Category: Nursing

Subject is violence in the workplace related to health care and specifically. for nursing. I wrote some out, but it’s not in APA.
This is my source https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9536186/
I referenced one other source from the article for WHO
https://www.who.int/activities/preventing-violence-against-health-workers.
I need this fixed to apa including the references listed. The format of the paper apa. I will attach a rubric. Whatever wording needs to be changed, grammar or things added is fine.

Peer Responses:
Length: A minimum of 170 words per post, not including references
Citations: At least TWO high-level scholarly reference in APA per post from within the last 5 years
Week 4: Dermatology Discussion Question – Scarlet Fever
A 10-year-old Asian patient presents with an erythematous maculopapular rash, conjunctivitis, a mild fever of 102.1 and a strawberry tongue. The rash started 4 days ago. Q: How are you going to evaluate this patient? Evaluation of this pediatric patient will begin with a thorough history-taking with the patient and parent(s) and then a physical assessment. The questionnaire will be in the form of OLDCARTS. Inquiries will be made into any recent illnesses or being in proximity to others who have been sick. Other questions will include the presence of a sore throat. Physical assessments will involve the head, eyes, ears, nose, and throat (HEENT) system and the integumentary system. Working from head-to-toe mythology, visual inspection of the head would be first, noting abnormalities of redness, drainage (rheum, otorrhea, or rhinorrhea), erythema, and edema. Focusing on potential causation of the fever and rash, an otoscopy of the ears, inspection of the conjunctiva, nares, and oropharynx would follow (Harberger & Graber, 2023). A visual assessment and palpation of the neck to evaluate for the presence of any tonsillar, pharyngeal, or lymphatic may be involved (Harberger & Graber, 2023). Furthermore, the inspection of the different regions where the rash is located. To eliminate differential diagnosis, taking a history of the present illness and physical examination are not enough. There are diagnostic tests to consider ordering that would provide valuable information for a diagnosis, such as a throat swab of a bacterial culture or rapid antigen detection test (RADT) for group A streptococcus (GAS), which is the pathogen that typically causes pharyngitis (Luo et al., 2019). The RADT test is a quick and easy diagnostic tool with exceptionally low false positive results (Luo et al., 2019). Q: What is the differential diagnosis for this patient? Differential diagnosis #1) Complications of group A streptococcus pharyngitis (GAS) (ICD-10 Code B95.0) is mostly the diagnosis due to the clinical presentations of erythematous maculopapular rash, conjunctivitis, a mild fever of 102.1, and a strawberry tongue. GAS is the most common bacterial pathogen that causes pharyngitis (Luo et al., 2019). The rash described is likely a complication of the toxins produced by GAS, which are called streptococcal pyrogenic exotoxins or simply superantigens (Hurst et al., 2021). The incidence of GAS pharyngitis is highest among the pediatric population (Luo et al., 2019). Furthermore, this complication from GAS pharyngitis more commonly occurs in patients between the ages of 5 to 15 (Hurst et al., 2021). More than 83 percent of the cases of GAS pharyngitis are diagnosed within primary care settings (Luo et al., 2019). Differential diagnosis #2) Kawasaki disease (ICD-10 Code M30.3) is commonly described as having these distinctive characteristics “persistent fever, bilateral non-purulent conjunctivitis, diffuse oral fissures, a distinctive skin rash, edema of the hands and feet, as well as lymphadenopathy of the neck” (para. 2). The diagnosis of Kawasaki is distinctive and requires symptoms of fever of above 38 °C for 5 days or greater and at least 4 of the 5 following criteria: 1) bilateral conjunctival without rheum, 2) oral mucosa changes (“fissured lips, strawberry tongue, or a red pharynx”), 3) hands, palms, feet, and soles that are erythema, edematous, or skin peeling, 4) diverse rash, and 5) lymphadenopathy with a diameter of 1.5 cm or greater (Hurst et al., 2021, para. 3). This diagnosis is least likely due to the duration of the fever being only four days and the absence of the required four criteria. Differential diagnosis #3) Measles (ICD-10 Code B05.9) is characterized by high-grade fever of 40 °C or greater, coughing, erythematous and edematous oral mucosa, and conjunctivitis (Misin et al., 2020). Instead of strawberry tongue, measles is more commonly associated with Koplik spots that occur two to three days prior to onset of a rash (Misin et al., 2020). Koplik spots are described as “bluish-white lesions, slightly raised by 2–3 mm, on a reddened base and are identifiable on the oral mucosa at the level of the first molar but may also occur at the level of the soft palate” (Misin et al., 2020, para. 17). Then the rash may present one to two days afterward, initially on the face and to the palms (Misin et al., 2020). Due to this typical clinical presentation of measles, this diagnosis is unlikely. Q: Describe your treatment plan based on current guidelines. The Centers for Disease Control and Prevention (CDC) cited the current recommended treatment plan for GAS pharyngitis in accordance with the clinical practice guidelines suggested by Infectious Diseases Society of America (CDC, 2022). The recommended treatment for complicated GAS pharyngitis includes a wide option range of oral antibiotics and one intramuscular (IM) antibiotic option (CDC, 2022). For this 10-year-old patient without a penicillin allergy, the recommended treatments are 10-day course of: 1) Penicillin V 250 mg PO BID or TID or 2) Amoxicillin 50 mg per kg (mg/kg) PO daily with a maximum dose of 1000 mg daily or splitting it to 25 mg/kg PO BID (CDC, 2022). 3) The other option is the one-time IM injection of benzathine penicillin G of 600,000 units for patients who are less than 27 kg or 1,200,000 units for patients who are over 27 kg (CDC, 2022). For patients with a penicillin allergy, the suggested oral treatment includes 10-day course of: 1) Cephalexin 20 mg per kg per dose (mg/kg/dose) BID with a maximum dose of 500 mg/dose, 2) Cefadroxil 30 mg/kg daily with a maximum dose of 1000 mg, 3) Clindamycin 7 mg/kg/dose TID with a maximum 300 mg/dose, or 4) Clarithromycin 7.5 mg/kg/dose BID with a maximum 250 mg/dose (CDC, 2022). The five-day course option for patients with penicillin allergy is to take azithromycin 12 mg/kg daily with the maximum daily allowance of 500 mg (CDC, 2022). References Centers for Disease Control and Prevention. (2022, June 27). Scarlet fever. https://www.cdc.gov/groupastrep/diseases-hcp/scarlet-fever.html Harberger, S., & Graber, M. (2023). Bacterial pharyngitis. In: StatPearls. https://www.ncbi.nlm.nih.gov/books/NBK559007/ Ho-Chang, K. (2023). Diagnosis, progress, and treatment update of Kawasaki disease. International Journal of Molecular Sciences, 24(18), Article 13948. https://doi.org/0.3390/ijms241813948 Hurst, J. R., Brouwer, S., Walker, M. J., & McCormick, J. K. (2021). Streptococcal superantigens and the return of scarlet fever. PLOS Pathogens, 17(12), Article e1010097. https://doi.org/10.1371/journal.ppat.1010097 Luo, R., Sickler, J., Vahidnia, F., Lee, Y. C., Frogner, B., & Thompson, M. (2019). Diagnosis and management of group a streptococcal pharyngitis in the United States, 2011–2015. BMC Infectious Diseases, 19, Article 193. https://doi.org/10.1186/s12879-019-3835-4 Misin, A., Antonello, R. M., Di Bella, S., Campisciano, G., Zanotta, N., Giacobbe, D. R., Comar, M., & Luzzati, R. (2020). Measles: An overview of a re-emerging disease in children and immunocompromised patients. Microorganisms, 8(2), 276. https://doi.org/10.3390/microorganisms8020276

Training module to orient new nurses in a workplace to a single nursing-sensitive quality indicator critical to the organization.
You determine that you will cover the following topics in your tutorial scriipt:
Introduction: Nursing-Sensitive Quality Indicator
What is the National Database of Nursing-Sensitive Quality Indicators?
What is nursing-sensitive quality indicators?
Which particular quality indicator did you select to address in your tutorial?
Why is this quality indicator important to monitor?
Be sure to address the impact of this indicator on the quality of care and patient safety.
Why do new nurses need to be familiar with this particular quality indicator when providing patient care?
Collection and Distribution of Quality Indicator Data
According to your interview and other resources, how does your organization collect data on this quality indicator?
How does the organization disseminate aggregate data?
What role do nurses play in supporting accurate reporting and high-quality results?
As an example, consider the importance of accurately entering data regarding nursing interventions.
After completing your scriipt, practice delivering your tutorial several times before recording it.
Additional Requirements
Audio communication: Deliver a professional, effective audio tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.
Length: 8–10 minute audio recording. Use Kaltura to upload your recording to the courseroom, or provide a working link your instructor can access.
Script: A separate document with the scriipt or speaker’s notes is required. Important: Submissions that do not include the scriipt or speaker’s notes will be returned as a non-performance.
References: Cite a minimum of three scholarly and/or authoritative sources.
APA: Submit, along with the recording, a separate reference page that follows APA style and formatting guidelines. For an APA refresher, consult the Evidence and APA page on Campus.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 1: Describe nurses’ and the interdisciplinary team’s role in informatics with a focus on electronic health information and patient care technology to support decision making.
Describe the interdisciplinary team’s role in collecting and reporting quality indicator data to enhance patient safety, patient care outcomes, and organizational performance reports.
Competency 3: Evaluate the impact of patient care technologies on desired outcomes.
Explain how a health care organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.
Competency 4: Recommend the use of a technology to enhance quality and safety standards for patients.
Justify how a nursing-sensitive quality indicator establishes evidence-based practice guidelines for nurses to follow when using patient care technologies to enhance patient safety, satisfaction, and outcomes.
Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.
Deliver a professional, effective audio tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.
Follow APA style and formatting guidelines for citations and references.
Scoring Guide

As a young girl, I had always dreamed of becoming a veterinarian. Once I turned 18, I applied to every animal hospital in town. However, it didn’t take long for me to realize that maybe being a veterinarian wasn’t what I truly desired. I still loved the medical field, but I desired a higher paying job. Thus, I decided to become a registered nurse. The journey to becoming a registered nurse was a challenging one. I found it difficult to complete my prerequisites and didn’t enjoy school much. However, I was determined to pursue my dream of working in the emergency department. After finishing my ASN, I went through a residency program for the emergency department, which allowed me to land my dream job. After working in the emergency department for three and a half years, I have decided to pursue a less stressful position. My next career goal is to earn my nurse practitioner degree in Aesthetics.

describe the UTI diagnosis you researched for the previous assessment, and then identify and analyze credible evidence that could be used as the basis for applying EBP to the issue.
For this assessment:
Explain the criteria that should be used when determining the credibility of journal articles as well as websites.
Support your explanations with references to the literature or research articles that describe criteria that should be used to determine credibility.
Your identification and determination of credibility should be done within the context of your chosen diagnosis for this assessment. Your initial identification of resources should be of resources that will best help address the presented diagnosis you selected. Since you are locating resources to help provide evidence-based care for the diagnosis/health care issue you identified in the first assessment, you may want to begin your literature and evidence search from the databases that were identified.
Be sure to address the following in this assessment, which correspond to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you will know what is needed for a distinguished score.
Describe a chosen diagnosis that could benefit from an evidence-based approach.
Explain criteria that should be considered when determining credibility of resources such as journal articles and websites.
Analyze the credibility and relevance of evidence and resources within the context of a chosen diagnosis.
This is where you are selecting the specific resources to help address the diagnosis you selected for the first assessment.
Identify the Evidence-Based Practice model and explain the importance of incorporating credible evidence into the EBP model used to address a chosen diagnosis. Review the literature below and choose the appropriate model for your diagnosis.
Selecting a model for evidence-based practice changes. [PDF] and Evidence-Based Practice Models help explain the various evidence-based nursing models.
Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.

This assessment addresses the following learning objective(s):
Advocate for policies that improve the health of the public and the profession of nursing and health care administration.
Instructions
Healthcare organizations are continually challenged with delivering high-quality care, while simultaneously creating a culture of safety for both patients and healthcare professionals.
Reflect on your experience in healthcare (clinical or administrative). Briefly describe a time when you worked in a culture where safety and quality were effectively-balanced and practiced – OR – describe a time when the opposite occurred.
As a clinical or administrative leader, how will YOU ensure safety and quality in your department or facility?
Provide specific measures in bullet point format.
Are policies part of these measures? Why or why not?
Please be sure to validate your opinions and ideas with citations and references in APA format.

Module 2: Discussion
Initial Post (students will not be able to respond to discussion posts or see peer’s posts or responses until they have posted their initial post). Initial post should be written with APA format and include references and citations as necessary. Use your textbook as your primary response but feel free to use outside scholarly resources if needed.
Initial Post: Choose 3 of the Module objectives (from Canvas) and reflect on how you met this objective through the Canvas course or readings.
1.Provide a descriiption of what each of those 3 objectives mean to you and an example of how you met the objective or content that met the objective.
What topic interested you the most or surprised you the most in the module or readings?
Do you have any questions that need clarification from the module?
Peer responses: Students will respond to 2 peers. In the response, please be sure to read the entire post. Look for any points of the initial post that you considered differently or have a new perspective on to encourage engagement and further the discussion.
Challenge yourself to see if you can answer your peers’ questions. Your course faculty will facilitate and double check these answers and well as provide accurate answers to all questions presented. Don’t be afraid to take a risk, however!
Consider asking for clarification on differing ideas or ask additional questions so you can continue learning about the topics.
Please keep questions relevant to this course.
Initial post will be due on Friday of the module week. Two peer responses will be due on Sunday ending the module week. New modules begin each Monday.
My three module objectives are
1) Explain the physiologic processes involved in the homeostatic regulation of temperature, pulse, respiration, and blood pressure
2)Distinguish normal ranges for temperature, pulse, respiratory rate, and blood pressure across the lifespan
3)Interpret results of obtained vital signs data
one sourse we have to use is Taylor C. Lynn P. & Bartlett J. L. (2023). Fundamentals of nursing: the art and science of person-centered care (10th ed.). Wolters Kluwer.
since it is the text the chapters with this info is Chapter 26: Vital Signs (all)
 Chapter 27: Health Assessment (pp 802 –
805, Box 27-10)

Directions
After reading about ways of knowing, describe a patient scenario (fact or fiction) when all types of knowledge were used in the situation (personal, empirical, ethical, and aesthetic). Please do not attach or upload a formal paper to the discussion board, as these will not benefit others and will not be graded. Introduction
A good introduction begins with a few general statements about the topic. In addition, an introduction also has a purpose statement so the reader will know what will be presented in the paper. One example is: The purpose of this discussion is to describe a patient scenario and detail how the ways of knowing were utilized in the situation of patient care. Patient Scenario:
Describe a patient scenario (fact or fiction) when all types of knowledge were used (personal, empirical, ethical, and aesthetic). Offer the reader clear examples (No reference is required in this section). Define and Discuss Personal and Empirical ways of knowing (add reference)
Define and Discuss Ethical and Aesthetic ways of knowing (add reference)
How do you believe ways of knowing can assist nurses in their professional role?
Write a Conclusion Statement
A good conclusion summarizes the main points in the discussion; only one paragraph is required. No reference is required.

I am going to attached the details here, for you to ready and understand how to do the discussion. Please pay attention to the information Utah I’m sending you.poodllfile611ab1674a6fd1.mp4I’m going to send you the instruction separately.

For this assignment, identify an area of focus in community health within your own community. Using Gordon’s Functional Health Patterns framework (p. 130 in your e-text), assess the health risks in your community.
In your community assessment paper, include the following:
Identify resources in your community that would enable you to complete a community assessment and submit a summary of your findings (1–2 paragraphs).
Refer to Table 8-3: Examples of Community Strengths and Concerns, and assess the strengths and concerns of your community (2–3 paragraphs).
Identify potential barriers to implementing community health plans in your community and brainstorm ways of addressing these barriers (2–3 paragraphs).
Your paper should be 2–3 pages in length, not including the cover and reference pages. Use APA throughout.
You must include 2–3 sources that are APA cited and referenced in your paper. (Sources may include community resources such as flyers, brochures, interviews, news stories, and local research data from credible sources.)
Review the rubric for further information on how your assignment will be graded.