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Discussion 2: Your Leadership Profile Week 5 NURS 6053Please follow the instruct ...

Discussion 2: Your Leadership Profile Week 5 NURS 6053

Please follow the instructions below to complete this work . I will attach the assignment instructions, the course reading and a copy of my strength finder as files.

Discussion 2: Your Leadership Profile

Do you believe you have the traits to be an effective leader? Perhaps you are already in a supervisory role, but as has been discussed previously, appointment does not guarantee leadership skills.

How can you evaluate your own leadership skills and behaviors? You can start by analyzing your performance in specific areas of leadership. In this Discussion, you will complete Gallup’s StrengthsFinder assessment.

This assessment will identify your personal strengths, which have been shown to improve motivation, engagement, and academic self-conference. Through this assessment, you will discover your top five themes—which you can reflect upon and use to leverage your talents for optimal success and examine how the results relate to your leadership traits.

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To Prepare for Discussion 2: Your Leadership Profile Week 5 NURS 6053:

Complete the StrengthsFinder assessment instrument, per the instructions found in this Module’s Learning Resources.

Please Note: This Assessment will take roughly 30 minutes to complete.

NOTE: Please keep your report. You will need your results for future courses.

Leadership Profile Sample Discussion

Numerous studies have identified holistic nurse leader’s characteristics and examine the ways through which nurse leaders can cultivate these characteristics (Christensen, Wilson & Edelman, 2018). As a leader, I could continue to develop my leadership qualities if I was able to recognize and strengthen my abilities. This week’s StrengthsFinder assessment revealed five themes that potentially define my leadership qualities as a leader. From the assessment, the five themes that emerge include individualization, responsibility, developer, arranger, and connectedness. In the facility’s emergency department, I carry the role of a clinical educator, and although the job may not be considered a leadership position, it is essential to recognize my abilities as an informal departmental leader.

From the five themes, I would like to develop two leadership traits, namely connectedness and responsibility. Connectedness is vital because it provides the basis of faith that there is a link to everything and every situation. A leader with this strength believes there are only a few coincidences and that every event has a meaning (Gallup, 2019). By nurturing this strength, I could help individuals realize that teamwork and group efforts are essential in accomplishing tasks, a significant goal in a busy emergency department. On the other hand, responsibility is a personal leadership trait that makes me liable to take psychological ownership, whether small or large, or emergent situations. This builds a sense of commitment to serving other nurses and the patient’s body without having any excuses or rationalizations.

Nursing requires core values that form the standard components in all clinical and educational nursing settings. The core values guide and motivate professional behaviors of nurses in their respective work areas. Pidgeon (2017), for instance, has enumerated various leadership core values and two that I would like to strengthen, namely the capacity to accept discrepancies in opinions and a commitment towards a caring-based leadership approach. The two core values will strongly influence the developer and arranger themes identified in the strength assessment report discussed.

I believe that leaders are made and not born. Leadership is a learning process that a person acquires over time. I can be a leader by personal experience or simply by borrowing, through emulation, of leadership qualities and skills from other leaders. Ideally, one can achieve this when operating within an organizational culture that supports learning and orientation (Duggan et al., 2015).

A good leader promotes the productivity of their team. On the same note, I would like to develop a leadership philosophy based on individualization and adaptability. Individualization as a theme and a personal leadership philosophy allows a leader to be intrigued by each person’s unique qualities. As an educator, I tend to see learners as a group of individuals with distinct traits. Consequently, I must pay more attention to their individual skills, attitudes, and interests to draw out their uniqueness and bring out their highest potential.

On the other hand, adaptability is not viewing the future as a fixed destination but creating choices. In the emergency department, nurses must adapt to the department’s stressful situations. Showing my clinical staff that I can be adaptable to our unit’s various stressors as a role model could help them feel that they have a supportive leader. Adaptive leadership, as a component of transformational leadership, is a trait that one needs to cultivate because even stable situations can become unstable when challenges emerge (Broome & Marshall, 2021).

That said, I believe that leadership is a mindset that a person develops as they grow in their career or line of work. Good leaders always try to strengthen their leadership qualities while working on the weak points. Nurse leaders should create an image that is easy to understand by the other nurses and be ready to inspire others to continue developing within their respective areas of service or levels pf leadership. Having taken the StrengthsFinder test, I now understand the importance of such assessments as through it I was able to understand my leadership strengths and weaknesses, and how I can better improve on the identified weaknesses.

Discussion 2: Your Leadership Profile Week 5 NURS 6053 Reference

Broome, M., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). New York, NY: Springer.

Christensen, S. S., Wilson, B. L., & Edelman, L. S. (2018). Can I relate? A review and guide for nurse managers in leading generations. Journal of Nursing Management, 26(6), 689–695.

Duggan, K., Aisaka, K., Tabak, R. G., Smith, C., Erwin, P., & Brownson, R. C. (2015). Implementing administrative evidence-based practices: lessons from the field in six local health departments across the United States. BMC Health Services Research, 15(1), 1-9.

Gallup. (2019). Clifton StrengthsFinder 2.0. Retrieved from https://walden.gallup.com

Pidgeon, K. (2017). The Keys for Success: Leadership Core Competencies. Journal of Trauma Nursing, 25(6), 338-341.

Technical Issues with Gallup:

If you have technical issues after registering, please contact the Gallup Education Support group by phone at +1.866-346-4408. Support is available 24 hours/day from 6:00 p.m. Sunday U.S. Central Time through 5:00 p.m. Friday U.S. Central Time.

Reflect on the results of your Assessment, and consider how the results relate to your leadership traits.

Post a brief description of your results from the StrengthsFinder assessment. Then, briefly describe two core values, two strengths, and two characteristics that you would like to strengthen based on the results of your StrengthsFinder assessment. Be specific. Discussion 2: Your Leadership Profile Week 5 Nursings 6053

By Day 3 of Week 5 of Discussion 2: Your Leadership Profile Week 5 Nursings 6053

Post a brief description of your results from the StrengthsFinder assessment. Then, briefly describe two core values, two strengths, and two characteristics that you would like to strengthen based on the results of your StrengthsFinder assessment. Be specific.

By Day 6 of Week 5

Respond to at least two of your colleagues on two different days by making recommendations for how they might strengthen the leadership behaviors profiled in their StrengthsFinder assessment, or by commenting on lessons to be learned from the results that can be applied to personal leadership philosophies and behaviors.

Discussion 2: Your Leadership Profile Week 5 NURS 6053 Rubric Detail

ExcellentGoodFairPoorMain Posting45 (45%) – 50 (50%)Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. 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: Timeliness10 (10%) – 10 (10%)Posts main post by day 3.0 (0%) – 0 (0%)0 (0%) – 0 (0%)0 (0%) – 0 (0%)Does not post by day 3.First Response17 (17%) – 18 (18%)Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty.

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.

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 Response16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty.

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.

Participation5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days.0 (0%) – 0 (0%)0 (0%) – 0 (0%)0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days.Total Points: 100

Results of my strength finder assessments

Strengths Insight Guide

SURVEY COMPLETION DATE: 09-22-2020

DON C.

Father of Strengths Psychology and Inventor of CliftonStrengths

SURVEY COMPLETION DATE: 09-22-2020Depending on the order of your themes and how you responded to the assessment, some of your themes may share identical insight statements. If this occurs, the lower ranked theme will not display insight statements to avoid duplication on your report.Your Top 5 Themes1. Activator
2. Achiever
3. Discipline
4. Consistency 5. Focus

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Activator

SHARED THEME DESCRIPTION

People who are especially talented in the Activator theme can make things happen by turning thoughts into action. They are often impatient.

YOUR PERSONALIZED STRENGTHS INSIGHTS

What makes you stand out?

Because of your strengths, you urge people to attain their goals by pressing ahead without stopping. Some people feel threatened by your forceful messages. You probably use this technique with individuals who are slow to start or who are inclined to quit before the work is finished. Instinctively, you may find that you easily energize people.

You might be determined to generate enthusiasm about projects, events, or activities. Chances are good that you want to be in charge. As soon as you have made up your mind, you are eager to get started. People who interfere with your progress probably irritate you. Driven by your talents, you notice that people heed your demands. What you say and how you say it can even frighten and threaten people. You probably have used this effect to influence individuals to do what you want.

It’s very likely that you are naturally open and honest about who you are, what you have done, what you can do, and what you cannot do. Your straightforward explanations and stories help listeners see you as you see yourself. You reveal your strengths and limitations. You are forthright and plainspoken. People generally seek your company and want to work with you. Many are impelled to move into action by your words and examples.

Questions

As you read your personalized strengths insights, what words, phrases, or lines stand out to you?
Out of all the talents in this insight, what would you like for others to see most in you?

Achiever

SHARED THEME DESCRIPTION

People who are especially talented in the Achiever theme have a great deal of stamina and work hard. They take great satisfaction from being busy and productive.

YOUR PERSONALIZED STRENGTHS INSIGHTS

What makes you stand out?

It’s very likely that you may prefer to enroll in demanding classes. Perhaps you thrive in situations where you can test your talents or your endurance to discover how much you can accomplish. You may need to “prove yourself to yourself” every now and then.

Because of your strengths, you might toil for hours, days, weeks, or months to produce desired outcomes. Perhaps you impose demanding standards for excellence or productivity on yourself. You might not rest until each requirement is met. By nature, you might argue that success is the product of hard work.

Perhaps your no-nonsense approach impels you to compare your most recent progress to your past performance. You sometimes strive to excel by imposing measurable goals for personal or professional growth on yourself. Instinctively, you might wonder why an unexpected series of events or personal encounters occurred. Sometimes you can simply accept what happened and you go on with your life.

You sense that good fortune, good timing, or good connections may influence outcomes as much as your hard work does. Chances are good that you might win over individuals when they notice you are intense, diligent, and earnest. Perhaps you are attracted to people whose work ethic matches your own. This may partially explain why they enjoy your company.

Questions

As you read your personalized strengths insights, what words, phrases, or lines stand out to you?
Out of all the talents in this insight, what would you like for others to see most in you?

Discipline

SHARED THEME DESCRIPTION

People who are especially talented in the Discipline theme enjoy routine and structure. Their world is best described by the order they create.

YOUR PERSONALIZED STRENGTHS INSIGHTS

What makes you stand out?

Because of your strengths, you rely on your own exacting standards and methodical routines to ensure things are done with careful attention to all aspects and details. This is especially true when you encounter obstacles. You often decide it is easier to deal with these difficulties on your own. This way you know for sure everything is done right. Instinctively, you are the type of person who maps out trips, projects or agendas well ahead of time.

our detailed preparation usually involves a lot of reading. Fortunately, you devour the written word with the same passion as someone who loves food savors a delicious meal. Chances are good that you genuinely appreciate forward-looking thinkers who help you envision the future. They usually inspire you to outline the tasks and list the deadlines for reaching each of your goals.

Having a plan to follow improves your chances of accomplishing what you desire in the coming months, years, or decades. Driven by your talents, you track progress toward your major goals by evaluating your income. Your financial well-being contributes greatly to your outlook on life.

Money buys you many things that give you joy. You are apt to work even harder when you lack the funds to do what you want to do. By nature, you naturally are drawn to start-up activities. Why? They give you an opportunity to accomplish something no one else has done. You are likely to push yourself to reach goals. You are hardwired to double check your work to verify that everything is going as planned. You are equally concerned that every person and piece of equipment is in its assigned location.

Questions

As you read your personalized strengths insights, what words, phrases, or lines stand out to you?
Out of all the talents in this insight, what would you like for others to see most in you?

Consistency

SHARED THEME DESCRIPTION

People who are especially talented in the Consistency theme are keenly aware of the need to treat people the same. They try to treat everyone in the world with consistency by setting up clear rules and adhering to them.

YOUR PERSONALIZED STRENGTHS INSIGHTS

What makes you stand out?

It’s very likely that you probably are one of those people who reads the regulations first, especially when they apply to everyone in a group. Your need to commit these rules to memory is apt to be the way you prepare to play a game, assemble a device, use a computer program, or adhere to a standard process. Driven by your talents, you routinely search for ways to do a better job of making sure all individuals know and abide by established rules, procedures, or guidelines.

Chances are good that you might be the team member who streamlines processes, rules, or procedures. Periodically you outline steps so all group members perform the same task the same way every time they do it. Because of your strengths, you may prefer to set goals in an environment where most people agree to follow the procedures or rules. Perhaps knowing beforehand what to expect of others and what they expect of you makes the task a bit more enjoyable. When you are given the choice between order and chaos, you sometimes choose order. This partially explains why you become irritated with individuals who try to change procedures or make exceptions to the rules in the middle of meetings.

Instinctively, you might not want any one thing to consume every minute of your day. For practical purposes, you may choose to handle some personal or professional problems matter-of-factly or deal with information unemotionally. Perhaps you minimize conflict between people by not taking sides. Instead, you try to make certain individuals aware of things as they actually are. Maybe you emphasize what they have in common. Sometimes you manage to move adversaries toward peaceable solutions or general agreements.

Questions

As you read your personalized strengths insights, what words, phrases, or lines stand out to you?
Out of all the talents in this insight, what would you like for others to see most in you?

Focus

SHARED THEME DESCRIPTION

People who are especially talented in the Focus theme can take a direction, follow through, and make the corrections necessary to stay on track. They prioritize, then act.

YOUR PERSONALIZED STRENGTHS INSIGHTS

What makes you stand out?

Chances are good that you might want to distribute your time more evenly among the priorities in your life. This is a challenge, however. Why? You tend to express yourself through your work. One part of you is completely devoted to your job or studies. Another part of you demands equal time for family, friends, solitude, or recreation. You typically block out everything but your work when you must give your undivided attention to an assignment, project, experiment, or special event.

Driven by your talents, you usually consider what you need to do better as a person or as a professional. You are surprised when you realize how much time you have spent thinking about an important problem, issue, or question. By nature, you channel your energy toward what you can accomplish in the coming months, years, or decades. Your mind churns out new and inventive ways of reaching your goals. You risk becoming bored and delivering a lackluster performance when you are constantly forced to adhere to a predetermined process, a tried-and- tested procedure, or a traditional method.

You can hear yourself pleading, “But, if we only did it this way, it would be so much better.” It’s very likely that you are baffled — that is, confused or puzzled — by people who have few, if any, clear goals. These individuals serve as constant reminders that poorly defined objectives frequently lead to failure. You are aware of this risk. You concentrate your mental, emotional, and physical energy on reaching your most important goal.

Simply put: You become single-minded — that is, you dedicate yourself to one purpose. Because of your strengths, you can mentally zero in on tasks for hours at a time when you have a goal to reach. When the assignment demands extra time, you would be wise to honor your body’s natural rhythms. In other words, if you are a “morning person,” work in the morning. Work in the afternoon if that is when you hit your stride. Work in the evening if that is when you think better. Work around midnight after everyone has gone to bed if you are someone who usually stays up very late.

Questions

As you read your personalized strengths insights, what words, phrases, or lines stand out to you?
Out of all the talents in this insight, what would you like for others to see most in you?

Your Signature Theme Report

SURVEY COMPLETION DATE: 09-22-2020

DON CLIFTON

Father of Strengths Psychology and Inventor of CliftonStrengths

SURVEY COMPLETION DATE: 09-22-2020Many years of research conducted by The Gallup Organization suggest that the most effective people are those who understand their strengths and behaviors. These people are best able to develop strategies to meet and exceed the demands of their daily lives, their careers, and their families.

A review of the knowledge and skills you have acquired can provide a basic sense of your abilities, but an awareness and understanding of your natural talents will provide true insight into the core reasons behind your consistent successes.

Your Signature Themes report presents your five most dominant themes of talent, in the rank order revealed by your responses to StrengthsFinder. Of the 34 themes measured, these are your “top five.”

Your Signature Themes are very important in maximizing the talents that lead to your successes. By focusing on your Signature Themes, separately and in combination, you can identify your talents, build them into strengths, and enjoy personal and career success through consistent, near-perfect performance.

Activator

“When can we start?” This is a recurring question in your life. You are impatient for action. You may concede that analysis has its uses or that debate and discussion can occasionally yield some valuable insights, but deep down you know that only action is real. Only action can make things happen. Only action leads to performance. Once a decision is made, you cannot not act. Others may worry that “there are still some things we don’t know,” but this doesn’t seem to slow you.

If the decision has been made to go across town, you know that the fastest way to get there is to go stoplight to stoplight. You are not going to sit around waiting until all the lights have turned green. Besides, in your view, action and thinking are not opposites. In fact, guided by your Activator theme, you believe that action is the best device for learning. You make a decision, you take action, you look at the result, and you learn. This learning informs your next action and your next.

How can you grow if you have nothing to react to? Well, you believe you can’t. You must put yourself out there. You must take the next step. It is the only way to keep your thinking fresh and informed. The bottom line is this: You know you will be judged not by what you say, not by what you think, but by what you get done. This does not frighten you. It pleases you.

Achiever

Your Achiever theme helps explain your drive. Achiever describes a constant need for achievement. You feel as if every day starts at zero. By the end of the day you must achieve something tangible in order to feel good about yourself. And by “every day” you mean every single day—workdays, weekends, vacations. No matter how much you may feel you deserve a day of rest, if the day passes without some form of achievement, no matter how small, you will feel dissatisfied. You have an internal fire burning inside you. It pushes you to do more, to achieve more.

After each accomplishment is reached, the fire dwindles for a moment, but very soon it rekindles itself, forcing you toward the next accomplishment. Your relentless need for achievement might not be logical. It might not even be focused. But it will always be with you. As an Achiever you must learn to live with this whisper of discontent.

It does have its benefits. It brings you the energy you need to work long hours without burning out. It is the jolt you can always count on to get you started on new tasks, new challenges. It is the power supply that causes you to set the pace and define the levels of productivity for your work group. It is the theme that keeps you moving.

Discipline

Your world needs to be predictable. It needs to be ordered and planned. So you instinctively impose structure on your world. You set up routines. You focus on timelines and deadlines. You break long-term projects into a series of specific short-term plans, and you work through each plan diligently. You are not necessarily neat and clean, but you do need precision. Faced with the inherent messiness of life, you want to feel in control. The routines, the timelines, the structure, all of these help create this feeling of control.

Lacking this theme of Discipline, others may sometimes resent your need for order, but there need not be conflict. You must understand that not everyone feels your urge for predictability; they have other ways of getting things done. Likewise, you can help them understand and even appreciate your need for structure.

Your dislike of surprises, your impatience with errors, your routines, and your detail orientation don’t need to be misinterpreted as controlling behaviors that box people in. Rather, these behaviors can be understood as your instinctive method for maintaining your progress and your productivity in the face of life’s many distractions.

Consistency

Balance is important to you. You are keenly aware of the need to treat people the same, no matter what their station in life, so you do not want to see the scales tipped too far in any one person’s favor. In your view this leads to selfishness and individualism. It leads to a world where some people gain an unfair advantage because of their connections or their background or their greasing of the wheels. This is truly

offensive to you. You see yourself as a guardian against it. In direct contrast to this world of special favors, you believe that people function best in a consistent environment where the rules are clear and are applied to everyone equally. This is an environment where people know what is expected. It is predictable and evenhanded. It is fair. Here each person has an even chance to show his or her worth.

Focus

“Where am I headed?” you ask yourself. You ask this question every day. Guided by this theme of Focus,

The travel nursing career has exploded in popularity over the last few years, of ...

The travel nursing career has exploded in popularity over the last few years, offering adventurous nurses the chance to explore the country while enjoying attractive benefits like higher pay, stipends, and flexibility in choosing placements. The nationwide nursing shortage, coupled with the demands of the COVID-19 pandemic, has created high demand and abundant openings for travel nurses across the U.S.

However, travel nursing comes with considerable downsides as well that should be carefully evaluated before signing any contracts. This article will dive deep into the numerous pros and cons of travel nurse positions.

What’s It Like Being a Travel Nurse?

Being a travel nurse offers a unique career filled with adventure and opportunity—but it also has some significant downsides. Travel nurses work temporary contracts at hospitals and facilities nationwide, usually 13 weeks long. This mobile lifestyle allows nurses to explore new places, meet new people, and expand their skills.

However, the nature of travel nursing means that nurses must adapt to constantly changing policies, procedures, colleagues, patient populations, and locations. Travel nurses need a thick skin, resourcefulness, and extreme adaptability to thrive.

How Does Travel Nursing Work?

Travel nursing agencies connect registered nurses to medical facilities nationwide. When a hospital has a staffing shortage or seasonal influx of patients, they inform agencies of their need for temporary nurses. Agencies then match open contracts to nurses registered in their talent pools.

An experienced recruiter helps travel nurses choose contracts that align with their skills, specialties, financial needs, geographic preferences, and lifestyle. Once matched, travel nurses relocate nationwide to work their 13-week contracts before accepting their subsequent assignments. Agencies also provide stipends to reimburse travel expenses like transportation, housing, meals, and licenses.

How to Become a Travel Nurse

Becoming a travel nurse requires some essential skills and experience:

Licensing, Credentials, and Certifications: Travel nurses must hold an active RN license in every state where they want to work. Some contracts require additional certifications like ACLS, PALS, or NRP.

Communication Skills: As travel nurses change facilities constantly, communication and listening skills help them connect with new colleagues, policies, and patient populations. Cultural sensitivity is critical.

Adaptability: Travel nurses must acclimate quickly to new environments. Comfort with uncertainty and change makes this lifestyle more accessible.

Know What You Want: Understanding your skills, interests, priorities, and deal-breakers helps recruiters match you to ideal contracts. Financial literacy also allows you to evaluate compensation packages accurately.

Financial Expertise: Travel nurses must understand taxes, reimbursements, deductions, budgets, and retirement planning to manage inconsistent income streams. Organization and literacy protecting earnings are vital.

Pros of Travel Nursing

Travel nursing offers many advantages over staff nursing positions. The following are the top advantages of being a travel nurse:

Compensation: Travel nurses earn significantly higher pay than staff nurses. Experienced travel nurses report average salaries between $60,000-$100,000 annually. Pay packages also include stipends and reimbursements for travel costs.

Stipends and Other Perks: Most agencies provide generous stipends for meals/incidentals, lodging, travel, and licenses. Some offer retention bonuses, referral programs, and mileage reimbursements as well.

Choice of Contracts: Travel nurses select contracts matching their needs and preferences instead of standard work directives. This freedom and flexibility is nearly impossible for staff nurses.

Avoiding Workplace Conflicts: The temporary nature of contracts allows nurses to leave unpleasant managers, colleagues, or practices behind quickly.

Travel to New Places: For nurses who relish travel, contracts across the country enable them to explore new cities and hometowns while getting paid.

Expand Marketable Skills: Exposure to cutting-edge technology, unique patient populations, and specialty units expands nursing skills and resumes.

Try Out New Hospitals: Travel nursing allows assessing new workplaces and cities while employed instead of relocating blindly. Long contracts help thoroughly evaluate potential sites.

Disadvantages of Being a Travel Nurse

While travel nurse jobs offer some advantages, nurses should weigh the disadvantages. Cons of being a travel nurse include:

Financial Literacy: Inconsistent incomes and complicated reimbursement policies require extreme organization, literacy, and discipline to prevent mismanagement.

Healthcare and Retirement Benefits: Most travel nurses must secure health insurance and retirement plans since agencies do not provide benefits. This represents significant additional expenses.

Lack of a Support System: Frequent moves and job changes can isolate travel nurses from family, friends, and community support emotionally and physically.

Loneliness: The isolating nature of short-term contracts in unfamiliar cities leaves many travel nurses emotionally lonely despite busy schedules. Building connections quickly helps overcome this challenge.

Lack of Rapport With Colleagues: The quick contracts of travel nursing limit opportunities to establish camaraderie, rapport, and relationships with facility staff.

Career Development Challenges: Since travel nurses change facilities quickly, obtaining advanced certifications, training, and leadership development opportunities proves challenging. Promotions and accountability also become limited.

Pushback Over High Wages: Some staff nurses resent the higher incomes of travel nurses. Tension or bullying sometimes results in units.

Travel Nurses Lack Job Security: When contracts end (or funding runs out), travel nurse positions immediately terminate. Beginning the job search process again brings anxiety and instability.

You Can’t Choose Your Hours: Since travel nurses fill staffing gaps, they work complex and inconsistent schedules without much control. Twelve-hour shifts often extend to 16.

The Pay Varies: While travel nurses generally earn excellent pay, actual incomes depend on facility budgets. Lucrative contracts exist, but lower-paying rural or seasonal contracts do as well.

You Won’t Have Paid Time Off: Rarely do travel nurse contracts include PTO, sick days, or vacation accruals. Nurses must budget carefully when taking unpaid leave.

You Will Always Be the New One: Adapting to new environments and colleagues every 13 weeks means frequently feeling out of step. Building connections with reserved or skeptical staff brings added emotional work.

Licensing Can Be a Struggle: Navigating license transfers between multiple state boards causes headaches for many travel nurses and delays assignments.

The Housing Situation is Complicated: Figuring out short-term housing stipends logistically and financially in expensive cities across the country greatly stresses some nurses.

You Will Dread Tax Season: Since travel nurses work taxable contracts in multiple states annually, filing taxes becomes complicated, confusing, and expensive.

You Will Miss Home: Despite adventures, many travel nurses experience profound homesickness and displacements from loved ones back home. The lifestyle simply doesn’t suit everyone emotionally.

Disadvantages of Travel Nursing

The advantages and disadvantages of travel nursing positions vary from nurse to nurse. While the travel lifestyle offers adventure, autonomy over schedules and workplaces, and excellent compensation, the downsides cannot be ignored. Before becoming a travel nurse, candidates must reflect carefully and realistically on their career motivations, preferences, financial literacy skill levels, adaptability, and emotional needs.

Travel nursing is no different than travel itself—the rewards prove worth it for some but not for others. Nurses considering the leap from staff positions would benefit profoundly from conversing with veteran travel nurses about their experiences to decide whether travel nursing aligns with their life and career aspirations.

Discussion 3: Jewish Orthodox faithDiscussion 3: Jewish Orthodox faithAnswer the ...

Discussion 3: Jewish Orthodox faith

Answer the Discussion Board board questions in paragraph form.

A premature infant was delivered at Woman’s Hospital by the plaintiff. The child died shortly after birth, and the plaintiff was assured by the floor nurse that the hospital would take care of the infant’s burial. When the mother went to the obstetrician for an examination six weeks later, she was given her folder to hold while waiting for the physician.

She found in it a note from the pathologist about disposal of the baby’s body. When the plaintiff asked the physician about the disposal of the body, he instructed his nurse to take her to the hospital across the street to see someone who would tell her what had been done with the baby. When the woman and the nurse found the person, the plaintiff was handed a large jar with the baby’s body inside.

As a result, the plaintiff suffered nightmares, could not sleep, was depressed when she was around children, had surgery for a pseudopregnancy, and required psychiatric treatment. Should a patient–physician relationship include the contract to dispose of a dead body?

The plaintiff’s 18-year-old son died suddenly at home. His body was taken to the hospital, where the cause of death could not be found without an autopsy. The deputy medical examiner ordered a postmortem examination.

The plaintiff was a member of the Jewish Orthodox faith and refused the postmortem examination of his son on the basis that religious conviction prohibited any molestation of the body after death. Is freedom of religion curtailed by a law that has a compelling state interest?

Also Read:

Discussion 4: Safety concerns for APRN providers
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NUR 513 Week 6 Quiz Assignment
Topic 3 DQ2 Patophysiology Week 2
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NUR 550 Topic 3 Translational Research Framework and Legal and Ethical Considerations

Discussion 4: Safety concerns for APRN providersDiscussion 4: Safety concerns fo ...

Discussion 4: Safety concerns for APRN providers

a) Using the National Center for Complimentary and Integrated Health (NCCIH) at https://nccih.nih.gov/, provide research about a complementary therapy.

Provide a summary overview of the therapy.
What evidence is there about providing care for patients of all cultures.
Discuss how you would work with a patient to integrate the therapy into his/her care plan.

b)Using transcultural care concepts, provide evidence-based practice guidelines that illustrate how linguistic challenges interfere with culturally competent care.

What are the safety concerns for APRN providers?

Responses need to address all components of the question, demonstrate critical thinking and analysis and include peer-reviewed journal evidence to support the student’s position.

Please be sure to validate your opinions and ideas with citations and references in APA format.

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Discussion 4: Safety concerns for APRN providers Instructions

Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the
Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Discussion: A Jump Towards Emotional IntelligenceDiscussion: A Jump Towards Emot ...

Discussion: A Jump Towards Emotional Intelligence

Do you believe that skills related to emotional intelligence are more important than technical skills in hiring decisions? Why or Why not
According to the video, IQ and “EQ,” or emotional intelligence scores, are trending down. Dr. Goleman believes it is because parents do not have time to teach their kids EI. Do you agree or disagree? Should we be concerned for our future leaders?
Daniel Goleman states it is important for an organization to have a culture of emotional intelligence. How can an HR professional infuse this characteristic into the hiring process?
Explain a time in the workplace when you had to make an emotional decision versus a rational one, and what would have been the difference if you chose the rational decision.

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Discussion: A Jump Towards Emotional Intelligence Instructions

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the
Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Discussion Accountability of licensed healthcare personnelDiscussion Accountabil ...

Discussion Accountability of licensed healthcare personnel

Discuss how the accountability of licensed healthcare personnel intersects with organizational efforts to implement less expensive patient care pathways or treatment plans (300-500 word count) and at least 1 source. No plagiarism!

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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Discussion Accused of improperly billing Medicare for treatmentsIntroduction on ...

Discussion Accused of improperly billing Medicare for treatments

Introduction on Discussion Accused of improperly billing Medicare for treatments

A member of the hospital’s medical staff has been accused of improperly billing Medicare for treatments done in his office that were not medically necessary.

A subpoena for copies of patient records was received but the subpoena does not include a patient authorization for release of the records. In addition, the subpoena requests all “peer review committee” records pertaining to this physician. Consider the following questions:

What must you check before releasing the patient records?
What legal concept described in this chapter will determine admissibility of the hospital records into evidence?
The defendant’s lawyer objects to the subpoena, arguing that the patient records are “hearsay.” To resolve this issue, identify at least one element that will likely be required in your testimony (or certification of the records).
Your hospital attorney objects to the subpoena of the peer review committee materials, citing state law that protects peer review records from discovery. What legal concept describes this protection?
In the course of acting on the subpoena, you discover that one of the patient records (which are electronic) has had major sections deleted. Your review of the audit trails determine that a hospital staff member was responsible for the deletions. Under what legal concept could the hospital be subject to liability for the deletions? What should have been done to protect the records?

ORDER NOW FOR ORIGINAL, ORDER THROUGH BOUTESSAY

Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Also Read:

West Coast NURS 316L OB Nursing Concept Map

HLT 306 Week 2 Discussions

Disaster Mitigation and Preferences Among Members of StaffI

HCA 322 Week 5 Discussion Question 1

and nothing has made it better and walking on his right foot makes it worse. He ...

and nothing has made it better and walking on his right foot makes it worse. He has tried acetaminophen

Example Answer to Discussion: Alterations in Cellular Processes NURS 6501 Includ ...

Example Answer to Discussion: Alterations in Cellular Processes NURS 6501 Included

For this Discussion, you examine a case study and explain the disease that is suggested. You examine the symptoms reported and explain the cells that are involved and potential alterations and impacts.

To prepare:

You will be assigned to a specific scenario for this Discussion.

Please post an explanation of the disease highlighted in the scenario provided. Include the following in your explanation: role genetics plays in the disease, why the patient is presenting with the specific symptoms described, physiologic response to the stimulus presented in the scenario and why you think this response occurred, the cells that are involved in this process, and how another characteristic like gender or genetics would change your response.

Scenario: A 27-year-old patient with a history of substance abuse is found unresponsive by emergency medical services (EMS) after being called by the patient’s roommate. The roommate states that he does not know how long the patient has been lying there.

The patient received naloxone in the field and has become responsive. He complains of burning pain over his left hip and forearm. Evaluation in the ED revealed a large amount of necrotic tissue over the greater trochanter as well as the forearm. EKG demonstrated prolonged PR interval and peaked T waves. Serum potassium level 6.9 mEq/L.

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.

Also read:

NURS 6501 Module 1 Assignment: Case Study Analysis

NURS 6501 Module 2 Assignment Case Study Analysis

Discussion: Alterations in Cellular Processes NURS 6501 Learning Resources

Required Readings (click to expand/reduce)

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

Chapter 1: Cellular Biology; Summary Review
Chapter 2: Altered Cellular and Tissue Biology: Environmental Agents (pp. 46-61; begin again with Manifestations of Cellular Injury pp. 83-97); Summary Review
Chapter 3: The Cellular Environment: Fluids and Electrolytes, Acids, and Bases
Chapter 4: Genes and Genetic Diseases (stop at Elements of formal genetics); Summary Review
Chapter 5: Genes, Environment-Lifestyle, and Common Diseases (stop at Genetics of common diseases); Summary Review
Chapter 7: Innate Immunity: Inflammation and Wound Healing
Chapter 8: Adaptive Immunity (stop at Generation of clonal diversity); Summary Review
Chapter 9: Alterations in Immunity and Inflammation (stop at Deficiencies in immunity); Summary Review
Chapter 10: Infection (pp. 289-303; stop at Infectious parasites and protozoans); (start at HIV); Summary Review
Chapter 11: Stress and Disease (stop at Stress, illness & coping); Summary Review
Chapter 12: Cancer Biology (stop at Resistance to destruction); Summary Review
Chapter 13: Cancer Epidemiology (stop at Environmental-Lifestyle factors); Summary Review

Justiz-Vaillant, A. A., & Zito, P. M. (2019). Immediate hypersensitivity reactions. In StatPearls. Treasure Island, FL: StatPearls Publishing. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK513315/

Credit Line: Immediate Hypersensitivity Reactions – StatPearls – NCBI Bookshelf. (2019, June 18). Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK513315/. Used with permission of Stat Pearls

Example Answer to the Discussion: Alterations in Cellular Processes NURS 6501

This week’s case study is about a client who is 83 years of age and is a skilled nursing amenity resident. The patient presented to the facility with generalized lower limb and abdominal edema. From the interaction with the patient, a past history of malabsorption syndrome and poor feeding from lack of dentures was deduced. Thus, a diagnosis of protein malnutrition was arrived at.

Malnutrition is a serious health crisis with a resultant increased risk of morbidity and mortality. Broadly, malnutrition can either be classified into marasmus, which is an inadequate supply of energy to meet the body’s requirement or kwashiorkor which is the supply of adequate energy with insufficient protein intake (McCance et al., 2019). Classification can also be based on the severity, with malnutrition being classified as mild, moderate, or severe.

Role of Genetics In Protein Malnutrition

Protein malnutrition is etiologically multi-factorial. Its causes include inadequate/improper food intake, impaired absorption, increased gastrointestinal loss of nutrients, increased nutritional needs from various stressors, increased protein loss, and inadequate protein synthesis (Dipasquale et al., 2020). This particular patient’s protein malnutrition is likely due to impaired absorption from the history of the maladaptive syndrome and inadequate food intake based on the difficulty feeding attributed to lack of dentures.

Genetics plays a role in the causation of protein malnutrition. Human genetic variations can alter host genes that impact food absorption and metabolism, including proteins through many mechanisms. Some studies have identified nutrition-associated genes that influence macronutrient intake, such as FTO and single-nucleotide polymorphisms genes, which cause reduced protein intake (Duggal et al., 2018). The genetic variation of individuals also determines the gut microbe composition, which may, in turn, contribute to malnutrition.

Reason For Patient’s Presenting Symptoms

The patient came to the emergency department presenting with generalized lower limb edema and abdominal edema. Protein malnutrition is typically characterized by low serum albumin levels due to the decreased synthesis and storage of serum proteins. Low albumin levels lead to an imbalance between oncotic pressure and hydrostatic pressure across vascular walls. Albumin contributes to oncotic pressure, which maintains the intravascular fluid within the blood vessels. Its deficiency thus leads to loss of fluid to the extra-vascular spaces and tissues, which presents clinically as edema.

Physiologic Response To The Stimulus

Reduced oncotic pressure due to low serum albumin level leads to edema from extra-vascular movement of intravascular fluid. This results in intravascular volume depletion, leading to hypovolemia and even shock in serious cases. The body responds to this by increasing the antidiuretic hormone levels to replace the depleted intravascular fluid. This is achieved by water retention by the renal system through the action of this hormone.

Cells Involved In The Process

Antidiuretic hormone is secreted by the posterior pituitary gland. This hormone acts in the distal renal and collecting tubules and leads to water reabsorption by causing the expression of water transport channels. This leads to intravascular fluid repletion. In addition to decreasing the urine output, this hormone also acts on the endothelial cells of blood vessels to cause vasoconstriction in cases of hypotension.

Influence of Other Characteristics

In addition to genetics, several other factors contribute to the development of malnutrition. Aging, for example, has been shown to increase the risk of malnutrition, as is the case with the patient in this study. This is attributed to factors such as lack of dentures, loss of taste, and reduced movement (Besora-Moreno et al., 2020). This leads to reduced food intake with resultant malnutrition. This may necessitate measures such as nutritional support and screening of the elderly population for early diagnosis and interventions.

Discussion: Alterations in Cellular Processes NURS 6501 References

Besora-Moreno, M., Llauradó, E., Tarro, L., & Solà, R. (2020). Social and Economic Factors and Malnutrition or the Risk of Malnutrition in the Elderly: A Systematic Review and Meta-Analysis of Observational Studies. Nutrients, 12(3), 737. https://doi.org/10.3390/nu12030737

Dipasquale, V., Cucinotta, U., & Romano, C. (2020). Acute Malnutrition in Children: Pathophysiology, Clinical Effects, and Treatment. Nutrients, 12(8), 2413. https://doi.org/10.3390/nu12082413

Duggal, P., & Petri, W. (2018). Does Malnutrition Have a Genetic Component?. Annual Review Of Genomics And Human Genetics, 19(1), 247-262. https://doi.org/10.1146/annurev-genom-083117-021340

McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier. https://shop.elsevier.com/books/pathophysiology/mccance/978-0-323-40281-1

Example Student Discussion: Alterations in Cellular Processes NURS 6501.

The 83-year-old patient presented in this scenario is suffering from malabsorption syndrome. The condition that the patient is experiencing, and the lack of food intake contributes to protein malnutrition. The main problem of malabsorption syndrome is the lack of nutritional supply in a body due to decreased absorption within the small intestines (McCance & Huether, 2019). The purpose of this discussion is to discuss the genetics, physiological, and cellular components of the scenario presented.

Malabsorption syndrome can have many different causes. Some such causes can stem from outside influences such as intestine dissection, infections, and damage from radiation treatments. However, malabsorption can also come from genetic diseases such as Cystic fibrosis, congenital short bowel syndrome, Celiac disease, and Chron’s disease (Clark & Johnson, 2018).

The scenario presented only states that the patient has a medical history of malabsorption syndrome but does not specify what the cause was. If the patient’s malabsorption was caused by Celiac disease, the genetic factors that would be important to focus on would be the class II human leukocyte antigen (HLA) genes, DQ2 and DQ8.

Patients with these genes are susceptible to celiac disease, where gluten proteins cause CD4T cells to be activated in the mucosal lining of the small intestines. Such activation damages the mucosal lining over time, thereby interfering with the absorption of necessary nutrients (Clark & Johnson, 2018).

The stimulus presented in this scenario is a state of hypoalbuminemia. This condition developed because of the patient’s history of malabsorption syndrome and low protein intake (McCance & Huether, 2019). To understand the physiological response, it is essential to understand the function of protein within the bloodstream. Albumin is the form of protein within the blood responsible for maintaining oncotic pressure.

The albumin does this by using its force to retain water via sodium within the capillaries. Therefore, if there is a lack of albumin in the bloodstream, a weak force keeps the fluid from escaping. This affects the oncotic pressure and allows fluid to leak into the interstitial space. Over time, an accumulation of fluid in the interstitial space leads to swelling, which is the culprit for the patient’s generalized edema and ascites (Darwish & Lui, 2021).

The way nutrients are absorbed into our bodies is through the digestive process. The digestive process begins from the minute food enters our mouths. However, most absorption takes place in the intestinal lumen of the small intestines. The small intestines are made of four main layers: the mucosa, submucosa, muscularis externa, and adventitia.

The mucosal layer contains the epithelium, where the digestive cells live. The digestive cells include the enterocytes, Paneth cells, goblet cells, and neuroendocrine cells. Enterocytes make up the majority of the intestinal epithelium and are responsible for the primary role of absorption (Kong et al., 2018)

Specifically, protein is absorbed in the body with the help of trypsin and chymotrypsin. These enzymes break proteins into tiny forms of amino acids. These amino acids are then transported via the enterocytes across the epithelium to enter blood circulation (Kong et al., 2018). The major clinical problem taking a toll on this patient’s health is malabsorption syndrome. In this case, there is an interruption of the absorptive process at the small intestines, through chemical interruption or a defected brush border, preventing protein absorption for the patient (McCance & Heuther, 2019). A lack of circulating protein is causing the patient’s symptoms, as stated previously.

Malabsorption syndrome can have many different causes, both extrinsic and intrinsic. Older adults are more likely to experience malabsorption due to prolonged illnesses or exposures to medication and chemicals (Clark & Johnson, 2018). Young children, however, are less likely to experience this condition. Therefore, it is easier to pinpoint the cause of the problem in children. If a very young child would present with similar symptoms, I would sooner lookout for diseases such as Cystic fibrosis and milk protein intolerances and their genetic indicators (Cleveland Clinic, 2022).

Discussion: Alterations in Cellular Processes NURS 6501 Solution 3.

Group A, scenario 1, presents the case of a 16-year-old boy who is diagnosed with strep throat. Upon discharge, he is prescribed amoxicillin to treat the infection which quickly induces an anaphylactic response after he takes his first dose. As is typical of a type 1 hypersensitivity reaction, he quickly develops facial edema, dyspnea, and audible wheezes. This scenario illustrates two common pathologies that affect adults and children, namely, strep throat (Group A Streptococcus) and anaphylaxis (Type I hypersensitivity).

Group A strep is a bacteria that affects the nose and throat of young children and can be spread to adults through respiratory droplets (Centers for Disease Control and Prevention, 2022). Anaphylaxis is an exaggerated immune response to an allergen. Many biological components are involved in what is commonly known as an allergic reaction. Anaphylaxis is the most severe and life-threatening form of an allergy.

At the cellular level, a foreign substance called an antigen – in this case, penicillin – enters the body and is immediately identified as a threat by the immune system which mounts an acute inflammatory response. Type I hypersensitivities are mediated by immunoglobulin E (IgE) antibodies and the products of mast cells (i.e., histamines and leukotrienes; Justiz-Vaillant & Zito, 2019).

According to McCance and Huether (2018), the most potent mediator of this process is histamine, which acts through H1 receptors located in the smooth muscle cells of several tissues including the airway, heart/blood vessels, and brain. The symptoms experienced by the patient in the scenario can be explained by the effects of this mediator.

Histamine causes smooth muscle contraction leading to bronchial airway constriction and, therefore, dyspnea and wheezing; increased capillary permeability, which causes edema; and vasodilation, which increases blood flow to the affected areas (erythema).

Various factors play a role in the susceptibility of individuals to atopic conditions including environment, genetics, age, and gender. Allergies have a strong genetic component according to Aldakheel (2021). 70% of identical twins and 40% of non-identical twins have reported similar allergies. Furthermore, individuals with hereditary ?-tryptasemia have been identified for increased risk for severe anaphylaxis (Lyons et al., 2021).

Allergies tend to occur more frequently in children than adults as IgE levels peak in infancy and decrease with age up until about 30 years where they level off. Young boys tend to experience allergies more often than young girls due to higher sensitization rates for grass pollen, dust mites, and cat epithelium. The author also states that many of these sex and age differences tend to diminish over time.

NURS 6501 Module 2 Case Study Assignment

Please be mindful of plagiarism and APA format, I have included the rubric. Please use my course resources as one of my references as instructed. Please include McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier in the references.

Case Study Analysis

An understanding of the cardiovascular and respiratory systems is a critically important component of disease diagnosis and treatment. This importance is magnified by the fact that these two systems work so closely together. A variety of factors and circumstances that impact the emergence and severity of issues in one system can have a role in the performance of the other.

Effective disease analysis often requires an understanding that goes beyond these systems and their capacity to work together. The impact of patient characteristics, as well as racial and ethnic variables, can also have an important impact.

Photo Credit: yodiyim / Adobe Stock

An understanding of the symptoms of alterations in cardiovascular and respiratory systems is a critical step in diagnosis and treatment of many diseases. For APRNs this understanding can also help educate patients and guide them through their treatment plans.

In this Assignment, you examine a case study and analyze the symptoms presented. You identify the elements that may be factors in the diagnosis, and you explain the implications to patient health.

Scenario 4: 45-year-old woman presents with chief complaint of 3-day duration of shortness of breath, cough with thick green sputum production, and fevers. Patient has history of COPD with chronic cough but states the cough has gotten much worse and is interfering with her sleep. Sputum is thicker and harder for her to expectorate. CXR reveals flattened diaphragm and increased AP diameter. Auscultation demonstrates hyper resonance and coarse rales and rhonchi throughout all lung fields.

To prepare:

Assignment (1- to 2-page case study analysis)
In your Case Study Analysis related to the scenario provided, explain the following

The cardiovascular and cardiopulmonary pathophysiologic processes that result in the patient presenting these symptoms.
Any racial/ethnic variables that may impact physiological functioning.
How these processes interact to affect the patient.

NOTE: PLEASE INCLUDE AN INTRODUCTION WITH A PURPOSE STATEMENT, TITLE PAGE, REFERENCE PAGE, AND A SUMMARY.

Concepts of Endocrine Disorders Knowledge Check

QUESTION 1

Scenario 1: Syndrome of Antidiuretic Hormone (SIADH)

A 77-year-old female was brought to the clinic by her daughter who stated that her mother had become slightly confused over the past several days. She had been stumbling at home and had fallen twice but was able to walk with some difficulty. She had no other obvious problems and had been eating and drinking. The daughter became concerned when she forgot her daughter’s name, so she thought she better bring her to the clinic.

HPI: Type II diabetes mellitus (DM) with peripheral neuropathy x 30 years. Emphysema. Situational depression after death of spouse 6-months ago

SHFH: – non contributary except for 40 pack/year history tobacco use.

Meds: Metformin 1000 mg po BID, ASA 81 mg po qam, escitalopram (Lexapro) 5 mg po q am started 2 months ago

Labs-CBC WNL; Chem 7- Glucose-102 mg/dl, BUN 16 mg/dl, Creatinine 1.1 mg/dl, Na+116 mmol/L,

K+4.2 mmol/L, CO237 m mol/L, Cl–97 mmol/L.

The APRN refers the patient to the ED and called endocrinology for a consult for diagnosis and management of syndrome of inappropriate antidiuretic hormone (SIADH).

Question:

1. Define SIADH and identify any patient characteristics that may have contributed to the development of SIADH

Scenario 2: Type 1 Diabetes

A 14-year-old girl is brought to the pediatrician’s office by his parents who are concerned about their daughter’s weight loss despite eating more, frequent urination, unquenchable thirst, and fatigue that is interfering with her school activities. She had been seemingly healthy until about 4 months ago when her parents started noticing these symptoms. She admits to sleeping more and gets tired very easily.

PMH: noncontributory.

Allergies-NKDA

FH:- maternal uncle with “some kind of sugar diabetes problem” but parents unclear on the exact disease process

SH: denies alcohol, tobacco or illicit drug use. Not sexually active.

Labs: random glucose 244 mg/dl.

DIAGNOSIS: Diabetes Mellitus type 1 and refers to an endocrinologist for further work up and management plan.

Question

1. Explain the pathophysiology of the three P’s for (polyuria, polydipsia, polyphagia)” with the given diagnosis of Type I DM.

QUESTION 3

Scenario 2: Type 1 Diabetes

PMH: noncontributory.

Allergies-NKDA

FH:- maternal uncle with “some kind of sugar diabetes problem” but parents unclear on the exact disease process

SH: denies alcohol, tobacco or illicit drug use. Not sexually active.

Labs: random glucose 244 mg/dl.

DIAGNOSIS: Diabetes Mellitus type 1 and refers to an endocrinologist for further work up and management plan.

Question

1. Explain the genetics relationship and how this and the environment can contribute to Type I DM.

QUESTION 4

Scenario 3: Type II DM

A 55-year-old male presents with complaints of polyuria, polydipsia, polyphagia, and weight loss. He also noted that his feet on the bottom are feeling “strange” “like ants crawling on them” and noted his vision is blurry sometimes. He has increased an increased appetite, but still losing weight. He also complains of “swelling” and enlargement of his abdomen.

PMH: HTN – well controlled with medications. He has mixed hyperlipidemia, and central abdominal obesity. Physical exam unremarkable except for decreased filament test both feet. Random glucose in office 333 mg/dl.

Diagnosis: Type II DM and prescribes oral medication to control the glucose level and also referred the patient to a dietician for dietary teaching.

Question:

1. How would you describe the pathophysiology of Type II DM?

QUESTION 5

Scenario 4: Hypothyroidism

A patient walked into your clinic today with the following complaints: Weight gain (15 pounds), however has a decreased appetite with extreme fatigue, cold intolerance, dry skin, hair loss, and falls asleep watching television. The patient also tearfulness with depression, and with an unknown cause and has noted she is more forgetful. She does have blurry vision.

PMH: Non-contributory.

Vitals: Temp 96.4?F, pulse 58 and regular, BP 106/92, 12 respirations. Dull facial expression with coarse facial features. Periorbital puffiness noted.

Diagnosis: hypothyroidism.

Question:

What causes hypothyroidism?

Example Solution to the Assignment: Concepts of Endocrine Disorders

Question 1: Syndrome of Antidiuretic Hormone (SIADH)

Normally, the secretion of antidiuretic hormone (ADH) is influenced by plasma osmolality. However, SIADH results when the ADH secretion is excessive regardless of the plasma osmolality, thus leading to increased water retention by kidneys and the resultant electrolyte imbalances worse, which is dilutional hyponatremia (Mentrasti et al., 2020). The patient presentation relates to such hyponatremia.

Different factors predispose an individual to SIADH development, including advanced age, drug use, brain disorders, and malignancies. The patient in the case study had some of these factors that might have predisposed her to develop the condition. She is older than 50 years, has type 2 diabetes mellitus, has a long-standing history of cigarette smoking, and is on different medications for managing depression, including antidepressants.

Patients with advanced age may develop ineffective secretion of ADH due to medications such as antidepressants and NSAIDs that interfere with renal function (Al-Hinai et al., 2021). Further, a history of smoking is suggestive of undiagnosed lung malignancy and emphysema that has been associated with SIADH. In addition, the patient had a history of falls from which she may have sustained intracranial bleeding, thus resulting in SIADH (Mentrasti et al., 2020). These factors should be investigated and appropriately addressed.

Question 2: Pathophysiology of three P`s in type I diabetes Mellitus

Patients with type 1 diabetes mellitus (DM) have autoimmune destruction of the pancreas’s ?-islet cells, leading to absolute insulin deficiency in the body (Nigro et al., 2018). They, therefore, have disorders in the metabolism of glucose, resulting in high serum levels of glucose. As a result of this hyperglycemia, the renal threshold for glucose is overcome, and glucose is passed into the urine (Nigro et al., 2018).

Glycosuria increases the osmotic potential of the urine, thus leading to increased water loss resulting in polyuria. Consequently, the individual becomes dehydrated and the thirst center is stimulated to increase the water intake to offset the dehydration (Banday et al., 2020). This increase in water intake is polydipsia. Further, glucosuria also reduces the body’s carbohydrates, and the individual increases food intake to replenish the lost sugars (Nigro et al., 2018). Polyphagia refers to this increased food intake in DM.

Question 3: How Genetics and Environmental Factors Contribute to Type 1 DM

Type 1 DM results from autoimmune destruction of pancreatic cells. It is estimated that 50% of the affected individuals have a hereditary genetic predisposition, as witnessed by the fragility at chromosome 6p21 and the insulin gene found in chromosome 11p15 (Blanter et al., 2019). In addition to this predisposition, the affected individuals may be triggered by environmental factors such as obesity and viral infection, leading to the development of diabetes mellitus, especially in the younger population (Nigro et al., 2018).

Question 4: Pathology of Type 2 DM

Type 2 DM, in contrast to type 1 DM, results from absolute insulin deficiency, results from relative insulin deficiency due to reduced secretion of insulin by the pancreas, increased insulin resistance by the peripheral tissues, or both (Galicia-Garcia et al., 2020). It can also be due to increased levels of insulin counterregulatory hormones. This relative insulin deficiency leads to reduced utilization of glucose in the affected individual, and the lipids are metabolized instead (Banday et al., 2020). This is the hallmark of hyperglycemia and other patient presentation encountered in type 2 DM.

Question 5: Causes of Hypothyroidism

Hypothyroidism is the low secretion of thyroid hormones by the thyroid gland. Such low secretion can be due to disorders of the thyroid gland, pituitary gland, or hypothalamus. The disorders of the thyroid gland include the use of amiodarone, iodine deficiency, thyroidectomy, thyroid radiation, and Hashimoto’s thyroiditis (Chiovato et al., 2019). These conditions contribute to the majority of hypothyroidism cases, although hypopituitarism and deficiency of hypothalamus hormones (McDermott, 2020).

References

Al-Hinai, A., Al-Murshedi, F., Al-Nabhani, D., & Al-Thihli, K. (2021). Syndrome of inappropriate antidiuretic hormone secretion in a patient with uncontrolled tyrosinemia type 1. Sultan Qaboos University Medical Journal, 21(2), e312–e315. https://doi.org/10.18295/squmj.2021.21.02.023

Banday, M. Z., Sameer, A. S., & Nissar, S. (2020). Pathophysiology of diabetes: An overview. Avicenna Journal of Medicine, 10(4), 174–188. https://doi.org/10.4103/ajm.ajm_53_20

Blanter, M., Sork, H., Tuomela, S., & Flodström-Tullberg, M. (2019). Genetic and environmental interaction in type 1 diabetes: A relationship between genetic risk alleles and molecular traits of Enterovirus infection? Current Diabetes Reports, 19(9), 82. https://doi.org/10.1007/s11892-019-1192-8

Chiovato, L., Magri, F., & Carlé, A. (2019). Hypothyroidism in context: Where we’ve been and where we’re going. Advances in Therapy, 36(Suppl 2), 47–58. https://doi.org/10.1007/s12325-019-01080-8

Galicia-Garcia, U., Benito-Vicente, A., Jebari, S., Larrea-Sebal, A., Siddiqi, H., Uribe, K. B., Ostolaza, H., & Martín, C. (2020). Pathophysiology of type 2 Diabetes Mellitus. International Journal of Molecular Sciences, 21(17), 6275. https://doi.org/10.3390/ijms21176275

McDermott, M. T. (2020). Hypothyroidism. Annals of Internal Medicine, 173(1), ITC1–ITC16. https://doi.org/10.7326/aitc202007070

Mentrasti, G., Scortichini, L., Torniai, M., Giampieri, R., Morgese, F., Rinaldi, S., & Berardi, R. (2020). Syndrome of inappropriate antidiuretic hormone secretion (SIADH): Optimal management. Therapeutics and Clinical Risk Management, 16, 663–672. https://doi.org/10.2147/TCRM.S206066

Nigro, N., Grossmann, M., Chiang, C., & Inder, W. J. (2018). Polyuria-polydipsia syndrome: a diagnostic challenge. Internal Medicine Journal, 48(3), 244–253. https://doi.org/10.1111/imj.13627

Knowledge Check: Neurological and Musculoskeletal Disorders Knowledge Check

QUESTION 1

Scenario 1: Gout

A 68-year-old obese male presents to the clinic with a 3-day history of fever with chills, and Lt. great toe pain that has gotten progressively worse. Patient states this is the first time that this has happened, and nothing has made it better and walking on his right foot makes it worse. He has tried acetaminophen, but it did not help. He took several ibuprofen tablets last night which did give him a bit of relief.

HPI: hypertension treated with Lisinop

Discussion Assessment of all body systemsDiscussion Assessment of all body syste ...

Discussion Assessment of all body systems

Post with a description of two patients. Remember, you do not need a complete assessment of all body systems, just the body system we are studying this week. Your post needs to be at least 250 words and requires full references in APA format for any resource you use.

You have two very ill patients this week, and each of them presents a very complicated case. First, you have a patient with an ongoing problem that has resisted diagnosis.

He was en route to an evaluation with a neurologist, but on the way to the hospital suddenly fell into a coma (a state of involuntary unconsciousness due to illness or injury) and had to be brought in to your medical facility by ambulance.

You will use at least 10 medical terms to describe this patient, and to refer to the original underlying problem the patient had in the first place.

Use the nervous system medical word elements chart and the medical, surgical, and diagnostic terms chart on from your textbook to get you started on the medical terms you will need. You can include specific drugs used in neurological disease as you list at least 3 tests and procedures used.

Your second patient this week is also quite ill and is presenting a number of problems. This patient is diabetic, and also has another Endocrine System disorder (of your choice). Consult the endocrine medical word elementschart as you develop medical terms—include at least 10 that would be appropriate in this case. You should consult medical, surgical, and diagnostic procedures in your textbook as you select at least 3 tests and procedures for this patient.

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