understanding EOBs from the insurance company

What resources are not available equally to all economic classes in your community?

  1. Do most insured people you know read and understand EOBs from the insurance company? What do most patients understand about costs of services?
  2. How do perceptions differ in your community about quality of care at a private clinic. With specialized services in an affluent neighborhood versus the public safety-net hospital? What seems to drive those perceptions?
  3. Do people from poverty in your community have a voice in decisions making when new systems of care are designed for their intended benefit? Does that make sense? Why or why not? If you were designing a healthcare clinic for women. To what extend would you want to hear from women about the design, services etc?
  4. What did I think about when I went through the healthcare checklist? What kinds of emotions or judgements did any of the statements bring up for me?
  5. How might having a knowledge of the hidden rules when communicating with a provider, family member, caregiver, or patient/client help improve a treatment plan?
  6. If all providers had a better understanding of each patient’s resources as presented in this chapter, how might the healthcare delivery outcome be improved? Or not?

Psychosocial Factors And Patient Education

Psychosocial Factors And Patient Education

Homework Topic 2

Write a short (50-100-word) paragraph response for each question. This assignment is to be submitted as a Microsoft Word document.

  1. Give examples of psychosocial factors that affect the health care professional and the effect those factors could have on patient education.
  2. Give examples of psychosocial factors that affect the patient and the effect those factors could have on patient education.
  3. Explain what is meant by personality styles and give examples of approaches that could be used to help the patient. Include self-perception as a factor.
  4. List the steps in adjustment to illness and how the patient copes with each step.
  5. Explain the health professional’s role in teaching the patient at different life stages.
  6. Define the role of the family in patient education.
  7. How might the family influence the compliance of the patient and what measures can the health care professional use in communication with the family?

the effect of extremely low birth weight babies on the family and community

the effect of extremely low birth weight babies on the family and community

Describe the effect of extremely low birth weight babies on the family and community. Consider short-term and long-term impacts, socioeconomic implications, the need for ongoing care, and comorbidities associated with prematurity. Explain how disparities relative to ethnic and cultural groups may contribute to low birth weight babies. Identify one support service within your community to assist with preterm infants and their families and explain how the service adequately addresses the needs of the community, or a population in your community. Provide the link to the resource in your post

Pulmonary Function

Pulmonary Function:
D.R. is a 27-year-old man, who presents to the nurse practitioner at the Family Care Clinic complaining of increasing SOB, wheezing, fatigue, cough, stuffy nose, watery eyes, and postnasal drainage—all of which began four days ago. Three days ago, he began monitoring his peak flow rates several times a day. His peak flow rates have ranged from 65-70% of his regular baseline with nighttime symptoms for 3 nights on the last week and often have been at the lower limit of that range in the morning. Three days ago, he also began to self-treat with frequent albuterol nebulizer therapy. He reports that usually his albuterol inhaler provides him with relief from his asthma symptoms, but this is no longer enough treatment for this asthmatic episode.

Case Study Questions

  1. According to the case study information, how would you classify the severity of D.R. asthma attack?
  2. Name the most common triggers for asthma in any given patients and specify in your answer which ones you consider applied to D.R. on the case study.
  3. Based on your knowledge and your research, please explain the factors that might be the etiology of D.R. being an asthmatic patient.

Fluid, Electrolyte and Acid-Base Homeostasis:
Ms. Brown is a 70-year-old woman with type 2 diabetes mellitus who has been too ill to get out of bed for 2 days. She has had a severe cough and has been unable to eat or drink during this time. On admission, her laboratory values show the following:

  • Serum ;
  • glucose 412 mg/dL
  • sodium (Na+) 156 mEq/L
  •  potassium (K+) 5.6 mEq/L
  • chloride (Cl–) 115 mEq/L
  • Arterial blood gases (ABGs): pH 7.30; PaCO2 32 mmHg; PaO2 70 mmHg; HCO3– 20 mEq/L

Case Study Questions

  1. Based on Ms. Brown admission’s laboratory values, could you determine what type of water and electrolyte imbalance does she has?
  2. Describe the signs and symptoms to the different types of water imbalance and described clinical manifestation she might exhibit with the potassium level she has.
  3. In the specific case presented which would be the most appropriate treatment for Ms. Brown and why?
  4. What the ABGs from Ms. Brown indicate regarding her acid-base imbalance?
  5. Based on your readings and your research define and describe Anion Gaps and its clinical significance.

Submission Instructions:

  • You must complete both case studies
  • Your initial post should be at least 500 words per case study, formatted and cited in current APA style with support from at least 2 academic sources

the measurement tools of NP performance

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

Family Assessment

This family health assessment is a two-part assignment. The information you gather in the first part of the assignment will be utilized for the second part of the assignment.

  1. Select a family, other than your own. And seek permission from the family to conduct an interview. Utilize the interview questions complied in your interview questionnaire to conduct a family-focused functional assessment.
  2. Document the responses as you conduct the interview. Do not put the family’s name, but utilize initials, the gender of each family member, and their age.

It must include the following:

  • Describe the family structure. Include individuals. And any relevant attributes defining the family composition, race/ethnicity, social class, spirituality, and environment.
  • Summarize the overall health behaviors of the family. Describe the current health of the family.
  • Based on your findings. Describe at least two of the functional health pattern strengths noted in the findings.
  • Discuss three areas in which health problems. Or barriers to health were identified?
  • Your assignment must include an eco-map. And a genogram (LOOK IT UP ON GOOGLE)

Submission Instructions:

750-1000 words in length, excluding the title, abstract and references page.

  •  minimum of 4 current (published from 2017- now)) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles. And books should be referenced according to APA style 7 ed. NO WEBSITES ALLOWED. References must include page numbers. And DOI’s. Please include citation at the end of every paragraph.

Function of Digestive Organs

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

the community educational project.

1. Select your site for the community educational project.

Write a short 250-300 word APA formatted paper (include title page, introduction, headings for the body, and conclusion) on: First discuss what your topic is and why you choose that topic related to your community needs. Second discuss why you selected the specific site for your presentation related to your topic and community needs and note where and when (place, date) your presentation will take place. (If you are still working on solidifying the site, discuss your options and what your plans are to get this solidified to be a good fit for your topic and community needs) In this course, in every module assignment or discussion, due to the nature of the assignments, you are permitted to use first person, such as I, We, Me, Us, etc.

 

I am choosing the Topic Corona Virus. The site I am choosing is the Hospital that I work at.

Humboldt Park Health. Hispanic community. Dec 3rd. This is the beginning of the project, at the end I will be presenting the topic to my co-workers. I need you from Start to the end of the project. So that you are aware and we are Nsync . We have 7 more topics to cover. From gathering resources, to the presentation. Please, I want a perfect job.

Pulmonary

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.

Anxiety Disorder/Obsessive Compulsive Disorder

TOPIC: Anxiety Disorder/Obsessive Compulsive Disorder

 

Course Competency

Assemble nursing care interventions for clients with behavioral or cognitive disorders.

 

Scenario

Lauren has been diagnosed with Social Anxiety Disorder and experiences obsessive thoughts that result in compulsive behaviors. This has a major impact on her life and day to day functioning.

 

Instructions

View the videos segments 1, 2, and 3 for Lauren.

 

Notice how the nurse continues to gather information to assess the extent of Lauren’s illness. The content relates to the objective that you will be able to describe the symptoms of anxiety and OCD.

Segment 1-search it

Segment 2-dearch it

Segment 3– search it

 

Create a document which contains this information:

· Describe at least three clinical signs of Anxiety observed in the videos.

· Describe at least three Obsessive-Compulsive behaviors observed in the videos.

· Explain at least three therapeutic communication techniques used by the nurse in the videos.

· Discuss at least two nursing interventions appropriate for Lauren. Support your choices with rationales.

· Support your ideas with at least FOUR credible resources.