CASE STUDY PRESENTATION

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 State 3–4 objectives for the presentation that are targeted, clear, use appropriate verbs from Bloom’s taxonomy, and address what the audience will know or be able to do after viewing.

SHORT ANSWER

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Address the following Short Answer prompts for your Assignment. Be sure to include references to the Learning Resources for this week.

  1. In 3 or 4 sentences, explain the appropriate drug therapy for a patient who presents with MDD and a history of alcohol abuse. Which drugs are contraindicated, if any, and why? Be specific. What is the timeframe that the patient should see resolution of symptoms?
  2. List 4 predictors of late onset generalized anxiety disorder.
  3. List 4 potential neurobiology causes of psychotic major depression.
  4. An episode of major depression is defined as a period of time lasting at least 2 weeks. List at least 5 symptoms required for the episode to occur. Be specific.
  5. List 3 classes of drugs, with a corresponding example for each class, that precipitate insomnia. Be specific. 

Health Assessment

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10/17/23, 5:31 PM Topic: Week 8: Discussion

https://waldenu.instructure.com/courses/85632/discussion_topics/760465?module_item_id=2747340 1/5

This is a graded discussion: 100 points possible
due Oct 18 at 10:59pm

5 5

Back to Week at a Glance
(https://waldenu.instructure.com/courses/85632/modules/items/274
7339)

(https://cdn-
media.waldenu.edu/2dett4d/Walden/Canvas/Getty/19
20×938/GettyLicense_124281224.jpg)

The body is constantly sending signals
about its health. One of the most easily
recognized signals is pain.
Musculoskeletal conditions comprise one
of the leading causes of severe long-term
pain in patients. The musculoskeletal
system is an elaborate system of
interconnected levers that provides the
body with support and mobility. Because
of the interconnectedness of the
musculoskeletal system, identifying the
causes of pain can be challenging.
Accurately interpreting the cause of
musculoskeletal pain requires an
assessment process informed by patient
history and physical exams.

In this Discussion, you will consider case studies that describe abnormal findings in patients seen
in a clinical setting.

ASSESSING MUSCULOSKELETAL PAIN

RESOURCES

10/17/23, 5:31 PM Topic: Week 8: Discussion

https://waldenu.instructure.com/courses/85632/discussion_topics/760465?module_item_id=2747340 2/5

To prepare:

By Day 1 of this week, you will be assigned to one of the following specific case studies for this
Discussion. Please see the “Course Announcements” section of the classroom for your
assignment from your Instructor.
Your Discussion post should be in the Episodic/Focused SOAP Note format rather than the
traditional narrative style Discussion posting format. Refer to Chapter 2 of the Sullivan text and
the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance.
Remember that all Episodic/Focused SOAP notes have specific data included in every patient
case.
Review the following case studies:

Case 1: Back Pain

(https://waldenu.instructure.com/courses/85632/files/5407561/preview) A 42-year-old male reports
pain in his lower back for the past month. The pain sometimes radiates to his left leg. In
determining the cause of the back pain, based on your knowledge of anatomy, what nerve roots
might be involved? How would you test for each of them? What other symptoms need to be
explored? What are your differential diagnoses for acute low back pain? Consider the possible
origins using the Agency for Healthcare Research and Quality (AHRQ) guidelines as a framework.
What physical examination will you perform? What special maneuvers will you perform?

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES (https://waldenu.instructure.com/courses/85632/modules/items/2747342)

10/17/23, 5:31 PM Topic: Week 8: Discussion

https://waldenu.instructure.com/courses/85632/discussion_topics/760465?module_item_id=2747340 3/5

Case 2: Ankle Pain

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courses/85632/files/5407623/preview)

A 46-year-old female reports pain in both of her
ankles, but she is more concerned about her
right ankle. She was playing soccer over the
weekend and heard a “pop.” She is able to
bear weight, but it is uncomfortable. In
determining the cause of the ankle pain, based
on your knowledge of anatomy, what foot
structures are likely involved? What other
symptoms need to be explored? What are your
differential diagnoses for ankle pain? What
physical examination will you perform? What
special maneuvers will you perform? Should
you apply the Ottawa ankle rules to determine
if you need additional testing?

10/17/23, 5:31 PM Topic: Week 8: Discussion

https://waldenu.instructure.com/courses/85632/discussion_topics/760465?module_item_id=2747340 4/5

Case 3: Knee Pain

(https://waldenu.instructure.com/courses/85632/files
/5407665/preview)

A 15-year-old male reports dull pain in both
knees. Sometimes one or both knees click, and
the patient describes a catching sensation
under the patella. In determining the causes of
the knee pain, what additional history do you
need? What categories can you use to
differentiate knee pain? What are your specific
differential diagnoses for knee pain? What
physical examination will you perform? What
anatomic structures are you assessing as part
of the physical examination? What special
maneuvers will you perform?

With regard to the case study you were assigned:

Review this week's Learning Resources, and consider the insights they provide about the case
study.
Consider what history would be necessary to collect from the patient in the case study you
were assigned.
Consider what physical exams and diagnostic tests would be appropriate to gather more
information about the patient's condition. How would the results be used to make a diagnosis?
Identify at least five possible conditions that may be considered in a differential diagnosis for
the patient.

Note: When you submit your initial post, please include a header as the first line
indicating your assigned case study. For example, “Review of Case Study ___.” Fill in
the blank with the number of the case study you were assigned.

Post an episodic/focused note about the patient in the case study to which you were assigned
using the episodic/focused note template provided in the Week 5 resources. Provide evidence
from the literature to support diagnostic tests that would be appropriate for each case. List five
different possible conditions for the patient's differential diagnosis, and justify why you selected
each.

BY DAY 3 OF WEEK 8

10/17/23, 5:31 PM Topic: Week 8: Discussion

https://waldenu.instructure.com/courses/85632/discussion_topics/760465?module_item_id=2747340 5/5

Replies are only visible to those who have posted at least one reply.

Search entries or author

 Reply

Note: For this Discussion, you are required to complete your initial post before you
will be able to view and respond to your colleagues' postings. Begin by clicking on
the Reply button to complete your initial post. Remember, once you click on Post
Reply, you cannot delete or edit your own posts and you cannot post anonymously.
Please check your post carefully before clicking on Post Reply!

Read a selection of your colleagues' responses.

Respond to at least two of your colleagues on 2 different days who were assigned different
case studies than you. Analyze the possible conditions from your colleagues' differential
diagnoses. Determine which of the conditions you would reject and why. Identify the most likely
condition, and justify your reasoning.

BY DAY 6 OF WEEK 8

Unread  

week 5

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Cassandra Birth

Yesterday Oct 2 at 11:04am

Bar code medication administration (BCMA)

 

Bar code medication administration (BCMA) is when the patient’s armband is scanned along with the medication, if they match, the medication may be administered (Hebda et al., 2019). This is new technology that helps prevent medication errors. BCMA and e-MAR ensures that the right patient receives the correct medication, this adheres to the 5 patient rights for medication administration (Naidu & Alicia, 2019, p. 511). The 5 patient rights for medication administration are right patient, right medication, right time, right dosage, and right route. While scanning the patient and each medication, if the e-MAR doesn’t recognize the medication for the patient, it won’t allow for the nurse to document that it was given. However, nurses still need to be aware of these pop-ups and place the medication aside because that medication isn’t supposed to go to that patient at that specific time and they need to figure out why. BCMA doesn’t completely prevent medication errors. Nurses still need to focus on the medications they are giving to their patients. Getting distracted by patients and their families can cause the nurse to misplace a medication when scanning them. Ensuring that all the scanned medications are the ones actually given to the patient is critical. Nurses still need to be aware that some medications may be the wrong dosage and may need to be split. They also need to be aware of vital signs and if the medication is still appropriate for the patient to take. Ethically this can be taking away some of the nurse’s autonomy of checking the medication name, dosage, and expiration date on the medication label. BCMA is supposed to reduce medication error, but nurses still need to be focused when administering medications. They need to ensure the patient is in the right condition to be taking specific medications. BCMA doesn’t take into consideration patients vital signs and stability to take a medication, so the nurse will have to still document “not given” in these scenarios. Patient armbands could also be ripped, or wet and unreadable to the scanner. Ensuring that the scanner is working properly and if something is wrong to fully check that it is the correct patient before administering the medications.

 

Naidu, M., & Alicia, Y. L. (2019). Impact of bar-code medication administration and electronic medication administration record system in clinical practice for an effective medication administration process. 
Health, 
11(05), 511-526. 

https://doi.org/10.4236/health.2019.115044


Links to an external site.

 

 

Hebda, T., Hunter, K., & Czar, P. (2019). 
Handbook of informatics for nurses & healthcare professionals (6th ed.). Pearson.

DB

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The Assignment (2-3 pages):

Personal Leadership Philosophies

Develop and submit a personal leadership philosophy that reflects what you think are characteristics of a good leader. Use the scholarly resources on leadership you selected to support your philosophy statement. Your personal leadership philosophy should include the following:

  • A description of your core values.
  • A personal mission and vision statement.
  • An analysis of your CliftonStrengths Assessment summarizing the results of your profile
  • A description of two key behaviors that you wish to strengthen.
  • A development plan that explains how you plan to improve upon the two key behaviors you selected and an explanation of how you plan to achieve your personal vision. Be specific and provide examples.

Lab Safety Simulation

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BIOS242, Week 1-OL

Name:

Lab 1: Lab Safety

Learning Objectives

· Use the correct clothing to work in the lab

· Describe the do’s and don’ts in a laboratory

· Correctly use the lab safety equipment

· React in an emergency situation

Introduction: About Lab safety virtual simulations lab
Laboratories can be very dangerous, especially if you’ve never set foot in one before. So in this simulation, you’ll get the chance to make your debut in a virtual one! You will learn how to use the lab safety equipment, and how to react in case of an emergency. Detect and eliminate sources of danger and pass on your lab safety knowledge to friends.

Identify hazards
Safety first! Always pay attention to potential hazards when you enter a lab. In this simulation, you will create a tidy and safe working environment by identifying and eliminating hazards in the lab. You will be introduced to the lab safety rules and the safety equipment, which will help you and your colleagues, if something was to go wrong in a real lab.

Emergency training
You will be introduced to the basic hazard symbols used to categorize dangerous materials. You’ll use this knowledge to prevent dangerous situations, like acid spills. But you will also learn how to deal with unlabeled, potentially hazardous chemicals. By mastering such situations in this simulation, you won’t have to worry about being exposed to any real danger. You will learn how to operate the eye-wash and also get an introduction to various other pieces of lab safety equipment.

Spread your knowledge
It is important to share your newly acquired knowledge with your colleagues. In this simulation, you will meet your friend Lucy who’s never worked in a lab before. Pass on your lab safety knowledge and help her dress appropriately for a day in the lab.

Will you be able to apply your knowledge, and make sure that you and your friend stay safe in the laboratory?

1. Purpose: Please describe in complete sentences and in your own words, the purpose of this experiment.

2. Why is it important to wear closed toe shoes in lab?

3. What is the importance of cleaning work bench before and after use?

4. If you have spillage or work bench contamination, what are the steps required to make the surface sterile again?

5. What are the different types of hazardous material generated in Micro lab? Give some ways of their proper disposal.

6. Write a reflection on this lab exercise- 5 sentences on what you learned with this simulation.

Grading Rubric:

Activity

Deliverable

Points

Document Submission

Complete lab report and answer questions

· Purpose (2 point)

·
Questions (8 points)

· Reflection (5 points)

15

Total

Complete all lab

15

3

TRANSLATION OF EVIDENCE AND APPLICATION

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  • Review the readings in the White, Dudley-Brown, and Terhaar text. With your current health care organization (psychiatric behavioral hospital), or an organization you are targeting for your DNP Project, in mind, consider the area(s) of greatest challenge with regard to translating and applying evidence for a practice change initiative, e.g., leadership, technology, collaboration, stakeholder buy-in. Focus on the relevant text chapter(s) in your Discussion preparation.
  • Consider theories and best practice recommendations for addressing your identified challenges and barriers to translating and applying evidence that would support practice change initiatives.
  • Reflect on the philosophy of nursing practice that you developed. Consider your role as a DNP in creating an organizational culture that embraces evidence-based practice and quality improvement. 

With these thoughts in mind …

Post an explanation of the challenges and barriers to translating and applying evidence for practice change in your target health care organization (Behavioral health hospital). Briefly explain your issue(s) of concern and describe specific approaches for addressing these challenges. Explain how you view your role as a DNP in creating a health care culture that promotes translation of evidence for quality improvement and explain why. Then, recommend actions and activities you could model and lead, including through an EBP QI project, to advocate for quality improvement and social change in nursing. Be specific and provide examples and at least 3 references.

  • White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2019). Translation of evidence into nursing and healthcare (3rd ed.). Springer.
    • Chapter 15, “Interprofessional Collaboration and Teamwork for Translation” (pp. 299–314)
    • Chapter 16, “Creating a Culture That Promotes Translation” (pp. 315–334)
    • Chapter 17, “Best Practices in Translation: Challenges and Barriers in Translation” (pp. 337–346)

Nursing Nursing Homework 5

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Vaccination for Infants and Children Worksheet

Complete the following –using references provided in pediatric prep information. (5 points )

Age

Recommended Childhood Vaccines

Include route of administration

(oral, IM or Subcutaneous)

And indicate if a combination vaccine is indicated.

Special Considerations for Age and Vaccine

Site of Administration, Angle of Insertion, and Needle and Syringe Size, etc.

Within 12 hours of Birth

2 months

4 months

6 months

12 months

15-18 months

2 years

5 years

11-12 years

16 years

Infants 6 months to 18 years of age

2

Review the technique, sites, angle of insertion, correct sized syringe and needle, combination vaccines, and recommended vaccines for each age group. Here are a few questions to get you thinking… (points 2.5)

1. A 15 month old child is to be immunized.

a. What immunizations will you consider him/her?

b. List supplies needed for these immunizations.

c. What size syringe will you select for these immunizations? What size needle?

d. What angle of insertion will you use in administering these immunizations?

2. A 6 month old infant is to receive all her recommended vaccines today.

a. What is the name of the combination vaccine used that is given at this visit and what are the 3 components?

b. Which site do you select for her injections?

c. What do you tell the child’s parents before they leave the clinic?

3. A seventh grader requests an MMR booster

a. What questions will you ask to determine if he/she is an appropriate candidate?

b. What will you tell the student (client) before he/she leaves the clinic?

Work Environment in Nursing Practice

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  • Discuss the strategies for maintaining a healthy work environment; the legal implications of workplace violence and the responsibilities from organizations in providing a healthy work environment
  • Review the ANA Bill of Rights (Box 14-1 from your textbook) and discuss how it protects nurses.

Submission Instructions:

  • Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

Nursing telehealth assignment

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Describe trends in telehealth and its impact on nursing practice and patient care.

Requires a minimum of two references: 

1) one from a peer-reviewed NURSING journal (less than five years old) and 

2) one from the course textbook.

Additional peer-reviewed journal articles and professional, governmental, or educational organizations websites (.org, .gov, or .edu) may be used as supplemental references. 

The maximum number of references is three.