Give an overview of the diagnosis including risk factors and how they cause or contribute to adaptation or pathogenesis. 

/in /by

Parkinson disease

  1. Give an overview of the patient with the presumptive diagnosis*.   You can “create” a patient case based on your knowledge of the diagnosis, based on a patient you have seen in your work or personal experience, or use a case study from the following recommended text:

Harold J. Bruyere (2009) 100 Case Studies in Pathophysiology. Login Bros. ISBN 978-0-7817-6145-1

  1. Give an overview of the diagnosis including risk factors and how they cause or contribute to adaptation or pathogenesis.
  2. Give an in-depth discussion of the pathophysiology of your diagnosis as it occurs over time; include signs, symptoms, diagnostic studies and the underlying pathophysiologic process causing these signs and symptoms.   Support this pathophysiology with high level evidence.
  3. Summarize treatments and outcomes in terms of pathophysiologic alterations.
  4. Once you have had an in-depth discussion of your diagnosis overall,  be sure to connect your case discussion back to the patient you have presented.  Example, If your patient has HTN and DM, be sure to include a discussion of the symptoms that your patient is exhibiting and discuss treatments specifically aimed for your patient.
  5. Support your case discussion with current (in the past 5 years) high level evidence.  Patient information portals, disease association websites  and other resources such as Uptodate, Epocrates, Medscape, Mayo Clinic are not considered high levels of evidence and should be avoided for your presentations.  While use of the course textbooks is permitted, a minimum of 3 high level citations outside of the course texts is required.  If you are unclear about what is considered high level evidence, please review content from your Evidence Based Nursing Practice Course
  6. Include some graphics to support your presentation and to make it more visually engaging
  7. Be sure that you are using your slides to support the verbal presentation.  Do not simply read the slides to your audience.  Presentations that are read to the audience without expansion of the content will be graded as if no narration were included.
  8. Presentation Length: The Patient Presentation component is typically 5 min or less, and a maximum of 3 slides.  Be sure to include just the pertinent positive and pertinent negatives.  The discussion of the case progression and pathophysiology is typically 10 -15 slides, and 15-20 minutes in length.  The entire presentation is a maximum  of 25 minutes and maximum of 18 slides which includes your title and reference slides. 
  9. APA formatting for your presentation is required.

Describe three situations where you have experienced a bio-reaction.Identify which bio-reaction (fight, flight, freeze, or appease) you were experiencing in each situation

/in /by

Professional Communication and Leadership in Healthcare
Competency 1013.1.1: Self-Discovery and Mindfulness– The graduate evaluates and displays behaviors consistent with the process of self-discovery and mindfulness
Task 1: Observing Bio-Reactions
Introduction:
Bio-reactions (fight, flight, freeze, or appease) include quick responses to stimuli that are dangerous and fearful experiences. Bio-reactions help the brain reinforce certain pathways. Some pathways associate that past reaction with other similar events. This is one way to learn. The fear response may be associated with other nonfearful events. Because the brain is so good at making these associations, we aren’t even aware of the miscue.
Bio-reactions are automatic. In most cases they are not under your control, such as when you automatically close your eyes when something flies at your face. In other cases, you can have more control over your reaction. To be in control of these responses, the first step is to become aware of when you are experiencing a bio-reaction. To be aware of your bio-reactions, it may be helpful to ask yourself the following questions:
•   What caused the bio-reaction?
•   What was happening in the environment around you?
•   What emotions did you feel?
•   How did your body react?
•   What, if anything, did you do differently when you noticed you were having a bio-reaction?
•   Why is it important for you to be aware of your bio-reactions?
Requirements:
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the Turnitin Originality Report available in Taskstream as a guide for this measure of originality.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Note: Complete the Learning Brains and bio-reaction material found in module 1 in your course of study before completing this task.
A.  Describe three situations where you have experienced a bio-reaction.
1.  Identify which bio-reaction (fight, flight, freeze, or appease) you were experiencing in each situation from part A.
2.  Describe what was happening in the environment around you during each of the identified bio-reactions.
3.  Describe how your body reacted and what emotions you felt during each of the identified bio-reactions.

Explain the purpose and the characteristics of a TB airborne infection isolation room

/in /by
M. tuberculosis can be transmitted in virtually any setting. Clinicians should be aware that transmission has been documented in healthcare settings where healthcare workers and patients come in contact with persons with infection.
• Describe the factors that determine the infectiousness of a tuberculosis (TB) patient;
• Explain the main goals of a TB infection control program;
• Discuss the three levels of an effective TB infection control program;
• Explain the purpose and the characteristics of a TB airborne infection isolation room; and
• Describe the circumstances when respirators and surgical masks should be used. Assignment Requirements:
•Follow the conventions of Standard English (correct grammar, punctuation, etc.);
•be well ordered, logical, and unified, as well as original and insightful;
•display superior content, organization, style, and mechanics; and use APA 6th Edition format as outlined in the APA Progression Ladder.

Define the process of theory building. Discuss the differences in approach based on inductive versus deductive reasoning. Describe how you would build and test the theory in your practice area.

/in /by

Module 2 DQ 1 and DQ 2
Tutor MUST have a good command of the English language
These are two discussion questions
Your DQ1 and DQ2 posts must be at least 150 words and have at least one reference cited for each question. In-text citation, please
Tutor MUST have a good command of the English language
These are two discussion questions
Your DQ 1 and DQ 2 posts must be at least 150 words and have at least one reference cited for each question. In-text citation, please
DQ 1
Define the process of theory building. Discuss the differences in approach based on inductive versus deductive reasoning. Describe how you would build and test the theory in your practice area.
DQ 2
Select a nursing model or theory described in your textbook.  What are the key concepts and components of the example you selected, and how are they defined? Create an example describing the application to an area of nursing practice.