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The purpose of the case study is for you to expand on the pathophysiological disease process by searching for evidence-based practice treatment and advanced practice nursing role implications related to the disease. Click here Download hereto download the attachment for this assignment. 
Part 1:
Compare and contrast the 3 conditions in one of the charts below: 
PAIN SYNDROME
Migraine Headaches 
Tension Headaches 
Meningitis 
Risk Factors 
Pathophysiology 
Clinical Manifestations 
OR
NEUROLOGIC SYNDROME
Dementia 
Depression  
Anxiety
Risk Factors 
Pathophysiology 
Clinical Manifestations 
Part 2:
Choose a pain or neurologic syndrome to explore. You can also choose a diagnosis not listed (that coincides with your advanced practice specialty) as long as it relates to the neurological function.
Present a hypothetical case that includes the following:
Vital information about a person who might be predisposed to this condition (I.e., a person who may have risk factors for this condition). 
The pathophysiology of the disease, including clinical manifestations.
Which diagnostic tests you’d recommend and a rationale for the one(s) you choose.
How this condition compares to other differentials.
The evidence-based recommendations from the AHRQ GuidelinesLinks to an external site. or guidelines recommended from a professional organization. Based on these recommendations, discuss how  to manage the condition best.
A patient safety issue that could be associated with the condition presented in this case.
Part 3:
Answer these reflection questions:
What information would a master’s prepared nurse gather from a patient with this condition?
How could the master’s prepared nurse use this information to design a patient education session for someone with this condition?
What was the most confusing or challenging information presented in this case?
Expectations: 
Your paper should be 3–4 pages (excluding cover and reference pages).
Use medical terminology and appropriate graduate level writing.
Your resources must include research articles and reference to non-research evidence-based 
AHRQ Guidelines.Links to an external site.
Use APA format to style your paper and to cite your sources. Your source(s) should be integrated into the paragraphs. Use internal citations pointing to evidence in the literature and supporting your ideas. You will need to include a reference page listing those sources. Cite a minimum of three resources.

Read the following case study:
You are a staff nurse working in an intensive care unit and assigned to care for a 75-year-old African American man who had coronary artery
bypass graft surgery four days ago. The patient has a history of chronic obstructive pulmonary disease exacerbated by heavy smoking. His
postoperative course has been difficult, and he has suffered several setbacks. Staff members, despite their diligent efforts, have not been able to
wean him off the ventilator since the surgery. He has required frequent suctioning throughout the shift, and he is being evaluated for the
development of ventilator-associated pneumonia.
Today, when returning from lunch, you observed that an experienced nurse was suctioning your patient. His secretions were thick, and you
observed that the nurse was instilling saline into the patient’s endotracheal tube as she was suctioning him. The patient turned red and began
coughing, and it was obvious he was in distress.
Develop a plan to address nursing theory gaps in this scenario, including how theory, research, and practice interact to create positive patient
outcomes.
Define the theory-practice gap and describe what impact this potential gap can have on nursing practice and patient care.
Format your assumptions and findings of the theory-practice gap in a concept map. Show alignment of nursing theory and its relation to the
nursing process (including alignment with critical thinking and clinical decision-making) for an improved nursing care plan. Access the Technology
Resources Library to locate visual presentation resources.
Submit your assignment.  

Purpose: This teaching plan assignment is to help each student focus on and understand a specific disease
process to be able to teach that disease process to a newly diagnosed patient. 
Directions: 
1. Your instructor will assign a disease to teach (SKIN CANCER). An outline must be
completed addressing all components of the rubric. The act of teaching is to be completed in the form of a
narrative paper. The goal is to demonstrate that you, as a nurse, know and understand the disease process well enough to
teach it to the patient. 
2. Follow the rubric to address the elements of the Teaching Plan: 
Learning Goals- Learning goals determine what
the teaching session should
achieve.
The learning goals should
include a minimum of 3
learning goals. Each learning
goal includes the following 5
components:
• Goals should be related to
the topic being taught 
• Patient or Family centered 
• Realistic for patient
situation 
• Include a time frame 
• Is measurable
Teaching Plan- The teaching plan outlines
material to cover during the
teaching session.
Contains the following 5
components:
Provide specific content to
address the following: 
• Disease 
• Risk Factors 
• Signs and symptoms 
• Complications to report to
the primary healthcare
provider 
• Discharge Instructions
Learner
Assessment- Learner assessment provides
context to plan and deliver
education.
Contains the following 3
components: 
• Learner readiness to learn 
• Learning preferences 
• Current knowledge
Teaching Methods-Teaching methods outline how
education will be delivered.
Contains the following 3
components: 
• Teaching methods must
meet patient and/or
family’s level of
understanding 
• Incorporate visual aid (s) 
• List specific method of how
content will be taught
(Discussion, Q & A, video,
pamphlet handouts, etc.)
Considerations-Identification of diverse
perspectives and evaluation of
how various considerations can
influence patient education.
Contains the following 12
components: 
• Cultural aspects 
• Religion
• Health literacy 
• Educational background 
• Support system 
• Psychomotor ability/
Development 
• Age/Mental ability/
Development 
• Motivation 
• Timing 
• Environment 
• Emotions 
• Economic factors
Evaluation and Documentation-Evaluation and use of data to
make decisions based on
evidence to increase critical
thinking skills.
Contains the following 3
components: 
• What method of evaluation
will be utilized to
determine patient
understanding? 
• What method of evaluation
will be utilized to
determine achievement of
goals? 
• Include narrative
documentation of learning.
3. The Teaching Plan should be written in APA format and include the following components.
a. Type written, double spaced 
b. Title page 
c. APA headings 
d. Pages should be numbered 
e. Include a minimum of 3 scholarly/professional peer-reviewed references written within the last 5
years. 
f. A reference page in correct APA format