Psychology Case Study of Molly

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Psychology Case Study of Molly

Instructions: Read the following case, and follow the instructions in u02a1 in the courseroom to complete the assignment.(Psychology Case Study of Molly)

Molly, a 29-year-old unmarried woman, comes to the clinic complaining of a depressed mood, sleep problems, lack of concentration, loss of interest and pleasure in things, irritability, nervousness, lack of sex drive, no appetite, and undesired loss of 15 pounds in two months. She looks tired, sad, and gaunt. She moves slowly and occasionally tears up during the interview. She reports feeling this way for about two and a half years, since losing a job in a high-pressure computer start-up company. She had been a “shooting star,” rising fast in the dot-com world.

Prior to her collapse, she had never experienced failure of any kind. The collapse on the job seemed to be precipitated by a sexual affair she initiated with a coworker. As soon as this affair became known, she was criticized by coworkers and threatened by her supervisors with termination unless she ended the affair. Her lover was fired, and in his anger he refused to see her anymore. Thus, she lost her lover and the respect of her coworkers at the same time, and within six weeks was so depressed she could not function. She was then fired.

Since that time, she has taken a number of similar jobs, but has been unable to overcome her doubts that her “luck” would hold. She was afraid that her depression would impair her ability to concentrate and that she would either quit or be fired. She has moved back home with her parents, who are very supportive. Molly’s mother brought her to the interview.

During her love affair, Molly says, she began using cocaine with her boyfriend. After losing her job, she did not give up drugs, but switched to marijuana because it was much cheaper. Although she says that she preferred the rush of cocaine, she could not afford it, and now relishes the calm and numbness that marijuana brings. She smokes at least two marijuana cigarettes per day, often more. She had had one smoke earlier on the day of the interview. Her parents disapprove, though they give her the money for it, since “it helps me relax.” Molly also says that she drinks ” two to five” glasses of white wine each evening. “Wine helps me sleep,” she reports.

Molly has no medical problems to speak of. Difficult ovulation has always been a problem, but “nothing I can’t live with.” During ovulation, she tends to become more irritable than normal, and often snaps at people. But after 48 hours, she says, this dissipates. “It’s predictable as the trains,” she says. Her menstrual periods are uneventful.

Molly has had no accidents or illnesses besides the normal ones of life. No surgeries and no medications complicated her health picture. She has never needed or been to a therapist or psychiatrist prior to this visit. She feels ashamed of coming now.Use this outline to structure your case assignments.(Psychology Case Study of Molly)

1. Case Summary
  • Provide a brief summary of      what you have learned about the individual reviewed in the case. Include information about the individual      in terms of demographics and general history, and the sources of that      information, and the reason that the individual was referred, and by whom.
  • Summarize any information      you may have about evaluations that have been conducted, including the      results.
2. Clinical Impression (Diagnosis)

Write the clinical impression in the DSM-5 format:

XXX.xx (Yyy.yy) Primary Diagnoses (list in order of salience).

(DSM-5 Code is first, as in XXX.xx, and ICD-10 codes next, in parentheses.)

OTHER FACTORS:

Use the V and Z codes, or simply appropriate descriptors to psychosocial and contextual factors of importance to the diagnostic case. These replace the DSM-IV-TR Axis IV & V used to address these concerns.

3. Recommendations

Explain any recommendations for interventions, treatment, and/or disposition.

4. Questions(Psychology Case Study of Molly)

Address the specific questions that were asked in the instructions for this assignment.

Here is a sample assignment question and an appropriate brief response:

Question: Describe what further information you would need to accurately diagnose this case.

Response: To diagnose this case accurately, I would also need to review any pertinent medical records. I would want to interview this client’s mother, with whom he lives, to corroborate the clinical interview data supplied by the client, and to learn more about his developmental history. I would also want to

 
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Family Health Assessment

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Family Health Assessment

(Family Health Assessment)

Question description

COMMUNITY HEALTH NURSING

FAMILY HEALTH ASSESSMENT

Choose a family in your community and conduct a family health assessment using the following questions below.

1. Family composition.

Type of family, age, gender and racial/ethnic composition of the family.

2.Roles of each family member.Who is the leader in the family?Who is the primary provider?Is there any other provider?

3.Do family members have any existing physical or psychological conditions that are affecting family function?

4.Home (physical condition) and external environment; living situation (this must include financial information).How the family support itself.

For example; working parents, children or any other member

5.How adequately have individual family members accomplished age-appropriate developmental tasks?

6.Do individual family member’s developmental states create stress in the family?

7.What developmental stage is the family in?How well has the family achieve the task of this and previous developmental stages?

8.Any family history of genetic predisposition to disease?

9.Immunization status of the family?

10.Any child or adolescent experiencing problems

11.Hospital admission of any family member and how it is handle by the other members?

12.What are the typical modes of family communication?It is affective?Why?

13.How are decision make in the family?

14.Is there evidence of violence within the family?What forms of discipline are use?

15.How well the family deals with crisis?

16.What cultural and religious factors influence the family health and social status?

17.What are the family goals?

18.Identify any external or internal sources of support that are available?

19.Is there evidence of role conflict?Role overload?

20.Does the family have an emergency plan to deal with family crisis, disasters? (Family Health Assessment)

Identify 3 nursing diagnosis and develop a short plan of care using the nursing process.

Please present a summary of your assessment in an APA format on a 12 Arial font, word document, use at least 3 scholarly evidence-based practice references.A minimum of 1000 words are required, excluding the first and reference page (Websites can be used but will not count toward grading).

 
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Immune Disorders

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Immune Disorders

(Immune Disorders)

APA format 1.5 pages MSN degree 2 references from Walden university library

Due Thursday March 15, 2018 at 7pm EST

 

Immune Disorders

Two immune deficiency disorders will be discussed in the following text, human immunodeficiency virus (HIV) and psoriasis. Pathophysiology, drug therapy, and adverse effects will be discussed. Furthermore, variations in each disease process will also be presented. The purpose of this discussion post is to further understand the disease process of HIV and psoriasis.

HIV

Human immunodeficiency virus is a viral infection that targets the CD4-positive Th cells, which are needed for the development of plasma cells and T cells. The result of this cell depletion results in a negative immune response. With the immune system suppression, the development of acquired immunodeficiency syndrome (AIDS) is possible (Huether & McCance, 2017), p. 194).

Drug Therapy

After HIV is diagnosed, the goal of action is to control the virus and prevent the progression to AIDS. Drug therapy is designed to do five things for the patient: suppress the viral load, restore the immune system function, maintain quality of life, prevent HIV related complications, and prevent HIV transmission (Arcangelo, Peterson, Wilbur, & Reinhold, 2017, p. 846).

Medication regimens have been designed and it is important to note the each patient responds differently. The different classes of drug regimens include: nucleoside reverse transcriptase inhibitors (NRTI), nonnucleaoside reverse transcriptase inhibitors (NNRTI), protease inhibitors (PI), fusion inhibitors, integrase trans transfer inhibitors (INSTI), and CCR5 Antagonists.

When using NRTI drugs such as, Ziagen, Videx, Emtriva, Epivir, Zerit, and Retrovir, it is important to know that they prevent the transcription of RNA into DNA (Arcangelo, Peterson, Wilbur, & Reinhold, 2017, p. 849).

When working with NNRTIs drug such as, Rescriptor, Sustiva, Intelence, Viramune, and Edurant, the drug binds to the reverse transcriptase and prevents the conversion of RNA into DNA Arcangelo, Peterson, Wilbur, & Reinhold, 2017, p. 851).

Protease inhibitors target the cell replication in the later stages. They prevent the development of the polyproteins, which are needed to create new HIV RNA copies. Examples of PIs are Reyataz, Prezista, Lexiva, Crixivan, Kaletra, Viracept, Norvir, Invirase, and Aptivus (Arcangelo, Peterson, Wilbur, & Reinhold, 2017, p. 852).

Fusion inhibitors prevents HIV from entering the cells by blocking the fusion process of the virus to the membrane of the CD4 T cells. Fuzeon is the only available drug from this particular class (Arcangelo, Peterson, Wilbur, & Reinhold, 2017, p. 853).

The INSTIs available for use are Trivicy, Vitekta, and Isentress. These drugs prevent the HIVs DNA  from entering the genome of the host cell. They are often used in conjunction with NRTI drugs (Arcangelo, Peterson, Wilbur, & Reinhold, 2017, p. 853).

The final drug class is the CCR5 Antagonists and Selsentry is the only medication amiable. This medication works on the membrane of CD4 T cells and prevents HIV from entering the cells by blocking the CCR5 receptors (Arcangelo, Peterson, Wilbur, & Reinhold, 2017, p. 854).

Each medication regimen is carefully selected for the patient. Each patient will have a different response. It is also important to note, the HIV is not curable, as no medication has been proven to eliminate the virus.(Immune Disorders)

Pediatrics

Unfortunately, HIV in children is something that needs discussion. It can be detected and diagnosed in infancy. When infants contract HIV it it typically from their mother during birth. Treatment with drug therapy varies as children grow. Interactions may occur with food and other medications. Compliance and frequent follow ups are needed as these children are treated. Providing each child with a life full of quality and low adverse effects is essential (Arcangelo, Peterson, Wilbur, & Reinhold, 2017, p. 855).

Adverse Effects

Adverse effects depend vary depending on the patient’s medication regimen. For example, when patients are taking a NRTI they need to conscious of the development of gastrointestinal (GI) symptoms such as nausea, vomiting, and abdominal pain. These symptoms could be indicative of lactic acidosis with hepatic sweatosis. This rare side effect could lead to possible death. When taking NNRTIs, patients could also experience GI symptoms in addition to dizziness, difficulty concentrating, hallucinations, and odd dreaming. Liver function impairment is also a risk when taking NNRTIs. Gastrointestinal symptoms, as well as liver transmitases, are side effects related to PIs. Fusion inhibitors are administered via subcutaneous injections; therefore, a common side effect is irritation at the injection site. Rash and fever are another possibility. Adverse effects of INSTIs vary from headache, diarrhea, reduced renal function, and hypersensitivity. CCR5 antagonists can case hepatotoxicity, which can lead to a systematic allergic reaction. Because of this side effect, CCR5 antagonists are not recommended as a front line management of HIV (Arcangelo, Peterson, Wilbur, & Reinhold, 2017, p. 849-854).

Psoriasis

Psoriasis is the inflammatory process of the skin, scalp, or nails, in which their cell replication is faster than normal. For example, the epidermis usually sheds in a 14-20 time frame. With psoriasis, the epidermis sheds in 3-4 days. During this inflammatory process, the is a conflicting interaction between macrophages, fibroblasts, dendritic cells, natural killer cells, T helper cells, and regulatory T cells. This interaction leads to the production of inflammatory mediators. In addition, the epidermis and dermis become thicker than normal because of their cellular hyperproliferation, the alteration in kerotinocyte, and the expanded dermal vasculature. Skin cells no longer mature and keratinze, but instead thicken and plaque formation begins. Because cell metabolism is increased, their is an increase in blood flow to the skin. This causes redness and inflammation. The inflammatory process waxes and wanes depending on triggering factors (Huether & McCance, 2017, p. 1062).(Immune Disorders)

When you hear psoriasis, one typically thinks of skin. It is also important for health care providers to be educated in psoriatic arthritis. Typically, it presents itself later in ones life, but it is possible that children can could experience it as well. Signs and symptoms include joint pain or stiffness (Van Onselen, 2013).

Drug Therapy

When treating psoriasis, medications are aimed at treating the inflammatory mediators. Treatment is aimed at restoring skin moisture,  reducing cells turnover, and controlling pruritus. Each patient’s treatment is different and depends on the degree of severeness. In mild cases, topical corticosteroids, moisturizing creams, Vitamin D analogs, and keratolytic agents are utilized. Narrow-band ultraviolet light therapy is also used. In severe cases, a more systemic treatment approach is needed. Approved medications included methotrexate, acitretin, and cyclopsporine. New therapies are being developed as the pathophysiology of psoriasis is further learned. Such treatment includes biologics. The safety and efficiency of this drug group is still under investigation (Huether & McCance, 2017, p. 1062-1063).

Pediatrics

The pathophysiological process of developing psoriasis is the same for children as for adults. It is more often seen in adults over children. There is some genetic linking to psoriasis, but exact details are still unknown. Typically, environmental and systemic triggers will still begin the initial presentation. Triggers include infection, skin trauma, medications, hormonal changes, smoking, or alcohol (Vam Onselen, 2013).

When treating children with psoriasis, emollients are commonly used to help with skin dryness. Emollients also have an anti-inflammatory property that make them a first line treatment for children. Other options to treat are topical corticosteroids, Vitamin D analogues, ditheranol, tar, topical calcineurin inhibitors, and photosynthesis treatment. Thorough education is necessary for both the child and parents when treating psoriasis. Allowing the child to demonstrate putting on his or her own cream may be a beneficial activity. Psychological support may be necessary while the child is being treated (Van Onselen, 2013).(Immune Disorders)

Reducing Side Effects

Side effects can be managed and reduced by seeking medical advice as soon as symptoms begin. By completing thorough education, encouraging follow-up, and avoiding triggering agents side effects can also be limited. Patients often have preconceived ideas that nothing can help them. It is important to recommend dermatology consultation when needed and to encourage each patient to be open to different therapies. Treatments do not work the same for each patient. Furthermore, patients need to be taught how to be compliant with their treatment (Renton, 2018).

Comparing HIV and Psoriasis

Immune disorders can be frustrating for patients. For HIV, the patient may have inner guilt or feelings of embarrassment depending on how they got HIV. Outsiders looking in may never know they have HIV, but the patient will feel like everyone knows and everyone is talking about them. Furthermore, patients with psoriasis may also feel embarrassed, but more because of the physical evidence. It may be difficult for these individuals to wear shorts or go swimming without feeling self conscious. It is important to show patients respect and to give support as they are facing maladaptive and physiological responses. By giving these patients a positive outlook, positive outcomes are more likely to follow.(Immune Disorders)

References

Arcangelo, V. P., Peterson, A. M., Wilbur, V. &  Reinhold, J. A.  (Eds.).

(2017). Pharmacotherapeutics  for advanced practice: A practical approach (4th ed.).

Ambler, PA:  Lippincott Williams & Wilkins.

Huether, S. E., & McCance, K. L. (2017). Understanding  pathophysiology (6th ed.). St. Louis,

MO: Mosby.

Renton, C. (2018). Late-onset psoriasis: Diagnosis, assessment and management. British

Journal Of Community Nursing, 23(2), 58-63.

Van Onselen, J. (2013). Managing psoriasis in children and young people. Nurse Prescribing,

11(7), 330-336.

 
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Reducing Hospital Readmissions with Telephone Follow-ups

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Reducing Hospital Readmissions with Telephone Follow-ups

(Reducing Hospital Readmissions with Telephone Follow-ups)

Question description

You are to create a Design for Change proposal inclusive of your Practice Issue and Evidence Summary worksheet from your Capstone Project Milestone 1. Your plan is to convince your management team of a nursing problem you have uncovered and you feel is significant enough to change the way something is currently practiced.

  1. Create a proposal for your Design for Change Capstone Project. Attached is the recommended assignment specific Milestone 2 Design Proposal Outline (Links to an external site.)Links to an external site.. Use this to write your paper. You will include the information from Milestone 1, your practice issue and evidence summary worksheets, as you compose this proposal. Your plan is to convince your management team of a practice problem you have uncovered that is significant enough to change current practice.
  2. The format for this proposal will be a paper following the Publication manual of APA 6 th edition.
  3. The paper is to be four- to six-pages excluding the Title page and Reference page.
  4. As you organize your information and evidence, include the following topics.
    1. Introduction: Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63). Introduce the reader to the plan with evidence-based problem identification and solution.
    2. Change Model Overview: Overview of the ACE Star model (the model we have been discussing this session); define the scope of the EBP; identify the stakeholders, and determine the responsibility of the team members. (Reducing Hospital Readmissions with Telephone Follow-ups)
    3. Evidence: Conduct internal and external searches of evidence; integrate and summarize the evidence summary worksheet from Milestone 1; develop a recommendation for change.
    4. Translation: develop a hypothetical action plan; include measurable outcomes, reporting to stakeholders; identify next steps and disseminate the findings.
    5. Conclusion: Provide a clear and concise summary, inclusive of the problem issue, the five points of the ACE Star change model; and ways to maintain the change plan.
  5. Citations and References must be included to support the information within each topic area. Refer to the APA manual, Chapter 7, for examples of proper reference format. In-text citations are to be noted for all information contained in your paper that is not your original idea or thought. Ask yourself, “How do I know this?” and then cite the source. Scholarly sources are expected, which means using peer-reviewed journals and credible websites.
  6. Tables and Figures may be added as appropriate to the project. They should be embedded within the body of the paper (see your APA manual for how to format and cite). Creating tables and figures offers visual aids to the reader and enhances understanding of your literature review and design for change.
 
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Discussion Post (Capstone Reflection)Response

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Discussion Post (Capstone Reflection)Response

(Discussion Post (Capstone Reflection)Response)

Question description

Respond by Day 6 to at least one of your colleagues’ postings in one or more of the following ways:

  • Ask a probing question.
  • Share an insight from having read your colleague’s posting.
  • Offer and support an opinion.
  • Validate an idea with your own experience.
  • Make a suggestion.
  • Expand on your colleague’s posting.

Classmate’s Post

“Beauty: Society’s Misconception is the topic of my capstone project, it focuses on the culture of social media and how it impacts the lives of adolescent girls and young women in regards to body image. The culture of social media shines a bright light on perfection or the perception of perfection, to the adult eye we can distinguish between reality and perception; however adolescent girls wanting to be accepted take to true value the message of beauty that is received through social media. The aspects of social media I chose to focus on are the negative aspects, the models, celebrities, fitness models, men, and women who portray perfection and profess to be all natural but have been surgically and digitally altered.

The message they send to girls and even boys is one of deception. The generation growing up now have the world at the tips of their fingers and with one click they can venture into a whole new world and get lost thinking that this is reality and find themselves dissatisfied with the body they were created with. My paper is about discovery, discovering the issue with social media and what about that issue causes negative impact on body image. The end goal is finding a resolution in hopes of changing the mindsets of our adolescent girls and ultimately educating them on the importance of self love.

Through this journey of picking a topic, gathering information, and compile that information into a paper, I find myself amazed of the many people who agree with me and find the negative impact social media has on body image an issue. I found that I am more passionate about the topic than I thought and really do want to make a change to this way of thinking and doing. My experience in this capstone class has been very enlightening and educational and as I currently finish my final paper I find myself improving upon my original submissions and making my problem and resolution clear. The message I want to leave is one that says although culture is the rule that and it what drives perception, we are the culture and we can make the change.”

 
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Essay Article Critique – Experimental Design

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Essay Article Critique – Experimental Design

(Essay Article Critique – Experimental Design)

need this paper by 12pm 10/29/17. I am late posting, was going to do it myself, but I hate this class and can’t get into it.

The topic is Recidivism and Rehabilitation in the criminal justice system, with the participants receiving drug and life skill inside jails and prisons.

There is a Rubics:

 

1
Unsatisfactory
0.00%2
Less than Satisfactory
65.00%3
Satisfactory
75.00%4
Good
85.00%5
Excellent
100.00%70.0 %Content 20.0 %Compare the research design of the two studies chosen.Comparison of research designs chosen are missing.Comparison of research designs chosen are vague and inconsistent.Comparison of research designs chosen are present and appropriate.Comparison of research designs chosen are present and makes some connection to research.Comparison of research designs chosen are concise and well-research; makes connections to current research.20.0 %Identify the independent variable(s), dependent variable, and any possible extraneous variable.Identification of independent variable(s), dependent variable, and any possible extraneous variable are missing.Identification of independent variable(s), dependent variable, and any possible extraneous variable are vague and inconsistent.Identification of independent variable(s), dependent variable, and any possible extraneous variable are present and appropriate.Identification of independent variable(s), dependent variable, and any possible extraneous variable are present and makes some connection to research.Identification of independent variable(s), dependent variable, and any possible extraneous variable are thorough and concise; makes connections to current research.15.0 %Identify the main effects and interactions for the factorial designs.Identification for main effects and interactions for factorial designs are missing.Identification for main effects and interactions for factorial designs are vague and inconsistent.Identification for main effects and interactions for factorial designs are present and appropriate.Identification for main effects and interactions for factorial designs are present and makes some connection to research.Identification for main effects and interactions for factorial designs are thorough and concise; makes connections to current research.15.0 %Explain if the study has a random sample and/or random assignment and other limitations noticed.Explanation if the study has a random sample and/or random assignment and other limitations noticed is missing.Explanation if the study has a random sample and/or random assignment and other limitations noticed is vague and inconsistent.Explanation if the study has a random sample and/or random assignment and other limitations noticed is present and appropriate.Explanation if the study has a random sample and/or random assignment and other limitations noticed is present and makes some connection to research.Explanation if the study has a random sample and/or random assignment and other limitations noticed is thorough and well-researched; makes connections to current research.20.0 %Organization and Effectiveness 8.0 %Thesis Development and PurposePaper lacks any discernible overall purpose or organizing claim.Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.Thesis and/or main claim are apparent and appropriate to purpose.Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.7.0 %Paragraph Development and TransitionsParagraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established.

Transitions are inappropriate to purpose and scope. Organization is disjointed.Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose.There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied.Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.Writer is clearly in command of standard, written, academic English.10.0 %Format 5.0 %Paper Format (use of appropriate style for the major and assignment)Template is not used appropriately, or documentation format is rarely followed correctly.Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.Appropriate template is used. Formatting is correct, although some minor errors may be present.Appropriate template is fully used. There are virtually no errors in formatting style.All format elements are correct.5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)Sources are not documented.Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.Sources are documented, as appropriate to assignment and style, and format is mostly correct.Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.100 %Total Weightage (Essay Article Critique – Experimental Design)

The Essay Part:

 

For this assignment, again, it is beneficial that you keep the topic you would like to research for the capstone proposal in mind. The capstone will require a literature review for your proposal, of which you may use articles obtained during this course.

Select a peer-reviewed, experimental research study that exemplifies a two-group design and a factorial design (use keywords method, results, and discussion in your Boolean search). These studies can be found using tools such as the GCU Library and Google Scholar.

The topic is Recidivism and Rehabilitation in the criminal justice system, with the participants receiving drug and life skill inside jails and prisons.

There must be in text citations along with citations listed on a reference page

Write a 500-750-word paper in which you:

  1. Compare the two research designs.
  2. Identify the independent variable(s), dependent variable, and any possible extraneous variable.
  3. Identify main effects and interactions for the factorial design.
  4. Explain if the study has a random sample and/or random assignment. Were there other limitations that were noticed?

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.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.

 
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Ethical analysis Essay

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Ethical analysis Essay

(ethical analysis Essay)

The practice of health care providers at all levels brings you into contact with people from a variety of faiths. This calls for knowledge and acceptance of a diversity of faith expressions.

The purpose of this paper is to complete a comparative ethical analysis of George’s situation and decision from the perspective of two worldviews or religions: Christianity and a second religion of your choosing. For the second faith, choose a faith that is unfamiliar to you. Examples of faiths to choose from include Sikh, Baha’i, Buddhism, Shintoism, etc.

In your comparative analysis, address all of the worldview questions in detail for Christianity and your selected faith. Refer to Chapter 2 of Called to Care for the list of questions. Once you have outlined the worldview of each religion, begin your ethical analysis from each perspective.(ethical analysis Essay)

In a minimum of 1,500-2,000 words, provide an ethical analysis based upon the different belief systems, reinforcing major themes with insights gained from your research, and answering the following questions based on the research:

  1. How would each religion interpret the nature of George’s malady and suffering? Is there a “why” to his disease and suffering? (i.e., is there a reason for why George is ill, beyond the reality of physical malady?)
  2. In George’s analysis of his own life, how would each religion think about the value of his life as a person, and value of his life with ALS?
  3. What sorts of values and considerations would each religion focus on in deliberating about whether or not George should opt for euthanasia?
  4. Given the above, what options would be morally justified under each religion for George and why?
  5. Finally, present and defend your own view.

Support your position by referencing at least three academic resources (preferably from the GCU Library) in addition to the course readings, lectures, the Bible, and the textbooks for each religion. Each religion must have a primary source included. A total of six references are required according to the specifications listed above. Incorporate the research into your writing in an appropriate, scholarly manner.

Prepare this assignment according to the guidelines found in the APA Style Guide

 
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Nursing Teaching

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Nursing Teaching

(Nursing Teaching)

 

Nursing teaching is a vital component of healthcare education, aimed at preparing individuals to deliver high-quality patient care. It encompasses diverse topics such as medical procedures, patient communication, and ethical considerations. Effective nursing teaching involves a dynamic blend of theoretical knowledge and practical skills, often utilizing simulations and real-world scenarios. Educators focus on fostering critical thinking, clinical reasoning, and empathy in aspiring nurses. The curriculum typically covers anatomy, pharmacology, and disease management, equipping students with the necessary tools to navigate complex healthcare environments. Furthermore, nursing teaching emphasizes the importance of ongoing learning, adaptability, and collaboration within multidisciplinary healthcare teams. As the healthcare landscape evolves, nursing education remains pivotal in producing competent and compassionate professionals capable of meeting the diverse needs of patients and communities.

wk3t2/topic 1/t

Reflect on a lesson you would like to teach to a friend or family member. Determine the level of your learning objectives using Bloom’s taxonomy. Construct three learning objectives containing appropriate active verbs. Identify a possible teaching strategy for each of your objectives. Indicate how you plan to measure each objective.

STROKE RECOGNITION

Learning Objective: After reading a handout, family member can properly recite the acronym used as a mnemonic to help detect and enhance responsiveness to the needs of a person having a stroke.

Measurement: When asked to recite and explain FAST family member is able to state (FAST) Facial drooping, Arm weakness, Speech difficulties and Time to call 911.

Teaching Strategy: Self instruction

Taxonomy: Cognitive(Nursing Teaching)

Learning Objective: After a brief one on one discussion about how to detect and enhance the responsiveness to the needs of a person having a stroke the family member can verbalize feelings of confidence in stroke detection mnemonic FAST and meaning.

Measurement: Question & Answer

Teaching Strategy: One on one discussion

Taxonomy: Affective

Learning Objective: After 30 minutes of teaching and demonstrations how to detect and enhance the responsiveness to the needs of a person having a stroke, the family member can perform a return demonstration on FAST mnemonic and stroke detection.

Measurement: Family member can perform return demonstration on how to enhance responsiveness to the needs of a person having a stroke and the mnemonic FAST.

Teaching Strategy: Demonstration and return demonstration

Taxonomy: Psychomotor

 
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Assignment 3: Individual Research Task

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Assignment 3: Individual Research Task

(Assignment 3: Individual Research Task)

Individual Research: Overview

As a forensic psychology professional, you need to critically analyze statutory and case laws related to psycholegal issues and correctly apply the knowledge from your analysis in your work. The individual research course projects will provide you with the opportunity to analyze the landmark cases related to psycholegal issues.

In Module 1, identify at least one landmark legal case or court decision for each of these important psycholegal areas: CST, criminal responsibility (MSO), the right to mental health treatment, the right to refuse psychiatric treatment, coercion to mental health treatment, and participation in treatment and civil commitment of sex offenders.

Critically analyze the essence of the selected cases.

You may be asking what it means to discuss the “essence” of a court decision. The essence of a court decision involves two things: (1) the issue under dispute and (2) how the court decided that issue. You can usually summarize this information in one or two paragraphs. Remember that you need to identify the final decision by the highest court. Landmark cases are almost always the cases that have been appealed to higher courts for a ruling on an issue of law.

Looking Ahead

Through Modules 2 and 3, you should continue to conduct research on professional literature to find additional information regarding the selected cases to create a case report. Note that professional literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, and .gov).

You may refer to the following links for additional information:

Landmark Cases of the US Supreme Court

Supreme Court of the U.S.

Google(Assignment 3: Individual Research Task)

US Supreme Court Center

In M4 Assignment 2, you will create and submit a case report for each case related to competency and criminal responsibility right to treatment, right to refuse treatment, coercion, and participation in treatment and civil commitment of sex offenders. You are highly encouraged to work on these case reports on a weekly basis and not wait until Module 4 to complete. Write each case report in 2–3 paragraphs, providing your analysis and interpretation of the case. In addition, analyze the roles and responsibilities of a forensic psychology professional in the circumstances presented in each case.

Click here to view a sample case report, which you will use as a template in your M4 Assignment 2 to write your case reports.

Note: Remember that you do not need to use the sample report in this assignment. You only need to write about the essence of the case. You will utilize the sample case format in Module 4.

Landmark Case Selection

In this assignment, you will research specific cases, describe the essence of each case, and critically analyze how each relates to the practice of forensic psychology.

Click here to view a list of landmark cases.

Tasks:

Select one case for each of the following six legal areas:

CST

Criminal responsibility (MSO)

Right to receive mental health treatment

Right to refuse psychiatric treatment

Coercion to mental health treatment

Participation in treatment and civil commitment of sex offenders

Conduct individual research from professional literature to critically analyze the essence of the selected cases in forensic psychology. Note that professional literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, and .gov). Present your choices, as well as your critical analysis of the essence of each case, in 2- to 3-paragraphs in a Microsoft Word document.

All written assignments and responses should follow APA rules for attributing sources.

Submission Details:

By the due date assigned, save your documents as M1_A3_Lastname_Firstname.doc and submit it to the Submissions Area.

Assignment 3 Grading Criteria

Maximum Points

Articulated the essence of each selected case related to the six legal areas.

80

Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.

20

Total:

100

Due Date

5 Assignment 1 Discussion

Discussion Topic

Assignment 1: Assault in the City: CST and Criminal Responsibility at the Time of Offense

Click here to study a vignette.

Assault in the City(Assignment 3: Individual Research Task)

The chief asks Dr. Johnson to conduct a competency to stand trial (CST) evaluation and a criminal responsibility evaluation, referred to as the mental state at the time of an offense (MSO), of the defendant. Dr. Johnson must report her findings to the court. She has already seen media publicity suggesting the prosecutor is going to play “hard ball” and wants to try the young man as an adult and seek the longest possible prison sentence.

The chief recommends a CST evaluation and an MSO evaluation so, as he says, “nothing will come back to bite them” after the trial. Although she finds the young man’s alleged behavior reprehensible, she feels confident she can conduct an objective evaluation.

She has interviewed the individual and understands his low intelligence quotient (IQ) and dysfunctional family background as mitigating factors. Although she does not wish to advocate for the defendant, she feels he may not be competent to go to trial. She prepares to conduct the CST and MSO evaluations. However, the day before the examination is scheduled, her fifteen-year-old daughter tells her the man was a “friend” on her computer social network. She recognized his face from the news and told her mother after her mother mentioned she was working on this case.

The daughter denies having ever met the man and states her page is set so “anyone can be my friend; it doesn’t mean I know them!” Dr. Johnson must now conduct the evaluations objectively, although she feels her daughter may have been threatened. She realizes this connection is insufficient to withdraw from the case.

Tasks:

On the basis of the vignette you read, respond to the following:

Define competency to stand trial and indicate the standard used for juvenile and adult competency. Discuss the landmark case(s) relevant to competency determinations.

Describe the elements or issues that a mental health professional usually focuses on when assessing a person’s competence to stand trial.

On the basis of the information you have from the vignette, provide an opinion on the defendant’s competence to stand trial.

Submission Details:

By the due date assigned , post your responses to this Discussion Area.

Through the end of the module, respond to at least two of your classmates’ posts. While responding, compare the similarities and differences between what you have constructed and what your classmates have.

Grading Criteria

Maximum Points

Quality of initial posting, including fulfillment of assignment instructions

16

Quality of responses to classmates

12

Frequency of responses to classmates

4

Reference to supporting readings and other materials

4

Language and grammar

4

Total:

40

* M5 Assignment 2 LASA Submission Assignment    Due November 6 at 10:59 PMAssignment 2: LASA: Assault in the City: Trial, Sentencing, and Appeal

* Click here to study a vignette.

Assault in the City(Assignment 3: Individual Research Task)

The defendant has been found guilty of three counts of sexual battery. The other witnesses were reluctant to testify, and the assistant district attorney (ADA) felt that the three counts would suffice for a lengthy prison sentence. However, the defendant is seventeen years old. Dr. Shayleigh Johnson has been asked to evaluate him to assist in the sentencing. The defendant can be sentenced to adult prison or juvenile corrections. Dr. Johnson is asked to evaluate his amenability to treatment, conduct a risk assessment, and recommend what, if any, treatment should be pursued.

Tasks:

On the basis of the vignette you read, write a paper supported by appropriate, peer-reviewed sources and case law that responds to the following:

* Define risk of dangerousness and discuss the relevant landmark court cases relevant to this psycholegal issue.

* Discuss the relevance of the defendant’s age to a risk of dangerousness assessment.

* Describe the elements or issues that a mental health professional usually focuses on when assessing a person’s risk of dangerousness.

* On the basis of the information you have from the vignette, provide an opinion on the defendant’s risk of dangerousness.

* Define insanity and discuss the relevant landmark court cases relevant to this psycholegal issue.

* Discuss the relevance, if any, of the defendant’s age to a determination of mental status at the time of the offense.

* Describe the elements or issues that a mental health professional usually focuses on when assessing a person’s mental status at the time of the offense.

* Discuss the potential ethical concerns that may be encountered by a forensic professional in the evaluation and assessment of each of these psycholegal issues.

* Discuss the potential impact of an individual’s culture in the evaluation and assessment of each of these psycholegal issues.

* On the basis of the information you have from the vignette, provide an opinion on the defendant’s likelihood of using an insanity defense.

* Use resources from professional literature to support your analysis. The professional literature may include relevant textbooks; peer-reviewed journal articles; and websites created by professional organizations, agencies, or institutions (.edu, .org, and .gov).

* All written assignments and responses should follow APA rules for attributing sources.

* Submission Details:

*

*

* By the due date assigned,save your paper as M5_A2_Lastname_Firstname.doc and submit it to the Submissions Area.

* This LASA is worth 300 points and will be graded according to the following rubric.

* Assignment ComponentProficientMaximum Points PossibleDescribe the psycho-legal standards and/or definitions for risk of dangerousness and insanity.The description and definitions provided were brief, yet clear and accurately stated.64Identify and describe one or more landmark case(s) for each standard (at least two cases total).The discussion of the landmark cases was brief yet clear and accurately stated.64On

the basis of the information from the vignette, provide an opinion on the defendant’s risk of dangerousness and insanity.

The opinion provided was brief yet clearly and accurately related to the case vignette.

64Discuss the potential ethical concerns that may be encountered by a forensic professional in the evaluation and assessment of each of these psycholegal issues.

The discussion provided was brief yet clear and accurately related to the case vignette.40

Discuss the potential impact of an individual’s culture in the evaluation and assessment of each of these psycholegal issues.The discussion of the impact of the defendant’s culture was brief yet clear and accurately related to the case vignette.

40Academic Writing Writing is generally clear and in an organized manner. It demonstrates ethical scholarship in accurate representation and attribution of sources; and generally displays accurate spelling, grammar, punctuation. Errors are few, isolated, and do not interfere with reader’s comprehension.

Citations in text and at the end of the document are in correct APA format.Writing is generally clear and in an organized manner. It demonstrates ethical scholarship in accurate representation and attribution of sources; and generally displays accurate spelling, grammar, punctuation. Errors are few, isolated, and do not interfere with reader’s comprehension.

Citations in text and at the end of the document are in correct APA format.28

Total: 300

 
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Physical Examination: A Vitamin D Deficiency.

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(Physical Examination: A Vitamin D Deficiency.)

Mr.Williams, a 62-year-old patient, presents for a physical examination. You suspect a vitamin D deficiency. Which of the following assessment findings might lead the examiner to suspect vitamin D deficiency?

Question

Question 1

Mr.Williams, a 62-year-old patient, presents for a physical examination. You suspect a vitamin D deficiency. Which of the following assessment findings might lead the examiner to suspect vitamin D deficiency?

a. Spinal curvature and bowed legs

b. Night blindness and dry eyes

c. Neuropathy and seizures

d. Nausea and insomnia

Question 2

A college student comes to the student health center complaining of difficulty in concentrating during class and while studying. The diet that would contribute to this problem is one that contains mostly:

a.fruit and vegetables.

b.lean meat and fish.

c.sandwiches and diet drinks.

d.pasta and chicken.

e.cereal and breads.

Question 3(Physical Examination: A Vitamin D Deficiency.)

In counseling a client regarding nutrition education, you explain that linoleic acid, a major fatty acid, is thought to be essential for:

a. glycogen storage in the liver.
b. normal growth and development.
c. myocardial cell function.
d. building and maintaining tissues.

Question 4

Monitoring a patient’s waist-to-hip ratio provides data concerning:

a. daily caloric requirements.
b. lung capacity.
c. stomach cancer risk.
d. cardiovascular disease risk.

Question 5

Mr.Jones is a 45-year-old patient who presents for a physical examination. On examination, you note costochondral beading, an enlarged skull, and bowed legs and diagnose him with rickets. A deficiency of which fat-soluble micronutrient can result in rickets?

a. Vitamin A
b. Vitamin E
c. Vitamin D
d. Vitamin K

Question 6

A 17-year-old girl presents to the clinic for a sports physical. Physical examination findings reveal bradycardia, multiple erosions of tooth enamel, and scars on her knuckles. She appears healthy otherwise. You should ask her if she:

a. binges and vomits.
b. has regular menstrual periods.
c. has constipation frequently.
d. is cold intolerant.

Question 7(Physical Examination: A Vitamin D Deficiency.)

Mr.Miles is a 45-year-old man who is being evaluated for obesity. Advising Mr.Miles to reduce which macronutrient will produce the greatest calorie reduction per gram?

a. Carbohydrate
b. Protein
c. Fat
d. All provide the same number of calories per gram.

Question 8

Macronutrients are so named because they:

a. have high molecular weights.
b. form long chemical chains.
c. tend to increase waist measurements.
d. are required in large amounts.

Question 9

Bulging of an amber tympanic membrane without mobility is usually associated with:

a. middle ear effusion.
b. healed tympanic membrane perforation.
c. impacted cerumen in the canal.
d. repeated and prolonged crying cycles.

Question 10

An infant’s auditory canal, compared with an adult’s, is:

a. short, narrow, and straight.
b. short and curved upward.
c. long, narrow, and curved forward.
d. short and curved downward.

Question 11

An ear auricle with a low-set or unusual angle may indicate chromosomal aberration or:

a. digestive disorders.
b. skeletal anomalies.
c. renal disorders.
d. heart defects.

Question 12

A 6-month-old who can hear well can be expected to:

a. exhibit the Moro reflex.
b. stop breathing in response to sudden noise.
c. turn his or her head toward the source of sound.
d. imitate simple words.

Question 13(Physical Examination: A Vitamin D Deficiency.)

A hairy tongue with yellowish brown to black elongated papillae on the dorsum:

a. is indicative of oral cancer.
b. is sometimes seen following antibiotic therapy.
c. usually indicates vitamin deficiency.
d. usually indicates anemia.

Question 14

A 5-year-old child presents with nasal congestion and a headache. To assess for sinus tenderness, you should palpate over the:

a. sphenoid and frontal sinuses.
b. maxillary and frontal sinuses.
c. maxillary sinuses only.
d. sphenoid sinuses only.

Question 15

A smooth red tongue with a slick appearance may indicate:

a. niacin or vitamin B12 deficiency.
b. oral cancer.
c. recent use of antibiotics.
d. fungal infection.

Question 16

A newborn whose serum bilirubin level is greater than 20 mg/100 mL has a risk of later:

a. hearing loss.
b. sinusitis.
c. tooth decay.
d. meningitis.

Question 17

A clinical syndrome of failing memory and impairment of other intellectual functions, usually related to obvious structural diseases of the brain, describes:

a. delirium.
b. dementia.
c. depression.
d. anxiety.

Question 18(Physical Examination: A Vitamin D Deficiency.)

Flight of ideas or loosening of associations is associated with:

a. aphasia.
b. dysphonia.
c. multiple sclerosis.
d. psychiatric disorders.

Question 19

An older adult is administered the Set Test and scores a 14. The nurse interprets this score as indicative of:

a. depression.
b. cognitive impairment.
c. delirium.
d. dementia.

Question 20

Assessing orientation to person, place, and time helps determine:

a. ability to understand analogies.
b. abstract reasoning.
c. attention span.
d. state of consciousness.

Question 21

Appropriateness of logic, sequence, cohesion, and relevance to topics are markers for the assessment of:

a. mood and feelings.
b. attention span.
c. thought process and content.
d. abstract reasoning.

Question 22

A 69-year-old truck driver presents with a sudden loss of the ability to understand spoken language. This indicates a lesion in the:

a. temporal lobe.
b. Broca area.
c. frontal cortex.
d. cerebellum.

Question 23

An aversion to touch or being held, along with delayed or absent language development, is characteristic of:

a. attention-deficit/hyperactivity disorder.
b. autism.
c. dementia.
d. mental retardation.

Question 24

Facial muscle or tongue weakness may result in:

a. aphasia.
b. impaired comprehension.
c. neologisms.
d. echolalia.

Question 25

Adolescents most likely to smoke, abuse substances, perform poorly in school, and be depressed are those who are:

a. from dual-income families.
b. from families that emphasize strong reli-gious beliefs.
c. from deprived socioeconomic groups.
d. unsupervised after school.

Question 26(Physical Examination: A Vitamin D Deficiency.)

An aspect of traditional Western medicine that may be troublesome to many Hispanics, Native Americans, Asians, and Arabs is Western medicine’s attempts to:

a. use a holistic approach that views a par-ticular medical problem as part of a bigger picture.
b. determine a specific cause for every prob-lem in a precise way.
c. establish harmony between a person and the entire cosmos.
d. restore balance in an individual’s life.

Question 27

An image of any group that rejects its potential for originality or individuality is known as a(n):

a. acculturation.
b. norm.
c. stereotype.
d. ethnos.

Question 28

A 22-year-old female nurse is interviewing an 86-year-old male patient. The patient avoids eye contact and answers questions only by saying, “Yeah,” “No,”or “I guess so.” Which of the following is appropriate for the interviewer to say or ask?

a.“Why are you so depressed?”

b.“It’s hard for me to gather useful information because your answers are so short.”

c.“Are you uncomfortable talking with me?”

d.“Does your religion make it hard for you to answer my questions?”

Question 29

An example of a cold food is:

a. chocolate.

b. hard liquor.

c. oil.

d. onions.

e. a dairy product

Question 30

An example of a cold condition would be:

a. a fever.
b. a rash.
c. tuberculosis.
d. an ulcer.

Question 31

As the health care provider, you are informing a patient that he or she has a terminal illness. This discussion is most likely to be discouraged in which cultural group?

a. Navajo Native Americans
b. Dominant Americans
c. First-generation African descendants
d. First-generation European descendants

Question 32(Physical Examination: A Vitamin D Deficiency.)

A flat, nonpalpable lesion is described as a macule if the diameter is:

a. larger than 1 cm.
b. smaller than 1 cm.
c. 3 cm exactly.
d. too irregular to measure.

Question 33

A 17-year-old student complains of a “rash for 3 days.” You note pale, erythematous oval plaques over the trunk. They have fine scales and are arranged in a fernlike pattern, with parallel alignment. What is the nurse’s next action?

a. Teach infectious control measures.
b. Inquire about another recent skin lesion.
c. Inspect the palms and the soles.
d. Inform the patient that this will resolve within a week.

Question 34

A 5-year-old child presents with discrete vesicles on an erythematous base (dew drops on a rose petal appearance) that began near her scalp and are spreading to the trunk. The child has a low-grade fever and feels tired. What is the nurse’s next action?

a. Teach infectious control measures.
b. Inquire about other patterns of physical abuse.
c. Inspect the buccal mucosa for Koplik spots.
d. Inform the parent that this will resolve within a couple of days.

Question 35

Age spots are also called:

a. seborrheic keratoses.
b. solar lentigines.
c. cutaneous horns.
d. acrochordon.

Question 36

A single transverse line seen in the palm of a small child may imply:

a. Down syndrome.
b. Turner syndrome.
c. systemic sclerosis.
d. profound dehydration.

Question 37

A 29-year-old white woman appears jaundiced. Liver disease as a cause has been excluded. What history questions should the nurse ask?

a. Whether she had unprotected sex
b. Whether she has a history of diabetes mellitus
c. Whether she had unusual bleeding prob-lems
d. Whether she eats a lot of yellow and orange vegetables

Question 38

A slightly elevated brownish papule with indistinct borders is a typical characteristic of a(n) _____ nevus.

Compound

Question 39(Physical Examination: A Vitamin D Deficiency.)

A Dennie-Morgan fold is probably caused by:

a. birth trauma.
b. high fever.
c. excess adipose tissue.
d. chronic rubbing.

Question 40

A cause for alarm during chest assessment of a newborn is:

a. crackles.
b. rhonchi.
c. gurgles from the gastrointestinal tract.
d. stridor.

Question 41

A pregnant woman is expected to develop:

a. tachypnea and decreased tidal volume.
b. deep breathing but not more frequent breathing.
c. dyspnea and increased functional residual capacity.
d. bradypnea and increased tidal volume.

Question 42

A musical squeaking noise heard on auscultation of the lungs is called:

a. a friction rub.
b. rales.
c. rhonchi.
d. wheezing.

Question 43

A 44-year-old male patient who complains of a cough has presented to the emergency department. He admits to smoking one pack per day. During your inspection of his chest, the most appropriate lighting source to highlight chest movement is:

a. bright tangential lighting.

b. daylight from a window.

c. flashlight in a dark room.

d. fluorescent ceiling lights

Question 44

A 29-year-old patient presents with a new complaint of productive cough, with purulent sputum. He also complains of right lower quadrant abdominal pain.You suspect pneumonia in which lobe?

a. Right lower
b. Right upper
c. Left upper
d. Left lower

Question 45

Bone spicule pigmentation is a hallmark of:

a. chorioretinal pigmentosa.
b. cytomegalovirus infection.
c. lipemia retinalis.
d. retinitis pigmentosa.

Question 46(Physical Examination: A Vitamin D Deficiency.)

A pterygium is more common in people heavily exposed to:

a. high altitudes.
b. tuberculosis.
c. ultraviolet light.
d. cigarette smoke.

Question 47

A condition that typically develops by the age of 45 years is:

a. presbyopia.
b. hyperopia.
c. myopia.
d. astigmatism.

Question 48

An increased level of lysozyme in the tears will occur normally during which life stage?

a. Adolescence
b. Childhood
c. Infancy
d. Pregnancy

Question 49

Ask the patient to look directly at the light of the ophthalmoscope when you are ready to examine the:

a. retina.
b. optic disc.
c. retinal vessels.
d. macula.

Question 50

Changes seen in proliferative diabetic retinopathy are the result of:

a. anoxic stimulation.
b. macular damage.
c. papilledema.
d. minute hemorrhages.

Question 51

A condition in which the eyelids do not completely meet to cover the globe is called:

a. glaucoma.
b. lagophthalmos.
c. exophthalmos.
d. hordeolum.

Question 52

An abnormal growth of conjunctiva extending over the cornea from the limbus is known as:

a. a cataract.
b. erythematous.
c. glaucoma.
d. a pterygium.

Question 53

A 36-year-old woman complains that she has had crushing chest pain for the past 2 days. She seems nervous as she speaks to you. An appropriate response is to:

a. continue to collect information regarding the chief complaint in an unhurried man-ner.
b. finish the interview as rapidly as possible.
c. ask the patient to take a deep breath and calm down.
d. ask the patient if she wants to wait until another day to talk to you.

Question 54(Physical Examination: A Vitamin D Deficiency.)

Constitutional symptoms in the ROS refer to:

a. height, weight, and body mass index.
b. fever, chills, fatigue, and malaise.
c. hearing loss, tinnitus, and diplopia.
d. rashes, skin turgor, and temperature.

Question 55

A tool used to screen adolescents for alcoholism is the:

a. CAGE.
b. CRAFFT.
c. PACES.
d. HITS.

Question 56

A guideline for history taking is for caregivers to:

a. ask direct questions before open-ended questions so that data move from simple to complex.
b. ask for a complete history at once so that data are not forgotten between meetings.
c. make notes sparingly so that the patient can be observed during the history taking.
d. write detailed information as stated by patients so that their priorities are reflect-ed.

Question 57

A pedigree diagram is drafted for the purpose of obtaining:

a. sexual orientation and history.
b. growth and developmental status.
c. genetic and familial health problems.
d. ethnic and cultural backgrounds.

Question 58

A brief statement of the reason the patient is seeking health care is called the:

a. medical history.
b. chief complaint.
c. assessment.
d. diagnosis.

Question 59

Behaviors that diffuse anxiety during the interview include:

a. avoiding wearing uniforms or laboratory coats.
b. providing forthright answers to questions.
c. providing all necessary information before the patient has to ask for it.
d. completing the interview as quickly as possible.

Question 60

After you ask a patient about her family history, she says, “Tell me about your family now.” Which response is generally most appropriate?

a. Ignore the patient’s comment and contin-ue with the interview.
b. Give a brief, undetailed answer.
c. Ask the patient why she needs to know.
d. Tell the patient that you do not discuss your family with patients.

Question 61

If only two blood pressure values are recorded, they are the _______________ sounds. blank(s) with correct word

first systolic and second diastolic

Question 62

A normal adult’s pulse pressure should range from _____ to _____ mm Hg.  Fill in the blank(s) with correct word

30; 40

Question 63

Body language that leads you to suspect that a person is in pain is:

a. talkative, verbose speech.
b. fretful hand movements.
c. focused, fixed eye stares.
d. marked salivation.

Question 64

During respiration, the internal intercostals:

a. increase the force of muscular contraction.
b. decrease the lateral diameter during expi-ration.
c. decrease the intrathoracic space.
d. increase elastic recoil during expiration.

Question 65

Hypertension in the adult is generally defined as pressure in excess of:

a. 120 mm Hg plus the patient’s age.
b. 140 mm Hg.
c. 160 mm Hg.
d. 200 mm Hg.

Question 66

If a sufficiently large cuff is unavailable to fit an obese arm, which technique may be used to assess blood pressure?

a. Wrap a standard cuff around the deltoid area and place the stethoscope over the radial artery.
b. Wrap a standard cuff around the forearm and place the stethoscope over the radial artery.
c. Wrap a standard cuff around the thigh and place the stethoscope on the dorsalis pedis.
d. Wrap a pediatric cuff around the ankle and place the stethoscope on the popliteal artery.

Question 67

In a syndrome in which regional pain extends beyond this specific peripheral nerve injury, you would notice which of the following: (Select all that apply.)

a. Allodynia
b. Sleep disturbance
c. Blood flow changes
d. Numbness
e. Edema

Question 68(Physical Examination: A Vitamin D Deficiency.)

A blood pressure cuff bladder should be long enough to:

a. cover 20% to 25% of the arm circumfe-rence.
b. cover 45% to 50% of the arm circumfe-rence.
c. cover 75% to 80% of the arm circumfe-rence.
d. completely encircle the arm.

Question 69

A variant of the percussion hammer is the neurologic hammer, which is equipped with which of the following?

a. Brush and needle
b. Tuning fork and cotton swab
c. Penlight and goniometer
d. Ruler and bell

Question 70

Auscultation should be carried out last, except when examining the:

a. neck area.
b. heart.
c. lungs.
d. abdomen.

Question 71

A rubber or plastic ring should be around the bell endpiece of a stethoscope to:

a. prevent the transmission of static electric-ity.
b. prevent cold metal from touching the pa-tient.
c. prevent the sharp edge of the stethoscope from damaging the patient’s skin.
d. ensure secure contact with the body sur-face.

Question 72

During percussion, a dull tone is expected to be heard over:

a. healthy lung tissue.
b. emphysemic lungs.
c. the liver.
d. most of the abdomen.

Question 73

According to the guidelines for Standard Precautions, the caregiver’s hands should be washed:

a. only after touching body fluids with un-gloved hands and between patient con-tacts.
b. only after touching blood products with ungloved hands and after caring for infec-tious patients.
c. only after working with patients who are thought to be infectious.
d. after touching any body fluids or conta-minated items, regardless of whether gloves are worn.

Question 74

During auscultation, you can limit your perceptual field best by:

a. asking patients to describe their symp-toms.
b. closing your eyes.
c. performing auscultation before percussion.
d. using an aneroid manometer.

Question 75

A patient in the emergency department has a concussion. You suspect the patient may also have a retinal hemorrhage. You are using the ophthalmoscope to examine the retina of this patient. Which aperture of the ophthalmoscope is most appropriate for this patient?

a. Grid
b. Red-free filter
c. Slit lamp
d. Small aperture

Question 76

A scale used to assess patients’ weight should be calibrated:

a. only by the manufacturer.
b. by a qualified technician at regularly scheduled intervals.
c. each time it is used.
d. when necessary, with the patient standing on the scale.

Question 77

At what age does peak height growth velocity occur in boys?

a. 10 years
b. 12 years
c. years
d. years

Question 78

An 11-year-old boy is brought in for an annual physical examination by his mother.You suspect _______________ when you measure his arm span at 65 inches and his height at 60 inches. Fill in the blank(s) with correct word

Marfan syndrome

Question 79

A pregnant woman of normal prepregnancy weight should be expected to gain how much weight per week during the second and third trimesters of pregnancy?

a. 1 pound
b. pounds
c. 2 pounds
d. pounds

Question 80

A prominent forehead, large nose, large jaw, and elongation of the facial bones and extremities are signs of:

a. infantile hydrocephalus.
b. acromegaly.
c. Cushing syndrome.
d. achondroplasia.

Question 81

A marker for nutritional status is the:

a. head circumference.
b. waist-to-hip ratio.
c. standing height.
d. triceps skinfold thickness.

Question 82

A woman with a normal prepregnancy body mass index (BMI) should gain approximately _____ pounds during pregnancy. Fill in the blank(s) with correct word

30

Question 83

After 50 years of age, stature:

a. becomes fixed.
b. begins a barely perceptible secondary in-crease.
c. increases at a rate of 0.5 cm/ year.
d. declines.

Question 84

A Mexican American mother brings her 12-year-old daughter to the clinic because this child is not maturing as quickly as her classmates. You examine the daughter and determine that her growth and physical findings are within normal limits. You should explain to the family that:

a. Mexican Americans may develop more slowly than other ethnic groups.
b. more tests should be conducted because the family appears so worried.
c. the daughter should drink more juices and eat more fruit.
d. there is a serious problem with the daugh-ter’s development.

Question 85(Physical Examination: A Vitamin D Deficiency.)

A 29-year-old woman presents to the urgent care center with a history of a severe headache of 2 hours’ duration. She describes it as bandlike and constricting.In interviewing the woman about her complaint, you would ask:

a. whether she has experienced increased tearfulness.
b. the date of her last menstrual period.
c. whether these headaches started in child-hood.
d. whether she is particularly stressed or overworked.

Question 86

An inconsequential finding on the head of an adult is a palpable:

a. embryonic remnant.
b. posterior fontanel.
c. sagittal suture ridge.
d. skull indentation.

Question 87

Closure of the anterior skull fontanel should occur by ______________.  Fill in the blank(s) with correct word

24 months of age

Question 88

During a head and neck assessment of a neonate, it is important to screen for:

a. the presence of torticollis.
b. signs and symptoms of cerebral palsy.
c. uneven movement of the eyes.
d. unilateral movement of the tongue.

Question 89

A stethoscope is used in a head and neck examination to assess:

a. intracranial fluid.
b. pulsating fontanels.
c. skull bone development.
d. thyroid vascular sounds.

Question 90

During a physical examination of a 30-year-old Chinese man, you notice a slight asymmetry of his face. The cranial nerve examination is normal. Your best action is to:

a. ask the patient if this characteristic runs in his family.
b. perform monofilament testing on the face.
c. consult with the physician regarding the laboratory tests needed.
d. record the finding in the patient’s chart.

Question 91

A bruit, or blowing sound, over the skull or temporal region of an adult indicates a:

a. degenerative change.
b. hyperthyroid storm.
c. skull fracture.
d. vascular anomaly.

Question 92

Coarse, dry, and brittle hair is associated with which metabolic disorder?

a. Hypothyroidism
b. Diabetes mellitus
c. Addison disease
d. Cushing syndrome

Question 93

A red streak that follows the course of the lymphatic collecting duct is a finding associated with:

a. Hodgkin disease.
b. lymphangitis.
c. lymphedema.
d. lymphoma.

Question 94

As adults age, their ability to resist infection is reduced because of the lymphatic nodes becoming more:

a. fibrotic.
b. mucoid.
c. porous.
d. profuse.

Question 95(Physical Examination: A Vitamin D Deficiency.)

Equipment for examining the lymphatic system includes a:

a. caliper.
b. centimeter ruler.
c. goniometer.
d. syringe and needle.

Question 96

Cells that line the lymph node sinuses perform the specific function of:

a. fat absorption.
b. fetal immunization.
c. hematopoiesis.
d. phagocytosis.

Question 97

An organ that is essential to the development of protective immune function in the infant but has little or no demonstrated function in the adult is the:

a. spleen.
b. liver.
c. thymus.
d. pancreas.

Question 98

A congenital defect in the immune system of a 2-week-old infant may be suspected if:

a. there are small femoral nodes palpable.
b. the umbilical cord has not yet dropped off.
c. the tonsils are visible.
d. the thymus is visible on a chest radio-graph.

Question 99

Hodgkin disease is most common in ______________________. Fill in the blank(s) with correct word

late adolescence and young adulthood

Question 100

Enlarged inguinal nodes are likely to be associated with:

a. genital herpes.
b. pelvic inflammatory disease.
c. uterine cancer.
d. testicular cancer.

 
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