Category: Nursing

Not in clinical but at work had a suspected meningitis case. Patient having headache, high fevers and CT showed Some inflammation. We put N95 on patient and implemented droplet precautions. Patient had a lumbar puncture to confirm the diagnosis. 
Provide an example from your practicum experiences in which the treatment plan was changed or confirmed based on a guideline review. Was a database or subscription used? Share the guideline or supportive clinical literature as one of the references.
How can the NP balance shared decision making and the patient’s culture and/or preferences with safe clinical practice?

first 2 attachments are classmate’s response to discussion question. last attachment is original discussion prompt. please provide ONLY a response to the classmate’s discussion post.

This is a self-reflection activity that requires you to consider what you have learned in this module. Please upload your response to the following question:
Question: The nurse plays an important role throughout the perioperative process. What can you do before and after surgery to promote healing and recovery? How does the care you provide positively affect outcomes? 

Please see required criteria on attached pdf below. 
Please do original work with minimal plagarism.

Please post a resonse to the post below by sharing your thoughts on their specialty, supporting their choice or offering suggestions if they have yet to choose.
Academic activities and achievements can be rolled into mentorship engagement and collaborative research activities to become professional development objectives.
Participation in mentorship programs first ensures access to vast knowledge and experience from practitioners in the field. The setting of goals by nurses will establish an effective mentor-mentee relationship in offering personalized guidance following the expressed career goals of the nurse (Mélanie Lavoie-Tremblay et al., 2019). For example, a nurse interested in growing into a leadership position would want to network with a nurse manager. They would like to learn some tips about good management practices and working around healthcare policy.
Second, collaborative research projects allow nurses to participate and foster interdisciplinary collaboration in this field and further knowledge exchange. They either integrate themselves into the already established groups of researchers or initiate work on projects referring to some of the pertinent health challenges. By doing so, nurses contribute not only to the advancement of evidence-based practice but also gain practical insights that could enhance care for the patient (Nguyen et al., 2020). For example, a nurse in the field of psychatry may decide to have a goal in collaboration with other researchers on the development of interventions about supportive care for mental health patients under treatment.
These practices resonate with the direction of Walden University toward social change, with the mandate to encourage a culture of dissemination of knowledge and collaborative problem-solving in the domain of nursing. The mentorship engagement will help develop supportive networks that would enable nurses to learn from each other’s experiences and perspectives in an inclusive and collaborative environment created within the profession.
Through collaborative research efforts, nurses are better positioned and empowered to take up their roles as key players in developing new knowledge and innovation in critical health problems that directly affect society. They help further develop others in the profession through mentorship and research engagement while enhancing professional development and the mission for improved healthcare outcomes and health equity. At the core, the nurse is championing the pathway for an equitable and sustainable system of care, which integrates academic goals as part of the mission for the career.

Create a mind map for how critical thinking is used as a nurse based on the major components of critical thinking and/or evidence-based practice (EBP). The branches should expand on at least four thoughts/ideas from the major components.
Include the following design elements in your mind map:
Follow the branch or hook format–branches are thickest closest to the central component (i.e., closest equals EBP in priority order)
Use the same colors for each theme/set of relationships (a mind map is brightly colored)
Major components of a topic have branches which expand on many thoughts/ideas
Present names on all or most of the branches or hooks
Use at least four relevant illustrations, which will make the mind map memorable
Topics radiate from the center of the page–ideas branch out from other ideas in a logical and organized manner

I have a two original article for this poster. You will need to find 3 additional article to support the background information. As for the 3 additional article you don’t have to put under the summery of literature but put it under the reference. 
You don’t have to do the method section. You have to find other 3 source on your won to add in under the background column. Please correctly cite in every sentence.
Under the summery of finding, provide 5 significant and one of them have to be personal take away,
Need 5 implication, make sure to include at least one inplication need for future research. 

Topic 7 DQ 1Apr 29-May 1, 2024
In order to evaluate an evidence-based practice project, it is important to be able to determine the effectiveness of your change. Based on faculty feedback from your Topic 5 implementation plan, make updates to your objectives and outcomes. List one objective and its associated outcome. How will you be able to evaluate whether or not this outcome was met? Discuss how using this process of evaluation will allow you to evaluate whether your project made a difference in practice.
Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.
Lara Ashton
May 1, 2024, 8:22 PM
Read
Hello Class,
In order to assess the efficacy of a digital prenatal education program that aims to increase the knowledge of prenatal women by 30% in ANCs, it is necessary to conduct a thorough evaluation. The method should involve the implementation of a pre- and post-intervention assessment strategy (O’Neill et al., 2020). At the beginning, the women’s prenatal knowledge should be evaluated through a structured questionnaire that covers the main learning targets of the education program. Such an initial assessment provides a starting point that can be used to compare the effectiveness of the intervention later. After six months of posting the digital program, the same examination should be provided to the same group or the matched cohort of outpatients who attend the clinic. The 30% increase in the average knowledge scores at the end of the end of the intervention would serve as confirmation of the educational intervention. This qualitative approach is not only a good indication of the program’s influence, but it also helps to gather objective assessments.
Using the structured assessment technique brings many benefits. Firstly, it enables the evidence-based decision-making process by offering real data on the program’s efficiency, which is of utmost importance for the sustenance or enlargement of the program. Meanwhile, it helps to find the weak spots in the content or delivery, but also the ability to give timely responses. This is very essential to the program’s ability to act as a channel of communication between the program and its audience and is also important in meeting the program’s educational objectives.
Also, manifesting tangible progress through data boosts trust among stakeholders, such as healthcare providers and potential funders (Daraojimba et al., 2023). This certainty can give rise to more trust and even more funding being directed toward the project. Furthermore, if the initiative demonstrates success, the analysis identifies a starting point for the spread of the program to other regions or modifying it to suit different populations. At last, this evaluation method opens the door for nursing staff’s reflective practice, which increases the number of digital instruments being applied in prenatal care and elevates education and engagement. Consequently, the systematic evaluation not only allows for the analysis of the direct impact of educational programs but also brings to light more comprehensive improvements in professional healthcare practice and patient outcomes.
References
Daraojimba, C., Abioye, K. M., Bakare, A. D., Mhlongo, N. Z., Onunka, O., & Daraojimba, D. O. (2023). Technology and innovation to growth of entrepreneurship and financial boost: a decade in review (2013-2023). International Journal of Management & Entrepreneurship Research, 5(10), 769-792. https://fepbl.com/index.php/ijmer/article/view/593
O’Neill, S., Kreif, N., Sutton, M., & Grieve, R. (2020). A comparison of methods for health policy evaluation with controlled pre‐post designs. Health services research, 55(2), 328-338. https://onlinelibrary.wiley.com/doi/full/10.1111/1475-6773.13274
REPLY
MI

Preparing the Assignment
Requirements
Read the case study below.
In your initial discussion post, answer the questions related to the case scenario and support your response with at least one evidence-based reference by Wed., 11:59 pm MT.
Case Scenario
A 72-year-old male presents to the primary care office with shortness of breath, leg swelling, and fatigue. He reports that he stopped engaging in his daily walk with friends three weeks ago because of shortness of breath that became worse with activity. He decided to come to the office today because he is now propping up on at least 3 pillows at night to sleep. He tells the NP that he sometimes sleeps better in his recliner chair. PMH includes hypertension, hyperlipidemia and Type 2 diabetes.
Physical Exam:
BP 106/74 mmHg, Heart rate 110 beats per minute (bpm)
HEENT: Unremarkable
Lungs: Fine inspiratory crackles bilateral bases
Cardiac: S1 and S2 regular, rate and rhythm; presence of 3rd heart sound; jugular venous distention. Bilateral pretibial and ankle 2+pitting edema noted
ECG: Sinus rhythm at 110 bpm
Echocardiogram: decreased wall motion of the anterior wall of the heart and an ejection fraction of 25%
Diagnosis: Heart failure, secondary to silent MI
Discussion Questions
Differentiate between systolic and diastolic heart failure.
State whether the patient is in systolic or diastolic heart failure.
Explain the pathophysiology associated with each of the following symptoms: dyspnea on exertion, pitting edema, jugular vein distention, and orthopnea.
Explain the significance of the presence of a 3rd heart sound and ejection fraction of 25%.
grading rubric 
DISCUSSION CONTENT
Category Points % Description
Application of Course Knowledge 30 30%
The student:
Differentiates between systolic and diastolic heart failure.
States whether the patient is in systolic or diastolic heart failure. 
Explains the pathophysiology associated for each of the following symptoms: dyspnea on exertion, pitting edema, jugular vein distention, and orthopnea. 
Explains the significance of the presence of a 3rd heart sound and an ejection fraction of 25%. 
Support from Evidence-Based Practice 30 30%
Initial discussion post is supported with appropriate, scholarly sources; AND
Sources are published within the last 5 years (unless it is the most current CPG); AND
Reference list is provided and in-text citations match; AND
All answers are fully supported with an appropriate EBM argument
Interactive Dialogue 30 30%
In addition to providing a response to the initial post due by Wednesday, 11:59 p.m. MT, student provides a minimum of two responses weekly on separate days; e.g., replies to a post from a peer; AND faculty member’s question; OR two peers if no faculty question. A response to faculty could include a question posed to a student or the entire class or a faculty question directed towards another student. AND 
Evidence from appropriate scholarly sources are included; AND
Reference list is provided and in-text citations match
90 90% Total CONTENT Points = 90 pts
DISCUSSION FORMAT
Category Points % Description
Organization 5 5%
Case study responses are presented in a logical format; AND
Responses are in sequence with the numbered questions; AND
The case study response is understandable and easy to follow; AND
All responses are relevant to the case topic
Format 5 5%
Discussion post has minimal grammar, syntax, spelling, punctuation, or APA format errors*
(*) APA style references and in text citations are required; however, there are no deductions for errors in indentation or spacing of references. All elements of the reference otherwise must be included.
10 10% Total FORMAT Points = 10pts
100 100% DISCUSSION TOTAL= ___ out of 100 points

In this module, we focused on disorders of the kidney and urinary tract. Address each of the following prompts in your discussion response: 
Discuss the diagnosis, clinical manifestations, management, and treatment of a specific renal or urinary disorder.  
Describe how would you as the nurse provide care for this patient?