Tag: Clinical-Nursing

  • N502: Advanced Role Development and Organizational Leadership

    N502: Advanced Role Development and Organizational Leadership

    This course provides a comprehensive review of the role and responsibilities of the Advanced Practice Registered Nurse with specific emphasis on the role of the Nurse Practitioner. Historical, political, legal, social, and ethical components of the Nurse Practitioner will be addressed. In addition, scope of practice and regulatory requirements will be discussed as well as the critical role of the Nurse Practitioner as a change agent, educator, and leader.

    Credit hours: 3

    Prerequisites:

    Proctored exam: No

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    Textbook Information

    American Sentinel recommends you do not purchase your course materials until thirty days prior to the term start date. N502: Advanced Role Development and Organizational Leadership

    Advanced practice nursing: An integrative approach 5th

    Hamric, A., Hanson, C., Tracy, M. & O’Grady, E.

    Elsevier 2013

    ISBN-13: 9781455739806

    MSRP: US $84.95

    Recommended; **As of January 2020 begin using Publication Manual of the American Psychological Association, 7th Edition ISBN: 978-1433832178

    Publication manual of the American Psychological Association 6th

    American Psychological Association

    American Psychological Association 2009

    ISBN-13: 9781433805615

    MSRP: US $29.95

    Course Offerings

    Term

    Registration

    Begins – Ends

    Course

    Begins – Ends

    Professor

    2020 Mar

    8 weeks

    06/01/19 – 02/28/20

    03/16/20 – 05/10/20

    TBD

    2020 May

    8 weeks

    08/01/19 – 04/30/20

    05/18/20 – 07/12/20

    TBD

    2020 Jul

    8 weeks

    10/01/19 – 06/28/20

    07/20/20 – 09/13/20

    TBD

    2020 Sep

    8 weeks

    12/01/19 – 08/30/20

    09/21/20 – 11/15/20

    TBD

    2020 Nov

    8 weeks

    02/01/20 – 10/31/20

    11/16/20 – 01/10/21

    TBD

    N502: Advanced Role Development and Organizational Leadership

  • N501PE: MSN Role Development

    N501PE: MSN Role Development

    Focuses on the historical development of graduate level nursing practice, including but not limited to nursing roles offered at American Sentinel University. Explores graduate level nursing roles, core competencies, and conducts in-depth analysis of emerging nursing roles within the context of the global healthcare system. Takes into account the complex social, economic, diverse, technologic, legal, ethical and political environments. This course has a required certified background activity N501PE: MSN Role Development.

    Credit hours: 3

    Prerequisites:

    Proctored exam: No

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    Textbook Information

    American Sentinel recommends you do not purchase your course materials until thirty days prior to the term start date.

    Kindle version available * New Textbook as of March 2020 Term Start: 978-0-8261-3807-1/978-0-8261-3796-8

    Advanced practice nursing: Essential knowledge for the profession 3rd

    DeNisco, S., Barker, A.

    Jones and Bartlett 2016

    ISBN-10: 1284072576

    ISBN-13: 9781284072570

    MSRP: US $82.95

    Course Offerings

    Term

    Registration

    Begins – Ends

    Course

    Begins – Ends

    Professor

    2020 Mar

    8 weeks

    06/01/19 – 02/28/20

    03/16/20 – 05/10/20

    TBD

    2020 Apr

    8 weeks

    07/01/19 – 03/29/20

    04/20/20 – 06/14/20

    TBD

    2020 May

    8 weeks

    08/01/19 – 04/30/20

    05/18/20 – 07/12/20

    TBD

    2020 Jun

    8 weeks

    09/01/19 – 05/31/20

    06/15/20 – 08/09/20

    TBD

    2020 Jul

    8 weeks

    10/01/19 – 06/28/20

    07/20/20 – 09/13/20

    TBD

    2020 Aug

    8 weeks

    11/01/19 – 07/31/20

    08/17/20 – 10/11/20

    TBD

    2020 Sep

    8 weeks

    12/01/19 – 08/30/20

    09/21/20 – 11/15/20

    TBD

    2020 Oct

    8 weeks

    01/01/20 – 09/30/20

    10/19/20 – 12/13/20

    TBD

    2020 Nov

    8 weeks

    02/01/20 – 10/31/20

    11/16/20 – 01/10/21

    TBD

    2020 Dec

    8 weeks

    03/01/20 – 11/29/20

    12/21/20 – 02/14/21

    TBD

    N501PE: MSN Role Development

  • N515PE: Research Design

    N515PE: Research Design

    This course examines the research process in nursing practice and reviews quantitative and qualitative methods. Students critique current nursing research. This course includes 45 hours of practice experience activities.

    Credit hours: 3

    Prerequisites: 
    N501PE,
    MA215 or N502

    Proctored exam: No

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    Textbook Information

    American Sentinel recommends you do not purchase your course materials until thirty days prior to the term start date.

    Nursing research: Generating and assessing evidence for nursing practice 10th

    Polit, D.B., & Beck, C.T.

    Lippincott, Williams, & Wilkins 2016

    ISBN-10: 1496300238

    ISBN-13: 9781496300232 N515PE: Research Design

    MSRP: US $103.99

    Recommended; **As of January 2020 begin using Publication Manual of the American Psychological Association, 7th Edition ISBN: 978-1433832178

    Publication manual of the American Psychological Association 6th

    American Psychological Association

    American Psychological Association 2009

    ISBN-10: 1433805618

    ISBN-13: 9781433805615

    MSRP: US $23.96

    Course Offerings

    Term

    Registration

    Begins – Ends

    Course

    Begins – Ends

    Professor

    2020 Mar

    8 weeks

    06/01/19 – 02/28/20

    03/16/20 – 05/10/20

    TBD

    2020 Apr

    8 weeks

    07/01/19 – 03/29/20

    04/20/20 – 06/14/20

    TBD

    2020 May

    8 weeks

    08/01/19 – 04/30/20

    05/18/20 – 07/12/20

    TBD

    2020 Jun

    8 weeks

    09/01/19 – 05/31/20

    06/15/20 – 08/09/20

    TBD

    2020 Jul

    8 weeks

    10/01/19 – 06/28/20

    07/20/20 – 09/13/20

    TBD

    2020 Aug

    8 weeks

    11/01/19 – 07/31/20

    08/17/20 – 10/11/20

    TBD

    2020 Sep

    8 weeks

    12/01/19 – 08/30/20

    09/21/20 – 11/15/20

    TBD

    2020 Oct

    8 weeks

    01/01/20 – 09/30/20

    10/19/20 – 12/13/20

    TBD

    2020 Nov

    8 weeks

    02/01/20 – 10/31/20

    11/16/20 – 01/10/21

    TBD

    2020 Dec

    8 weeks

    03/01/20 – 11/29/20

    12/21/20 – 02/14/21

    TBD

    N515PE: Research Design

  • NSG 6620 Week 5 Discussion Assignment: The Average Daily Census (ADC) and the Target Budget

    NSG 6620 Week 5 Assignment 1 Discussion

    Discussion Question 1: The Average Daily Census (ADC) and the Target Budget

    One of the greatest challenges unit managers and CNOs face is predicting and working with the average daily census (ADC), particularly as it relates to the target budget.

    The average daily inpatient census refers to the number of patients present at the official census-taking time each day.For example, a patient admitted to the coronary care unit at 1:00 pm and who dies at 4:00 pm the same day is a patient admitted and discharged the same day.The ADC is typically calculated each night at midnight.It is a challenge to predict what the ADC will be on any given day.

    The target budget is targeted or predicted in the zero-based operating budget based on the previous years’ ADC.The target budget is typically projected at least one year in advance.A lot of information goes into the computation of a target budget, and there are many variances once the budget is formulated and approved.

    Using the readings for the week, the South University Online Library, and the Internet, respond to the following:

    Explain how the ADC contributes to the target budget.

    Describe two major challenges in determining the actual target budget and ADC.

    Identify two major challenges for unit managers and CNOs due to the variances between the actual target budget and the ADC.

    Comment on the postings of at least two peers.

    Evaluation Criteria:

    Explained how the ADC contributes to the target budget.

    Described two major challenges with the actual target budget and ADC.

    Identified two major challenges for unit managers and CNOs due to the variances between the actual target budget and the ADC.

    Justified your answers with appropriate research and reasoning.

    Commented on the postings of at least two peers.

    NSG 6620
     
    Week 5 Discussion 2

    Discussion Question 2: Return on Investment

    Return on investment (ROI) is a financial performance measure used to evaluate and determine the efficiency of an investment on a number of different measures.The ROI is calculated by examining the benefit (return) of an investment divided by the cost of the investment.The result of this calculation is a percentage or a ratio.For example, the formula for ROI is as follows:

    ROI = (Gain from the investment – Cost of the investment) / Cost of the investment

    It should be noted that there is more than one way healthcare organizations may compute and calculate the ROI for a new service or product line.The ROI is not always calculated in direct dollars, but it may be calculated as the ability to contribute to the organizational mission and philosophy.For example, a nonprofit healthcare organization may want to partner with a local community endeavor and establish a free clinic with low-dollar ROI but with a tremendous feeder of new patients to primary care services within the organization.

    Using the readings for the week, the South University Online Library, and the Internet, respond to the following:

    Develop an ROI for a new project (such as the implementation of a new Level 3 neonatal intensive care unit [NICU]).

    Summarize the issues and challenges in formulating an accurate ROI for a new product or service line.

    Identify two major challenges and two major barriers for unit managers or the CNO accountable for ensuring ROI on a new product or service line.

    Comment on the postings of at least two peers.

    Evaluation Criteria:

    Developed an ROI for a new project (such as the implementation of a new Level 3 neonatal intensive care unit [NICU]).

    Summarized the issues and challenges in formulating an accurate ROI for a new product or service line.

    Identified two major challenges and two major barriers for unit managers or the CNO accountable for ensuring ROI on a new product or service line.

    Justified your answers with appropriate research and reasoning.

    Commented on the postings of at least two peers.

    NSG 6620 Week 6 Assignment 1 Discussion

    Discussion Question 1: Role of the Nurse Executive

    There are numerous definitions of what it means to be a nurse executive.The definition may change according to the work environment in your healthcare organization.Some literature refers to the nurse executive as a nurse administrator.The nurse executive must have knowledge, skills, and competencies that foster and promote nursing leadership within the healthcare organization.Nurse executives are in a key leadership role in healthcare organizations and have the capacity to effect positive change and promote a culture of community and excellence.

    Using the readings for the week, the South University Online Library, and the Internet, respond to the following:

    Examine the role of the nurse executive in a clinical area with staff, patients, and providers.Explain why this role is important.

    Explain why the nurse executive needs to delegate.What are some of the challenges nurses face during delegation?

    Evaluate the role of the nurse executive in succession planning for the healthcare organization.

    Examine the educational preparation and national certification requirements for a nurse executive.

    Comment on the postings of at least two peers.

    Evaluation Criteria:

    Examined the role of the nurse executive in a clinical area with staff, patients, and providers, and explained why this role is important.

    Explained why the nurse executive needs to delegate.What are some of the challenges nurses face during delegation?

    Evaluated the role of the nurse executive in succession planning for the healthcare organization.

    Examined the educational preparation and national certification requirements for a nurse executive.

    Justified your answers with appropriate research and reasoning.

    Commented on the postings of at least two peers.

    NSG 6620
     
    Week 6 Discussion 2

    Discussion Question 2: Characteristics of an Effective Team

    As the saying goes, “There is no I in team.” There is another saying, “The whole world is a team.” These two sayings support the fact that everyone in healthcare organizations must work together for the good of patients.There is much in healthcare literature focusing on the role of high-performance teams and their impact on patient quality, patient safety, and healthcare worker satisfaction.One of the greatest “value-added” benefits of high-performance teams is the collaboration and sharing of essential information to enhance quality and patient outcomes.In modern healthcare organizations, effective teams are critical to providing patient and healthcare worker satisfaction.

    Using the readings for the week, the South University Online Library, and the Internet, respond to the following:

    Describe at least three characteristics of an effective team.

    Identify two challenges with interprofessional healthcare teams with respect to the various roles.

    Describe one high-performing team in which you are currently engaged or have engaged in the past.What are the reasons for the success or failure of this team?

    Examine how education models created for interprofessional healthcare students may develop high-performing healthcare teams.

    Comment on the postings of at least two peers.

    Evaluation Criteria:

    Described at least three characteristics of an effective team.

    Identified two challenges with interprofessional healthcare teams with respect to the various roles.

    Described one high-performing team in which you are currently engaged or have engaged in the past, and explained the reasons for the success or failure of this team.

    Examined how education models created for interprofessional healthcare students may develop high-performing healthcare teams.

    Justified your answers with appropriate research and reasoning.

    Commented on the postings of at least two peers.

    NSG 6620 Week 7 Assignment 1 Discussion

  • 6501 Week 3 discussion : Pathophysiology of Pain

    6501 Week 3 discussion : Pathophysiology of Pain

    Pathophysiology of Pain

     
               Pain is described by Huether and McCance (2017) as a complex experience, one that includes physical, cognitive, spiritual, emotional, and environmental factors, which may be a signal of tissue damage, lasting from seconds to as long as three months, or chronic lasting greater than three to six months and have no purpose (p.340-341). Pain is an unpleasant sensation that can only be described by the person who feels it. The sensation of pain is transmitted by the central nervous system, which processes potentially harmful stimuli by way of nociceptors, which are pain receptors. (Huether & McCance, 2017) 6501 Week 3 discussion : Pathophysiology of Pain. Nociceptors are distributed throughout the body, which transmits the sensation of pain, and responds to the stimuli in different ways (Huether & McCance, 2017). Different types of stimuli cause different types of pain sensations, such as mechanical, thermal and chemical. Some chemical receptors that are associated with the sensation of pain include bradykinin, histamine, leukotrienes and prostaglandins. (Huether & McCance, 2017).  Pain has been recognized in the past as the fifth vital sign, making it an important part of the assessment process. Pain can be characterized in many different ways, such as acute, chronic, or referred, which are dependent on the different criteria that identify each.

      Acute Pain

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    Acute pain is a sensation that last only seconds to day, but may be present for up to three months. Acute pain is a mechanism of the body that warns of immediate danger that can cause harm, which causes the person to immediately respond to remove the cause of the pain. Acute pain is normally self-limiting, resolving within days or weeks, but may continue longer as healing occurs (Anwar, 2016).  Acute pain results in autonomic nervous stimulation, which results in increase in heart rate, hypertension, diaphoresis and dilated pupils (Huether & McCance, 2017, p. 340). Acute pain is further divided into classifications, which include somatic, visceral or referred, which help to diagnose and treat the pain more effectively (Huether & McCance, 2017). Somatic pain is pain that is felt as sharp and well localized, or dull, aching, throbbing, which can be poorly localized (Huether & McCance, 2017). Acute pain is commonly the type of pain that patients experience after surgery, traumatic injuries, tissue damage and the inflammatory process (Anwar, 2016).

     

    Chronic Pain

     

    Chronic pain is pain that has been present for longer than three to six months and beyond the natural healing time (Huether & McCance, 2017).  Although it may accompany any type of injury, chronic pain serves no purpose and causes suffering of the individual (Huether & McCance, 2017). Chronic pain often leads to negative impact on quality of life, well-being and a person’s long term ability of function (Anwar, 2016). Huether and McCance (2017) explain that with chronic pain, there have been actual changes to the peripheral and central nervous systems that cause a dysregulation of nociception and the pain modulation process (p. 340). Over time, people who suffer with chronic pain have adaptations that lead to normalization of heart rate and blood pressure, which can lead to the misconception that these patients are not actually in pain. Chronic pain that is not controlled leads to problems such as depression, poor eating and sleeping habits, preoccupation with pain and avoidance of any stimuli that causes the pain (Huether & McCance, 2017). Patients who experience chronic pain also are commonly faced with the fact that their pain may never be completely resolved, which is normally achieved with acute pain.

     

    Referred Pain

     

    Referred pain is pain that is felt in a different area that where the pain originates from. An example is symptoms of MI, such as pain in the jaw or shoulder. Referred pain can be from an acute problem or it can be chronic, such as pain felt from sciatic with a chronic back injury. Huether and McCance (2017) explain that the reason behind pain being referred to other areas in the body is because the brain cannot distinguish the origin due to the many impulses that are being received from cutaneous and visceral neurons that converge at the same ascending neurons.

     

    Gender and Age

     

    Shea and McDonald (2010) explain that women and their descriptions of pain had been shown to be dependent on social interactions, and that women who suffered chronic pain seemed to have difficulty with self-esteem, and dignity as patients. Age has an impact on the way pain may be reported, or even assessed due to cognitive function. As a hospice nurse, I have learned that the elderly, cognitively impaired patients often act out when in pain, similar to young children, which leads to undertreatment of pain. I have worked with physicians in the past who did not believe in treating pain with infants, for instance, when circumcising newborns, he refused to order any type of topical pain control. As a nurse, I have worked on both ends of the spectrum, and I have seen pain that was poorly controlled at both ends. I had also done research to support my teaching of patients and families about pain control and the safety of morphine use at the end of life, which has led me many times to learn that patients with dementia are very undertreated for pain, partly because they can’t verbalize, and partly because physicians and nurses are afraid of overdosing them, which leads to poorly controlled pain. Shea and McDonald (2010) explained that it is imperative that healthcare providers have a keen awareness of hour to accurately assess for pain in patients of all ages, so that it can be treated effectively.

     

     

    Anwar, K. (2016). Pathophysiology of pain.
    Disease-a-Month, 62
    (9), 324-329. Retrieved

     

    From
    https://doi.org/10.1016/j.disamonth.2016.05.015
    .

     

    Huether, S.E. & McCance, K.L. (2017) Understanding pathophysiology (6th ed.). St. Louis,

     

    MO: Mosby.

     

    Shea, M., & McDonald, D. (2010). Factors associated with increased pain communication by

     

    Older adults. Western Journal of Nursing Research, 33(2), 169-206. Retrieved from

     

    http://journals.sagepub.com.ezp.waldenlibrary.org/doi/abs/10.1177/0193945910372775

     

     

    Week 3

    Pain

    The neurological system affects all parts and functions of the body through nerve stimulation. Nerves also control the sensation and perception of pain. While pain can be described in a variety of ways, it is essentially labeled according to its duration and source. As an advanced practice nurse evaluating a patient, you need to consider the following questions: Does the pain quickly come and go, or is it persistent and ongoing? Does the pain arise at the source of injury or in another location? In this Discussion, you compare three common types of pain—acute, chronic, and referred.

    To prepare:

    ·        Review this week’s media presentation on the neurological system, as well as Chapter 13 in the Huether and McCance text.

    ·        Identify the pathophysiology of acute, chronic, and referred pain. Consider the similarities and differences between these three types of pain.

    ·        Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain.

    Post A 1 page paper APA format

    1
     a description of the pathophysiology of 
    acute
    , 
    chronic
    , and 
    referred pain
    , including similarities and differences between them.

    2 
    Then, explain how the factors you selected might impact the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain. 6501 Week 3 discussion : Pathophysiology of Pain.

     

    Course resources

    ·        Huether, S. E., & McCance, K. L. (2012). 
    Understanding pathophysiology
     (Laureate custom ed.). St. Louis, MO: Mosby.

    o   Chapter 12, “Structure and Function of the Neurologic System”

    This chapter begins with an overview of the structure and function of the nervous system. It also explains the importance of the central, peripheral, and autonomic nervous systems.

    o   Chapter 13, “Pain, Temperature, Sleep, and Sensory Function”

    This chapter covers the role of pain, sleep, stress, and the senses on body functions. It also explores alterations involving pain, sleep, stress, and the senses.

    o   Chapter 14, “Alterations in Cognitive Systems, Cerebral Hemodynamics, and Motor Function”

    This chapter explores disorders of cognitive systems, neuromotor function, tone, movement, and motor performance. It also examines factors that impact these disorders as well as clinical manifestations.

    o   Chapter 15, “Disorders of the Central and Peripheral Nervous Systems and Neuromuscular Junction”

    This chapter examines the pathophysiology, clinical manifestations, and evaluation and treatment of central and peripheral nervous system disorders. Tumors of the central nervous system are also covered. 6501 Week 3 discussion : Pathophysiology of Pain.

    o   Chapter 16, “Alterations of Neurologic Function in Children”

    This chapter focuses on the pathophysiology, clinical manifestations, evaluation, and treatment of neurologic disorders and brain tumors in children. Normal growth and development is also examined.

    ·        McPhee, S. J., & Hammer, G. D. (2010). 
    Pathophysiology of disease: An introduction to clinical medicine
     
    (Laureate Education, Inc., custom ed.). New York, NY: McGraw-Hill Medical.

    o   Chapter 7, “Nervous System Disorders”

    This chapter begins with an overview of the structure and function of the nervous system to lay a foundation for exploring nervous system disorders. It then examines several nervous system disorders such as Parkinson’s disease, epilepsy, dementia, Alzheimer’s disease, and stroke. 6501 Week 3 discussion: Pathophysiology of Pain.

    Chapter 12, “Disorders of the Adrenal Medulla”

    This chapter examines disorders relating to alterations of the adrenal medulla. It classifies disorders by the organ or tissue that is most impacted by the disorder. The pathophysiology, clinical manifestations, symptoms, and signs of the disorders are also covered.

    Chapter 19, “Disorders of the Hypothalamus & Pituitary Gland”

    This chapter covers the structure and function of the hypothalamus and pituitary glands. It also explores disorders of the hypothalamus and pituitary glands.

    Chapter 21, “Disorders of the Adrenal Cortex”

    This chapter begins by exploring the structure and function of the adrenal cortex. It then explores disorders relating to alterations of the adrenal cortex.

    Media

    ·        Laureate Education, Inc. (Executive Producer). (2012f). 
    The neurological system
    . Baltimore, MD: Author.

    This media presentation outlines the pathophysiology of the neurological system and associated alterations.

    Optional Resources

    ·        Alzheimer’s Association. (2012). Retrieved from 
    http://www.alz.org/

    ·        National Multiple Sclerosis Society. (2012). Retrieved from
    http://www.nationalmssociety.org/index.aspx

    ·        National Parkinson Foundation. (2012). Retrieved from 
    http://www.parkinson.org/

     

     

    NURS 6501N-6 Advanced Pathophysiology

    Pain

    Pain is defined as “an unpleasant sensory and emotional experience associated with actual or potential tissue damage”, per the American Pain Society (Huether & McCance, 2012, p.324). Pain descriptions are subjective to the person experiencing it and at times can be very hard to control once started. This week’s discussion will consider types of pain, including acute, chronic and referred pain and their similarities and differences. Also, other factors that affect pain will be discussed and their effects on pathophysiology, diagnosis and treatment. 6501 Week 3 discussion : Pathophysiology of Pain.

    Acute Pain

    Acute pain begins when the body is attempting to warn of a potentially harmful experience, to relieve it (Huether & McCance, 2012, p.327). It is usually sudden or unexpected, and may linger for minutes to days, depending on location and severity. Acute pain can be further divided into somatic, visceral, or referred. Somatic pain comes from the skin, while visceral pain is pain from internal organs (p.327). Referred pain, however, refers to the air where the pain is felt (p.328) “The polymodal peripheral receptors initiate unpleasant sensations that can be modulated in the dorsal horn and the anterior columns of the spinal cord before reaching the cerebral cortex” (Fink, 2005, p. 277). Although neurological pathways of the body allow for sensation of pain, skin and visceral sensations are different.

    Chronic Pain

    Chronic pain is constant pain lasting a minimum of 3 months (Huether & McCance, 2012). Chronic pain can be sub grouped into neuropathic pain, which results from a neurological lesion dysfunction, or peripheral neuropathic pain, that results from trauma or disease of a peripheral nerve. There is also central neuropathic pain that develops from dysfunction in the brain or spinal cord (p.328). The process of nociception drives chronic pain. When nociceptors are stimulated, an action potential is started along the nerve that it is attached to 6501 Week 3 discussion : Pathophysiology of Pain. The nerves, composed of axons are classified per the nerve innervated. Some axons are myelinated, which help to protect the myelin and produce a faster pain transmission signal. Nerve endings that respond to sensory processes such as heat, cold and touch have different myelination properties and neurotransmitters that they respond to (Rashiq et al., 2008).

    Referred Pain

    Pain felt in the area other than the point of origin is defined as referred pain (Huether& McCance, 2012). Research has shown that the mechanism of convergence is the explanation for referral pain. When primary afferent fibers from different sites converge on the same second-order neuron in the brainstem nucleus (Hashemipour & Borna, 2014). In a case study on orofacial pain, referred pain was of greatest concern when the pathology became progressive in conditions such as “infections, vascular disorders, and neoplastic disease. Well-known sources of pain referred to the jaws include the pain of ischemic cardiac disease, esophageal pathology, and central lesions that cause increased intracranial pressure or produce compression of one or more of the cranial nerves” (p. 152).

    Pain Comparison

    Onset between the specific types of pain differ. Acute pain is sudden, whereas, chronic and referred pain occur due to some other etiology. Description of pain also differs. In acute pain, the exact area and reason for the pain is easily identified, whereas, chronic and referred pain usually occur because of some other problem, and may be harder to diagnose. Signs and symptoms of acute pain are usually immediately felt and observed, while chronic and referred pain may show symptoms slowly over time (Huether & McCance, 2012) 6501 Week 3 discussion : Pathophysiology of Pain.

    Age and Genetic Factors on Pain

               
    At any age, pain effects the body differently. As an infant and child, the pain threshold, or the lowest toleration of pain is very low due painful experiences (Huether & McCance, 2012). Physiological changes in heartrate and breathing often show signs of pain or discomfort. 6501 Week 3 discussion : Pathophysiology of Pain Behavioral changes in facial muscles, crying, and restlessness, also show an observable change that could be a response to pain. In adults, the pain threshold is subjective and can change within moments. Physiological changes in behavior are like infants and children, but adults can be more specific about what they are feeling (p.330).

    Genetic research has shown that a rare disease called congenital insensitivity to pain with anhidrosis (lack of sweating), also known as hereditary sensory and autonomic neuropathy type 4.  It is characterized by profound insensitivity to noxious stimuli and absence of sweating, as well as secondary complications such as repeated injuries, self-mutilation, and recurrent febrile episodes. Delayed developmental milestones, hyperactivity, emotional lability, and intellectual disabilities are also observed to varying degrees. Morphologic studies revealed that insensitivity to pain and anhidrosis result from the absence of sensory and sympathetic postganglionic neurons (Wang et al., 2016).

    Conclusion

    Structures and functions of the neurological system are very complex, yet it continues to regulate the body with little help from us. Pain is regulated by this system, and helps to warn the body of potentially dangerous experiences. Pain treatments vary individually, and can take time to diagnose and maintain. Pain will always be an issue that the human body faces daily. With continued research, the pathophysiology may be better understood and possibly better treatments invented. 6501 Week 3 discussion : Pathophysiology of Pain.

    References

    Fink, W. A. (2005). The pathophysiology of acute pain. 
    Emergency Medicine Clinics of North America
    , 
    23
    (2), 277-284. doi:10.1016/j.emc.2004.12.001

    Hashemipour, M. A., & Borna, R. (2014). Incidence and characteristics of acute referred orofacial pain caused by a posterior single tooth pulpitis in an Iranian population. 
    Pain Practice
    , 
    14
    (2), 151-157. doi:10.1111/papr.12034

    Huether, S. E., & McCance, K. L. (2012). 
    Understanding pathophysiology (Laureate custom ed.)
    . St. Louis, MO: Mosby.

    Rashiq, S., Schlopflocher, D., Taenzer, P., & Jonsson, E. (2008). 
    Chronic pain: A health policy perspective
    . Weinheim, Germany: Wiley-Blackwell/Wiley-VCH.

    Wang, Q., Guo, S., Duan, G., Ying, Y., Huang, P., Liu, J. Y., & Zhang, X. (2016). Phenotypes and genotypes in five children with congenital insensitivity to pain with anhidrosis. 
    Pediatric Neurology
    , 
    61
    , 63-69. doi:10.1016/j.pediatrneurol.2016.04.006 6501 Week 3 discussion : Pathophysiology of Pain

  • NSG 6620 Week 4: Strategies for Establishing an FTE Budget

    NSG 6620 Week 4: Strategies for Establishing an FTE Budget

    NSG 6620 Week 4 Discussion 2

    Discussion Question 2: Strategies for Establishing an FTE Budget

    Budgeting is a critical and essential component of nursing and patient care.Without proper support for nurses to provide patient-centered care, the organizational mission and goals will not be met.

    Full-time equivalent (FTE) measures the number of employees working in an organization, assuming they all work on a full-time basis.It measures each employee’s involvement in the organization.Unit managers and CNOs must have fundamental skills and competencies to establish an FTE budget. NSG 6620 Week 4: Strategies for Establishing an FTE Budget.

    Using the readings for the week, the South University Online Library, and the Internet, respond to the following:

    Describe various strategies used for establishing an FTE budget.

    Examine the advantages and disadvantages of each strategy.

    ORDER A PLAGIARISM-FREE PAPER HERE

    Discuss how the unit manager or CNO elicits input into the FTE budget.

    Describe one software program utilized by the unit manager or CNO to formulate an FTE budget.

    Identify the timeline a nurse manager or CNO would utilize to plan the development of an FTE budget.

    Comment on the postings of at least two peers. NSG 6620 Week 4: Strategies for Establishing an FTE Budget.

    Evaluation Criteria:

    Described various strategies used for establishing an FTE budget.

    Examined the advantages and disadvantages of using each strategy.

    Discussed how the unit manager or CNO elicits input into the FTE budget. NSG 6620 Week 4: Strategies for Establishing an FTE Budget

    Described one software program utilized by the unit manager or CNO to formulate an FTE budget.

    Identified the timeline a nurse manager or CNO would utilize to plan the development of an FTE budget.

    Justified your answers with appropriate research and reasoning.

    Commented on the postings of at least two peers. NSG 6620 Week 4: Strategies for Establishing an FTE Budget.

  • NURS-6501 week 1 discussion – sore throat essay

    NURS-6501 week 1 discussion – sore throat essay

    NURS-6501 Module 1, week1 discussion. Topic: Discussion: Alterations in Cellular Processes

    Alterations of cellular responses are caused by multiple changes occurring within the cell in response to the environmental stressors. When signals sent by the signaling molecules are received by the target cell, the normal cellular response is the end of the line. However, diseases cause alterations of cellular responses resulting in abnormal changes in the normal response processes and is often caused by…

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    A 16-year-old boy comes to clinic with chief complaint of sore throat for 3 days. Denies fever or chills. PMH negative for recurrent colds, influenza, ear infections or pneumonias. NKDA or food allergies. Physical exam reveals temp of 99.6 F, pulse 78 and regular with respirations of 18. HEENT normal with exception of reddened posterior pharynx with white exudate on tonsils that are enlarged to 3+. Positive anterior and posterior cervical adenopathy. Rapid strep test performed in office was positive. His HCP wrote a prescription for amoxicillin 500 mg po q 12 hours x 10 days disp #20. He took the first capsule when he got home and immediately complained of swelling of his tongue and lips, difficulty breathing with audible wheezing. 911 was called and he was taken to the hospital, where he received emergency treatment for his allergic reaction. NURS-6501 week 1 discussion – sore throat essay.

    By Day 3 of Week 1

    Post an explanation of the disease highlighted in the scenario you were provided. Include the following in your explanation:

    •The role genetics plays in the disease.

    •Why the patient is presenting with the specific symptoms described.

    •The physiologic response to the stimulus presented in the scenario and why you think this response occurred.

    •The cells that are involved in this process.

    •How another characteristic (e.g., gender, genetics) would change your response.

    Use three scholarly peer review article not later than FIVE YEARS eg 2015 to 2020 in writing this NURS-6501 week 1 discussion – sore throat essay paper.

     

    Resources

    McCance, K. L. & Huether, S. E. (2019).
    Pathophysiology: The biologic basis for disease in adults and children
    (8th ed.). St. Louis, MO: Mosby/Elsevier.

    file:///C:/Users/obyok/AppData/Local/Packages/Microsoft.MicrosoftEdge_8wekyb3d8bbwe/TempState/Downloads/Pathophysiology-%20The%20Biologic%20Basis%20for%20Disease%20in%20Adults%20and%20Children%20%20(1).pdf

    Use this textbook and the YouTube videos and three scholarly peer reviewed articles related to cell and immunity and disease to write this 2 page discussion. The articles must be from 2015 to 2020. Cite in APA format. The link following the textbook is the E version of the textbook. NURS-6501 week 1 discussion – sore throat essay.

     

    Rubric Detail

     

    Select 
    Grid View
     or 
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     to change the rubric’s layout.

    Name: 
    NURS_6501_Discussion_Rubric

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    List View

     

    Excellent

    Good

    Fair

    Poor

    Main Posting

    45 (45%) – 50 (50%)

    Answers all parts of the Discussion question(s) with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. NURS-6501 week 1 discussion – sore throat essay

    Supported by at least three current, credible sources.

    Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

    40 (40%) – 44 (44%)

    Responds to the Discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

    At least 75% of post has exceptional depth and breadth.

    Supported by at least three credible sources.

    Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

    35 (35%) – 39 (39%)

    Responds to some of the Discussion question(s).

    One or two criteria are not addressed or are superficially addressed.

    Is somewhat lacking reflection and critical analysis and synthesis.

    Somewhat represents knowledge gained from the course readings for the module.

    Post is cited with two credible sources.

    Written somewhat concisely; may contain more than two spelling or grammatical errors.

    Contains some APA formatting errors.

    0 (0%) – 34 (34%)

    Does not respond to the Discussion question(s) adequately.

    Lacks depth or superficially addresses criteria.

    Lacks reflection and critical analysis and synthesis.

    Does not represent knowledge gained from the course readings for the module.

    Contains only one or no credible sources.

    Not written clearly or concisely.

    Contains more than two spelling or grammatical errors.

    Does not adhere to current APA manual writing rules and style.

    Main Post: Timeliness

    10 (10%) – 10 (10%)

    Posts main post by Day 3.

    0 (0%) – 0 (0%)

    N/A

    0 (0%) – 0 (0%)

    N/A

    NURS-6501 week 1 discussion – sore throat essay

    0 (0%) – 0 (0%)

    Does not post main post by Day 3.

    First Response

    17 (17%) – 18 (18%)

    Response exhibits synthesis, critical thinking, and application to practice settings.

    Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

    Demonstrates synthesis and understanding of Learning Objectives.

    Communication is professional and respectful to colleagues.

    Responses to faculty questions are fully answered, if posed.

    Response is effectively written in standard, edited English.

    15 (15%) – 16 (16%)

    Response exhibits critical thinking and application to practice settings.

    Communication is professional and respectful to colleagues.

    Responses to faculty questions are answered, if posed.

    Provides clear, concise opinions and ideas that are supported by two or more credible sources.

    Response is effectively written in standard, edited English.

    13 (13%) – 14 (14%)

    Response is on topic and may have some depth.

    Responses posted in the Discussion may lack effective professional communication.

    Responses to faculty questions are somewhat answered, if posed.

    Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

    NURS-6501 week 1 discussion – sore throat essay

    0 (0%) – 12 (12%)

    Response may not be on topic and lacks depth.

    Responses posted in the Discussion lack effective professional communication.

    Responses to faculty questions are missing.

    No credible sources are cited.

    Second Response

    16 (16%) – 17 (17%)

    Response exhibits synthesis, critical thinking, and application to practice settings.

    Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

    Demonstrates synthesis and understanding of Learning Objectives.

    Communication is professional and respectful to colleagues.

    Responses to faculty questions are fully answered, if posed.

    Response is effectively written in standard, edited English.

    14 (14%) – 15 (15%)

    Response exhibits critical thinking and application to practice settings.

    Communication is professional and respectful to colleagues.

    Responses to faculty questions are answered, if posed.

    Provides clear, concise opinions and ideas that are supported by two or more credible sources.

    Response is effectively written in standard, edited English.

    12 (12%) – 13 (13%)

    Response is on topic and may have some depth.

    Responses posted in the Discussion may lack effective professional communication.

    Responses to faculty questions are somewhat answered, if posed.

    Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

    0 (0%) – 11 (11%)

    Response may not be on topic and lacks depth.

    Responses posted in the Discussion lack effective professional communication.

    Responses to faculty questions are missing.

    No credible sources are cited.

    Participation

    5 (5%) – 5 (5%)

    Meets requirements for participation by posting on 3 different days.

    0 (0%) – 0 (0%)

    N/A

    0 (0%) – 0 (0%)

    N/A

    0 (0%) – 0 (0%)

    Does not meet requirements for participation by posting on 3 different days.

    Total Points: 100

    NURS-6501 week 1 discussion – sore throat essay

    Name: 
    NURS_6501_Discussion_Rubric

     

     

    NURS-6501 Module 1, week1 discussion. Topic: Discussion: Alterations in Cellular Processes

    Alterations of cellular responses are caused by multiple changes occurring within the cell in response to the environmental stressors. When signals sent by the signaling molecules are received by the target cell, the normal cellular response is the end of the line. However, diseases cause alterations of cellular responses resulting in abnormal changes in the normal response processes and is often caused by diseases and are demonstrated as signs and symptoms. This paper examines a case study of a 16-year-old boy who visits the clinic with a chief complaint of sore throat for 3 days presenting in multiple symptoms. However, he experiences a severe allergic reaction after the administration of amoxicillin 500 mg. therefore, the role of genetics, presentation of specific symptoms and the impact of age factor are explored in this assignment.

    Role of genetics

    Recurrent sore throat is common particularly in children. It is caused by a
    Streptococcus
    group A bacteria and is often linked to genetics. Genetic variations taking place at the HLA region are linked to the recurrent nature of sore throat (Chauhan et al., 2016). In essence, these specific variations of the gene are evident during genetic testing and are associated with the immune systems interaction with pathogens. As such, the patient becomes more susceptible to sore throat following the genetic changes causing variations. Notably, insufficient responses of the antibody responses against SpeA bacteria are connected to immunologic and genetic factors (Chauhan et al., 2016). This challenges the recognition of the Streptococcus group A bacteria factor. NURS-6501 week 1 discussion – sore throat essay

    Why the patient presents with the specific symptoms

    The alteration of normal responses within the cells of the body results in the development of signs and symptoms of diseases. For instance, the invasion of Streptococcus group A bacteria in the body causes the secretion of pus and reddening as well as the inflammation of the throat. Clinical manifestations are thus associated with the pharynx colonialization by the fibronectin-binding proteins of
    Streptococcus pyogenes
    (Soderholm, Barnett, Sweet & Walker, 2018)
    .
    On the other hand, the symptoms occurring on the patient after the administration of the first capsule of amoxicillin 500 mg are as a result of allergic reactions to antibiotics. Severe nausea and vomiting, dizziness, swelling of lips and face, fast heart rates, shortness of breath, wheezing and shock are common allergic responses to antibiotics.

    Physiologic response and cells involved in the process

    The physiologic responses evident in this patient include reddened posterior pharynx with white exudate on tonsils that are enlarged to 3+. Positive anterior and posterior cervical adenopathy is also observed. On carrying out the rapid strep test, the patient turned out positive of Streptococcus group A bacteria. The adaptive and innate responses are responsible for the physiologic responses as they create a defense mechanism to fight the infection. Cellular mediators produce PGE2 and leukotriene B4 (LTB4 ), chemokines, antimicrobial peptides (AMPs), eicosanoids and proinflammatory cytokines among other substances which induce and maintain host responses. These cells include epithelial cells, macrophages, neutrophils and dendritic cells. NURS-6501 week 1 discussion – sore throat essay

    How age factor would change the response

    Age influences the risks of contracting diseases. This is to mean that some illnesses are more common in the young persons while others are common among the elderly. The increased prevalence of sore throat is recorded in children of between 5 to 15 years. According to Campbell et al. (2018), a 5 to 10% risk of sore throat infection exists among the adults regardless of the already established strong immune system. Safe pharmacologic treatment of sore throat patients should thus be guided by the age of the patient to prevent adverse reactions and allergies.

     

     

    References

    Campbell, P. T., Frost, H., Smeesters, P. R., Kado, J., Good, M. F., Batzloff, M., … & Steer, A. (2018). Investigation of group A Streptococcus immune responses in an endemic setting, with a particular focus on J8. 
    Vaccine
    , 
    36
    (50), 7618-7624.

    Chauhan, S., Kashyap, N., Kanga, A., Thakur, K., Sood, A., & Chandel, L. (2016). Genetic diversity among group A streptococcus isolated from throats of healthy and symptomatic children. 
    Journal of tropical pediatrics
    , 
    62
    (2), 152-157.

    Soderholm, A. T., Barnett, T. C., Sweet, M. J., & Walker, M. J. (2018). Group A streptococcal pharyngitis: Immune responses involved in bacterial clearance and GAS‐associated immunopathologies. 
    Journal of leukocyte biology
    , 
    103
    (2), 193-213. NURS-6501 week 1 discussion – sore throat essay

  • NSG 6620 Week 4 Strategies for Establishing Operational Budgets

    NSG 6620 Week 4 Strategies for Establishing Operational Budgets

    NSG 6620 Week 4 Assignment 1 Discussion

    Discussion Question 1: Strategies for Establishing Operational Budgets

    An operational budget is the plan for an organization or unit for daily operating expenses.The operational budget is very similar to how one manages a personal home budget but on a grander scale.For example, there is a balance between accounts receivable and accounts payable, and then there is either a surplus or deficit at the end of the budget period.Most budget periods are a fiscal year or a calendar year. NSG 6620 Week 4 Strategies for Establishing Operational Budgets.

    The unit operating budget is the most critical budget in which unit managers must be involved and have the most control over.Extensive information is needed to prepare the operational budget.For example, the operational budget typically requires information related to workload budgets with activity reports, units of service, and workload calculations like HPPD; expense budgets for personnel, staffing, and supplies equipment; the overhead budget; and the revenue budget.Nurses in the unit are often part of the operational budget to examine, or be aware of, weekly or monthly budget variances.This helps the unit function with a positive versus a negative revenue stream. NSG 6620 Week 4 Strategies for Establishing Operational Budgets.

    Using the readings for the week, the South University Online Library, and the Internet, respond to the following:

    Describe at least two strategies for establishing operational budgets.

    Examine the advantages and disadvantages of using each strategy.

    Explain the strategies your nurse manager or CNO uses to gather and secure the most timely and relevant information to shape future operating budgets.

    Identify two challenges the nurse manager or CNO faces with this task.

    Examine implications for the nurse manager or CNO when the unit operating budget is running in the “red” or has numerous negative monthly variances. NSG 6620 Week 4 Strategies for Establishing Operational Budgets.

    Comment on the postings of at least two peers.

    Evaluation Criteria:

    Described at least two strategies for establishing operational budgets.

    Examined the advantages and disadvantages of using each strategy.

    Explained the strategies your nurse manager or CNO uses to gather and secure the most timely and relevant information to shape future operating budgets.

    Identified two challenges the nurse manager or CNO faces with this task.

    Examined implications for the nurse manager or CNO when the unit operating budget is running in the “red” or has numerous negative monthly variances. NSG 6620 Week 4 Strategies for Establishing Operational Budgets

    Justified your answers with appropriate research and reasoning.Commented on the postings of at least two peers.