vulnerable population.

The aspects of your chosen vulnerable population, ÿthe reason why is this group considered vulnerable, ÿwhat are the most common communicable diseases in this population, and why. Barriers to healthcare and access to care for your vulnerable population. How the issues this group is facing relates to community/public health nursing. Examine evidence-based practices that improve health outcomes of the vulnerable population. Use information technology to identify resources that will improve health outcomes of the vulnerable population.powerpoint presentation8-10 slidesAPA Formatÿ References ( two research articles from 2017 )

 
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The Patient Protection and Affordable Care Act (PPACA)

The Patient Protection and Affordable Care Act (PPACA) was passed into legislation in March of 2010.Identify the impact of this legislation on your nursing practice by choosing two key nursing provisions outlined in the topic material”Nursing and Health Reform.”Discuss how these two provisions have impacted, or will impact, your current practice of nursing.Nursing and Health ReformThe Patient Protection and Affordable Care Act (PPACA) was signed into law by President Obama on March 23, 2010. This law will enact sweeping changes to almost every facet of the health care system over the next ten years. The law makes changes that will impact providers, insurers, consumers, Medicare & Medicaid, and payment policies. For the purposes of this document we wanted to provide readers with an overview of those provisions in the new law that will impact the nursing community as well as their facilities. This article is intended to provide an overview of those sections of the law most relevant to WOCN members. The information focuses on three main aspects of the law: nursing workforce provisions, payment reform provisions, and facility specific provisions. Each provision is given a brief summary and policy goal of the language contained in the law. Readers can find the full legislative language for each section here: http://www.gpo.gov/fdsys/pkg/PLAW111publ148/html/PLAW-111publ148.htm Nursing Workforce Provisions Policy makers recognized the need for an increased workforce to care for the millions of consumers who would be added to the ranks of the insured under PPACA. This — in conjunction with an already existing workforce shortage within the nursing community — led to a number of provisions designed to increase the number of nurses in the coming years. Those provisions are as follows: Section 5202 Nursing student loan program—Updates the loan amounts for the Nursing Student Loan program and after 2012 the Secretary (of the Department of Health and Human Services) has discretion to adjust this amount based on cost of attendance increases.Section 5203 Health care workforce loan repayment programs—Establishes a loan repayment program for individuals who are willing to practice in a pediatric medical or surgical subspecialty or in a child mental or behavioral health care for at least 2 years in an underserved area. Recipients, which include psychiatric nurses, social workers, and professional/school counselors, are eligible to receive $35,000/year in loan repayments for participation in an accredited pediatric specialty residency or fellowship. HHS is to give priority to applicants who are or will be working in a school setting, have familiarity with evidence-based healthcare, and can demonstrate financial need. Section 5204 Public health workforce recruitment and retention programs—Establishes Public Health Workforce Loan Repayment Program to assure an adequate supply of public health professionals to eliminate workforce shortages in public health agencies. HHS will repay up to 1/3 of loans incurred by a public health or health professions student in exchange for an agreement to accept employment with a public health agency for at least three years. Those serving in priority service areas may qualify for additional loan repayment incentives at department’s discretion. Section 5205 Allied health workforce recruitment and retention programs—Authorizes an Allied Health Loan Forgiveness Program to assure there is an adequate supply of allied health professionals to eliminate workforce shortages at public health agencies, acute care facilities, ambulatory care facilities, and other underserved health facilities. Section 5206 Grants for State and local programs—Authorizes HHS to make grants to accredited educational institutions that support scholarships for mid-career public health and allied health professionals who seek additional training in their respective fields. Section 5207 Funding for National Health Service Corps—Increasing funding for National Health Service Corps (NHSC) and extends authorization of appropriations for the Corps thru 2015. For FY2016 and beyond, a formula for funding is established to tie increased costs in healthcare to the number of individuals residing in health professions shortage areas. Section 5209 Elimination of cap on commissioned corps—Removes cap of 2800 commissioned officers in National Health Services Corps regular corps. Section 5210 Establishing a Ready Reserve Corps—Reconstitutes the Public Health Service Corps into the commissioned Regular Corps and a Ready Reserve Corps for service in time of national emergencies. Section 5301 Training in family medicine, general internal medicine, general pediatrics, and physician assistantship—Establishes a grant program for hospitals, medical schools, academically and affiliated PA training programs to develop and operate accredited training programs for the provision of primary care. Section 5302 Training opportunities for direct care workers—Establishes a 3 year grant program under which an institution of higher education can subsidize training of individuals at that institution who are willing to serve as direct care workers in a long-term or chronic care setting for at least two years after completion of their training. Section 5305 Geriatric education and training; career awards; comprehensive geriatric education—Authorizes HHS to award grants to advanced practice nurses who are pursuing a doctorate or other advanced degree in geriatrics and who, as a condition of accepting a grant, will agree to teach or practice in the field of geriatrics, long-term care, or chronic care management for a minimum of 5 years. Section 5309 Nurse education, practice, and retention grants—Adds 2 new grant programs specifically focused on nurse retention. One will authorize HHS to award grants to accredited nursing schools or health facilities to promote career advancement among nurses. The 2nd will permit HHS to make awards to nursing schools or health facilities that can demonstrate enhanced collaboration and communication among nurses and other health care professionals. Priority directed towards applicants that have not previously received an award. Section 5310 Loan repayment and scholarship program—Expands Nurse Loan Repayment and Scholarship Programs to provide loan repayment for students who serve for at least two years as a faculty member at an accredited nursing school. Section 5311 Nurse faculty loan program—Increases the Nurse Faculty Loan Program amounts from $30,000 to $35,000 in FY 2010 and FY 2011, declares that the amount of these loans will thereafter be adjusted to provide for cost-of-attendance increases for yearly loan rates and the aggregate loan. Creates new authority to permit HHS to enter into an agreement with individuals who hold unencumbered RNs and who have already completed, or are currently enrolled in, a master’s or doctorate training program for nursing. HHS will provide up to $10,000/year to master’s recipients and $20,000/year to those who earn a doctorate so long as these individuals spend at least 4 years out of a 6 year period as a full-time faculty member at an accredited nursing school. Section 5312 Authorization of appropriations for parts B through D of title VIII— Authorizes $338 million in appropriations to carry out nursing workforce development programs in FY 2010. FY 2011-2016 will be funded according to what HHS determines as “such sums as may be necessary” to carry out these programs. Section 5404 Workforce diversity grants—Expands the workforce diversity grant programs by permitting such grants to be used for diploma and associate degree nurses to enter bridge or degree completion programs or for student scholarships and stipend programs for accelerated nursing degree programs, This statute instructs HHS to consider recommendations from the National Advisory Council on Nurse Education and Practice and to consult with nursing associations. Section 5507 Demonstration projects to address health professions workforce needs; extension of family-to-family health information centers—Establishes a demonstration grant program to provide educational and training opportunities for low-income individuals for positions in the healthcare field that pay well and are expected to be in high demand. Program will primarily serve State TANF recipients, but HHS required to award at least 3 demonstration grants to eligible entities that are Indian Tribes, tribal organizations or Tribal colleges and Universities. Section 5509 Graduate nurse education demonstration—Appropriates $50 million/year FY 2012 thru FY 2015 to establish a graduate nurse education demonstration program in Medicare. Hospitals selected will be reimbursed for educational and clinical instruction costs attributed to training advanced practice nurses to provide primary/preventive care, translational care, chronic care management, as well as any other nursing services appropriate for the Medicare eligible population. Those hospitals selected will partner with community based care settings and accredited nursing schools to undertake the demonstration program and will reimburse partners for their share of costs. Section 10501—Permits faculty at public health schools that offer PA education programs to obtain faculty loan repayment under the workforce diversity program. Also makes other improvements to the NHSC program, such as a provision to increase the loan repayment amount,  allowing half-time service and permitting teaching to count for as much as 20% of the service commitment to the NHSC. Pilot and Incentive Payment Program Provisions: In addition to policies aimed at increasing the number of nurses, policy makers also sought to more closely integrate nursing into new payment pilot programs that would offer incentives to primary and chronic care managements as well as provide alternatives to the current fee-forservice programs. Payment revisions are as follows: Section 2703 State option to provide health homes for enrollees with chronic conditions— Creates a state option under Medicaid to provide coordinated care through a “health home” for individuals afflicted with chronic conditions. States could receive 90 percent of the funding needed to support Medicaid enrollees who designate a provider or team of medical professionals as their health home through Federal Medical Assistance Percentages (FMAP). Section 3022 Medicare shared savings program—Establishes a shared savings program under which a group of providers and suppliers may form a legally structured Accountable Care Organization (ACO) to manage and coordinate care for Medicare fee for service beneficiaries. Section 3024 Independence at home demonstration program—Creates the Independence at Home demonstration program for chronically ill Medicare beneficiaries in order to test a payment incentive and service delivery system that would utilize physician and nurse practitioner directed, home-based primary care teams with the aim of reducing expenditures and improving health outcomes. Section 3501 Health care delivery system research; Quality improvement technical assistance—Establishes a Center for Quality Improvement and Patient Safety within the Agency for Healthcare Research and Quality (AHRQ). This center will support the identification of best practices for quality improvement in the delivery of health care services by identifying healthcare providers that employ best practices and finding ways to translate these practices rapidly and effectively into practice elsewhere. The Center will establish a Quality Improvement Network Research Program to support research on healthcare delivery system improvement. The Director of AHRQ, under this section, will also be directed to award technical assistance grants to struggling healthcare providers to aid in the implementation and adoption of best practices identified by the Center. Section 3502 Establishing community health teams to support the patient- centered medical home—Authorizes HHS to establish a grant program for states/state designated entities to establish community-based interdisciplinary, interprofessional teams to support primary care practices within a certain area. Health teams must support patient-centered medical homes, defined as a mode of care that includes personal physicians, whole person orientation, coordinated and integrated care and evidence-informed medicine. Section 5208 Nurse-managed health clinics—Authorizes $50 million in grants for the cost of operation of Nurse-Managed Health Clinics (NHMC) that provide comprehensive primary care or wellness services without regard to income or insurance status of patients. NHMCs must  provide care to underserved or vulnerable populations and be associated with an academic department of nursing, qualified health center or independent nonprofit health or social services agency. Also establishes a new program to support nurse-managed health centers, authorizes to be appropriated $50 million for FY 2010 and such sums as may be necessary for FY 2011-2014. Section 6301 Patient-Centered Outcomes Research—Establishes non-profit Patient Centered Outcomes Research Institute. Purpose of Institute will be to assist patients, physicians, purchasers and policy-makers in making informed health decisions. Facility Specific Provisions Finally, PPACA makes facility specific changes including provisions directly impacting hospice and palliative care facilities, those provision follow: Sections 6101-6121—Require Medicare Skilled Nursing Facilities (SNFs) and Medicaid nursing facilities to disclose information on their ownership and organizational structure to government authorities. Mandates that such facilities implement compliance and ethics program within 3 years of enactment. Section 6103 directs the Nursing Home Compare Medicare Website to release staffing data for each facility, including resident census data, hours of care provided per resident per day, staffing turnover and tenure. Section 6105 directs the Secretary to create a standardized complaint form and requires states to establish a complaint resolution process, as well as providing whistleblower protection. Both provisions are effective within 1 year of enactment. Section 3004 Quality reporting for long-term care hospitals, inpatient rehabilitation hospitals, and hospice programs—Requires quality reporting programs for long?term care hospitals, inpatient rehabilitation facilities, and hospice providers in 2014. HHS must issue regulations by October 1, 2012 that will list the specific quality reporting measures that must be reported. Providers who do not participate in the program would be subject to a reduction in their annual market basket update. Section 10325 Revision To Skilled Nursing Facility Prospective Payment System—Delays implementation of certain skilled nursing facility Version 4 of the Resource Utilization Groups (RUG-IV) published in the Federal Register on August 11, 2009 payment system changes by one year to October 1, 2011. Section 10326 Pilot Testing Pay-for-Performance Programs for Certain Medicare Providers—Directs HHS to conduct a separate pilot program under Medicare to test the implementation of a value-based purchasing program for payments under such title for the following provider groups: Psychiatric hospitals, Long-term care hospitals, Rehabilitation hospitals, PPS-exempt cancer hospitals and Hospice programs.

 
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journal

Please read direction….Each topic listed needs a paragraph

 
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psychopharma

Stephanie is a 36-year-old female who presents to the clinic with a ÿhistory of anxiety. Social history is unremarkable. For the last 4 ÿyears, she has been well controlled on paroxetine, however she feels ?it ÿjust doesn’t work anymore.? You have decided to change her medication ÿregimen to vortioxetine 5mg, titrating up to a max dose of 20mg per day ÿbased on tolerability. The patient asks, ?When can I expect this to ÿstart kicking in?? The best response is:a. ÿÿ3 or 4 days ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿb. ÿÿ1 or 2 weeks ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿc. ÿÿ3 or 4 weeks ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿd. ÿÿ10 weeks3.75 pointsQuestion 2Which of the following medications, when given intramuscularly, is most likely to cause severe postural hypotension?a. ÿÿhaloperidol ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿb. ÿÿlorazepam ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿc. ÿÿbenztropine ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿd. ÿÿchlorpromazine3.75 pointsQuestion 3Sam is a 48-year-old male who presents to the clinic with signs ÿand symptoms consistent with GAD & MDD. Which of the following ÿmedications would be the LEAST appropriate choice when initiating ÿpharmacotherapy?a. ÿÿduloxetine ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿb. ÿÿsertraline ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿc. ÿÿmirtazapine ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿd. ÿÿbuproprion3.75 pointsQuestion 4Jason is a 6-year-old child whose mother presents to the clinic ÿwith him. The mother says that ?he’s not himself lately.” After a ÿthorough workup, you diagnose the patient as having GAD. Which of the ÿfollowing medications would be the LEAST appropriate to prescribe to ÿthis child?a. ÿÿSertraline ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿb. ÿÿParoxetine ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿc. ÿÿVenlafaxine ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿd. ÿÿBuspirone3.75 pointsQuestion 5Mirza is a 75-year-old patient with a long history of ÿschizophrenia. During the past 5 years, she has shown significant ÿcognitive decline consistent with dementia. The patient has been well ÿcontrolled on a regimen of risperidone 1mg BID. As the PMHNP, the most ÿappropriate course of action for this patient is:a. ÿÿIncrease the risperidone to 1mg QAM, 2mg QPM ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿb. ÿÿDiscontinue risperidone and prescribe a long-acting injectable such as Invega Sustenna. ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿc. ÿÿDiscontinue risperidone and initiate therapy with clozapine. ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿd. ÿÿAugment the patient’s risperidone with brexpiprazole.3.75 pointsQuestion 6Amber is a 26-year-old female who presents to the clinic 6 weeks ÿpostpartum. The patient states that she has been “feeling down” since ÿthe birth of her son. She is currently breastfeeding her infant. You ÿdiagnose the patient with Postpartum depression. Which of the following ÿis the LEAST appropriate option in treating her PPD?a. ÿÿparoxetine ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿb. ÿÿescitalopram ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿc. ÿÿcitalopram ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿd. ÿÿsertraline3.75 pointsQuestion 7Jordyn is a 27-year-old patient who presents to the clinic with ÿGAD. She is 30 weeks pregnant and has been well controlled on a regimen ÿof sertraline 50mg daily. Jordyn says that “about once or twice a week ÿmy husband really gets on my nerves and I can’t take it.” She is opposed ÿto having the sertraline dose increased due to the risk of further ÿweight gain. You have decided to prescribe the patient a short-term ÿcourse of benzodiazepines for breakthrough anxiety. Which of the ÿfollowing is the LEAST appropriate benzodiazepines to prescribe to this ÿpatient?a. ÿÿdiazepam ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿb. ÿÿalprazolam ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿc. ÿÿclonazepam ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿd. ÿÿlorazepam3.75 pointsQuestion 8Steve is a 35-year-old male who presents to the primary care ÿoffice complaining of anxiety secondary to quitting smoking cold turkey 2 ÿweeks ago. The patient has a 14-year history of smoking two packs per ÿday. The patient has an unremarkable social history other than a recent ÿdivorce from his wife, Brittany. Which of the following would be the ÿLEAST effective medication to treat Steve’s anxiety?a. ÿÿBuproprion ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿb. ÿÿSertraline ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿc. ÿÿVarenicline ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿd. ÿÿAlprazolam3.75 pointsQuestion 9Rebecca is a 32-year-old female who was recently prescribed ÿescitalopram for MDD. She presents to the clinic today complaining of ÿdiaphoresis, tachycardia, and confusion. The differential diagnosis for ÿthis patient, based on the symptoms presenting, is:a. ÿÿPanic disorder ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿb. ÿÿGastroenteritis ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿc. ÿÿAbnormal gait ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿd. ÿÿSerotonin syndrome3.75 pointsQuestion 10The patient in the previous question states, “I can’t even last 1 ÿmore day without feeling like my insides are going to explode with ÿanxiety.” The most appropriate course of action would be:a. ÿÿInform the patient to try yoga or other natural remedies until the vortioxetine takes effect. ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿb. ÿÿPrescribe a short-term course of low dose benzodiazepine, such as alprazolam. ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿc. ÿÿPrescribe an SNRI, such as venlafaxine, in addition to the vortioxetine. ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿd. ÿÿRecommend in-patient mental health for the foreseeable future.3.75 pointsQuestion 11John is a 41-year old-patient who presents to the clinic with ÿdiarrhea, fatigue, and recently has been having tremors. He was ÿdiagnosed 19 years ago with bipolar disorder and is currently managed on ÿLithium 300mg BID. As the PMHNP, you decide to order a lithium level ÿthat comes back at 2.3mmol/l. What is the most appropriate course of ÿaction?a. ÿÿInvestigate other differential diagnoses for his symptoms. ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿb. ÿÿTell John to skip his next four Lithium doses and resume therapy. ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿc. ÿÿTell John he needs to go to the hospital and call an ambulance to bring him. ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿd. ÿÿPrescribe loperamide to treat the diarrhea and ropinirole to treat the tremors3.75 pointsQuestion 12Mark is a 46-year-old male with treatment-resistant depression. He ÿhas tried various medications, including SSRIs, SNRI, and TCAs. You ÿhave decided to initiate therapy with phenelzine. Which of the following ÿmust the PMHNP take into consideration when initiating therapy with ÿphenelzine?a. ÿÿThere is a minimum 7-day washout period when switching from another antidepressant to phenelzine. ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿb. ÿÿPatient must be counseled on dietary restrictions. ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿc. ÿÿMAOIs may be given as an adjunctive therapy with SSRIs. ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿd. ÿÿA & B ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿe. ÿÿAll of the above3.75 pointsQuestion 13Thomas is a 28-year-old male who presents to the clinic with signs ÿand symptoms consistent with MDD. He is concerned about starting ÿantidepressant therapy, however, because one of his friends recently ÿexperienced erectile dysfunction when he was put on an antidepressant. ÿWhich of the following would be the most appropriate antidepressant to ÿstart Thomas on?a. ÿÿVilazodone ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿb. ÿÿSertraline ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿc. ÿÿParoxetine ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿd. ÿÿCitalopram3.75 pointsQuestion 14Melvin is an 89-year-old male who presents to the clinic with ÿsigns/symptoms consistent with MDD. Which of the following would be the ÿLEAST appropriate medication to prescribe to this elderly patient?a. ÿÿnortriptyline ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿb. ÿÿamitriptyline ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿc. ÿÿdesipramine ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿd. ÿÿtrazodone3.75 pointsQuestion 15Jane is a 17-year-old patient who presents to the office with ÿsigns consistent with schizophrenia. She states multiple times that she ÿis concerned about gaining weight, as she has the perfect prom dress ÿpicked out and she finally got a date. Which of the following is the ÿleast appropriate choice to prescribe Jane?a. ÿÿAripiprazole ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿb. ÿÿOlanzapine ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿc. ÿÿHaloperidol ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿd. ÿÿBrexpiprazole3.75 pointsQuestion 16Richard is a 54-year-old male who suffers from schizophrenia. ÿAfter exhausting various medication options, you have decided to start ÿhim on Clozapine. Which of the statements below is true regarding ÿClozapine?a. ÿÿRegular blood monitoring must be performed to monitor for neutropenia. ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿb. ÿÿClozapine can only be filled by a pharmacy that participates in the REMS program. ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿc. ÿÿBradycardia is a common side effect of Clozapine. ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿd. ÿÿA & B ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿe. ÿÿAll of the above3.75 pointsQuestion 17Cindy is a 55-year-old patient who presents with symptoms ÿconsistent with Generalized anxiety disorder. The patient has an ÿunremarkable social history other than she consumes two or three glasses ÿof wine per night. Which of the following would be an appropriate ÿtherapy to start this patient on?a. ÿÿXanax 0.25mg BID PRN Anxiety ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿb. ÿÿEscitalopram 10mg daily ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿc. ÿÿBuspirone 10mg BID ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿd. ÿÿAripiprazole 10mg daily3.75 pointsQuestion 18Martin is a 92-year-old male who presents to the clinic with ÿsigns/symptoms consistent with MDD. The patient suffers from glaucoma ÿand just recently underwent surgery for a cataract. Which of the ÿfollowing is the LEAST appropriate course of therapy when treating the ÿMDD?a. ÿÿsertraline ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿb. ÿÿamitriptyline ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿc. ÿÿduloxetine ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿd. ÿÿvilazodone3.75 pointsQuestion 19Which of the following statements are true?a. ÿÿFirst-generation (typical) antipsychotics are associated with a higher incidence of EPS. ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿb. ÿÿSecond-generation (atypical) antipsychotics are associated with a higher risk of metabolic side effects. ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿc. ÿÿThere is evidence that atypical ÿantipsychotics are significantly more effective than typical ÿantipsychotics in the treatment of cognitive symptoms associated with ÿschizophrenia. ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿd. ÿÿA & B ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿe. ÿÿA, B, and C3.75 pointsQuestion 20Earle is an 86-year-old patient who presents to the hospital with a ÿCommunity Acquired Pneumonia. During stay, you notice that the patient ÿoften seems agitated. He suffers from cognitive decline and currently ÿtakes no mental health medications. Treatment for the CAP include ÿceftriaxone and azithromycin. The LEAST appropriate medication to treat ÿEarle’s anxiety is:a. ÿÿsertraline ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿb. ÿÿduloxetine ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿc. ÿÿcitalopram ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿd. ÿÿvenlafaxine

 
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Discuss why you have decided to complete your BSN at this time, and the concerns you have about completing your baccalaureate degree. Based on the readings in the course materials, what strategies can you implement to be a successful student?

The reason that I haveÿdecided to continue my education was that it was always part of the plan. I just recently graduated from an ADN program at the end of 2018 and passed the dreaded NCLEX. The next step was toÿdecided on which RN to BSN school and format to go with and obviously I went with GCU. The reason that BSN was always part of the plan isÿbecause I do not want to be limited in job prospects in the future.ÿ Graduating withÿ a baccalaureate degree from university has been something that I have always wanted to do for the sense of accomplishment.The concerns that I have forÿcompleting the program are the unknown. This is my first online class so Iÿdon’t knowÿexactly what to expect, youÿdon’t know what youÿdon’t know. Another concern that I have is the load and or time management aspect of it all. Dealing withÿcompleting assignments and starting as a new grad nurse.In the course materials section their is a blog post by Philip Murphy in which he list out 7 habits for being a student nurse. Iÿbelieve that to be successful in any program or on an even broader setting for completeing any goals these are tools for success. I also think that one has to make these tools their own take ownership. A little experimentation to apply the concepts in the post to your specific life will yield greater results than just following some generic tips. I will personally probably end up using several different strategies in a some sort of combination but will adjust and modify them until they fit my personal life.

 
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Define the Work Breakdown Structure (WBS)

Team Project Part 2: Define the Work Breakdown Structure (WBS)In Part 2 of your Project, you will develop a work breakdown structure (WBS) that must be accomplished in order to complete the Casino Medical Center project. Use the Team Project Scenario document in this week?s Learning Resources to help define your deliverables. (SEE ATTACHED FILE FOR TEAM PROJECT SCENARIO)Begin by deciding, with your team, the approach to developing a work breakdown structure you wish to use (WE WILL USE THE TABULAR BREAKDOWN STRUCTURE). This approach will guide your process and the final design of the WBS. Your team will identify project deliverables that need to be accomplished to achieve the project’s goals. For each deliverable, relevant subtasks or activities must be identified (the work that needs to be done). Using these activities, you create a WBS. This WBS will be the basis for creating a project plan and schedule in Microsoft Project.You and your team are not expected to know all of the deliverables and sub-activities that need to occur, but you should be able to use your combined experience, knowledge, and research to identify many of the necessary deliverables and supporting activities. Be sure to utilize course resources, as these resources should provide information on what to include in this part of the Team Project.As you and your team address the discussion question below, you will be able to write and submita 2- to 3-page team paper that summarizes the group?s work and that includes WBS diagrams of at least five high-level deliverables.Deliverables to consider in defining the activities and tasks for the hypothetical project are included here. Your team will identify the unique deliverables for your project. Use specific names for the deliverables that reflect the project?s purpose.Project DeliverablesSelection: Request for information & Request for ProposalInstallation: Hardware & ApplicationConfiguration: ÿScreens, Interfaces, & ReportsTested system: Test Scenarios, Integration test, & Customer acceptance testNew workflow: ÿPolicies & Proceduresand aWork Breakdown Structure diagram (Tabular Model)To prepare:Review this week?s Learning Resources on work breakdown structures.Thoroughly examine the Team Project Overview document in this week?s Learning Resources to familiarize yourself with the requirements of this Assignment.Engage in discussion with your team members on how you will collaborate, distribute work, and submit the Assignment.To complete Part 2 of your Team Project:Collaborate on a 2 to 3-page paper that summarizes the group?s work and includes a WBS diagram of at least five high-level deliverables and a list of relevant tasks and subtasks. Based on the Team Project Scenario (SEE ATTACHED FILE)Project DeliverablesSelection: Request for information & Request for ProposalInstallation: Hardware & ApplicationConfiguration: ÿScreens, Interfaces, & ReportsTested system: Test Scenarios, Integration test, & Customer acceptance testNew workflow: ÿPolicies & ProceduresandWork Breakdown Structure diagram (Tabular Model)Required ReadingsBiafore, B. (2010).ÿMicrosoft Project 2010: The missing manual. Sebastopol, CA: O?Reilly.Chapter 4, ?Breaking Work Into Task-Sized Chunks? (pp. 77?100)This chapter explains how to create a work breakdown structure and how to import a work breakdown structure into Microsoft Project.Coplan, S., & Masuda, D. (2011).ÿProject management for healthcare information technology.ÿNew York, NY: McGraw-Hill.Chapter 3, ?Project Management??Prepare Work Breakdown Structure and WBS Dictionary? (pp. 53?56)This section of Chapter 3 reviews the core processes of preparing a work breakdown structure (WBS). The chapter provides an example of a WBS and details its essential components.Project Management Institute. (2013).ÿA guide to the project management body of knowledge (PMBOK guide)ÿ(5th ed.). Newtown Square, PA: Author.Chapter 5, ?Project Scope Management?5.3, ?Create WBS? (pp. 125?132)This section of Chapter 5 reviews the process of creating a work breakdown structure. Specifically, the chapter examines how to determine inputs, WBS tools and techniques, and outputs.Kendrick, T. (2009).ÿIdentifying & managing project risk: Essential tools for failure-proofing your project(2nd ed., Ebrary version). New York, NY: AMACOM.Retrieved from the Walden Library databases.Chapter 3, ?Identifying Project Scope Risk? (pp. 40?69)This chapter examines methods of identifying scope risks and the types of scope risks pertaining to project deliverables. The chapter highlights a variety of sources of scope risk as well.Shirey, M. R. (2008). Project management tools for leaders and entrepreneurs.ÿClinical Nurse Specialist,ÿ22(3), 129?131.Retrieved from the Walden Library databases.The author of this article introduces project management tools that clinical nurse specialists may use to coordinate team work. The article highlights the usage of one such tool, the Gantt chart.Thomas, M., Jacques, P. H., Adams, J. R., & Kihneman-Wooten, J. (2008). Developing an effective project: Planning and team building combined.ÿProject Management Journal,ÿ39(4), 105?113.Retrieved from the Walden Library databases.This article analyzes project planning and control and the process of developing a project plan. The article also reports the results of research that sought to determine 137 organizations? approaches to establishing projects.U.S. Government Accountability Office. (2009, March 2). Work breakdown structure.ÿGAO Reports,ÿ65?78.Retrieved from the Walden Library databases.This article examines the importance of a work breakdown structure (WBS) in project management. The chapter demonstrates how a WBS assists in resource identification, cost estimation, and risk determination.Wu, Z., Schmidt, L. P., & Wigstrom, M. S. (2010). Product development workflow management based on work breakdown structure.ÿIIE Annual Conference. Proceedings,ÿ1?5.Retrieved from the Walden Library databases.The authors of this article highlight the usage of WBS in managing complex product development projects. The authors examine how a WBS helps represent and manage the intricacies of tasks and activity relationships.Mathis, M. (n.d.). Work breakdown structure: Purpose, process and pitfalls. Retrieved March 13, 2013, from http://www.projectsmart.co.uk/work-breakdown-structure-purpose-process-pitfalls.htmlThis article provides a general review of the WBS. The author focuses on the purpose, process, and pitfalls of a WBS.Document: Team Project Scenario (See ATTACHED PDF IN FILE AREA)This document presents a scenario your team will use for the Team ProjectRequired MediaLaureate Education (Producer). (2013c).ÿPlanning, part I: Defining project scope and activitiesÿ[Video file]. Retrieved from https://class.waldenu.eduNote: The approximate length of this media piece is 6 minutes.In this presentation, the participants discuss defining project scope and project activities, using the work breakdown structure, and managing project risk through SWOT analysis.

 
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Culture And Health Care System

Culture and Health Care SystemShould be 0ne page.should be submitted in APA style (7th edition)Requires at least 2 outside sources (Please choose a reliable source, sources such as Wikipedia are unacceptable.You are working in an ICU where a 16-year-old girl is in critical condition after an auto accident. Her mother comes in and begins to sing, sprinkle tobacco around the bed, hang eagle feathers and crystals around the room, and move her hands back and forth above the girl’s body. The girl’s nurse tells the mother that visiting time is over and that she should take all these dirty things out of the room. The mother insists on staying by the bedside and says that if she had placed rosary beads or Bibles in the room she would not have been questioned.What cultural and spiritual issues are evident in this situation?Apply cultural competence to this caseDiscuss complementary therapies evident in this situationHow would you incorporate spiritual care?How would you approach this situation?What principles would guide you?

 
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disscussion 1

Think about your unique nursing practice specialty area and the population you serve.ÿ Is there a clear connection to practice and theory in your specific nursing specialty area? In this discussion post, you will describe the relationship between theory and nursing practice and how you could implement theory into nursing practice.Describe why nursing theory is important to today?s nursing practice.How would you select and introduce a nursing theory or model into your nursing practice?

 
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Scientific Paradigms

Write a 195-word message in which you discuss:1-Why are both paradigms important to the development of nursing science?2-How do the authors justify having an alternative hierarchy of evidence for nursing, as contrasted with medicine (pp. 24?26, Types of Evidence and Evidence Hierarchies, Ch. 2, Nursing Research)?Read instructions: ( used attached documents to write the word message discussion. Stay on topic given on the 2 questions above. all information needed is been attached. thank you. )

 
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Article appraisal

Purpose:  Summarize and appraise an article for bias and validity in a collaborative environment.Assessment:  The DBs are worth 35 points. It will be graded based quality of 3 posts made on 3 different days. Please see the grading rubric embedded below for complete criteria.Instructions: Carefully read, summarize, and appraise your group’s assigned article.  The discussion board for this week should cover the following concepts in order to have a complete draft by the end of the week. Apply the concepts discussed in the lecture and the readings.  As you provide input to your peers, be sure to state a rationale for your claims.Appraise and debate the sampling methods and determine the quality of the sampling procedures in reducing bias. Consider the following questions:Was the sampling method and inclusion/exclusion criteria adequate to reduce sampling bias?Are the sample characteristics representative of the target population?Was the sample size adequate?Was there a decrease in sample size?  If so, did the researchers identify decreases early and       attempt to reduce the impact?  Was a decrease, if any, adequately explained by the researchers?

 
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