What is lymphedema how is it diagnosed and how do you classify 

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What is lymphedema, how is it diagnosed and how do you classify the clinical stages of lymphedema? Secondly, What are the key management strategies related to the clinical issues associated with lymphedema?

What is lymphedema, how is it diagnosed and how do you classify

Question .1
1. Firstly, The Diagnosis and Treatment of Peripheral Lymphedema: 2016 Consensus Document of the International Society of Lymphology. Lymphology. 2016 Dec; 49(4):170-84.

1.  Secondly, Penzer R. Lymphoedema. Nurs Stand. 2003; 17(35):14-20.

Question:1(i) Firstly, What is lymphedema, how is it diagnose d and how do you classify the clinical stages of lymphedema?

Question: 1(ii) Secondly, What are the key management strategies related to the clinical issues associated with lymphedema?

 Question .2

2.   Firstly, Stocks ME, Freeman MC, Addiss DG. The Effect of Hygiene- Based Lymphedema Management in Lymphatic Filariasis-Endemic Areas: A Systematic Review and Meta-analysis. PLoS Negl Trop Dis. 2015 Oct 23;9(10):e0004171. doi: 10.1371/journal.pntd.0004171. eCollection 2015 Oct.

2. Secondly, Coulibaly YI, Dembele B, Diallo AA, et al. A randomized trial of doxycycline for   mansonella perstans infection. N Engl J Med. 2009; 361(15):1448-58.

Question: 2(i) Firstly, What is the role of hygiene and doxycycline in the management of filarial related lymphedema?

Question: 2(ii) Secondly, How can hygiene and doxycycline be extrapolated to the management of other forms of lymphedema?

 Question 3

3. Firstly, Hadamitzky C, Pabst R, Gordon K, Vogt PM. Surgical procedures in lymphedema         management.J Vasc Surg Venous Lymphat Disord. 2014 Oct;2(4):461-8. doi: 10.1016/j.jvsv.2014.02.001. Epub 2014 Mar 22.

3. Secondly, Sharkey AR, King SW, Ramsden AJ, Furniss D. Do surgical interventions for limb lymphoedema reduce cellulitis attack frequency? Microsurgery. 2017 May;37(4):348-353. doi: 10.1002/micr.30115. Epub 2016 Sep 23.

Question: 3 (i) Firstly, What is the role of surgical interventions for lymphedema?

Question: 3 (ii) Secondly, What are the complications and long-term consequences of these surgical procedures?

Question 4

13.4 Firstly, Rabe E et al. Indications for medical compression stockings in venous and lymphatic disorders: An evidence-based consensus statement. Phlebology. 2018 Apr;33(3):163-184. doi: 10.1177/0268355516689631. Epub 2017 Feb 22.

13.4 Secondly, Scheer R. Clinical innovation: compression garments for managing lymphoedema. Also, Wounds International 2017;8(2): 34–8

Question: 13.4 (i) Firstly, Describe the principles of lymphedema bandaging.

Question: 13.4 (ii) Secondly, How would you assist the patient with financial constraints to pay for bandages or stockings?

Question 5
Firstly, Utilize all the readings (refrences) provided above to answer this question.

Question: 5

Firstly, Discuss a brief scenario of a patient who suffers from lymphedema in your practice or a practice you are familiar with, including:
Firstly, Special patient centered concerns.
Secondly,  Physical exam or description of the lymphedema.
Thirdly, Diagnostic testing or procedures that have been carried out planned or would be part of the ideal management.
Fourthly, Treatment to date planned and treatment that would be part of ideal care if resources were available.

 

Choose one member of the family from the module

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Choose one member of the family from the module. This person has come to A&E following a scald to their left arm. You need to discuss the appropriate communication and assessment skills required to facilitate person centred care for this family member.

Choose one member of the family from the module

Firstly, choose one member of the family from the module. Secondly, this person has come to A&E following a scald to their left arm.
You need to discuss the appropriate communication and assessment skills required to facilitate person centred care for this family member.

Martha:
Firstly, she lives alone – refuses to move from home.

Secondly, husband died 8 months ago.

Thirdly, diagnosed with vascular dementia.

Fourthly, suffers from COPD – diagnosed 8 years ago.

Further, since the death of her husband has become more confused.

Also, has recurrent falls.
Vascular Dementia – one type of dementia that is progressive in nature and characterised by progressive decline in ability to maintain activities of daily living.

Effect on Martha – problems with planning or organising, making decisions or solving problems, difficulties following a series of steps (eg cooking a meal), slower speed of thought, problems concentrating, including short periods of sudden confusion, problems recalling recent events, speech becoming less fluent, problems perceiving objects in three dimensions.

Effect on family – Stress; frustration; strain on family relationships; wellbeing of family members; financial implications; anxiety.

COPD – Chronic Obstructive Pulmonary Disease. Characterised by chronic obstruction of lung airflow that is not fully reversible.

Effect on Martha – Prone to chest infections; limitation of mobility; reduced ability to maintain activities of daily living.

Effect on family- increased input into caring for Martha; anxiety; financial implications; escorting Martha to appointments.

Learning outcomes:

Explain and apply best-practice approach to assess the mental and physical health and well-being of all people across the life span.

Demonstrate knowledge of and apply the core skills of communication essential to the development of relationship with adult and children, at different stages of development across a range of care settings, recognising the potential barriers to communicating with all people across the lifespan.

Explain and apply the platforms for accountability and recognise professional responsibility to fulfil those platforms through reflection and continued professional development.

Students will approach five patient beds within the simulation lab

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Students will approach five patient beds within the simulation lab. Each patient’s name is clearly designated at the head of the bed. There are orders, armbands, Kardexes, hand-off report sheets, and an explanation of each scenario at each patient bedside.

Students will approach five patient beds within the simulation lab

Process:
Students will approach five patient beds within the simulation lab. Each patient’s name is clearly
designated at the head of the bed. There are orders, armbands, Kardexes, hand-off report sheets,
and an explanation of each scenario at each patient bedside. Students are to review each scenario
as a clinical group, collaborate with clinical group, and after review of each patient, determine
priorities and/or delegations of care, documenting their decisions on the form provided. Students will be informed of the correct priorities at debriefing.

1. Patient: Susan Right
Age: 23; DOB 11/4/1995

Scenario:

You are the nurse. The health care provider has completed an assessment of the patient.
You cared for her yesterday after delivery. She appears more confused than when you
cared for her previously. The newborn is in the crib in the corner, sucking on her fist.
Vital Signs are: Temp 100.9, HR 116, RR 32, BP 80/60, SPO2 85% on Room Air
On your assessment, you note a boggy fundus, large clots, fundus remains boggy on
massage. Saline lock is in Right hand.
What will you do next?

2. Patient: Emma Right
Age: 1 day; DOB 11/13/XX

Scenario:

You are the nurse. The newborn is in the crib in the corner of the mom’s room.
Vital Signs are: Temp 37.2 C., HR 140, RR 34, BP 70/55, SPO2 95%
Weight: 7lb 2oz. Admit Apgar 8 at 1 minute and 9 at 5 minutes
On assessment, you note the vital signs are the same as what was given to you in the handoff report. The baby is sucking on her fist and moving around. You attempt to obtain a
feeding schedule from the mom, but she has a flat effect, not looking at the baby, and not
responding to the question.
What will you do next?

3. Patient: Elizabeth Will you
Age: 24; DOB 3/24/1994

Scenario:

You are the nurse.
Vital signs are: Temp 98.6, HR 80, RR 16, BP 116/80.
On assessment the fundus is boggy with clots; the fundus firms with massage.
Hgb is 8 from 11 on yesterday
Hct is 28 from 32 yesterday
You received from hand-off report that the patient is receiving a unit of PRBCs. Upon
entering the room, the patient was having respiratory distress.
What will you do next?
4. Patient: JoAnna Train
Age: 27; DOB 04/19/1991

Scenario:

You are the nurse for the patient who is 39 weeks gestation, Gravida 2 Para 2.
Vital Signs are: Temp 99.1, HR 88, BP 122/60.
Her underpad is wet. You place the external fetal monitor and interpret the reading as
contractions 8 minutes apart, irregular, FHR is 120-130, moderate variability.
What will you do next?

5. Patient: Rebecca Dowee
Age 24: DOB 4/23/1994

Scenario:

You are the nurse.
Vital signs are: Temp 98.6, HR 110, RR 28, BP 98/60.
On assessment the fundus is boggy; she is diaphoretic. The patient is Muslim. Her
husband is not present at the time of your assessment.
Hgb is 8 from 11 on yesterday
Hct is 28 from 32 yesterday
What will you do next, while being culturally sensitive?
Decision/Delegation/Prioritization Activity
“What Would You Do Walk-Through”

1. FIRSTLY, Which patient requires attention First and how might you accomplish this?
Please explain the rationale for your decision:

2. SECONDLY, Which patient will you see next, and how might you accomplish this BEST?
Please explain the rationale for your decision?

3. THIRDLY, Which patient will you see next?
Please explain the rationale for your decision?

4. FOURTHLY, Which patient will you see next?
Please explain the rationale for your decision?

5. FURTHER, Which patient will you see last?
Please explain the rationale for your decision?

6. ALSO, Place yourself in this situation, with this patient assignment. Reflect on what your BEST
course of action would be and how you might ensure patient-centered care.

Please Explain:
FIRSTLY, Rather than work as a group, you can work in pairs, share among the entire group and
come up with one document.
ALSO, Write a progress note individually on one of the patients with PIE
LASTLY, Using SBAR, individually write a communication message to the Charge Nurse

How we should we address diet with our patients-socio-economic forces

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How we should we address diet with our patients (giving advice vs. a motivational interviewing approach vs. a combo vs. other? Your thoughts.) What are socio-economic forces, policies and health disparities related to diet and food access?

How we should we address diet with our patients-socio-economic forces

In the unit on Nutrition, Obesity, diet and Food Access, the various assigned materials approach the content from different angles. The following questions will be the basis of a short reflection essay.

1. How we should we address diet with our patients (giving advice vs. a motivational interviewing approach vs. a combo vs. other? Your thoughts.)

2. What are socio-economic forces, policies and health disparities related to diet and food access?
In a short paper (minimum of 3 paragraphs, but doesn’t need to be much longer than 3 paragraphs), comment on the above questions with something that struck you from the assigned materials. You can also relate it to your experience with patients or your experience as a patient. However, use the assigned materials and documentary as a basis for your discussion. Did something surprise you or was new information for you? Is there something you agree or disagree with?
Be sure to appropriately site any sources using APA. Finally,  I do not expect you to do research or include anything outside of the assigned readings.

Grading Criteria

Firstly, reflect on communication strategies with patients re diet 30 pts.
(MI vs. advice)

Secondly, Identify socio-economic factors, policies & health disparities related to diet and food access 40 pts.

Thirdly, Writing is clear 20 pts.

Fourthly, Utilizes at least 2 sources 10 pts.

More details;

Lastly, what is the role of a nurse in nutrition education?
Nurses have the expertise and responsibility to ensure that patients and clients’ nutritional needs are met. Providing nutrition screening and appropriate nutrition advice is essential to improve healthy eating and subsequent health outcomes. Non-communicable diseases are often associated with modifiable risk factors.

 

The patient analysis and teaching tool proposal analysis

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This is a paper that focuses on the patient analysis and teaching tool proposal. The paper also focuses on the health promotion and risks in health.

The patient analysis and teaching tool proposal

In your patient analysis and teaching tool proposal, the following critical elements must be addressed:
I. Patient Analysis
A.    Analyze health risks uncovered during your assessment. In other words, what indicators of disease, illness, or unhealthy behaviors the patient engages in did you discover? If you feel there were none, be sure to explain your rationale.
B.     Analyze healthy behaviors the patient engages in that you discovered during your assessment. In other words, what opportunities exist for health promotion? If you feel there were none, be sure to explain your rationale.

II. Health Promotion Teaching Tool Proposal
A.    Describe a health risk or healthy behavior that you identified during your assessment that you will use as the basis for your health promotion teaching tool proposal and explain why you chose that topic.
B.     Identify the goals or objectives of your proposed teaching tool based on the health risk or healthy behavior you identified.
C.    Specify the critical information about your topic based on your assessment findings that you would include in your teaching tool.

D.    Recommend specific intervention(s) for your topic that will result in improved patient outcomes or will promote health maintenance. Be sure to support your recommendations with evidence-based research.
E.     Determine the medium (presentation, brochure, poster, or other format) that would be most appropriate for communicating information about your chosen topic. Be sure to explain your rationale.
F.     Discuss the health literacy best practices you would employ to ensure your teaching tool is appropriate for diverse populations. Be sure to support your claims with specific examples from evidence-based research.
G.    Describe your plan to ensure compliance of your teaching tool with Flesch-Kincaid readability guidelines. Be sure to explain your rationale.

Pathophysiological changes associating with TB analysis and interpretation

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This is a paper that focuses on the pathophysiological changes associating with TB analysis and interpretation. The paper also provides a case study that is relating to the topic questions below.

Pathophysiological changes associating with TB analysis and interpretation

Case Study 1
Tuberculosis (TB)
Boris Vasilescu of Romanian heritage is a 62 year old factory worker. He has had an ongoing productive cough for 5 months with intermittent chest pain, experiencing night sweats, extreme tiredness, recently coughing up blood stained phlegm. His wife Magda has reported that he won’t eat the meals she cooks as a result; he has lost 10 kg from when his symptoms first started.
Upon presentation to hospital he is exhibiting the following physical symptoms: sharp chest pain, clammy skin, unilateral crepitation (crackling), shortness of breath, a respiratory rate of 20 breaths/min, temperature 38°C, oxygen saturation is 98% on room air, Pulse 110, BP 130/76, Weight 70kg.

He has had a chest X-ray showing upper lobe and cavity infiltrates suggestive of TB. A few days later – Boris has been diagnosed with active TB. He has been given appropriate antimicrobial medications upon discharge from the hospital.
Task Overview
This task will assess your understanding of conducting a comprehensive assessment of Boris introduced within the HSNS264 Moodle site who has TB. You will be required to provide a comprehensive overview relevant patient care and management such as an in-depth understanding of the patient’s TB condition, related anatomy and physiology, pathophysiology, relevant diagnostics including the pharmacodynamics of medications. Develop a nursing care plan and provide a relevant educational teaching plan prior to his discharge from hospital.

Instructions

Explore the case study on Boris, and consider a comprehensive assessment of his condition and the relevant patient care, medication treatment and management. Provide a detailed discussion of TB anatomy, physiology and pathophysiology. Discuss the pharmacological management of Boris’s TB condition, including the pharmacodynamics of medications in relation to his condition. Develop a nursing care plan prioritising his care and any relevant patient teaching prior to his discharge from hospital.

Assessment 2
1.  Firstly, analyse and interpret relevant objective and subjective data and explain them based on the pathophysiological changes associated with TB
2.  Secondly, evaluate and critique the pharmacological management prescribed for the patient
3.  Thirdly, identify nursing diagnoses relevant to the case study and develop a nursing care plan with rationales (Do not use tables for nursing care plan)
4.  Fourthly, discuss about education topics relevant to the patient prior to his discharge from hospital.
5.  Adheres to UNE general academic writing and presentation
6.  Lastly, demonstrate broad research about the topic from peer reviewed resources which are current and follow APA referencing standard

14 years girl with eating disorder-she recently discharges

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The patient is a 14 years girl with eating disorder. She recently discharges from hospital due to require NG tube feeding. She also has a 12 years old sister has same eating disorder. Both of her and her sister are rude to their mom. Pleas mention in the reflection and need for a therapy. Please concentrate on Plan part of this assessment.

14 years girl with eating disorder-she recently discharges

The patient is a 14 years girl with eating disorder. She recently discharges from hospital due to require NG tube feeding. She also has a 12 years old sister has same eating disorder. Both of her and her sister are rude to their mom. Pleas mention in the reflection and need for a therapy. Please concentrate on Plan part of this assessment.

ASSESSMENT:

List your priority diagnosis (es). For each priority diagnosis, list at least three differential diagnoses, each of which must be supported with evidence and guidelines. For holistic care, you need to include previous diagnoses and indicate whether these are controlled or not controlled. These should also be include d in your treatment plan.
Anorexia Nervosa 1st,
Bulimia Nervosa 2nd,
Binge eating disorder 3rd,

Please make up the s/s to fit the priority diagnosis (Anorexia Nervosa).

PLAN:

Include additional laboratory and diagnostic tests, consults, therapeutic modalities, health promotion patient education as well as disposition/follow up instructions as they pertain to your patients’ assessment.

Treatment Plan:

If applicable, include both pharmacological and non-pharmacological strategies, alternative therapies, follow-up recommendations, referrals, consultations, and any additional labs, x-ray, or other diagnostics. Support the treatment plan with evidence and guidelines.

Health Promotion:

Include exercise, diet, and safety recommendations, as well as any other health promotion strategies for the patient/family. Support the health promotion recommendations and strategies with evidence and guidelines.

Disease Prevention:

As appropriate for the patient’s age, include disease prevention recommendations and strategies such as fasting lipid profile, mammography, colonoscopy, immunizations, etc. Support the disease prevention recommendations and strategies with evidence and guidelines.

REFLECTION:

Document what you learned from this experience? Any ah-ha’s?

You are required to include at least three evidence based peer-reviewed journal articles or evidenced based guidelines which relates to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 6th edition formatting.

Assessing and Treating Clients with Psychosis and Schizophrenia

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Assessing and Treating Clients with Psychosis and Schizophrenia. Examine Case Study: Pakistani Woman with Delusional Thought Processes. You will be asked to make three decisions concerning the medication to prescribe to this client.

Assessing and Treating Clients with Psychosis and Schizophrenia

Examine Case Study: Pakistani Woman with Delusional Thought Processes. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamics processes.

At each decision point stop to complete the following:

Decision #1
Firstly, Which decision did you select?

Secondly, Why did you select this decision? Support your response with evidence and references to the Learning
Resources.

Thirdly, What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Fourthly, Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?

Decision #2
Firstly, Why did you select this decision? Support your response with evidence and references to the Learning
Resources.

Secondly, What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Thirdly, Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?

Decision #3
Firstly, Why did you select this decision? Support your response with evidence and references to the Learning
Resources.
Secondly, What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Also include how ethical considerations might impact your treatment plan and communication with clients.

Epidemiology and nursing research to a communicable disease

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Write a scholarly paper in which you apply the concepts of epidemiology and nursing research to a communicable disease. Choose one communicable disease.

Epidemiology and nursing research to a communicable disease

Write a scholarly paper in which you apply the concepts of epidemiology and nursing research to a communicable disease. Choose one communicable disease.

Epidemiology Paper Requirements
Include the following in assignment:
Firstly, A thorough description of the disease including causes, mode of transmission, symptoms, treatment and complications. Discuss the demographic most affected-incidence, prevalence, morbidity and mortality.

Secondly, What are the determinants of health affecting this disease? https://www.healthypeople.gov/2020/about/foundation-health-measures/Determinants-of-Health.

Thirdly, Identify the epidemiologic triad including host, agent and environmental factors as related to this disease.

Fourthly, Discuss the role of the public health nurse in relation to this disease.

Additionally, How is the public health nurse involve d in finding, reporting, collection and analysis of data and follow up?

Finally, A minimum of three references is require d. The written essay should be at least 1250 words in length.

APA format.

More details;

What is epidemiology study?

Epidemiology is the study of diseases in populations of humans or other animals, specifically how, when and where they occur. Epidemiological evidence can only show that this risk factor is associate d (correlate d) with a higher incidence of disease in the population expose d to that risk factor.
Further, What are the components of epidemiology?
The epidemiologic triangle is made up of three parts: agent, host and environment.
  • Agent. The agent is the microorganism that actually causes the disease in question. …
  • Host. The agent infects the host, which is the organism that carries the disease. …
  • Environment. …
  • HIV.
A communicable disease is one that is spread from one person to another through a variety of ways that include. Contact with blood and bodily fluids; breathing in an airborne virus; or by being bitten by an insect.

 

The Case of the Tuskegee Syphilis Study by Allan M. Brandt

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Read Racism and Research: the Case of the Tuskegee Syphilis Study by Allan M. Brandt. (NOTE: the article is attached and another copy is available separately in this folder).

The Case of the Tuskegee Syphilis Study by Allan M. Brandt

Read Racism and Research: the Case of the Tuskegee Syphilis Study by Allan M. Brandt. (NOTE: the article is attached and another copy is available separately in this folder).

After reading the article, answer the questions from the two sections below:

Section 1:

In your own words, write 1-2 paragraphs describing the events presented in the essay. Answer each of the following specific questions in your response:

Firstly, What were the main discussion points of the essay?

Secondly, What were the results and consequences of the study?

Thirdly, Would it be acceptable to replicate this study today? Why? Or Why not?

Finally, Was this study ethical/unethical? Explain why.

Section 2:

Using one of the sociological perspectives on race and racism presented in the textbook, explain the events described in the essay.

For the sociological perspective you choose, explain how it is relevant to the article and draw one or more conclusions from your analysis.

Discuss the limitations of the sociological perspective you choose in describing the event. In other words, what does the perspective miss or not explain well.

The Case of the Tuskegee Syphilis Study by Allan M. Brandt
In 1932 the U.S. Public Health Service (USPHS) initiated an experiment in Macon County, Alabama, to determine the natural course of untreated, latent syphilis in black males. The test comprised 400 syphilitic men, as well as 200 uninfected men who served as controls. The first published report of the study appeared in 1936 with subsequent papers issued every four to six years, through the 1960s. When penicillin became widely available by the early 1950s as the preferred treatment for syphilis…