What are the parameters for monitoring success of the therapy?

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Nursing homework help
J.R. is a 36-year-old white, middle class woman who has been sexually active with one partner for the past 2 years. She and her partner have no history of STIs, but her partner has a history of fever blisters. She reports genital pain, genital vesicles and ulcers, and fever and malaise for the last 3 days. Examination reveals adenopathy and vaginal and cervical lesions.
DX: Genital herpes
1. List specific goals for treatment for J.R.
2. What drug therapy would you prescribe? Why?
3. Write prescription for drug therapy prescribed.
4. What are the parameters for monitoring success of the therapy?
5. Discuss specific patient education based on the prescribed therapy.
6. List one or two adverse reactions for the selected agent that would cause you to change therapy.
7. What would be the choice for second-line therapy?
8. What over the counter and/or alternative medications would be appropriate for J.R.?
9. What lifestyle changes would you recommend for J.R.?
10. Describe one or two drug-drug or drug-food interactions for the selected agent
IN-TEXT CITATIONS AND REFERENCES MUST MATCH. NURSING JOURNALS ONLY WITHIN 5 YEARS.

Design Thinking Script (This Script will be the beginning of my capstone project)

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Nursing homework help
Part One Due Sept 25th
Design Thinking Script (This Script will be the beginning of my capstone project)
Reflect on the content covered throughout the entire course.
Utilizing what you learned about design thinking this week, create a script that can be used to create a voice-over presentation or video in Week Six.
Review the Capstone rubric and Capstone: It’s Not Scary slide presentation. Your script should include:
During this course, I came across x.
I see opportunity for improvement at my organization in x.
I might want to focus my capstone on these one to three areas.
How will this relate to the end user? Consider consumer-centrism.
Click the Assignment Files tab to submit your assignment.
Materials
· Capstone Rubric ATTACHED
· Capstone: It’s Not Scary ATTACHED
THEN
Design Thinking” from the Harvard Business Review (HBR) Explainer
Watch the video “Design Thinking” from the HBR Explainer series
( Video Link: https://hbr.org/video/4443548301001/the-explainer-design-thinking )
Post a response to the following question on separate sheet of paper
How will you use design thinking to begin to brainstorm about your capstone?
You can add at the end of paper I will cut and paste on separate sheet
Part Two Due Oct 2nd
Design Presentation (MY Capstone project
Create a 5- to 6-slide voice-over presentation or video using your script from Week Five.
Incorporate feedback from faculty and any additional new learnings from the course.
Presentation should be 3 to 4 minutes with a clear and professional voice-over presentation of information.
Cite at least 5 peer-reviewed, scholarly, or similar references.
Format your citations according to APA guidelines.
Subjects covered throughout this class
system thinking locally and on a national level, the three C’s (Creativity, chaos and complexity), feedback loops, leverage points, different types of traps and opportunities such as Trap of escalation, tragedy of the commons, success to the successful, Drift to low Performance ,and he trap of Shifting the Burden to the Intervenor among others Flow, Fulfillment, Creativity, and Respect, Gemba walk

Consider methods that were used to garner the support of stakeholders and decision makers to move the project forward

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Nursing homework help
HIT Projects and Decision Makers
A nurse leader sought to implement greater security in the children’s wing of the hospital by installing a new alarm and monitoring system. Due to budget constraints, the CNO rejected the proposal, stating that current security methods were sufficient. Shortly after this failed proposal, an individual did in fact breach the children’s wing security and abducted a young child. Thankfully, the child was found and returned to her parents; and the CNO quickly found the money to install the new security system.
Not all HIT projects have such high-profile stakes. The main takeaway from this example is the importance of getting key stakeholders and decision makers on board when planning a new HIT project.
To prepare:
Bring to mind a HIT project implemented in your organization. Which leaders identified the project? Which stakeholders and decision makers helped moved the project forward?
Consider methods that were used to garner the support of stakeholders and decision makers to move the project forward.
By tomorrow Wednesday 09/20/17, write a minimum of 550 words essay in APA format with a minimum of 3 references from the list in the instructions area. Include the level one headings as numbered below:
post a cohesive response that addresses the following:
1) Describe an example of a HIT project implemented at your organization and analyze how that project was identified and moved forward. (HIT stands for Health Information Technology, pick one that was implemented in the hospital. One project that comes to my mind is when my hospital upgraded their EHR system from MEDITECH to EPIC system).
2) Evaluate the impact of key decision makers on moving the HIT project forward.
Required Readings
Course Text: Ball, M. J., Douglas, J. V., Hinton Walker, P., DuLong, D., Gugerty, B., Hannah, K. J., . . . Troseth, M. R. (Eds.) (2011). Nursing informatics: Where technology and caring meet (4th ed.). London, England: Springer-Verlag.
Chapter 17, “Disruptive Innovation: Point of Care”
This chapter uses real-world integration examples to illustrate the visions and challenges that characterize Smart Point of Care systems.
Course Text: American Nurses Association. (2008). Nursing informatics: Scope and standards of practice. Silver Spring, MD: Author.
“Standards of Nursing Informatics Practice” (pp. 67-79)
This excerpt presents the specific measurement criteria found within each nursing informatics standard.
Madsen, M. (2010). Knowledge and information modeling. Studies in Health Technology and Informatics, 151, 84-103.
Within this article, the overall design models of information systems are linked to the metastructures, data, information, knowledge, and wisdom.
Peleg, M. (2011). The role of modeling in clinical information system development life cycle. Methods of Information in Medicine, 50(1), 7-10.
The author of this article discusses the role of conceptual modeling in health information technology systems and how it has been an effective component of system development.
Philip, A., Afolabi, B., Adeniran, O., Oluwatolani, O., & Ishaya, G. (2010). Towards an efficient information systems development process and management: A review of challenges and proposed strategies. Journal of Software Engineering and Applications, 3(10), 983-989.
This article examines the phases and methodologies found within the Systems Development Life Cycle (SDLC), and proposes a framework for establishing the crucial roles that participants must play during the SDLC.
Szydlowski, S., & Smith, C. (2009). Perspectives from nurse leaders and chief information officers on health information technology implementation. Hospital Topics, 87(1), 3-9.
Qualitative research is used in this article to examine the trends, goals, outcomes, barriers, and mistakes that hospital leaders may experience when implementing health information technology systems.
Required Media
Laureate Education, Inc. (Executive Producer). (2011). Transforming nursing and healthcare through technology: Systems analysis. Baltimore, MD: Author.
Note: The approximate length of this media piece is 11 minutes.
The presenters in this week’s media presentation outline the stages involved when implementing a new technology system.
Optional Resources
Burgess, L., & Sargent, J. (2007). Enhancing user acceptance of mandated mobile health information systems: The ePOC (electronic Point-Of-Care Project) experience. Studies in Health Technology and Informatics, 129(Pt 2), 1088-1092.

Practicum Project Methodology and Evaluation

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Nursing homework help
Discussion: Practicum Project Methodology and Evaluation
Consider the following scenario:
With a clear conception of her Practicum Project goal and objectives, Sandra was optimistic that she was on the right track. Then she started to consider the methodology for her project and realized how much she still needed to figure out. She began to think about the theories and concepts she had examined in her program of study and how they might inform her methodology. The biggest challenge, she discovered, was in mapping the strategies that would help her achieve each objective. How would she decide what would be most effective? What barriers were likely to arise? She also realized that she needed to think about evaluation early in order to establish appropriate criteria and make sure she could assess the evidence related to the process, impact, and outcomes of her project. She wondered how she might use formative evaluation to develop and improve the project, as well as how she could use summative evaluation following the implementation of the project to determine if it had been successful.
Consider the models, theories, and concepts you have examined in your program of study as they relate to your project. Which of these can be applied to the development of methodology to help you achieve the project objectives? Which ones can be used to help you establish criteria and methods of evaluation for your project?
In this Discussion, you examine and propose the methodology for your Practicum Project, as well as evaluation methods. The insights you gain through this Discussion should be integrated into your Practicum Project Plan, which is due in Week 5.
To prepare:
Reflect on the Practicum Project goal and objectives you developed in Week 3.
Refer to the Practicum Project Plan (PPP) Overview document as needed for information related to the assignment.
Consider the models, theories, and concepts you have examined in your program of study as they relate to your project. How can this information be applied to the development of the methodology and evaluation for your project?
Review the information on methodology in the Learning Resources, and conduct additional research to facilitate your analysis for your project. Evaluate the who, what, how, where, and when associated with each objective: Who will make what change, by how much, where, and by when? Consider the methods you could use to meet each objective. Devise your methodology in as much detail as possible to identify how you could meet each objective. For example, identify which professional organizations or regulatory bodies you would consult (by viewing their websites or contacting them directly) to gather evidence.
Review the information on formative and summative evaluation in this week’s Learning Resources, and conduct additional research to facilitate your analysis for your project. How could you evaluate achievement of your Practicum Project objectives using formative and/or summative evaluation? Begin to develop an evaluation plan for your Practicum Project.
Post a brief summary of your Practicum Project focus, including the goal and objectives of your Practicum Project (to serve as a reminder for your colleagues). Explain your selected methodology, and justify your selection. Include a detailed explanation of how you could meet each objective using this methodology. Also explain your evaluation plan, noting at which points during your Practicum Project formative and/or summative evaluation will occur.
Respond to at least two of your colleagues on two different days, using one or more of the following approaches:
Comment on your colleague’s methodology, offering suggestions for improvement as appropriate.
Suggest an alternative evaluation method for your colleague’s project.
Required Readings
Reminder: Review resources from previous courses as necessary.
Black, P. (2010). Formative assessment. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (3rd ed., pp. 359–364). St. Louis, MO: Elsevier.
Note: Retrieved from the Walden Library databases.
This article outlines the history of formative assessment and its application and use as an evaluation tool.
Duers, L. E., & Brown, N. (2009). An exploration of student nurses’ experiences of formative assessment. Nurse Education Today, 29(6), 654–659.
Note: Retrieved from the Walden Library databases.
This article compares formative and summative assessment and presents examples of the application of formative assessment in nursing education.
Gantt, L. T. (2013). The effect of preparation on anxiety and performance in summative simulations. Clinical Simulation in Nursing, 9(1), e25–e33.
Note: Retrieved from the Walden Library databases.
This article provides an example of how formative and summative evaluation is used in a nursing simulation lab. The article discusses strategies for improving nurses’ performance on summative evaluations and explores the use of formative evaluation as a strategy for improving performance on summative evaluations.
Pellegrino, J. W. (2010). Technology and formative assessment. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (3rd ed., pp. 42–47). St. Louis, MO: Elsevier.
Note: Retrieved from the Walden Library databases.
The author discusses the importance of formative assessment and examines how technology can be used to support the assessment process.