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  • [Solved] Question 8

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    Please complete this assignment: elaborate on each part, especially the differential diagnoses. Use a current clinical guideline for the treatment plan. – [\ \ Question8.docx](https://www.sweetstudy.com/files/question8-docx-10201935 "Question8.docx") – 2 years ago

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    Assignment Prompt & Instructions

    Please complete this assignment: elaborate on each part, especially the differential diagnoses. Use a current clinical guideline for the treatment plan.

    – [\
    \
    Question8.docx](https://www.sweetstudy.com/files/question8-docx-10201935 "Question8.docx")

    – 2 years ago

  • [Solved] Health

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    – [\ \ IMG_0532.png](https://www.sweetstudy.com/files/img-0532-png-10201667 "IMG_0532.png") – [\ \ IMG_0531.png](https://www.sweetstudy.com/files/img-0531-png "IMG_0531.png") – 2 years ago

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    – [\
    \
    IMG_0532.png](https://www.sweetstudy.com/files/img-0532-png-10201667 "IMG_0532.png")
    – [\
    \
    IMG_0531.png](https://www.sweetstudy.com/files/img-0531-png "IMG_0531.png")

    – 2 years ago

  • [Solved] 509ap7m6r

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  • [Solved] 509ap5m6r

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  • [Solved] 4k35 safety n quality

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    – 2 years ago **files (1)** – ## Assessment24035safetynquality.docx **## Assessment24035safetynquality.docx** **Assessment 2** **Root-Cause Analysis and Safety Improvement Plan** For this assessment, you can use a supplied template to conduct a root-cause analysis. The completed assessment will be a…

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    – 2 years ago

    **files (1)**

    – ## Assessment24035safetynquality.docx

    **## Assessment24035safetynquality.docx**

    **Assessment 2**

    **Root-Cause Analysis and Safety Improvement Plan**

    For this assessment, you can use a supplied template to conduct a root-cause analysis. The completed assessment will be a scholarly paper focusing on a quality or safety issue in a healthcare setting of your choice as well as a safety improvement plan.

    Expand All

    **Introduction**

    As patient safety concerns continue to be addressed in healthcare settings, nurses can play an active role in implementing safety improvement measures and plans. Often root-cause analyses are conducted and safety improvement plans are created to address sentinel or adverse events such as medication errors, patient falls, wrong-site surgery events, and hospital-acquired infections. Performing a root-cause analysis offers a systematic approach for identifying causes of problems, including process and system-check failures. Once the causes of failures have been determined, a safety improvement plan can be developed to prevent recurrences. The baccalaureate nurse's role as a leader is to create safety improvement plans as well as disseminate vital information to staff nurses and other healthcare professionals to protect patients and improve outcomes.

    As you prepare for this assessment, it would be an excellent choice to complete the Quality and Safety Improvement Plan Knowledge Base activity and to review the various assessment resources, all of which will help you build your knowledge of key concepts and terms related to quality and safety improvement. The terms and concepts will be helpful as you prepare your Root-Cause Analysis and Safety Improvement Plan. Activities are not graded and demonstrate course engagement.

    **Overview**

    Nursing practice is governed by healthcare policies and procedures as well as state and national regulations developed to prevent problems. It is critical for nurses to participate in gathering and analyzing data to determine causes of patient safety issues, in solving problems, and in implementing quality improvements.

    For this assessment, use the specific safety concern identified in your previous assessment as the subject of a root-cause analysis and safety improvement plan.

    **Instructions**

    The purpose of this assessment is to demonstrate your understanding of and ability to analyze a root cause of a specific safety concern in a healthcare setting. You will create a plan to improve the safety of patients related to
    **the safety quality issue presented in your Assessment Supplement PDF in Assessment 1**. Based on the results of your analysis, using the literature and professional best practices as well as the existing resources at your chosen healthcare setting, provide a rationale for your plan.

    Use the
    [Root-Cause Analysis and Safety Improvement Plan [DOCX]](https://courseroom.capella.edu/courses/38957/files/7122285/download) template to help you to stay organized and concise.

    Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

    · Analyze the root cause of a patient safety issue or a specific sentinel event in an organization.

    · Apply evidence-based and best-practice strategies to address the safety issue or sentinel event.

    · Create a viable, evidence-based safety improvement plan.

    · Identify existing organizational resources that could be leveraged to improve your plan.

    · Communicate in writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.

    **Additional Requirements**

    ·
    **Length of submission:** Use the provided template to create a 4–6 page root-cause analysis and safety improvement plan. A title page is not required but you must include a reference list as per the template.

    ·
    **Number of references:** Cite a minimum of 3 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old. Use the
    [BSN Nursing Program Library Guide](https://capellauniversity.libguides.com/BSN) as needed.

    ·
    **APA formatting:** Format references and citations according to current APA style. See the
    [APA Module](https://lat.strategiced.com/redirect?linkid=2586).

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 1: Analyze the elements of a successful quality improvement initiative.

    · Apply evidence-based and best-practice strategies to address a safety issue or sentinel event.

    · Create a feasible, evidence-based safety improvement plan to address a specific patient safety issue.

    · Competency 2: Analyze factors that lead to patient safety risks.

    · Analyze the root cause of a specific sentinel event or a patient safety issue in an organization.

    · Competency 3: Identify organizational interventions to promote patient safety.

    · Identify existing organizational resources that could be leveraged to improve a plan.

    · Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.

    · Organize content so ideas flow logically with smooth transitions; contains few errors in grammar or punctuation, word choice, and spelling.

    · Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

    **## Assessment24035safetynquality.docx**

    **Assessment 2**

    **Root-Cause Analysis and Safety Improvement Plan**

    For this assessment, you can use a supplied template to conduct a root-cause analysis. The completed assessment will be a scholarly paper focusing on a quality or safety issue in a healthcare setting of your choice as well as a safety improvement plan.

    Expand All

    **Introduction**

    As patient safety concerns continue to be addressed in healthcare settings, nurses can play an active role in implementing safety improvement measures and plans. Often root-cause analyses are conducted and safety improvement plans are created to address sentinel or adverse events such as medication errors, patient falls, wrong-site surgery events, and hospital-acquired infections. Performing a root-cause analysis offers a systematic approach for identifying causes of problems, including process and system-check failures. Once the causes of failures have been determined, a safety improvement plan can be developed to prevent recurrences. The baccalaureate nurse's role as a leader is to create safety improvement plans as well as disseminate vital information to staff nurses and other healthcare professionals to protect patients and improve outcomes.

    As you prepare for this assessment, it would be an excellent choice to complete the Quality and Safety Improvement Plan Knowledge Base activity and to review the various assessment resources, all of which will help you build your knowledge of key concepts and terms related to quality and safety improvement. The terms and concepts will be helpful as you prepare your Root-Cause Analysis and Safety Improvement Plan. Activities are not graded and demonstrate course engagement.

    **Overview**

    Nursing practice is governed by healthcare policies and procedures as well as state and national regulations developed to prevent problems. It is critical for nurses to participate in gathering and analyzing data to determine causes of patient safety issues, in solving problems, and in implementing quality improvements.

    For this assessment, use the specific safety concern identified in your previous assessment as the subject of a root-cause analysis and safety improvement plan.

    **Instructions**

    The purpose of this assessment is to demonstrate your understanding of and ability to analyze a root cause of a specific safety concern in a healthcare setting. You will create a plan to improve the safety of patients related to
    **the safety quality issue presented in your Assessment Supplement PDF in Assessment 1**. Based on the results of your analysis, using the literature and professional best practices as well as the existing resources at your chosen healthcare setting, provide a rationale for your plan.

    Use the
    [Root-Cause Analysis and Safety Improvement Plan [DOCX]](https://courseroom.capella.edu/courses/38957/files/7122285/download) template to help you to stay organized and concise.

    Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

    · Analyze the root cause of a patient safety issue or a specific sentinel event in an organization.

    · Apply evidence-based and best-practice strategies to address the safety issue or sentinel event.

    · Create a viable, evidence-based safety improvement plan.

    · Identify existing organizational resources that could be leveraged to improve your plan.

    · Communicate in writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.

    **Additional Requirements**

    ·
    **Length of submission:** Use the provided template to create a 4–6 page root-cause analysis and safety improvement plan. A title page is not required but you must include a reference list as per the template.

    ·
    **Number of references:** Cite a minimum of 3 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old. Use the
    [BSN Nursing Program Library Guide](https://capellauniversity.libguides.com/BSN) as needed.

    ·
    **APA formatting:** Format references and citations according to current APA style. See the
    [APA Module](https://lat.strategiced.com/redirect?linkid=2586).

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 1: Analyze the elements of a successful quality improvement initiative.

    · Apply evidence-based and best-practice strategies to address a safety issue or sentinel event.

    · Create a feasible, evidence-based safety improvement plan to address a specific patient safety issue.

    · Competency 2: Analyze factors that lead to patient safety risks.

    · Analyze the root cause of a specific sentinel event or a patient safety issue in an organization.

    · Competency 3: Identify organizational interventions to promote patient safety.

    · Identify existing organizational resources that could be leveraged to improve a plan.

    · Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.

    · Organize content so ideas flow logically with smooth transitions; contains few errors in grammar or punctuation, word choice, and spelling.

    · Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

  • [Solved] Discussion P W7 Reply to Peer 2-2

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    Liver injury labs are as follows ammonia levels, INR, fibrinogen, glucose, and lactate. Other abs include Alanine transaminase (ALT): 0 to 55 units per liter (U/L) Aspartate transaminase (AST): 0 to 48 U/L. Alkaline phosphatase (ALP): 30 to 129 U/L. Gamma-glutamyltransferase (GGT): 8 to 61 U/L. Bili…

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    Assignment Prompt & Instructions

    Liver injury labs are as follows ammonia levels, INR, fibrinogen, glucose, and lactate. Other abs include Alanine transaminase (ALT): 0 to 55 units per liter (U/L) Aspartate transaminase (AST): 0 to 48 U/L. Alkaline phosphatase (ALP): 30 to 129 U/L. Gamma-glutamyltransferase (GGT): 8 to 61 U/L. Bilirubin: 0.1 to 1.2 milligrams per deciliter (mg/dL). Prothrombin time (PT): 10.9 to 12.5 seconds. Albumin: 3.5 to 5.0 grams per deciliter (g/dL). Total proteins: 6.3 to 7.9 g/dL. Once diagnosed liver injury the medications can be adjusted based on the lab results. Also discontinuing of any acetaminophen orders also any other nephrotoxic medications will also be recommended (2022). rising burden of liver disease is mainly a reflection of the three the most common causes: alcohol-related liver disease, non-alcoholic fatty liver disease and viral hepatitis, although autoimmune liver disease is also a significant contributor.4 The burden of liver disease in children differs from that in adults, as although non-alcoholic fatty liver disease (NAFLD) is seen in all ages, reflecting the rise in childhood obesity, disease associated with injecting drug use and alcohol are rarely encountered (Newsome et al., 2018). Acute hepatitis A virus (HAV) infection highly contagious. People who get hepatitis A may feel sick for a few weeks or several months but usually recover completely and do not have lasting liver damage. In rare cases, hepatitis A can cause liver failure and even death. This is more common in older people and in people with other serious health issues, such as chronic liver disease (2022).

               Hepatitis A virus (HAV) is one of the well-known viruses that cause hepatitis all around the globe. Although this illness has decreased in developed countries due to extensive immunization, numerous developing and under-developed countries are struggling with this virus, HAV can be contained and prevented with vaccination. HAV can spread through oral fecal contact and through contaminated foods and water. Acute viral hepatitis is a systemic illness that mainly affects the liver. Hepatitis A virus (HAV), hepatitis B virus (HBV), hepatitis D virus (HDV), and hepatitis E virus (HEV) are the viruses that cause almost all instances of acute viral hepatitis, Hepatitis can be present with little or no symptoms, although it frequently results in jaundice, anorexia, and malaise. Hepatitis infection is divided into two types: acute and chronic. Acute hepatitis remains for less than six months, whereas chronic hepatitis stays for an extended period (Torre et al, 2021). In conclusion, vaccination is key to control the spreading of the virus not only for HAV but for all other hepatitis viruses. Immunization has to be considered an important step, and this system will enable the early detection of epidemiologic transitions and the implementation of preventative efforts before HAV infection becomes a public health issue.

    References

    Newsome, P. N., Cramb, R., Davison, S. M., Dillon, J. F., Foulerton, M., Godfrey, E. M., Hall, R., Harrower, U., Hudson, M., Langford, A., Mackie, A., Mitchell-Thain, R., Sennett, K., Sheron, N. C., Verne, J., Walmsley, M., & Yeoman, A. (2018, January). Guidelines on the management of abnormal liver blood tests. Gut. [https://pmc.ncbi.nlm.nih.gov/articles/PMC5754852/](https://pmc.ncbi.nlm.nih.gov/articles/PMC5754852/)

    https://my.clevelandclinic.org/health/diagnostics/17662-liver-function-tests. Liver Function Tests. (2022, November 9).

    Hepatitis A basics | hepatitis A | CDC. (2025a, January 31). [https://www.cdc.gov/hepatitis-a/about/index.html](https://www.cdc.gov/hepatitis-a/about/index.html)

    Gholizadeh, O., Akbarzadeh, S., Ghazanfari Hashemi, M., Gholami, M., Amini, P., Yekanipour, Z., Tabatabaie, R., Yasamineh, S., Hosseini, P., & Poortahmasebi, V. (2023). Hepatitis A: Viral Structure, Classification, Life Cycle, Clinical Symptoms, Diagnosis Error, and Vaccination. The Canadian journal of infectious diseases & medical microbiology = Journal canadien des maladies infectieuses et de la microbiologie medicale, 2023, 4263309. [https://doi.org/10.1155/2023/4263309](https://doi.org/10.1155/2023/4263309)

    Torre P., Aglitti A., Masarone M., Persico M., (2021) Viral hepatitis: milestones, unresolved issues, and future goals. World Journal of Gastroenterology.;27(28):4603–4638. doi: 10.3748/wjg. v27.i28.4603

    – 2 years ago

  • [Solved] Discussion P W7 Reply to Peer 1-1

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    **Gastric Acid Secretion and Its Regulation** Gastric acid secretion is regulated by a complex interplay of neural, hormonal, and paracrine pathways. The primary stimuli include acetylcholine (ACh), gastrin, and histamine. Acetylcholine, released by the vagus nerve, directly stimulates parietal cell…

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    **Gastric Acid Secretion and Its Regulation**

          Gastric acid secretion is regulated by a complex interplay of neural, hormonal, and paracrine pathways. The primary stimuli include acetylcholine (ACh), gastrin, and histamine. Acetylcholine, released by the vagus nerve, directly stimulates parietal cells to secrete hydrochloric acid (HCl). Gastrin, produced by G cells in the antrum of the stomach, binds to CCK2 receptors on parietal cells and enterochromaffin-like (ECL) cells, prompting histamine release. Histamine, secreted by ECL cells, activates H2 receptors on parietal cells, enhancing acid production via the cyclic AMP pathway (Niv & Dickman, 2020). While gastric acidity is crucial for digestion and microbial defense, excessive acidity poses significant risks. Strong acidity can lead to mucosal injury, increasing the likelihood of gastritis, peptic ulcer disease (PUD), and gastroesophageal reflux disease (GERD). Chronic acid exposure can also contribute to Barrett’s esophagus, a precancerous condition. Furthermore, excessive acid can impair pancreatic enzyme function and nutrient absorption, exacerbating deficiencies in iron, calcium, and vitamin B12 (Feldman et al., 2022).

    **Pathophysiology of Helicobacter pylori**

          Helicobacter pylori (H. pylori) is a Gram-negative, spiral-shaped bacterium that colonizes the gastric mucosa, primarily in the antral region. It produces urease, an enzyme that hydrolyzes urea into ammonia and carbon dioxide, creating a local buffering environment that allows the bacteria to survive in the highly acidic stomach. Additionally, H. pylori adheres to gastric epithelial cells and induces an inflammatory response by releasing virulence factors such as cytotoxin-associated gene A (CagA) and vacuolating cytotoxin A (VacA), leading to mucosal damage (Malfertheiner et al., 2021). The persistent inflammation can disrupt normal gastric physiology, increasing acid secretion in duodenal ulcers or leading to gastric atrophy and hypochlorhydria in chronic gastritis, increasing the risk for gastric cancer.

    **References**

    Feldman, M., Friedman, L. S., & Brandt, L. J. (2022). _Sleisenger and Fordtran’s Gastrointestinal and Liver Disease: Pathophysiology, Diagnosis, Management_. Elsevier.

    Malfertheiner, P., Megraud, F., Rokkas, T., Gisbert, J. P., Liou, J. M., Schulz, C., & Wauters, T. (2021). Management of Helicobacter pylori infection: The Maastricht VI/Florence consensus report. _Gut, 70_(12), 2114-2132.

    Niv, Y., & Dickman, R. (2020). Gastric acid secretion and its clinical implications: The role of histamine and gastrin. _World Journal of Gastroenterology, 26_(45), 7287-7301.

    – 2 years ago

  • [Solved] Discussion NT W7 Reply to Peer 2

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    **The Transition of Conceptual Models to Research Proposals** Conceptual models serve as the foundational framework that guides research proposals by providing structure, clarity, and direction for inquiry. In nursing research, conceptual models help define key variables, establish relationships bet…

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    **The Transition of Conceptual Models to Research Proposals**

          Conceptual models serve as the foundational framework that guides research proposals by providing structure, clarity, and direction for inquiry. In nursing research, conceptual models help define key variables, establish relationships between concepts, and justify the significance of a study. Chapter 21 explores the role of conceptual models in research, emphasizing their transition from abstract frameworks to structured proposals that drive evidence-based practice. A conceptual model provides a lens through which a researcher views a phenomenon, offering a theoretical foundation that informs research questions, hypotheses, and study design. For instance, a model like Meleis’ Transitions Theory can guide studies on patient adaptation to chronic illness by outlining key transition points and influencing factors (Meleis, 2010). Once a model is chosen, researchers align it with their problem statement, ensuring that study variables and interventions reflect the theoretical underpinnings. This alignment is crucial in shaping the research methodology, as it dictates the selection of qualitative or quantitative approaches and determines measurement tools that accurately capture the concepts under study (Polit & Beck, 2021).

          Furthermore, conceptual models facilitate the interpretation of findings by providing a structured explanation of observed relationships. The use of models enhances the rigor of research by ensuring consistency in data collection and analysis, ultimately leading to more meaningful conclusions that contribute to nursing knowledge. For example, Orem’s Self-Care Deficit Nursing Theory has been widely applied to research on patient self-management, influencing nursing interventions that promote autonomy and improved health outcomes (Taylor, Renpenning, & Geden, 2022). In summary, transitioning from a conceptual model to a research proposal involves integrating theoretical perspectives with methodological rigor. This process strengthens the study’s foundation, ensuring that research remains systematic, relevant, and impactful in advancing nursing practice.

    **References**

    Meleis, A. I. (2010). _Transitions theory: Middle range and situation-specific theories in nursing research and practice_. Springer Publishing Company.

    Polit, D. F., & Beck, C. T. (2021). _Nursing research: Generating and assessing evidence for nursing practice_ (11th ed.). Wolters Kluwer.

    Taylor, S. G., Renpenning, K., & Geden, E. (2022). _Self-care theory in nursing: Selected works of Orem’s self-care deficit nursing theory_. Springer.

    – 2 years ago

  • [Solved] Discussion NT W7 Reply to Peer 1

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    Transition of the concept model to transition involves several steps, these steps will help identify if the idea is a unique one or it has previous being suggested and or explore. Such steps are concept design, literature search and research questions and lastly how unique research are. Gap filling …

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    Transition of the concept model to transition involves several steps, these steps will help identify if the idea is a unique one or it has previous being suggested and or explore. Such steps are concept design, literature search and research questions and lastly how unique research are. Gap filling should also be included to finish the research. Liehr and Smith’s 10-phase iterative critical thought process for concept building intertwines theoretical and empirical dimensions. The process evolves through abduction, induction, and deduction (Liehr & Smith, 2018). It begins by naming a phenomenon of interest (nurturing resilience) based on fragmented observations, then combines these observations into a generalizable coherent whole. Although the general perspective is then deduced to specifics, the process repeats as necessary until defining properties of the emerging concept are identified; these properties emerge through analysis of both literature and empirical evidence. A coherent synthesis of all dimensions of knowing is then crafted into a cohesive presentation of the built concept (Liehr & Smith, 2018).

    Conceptual models can provide a visual representation of specific research questions. They also can show key components of programs, practices, and policies designed to promote health. Conceptual models may provide improved guidance for prevention and intervention efforts if they are based on frameworks that integrate social ecological and biological influences on health and incorporate health equity and social justice principles (Brady et al, 2020). To transition to a concept model followed by a framework, a research proposal is a critical step in the research process, ideas must be unique and have a purpose. Refining the concept is the first step needed to proceed with the research, structure and research must be present. Making connection between the concept model and the research proposal and testing the theory must also be present to validate and continue the research, the model should be tested or explored through the proposed research design and methods and lastly revisions and reviews must be made and analyzed. Researchers, practitioners, and policy makers can use conceptual models to convey ideas to diverse audiences (Brady et al, 2020). The principles of the thematic analysis technique, such as coding of data, searching for themes, refining the themes, and reporting the findings, are relatable to other qualitative methods, such as discourse analysis Thematic analysis is a method to analyze qualitative data (Flick, 2022). In conclusion, to create a research concept model for a specific research study a theoretical foundation must be present. Meticulous research and supporting evidence that supports ethical and logical considerations is a must. The careful reading of chapter 21 in the book called Middle Range Theory for Nursing written by Mary Jane Smith provides the reader with all the tools to successfully embark on a specific concept model that will transition to research proposal.

    References

    Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A Step-by-Step Process of Thematic Analysis to Develop a Conceptual Model in Qualitative Research. International Journal of Qualitative Methods, 22. [https://doi.org/10.1177/16094069231205789](https://doi.org/10.1177/16094069231205789)

    Smith, M. J., Liehr, P. R., & Carpenter, R. (2024). Middle range theory for nursing. Springer Publishing.

    Brady, S. S., Brubaker, L., Fok, C. S., Gahagan, S., Lewis, C. E., Lewis, J., Lowder, J. L., Nodora, J., Stapleton, A., Palmer, M. H., & Prevention of Lower Urinary Tract Symptoms (PLUS) Research Consortium (2020). Development of Conceptual Models to Guide Public Health Research, Practice, and Policy: Synthesizing Traditional and Contemporary Paradigms. Health promotion practice, 21(4), 510–524. [https://doi.org/10.1177/152483991989086](https://doi.org/10.1177/152483991989086)

    Flick U. (2022). The Sage handbook of qualitative research design. Sage.

    – 2 years ago

  • [Solved] Discussion P W7 Reply to Peer 2-2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Liver injury labs are as follows ammonia levels, INR, fibrinogen, glucose, and lactate. Other abs include Alanine transaminase (ALT): 0 to 55 units per liter (U/L) Aspartate transaminase (AST): 0 to 48 U/L. Alkaline phosphatase (ALP): 30 to 129 U/L. Gamma-glutamyltransferase (GGT): 8 to 61 U/L. Bili…

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    Assignment Prompt & Instructions

    Liver injury labs are as follows ammonia levels, INR, fibrinogen, glucose, and lactate. Other abs include Alanine transaminase (ALT): 0 to 55 units per liter (U/L) Aspartate transaminase (AST): 0 to 48 U/L. Alkaline phosphatase (ALP): 30 to 129 U/L. Gamma-glutamyltransferase (GGT): 8 to 61 U/L. Bilirubin: 0.1 to 1.2 milligrams per deciliter (mg/dL). Prothrombin time (PT): 10.9 to 12.5 seconds. Albumin: 3.5 to 5.0 grams per deciliter (g/dL). Total proteins: 6.3 to 7.9 g/dL. Once diagnosed liver injury the medications can be adjusted based on the lab results. Also discontinuing of any acetaminophen orders also any other nephrotoxic medications will also be recommended (2022). rising burden of liver disease is mainly a reflection of the three the most common causes: alcohol-related liver disease, non-alcoholic fatty liver disease and viral hepatitis, although autoimmune liver disease is also a significant contributor.4 The burden of liver disease in children differs from that in adults, as although non-alcoholic fatty liver disease (NAFLD) is seen in all ages, reflecting the rise in childhood obesity, disease associated with injecting drug use and alcohol are rarely encountered (Newsome et al., 2018). Acute hepatitis A virus (HAV) infection highly contagious. People who get hepatitis A may feel sick for a few weeks or several months but usually recover completely and do not have lasting liver damage. In rare cases, hepatitis A can cause liver failure and even death. This is more common in older people and in people with other serious health issues, such as chronic liver disease (2022).

               Hepatitis A virus (HAV) is one of the well-known viruses that cause hepatitis all around the globe. Although this illness has decreased in developed countries due to extensive immunization, numerous developing and under-developed countries are struggling with this virus, HAV can be contained and prevented with vaccination. HAV can spread through oral fecal contact and through contaminated foods and water. Acute viral hepatitis is a systemic illness that mainly affects the liver. Hepatitis A virus (HAV), hepatitis B virus (HBV), hepatitis D virus (HDV), and hepatitis E virus (HEV) are the viruses that cause almost all instances of acute viral hepatitis, Hepatitis can be present with little or no symptoms, although it frequently results in jaundice, anorexia, and malaise. Hepatitis infection is divided into two types: acute and chronic. Acute hepatitis remains for less than six months, whereas chronic hepatitis stays for an extended period (Torre et al, 2021). In conclusion, vaccination is key to control the spreading of the virus not only for HAV but for all other hepatitis viruses. Immunization has to be considered an important step, and this system will enable the early detection of epidemiologic transitions and the implementation of preventative efforts before HAV infection becomes a public health issue.

    References

    Newsome, P. N., Cramb, R., Davison, S. M., Dillon, J. F., Foulerton, M., Godfrey, E. M., Hall, R., Harrower, U., Hudson, M., Langford, A., Mackie, A., Mitchell-Thain, R., Sennett, K., Sheron, N. C., Verne, J., Walmsley, M., & Yeoman, A. (2018, January). Guidelines on the management of abnormal liver blood tests. Gut. [https://pmc.ncbi.nlm.nih.gov/articles/PMC5754852/](https://pmc.ncbi.nlm.nih.gov/articles/PMC5754852/)

    https://my.clevelandclinic.org/health/diagnostics/17662-liver-function-tests. Liver Function Tests. (2022, November 9).

    Hepatitis A basics | hepatitis A | CDC. (2025a, January 31). [https://www.cdc.gov/hepatitis-a/about/index.html](https://www.cdc.gov/hepatitis-a/about/index.html)

    Gholizadeh, O., Akbarzadeh, S., Ghazanfari Hashemi, M., Gholami, M., Amini, P., Yekanipour, Z., Tabatabaie, R., Yasamineh, S., Hosseini, P., & Poortahmasebi, V. (2023). Hepatitis A: Viral Structure, Classification, Life Cycle, Clinical Symptoms, Diagnosis Error, and Vaccination. The Canadian journal of infectious diseases & medical microbiology = Journal canadien des maladies infectieuses et de la microbiologie medicale, 2023, 4263309. [https://doi.org/10.1155/2023/4263309](https://doi.org/10.1155/2023/4263309)

    Torre P., Aglitti A., Masarone M., Persico M., (2021) Viral hepatitis: milestones, unresolved issues, and future goals. World Journal of Gastroenterology.;27(28):4603–4638. doi: 10.3748/wjg. v27.i28.4603

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