Compare and contrast risk factors, age of onset, pathophysiology and clinical manifestations of Type 1 and Type 2 Diabetes. What do you think is the most important topic that must be taught to the diabetic patient and why?
Great going! Now that you have selected the stakeholders for your humanitarian aid trip, it is time for you to do a deeper investigation into the specific health challenge attached to the scenario of your choice. Health challenges may and will vary across developing and developed countries. This week you gained insight surrounding the prevalence, incidence, and impacts of global nutrition and mental health challenges. For this assignment, you will engage in a similar investigation of your selected scenario.
Building on your prior project preparation assignments, you will go a step further to analyze the specific health challenge for your humanitarian aid trip by crafting a short paper.
Note that you should cite at least three scholarly sources from your investigation. The evidence should not be older than five years. To access the Shapiro Library Guide: Nursing—Graduate, go to the Start Here section of the course.
Specifically, you must address the following rubric criteria:
Your short paper must be a 2- to 3-page Word document, not including the title page and references. It must be written in APA format. Use double spacing, 12-point Times New Roman font, and one-inch margins. All references must be cited in APA format.
| Criteria | Exemplary (100%) | Proficient (90%) | Needs Improvement (70%) | Not Evident (0%) | Value |
|---|---|---|---|---|---|
| Health Challenge Analysis: Clinical Presentation | Exceeds proficiency in an exceptionally clear and insightful manner, using industry-specific language | Briefly describes the etiology and symptomology of the health challenge and describes the disease present along with symptoms | Shows progress toward proficiency, but with errors or omissions | Does not attempt criterion | 15 |
| Health Challenge Analysis: Prevalence | Exceeds proficiency in an exceptionally clear and insightful manner, using industry-specific language | Analyzes the prevalence and impact of the health challenge in the location and supplies quantitative evidence from credible sources to illustrate claims | Shows progress toward proficiency, but with errors or omissions | Does not attempt criterion | 15 |
| Health Challenge Analysis: Inequities | Exceeds proficiency in an exceptionally clear and insightful manner, using industry-specific language | Assesses the unequal impacts of the different groups. Includes: Socioeconomic groups, race/ethnicity, and gender | Shows progress toward proficiency, but with errors or omissions | Does not attempt criterion | 15 |
| Other Determinants of Health: Environmental | Exceeds proficiency in an exceptionally clear and insightful manner, using industry-specific language | Describes the environmental determinants of health for the scenario | Shows progress toward proficiency, but with errors or omissions | Does not attempt criterion | 7.5 |
| Other Determinants of Health: Biological | Exceeds proficiency in an exceptionally clear and insightful manner, using industry-specific language | Describes the biological determinants of health for the scenario | Shows progress toward proficiency, but with errors or omissions | Does not attempt criterion | 7.5 |
| Policy Evaluation | Exceeds proficiency in an exceptionally clear and insightful manner, using industry-specific language | Identifies any current policies that exist related to the health challenge | Shows progress toward proficiency, but with errors or omissions | Does not attempt criterion | 15 |
| Articulation of Response | Exceeds proficiency in an exceptionally clear and insightful manner | Clearly conveys meaning with correct grammar, sentence structure, and spelling, demonstrating an understanding of audience and purpose | Shows progress toward proficiency, but with errors in grammar, sentence structure, and spelling, negatively impacting readability | Submission has critical errors in grammar, sentence structure, and spelling, preventing understanding of ideas | 10 |
| Scholarly Sources | Incorporates more than three scholarly, current (within the last five years) sources, or use of sources is exceptionally insightful | Incorporates three scholarly, current (within the last five years) sources that support claims | Incorporates fewer than three scholarly, current (within the last five years) sources, or not all sources support claims | Does not incorporate sources | 10 |
| APA Style | Formats in-text citations and reference list according to APA style with no errors | Formats in-text citations and reference list according to APA style with fewer than five errors | Formats in-text citations and reference list according to APA style with five or more errors | Does not format in-text citations and reference list according to APA style | 5 |
| Total: | 100% |
Describe the fundamental principles of servant leadership. Present two qualities of servant leadership and explain how they support interprofessional communication in providing patient c
In this assignment, you will propose a quality improvement initiative from your place of employment that could easily be implemented if approved. Assume you are presenting this program to the board for approval of funding. Write an executive summary (750-1,000 words) to present to the board, from which the board will make its decision to fund your program or project. Include the following:
1. The purpose of the quality improvement initiative.
2. The target population or audience.
3. The benefits of the quality improvement initiative.
4. The interprofessional collaboration that would be required to implement the quality improvement initiative.
5. The cost or budget justification.
6. The basis upon which the quality improvement initiative will be evaluated.
You are required to cite a minimum of three peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Describe the characteristics of performance-driven team. Describe the difference between intrinsic and extrinsic motivation and explain why it is important in understanding the types of motivation when it comes to team performance.
In this assignment, you will propose a quality improvement initiative from your place of employment that could easily be implemented if approved. Assume you are presenting this program to the board for approval of funding. Write an executive summary (750-1,000 words) to present to the board, from which the board will make its decision to fund your program or project. Include the following:
1. The purpose of the quality improvement initiative.
2. The target population or audience.
3. The benefits of the quality improvement initiative.
4. The interprofessional collaboration that would be required to implement the quality improvement initiative.
5. The cost or budget justification.
6. The basis upon which the quality improvement initiative will be evaluated.
You are required to cite a minimum of three peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
HECTOR
Question 1
Controlling BP in people with diabetes can help reduce the risk of mounting serious problems, such as heart attack, stroke, kidney disease, and peripheral neuropathy. By keeping BP within recommended levels, people with diabetes can reduce their risk of these complications and enjoy a better quality of life (Cheon et al., 2022). Lowering BP can also help to lower blood sugar levels, which can advance diabetes control and decrease the risk of hypoglycemia.
Question 2
The target BP for patients with diabetes and hypertension is less than 130/80 mmHg. The ADA endorses that people with type 2 diabetes should strive to maintain a BP between 130/80 mmHg and 140/90 mmHg. People with type 1 diabetes should strive to maintain a BP between 140/90 mmHg and 150/90 mmHg (Westgate et al., 2021). The target BP for patients with diabetes and hypertension is lower than that for those without diabetes due to the increased risk of complications associated with having both conditions. Controlling BP helps to reduce the risk of rising serious problems, such as heart attack, stroke, kidney disease, and peripheral neuropathy. Keeping BP within the recommended range can also help to lower blood sugar levels and advance diabetes control, reducing the risk of hypoglycemia. In order to maintain the target BP, lifestyle modifications, such as diet and physical activity, are recommended. Additionally, medications may be prescribed to help lower BP. It is important to adhere to prescribed medications and lifestyle modifications to help reduce the risk of complications associated with diabetes and hypertension (Cheon et al., 2022). Blood pressure should be monitored regularly to ensure it is within the recommended range.
Question 3
Several antihypertensive agents are recommended for patients with diabetes, including ACEIs, ARBs, thiazide diuretics, and calcium channel blockers. ACEIs and ARBs are often prescribed first-line for people with diabetes and hypertension as they can help to reduce the risk of developing complications (Westgate et al., 2021). Thiazide diuretics and calcium channel blockers may also be used in combination with other medications for optimal BP control. Beta-blockers may also be used but are not recommended as a first-line treatment for people with diabetes and hypertension due to their potential to worsen glucose control.
2 odelaidys
The case of L.N. is like most patients that medical practitioners experience daily in their line of work. In most cases, patients with diabetes are vulnerable to developing other health complications like hypertension. Patients with uncontrolled diabetes are at a higher risk of gaining weight hence developing obesity. Controlling B.P. in diabetic patients is vital; however, it brings effects; therefore, the patient and the physician should be aware of them. The effects are reducing the risk of microvascular and macrovascular problems and stroke. Brumstrom (2016) concluded that controlling hypertension in patients with SBP of more than 140 mmHg would cause reduced cardiovascular morbidity and mortality. If the SBP were less than 140 mmHg, it would increase cardiovascular death.
Meta-analyses produce different results, which bring a lot of confusion on which is the target B.P. for patients with diabetes and hypertension. However, medical guidelines provide the levels to which they target B.P. should range, which is what most physicians work with. According to Passarella et al. (2018), the American Diabetes Association guideline recommends that the target goal that all physicians should use should be a systolic blood pressure lower than 140 mmHg and a diastolic blood pressure lower than 90 mmHg.
The first line of antihypertensive agents for patients with diabetes are angiotensin-converting enzymes (ACE) inhibitors. When the ACEI is not tolerated, an angiotensin receptor blocker (ARB) should be applied. Also, diuretics as combination regimens or monotherapy, beta-blockers, and calcium channel blockers are considered a treatment for these patients (Grossman & Grossman, 2017). The treatment options of the antihypertension agents are applied depending on the B.P. levels, both diastolic and systolic, the patient’s age, and the patient’s underlying health conditions. An appropriate combination regimen is necessary if one agent does not work well, and changing the agents is not tolerated.
Instructions: Read the following case study and answer the reflective questions.
Requirements:
– Formatted and cited in current APA 7
– The discussion must address the topic
– Rationale must be provided
– Use at least 600 words (no included 1st page or references in the 600 words)
– Use 3 academic sources. Not older than 5 years
– Not Websites are allowed.
– Plagiarism is NOT allowed
CASE STUDY: Albert Albert Mitchell is a 36-year-old man who will be traveling to Dubai to give a business presentation in 3 months. Although he has traveled widely in the United States as a consultant, this is his first trip to the Middle East. He requests information regarding immunizations needed before his trip. Albert states that as he will be in Dubai for only a few days, he is unlikely to contract a disease in such a short time and therefore believes that it is illogical to obtain immunizations. Albert states that he has heard that the side effects of the immunizations might be worse than the diseases they prevent. He is also concerned about leaving his wife at home alone because she is 6 months pregnant.
Reflective Questions
1-How would you address Albert’s beliefs?
2-What learning would be needed in each domain?
3-What learning theories would you consider? How might his family concerns be addressed?
Students are required to maintain weekly reflective narratives throughout the course to combine into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.
In your journal, you will reflect on the personal knowledge and skills gained throughout this course. The journal should address a variable combination of the following, depending on your specific practice immersion clinical experiences:
Students will outline what they have discovered about their professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and finally, how the student met the competencies aligned to this course.
While APA style is not required for the body of this , solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This uses a rubric. Please review the rubric prior to beginning the to become familiar with the expectations for successful completion.
You are required to submit this to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
RN to BSN
1.3: Understand and value the processes of critical thinking, ethical reasoning, and decision making.
2.6: Promote interprofessional collaborative communication with health care teams to provide safe and effective care.
3.2: Utilize patient care technology and information management systems.
4.2: Preserve the integrity and human dignity in the care of all patients.
5.5: Provide culturally sensitive care.
Student will demonstrate assessment techniques (with guidance from an Occupational Therapist).
2. Student will demonstrate how to interact with a child utilizing implementation and utilization of practice skills and include therapeutic use of self and effective communication during an assessment.
3. Student will demonstrate understanding of the effects of heritable diseases, genetic conditions, disability, trauma, and injury to the physical and mental health and occupational performance of the individual.
4. Student will learn how to work with families utilizing the teaching-learning process during a treatment session.
5. Student will demonstrate communication skills with the Occupational Therapist and other professionals.
6. Student will identify when there is a need to refer to specialists.
7. Student will learn how to document outcomes in a SOAP note format
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