Category: Nursing

Response needed for following peer post:
Discuss the risk factors, common presentation and physical exam findings of prostate cancer. Discuss the most recent American Cancer Society guidelines for prostate cancer screening.
According to the American Cancer Society, 1 in 8 men will be diagnosed with prostate cancer in their lifetime (2024). Currently in 2024, there have been 299,010 new cases of prostate cancer (American Cancer Society, 2024). Risks factors of prostate cancer include the following: age, family history, ethnicity, genetic factors, and lifestyle.
·     Age: the risk of developing prostate cancer increases with age, more specifically men over the age of 50.
·     Family history: the risk of developing prostate cancer increases in individuals who have family members who have been diagnosed.
·     Ethnicity: research has shown that African American men have a higher risk of developing prostate cancer.
·     Genetic influence: research has shown that men who inherited the BRCA1 and BRCA2 gene are at an increased risk of developing prostate cancer.
·     Lifestyle factors: research from the American Cancer Society has shown men who follow a high-fat diet or those who are considered obese are at a higher risk of developing prostate cancer (American Cancer Society, 2024).
Many men with who develop prostate cancer are asymptomatic in the early stages. As the cancer progresses many men develop problems with frequent urination, difficulty urinating, or have blood in their urine. In the advanced stages, many men with prostate cancer present with weight loss, fatigue, and weakness throughout (Goolsby & Grubbs, 2023).
Physical exam findings include a hard or irregularly shaped prostate upon digital rectal examination, weight loss, numbness and lymphedema in the lower extremities, and bladder tenderness upon light palpitation (Goolsby & Grubbs, 2023).
The American Cancer Society’s guidelines for prostate cancer screening include performing a digital rectal exam where a licensed professional inserts a lubricated finger into the patient’s rectum to feel for a hard or irregularly shaped prostate. This test should be completed in men over 50 annually. ACS also suggests screening for prostate cancer by having the patient’s Prostate-Specific Antigen (PSA) drawn and analyzed for elevated levels.

Analyze the role of Nurse Practitioner education curriculum in addressing error-prone clinical processes. How can NP education be revised to better prepare students to mitigate medical errors?
Evaluate the necessity of purchasing liability/malpractice insurance for APRNs. Do you need separate insurance coverage from what your group or organization may provide? What are the pros and cons of having separate insurance? 

Business Case Analysis for Healthcare Improvement (IYM3) 
Competencies
7073.2.1 : Examine Requirements
The learner examines regulatory and compliance requirements for implementing an improvement
project comprising systematic activities and processes that are organized and implemented to
improve organizational quality, safety, and performance. 
7073.2.2 : Collaborate with Stakeholders
The learner collaborates with internal and external stakeholders to assess the need and
organizational readiness for a healthcare improvement project using improvement science
methods and practices. 
7073.2.3 : Describe the Project Management Life Cycle
The learner describes the four phases of the project management lifecycle that will guide their
healthcare improvement project successfully from initiation to closure. 
7073.2.4 : Synthesize Data
The learner synthesizes relevant evidence, feasibility results, patient preferences, and
interdisciplinary stakeholder perspectives to initiate a healthcare improvement project.
Introduction
Note: You must have completed and passed the performance assessments for D155: Leading with
Personal Mastery IOM1 Tasks 1 and 2 prior to beginning this performance assessment. 
All specialty courses in the Leadership and Management program will have an authentic
performance assessment that scaffolds the tasks of the healthcare improvement project (HIP)
through the project management lifecycle phases of project initiation, planning, implementation,
and evaluation. Each performance assessment will focus on aspects of the proposal you will
develop for a healthcare improvement project using a real-world approach to improving
healthcare. You will describe each phase of the project management lifecycle in the
corresponding sections of the attached “HIP Paper Template.”    
This task is focused on initiating the proposed HIP using information from a former or current
organization. You will describe the collaborative process used to complete the business case
analysis.  You will also determine the need, feasibility, and organizational readiness for your HIP
using a needs assessment tool, the SWOT analysis, and impact analysis. As the project manager
developing the business case analysis in this initiation phase, your end goal is to justify the
project. To help justify your project. you will place your proposed HIP in the context of the
literature and provide evidence to support it. In the “Review of Relevant Scholarly Sources”
section of your paper, you will discuss key articles that provide the best practices you identified
for your project. 
You must include scholarly sources published within the last five years that are credible and
relevant to your HIP. 
This task requires the submission of the provided “D156 HIP Paper Template”, including the
following sections of your HIP paper, which you will be developing in this performance
assessment: 
•   Healthcare Improvement Project: Introduction and Project Initiation
o   Organizational Problem  
o   Stakeholders  
o   Project Team 
o   Needs Assessment  
o   SWOT Analysis   
o   Impact Analysis 
o   Justification and Project Purpose   
o   Review of Relevant Scholarly Sources 
o   Project Environment  
o   SMART Goal  
o   Project Management Lifecycle  
The following templates should be completed and submitted as appendices to your provided HIP
paper template: 
•   SMART Goal Worksheet (Appendix A)  
•   Gantt Chart (Appendix B) 
During your clinical practice experience (CPE), you identified project stakeholders and project
team members (e.g., subject matter experts, colleagues from a former or current organization,
faculty, other nursing professionals) who agreed to collaborate with you during this phase of
your project. Also during your CPE you consulted with appropriate stakeholders and/or project
team members to complete and submit the “Needs Assessment Template,” “SWOT Analysis
Template,” and “Impact Analysis Template.”   
These deliverables were evaluated in your CPE
for completion, not quality or content. Your CPE provided you an opportunity to practice and
improve these items without including them in your performance assessment. 
Scenario
Note: The scenario below is a fictitious example of the initiation of a healthcare improvement
project.  Please review the example to gain an understanding of the many activities in project
initiation. 
You have been asked by your organization to help fill a gap in emergency department care by
improving patient flow through the emergency department and reducing the wait times for
patients. You have been assigned the role of project manager. 
You start by identifying a few key stakeholders who have the power, interest, and influence to
help you move the project forward. Next, you look for project team members who can help you
put the project together.   
Your project team and available stakeholders help you initiate the project by completing a needs
assessment, a SWOT analysis, and an impact analysis. These analyses show the feasibility and
relevance of the project.
The next step is to access the scholarly literature, not simply for support of the problem but for
support of possible solutions. Your project team examines the literature, identifying
commonalities across the work that demonstrate best practices for reducing wait times for
patients. 
The project is becoming clearer, with the team focusing on two best practices that they would
like to put in place. Next, measurement is discussed with questions like, “How will success be
measured?” and “How can the organization quantify the impact of the project?” With these
questions answered, a SMART goal is formulated to guide and focus the project.
Excitement is brewing in the project team, with many ideas flowing on how to implement the
selected best practices. To help keep the project on track and sizable, you create a Gantt chart for
an overview of the timeline for the project. 
The Gantt chart shows the start and end dates of the
project and the tasks that must be accomplished in between. 
Once the Gantt chart is complete, it becomes clear that key performance indicators (KPIs) are
needed along the way to make sure that the project is on track to meet its end goal. Two KPIs are
identified and placed on the Gantt chart. 
Your project team celebrates that the project has now
completed the initiation phase of the project management lifecycle.
Requirements
Your submission must be your original work. No more than a combined total of 30% of the
submission and no more than a 10% match to any one individual source can be directly quoted
or closely paraphrased from sources, even if cited correctly. The similarity report that is
provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed
criteria that will be used to evaluate your work. Each requirement below may be evaluated by
more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions
of the course.  
.
Organizational Problem 
A.  Describe the problem that you plan to address with your healthcare improvement project
(HIP). 
1.  Describe the background of your organization that is causing the problem. 
Stakeholders
B.  Describe the influence, interest, and power within your stakeholder group related to
implementing your HIP. 
Project Team 
C.  Describe two of your roles and two of your responsibilities as the project manager of your
HIP.  
1.  Describe two skills you possess as the project manager that demonstrate leadership related
to your HIP.  
2.  Describe two roles and two responsibilities of one additional project team member who
will support a solution to the problem described in part A. 
Needs Assessment
D.  Describe the “Needs Assessment Template” that you completed during your CPE by
doing the following: 
1.  Identify which tool you used from the following list:  
•   five whys
•   cause and effect diagram (fishbone)
•   failure modes and effect analysis (FMEA)
•   affinity analysis 
2.  Describe how the stakeholders and/or project team members discussed and identified
themes related to the problem from part A.  
3.  Describe two findings related to the problem from part A that were identified by the
stakeholders and/or project team members during the development of your needs
assessment.  
SWOT Analysis  
E.  Based on the “SWOT Analysis Template” that you completed during your CPE, complete the
following: 
1.  Identify two weaknesses and two threats.
a.  Describe how you plan to mitigate each of the weaknesses and threats. 
2.  Identify two strengths and two opportunities.
a.  Describe how you plan to maximize each of the strengths and opportunities.   
Impact Analysis
F.  Provide your total benefit score and total risk score from the “Impact Analysis Template” that
you completed during your CPE. Then identify the impact ratio. 
1.  Describe the benefits and risks to the organization based on the impact ratio.  
Justification and Project Purpose
G.  Explain the purpose of your HIP. 
1.  Describe how your HIP addresses the problem you identified in part A. 
2.  Summarize your findings from the needs assessment, SWOT analysis, and impact analysis
to justify your HIP. 
Review of Relevant Scholarly Sources to Support the Solution to the Identified Problem
(Best Practices from the Literature)
H.  Synthesize five relevant scholarly sources in a narrative format, published within the last five
years, that can be used to support solutions to the identified problem.
Note: Citations and references are required for each source used.
1.  Discuss two best practices identified in your review of the literature that support your
planned solution to the problem. 
Project Environment  
I.  Describe one policy, procedure, or guideline and how it impacts the implementation of your
project.
Note: You may use policies, procedures, or guidelines from appropriate organizations such as
IHI, AAP, CDC, CMS, The Joint Commission, AHRQ, a local organization, etc. 
SMART Goal  
J.  Complete the “SMART Goal Worksheet” section (Appendix A of the attached “HIP Paper
Template”) by doing the following: 
1.  Complete each of the SMART questions on the “SMART Goal Worksheet.”
2.  Identify one SMART project goal for the project on the “SMART Goal Worksheet.” 
3.  Identify two process KPIs that you will use to determine progress toward your goal.
K.  Describe how you gathered stakeholder and/or project team member perspectives and
synthesized those into your SMART goal.  
Project Management Life Cycle  
L.  Explain the four phases of the project management lifecycle in terms of your HIP by doing
the following: 
1.  Describe the four project management lifecycle phases that will guide your project.  
2.  Create a Gantt Chart (use the attached “Gantt Chart template”) and submit a clearly visible
screenshot of it as Appendix B of the attached “HIP Paper Template”, including each of
the following components: 
o   your CLPS clearance date 
o   your D156 course start date 
o   your project start date 
o   your project end date
o   your planned graduation date 
o   each of the four project lifecycle phases (initiation, planning, implementation, and
evaluation)
o   at least two tasks or deliverables that have been completed in the initiation phase
o   at least one task or deliverable that will be completed in each of the remaining phases
(planning, implementation, and evaluation)
o   the start and end dates associated with each of the tasks or deliverables 
o   a bar chart for each of the tasks or deliverables representing the duration of each task 
o   the stakeholder initials to whom each task or deliverable is assigned 
o   aligned Gantt chart initiation start date with your SMART goal worksheet project start
date
o   aligned Gantt chart evaluation or closure end date with your SMART goal end date
M.  Acknowledge sources, using in-text citations and references, for content that is quoted,
paraphrased, or summarized.

Based on Module 1: Lecture Materials & Resources and experience, please answer the 
following questions.
Describe the roles and responsibilities of the APRN when prescribing medication.
Describe the method used to determine what drug therapy to prescribe?
Discuss responsibilities for patient education and teaching based on the prescribed therapy. 
Discuss Schedule drugs and prescribing restrictions for each scheduled drug. 
Submission Instructions:
Your initial post should be at least 500 words, formatted and cited in the current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.
Each question must be answered individually as in bullet points. Not in an essay format. 
Example: Question 1, followed by the answer to question 1; Question 2, followed by the answer to question 2; and so forth. 

I need a replay for a essay posted in a school forum.
in 200 words and 1 bibliografic resourse APA format.
this is the essay to replay.
Application of Middle Range Theories in Nursing Practice
Middle range theories, situated between grand theories and practice theories, offer specific guidance for clinical practice and research. These theories provide a framework that is neither too broad nor too narrow, making them particularly useful in addressing specific phenomena in nursing practice.
One prominent middle range theory is Patricia Benner’s “From Novice to Expert.” This theory categorizes the stages of nursing development from novice to expert and highlights the importance of experiential learning. In practice, this theory aids in structuring nursing education and professional development. By understanding these stages, nurse educators can tailor their teaching strategies to meet the needs of nurses at different levels of proficiency (Benner, 2020).
Another crucial middle range theory is the “Health Promotion Model” by Nola Pender. This model focuses on individual characteristics and experiences, behavior-specific cognitions and affect, and behavioral outcomes. It is particularly useful in guiding health promotion and disease prevention interventions. Nurses use this model to design and implement health promotion strategies that are individualized and culturally sensitive, thereby enhancing patient outcomes (Pender et al., 2019).
Katharine Kolcaba’s “Comfort Theory” is also noteworthy. This theory emphasizes the role of comfort in patient care, proposing that comfort is a fundamental need that should be met to enhance health-seeking behaviors and overall well-being. In practice, nurses use this theory to assess and address patients’ physical, psychospiritual, environmental, and sociocultural comfort needs. By doing so, they improve patient satisfaction and outcomes (Kolcaba & DiMarco, 2020).
Impact of Mentors During the Course
Mentorship is a critical component of nursing education and professional development. During the course of study, mentors provide guidance, support, and knowledge that significantly impact the mentees’ personal and professional growth.
Firstly, mentors offer valuable practical knowledge that complements theoretical learning. They provide insights and tips based on their extensive clinical experience, helping mentees navigate complex clinical scenarios. This practical guidance is invaluable for developing clinical competence and confidence. According to a study by Zanchetta et al. (2020), mentorship in nursing education enhances clinical skills, critical thinking, and decision-making abilities.
Secondly, mentors serve as role models, demonstrating professional behaviors, attitudes, and ethics. They embody the values of the nursing profession, inspiring mentees to uphold high standards of practice. This modeling is crucial for instilling professionalism and a sense of accountability in future nurses (Rogan et al., 2022).
Mentors also provide emotional support, which is essential in the demanding field of nursing. They offer encouragement and reassurance, helping mentees manage stress and overcome challenges. This support fosters resilience and promotes well-being, contributing to the mentees’ overall success in their studies and early careers (Zanchetta et al., 2020).
Furthermore, mentors facilitate professional networking opportunities. They introduce mentees to key figures in the nursing field and provide opportunities to participate in professional organizations and conferences. These connections are vital for career advancement and ongoing professional development (Rogan et al., 2022).
In my own experience, the mentorship I received during my nursing course was transformative. My mentor’s guidance helped me bridge the gap between theory and practice, enhancing my clinical skills and confidence. Their support and encouragement were particularly valuable during challenging times, motivating me to persevere and strive for excellence.
Conclusion
Middle range theories and mentorship both play vital roles in nursing practice and education. Middle range theories provide practical frameworks that guide clinical practice and improve patient care, while mentors offer essential support, knowledge, and inspiration that shape the personal and professional development of nursing students. Together, they contribute to the cultivation of competent, confident, and compassionate nurses.
References
Benner, P. (2020). From Novice to Expert: Excellence and Power in Clinical Nursing Practice. Commemorative Edition. Pearson.
Kolcaba, K., & DiMarco, M. A. (2020). Comfort theory and its application to pediatric nursing. Pediatric Nursing, 46(2), 81-84.
Pender, N. J., Murdaugh, C. L., & Parsons, M. A. (2019). Health Promotion in Nursing Practice (8th ed.). Pearson.
Rogan, E.,Sanson- Fisher, R. W., & Evans, R. (2022). Mentoring in nursing education: A systematic review. Nurse Education Today, 110, 105246.
Zanchetta, M. S., Bailey, A., Kolisnyk, O., Mistry, T., & Meng, S. (2020). Mentorship in nursing academia: A systematic review protocol. JBI Database of Systematic Reviews and Implementation Reports, 18(10), 2100-2106.

Overview
Being able to read and analyze the professional literature is essential to the synthesis of that material into professional practice. In this assignment, you will be provided with a quantitative research article, then, using the CASP Randomized Controlled Trial Checklist, provide all required information.
Tasks
To complete the assignment, please complete the following:
Read Clinical virtual simulation in nursing education: Randomized controlled trialLinks to an external site.. https://www.jmir.org/2019/3/e11529/ 
Navigate to the CASP ChecklistsLinks to an external site. website and download the Randomized Controlled Trial Checklist. https://casp-uk.net/casp-tools-checklists/ 
Complete the checklist based on the article you read above.

Finalize your Module 2 Assignment.
Based on your three interviews and drawing on current literature, and from the perspective of a nurse executive’s role in supporting employee job performance and satisfaction, write an analysis that addresses, in 4–5 pages, the following points:
Describe the three employees you interviewed, including their industries and job titles.
Explain your working definitions of “employee empowerment” and “employee engagement” that are the basis of the interviews.
Summarize how the interviewees characterized the culture of employee empowerment and engagement within their organizations.
Analyze how employee empowerment and employee engagement within healthcare organizations compare with other industries.
Explain your working definition of “psychological safety” that is the basis of the interviews.
Summarize how the interviewees characterized the presence, absence, and/or degree of psychological safety within their organizations.
Analyze how psychological safety within healthcare compares with other industries.
Analyze how degree of psychological safety, employee empowerment, and engagement are positive or negative factors for quality care and safety issues within healthcare.
From the position of a nurse executive, explain at least two leadership strategies you would recommend for actions to improve or sustain psychological safety, employee empowerment, and engagement within healthcare organizations. Speak generally, or specifically, to your current healthcare organization or one where you have worked in the past. 

Using the attached Concept Map Template can you create a Concept Map based on the information below: 
Concept Map: Acid-Base Balance
NURSING PROCESS TEMPLATE
Assessment (Recognizing Cues)
Relevant Patient Information:
Mr. John Doe, 55-year-old male, presents with shortness of breath, confusion, and weakness.
History of chronic obstructive pulmonary disease (COPD), recently treated for a respiratory infection.
Important Data:
Vital signs: BP 130/85 mmHg, HR 105 bpm, RR 28 breaths/min, Temp 99.0°F, SpO2 85% on room air.
Physical examination: Respiratory distress, use of accessory muscles, diffuse wheezing.
ABGs: pH 7.32, PaCO2 58 mmHg, HCO3- 28 mEq/L, PaO2 60 mmHg.
Immediate Concerns:
Respiratory acidosis due to CO2 retention.
Hypoxemia and risk of respiratory failure.
Analysis (Analyzing Cues)
Consistent Patient Conditions:
COPD exacerbation leading to respiratory acidosis.
Possible underlying infection exacerbating respiratory symptoms.
Cues Supporting Conditions:
Low pH and elevated PaCO2 indicate respiratory acidosis.
Low PaO2 and SpO2 indicate hypoxemia.
Cause for Concern:
Worsening respiratory distress and potential respiratory failure.
Impaired gas exchange leading to acid-base imbalance.
Additional Information Needed:
Results of complete blood count, serum electrolytes, and chest X-ray.
Response to non-invasive positive pressure ventilation (NIPPV).
Analysis (Prioritizing Hypotheses)
Respiratory acidosis due to COPD exacerbation.
Hypoxemia due to impaired gas exchange.
Potential underlying infection worsening respiratory status.
Planning (Generate Solutions)
Goal: Improve oxygenation and ventilation.
Intervention: Initiate NIPPV to assist with breathing and improve gas exchange.
Goal: Correct acid-base imbalance.
Intervention: Monitor ABGs closely and adjust ventilation settings as needed.
Goal: Stabilize vital signs.
Intervention: Monitor vital signs frequently and adjust treatments to maintain stability.
Goal: Manage underlying infection if present.
Intervention: Obtain chest X-ray and start appropriate antibiotic therapy if infection is confirmed.
Goal: Educate patient and family on COPD management.
Intervention: Provide education on the use of inhalers and strategies to prevent exacerbations.
Implementation (Take Actions)
NIPPV: Administer and monitor for effectiveness, adjusting settings as needed.
ABG Monitoring: Perform serial ABGs to assess respiratory status and acid-base balance.
Vital Signs Monitoring: Regularly check and document BP, HR, RR, Temp, and SpO2.
Chest X-ray: Obtain imaging to check for infection or other abnormalities.
Patient Education: Teach proper inhaler use and COPD management strategies.
Evaluation (Evaluating Outcomes)
Oxygenation and Ventilation: Improvement in ABGs (normalization of pH, decrease in PaCO2, and increase in PaO2).
Acid-Base Balance: Stabilization of ABGs within normal range.
Vital Signs Stability: Maintaining BP, HR, and SpO2 within normal limits.
Infection Management: Reduction in symptoms and signs of infection if present.
Patient Knowledge: Increased understanding of COPD management and proper inhaler use.
CONCEPT MAP TEMPLATE
Patient Information (SBAR)
Situation (S): Mr. John Doe, a 55-year-old male, presents to the emergency department with shortness of breath, confusion, and weakness. He has a history of chronic obstructive pulmonary disease (COPD) and has been experiencing increased shortness of breath over the past three days.
Background (B): Mr. Doe has a 20-year history of smoking, which he quit five years ago. He has been diagnosed with COPD for the past ten years and uses albuterol and ipratropium inhalers regularly. He was recently treated for a respiratory infection with antibiotics. He has no known allergies and is compliant with his COPD management plan.
Assessment (A): Upon examination, Mr. Doe is in respiratory distress. His vital signs are: BP 130/85 mmHg, HR 105 bpm, RR 28 breaths/min, Temp 99.0°F, and SpO2 85% on room air. He is using accessory muscles to breathe and has diffuse wheezing on auscultation. Arterial blood gases (ABGs) reveal the following: pH 7.32, PaCO2 58 mmHg, HCO3- 28 mEq/L, PaO2 60 mmHg.
Recommendation (R): Admit Mr. Doe to the intensive care unit for further management. Initiate non-invasive positive pressure ventilation (NIPPV) to improve oxygenation and ventilation. Obtain a complete blood count, serum electrolytes, and chest X-ray. Monitor ABGs closely and adjust treatment as necessary.
Main Concept
Concept: Acid-Base Balance
Recognizing Cues (S&S)
Shortness of breath
Confusion
Weakness
Respiratory distress with use of accessory muscles
Diffuse wheezing
ABGs: pH 7.32, PaCO2 58 mmHg, HCO3- 28 mEq/L, PaO2 60 mmHg
SpO2 85% on room air
Disease Process/Pathophysiology/Risk Factors
Disease Process and Pathophysiology:
COPD is characterized by chronic airflow limitation and is associated with an abnormal inflammatory response of the lungs to noxious particles or gases. It leads to alveolar destruction and loss of lung elasticity, resulting in impaired gas exchange. COPD exacerbations can lead to respiratory acidosis due to CO2 retention.
Risk Factors:
Long-term smoking history
Recent respiratory infection
Non-compliance with COPD management
Analyzing Cues/Conditions
Respiratory acidosis due to increased PaCO2.
Hypoxemia due to impaired gas exchange.
Increased work of breathing and respiratory distress.
Potential underlying infection exacerbating COPD symptoms.
Prioritizing Hypotheses
Respiratory acidosis due to COPD exacerbation.
Hypoxemia due to impaired gas exchange.
Potential underlying infection worsening respiratory status.
SMART Planning: Generate Solutions/Outcomes/Interventions
Improve oxygenation and ventilation:
Within 2 hours of initiating NIPPV, Mr. Doe’s SpO2 will improve to >90%.
Correct acid-base imbalance:
Within 24 hours, ABG results will show a pH between 7.35-7.45.
Stabilize vital signs:
Within 4 hours, Mr. Doe’s HR will be below 100 bpm, and RR below 25 breaths/min.
Manage underlying infection if present:
If infection is confirmed, Mr. Doe will show reduced signs of infection within 48 hours of starting antibiotics.
Educate patient and family on COPD management:
By discharge, Mr. Doe and his family will demonstrate correct inhaler use and understand strategies to prevent exacerbations.
Taking Action – (How To)
NIPPV: Set up and monitor Mr. Doe on NIPPV, adjust settings based on ABG results.
ABG Monitoring: Draw and analyze ABGs every 2-4 hours, adjust treatment accordingly.
Vital Signs Monitoring: Check BP, HR, RR, Temp, and SpO2 every hour initially, then every 4 hours as condition stabilizes.
Chest X-ray and Labs: Perform a chest X-ray and obtain CBC and serum electrolytes to identify any underlying infections.
Patient Education: Provide step-by-step instructions and demonstration on inhaler use, educate on avoiding triggers, and managing COPD at home.
Evaluating Outcomes
Oxygenation and Ventilation: SpO2 levels above 90% and improvement in ABG results.
Acid-Base Balance: ABG results showing a normal pH and reduced PaCO2 levels.
Vital Signs Stability: BP, HR, and RR within normal limits, stable over consecutive checks.
Infection Management: Decrease in signs of infection (e.g., reduced fever, improved WBC count).
Patient Knowledge: Mr. Doe and his family correctly demonstrate inhaler use and verbalize understanding of COPD management strategies.
Notes: The information provided was just a make up patient case. Please include some reference.  My school uses Turnitin application. Please no plagiarism, Thank you!
Please utilize these Resource/Book(s): 
Giddens, J. F. ([Insert Year of Publication]). Concepts for Nursing Practice (4th ed.). Elsevier – Evolve. https://pageburstls.elsevier.com/books/9780323812085
Huether, S. E., McCance, ‎. L., & Brashers, V. L. ([Insert Year of Publication]). Understanding Pathophysiology (7th ed.). Elsevier – Evolve. https://online.vitalsource.com/books/9780323639088

Instructions:
Select a topic to inform your audience of a significant aspect of a culture that is different than your own. Possible topics include social customs, family traditions, holidays, clothing, food, religious traditions, and sporting activities. Refer to Chapter 7 of your text as a guide. 
Research your topic. Be imaginative in choosing content for your speech. It is not enough to simply summarize basic information from the Internet about a country or culture. Narrow the topic by selecting one specific aspect on which to focus your ideas. 
Organize the main points of your speech using an informative pattern of organization. Your speech should give your audience a deeper understanding of your topic, but should not be designed to affect your audience’s beliefs, attitudes, or behavior.
Provide adequate support for each main point by citing at least three credible sources in the speech. Incorporate examples, narratives, testimonial evidence, statistics, analogies, explanations, and/or definitions where appropriate. Sources must be cited orally in the speech. If you have had direct contact with a different culture, you should supplement your research with your personal experience.
Create an introduction and conclusion.

Organization for rhetoric is on this link https://vimeo.com/914653622/8870cf4b2f (time stamp: 04:04) Please label it as is
READ CAREFULLY:
At least two arguments
develop your own solution 
do not summarize or use any article
If you want to state facts or statistics and need to use outside resources like CDC, or WHO please send it to me first so I can email it to the professor for approval. 
If you are giving your own experience no need for citation.