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Discussion Game Changer Case StudyDiscussion Game Changer Case StudyWatch the fo ...

Discussion Game Changer Case Study

Discussion Game Changer Case Study

Watch the following 3 videos and then read the Game Changer Case Study. Answer all the questions posed in the case study and make sure that you are considering your answers from the view of physiology and pathophysiology.

Sports Concussions and Youth Athletes – Full Video (05:48)
Sports Concussions and Youth Athletes Video Transcript
Trickle-Down Safety: Sports Concussions – Full Video (08:33)
Trickle-Down Safety: Sports Concussions Video Transcript
The Hidden Epidemic: Post-Concussion Syndrome – Full Video (39:45)
The Hidden Epidemic: Post-Concussion Syndrome Video Transcript
The Game Changer: Keeping Your Head in Contact Sports – By Patrick R. Field and Kelsey L. Logan
“The Game Changer is an interrupted case study that traces the football career of Anthony ‘Tony Tonka Truck’ Williams and the types of brain trauma that he suffers from playing football, from junior league level through high school, college, and his draft into the pros” (Field & Logan, 2018).

As sports-related concussions and head injuries have become more prevalent and more of a mainstream topic, as a provider you should expect to see these patients in your office. The Hidden Epidemic video looks at head injuries and how these relate to the mental health of young people in our country.

This assignment asks you to summarize each part of the case and to respond to all questions posed. Incorporate topics covered in Weeks 12 and 13 that focused on neurological health, pain, and psychological dysfunction. When responding to the questions in the case study, consider the information included about Anthony’s mental health and keep in mind any plausible/possible DSM-5 diagnosis.

ORDER THROUGH BOUTESSAY

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.

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.


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NRS 434 Discussion: Low birth weight infants and preterm birthsDiscuss dispariti ...

NRS 434 Discussion: Low birth weight infants and preterm births

Discuss disparities related to ethnic and cultural groups relative to low birth weight infants and preterm births. Describe the impact of extremely low birth weight babies on the family and on the community (short-term and long-term, including economic considerations, on-going care considerations, and co-morbidities associated with prematurity).

Identify at least one support service within your community for preterm infants and their family. Provide the link for your colleagues to view. Does the service adequately address needs of this population? Explain your answer.

(2)You are the registered nurse performing a health assessment on a newborn infant. From the functional health pattern portion of the assessment, you learn the mother is reluctant to breastfeed her baby. How do you respond? Explain the approach you will take to ensure adequate nutrition for the newborn, with or without breastfeeding. Provide rationale for your answer.

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, 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, having a friend proofread your paper for obvious errors is advantageous. 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. Letting your essay run over the recommended number of pages is better than compressing 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 and double-spaced with a one-inch margin on each page’s top, bottom, and sides. When submitting a hard copy, use white paper and print it out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.


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Discussion: Mr. Charles annual checkupDiscussion: Mr. Charles annual checkupMr. ...

Discussion: Mr. Charles annual checkup

Discussion: Mr. Charles annual checkup

Mr. Charles Lamont is a 45-year-old patient visiting his primary care physician for his annual checkup. His wife is waiting for him in the lobby; she is hoping that Mr. Lamont will tell the physician about his recent bout of coughing and shortness of breath.

Mr. Lamont works for a construction company as a heavy machine operator. He smokes 1½ packs of cigarettes per day. His wife has been encouraging Mr. Lamont to stop, but he has not shown any interest in quitting. Laura, the registered nurse, takes

Mr. Lamont went to an examination room. Laura asks him about his overall health, and he tells her about a nagging cough and how he sometimes feels short of breath. He then denies any other health problems.

Laura takes Mr. Lamont’s vital signs and gets the following results: blood pressure 156/94 mm Hg, temperature 99.8° F orally, apical pulse 104 beats/min, respirations 25 breaths/min, and regular and pulse oximetry 95%.

Mr. Lamont asks Laura if everything is normal. Before she answers, she reviews the results and determines which are abnormal. What are Laura’s findings? What would be normal for any of these that are not normal?

The primary care physician examines Mr. Lamont and tells him he should quit smoking. He gives him an antihypertensive medication to help lower his blood pressure. Mr. Lamont asks Laura if she can teach his wife to take his blood pressure. Laura agrees and brings Mrs. Lamont in to explain the process.

Laura decides to use a demonstration to teach Mrs. Lamont the procedure, but she also wants to explain some important concepts. What should she include? Select all that apply.

A. Choose a cuff that is the right size.
B. Ensure that the patient is sitting or lying.
C. Support the extremity.
D. Ensure proper cuff application.

Mr. Lamont tells Laura that he doesn’t understand how smoking could influence his blood pressure. How should Laura respond?

Mr. Lamont tells his wife that the physician said his respiratory rate increased. Mrs. Lamont asks Laura what could cause him to breathe faster. What factors could cause his increased respirations? Select all that apply.

A. Smoking
B. Medications
C. Increased activity
D. Pain

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Discussion: Mr Charles annual checkup Instructions

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, 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, having a friend proofread your paper for obvious errors is advantageous. Handwritten corrections are preferable to uncorrected mistakes. Early Childhood Safety and Health Discussion

Use a standard 10 to 12 point (10 to 12 characters per inch) type ace. Smaller or compressed type and papers with small margins or single-spacing are hard to read. Letting your essay run over the recommended number of pages is better than compressing 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 and double-spaced with a one-inch margin on each page’s top, bottom, and sides. When submitting a hard copy, use white paper and print it out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.


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Discussion Mod 8 HUM410 HWDiscussion Mod 8 HUM410 HWPlease consider how you have ...

Discussion Mod 8 HUM410 HW

Discussion Mod 8 HUM410 HW

Please consider how you have developed the knowledge, skills, and attitudes that enable your achievement of the course goals listed in the syllabus. Then write a minimum of 400 words describing how this course has helped you achieve these goals

ORDER THROUGH BOUTESSAY

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, 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, having a friend proofread your paper for obvious errors is advantageous. 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. Letting your essay run over the recommended number of pages is better than compressing 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 and double-spaced with a one-inch margin on each page’s top, bottom, and sides. When submitting a hard copy, use white paper and print it out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

Also Read:

  • NURS 6052 Assignment: Recommending an Evidence-Based Practice Change
  • LEADERSHIP ANA MANAGEMENT Essay
  • Abnormal brain development Essay 6
  • Reflection On Learning Innovation and Transformation
  • Discussion: Examining Nursing Specialties NURS 6003

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including 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 off-topic responses 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 are graded separately and do not count toward participation.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days for 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 due during the week.

APA Format and Writing Quality

Familiarize yourself with the 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 the overutilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly.

As Master’s level students, you must 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 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 more of someone else’s thoughts than yours?

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 a 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.

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 questions or send messages. This will be checked at least once every 24 hours.


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Discussion: Outcome Measures Issues & Opportunities in Healthcare Organizati ...

Discussion: Outcome Measures Issues & Opportunities in Healthcare Organizations

Discussion: Outcome Measures Issues & Opportunities in Healthcare Organizations

Draft a 6-page report on outcome measures, issues, and opportunities for the executive leadership team or applicable stakeholder group.

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

SHOW LESS

As a nurse leader, you may be called upon to submit a detailed report to your executive leadership team and key stakeholders that describes a quality or safety problem and its effects on outcomes, fully supported by relevant and credible data.

This assessment provides an opportunity to draft such a report in which you can call attention to quality and safety issues and opportunities, effectively support your position, and lay out a plan for change.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Analyze quality and safety outcomes from an administrative and systems perspective.

  • Identify typical quality and safety outcomes and their associated measures.

Competency 3: Determine how specific organizational functions, policies, processes, procedures, norms, and behaviors can be used to build reliability and high-performing organizations.

  • Analyze organizational functions, processes, and behaviors in high-performing organizations.
  • Determine how organizational functions, processes, and behaviors support and affect outcome measures for an organization.
  • Identify performance issues or opportunities associated with particular organizational functions, processes, and behaviors and the quality and safety outcomes they affect.

Competency 4: Synthesize the various aspects of the nurse leader’s role in developing, promoting, and sustaining a culture of quality and safety.

  • Outline a strategy for ensuring that all aspects of patient care are measured and that knowledge is shared with the staff.

Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.

  • Write coherently and with purpose, for a specific audience, using correct grammar and mechanics.
  • Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
Competency Map

CHECK YOUR PROGRESS

Use this online tool to track your performance and progress through your course.

Toggle Drawer

Questions to Consider

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.

Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment. Organizational functions, processes, and behaviors can include leadership practices, communications, quality processes, financial management, safety and risk management, interprofessional collaboration, strategic planning, using the best available evidence, and questioning the status quo on all levels.

  • What are some examples of organizational functions, processes, and behaviors related to the outcome measures and performance issues discussed in your executive summary?
  • How would you implement change in addressing particular issues and opportunities?
  • In what ways do stakeholders support outcome success?

Toggle Drawer

Discussion: Outcome Measures Issues & Opportunities in Healthcare Organizations Resources

REQUIRED RESOURCES

The following resources are required to complete the assessment.

  • APA Style Paper Template [DOCX]. Use this template for your report.

SHOW LESS

SUGGESTED RESOURCES

The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid.

The MSN-FP6212 Health Care Quality and Safety Management Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

Discussion: Outcome Measures Issues & Opportunities in Healthcare Organizations Outcomes Measures and Process Improvement

The following resources provide context and background information that will help you with this assessment.

Fessele, K, Yendro, S., & Mallory, G. (2014). Setting the bar: Developing quality measures and education programs to define evidence-based, patient-centered, high-quality care. Clinical Journal of Oncology Nursing, 18, 7–11.

  • In this article, the authors discuss how one group developed and then tested relevant quality measures.

Goll, C. & Cahill, S. (2014). Leading the way: Enculturating the value of process improvement. American Nurse Today, 9(8), 1–4.

  • In this article, the authors contend that the importance of a culture of accountability and ownership is crucial to attaining organizational outcomes.

Huffstutler, C.D. & Thomsen, D. (2015). A framework for performance excellence and success. Frontiers of Health Science Management, 32(1), 45–50.

  • In this article, the authors present a framework that describes the behaviors and beliefs of high-performing organizations.

Masica, A. L., Richter, K. M., Convery, P., & Haydar, Z. (2009). Linking Joint Commission inpatient core measures and National Patient Safety Goals with evidence. Baylor University Medical Center Proceedings, 22(2), 103–111.

  • In this article, the authors summarize the relationships between Joint Commission core measures, safety goals, and patient outcomes.

The Joint Commission (n.d.). National Database of Nursing Quality Indicators (NDNQI). Retrieved from http://nursingandndnqi.weebly.com/index.html

  • Explore this resource and examine the indicators related to the effects of nursing on safety, quality, and outcomes.

Vila Health: Quality and Safety Gap Analysis | Transcript.

  • The following interactive exercise suggests an approach to drafting a detailed report for executive leaders addressing outcome measures and performance issues or opportunities, which may help you with the assessment.
Change Theory
  • Mitchell, G. (2013). Selecting the best theory to implement planned change. Nursing Management, 20(1), 32–37.
    • This article may help you in outlining a strategy for change.
Risk Management
  • Risk Management and Patient Safety Drag and Drop | Transcript.
    • In this interactive exercise, you will examine the fundamental differences between risk management and patient safety.
Suggested Writing Resources

You can use the following additional resources to improve your writing skills and as source materials for seeking answers to specific questions.

  • APA Module.
  • Academic Honesty & APA Style and Formatting.
  • APA Style Paper Tutorial [DOCX].
Capella Resources
    • Guiding Questions: Outcome Measures, Issues, and Opportunities.
      • This document includes questions to consider and additional guidance on how to successfully complete the assessment.
    • Example Outcome Measures Spreadsheet.
    • ePortfolio.
      • This resource provides information about ePortfolio, including how to use the product’s different features.

Discussion: Outcome Measures Issues & Opportunities in Healthcare Organizations Assessment Instructions

This assessment is based on the executive summary you prepared in the previous assessment.

PREPARATION

Your executive summary captured the attention and interest of the executive leadership team, who have asked you to provide them with a detailed report addressing outcome measures and performance issues or opportunities, including a strategy for ensuring that all aspects of patient care are measured.

Note: Remember that you can submit all or a portion of your draft report to Smarthinking for feedback before you submit the final version for this assessment. However, be mindful of the turnaround time of 24–48 hours for receiving feedback, if you plan on using this free service. Discussion: Outcome Measures Issues & Opportunities in Healthcare Organizations

REQUIREMENTS

Note: The requirements outlined below correspond to the grading criteria in the Outcome Measures, Issues, and Opportunities Scoring Guide. Be sure that your written analysis addresses each point, at a minimum. You may also want to read the Outcome Measures, Issues, and Opportunities

Scoring Guide and Guiding Questions: Outcome Measures, Issues, and Opportunities (linked in the Resources) to better understand how each criterion will be assessed.

Drafting the Report
  • Analyze organizational functions, processes, and behaviors in high-performing health care organizations or practice settings.
  • Determine how organizational functions, processes, and behaviors affect outcome measures associated with the systemic problem identified in your gap analysis.
  • Identify the quality and safety outcomes and associated measures relevant to the performance gap you intend to close. Create a spreadsheet showing the outcome measures.
  • Identify performance issues or opportunities associated with particular organizational functions, processes, and behaviors and the quality and safety outcomes they affect.
  • Outline a strategy, using a selected change model, for ensuring that all aspects of patient care are measured and that knowledge is shared with the staff.
Writing and Supporting Evidence
  • Write coherently and with purpose, for a specific audience, using correct grammar and mechanics.
  • Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.

ADDITIONAL REQUIREMENTS

Format your document using APA style.

  • Use the APA paper template linked in the resources. Be sure to include:
    • A title page and reference page. An abstract is not required.
    • A running head on all pages.
    • Appropriate section headings.
    • Properly-formatted citations and references.
  • Your report should be 6 pages in length, not including the title page and reference page.
  • Add your Quality and Safety Outcomes spreadsheet to your report as an addendum.

Portfolio Prompt: You may choose to save your report to your ePortfolio.


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Discussion: Nurse Client RelationshipsDiscussion Question:Newman pointed out tha ...

Discussion: Nurse Client Relationships

Discussion Question:

Newman pointed out that “nurse client relationships often begin during periods of disruption, uncertainty, and unpredictability in patient’s lives” (Smith & Parker, 2015, p. 288). Discussion: Nurse Client Relationships

Explore what she means by this statement. Then, reflect on a patient that you cared for that you could apply her theory to. Provide details of the interaction and outcomes.

Your initial posting should be at least 400 words in length and utilize at least one scholarly source other than the textbook

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 Discussion: Nurse Client Relationships.

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.

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 Discussion: Nurse Client Relationships.

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.

Leininger, Newman, and Watson Discussion

Margaret A. Newman developed the theory of Health as expanding consciousness after working with Martha Rogers and affirming Rogers’ theory with her experience in caring for her mother earlier in life. Rogers’s work, The Science of Unitary Human Beings, is a well-known nursing model due to its assumption that man is a unified whole, possessing integrity and manifesting characteristics that are more than and different from the sum of his parts (Edwards-Maddox et al., 2021).

Rodgers viewed health as a unitary and transformative process. From this understanding, Newman embraced the unitary and transformative paradigm of nursing. In this discussion, I will explore what Newman meant when she pointed out that nurse-client relationships often begin during periods of disruption, uncertainty, and unpredictability in a patient’s life. I will share a reflection on a patient care situation where I could apply her theory and the details of the interaction and outcomes.

Newman’s health as expanding consciousness theory is based on the assumptions that health is an evolving unitary pattern of a whole, consciousness is the informational capacity of the whole, revealed in the evolving pattern, and the pattern identified in the person-environment process, which is characterized by meaning.

According to Mitsugi (2019), Newman believed health and illness evolve in a pattern, and pattern changes enfold and unfold based on the patient’s interaction with the environment. Therefore, at some point, the patient’s life may be orderly (health), then through interaction with the environment, their life becomes difficult and chaotic (illness presence). The orderly and disorderly phases in the patient’s life are parts of expanding consciousness.

By pointing out that nurse-client relationships begin during a period of uncertainty, disruption, and unpredictability in a patient’s life, Newman meant the point at which the pattern has evolved into disorder. At this point, the patient has interacted with the environment, and their pattern has evolved, leading to a disorderly phase; the illness has struck.

The patient is usually in chaos, confused, disrupted, and needs assistance to get their life back in order. Mitsugi, Endo & Ikeda (2020) note that the nurse-client relationship begins as a nursing intervention that Newman defined as a caring partnership in the nurse-client relationship. Both parties mutually recognize the pattern, determining a course of action, and therefore evolve together in consciousness, leading to achieving health and order in the patient’s life.

As an oncology nurse, I cared for a patient with breast cancer, and I applied Newman’s theory in our interaction. When she came to the clinic, she had just been diagnosed with breast cancer, at stage two, and decided to seek specialized care services. At this point, her life was in disorder, unpredictable, and with a lot of uncertainty. At the nurse-client relationship’s initiation phase, the patient lost hope.

It took effort to comfort her and convince her to participate actively in our interaction. We worked together to mutually recognize the pattern and actions we would take to contribute to health. The actions taken were biologic, chemo, and radiation therapies. We evolved in the pattern together in consciousness, as an improvement would be seen at every follow-up. The patient had positive health outcomes since she had fully recovered by the end of the 18th month.

Newman’s health as expanding consciousness theory is a widely applied nursing theory that guides the nurse-client relationship, emphasizing working in partnership to recognize the pattern and evolve together in consciousness. Nurse-client relationships are initiated when the patient’s life is in chaos, and through the interaction, they work together to restore health, hope, and order.                              

References

Edwards-Maddox, S., Cartwright, A., Quintana, D., & Contreras, J. A. (2021). Applying Newman’s theory of health expansion to bridge the gap between nursing faculty and Generation Z. Journal of Professional Nursing, 37(3), 541-543. https://doi.org/10.1016/j.profnurs.2021.02.002

Mitsugi, M. (2019). A transforming process based on Newman’s caring partnership at the end of life. International Journal for Human Caring, 23(1), 40-50. https://doi.org/10.20467/1091-5710.23.1.40

Mitsugi, M., Endo, E., & Ikeda, M. (2020). Recognizing One’s Own Care Pattern in Cancer Nursing and Transforming toward A Unitary Nursing Practice Based on Margaret Newman’s Theory. Asia-Pacific Journal Of Oncology Nursing, 7(2), 225–228. https://doi.org/10.4103/apjon.apjon_1_20


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Discussion: Patient’s economic status influencesDiscussion: Patient’s econom ...

Discussion: Patient’s economic status influences

Discussion: Patient’s economic status influences

  1. Discuss with your classmates how you have moved closer to identifying yourself as an NP. Specifically, what are some ways that you can support this profession?
  2. There are multiple opportunities for NPs today. Many NPs are now working as business owners or working as primary care providers as employees. Discuss with your classmates several current and future opportunities that you are aware of in your geographic area. Include in your discussion the requirements (i.e. years of experience), brief job description, and benefits if known
  3. Focus on patients age 35–65. Discuss how you provided health promotion in the clinical setting this week.
  • How did the patient’s social factors contribute to the patient outcomes?
  • Reflect on how the patient’s economic status influences the provider’s plan of care. Include medication regimen and diagnostic tests.

ORDER THROUGH BOUTESSAY

Discussion: Patient’s economic status influences 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.

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and MRIs). He reports that about 4 years ago it was discovered that the cartil ...

and MRIs). He reports that about 4 years ago
it was discovered that the cartilage surrounding his right hip joint was 75% torn (from the 3 o’clock to 12 o’clock position).

He reports that none of the surgeons he saw would operate because they felt him too young for a total hip replacement and believed that the tissue would repair with the passage of time. Since then


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and diarrhea.The patient has a history of drug abuse and possible Hepatitis C.H ...

and diarrhea.

The patient has a history of drug abuse and possible Hepatitis C.

HL is currently taking the following prescription drugs:

Synthroid 100 mcg daily
Nifedipine 30 mg daily
Prednisone 10 mg daily

Instructor/Facilitator help:

  1. One short paragraph on three differential diagnoses. Do not just say ”symptoms are vague
    no diagnoses possible

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