Identify and select appropriate interventions including diagnostic tests and nursing interventions.

nursing

Description

Instructions

Assignment Objectives: 

o Identify and select appropriate interventions including diagnostic tests and nursing interventions. 

o Analyze physiological and psychological responses to illness and treatment modalities

Purpose: Examine case studies related to neurologic disease and answer the assigned questions. This assignment should help refine your clinical/critical thinking skills.

Assignment Description: 

o Describe the pathophysiology of extradural and subdural hematomas.

o Identify the surgical emergency and provided rationale for the choice.

o Describe the most likely type of head injury and outline an approriate treatment plan. 

o Your answer must follow APA 6th edition format.

• Submit      the answer to this assignment area. https://myhomeworkassister.com/blog/

   

Patient 1 – Two individuals come to the emergency department with head injuries. One, 25 years old, has just been in a motor vehicle accident (MVA) and has a temporal lobe injury. The other, 65 years old, has increasing confusion after a fall that happened earlier in the week.

a. Differentiate the pathophysiology of extradural hematoma and subdural hematoma.

b. Identify the patient in the above scenario requiring immediate emergency surgical intervention and provide rationale for your choice.

Patient 2 – An 38 year old was driving his 1970 Chevy Corvette to a Milwaukee Brewers baseball game when a deer jumped out in front of him on the highway. He swerved his car and hit a telephone pole instead. https://trustedessayhelpers.com/essayquestions/ His head hit the windshield and he suffered severe head trauma.

a. Describe the most likely specific type of head injury he suffered.

b. Outline the treatment plan for this patient.

Estimated time to complete: 6 hours

Parent Teaching Project (5%)

A critical component of pediatric nursing is teaching parents how to care for their child, particularly during an illness or after a procedure.  To develop this skill, the student will complete a parent teaching project. 

Students will be assigned a topic and developmental stage upon which to focus.  With that information, the student will need to determine what health education (AKA parent/patient teaching) needs to be conducted prior to this virtual patient being discharged.  The students will then role-play the teaching session, using a student chosen by the instructor as the “parent” and with the rest of the clinical group observing. 

The project must include:

• A 1-page      attached document discussing the assessment of a parents’ readiness to      learn and barriers to learning
• The      critical components of home care for the assigned topic
• Developmentally      appropriate instruction-
  • The       teaching reflects the developmental level of the parent and patient.       (e.g., home care instructions for an infant should include the food       appropriate for an infant rather than a school aged child).
• A      written handout that summarizes the “take home” points for the parent to      keep as a reference after the teaching session.
• A      bibliography containing no fewer than three professional journal articles      with one being a pediatric specific article.  The articles must be      less than five years old.  Use of APA format for references is      expected.  
• A      clear, creative, logical progression geared to a learner at an 8th      grade level

Jane is a 19 year old college freshman who plays on her school’s soccer team. She presents to college health clinic with complaint of sore throat, fever, fatigue, aches and pains that started abruptly yesterday. She denies cough, runny nose, sinus congestion, nausea/ vomiting, and abdominal pain. A review of her record reveals that her immunizations are up to date. She has a benign PMH / FH. She has no drug allergies. Medications include OCPs.

VS: BP-110/64, T-101.6, HR- 88, R- 16

Physical Exam Findings

HEENT: PERRL, Sclera clear, conjunctiva pink without discharge; ear canals clear bilaterally, no swelling or exudate. TMs pearly grey bilaterally with clearly visible landmarks; nares clear bilaterally with no swelling, erythema or discharge visible; Pharynx erythematous with white tonsillar exudates bilaterally.

Neck: Supple with tender swollen anterior cervical lymph nodes bilaterally.

1. What additional history items are important?
2. In addition to the HEENT/neck findings given above, what additional physical exam items are important to perform and record?
3. Apply the Centor criteria. What did you get and what does that mean?
4. A diagnosis of GABHS pharyngitis is confirmed. What is your treatment plan?

Please refer to the Grading Rubric for details on how this activity will be graded.

• S Question 1
• O Question 2
• A Question 3
• P Question 4

Grading Rubric:

ote: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.

Clinical Case Study – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsSubjective DataIncludes all relevant subjective data necessary for differentiation of the client’s problem. Data is presented in systematic, organized manner consistently.

20 pointsIncludes most subjective data with omission of two minor details or one major detail. Most data is presented in systematic, organized manner.

17 pointsIncludes subjective data but omits four minor details or two major details. Some data is presented in a systematic, organized manner.

15 pointsOmits more than four minor details or more than two major details of the subjective data. Data is not presented in a systematic, organized manner.

Lacking most or all subjective data.

Submits assignment late.

13 points20Objective DataObjective data is complete and consistently presented in an organized manner.

20 pointsObjective data is complete and presented in an organized manner most of the time.

17 pointsObjective data is not complete or is not presented in an organized manner.

15 pointsObjective data is not complete and is not presented in an organized manner.

Lacking most or all objective data.

Submits assignment late.

13 points20AssessmentAssessment, including differential and/or diagnosis (if appropriate), is complete and appropriate to client Diagnostics are complete and appropriate to client.

20 pointsAssessment, including differential and/or diagnosis (if appropriate), is complete but some may not be appropriate for client.

17 pointsAssessment, including differential and/or diagnosis (if appropriate), is not complete but is appropriate.

15 pointsAssessment, including differential and/or diagnosis (if appropriate), is not complete or appropriate, or it is not evident.

Submits assignment late.

13 points20PlanPlan includes all relevant measures 95% to 100% Pharmacologic Non-pharmacologic Education Referral Follow-up.

20 pointsPlan includes all relevant measures 89% to 94% Pharmacologic Non-Pharmacologic Education Referral Follow-up.

17 pointsPlan includes four of the five relevant measures, but the four are complete.

15 pointsPlan is not complete and/or covers only three relevant measures.

Plan and relevant measures are not evident.

Submits assignment late.

13 points20Professional ApplicationCase incorporates four evidence-based practice articles.

10 pointsCase incorporates three evidence-based practice articles.

8 pointsDoes not include an evidence-based practice article but has two or more advanced practice articles.

7 pointsDoes not include evidence-based practice article but has one advanced practice article or does not include evidence-based practice article or advanced practice article.

6 points10Organization, APA, Grammar, and SpellingWell organized content that is clear and concise. Correct APA formatting with no errors.

The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately).

There are no spelling, punctuation, or word-usage errors.

10 pointsOrganized content that is informative and supportive of purpose. Correct and consistent APA formatting of references, and cites all references used. No more than one to two unique APA errors.

There are minimal to no grammar, punctuation, or word-usage errors.

8 pointsPoor organization and flow of ideas may distract from the content. Three to four unique APA formatting errors.

The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused.

Multiple grammar, punctuation, or word usage errors.

7 pointsIllogical flow of ideas.

Many APA formatting errors, or no attempt to format in APA.

The writer struggles with limited vocabulary and has difficulty conveying meaning–noting just the broadest of meanings.

Grammar and punctuation are consistently incorrect. Spelling errors are numerous.

Submits assignment late.

6 points10Total Points100 

Submit a 500-750 word referenced reflection on what you feel were the key items covered during the week and how they might apply to your present or future education, life, or ministry. This is a very important part of the learning experience each week and should contain significant reflection on what you have learned.

Specifically, you should report on:

1. What significant insights did I gain this week?
2. How did what I learned affect my thinking about this week’s topic?
3. What previous experiences relate to what I read and learned?
4. How will I use (or have I used) this knowledge in my work, ministry, or life?
5. What could I additionally learn or explore about this week’s topic?

The above five (5) weekly reflection questions are independent of each other, meaning that your response to each question may or may not be a continued discussion of the previous question. It is possible to have five (5) entirely different responses to five (5) different aspects of what you learned this week.

To score well, the reflection must make reference to the assigned reading (including parenthetical references), will include suggested real-world manifestations of the course material, and will include a plan for implementing the material in a personal and/or professional setting. Adhere to the following for this assignment:

• Weekly Reflection R

Nursing Diagnosis

Fall risk factors characterize things or factors that increase the chances of an older person failing. Falling of older people is basically caused by a combination of a number of risk factors. These risk factors increase with age. The probability of falling for an old man is directly proportional to the number of fall risk factors. One of the risk factors is poor reaction time for the elderly who may not be able to synchronize their activities (Lord & Sherrington, 2001). The second risk factor is an impaired walking pattern that is commonly referred to as gait. The Old man is said to have an unsteady and slow gait. The third risk factor is reduced muscle strength; the old man reports feeling weak; this increases his chances of falling. The fourth risk factor is visual impairment, the old man wears glasses and also has a hearing aid, and at this age, it can be difficult for him. The last risk factor is the fear of falling and limitation in mobility. The old man reports feeling weak; therefore while he moves, he will fear falling and at the same time, his mobility is limited due to his weakness.

One of the diagnoses that can be detected by the doctor is Alzheimer that causes a slow decline in memory and thinking. One of the other causes of Alzheimer is confusion of time and place. The nurse can diagnose the patient with Altered Mental Status (AMS), which is caused by head injury; AMS has an effect on speech, memory, attention, and thought. Gait apraxia and loss of memory is suggestive of Normal pressure Hydrocephalus (NPH). The only symptom that the old man exhibits that is typical to Parkinson disease is unsteady and slow gait, and feeling weak. The conclusion is Alzheimer is the probable disease because the others do not pass the threshold portrayed by the symptoms https://myhomeworkassister.com/im-working-on-a-civil-engineering-question-and-need-guidance-to-help-me-learn-5-2/

Actual: NANDA-I diagnosis: Alzheimer’s disease-related to falling and alteration of mental status as evidenced by memory loss, confusion, feeling of weakness and low and unsteady gait.
Risk: NANDA-1 diagnosis: risk of advancing age as evidenced by impairment in both sight and hearing.
To diagnose Alzheimer, the nurse will have to rule out first conditions that would have similar symptoms like thyroid deficiencies and infections. The nurse or doctor will have to inquire from a close relative or person the medical history of the old man and also ask the old man to take some test on mental abilities. Now the nurse can refer the old man to a general practitioner who can be able to diagnose the Alzheimer. Three of the patient’s expected outcome are; use of available safety measures and devices, requests’ for assistance when needed, and absence of injury during hospitalization.
The first intervention is a dependent one that may require cataract surgery for the old man or the introduction of a peacemaker to reduce the falls (Homesteadschools.com, 2015). The second intervention is interdependent one that involves multi-factorial interventions, which involves accessing the old man’s risk for falling, carrying out treatment and arranges referrals to reduce the identified risks. The third intervention is interdependent one: it involves the improvement of home safety for the old man, and this can be done with the assistance of an occupational https://trustedessayhelpers.com/2021/06/01/p%e2%80%8c%e2%80%8d%e2%80%8d%e2%80%8d%e2%80%8c%e2%80%8d%e2%80%8d%e2%80%8c%e2%80%8c%e2%80%8d%e2%80%8d%e2%80%8d%e2%80%8c%e2%80%8d%e2%80%8d%e2%80%8d%e2%80%8d%e2%80%8c%e2%80%8d%e2%80%8dost-a-description-2/therapist. The last intervention is independent; this method involves providing supplements such as Vitamin D to the old man to increase the strength in his bones and body.

The main risk factor that is common to both the elderly and the infants is head injury or brain infections. Other risk factors for falling in children are different e.g., children who are born “preterm” and born with light birth weight are at risk of falling (Pungello et al, 2010). The other cause of falling in infants is that they are not cognitively developed. Poor communication and limited health literacy can lead to lack of understanding between the patient and the nurse.
A nurse can ensure that a patient understand if the patient is able to if they are able to fill assistance forms, ability to identify name, purpose and timing of medication, good compliance and the patient’s ability to ask relevant questions.