Archive for category: Nursing Assignment Help

This is a paper that requires the student to discuss pathophysiology of lung cancer and clinical manifestations. The paper also provides additional information to use in writing this assignment paper well.

Discuss pathophysiology of lung cancer and clinical manifestations

Write a 1500-2000 word APA formatted essay of the following topics:

Firstly, discuss the pathophysiologic connection between asthma and allergies
Secondly, discuss pathophysiology of lung cancer, clinical manifestations, and diagnostic tests
Thirdly, what are the pathophysiologic changes in COPD and also how does it differ from asthma?
Discuss the use of oxygen therapy in patients with a diagnosis of COPD. What are the benefits and the potential pitfalls?
Complete Case Study #13 (bacterial pneumonia) in the Bruyere textbookChief Complaints Provided by patient’s home caregiver: “Mrs. I. is confused and very sick. She was up most of last night coughing.” HPI Mrs. B.I. is an 84-year-old white female, who is widowed and a retired bank manager. She owns her own home and has a 45-year-old female caregiver who lives in the home.

Discuss pathophysiology of lung cancer and clinical manifestations

Currently, Mrs. I. uses a walker and takes daily strolls to the park with her caregiver. She is able to perform most activities of daily living; however, the caregiver prepares all meals. The patient presents to the clinic accompanied by her caregiver, who reports that Mrs. I. has a one-week history of upper respiratory symptoms and a two-day history of increasing weakness and malaise.
Approximately three days ago, the patient developed a cough that has gradually become worse and she now has difficulty catching her breath. The caregiver also reports that the patient was confuse last night and nearly fell while going to the bathroom. The patient has been coughing up a significant amount of phlegm that is thick and green in color. She has no fever.

The caregiver has become concerned by the patient’s reduction in daily activities and an inability to get rid of her “cold.” Patient Case Question
1.      Firstly, based on the patient’s history of illness, is this type of infection considered community-acquired or nosocomial? PMH • Tobacco dependence  64 years • Chronic bronchitis for approximately 13 years • Urinary overflow incontinence  10 years • HTN  6 years, BP has been averaging 140/80 mm Hg with medication
2.       Secondly, CASE STUDY 13 BACTERIAL PNEUMONIA For the Disease Summary for this case study, see the CD-ROM. Bruyere_Case13_054-059.qxd 4/30/08 3:01 PM Page 54 CASE STUDY 13

Case Study: Your case is a 3 year old little boy diagnosed with Developmental Delay.  He is the second of four siblings and the only boy.  He is non-verbal at this time, is walking with support, and has fine motor skills at the 7- month level.

Your case is a 3 year old little boy diagnosed with Developmental Delay

Case Study: Your case is a 3 year old little boy diagnose d with Developmental Delay.  He is the second of four siblings and the only boy.  He is non-verbal at this time, is walking with support, and has fine motor skills at the 7- month level. Further, he frequently has emotional outbursts and is physically aggressive. He lives at home with his mother, who has quit her job to be his caregiver.   The pediatrician referred you for pre-school readiness skills, hoping that he will be able to attend the local public school.

Using the assigned pediatric diagnosis, formulate a case study that includes the following:

Firstly, provide a summary about the diagnosis including causes, symptoms, prevalence/incidence etc.

Secondly, provide background information about the child including name, age, home environment (siblings), school attendance (if applicable), and medical history.  Write a detailed description of the child using clinical observations.

Thirdly, explain how the diagnosis has affected the child’s areas of occupation including play, self-care, school, home, etc. (use OT Practice framework as guide)

Fourthly, describe an occupational therapy session with this child including:
Identify 5 areas of concern/deficits that you are focusing on in the session- these should be consistent with the given diagnosis and with the setting.

Finally, write two short term goals for the individual session.  Goals should be SMART. (specific, measureable, attainable, realistic, time based)

You will develop a syllabus for an 8-week undergraduate nursing course in your area of interest that conveys the essential components of that course to the learner. 

Develop a syllabus for an 8-week undergraduate nursing course

Develop a Course Syllabus
You will develop a syllabus for an 8-week undergraduate nursing course in your area of interest that conveys the essential components of that course to the learner. Schools commonly establish guidelines and formats for information to be included in all syllabi developed for nursing courses. To deter misunderstandings, many institutions require all syllabi to include specific statements about institutional, departmental, and course policies on academic integrity, students with disabilities, and diversity.

For the purpose of this assignment, required information to be included in your course syllabus is minimal. However, syllabi do not have to be simple, typed documents. You may choose to incorporate additional information (graphics photos, comics, or designs) and other creative elements. However, be sure your syllabus includes at least the required information listed under the assignment guidelines section below in order to be considered for full credit.

Please note: You may not copy a syllabus to turn in. Make this syllabus your own ideal of teaching your chosen course. Have fun and be creative with this assignment. You will be utilizing your developed syllabus in weeks 6 and 7 to develop a teaching plan and mini-presentation,

Assignment Guidelines

When preparing your syllabus, pay attention to the organization and layout to ensure it is easy to read. Your syllabus should set the tone for your course and convey enthusiasm for the course topic; show how your course fits into a broader picture; communicate what, when, and how students will learn; clarify what students need to do to be successful; and communicate your expectations of student performance to satisfactorily complete your 8-week course.

Your course syllabus should include:

General information about the course: The instructor’s name (you), course title, course number, course credit hours, class days and time period (start and end times), class location (room number), and any prerequisites. You may also wish to include your office hours and contact information.
A course description: A description of the course and how students will benefit; this is similar to a catalog description of a course.
Course outcome objectives expected: A list of outcome statements describing the knowledge and skills that you expect students to have learned after completing your 8-week course.

Your objectives should be:

Appropriate to course and educational level
Realistic and clear
Stated in measurable terms
Required materials and learning resources: Textbook(s), supplies, and anything you may require students to bring to class each day.

Instructional methods and activities: List the teaching strategies and approaches you plan to use for students to achieve the learning objectives (e.g., lecture, games, inquiry, discussions). If appropriate, you may want to include any special events or activities (e.g., field trips, experiments, guest speakers, projects).

Note: This section is a list of your instructional methods and activities. Also, not an explanation or description of how they will be implemented.

Classroom policies or rules:

This section should include any policies or rules that are specific to your course (e.g., classroom behavior, absenteeism, tardiness, late assignments, makeup work, and tests).

Evaluation methods: This section should include all graded course requirements with the percent value (of the total course grade) for each requirement. This is where you list each of the course requirements or means of evaluating student learning (e.g., tests, quizzes, assignments, presentations, group work).

You do not need to provide a rubric for grading each of the course requirements, guidelines, and grading criteria.
You do need to provide the total percent value or the grade weight of each requirement.

If using tests or quizzes, state the number of tests or quizzes and the grade weight for each.

Note: As part of your teaching plan and presentation during weeks 6 and 7, you will provide guidelines and grading criteria (a rubric) for one of your required assignments.

An outline and general time line of the course content: This section should be a table or flowchart depicting a schedule of the content to be covered over the 8-week period. In addition to the content, your table or flowchart should include:
Estimated dates for when you plan to cover the content. Specific dates are not necessary, but some time line estimate should be provided (e.g., week 1 or class 1)

Any activities, assignments, and tests, etc., with corresponding due dates
Required readings for each date and any supplemental or suggested readings you may want to list

This aper is on Encouragement Strategies to Increase Positive Student Behavior. Effective teachers must be able to draw from a variety of strategies in order to respond to different, challenging student behaviors.

Encouragement Strategies to Increase Positive Student Behavior

Effective teachers must be able to draw from a variety of strategies in order to respond to different, challenging student behaviors. Teachers can apply these strategies to remind students of expectations, redirect behavior, and positively respond to expected behavior in the classroom.

Review the Behavior Intervention Plan (BIP) Example. Then, use the “Behavior Intervention Plan (BIP) Template” to complete this assignment.

Identifying one student from the “Class Profile” who would benefit from additional intervention, complete a behavior intervention plan to include:

Behavior
Goals and how they will be measured
Interventions and Frequency of Interventions
Person Responsible
In a 500-750 word essay, describe strategies teachers can use to respond to challenging behavior during classroom instruction. Your essay should address the following topics:

Describe and provide implementation examples of the following strategies: specific praise, choice making, effective group contingencies, contingent instructions, and time-out.
Describe how or if these communication strategies can be used to motivate and encourage individuals with disabilities how to adapt to different learning environments.
Discuss any cautions related to using each strategy.
Describe the decision making process that teachers use when deciding how to intervene on challenging behavior when engaged in instruction.
Support your findings with a minimum of two scholarly resources.

APA style is required and solid academic writing is expected.

This week’s assignment is to write up a history and physical assessment and patient centered plan of care for the musculoskeletal and nervous systems.

Write up a history and physical assessment and patient centered plan of care for the musculoskeletal and nervous systems

This week’s assignment is to write up a history and physical assessment and patient centered plan of care for the musculoskeletal and nervous systems. Then video and upload an assessment of the musculoskeletal and nervous systems. Use the assessment template below to guide your work. Please perform assessments on a significant other. Listen carefully to how the findings in the videos are described, this will help you write your assessment. Do not write in complete sentences, but document like writing nurses notes: for example: Skin, warm, dry and smooth. Instant recoil.

Please upload your video here first and then the document below. Be sure to practice before taping. Be sure to stay within this week’s allotted time—total video time 10-15 minutes.

Please use this as a template only please write out your findings on a separate Word document: NSG310 Template MS and also Neuro Assessment-1.docPreview the document.

More details;

In examining the musculoskeletal system it is important to keep the concept of function in mind. Note any gross abnormalities of mechanical function beginning with the initial introduction to the patient. Continue to observe for such problems throughout the interview and the examination.

On a screening examination of a patient who has no musculoskeletal complaints and in whom no gross abnormalities have been noted in the interview and general physical examination, it is adequate to inspect the extremities and trunk for observable abnormalities and also to ask the patient to perform a complete active range of motion with each joint or set of joints.

If the patient presents complaints in the musculoskeletal system or if any abnormality has been observed, it is important to do a thorough musculoskeletal examination, not only to delineate the extent of gross abnormalities but also to look closely for subtle anomalies.