the state board of nursing, and if you fail to discharge her child “right now” she will make you “sorry.” How would you proceed?

    Learning and Motor Disorders in Childhood Learning Objectives

    Students will:

    Evaluate clients for voluntary commitment

    Evaluate clients for involuntary commitment based on state laws

    Recommend actions for supporting parents of clients not eligible for involuntary commitment

    Recommend actions for treating clients not eligible for involuntary commitment

    To Prepare for this Practicum:

    Review the Learning Resources concerning voluntary and involuntary commitment.

    Read the Week 7 Scenario in your Learning Resources.

    Research your state’s laws concerning voluntary and involuntary commitment.

    The Assignment (2–3 pages):

    Based on the scenario, would you recommend that the client be voluntarily committed? Why or why not?

    Based on the laws in your state, would the client be eligible for involuntary commitment? Explain why or why not.

    Did understanding the state laws confirm or challenge your initial recommendation regarding involuntarily committing the client? Explain. Learning and Motor Disorders in Childhood.

    If the client were not eligible for involuntary commitment, explain what actions you may be able to take to support the parents for or against voluntary commitment.

    If the client were not eligible for involuntary commitment, explain what initial actions you may be able to take to begin treating the client.

    By Day 7

    Submit 
    your Learning and Motor Disorders in Childhood Assignment.

    Submission and Grading Information

    To submit your completed Assignment for review and grading, do the following:

    Please save your Assignment using the naming convention “WK7Assgn1+last name+first initial.(extension)” as the name.

    Click the 
    Week 7 Assignment 1 Rubric 
    to review the Grading Criteria for the Assignment.

    Click the 
    Week 7 Assignment 1 
    link. You will also be able to “View Rubric” for grading criteria from this area.

    Next, from the Attach File area, click on the 
    Browse My Computer
     button. Find the document you saved as “WK7Assgn1+last name+first initial.(extension)” and click 
    Open
    .

    If applicable: From the Plagiarism Tools area, click the checkbox for 
    I agree to submit my paper(s) to the Global Reference Database
    .

    Click on the 
    Submit
     button to complete your Learning and Motor Disorders in Childhood submission.

    Grading Criteria

    To access your rubric:

    Week 7 Assignment 1 Rubric

    Check Your Assignment Draft for Authenticity

    To check your Assignment draft for authenticity:

    Submit your Week 7 Assignment 1 draft and review the originality report.

    Submit Your Assignment by Day 7

    To submit your Learning and Motor Disorders in Childhood Assignment:

    Week 7 Assignment 1

    Assignment 2: Practicum: Week 5 Decision Tree

    By Day 7

    Submit 
    your Assignment. Refer to Week 5 for additional guidance.

    Submission and Grading Information

    To submit your completed Assignment for review and grading, do the following:

    Please save your Assignment using the naming convention “WK7Assgn2+last name+first initial.(extension)” as the name.

    Click the 
    Week 7 Assignment 2 Rubric 
    to review the Grading Criteria for the Assignment.

    Click the 
    Week 7 Assignment 2 
    link. You will also be able to “View Rubric” for grading criteria from this area.

    Next, from the Attach File area, click on the 
    Browse My Computer
     button. Find the document you saved as “WK7Assgn2+last name+first initial.(extension)” and click 
    Open
    .

    If applicable: From the Plagiarism Tools area, click the checkbox for 
    I agree to submit my paper(s) to the Global Reference Database
    .

    Click on the 
    Submit
     button to complete your Learning and Motor Disorders in Childhood submission.

    Grading Criteria

    To access your rubric:

    Week 7 Learning and Motor Disorders in Childhood Assignment 2 Rubric

    Check Your Assignment Draft for Authenticity

    To check your Assignment draft for authenticity:

    Submit your Week 7 Assignment 2 draft and review the originality report.

    Submit Your Assignment by Day 7

    To submit your Assignment:

    Week 7 Assignment 2

    Assignment 3: Board Vitals

    This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.

    These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. Learning and Motor Disorders in Childhood.

    You can access Board Vitals through the link sent to you in email or by following the link below:

    https://www.boardvitals.com/

    By Day 7

    Complete the Board Vitals questions.

    Practicum Reminder

    Time Logs

    You are required to keep a log of the time you spend related to your practicum experience 
    and enter every patient you see each day
    . You can access your time log from the Welcome Page in your Meditrek account. You track time individually for each patient you work with. Please make sure to continuously input your hours throughout the term. Learning and Motor Disorders in Childhood.

    Making Connections

    This week, you worked with your group to develop a Parent Guide for an assigned learning or motor disorder. For your practicum, you examined the practice of voluntary and involuntary commitment of children and adolescents with mental health disorders.

    Next week, you will debate the theory that bipolar depression can or cannot be diagnosed in children and adolescents. Learning and Motor Disorders in Childhood.

  • NBHS 1304 PATHOPHYSIOLOGY ESSAY ASSIGNMENT- OPEN UNIVERSITY MALAYSIA

    NBHS 1304 PATHOPHYSIOLOGY ESSAY ASSIGNMENT- OPEN UNIVERSITY MALAYSIA

    PENYERAHAN DAN PENILAIAN TUGASAN

    ASSIGNMENT SUBMISSION AND ASSESSMENT

    _________________________________________________________________________

    NBHS1304

    PATHOPHYSIOLOGY

    JANUARY 2019

    _________________________________________________________________________

     

    ARAHAN KEPADA PELAJAR
    /
    INSTRUCTIONS TO STUDENTS

     

    Tugasan ini mengandungi
    SATU
    soalan sahaja yang disediakan dalam Bahasa Melayu dan Bahasa Inggeris
    / This assignment contains only
    ONE
    question that is set in both Malay and English.

     

    Jawab dalam  Bahasa Melayu
    atau
    Bahasa Inggeris
    .  /  Answer in Malay
    or
    English.

     

    Andadikehendakimenyerahkantugasandalam format MsWordmelainkandinyatakansebaliknya. Andatidakdibenarkanuntukmenukarteks/frasatugasantersebutkepadaformatgrafikseperti.jpeg / .gif / print screen / dan lain-lain format berkaitan.
    /
    Learners are to submit assignment only in MsWord format unless specified otherwise.
    Please refrain from converting text/phrases into picture format such as .gif/ .jpeg/print screen / etc. 
    NBHS 1304 Pathophysiology Essay Assignment- Open University Malaysia.

     
    ORDER A PLAGIARISM-FREE PAPER HERE

    Muat turunkan
    templat
    tugasan versi bahasa yang berkenaan daripada myINSPIRE untuk penyediaan dan penyerahan tugasan anda
    .
    Tugasan anda hendaklah ditaip dengan menggunakan saiz fon 12
    Times New Roman
    dan langkau baris 1.5. /
    Download the language version of the
    assignment template
    concerned from the myINSPIRE for preparation and submission of your assignment. Your assignment should be typed using 12-point Times New Roman font and 1.5 line spacing.

     

    Tugasan anda hendaklah mengandungi
    2500 hingga 3000
    patah perkataan
    tidak
    termasuk rujukan. Bilangan perkataan hendaklah ditunjukkan di hujung tugasan anda.
    Jangan
    menyalinsoalan dan arahan tugasan dalam jawapan anda. Pemeriksa tidak akan membaca jawapan tugasan yang melebihi had patah perkataan yang dibenarkan. Jumlah perkataan hendaklah dinyatakan di penghujung tugasan anda
    .
    /
    Your assignment should be between
    2500 to 3000 words excluding
    references.
    Do not
    copy the assignment question and instructions to your answer
    . Only assignment answer developed within the approximate word limit will be assessed.
    The number of words should be shown at the end of your assignment
    . 
    NBHS 1304 Pathophysiology Essay Assignment- Open University Malaysia.

     

    Anda dikehendaki menghantar tugasan SECARA
    ONLINE
    melalui myINSPIRE. Sila rujuk kepada portal untuk arahan mengenai prosedur menghantar tugasan anda secara online
    .
    Anda dinasihatkan menyimpan senaskah tugasan yang diserahkan untuk rujukan sendiri.
    /
    You must submit your assignment
    ONLINE
    via the myINSPIRE.
    Refer to the portal for instructions on the procedures to submit your assignment online. You are advised to keep a copy of your submitted assignment for personal reference.

     

    Anda hanya boleh menghantar tugasan
    SEKALI
    sahaja dalam
    SATU
    fail. /
    You can submit your assignment
    ONCE
    only in a
    SINGLE
    file.

     

    Tugasan anda hendaklah diserahkan antara 
    4
    hb
    hingga 
    17
    hb
     Mac 2019
    . Serahan 
    selepas 17
    hb
     Mac 2019 TIDAK 
    akan diterima. /
     Your assignment must be submitted between 
    4
    th 
    until 
    17
    th 
    March 2019
    .
     Submission 
    after 
    17
    th 
    March 2019 
    will 
    NOT
     be accepted
    .

     

    Tugasan hendaklah disiapkan secara individu. Anda dilarang meniru tugasan orang lain. Anda juga dilarang sama sekali memplagiat kerja orang lain sebagai kerja sendiri
    . /

           
    Your NBHS 1304 Pathophysiology Essay Assignment- Open University Malaysia should be prepared individually. You should not copy another person’s assignment. You should also not plagiarise another person’s work as your own. NBHS 1304 Pathophysiology Essay Assignment- Open University Malaysia.

     

    Silaambilmaklumtentang PENALTI yang akandikenakankeataspenghantaranlewattugasanseperti yang tertera di pekelilingpejabatPendaftar 6/2012 (Rujuk
    Registrar’s Announcement
     di myVLE). 
    /
     Please take note that 
    PENALTY will be imposed on late submission of assignment as specified in the Registrar’s Office circular 6/2012
     
    (Refer to Registrar’s Announcement in myVLE).

     

    Anda perlu memastikan RESIT yang dikeluarkan bagi penghantaran tugasan disimpan sebagai bukti penghantaran. Kegagalan mengemukakan resit dalam sebarang isu yang timbul berkaitan penghantaran tugasan akan mengakibatkan tugasan dianggap TIDAK dihantar
    /
    Please ensure that you keep the RECEIPT issued upon submisson of your assignment as proof of submission. Your assignment is considered as NOT submitted if you fail to produce the submission receipt in any dispute arises concerning assignment submission.

     

    PENILAIAN /
    EVALUATION

    Tugasan ini menyumbang sehingga 50% daripada jumlah markah kursus berkenaan danakan dinilai berdasarkan kepada Rubrik yang dilampirkan. /
    This assignment accounts for
    50%
    of the total marks for the course and shall be assessed based on the Rubrics attached. NBHS 1304 Pathophysiology Essay Assignment- Open University Malaysia.

     

    Anda akan diberikan maklum balas tentang tugasan ini sebelum Peperiksaan Akhir Semester bermula.
    / You would be given feedback on the assignment before the Final Semester Examination commences.

     

    PLAGIARISME: POTONGAN MARKAH /
    PLAGIARISM: MARKS DEDUCTION

     

    Amaran:
    Tugasan yang diserahkan, secara automatik, akan disemak untuk menentukan kadar pertindihan. Jika plagiarism dikesan, markah akan dipotong seperti berikut:  / Warning
    :
    The submitted
    assignment will automatically undergo a similarity check. If plagiarism is detected, marks would be deducted as follows:

     

    No.

    % Kumpulan Pertindihan(
    Similarity Group
    )

    % PotonganMarkah(
    Marks Deduction
    )

    1

    0 – 30

    0

    2

    30.01 – 50

    5

    3

    50.01 – 70

    10

    4

     70.01 – 100

    100

     

    Tugasan yang dikenalpasti mempunyai pertindihan tugasan bagi mana-mana kumpulan pertindihan di atas tidak dibenarkan untuk rayuan. Bagi pelajar dalam kategori pertindihan tugasan kumpulan 70.01-100, akses online rayuansemakansemulatugasanbagisubjekberkaitandilupuskandaripilihanrayuan. /
    Assignments found to have similarities under any of the categories above; will not be entitled to apply for appeal. For learners who fall into the 70.01-100 similarities group, the access for online appeal for assignment remarking of the subject will be disabled from the appeal options.  NBHS 1304 Pathophysiology Essay Assignment- Open University Malaysia.

     

        

     

    SOALAN TUGASAN
    / ASSIGNMENT QUESTION

     

    TUJUAN
    /
    PURPOSE

     

    Tujuan tugasan ini adalah untuk menilai kefahaman dan pemikiran kritis pelajar dalam membincangkan aspek penting berkaitan perubahan patofisiologi berikutan ketidakseimbangan asid-bes.

     

    The purpose of this assignment is to
    evaluate the learners’ understanding and critical thinking skills
    in discussing the important aspects related to the pathophysiologic changes in acid-base imbalances. NBHS 1304 Pathophysiology Essay Assignment- Open University Malaysia.

     

     

    SINOPSIS /
    SYNOPSIS

     

     

    Keseimbangan asid-bes amat penting dalam mengekalkan homeostasis manusia. Ketidakseimbangan asid-bes boleh menyebabkan kesan buruk pada sistem tubuh badan pesakit.

     

    Asid-base balance is vital in the maintenance of human homeostasis. Imbalances of acid -base can be fatal to various body systems of the patient.

     

    KEPERLUAN /
    REQUIREMENT  

    Bincangkan perubahan patofisiologik ketidakseimbangan asid -bes yang berlaku ke atas pesakit dewasa yang mengalami distres respiratori. Anda dikehendaki membincangkan jenis gangguan asid-bes, etiologi, manifestasi klinikal, kriteria diagnostik, rawatan segera serta komplikasi sekiranya pengurusan perubatan dan kejururawatan tidak dilaksanakan segera. Beri contoh yang relevan untuk menyokong perbincangan anda.

     

    Discuss the pathophysiologic changes in acid-base imbalances of an adult patient with respiratory distress. You are required to discuss the disorder of acid-base, the aetiology, clinical manifestations, diagnostic criteria, immediate treatment as well as the complications if there is a delayed in medical and nursing management. Provide relevant examples to support your discussion. NBHS 1304 Pathophysiology Essay Assignment- Open University Malaysia.
     

     

    [Jumlah Markah /
    Total Marks:
    50]

     
             

    MUKA SURAT TAMAT /
    END OF PAGE

    ATTACHMENT

    RUBRIK TUGASAN/
    ASSIGNMENT RUBRICS

        
    NBHS 1304
                                                                                                               

                       NBHS1304 PATHOPHYSIOLOGY / JANUARY
    2019

     

    Criteria

     

    Weightage

     

     

     

    Excellent / Cemerlang

            Good/Baik

    Fair/Sederhana

    Poor/Lemah

    Unsatisfactory/ Tidak memuaskan

    Or/atau

    No response/ Tiadarespons

    Max Marks

    4

    3

    2

    3

    0

     

    1.         

     

    Pengenalan

                                  

     

     

     

     

     

     

     

     

     

     

    Introduction

     

     

     

     

     

     

     

     

     

     

     

     

     

    1

     

     

    Pengenalan mengenai topik perbincangan adalah amat baik; idea yang akan dibincangkan adalah sangat jelas dan amat teratur. Tujuan penulisan diterangkan dengan tepat dan jelas

    NBHS 1304 Pathophysiology Essay Assignment- Open University Malaysia.

     

     

    The introduction on the topic of discussion is excellent; ideas to be discussed are very clear and well organized. The intent of the work is explicitly explained.

     

     

     

    Pengenalan mengenai topik perbincangan adalah  baik; idea yang akan dibincangkan adalah agak jelas dan teratur tetapi penjelasan tidak mencukupi.

     

     

     

     

     

     

    The introduction on the topic of discussion is good; ideas to be discussed are relatively clear and organized but inadequate explanation

     

     

     

     

     

     

     

     

     

     

     

    Pengenalan mengenai topik perbincangan adalah sederhana baik; idea yang akan dibincangkan adalah kabur dan tidak teratur.

     

     

     

     

     

     

     

    The introduction on the topic of discussion is fair; ideas to be discussed are vague and disorganized

     

     

     

    .

     

     

     

    Pengenalan mengenai topik perbincangan adalah lemah; idea yang akan  dibincangkan adalah sangat kabur dan tidak teratur.

     

     

     

     

     

     

     

    The introduction on the topic of discussion is poor; ideas to be discussed are vague and disorganized.

    NBHS 1304 Pathophysiology Essay Assignment- Open University Malaysia.

     

     

     

     

     

     

     

     

     

     

     

     

    Tiada pengenalan.

     

     

     

     

     

     

     

     

     

     

     

    No introduction.

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    4

     

    2.

     

    Huraian tentang
     perubahan patofisiologik dalam  ketidakseimbangan asid-bes  yang berlaku pada pesakit distres respiratori

     

     

     

     

     

     

     

     

     

     

    Discussion on
    the pathophysiologic changes in acid-base imbalances of an adult patient with respiratory distress.

     

     

     
    NBHS 1304 Pathophysiology Essay Assignment- Open University Malaysia.

     

    5

     

     

    Menunjukkan huraian yang meluas dan mendalam tentang perubahan patofisiologik (masalah) ketidakseimbangan asid-bes yang berlaku pada pesakit dewasa distres respiraotri

    serta memberikan contoh yang jelas dan relevan.

     

     

     

     

    Demonstrates comprehensive and thorough discussion on the

    pathophysiologic changes in acid-base imbalances of an adult patient with respiratory distress

    and provides clear and relevant examples.

     

     

     

    Menunjukkan huraian yang signifikan tentang perubahan patofisiologik dalam masalah ketidakseimbangan asid-bes yang berlaku pada pesakit dewasa distres respiratory

    serta memberi contoh, tetapi contoh tidak relevan.

     

     

     

     

     

     

    Demonstrates significant discussion
    pathophysiologic changes in acid-base imbalances of an adult patient with respiratory distress and
    provides examples, but mostly irrelevant.

     

     

     

     

     

     

     

     

     

     

     

     

     

    Menunjukkan huraian yang munasabah tentang perubahan patofisiologik dalam

    masalah ketidakseimbangan asid-bes yang berlaku pada pesakit dewasa distres respiratory

     

     

     

     

     

     

     

     

     

    Demonstrates reasonable discussion on
    pathophysiologic changes in
    acid
    -base imbalances of an adult patient with respiratory distress
    but does not  provide any examples to support discussion.

     

     

     

     

     

     

     

     

     

     

     

     

     

    Menunjukkan huraian yang kurang jelas tentang perubahan patofisiologik dalam masalah ketidakseimbangan asid-bes yang berlaku pada pesakit dewasa distres respiratory.

     

     

     

     

     

     

     

     

    Demonstrates unclear discussion on
    pathophysiologic changes in acid-base imbalances of an adult patient with respiratory distress.

     

     

     

     

     

    NBHS 1304 Pathophysiology Essay Assignment- Open University Malaysia.

     

     

     

     

     

     

     

     

     

     

     

    Tiada huraian.

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    No discussion
    .

     

     

     

     

     

     

     

     

     

     

     

     

     

    20

     

    3.                                      

     

    Perbincangan mengenai

    manifestasi klinikal, kriteria diagnostik, rawatan, pengurusan perubatan dan komplikasi ketidakseimbangan asid-bes.

     

     

     

     

     

     

     

     

     

     

    Discussion on
    the

    clinical manifestations, diagnostic criteria, the treatment, medical management and complications of acid-base imbalances.

     

     

     

     

     

    4
    NBHS 1304 Pathophysiology Essay Assignment- Open University Malaysia.

     

    Perbincangan mengenai manifestasi klinikal, kriteria diagnostik, rawatan serta komplikasi dan pengurusan perubatan  adalah  komprehensif dan tepat. Memberi contoh serta fakta / rasional yang munasabah; dan disokong dengan gambarajah yang sesuai.

     

     

     

     

    The
    discussion on
    the clinical manifestations, diagnostic criteria
    ,
    the treatment, medical management and complications are

    comprehensive and thorough. Provides appropriate examples and facts / rationales; supported by suitable diagrams

     

     

     

     

     

    Perbincangan mengenai manifestasi klinikal, kriteria diagnostik, rawatan dan pengurusan perubatan dan komplikasi
     
    adalah relevan dan padat, tetapi memberi contoh dan gambarajah yang kabur.

     

     

     

     

     

     

     

     

     

    The
    discussion on
    the clinical manifestations, diagnostic criteria
    ,
    treatment, complications and medical management is

    relevant and adequate but
    examples and diagrams are vaguely presented.

     

     

     

     

     

     

    Perbincangan mengenai manifestasi klinikal, kriteria diagnostik dan kriteria diagnostik, rawatan dan pengurusan perubatan dan komplikasi adalah relevan tetapi kurang padat.

     

     

     

     

     

     

     

     

     

     

     

    The
    discussion on
    the clinical manifestations, diagnostic criteria
    ,
    treatment, complications and medical management is relevant but inadequate.

     

     

     

     

     

     

     

     

    Perbincangan mengenai manifestasi klinikal, kriteria diagnostik, rawatan dan pengurusan perubatan dan komplikasi adalah tidak relevan dan kabur.

     

     

     

     

     

     

     

     

     

     

     

    The
    discussion on
    the clinical manifestations, diagnostic criteria
    ,
    treatment, complications and medical management are
    irrelevant
    and vague

     

     

     

     

     

     

     

     

    Tiada perbincangan.

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    No discussion.

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    16

     

    4.                                        Kesimpulan

     

     

     

     

     

     

     

     

    Conclusion

     

     

     

     

     

     

     

     

    1

     

     

    Kesimpulan sangat baik : ringkas, tepat dan padat. Rumusan menunjukkan analisis dan sintesis idea yang bernas.

     

     

     

    An excellent conclusion which is concisely and precisely written. It provides concluding remarks that shows an analysis and synthesis of ideas.

     

     

     

     

    Kesimpulan yang baik yang menunjukkan analisis dan sintesis idea yang teratur dan signifikan.

     

     

     

     

    A good conclusion which indicates significant analysis and synthesis of ideas.

     

     

     

     

     

     

     

     

    Kesimpulan yang sederhana yang menunjukkan analisis dan sintesis idea yang munasabah.

     

     

     

     

     

    A fair conclusion which indicates
    reasonable analysis and synthesis of ideas.

     

     

     

    Kesimpulan lemah tidak menunjukkan rumusan kepada perbincangan.

     

     

     

     

     

    A poor conclusion which does not indicate an attempt to synthesise the discussion.

     

     

     

    Tiada kesimpulan.

     

     

     

     

     

     

     

     

    No conclusion

     

     

     

    4

     

    5.

    Rujukan dan Petikan

     

     

     

     

     

     

     

     

    References and Citations

     

     

     

     

     

     

     

     

     

    1.5

     

    Semua petikan untuk pernyataan dimasukkan di dalam perbincangan dan semua rujukan sepadan dengan petikan mengikut format APA.
    NBHS 1304 Pathophysiology Essay Assignment- Open University Malaysia.

     

     

    All citations are included in the discussion and references match the citations according to the APA format.

     

     

     

    Sebahagian besar petikan untuk pernyataan dimasukkan dalam perbincangan dan sebahagian besar rujukan sepadan dengan petikan mengikut format
    APA
    .

     

     

     

    Most citations are included in the discussion and most references match with the citations according to the APA format.

     

     

     

     

    Terdapat hanya beberapa petikan untuk pernyataan yang digunakan dalam perbincangan atau rujukan yang tersenarai tidak terdapat dalam teks.

     

     

     

     

    Some citations for statements included in the discussion or references which are included are not found in the text.

     

     

    Tiada petikan untuk pernyataan yang digunakan dalam perbincangan atau rujukan yang tersenarai tidak terdapat dalam teks.

     

     

     

    Citations for statements included in the discussion are not present or references which are included are not found in the text.

     

     

    Tiada rujukan atau petikan; atau rujukan yang lama / salah format.

     

     

     

     

     

     

    There is no reference or citation; or references are outdated / wrong format. NBHS 1304 Pathophysiology Essay Assignment- Open University Malaysia.

     

     

     

     

     

     

    6

                                                          12.5                                                                                      
    TOTAL SCORE

    50

  • Practicum Decision Tree Assignment

    Practicum Decision Tree Assignment

    Assignment 1: Practicum: Decision Tree

    For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat pediatric clients presenting symptoms of a mental health disorder.

    Practicum Decision Tree Assignment Learning Objectives

    Students will:

    Evaluate clients for treatment of mental health disorders

    Analyze decisions made throughout diagnosis and treatment of clients with mental health disorders

    The Assignment:

    Examine 
    Case 2 (https://www.youtube.com/watch?v=Gm3FLGxb2ZU ) : 
    You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment. Practicum Decision Tree Assignment.

    At each Decision Point, stop to complete the following:

    Decision #1: Differential Diagnosis

    Which Decision did you select?

    Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

    What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

    Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?

    Decision #2: Treatment Plan for Psychotherapy

    Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

    What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources. Practicum Decision Tree Assignment.

    Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?

    Decision #3: Treatment Plan for Psychopharmacology

    Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

    What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

    Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

    Also include how ethical considerations might impact your treatment plan and communication with clients and their families.

    Note:
     Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. Practicum Decision Tree Assignment.

    By Day 7 of Week 7

    Submit your Practicum Decision Tree Assignment.

  • PCAT exam practice test questions

    PCAT exam practice test questions

    About the PCAT

    The PCAT is a specialized test that helps identify qualified applicants to pharmacy colleges. It measures general academic ability and scientific knowledge necessary for the commencement of pharmaceutical education. The PCAT is constructed specifically for colleges of pharmacy.

    Important Notice to Candidates

    The Pharmacy College Admission Test (PCAT®) is administered in a computer-based test (CBT) format. For the 2018–2019 testing cycle, the standard administration of the PCAT will occur on one or more dates in July, September, October, November, January and February.

    THERE ARE TWO DEADLINES.
    If you meet the “Registration and Schedule” deadline, you will likely get your preferred testing date, time, and location. PCAT exam practice test questions If you wait until the “Late Registration and Schedule” deadline, you will be charged additional fees, with no guarantee that you will get your preferred testing date, time, and location.

    ORDER A PLAGIARISM-FREE PAPER HERE

    Chem

    200 mL of an ideal gas is placed in a piston and is held at a pressure of 500 torr. If the temperature is held constant and the pressure is increased to 650 torr, what is the new volume of the gas? PCAT exam practice test questions.

    75 mL

    154 mL

    220 mL

    300

    Question #1

    200 mL of an ideal gas is placed in a piston and is held at a pressure of 500 torr. If the temperature is held constant and the pressure is increased to 650 torr, what is the new volume of the gas?

    75 mL

    154 mL

    220 mL

    300 mL

    Answer:

    The correct answer is (B)

    When the pressure of a gas increases at constant temperature, the volume decreases. Therefore, before calculation, choices C and D can be eliminated. Since 
    PV/nT
     is constant, and the temperature and number of moles of gas are kept constant, we can derive the relationship, 
    P
    1
    V
    1 = 
    P
    2
    V
    2. Rearranging this equation to find the final volume of gas, we get: 
    V
    2 = 
    P
    1
    V
    1/
    P
    2. By substituting numbers into this equation, we get: 
    V
    2 = (500 × 200)/650, or 154 mL, choice B. Another way to arrive at the correct answer is to notice that the original pressure (500 mL) divided by the new pressure (650 mL) is approximately 3/4, so the new volume is around 3/4 of 200 mL or 150 mL, and this figure is closest to choice B. PCAT exam practice test questions.

    BIOLOGY

    At two independently assorting loci, a man has the following genotype: GgHH. He marries a woman with the genotype ggHh. What is the probability that they will have a child who has the same genotype as the father? PCAT exam practice test questions.

    0

    1/8

    1/4

    1/2

    Question #2

    At two independently assorting loci, a man has the following genotype: GgHH. He marries a woman with the genotype ggHh. What is the probability that they will have a child who has the same genotype as the father?

    0

    1/8

    1/4

    1/2

    Answer:

    The correct answer is (C)

    This is a “probability” genetics question that can be answered by practical application of Mendel’s Laws. Mendel’s Law of Segregation states that alleles segregate during meiosis, resulting in gametes that carry only one allele for any given inherited trait (i.e., haploid gametes). Mendel’s Law of Independent Assortment states that unlinked genes assort independently during meiosis. By applying Mendel’s Laws, we can conclude that each parent in the problem can produce two possible gametes. The father can produce the gametes GH and gH, and the mother can produce the gametes gH and gh. The probability of the father’s genotype (GgHH) appearing in the progeny can be determined by calculating the number of different gamete combinations that will produce this genotype. PCAT exam practice test questions. Thus, a GgHH zygote can only be produced by the fusion of a GH gamete and a gH gamete. PCAT exam practice test questions. The probability that one parent will donate a particular gamete is independent of the probability that the other parent will donate a particular gamete. Thus, the probability of the father donating a GH gamete is 1/2, and the probability of the mother donating a gH gamete is 1/2. The probability of producing a genotype that requires the occurrence of both these independent events is equal to the product of the individual probabilities that these events will occur. Thus, 1/2 x 1/2 = 1/4, so the probability that this couple will have a child with the genotype GgHH is 1/4, or choice C.

    BIOLOGY

    In a certain genetically stable population, the frequency of a recessive allele (for a trait with two alleles) is 0.6. What is the frequency of individuals expressing the dominant trait?

    0.16

    0.24

    0.36

    0.64

    Question #3

    In a certain genetically stable population, the frequency of a recessive allele (for a trait with two alleles) is 0.6. What is the frequency of individuals expressing the dominant trait? PCAT exam practice test questions.

    0.16

    0.24

    0.36

    0.64

    Answer:

    The correct answer is (D)

    The question stem asks you to determine the frequency of individuals expressing the dominant trait in a genetically stable population. However, before you do that, you need to determine the allelic frequencies in the population. This question involves a practical application of the Hardy-Weinberg equation. The Hardy-Weinberg equilibrium states that within a genetically stable population, the gene frequencies of dominant and recessive alleles will not change over time. Two mathematical expressions are associated with the Hardy-Weinberg equilibrium. The first relationship, p + q = 1, describes the relative allelic frequencies in a population. p is defined as the frequency of the dominant allele and q is defined as the frequency of the recessive allele, and the sum of both those frequencies adds up to 1, or 100%. The second relationship, p
    2
     + 2 pq+ q
    2
     = 1, describes the relative genotypic frequencies in the population. p
    2
     represents homozygous, or dominant pp genotypes; q
    2
    represents homozygous, or frequency of the dominant allele, p, by the mathematical relationship p + q = 1. PCAT exam practice test questions. Therefore, the frequency of p is .4 because .6 + .4 = 1. Next, you need to determine the frequency of individuals expressing the dominant trait by recessive qq genotypes; and 2pq represents the frequency of heterozygotes, or hybrids.applying the second relationship, p
    2
     + 2 pq+ q
    2
     = 1. The individuals expressing the dominant trait are those that have the pp and pq genotypes, so to find the total frequency of individuals expressing the dominant trait, you add p
    2
     and 2pq. Thus, p
    2
    = .4 x .4, or .16 and 2pq = 2 x .6 x .4, or .48. If you add the two together, you get .16 + .48, or .64. Thus, .64 is the correct frequency of individuals expressing the dominant trait, and choice D is correct. PCAT exam practice test questions PCAT exam practice test questions.

    CHEMISTRY

    Under what conditions do gases exhibit ideal behavior?

    Low pressures and low temperatures

    Low pressures and high temperatures

    High pressures and high temperatures

    High pressures and low temperatures

    Question #4

    Under what conditions do gases exhibit ideal behavior?

    Low pressures and low temperatures

    Low pressures and high temperatures

    High pressures and high temperatures

    High pressures and low temperatures

    Answer:

    The correct answer is (B)

    At high pressures, gas particles are forced close together; therefore, intermolecular forces between the particles become significant, and the gas deviates from ideality. On the other hand, at low pressures, the gas particles are far apart from each other, so they cannot interact, and intermolecular forces are insignificant. Therefore, choices C and D can be eliminated. Ideal gas behavior is also observed at high temperatures because the gas particles possess a large amount of kinetic energy—large enough for the particles to overcome their attractive forces towards each other. As the temperature is lowered, the kinetic energy of the particles decreases, so the particles do not have enough energy to break away from each other, and attractive forces become significant. Therefore, choice A can be eliminated, and choice B is the correct response PCAT exam practice test questions.

     

    MATH

    If a multivitamin supplement costs $
    n 
    for 100 pills, how many pills can be bought for $10?

    10/n

    1000/n

    10n

    1000n

    Question #5

    If a multivitamin supplement costs $
    n 
    for 100 pills, how many pills can be bought for $10?

    10
    n

    1000
    n

    Answer:

    The correct answer is (B)

    In this question, we can buy 100 pills for $
    n
     . We are asked to determine how many pills we can buy for $10. First, let’s determine how many pills can be bought for $1: we can purchase 
    . Therefore, $10 would buy 10 times 
    , or 
    . Therefore, we can purchase 
    for $10. PCAT exam practice test questions.

     

    MATH

    Which of the following is the greatest?

    2⁶

    4⁴

    8³

    16
    2

    Question #6

    Which of the following is the greatest?

    2
    6

    4
    4

    8
    3

    16
    2

    Answer:

    The correct answer is (C)

    In this question, we are asked to determine the answer choice with the greatest value. It is important to notice that all the answer choices are powers of 2: 2, 4, 8, 16, and 32. Therefore, all of the answer choices need to be expressed powers of 2. To start, let’s leave choice 
    A
     alone because it already has 2 as its base term. Choice 
    B
     is 4
    4
    , which is the same as (2
    2
     )
    4
     or 2
    8
    . It is important to note that when you take an exponent to a power, the exponent and the power term are multiplied. Choice 
    C
     is 8
    3
    , or (2
    3
    )
    3
     = 2
    9
    . Choice 
    D
     is 16
    2
    , which equals (2
    4
     )
    2
     or 2
    8
    . Now you can see that choice 
    C
     is correct because it has the greatest exponent.

     

    MATH

    Farmer Smith enclosed his rectangular pasture with fence that cost him $1.50 per linear meter. If his pasture is twice as long as it is wide with a total area of 180,000 square meters, then what was the cost, in dollars, of the fence?

    1,200

    1,500

    1,800

    2700

    Question #7

    Farmer Smith enclosed his rectangular pasture with fence that cost him $1.50 per linear meter. If his pasture is twice as long as it is wide with a total area of 180,000 square meters, then what was the cost, in dollars, of the fence?

    1,200

    1,500

    1,800

    2,700

    Answer:

    The correct answer is (D)

    In this question, we are told that a farmer enclosed a rectangular pasture with a fence that has a length that is twice as long as the width. The total area of the pasture is 180,000 square meters. We are asked to determine the cost of the entire fence given that is costs $1.50 per linear meter. The pasture is a rectangle and the area of a rectangle equals its length(
    L
    ) times the width(
    W
    ); hence, 
    L
    ×
    W
    = 180,000. Since the length of the fence is twice as long as the width, substitute 2
    W
     for 
    L
     in the area formula to get 2
    W
    ×
    W
     = 180,000. Dividing both sides of the equation by 2, we get that 
    W
    2
     = 90,000. Solving for 
    W
    : 
    W
     = 
    or 300. The width of the fence is 300 meters; therefore, the length must be 2 × 300 or 600 meters. Since the perimeter of the pasture is 2(300 + 600) or 1,800 meters and the cost of the fence is $1.50 per meter, the total cost of the fence is $1.5 times 1,800 or $2,700. PCAT exam practice test questions.

    MATH

    Paul’s average bowling score for a series was 164 and Dave’s was 158. If each of them bowled 4 games, how much greater was Paul’s total score for the series than Dave’s?

    6

    12

    18

    24

    Question #8

    Paul’s average bowling score for a series was 164 and Dave’s was 158. If each of them bowled 4 games, how much greater was Paul’s total score for the series than Dave’s?

    6

    12

    18

    24

    Answer:

    The correct answer is (D)

    In this question, we are told that Paul’s average bowling score for a series of 4 games was 164 and Dave’s was 158. We are asked to determine the total amount that Paul’s score was greater than Dave’s. Therefore, Paul’s score on average exceeded Dave’s score by 6 points per game, which means that for all 4 games Paul’s total score exceeded Dave’s total score by 4 × 6 points or 24 points. PCAT exam practice test questions.

    What is the inheritance pattern of the observed trait indicated by the pedigree below?

    Autosomal recessive

    Autosomal dominant

    X-linked recessive

    Cannot be determined

    Answer:

    (A) “Autosomal recessive” is correct.

    Pedigrees show the distribution of a single observable trait, or phenotype, across a family tree. In classical genetics, each phenotype is determined by a combination of two alleles contributed by two copies of the same (but not necessarily identical) chromosome. One allele is generally dominant, meaning it is expressed if it is present at all. In contrast, the other allele is recessive, meaning it is only expressed in the absence of a dominant allele, which generally means two copies need to be inherited to display the recessive phenotype. The exceptions are those alleles found on the X chromosome in males; males’ sex chromosomes include only one X (and one Y), so each trait coded for on the X chromosome is determined by only one allele instead of a combination of two alleles. This means it’s statistically more likely for males to inherit recessive X-linked traits since only one copy of the recessive alleles needs to be inherited to display the recessive phenotypes, as opposed to the usual two. PCAT exam practice test questions.

    The fastest way to determine which inheritance pattern is shown by a pedigree, then, is to use the Kaplan shortcut: Identify whether two matching parents have an opposite offspring. If two affected parents have an unaffected offspring, both parents must have been heterozygous (having one of each allele), and the trait must be dominant: Rr 
     Rr 
     rr. If two unaffected parents have an affected offspring, both parents must have one again been heterozygous, but in that situation, the trait being tracked must have been the recessive one: Rr 
    Rr 
     rr. In the pedigree provided in this question, generational skipping occurs in the middle portion: Generation 2 has two unaffected parents, but generation 3 has an affected offspring. This indicates a recessive trait. Since a roughly equal number of males and females are affected (5:4 ratio), this is an autosomal trait, and A is the correct answer.

    What is the oxidation state of each nickel on the reactant side of the following reaction?

    2 NiO(OH) + Cd + 2 H₂O → 2 Ni(OH)₂ + Cd(OH)₂

    –2

    –1

    +1

    +3

    Answer:

    (D) is correct.

    Oxidation numbers provide a way to keep track of the movement of electrons in a reaction. Several rules govern how oxidation numbers are calculated, but in this situation, it’s only important to recognize the oxidation numbers of the common components attached to nickel [Ni] on the reactant side and to remember that the sum of the internal oxidation numbers of a molecule equals that molecule’s net charge. In this case, nickel oxide [NiO(OH)] is neutral, so the sum of its internal oxidation numbers must be 0. Hydroxide [OH
    –
    ] always has an oxidation number of -1, and oxygen [O] almost always has an oxidation number of -2. To make these charges cancel out to equal 0, the oxidation number of nickel [Ni] must be +3: 3 – 1 – 2 = 0. D is the correct answer. PCAT exam practice test questions.

    Given the following reaction conditions, which statement is most accurate?

    The reaction follows first-order kinetics and is a concerted reaction.

    The reaction follows first-order kinetics and involves formation of a carbocation.

    The reaction follows second-order kinetics and is concerted.

    The reaction follows second-order kinetics and involves formation of a carbocation.

    Answer:

    (C) is correct.

    This substitution reaction shows chloride (Cl
    –
    ) being replaced by hydroxide (OH
    –
    ). Substitution reactions occur mainly via one of two mechanisms: S
    N
    1 (unimolecular kinetics and two steps with a carbocation intermediate) or S
    N
    2 (biomolecular kinetics and one step). In this situation, the mechanism isn’t shown but can be inferred based on the reaction conditions. First, the reactant with the carbons (the substrate) has a strong leaving group; the Cl
    –
    that detaches is relatively stable as an ion in solution by itself (think of how table salt, NaCl, is able to readily dissolve into Na
    +
     and Cl
    –
     in water). Second, the substrate has primary substitution, meaning the carbon attached to the leaving group is only attached to one other carbon, which in turn means that there is little steric hindrance but also that the carbon doesn’t have many other carbons to stabilize it if it were to gain a charge. Third, the other reactant, OH
    –
    , is a strong base and strong nucleophile, indicating that it can readily attack the substrate on its own. Finally, the solvent DMSO (dimethyl sulfoxide) is polar aprotic so can stabilize the leaving group without deactivating the nucleophile. All of these factors point toward an S
    N
    2 reaction. Since an S
    N
    2 reactions is always concerted, occurring in one step without forming discrete intermediates, the correct answer is C.

    (R)-1-Fluoro-1-iodopropane is reacted with NaN₃ in HMPA. Which of the following is the major product of this reaction?

    (R)-1-Azido-1-fluoropropane

    (R)-1-Azido-1-iodopropane

    (S)-1-Azido-1-fluoropropane

    (S)-1-Azido-1-iodopropane

    Answer:

    (A) is correct.

    Although the reactants may look complicated, this reaction is actually just a classic S
    N
    2 reaction. Azide (N
    3
    –
    ) is the nucleophile, and iodide (I
    –
    ) is the leaving group. Note that, although fluorine is a halogen, fluoride (F
    –
    ) does not follow the group trend and is not a good leaving group due to its small size. With that substitution in mind, answer choices B and D can be eliminated.

    However, S
    N
    2 reactions are stereoselective with an inversion of stereochemistry and therefore only create one of the two possible 
    R-S
     isomers. Since the leaving group and the nucleophile end up having different priorities, the absolute configuration (
    R
     vs. 
    S
    ) must be recalculated. Start by drawing out the new molecule (remembering to invert the stereochemistry, like turning an umbrella inside out) and ranking the attached atoms in order of decreasing atom mass: F > N > C > H. From there, connect 1 
     2 
     3 with an arrow. The arrow is counterclockwise, initially indicating an 
    S
     configuration. Finally, check atom 4: If it is into the page, leave the configuration how it is; if it is coming out of the page, reverse the configuration. In this case, H is coming out of the page, so the final configuration is 
    R
    , and the correct answer is A. PCAT exam practice test questions.

    PCAT FAQ

    Q
    What is on the PCAT test?

    A
    The PCAT test assesses verbal ability, reading, writing, biology, chemistry, and quantitative ability.

    Q
    What is considered a good score on the PCAT?

    A
    Anything above 430 is considered a good score on the PCAT.

    Q
    How long is the PCAT score good for? PCAT exam practice test questions.

    A
    PCAT scores are good for 5 years after the test is taken.

    Q
    How much does it cost to take the PCAT? PCAT exam practice test questions.

    A
    It costs $210 to register for the PCAT, which can be done online or via mail.

    Q
    Are you allowed to use a calculator on the PCAT?

    A
    No, test-takers are not allowed to use a calculator on the PCAT.

    Q
    How long does it take to get results from the PCAT?

    A
    It takes approximately five weeks to receive results from the PCAT. These scores can be viewed online for a year after your testing date. PCAT exam practice test questions.

    10 Things to Know Before Taking the PCAT

    Published: 
    December 1st, 2017

    Category:
     
    Admissions

    The PCAT weighs heavily on the minds of many hopeful pharmacy students. This feeling of dread is understandable. It’s yet another standardized test; an added high-pressure barrier to the next objective in the course of your life. Fortunately, like most standardized tests, the PCAT code can be cracked through proper PCAT test prep and test-taking strategies. Understanding these 10 nuggets of truth and wisdom can help improve your performance.

    Know the test

    The PCAT is divided into four subtests to be taken over the course of four hours. The subtests are Biology, Chemistry, Quantitative Ability and Reading Comprehension. Knowing the different subject areas and how long you’ll have to complete them will allow you to hone in on your strengths and weaknesses during your PCAT test prep. PCAT exam practice test questions.

    Complete the coursework

    This one may seem obvious, but some students get ahead of themselves when it comes to taking the PCAT. Make sure you’ve completed Biology I and II, General Chemistry I and II, Calculus, and are at the very least enrolled in Organic Chemistry I before tackling PCAT test prep PCAT exam practice test questions.

    Don’t procrastinate

    Many of you are probably reading this and thinking, “easier said than done.” We’ve all been bitten by the procrastination bug, but it’s especially important to get ahead of the curve and take the PCAT early in the testing cycle. This grants you the opportunity to retake the test in case you did not perform as well as anticipated.

    Review study guides

    There are many PCAT test prep options available for different subsections of the test. These study guides usually include practice tests that will allow you to learn diverse types of questions and question formats that will be on the exam. Dr. Collins, Kaplan, and Pearson are all popular providers of study guides.

    Focus on unfamiliar subjects

    If you’re preparing for a career as a pharmacist, chances are your coursework leaned more towards the sciences than liberal arts. If that’s the case, it may do you well to prepare more thoroughly for subjects you haven’t seen in a while.

    Know your study habits

    Going blind into PCAT test prep for a test this robust can be overwhelming. If you’re the type of person who can’t concentrate alone, find a study group. If you can’t study for more than 15 minutes at a time without getting distracted, plan a day of studying in 15-minute intervals with breaks in between. It doesn’t matter how you study, as long as you study in a way that keeps you motivated. PCAT exam practice test questions.

    Don’t “experiment”

    Just because you can take the PCAT more than once doesn’t mean you should take the test just to see how well you do. If you go into the PCAT with the mindset that you can always take it again, you’ll never be able to adequately prepare for the exam, and you may miss out on an edition of the test that plays more to your strengths. Go with the sports approach of treating every practice like a game; you’ll be well prepared when game time rolls around.

    First attempt, last chance

    It’s risky to let the last test of a PCAT test cycle be your first attempt at the exam. Not only will you not have another chance to retake the exam if you do poorly, but also knowing it’s your last chance may increase stress and cause poor performance.

    Find the right balance

    Students who have scored well on the PCAT reported working on PCAT test prep 90 minutes daily for a month leading up to the test. That’s far from intensive, but it’s also far from lackadaisical. Twenty minutes a day of studying isn’t going to be sufficient, and a 24-hour cram session leading up to the exam won’t be very fruitful either.

    Maximize your exposure

    There are a great variety of PCAT test prep materials, all with their own strengths and weaknesses — one large, catch-all Kaplan book may not be sufficient. One of the most effective ways to prepare for the exam is through timed Pearson practice tests. In addition to Kaplan, many publishers offer preparation booklets, such as Barron’s, McGraw-Hill, and CliffsTestPrep.

    We hope these tips will help with your PCAT test prep. Don’t forget the time-honored test-taking advice: get a good night of sleep, eat a healthy breakfast and don’t stress. Best of luck!

    1. Which of the following organelles helps green plants synthesize organic compounds like starch in the presence of sunlight?

    a. Mitochondria

    b. Chloroplast

    c. Ribosomes

    d. Golgi body

      View Answer 

    1. (b) Green plants, with the help of sunlight and in the presence of enzymes, synthesize organic compounds like starch from inorganic compounds like CO2 and H2O. This is known as photosynthesis. Chloroplast is the organelle to perform photosynthesis. Plants that are devoid of chloroplast cannot synthesize starch.

     close

    2. Which of the following is described as the “power house of the cell”?

    a. Endoplasmic reticulum

    b. Ribosomes

    c. Mitochondria

    d. Vacuoles

      View Answer 

    2. (c) Mitochondria is known as the “power house of the cell”. It is involved in the continuous production of energy. It releases necessary energy for different functions of the cell through processes like respiration, electron transport and oxidative phosphorylation.

     close

    3. Virus should be classified as:

    a. Akaryotic

    b. Eukaryotic

    c. Prokaryotic

    d. Nokaryotic

      View Answer 

    3. (a) Each cell has two main components – Cytoplasm and the nucleus. Usually there is a nucleus in the cell. Organisms without any cytoplasmic organizations and devoid of definite nuclear material are grouped as Akaryota. (e.g. Virus) Organisms having a primitive type of nucleus in cell, are classified Prokaryota. (e.g. Bacteria and Blue green algae.) Organisms having a cell with a well developed nucleus are grouped as Eukaryota. (e.g. Fungi-yeast, mushroom). PCAT exam practice test questions.

    4. In the process of Mitosis, if the number of chromosomes in the mother cell is designated as 2n, how many chromosomes will be present in each daughter cell?

    a. 2n

    b. n

    c. 4n

    d. 8n

      View Answer 

    4. (a) Cell division is a very complex process. There are two main types of cell division:

    1. Mitosis

    2. Meiosis

    1 Mitosis: In this type of cell division, chromosomes are equally distributed in each daughter cell. As a result, the number of chromosomes in the daughter cells is the same as that in the mother cell. It is also known as equational division. (e.g. Somatic cells division)

    2. Meiosis: In this type of cell division, chromosomes are divided in half of the original mother cells, therefore the daughter cells consist of half the number of chromosomes that are in the mother cell. (e.g. reproductive or sex cells division)

     close

    5. Nitrogen fixing bacteria on root nodules of Leguminous plants are known as:

    a. Azobacteria

    b. Nanobacteria

    c. Rhizobium bacteria

    d. Mycobacteria

      View Answer 

    5. (c) Nitrogen fixing bacteria on root nodules of Leguminous plants are known as Rhizobium. They fix the atmospheric nitrogen and convert it into ammonia. The nitrogen fixing bacteria are also known as nitrifying bacteria.

    Azobacteria are present in the soil. They convert atmospheric nitrogen into nitrates and nitrites. In this way, they increase the fertility of the soil. These ammonium nitrates and nitrites are then absorbed by plants to obtain nitrogen.

     close

    6. Which of the following nitrogen bases is present in RNA but absent in DNA?

    a. Cytosine

    b. Uracil

    c. Guanine

    d. Adenine

      View Answer 

    6. (b) RNA consists of ribose pentose sugar. Unlike DNA, it consists of only one polynucleotide chain. It also contains two purine and pyrimidine bases. Uracil (U) is the nitrogen base which is present in RNA but absent in DNA. Thus RNA contains Adenine (A) and Guanine (G) as purine bases, and Cytosine (C) and Uracil (U) as pyrimidine bases. PCAT exam practice test questions.

    7. Which of the following polysaccharides is largely stored in the liver and muscles?

    a. Cellulose

    b. Starch

    c. Glycogen

    d. Inulin

      View Answer 

    7. (c) Glycogen is considered the principal storage form of glucose and is found mainly in the liver and muscle, with kidney and intestines adding minor storage sites. Glycogen is formed by the liver from glucose in the bloodstream and is stored in the liver. Glycogen is also produced by and stored in muscle cells; during short periods of strenuous activity, energy is released in the muscles by direct conversion of glycogen to lactic acid. During normal activity, energy is released by metabolic oxidation of glucose to lactic acid. Glycogenesis (formation of glycogen from glucose) and glycogenolysis (break down of glycogen into glucose) are two principal mechanisms by which blood glucose level has been maintained.

     close

    8. Which of the following provides the necessary freedom for bones as well as protect joints from external injury and bones from dislocation?

    a. Cartilage

    b. Ligaments

    c. Tendons

    d. Muscles

      View Answer 

    8. (b) Ligaments are strong flexible white fibrous bands. They bind the articular surfaces of bones together. They provide necessary freedom for the bones as well as protect joints from external injury and bones from dislocation. Tendons are white bands which join muscles with bones while ligaments hold bones together at joints and are inelastic. PCAT exam practice test questions

    9. Which of the following lipids in a cell membrane acts as a selective barrier for controlling the exit and entry of substances into and out of the cell?

    a. Cholesterol

    b. Glycolipids

    c. Phospholipids

    d. Lipoproteins

      View Answer 

    9. (c) The primary type of lipids found in the cell membrane are phospholipids, cholesterol and glycolipids. Out of these, phospholipids play an important role in controlling the movement of substances into and out of the cell. In general, lipid soluble substances are allowed to move into the cell whereas water soluble molecules are restricted or not allowed to pass through the cell membrane.

     close

    10. Bile mainly helps in the digestion of:

    a. Fats

    b. Proteins

    c. Carbohydrates

    d. Bile pigments

      View Answer 

    10. (a) Bile (or gall) is a bitter, greenish-yellow alkaline fluid secreted by the liver of most vertebrates. It helps in the complete digestion of fats by reducing surface tension. It also activates the enzyme lipase. It serves as a good solvent for fats and fat-splitting enzymes. Bile also helps in absorption of carbohydrates, fats, fat soluble vitamins and proteins. PCAT exam practice test questions

     

    11. The region in space where an electron is likely to be found is called a(n):

    a. Axis

    b. Cloud

    c. Orbital

    d. Configuration

      View Answer 

    11. (c) The region in space where an electron is likely to be found is called an orbital. There are different kinds of orbitals with different sizes and shapes. The orbital at the lowest energy level is defined as a 1s orbital. It is a sphere with its center at the nucleus of the atom PCAT exam practice test questions. The next higher energy level is called a 2s orbital. It is larger than a 1s orbital. Since it has a higher energy level, it has lower stability compared to a 1s orbital. This is because the average distance between the nucleus and electrons in a 2s orbital is greater than in a 1s orbital. The next three orbitals are of equal energy, known as 2p orbitals. They are dumbbell-shaped. They are further differentiated by the names 2px, 2py, and 2pz, where the x, y, and z refer to the corresponding axes.

     close

    12. Which of the following atoms has the highest electronegativity?

    a. Cl

    b. Br

    c. N

    d. F

      View Answer 

    12. (d) In the covalent bond, two atoms are joined by sharing electrons. Both nuclei are held by the same electron cloud. However, in most cases the two nuclei do not share the electrons equally. This happens when one atom has more electron withdrawing power than the other atom. At this time the electron cloud is denser on one atom. This result in one end of the bond being relatively negative and the other end being relatively positive. Such a bond is said to be a polar bond or to possess polarity. The bond possesses polarity when joins atoms have different tendency to attract electrons. This property of the atom is called electronegativity. Out of the given choices, fluorine (F) possess the highest electronegativity. F > O > Cl, N > Br > C, H

    13. (c) The molecular formula for methyl chloride is CH3Cl. The mass of a chlorine atom in methyl chloride is 35.5 gm/mole. The molecular weight of methyl chloride is 50.5 gm/mole (1C = 12, 3H = 3 and 1Cl = 35.5). Therefore, the % mass of chlorine in methyl chloride will be 35.5/50.5 = 70% PCAT exam practice test questions

     close

    13. What would be the percentage mass of chlorine in a molecule of methyl chloride? (C = 12 gm/mole, H = 1 gm/mole, Cl = 35.5 gm/mole).

    a. 18 %

    b. 50 %

    c. 70 %

    d. 12 %

      View Answer 

    13. (c) The molecular formula for methyl chloride is CH3Cl. The mass of a chlorine atom in methyl chloride is 35.5 gm/mole. The molecular weight of methyl chloride is 50.5 gm/mole (1C = 12, 3H = 3 and 1Cl = 35.5). Therefore, the % mass of chlorine in methyl chloride will be 35.5/50.5 = 70%

     close

    14. Which of the following is found to be different in isotopes of the same chemical element?

    a. Protons

    b. Neutrons

    c. Electrons

    d. Atomic number

      View Answer 

    14. (b) Isotopes are defined as forms of the same chemical element that differ only by the number of neutrons in their nucleus. Most elements have more than one naturally occurring isotope. The atomic number “Z” is the same in such elements, however their atomic mass “A” is different due to differ numbers of neutrons in the nucleus of the atom PCAT exam practice test questions.

     close

    15. Which of the following groups of the periodic table contains alkali metals?

    a. Group I A

    b. Group II A

    c. Group VII A

    d. Group VIII A

      View Answer 

    15. (a) The alkali metals, found in group 1 of the periodic table (formerly known as group IA), are very reactive metals that do not occur freely in nature. These metals have only one electron in their outer shell. Therefore, they are ready to lose that one electron in ionic bonding with other elements. As with all metals, the alkali metals are malleable, ductile, and are good conductors of heat and electricity. The alkali metals are softer than most other metals. Cesium and francium are the most reactive elements in this group. PCAT exam practice test questions Alkali metals can explode if they are exposed to water. The Alkali Metals are: lithium (Li), Sodium (Na), Potassium (K), Rubidium (Rb), Cesium (Cs), Francium (Fr).

     close

    To View Maths Questions, please click Answer:

      View Answer 

    Maths Sample Questions PCAT

     close

    17. Home ovulation tests usually detect a preovulatory surge in which of the following in the urine?

    a. Prolactin

    b. Oestrogen

    c. Oxytocin

    d. Progesterone

    e. Luteinizing hormone

      View Answer 

    17. Home ovulation tests usually detect a preovulatory surge in which of the following in the urine?

    a. Prolactin

    b. Oestrogen

    c. Oxytocin

    d. Progesterone

    e. Luteinizing hormone

    Answer: (e). An ovulation home test is used by women to help determine the time in the menstrual cycle when getting pregnant is most likely. The test detects a rise in luteinizing hormone (LH) in the urine. A rise in this hormone signals the ovary to release the egg.

     close

    18. Which of the following information is TRUE ABOUT anaerobic respiration? (Select All that apply)

    a. Waste products are carbon dioxide and water.

    b. It may produce between 36 and 38 ATP molecules.

    c. In animals, including humans, the anaerobic cycle produces lactic acid, which causes muscle cramps.

    d. The fermentation process in anaerobic respiration is roughly 5 percent as effective as what cells can do when they have access to oxygen PCAT exam practice test questions.

    e. In bacteria, it may produce nitrite, nitrogen gas, hydrogen sulfide, methane and acetic acid.

    18. Which of the following information is TRUE ABOUT anaerobic respiration? (Select All that apply)

    a. Waste products are carbon dioxide and water.

    b. It may produce between 36 and 38 ATP molecules.

    c. In animals, including humans, the anaerobic cycle produces lactic acid, which causes muscle cramps.

    d. The fermentation process in anaerobic respiration is roughly 5 percent as effective as what cells can do when they have access to oxygen.

    e. In bacteria, it may produce nitrite, nitrogen gas, hydrogen sulfide, methane and acetic acid.

    Answer (c, d and e). “Anaerobic” means without oxygen, and respiration refers to the processes in a cell that convert biochemical energy, such as that found in glucose, into usable energy in the form of ATP. Waste products like carbon dioxide are also produced during this process.

    The fermentation process in anaerobic respiration is roughly 5 percent as effective as what cells can do when they have access to oxygen. An aerobic cycle may produce between 36 and 38 ATP molecules, while anaerobic respiration only creates 2 ATP molecules. PCAT exam practice test questions.

    Since muscles often run out of oxygen during extreme exertion, anaerobic respiration keeps them running. In animals, including humans, the anaerobic cycle produces lactic acid, which causes muscle cramps. In order for these cramps to stop, oxygen must find its way back into the muscle again so these cells can switch back to aerobic respiration and stop building up lactic acid.

    Anaerobic respiration is also common in bacteria that live in environments without oxygen; depending on the bacteria, the products of their respiration include nitrite, nitrogen gas, hydrogen sulfide, methane and acetic acid.

    19. Which of the following best describes the Capitation System?

    a. Risk free income for healthcare service providers.

    b. Healthcare provider may get more incentive to provide an extended treatment to a patient.

    c. A fixed amount of money per patient per unit of time paid in advance to the physician for the delivery of health care services. PCAT exam practice test questions.

    d. A patient gets more benefit if he/she gets services from Healthcare provider receiving reimbursement through capitation.

    e. Free prescription benefits to patients.

      View Answer 

    19. Which of the following best describes the Capitation System?

    a. Risk free income for healthcare service providers.

    b. Healthcare provider may get more incentive to provide an extended treatment to a patient.

    c. A fixed amount of money per patient per unit of time paid in advance to the physician for the delivery of health care services.

    d. A patient gets more benefit if he/she gets services from Healthcare provider receiving reimbursement through capitation.

    e. Free prescription benefits to patients.

    Answer: Capitation payments are used by managed care organizations to control health care costs. Capitation payments control use of health care resources by putting the physician at financial risk for services provided to patients PCAT exam practice test questions. At the same time, in order to ensure that patients do not receive suboptimal care through under-utilization of health care services, managed care organizations measure rates of resource utilization in physician practices. These reports are made available to the public as a measure of health care quality, and can be linked to financial rewards, such as bonuses.

    Capitation is a fixed amount of money per patient per unit of time paid in advance to the physician for the delivery of health care services. The actual amount of money paid is determined by the ranges of services that are provided, the number of patients involved, and the period of time during which the services are provided. Capitation rates are developed using local costs and average utilization of services and therefore can vary from one region of the country to another. In many plans, a risk pool is established as a percentage of the capitation payment. Money in this risk pool is withheld from the physician until the end of the fiscal year. If the health plan does well financially, the money is paid to the physician; if the health plan does poorly, the money is kept to pay the deficit expenses.

    When the primary care provider signs a capitation agreement, a list of specific services that must be provided to patients is included in the contract. The amount of the capitation will be determined in part by the number of services provided and will vary from health plan to health plan, but most capitation payment plans for primary care services include the following:

    ·         Preventive, diagnostic, and treatment services

    ·         Injections, immunizations, and medications administered in the office

    ·         Outpatient laboratory tests done either in the office or at a designated laboratory

    ·         Health education and counseling services performed in the office

    ·         Routine vision and hearing screening PCAT exam practice test questions

     close

    20. Which of the following information is/are TRUE ABOUT Essential Fatty Acids? [
    Select ALL That Apply
    ]

    a. Linoleic and alpha-linolenic are essential fatty acids.

    b. Arachidonic acid is classified as ‘conditionally essential’ fatty acid.

    c. Ideally, in the diet, the ratio of omega-6 to omega-3 fatty acids should be between 1:1 and 4:1.

    d. Excessive intake of omega-6 fatty acids can cause the deficiency of omega-3 fatty acids.

      View Answer 

    20. Which of the following information is/are TRUE ABOUT Essential Fatty Acids? [
    Select ALL That Apply
    ]

    a. Linoleic and alpha-linolenic are essential fatty acids.

    b. Arachidonic acid is classified as ‘conditionally essential’ fatty acid.

    c. Ideally, in the diet, the ratio of omega-6 to omega-3 fatty acids should be between 1:1 and 4:1.

    d. Excessive intake of omega-6 fatty acids can cause the deficiency of omega-3 fatty acids.

    Answer (a, b, c and d). Essential fatty acids, or EFAs, are fatty acids that humans and other animals must ingest because the body requires them for good health but cannot synthesize them.

    Only two fatty acids are known to be essential for humans: alpha-linolenic acid (an omega-3 fatty acid) and linoleic acid (an omega-6 fatty acid) PCAT exam practice test questions. Some other fatty acids are sometimes classified as “conditionally essential,” meaning that they can become essential under some developmental or disease conditions; examples include docosahexaenoic acid and gamma-linolenic acid.

    It is not only important to incorporate good sources of omega-3 and omega-6s in a diet, but also consume these fatty acids in the proper ratio. Omega-6 fatty acids compete with omega-3 fatty acids for use in the body, and therefore excessive intake of omega-6 fatty acids can inhibit the use of omega-3 fatty acids by the body.

    Ideally, the ratio of omega-6 to omega-3 fatty acids should be between 1:1 and 4:1. Instead, most Americans consume these fatty acids at a ratio of omega-6: omega-3 between 10:1 and 25:1, and are consequently unable to reap the benefits of omega-3s.

    This imbalance is due to a reliance on processed foods and oils, which are now common in the Western diet. To combat this issue it is necessary to eat a low-fat diet with minimal processed foods and with naturally occurring omega-3 fatty acids. A lower omega-6: omega-3 ratio is desirable for reducing the risk of many chronic diseases.

    Arachidonic acid is not one of the essential fatty acids. However, it does become essential if there is a deficiency in linoleic acid or if there is an inability to convert linoleic acid to arachidonic acid. PCAT exam practice test questions.

  • Practicum Journal: Voluntary and Involuntary Commitment Assay Assignment

    Practicum Journal: Voluntary and Involuntary Commitment Assay Assignment

    Assignment 1: Practicum Journal: Voluntary and Involuntary Commitment

    PMHNPs may find themselves working in a wide variety of settings—each having their own unique challenges and inherent legal issues. For instance, what do you do in your state of practice when you are providing a therapy/treatment session and a client reports active suicidal ideation? What do you do if you are covering inpatient psychiatric consults and are called to see a patient in the ICU who overdosed on prescription medication requiring intubation? What do you do if you are a PMHNP on an inpatient unit and a client who admitted themselves on a voluntary basis suddenly states that they have decided to sign themselves out of the hospital so that they can go home to kill themselves? Practicum Journal: Voluntary and Involuntary Commitment Assay Assignment. These are just some of the legal questions that PMHNPs must know the answers to specific to their state of licensure/practice.

    ORDER A PLAGIARISM-FREE PAPER HERE

    In this Assignment, you investigate your state’s laws concerning voluntary and involuntary commitment. You also analyze a case to determine if the client is eligible for involuntary commitment.

    Scenario for Week 7 Case:

    You are a PMHNP working in a large intercity hospital. You receive a call from the answering service informing you that a “stat” consult has been ordered by one of the hospitalists in the ICU. Upon arriving in the ICU, you learn that your consult is a 14 year old male who overdosed on approximately 50 Benadryl (diphenhydramine hydrochloride) tablets in an apparent suicide attempt. At the scene, a suicide note was found indicating that he wanted to die because his girlfriend’s parents felt that their daughter was too young to be “dating.” The client stated in the suicide note that he could not “live without her” and decided to take his own life. Although he has been medically stabilized and admitted to the ICU, he has been refusing to talk with the doctors or nurses. The hospital staff was finally able to get in touch with the clients parents (using contact information retrieved from the 14 year old’s cell phone). Unbeknown to the hospital staff, the parents are divorced, and both showed up at the hospital at approximately the same time, each offering their own perspectives on what ought to be done. Practicum Journal: Voluntary and Involuntary Commitment Assay Assignment. The client’s father is demanding that the client be hospitalized because of the suicide, but his mother points out that he does not have “physical custody” of the child. The client’s mother demands that the client be discharged to home with her stating that her son’s actions were nothing more than a “stunt” and “an attempt at manipulating the situation that he didn’t like.” The client’s mother then becomes “nasty” and informs you that she works as a member of the clerical staff for the state board of nursing, and if you fail to discharge her child “right now” she will make you “sorry.” How would you proceed?

    Practicum Journal: Voluntary and Involuntary Commitment Assay Assignment Learning Objectives

    Students will:

    Evaluate clients for voluntary commitment

    Evaluate clients for involuntary commitment based on state laws

    Recommend actions for supporting parents of clients not eligible for involuntary commitment

    Recommend actions for treating clients not eligible for involuntary commitment

    To Prepare for this Practicum:

    Review the Learning Resources concerning voluntary and involuntary commitment.

    Read the Week 7 Scenario in your Learning Resources. Practicum Journal: Voluntary and Involuntary Commitment Assay Assignment.

    Research your state’s laws concerning voluntary and involuntary commitment.

    The Assignment (2–3 pages):

    Based on the scenario, would you recommend that the client be voluntarily committed? Why or why not?

    Based on the laws in your state, would the client be eligible for involuntary commitment? Explain why or why not.

    Did understanding the state laws confirm or challenge your initial recommendation regarding involuntarily committing the client? Explain. Practicum Journal: Voluntary and Involuntary Commitment Assay Assignment.

    If the client were not eligible for involuntary commitment, explain what actions you may be able to take to support the parents for or against voluntary commitment.

    If the client were not eligible for involuntary commitment, explain what initial actions you may be able to take to begin treating the client.

    By Day 7

    Submit 
    your Practicum Journal: Voluntary and Involuntary Commitment Assay Assignment.

    Submission and Grading Information

    To submit your completed Assignment for review and grading, do the following:

    Please save your Assignment using the naming convention “WK7Assgn1+last name+first initial.(extension)” as the name.

    Click the 
    Week 7 Assignment 1 Rubric 
    to review the Grading Criteria for the Assignment.

    Click the 
    Week 7 Assignment 1 
    link. You will also be able to “View Rubric” for grading criteria from this area.

    Next, from the Attach File area, click on the 
    Browse My Computer
     button. Find the document you saved as “WK7Assgn1+last name+first initial.(extension)” and click 
    Open
    .

    If applicable: From the Plagiarism Tools area, click the checkbox for 
    I agree to submit my paper(s) to the Global Reference Database
    .

    Click on the 
    Submit
     button to complete your submission. Practicum Journal: Voluntary and Involuntary Commitment Assay Assignment.

  • Neurocognitive Disorders Essay Case Study Decision Tree – Charles Wingate

    For this Neurocognitive Disorders Essay Case Study Decision Tree – Charles Wingate Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat adult and older adult clients presenting symptoms of a mental health disorder.

    The Assignment:

    Learning Objectives

    Students will:

    Evaluate clients for treatment of mental health disorders

    Analyze decisions made throughout diagnosis and treatment of clients with mental health disorders

    Examine Case 3
    : You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment. Neurocognitive Disorders Essay Case Study Decision Tree – Charles Wingate.

    At each Decision Point, stop to complete the following:

    ORDER A PLAGIARISM-FREE PAPER HERE

    Decision #1: Differential Diagnosis

    Which Decision did you select?

    Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

    What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

    Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?

    Decision #2: Treatment Plan for Psychotherapy

    Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

    What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

    Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different? Neurocognitive Disorders Essay Case Study Decision Tree – Charles Wingate.

    Decision #3: Treatment Plan for Psychopharmacology

    Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

    What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

    Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

    Also include how ethical considerations might impact your treatment plan and communication with clients and their family.

    Note:
     Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. Neurocognitive Disorders Essay Case Study Decision Tree – Charles Wingate.

    BACKGROUND

    Mr. Charles Wingate is a 76-year-old Caucasian male who presents to your office for an initial psychiatric evaluation. He is accompanied by his eldest son, Mark, who lives with Mr. Wingate. Mr. Wingate was referred to you by his primary care provider who has performed an extensive diagnostic workup to rule out an organic basis for his changes in cognition. Mr. Wingate’s son Mark has verbalized a concern that Mr. Wingate may have Alzheimer’s disease. When questioned, Mr. Wingate states that he is unaware of anyone in his family ever having been diagnosed with Alzheimer’s disease.

     

    SUBJECTIVE

    Mr. Wingate states that he has always been “a little bit forgetful,” but he noticed that in his 60s and 70s, it got worse. Mark states that “for the past 2 years, it has been getting worse. He doesn’t even notice how bad his memory has become.” On at least two occasions, Mr. Wingate has gotten lost when he was driving to the grocery store. Mr. Wingate protested his disagreement with this accusation stating, “but they were doing road construction, anyone could have gotten mixed up!” While his son conceded to this, he pointed out that Mr. Wingate’s memory has caused some other problems, such as errors with paying his monthly utility bills (at one point, the electric company threatened to shut off his electricity due to his nonpayment of the bill). Neurocognitive Disorders Essay Case Study Decision Tree – Charles Wingate.

    His son Mark also pointed out that the family is concerned for Mr. Wingate’s safety as he twice left his keys hanging in the door and just two evenings ago, put food in oven and forgot about it until the smoke detector in the kitchen began to alarm.

    Mr. Wingate also has had a few issues with managing his medications. Specifically, he took too many Norvasc tablets a few months ago, which resulted in hypotension and a fall. Since that time, Mark’s wife has been setting up Mr. Wingate’s pills in pill boxes, but recently, multiple “missed doses” have been noted.

    Mr. Wingate states: “but those are my night pills that I miss—I’m always better at remembering things in the morning.” Mark agrees, stating that Mr. Wingate’s cognition does vary throughout the course of the day and appears to worsen in the evening. He also reports that his father seems much less alert in the evenings, and more alert in the mornings.

    Mr. Wingate reports that he has had poor sleep for “a long time now.” He does report that over the past few months, he has been having what he describes as “very vivid nightmares.” His son states that sometimes he is awakened by his father’s yelling during nightmares, and enters his father’s room, and sees his father swinging or kicking in his sleep.

    He reports that his appetite is “alright” and that his energy levels do fluctuate throughout the course of the day. He states: “sometimes, I can concentrate really well; other times I can’t … it is very frustrating!” Specific to substance use, Mr. Wingate notes that he used to enjoy a glass of wine or two with dinner, but states that it just doesn’t interest him, anymore. Plus, he stated that he notices that when he does drink, he develops slow muscle contractions.

    Mr. Wingate’s son also shares a concern about his father’s abnormal movements. He states that for about the last 6 months, his father has had problems with coordination. He states that he raised these concerns with the family doctor who suggested it may be “late onset Parkinson’s disease.” However, he was not treated because the symptoms were “not that bad.”

     

    OBJECTIVE

    Mr. Wingate was overall calm and pleasant during the clinical interview. Throughout the clinical interview, you notice that Mr. Wingate is not really involved in the discussion. He seems somewhat indifferent to the assessment and does not seem very concerned with what is being discussed. He only protested when discussing how he got lost on his way to the supermarket and his evening medication dose.

    Review of systems and screening physical assessment were unremarkable, with the exception of fine resting tremors noted in both of Mr. Wingate’s hands. The psychiatric/mental health nurse practitioner (PMHNP) also reviewed laboratory studies that were sent from Mr. Wingate’s primary care provider; they were within normal limits with the exception of a serum sodium level of 130 mEq/L.

     

    MENTAL STATUS EXAM

    Mr. Wingate is alert. He is oriented to person, place, and partially oriented to time (he knows that it is morning, but cannot tell the hour). His speech is clear, coherent, goal directed, and spontaneous. Mr. Wingate’s self-reported mood is “ok.” Affect is somewhat constricted. His eye contact is fleeting throughout the clinical interview. He denies visual or auditory hallucinations, no overt delusional or paranoid thought processes appreciated. Judgment seems well preserved, but insight appears impaired as he is having trouble understanding why his son brought him to this appointment. Concentration and attention also appear impaired, which prompts the PMHNP to perform a mini-mental status exam (MMSE) on Mr. Wingate.

     

    RESULTS OF MMSE

    Score of 17, with primary deficits in orientation; calculation; recall (he was unable to recall any of the three items presented after 5 minutes); and he was unable to perform serial 7’s or spell the word “WORD” in reverse, despite the fact that he is a high school graduate and attended 1 year of college. He also needed prompting with the three-step command. His score suggests severe cognitive impairment.

    At this point, please discuss any additional diagnostic tests you would perform on Mr. Wingate.

     

    Decision Point One

    BASED ON THE INFORMATION PROVIDED IN THE SCENARIO ABOVE, WHICH OF THE FOLLOWING DIAGNOSES WOULD THE PSYCHIATRIC/MENTAL HEALTH NURSE PRACTITIONER (PMHNP) GIVE TO MR. WINGATE?

    In your write-up of this case, be certain to link specific symptoms presented in the case to DSM–5 criteria to support your diagnosis.

     

     
    Major frontotemporal neurocognitive disorder (FTNCD)

     
    Major neurocognitive disorder due to Alzheimer’s disease

     
    Major neurocognitive disorder with Lewy bodies

    Decision Point One

     
    Major frontotemporal neurocognitive disorder (FTNCD)

    Decision Point Two

    Begin Citalopram 20 mg orally daily

    RESULTS OF DECISION POINT TWO

     Client returns to clinic in four weeks

     Mr. Wingate’s son returns with Mr. Wingate and informs you that the Citalopram had to be stopped because his father developed nausea, vomiting, and became confused and irritable. These symptoms began approximately 1 week after starting the citalopram. During the hospitalization, it was discovered that Mr. Wingate’s sodium had decreased to 124 mEq/L. He also reported that his father had developed some type of “heart problem,” which they treated during his hospitalization. Neurocognitive Disorders Essay Case Study Decision Tree – Charles Wingate.

    Decision Point Three

    Restart Citalopram at only 10 mg orally daily and increase to 20 mg in 7 to 10 days

    Guidance to Student

    In the case of Mr. Wingate, he meets the diagnostic criteria for major neurocognitive disorder as evidenced by a decline from a previous level of performance in more than one cognitive domain—in this case, complex attention and executive function. The decline is based on a knowledgeable informant, as well as a clinician (the patient’s primary care provider) who referred him to you, as well as substantial impairment in another quantified clinical assessment (the MMSE). Cognitive deficits that Mr. Wingate demonstrates interferes with independence in everyday activities and he requires help with complex instrumental activities of daily living (IADLs) such as medication management and paying bills. Neurocognitive Disorders Essay Case Study Decision Tree – Charles Wingate.

    Nothing in the scenario suggests that delirium could be responsible for the cognitive decline, nor is anything in the scenario suggestive of another mental disorder.

    While one may be initially inclined to consider major neurocognitive disorder due to Alzheimer’s disease (NDAD), probable Alzheimer’s would require evidence of a causative genetic mutation either from family history or genetic testing, and/or decline in memory and learning and at least one other cognitive domain, steadily progressive, gradual decline in cognition without extended plateaus, and no evidence of mixed etiology (i.e., absence of other neurodegenerative or cerebrovascular disease, or another neurological, mental, or systemic disease or condition likely contributing to the cognitive decline. Similarly, while there is some evidence of mild apathy, and decline in executive abilities, there is insufficient evidence of three or more behavioral symptoms that would be needed to make a diagnosis of major frontotemporal neurocognitive disorder (e.g., behavioral disinhibition, loss of sympathy or empathy, perseverative, stereotyped or compulsive/ritualistic behavior, hyperorality and dietary changes, or prominent decline in social cognition and/or executive abilities) nor is there evidence of prominent decline in language ability, in the form of speech production, word finding, object naming, grammar, or word comprehension that would suggest major frontotemporal neurocognitive disorder. Neurocognitive Disorders Essay Case Study Decision Tree – Charles Wingate.

    In Mr. Wingate’s case, there is clear evidence of fluctuating cognition, and spontaneous features of Parkinsonism, which had their onset subsequent to the development of cognitive decline. These symptoms, coupled with the presence of a rapid eye movement sleep behavior disorder, are suggestive of major neurocognitive disorder with Lewy bodies (MNDLB). Diagnostic testing should focus on determining the presence of a synucleinopathy.

    If Mr. Wingate did have FTNCD, selective serotonin reuptake inhibitors (SSRIs) can be used to treat behavioral symptoms in older adults with FTNCD. However, they are used to treat symptoms such as disinhibition, compulsive behaviors, irritability, depressive symptoms, carbohydrate craving, and increased sexual drive- none of which Mr. Wingate appeared to be exhibiting in the case.

    If an SSRI was needed, citalopram was a poor first choice as Mr. Wingate already had a baseline hyponatremia. The PMHNP should not prescribe citalopram as it can worsen hyponatremia, and can cause QT prolongation and increases the risk for cardiac arrhythmia. Dosing above 20 mg is also discouraged in elderly patients.

    If modulation of Serotonin is required, then Trazodone may be a safer choice in some patients, but further studies are needed to confirm this. Neurocognitive Disorders Essay Case Study Decision Tree – Charles Wingate.

    Psychostimulants have been used with varying degrees of success in treating the pervasive apathy which occurs in many patients with FTNCD. Mr. Wingate is demonstrating apathy, and although the cause is from a different form of dementia, this strategy may still be beneficial.

    Decision Point Two

     

    Begin Donepezil 5 mg orally daily

    RESULTS OF DECISION POINT TWO

     Client returns to clinic in four weeks

     Upon his return to your office, Mr. Wingate’s son reported that Mr. Wingate seems to be tolerating the medication well, but he has not noticed any improvement in his father’s memory. He denies any worsening of other symptoms, but also reports no improvement either.

     Mr. Wingate’s son does report that Mr. Wingate’s nightmares appear to be getting worse.

    Decision Point Three

    Add Seroquel 50 mg orally at bedtime to treat nightmares

    Guidance to Student

    In the case of Mr. Wingate, he meets the diagnostic criteria for major neurocognitive disorder as evidenced by a decline from a previous level of performance in more than one cognitive domain—in this case, complex attention and executive function. Neurocognitive Disorders Essay Case Study Decision Tree – Charles Wingate. The decline is based on a knowledgeable informant, as well as a clinician (the patient’s primary care provider) who referred him to you, as well as substantial impairment in another quantified clinical assessment (the MMSE). Cognitive deficits that Mr. Wingate demonstrates interfere with independence in everyday activities and he requires help with complex IADLs such as medication management and paying bills.

    Nothing in the scenario suggests that delirium could be responsible for the cognitive decline, nor is anything in the scenario suggestive of another mental disorder. Neurocognitive Disorders Essay Case Study Decision Tree – Charles Wingate.

    While one may be initially inclined to consider major neurocognitive disorder due to Alzheimer’s disease, probable Alzheimer’s would require evidence of a causative genetic mutation either from family history or genetic testing; and/or decline in memory and learning and at least one other cognitive domain; steadily progressive, gradual decline in cognition without extended plateaus; and no evidence of mixed etiology (i.e., absence of other neurodegenerative or cerebrovascular disease, or another neurological, mental, or systemic disease or condition likely contributing to the cognitive decline). Neurocognitive Disorders Essay Case Study Decision Tree – Charles Wingate. Similarly, while there is some evidence of mild apathy, and decline in executive abilities, there is insufficient evidence of three or more behavioral symptoms that would be needed to make a diagnosis of major frontotemporal neurocognitive disorder (e.g., behavioral disinhibition, loss of sympathy or empathy, perseverative, stereotyped or compulsive/ritualistic behavior, hyperorality and dietary changes, or prominent decline in social cognition and/or executive abilities) nor is there evidence of prominent decline in language ability, in the form of speech production, word finding, object naming, grammar, or word comprehension that would suggest major frontotemporal neurocognitive disorder.

    In Mr. Wingate’s case, there is clear evidence of fluctuating cognition, and spontaneous features of Parkinsonism, which had their onset subsequent to the development of cognitive decline. These symptoms, coupled with the presence of a rapid eye movement sleep behavior disorder, are suggestive of major neurocognitive disorder with Lewy bodies. Diagnostic testing should focus on determining the presence of a synucleinopathy.

    Since Mr. Wingate’s symptoms are more consistent with MNDLB, the addition of Seroquel may result in severe side effects that could be life threatening and include severe sedation, muscle rigidity, delirium, neuroleptic malignant syndrome, and depending on the source of the study reviewed, neuroleptics may be associated with a 2- to 3-fold increase in mortality, including cerebral vascular accident. Neurocognitive Disorders Essay Case Study Decision Tree – Charles Wingate. Also, although Seroquel can be used off-label to induce sleep in some patients, there is an FDA warning against the use of antipsychotics in older adults with dementia as they have been associated with an increase in mortality.

    Acetylcholinesterase inhibitors may be useful in the treatment of NDAD, but there is limited data of their efficacy with MNDLB. Neurocognitive Disorders Essay Case Study Decision Tree – Charles Wingate. If the PMHNP decides to try an acetylcholinesterase inhibitor, the PMHNP should always begin with the lowest starting dose, and then slowly titrate upward, being mindful of the development of side effects. Mr. Wingate and his son should be educated as to the fact that acetylcholinesterase inhibitors may slow disease progression, but will not have a significant impact on existing cognitive deficits.

    The addition of low-dose Clonazepam (0.25 or even 0.125 mg) may be considered as a treatment for REM sleep disorders in individuals with MNDLB. Since Clonazepam has a long half-life, the PMHNP should begin at a low dose, and slowly titrate upward, being mindful to educate the client and family about potential side effects and therapeutic end-goals. Remember that safety is always the first priority with prescribing.

     
    Major neurocognitive disorder with Lewy bodies

    Decision Point Two

    Begin Rivastigmine 1.5 mg orally twice a day

    RESULTS OF DECISION POINT TWO

     Client returns to clinic in four weeks

     Upon his return to your office, Mr. Wingate’s son reported that Mr. Wingate seems to be tolerating the medication well, but he has not noticed any improvement in his father’s memory. Neurocognitive Disorders Essay Case Study Decision Tree – Charles Wingate. He denies any worsening of other symptoms, but also reports no improvement either.

    Mr. Wingate’s son does report that Mr. Wingate’s nightmares appear to be getting worse in that he seems to “act out” his nightmares more.

    Decision Point Three

    Begin Clonazepam 0.5 mg orally at bedtime

    Guidance to Student

    In the case of Mr. Wingate, he meets the diagnostic criteria for major neurocognitive disorder as evidenced by a decline from a previous level of performance in more than one cognitive domain—in this case, complex attention and executive function. The decline is based on a knowledgeable informant, as well as a clinician (the patient’s primary care provider) who referred him to you, as well as substantial impairment in another quantified clinical assessment (the MMSE). Cognitive deficits that Mr. Wingate demonstrates interfere with independence in everyday activities and he requires help with complex IADLs such as medication management and paying bills.

    Nothing in the scenario suggests that delirium could be responsible for the cognitive decline, nor is anything in the scenario suggestive of another mental disorder. Neurocognitive Disorders Essay Case Study Decision Tree – Charles Wingate.

    While one may be initially inclined to consider major neurocognitive disorder due to Alzheimer’s disease, probable Alzheimer’s would require evidence of a causative genetic mutation either from family history or genetic testing, and/or decline in memory and learning and at least one other cognitive domain; steadily progressive, gradual decline in cognition without extended plateaus; and no evidence of mixed etiology (i.e., absence of other neurodegenerative or cerebrovascular disease, or another neurological, mental, or systemic disease or condition likely contributing to the cognitive decline). Neurocognitive Disorders Essay Case Study Decision Tree – Charles Wingate. Similarly, while there is some evidence of mild apathy, and decline in executive abilities, there is insufficient evidence of three or more behavioral symptoms that would be needed to make a diagnosis of major frontotemporal neurocognitive disorder (e.g., behavioral disinhibition, loss of sympathy or empathy, perseverative, stereotyped or compulsive/ritualistic behavior, hyperorality and dietary changes, or prominent decline in social cognition and/or executive abilities) nor is there evidence of prominent decline in language ability, in the form of speech production, word finding, object naming, grammar, or word comprehension that would suggest major frontotemporal neurocognitive disorder.

    In Mr. Wingate’s case, there is clear evidence of fluctuating cognition, and spontaneous features of Parkinsonism, which had their onset subsequent to the development of cognitive decline. These symptoms, coupled with the presence of a rapid eye movement sleep behavior disorder, are suggestive of MNDLB. Diagnostic testing should focus on determining the presence of a synucleinopathy. Neurocognitive Disorders Essay Case Study Decision Tree – Charles Wingate.

    Since Mr. Wingate’s symptoms are more consistent with MNDLB, the addition of Seroquel may result in severe side effects that could be life threatening and include severe sedation, muscle rigidity, delirium, neuroleptic malignant syndrome, and depending on the source of the study reviewed, neuroleptics may be associated with a 2- to 3-fold increase in mortality, including cerebral vascular accident. Although Seroquel can be used off-label to induce sleep in some patients, there is an FDA warning against the use of antipsychotics in older adults with dementia as they have been associated with an increase in mortality. Therefore, in consideration of the probably diagnosis and presenting symptoms, antipsychotics would not be appropriate.

    Acetylcholinesterase inhibitors may be useful in the treatment of NDAD, but there is limited data of their efficacy with MNDLB. If the PMHNP decides to try an acetylcholinesterase inhibitor, the PMHNP should always begin with the lowest starting dose, and then slowly titrate upward, being mindful of the development of side effects. Mr. Wingate and his son should be educated on the fact that acetylcholinesterase inhibitors may slow disease progression, but will not have a significant impact on existing cognitive deficits. Neurocognitive Disorders Essay Case Study Decision Tree – Charles Wingate.

    The addition of low-dose Clonazepam (0.25 or even 0.125 mg) may be considered as a treatment for REM sleep disorders in individuals with MNDLB. Since clonazepam has a long half-life, the PMHNP should begin at a low dose, and slowly titrate upward, being mindful to educate the client and family about potential side effects and therapeutic end-goals. Neurocognitive Disorders Essay Case Study Decision Tree – Charles Wingate. Remember that safety is always the first priority with prescribing.

    There is no evidence that Rivastigmine has any effect on REM sleep disorders; therefore, the PMHNP should not tell Mr. Wingate or his son that this is an expected outcome of the drug.

    For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat adult and older adult clients presenting symptoms of a mental health disorder.

    The Assignment:

    Learning Objectives

    Students will:

    Evaluate clients for treatment of mental health disorders

    Analyze decisions made throughout diagnosis and treatment of clients with mental health disorders

    Examine Case 3
    : You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.

    At each Decision Point, stop to complete the following:

    Decision #1: Differential Diagnosis

    Which Decision did you select?

    Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

    What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources. Neurocognitive Disorders Essay Case Study Decision Tree – Charles Wingate.

    Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?

    Decision #2: Treatment Plan for Psychotherapy

    Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

    What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources. Neurocognitive Disorders Essay Case Study Decision Tree – Charles Wingate.

    Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?

    Decision #3: Treatment Plan for Psychopharmacology

    Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

    What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

    Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

    Also include how ethical considerations might impact your treatment plan and communication with clients and their family.

    Note:
     Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. Neurocognitive Disorders Essay Case Study Decision Tree.

  • Foundation of nursing theories

    Foundation of nursing theories

    Assumptions, beliefs, and values are terminology used when describing the foundation of nursing theories. Theories are used to describe, explain, and predict nursing phenomena, that is, the nursing metaparadigm concepts. Nursing theory is the theorist’s 
    worldview
     or 
    personal perspective
     of how the nursing world works.

    Understanding the theorist’s assumptions, beliefs, and values is important to understanding the purpose of their theory as a whole. Knowing where the theorist is “coming from” helps you understand how the theory is constructed and why the pieces fit together.

    Understanding your own assumptions, beliefs, and values will help you devise your own personal philosophy of nursing and help you choose a nursing theory or theories from which to base your own professional practice. More on those topics in future posts. Foundation of nursing theories.

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    This post will define the terms assumptions, beliefs, and values that underlie nursing theory and provide examples related to the four nursing metaparadigm concepts.

    All these theory and philosophy terms confusing? I can help you! Download my free 8-page resource guide of nursing theory and philosophy terms and concepts. 

    Definitions

    Let’s start with identifying what I mean by assumptions, beliefs, and values as they relate to nursing theory and the metaparadigm concepts of person, health, environment, and/or nursing.

    Worldview 
    (from Thompson, 2016)
    :  
    An 
    individual’s perspective of their reality
     that 
    guides their thinking and being.

    Each theorist (nursing or otherwise) has 
    their own perspective
     that has then 
    shaped their beliefs, assumptions, and values and therefore their definitions of the paradigms/metaparadigms of their discipline
    .

    These views underlie their behaviors and decisions.

    Let me acknowledge again that there is overlap between these constructs – they are related. So read the definitions and then review the examples provided in the next section. Foundation of nursing theories.

    Assumptions
     can be thought of “givens” or a notion or fact that we take for granted, things we believe to be true, or the ways things are without us questioning the premise (Hernandez, 2009). An assumption is something that — is usually unspoken — you believe to be the TRUTH, but there is no hard proof.

    Assumptions denote beliefs and values (Masters, 2015). Beliefs and values are things that ground your practice – these are things that are fundamentally important to you.

    Merriam-Webster 
    defines belief 
    as “a state or habit of mind … something that is accepted, considered to be true, or held as an opinion.” Belief is a synonym for the term assumption, though there may be evidence for one’s beliefs. 
    Beliefs 
    regarding the metaparadigm concepts can be defined as the definitions and descriptions of each of the metaparadigm concepts from a personal viewpoint (i.e., your belief about each metaparadigm concept) (Hernandez, 2009). Individual belief statements about the metaparadigm concepts can also be made.

    Values
     are defined as 
    “a person’s principles or standards of behavior; one’s judgment of what is important in life.”

    Core values
     are generally global, that is, related to humankind as a whole (Denehy, 2001). 
    Personal values
     are the result of your unique life and circumstances. Your personal values are impacted by many factors including family dynamics, how you grew up (e.g., expectations of parents, friends, neighbors), education, employment, culture, the type of relationships you had, your religion, your experiences, etc. 
    Professional values
    are influenced by professional nursing associations, ethics, nursing roles, and other expectations of professional nursing. Foundation of nursing theories.

    Values guide and direct behavior, as well as decision-making. 

    Examples of Assumptions, Beliefs, and Values Related to the Nursing Metaparadigm Concepts

    The four metaparadigm concepts reflect a general understanding of the discipline or the 
    concepts that identify the phenomena of central interest to a discipline. 
    In nursing, these phenomena are identified as the nurse, person, environment, and health.

    In these examples, I’ll present examples of statements of assumptions, beliefs, and values related to each of the nursing metaparadigm concepts. Foundation of nursing theories. I won’t link the statements to any specific theorist, I just want you to get an idea of how to recognize assumptions, beliefs, and values.

    Person: Definition and Description: The recipient of care and others important to person

    Assumptions (A): What does one assume or take for granted about Persons? 

    Beliefs (B): What does one believe about Persons? (with or without evidence)

    Values (V): What is desirable, good, worthy, or honorable about Persons?

    Since assumptions contain beliefs and/or values, I’ll identify these aspects of the assumption statements.

    A: “Persons are social beings.”

    A value associated with this statement is that it is good to be around other people.

    A belief associated with this statement is that people like to be around, and need, other people.

    A: “Persons are biopsychosocial beings.”

    A value associated with this statement is that it is good for persons to pay attention to all aspects of their lives.

    A belief associated with this statement is that persons are multidimensional and influenced by physical, psychological, and social aspects of their being. The nurse would need to think about what constitutes the identified components (biological, psychological, and the social components in this assumption) so you can assess and plan care accordingly.

    A: “Persons are worthy of respect.”

    A value associated with this statement is that all people should be respected.

    A belief associated with this statement is that persons have inherent worth.

    A: “Persons have worth, value, and should be honored.“

    A value associated with this statement is that it is good to treat people with dignity.

    A belief associated with this statement is that all persons have inherent worth and should be treated accordingly.

    A: “People have a right to make decisions about their medical care.”

    A value associated with this statement is that people are autonomous individuals with inalienable rights.

    A belief associated with this statement is that persons should be able to make their own decisions.

    A: “People want to be a part of healthcare planning.”

    A value associated with this statement is that people should participate in their own care planning.

    A belief associated with this statement is that people desire to be included in planning regarding their healthcare.

    B: Persons seek treatment when they are ill.

    B: People should be involved in decisions about their health.

    B: Patients should be emotionally and mentally stable before discharge. Foundation of nursing theories.

    B: Health promotion education provides patients with knowledge to stay healthy.

    V: People should be involved in decisions about their health.

    V: A person’s definition of health should be respected.

    V: Persons have the right to refuse care.

    Health: Definition and Description: The continuum of health/wellness to illness; access to care.

    Assumptions (A): What does one assume or take for granted about Health? 

    Beliefs (B): What does one believe about Health? (with or without evidence)

    Values (V): What is desirable, good, worthy, or honorable about Health?

    A: Health is defined by the Person.

    A value associated with this statement is that the determination of what is healthy or quality of life should be made by the person.

    A belief associated with this statement is that healthy vs. not healthy is subjective and that only the person can define what health means for them.

    A: Health is dynamic.

    A value associated with this statement is that it is good that health status is not static.

    A belief associated with this statement is that one’s health status is constantly changing; multiple internal and external factors that interact and influence health status and therefore health can be improved.

    A: Health promotion will prevent disease.

    A value associated with this statement is that people should do what they can to promote health and prevent disease.

    A belief associated with this statement is that educating patients with health-promoting information will make people choose healthier lifestyles and therefore prevent disease. Foundation of nursing theories.

    B: Health is a state of complete wellbeing.

    B: Personal values influence and determine health behaviors.

    B: Pregnant women should get prenatal care.

    B: Patients should feel taken care of by the healthcare team.

    B: Health is what the person says it is.

    V: Access to health care providers should be available to all people.

    V: Health should not be taken for granted.

    V: Cultural values and beliefs about health should be respected.

    V: People value a healthy lifestyle.

    Environment: Definition and Description: Internal, external, and social factors that influence the patient and their health status.

    Assumptions (A): What does one assume or take for granted about Environment? 

    Beliefs (B): What does one believe about Environment? (with or without evidence)

    Values (V): What is desirable, good, worthy, or honorable about Environment?

    A: The environment can be modified to improve health status.

    A value associated with this statement is that the environment should be conducive to health.

    A belief associated with this statement is that environmental factors can be modified.

    A: Interactions with family and friends are good for personal health.

    A value associated with this statement is that the personal relationships (part of the external environment) are good for one’s health; they contribute to wellness.

    A belief associated with this statement is that environmental factors affect health status.

    A: Information found in a patient’s chart is valid.

    A value associated with this statement is that information recorded in the patient’s chart should be accurate.

    A belief associated with this statement is that hospital charts contain accurate information about the patient.

    B: The nurse-patient relationship creates a trusting environment.

    B: Nurses should provide comfort to patients and families.

    B: A quiet environment is conducive to good patient care.

    B: Patient experiences impact their views of health.

    B: Supportive relationships positively affect health.

    V: Cultural views should be respected.

    V: The environment should be quiet and comfortable.

    V: The environment should be kept clean and free of clutter.

    V: Physical, mental, and spiritual health are valued equally.

    Nursing: Definition and Description: Remember that the Nursing metaparadigm is all about what nurses DO; their characteristics and how he/she applies knowledge and skills to patient care. Foundation of nursing theories.

    Assumptions (A): What does one assume or take for granted about Nurses/Nursing? 

    Beliefs (B): What does one believe about Nurses/Nursing? (with or without evidence)

    Values (V): What is desirable, good, worthy, or honorable about Nurses/Nursing?

    A: “Nurses want to help people.”

    A value associated with this statement is that it is good to help others.

    A belief associated with this statement is that, fundamentally, nurses are nurses because they want to help people.

    A: “Nurses care about the well-being of their patients”

    A value associated with this statement is that it is good or desirable to be caring. Foundation of nursing theories.

    The belief or view of nurses, in general, is that because they want to help people they obviously care about their patients.

    A: “Nurses can reliably assess a patient.” Foundation of nursing theories.

    Values associated with this statement are that reliability/consistency and competence are desirable. Nurses should be reliable and competent.

    A belief associated with this statement is that nurses are technically competent. Their skills in assessment are assumed because of what is known about nursing education and training.

    A: “Nurses are skilled in physical and psychological assessment.”

    A value associated with this statement is that of skill or competence. Nurses should be skilled in nursing procedures such as assessment.

    A belief associated with this statement is that nurses need to be competent in certain skills (in this case technical/intellectual/communication skills) to be nurses. Their skills in assessment include interpreting the physical and psychological data they’ve gathered through history, review of systems, and physical/psychological assessment procedures and exams.

    B: Nurses administer medications accurately.

    B: Nurses follow physician orders.

    B: Nurses treat patients the way they would want to be treated.

    B: Nurses are good patient advocates.

    V: Nurses should be competent.

    V: Nurses should use best practices and evidence to inform their nursing care.

    V: Nurses should develop a treatment plan with the patient’s involvement.

    V: Nurses are trustworthy.

    How to Identify Your Assumptions, Beliefs, and Values

    Critical thinking and reflective clinical practice are hallmarks of advanced nursing practice and nurse experts.  By critically examining your practice, you’ll have a deeper understanding of how theorists develop theories (Hernandez, 2009). Foundation of nursing theories. When you critically examine your personal practice, the abstract world of philosophy and theory becomes more concrete – more understandable. Foundation of nursing theories.

    So if you want to identify your beliefs, assumptions, and values (BAVs), critically reflect on your clinical practice (Hernandez, 2009). Think about patient care experiences that you’ve had. If you can write a few of them out, with as much detail as possible, it may help you to specifically identify your BAVs.

    These narratives should be a 
    detailed
     description of interactions between you and a client/client and family.  Try to be as comprehensive about the separate interactions as your memory will allow — add in details about the client situation, the gist of conversations, what you did, what they did, what happened, etc.

    Then examine each clinical story you wrote, sentence by sentence. As you reflect on your stories, identify which phenomena are being discussed (i.e., metaparadigm concepts of nursing, person, environment, or health) and then identify if each sentence is a belief, assumption, or value.

    To identify assumptions, it might help to say, I assume that nurses …. I assume that health is …. I assume that environment …. I assume that persons are ….

    To identify beliefs, it might help to say, I believe that nurses are …. I believe that health is …. I believe that environment is …. I believe that persons are ….

    To identify values, it might help to say, it is good for nurses to …. or nurses should/ought to …. It is good for persons to …. or persons should/ought to …. Environment should/ought to be …. Health should/ought to ….

    When you collate your BAVs under each metaparadigm concept, you’ll become clear on what you believe in and value because the way you practice nursing is what you believe is important (i.e., your beliefs and values).

    Explicating 
    your own
     assumptions, beliefs, and values will help you become more self-aware of what really underlies your professional practice. It will also help you to have a deeper understanding of how theorists develop theories: they look at the way nursing practice is or should be, identify their assumptions, explain the concepts of the nursing metaparadigm according to their worldview, and ultimately propose the relationships between the concepts in their theories or models.

    You will be one step closer to articulating your own personal philosophy of nursing!

     In the previous post, I gave you examples of how selected theorists define each of the metaparadigm concepts. Go back to that post and see if you can identify the assumption, belief, and/or value being represented in the theorist statements. 

    How to Cite this Blogpost in APA*:

    Thompson, C. J. (2017, October 10). What are assumptions, beliefs, and values in nursing theory? *Citation should have hanging indent

    References

    Denehy, J. (2001). Articulating your philosophy of nursing. 
    The Journal of School Nursing, 17
    (1), 1-2.

    Hernandez, C. A. (2009). Student articulation of a nursing philosophical statement: An assignment to enhance critical thinking skills and promote learning. 
    Journal of Nursing Education, 48
    (6), 343-349. Foundation of nursing theories.

    Masters, K. (2015). 
    Nursing theories: A framework for professional practice
     (2nd ed.). Burlington, MA: Jones & Bartlett Learning.

    Thompson, C. J. (2016). 
    Nursing theory and philosophy: Terms & concepts guide!
     [eGuide]. Retrieved from Free Nursing Theory Guide.

  • Personal worldview in nursing essay example

    Personal worldview in nursing essay example

    Being able to articulate your personal worldview can help you formulate a personal philosophy of practice and enhance your influence on patients and the industry. In this assignment, you will have an opportunity to reflect on your current and future practice, and the ways worldview and nursing theory influence that practice.

    Draft a 1,000-1,250 word paper in which you:

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    Describe your personal worldview, including the religious, spiritual, and cultural elements that you think most influence your personal philosophy of practice and attitude towards patient care Personal worldview in nursing essay example.

    Choose a specific nursing theory that is most in line with your personal philosophy of practice and approach to patient care and discuss the similarities. Explain how the nursing theory reinforces your approach to care.

    Include in your explanation a specific example of a past or current practice and how your worldview and the nursing theory could assist you in resolving this issue.

    Finally, explain how your worldview and the nursing theory will assist you in further developing your future practice.

    You are required to cite five to 10 sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content. Personal worldview in nursing essay example.

    Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

    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. Please refer to the directions in the Student Success Center. Personal worldview in nursing essay example.

  • NUR 513- Introduction to Advanced Registered Nursing Essays

    NUR 513- Introduction to Advanced Registered Nursing Essays

    Advanced registered nurses work in highly collaborative environments and must collaborate with interdisciplinary teams in order to provide excellent patient care. 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. NUR 513- Introduction to Advanced Registered Nursing Essays. 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.

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

    Ethics

    Education

    Leadership

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    Public Health

    Health Care Administration

    Informatics

    Business/Finance

    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. NUR 513- Introduction to Advanced Registered Nursing Essays.

    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.

    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. NUR 513- Introduction to Advanced Registered Nursing Essays.

  • NUR 513- Introduction to Advanced Registered Nursing

    NUR 513- Introduction to Advanced Registered Nursing

    Week #5 DQ 2 Choose one nursing theorist and discuss how you would apply a selected theoretical model to your practice setting. How would this model affect EBP in your practice setting? Patricia Brenner is a theorist that proposed that there are 5 stages of nursing excellence. Benner introduced the concept that expert nurses develop skills and understanding of patient care over time through a sound educational base as well as a multitude of experiences. The focus of education and actual hands on skills guide the nurse through a path from “novice” to “expert”. “[Benner] further explains that the development of knowledge in applied disciplines such as medicine and nursing is composed of the extension of practical knowledge (know how) through research and the characterization and understanding of the “know how” of clinical experience (“Currentnursing.com”, 2010) . I have been employed in both teaching facilities/hospitals and now as an educator of Licensed Practical Nurses (LPN……..

    NUR 513 Week #2 DQ 2

    Identify and discuss the key components of theory analysis, theory synthesis, and theory derivation. Since the science of nursing relies on continuous research and advancement in the field of medicine in order to better meet the needs of our patients it is important to understand the theories as they exist. When discussing the formula involved in constructing nursing theories/models there are three core approaches that can be utilized. One may choose to formulate their own nursing theory by means of theory derivation, theory synthesis or theory analysis. Walker and Avant (2011) characterize derivation as a concept based on an analogy or metaphor, in which the idea can be transposed to another field of study. Derivation is a technique that is useful when ideas have evolved since the original concept analysis of a theory. This allows the researcher and the student alike to utilize the original theory as a foundation to build off of with new technology, information or voc

    NUR 513 Week #3 DQ #1

    What nursing theory or theorist is used in your place of employment, if you don’t use one which one should be used? Why? My profession includes the instruction of future licensed practical nurses. I believe a theory that could be used in this type of environment would be Jean Watson’s 10 Carative Factors. McCance, McKenna and Boore (1999), summarized Watson’s theory based on her view of “nursing as a human science, with the major focus being the process of human care for individuals, families and groups”. Jean Watson sought to demonstrate that varying levels of caring could provide a more positive atmosphere to encourage optimal health. Jean Watson’s theory also supports that “caring is central to nursing”. Watson also hypothesized that caring can promote growth, that a caring environment offers the development of potential, and that caring also can also promote better health than ju………..

    NUR 513 Week 3: DQ #2

    What is the difference between theory-guided practice and evidence-based practice? Provide an example of one of them used in your area of nursing practice. Evidence based practice (EBP) has more recently been the gold standard for nursing care, treatment, and interventions. Walker and Avant (2011) cited the definition of EBP per Eisenberg (1998) as the “[method] that draws on the findings of research to provide information to improve patient care for each individual, while at the same time challenging researchers to address the questions for which clinicians and patients most urgently need information”. EBP as a method of research tends to investigate and challenge hypothesis through trial and error studies to find the most effective practical solutions that can then be translated into actual practice in the patient care environments (TGP). TGP is a more generalized method of nursing evolution that addresses issues in the broadest of sen……

    NUR 513 Week #4 DQ #1

    What are the tenets of the metaparadigm as defined by Nightingale, Orem, Roy, and Watson? How does each theorist differ from the others? Who do you relate to the most? The tenets of metaparadigm have been classified into four categories. These four categories have been defined as nursing, person, environment and health. With the evolution of nursing theory there have been many theorists who utilize these metaparadigms as the framework for their theory/model. Although the commonality between many theorists is this framework of metaparadigms, each theorist differs in how they define each tenent of the metaparadigm. According to Nightingale, a person is viewed as a patient. Furthermore, Nightingale referenced nursing as the care or tasks that are implemented on behalf of the patient and for the patient. In relation to the environment, Nightingale stressed the importance of the environment in guiding the patient to recov……………

    NUR 513: Week 4 DQ #2

    What three main factors do you feel influenced the nurse theorist’s definitions and descriptions of the components of the metaparadigm in their respective models? Explain. In order for nursing theory to evolve it is imperative that it involves education, research, and actual functional characteristics in the practical field. In order for a nursing theorist to completely explain their theory/model it must fully be researched to find supportive information and then tested to verify the validity of the proposed theory. When discussing the metaparadigm of nursing, it is important to know the four main factors that are the framework of the metaparadigm. These four factors include the person, environment, nursing, and health. Most nursing theorist formed their own theories/models based on this framework. They may have had slightly different definitions tha…………..

    Analysis of a Nursing Conceptual Model Presentation: Overview

    Dorothea Orem’s theory of Self Care Nursing had several related parts, the theory of self- care, the theory of self-care deficit and the theory of the nursing system. The first part is the practice of activities that an individual initiates and performs on their behalf in maintaining a wellbeing, life and health. It is associated with the life process of maintenance of the integrity of human structure and functioning. This is essential in all teaching in health care. We want to promote our patients caring for themselves so they can be at the highest level of functioning for them. The second part with self-care deficit specifies when nursing is need. This is when the patient is incapable or limited to the provisions of continuous self-care. This is where all our nursing skills come into play. It is also a teaching opportunity, we can teach

    NUR 513- Introduction to Advanced Registered Nursing