Foundations and Essentials for the Doctor of Nursing Practice

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BLOG RESPONSE

POSITIVE SOCIAL CHANGE AND THE DNP-PREPARED NURSE

Submit your 20-25 page final capstone project that synthesizes the work you completed in the previous four assessments

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Submit your 20-25 page final capstone project that synthesizes the work you completed in the previous four assessments

You will also be required to submit your completed practicum hours using CORE ELMS. You must submit a minimum of 20 hours with each assessment deliverable to receive a grade for the entire assessment.

Introduction

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

Your final submission for your capstone project will bring together all of the sections you have worked on throughout this course, as well as the relevant revisions you have made to those sections based on feedback from your instructor, as well as feedback you have received or observations you may have made during your practicum experience. True professionals can learn to strive for continuous improvement in their work and incorporate feedback from colleagues and leaders to help scaffold improvement efforts. As a master’s-level nurse you will be expected to create and implement plans and evaluate their outcomes. Being able to envision a pathway for a project to move from the idea phase all the way through the evaluation phase is a critical skill. By successfully synthesizing the various sections of this project together into one final artifact, you will have demonstrated your competence in this essential skill.

Preparations

  • Read Guiding Questions: Final Project Submission [DOC]. This document is designed to give you questions to consider and additional guidance to help you successfully complete this assessment.
  • As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
    • What is the most useful skill or concept you learned while pursuing your MSN degree?
    • How will you leverage your degree to help you reach your ideal practice career path?
    • How will you be able to apply the work you have done on your capstone project to improve your personal practice?

Instructions

Note: The assessments in this course are sequenced in such a way as to help you build specific skills that you will use throughout your program. Complete the assessments in the order in which they are presented.

For your final capstone project submission you will synthesize the work you completed in the previous four assessments. Please make sure that you have made relevant revisions as suggested by your instructor, as well as relevant additions that you uncovered during your practicum experience. The only brand-new content that you will need to create for this assessment is an Abstract and an Introduction.

This final submission will be graded using the seven program outcomes (POs) for the Master’s of Science in Nursing program. As a reminder they are:

  1. Lead organizational change to improve the experience of care, population health, and professional work life while decreasing cost of care.
  2. Evaluate the best available evidence for use in clinical and organizational decision making.
  3. Apply quality improvement methods to impact patient, population, and systems outcomes.
  4. Design patient- and population-centered care to improve health outcomes.
  5. Integrate interprofessional care to improve safety and quality and to decrease cost of care.
  6. Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost of care.
  7. Defend health policy that improves the experience of care, population health, and professional work life while decreasing cost of care.

In addition, you will be assessed on how well you incorporated the feedback you received from your instructor on your previous work in this course via the following criterion:

  • Integrate writing feedback to improve the clarity and quality of final product.

You will also be assessed on the completion of hours toward your practicum experience.

  • Demonstrate completion of hours toward the practicum experience.

See the scoring guide for specific grading criteria related to these requirements.

Abstract
  • Summarize the purpose, approach, and any relevant findings of the final capstone project submission (PO #1).
Introduction
  • Summarize your need, target population, and setting (PO #1).
  • Provide a high-level overview of your intervention plan (PO #4).
  • Justify the importance of your need and intervention plan (PO #1).
  • Provide a high-level overview of your implementation plan (PO #4).
  • Provide a high-level over view of your evaluation plan (PO #4).

Reminder: these instructions are an outline. Your heading for this this section should be Problem Statement and not Part 1: Problem Statement.

Part 1: Problem Statement

Need Statement

  • Analyze a health promotion, quality improvement, prevention, education or management need (PO #1).

Population and Setting

  • Describe a target population and setting in which an identified need will be addressed (PO #4).

Intervention Overview

  • Explain an overview of one or more interventions that would help address an identified need within a target population and setting (PO #3).

Comparison of Approaches

  • Analyze potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting. (PO #5).

Initial Outcome Draft

  • Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education or management need (PO #4).

Time Estimate

  • Propose a rough time frame for the development and implementation of an intervention to address and identified need (PO #1).
Part 2: Literature Review
  • Analyze current evidence to validate an identified need and its appropriateness within the target population and setting (PO #2).
  • Evaluate and synthesize resources from diverse sources illustrating existing health policy that could impact the approach taken to address an identified need (PO #7).

PART 3: INTERVENTION PLAN

Intervention Plan Components

  • Define the major components of an intervention plan for a health promotion, quality improvement, prevention, education, or management need (PO #4).
  • Explain the impact of cultural needs and characteristics of a target population and setting on the development of intervention plan components (PO #4).

Theoretical Foundations

  • Evaluate theoretical nursing models, strategies from other disciplines, and health care technologies relevant to an intervention plan (PO #6).
  • Justify the major components of an intervention by referencing relevant and contemporary evidence from the literature and best practices (PO #2).

Stakeholders, Policy, and Regulations

  • Analyze the impact of stakeholder needs, health care policy, regulations, and governing bodies relevant to health care practice and specific components of an intervention plan (PO #7).

Ethical and Legal Implications

  • Analyze relevant ethical and legal issues related to health care practice, organizational change, and specific components of an intervention plan (PO #1).
Part 4: Implementation Plan

Management and Leadership

  • Propose strategies for leading, managing, and implementing professional nursing practices to ensure interprofessional collaboration during the implementation of an intervention plan (PO #5).
  • Analyze the implications of change associated with proposed strategies for improving the quality and experience of care while controlling costs (PO #1).

Delivery and Technology

  • Propose appropriate delivery methods to implement an intervention which will improve the quality of the project (PO #3).
  • Evaluate the current and emerging technological options related to the proposed delivery methods (PO #6).

Stakeholders, Policy, and Regulations

  • Analyze stakeholders, regulatory implications, and potential support that could impact the implementation of an intervention plan (PO #5).
  • Propose existing or new policy considerations that would support the implementation of an intervention plan (PO #7).

Timeline

  • Propose a timeline to implement an intervention plan with reference to specific factors that influence the timing of implementation (PO #1).
Part 5: Evaluation of Plan
  • Define the outcomes that are the goal of an intervention plan (PO #4).
  • Create an evaluation plan to determine the impact of an intervention for a health promotion, quality improvement, prevention, education, or management need (PO #3).
Part 6: Discussion

Advocacy

  • Analyze the nurse’s role in leading change and driving improvements in the quality and experience of care (PO #1).
  • Explain how the intervention plan affects nursing and interprofessional collaboration, and how the health care field gains from the plan (PO #5).

Future Steps

  • Explain how the current project could be improved upon to create a bigger impact in the target population as well as to take advantage of emerging technology and care models to improve outcomes and safety (PO #6).

Reflection on Leading Change and Improvement

  • Reflect on how the project has impacted your ability to lead change in personal practice and future leadership positions (PO #1).
  • Reflect on the ways in which the completed intervention, implementation, and evaluation plans can be transferred into your personal practice to drive quality improvement in other contexts (PO #3).
Address Generally Throughout
  • Integrate resources from diverse sources that illustrate support for all aspects of the project as appropriate throughout the final submission (PO #2).
  • Clearly, concisely, and cohesively articulate a health care need, population, setting, stakeholders, supporting evidence, intervention, and evaluation (PO #6).
  • Integrate writing feedback to improve the clarity and quality of final product.

Practicum Hours Submission

You have been tracking your completed practicum hours each week using the CORE ELMS. By placing the hours into CORE ELMS, you will ensure you are accumulating all hours that are needed to meet the requirements for your specialization and degree.

For this assessment, submit your final CORE ELMS practicum hours tracking log showing all confirmed hours earned at your site during the course. All 100 hours must be documented and confirmed in the CORE ELMS practicum hours tracking log.

You will not receive a grade for this assessment without a practicum hours log showing a minimum of 100 confirmed hours for the time period of this course. Your faculty instructor will review your hours to date and will contact you if he or she has any questions or concerns.

Note for Nursing Informatics learners: Although you will complete your capstone project in this course, your specialization requires 200 hours of practicum, so that work will continue beyond this course. You cannot carry over any hours from NURS-FPX6030. Your final 100 hours of practicum will be completed in NURS-FPX6025.

Additional Requirements
  • Length of submission: 20–25 pages (including references).
  • Written communication: Written communication is free of errors that detract from the overall message.
  • Number of resources: 12–18 resources.
  • APA formatting: Resources and citations are formatted according to current APA style.
  • Font and font size: Times New Roman, 12 point.

Competencies Measured

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

  • Competency 1: Lead organizational change to improve the experience of care, population health, and professional work life while decreasing cost of care.
  • Competency 2: Evaluate the best available evidence for use in clinical and organizational decision making.
  • Competency 3: Apply quality improvement methods to impact patient, population, and systems outcomes.
  • Competency 4: Design patient- and population-centered care to improve health outcomes.
  • Competency 5: Integrate interprofessional care to improve safety and quality and to decrease cost of care.
  • Competency 6: Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost of care.
  • Competency 7: Defend health policy that improves the experience of care, population health, and professional work life while decreasing cost of care.

Note: You will also be assessed on two additional criteria unaligned to a course competency:

  • Integrate writing feedback to improve the clarity and quality of the final product.
  • Demonstrate completion of hours toward the practicum experience.

See the scoring guide for specific grading criteria related to these additional requirements.

professionalism

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please follow alll directions

week 1 discussion answers

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Please respond to each discussion post with 4 to 5 sentences with apa references for each 

please turn in with plagiarism report thanks 

annotated

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For this assessment, you will develop a Word document or an online resource repository of at least 12 annotated professional or scholarly resources that you consider critical for the audience of your safety improvement plan to understand or implement to ensure the success of the plan

Introduction

Communication in the health care environment consists of an information-sharing experience whether through oral or written messages (Chard & Makary, 2015). As health care organizations and nurses strive to create a culture of safety and quality care, the importance of interprofessional collaboration, the development of tool kits, and the use of wikis become more relevant and vital. In addition to the dissemination of information and evidence-based findings and the development of tool kits, continuous support for and availability of such resources are critical. Among the most popular methods to promote ongoing dialogue and information sharing are blogs, wikis, websites, and social media. Nurses know how to support people in time of need or crisis and how to support one another in the workplace; wikis in particular enable nurses to continue that support beyond the work environment. Here they can be free to share their unique perspectives, educate others, and promote health care wellness at local and global levels (Kaminski, 2016).You are encouraged to complete the Determining the Relevance and Usefulness of Resources activity prior to developing the repository. This activity will help you determine which resources or research will be most relevant to address a particular need. This may be useful as you consider how to explain the purpose and relevance of the resources you are assembling for your tool kit. The activity is for your own practice and self-assessment, and demonstrates course engagement.

References

Chard, R., & Makary, M. A. (2015). Transfer-of-care communication: Nursing best practices.AORN Journal, 102(4), 329–342.Kaminski, J. (2016). Why all nurses can/should be authors. Canadian Journal of Nursing Informatics, 11(4), 1–7.

Professional Context

Nurses are often asked to implement processes, concepts, or practices—sometimes with little preparatory communication or education. One way to encourage sustainability of quality and process improvements is to assemble an accessible, user-friendly tool kit for knowledge and process documentation. Creating a resource repository or tool kit is also an excellent way to follow up an educational or in-service session, as it can help to reinforce attendees’ new knowledge as well as the understanding of its value. By practicing creating a simple online tool kit, you can develop valuable technology skills to improve your competence and efficacy. This technology is easy to use, and resources are available to guide you.

Scenario

For this assessment, build on the work done in your first three assessments and create an online tool kit or resource repository that will help the audience of your in-service understand the research behind your safety improvement plan pertaining to a specific patient safety issue and put the plan into action.

instructions

Using Google Sites, assemble an online resource tool kit containing at least 12 annotated resources that you consider critical to the success of your safety improvement initiative. These resources should enable nurses and others to implement and maintain the safety improvement you have developed.It is recommended that you focus on the 3 or 4 most critical categories or themes with respect to your safety improvement initiative. For example, for an initiative that concerns improving workplace safety for practitioners, you might choose broad themes such as general organizational safety and quality best practices; environmental safety and quality risks; individual strategies to improve personal and team safety; and process best practices for reporting and improving environmental safety issues.Following the recommended scheme, you would collect 3 resources on average for each of the 4 categories focusing on a specific patient safety issue. Each resource listing should include the following:

  • An APA-formatted citation of the resource with a working link.
  • A description of the information, skills, or tools provided by the resource.
  • A brief explanation of how the resource can help nurses better understand or implement the safety improvement initiative pertaining to a specific patient safety issue.
  • A description of how nurses can use this resource and when its use may be appropriate.

Remember that you must make your site “public” so that your faculty can access it. Check out the Google Sites resources for more information.Here is an example entry:

  • Merret, A., Thomas, P., Stephens, A., Moghabghab, R., & Gruneir, M. (2011). A collaborative approach to fall prevention. Canadian Nurse, 107(8), 24–29.
    • This article presents the Geriatric Emergency Management-Falls Intervention Team (GEM-FIT) project. It shows how a collaborative nurse lead project can be implemented and used to improve collaboration and interdisciplinary teamwork, as well as improve the delivery of health care services. This resource is likely more useful to nurses as a resource for strategies and models for assembling and participating in an interdisciplinary team than for specific fall-prevention strategies. It is suggested that this resource be reviewed prior to creating an interdisciplinary team for a collaborative project in a health care setting.

    Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

  • Identify necessary resources to support the implementation and continued sustainability of a safety improvement initiative pertaining to a specific patient safety issue.
  • Analyze the usefulness of resources to the role group responsible for implementing quality and safety improvements focusing on a specific patient safety issue.
  • Analyze the value of resources to reduce patient safety risk related to a specific patient safety issue.
  • Present reasons and relevant situations for use of resource tool kit by its target audience.
  • Communicate in a clear, logically structured, and professional manner that applies current APA style and formatting.

Example Assessment: You may use the following example to give you an idea of what a Proficient or higher rating on the scoring guide would look like but keep in mind that your tool kit will focus on promoting safety with medication administration. Note that you do not have to submit your bibliography in addition to the Google Site; the example bibliography is merely for your reference.

To submit your online tool kit assessment, paste the link to your Google Site in the assessment submission box.Example Google Site: You may use the example found on the Assessment 4: Google Sitesreading list, Resources for Improved Heparin Infusion Safety, to give you an idea of what a Proficient or higher rating on the scoring guide would look like for this assessment but keep in mind that your tool kit will focus on promoting safety with medication administration.Note: If you experience technical or other challenges in completing this assessment, please contact your faculty member.

Competencies Measured

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

  • Competency 1: Analyze the elements of a successful quality improvement initiative.
    • Analyze the usefulness of resources to the role group responsible for implementing quality and safety improvements focusing on a specific patient safety issue.
  • Competency 2: Analyze factors that lead to patient safety risks.
    • Analyze the value of resources to reduce patient safety risk related to a specific patient safety issue.
  • Competency 3: Identify organizational interventions to promote patient safety.
    • Identify necessary resources to support the implementation and continued sustainability of a safety improvement initiative pertaining to a specific patient safety issue.
  • Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
    • Present reasons and relevant situations for resource tool kit to be used by its target audience.
    • Communicate resource tool kit in a clear, logically structured, and professional manner that applies current APA style and formatting.

help

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According to Yoder-Wise (2022) mentoring is an important leadership function; The Robert Wood Johnson Nurse executive fellows program identify five main “competencies for leaders and mentors” Those five competencies are Interpersonal and communication effectiveness, risk-taking and creativity, self-knowledge, inspiring and leading change, and strategic vision.

Create an annotated bibliography (Refer to APA 7th ed, pgs. 307, 308), analyze this article, (LINK BELOW) and summarize (critique) it and post your analysis. Must use 2 citations. Please use link and article that has been uploaded for citations

ALSO answer questions 

How can one develop these competencies?  Can they be learned? Are all leaders mentors? Do you choose your mentor? or Does your mentor choose you? Examine your leadership and mentoring strengths and identify a mentor who can help you in your career journey? How can you differentiate between mentoring and leading?

Here is link to article:

 https://0633rykay-mp03-y-https-journals-lww-com.prx-keiser.lirn.net/naqjournal/fulltext/2023/04000/developing_and_evaluating_the_effectiveness_of_a.9.aspx

HEE week 2 peers resp

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Hum Ecology & Environment

Peers response

Your responses should consist of your informed input. One or two-sentence peer responses will not fetch full points. Do not merely recite the content you read in the unit; don’t simply give your opinion.

Your input should be in your own words (to avoid plagiarism), demonstrating your understanding and comprehension of the topic. Be sure to support all your posts (initial post + responses) with specific references to the assigned readings, lecture material, and other relevant research you find appropriate in APA format.

1st peees response

Octavia Dykes

Food insecurity and food scarcity by definition are different. Food Insecurity is caused by a lack of means to obtain food with the leading cause being income. Food scarcity is the lack of food available this could be caused by location or production. Both situations create hunger.  A person with food insecurity could be near a market with available goods but have limited or no money to buy food.  A person with food scarcity may have the money for goods at the market but the closest market with goods available is an hour's drive away or the market close by has limited goods available for sale. 
 These would be densely populated areas without an adequate grocery source or areas of very low population where there are no grocery stores until the next major city (The Annie E. Casey Foundation, 2021).  “
It is not confined to one single sector, sub-system (e.g. value chain, market) or discipline, and thus broadens the framing and analysis of a particular issue as the result of an intricate web of interlinked activities and feedbacks. It considers all relevant causal variables of a problem and all social, environmental, and economic impacts of the solutions to achieve transformational systemic changes” (Food and Agricultural Organization of the United Nations. (2018). Sustainable food systems.).

As nurses, we can assess our patients for having signs of being malnourished, and be observant of those that tend to hoard every scrap left on their tray for “later”, these are in my experience the patients having food security issues outside of the hospital. We can provide resources before they discharge, such as their closest food banks and food drive locations so that they may receive these resources. The hospital I work for does monthly community service events, it’s usually a food bank so that we can collect and give food out to those in need. As nurses, we can get involved within these communities. I’m not saying use all your free time but a few hours one weekend a month is such a great help with soap kitchens, food drives, food banks, etc.

 

References: 

Food and Agricultural Organization of the United Nations. (2018). 
Sustainable food systems. 

http://www.fao.org/3/ca2079en/CA2079EN.pdf

The Annie E. Casey Foundation. (2021). 
Food Deserts in the United States. 


https://www.aecf.org/blog/exploring-americas-food-deserts

2nd peer response

Zoe Snider

Food insecurity refers to the lack of consistent access to food. Chronic food insecurity can lead to various health problems among vulnerable populations such as children, the elderly, and those with pre-existing health conditions (Nord, Coleman-Jensen, Andrews, & Carlson, 2020, p. 1). Food insecurity can be on the individual level or the community level. Food scarcity on the other hand is more of a systemic issue, affecting the population. Multiple factors can cause food scarcity including adverse weather conditions, population growth, and political climate (Kanter, Redmond, & Wansink, 2013). When looking at what impacts food security the most I quickly thought consumption would play the largest role. Food production cannot keep up with the amount of food that humans are consuming. This could be from overpopulation. The relationship between food and race takes a look at the community's access to healthy, sustainable food. These communities may only have convenience stores and fast food supplying them with their weekly food intake. Not only would they have to travel farther for healthy food, but it also is much more expensive than a fast food dinner. Nurses can detect food insecurities in a multitude of ways. A basic assessment would tell a nurse a lot. Direct questioning can go a long way! This is why rapport with patients is important. 

 

Kanter, D. R., Redmond, L., & Wansink, B. (2013). Food scarcity and obesity: A view from behavioral economics. American Journal of Preventive Medicine, 45(5), 651-658.

Nord, M., Coleman-Jensen, A., Andrews, M., & Carlson, S. (2020). Household Food Security in the United States in 2019. U.S. Department of Agriculture, Economic Research Service. 

Case study week 10 MSN 5550

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 Read the following case study and answer the reflective questions.  Please provide evidence-based rationales for your answers.  APA, 7th ed. must be followed.  

Please check for plagiarism and AI(artificial intelligence)

Attached you can find the case study.

In the realm of marketing, a successful branding strategy is one of the most important contributors to organizational success. A solid branding strategy can help add visibility and credibility to a company’s products.

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 In the realm of marketing, a successful branding strategy is one of the most important contributors to organizational success. A solid branding strategy can help add visibility and credibility to a company’s products. 

Nursing Pathophysiology case study assignment

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Assignment #1: Musculoskeletal Conditions 

Please kindly use (APA, 7th ed.) references separately under each question.

Case Study 

Mrs. L is a 63-year-old woman who reports constant back pain. Further inquiry into her medical history revealed that over the past 3 years, she has suffered fractures of her femur and wrist after minor falls. She experienced menopause at age 49. Mrs. L has a secretarial job, drives to work, and she “does not have time for exercise.” She reports that she consumes 8 to 10 cups of coffee a day and has been a smoker most of her adult life. She has not seen her physician recently nor had a recommended bone density test because of the time and cost involved.

Questions

. Relate Mrs. L’s history to the diagnosis of osteoporosis. What risk factors are present,

  and how does each predispose to decreased bone density?

. Explain the cause of pathological fractures in this patient.

. How could osteoporosis have been prevented in Mrs. L? 

. Discuss the treatments available to the patient.

Assignment  #2: Cardiovascular system 

Please kindly use (APA, 7th ed.) references separately under each question.

Case Study: 

Mr. K. is a 57-year-old man who consulted his physician after noticing marked leg pains while playing golf. He had previously noticed increasing fatigue and discomfort in his legs associated with moderate exercise. When sitting for extended periods with legs dangling, his legs became red, and sometimes his feet felt numb. His history indicates he smokes cigarettes and is chronically overweight. His blood cholesterol and other lipid levels are abnormal, and his physician suspects peripheral atherosclerosis as the cause of his discomfort.

Questions

. Discuss the development of atherosclerosis, including the predisposing factors in this 

case and the pathophysiological changes. 

. Discuss the complications that might develop in this patient.

. Discuss the treatments for all aspects of the patient’s condition, including slowing the progress of the atherosclerosis, maintaining circulation in the leg, and treating complications.

Assignment #3: The Central Nervous system 

Please kindly use (APA, 7th ed.) references separately under each question.

Case Study 

Ms. J, a 19-year-old college student, has been living in a dormitory on campus. She began experiencing severe headaches, neck pain, and nuchal rigidity, along with irritability and nausea. She noticed that when lying with her hips flexed, she found it very hard to stretch out her legs. Within a day her condition deteriorated, she experienced a tonic-clonic seizure, and she was quickly admitted to the hospital. Tests revealed increased intracranial pressure, fever, and leukocytosis. Bacterial meningitis was suspected, and a lumbar puncture was scheduled.

Questions

. Describe the pathophysiologic changes associated with bacterial meningitis.

. Discuss the diagnostic tests available for identifying meningitis. What are the likely 

characteristics of the CSF to be found in this case?

. Which signs indicating elevated intracranial pressure are likely to be present?

. Discuss the treatments available to help this patient and possible long-term 

complications.

Assignment #4: Shock 

Please kindly use (APA, 7th ed.) references separately under each question.

Case Study 

Ms. L, a 19-year-old woman with no previous medical history, was involved in a serious automobile accident in which her best friend died. Examination by EMT personnel first on the scene revealed she had only minor scrapes and bruises and no sign of head trauma. While in route by ambulance to the hospital, Ms. L complained of thirst and appeared restless. Further examination indicated a rapid pulse and respirations, with her blood pressure now at 100/60 mm Hg. She appeared less responsive to the paramedics. She was slipping into circulatory shock as they checked her again for internal injuries.

Questions

. Discuss the contributing factors to shock in this case and the pathophysiologic 

changes causing the changes in vital signs. 

. Discuss the signs and symptoms of shock, including the rationale for each, as seen in 

the early stage, and as compensation mechanisms respond.

. Discuss emergency and follow-up treatment for shock and for complications that may

 arise if not treated quickly.

. Compare the types of shock, giving a specific cause, classification, and any significant 

changes in onset or manifestations.