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Assignment: Nursing Care of The Older Adult Diabetes Ketoacidosis Concept Map

Assignment: Nursing Care of The Older Adult Diabetes Ketoacidosis Concept Map

Assignment: Nursing Care of The Older Adult Diabetes Ketoacidosis Concept Map

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Question Description
I don’t know how to handle this Nursing question and need guidance.

PART 1

Module 02 Course Project – Select Topic { POLYPHAMACY}

Course Competency:

Analyze the increased complexity of care among older adults.
Your supervisor needs to make sure that each of the in-service topics will be covered by someone, so she is asking the staff to communicate their topic preference. Below is the list of problems your supervisor wants the nursing staff to be able to teach older adult clients (and/or their family members) about.

In-service Topic Options:

Depression
Dementia
Polypharmacy
Your supervisor has asked you to submit a 1-page proposal, written using proper spelling, grammar, and APA, which addresses the following:

Identify the client problem your in-service will address.
Describe at least 5 consequences of the client problem as it relates to the health, safety, and well-being of older adults.
Explain your rationale for choosing the client problem you selected.
PART 2

Module 03 Discussion – What Would You Do?

Consider the scenario below, then follow the instructions underneath it to complete the discussion. If appropriate, support your position with credible resources/examples/evidence and provide APA references.

Mr. D

Mr. D is a 90-year-old man who was admitted to the hospital with complaints of nausea, vomiting, left arm pain, and chest pain. An electrocardiogram (ECG) is performed, and he is diagnosed as having a myocardial infarction.

Mr. D has a long history of comorbidities including hypertension, diabetes, and congestive heart failure (CHF). With this in mind, the physician asks Mr. D if he wants life-sustaining measures taken (e.g., CPR, mechanical ventilation, etc.) should he experience cardiopulmonary arrest.

Mr. D tells the physician that he wants all measures taken to save his life.

Imagine that you are the nurse assigned to provide care to Mr. D, and address the following:

1.Considering Mr. D’s advanced age, what are the benefits/risks associated with providing life-sustaining measures?

2.What factors should you consider based on the Mr. D’s age and health history?

3.If Mr. D were your family member, how would you respond to his decision?

PART 4

Module 04 Course Project – Annotated Bibliography{ polypharmacy]

Course Competency:

Compare the care models for nursing practice specific to the older adult.

Transferable Skill:

Information Literacy: Discovering information reflectively, understanding how information is produced and valued, and using information to create new knowledge and participate ethically in communities of learning.

Your nursing supervisor likes the topic you chose for the in-service presentation and wants you to start researching! To make sure you get the project on the right track, your supervisor has asked you to do the following:

1. Using the Rasmussen Library, identify at least 2 resources pertaining to your topic..

2.Prepare an annotated bibliography for the resources you identified. Each entry will include:

a. the full APA formatted reference

b. an annotation consisting of the following elements:

2 to 4 sentences to summarize the main idea(s) of the source

1 or 2 sentences to assess and evaluate the source

1 or 2 sentences to reflect on the source

PART 5

Module 05 Assignment – Case Study Concept Map and Plan of Care

Course Competency: attached the work sheet.

Design plans for care specific to the older adult.

Consider the scenario below, then follow the instructions underneath it to complete the assignment.

Mrs. Y

Mrs. Y is an 84-year-old client who was recently discharged from the hospital for an infected diabetic ulcer on her left leg. During her hospitalization, Mrs. Y required intravenous antibiotic therapy through a peripherally inserted central catheter (PICC) line.

Due to Mrs. Y’s long history of diabetes, her physician ordered that intravenous antibiotic therapy be continued at home. Subsequently, home health services were initiated, a home health nurse was assigned to Mrs. Y’s case, and an initial home visit was scheduled.

The home health nurse arrives at Mrs. Y’s home and introduces herself to the client and the family. The nurse explains the home nursing services that will be provided, including the PICC line and intravenous antibiotic therapy treatments.

During the initial home visit, the nurse assessed the physiological, psychological, functional, and safety needs of the client. The nurse’s findings were as follows:

A. Mrs. Y lives alone; however, her daughter checks on her frequently throughout the day.

B. The client is noted to have moderate functional issues and ambulates with a cane.

C. The client has several throw rugs in the main walking quarters and minimal lighting throughout the hallways.

D. Mrs. Y states “I used to get around my house with ease, but now I get a little tired and have to sit down and rest frequently.”

Consider Mrs. Y’s current health status and functional decline, then address the following:

Download the Concept Map and Plan of Care worksheet below. An example is also provided for your reference.

File: Concept Map and Plan of Care worksheet

File: Concept Map and Plan of Care example

Identify three (3) priority nursing diagnoses for Mrs. Y. Consider using the resource below to assist you.

eBook: Nursing Diagnosis Manual: Planning, Individualizing, and Documenting Client Care – Chapter 5 Nursing Diagnoses in Alphabetical Order

Create a visual representation of the three (3) priority nursing diagnoses by incorporating them into the Concept Map (template in the worksheet). Be sure each nursing diagnosis includes the following elements:

“related to (r/t)” — description of the client’s problem

“as evidenced by” — description of the client’s symptoms

Complete the Nursing Plan of Care (table in the worksheet) describing what should be implemented for Mrs. Y.

Goals: Establish at least one (1) goal for each of the nursing diagnoses you identified (for a total of 3 goals). Goals should be: patient specific, measurable, actionable, realistic, and time limited.

Nursing Interventions: Describe at least three (3) nursing interventions for each of the goals (for a total of 9 nursing interventions). Each intervention should be in alignment with the goal it is supporting.

Complete the assignment using proper spelling, grammar, and APA.

PART 6

Module 06 Discussion – What Would You Do?

Consider the scenario below, then follow the instructions underneath it to complete the discussion. If appropriate, support your position with credible resources/examples/evidence and provide APA references.

Mr. B

Mr. B, a 70-year-old male client, presented to his primary care physician with complaints of blurred vision and headaches over the last two months. On several visits, Mr. B’s blood pressure was found to be elevated, so the physician started him on hydrochlorothiazide 25 mg by mouth daily. One month later, Mr. B began to have chest pains and shortness of breath, so his primary care provider referred Mr. B to a cardiologist for further evaluation.

The cardiologist ordered an echocardiogram and stress test which revealed heart enlargement and a reduced ejection fraction (volume of blood pumped out of the heart per minute). As a result, the cardiologist started Mr. B on a beta-blocker (metoprolol 25 mg by mouth daily).

A few days after taking the new medication (in addition to the hydrochlorothiazide ordered by the primary physician), Mr. B suffered a fall at home. Upon arrival at the emergency room, Mr. B’s blood pressure was 80/50. The emergency room physician suspected the cause of Mr. B’s fall was hypotension secondary to the medications he was taking. The ER physician recommended that Mr. B follow up with his primary care physician and cardiologist, but hold the medication until seen by them.

As recommended, Mr. B visits his primary care physician for a follow-up. During the visit, Mr. B’s blood pressure is found to be elevated (160/90), so his physician tells Mr. B to restart taking his blood pressure medication.

Imagine that you are the nurse attending to Mr. B and that he indicates that he’s afraid to restart the medication because of his recent fall.

1.What considerations/actions should the nurse make regarding the client’s refusal to restart his blood pressure medication?

2.What considerations/actions would have helped the healthcare team to prevent the client’s fall?

PART 7

Module 08 Course Project – Presentation Outline

Course Competency: [POLPHARAMACY]

Identify local, state, and national resources which facilitate safe and effective transitions of care for older adults.

Your supervisor at Rasmussen Home Health Services is satisfied with the resources described in your annotated bibliography and is eager for you to continue your work. As a next step, your supervisor wants you to develop and share the following items with them.

Write an introduction about your in-service presentation topic.

Create an outline that identifies and describes the important content areas for your in-service presentation topic.

Write a conclusion.

Provide an APA formatted References list that contains at least 2 credible references that you intend to cite in your presentation

PART 8

Module 09 Discussion – Effects of Ageism

Due to the increasing percentage of older adult clients in the U.S., it is imperative that healthcare providers assess and confront their own attitudes and perceptions toward older adults.

In your initial post, address the following:

a. Describe ageism and its impact on societal views of older adult clients.

b. Explain how ageism can influence the healthcare provisions of older adult clients.

c. As a healthcare provider, how can one best assess and confront attitudes, perceptions, behaviors, and biases toward older adults?

PART 9

Module 10 Course Project – PowerPoint Presentation Due

Course Competencies:[POLYPHARMACY’

Incorporate professional values, attitudes, and expectations regarding ageism when caring for the older adult.

Outline the importance of advocating for older adults in management of their care.

Your supervisor provided some valuable feedback in response to your outline! They are excited to see the PowerPoint slideshow you are creating for your topic’s in-service training. Having developed a number of presentations for in-services, your supervisor offered the following advice:

“When developing a slideshow, it’s important to be mindful of how you layout your content. For an in-service presentation, the slides should present key points, be arranged logically, without extraneous information contributing to a cluttered look. The audience should get a lot of the content from listening to what you say, not just from reading the slides. Using the Speaker Notes feature in PowerPoint is a great way to include relevant details that you want to provide without overloading the slides.”

Your supervisor wants you to work from your outline and prepare a visually appealing PowerPoint slideshow for the in-service presentation. They said it should:

1.Have a title slide.

2.Contain 6-10 content slides pertaining to the important content areas for your presentation topic.

3.Use the Speaker Notes feature in PowerPoint to reduce the amount of text that appears on the slides. (The Speaker Notes will contain the text that will guide what you say while presenting the slides.)

4.Be written using proper spelling/grammar.

5. Cite at least 2 credible references and present the sources in APA format on a References slide.

PART 10

Module 11 Assignment – Reflect on Your Development

Purpose of Assignment:

It is important for nurses to reflect on experiences and new knowledge gained in order to promote professional growth.

Course Competencies:

A. Analyze the increased complexity of care among older adults.

B. Compare care models for nursing practice specific to the older adult.

C. Design plans for care specific to the older adult.

D. Identify local, state, and national resources which facilitate safe and effective transitions of care for older adults.

E. Incorporate professional values, attitudes, and expectations regarding ageism when caring for the older adult.

F. Outline the importance of advocating for older adults in management of their care.

Transferable Skill:

Information Literacy: Discovering information reflectively, understanding how information is produced and valued, and using information to create new knowledge and participate ethically in communities of learning.

Instructions:

Reflect on your development as a nursing professional and address the following in a 1-2 page paper:

A. Describe how you achieved each of the course competencies and the transferable skill.

B. Provide at least one example of new knowledge gained related to each competency and explain how this new knowledge will impact your nursing practice.

You ca use this resources ,if you can

Doenges, M. E., Moorhouse, M. F., & Murr, A. C. (2019). Nursing care plans: Guidelines for individualizing client care across the life span (10th ed.). Philadelphia, PA: F.A. Davis.

Doenges, M., Moorhouse, M. F., & Murr, A. C. (2019). Nursing diagnosis manual: Planning, individualizing, and documenting client care (6th ed.). Philadelphia, PA: F.A. Davis.

Silvestri, L.A. & Silvestri, A.E. (2020). Saunders comprehensive review for the NCLEX-RN Examination® (8th ed.). Elsevier.

Vallerand, A. H., Sanoski, C. A., & Quiring, C. (2019). Davis’s drug guide for nurses (16th ed.). Philadelphia, PA: F.A. Davis.

Van Leeuwen, A. M., & Bladh, M. L. (2019). Davis’s comprehensive manual of laboratory and diagnostic tests with nursing implications (8th ed.). Philadelphia, PA: F.A. Davi

nur2214_mod_05_concept_map_and_plan_of_care_worksheet.docx
nur2214_mod_05_concept_map

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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