Category: Nursing homework help

Your topic of interest.
A correctly formatted APA citation of the article you selected, along with link or search details.
Identify a professional practice use of the theories/concepts presented in the article.
Analysis of the article using the “Research Analysis Matrix” section of the template
Write a 1-paragraph justification stating whether you would recommend this article to inform professional practice.
Write a 2- to 3-paragraph summary that you will add to your Academic Success and Professional Development Plan that includes the following:

Describe your approach to identifying and analyzing peer-reviewed research.
Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research.
Identify at least one resource you intend to use in the future to find peer-reviewed research.

**PLEASE FOLLOW THE RUBRIC ATTACHED IN FILES!!**
What is the importance of de-prescribing? How might you assist a patient to taper from a medication safely or transition to a new medication?
In this Assignment, you will use the following patient examples to write a 5- to 6-p P on considerations you have for how you might de-prescribe. Support your answers with five (5) evidence-based, peer-reviewed scholarly literature resources outside of Required Learning Resources in this course.
Note: APA style format 
Patient Examples:
Patient 1: A 36-year-old male presents to your office being prescribed by his primary care physician (PCP) for the past 3 years an opioid analgesic medication for a work accident. He has chronic pain and is attending a pain clinic. It is determined the best course of treatment for pain is to remain on opioid medication. The patient is also being prescribed clonazepam 1mg BID for “relaxation” and panic attacks.
Patient 2: A 42-year-old female on alprazolam 1mg BID for panic attacks. Panic attacks have been in remission and the patient wants to taper off the medication. But, every time she has attempted to do so in the past, she experienced withdrawal effects. She is wondering how to safely taper off the benzodiazepine medication without having withdrawal effects.
Patient 3: A 24-year-old female prescribed lorazepam 1mg TID for generalized anxiety disorder. She recently found out she is pregnant (9 weeks gestation). She was referred to you by her OB-GYN to discuss this medication for her current situation. The patient is wondering if she can stay on the lorazepam through her pregnancy and postpartum, as it is an effective medication for anxiety symptoms. She plans to exclusively breastfeed for the first 6 months postpartum. She has not had any other trials of medication to treat anxiety as lorazepam has been effective.
Patient 4: A 71-year-old-male who comes to see you at the insistence of his daughter. His daughter expresses concern of memory loss and is wondering if he has the beginning stages of dementia. He is forgetful and seems to be tripping on things or walking into walls, although he has lived in the same home for the past 35 years. The patient does not agree with his daughter but does admit he has had a “few stumbles and falls” lately. Medication reconciliation shows the following medications: metoprolol ER 50mg q day, omeprazole 20mg q day, clonazepam 1mg TID, levothyroxine 75mcg q am. His daughter is wondering if he should be started on a “dementia medication.”
TO PREPARE FOR THIS ASSIGNMENT:
Review the assigned Learning Resources for this week.
Review the definitions presented in your text and resources for de-prescribing and tapering.
Consider the importance of de-prescribing.
Based on the example(s) provided, consider how you might de-prescribe a patient.
Answer the following questions using the patient examples described above.
Patient 1
What are the concerns of the patient remaining on the opioid medication and clonazepam?
How might you educate the patient about these risks and concerns?
The patient agrees that he should not continue both medications in combination. He would like to “get off” the clonazepam but worries about “bad withdrawals” that he’s heard about from stopping clonazepam “cold turkey” and is concerned about re-occurring panic attacks. How might you respond to the following:
How would you instruct the patient to taper off clonazepam?
What other medication would you recommend for the patient for the treatment of his panic attacks? Keep in mind, he will continue the opioid medication for pain relief.
How would you start the new recommended psychotropic medication for the patient?
Discuss one legal, ethical, or social consideration with the treatment plan.
Patient 2
The patient reports withdrawal symptoms when previously tapering off the alprazolam. What symptoms are common withdrawal symptoms from this medication?
Provide the patient education of withdrawal symptoms that range from common and less serious to withdrawal symptoms that are a cause for concern and that should prompt patient should seek medical attention.
Given the patient’s history of having withdrawal effects from attempting to taper off alprazolam, what longer-acting benzodiazepine would you choose to convert the patient to?
What is the dose you would prescribe and how would you taper off the medication?
Patient 3
Review the potential risks, benefits, and side effects of continuing lorazepam throughout the pregnancy and postpartum for both the patient and fetus.
Review other alternative medications to treat generalized anxiety disorder. Include risks, benefits, and potential side effects to both the patient and the developing fetus. Keep in mind, the patient is looking to breast feed for 6 months postpartum.
The patient agrees that it would be safest for her pregnancy and fetus to discontinue the lorazepam. How would you recommend she discontinue lorazepam? Provide education on potential side effects from tapering off the medication, including common side effects to more serious side effects and when to seek medical attention.
The patient would like to forgo medications at this time, given she is early in her pregnancy and is concerned about “damage” to the fetus if she were to continue medications. Provide education to the patient about the risks of untreated anxiety symptoms during pregnancy for both the patient and the fetus.
Patient 4
Review potential side effects for elderly on benzodiazepines providing education to both the patient and the patient’s daughter. What are the risks of continuing the benzodiazepine for this patient?
How would you evaluate the patient for these side effects?
The patient and daughter agree he will need to taper off the clonazepam given the risks of continuing this medication. How would you recommend tapering off this medication?
Review with the patient and daughter potential side effects of tapering off the medication. Review with them common side effects to more serious side effects and when to seek medical attention.

  
· Conduct a Comprehensive Psychiatric Evaluation on a patient (Create/make up a psychiatric patient encounter) you saw during clinicals using the template provided in the Learning Resources.
· Include at least five (5) scholarly resources to support your assessment and diagnostic reasoning.

The Assignment
In a 300- to 500-word blog post written for a patient and/or caregiver audience, explain signs and symptoms for your diagnosis, pharmacological treatments, nonpharmacological treatments, and appropriate community resources and referrals.
Research signs and symptoms for your diagnosis, pharmacological treatments, nonpharmacological treatments, and appropriate community resources and referrals  Disruptive Mood Dysregulation Disorder (DMDD)

Post a comparison of at least two APRN board of nursing regulations in your state/region with those of at least one other state/region. Describe how they may differ. Be specific and provide examples. Then, explain how the regulations you selected may apply to Advanced Practice Registered Nurses (APRNs) who have legal authority to practice within the full scope of their education and experience. Provide at least one example of how APRNs may adhere to the two regulations you selected.

Selection, Research, and Assessment
Throughout this course, students will be working on the Community Teaching Project. The project will include a community teaching presentation given during Topic 5. The audience for the presentation will be community members, rather than the staff at the community agency chosen or in-patient residents.
The Community Teaching Project has indirect care experience requirements. The “Indirect Care Experience Hours” form, located in Topic 1 resources, will be used to document the indirect care experience hours completed in the Community Teaching Project and presentation. As progress is made on the Community Teaching Project, update this form indicating the date(s) each section is completed. This form will be submitted in Topic 5.
In this topic, students will be selecting, researching, and assessing a nonprofit community setting in their community using one of the following four topics:
Primary prevention/health promotion
Secondary prevention/screening for a vulnerable population
Disaster planning
Environmental issues
The following are considered appropriate nonprofit community organization settings:
Public health clinic
Community health center
University/school health center
Religious community (i.e., local church)
Community center (i.e., YMCA)
Adult/childcare center
Youth development organization (i.e., 4-H, scout troops, Boys and Girls Clubs, etc.)
Senior centers
Food pantries (St. Mary’s Food bank, St. Vincent De Paul, etc.)
Community shelters (i.e., women’s shelter, women and children’s shelter, or homeless shelters)
Review the objectives and measures describes on the “Healthy People 2030” website, listed in the Topic 1 Resources, to assist in selecting a topic for the project.
For this assignment, use a minimum of two sources to complete the “Community Teaching Project: Part 1” template.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
RN-BSN
2.3: Integrate assessment skills in practice.
American Association of Colleges of Nursing Core Competencies for Professional Nursing Education
This assignment aligns to AACN Core Competencies 2.3

Part 1: Legislation Grid
Based on the health-related bill (proposed, not enacted) you selected, complete the Legislation Grid Template. Be sure to address the following:
Determine the legislative intent of the bill you have reviewed.
Identify the proponents/opponents of the bill.
Identify the target populations addressed by the bill.
Where in the process is the bill currently? Is it in hearings or committees?
Part 2: Legislation Testimony/Advocacy Statement
Based on the health-related bill you selected, develop a 1-page Legislation Testimony/Advocacy Statement that addresses the following:
Advocate a position for the bill you selected and write testimony in support of your position.
Explain how the social determinants of income, age, education, or gender affect this legislation.
Describe how you would address the opponent to your position. Be specific and provide examples.
At least 2 outside resources and 2-3 course specific resources are used

Reflect on your learning experience in this course. Which concepts stood out to you and made an impact?  How do you envision using these concepts in your future nursing practice as a master’s prepared nurse practitioner?
Describe how course learning activities and assignments will help you achieve Program Outcome 3: Engage in lifelong personal and professional growth through reflective practice and appreciation of cultural diversity. (Cultural Humility)
Describe how course assignments or activities will help you achieve ONE of the sub-competencies from the advanced-level nursing education competencies from AACN Essentials Competency 5.2 Contribute to a culture of patient safety.

5.2g Evaluate the alignment of system data and comparative patient safety benchmarks.
5.2h Lead analysis of actual errors, near misses, and potential situations that would impact safety.
5.2i Design evidence-based interventions to mitigate risk.
5.2j Evaluate emergency preparedness system-level plans to protect safety.

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A course outcome assignment is designed to reflect a students’ understanding of a concept that must be applied consistently in nursing practice. Course outcome assignments must achieve an 80% minimum grade for the student to pass the course. Students who do not meet the minimum score on their first submission will be allowed to resubmit the assignment, however they will receive their original score in the final gradebook. 
Reflect on the following statement: See Grading Rubric for Expectations.
How will you as a nurse make judgments in practice, supported by evidence, that integrate nursing science in the provision of safe, quality care? (300 word minimum)
Discuss why the nurse uses the nursing process as a method to organize, analyze, and respond to a variety of patient needs. (300 word minimum)
Why is it important for the nurse to be able to identify critical principles in the maintenance of infection control and safety? (300 word minimum)
Why is it important for the nurse to be able to discuss concepts of physical assessment of key body systems (integumentary, respiratory, cardiovascular, abdominal, and neurological) across the lifespan? (300 word minimum)
Complete your reflection in APA format, Size 12 Times New Roman font, with a cover page and reference page. A minimum of one reference is required.  Please submit 1200-1500 words on what it means to you to use nursing judgment as a nursing student.