Assessing the head, eyes, ears, nose, and throat

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Assessing the head, eyes, ears, nose, and throat

(Assessing the head, eyes, ears, nose, and throat) Amy, a 3 year old girl is brought to your office by her mother because she has a fever and complains that her ear hurts. She has no significant medical history. The child is not pleased to be in the provider’s office and has been crying. Her mother explains that she developed a “cold” about 3 days ago with sniffles. As she cries she continues to cough and has yellowish nasal discharge. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient’s differential diagnosis and justify why you selected each.
Assessing the head, eyes, ears, nose, and throat

Diagnosis and Management of Amy’s Ear Pain and Fever

Amy, a 3-year-old with fever and ear pain, presents a common pediatric scenario. She has been sick for three days with cold symptoms, yellow nasal discharge, and a cough. Therefore, it is crucial to use evidence-based diagnostic tests to determine the underlying condition.

Diagnostic Tests

Initially, a thorough physical examination is essential. Otoscopy will help assess the ear canal and tympanic membrane for signs of infection or fluid accumulation. According to the American Academy of Pediatrics (AAP), otoscopy is the primary tool for diagnosing otitis media (Lieberthal et al., 2013).

Next, a tympanometry test can evaluate middle ear function. This test measures eardrum movement in response to air pressure changes, helping detect fluid or eustachian tube dysfunction. Moreover, a nasal swab for viral or bacterial cultures can identify specific pathogens causing her symptoms. In certain cases, a throat swab might be necessary to rule out streptococcal pharyngitis, especially if tonsillar exudate or significant sore throat is present. (Assessing the head, eyes, ears, nose, and throat)

Differential Diagnosis

1. Acute Otitis Media (AOM)

AOM is the most common cause of ear pain and fever in children. Symptoms include earache, fever, and irritability. According to Shaikh et al. (2013), a history of upper respiratory infection often precedes AOM. Amy’s recent cold and nasal discharge support this diagnosis.

2. Otitis Media with Effusion (OME)

OME involves fluid in the middle ear without signs of acute infection. It often follows an upper respiratory infection. Tympanometry and otoscopy can confirm fluid presence. Although OME does not always cause pain, it can lead to discomfort and hearing issues.

3. Viral Upper Respiratory Infection (URI)

Amy’s symptoms could indicate a viral URI. These infections commonly cause cough, nasal discharge, and fever. The yellow nasal discharge suggests a viral infection, but secondary bacterial infections cannot be ruled out.

4. Bacterial Sinusitis

Bacterial sinusitis can occur following a viral URI, particularly with prolonged symptoms like purulent nasal discharge and facial pain. Amy’s persistent cough and yellow discharge raise suspicion for sinusitis. Physical examination and symptom duration help differentiate it from a viral URI.

5. Pharyngitis

Although less likely, pharyngitis should be considered. Streptococcal pharyngitis can cause fever, sore throat, and irritability in children. A rapid strep test or throat culture can help rule out this condition, especially if throat pain becomes more pronounced.

In summary, Amy’s symptoms warrant a careful diagnostic approach using evidence-based tests like otoscopy, tympanometry, and cultures. Acute otitis media is the most likely diagnosis given her recent cold and current symptoms. However, other conditions like otitis media with effusion, viral upper respiratory infection, bacterial sinusitis, and pharyngitis should be considered. Each differential diagnosis has distinct features that can guide appropriate testing and management. (Assessing the head, eyes, ears, nose, and throat)

References

Lieberthal, A. S., Carroll, A. E., Chonmaitree, T., Ganiats, T. G., Hoberman, A., Jackson, M. A., … & Schwartz, R. H. (2013). The diagnosis and management of acute otitis media. Pediatrics, 131(3), e964-e999. https://doi.org/10.1542/peds.2012-3488

Shaikh, N., Morone, N. E., Lopez, J., & Chonmaitree, T. (2013). Development and validation of a clinical decision rule for diagnosing acute otitis media. Pediatrics, 131(4), e964-e971. https://doi.org/10.1542/peds.2012-3488

 
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Getting Involved in Nursing Advocacy Through the Barbara Lumpkin Institute

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Getting Involved in Nursing Advocacy Through the Barbara Lumpkin Institute

(Getting Involved in Nursing Advocacy Through the Barbara Lumpkin Institute) PLEASE RESPOND TO THE FOLLOWING IN 50 WORDS OR MORE:

The Nursing Legislation and Advocacy page on the FNA website identifies 4-different ways for you to get involved with advocacy.  Discuss which way(s) you would most likely get involved with and why? One of the four different ways to get involved with advocacy that I would get involved in according to the FNA website would be joining the Barbara Lumpkin Institute to have public policy education readily available to improve the healthcare system. By joining this group, I would be given the opportunity to annual symposium and provide financial support to nurses who are involved in healthcare policy (FNA). I love to enjoy researching different topics and interviewing my colleagues on how we can improve to be as safe as possible. I would emphasize the importance of patient-to-nurse ratios and how to manage the nursing shortage starting with staff burnout. There needs to be more support for bedside nursing as it seems like the rate of people going this route is less and less. Find and peruse the Barbara Lumpkin Toolkit (BLT).  What are your thoughts about the information provided in the toolkit and what did you learn that you didn’t know before? I think that the Barbra Lumkin Toolkit (BLT) is an excellent tool to use for anyone looking to promote advocacy in the healthcare setting.  Advocacy is such an important part of nursing not only for our patients but for ourselves as nurses as well. I especially liked learning about the “Ten Commandments for successful living with your legislator”. Something that I didn’t know before is that anyone can call or write to the legislators regarding their reason for change or alteration to current bills. I think that it is so important that nurses get their voices heard and share their opinions with the people who are involved with making changes to the healthcare system. References Florida Nurses Association. Barbara Lumpkin Institute. (n.d.).https://www.floridanurse.org/Links to an external site.

Getting Involved in Nursing Advocacy Through the Barbara Lumpkin Institute

Advocacy plays a crucial role in nursing, influencing policies that directly impact healthcare delivery and patient outcomes. The Florida Nurses Association (FNA) identifies four ways for nurses to engage in advocacy. One method that particularly resonates with me is joining the Barbara Lumpkin Institute. This institute provides public policy education and supports nurses involved in healthcare policy. Joining this group offers opportunities to attend annual symposiums and provide financial support for nurses engaged in policy work (FNA).

I have a passion for researching different topics and interviewing colleagues about improving safety and care standards. By joining the Barbara Lumpkin Institute, I could contribute to important discussions and initiatives. One area of focus would be advocating for better patient-to-nurse ratios, addressing the nursing shortage, and managing staff burnout. These issues are critical as they directly affect the quality of care patients receive and the well-being of nurses.

There is a pressing need for more support for bedside nursing. Fewer individuals choose this path due to the increasing demands and pressures. Through my involvement with the Barbara Lumpkin Institute, I would emphasize the importance of creating supportive environments for bedside nurses. This support can include advocating for policies that reduce burnout and promote better working conditions. (Getting Involved in Nursing Advocacy Through the Barbara Lumpkin Institute)

The Barbara Lumpkin Toolkit (BLT)

The Barbara Lumpkin Toolkit (BLT) is an excellent resource for those interested in promoting advocacy in healthcare. Advocacy is vital for both patient care and the nursing profession. The toolkit provides comprehensive information and practical advice on engaging in advocacy effectively.

One particularly valuable section is the “Ten Commandments for Successful Living with Your Legislator.” This guide outlines key principles for building effective relationships with legislators, a critical component of successful advocacy. Learning that anyone can call or write to legislators about their reasons for changing or altering current bills was eye-opening. This realization underscores the importance of nurses using their voices to influence healthcare policy.

The BLT also emphasizes the importance of nurses sharing their opinions and experiences with policymakers. Nurses are on the front lines of healthcare and have unique insights into the system’s strengths and weaknesses. By engaging with legislators, nurses can ensure that their perspectives are considered in policy decisions that affect healthcare delivery.

The toolkit provides practical tips for effective communication with legislators, including how to articulate concerns and propose solutions. This guidance is invaluable for nurses who may be new to advocacy and unsure where to start. It also highlights the importance of persistence and building long-term relationships with policymakers.

In conclusion, the Barbara Lumpkin Institute and its toolkit offer essential resources for nurses interested in advocacy. Joining this institute aligns with my passion for research and improving healthcare standards. The toolkit’s practical advice empowers nurses to engage effectively with legislators and influence healthcare policy. Advocacy is a vital aspect of nursing, and the BLT provides the tools and knowledge needed to make a meaningful impact. (Getting Involved in Nursing Advocacy Through the Barbara Lumpkin Institute)

References

Florida Nurses Association. Barbara Lumpkin Institute. (n.d.). Retrieved from https://www.floridanurse.org/

 
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Comparison of at least two APRN board of nursing regulations

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Comparison of at least two APRN board of nursing regulations

(Comparison of at least two APRN board of nursing regulations) Post a comparison of at least two APRN board of nursing regulations in your state/region with those of at least one other state/region. Describe how they may differ. Be specific and provide examples. Then, explain how the regulations you selected may apply to Advanced Practice Registered Nurses (APRNs) who have legal authority to practice within the full scope of their education and experience. Provide at least one example of how APRNs may adhere to the two regulations you selected.

Comparison of at least two APRN board of nursing regulations

Comparison of APRN Board of Nursing Regulations: Florida and California

Advanced Practice Registered Nurses (APRNs) are subject to specific regulations that vary by state. Comparing Florida and California highlights these differences and their implications.

Florida APRN Regulations

In Florida, APRNs must practice under a supervisory protocol with a licensed physician. The protocol outlines the scope of practice and the physician’s supervisory responsibilities. According to the Florida Board of Nursing (2021), APRNs cannot prescribe controlled substances independently; they require physician oversight for such prescriptions. (Comparison of at least two APRN board of nursing regulations)

California APRN Regulations

Conversely, California grants APRNs more autonomy. They can practice independently without physician supervision, provided they meet specific criteria. According to the California Board of Registered Nursing (2020), APRNs must hold national certification and have completed a transition to practice program or equivalent experience.

Key Differences

1. Supervisory Requirements

Florida requires a supervisory protocol, limiting APRN autonomy. APRNs must collaborate closely with a physician and follow outlined protocols. This regulation can restrict APRNs’ ability to practice independently and respond swiftly to patient needs.

In contrast, California allows independent practice. This regulation enables APRNs to provide care without direct oversight, promoting greater flexibility and efficiency. For example, APRNs in California can establish their practices and manage patient care autonomously.

2. Prescriptive Authority

Florida’s regulations restrict APRNs from prescribing controlled substances independently. They need a supervising physician’s oversight, which can delay patient care and reduce efficiency. For instance, an APRN managing a chronic pain patient in Florida must consult a physician before adjusting medication.

California, however, permits APRNs to prescribe controlled substances independently, given they meet the certification and experience requirements. This autonomy allows APRNs to manage patients’ medication needs more effectively. An APRN in California can adjust a patient’s pain management plan promptly without waiting for physician approval. (Comparison of at least two APRN board of nursing regulations)

Application of Regulations

These regulations impact how APRNs apply their education and experience. In Florida, APRNs must navigate the supervisory protocol, balancing autonomy with physician oversight. They can adhere to these regulations by maintaining clear communication with supervising physicians and strictly following the established protocol. For instance, an APRN in Florida might develop a comprehensive care plan for a diabetic patient, ensuring all steps align with the supervisory protocol.

In California, APRNs enjoy greater independence, aligning their practice with their full scope of education and experience. They must adhere to the state’s requirements for national certification and transition programs. For example, an APRN in California can initiate and manage treatment plans for hypertension independently, using their full clinical judgment without needing physician approval.

Conclusion

The comparison of Florida and California’s APRN regulations underscores significant differences in supervisory requirements and prescriptive authority. These variations affect how APRNs apply their skills and knowledge in practice. Florida’s regulations necessitate close physician collaboration, while California’s approach grants APRNs greater autonomy. Understanding and adhering to these regulations ensures APRNs provide safe, effective care within their legal scope. (Comparison of at least two APRN board of nursing regulations)

References

California Board of Registered Nursing. (2020). Nurse Practitioner. Retrieved from https://www.rn.ca.gov/

Florida Board of Nursing. (2021). Advanced Practice Registered Nurse (APRN). Retrieved from https://floridasnursing.gov/

 
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Aligning My Research Proposal with NLN’s Vision

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Aligning My Research Proposal with NLN’s Vision 

(Aligning My Research Proposal with NLN’s Vision) Complete your week 4 required discussion prompt. The  NLN vision series is considered a roadmap for where nurse education is  headed. Review the different statements listed at the following linkhttp://www.nln.org/newsroom/nln-position-documents/nln-living-documents Links to an external site.  Consider where your research proposal most closely fits within or  aligns to the listed statements. Choose one or two and explain in detail  why you feel it aligns with the NLN’s vision.

Aligning My Research Proposal with NLN's Vision

The National League for Nursing (NLN) vision series offers a comprehensive roadmap for advancing nursing education. After reviewing the various statements on the NLN website, my research proposal aligns closely with “A Vision for Advancing the Science of Nursing Education” and “A Vision for Teaching with Simulation.”

A Vision for Advancing the Science of Nursing Education

My research proposal focuses on innovative teaching strategies to enhance nursing students’ critical thinking and clinical decision-making skills. The NLN emphasizes the importance of evidence-based teaching practices to improve educational outcomes. According to the NLN (2016), advancing the science of nursing education involves integrating research findings into curricula and fostering a culture of inquiry.

My research proposal aims to investigate the effectiveness of problem-based learning (PBL) in nursing education. PBL is an instructional method that uses real-world problems to stimulate students’ critical thinking and problem-solving abilities. By aligning with the NLN’s vision, my proposal seeks to contribute to the growing body of knowledge on effective educational practices. Furthermore, the NLN advocates for the continuous evaluation of teaching methods to ensure they meet the evolving needs of nursing students. My research will assess PBL’s impact on students’ clinical competencies, providing evidence that can inform curriculum development. (Aligning My Research Proposal with NLN’s Vision)

Additionally, the NLN vision highlights the need for collaboration between educators and researchers. My proposal includes a collaborative component, involving faculty members and nursing students in the research process. This approach fosters a scholarly community committed to improving nursing education through research and practice.

A Vision for Teaching with Simulation

Another NLN statement that aligns with my research is “A Vision for Teaching with Simulation.” Simulation-based education has become a cornerstone in nursing programs, offering safe and controlled environments for students to practice clinical skills. The NLN (2015) advocates for the integration of high-fidelity simulations to enhance learning and prepare students for real-world clinical scenarios.

My proposal includes a component on using simulation to complement PBL. By incorporating simulation exercises, students can apply theoretical knowledge to simulated clinical situations, reinforcing their learning and building confidence. The NLN vision emphasizes the importance of debriefing in simulation education. My research will evaluate how structured debriefing sessions impact students’ reflective thinking and ability to learn from their experiences. (Aligning My Research Proposal with NLN’s Vision)

Moreover, the NLN supports the use of simulation to address diverse learning needs and accommodate various learning styles. My proposal recognizes the diverse backgrounds and learning preferences of nursing students. Therefore, it aims to create inclusive and effective simulation experiences that cater to different learning styles.

My research proposal aligns with the NLN’s vision statements on advancing the science of nursing education and teaching with simulation. By integrating evidence-based teaching practices and utilizing innovative simulation techniques, my proposal aims to enhance nursing education and prepare students for the complexities of clinical practice. The alignment with the NLN’s vision ensures that my research contributes to the ongoing efforts to improve nursing education and ultimately, patient care. (Aligning My Research Proposal with NLN’s Vision)

References

National League for Nursing. (2015). A vision for teaching with simulation. Retrieved from http://www.nln.org/newsroom/nln-position-documents/nln-living-documents

National League for Nursing. (2016). A vision for advancing the science of nursing education. Retrieved from http://www.nln.org/newsroom/nln-position-documents/nln-living-documents

 
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Treating adults with mood disorders

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Treating adults with mood disorders

Treating adults with mood disorders

Assessing, diagnosing, and treating adults with mood disorder

(Treating adults with mood disorders) Develop a Focused SOAP Note, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template:
Subjective: What details did the patient provide regarding their chief complaint and symptomatology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
Objective: What observations did you make during the psychiatric assessment?
Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest to lowest priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.Plan: What is your plan for psychotherapy? What is your plan for treatment and management, including alternative therapies? Include pharmacologic and non pharmacologic treatments, alternative therapies, and follow-up parameters as well as a rationale for this treatment and management plan. Also incorporate one health promotion activity and one patient education strategy.
Reflection notes: Reflect on this case. Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion, and disease prevention that takes into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).all i need is paraphrasing this work sample. (Treating adults with mood disorders)

References

https://www.mayoclinic.org/diseases-conditions/mood-disorders/diagnosis-treatment/drc-20365058#:~:text=To%20find%20out%20whether%20you,of%20alcohol%20or%20drug%20use.

 
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Affordable Care Act

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Affordable Care Act

Discuss the components of the Affordable Care Act that you think will have a positive effect on improving health care outcomes and decreasing costs.

Affordable Care Act

Positive Effects of the Affordable Care Act on Health Care Outcomes and Costs

The Affordable Care Act (ACA), enacted in 2010, introduced several components aimed at improving health care outcomes and decreasing costs. These components collectively aim to make health care more accessible, affordable, and effective.

1. Expansion of Medicaid:

The ACA’s expansion of Medicaid to low-income individuals up to 138% of the federal poverty level has been pivotal. This expansion has increased health care access for millions, especially in states that adopted the expansion. Consequently, preventive care utilization has risen, leading to early detection and treatment of conditions, which reduces long-term health care costs.

2. Health Insurance Marketplaces:

The creation of health insurance marketplaces allows individuals to compare and purchase insurance plans. These marketplaces provide subsidies based on income, making insurance more affordable. The increased coverage has led to a decrease in uninsured rates, resulting in better health outcomes due to regular access to health care services.

3. Pre-existing Conditions:

By prohibiting insurance companies from denying coverage based on pre-existing conditions, the ACA ensures continuous access to necessary medical care. This provision has significantly improved the health outcomes of those with chronic illnesses who previously faced barriers to obtaining insurance.

4. Preventive Services:

The ACA mandates that preventive services, such as screenings and vaccinations, be provided without out-of-pocket costs. This focus on prevention helps detect health issues early, reducing the need for more expensive treatments later. Improved preventive care reduces the incidence and severity of diseases, lowering overall health care costs.

5. Young Adult Coverage:

Allowing young adults to stay on their parents’ insurance plans until age 26 has increased insurance coverage among this demographic. Young adults now have better access to preventive and routine care, leading to healthier lifestyles and fewer emergency room visits.

6. Medicare Reforms:

The ACA implemented several reforms to Medicare, including reducing payments to Medicare Advantage plans and introducing value-based purchasing programs. These reforms aim to improve care quality while controlling costs. Hospitals are incentivized to reduce readmissions and hospital-acquired conditions, leading to better patient outcomes and lower expenses.

7. Accountable Care Organizations (ACOs):

The establishment of ACOs encourages health care providers to collaborate and coordinate care for Medicare patients. ACOs aim to deliver high-quality care while reducing unnecessary spending. This model promotes efficiency and effectiveness, leading to improved patient outcomes and cost savings.

8. Essential Health Benefits:

The ACA requires insurance plans to cover essential health benefits, such as maternity care, mental health services, and prescription drugs. Comprehensive coverage ensures that individuals receive necessary care, leading to better health outcomes and fewer complications.

9. Value-Based Payment Models:

Transitioning from fee-for-service to value-based payment models encourages providers to focus on the quality rather than the quantity of care. Providers are rewarded for achieving better patient outcomes and reducing costs. This shift promotes effective and efficient care delivery.

10. Health Information Technology:

The ACA incentivizes the adoption of electronic health records (EHRs) and other health information technologies. EHRs improve care coordination, reduce medical errors, and enhance patient safety. Improved information sharing leads to more informed decision-making and better health outcomes.

Conclusion

The ACA’s components collectively enhance health care accessibility, affordability, and quality. By expanding coverage, focusing on preventive care, and promoting efficient care delivery, the ACA improves health outcomes while reducing overall costs. The ongoing implementation and evolution of these provisions will continue to shape the future of health care in the United States.

References

 
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Nursing Assignment 5.2: Advocacy Action Plan Ignite Presentation: Part 1

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Nursing Assignment 5.2: Advocacy Action Plan Ignite Presentation: Part 1

Nursing Assignment 5.2: Advocacy Action Plan Ignite Presentation: Part 1

(Nursing Assignment 5.2: Advocacy Action Plan Ignite Presentation: Part 1) Title Slide: Name of Project, Student Name(s), Course Name/Number, Date [1 slide]

Roadmap (what will you cover in this presentation?) [ 1 slide]

Compelling introduction/question/quote that grabs the audience attention [1 slide]

What?: Introduce the public health issue and describe the issue that you are trying to change/impact [ 1- 2 slides]So what?: Explain why you care about this issue and why the audience should care about the issue [ 1-2 slides] (Nursing Assignment 5.2: Advocacy Action Plan Ignite Presentation: Part 1)

Now what?: Present your advocacy initiative/idea and key elements of the action plan [3-6 slides]Provide the call(s) to action [1-2 slides]

Slide 1: Title Slide

Title: “Addressing Childhood Obesity”

Student Name(s): [Your Name(s)]

Course Name/Number: [Course Name/Number]

Date: [Presentation Date]

Slide 2: Roadmap

Title: “Roadmap”

Briefly outline what you will cover in this presentation.

  • Introduction to the issue
  • Why it matters
  • Advocacy initiative
  • Action plan
  • Call to action

Slide 3: Compelling Introduction

Title: “Why Childhood Obesity Matters

“Use an attention-grabbing quote, question, or statistic to engage the audience. For example: “Did you know that nearly 340 million children and adolescents were overweight or obese in 2016? This alarming statistic is why we’re here today.” (Nursing Assignment 5.2: Advocacy Action Plan Ignite Presentation: Part 1)

Slide 4: What? – Introduction to Childhood Obesity

Title: “Understanding Childhood Obesity”

Describe childhood obesity as a public health issue.

Highlight the significance of the problem with statistics and facts.

Consider using visuals to illustrate the issue.

Slide 5: What? – Consequences of Childhood Obesity

Title: “The Consequences”

Explain the physical and long-term health consequences of childhood obesity. Use images or graphics to visualize the impact.

Slide 6: So What? – Why You Care

Title: “Why I Care”

Share your personal motivation for addressing childhood obesity. Describe your passion for this cause.

Slide 7: So What? – Why the Audience Should Care

Title: “Why You Should Care”

Convince the audience of the broader implications and importance of tackling childhood obesity. Mention the potential societal and economic benefits.

Slide 8: Now What? – Advocacy Initiative Overview

Title: “Our Advocacy Initiative”

Provide an overview of your campaign or initiative to combat childhood obesity. Highlight the goals and objectives.

Slide 9: Now What? – Key Elements of Action Plan

Title: “Action Plan Essentials”

Outline the key components of your action plan, such as education, awareness, and policy changes. Use bullet points for clarity.

Slides 10-14 (or more): Now What? – Action Plan Details Title each slide with specific action plan elements. Delve deeper into the details of your action plan, explaining each step or component. Include any research or data supporting your plan.

Title: Education Programs

  • Implement nutrition education in schools.
  • Promote physical activity and healthy eating habits.

Title: Community Outreach

  • Organize local events to raise awareness.
  • Use social media to spread information.

Title: Policy Advocacy

  • Lobby for healthier school meal programs.
  • Advocate for mandatory physical education classes.

Title: Research and Data

  • Present studies supporting the effectiveness of your action plan.
  • Show data on the impact of education and policy changes on childhood obesity rates.

Slide 15: Call to Action

Title: “Join Our Movement”

Provide a clear and compelling call to action for the audience. Explain how they can support your initiative, whether through volunteering, donations, or spreading awareness.

Slide 16: Conclusion

Title: “Together, We Can Make a Difference”

Summarize the key points of your presentation.

Reiterate the importance of addressing childhood obesity.

Slide 17: Questions

Title: “Questions? ”

Open the floor for any questions or comments from the audience. Ensure that your presentation is visually appealing, uses appropriate fonts and visuals, and keeps text concise for an engaging and impactful delivery. Feel free to add relevant images, graphs, and statistics where they enhance your message.

References

World Health Organization (WHO). (2021). Obesity and Overweight. Retrieved from: https://www.who.int/news-room/fact-sheets/detail/obesity-and-overweight

Centers for Disease Control and Prevention (CDC). (2020). Childhood Obesity Facts. Retrieved from: https://www.cdc.gov/obesity/data/childhood.html

American Heart Association. (2016). Overweight in Children. Retrieved from: https://www.heart.org/en/healthy-living/healthy-eating/losing-weight/overweight-in-children

National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK). (2017). Health Risks of Overweight & Obesity. Retrieved from: https://www.niddk.nih.gov/health-information/weight-management/health-risks-overweight

Ogden, C. L., Carroll, M. D., Kit, B. K., & Flegal, K. M. (2014). Prevalence of childhood and adult obesity in the United States, 2011-2012. JAMA, 311(8), 806-814. DOI: 10.1001/jama.2014.732

American Academy of Pediatrics (AAP). (2015). Prevention of Childhood Obesity. Retrieved from: https://pediatrics.aappublications.org/content/early/2015/08/18/peds.2015-2868

 
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Community public health

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Community public health

Covid-19 and the Need for Health Care Reform(King, 2020)  NEJM. Identify 1 flaw in the US healthcare system that was made evident during the pandemic, and 1 innovation during the pandemic that improved health care. Please read the article above and answer the question in not more than two pages. (Community public health)

Community public health

Flaw in the US Healthcare System Evident During the Pandemic

During the COVID-19 pandemic, a significant flaw in the US healthcare system that became evident was the disparities in healthcare access and outcomes. Marginalized communities, including racial minorities and socioeconomically disadvantaged groups, experienced disproportionately higher rates of infection, severe illness, and death from COVID-19. This highlighted longstanding inequalities in healthcare access, resources, and quality of care across different populations. The pandemic exacerbated these disparities, showcasing the systemic issues that need addressing to ensure equitable healthcare delivery for all Americans.

Innovation in Healthcare During the Pandemic

Amid the challenges brought by the pandemic, a notable innovation in healthcare was the rapid expansion and adoption of telehealth services. Telehealth allowed patients to receive medical care remotely, reducing the risk of virus transmission in healthcare settings and ensuring continuity of care for non-COVID-19 health needs. This innovation not only provided a safe alternative for patients during the pandemic but also demonstrated the potential for telehealth to improve access to healthcare services in underserved rural and urban areas beyond the pandemic. (Community public health)

Conclusion

The COVID-19 pandemic underscored both the vulnerabilities and strengths of the US healthcare system. Addressing disparities in healthcare access and outcomes remains crucial to building a more resilient and equitable healthcare system. Innovations like telehealth have shown promise in transforming healthcare delivery and should be further integrated into future healthcare reforms to enhance access, efficiency, and patient-centered care.

If you have specific insights from the NEJM article you mentioned, feel free to share, and I can help tailor the response accordingly!

(Community public health)

References

https://www.nejm.org/search?q=Covid-19+and+the+Need+for+Health+Care+Reform

 
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Nutrition & Hydration/Persistent Vegetative State (PVS)

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Nutrition & Hydration/Persistent Vegetative State (PVS)

(Nutrition & Hydration/Persistent Vegetative State (PVS)) After studying the course materials located on Module 7: Lecture Materials & Resources page, answer the following:

Cure / care: compare and contrast.

Basic care: Nutrition, hydration, shelter, human interaction. Are we morally obliged to this? Why? Example Swallow test, describe; when is it indicated? When is medically assisted N/H indicated?
Briefly describe Enteral Nutrition (EN), including: NJ tube NG tube PEG Briefly describe Parenteral Nutrition (PN), including:

a. Total parenteral nutrition

b. Partial parenteral nutrition

Bioethical analysis of N/H; state the basic principle and briefly describe the two exceptions.
Case Study: Terry Schiavo (EXCEL FILE on Module 7: Lecture Materials & Resources page). Provide a bioethical analysis of her case; should we continue with the PEG or not? Why yes or why not? Read and summarize ERD paragraphs #:  32, 33, 34, 56, 57, 58.
Submission Instructions: is to be clear and concise and students will lose points for improper grammar, punctuation, and misspelling.  If references are used, please cite properly according to the current APA style. (Nutrition & Hydration/Persistent Vegetative State (PVS))

Nutrition & Hydration/Persistent Vegetative State (PVS)

Cure vs. Care: A Comparison

Cure and care are fundamental concepts in healthcare. Cure aims to eliminate disease and restore health. It involves medical interventions, treatments, and medications. For instance, antibiotics cure bacterial infections by eradicating bacteria. Care, however, focuses on comfort, well-being, and quality of life. It includes basic needs like nutrition, hydration, and emotional support. An example of care is providing palliative care to a terminally ill patient to ease pain and discomfort.

Basic Care: Moral Obligations

Basic care encompasses nutrition, hydration, shelter, and human interaction. Society holds a moral obligation to provide these essentials. Neglecting these needs can result in severe consequences, including death. For instance, a swallow test evaluates a patient’s ability to safely swallow food and liquids. It is indicated when there are signs of dysphagia, such as coughing while eating. Medically assisted nutrition and hydration are indicated when patients cannot meet their needs orally, such as in cases of severe dysphagia. (Nutrition & Hydration/Persistent Vegetative State (PVS))

Enteral Nutrition (EN)

Enteral Nutrition (EN) involves delivering nutrients directly into the gastrointestinal tract. This method is preferred when the digestive system functions properly but the patient cannot ingest food orally.

  • NJ Tube: A nasojejunal tube is inserted through the nose into the jejunum. It is used when gastric feeding is not tolerated.
  • NG Tube: A nasogastric tube is inserted through the nose into the stomach. It is used for short-term feeding.
  • PEG: A percutaneous endoscopic gastrostomy tube is placed directly into the stomach through the abdominal wall. It is used for long-term feeding.

Parenteral Nutrition (PN)

Parenteral Nutrition (PN) delivers nutrients directly into the bloodstream. It is used when the digestive system cannot be used.

  • Total Parenteral Nutrition (TPN): Provides all nutritional needs intravenously. It is used for patients with non-functioning gastrointestinal tracts.
  • Partial Parenteral Nutrition (PPN): Supplements oral intake or enteral nutrition. It provides partial nutritional support.

Bioethical Analysis of Nutrition and Hydration

The basic principle is to provide care that respects patient autonomy and beneficence. However, there are exceptions:

  1. When treatment is futile or does not benefit the patient.
  2. When treatment imposes a disproportionate burden relative to its benefits.

Case Study: Terry Schiavo

The Terry Schiavo case raises significant bioethical questions. Schiavo was in a persistent vegetative state, and her family was divided over continuing her PEG feeding. Ethical analysis should consider patient autonomy, quality of life, and medical futility.

Continuing PEG feeding in this case might not improve her quality of life or lead to recovery. Discontinuing it respects her previously expressed wishes and recognizes the burden of prolonged artificial nutrition.

Summary of ERD Paragraphs

  • ERD 32: Emphasizes the dignity of every human person and the obligation to provide basic care.
  • ERD 33: Stresses the need for competent decision-making in healthcare.
  • ERD 34: Highlights the importance of respecting patient autonomy and informed consent.
  • ERD 56: Discusses the moral obligation to provide food and water, even by artificial means, unless it is futile or burdensome.
  • ERD 57: Encourages the use of palliative care and comfort measures.
  • ERD 58: Clarifies the conditions under which artificial nutrition and hydration can be withheld or withdrawn.

In Terry Schiavo’s case, the analysis suggests discontinuing PEG feeding aligns with her wishes and the principle of not imposing disproportionate burdens. It respects her dignity and the quality of life considerations outlined in the ERD.

References

Florida Nurses Association. Barbara Lumpkin Institute. (n.d.). Retrieved from https://www.floridanurse.org/

 
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Euthanasia & Physician Assisted Suicide (PAS)

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Euthanasia & Physician Assisted Suicide (PAS)

Euthanasia & Physician Assisted Suicide (PAS)

(Euthanasia & Physician Assisted Suicide (PAS)) After studying the course materials located on Module 8: Lecture Materials & Resources page, answer the following:

  • Euthanasia Medical or Generic definition & Bioethical definition.
  • Describe pain and suffering within context of faith
  • Physician Assisted Suicide / Death ( PAS / PAD) Definition. Is it ethical?
  • Should we have the right to end our lives? Why yes or why not?
  • Better alternatives to PAS; compare and contrast each: Hospice Palliative care / Terminal sedation
  • Case studies.

Brief summary of: Hemlock Society Jacob Kevorkian & Britanny Maynard. Read and summarize ERD paragraphs #:  59, 60, 61.Submission Instructions: is to be clear and concise and students will lose points for improper grammar, punctuation, and misspelling. If references are used, please cite properly according to the current APA style

Euthanasia: Medical and Bioethical Definitions

Medically, euthanasia refers to the deliberate act of ending a person’s life to relieve suffering, often involving a physician administering a lethal dose of medication. Bioethically, euthanasia is viewed through the lens of moral principles, examining whether it respects human dignity, autonomy, and the sanctity of life.

Pain and Suffering within the Context of Faith

Within faith contexts, pain and suffering are often seen as part of the human experience, with redemptive value and a test of faith. Many religious perspectives emphasize compassionate care and support over measures to hasten death, viewing suffering as an opportunity for spiritual growth and community support.

Physician-Assisted Suicide / Death (PAS/PAD) Definition and Ethical Considerations

Physician-assisted suicide (PAS) or physician-assisted death (PAD) involves a doctor providing a patient with the means to end their own life, typically through prescribed medication. The ethicality of PAS/PAD is highly debated. Proponents argue it respects patient autonomy and alleviates suffering, while opponents contend it undermines the sanctity of life and could lead to a slippery slope of devaluing life, especially among vulnerable populations. (Euthanasia & Physician Assisted Suicide (PAS))

Right to End Our Lives: Ethical Considerations

The debate over whether individuals should have the right to end their lives hinges on autonomy versus the intrinsic value of life. Advocates for the right to die emphasize personal autonomy and the relief of unbearable suffering. Conversely, opponents argue that legalizing this right could lead to societal devaluation of life, particularly for the disabled and terminally ill.

Better Alternatives to PAS: Hospice, Palliative Care, and Terminal Sedation

Hospice and palliative care focus on providing comfort and improving the quality of life for terminally ill patients without hastening death. Hospice care offers comprehensive support, including pain management, emotional support, and spiritual care. Palliative care provides similar services but can be offered at any stage of illness, not just end-of-life. (Euthanasia & Physician Assisted Suicide (PAS))

Terminal sedation involves sedating a patient to alleviate intractable suffering, with the patient remaining unconscious until death occurs naturally. While not intended to hasten death, it allows patients to escape unbearable pain. Comparing these alternatives, hospice and palliative care focus on holistic support and pain relief, while terminal sedation addresses extreme cases of suffering when other methods fail.

Case Studies: Hemlock Society, Jacob Kevorkian, and Brittany Maynard

The Hemlock Society advocates for the right to die with dignity, providing education on end-of-life choices, including PAS/PAD. Jacob Kevorkian, known as “Dr. Death,” assisted terminally ill patients in ending their lives, sparking significant ethical and legal debates. Brittany Maynard, a terminally ill woman, chose to end her life under Oregon’s Death with Dignity Act, bringing national attention to the right-to-die movement.

ERD Paragraphs 59, 60, 61 Summary

ERD 59 emphasizes that euthanasia and PAS are morally unacceptable, as they undermine the respect for human life. ERD 60 discusses the importance of pain management and palliative care, encouraging efforts to relieve suffering without hastening death. ERD 61 highlights the need for compassionate care and the moral duty to avoid actions that intentionally cause death, affirming the value of life even in suffering. (Euthanasia & Physician Assisted Suicide (PAS))

Conclusion

The discussions on euthanasia, PAS/PAD, and end-of-life care revolve around balancing ethical principles, patient autonomy, and the sanctity of life. While there are no easy answers, a focus on compassionate, holistic care remains paramount. The case studies and ethical directives underscore the complexities and moral imperatives in these deeply personal decisions. (Euthanasia & Physician Assisted Suicide (PAS))

Reference

Euthanasia and Physician-Assisted Suicide:

Emanuel, E. J., Onwuteaka-Philipsen, B. D., Urwin, J. W., & Cohen, J. (2016). Attitudes and practices of euthanasia and physician-assisted suicide in the United States, Canada, and Europe. JAMA, 316(1), 79-90. https://jamanetwork.com/journals/jama/fullarticle/2532018

Pain and Suffering within the Context of Faith:

Sulmasy, D. P. (2006). The rebirth of the clinic: An introduction to spirituality in health care. Georgetown University Press. https://press.georgetown.edu/Book/Rebirth-of-the-Clinic

Hospice and Palliative Care:

National Hospice and Palliative Care Organization. (2021). Palliative care and hospice care. https://www.nhpco.org/palliativecare

Terminal Sedation:

Rietjens, J. A., van Delden, J. J., Onwuteaka-Philipsen, B. D., Buiting, H. M., van der Maas, P. J., & van der Heide, A. (2008). Continuous deep sedation for patients nearing death in the Netherlands: Descriptive study. BMJ, 336(7648), 810-813. https://www.bmj.com/content/336/7648/810

Hemlock Society, Jacob Kevorkian, and Brittany Maynard:

Quill, T. E., & Greenlaw, J. (2008). Physician-assisted death. Ethics in Medicine, University of Washington School of Medicine. https://depts.washington.edu/bioethx/topics/pad.html

The Brittany Maynard Fund. (2014). Brittany’s story. https://www.thebrittanyfund.org/brittanys-story/

Ethical and Religious Directives for Catholic Health Care Services (ERD):

United States Conference of Catholic Bishops. (2018). Ethical and Religious Directives for Catholic Health Care Services, Sixth Edition. https://www.usccb.org/resources/ethical-religious-directives-catholic-health-service-sixth-edition-2016-06_0.pdf

 
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