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NR602 Week 3 CEAP-NP Survey PaperNR602 Week 3 CEAP-NP Survey PaperPurposeThe goa ...

NR602 Week 3 CEAP-NP Survey Paper

Purpose

The goal of this project is to evaluate areas that have been demonstrated to be highly related with student achievement, such as stress management, dedication to education, learning techniques, and academic skills, in order to encourage success in the NP program.

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Learning Outcomes for NR602 Week 3 CEAP-NP Survey Paper

Through this assignment, students will receive information to help support attainment of program outcomes:

PO1: Provide high quality, safe, patient-centered care grounded in holistic health principles. (holistic health & patient-centered care)
PO2: Create a caring environment for achieving quality health outcomes (Care-focused) NR602 Week 3 CEAP-NP Survey Paper
PO3: Engage in lifelong personal and professional growth through reflective practice and appreciation of cultural diversity (cultural humility)
PO4: Integrate professional values through scholarship and service in health care. (Professional identity)
PO5: Advocates for positive health outcomes through compassionate, evidence-based, collaborative advanced nursing practice. (Extraordinary nursing)

Due Date:

Sunday 11:59 p.m. MT of Week 3

Requirements for NR602 Week 3 CEAP-NP Survey Paper:

CEAP-NP Survey: Chamberlain University has created an academic evaluation for Post-Licensure MSN-NP students called CEAP-NP NR602 Week 3 CEAP-NP Survey Paper. The CEAP-NP examines factors that have been linked to student performance, such as stress management, dedication to education, learning techniques, and academic skills. The evaluation will take about 15 minutes to complete. The survey must be completed before the end of week 3 at 11:59 p.m. MT.

By the end of Week 4, students will have received a personalized report with survey findings to their Chamberlain email addresses. Please evaluate your report and apply the targeted actions as a whole to improve academic achievement NR602 Week 3 CEAP-NP Survey Paper. The confirmation number you will receive after completion of the survey is for your records only; you do not need to provide this number to your professor nor do you need to upload it anywhere in Canvas.

The submission within Canvas is not needed with your CEAP-NP survey report. If you have any questions about your report, email Dr. Tennille Curtis, Assistant Dean at tcurtis@chamberlain.edu.

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NR602 Week 4 Pediatric Clinical Pearl Case Study AssignmentNR602 Week 4 Pediatri ...

NR602 Week 4 Pediatric Clinical Pearl Case Study Assignment

Purpose

The assignment’s goal is to help students recognize the behaviors and interactions that frequently take place during the well-child exam’s health history section. By employing efficient, impartial, and nonjudgmental communication, students may create plans to enhance anticipatory advice and health education NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment.

NR602 Week 4 Pediatric Clinical Pearl Case Study Assignment

Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

Synthesize information in which addresses child health promotion, developmental surveillance, observation of parent-child interaction, anticipatory guidance, social determinants of health and/or cultural competence.

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Due Date: Sunday of week 4 by 11:59pm MT

This assignment will follow the late assignment policy specified in the course syllabus.

Late penalty deductions

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment

Students may ask their teacher for a waiver of the late submission grade decrease if a circumstance prohibits timely submission of an assignment. The teacher will go at the student’s justification for the request and make a decision based on the appeal’s merits. The determination will take into account the student’s overall course performance up to that point. While the appeal is being considered, students should keep coming to class, participating in discussions, and doing other projects. NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment

Total Points Possible: 100

NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment Requirements

Start by watching the following video: Transcipt: [NOISE] >> [INAUDIBLE] >> Well, Hello, good morning to you. My name is Jim. >> All right. >> And I’m your nurse for today. Stacy will be your nurse practitioner, but she just wants me to go over some simple things, just to ask you all about your son. Is that okay? >> Uh-huh. >> All right, well, let’s get started. Since your last visit, has there been any major illnesses, hospitalizations, changes, or stresses for your family or child? >> I was in a car accident a couple of months ago, and the pain is really bad, so I haven’t been to work for a couple of months, yeah. NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment
That’s about it. >> Okay, is your child taking a vitamin supplement? >> Yeah. >> Has your child ever had a reaction to a vaccine? >> No but he has all his shots, they’re all up to date. I make sure I track of that. >> Is your child still on a bottle? >> Yeah, like about he can [INAUDIBLE] at the hospital he has exciting ones, I just give him meds. And then he’s kind of keeps him occupied because it has like some kind of like mountain view or so I could catch them all day and then you don’t want to. >> Very well. NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment
Does your child sleep through the night? >> Sometimes he sleeps for 10 hours, and I have to get him up. I have to push and push and get him up, and it’s rough. I think, I feel like I need some Xanax. Because my anxiety just gets up and sometimes I can’t get him to sleep. So if he could get some Xanax or some Benadryl or something to put him to sleep, that would be great. >> Does your child drink or eat food prepared with tap water? >> Yeah. >>
Do you have any questions or concerns about your child’s bowel movements? >> No. [INAUDIBLE] >> Okay, do you brush your child’s teeth with water every day? >> I brush it in the morning and at night. >> Does your child hear and see well? Is there a TV in your child’s bedroom? >> [INAUDIBLE] I have to say [INAUDIBLE] [LAUGH]. Okay I’m sorry, what was that? >> Yeah, is there a television in your child’s bedroom? >> Yeah, he watches TV every night.
That’s how he goes to sleep. >> Do you play and read with your child every day? >> I’ve been trying to play with him, to make sure- [MUSIC] Things is he’s always on my phone. No, don’t do that. No, don’t touch my phone. NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment
He’s always on my phone. I try to like even like these puzzles, I got him these, and it’s like a jigsaw. And he loves cars, so I don’t understand why he can’t do it. And see, I’ll give him the puzzle, look, he don’t even know how to put it together. So that’s what we’re here today at the doctors office, to make sure everything right. >> Okay, we get some nice question. Do you have any concerns about tantrums or disciplining your child? >> No, I tell him no all the time. Like no, no, don’t touch that. See, he still touched it. No. >> How about choking?
Do you know what to do if your child is choking? >> Do you always cook on the back burners of your stove? Okay, what about the pothead was he keep those pointed away? >> Yeah, he can’t get burnt, >> Okay. >> He can’t reach out there. >> If you have stairs in your home, do you have a safety gate at the bottom and the top of the stairs? >> Yeah, it’s at the bottom and top.
We got it too at the basement doors, too, at the top and the bottom. >> Do you keep all medications, household cleaning products, poisons, in a cabinet and kind of out of reach from him? >> Yeah, but, so like sometimes I forget where I put my cigarettes.
I have a cigarette and on the floor I’m gonna have one table here around because one time he grabbed a cigarette and he started chewing on it and I was okay because you [INAUDIBLE] he wants to get swallowed up and he almost swallowed it. I think he swallowed it I’m not really sure. I thought he was in control because I got that phone number in my phone. NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment
That’s what got me last time. So, yeah, we try to make sure we keep [INAUDIBLE] my cigarette. Sometimes I smoke in the living room, or the kitchen, or the bedroom. But I made sure that I don’t smoke in his bedroom. But I smoke everywhere else but just not in his bedroom, because that’s where he is. >> Okay. And you said you have the poison controls number in your phone. >> Yeah. >> Okay, so you get it readily available in your house, in other places as well too? >> Yeah, I got that. >> Do you place your baby in the car seat, facing backwards in the backseat? >> No, he faces forward, just like everybody else in the car. NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment
When I turn around, when I’m driving, I need to be able to see him. >> Do you watch your child at all times around water, like in a bathtub, pools, the ocean? >> Yeah, >> Does your child show affection by hugging or kissing you? >> Yeah, all the time, watch.
Hey, bud, give mom a kiss. Give mom a kiss. Give mom a kiss. Give mom a kiss. [SOUND] Yeah, give mom a kiss. >> Yeah buddy. Does your child walk well? >> Yes. >> Does he say two to three words at a time? >> Yeah. [INAUDIBLE] >> What about things that you do? Does he imitate you or does he imitate activities? >> Yeah, he [INAUDIBLE] >> Does he try to feed himself with a spoon or fork? Does he follow simple directions? >> Yeah, he does. NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment
The phone ringing, hold on one second I probably. A text another. >> Okay I have a couple more questions for you. >> Okay. >> Then I’ll be out your way all right. >> All right, okay. >> Does your child listen to a story? >> Yeah, we love stories. I just have to read? >> Yeah. >> Watch. Read. Read. Yeah. Iguana baby. NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment
Turn the page. Turn the page. Good job. >> All right, big man, and final question, does your child indicate what he wants about pulling or tugging or groaning, pointing no draw some kind of action? >> Sometimes I get appointed was a male male or something, you know. He’ll be like [INAUDIBLE], so I’ll be [INAUDIBLE]. What’s the better. >> Okay, wow. >> [INAUDIBLE], stuff like that. You don’t throw that to my anxiety pills. Always throwing my pills away. They gave them to me after my car accident because my nerves was bad. Here, put that right there. Pills everywhere. Yeah, put it back in the, put them back where you got in from. >> Okay, well, that’s my phone press. NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment
That’s my final question. That’s all the info I need from you right now. Like I said, a follow on me Stacy will be right in and she’s gonna follow up everything else. Okay. All right, so she’ll be right in just a few minutes are thank you so much for your time.
As you view the video, observe the parent-child and the parent-provider interactions. Pay particular attention to the parent’s responses to the provider’s questions making note of inappropriate and appropriate responses. NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment
Choose five (5) topics from the following categories to complete the assignment:
- Cognitive Developmental Milestones
- Physical Developmental Milestones
- Social-Emotional Developmental Milestones
- Safety
- Alcohol/Substance Use
- Environmental Health Risks
- Temper Tantrums and Discipline
- Sleep Routines
- Car Seat Safety
- Healthy Teeth
You will develop and complete a table for each one of the five (5) categories using the example below as a guide. (Note: There are at least 10 categories addressed in the video, you must choose five (5) and create a separate table for each one).
For each of the tables, complete each section:
1. Issue: Category name
2. Negative interaction/behavior: What did you see or hear that was inappropriate?
3. Positive interaction/behavior: What did you see that was appropriate?
4. Guidelines/recommendation: What does the research recommend?
5. Scholarly reference: Must be in APA format within the table.
6. Professional/Ethical Communication: How will provide non-judgmental and non-bias education regarding issue identified? Needs to be at least 3 sentences. Helpful Hints: Acknowledge how they feel, state the facts and provide education or re-frame the approach.
Scholarly references should be peer-reviewed, preferably a Clinical Practice Guideline (CPG), intended for providers (MDs, NPs) and no more than 5 years old (unless it is a clinical practice guideline’s most recent update).

Preparing the Paper – NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment

The table provided below is an example only. It cannot be used to satisfy the requirements for any part of the assignment.
You may format your tables according to your preference, but APA format is required for the reference column.
Submit your paper to the assignment page by Sunday at 11:59pm MT.

You must complete tables for 5 categories/issues

EXAMPLE: Clinical Pearl Issue # 1

CategoryNUTRITIONIssue – Pertinent Negative What did you see that was inappropriate?Mom stated she feeds her son a McDonald’s happy meal every night for dinner and makes sure he gets fruit punch soda, so that he can have his fruit for the day.NR602 Week 4: Pediatric Clinical Pearl Case Study AssignmentPertinent Positive What did you see that was appropriate?Mom’s awareness of the importance of fruit in her child’s diet.NR602 Week 4: Pediatric Clinical Pearl Case Study AssignmentGuidelines or RecommendationsOffer variety of healthy foods such as whole-grain breads, cheese, yogurt, cooked lean meat, poultry, fish, eggs, fruits and vegetables. Give 2 cups (16 oz.) of milk per day. Use whole milk to help with growth and development. NR602 Week 4: Pediatric Clinical Pearl Case Study AssignmentReferenceHagan, Jr, J.F., Shaw, J.S., & Duncan, P.M. (2017). Bright futures: Guidelines for health supervision of infants, children, and adolescents. (4th ed.). https://brightfutures.aap.org/Bright%20Futures%20Documents/BF4_POCKETGUIDE.pdfProfessional/Ethical Communication by Nurse Practitioner to Parent How will you provide non-judgmental and non-bias education regarding issue identified? Needs to be at least 3 sentences. Helpful Hints:

Acknowledge how they feel.
State the facts.
Provide education or re-frame the approach.

“I see that you are trying to give your son fruit within his diet. For his age, fruit is very important for his growth and development. McDonald’s has the option to substitute French-fries for apple slices or you can provide your son with milk instead of fruit punch or soda. Those are a few ways that you can help to introduce fruit and limit soda.NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment

Holistic Child Health Assessment Example

According to CDC (2023), the early years of a child’s life play a crucial role in shaping their health and development. Optimal development is evidence that a child, irrespective of their abilities or special health care needs, can thrive in environments that cater to their social, emotional, and educational requirements. A secure and loving home, a family engaging in activities such as play, singing, reading, and communication, proper nutrition, regular exercise, and adequate sleep are important to a child’s well-being, fostering happiness, health, and optimal growth and development. In the given clinical scenario, the nurse engages with a parent to discuss various aspects of the child’s health and development: Cognitive Developmental Milestones, Physical Developmental Milestones, Social-Emotional Developmental Milestones, Safety, and Environmental Health Risks.

Cognitive Developmental Milestones

Cognitive development is pivotal in a child’s overall growth, influencing their ability to perceive, learn, and interact with the world. In the clinical scenario, the parent expresses concern over the child’s struggles with completing a puzzle, indicating a potential gap in cognitive milestones. The positive interaction of attempting to engage the child in cognitive activities reflects a proactive approach to addressing developmental concerns. However, it shows the importance of anticipatory guidance in cognitive development. The American Academy of Pediatrics (AAP) emphasizes the significance of providing age-appropriate cognitive stimulation to foster a child’s cognitive abilities (Yogman et al., 2021).

To address this, the nurse plays a crucial role in acknowledging the parent’s concerns, which validates the parent’s observations and establishes a foundation of trust and collaboration. By recognizing the developmental milestones, the nurse can recognize the variability of cognitive milestones among children. This helps alleviate the parent’s doubts, assuring them that every child progresses uniquely. Moreover, offering alternative activities is a principle of anticipatory guidance. Suggesting activities that cater to the child’s developmental stage fosters a sense of accomplishment in the child and showcases the nurse’s commitment to providing practical solutions.

Physical Developmental Milestones

Physical development is a fundamental component of a child’s holistic well-being, encompassing nutrition, exercise, and oral health. In the clinical context, the parent’s practices regarding the child’s consumption of sugary drinks and dental hygiene are evidence of a negative interaction, allowing the child to consume sugary drinks throughout the day, which raises concerns about its effects on oral health. Excessive sugar intake is associated with an increased risk of dental cavities and gum problems. This negative behavior underscores the need for guidance to promote healthier habits.

Conversely, the positive interaction of the parent brushing the child’s teeth twice a day is a demonstration of commitment to dental hygiene. Establishing good oral care habits at an early age is crucial for preventing dental problems and ensuring a child’s overall health. To address the negative behavior and enhance positive practices, anticipatory guidance is essential. The World Health Organization (WHO) provides recommendations on oral health, emphasizing the importance of limiting sugary food and drink consumption (Loveren, 2020). In providing anticipatory guidance, the nurse should acknowledge the existing routine of brushing the child’s teeth. Recognition of positive behaviors fosters a collaborative and supportive environment.

Professional and ethical communication is integral to guiding parents effectively. The nurse must acknowledge the existing routine, recognizing the efforts the parent is already making. By doing so, the nurse establishes a foundation of respect and understanding. State the importance of oral health, linking it to broader physical well-being, and offer alternatives to sugary drinks. This ensures that the communication is not only professional but also ethical. It avoids a judgmental tone, recognizing that parents may have varying levels of knowledge and resources. Providing alternatives rather than criticism empowers parents to make informed decisions about their child’s health.

Social-Emotional Developmental Milestones

Social-emotional development is a cornerstone in molding a child’s personality, influencing their ability to form relationships, express emotions, and interact with the social world. In the scenario, the parent shows concerns regarding the child’s reluctance to exhibit affectionate behaviors. The positive interaction where the parent attempts to engage the child in affectionate activities, is a commendable effort to address and understand the child’s social-emotional needs.

However, this interaction also shows the importance of providing guidance and support in fostering healthy social-emotional development. To address the parent’s worry, the nurse should have a conversation that involves discussing normal variations in child behavior and refer the parent to resources such as the Centers for Disease Control and Prevention (CDC) to learn developmental milestones. This allows parents to contextualize their child’s behaviors in a broader framework, helping them understand the social-emotional development of different children.

Safety

Ensuring the safety of a child is a responsibility that encompasses various aspects of the environment and parental practices. The negative interaction involves inconsistent storage of cigarettes, which poses a potential risk to the child. Cigarettes contain nicotine, and their accessibility to a child can result in accidental ingestion, posing severe health risks. This behavior shows the need for anticipatory guidance to address potential dangers in the child’s environment. On the positive side, the parent demonstrates awareness of the need for safety gates, indicating an approach to creating a secure living space for the child. This positive behavior is a commendable step towards preventing accidents where the child might be exposed to potential hazards.

To address the negative interaction and enhance positive safety practices, anticipatory guidance should be provided. Emphasis should be placed on consistent storage of harmful substances, such as cigarettes, in a secure and inaccessible location. Acknowledging the challenge faced by the parent in consistently storing cigarettes is crucial. This recognition ensures a non-judgmental approach, acknowledging the complexities of daily life and potential lapses in safety measures. The nurse should clearly state the risks associated with inconsistent storage of harmful substances, providing education on the importance of maintaining a safe environment for the child.

The non-judgmental approach is vital in fostering effective communication. Parents, when confronted with safety concerns, may feel defensive or overwhelmed. By acknowledging the challenge and providing education in a supportive manner, the nurse encourages a collaborative relationship with the parent, promoting a shared commitment to the child’s safety.

Environmental Health Risk

Understanding and mitigating environmental health risks are crucial for a child’s well-being. The negative interaction involves the child’s potential access to medication. On the positive side, the parent has the Poison Control number readily available. Anticipatory guidance should emphasize secure medication storage, referencing resources like the Consumer Product Safety Commission (CPSC). The nurse should acknowledge the challenge, state the risks, and provide solutions, ensuring an ethical and professional communication approach.

Conclusion

Holistic child health assessment involves addressing cognitive, physical, and social-emotional milestones, ensuring safety, and mitigating environmental health risks. Utilizing evidence-based guidelines and maintaining a professional and ethical communication strategy are essential for providing comprehensive and effective care. The nurse’s role is not only to address immediate concerns but also to empower parents with the knowledge and skills necessary for their child’s optimal development and well-being.

References

CDC. (2023, June 19). Child development basics. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/childdevelopment/facts.html

Loveren. (2020). Sugar restriction for caries prevention: Amount and frequency. Which is more important? Caries Research, 53(2), 168–175. https://doi.org/10.1159/000489571

Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K., Golinkoff, R. M., Baum, R., Gambon, T., Lavin, A., Mattson, G., Wissow, L., Hill, D. L., Ameenuddin, N., Chassiakos, Y. (Linda) R., Cross, C., Boyd, R., Mendelson, R., Moreno, M. A., Radesky, J., Swanson, W. S., … MBE. (2021). The power of play: A pediatric role in enhancing development in young children. Pediatrics, 142(3), e20182058. https://doi.org/10.1542/peds.2018-2058

Rubric Clinical Pearl Case Study Assignment

Clinical Pearl Case Study AssignmentCriteriaRatingsPts

This criterion is linked to a Learning OutcomeTable #1

The student includes all of the required elements:
1. A single issue or topic is chosen and identified by the category name.
2. The student notes one negative interaction or behavior for the chosen issue (i.e., what was seen or heard that was inappropriate).
3. The student notes one positive interaction or behavior for the chosen issue (i.e., what was seen or heard that was appropriate).
4. The student provides the current recommendation for the identified issue.
5. Reference is listed in APA format and is a scholarly source (peer reviewed, intended for providers and within the last 5 years unless it is the latest edition of a CPG).
6. Professional/ Ethical Communication: The student demonstrates how to provide non-judgmental and non-bias education regarding the issue identified (which is at least 3 sentences).
(6 required elements)NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment

20.0 pts

ExcellentAll 6 elements are present.

19.0 pts

Very Good5 elements are present.

18.0 pts

Satisfactory4 elements are present.

10.0 pts

Needs Improvement3-4 elements are present.

0.0 pts

Unsatisfactory0-1 elements are present.20.0 pts

This criterion is linked to a Learning Outcome Table #2

20.0 pts

ExcellentAll 6 elements are present.

19.0 pts

Very Good5 elements are present.

18.0 pts

Satisfactory4 elements are present.

10.0 pts

Needs Improvement3-4 elements are present.

0.0 pts

Unsatisfactory0-1 elements are present.20.0 pts

This criterion is linked to a Learning Outcome Table #3

20.0 pts

ExcellentAll 6 elements are present.

19.0 pts

Very Good5 elements are present.

18.0 pts

Satisfactory4 elements are present.

10.0 pts

Needs Improvement3-4 elements are present.

0.0 pts

Unsatisfactory0-1 elements are present.20.0 pts

This criterion is linked to a Learning Outcome Table #4

20.0 pts

ExcellentAll 6 elements are present.

19.0 pts

Very Good5 elements are present.

18.0 pts

Satisfactory4 elements are present.

10.0 pts

Needs Improvement3-4 elements are present.

0.0 pts

Unsatisfactory0-1 elements are present.20.0 pts

This criterion is linked to a Learning Outcome Table #5

20.0 pts

ExcellentAll 6 elements are present.

19.0 pts

Very Good5 elements are present.

18.0 pts

Satisfactory4 elements are present.

10.0 pts

Needs Improvement3-4 elements are present.

0.0 pts

Unsatisfactory0-1 elements are present.20.0 pts

This criterion is linked to a Learning Outcome Late penalty deductions

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment

0.0 pts

Manual deduction

0.0 pts

Manual deduction0.0 ptsTotal Points: 100.0

NR602 Week 5 Activity iHuman Case 3 AssignmentNR602 Week 5 Activity iHuman Case ...

NR602 Week 5 Activity iHuman Case 3 Assignment

NR602 Week 5 Activity iHuman Case 3 Assignment

NR602 Week 5 Activity iHuman Case 3 Assignment

Purpose

The iHuman assignments provide students with an opportunity to experience clinical scenarios that are relevant to the lesson content through virtual patient encounters. iHuman is a highly interactive and a dynamic way to enhance your learning. NR602 Week 5: Activity: iHuman Case 3 Assignment

NR602 Week 5 Activity iHuman Case 3 Assignment

Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

Utilize interactive simulation technology to reinforce assessment and diagnostic reasoning skills in the care of a woman or pediatric patient (CO4). NR602 Week 5: Activity: iHuman Case 3 Assignment

ORDER COMPREHSIVE SOLUTION PAPERS ON NR602 Week 5: Activity: iHuman Case 3 Assignment

Due Date

Students need to complete the first attempt of the assigned iHuman case by Wednesday 11:59pm MT. Faculty will provide feedback to the student by Friday of the same week. The student has the option of 1 additional attempt to improve their score by Sunday 11:59pm MT at the end of week 5. There will only be a total of 2 attempts max per each iHuman assigned case.

Assignment submission is expected from students on time. The amount of points that may be earned for an assignment will be reduced by 10% for each day it is submitted beyond the due date and hour. Assignments will be accepted up to three days late with the specified penalty; after that time, a zero will be recorded for the assignment. NR602 Week 5: Activity: iHuman Case 3 Assignment

In the case that an emergency prevents them from submitting an assignment on time, students may petition their teacher for a waiver of the late submission grade reduction. The instructor will consider the student’s explanation for the request and reach a conclusion based on the merits of the appeal. The decision will take the student’s overall course performance into consideration. Students should continue showing up to class, engaging in discussions, and working on other assignments while the appeal is being reviewed. NR602 Week 5: Activity: iHuman Case 3 Assignment

Total Points Possible: 75 Points

NR602 Week 5: Activity: iHuman Case 3 Assignment Requirements

Complete the week 5 module content prior to starting the iHuman assignment.
Access iHuman by clicking the link provided below. Clicking the blue bar will launch the activity in a new browser window.
Complete the case titled Case 3.
- This week, a 16-year old female who comes to the clinic for difficulty breathing after minimal exertion and a cough for three weeks. The cough started with a runny nose and congestion, however the other symptoms resolved after one week and the cough has persisted.
Once you complete the case, click “Submit.”
You will submit your iHuman Case study completion score sheet to the corresponding iHuman submission assignment.

In NR602, iHuman assignments will be assessed on the following areas: History Taking, Physical Exam, Differential Diagnoses, Rank diagnoses, MNM (must not miss) Diagnoses, Order tests, Final Diagnosis, Management Plan. A score of 80% or better is your target with this assignment. You will have (2) two attempts; the highest score of two attempts will be taken as the final grade. NR602 Week 5: Activity: iHuman Case 3 Assignment

NR602 Week 5: Activity: iHuman Case 3 Assignment Week 5: References

Adibelli, Z., Songu, M., & Adibelli, H. (2011). Paranasal sinus development in children: A magnetic resonance imaging analysis. American Journal of Rhinology and Allergy, 25(1), 30-35.
Burns, C.E. (2020). Pediatric Primary Care (7th ed.). Saunders Elsevier
Craig, J., Lancaster, G., Taylor, S., Williamson, P., & Smyth, R. (2002). Infrared ear thermometry compared with rectal thermometry in children: a systematic review, 360(9333), 603-609.
Ettinger, A. S., Ruckart, P. Z., & Dignam, T. (2019). Lead Poisoning Prevention. Journal of Public Health Management and Practice, 25, S1-S2.
Hay, W., Levin, M., Deterding, R., & Abzug, M. (2018). Current diagnosis and treatment: Pediatrics (24th ed.). McGraw Hill. NR602 Week 5: Activity: iHuman Case 3 Assignment
Kliegman, R., Stanton, B., St. Geme, J., & Schor, N. (2015). Nelson textbook of pediatrics (20th ed.). Elsevier Saunders. NR602 Week 5: Activity: iHuman Case 3 Assignment
Lieberthal, A. S., Carroll, A. E., Chonmaitree, T., Ganiats, T. G., Hoberman, A., Jackson, M. A., … & Schwartz, R. H. (2013). The diagnosis and management of acute otitis media. Pediatrics, 131(3), e964-e999.
Marcdante, K., & Kliegman, R. (2019). Nelson essentials of pediatrics (8th ed.). Saunders.
Mitchell, R. B., Archer, S. M., Ishman, S. L., Rosenfeld, R. M., Coles, S., Finestone, S. A., … & Lloyd, R. M. (2019). Clinical practice guideline: tonsillectomy in children (update). Otolaryngology-Head and Neck Surgery, 160(1_suppl), S1-S42.
Pryluma, R., Siegrist, C., Chlibek, R., Zemlickova, H., Vackova, M., Smetana, J.,… Schuerman, L. (2009). Effect of prophylactic paracetamol administration at time of vaccination on febrile reactions and antibody responses in children: two open-label, randomized controlled trials. Lancet, 374, 1339-1350.
Society of Pediatric Nurse (2007). Position statement for measurement of temperature/fever in children. Retrieved from www.pedsnurses.org/pdfs/downloads/gid,126/index.pdf
Sullivan, J., Farrar, H. (2011). Fever and antipyretic use in children, Pediatrics, 127 (3), 580-587
Quintero, D., Brueck, N., & Kump, T. (n.d.) Cystic fibrosis management: A partnership with primary care providers. Retrieved from https://chw.org/-/media/files/about/cystic-fibrosis.pdf?la=en
USPSTF (2011). Vision screening for children 1 to 5 years of age: U.S. Preventive Services Task Force Recommendation Statement. Pediatrics, 127(2), 340-346. NR602 Week 5: Activity: iHuman Case 3 Assignment

NR602 Week 5 Evaluation of Marginalized Women PaperNR602 Week 5 Evaluation of Ma ...

NR602 Week 5 Evaluation of Marginalized Women Paper

NR602 Week 5 Evaluation of Marginalized Women Paper

NR602 Primary Care of the Childbearing and Childrearing Family

Purpose

The purpose of this assignment is to

Provide learners with the opportunity to integrate knowledge and skills learned throughout this course NR602 Week 5 Evaluation of Marginalized Women Paper
Directly apply principles and knowledge learned in the course to problem solving of population health problems in marginalized women. NR602 Week 5 Evaluation of Marginalized Women Paper

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Course Outcomes

This assignment enables the student to meet the following course outcomes:

Integrate current evidence based clinical practice guidelines in the care of childbearing and childrearing families.
Appropriately apply anticipatory guidance and health promotion in the care of childbearing and childrearing families.
Assess growth and developmental milestones in the care of childbearing and childrearing families.
Construct an evidence based reproductive health management plan.
Identify and address healthcare needs of marginalized childbearing and childrearing families
Due Date
Submit by Sunday 11:59 p.m. MT at the end of Week 5.

Note: This assignment will follow the late assignment guidelines specified in the course syllabus. It is a TurnItIn assignment.

Total Points Possible: 150

NR602 Week 5 Evaluation of Marginalized Women Paper Requirements

This paper should clearly and comprehensively identify the disease or population health problem chosen. The problem must be an issue in your geographic area and a concern for the population you will serve upon graduation with your degree. The paper should be organized into the following sections:

Introduction with a clear presentation of the marginalized group as well as significance and a scholarly overview of the paper.
Background of the marginalized group/problem including description, current incidence and/or prevalence statistics current state, local, and national statistics pertaining to the problem.
Discuss the economic aspects of the marginalized group
Discuss social justice and its relationship to health disparities and health care of marginalized group.
Discuss ethical issues on marginalized group
Provide a brief plan of how you will address this marginalized group in your practice once you are finished with school. Provide three actions you will take along with how you will measure outcomes of your actions.
Conclude in a clear manner with a brief overview of key points of the entire problem
Preparing the Paper

Choose one topic from the following list:

Female Veterans
Incarcerated Women
Lesbians
Transgender Women
Women with HIV
Women Sex Workers
Women with Mental Illness
Women Immigrants
Women with Past Sexual Assault

NR 602 Week 5 Case Study Discussion Issues in Growth and Behavior Recent

Case Study Discussion – Part 1

What additional OLDCART and ROS information would you like? Why?

Differential diagnoses with rationale?

Further history and ROS needed to more fully develop your differential diagnoses?

Case Study Discussion – Part 2

Please add the following to your response:

Primary diagnoses and differential diagnosis with rational and the following in brief for your primary diagnosis:

Case Study Discussion – Part 3
Written summation of case in SOAP format.

Also Read:

NR602 Week 3: CEAP-NP Survey Paper

NR602 Primary Care of the Childbearing and Childrearing Family Papers

NR602 Week 7: Submission: iHuman Case 5

NR602 Week 6: Activity: iHuman Case 4 Assignment

NR602 Week 5 Evaluation of Marginalized Women Paper

Marginalized Women and Childbearing Families

As an advanced practice nurse, what are three actions you can take to mitigate social impacts on marginalized women?

As a Nurse practitioner, one of the best methods of mitigating the social impacts on marginalized women is to advocate for developing policies that protect women against discrimination (Baah et al., 2019). These policies should empower them and allow them to have access to healthcare. The policies will develop a comfortable and welcoming environment, improve overall quality care, and increase emotional safety for women. There are numerous policies at the state, government, and local levels which prevent women from accessing healthcare.

For instance, single motherhood, mental illnesses, and substance abuse disorders tend to make it difficult for women to access treatments compared to men. Since the main role of nurse practitioners is to advocate for all patients, it is critical to ensure that women are protected from discrimination and marginalization when accessing healthcare (Weitzel et al., 2020).

Nurses can also develop women-friendly healthcare services that provide patient-centered care and help physicians and nurses build trust with the women. It will ensure that the health services are accessible to them and allow them to discuss their health issues with their healthcare providers. Nurses also need to ensure that the hospital staff is culturally competent to develop a culturally safe environment where marginalized women can receive care in hospitals and their communities.

It is also important for nurses to find ways to mitigate the social determinants of health, such as income level for women (Weitzel et al., 2020). Since most of them do not have enough income, nurses can mobilize charity organizations and hospitals to reimburse their female patients with fair and childcare services to attend appointments, identify language skills, and document language preferences for better care provision.

What role does policy at either government, state, or local level play in the marginalization of women and childbearing families?

Policies at the government, state, and local levels play a critical role in helping marginalized women and minority families to receive care. Numerous discriminative and unjust structural policies limit the ability of women to access care and increase the quality of healthcare for minority families (Prodan?Bhalla & Browne, 2019). The state policies encourage structural racism in social and healthcare service delivery, which means marginalized women receive poorer quality of care than men in the same social ranking. Therefore, when women are denied services, they have to live and endure the pain of their illnesses since healthcare providers do not discriminate over social and healthcare services with the dignity and respect they need.

Women face numerous stressors, cumulative sexism, and racism when accessing healthcare services, especially during biological processes that undermine mental and physical health. These policies can promote women in accessing employment opportunities leading to reduced income levels, which often lead to higher employment rates and a lack of opportunities to get educated (Baah et al., 2019). Nurses can advocate for better policies from the state, government, and local levels to eliminate injustices toward marginalized women.

Identify one policy that impacts marginalized groups (include whether the policy is at the federal, state, or local level)

Various populations in the United States experience greater health disparities compared to the others. However, the main cause for the disparities varies from fundamental health differences across segment population status to factors that impact health policies and inequalities, which are the health determinants (Prodan?Bhalla & Browne, 2019). With so many policies implemented that directly impacts marginalized groups, healthcare policies have the most significant impact. They are funded at the federal level to ensure affordable and quality healthcare for all (Weitzel et al., 2020). The policy guarantees universal healthcare to all citizens regardless of their financial status.

Discuss how policy impacts marginalized groups either positively or negatively

When the government or states implement policies, they often directly impact marginalized groups either positively or negatively. The policies are often implemented to directly influence sectors or individuals within the specific community that the policy is designed for (Prodan?Bhalla & Browne, 2019). Therefore, the policies will impact how communities relate and face their day-to-day activities with the basis of operating under the new policies. For example, some policies affect the marginalized group negatively, such as those that deny women employment opportunities hence minimizing their source of income.

An example of such policies is the nondiscrimination policies for the equal employment opportunity act implemented in the late 1970s and early 1980s. These policies aimed to reduce the wage gap and allow women to enjoy equal opportunities in the work sector as men (Weitzel et al., 2020). On the other hand, although such policies harmed women directly, they still had some positive impact, such as accessible healthcare through the implementations of programs such as medicare. It ensured easy access to healthcare even to lower-income groups, older adults, and disabled groups. In other words, the policies guarantee that communities can effectively access quality and affordable care irrespective of their financial standings in society.

References

Baah, F. O., Teitelman, A. M., & Riegel, B. (2019). Marginalization: Conceptualizing patient vulnerabilities in the framework of social determinants of health—An integrative review. Nursing Inquiry, 26(1), e12268.

Prodan?Bhalla, N., & Browne, A. J. (2019). Exploring women’s health care experiences through an equity lens: Findings from a community clinic serving marginalised women. Journal Of Clinical Nursing, 28(19-20), 3459-3469. https://doi.org/10.1111/jocn.14937

Weitzel, J., Luebke, J., Wesp, L., Graf, M. D. C., Ruiz, A., Dressel, A., & Mkandawire-Valhmu, L. (2020). The role of nurses as allies against racism and discrimination: An analysis of key resistance movements of our time. Advances in Nursing Science, 43(2), 102-113.

NR602 Week 5: Submission: iHuman Case 3NR602 Week 5: Submission: iHuman Case 3Su ...

NR602 Week 5: Submission: iHuman Case 3

Submit your Case Study completion score form here once you have finished the iHuman Case on Pediatric Asthma. Your completion score sheet may be submitted again if necessary.

Please visit the Week 5: iHuman Activity page if you haven’t finished it yet. Assignment: iHuman Case on Pediatric Asthma for access to iHuman and for the purposes of the assignment. NR602 Week 5: Submission: iHuman Case 3

History taking, physical examination, differential diagnoses, rank diagnoses, MNM (must not miss) diagnoses, ordering tests, final diagnosis, and management plan are the areas in which iHuman assignments in NR602 will be evaluated.

Each of these sections must be completed including the EMR section for the assignment to be considered complete.

A score of 80% or better is your target with this assignment. You will have (2) two attempts; the highest score of two attempts will be taken as the final grade. NR602 Week 5: Submission: iHuman Case 3

NR602 Week 5: Submission: iHuman Case 3

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Rubric iHuman Assignment

iHuman AssignmentCriteriaRatingsPts

This criterion is linked to a Learning OutcomeAssignment Content

Virtual Patient EncounterNR602 Week 5: Submission: iHuman Case 3

75.0 pts

ExcellentStudent achieves a score of 80-100% on the assigned iHuman activity.

68.0 pts

Very GoodStudent achieves a score of 70-79% on the assigned iHuman activity.

62.0 pts

SatisfactoryStudent achieves a score of 55-69% on the assigned iHuman activity.

38.0 pts

Needs ImprovementStudent achieves a score of 30-54% on the assigned iHuman activity.

0.0 pts

UnsatisfactoryStudent achieves a score of 0-29% on the assigned iHuman activity.75.0 pts

This criterion is linked to a Learning OutcomeLate Penalty Deductions

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.NR602 Week 5: Submission: iHuman Case 3

0.0 pts

Manual Deduction

0.0 pts

Manual Deduction 0.0 ptsTotal Points: 75.0

NR 602 Week 5 Ihuman Reflection

Address the following questions:

What resources are available in your community to assist with concerns such as those faced by your virtual patient? (Roanoke,Va.) see below
What are the reporting requirements for your state, and to whom would you report Abuse?

Include the following components:

Write 150-300 words in a Microsoft Word document
Demonstrate clinical judgment appropriate to the patient scenario
Cite at least two relevant scholarly sources as defined by program expectations. Scholarly citations of <5yrs. Please do not put the wrong dates to fulfil the requirements.

Pt. scenario:

H.K. is a 2-year-old male with a medical history significant for Down syndrome and atrial-septal defect that was repaired who was brought into the clinic by his mother for abdominal pain for 2 days and one episode of vomiting last night. Mother states that he has been lethargic, has fewer wet diapers and no bowel movement for one day due to his decrease in appetite.

Mother states that the patient had fallen off the bed while napping. No medications have been given for the pain.

Problem Statement: H.K. is a 2-year-old male with a medical history significant for Down syndrome and atrial-septal defect that was repaired who was brought into the clinic by his mother for abdominal pain for 2 days with 1 episode of vomiting last night. Mother states that symptoms began after the patient fell from the bed while taking a nap. She states that he has been lethargic, has decreased wet diapers daily with dark and strong-smelling urine and no bowel movement for one day and has had a decrease in appetite. Upon assessment, the patient is listless and has poor eye contact. Skin is pale, cool, and slightly mottled. Diffuse diaper rash noted. Faint circumferential macular discoloration at wrists consistent with aging ligature marks.

Ecchymoses overlying epigastrium measuring 10cm in diameter in an oval shape. Hypoactive BS x 3. Distended, firm abdomen. Diffuse tenderness on palpation with associated guarding. 2cm, reducible umbilical hernia. No medications have been given to the patient.

NR602 Week 5 IHuman Reflection Example

Community Resources in Roanoke, VA

In Roanoke, Virginia, there are several resources available to assist children with disabilities who also undergo abuse. For example, Carilion Clinic offers pediatric emergency services, and given H.K.’s medical history of Down syndrome and atrial-septal defect, the specialized care available at Carilion Clinic is important for the child’s well-being (Carilion Clinic, 2023). Pediatric cardiology specialists provide targeted interventions and ongoing care to manage H.K.’s cardiac condition, ensuring optimal health outcomes. Similarly, H.K. can receive comprehensive medical attention tailored to his unique health profile, ensuring diagnosis and effective management of his presenting symptoms.

Access to these healthcare facilities is evidence of Roanoke’s commitment to providing top-tier medical care for pediatric patients. In addition to medical services, Roanoke has resources to support families in crisis or facing challenges related to child welfare. The Roanoke Department of Social Services offers programs and support for families experiencing child abuse or neglect (Roanoke, 2024). They provide assistance, intervention, and resources to ensure the safety and well-being of children in the community.

The Roanoke Department of Social Services offers programs and support services, such as providing assistance, intervention, and resources to safeguard the safety and well-being of children within the community (Roanoke, 2024). Families in distress can avail themselves of various support programs administered by the Roanoke Department of Social Services, including counseling services, parenting classes, and access to community resources to address underlying issues contributing to child welfare concerns. The department operates in close collaboration with other local agencies and organizations to ensure a coordinated and comprehensive response to instances of child abuse or neglect.

Reporting Requirements for Child Abuse in Virginia

By Virginia law, healthcare professionals serve as mandated reporters of child abuse or neglect. This stipulates that any individual who has reasonable grounds to suspect that a child is subjected to abuse or neglect must report such concerns to the local Department of Social Services or the Child Protective Services hotline (Roanoke, 2024). Importantly, reports can be submitted anonymously, ensuring confidentiality for the reporter.

The physical findings observed in H.K.’s case, including ligature marks, ecchymoses, and abdominal tenderness, are all indications for immediate reporting to safeguard his safety and well-being. These are suggestive of potential abuse or neglect, necessitating intervention to mitigate any further harm. The reporting process entails providing information and details regarding suspected abuse or neglect to the designated authorities (Roanoke, 2024). This includes thorough documentation of the observed physical findings, relevant medical history, and any additional information deemed critical to the case. This allows for a thorough investigation and implementation of appropriate intervention measures to protect the child from harm.

References

Carilion Clinic. (2023). Visitroanokeva.com. https://www.visitroanokeva.com/listings/carilion-clinic/5998/

Roanoke. (2024). Benefits programs. Roanokeva.gov. https://www.roanokeva.gov/383/Benefits-Programs

NR602 Week 6: Activity: iHuman Case 4 AssignmentNR602 Week 6: Activity: iHuman C ...

NR602 Week 6: Activity: iHuman Case 4 Assignment

NR602 Week 6: Activity: iHuman Case 4 Assignment Purpose

Through virtual patient interactions, the iHuman assignments provide students the chance to participate in clinical scenarios that are pertinent to the course material. iHuman is a dynamic and highly engaging approach to improve your learning NR602 Week 6: Activity: iHuman Case 4 Assignment.

NR602 Week 6: Activity: iHuman Case 4 Assignment

Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

Utilize interactive simulation technology to reinforce assessment and diagnostic reasoning skills in the care of a woman or pediatric patient (CO4).

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Due Date

Students need to complete the first attempt of the assigned iHuman case by Wednesday 11:59pm MT. Faculty will provide feedback to the student by Friday of the same week. The student has the option of 1 additional attempt to improve their score by Sunday 11:59pm MT at the end of week 6. There will only be a total of 2 attempts max per each iHuman assigned case NR602 Week 6: Activity: iHuman Case 4 Assignment.

Assignments are expected to be turned in on time by students. For each day an assignment is late, 10% of the potential points will be deducted. This rule applies to both late and early submissions. Up to three days late, assignments will be accepted with the specified penalty; beyond that, the grade for the assignment will be zero.

Students may ask their teacher for a waiver of the late submission grade decrease if an emergency prevents them from submitting an assignment on time. The teacher will go at the student’s justification for the request and make a decision based on the appeal’s merits NR602 Week 6: Activity: iHuman Case 4 Assignment.

The determination will take into account the student’s overall course performance up to that point. While the appeal is being considered, students should keep coming to class, participating in discussions, and doing other projects.

Total Points Possible: 75 Points

NR602 Week 6: Activity: iHuman Case 4 Assignment Requirements

Complete the week 6 module content prior to starting the iHuman assignment.
Access iHuman by clicking the link provided below. Clicking the blue bar will launch the activity in a new browser window.
Complete the case titled Case 4.
- This week, you have an 18-year-old male who is known to be an injection-drug user. He presents with high fever and rash, and is found to have a loud systolic murmur, splinter hemorrhages, and Janeway lesions. His echocardiogram shows a mitral-valve vegetation; his blood cultures grow methicillin-resistant Staphylococcus aureus.
Once you complete the case, click “Submit.”
You will submit your iHuman Case study completion score sheet to the corresponding iHuman submission assignment NR602 Week 6: Activity: iHuman Case 4 Assignment.

NR602 Week 6: Activity: iHuman Case 4 Assignment References

American Heart Association. (2013). Youth and Cardiovascular Diseases: Statistical Fact Sheet 2013 update. Retrieved from http://www.heart.org/idc/groups/heart-public/@wcm/@sop/@smd/documents/downloadable/ucm_319577.pdf
Burns, C.E. (2020). Pediatric Primary Care (7th ed.). Saunders Elsevier
Hay, W., Levin, M., Deterding, R., & Abzug, M. (2018). Current diagnosis and treatment: Pediatrics (24th ed.). McGraw Hill.
Kliegman, R., Stanton, B., St. Geme, J., & Schor, N. (2016). Nelson textbook of pediatrics (20th ed.). Elsevier Saunders.
Marcdante, K., & Kliegman, R. (2019). Nelson essentials of pediatrics (7th ed.). Saunders.
McCance, K.L. & Huether, S.E (2015). Pathophysiology: The biologic basis for disease in adults & children (7th ed.). Mosby.

NR 602 Week 6 Case Study Discussion Symptom Evaluation GI, GU, Endocrinology, Neuromuscular Recent

Case Study Discussion – Part 1

What further OLDCART and ROS information is important today specific to their chief complaints? What are their chief complaints/concerns?

What are the differential diagnoses based on the chief complaints for Lily and Riley with rationale?

Case Study Discussion – Part 2

Assessment

Primary diagnoses for Lily and Riley with rationale

Differential diagnoses with rationale

Plan for one primary diagnoses based on one current evidence-based journal article

Further diagnostic work-up not included above

Medications

Referrals

Conservative measures

Patient education

Follow-up plan

Case Study Discussion – Part 3

Written summation of case in SOAP format.

Also Read:

NR602 Week 5 Evaluation of Marginalized Women Paper

NR602 Primary Care of the Childbearing and Childrearing Family Papers

NR602 Week 7: Submission: iHuman Case 5

NR602 Week 6: Activity: iHuman Case 4 Assignment

NR602 Week 7: Submission: iHuman Case 5NR602 Week 7: Submission: iHuman Case 5NR ...

NR602 Week 7: Submission: iHuman Case 5

NR602 Week 7: Submission: iHuman Case 5

NR602 Week 7: Submission: iHuman Case 5

- Due Dec 13 by 11:59pm
- Points 75
- Submitting a file upload

Submit your Case Study completion score sheet here once you have finished the iHuman Case on Constipation/Encopresis. Your completion score sheet may be submitted again if necessary.

Visit the Week 7: Activity: Constipation/Encopresis assignment for the assignment requirements and access to iHuman if you have not yet finished the iHuman activity NR602 Week 7: Submission: iHuman Case 5.

Your goal for this assignment is to receive a score of 80% or above. The highest score from your (2) two tries will be used to determine your final grade.

For the assignment to be deemed finished, all of these sections—including the EMR section—must be filled out. NR602 Week 7: Submission: iHuman Case 5

ORDER COMPREHSIVE SOLUTION PAPERS

Rubric iHuman Assignment

iHuman AssignmentCriteriaRatingsPts

This criterion is linked to a Learning OutcomeAssignment Content

Virtual Patient Encounter

75.0 pts

ExcellentStudent achieves a score of 80-100% on the assigned iHuman activity.

68.0 pts

Very GoodStudent achieves a score of 70-79% on the assigned iHuman activity.

62.0 pts

SatisfactoryStudent achieves a score of 55-69% on the assigned iHuman activity.

38.0 pts

Needs ImprovementStudent achieves a score of 30-54% on the assigned iHuman activity.

0.0 pts

UnsatisfactoryStudent achieves a score of 0-29% on the assigned iHuman activity.75.0 pts

This criterion is linked to a Learning OutcomeLate Penalty Deductions

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.NR602 Week 7: Submission: iHuman Case 5

0.0 pts

Manual Deduction

0.0 pts

Manual Deduction0.0 ptsTotal Points: 75.0

NR 602 Week 1 Case Study Discussion Initial Visit Meet the Family Recent

Case Study Discussion – Part 1

Please prepare yourself to complete the well-woman exam and one of the well-child exams of your choosing. NR602 Week 7: Submission: iHuman Case 5

Per patient- give additional HPI information and questions you would like as well as PMH, Family History, and ROS. Begin to lay out the objective portion of your note for each patient.

What is your differential diagnosis list for this visits thus far with rational for each of your two patients?

For the child you choose, please list all of the appropriate anticipatory guidance that should be done at a well visit for that age. Expand on one of the topics from your list and provide the education you would offer with citations. NR602 Week 7: Submission: iHuman Case 5

Case Study Discussion – Part 2

For the patients you have chosen what are your primary and secondary diagnoses now with ICD-10 codes with rationale?

What other diagnostics, preventive screenings, or preventive health actions are you considering for your patients at this time and why?

Case Study Discussion – Part 3

Written summation of case in SOAP format.

Also Read:

NR602 Week 3: CEAP-NP Survey Paper

NR602 Week 5 Evaluation of Marginalized Women Paper

NR602 Primary Care of the Childbearing and Childrearing Family Papers

NR602 Week 6: Activity: iHuman Case 4 Assignment

Chamberlain College of Nursing NR642 Nursing Informatics Concluding Experience I ...

Chamberlain College of Nursing NR642 Nursing Informatics Concluding Experience I

Midpoint Stakeholder PowerPoint Presentation Guidelines

Purpose

The purpose of this assignment is to

provide learners with the opportunity to disseminate evidence-based practice to colleagues in the healthcare environment; and Chamberlain College of Nursing NR642 Nursing Informatics Concluding Experience I
provide learners with the opportunity to communicate a scholarly project in a professional manner.

Course Outcomes

This assignment enables the student to meet the following Course Outcomes.

(CO 3): Integrate effective communication techniques and relationship management in the role of an informatics nurse specialist. (PO 3)

Due Date

Submit to the Dropbox by Sunday, 11:59 p.m. MT by end of Week 7.

Total Points Possible: 165

Requirements

After completion of the initial implementation and execution of the project plan, which was designed in NR640 Nursing Informatics Project Management and Practicum, determine what comprises the most relevant data and evidence that support your proposal for changing and /or addressing the issue you have identified Chamberlain College of Nursing NR642 Nursing Informatics Concluding Experience I.

What do the stakeholders need to know to understand and appreciate your project? Develop a concise outline presenting the topic, existing literature, and proposed change of the problem or concern. The Execution/Implementation of Project Summary submitted in Week 1 and Nursing Informatics Capstone Research Plan submitted in Week 3 should guide you in creating a PowerPoint presentation based on your project Chamberlain College of Nursing NR642 Nursing Informatics Concluding Experience I.

There is also a PPT template in Doc Sharing that will assist with the development of the presentation. This presentation must be succinct and to the point, because you are presenting to key stakeholders and leadership who may only give you 10–15 minutes for your presentation and will ask a number of questions Chamberlain College of Nursing NR642 Nursing Informatics Concluding Experience I.

Preparing the Paper

The following should be incorporated into the presentation.

Identification, definition, and description of the issue or problem
Summary of relevant literature and evidence related to the issue
Project details (describe the context, target recipients, how project was implemented or plans for implementation)
Summary of project (proposed resolution of the chosen issue, next steps, expected result, and evaluation if project was presented or implemented)
List of references of materials and documents used in project
Appropriate APA format sixth edition
Produce an interesting and audience-friendly set of slides.
Correct grammar, spelling, and punctuation
Chamberlain College of Nursing NR642 Nursing Informatics Concluding Experience I

Chamberlain College of Nursing NR642 Nursing Informatics Concluding Experience I Requirements:

8–12 slides of text, excluding title and reference slides
One title slide
One to two slides with references, in APA style
Documentation of all sources (Everything must be cited, including ideas, images, statistics, data, facts, quotations, all journal articles and other references, and/or summary or paraphrase of others’ ideas. You may not discuss all of these elements but they must be in your slide deck.)
Definition of key terms or explanation of relevant facts

See the PPT template in Doc Sharing that will assist with the development of the presentation.

Directions and Grading Criteria

Points%DescriptionIdentification, definition, and description of the issue or problem2515%Provides full and complete identification, definition, and description of the issue or problemSummary of relevant literature and evidence related to the issue.2515%Fully discusses relevant literature and evidence related to the issueProject details: Describe context, target recipients, how project was implemented, or plans for implementation2515%Project details fully describedSummary of project: Proposed resolution of the chosen issue, next steps, expected result, and evaluation if project was presented or implemented2515%Summary thorough and well supported; thinking clear; information relevant.References2515%Complete list of references and citationsSlides interesting and audience friendly with appropriate visuals2515%Interesting and audience-friendly slides APA format, grammar, punctuation, and spelling; sources correctly cited1510%Grammar, APA, and spelling correct with no errors165100A quality paper will meet or exceed all of the above requirements.

but the student needs to screen for potential suicidal ideation and assess for ...

but the student needs to screen for potential suicidal ideation and assess for other psychiatric conditions

NR667 Ihuman Week 1 Assignment ReflectionAddress the following questions:How did ...

NR667 Ihuman Week 1 Assignment Reflection

Address the following questions:

How did the i-Human Virtual Patient Encounter case help strengthen your understanding of the chosen body system? (Gouty Knee – Musculoskeletal system)
What additional study techniques will you incorporate to strengthen your understanding of the chosen body system?

NR667 Ihuman Assessment – Musculoskeletal System Through Virtual Patient Reflection Example

The integration of technology is important in enhancing students’ understanding and application of clinical case scenarios. The iHuman Virtual Patient Encounter helps to simulate real-life patient cases for medical students to diagnose and manage. The case of gouty knee not only challenged me to recognize the clinical manifestations of gout but also required an understanding of the musculoskeletal system’s pathology. Through the patient’s history, thorough physical examination, and interpretation of diagnostic tests, I was able to sharpen my diagnostic skills on gout. In diagnosing gouty knee, I had to consider the musculoskeletal manifestations and the underlying metabolic factors contributing to hyperuricemia (Fenando et al., 2022). This holistic care is an example of the importance of understanding the relationships between various physiological processes and their impact on clinical presentations.

I also appreciated the significance of patient-centered care. Beyond identifying the pathology and gout, I had to communicate effectively with the patient, address their concerns, and develop a management plan tailored to their needs. This aspect of the case emphasized the essential role of empathy and interpersonal skills in delivering quality healthcare. While the iHuman Virtual Patient Encounter provides a hands-on learning experience, I recognize the importance of supplementing it with additional study techniques to strengthen my understanding of the musculoskeletal system further. Currently, I am utilizing various resources and strategies to enhance my knowledge and better understanding of physiology.

First, I plan to incorporate more interactive learning tools, such as anatomical models and online simulations, to reinforce my understanding of musculoskeletal anatomy. Visualizing the structures of bones, muscles, and joints will facilitate a better understanding of their functions and interactions. Additionally, I aim to engage in active learning strategies, such as problem-based learning and case discussions with peers and instructors. Through collaboratively dissecting clinical cases and discussing diagnostic and management strategies, I can gain different opinions and refine my clinical reasoning skills.

Furthermore, I intend to seek clinical experiences, such as shadowing healthcare professionals in orthopedic clinics or participating in musculoskeletal workshops, to apply theoretical knowledge to real-world scenarios. Direct patient interactions will provide knowledge on musculoskeletal disorders and enhance my clinical decision-making abilities. I am also committed to ongoing self-assessment and reflection to identify areas for improvement and track my progress (Hollier, 2021). Utilizing resources such as practice questions, self-assessment modules, and peer feedback will allow me to evaluate my understanding and address any knowledge gaps continuously.

NR667 Ihuman References

Hollier, A. (2021). Clinical guidelines in primary care (4th ed.). APEA

Fenando, A., Rednam, M., Gujarathi, R., & Widrich, J. (2022). Gout. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK546606/

NR667 Ihuman Neurological Assessment Reflection with MS Finding

Address the following questions:

How did the i-Human Virtual Patient Encounter case help strengthen your understanding of the chosen body system?
What additional study techniques will you incorporate to strengthen your understanding of the chosen body system?

NR667 Ihuman Neurology Assessment Reflection Example

The i-Human Virtual Patient Encounter case has helped me enhance my understanding of neurology, with a particular focus on multiple sclerosis (MS). The virtual patient encounter simulates a real clinical environment where I was able to observe, diagnose, and manage a patient presenting with symptoms of MS. Through this process, I learned to identify key clinical features of MS reiterated by Ford (2020), such as visual disturbances, muscle weakness, and coordination problems.

The case required me to interpret diagnostic tests, including MRI scans and lumbar puncture results, which are crucial for confirming an MS diagnosis. This hands-on experience allowed me to apply my theoretical knowledge in a practical setting, reinforcing my understanding of the nervous system’s complex structure and function. Moreover, it enhanced my ability to recognize the characteristic findings of MS and understand the rationale behind various diagnostic and treatment strategies.

To further solidify my knowledge and skills in neurology and MS, I plan to incorporate various study techniques into my learning. Firstly, I intend to conduct regular reviews of foundational neuroanatomy and neurophysiology. A strong grasp of these basics is essential for understanding the workings of the nervous system and the pathophysiology of neurological disorders such as MS. Secondly, I will actively seek out and participate in clinical case discussions. These discussions, whether in online forums, medical societies, or peer groups, provide invaluable insights from diverse perspectives.

In addition, I plan to utilize interactive educational resources tailored to neurology and MS. Virtual patient encounters, simulation programs, and online modules offer immersive learning experiences that can deepen my understanding and hone my clinical skills. These resources often include scenarios that mimic real-life clinical situations, allowing me to practice diagnostic and decision-making skills in a safe and controlled environment.

To assess my progress and identify improvement areas, I will engage in self-assessment exercises such as practice questions and mock patient encounters. These exercises will help me evaluate my knowledge, pinpoint gaps, and reinforce my learning through repetition and application. Furthermore, as Aslam et al. (2022) outline, collaborating with peers and mentors will be crucial to my study strategy.

Through discussions, peer teaching, and group study sessions, I can benefit from shared knowledge, diverse perspectives, and mutual support, all of which are crucial for deep and sustained learning. Lastly, staying updated with the latest research, guidelines, and clinical advancements in neurology and MS is essential for a thorough understanding of the field. I plan to read reputable medical journals regularly, attend conferences, and participate in continuing medical education opportunities.

NR667 Ihuman References

Aslam, N., Khan, I. U., Bashamakh, A., Alghool, F. A., Aboulnour, M., Alsuwayan, N. M., Alturaif, R. K., Brahimi, S., Aljameel, S. S., & Al Ghamdi, K. (2022). Multiple Sclerosis diagnosis using machine learning and deep learning: Challenges and opportunities. Sensors (Basel, Switzerland), 22(20), 7856. https://doi.org/10.3390/s22207856

Ford, H. (2020). Clinical presentation and diagnosis of multiple sclerosis. Clinical Medicine (London, England), 20(4), 380–383. https://doi.org/10.7861/clinmed.2020-0292

Patient Gemma NR667 Ihuman Reflection

Gemma Jones is a 2-year-old female who presents with a new onset rash of her abdomen that has worsened, spreading to all four extremities. On assessment, there is a maculopapular pink rash on the abdomen and extremities. She has no other significant medical history. She recently experienced a nonproductive cough, runny nose, and fever 3 days ago; the fever resolved yesterday. Intake and output were normal per the mother’s report.

DX : roseola

Address the following questions: Review the Healthy People 2030 Vaccinationâ€¯objectives. Consider how your treatment plan might change for thisâ€¯patient if she is not up to date on her vaccinations.

What opportunities for education would you identify?

How would a parent’s opinions about vaccines impact your educational strategies?

Include the following components:

Answer all questions in the reflection prompt
Demonstrate clinical judgment appropriate to the virtual patient scenario
Cite at least one relevant scholarly source as defined by program expectations
Communicate with minimal errors in English grammar, spelling, syntax, and punctuation, cite all references. Citations need to be <5 years

Patient Gemma NR667 Ihuman Reflection Example

Healthy People 2030 Vaccination Objectives

In the United States, the Healthy People 2030 initiative has prioritized the prevention of infectious diseases through increased vaccination rates. Infants and children are particularly vulnerable to infectious diseases, which can have severe consequences. While most children receive recommended vaccines, disparities exist in vaccination coverage across different communities in the U.S. Low vaccination rates in specific areas put entire populations at risk for outbreaks (Healthy People, 2020).

To address this, strategies such as mandating vaccinations for school attendance have been crucial in reducing rates of infectious diseases. These mandates not only protect individual children but also contribute to community immunity, preventing the spread of diseases. Healthy People 2030 emphasizes the importance of routine childhood vaccinations, including measles, mumps, and rubella (MMR) vaccines that can prevent conditions like roseola.

Clinical Judgment

Gemma, a 2-year-old female, presents with a rash and a recent history of fever and respiratory symptoms. Upon evaluating Gemma, I would begin with a thorough assessment, taking into account her age, presenting symptoms, and medical history. In this case, her age and symptoms, including fever and rash, would raise suspicion of various possible diagnoses. My clinical judgment involves considering the most likely and relevant conditions for her age group, such as roseola, but also ruling out other potential causes of her symptoms.

Given Gemma’s age and symptoms, it is essential to inquire about her vaccination status. Vaccination history is crucial in assessing the likelihood of specific diseases, especially those for which vaccines are available. While roseola is generally a mild, self-limiting illness, the presence of a rash and recent fever requires a careful evaluation to ensure no underlying complications or more serious illnesses.

Treatment Plan and Vaccination Status

Roseola is typically a benign and self-limiting viral illness that most commonly affects kids between 6 months and 2 years old (Leung et al., 2022). It is characterized by a high fever that often precedes a distinctive rash. In most cases, the fever resolves on its own, and the rash appears as the fever subsides. Roseola is generally not associated with long-term complications, and most children recover without specific medical treatment. While roseola is generally not a severe illness, Gemma is not current on her vaccine. Vaccines provide immunity against highly contagious childhood diseases.

Since Gemma is not up to date on her vaccinations, there is a higher risk that she may contract other vaccine-preventable diseases, like measles or rubella, which are highly contagious (Healthy People, 2020). In this case, it becomes even more critical to implement isolation precautions and ensure proper infection control measures to prevent her from spreading or contracting additional infections.

As Gemma is not vaccinated, her immune system may be compromised in terms of protection against certain diseases; thus, the fever should be closely monitored, and any deterioration in her condition should be addressed. Vaccination status should be carefully reviewed during the initial assessment to identify any other missing vaccinations that should be administered (Healthy People, 2020).

Opportunities for Education

Healthcare providers should take the time to discuss the importance of vaccinations with Gemma’s parents by explaining the risks associated with vaccine-preventable diseases and encouraging them to catch up on her vaccinations after she recovers from roseola (Geoghegan et al., 2020). It is essential to highlight the role of vaccination in protecting her health and preventing future illnesses.

Beyond treating the current illness, healthcare providers should stress the importance of catch-up vaccinations to prevent future diseases (Geoghegan et al., 2020). Discuss the vaccination schedule and the safety and effectiveness of vaccines, and make a plan for Gemma to receive any missed vaccinations as soon as she is medically eligible. Consider scheduling regular follow-up appointments to ensure Gemma receives the necessary vaccinations at the appropriate ages.

Establishing a comprehensive vaccination plan that includes catch-up vaccinations is essential to safeguard her health and prevent future vaccine-preventable diseases. In addition, it addresses any concerns or misconceptions the parents may have about vaccine safety through evidence-based information on the safety of vaccines and debunks common myths or fears related to vaccines (Geoghegan et al., 2020).

Impact of Parent’s Opinions

A parent’s opinions about vaccines can significantly impact the educational strategy. Parents who are hesitant or opposed to vaccines may require more time and tailored information to address their concerns (Geoghegan et al., 2020). It is essential to approach these discussions with empathy and understanding, acknowledging their worries and providing evidence-based answers to their questions. Building trust and an open dialogue can be crucial in helping parents make informed decisions about vaccination.

References

Geoghegan, S., O’Callaghan, K. P., & Offit, P. A. (2020). Vaccine safety: Myths and misinformation. Frontiers in Microbiology, 11. https://doi.org/10.3389/fmicb.2020.00372

Leung, A. K.-C., Lam, J. M.-C., Barankin, B., Leong, K. F., & Hon, K. L. (2022). Roseola infantum: An updated review. Current Pediatric Reviews, 20(2), 119–128. https://doi.org/10.2174/1573396319666221118123844

People, H. (2020). Vaccination. Health.gov. https://health.gov/healthypeople/objectives-and-data/browse-objectives/vaccination

NR667 Ihuman Week 8 Reflections on Learning

Describe how learning in this course helped you to meet Program Outcome 5: Advocates for positive health outcomes through compassionate, evidence-based, collaborative advanced nursing practice (Extraordinary Nursing).

Describe how course assignments or activities will help you achieve ONE of the advanced-level nursing education competencies from AACN Essentials Domain 9 listed below. Answer all red questions below:

9.1g Employ a Participatory approach to nursing

9.2h Foster opportunities for intentional presence in practice

9.2i Identify innovative and evidence-based practices that promote person-centered care.

9.2j Advocate for practices that advance diversity, equity, and inclusion.

9.2k Model professional expectations for therapeutic relationships.

9.2l Facilitate communication that promotes a participatory approach.

Describe how course assignments or activities will help you achieve ONE NONPF Independent Practice Competency

NP 2.6 Demonstrate accountability for care delivery.

Course Outcomes

This assignment enables the student to meet the following course outcomes:

CO 1: Independently formulate a management plan addressing health promotion, disease prevention and health protection for patients and families across the lifespan using evidence-based guidelines. (PO 5)
CO 2: Collaborate with interdisciplinary team members to improve the quality of healthcare. (PO 5)
CO 3: Appraise personal and professional growth toward achieving mastery of the NONPF competencies and the Essentials for Master’s Education in Nursing. (PO 5)
CO 4: Demonstrate a command of essential knowledge needed for safe, quality primary care practice as a family nurse practitioner. (PO 5)
CO 5: Demonstrate competencies essential of the family nurse practitioner role as leaders and advocates of holistic, safe, and quality care. (PO 5)

NR667 Ihuman Reflections on Learning Example

The Family Nurse Practitioner (FNP) Capstone Practicum and Intensive course has been one of the most remarkable courses in the program, providing both knowledge and hands-on skills aimed to contribute to practice readiness. The course has also enabled me to meet the program outcomes and various nursing competencies required for the FNP role. This paper reflects on the lessons learned on the NR 667 course and how the lessons learned helped me meet program outcomes. It describes how course assignments and activities will help achieve the advanced-level nursing competencies from AACN Essentials Domain 9 and how the course assignments or activities will help you achieve NONPF independent practice competency.

NR667 and Program Outcome 5

The FNP program outcome five states that the student “advocates for positive health outcomes through compassionate, evidence-based, collaborative advanced nursing practice (Extraordinary nursing).” The practicum experience significantly contributed to meeting this program outcome in various ways. First, I was able to apply the knowledge I have gained in previous courses to provide compassionate and empathetic care to patients in the practicum setting. I also worked closely with my preceptor and collaborated with the interprofessional team to address different patient care issues, which harnessed my skills and ability to advocate for patients effectively and ensure their needs were met.

Furthermore, throughout the practicum project, I conducted research and compiled evidence to inform practice in my area of focus. Speroni et al. (2020) note that enculturating evidence-based practice in nursing entails regularly conducting research and translating findings into practice. Presenting the study findings to the interprofessional care team also led to comprehensive and coordinated care for the patients, hence can be termed as extraordinary nursing. Additionally, the practicum experience presented me with real-life scenarios to apply my theoretical knowledge and contribute to positive health outcomes, thus meeting the program outcome 5.

NR667 in Achieving the AACN Essentials Domain 9

The Advanced-Level Nursing Education Competencies from the American Association of Colleges of Nursing (AACN) are benchmarks used to regulate the quality of nursing education and provide the necessary curriculum content and expected competencies required for nurses to thrive in the modern healthcare environment (AACN, n.d.). The AACN domain 9 entails forming and cultivating a sustainable professional identity.

The first competency is employing a participatory approach in nursing. The discussion board activities fostered a collaborative approach since I was required to contribute actively by taking and providing input to other learners’ work. The activity has, therefore, contributed to this competency by improving my participatory skills.

The course assignments have also fostered opportunities for intentional presence in practice. For instance, journaling assignments emphasized the essence of being intentionally present and mindful during patient interactions since I was required to focus on each assignment individually. Similarly, I will be able to focus on being present and taking a moment at a time while interacting with different patients, hence promoting the care provider-patient relationship and improving patient care quality.

Additionally, the practicum activity was an excellent platform to help me identify innovative and evidence-based practices that promote person-centered care. The practicum project involved identifying a health issue, identifying/researching best practices, and proposing innovative solutions to address the issue. Completing the project enhanced the understanding of integrating evidence-based practice solutions tailored to meet particular patient needs, thus promoting person-centered care.

The other competency entails advocating for practices that advance diversity, equity, and inclusion. Among the course discussions were health disparities and cultural competence aspects that equipped me with the necessary knowledge to advocate for diverse and inclusive practices. They also emphasized the importance of promoting equity in healthcare and ensuring inclusion in clinical practice.

Furthermore, the domain expects the nurse to model professional expectations for therapeutic relationships. Moreno-Poyato et al. (2021) note that maintaining a therapeutic relationship between the patient and the nurse helps build trust and contribute to active patient participation in healthcare actions involving them. Interacting with the patients during the practicum experience taught me how to maintain professional behavior and communicate effectively to enhance therapeutic relationships.

The last competency is facilitating communication that promotes a participatory approach. The course assignments, especially discussion boards, have been communication exercises emphasizing the essence of clear and engaging communication. In addition, the activity has enhanced my ability to facilitate participatory communication and inclusiveness in clinical practice.

NR667 in Achieving NONPF Independent Practice Competency

The National Organization of Nurse Practitioner Faculties (NONPF) is an organization devoted to promoting high-quality nurse practitioner education. One of the NONPF independent practice competencies is demonstrating accountability for care delivery. The NR667 course has contributed significantly to helping me achieve competency through the preceptor role. The preceptor is a senior nurse who mentors nursing students from different levels, especially while going through the practicum experience (Lofgren et al., 2021).

Throughout my practicum experience, my preceptor played a vital role in enabling me to demonstrate accountability for care delivery. I worked under the preceptor’s supervision, which demanded attention to detail in patient care, including appropriate documentation, strict adherence to clinical practice guidelines, and ensuring high standards of practice are maintained. Similarly, I will strive to achieve this competency in the future, especially in independent practice, by ensuring I maintain a high level of responsibility and accountability despite not being under direct supervision.

In addition, I aim to achieve competency by taking ownership of patient care. I will ensure I can be questioned for every action or decision made at any given point in patient care. For instance, patients and their families will be allowed to ask questions regarding their care experience even after the interaction. Therefore, I intend to keep appropriate records and document all the necessary documentation to demonstrate accountability in care delivery. More so, even under no supervision, I will employ my ethical principles to adhere to clinical guidelines and maintain high standards of practice, contributing to better patient outcomes.

Conclusion

NR 667 has provided a comprehensive clinical experience that will enable me to play my FNP role effectively. The course assignments and activities, such as the practicum experience, will help me achieve the AANC and NNPF competencies, as discussed above. The course has also harnessed my ability to apply evidence-based practice to improve patient outcomes by linking and synthesizing previous coursework into the capstone project.

References

American Association of Colleges of Nursing (AACN). (n.d.). The Essentials. Accessed June 16, 2024 https://www.aacnnursing.org/essentials

Lofgren, M., Dunn, H., Dirks, M., & Reyes, J. (2021). Perspectives, experiences, and opinions precepting advanced practice registered nurse students. Nursing Outlook, 69(5), 913–926. https://doi.org/10.1016/j.outlook.2021.03.018

Moreno-Poyato, A. R., Rodríguez-Nogueira, Ó., & MiRTCIME.CAT working group (2021). The association between empathy and the nurse-patient therapeutic relationship in mental health units: a cross-sectional study. Journal of Psychiatric and Mental Health Nursing, 28(3), 335–343. https://doi.org/10.1111/jpm.12675

Speroni, K. G., McLaughlin, M. K., & Friesen, M. A. (2020). Use of Evidence-based Practice Models and Research Findings in Magnet-Designated Hospitals Across the United States: National Survey Results. Worldviews on Evidence-Based Nursing, 17(2), 98–107. https://doi.org/10.1111/wvn.12428

Examples of iHuman Patient Simulation Case Studies

iHuman patient simulations are designed to replicate real-life clinical scenarios in a virtual environment, allowing students to practice and refine their diagnostic, clinical reasoning, and decision-making skills. These simulations cover a wide range of medical conditions and patient types, from common diseases to complex, rare cases. Below are some examples of iHuman patient simulations that students might encounter:

1. Acute Appendicitis in a Pediatric Patient

Patient Information: A 12-year-old male presents to the emergency room with abdominal pain, nausea, and vomiting.
Clinical Scenario: The patient complains of sharp pain in the lower right quadrant, which started around the umbilicus and migrated over time. The pain worsens with movement, and there’s a history of decreased appetite and fever. The student must take a detailed history, perform a physical exam, and consider differential diagnoses such as gastroenteritis, appendicitis, or urinary tract infection.
Key Skills Practiced:
- Abdominal examination
- Assessing for rebound tenderness and guarding
- Ordering appropriate diagnostic tests, such as CBC, ultrasound, or CT scan
- Developing a management plan that includes surgical consultation for suspected appendicitis

2. Chronic Obstructive Pulmonary Disease (COPD) Exacerbation

Patient Information: A 65-year-old male with a history of smoking presents with worsening shortness of breath, cough, and increased sputum production.
Clinical Scenario: The patient, diagnosed with COPD 10 years ago, reports that his symptoms have progressively worsened over the past week. He is on home oxygen and several bronchodilators but is still experiencing dyspnea. The student needs to assess the severity of the exacerbation, consider differential diagnoses such as pneumonia or heart failure, and adjust the treatment regimen accordingly.
Key Skills Practiced:
- Respiratory examination and auscultation
- Identifying signs of respiratory distress and hypoxia
- Ordering relevant investigations like chest X-ray, ABG, or spirometry
- Adjusting medications, such as adding corticosteroids or antibiotics
- Assessing the need for hospital admission or escalation of oxygen therapy

3. Type 2 Diabetes Mellitus with Uncontrolled Hyperglycemia

Patient Information: A 50-year-old female presents to the outpatient clinic for routine follow-up. She reports frequent urination, excessive thirst, and fatigue.
Clinical Scenario: The patient was diagnosed with type 2 diabetes five years ago but admits to poor adherence to her medication and diet. Her HbA1c levels have been persistently high, and she is now showing signs of possible diabetic complications like peripheral neuropathy and hypertension. The student must assess her current condition, order appropriate labs, and adjust her management plan to optimize glycemic control.
Key Skills Practiced:
- Reviewing and adjusting diabetic medications (e.g., metformin, insulin)
- Assessing for diabetes-related complications (e.g., nephropathy, neuropathy)
- Counseling the patient on lifestyle modifications and medication adherence
- Interpreting lab results like HbA1c, fasting glucose, and renal function

4. Myocardial Infarction (STEMI)

Patient Information: A 55-year-old male presents to the emergency department with crushing chest pain radiating to the left arm and jaw.
Clinical Scenario: The patient has a history of hypertension and hyperlipidemia but is non-compliant with medications. He reports that the chest pain started one hour ago and is associated with shortness of breath and diaphoresis. The student must perform a focused cardiovascular assessment, interpret an ECG showing ST-elevation, and initiate immediate treatment for a suspected myocardial infarction.
Key Skills Practiced:
- Rapid assessment of chest pain and ruling out differential diagnoses (e.g., angina, pulmonary embolism, aortic dissection)
- Interpreting ECG findings
- Administering emergency treatment, such as oxygen, aspirin, nitrates, and thrombolytics
- Consulting cardiology for possible percutaneous coronary intervention (PCI)

5. Sepsis from Pneumonia in an Elderly Patient

Patient Information: An 82-year-old female presents with confusion, fever, and productive cough.
Clinical Scenario: The patient has a history of hypertension and chronic kidney disease. She developed a productive cough one week ago, which has worsened, and now she presents with signs of confusion and low blood pressure. The student must evaluate the patient for possible pneumonia complicated by sepsis, initiate appropriate antibiotic therapy, and manage the patient’s fluid status.
Key Skills Practiced:
- Recognizing signs of systemic infection and sepsis
- Performing a respiratory exam and ordering appropriate imaging (e.g., chest X-ray)
- Starting empiric antibiotics and fluid resuscitation
- Monitoring vital signs and urine output
- Coordinating care with the intensive care unit (ICU) if necessary

6. Major Depressive Disorder

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