Purpose

The purpose of this assignment is to have students research the measurement tools of NP performance.  Through the use of quality patient outcomes. Student will list and discuss three different patient interventions. And how they would specifically measure the outcomes. And h o w these primary care interventions result in improved patient outcomes and cost savings for the practice.  In addition, students will discuss how these interventions result in improved patient ratings.

Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

1. Employ strategies to impact the development, implementation. And consequences of holistic healthcare policies using evidence-based practice principles (CO1) 

2. Critically analyze how healthcare systems. And APRN practice are organized and influenced by ethical, legal, economic, and political factors (CO2)

3. Demonstrate professional and personal growth concerning the advocacy role of the advanced practice nursing in fostering policy within diverse healthcare settings (CO3) 

4. Analyze social, historical, ethical. And political contexts of healthcare policies. And advanced practice leadership (CO4) 

5. Advocate for institutional, local, national. And international policies that fosters person-centered healthcare and nursing practice (CO5)

. 

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date. And time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late. After which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments. And are not part of the late assignment policy

Function of Digestive Organs

The human digestive system supports essential functions of life, often through nutrition to fuel the body systems and the building blocks of the body. It contains a series of various organs across a long tract extending from the mouth to the rectum.

Mouth

Digestion begins at the mouth with the mechanical breakdown of foods into small chunks known as bolus. The chewing process mixes food with the saliva and marks the onset of the chemical digestion of starch due to the amylase. Its purpose is to moisten the food for lubrication and maximize the surface area to allow the further breakdown of complex food materials into beneficial nutrients required by the body (Welcome, 2019).

Stomach

After swallowing the bolus, it travels through the esophagus to the stomach, where it mixes and churns bolus with gastric juices. The content consists of a semi-fluid mixture of partly digested food and digestive juices known as chyme. Gastric juices also stimulate the digestion of proteins and the absorption of fat-soluble nutrients (Khan Academy, 2019). Because of the high acidity levels, the stomach is covered with a layer of mucous to protect gastric walls against acidic content.

Small Intestine

The stomach then releases the chyme into the small intestine. Here, the chyme will travel first in the duodenum, then the jejunum, and lastly into the ileum. In the duodenum, pancreatic juices act on fat, carbohydrates, and proteins. Bile from the gall bladder facilitates further breakdown and absorption of fats (Khan Academy, 2019). The movement of food materials in the small intestine is often slower to optimize nutrient digestion and nutrient absorption. This component also contains villi, finger-like projections, which provide a large surface area for nutrient absorption. Major organs that support small intestinal digestion include the pancreas, gallbladder, and liver (Khan Academy, 2019). Pancreatic juices contain bicarbonate content to neutralize gastric acids from within the chyme, thus creating optimal conditions for enzymatic functions.

Large intestine

Once essential nutrients are absorbed, the small intestine release food residuals from the colon or large intestine, further breakdown and absorption of remnant water, vitamins from enteric bacteria, and electrolytes. The large intestine provides transient storage of residuals to allow the accumulation of waste materials before propelling them toward the rectum for elimination as feces (Molnar & Gair, 2015 ). It also secretes mucus to facilitate the passage and elimination of fecal matter.

Peristalsis

Peristalsis encompasses sequential and interchanging waves of relaxation and contraction that propel the food along the digestive tract. The waves begin in the esophagus and facilitate the mixing and churning of food content in the stomach. The process is very powerful and automatic, thus ensuring the continuous movement of food along the digestive tract. The motion also includes the movement of enzymatic juices through the ducts (Welcome, 2019). This is evident in the release of bile from the gallbladder into the small intestine.

Bacterial contaminants can fasten peristalsis as the body attempts to expel contaminated content from the stomach. An example of such a disease is irritable bowel movement. Another condition that can slow peristalsis is intestinal obstruction. It develops when a blockage prevents food from passing through the small intestine or colon. A possible reason for the condition might be attributable to the lack of sufficient fiber content in the diet. Constipation can also signify intestinal blockage or slow peristalsis movements. Laxatives are mostly used to quicken the peristalsis and manage or prevent constipation.

References

Khan Academy. (2019). The digestive system | Crash Course biology| Khan Academy. [YouTube Video]. https://www.youtube.com/watch?v=qF6TBRaE2_A

Molnar, C., & Gair, J. (2015). Concepts of Biology: 1st Canadian Edition. Creative Commons

Welcome, M. O. (2019). Gastrointestinal physiology: development, principles and mechanisms of regulation.

Reply 2

1. Describe the role of the following organs in processing food:
   • Mouth- The mouth breaks down the food, as stated in the video provided in module 3, the mouth uses saliva, as well as our teeth to break down food. Enzymes and acid help make this process smoother too.
   • Stomach- The stomachs job is to break, and smush everything, using something called gastric juice which is made up of Hydrochloric Acid, Pepsin, Water And Mucus this acid pretty much breaks down any  bacteria on our food that reaches our stomach. The pepsin breaks down protein into amino acids. Our mucus keeps our stomach from digesting itself. The water helps produce chyme so that by the time the food leaves our body it is liquidity.
   • Small intestine- The small intestine is where all absorption and secretion happens also the cellular exchange of nutrients, and breakdown of fats. Capillaries located on the villi help absorb nutrients.
   • Large intestine- The Large Intestines job is to remove most of the water and bio-salts from the chyme so that we don’t have diarrhea. Large Intestine contains Appendix which is known as a safe house for all the good bacteria that we may need to help us digest our food. If we have a virus or food poisoning large intestine helps get all that bad stuff or waste product out. Appendix has a little gut sample that helps our digestive system recolonize basically get back to norma after your illness. Lastly the large intestine reabsorbs excess water from the chyme preparing our poop.

1.) What is peristalsis and how does it help in the digestion of food?

Ans:As stated “Peristalsis is a series of wave-like muscle contractions that move food through the digestive tract. … In the large intestine peristalsis helps water from undigested food be absorbed into the blood stream. Then, the remaining waste products are excreted through the rectum and anus” (medlineplus.gov).

2.) Can you think of a disorder or medication that would speed up or slow down peristalsis?

Ans: Diphenoxylate and atropine, these two medications act on intestinal muscles to inhibit peristalsis and slow intestinal motility.

Work Cited

1.) U.S. National Library of Medicine. (n.d.). Peristalsis – Health Video: Medlineplus medical encyclopedia. MedlinePlus. Retrieved November 2, 2021, from https://medlineplus.gov/ency/anatomyvideos/000097.htm#:~:text=Peristalsis%20is%20a%20series%20of,food%20through%20the%20digestive%20tract.&text=In%20the%20large%20intestine%20peristalsis,through%20the%20rectum%20and%20anus (Links to an external site.).

2.) Mia L Manabat, D. O. (2021, April 3). Intestinal motility disorders medication: Cholinergic agonists, prokinetic agents, opioid reversal agents, antidiarrheals, antibiotics, acetylcholinesterase inhibitors, secretagogues. Intestinal Motility Disorders Medication: Cholinergic Agonists, Prokinetic Agents, Opioid Reversal Agents, Antidiarrheals, Antibiotics, Acetylcholinesterase Inhibitors, Secretagogues. Retrieved November 2, 2021, from https://emedicine.medscape.com/article/179937-medication (Links to an external site.).

3.) Tatum, J. (2021, July 5). The digestive system” https://youtu.be/qf6tbrae2_a. Assignment Ninjas. Retrieved November 2, 2021, from https://www.assignmentninjas.com/the-digestive-system-https-youtu-be-qf6tbrae2_a/ (Links to an external site.).

150 words each

Case Discussion Pulmonary – Part 2 Follow up Visithttps://myassignmenthelp247.com/

Purpose

The purpose of this assignment is for students to:

1. Improve their ability to formulate diagnoses based on clinical presentation of patients

2. Improve their ability to understand and apply National Guidelines for the diagnosis and treatment of Pulmonary disorders

3. Design a relevant treatment plan

Activity Learning Outcomes

Through this discussion, the student will demonstrate the ability to:

1. Utilize healthcare delivery system resources in a fiscally responsible manner in the diagnosis and treatment of patients and families across the lifespan. (PO 5)

2. Develop management plans based on current scientific evidence and national guidelines. (PO 5)

3. Educate patients on treatment decisions (WO1)

4. Select an evidence-based article to support the plan of care for the case study patient. (WO2)

5. Analyze national guidelines and apply them to specific case study situations. (WO3)

6. Review appropriate antibiotic prescribing guidelines. (WO4)

corticosteroid inhaler

Requirements:

Michelle continues to work in the bakery and her asthma has been well controlled on a low-dose inhaled corticosteroid inhaler, Singular 10mg daily, and Albuterol prn which she uses 1-2 times per week. Michelle presents to the clinic with an acute illness that developed 2 days ago and has a respiratory rate of 24, mild SOB with exertion, O2 saturation of 94%, and complaint of inspiratory and expiratory wheezing. She is able to speak and states her temperature over the last 2 days has been 101 to 102 F.

Cough is productive of white sputum. Influenza A is going around the bakery. Exam findings show a woman who appears her stated age and is alert and oriented and though calm, is having mild work of breathing. AR 110 BPM, BP is 150/85, RR: 24, Temp 101.4. She has a nonproductive, dry cough, is mildly short of breath, fair chest expansion, + inspiratory/expiratory wheezes, no rales, no rhonchi. Auscultation reveals no thrills, gallops or extra heart sounds. Apical rate is elevated at 110. Physical exam is otherwise unremarkable. The MA has swabbed her for Influenza A- test is positive.

Discussion Questions Part Two:

1. Determine appropriate treatment plan for Michelle. Discuss medications, doses, Durable Medical Equipment, and any testing, and apply these directly to her case. Provide your rationale with evidence.

2. Decide whether she is safe to return home, include any prescriptions, or if a referral to a higher level of care is required. Discuss the criteria used to make your decision, how a referral is made and defend your position.

3. Discuss relevant education and follow up plan.

1) Minimum 4 slides with speaker notes and 4 full pages (Follow the 3 x 3 rule: minimum three paragraphs per part)

 

Part 1: minimum 4 Slides with speaker notes

Part 2: minimum 4 full pages

 

Submit 1 document per part

 

2)¨******APA norms- PPP

Don’t use images.

Use the speaker note briefly to provide substantial and objective information

Do not repeat the same information on slides in speaker notes

You should include speaker notes on all slides that expand and deepen the information. Therefore the information must be relevant and complementary.

All paragraphs must be narrative and cited in the text- each paragraph

Bulleted responses are not accepted

Don’t write in the first person

Don’t copy and paste the questions.

All paragraphs must be answered objectively, do not make introductions to your answers, answer them when you start the paragraph

Use the speaker note briefly to provide substantial and objective information

 

2)¨******APA norms- Memo

All paragraphs must be narrative and cited in the text- each paragraph

Bulleted responses are not accepted

Don’t write in the first person

Don’t copy and paste the questions.

Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph

 

 

Submit 1 document per part

 

3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks)

********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)

 

4) Minimum 4 references per part not older than 5 years (Journals, books) (No websites)

 

5) Identify your answer with the numbers, according to the question.

Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

 

6) You must name the files according to the part you are answering:

Example:

Part 1, 2.doc

 

__________________________________________________________________________________

Part 1: Children’s Health Fund PPP

 

1. What is their legislative agenda (2 slides)

2. How is the agenda developed (2 slides)

 

Part 2: National Breast Cancer Coalition- Memo

 

1. Describe 3 learning objectives about the memo

2. Make an introduction about the topic

4. Investigate the group’s key issues

5. The group’s mission

6. Legislative agenda

7. Mechanisms used to engage/attract and influence policy makers

8. Current lobbying efforts

9. Key partner coalitions

10. Do their partnerships influence policies at the local, state or national level: key obstacles

11. Spending allocations (consult the Center for Responsible Politics, www.opensecrets.org).

12. Conclusion