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Category: Clinical Nursing & Patient Care

  • [Solved] Patho presentation Week 7 response MD

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    Hello everyone, my name is Marjorie, and I'm here to present to you with the case of John Doe, who is a 65-year-old male, diagnosis of congestive heart failure. He smoked half a pack of cigarettes daily in Kosumako Hall. An assessment, it was found he has PD in edema at the lower extremities, lung q…

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    Hello everyone, my name is Marjorie, and I'm here to present to you with the case of John Doe, who is a 65-year-old male, diagnosis of congestive heart failure. He smoked half a pack of cigarettes daily in Kosumako Hall. An assessment, it was found he has PD in edema at the lower extremities, lung quackle sound at base, lab, he has elevated BNP, LDL, and A1C, medical history is diabetes and high blood pressure, surgical history is coronary artery bypass. Pathophysiology of the condition of heart failure is also known as congestive heart failure, a condition in which the heart is unable to pump adequately blood to satisfy the body's need. This may inspire that your heart is incapable of sufficiently filling with blood. This may also occur when the heart is inadequately strong to pump efficiently. The term heart failure don't imply that your heart is stopped working. Heart failure is a serious condition that necessitates medical intervention. Clinical manifestation is shortness of breath on a physical activity or while laying flat. You get tired, weakness. You have legs, lower legs, swelling, and your heart is either beat too fast or too slow or have irregular heartbeat. You cough. Sometimes you have sputum come out or sputum come out with blood. Diagnosis of the condition is ECG that captures the hard electrical activities to detect arrhythmias or myocardial injury or electrocardiography. It's an ultrasound assessment of the heart that evaluates the size and function in pumping efficiently of the cardiac chambers. Checks x-ray provides images of the heart and lungs to assess for hypertrophy or fluid retention. Blood tests to evaluate for underlying conditions such as anemia, thyroid abnormalities, or infections. Stress tests is to evaluate the heart's response to physical exertion. Okay, thank you for your time.

    – 2 years ago

  • [Solved] Patho presentation Week 7 response MAB

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    Hi class. My name is Monterey. My presentation is understanding stroke and a guide for patients and family. First, I would like to explain what stroke is. Stroke is a neurological emergency which can be caused by interrupted blood flow to the brain. We have two major kinds of strokes, the ischemic s…

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    Hi class. My name is Monterey. My presentation is understanding stroke and a guide for patients and family. First, I would like to explain what stroke is. Stroke is a neurological emergency which can be caused by interrupted blood flow to the brain. We have two major kinds of strokes, the ischemic stroke which is caused by basically clot and it's very common. About 87% of people with stroke present with this kind of stroke. And we also have hemorrhagic stroke which is majorly bleeding which presents as 30% of the population. it's the lack of energy and nutrient which can eventually cause cell death so this is the pictorial images of the ischemic stroke versus the hemorrhagic stroke the first one you can see the area with the blockage and the other side with the bleeding there's a pool of blood in the brain this can happen inside or outside of the brain both eventually leading to reduced oxygenation and the brain and decreased nutrients to the brain why do we study stroke or why do we explain what stroke is or why am i explaining what stroke is this is because it's one of the leading cause of disability and death in the united states and we always advocate that time is muscle early recognition and treatment is very important In this presentation, I would like to explain the pathophysiology of stroke to my patient's family. First, I would like to recognize and tell them the risk for stroke. Some risks are modifiable, that means you can do something about it, and some are non -modifiable. The modifiables include eye blood pressure, diabetes, obesity, smoking. This can all be done by smoking cessation, engaging in an active lifestyle. If a patient has eye blood pressure, taking their medications, exercising nutrients to correct hypertension, diabetes, and obesity. And the non-modifiable risk factors stroke is very pertinent in males, African-Americans, and age greater than 55. Like I said earlier, living an elder lifestyle can help decrease the risk. family family history it's a very great area with physical activities one can still modify it a little bit what are the clinical manifestations of stroke stroke can happen at any time it can it's a sudden weakness especially on one side of the body one can have a facial droop, difficulty finding words, vision difficulties, and some paralysis. Some people can lift their hands. In the case of your husband, Josh Eddy, I know he's 65. He has past medical histories of hypertension, type 2 diabetes. These are some of the modifiable cause of stroke. And he was confused. He had facial droop. He had flood species. And he wasn't working properly. We are glad you found him and you're able to call for emergency. And he came in within a time frame. he presented to the emergency room he came in within there's a medication we give people that come in for stroke within a short period of time and because he had he has an history of AFib and he was not on anticoagulation he's a candidate to get a TPA which is a big blood clot breaker this can be administered between the last known well and the current time if it's less than three hours in other cases we can do a mechanical thrombectomy when also when it came in blood pressure was a little elevated so we manage blood pressure manages blood sugars just to make sure everything works in sync. Other tests that can be done to diagnose stroke include CT scans. This is like taking a picture of the brain to see if it's a clot or if it's a bleed. And we also have a scale to measure the severity of the stroke. It's called the NiHSS scale. We also do blood work to see if his blood is dropping by taking the CBCs. We check the coagulation level of his blood, which is called the INRPTTs. We also do EKGs just to, you know, ECG just to find the embolic sources. stroke can happen to anyone anytime it happens in children it's very rare but can it can lead to it can be linked to congenital as or clotting issues it can happen during pregnancy it can happen after pregnancies um and like we said it's very common in adults older adults But because of their baseline dementia, their confusion, their stroke can go unnoticed because of their other baseline problems. um what i like the families of you get the families you know is that stroke is at emergency um when you notice any kind of change any kind of weakness any kind of facial changes please call for them for emergency because the earlier guests at the hospital are the better um these are my references thank you very much

    – 2 years ago

  • [Solved] Nutritional Self-Assessment

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    need this filled out as a patient – 2 years ago **files (1)** – ## NURS225-NutritionAssessmentrev032323-1.docx **## NURS225-NutritionAssessmentrev032323-1.docx** **NURS 225: Nutritional Self-Assessment** Name: Date: **This assignment must be typed. No handwritten submissions will be accepted.** **Pa…

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    need this filled out as a patient

    – 2 years ago

    **files (1)**

    – ## NURS225-NutritionAssessmentrev032323-1.docx

    **## NURS225-NutritionAssessmentrev032323-1.docx**

    **NURS 225: Nutritional Self-Assessment**

    Name:       Date:

    **This assignment must be typed. No handwritten submissions will be accepted.**

    **Part 1: 10 points**

    Subjective information. Answer each question:

    1.
    **Family History:** (check all that apply)

    ☐Diabetes ☐Heart Disease ☐Cancer ☐Weight Problems

    ☐High Cholesterol ☐Hypertension ☐Other       ☐None

    How could these disorders affect your diet? If you answered “none,” choose a disorder from the list above, and discuss how can that disorder affect your diet? Discuss in detail (at least 3 full sentences)

    2.
    **Culture:**

    How does your ethnic culture or race or religion affect your nutritional choices? If you do not identify with an ethnic culture or race or religion, how would culture or race affect your nutritional choices? Discuss in detail (at least 3 full sentences)

    3.
    **Activity Level:**

    ☐Never ☐Occasionally ☐1-2 days/week ☐3-4 days/week ☐5 or more days/week

    Discuss in detail (at least 3 full sentences) what activities do you do.

    4.
    **BMI Calculation:**

    Height:       Weight:       BMI:

    Show full calculation to obtain BMI:

    Analysis of BMI. How does your current BMI affect your health? Discuss in detail (at least 3 full sentences):

    **Part 2: 10 points**

    Barriers to Healthy Living: Check the box if you agree or disagree with the statement. In at least 3 full sentences, explain in detail, why you agreed or disagreed with the statement.

    | | | |
    | — | — | — |
    | **Provide an explanation of your answer choice.** | **Agree** | **Disagree** |
    | I do not have time to prepare healthy foods | ☐ | ☐ |
    | _Explain:_ |
    | I find myself snacking on “unhealthy” foods while studying | ☐ | ☐ |
    | _Explain:_ |
    | I do not like the taste of healthy foods | ☐ | ☐ |
    | _Explain:_ |
    | I have problems making healthy food my family will eat | ☐ | ☐ |
    | _Explain:_ |
    | I eat when I feel sad/depressed/stressed/happy/or other emotion | ☐ | ☐ |
    | _Explain:_ |
    | I get “mad” at myself for not making healthier food choices | ☐ | ☐ |
    | _Explain:_ |
    | I often eat past the time of feeling “full” | ☐ | ☐ |
    | _Explain:_ |
    | I often have powerful cravings for “unhealthy” foods | ☐ | ☐ |
    | _Explain:_ |
    | I do not have time to exercise | ☐ | ☐ |
    | _Explain:_ |
    | I feel self-conscious when I exercise | ☐ | ☐ |
    | _Explain:_ |

    **Part 3: 15 points**

    **Two-day food recall:** Write down all foods you have consumed for two full days.
    **It does not have to be consecutive days.**

    | | |
    | — | — |
    | **Day One** | **Day Two** |
    | Breakfast: | Breakfast: |
    | Lunch: | Lunch: |
    | Dinner: | Dinner: |
    | Snacks: | Snacks: |

    **Nutrition:** Please show your calculations of your Recommended Daily Allowance (RDA) for your Proteins, Fats, and Carbohydrates. Find the nutritional values for the nutrients below for each day:

    | | | | |
    | — | — | — | — |
    | **Nutrient** | **Your RDA based on weight/height/activity level (show calculations for Proteins, Fats, & Carbohydrates)** | **Day One** | **Day Two** |
    | Protein | | B:      <br> <br>L:      <br> <br>D:      <br> <br>S:      <br> <br>Total: | B:      <br>L:      <br>D:      <br>S:      <br>Total: |
    | Carbohydrates | | B:      <br>L:      <br>D:      <br>S:      <br>Total: | B:      <br>L:      <br>D:      <br>S:      <br>Total: |
    | Fat | | B:      <br>L:      <br>D:      <br>S:      <br>Total: | B:      <br>L:      <br>D:      <br>S:      <br>Total: |
    | Fiber | | B:      <br>L:      <br>D:      <br>S:      <br>Total: | B:      <br>L:      <br>D:      <br>S:      <br>Total: |
    | Vitamin C | | B:      <br>L:      <br>D:      <br>S:      <br>Total: | B:      <br>L:      <br>D:      <br>S:      <br>Total: |
    | Iron | | B:      <br>L:      <br>D:      <br>S:      <br>Total: | B:      <br>L:      <br>D:      <br>S:      <br>Total: |
    | Cholesterol | | B:      <br>L:      <br>D:      <br>S:      <br>Total: | B:      <br>L:      <br>D:      <br>S:      <br>Total: |

    **Part 4: 10 points**

    **Answer each question based on your food recall**

    1. Based on your subjective data, barriers, and nutritional analysis, what changes should you make to your current diet? Discuss in detail (at least 3 full sentences)
    _(Support your answer with at least one reference)_

    2. Provide one SMART goal
    _(specific, measurable, achievable, realistic, timed)_ and provide two strategies to help you obtain that goal. Discuss in detail (at least 3 full sentences)

    3. Reflection: What did you learn from this assignment regarding your diet and health in regard to your dietary habits? Discuss in detail (at least 3 full sentences)

    **## NURS225-NutritionAssessmentrev032323-1.docx**

    **NURS 225: Nutritional Self-Assessment**

    Name:       Date:

    **This assignment must be typed. No handwritten submissions will be accepted.**

    **Part 1: 10 points**

    Subjective information. Answer each question:

    1.
    **Family History:** (check all that apply)

    ☐Diabetes ☐Heart Disease ☐Cancer ☐Weight Problems

    ☐High Cholesterol ☐Hypertension ☐Other       ☐None

    How could these disorders affect your diet? If you answered “none,” choose a disorder from the list above, and discuss how can that disorder affect your diet? Discuss in detail (at least 3 full sentences)

    2.
    **Culture:**

    How does your ethnic culture or race or religion affect your nutritional choices? If you do not identify with an ethnic culture or race or religion, how would culture or race affect your nutritional choices? Discuss in detail (at least 3 full sentences)

    3.
    **Activity Level:**

    ☐Never ☐Occasionally ☐1-2 days/week ☐3-4 days/week ☐5 or more days/week

    Discuss in detail (at least 3 full sentences) what activities do you do.

    4.
    **BMI Calculation:**

    Height:       Weight:       BMI:

    Show full calculation to obtain BMI:

    Analysis of BMI. How does your current BMI affect your health? Discuss in detail (at least 3 full sentences):

    **Part 2: 10 points**

    Barriers to Healthy Living: Check the box if you agree or disagree with the statement. In at least 3 full sentences, explain in detail, why you agreed or disagreed with the statement.

    | | | |
    | — | — | — |
    | **Provide an explanation of your answer choice.** | **Agree** | **Disagree** |
    | I do not have time to prepare healthy foods | ☐ | ☐ |
    | _Explain:_ |
    | I find myself snacking on “unhealthy” foods while studying | ☐ | ☐ |
    | _Explain:_ |
    | I do not like the taste of healthy foods | ☐ | ☐ |
    | _Explain:_ |
    | I have problems making healthy food my family will eat | ☐ | ☐ |
    | _Explain:_ |
    | I eat when I feel sad/depressed/stressed/happy/or other emotion | ☐ | ☐ |
    | _Explain:_ |
    | I get “mad” at myself for not making healthier food choices | ☐ | ☐ |
    | _Explain:_ |
    | I often eat past the time of feeling “full” | ☐ | ☐ |
    | _Explain:_ |
    | I often have powerful cravings for “unhealthy” foods | ☐ | ☐ |
    | _Explain:_ |
    | I do not have time to exercise | ☐ | ☐ |
    | _Explain:_ |
    | I feel self-conscious when I exercise | ☐ | ☐ |
    | _Explain:_ |

    **Part 3: 15 points**

    **Two-day food recall:** Write down all foods you have consumed for two full days.
    **It does not have to be consecutive days.**

    | | |
    | — | — |
    | **Day One** | **Day Two** |
    | Breakfast: | Breakfast: |
    | Lunch: | Lunch: |
    | Dinner: | Dinner: |
    | Snacks: | Snacks: |

    **Nutrition:** Please show your calculations of your Recommended Daily Allowance (RDA) for your Proteins, Fats, and Carbohydrates. Find the nutritional values for the nutrients below for each day:

    | | | | |
    | — | — | — | — |
    | **Nutrient** | **Your RDA based on weight/height/activity level (show calculations for Proteins, Fats, & Carbohydrates)** | **Day One** | **Day Two** |
    | Protein | | B:      <br> <br>L:      <br> <br>D:      <br> <br>S:      <br> <br>Total: | B:      <br>L:      <br>D:      <br>S:      <br>Total: |
    | Carbohydrates | | B:      <br>L:      <br>D:      <br>S:      <br>Total: | B:      <br>L:      <br>D:      <br>S:      <br>Total: |
    | Fat | | B:      <br>L:      <br>D:      <br>S:      <br>Total: | B:      <br>L:      <br>D:      <br>S:      <br>Total: |
    | Fiber | | B:      <br>L:      <br>D:      <br>S:      <br>Total: | B:      <br>L:      <br>D:      <br>S:      <br>Total: |
    | Vitamin C | | B:      <br>L:      <br>D:      <br>S:      <br>Total: | B:      <br>L:      <br>D:      <br>S:      <br>Total: |
    | Iron | | B:      <br>L:      <br>D:      <br>S:      <br>Total: | B:      <br>L:      <br>D:      <br>S:      <br>Total: |
    | Cholesterol | | B:      <br>L:      <br>D:      <br>S:      <br>Total: | B:      <br>L:      <br>D:      <br>S:      <br>Total: |

    **Part 4: 10 points**

    **Answer each question based on your food recall**

    1. Based on your subjective data, barriers, and nutritional analysis, what changes should you make to your current diet? Discuss in detail (at least 3 full sentences)
    _(Support your answer with at least one reference)_

    2. Provide one SMART goal
    _(specific, measurable, achievable, realistic, timed)_ and provide two strategies to help you obtain that goal. Discuss in detail (at least 3 full sentences)

    3. Reflection: What did you learn from this assignment regarding your diet and health in regard to your dietary habits? Discuss in detail (at least 3 full sentences)

  • [Solved] WK9 DISC

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    Review the Resources and reflect on the role of professional nurses in policy evaluation. Review community, state, or federal policy evaluation and reflect on the criteria used to measure the effectiveness of the program or policy described. Post an evaluation topic and a brief description of the ev…

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    Assignment Prompt & Instructions

    Review the Resources and reflect on the role of professional nurses in policy evaluation.

    Review community, state, or federal policy evaluation and reflect on the criteria used to measure the effectiveness of the program or policy described.

    Post an evaluation topic and a brief description of the evaluation. Discuss how social determinants impact this issue.

    – [\
    \
    WEEK9DISCUSSION.docx](https://www.sweetstudy.com/files/week9discussion-docx-10269499 "WEEK9DISCUSSION.docx")
    – [\
    \
    USW1_NURS_6050_HealthcareProgram-PolicyEvaluationAnalysisTemplate.doc](https://www.sweetstudy.com/files/usw1-nurs-6050-healthcareprogram-policyevaluationanalysistemplate-doc-10269501 "USW1_NURS_6050_HealthcareProgram-PolicyEvaluationAnalysisTemplate.doc")

    – 2 years ago

  • [Solved] WK 9 DIS EPID

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    – 2 years ago **files (3)** – ## WK9DIS.EPIDEradicationofSmallpox.docx – SmallPox.pdf – COVID19.pdf **## WK9DIS.EPIDEradicationofSmallpox.docx** Eradication of Smallpox, Polio, and how they may help in Approaching Covid-19 ![A syringe being needled into a vial AI-generated content may be incorrect.]…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (3)**

    – ## WK9DIS.EPIDEradicationofSmallpox.docx

    – SmallPox.pdf
    – COVID19.pdf

    **## WK9DIS.EPIDEradicationofSmallpox.docx**

    Eradication of Smallpox, Polio, and how they may help in Approaching Covid-19

    ![A syringe being needled into a vial AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-9-dis-epid)

    Some of the most notable epidemics include the bubonic plague in the 14th century, smallpox in the 18th century, influenza in the 20th century, and SARS-CoV-2 (COVID-19) in the 21st century. It is estimated that the bubonic plague caused 25 million deaths in Europe in the 14th century alone, and up to 200 million total deaths across centuries (Glatter & Finkelman, 2021). The COVID-19 pandemic spread at an unprecedented pace due to globalization and the mobility of society, killing millions worldwide. These are dramatic examples of the kinds of acute outbreaks that make epidemiology such an important field of study.

    At the beginning of the 21st century, many epidemiologists and healthcare professionals were concerned about the next potential pandemic or epidemic—and then it arrived in early 2020. Globalization means that when these infectious outbreaks occur, they can spread quickly, but we also have more knowledge and better tools (e.g., vaccine technology) to fight them. For this Discussion, you will compare lessons learned from two successful eradication efforts, that of smallpox and polio, and consider how they may be applied to COVID-19.

    **Reference**

    Glatter, K. A., & Finkelman, P. (2021). History of the plague: An ancient pandemic for the age of COVID-19.
    _American Journal of Medicine, 134_(2), 176–181. https://doi.org/10.1016/j.amjmed.2020.08.019

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259972)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice_ (6th ed.). Jones & Bartlett.

    · Chapter 12, “Epidemiology of Infectious Diseases

    · Center for Global Development. (n.d.).
    [_Case 1: Eradicating smallpox_](https://waldenu.instructure.com/courses/155998/files/12410777?wrap=1) [Download Case 1: Eradicating smallpox](https://waldenu.instructure.com/courses/155998/files/12410777/download?download_frd=1). http://www.cgdev.org/doc/millions/MS_case_1.pdf
    **Note:** This article provides an overview of the eradication of smallpox.

    · Wilson, N., Mansoor, O. D., Boyd, M. J., Kvalsvig, A., & Baker, M. G. (2021).
    [We should not dismiss the possibility of eradicating COVID-19: Comparisons with smallpox and polioLinks to an external site.](https://doi.org/10.1136/bmjgh-2021-006810).
    _BMJ Global Health_, (8), e006810
    _._ https://doi.org/10.1136/bmjgh-2021-006810

    · World Health Organization. (n.d.).
    [PoliomyelitisLinks to an external site.](https://www.who.int/health-topics/poliomyelitis) _(polio)_. https://www.who.int/health-topics/poliomyelitis#tab=tab_1
    **Note:** This page provides an overview of the eradication of polio, as well as symptoms and treatment.

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · The Impact of COVID-19 on Epidemiology
    **Time Estimate:** 3 minutes

    · Walden University, LLC. (2021).
    [Infectious disease basicsLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/IDB/index.html) [Interactive media]. Walden University Blackboard. https://waldenu.instructure.com

    [Optional Resources](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · Polio Global Eradication Initiative. (n.d.).
    [GPEI strategy 2022–2026.Links to an external site.](https://polioeradication.org/gpei-strategy-2022-2026/) https://polioeradication.org/gpei-strategy-2022-2026/

    To prepare:

    · Review the Learning Resources, focusing on the smallpox and polio epidemics and how health organizations applied principles of epidemiology to eradicate (or in the case of polio, nearly eradicate) these diseases.

    · In light of these examples, consider the benefits of addressing smallpox and polio at the population level. What were the population health strategies that were used in the efforts to eradicate smallpox and polio?

    · Consider similarities and differences from an epidemiologic perspective among the smallpox and polio epidemics and that of COVID-19.

    · Think about how principles of epidemiology are being applied—or could be applied—to address COVID-19.

    · What lessons from the use of infectious disease epidemiology in the past might be applicable to controlling COVID 19?

    · What are the benefits of addressing this issue at the population level as opposed to the individual level?

    By Day 3 of Week 9

    **Post** a cohesive response that addresses the following:

    · Briefly summarize the epidemiologic differences among the three diseases and how principles of epidemiology are being applied—or could be applied—to address COVID-19.

    · Are there any lessons learned from the use of epidemiology in the eradication of smallpox and polio that could be applied to COVID-19?

    · Evaluate the benefits of addressing this health problem at the population level versus the individual level. Support your Discussion with information from this week’s Learning Resources and articles you have located in the Walden Library.

    By Day 6 of Week 9

    **Read** a selection of your colleagues’ responses and respond to
    **at least two** of your colleagues on
    **two different days** and
    **respond** to
    **at least two** colleagues on
    **two different days** in one or more of the following ways:

    · Ask a probing question, substantiated with additional background information, evidence, or research.

    · Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

    · Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

    · Validate an idea with your own experience and additional research.

    · Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

    · Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

    ## image1.jpeg

    **SmallPox.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/smallpox-pdf-10269709)

    **COVID19.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/covid19-pdf-10269705)

    **COVID19.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/covid19-pdf-10269705)

    **## WK9DIS.EPIDEradicationofSmallpox.docx**

    Eradication of Smallpox, Polio, and how they may help in Approaching Covid-19

    ![A syringe being needled into a vial AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-9-dis-epid)

    Some of the most notable epidemics include the bubonic plague in the 14th century, smallpox in the 18th century, influenza in the 20th century, and SARS-CoV-2 (COVID-19) in the 21st century. It is estimated that the bubonic plague caused 25 million deaths in Europe in the 14th century alone, and up to 200 million total deaths across centuries (Glatter & Finkelman, 2021). The COVID-19 pandemic spread at an unprecedented pace due to globalization and the mobility of society, killing millions worldwide. These are dramatic examples of the kinds of acute outbreaks that make epidemiology such an important field of study.

    At the beginning of the 21st century, many epidemiologists and healthcare professionals were concerned about the next potential pandemic or epidemic—and then it arrived in early 2020. Globalization means that when these infectious outbreaks occur, they can spread quickly, but we also have more knowledge and better tools (e.g., vaccine technology) to fight them. For this Discussion, you will compare lessons learned from two successful eradication efforts, that of smallpox and polio, and consider how they may be applied to COVID-19.

    **Reference**

    Glatter, K. A., & Finkelman, P. (2021). History of the plague: An ancient pandemic for the age of COVID-19.
    _American Journal of Medicine, 134_(2), 176–181. https://doi.org/10.1016/j.amjmed.2020.08.019

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259972)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice_ (6th ed.). Jones & Bartlett.

    · Chapter 12, “Epidemiology of Infectious Diseases

    · Center for Global Development. (n.d.).
    [_Case 1: Eradicating smallpox_](https://waldenu.instructure.com/courses/155998/files/12410777?wrap=1) [Download Case 1: Eradicating smallpox](https://waldenu.instructure.com/courses/155998/files/12410777/download?download_frd=1). http://www.cgdev.org/doc/millions/MS_case_1.pdf
    **Note:** This article provides an overview of the eradication of smallpox.

    · Wilson, N., Mansoor, O. D., Boyd, M. J., Kvalsvig, A., & Baker, M. G. (2021).
    [We should not dismiss the possibility of eradicating COVID-19: Comparisons with smallpox and polioLinks to an external site.](https://doi.org/10.1136/bmjgh-2021-006810).
    _BMJ Global Health_, (8), e006810
    _._ https://doi.org/10.1136/bmjgh-2021-006810

    · World Health Organization. (n.d.).
    [PoliomyelitisLinks to an external site.](https://www.who.int/health-topics/poliomyelitis) _(polio)_. https://www.who.int/health-topics/poliomyelitis#tab=tab_1
    **Note:** This page provides an overview of the eradication of polio, as well as symptoms and treatment.

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · The Impact of COVID-19 on Epidemiology
    **Time Estimate:** 3 minutes

    · Walden University, LLC. (2021).
    [Infectious disease basicsLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/IDB/index.html) [Interactive media]. Walden University Blackboard. https://waldenu.instructure.com

    [Optional Resources](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · Polio Global Eradication Initiative. (n.d.).
    [GPEI strategy 2022–2026.Links to an external site.](https://polioeradication.org/gpei-strategy-2022-2026/) https://polioeradication.org/gpei-strategy-2022-2026/

    To prepare:

    · Review the Learning Resources, focusing on the smallpox and polio epidemics and how health organizations applied principles of epidemiology to eradicate (or in the case of polio, nearly eradicate) these diseases.

    · In light of these examples, consider the benefits of addressing smallpox and polio at the population level. What were the population health strategies that were used in the efforts to eradicate smallpox and polio?

    · Consider similarities and differences from an epidemiologic perspective among the smallpox and polio epidemics and that of COVID-19.

    · Think about how principles of epidemiology are being applied—or could be applied—to address COVID-19.

    · What lessons from the use of infectious disease epidemiology in the past might be applicable to controlling COVID 19?

    · What are the benefits of addressing this issue at the population level as opposed to the individual level?

    By Day 3 of Week 9

    **Post** a cohesive response that addresses the following:

    · Briefly summarize the epidemiologic differences among the three diseases and how principles of epidemiology are being applied—or could be applied—to address COVID-19.

    · Are there any lessons learned from the use of epidemiology in the eradication of smallpox and polio that could be applied to COVID-19?

    · Evaluate the benefits of addressing this health problem at the population level versus the individual level. Support your Discussion with information from this week’s Learning Resources and articles you have located in the Walden Library.

    By Day 6 of Week 9

    **Read** a selection of your colleagues’ responses and respond to
    **at least two** of your colleagues on
    **two different days** and
    **respond** to
    **at least two** colleagues on
    **two different days** in one or more of the following ways:

    · Ask a probing question, substantiated with additional background information, evidence, or research.

    · Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

    · Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

    · Validate an idea with your own experience and additional research.

    · Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

    · Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

    ## image1.jpeg

    **SmallPox.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/smallpox-pdf-10269709)

    **COVID19.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/covid19-pdf-10269705)

    **## WK9DIS.EPIDEradicationofSmallpox.docx**

    Eradication of Smallpox, Polio, and how they may help in Approaching Covid-19

    ![A syringe being needled into a vial AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-9-dis-epid)

    Some of the most notable epidemics include the bubonic plague in the 14th century, smallpox in the 18th century, influenza in the 20th century, and SARS-CoV-2 (COVID-19) in the 21st century. It is estimated that the bubonic plague caused 25 million deaths in Europe in the 14th century alone, and up to 200 million total deaths across centuries (Glatter & Finkelman, 2021). The COVID-19 pandemic spread at an unprecedented pace due to globalization and the mobility of society, killing millions worldwide. These are dramatic examples of the kinds of acute outbreaks that make epidemiology such an important field of study.

    At the beginning of the 21st century, many epidemiologists and healthcare professionals were concerned about the next potential pandemic or epidemic—and then it arrived in early 2020. Globalization means that when these infectious outbreaks occur, they can spread quickly, but we also have more knowledge and better tools (e.g., vaccine technology) to fight them. For this Discussion, you will compare lessons learned from two successful eradication efforts, that of smallpox and polio, and consider how they may be applied to COVID-19.

    **Reference**

    Glatter, K. A., & Finkelman, P. (2021). History of the plague: An ancient pandemic for the age of COVID-19.
    _American Journal of Medicine, 134_(2), 176–181. https://doi.org/10.1016/j.amjmed.2020.08.019

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259972)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice_ (6th ed.). Jones & Bartlett.

    · Chapter 12, “Epidemiology of Infectious Diseases

    · Center for Global Development. (n.d.).
    [_Case 1: Eradicating smallpox_](https://waldenu.instructure.com/courses/155998/files/12410777?wrap=1) [Download Case 1: Eradicating smallpox](https://waldenu.instructure.com/courses/155998/files/12410777/download?download_frd=1). http://www.cgdev.org/doc/millions/MS_case_1.pdf
    **Note:** This article provides an overview of the eradication of smallpox.

    · Wilson, N., Mansoor, O. D., Boyd, M. J., Kvalsvig, A., & Baker, M. G. (2021).
    [We should not dismiss the possibility of eradicating COVID-19: Comparisons with smallpox and polioLinks to an external site.](https://doi.org/10.1136/bmjgh-2021-006810).
    _BMJ Global Health_, (8), e006810
    _._ https://doi.org/10.1136/bmjgh-2021-006810

    · World Health Organization. (n.d.).
    [PoliomyelitisLinks to an external site.](https://www.who.int/health-topics/poliomyelitis) _(polio)_. https://www.who.int/health-topics/poliomyelitis#tab=tab_1
    **Note:** This page provides an overview of the eradication of polio, as well as symptoms and treatment.

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · The Impact of COVID-19 on Epidemiology
    **Time Estimate:** 3 minutes

    · Walden University, LLC. (2021).
    [Infectious disease basicsLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/IDB/index.html) [Interactive media]. Walden University Blackboard. https://waldenu.instructure.com

    [Optional Resources](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · Polio Global Eradication Initiative. (n.d.).
    [GPEI strategy 2022–2026.Links to an external site.](https://polioeradication.org/gpei-strategy-2022-2026/) https://polioeradication.org/gpei-strategy-2022-2026/

    To prepare:

    · Review the Learning Resources, focusing on the smallpox and polio epidemics and how health organizations applied principles of epidemiology to eradicate (or in the case of polio, nearly eradicate) these diseases.

    · In light of these examples, consider the benefits of addressing smallpox and polio at the population level. What were the population health strategies that were used in the efforts to eradicate smallpox and polio?

    · Consider similarities and differences from an epidemiologic perspective among the smallpox and polio epidemics and that of COVID-19.

    · Think about how principles of epidemiology are being applied—or could be applied—to address COVID-19.

    · What lessons from the use of infectious disease epidemiology in the past might be applicable to controlling COVID 19?

    · What are the benefits of addressing this issue at the population level as opposed to the individual level?

    By Day 3 of Week 9

    **Post** a cohesive response that addresses the following:

    · Briefly summarize the epidemiologic differences among the three diseases and how principles of epidemiology are being applied—or could be applied—to address COVID-19.

    · Are there any lessons learned from the use of epidemiology in the eradication of smallpox and polio that could be applied to COVID-19?

    · Evaluate the benefits of addressing this health problem at the population level versus the individual level. Support your Discussion with information from this week’s Learning Resources and articles you have located in the Walden Library.

    By Day 6 of Week 9

    **Read** a selection of your colleagues’ responses and respond to
    **at least two** of your colleagues on
    **two different days** and
    **respond** to
    **at least two** colleagues on
    **two different days** in one or more of the following ways:

    · Ask a probing question, substantiated with additional background information, evidence, or research.

    · Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

    · Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

    · Validate an idea with your own experience and additional research.

    · Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

    · Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

    ## image1.jpeg

    **SmallPox.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/smallpox-pdf-10269709)

    **COVID19.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/covid19-pdf-10269705)

  • [Solved] week 7-nur512

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Explain how to measure and monitor the quality of care delivered and the outcomes achieved by an Advanced Practice Nurse. **Submission Instructions:** Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources – 2 years ago

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    Assignment Prompt & Instructions

    Explain how to measure and monitor the quality of care delivered and the outcomes achieved by an Advanced Practice Nurse.

    **Submission Instructions:** Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources

    – 2 years ago

  • [Solved] week 7-advaned patho

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Integumentary Function:** K.B. is a 40-year-old white female with a 5-year history of psoriasis. She has scheduled an appointment with her dermatologist due to another relapse of psoriasis. This is her third flare-up since a definitive diagnosis was made. This outbreak of plaque psoriasis is gener…

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    Assignment Prompt & Instructions

    **Integumentary Function:**

    K.B. is a 40-year-old white female with a 5-year history of psoriasis. She has scheduled an appointment with her dermatologist due to another relapse of psoriasis. This is her third flare-up since a definitive diagnosis was made. This outbreak of plaque psoriasis is generalized and involves large regions on the arms, legs, elbows, knees, abdomen, scalp, and groin. K.B. was diagnosed with limited plaque-type psoriasis at age 35 and initially responded well to topical treatment with high-potency corticosteroids. She has been in remission for 18 months. Until now, lesions have been confined to small regions on the elbows and lower legs.

    **Case Study Questions**

    1. Name the most common triggers for psoriasis and explain the different clinical types.
    2. There are several types of treatments for psoriasis, explain the different types and indicate which would be the most appropriate approach to treat this relapse episode for K.B. Also include non-pharmacological options and recommendations.
    3. Included in question 2
    4. A medication review and reconciliation are always important in all patient, describe and specify why in this particular case is important to know what medications the patient is taking?
    5. What others manifestation could present a patient with Psoriasis?

    **Sensory Function:**

    C.J. is a 27-year-old male who started to present crusty and yellowish discharged on his eyes 24 hours ago. At the beginning he thought that washing his eyes vigorously the discharge will go away but by the contrary increased producing a blurry vision specially in the morning. Once he clears his eyes of the sticky discharge her visual acuity was normal again. Also, he has been feeling throbbing pain on his left ear. His eyes became red today, so he decided to consult to get evaluated. On his physical assessment you found a yellowish discharge and bilateral conjunctival erythema. His throat and lungs are normal, his left ear canal is within normal limits, but the tympanic membrane is opaque, bulging and red.

    **Case Study Questions**

    1. Based on the clinical manifestations presented on the case above, which would be your eyes diagnosis for C.J. Please name why you get to this diagnosis and document your rational.
    2. With no further information would you be able to name the probable etiology of the eye affection presented? Viral, bacterial, allergic, gonococcal, trachoma. Why and why not.
    3. Based on your answer to the previous question regarding the etiology of the eye affection, which would be the best therapeutic approach to C.J problem.

    **Submission Instructions:**

    – You must complete both case studies.
    – Your initial post should be at least **500 words per case study**, formatted and cited in current APA style with support from at least 2 academic sources.

    – 2 years ago

  • [Solved] week 6 poster

    ✓ Verified Academic Solution Available

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    In-depth study guidance and analytical solution covering week 6 poster.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Unit 5 IP: Implementing a Full System Within Health Care

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    _**Individual Project Unit 5 #1 (3-4 pages)**_ Based on the IP you completed in Unit 4, you will now take the system that you selected for evaluation and create an implementation and support plan. You are to serve as the product manager for the given system. It is your responsibility to ensure the s…

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    _**Individual Project Unit 5 #1 (3-4 pages)**_

    Based on the IP you completed in Unit 4, you will now take the system that you selected for evaluation and create an implementation and support plan. You are to serve as the product manager for the given system. It is your responsibility to ensure the success of this system. Complete the following:

    – Create an implementation plan (development and deployment) for the identified system.
    – In addition to your implementation plan, be sure to consider the key performance indicators (KPIs) that you will use to evaluate the success or value of the system.
    – Consider what maintenance aspects must be accounted for to ensure the long-term use of this system.
    – **Just as an FYI, the timelines for this kind of project are almost always in months and implementation/completion is usually 1-2 years after the first internal meeting.**

    _**Individual Project Unit 5 #2 (30-40 slides)**_

    Create a PowerPoint presentation from your Individual Projects from Units 1–5. This PowerPoint presentation should be a presentation to a chief information officer (CIO). For your presentation, assume that you are being tasked with creating a new division within a healthcare information technology (IT) organization. You have been given complete control of this division; however, you need to explain to the CIO how you will manage the following:

    – The systems development life cycle (SDLC) (e.g., waterfall or agile)
    – The regulations associated with healthcare (e.g., Health Insurance Portability and Accountability Act [HIPAA] and meaningful use)
    – Security and recovery (e.g., system security, network security, and data security)
    – System interoperability and organizational interoperability
    – Implementation of the systems that your division is responsible for within the organization (e.g., action plan)
    – Evaluation of your organization and definitions of success, including financial objectives

    **Note:** _Use APA style 7th edition to cite at least 2 scholarly sources from the last 5 years.  All sources on the Reference Page are required to have a URL or DOI if you do not physically possess the journal or book._

    – [\
    \
    MariaThomas_HCM690_Unit4IP.docx](https://www.sweetstudy.com/files/mariathomas-hcm690-unit4ip-docx "MariaThomas_HCM690_Unit4IP.docx")
    – [\
    \
    MariaThomas_HCM690_Unit3IP.docx](https://www.sweetstudy.com/files/mariathomas-hcm690-unit3ip-docx-10269919 "MariaThomas_HCM690_Unit3IP.docx")
    – [\
    \
    MariaThomas_HCM690_Unit2IP.docx](https://www.sweetstudy.com/files/mariathomas-hcm690-unit2ip-docx-10269921 "MariaThomas_HCM690_Unit2IP.docx")
    – [\
    \
    MariaThomas_HCM690_Unit1IP.docx](https://www.sweetstudy.com/files/mariathomas-hcm690-unit1ip-docx-10269923 "MariaThomas_HCM690_Unit1IP.docx")

    – 2 years ago

  • [Solved] Unit 5 DB: Implementing a Full System Within Health Care

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Note:** _Use APA style 7th edition to cite at least 2 scholarly sources from the last 5 years. All sources on the Reference Page are required to have a URL or DOI if you do not physically possess the journal or book._ **Primary Task Response:** Within the Discussion Board area, write 400–600 words…

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    Assignment Prompt & Instructions

    **Note:** _Use APA style 7th edition to cite at least 2 scholarly sources from the last 5 years.  All sources on the Reference Page are required to have a URL or DOI if you do not physically possess the journal or book._

    **Primary Task Response:** Within the Discussion Board area, write 400–600 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.

    Implementing systems is often more challenging than designing systems. Consider a large healthcare organization that is implementing an EHR that must interface with multiple external systems, and complete the following:

    – Select 1 of the following components of such an implementation, and explain what would be required to implement this aspect of the project:
    – User training
    – Documentation of the system for support or operations
    – Documenting the system for regulatory approval
    – Evaluating the system for security concerns
    – Evaluating the system for implementing the system at a new facility that the organization has acquired

    _User training is critical to the success of an EHR implementation. What do you think should be the timeline of training the staff when the “go-live” date for a new EHR is 12 months away? Who should be responsible for training all the front-line staff, and if it is not the vendor, what is the training timeline for those people?_**Just as an FYI, the timelines for this kind of project are almost always in months and implementation/completion is usually 1-2 years after the first internal meeting.**

    – 2 years ago