Category: Medicine

DNRS-6512A-49/DNRS-6512F-49/DNRS-6512C-49/DNRS-6512-49 (11/27/2023-02/11/2024)-P

DNRS-6512A-49/DNRS-6512F-49/DNRS-6512C-49/DNRS-6512-49 (11/27/2023-02/11/2024)-PT27
Week 4: Learning Resources
Week 4: Learning Resources
LEARNING RESOURCES
Required Readings
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2023). Seidel’s guide to physical examination: An interprofessional approach (10th ed.). St. Louis, MO: Elsevier Mosby.
Chapter 9, “Skin, Hair, and Nails”
This chapter reviews the basic anatomy and physiology of skin, hair, and nails. The chapter also describes guidelines for proper skin, hair, and nails assessments.
Colyar, M. R. (2015). Advanced practice nursing procedures. Philadelphia, PA: F. A. Davis.
Credit Line: Advanced practice nursing procedures, 1st Edition by Colyar, M. R. Copyright 2015 by F. A. Davis Company. Reprinted by permission of F. A. Davis Company via the Copyright Clearance Center.
This section explains the procedural knowledge needed prior to performing various dermatological procedures.
Chapter 1, “Punch Biopsy Download Chapter 1, “Punch Biopsy”
Chapter 2, “Skin Biopsy” Download Chapter 2, “Skin Biopsy”
Chapter 10, “Nail Removal” Download Chapter 10, “Nail Removal”
Chapter 15, “Skin Lesion Removals: Keloids, Moles, Corns, Calluses” Download Chapter 15, “Skin Lesion Removals: Keloids, Moles, Corns, Calluses”
Chapter 16, “Skin Tag (Acrochordon) Removal” Download Chapter 16, “Skin Tag (Acrochordon) Removal”
Chapter 22, “Suture Insertion” Download Chapter 22, “Suture Insertion”
Chapter 24, “Suture Removal” Download Chapter 24, “Suture Removal”
Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.
Chapter 28, “Rashes and Skin Lesions” Download Chapter 28, “Rashes and Skin Lesions”
This chapter explains the steps in an initial examination of someone with dermatological problems, including the type of information that needs to be gathered and assessed.
Note: Download and use the Student Checklist and the Key Points when you conduct your assessment of the skin, hair, and nails in this Week’s Lab Assignment.
Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.
Chapter 2, “The Comprehensive History and Physical Exam” (Previously read in Weeks 1 and 3)
VisualDx. (2021). Clinical decision support Links to an external site.: For professionals. Retrieved July 16, 2021, from http://www.skinsight.com/professionals
This interactive website allows you to explore skin conditions according to age, gender, and area of the body.
Bonifant, H., & Holloway, S. (2019). A review of the effects of ageing on skin integrity and wound healing Links to an external site.. British Journal of Community Nursing, 24(Sup3), S28–S33. https://doi.org/10.12968/bjcn.2019.24.sup3.s28
Document: Skin Conditions Download Skin Conditions (Word document)
This document contains images of different skin conditions. You will use this information in this week’s Discussion.
Document: Comprehensive SOAP Exemplar Download Comprehensive SOAP Exemplar (Word document)
Document: Comprehensive SOAP Template Download Comprehensive SOAP Template (Word document)
Shadow Health Support and Orientation Resources
Use the following resources to guide you through your Shadow Health orientation as well as other support resources:
Shadow Health. (2021). Welcome to your introduction to Shadow Health Links to an external site.. https://link.shadowhealth.com/Student-Orientation-Video
Shadow Health. (n.d.). Shadow Health help desk Links to an external site.. Retrieved from https://support.shadowhealth.com/hc/en-us
Shadow Health. (2021). Walden University quick start guide: NURS 6512 NP students. Download Walden University quick start guide: NURS 6512 NP students. https://link.shadowhealth.com/Walden-NURS-6512-Student-Guide
Document: Shadow Health Nursing Documentation Tutorial Download Shadow Health Nursing Documentation Tutorial (Word document)
Document: DCE (Shadow Health) Documentation Template for Health History Download DCE (Shadow Health) Documentation Template for Health History (Word document)
Use this template to complete your Assignment 2 for this week.
LAB ASSIGNMENT: DIFFERENTIAL DIAGNOSIS FOR SKIN CONDITIONS
Properly identifying the cause and type of a patient’s skin condition involves a process of elimination known as differential diagnosis. Using this process, a health professional can take a given set of physical abnormalities, vital signs, health assessment findings, and patient descriiptions of symptoms, and incrementally narrow them down until one diagnosis is determined as the most likely cause.
In this Lab Assignment, you will examine several visual representations of various skin conditions, describe your observations, and use the techniques of differential diagnosis to determine the most likely condition.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
TO PREPARE
Review the Skin Conditions document provided in this week’s Learning Resources, and select one condition to closely examine for this Lab Assignment.
Consider the abnormal physical characteristics you observe in the graphic you selected. How would you describe the characteristics using clinical terminologies?
Explore different conditions that could be the cause of the skin abnormalities in the graphics you selected.
Consider which of the conditions is most likely to be the correct diagnosis, and why.
Search the Walden library for one evidence-based practice, peer-reviewed article based on the skin condition you chose for this Lab Assignment.
Review the Comprehensive SOAP Exemplar found in this week’s Learning Resources to guide you as you prepare your SOAP note.
Download the SOAP Template found in this week’s Learning Resources, and use this template to complete this Lab Assignment.
THE LAB ASSIGNMENT
Choose one skin condition graphic (identify by number in your Chief Complaint) to document your assignment in the SOAP (Subjective, Objective, Assessment, and Plan) note format rather than the traditional narrative style. Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in this week’s Learning Resources for guidance. Remember that not all comprehensive SOAP data are included in every patient case.
Use clinical terminologies to explain the physical characteristics featured in the graphic. Formulate a differential diagnosis of five possible conditions for the skin graphic that you chose. Determine which is most likely to be the correct diagnosis and explain your reasoning using at least three different references, one reference from current evidence-based literature from your search and two different references from this week’s Learning Resources.

Disorder: ADHD
Recommend one FDA-approved drug, one off-label drug, and one nonp

Disorder: ADHD
Recommend one FDA-approved drug, one off-label drug, and one nonpharmacological intervention for treating your assigned disorder in children and adolescents.
Explain the risk assessment you would use to inform your treatment decision making. What are the risks and benefits of the FDA-approved medicine? What are the risks and benefits of the off-label drug?
Explain whether clinical practice guidelines exist for this disorder and, if so, use them to justify your recommendations. If not, explain what information you would need to take into consideration.
Support your reasoning with at least three scholarly resources, one each on the FDA-approved drug, the off-label, and a non-medication intervention for the disorder. Attach the PDFs of your sources.

can you please put my name on the paper, today’s date, my professor’s name is Ha

can you please put my name on the paper, today’s date, my professor’s name is Harnetiaux, my course kinesiology 2100
Search for “The Sports Docs Podcast” on your favorite podcast player.
Browse the podcast topics and find a topic of interest.
Listen to or watch the podcast. Length of most episodes are approximately 30 minutes in length.
Submit a 1-2 page discussion of the podcast. Include a synopsis, why this topic is of specific interest to you, what you learned from the hosts and any guests, and how this topic relates to what you have learned from this course.
Up to 3 points.

This text needs to only be for discussion of paper!
Sentences should be expanded

This text needs to only be for discussion of paper!
Sentences should be expanded and built according to these points:
1. ProGRP in pulmonary inflammation and in NSCLC (please find references)
2. In Our data cut-off values for inflammations are lower than the cut-off values for SCLC, due to the fact that inflammations do not increase the value of SCLC.
3.In our data, NSE in neuroendocrine tumors and SCLC does not correlate with proGRP.
4. In our data, CRP and proGRP have been shown to have a correlation in inflammatory cases.
5. When compared to COPD-r (remission), CRP levels in COPD-e (exacerbations) demonstrate a higher values
6. In inflamation Tumor markes do not react
Please do not copy-paste sentences from other publications, and do not use fake sentences that are not based on references.

Please remove any awkwards sentences, redundant vocabulary, revise sentence stru

Please remove any awkwards sentences, redundant vocabulary, revise sentence structures for clarify in meaning and overall proofreading

DIVERSITY AND HEALTH ASSESSMENTS
May 2012, Alice Randall wrote an article for T

DIVERSITY AND HEALTH ASSESSMENTS
May 2012, Alice Randall wrote an article for The New York Times on the cultural factors that encouraged black women to maintain a weight above what is considered healthy. Randall explained—from her observations and her personal experience as a black woman—that many African-American communities and cultures consider women who are overweight to be more beautiful and desirable than women at a healthier weight. As she put it, “Many black women are fat because we want to be” (Randall, 2012).
Randall’s statements sparked a great deal of controversy and debate; however, they emphasize an underlying reality in the healthcare field: different populations, cultures, and groups have diverse beliefs and practices that impact their health. Nurses and healthcare professionals should be aware of this reality and adapt their health assessment techniques and recommendations to accommodate diversity.
In this Discussion, you will consider different socioeconomic, spiritual, lifestyle, and other cultural factors that should be taken into considerations when building a health history for patients with diverse backgrounds. Your Instructor will assign a case study to you for this Discussion.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
To prepare:
Reflect on your experiences as a nurse and on the information provided in this week’s Learning Resources on diversity issues in health assessments.
By Day 1 of this week, you will be assigned a case study by your Instructor. Note: Please see the “Course Announcements” section of the classroom for your case study assignment.
Reflect on the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of the patient assigned to you.
Consider how you would build a health history for the patient. What questions would you ask, and how would you frame them to be sensitive to the patient’s background, lifestyle, and culture? Develop five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.
Think about the challenges associated with communicating with patients from a variety of specific populations. What strategies can you as a nurse employ to be sensitive to different cultural factors while gathering the pertinent information?
BY DAY 3 OF WEEK 2
Post an explanation of the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned. Explain the issues that you would need to be sensitive to when interacting with the patient, and why. Provide at least five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the Reply button to complete your initial post. Remember, once you click on Post Reply, you cannot delete or edit your own posts and you cannot post anonymously. Please check your post carefully before clicking on Post Reply
This week we will be working on Module 2: Functional Assessments and Assessment Tools. This module is composed of Weeks 2 and 3. In this module, you will consider the impact of functional assessments, diversity, and sensitivity in conducting health assessments. You have a discussion post this week on Diversity and Health Assessments. The case studies are posted below. Please see the assignment for full instructions
Resources
LEARNING RESOURCES
Required Readings
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2023). Seidel’s guide to physical examination: An interprofessional approach (10th ed.). St. Louis, MO: Elsevier Mosby.
Chapter 1, “Cultural Competency”
This chapter highlights the importance of cultural awareness when conducting health assessments. The authors explore the impact of culture on health beliefs and practices.
Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.
Chapter 2, “Evidenced-Based Clinical Practice Guidelines”
Centers for Disease Control and Prevention. (2020, October 21). Cultural competence in health and human services Links to an external site.. Retrieved from https://npin.cdc.gov/pages/cultural-competence
This website discusses cultural competence as defined by the Centers for Disease Control and Prevention (CDC). Understanding the difference between cultural competence, awareness, and sensitivity can be obtained on this website.
United States Department of Human & Health Services. Office of Minority Health. (n.d.). A physician’s practical guide to culturally competent care Links to an external site.. Retrieved June 10, 2019, from https://cccm.thinkculturalhealth.hhs.gov/
From the Office of Minority Health, this website offers CME and CEU credit and equips healthcare professionals with awareness, knowledge, and skills to better treat the increasingly diverse U.S. population they serve.
Coleman, D. E. (2019). Evidence based nursing practice: The challenges of health care and cultural diversity Links to an external site.. Journal of Hospital Librarianship, 19(4), 330–338. https://doi.org/10.1080/15323269.2019.1661734
Young, S., & Guo, K. L. (2016). Cultural diversity training Links to an external site.. The Health Care Manager, 35(2), 94–102. https://doi.org/10.1097/hcm.0000000000000100
Required Media
Module 2 Introduction
Dr. Tara Harris reviews the overall expectations for Module 2. Consider how you will manage your time as you review your media and Learning Resources for your Discussion, Case Study Lab Assignment, and your DCE Assignment (3m).
Functional Assessments and Cultural and Diversity Awareness in Health Assessment – Week 2 (10m)
Walden University. (n.d.). Instructor feedback Links to an external site.. https://cdn-media.waldenu.edu/2dett4d/Walden/WWOW/1001/pulse_check/instructor_feedback/index.html#/
Assigned CASE STUDY
CASE STUDY 2
Mono Nu, a 44 year-old Filipino patient comes to the clinic today to have his “blood thinner” labs drawn since he started them two weeks ago. Upon assessing the labs the nurse practitioner notes that he is still out of range. When assessing the patients compliance both stated that he had been taking them just as prescribed. He has been doing well and eating a diet rich in fish and tofu. He doesn’t understand why his medications are not working.
NB
MUST BE IN APA
MUST HAVE AT LEAST THREE REFERENCES
ALL REFERENCES MUST BE LESS THAN FIVE LESS
NO DATES REFERENCES NOT ACCEPTABLE
INCLUDE SUB HEADINGS
MUST BE AN ADVANCED WRITER

please use the. file name draft for order to prepare the research and make sure

please use the. file name draft for order to prepare the research and make sure you cover it elements.
please please make sure to use Vancouver style.
and most importantly focus while doing literature review in Qatar mostly.

please use the file Update study bite to fill what is missing, the file already

please use the file Update study bite to fill what is missing, the file already have few answered research proposal I just need your help to fill the missing.
please use Vancouver style. and in literature review please focus in Qatar mostly.

Using the Gibb’s model of Reflection, write a reflective piece of 300 words or L

Using the Gibb’s model of Reflection, write a reflective piece of 300 words or Less on “My first semester in University”. This should be a reflection of your first semester as a medical student in University.
So, I’m a first year med student at University, and one of the courses i’m taking is English for Health Sciences and it’s requiring a reflective writing using Gibb’s model of reflection about my first semester, which was this semester (end of august – beginning of december); the courses that we’re taking are; Limbs and Spine Structure and Function, Foundation Concepts in Medical Sciences, Foundations of Clinical Medicine, History of Medicine, Fundamentals of Epidemiology and Biostatistics, English for Health Sciences, Innovation in Health Sciences, Principles of Bioethics.
8 Courses in total and i’m gonna provide a brief description and what we did in each course so you could write a reflective writing on it:
– Limbs and Spine Structure and Function: one of the most important courses, teaches us all the bones, joints, muscles, arteries, veins, nerves, diseases related to both arms and legs (mostly anatomy). We also had anatomy labs related to it where we would study whatever we took in class on cadavers.
– Foundation Concepts in Medical Sciences: this is also one of the most important courses, teaches us homeostasis, blood circulation, intro to heart, intro to respiratory, intro to endocrinology, the cell, epithelia/muscle/connective/nerve tissues, embryology, intro to biochemistry (central dogma/genomics/functional groups/amino acids/proteins/lipids/), solubility calculations. We also had labs related to it where we would do tutorials on some disease cases and solve the questions related to it.
– Foundations of Clinical Medicine: it’s a practical course, once a week, teaches us the communication skills of a doctor and how to initiate a consultation with the patient (using CALGARY-CAMBRIDGE model). We used to act as doctors with our peers and the doctor would evaluate our communication skills, asking for consent, vital signs taking..).
– History of Medicine: not an important course just taught us a brief history of medicine.
– Fundamentals of Epidemiology and Biostatistics: teaches us how to record patients data using SPSS (like microsoft excel) and measurements of their data (mode, median, mean, range..).
– English for Health Sciences: once every week, teaches us medical terminologies (medical prefix/suffix, medical root, combining vowels) in body systems and cancer, non verbal communication, paraphrasing/summarizing, doctor-patient communication.
– Innovation in Health Sciences: once every week, it teaches us how technology is related to medicine like apps or devices, and we had a project where we chose an app to to present about (it was an app the reminds you to stay hydrated), and another project where we created an app related to medicine (that helps blind people to communicate) and we presented it to high technicians in the medical field.
– Principles of Bioethics: once a week, teaches us doctor’s ethics, ethical frameworks: four principles, four-quadrant, CARE, Ethics-Morality-Law relationship, confidentiality, moral theories: Consequentialist Theory, Deontological Theory, Virtue ethics, Casuistry.
This is just a summary of what each course was about, no need to go in details of lessons taught. We had midterms which we call (ICA: in-course assessments) in week 8 and it was a stressful time but the hard work paid off, then we had OSPE’s (which are practical finals for just 2 courses which were Limbs and Spine AND Foundation Concepts in Medical Sciences) for one of the OSPE’s we went to the anatomy lab and the questions were basically about the cadavers in different stations. OSPE’s were really stressful since it was my first practical exam. Coming up next week are finals which we call (ECA: end-course assessments), and they’re about all of the material we took from the beginning of the semester which im currently studying for, for me studying for the midterms and OSPE’s is helping taking off the weight of the materials for the finals. And finally, i’m so thankful that i’m having the opportunity to study in this university and i’m so proud of myself for having discipline and motivation to study throughout the semester since it needed weekly studying and i’m excited for the winter break coming and the next semester to stay focused even more and score high grades.
Comments from Customer
Discipline: English for Health Sciences

I need a power point presentation on diabetes. I want the power point to informa

I need a power point presentation on diabetes. I want the power point to informative and to have images. I need sources and some of them, have to be from a scholarly article.