My Blog

Tag: Nursing

  • [Solved] P/Identity 3

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## ProfessionalIdentityoftheNurseLeaderD3.docx **## ProfessionalIdentityoftheNurseLeaderD3.docx** NUR4590CBE Section 01CBE Professional Identity of the Nurse Leader (11 Weeks) – CBE Online Course – 2025 Winter Quarter Deliverable 3 – Quality Improvement Process Top of F…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## ProfessionalIdentityoftheNurseLeaderD3.docx

    **## ProfessionalIdentityoftheNurseLeaderD3.docx**

    NUR4590CBE Section 01CBE Professional Identity of the Nurse Leader (11 Weeks) – CBE Online Course – 2025 Winter Quarter

    Deliverable 3 – Quality Improvement Process

    Top of Form

    Bottom of Form

    Assignment Content

    1.

    Top of Form

    Question <bdi></bdi>

    **Competency**

    Apply quality improvement processes utilizing data from outcome measures in the clinical microsystem.

    **Student Success Criteria**

    View the grading rubric for this deliverable by selecting the “This item is graded with a rubric” link, which is located in the
    _Details & Information_ pane.

    **Scenario**

    You are applying for the role of quality assurance manager at a large health care system. One of the job application requirements is to provide an example of the quality improvement process, from beginning to end, to demonstrate your understanding of how this process requires action at the clinical microsystem level. As a former bedside nurse, you have a wealth of experience to bring to this example and want to be sure to include how continuous quality improvement processes must be applied at this level of care.

    **Instructions**

    Consider one of the following to identify an example of how quality improvement must be applied to the clinical microsystem:

    · HCAHPS Scores

    · Medication Error Incident Reports

    · A Sentinel Event (death or serious injury not related to the natural course of the client’s illness)

    · A breach in protocol or standard of nursing practice

    As you develop your example for your job application, include the following elements in a Word document:

    · Mechanisms to identify a potential problem regarding quality of service delivery.

    · Discuss techniques of data collection that may be required to illustrate the scope of the quality improvement process.

    · Identify the structure, process, or outcomes standards to place this quality improvement initiative in a context for action.

    · Identify the standards that will be used to gauge the effectiveness of the quality improvement effort.

    · Describe steps the organization (system) could or should take to avoid this quality issue in the future.

    · Provides stated ideas with professional language and attribution for credible sources with correct APA citation, spelling, and grammar.

    **Resources**

    ·
    [https://www.ahrq.gov/cahps/quality-improvement/improvement-guide/4-approach-qi-process/index.html](https://www.ahrq.gov/cahps/quality-improvement/improvement-guide/4-approach-qi-process/index.html)

    Bottom of Form

    Rubric

    ·

    ·
    **A – 4 – Mastery**

    Thoroughly described mechanisms for a potential problem regarding quality of service delivery.

    **0**

    **B – 3 – Proficiency**

    Clearly described mechanisms for a potential problem regarding quality of service delivery.

    **0**

    **C – 2 – Competence**

    Briefly described mechanisms for a potential problem regarding quality of service delivery.

    **0**

    **F – 1 – No Pass**

    Did not include mechanisms to identify a potential problem.

    **0**

    **I – 0 – Not Submitted**

    Not Submitted

    **0**

    ·
    **Criterion 2**

    0% of total grade

    **A – 4 – Mastery**

    Thoroughly discussed techniques of data collection required to illustrate the quality improvement process.

    **0**

    **B – 3 – Proficiency**

    Clearly discussed techniques of data collection required to illustrate the quality improvement process.

    **0**

    **C – 2 – Competence**

    Briefly discussed techniques of data collection required to illustrate the quality improvement process.

    **0**

    **F – 1 – No Pass**

    Did not discuss techniques of data collection.

    **0**

    **I – 0 – Not Submitted**

    Not Submitted

    **0**

    ·
    **Criterion 3**

    0% of total grade

    **A – 4 – Mastery**

    Thoroughly identified the structure, process, or outcomes standards to place this quality improvement initiative in a context for action.

    **0**

    **B – 3 – Proficiency**

    Clearly identified the structure, process, or outcomes standards to place this quality improvement initiative in a context for action.

    **0**

    **C – 2 – Competence**

    Briefly identified the structure, process, or outcomes standards to place this quality improvement initiative in a context for action.

    **0**

    **F – 1 – No Pass**

    Does not identify the structure, process, or outcomes standards to place this quality improvement initiative in a context for action.

    **0**

    **I – 0 – Not Submitted**

    Not Submitted

    **0**

    ·
    **Criterion 4**

    0% of total grade

    **A – 4 – Mastery**

    Thoroughly described the standards that may be used to gauge effectiveness in the quality improvement effort.

    **0**

    **B – 3 – Proficiency**

    Completely described the standards that may be used to gauge effectiveness in the quality improvement effort.

    **0**

    **C – 2 – Competence**

    Briefly identified the standards that may be used to gauge effectiveness s or success in the quality improvement effort.

    **0**

    **F – 1 – No Pass**

    Did not identify how standards gauge effectiveness of the quality improvement effort.

    **0**

    **I – 0 – Not Submitted**

    Not Submitted

    **0**

    ·
    **Criterion 5**

    0% of total grade

    **A – 4 – Mastery**

    Thoroughly described the steps the organization (system) could or should take to avoid this quality issue in the future.

    **0**

    **B – 3 – Proficiency**

    Clearly described the steps the organization (system) could or should take to avoid this quality issue in the future.

    **0**

    **C – 2 – Competence**

    Briefly described the steps the organization (system) could or should take to avoid this quality issue in the future.

    **0**

    **F – 1 – No Pass**

    Did not address the steps the organization (system) could or should take to avoid this quality issue in the future.

    **0**

    **I – 0 – Not Submitted**

    Not Submitted

    **0**

    ·
    **Criterion 6**

    0% of total grade

    **A – 4 – Mastery**

    Provided stated ideas with professional language and attribution for credible sources with correct APA citation, spelling, and grammar.

    **0**

    **B – 3 – Proficiency**

    Provided stated ideas with professional language and attribution for credible sources with minimal APA citation, spelling, and grammar errors.

    **0**

    **C – 2 – Competence**

    Attempted to provide stated ideas with professional language and attribution for credible sources with some APA citation, spelling, and grammar errors.

    **0**

    **F – 1 – No Pass**

    Provided confusing ideas with an attempt at professional language and attribution for credible sources with numerous APA citation, spelling, and grammar errors.

    **0**

    **I – 0 – Not Submitted**

    APA and grammar

    **## ProfessionalIdentityoftheNurseLeaderD3.docx**

    NUR4590CBE Section 01CBE Professional Identity of the Nurse Leader (11 Weeks) – CBE Online Course – 2025 Winter Quarter

    Deliverable 3 – Quality Improvement Process

    Top of Form

    Bottom of Form

    Assignment Content

    1.

    Top of Form

    Question <bdi></bdi>

    **Competency**

    Apply quality improvement processes utilizing data from outcome measures in the clinical microsystem.

    **Student Success Criteria**

    View the grading rubric for this deliverable by selecting the “This item is graded with a rubric” link, which is located in the
    _Details & Information_ pane.

    **Scenario**

    You are applying for the role of quality assurance manager at a large health care system. One of the job application requirements is to provide an example of the quality improvement process, from beginning to end, to demonstrate your understanding of how this process requires action at the clinical microsystem level. As a former bedside nurse, you have a wealth of experience to bring to this example and want to be sure to include how continuous quality improvement processes must be applied at this level of care.

    **Instructions**

    Consider one of the following to identify an example of how quality improvement must be applied to the clinical microsystem:

    · HCAHPS Scores

    · Medication Error Incident Reports

    · A Sentinel Event (death or serious injury not related to the natural course of the client’s illness)

    · A breach in protocol or standard of nursing practice

    As you develop your example for your job application, include the following elements in a Word document:

    · Mechanisms to identify a potential problem regarding quality of service delivery.

    · Discuss techniques of data collection that may be required to illustrate the scope of the quality improvement process.

    · Identify the structure, process, or outcomes standards to place this quality improvement initiative in a context for action.

    · Identify the standards that will be used to gauge the effectiveness of the quality improvement effort.

    · Describe steps the organization (system) could or should take to avoid this quality issue in the future.

    · Provides stated ideas with professional language and attribution for credible sources with correct APA citation, spelling, and grammar.

    **Resources**

    ·
    [https://www.ahrq.gov/cahps/quality-improvement/improvement-guide/4-approach-qi-process/index.html](https://www.ahrq.gov/cahps/quality-improvement/improvement-guide/4-approach-qi-process/index.html)

    Bottom of Form

    Rubric

    ·

    ·
    **A – 4 – Mastery**

    Thoroughly described mechanisms for a potential problem regarding quality of service delivery.

    **0**

    **B – 3 – Proficiency**

    Clearly described mechanisms for a potential problem regarding quality of service delivery.

    **0**

    **C – 2 – Competence**

    Briefly described mechanisms for a potential problem regarding quality of service delivery.

    **0**

    **F – 1 – No Pass**

    Did not include mechanisms to identify a potential problem.

    **0**

    **I – 0 – Not Submitted**

    Not Submitted

    **0**

    ·
    **Criterion 2**

    0% of total grade

    **A – 4 – Mastery**

    Thoroughly discussed techniques of data collection required to illustrate the quality improvement process.

    **0**

    **B – 3 – Proficiency**

    Clearly discussed techniques of data collection required to illustrate the quality improvement process.

    **0**

    **C – 2 – Competence**

    Briefly discussed techniques of data collection required to illustrate the quality improvement process.

    **0**

    **F – 1 – No Pass**

    Did not discuss techniques of data collection.

    **0**

    **I – 0 – Not Submitted**

    Not Submitted

    **0**

    ·
    **Criterion 3**

    0% of total grade

    **A – 4 – Mastery**

    Thoroughly identified the structure, process, or outcomes standards to place this quality improvement initiative in a context for action.

    **0**

    **B – 3 – Proficiency**

    Clearly identified the structure, process, or outcomes standards to place this quality improvement initiative in a context for action.

    **0**

    **C – 2 – Competence**

    Briefly identified the structure, process, or outcomes standards to place this quality improvement initiative in a context for action.

    **0**

    **F – 1 – No Pass**

    Does not identify the structure, process, or outcomes standards to place this quality improvement initiative in a context for action.

    **0**

    **I – 0 – Not Submitted**

    Not Submitted

    **0**

    ·
    **Criterion 4**

    0% of total grade

    **A – 4 – Mastery**

    Thoroughly described the standards that may be used to gauge effectiveness in the quality improvement effort.

    **0**

    **B – 3 – Proficiency**

    Completely described the standards that may be used to gauge effectiveness in the quality improvement effort.

    **0**

    **C – 2 – Competence**

    Briefly identified the standards that may be used to gauge effectiveness s or success in the quality improvement effort.

    **0**

    **F – 1 – No Pass**

    Did not identify how standards gauge effectiveness of the quality improvement effort.

    **0**

    **I – 0 – Not Submitted**

    Not Submitted

    **0**

    ·
    **Criterion 5**

    0% of total grade

    **A – 4 – Mastery**

    Thoroughly described the steps the organization (system) could or should take to avoid this quality issue in the future.

    **0**

    **B – 3 – Proficiency**

    Clearly described the steps the organization (system) could or should take to avoid this quality issue in the future.

    **0**

    **C – 2 – Competence**

    Briefly described the steps the organization (system) could or should take to avoid this quality issue in the future.

    **0**

    **F – 1 – No Pass**

    Did not address the steps the organization (system) could or should take to avoid this quality issue in the future.

    **0**

    **I – 0 – Not Submitted**

    Not Submitted

    **0**

    ·
    **Criterion 6**

    0% of total grade

    **A – 4 – Mastery**

    Provided stated ideas with professional language and attribution for credible sources with correct APA citation, spelling, and grammar.

    **0**

    **B – 3 – Proficiency**

    Provided stated ideas with professional language and attribution for credible sources with minimal APA citation, spelling, and grammar errors.

    **0**

    **C – 2 – Competence**

    Attempted to provide stated ideas with professional language and attribution for credible sources with some APA citation, spelling, and grammar errors.

    **0**

    **F – 1 – No Pass**

    Provided confusing ideas with an attempt at professional language and attribution for credible sources with numerous APA citation, spelling, and grammar errors.

    **0**

    **I – 0 – Not Submitted**

    APA and grammar

  • [Solved] NUR 512 Week 4 TR

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## Week4TR.docx **## Week4TR.docx** Choose a state and review the scope of practice for the advanced practice nurse. How does it compare to Florida? **Submission Instructions:** · Your initial post should be at least 500 words, formatted and cited in current APA style w…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## Week4TR.docx

    **## Week4TR.docx**

    Choose a state and review the scope of practice for the advanced practice nurse. How does it compare to Florida?

    **Submission Instructions:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

    · Please write in paragraph form, no bullet points

    · Please do not use textbooks as reference only peer-reviewed scholarly articles from within 4 years time.

    **## Week4TR.docx**

    Choose a state and review the scope of practice for the advanced practice nurse. How does it compare to Florida?

    **Submission Instructions:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

    · Please write in paragraph form, no bullet points

    · Please do not use textbooks as reference only peer-reviewed scholarly articles from within 4 years time.

  • [Solved] NUR 502 Week 4 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## Week42.docx **## Week42.docx** **Reproductive Function:** Ms. P.C. is a 19-year-old white female who reports a 2-day history of lower abdominal pain, nausea, emesis and a heavy, malodorous vaginal discharge. She states that she is single, heterosexual, and that she h…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## Week42.docx

    **## Week42.docx**

    **Reproductive Function:** Ms. P.C. is a 19-year-old white female who reports a 2-day history of lower abdominal pain, nausea, emesis and a heavy, malodorous vaginal discharge. She states that she is single, heterosexual, and that she has been sexually active with only one partner for the past eight months. She has no previous history of genitourinary infections or sexually transmitted diseases. She denies IV drug use. Her LMP ended three days ago. Her last intercourse (vaginal) was eight days ago and she states that they did not use a condom. She admits to unprotected sex “every once in a while.” She noted an abnormal vaginal discharge yesterday and she describes it as “thick, greenish-yellow in color, and very smelly.” She denies both oral and rectal intercourse. She does not know if her partner has had a recent genitourinary tract infection, “because he has been away on business for five days.
    Microscopic Examination of Vaginal Discharge
    (-) yeast or hyphae
    (-) flagellated microbes
    (+) white blood cells
    (+) gram-negative intracellular diplococci

    **Case Study Questions**

    1. According to the case presented, including the clinical manifestations and microscopic examination of the vaginal discharge, what is the most probably diagnosis for Ms. P.C.? Support your answer and explain why you get to that diagnosis.

    2. Based on the vaginal discharged described and the microscopic examination of the sample could you suggest which would be the microorganism involved?

    3. Name the criteria you would use to recommend hospitalization for this patient

    **Submission Instructions:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

    · Please write in paragraph form, no bullet points

    · Please do not use textbooks as reference only peer-reviewed scholarly articles from within 4 years time.

    **## Week42.docx**

    **Reproductive Function:** Ms. P.C. is a 19-year-old white female who reports a 2-day history of lower abdominal pain, nausea, emesis and a heavy, malodorous vaginal discharge. She states that she is single, heterosexual, and that she has been sexually active with only one partner for the past eight months. She has no previous history of genitourinary infections or sexually transmitted diseases. She denies IV drug use. Her LMP ended three days ago. Her last intercourse (vaginal) was eight days ago and she states that they did not use a condom. She admits to unprotected sex “every once in a while.” She noted an abnormal vaginal discharge yesterday and she describes it as “thick, greenish-yellow in color, and very smelly.” She denies both oral and rectal intercourse. She does not know if her partner has had a recent genitourinary tract infection, “because he has been away on business for five days.
    Microscopic Examination of Vaginal Discharge
    (-) yeast or hyphae
    (-) flagellated microbes
    (+) white blood cells
    (+) gram-negative intracellular diplococci

    **Case Study Questions**

    1. According to the case presented, including the clinical manifestations and microscopic examination of the vaginal discharge, what is the most probably diagnosis for Ms. P.C.? Support your answer and explain why you get to that diagnosis.

    2. Based on the vaginal discharged described and the microscopic examination of the sample could you suggest which would be the microorganism involved?

    3. Name the criteria you would use to recommend hospitalization for this patient

    **Submission Instructions:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

    · Please write in paragraph form, no bullet points

    · Please do not use textbooks as reference only peer-reviewed scholarly articles from within 4 years time.

  • [Solved] NUR 502 Week 4

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## Week41.docx **## Week41.docx** **Urinary Function:** Mr. J.R. is a 73-year-old man, who was admitted to the hospital with clinical manifestations of gastroenteritis and possible renal injury. The patient’s chief complaints are fever, nausea with vomiting and diarrhea…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## Week41.docx

    **## Week41.docx**

    **Urinary Function:** Mr. J.R. is a 73-year-old man, who was admitted to the hospital with clinical manifestations of gastroenteritis and possible renal injury. The patient’s chief complaints are fever, nausea with vomiting and diarrhea for 48 hours, weakness, dizziness, and a bothersome metallic taste in the mouth. The patient is pale and sweaty. He had been well until two days ago, when he began to experience severe nausea several hours after eating two burritos for supper. The burritos had been ordered from a local fast-food restaurant. The nausea persisted and he vomited twice with some relief. As the evening progressed, he continued to feel “very bad” and took some Pepto-Bismol to help settle his stomach. Soon thereafter, he began to feel achy and warm. His temperature at the time was 100. 5°F. He has continued to experience nausea, vomiting, and a fever. He has not been able to tolerate any solid foods or liquids. Since yesterday, he has had 5–6 watery bowel movements. He has not noticed any blood in the stools. His wife brought him to the ER because he was becoming weak and dizzy when he tried to stand up. His wife denies any recent travel, use of antibiotics, laxatives, or excessive caffeine, or that her husband has an eating disorder.

    **Case Study Questions**

    1. The attending physician is thinking that Mr. J.R. has developed an Acute Kidney Injury (AKI). Analyzing the case presented name the possible types of Acute Kidney Injury. Link the clinical manifestations described to the different types of Acute Kidney injury.

    2. Create a list of risk factors the patient might have and explain why.

    3. Unfortunately, the damage on J.R. kidney became irreversible and he is now diagnosed with Chronic kidney disease. Please describe the complications that the patient might have on his Hematologic system (Coagulopathy and Anemia) and the pathophysiologic mechanisms involved.

    **Submission Instructions:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

    · Please write in paragraph form, no bullet points

    · Please do not use textbooks as reference only peer-reviewed scholarly articles from within 4 years time.

    **## Week41.docx**

    **Urinary Function:** Mr. J.R. is a 73-year-old man, who was admitted to the hospital with clinical manifestations of gastroenteritis and possible renal injury. The patient’s chief complaints are fever, nausea with vomiting and diarrhea for 48 hours, weakness, dizziness, and a bothersome metallic taste in the mouth. The patient is pale and sweaty. He had been well until two days ago, when he began to experience severe nausea several hours after eating two burritos for supper. The burritos had been ordered from a local fast-food restaurant. The nausea persisted and he vomited twice with some relief. As the evening progressed, he continued to feel “very bad” and took some Pepto-Bismol to help settle his stomach. Soon thereafter, he began to feel achy and warm. His temperature at the time was 100. 5°F. He has continued to experience nausea, vomiting, and a fever. He has not been able to tolerate any solid foods or liquids. Since yesterday, he has had 5–6 watery bowel movements. He has not noticed any blood in the stools. His wife brought him to the ER because he was becoming weak and dizzy when he tried to stand up. His wife denies any recent travel, use of antibiotics, laxatives, or excessive caffeine, or that her husband has an eating disorder.

    **Case Study Questions**

    1. The attending physician is thinking that Mr. J.R. has developed an Acute Kidney Injury (AKI). Analyzing the case presented name the possible types of Acute Kidney Injury. Link the clinical manifestations described to the different types of Acute Kidney injury.

    2. Create a list of risk factors the patient might have and explain why.

    3. Unfortunately, the damage on J.R. kidney became irreversible and he is now diagnosed with Chronic kidney disease. Please describe the complications that the patient might have on his Hematologic system (Coagulopathy and Anemia) and the pathophysiologic mechanisms involved.

    **Submission Instructions:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

    · Please write in paragraph form, no bullet points

    · Please do not use textbooks as reference only peer-reviewed scholarly articles from within 4 years time.

  • [Solved] NR507 Week 4 Collaboration Response MR

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    response is needed Hello everyone, **Describe the specific pathophysiological processes in SLE that lead to the manifestations observed in your assigned body system. How does SLE affect your assigned body system?** Systemic Lupus Erythematosus (SLE) is an autoimmune disease that affects the pulmonar…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    response is needed

    Hello everyone,

    **Describe the specific pathophysiological processes in SLE that lead to the manifestations observed in your assigned body system. How does SLE affect your assigned body system?**

         Systemic Lupus Erythematosus (SLE) is an autoimmune disease that affects the pulmonary system mainly through inflammation. Autoantibodies and immune complexes attack lung tissue, causing pleuritis, Interstitial Lung Disease (ILD), and pulmonary hypertension (Shin et al., 2022). Symptoms of pleuritis include acute chest aches and labored breathing. For pulmonary system, scarring and inflammation from ILD induce lung rigidity, which impairs gas exchange.

    **Discuss the symptoms and clinical manifestations of SLE on your assigned body system. How do these symptoms impact the client’s function and quality of life? Can changes in your assigned body system affect or be affected by other body systems in clients with SLE?**

         Cough, dyspnea, chest pain, and weariness are SLE pulmonary symptoms. These symptoms limit mobility and lower the client's quality of life, making walking or stair climbing difficult (Depascale et al., 2021). Interstitial lung illness can cause fatigue and reduced exercise tolerance, like chronic hypoxia. Pulmonary changes can be linked to cardiovascular stress in right-sided heart failure patients with pulmonary hypertension. If only the renal, cardiovascular, and immune systems are inflamed, pulmonary changes can increase systemic inflammation. This reciprocal body structure activation worsens SLE treatment.

    **Discuss the diagnostic tests used to diagnose SLE-related complications in your body system. What challenges are associated with diagnosing SLE if only looking at your assigned body system?**

          Imaging and functional testing are needed to diagnose pulmonary involvement in SLE. High-resolution Computed Tomography (CT) scans or chest X-rays are needed to confirm chest opacities, pleural effusion, or lung fibrosis in suspected interstitial lung disease. Pulmonary Function Tests (PFTs) of lung volume and diffusing capacity can also confirm interstitial lung disease (Zamboti et al., 2021). Diagnosing SLE through the pulmonary system is quite challenging since its symptoms are very much related to asthma.

    **Explore the current treatments for managing SLE symptoms associated with your assigned body system. What are the goals of these treatments, and how effective are they in mitigating the impact of SLE on the body?**

          SLE pulmonary manifestations require inflammation control, lung tissue preservation, and symptom suppression. Corticosteroids like prednisone are anti-inflammatory. Medications like mycophenolate mofetil and azathioprine weaken the immune system. Sildenafil and other vasodilators treat pulmonary hypertension. Continuous oxygen supply is also sometimes required for chronic hypoxic conditions (Agarwal et al., 2021). The main goal of this medicines is to manage the disease and slow its progression but cannot repair the damage. They are effective in a way they protect lung function and minimize SLE's health impacts.

    **References**

    Agarwal, T., Kazemi, S., Costantini, M., Perfeito, F., Correia, C. R., Gaspar, V., Montazeri, L., De Maria, C., Mano, J. F., Vosough, M., Makvandi, P., & Maiti, T. K. (2021). Oxygen releasing materials: Towards addressing the hypoxia-related issues in tissue engineering. _Materials Science and Engineering: C_, _122_, 111896. [https://doi.org/10.1016/j.msec.2021.111896Links to an external site.](https://doi.org/10.1016/j.msec.2021.111896)

    Depascale, R., Del Frate, G., Gasparotto, M., Manfrè, V., Gatto, M., Iaccarino, L., Quartuccio, L., De Vita, S., & Doria, A. (2021). Diagnosis and management of lung involvement in systemic lupus erythematosus and Sjögren’s syndrome: A literature review. _Therapeutic Advances in Musculoskeletal Disease_, _13_, 1–24. [https://doi.org/10.1177/1759720x211040696Links to an external site.](https://doi.org/10.1177/1759720×211040696)

    Shin, J. I., Lee, K. H., Park, S., Yang, J. W., Kim, H. J., Song, K., Lee, S., Na, H., Jang, Y. J., Nam, J. Y., Kim, S., Lee, C., Hong, C., Kim, C., Kim, M., Choi, U., Seo, J., Jin, H., Yi, B., & Jeong, S. J. (2022). Systemic lupus erythematosus and lung involvement: A comprehensive review. _Journal of Clinical Medicine_, _11_(22), 6714. [https://doi.org/10.3390/jcm11226714Links to an external site.](https://doi.org/10.3390/jcm11226714)

    Zamboti, C. L., Cristina, A., Garcia, T., Krinski, G. G., Bertin, L. D., Almeida, S., Pimpão, H. A., Fujisawa, D. S., Ribeiro, M. A., Pitta, F., & Camillo, C. A. (2021). Functional performance tests in interstitial lung disease: Impairment and measurement properties. _Respiratory Medicine_, _184_, 106413. [https://doi.org/10.1016/j.rmed.2021.106413](https://doi.org/10.1016/j.rmed.2021.106413)

    – 2 years ago

  • [Solved] New journal

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Learning Activity: Module 2: Nursing Workplace Journal** **A)** **Search social media and Google yourself** i. Discover: o What shows up on the internet o What your significant others, family, or friends have tagged you in on social media (look at comments and photos too) o What was revealed **B.*…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **Learning Activity: Module 2: Nursing Workplace Journal**

    **A)** **Search social media and Google yourself**

    i. Discover:

    o  What shows up on the internet

    o What your significant others, family, or friends have tagged you in on social media (look at comments and photos too)

    o What was revealed

    **B.** **Answer the following questions:**

    i.  Could you explain what was found if questioned during an interview?

    ii.  Were there any posts that were posted without your permission or that you were unaware of? What strategies do you want to take to minimize those

    surprises?

    **C.** **Reflect on the things that you post / share (including pictures and words written) / “likes” on your personal social media sites:  Complete the chart below**

    **Frequently**

    **Post**

    **Sometimes Post**

    **Occasionally Post**

    **Never**

    **Post**

    **About my personal success**

    **Family**

    **Achievements in life / work**

    **Things regarding Co-Workers**

    **Comments about a good or bad day**

    **Ranting**

    **Pictures with Alcohol / Drugs / unwarranted activities**

    **Posts/comments regarding where you work or go to school**

    **D.)** **Answer**

    i. Which of these items did you request the permission of others involved prior to posting?

    ii. How might some posts/comments be perceived by future employers or the public?

    – [\
    \
    IMG_0956.jpeg](https://www.sweetstudy.com/files/img-0956-jpeg-10175571 "IMG_0956.jpeg")

    – 2 years ago

  • [Solved] Concept Map

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see attachment – 2 years ago **files (1)** – ## Transconceptmapdraft.docx **## Transconceptmapdraft.docx** **Step 1: Choose a Patient Population and Problem of Interest** Elderly patients with hypertension facing barriers to effective disease management. **Step 2: Understand Micro, Meso, and …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Please see attachment

    – 2 years ago

    **files (1)**

    – ## Transconceptmapdraft.docx

    **## Transconceptmapdraft.docx**

    **Step 1: Choose a Patient Population and Problem of Interest**

    Elderly patients with hypertension facing barriers to effective disease management.

    **Step 2: Understand Micro, Meso, and Macro Levels**

    ·
    **Micro**: Individual or direct influences (e.g., personal behaviors, knowledge, family support).

    ·
    **Meso**: Community or organizational influences (e.g., healthcare facilities, clinics, work environments).

    ·
    **Macro**: Broader societal or systemic influences (e.g., healthcare policy, socioeconomic factors, cultural norms).

    **Step 3: Brainstorm Contributing Factors**

    Identify at least four contributing factors for each level. For each factor, think about how it might connect to others.

    **Example for Elderly with Hypertension:**

    ·
    **Micro**:

    · Poor medication adherence

    · Limited knowledge of hypertension

    · Lack of family support

    · Sedentary lifestyle

    ·
    **Meso**:

    · Limited access to primary care

    · Lack of community health programs

    · Inconsistent follow-up from healthcare providers

    · Transportation issues to clinics

    ·
    **Macro**:

    · High cost of medications

    · Insurance coverage gaps

    · Socioeconomic disparities

    · Public health policies not prioritizing elderly care

    **Step 4: Draw Connections**

    Create
    **12 relationship arrows** between the factors across levels. Use logic to explain the connections:

    · Example:
    _"Poor medication adherence (micro) connects to high medication costs (macro) because financial strain limits access to medications."_

    **Step 5: Build the Concept Map**

    Use
    **MindMup** to design your map or you can use words doc

    1. Go to
    [MindMup](https://www.mindmup.com/).

    2. Create three main branches:
    **Micro, Meso, Macro**.

    3. Add four factors under each branch.

    4. Draw arrows to show relationships and label or color-code them.

    5. Save your map as a JPEG image.

    **Step 6: Write Rationales for Relationships**

    For six of your arrows, briefly explain why the factors are connected.

    _Example_:

    ·
    **Rationale for Connection**:
    _Transportation issues (meso) and poor medication adherence (micro) are linked because patients unable to reach pharmacies or clinics may skip medications._

    **Step 7: Incorporate Resources**

    Add supporting references or key insights from articles, lesson readings, or your coursework. Example:
    _"As discussed in Lesson 4.1, socioeconomic barriers at the macro level significantly impact patient behavior at the micro level."_

    **## Transconceptmapdraft.docx**

    **Step 1: Choose a Patient Population and Problem of Interest**

    Elderly patients with hypertension facing barriers to effective disease management.

    **Step 2: Understand Micro, Meso, and Macro Levels**

    ·
    **Micro**: Individual or direct influences (e.g., personal behaviors, knowledge, family support).

    ·
    **Meso**: Community or organizational influences (e.g., healthcare facilities, clinics, work environments).

    ·
    **Macro**: Broader societal or systemic influences (e.g., healthcare policy, socioeconomic factors, cultural norms).

    **Step 3: Brainstorm Contributing Factors**

    Identify at least four contributing factors for each level. For each factor, think about how it might connect to others.

    **Example for Elderly with Hypertension:**

    ·
    **Micro**:

    · Poor medication adherence

    · Limited knowledge of hypertension

    · Lack of family support

    · Sedentary lifestyle

    ·
    **Meso**:

    · Limited access to primary care

    · Lack of community health programs

    · Inconsistent follow-up from healthcare providers

    · Transportation issues to clinics

    ·
    **Macro**:

    · High cost of medications

    · Insurance coverage gaps

    · Socioeconomic disparities

    · Public health policies not prioritizing elderly care

    **Step 4: Draw Connections**

    Create
    **12 relationship arrows** between the factors across levels. Use logic to explain the connections:

    · Example:
    _"Poor medication adherence (micro) connects to high medication costs (macro) because financial strain limits access to medications."_

    **Step 5: Build the Concept Map**

    Use
    **MindMup** to design your map or you can use words doc

    1. Go to
    [MindMup](https://www.mindmup.com/).

    2. Create three main branches:
    **Micro, Meso, Macro**.

    3. Add four factors under each branch.

    4. Draw arrows to show relationships and label or color-code them.

    5. Save your map as a JPEG image.

    **Step 6: Write Rationales for Relationships**

    For six of your arrows, briefly explain why the factors are connected.

    _Example_:

    ·
    **Rationale for Connection**:
    _Transportation issues (meso) and poor medication adherence (micro) are linked because patients unable to reach pharmacies or clinics may skip medications._

    **Step 7: Incorporate Resources**

    Add supporting references or key insights from articles, lesson readings, or your coursework. Example:
    _"As discussed in Lesson 4.1, socioeconomic barriers at the macro level significantly impact patient behavior at the micro level."_

  • [Solved] Week 4 NR507 Collaboration Cafe response KPM

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Need a response Good Afternoon Dr. Giner and Classmates my designated system for this discussion is the cardiovascular system, one of my favorites. Systemic lupus erythematosus (SLE) is a chronic autoimmune disease. In the cardiovascular system, this autoimmune response can result in several pathoph…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Need a response

    Good Afternoon Dr. Giner and Classmates my designated system for this discussion is the cardiovascular system, one of my favorites.

    Systemic lupus erythematosus (SLE) is a chronic autoimmune disease. In the cardiovascular system, this autoimmune response can result in several pathophysiological processes:

    – **Pericarditis**: Inflammation of the pericardium, the membrane surrounding the heart, is the most common cardiac manifestation in SLE patients. This condition can cause chest pain and may lead to pericardial effusion.
    – **Accelerated Atherosclerosis**: SLE is associated with an increased risk of premature atherosclerosis, leading to coronary artery disease. Chronic inflammation and immune complex deposition contribute to endothelial damage, promoting plaque formation.
    – **Libman-Sacks Endocarditis**: This nonbacterial form of endocarditis involves the formation of sterile vegetations on heart valves, particularly the mitral and aortic valves. These vegetations can lead to valvular dysfunction and increase the risk of thromboembolic events.

    Cardiovascular involvement in SLE can present with different symptoms like Chest Pain Often resulting from pericarditis, patients may experience sharp, pleuritic chest pain that worsens with deep breaths or lying down. Dyspnea can occur due to pericardial effusion or heart failure secondary to myocarditis or coronary artery disease and  Palpitations with Arrhythmias may arise from myocardial involvement or valvular disease.

    These cardiovascular manifestations can significantly impact a patient's daily functioning and quality of life, leading to reduced exercise tolerance, have chronic pain, and anxiety. In addition, cardiovascular complications can affect renal function by altering hemodynamics or contributing to cerebrovascular events by causing embolisms.

    Diagnosing cardiovascular involvement in SLE involves a combination of clinical evaluation and diagnostic testing:

    – **Echocardiography** is  important and essential for pericardial effusion, valvular vegetations indicative of Libman-Sacks endocarditis, and assessing myocardial function.
    – **Electrocardiogram (ECG)** is  useful for identifying arrhythmias, conduction Issues, and abnormalities, or signs of myocardial ischemia.
    – **Cardiac MRI** can provide detailed imaging to assess myocardial inflammation, fibrosis, and pericardial involvement.
    – **Coronary Angiography** is sometimes indicated when there is suspicion of coronary artery disease to evaluate the extent of atherosclerosis.

    Challenges in diagnosing SLE-related cardiovascular complications include the overlap of symptoms with other conditions, such as infections or primary cardiac diseases.

    Current Treatments and Management of cardiovascular manifestations in SLE focuses on controlling inflammation, preventing disease progression, and addressing specific cardiac issues:

    – **Anti-inflammatory and Immunosuppressive Therapies**: Medications such as corticosteroids and immunosuppressants are used to reduce systemic inflammation and autoantibody production,  mitigating cardiovascular involvement.
    – **Hydroxychloroquine**: Has been shown to have cardioprotective effects in SLE patients, reducing disease flares and potentially decreasing the risk of thrombosis.
    – **Cardiovascular Risk Management**: Addressing traditional risk factors through lifestyle modifications, statin therapy for dyslipidemia, antihypertensive treatment, and antiplatelet agents can help prevent atherosclerosis progression.
    – **Surgical Interventions**: In cases of severe valvular disease due to Libman-Sacks endocarditis, surgical repair or replacement may be necessary.

    The goal of these treatments is to control disease activity, prevent organ damage, and improve overall survival. While advancements in therapy have improved outcomes, cardiovascular disease remains a leading cause of morbidity and mortality in SLE patients, highlighting the need for ongoing monitoring and comprehensive care.

    References:

    Hopkins Lupus. (n.d.). _How lupus affects the cardiovascular system_. Johns Hopkins Lupus Center. Retrieved from https://www.hopkinslupus.org/lupus-info/lupus-affects-body/lupus-cardiovascular-system/

    Ibrahim, A. M., & Siddique, M. S. (2023). _Libman-Sacks Endocarditis_. In _StatPearls_. StatPearls Publishing. Retrieved from [https://www.ncbi.nlm.nih.gov/books/NBK532864/Links to an external site.](https://www.ncbi.nlm.nih.gov/books/NBK532864/)

    Johansson, A., & Gustafsson, J. T. (2022). _Systemic lupus erythematosus and cardiovascular disease: Mechanisms and clinical implications_. _Journal of Internal Medicine, 291_(2), 189-208. https://doi.org/10.1111/joim.13557

    MedlinePlus. (n.d.). _Systemic lupus erythematosus (SLE)_. U.S. National Library of Medicine. Retrieved from https://medlineplus.gov/ency/article/000435.htm

    – Reply to post from Katia Pena Morales

    – 2 years ago

  • [Solved] Statistics in Health Care

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Statistical application and the interpretation of data is important in health care. Review the statistical concepts covered in this topic. Discuss the significance of statistical application in health care, including the following: Describe the application of statistics in health care. Specifically …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Statistical application and the interpretation of data is important in health care. Review the statistical concepts covered in this topic. Discuss the significance of statistical application in health care, including the following:

    Describe the application of statistics in health care. Specifically discuss its significance to safety, health promotion, and leadership.

    Provide an example of the application of statistics in health care by finding a journal article that illustrates its application to safety, health promotion, or leadership. Identify at least two statistical terms used within this article and provide definitions. Include the article on your reference page.

    Describe the importance of standardized health care data as it pertains to ensuring integrity of research data.

    In addition to your article, use two peer-reviewed, scholarly references other than those listed in the Topic 1 Resources. References should be published within the last 5-7 years.

    Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Please review the rubric **(attached)** prior to beginning the assignment to become familiar with the expectations for successful completion.

    750-1,000-words

    American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

    This assignment aligns to AACN Core Competency 8.2.

    – [\
    \
    HLT-362Rubric-ApplicationofStatisticsinHealthCare.pdf](https://www.sweetstudy.com/files/hlt-362rubric-applicationofstatisticsinhealthcare-pdf "HLT-362Rubric-ApplicationofStatisticsinHealthCare.pdf")

    – 2 years ago

  • [Solved] discussion week 3

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## discussion.docx **## discussion.docx** Watch the following videos. Video 1: [What is Plagiarism?](https://www.youtube.com/watch?v=PzZsButRaHs) Video 2: [Paraphrasing and Avoiding Plagiarism](https://www.youtube.com/watch?v=MDBghklN5m0) After you watch both videos: · …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## discussion.docx

    **## discussion.docx**

    Watch the following videos.

    Video 1:
    [What is Plagiarism?](https://www.youtube.com/watch?v=PzZsButRaHs)

    Video 2:
    [Paraphrasing and Avoiding Plagiarism](https://www.youtube.com/watch?v=MDBghklN5m0)

    After you watch both videos:

    · Write 2 paragraphs in which you summarize the content of each video. In other words, you must write 1 paragraph summarizing video 1 and another paragraph summarizing video 2. Each paragraph must have no less than 8 sentences and 150 words or more. Also, each paragraph must have a topic sentence, supporting details, and a concluding sentence.

    **Additional instructions that you must follow:**

    -You must respond to one of your peers for full credit

    -Use Times New Roman font.

    -Do not use informal language: contractions (isn't, wasn't, aren't, etc.), informal (slang) words/expressions.

    -Use transitional words: first, another, also, however, therefore, furthermore, etc.

    ***Late submissions will be graded with the following penalties:**

    1-2 days late: 10 points will be deducted

    3-5 days late: 20 points will be deducted

    more than 5 days late: 30 points will be deducted

    ****Any Discussion written using any Artificial Intelligence software will not be accepted, and it will be considered an act of academic dishonesty.**

    **## discussion.docx**

    Watch the following videos.

    Video 1:
    [What is Plagiarism?](https://www.youtube.com/watch?v=PzZsButRaHs)

    Video 2:
    [Paraphrasing and Avoiding Plagiarism](https://www.youtube.com/watch?v=MDBghklN5m0)

    After you watch both videos:

    · Write 2 paragraphs in which you summarize the content of each video. In other words, you must write 1 paragraph summarizing video 1 and another paragraph summarizing video 2. Each paragraph must have no less than 8 sentences and 150 words or more. Also, each paragraph must have a topic sentence, supporting details, and a concluding sentence.

    **Additional instructions that you must follow:**

    -You must respond to one of your peers for full credit

    -Use Times New Roman font.

    -Do not use informal language: contractions (isn't, wasn't, aren't, etc.), informal (slang) words/expressions.

    -Use transitional words: first, another, also, however, therefore, furthermore, etc.

    ***Late submissions will be graded with the following penalties:**

    1-2 days late: 10 points will be deducted

    3-5 days late: 20 points will be deducted

    more than 5 days late: 30 points will be deducted

    ****Any Discussion written using any Artificial Intelligence software will not be accepted, and it will be considered an act of academic dishonesty.**