I’m working on a Health & Medical question and need guidance to help me study.

 

Attached is the assignment. Please follow the prompt to the tee. and cite all sources

Post Part 1

How does interpersonal communication affect health? In your response, consider these components of effective interpersonal communication:

Recognizing we all communicate and do so via multiple channels

Using communication to express wants, needs, feelings

Effectively communicating to resolve or avoid conflict

Being an active and engaged listener

Support your opinion with personal experiences, a current news event, or facts/statistics. (If citing a current news event or facts/statistics, cite your source in APA format.)

Post Part 2

Why is it important to teach interpersonal skills to emerging adolescents? In what ways does their learning of interpersonal skills empower them? Read the article below and use direct quotes from it to support your responses. [

Why is it important to teach interpersonal skills to emerging adolescents? In what ways does their learning of interpersonal skills empower them? Read the article below and use direct quotes from it to support your responses. [Here is an example of an in-text citation (Hair, Jager, & Garrett, 2002). No reference list is needed.] Also, provide examples using one of this lesson’s focus, sexual health.

Also, provide examples using one of this lesson’s focus, sexual health.

Hair, E.C., Jager, J., & Garrett, S.B. (2002). Helping teens develop healthy social skills and relationships: What the research shows about navigating adolescence. (LINK)

Post Part 3

Consider the five steps for developing a skill: 1) Introduce the skill, 2) Present the steps of the skill, 3) Model the skill, 4) Practice and rehearse the skill, and 5) Provide feedback and reinforcement.

Imagine you are teaching a group of 5^th or 7^th graders about using interpersonal communications skills in the context of romantic/sexual relationships. Choose the grade-appropriate set of skill cues for NHES 4 (look for these in the content folder called Resources) and describe how you could implement Step 4 Practice and Rehearse the Skill using participatory methods. (Recall from the previous lecture video, participatory methods are interactive strategies that engage students in the material and provide opportunities to practice and apply the material. Examples include class discussions, role-plays, group work, student presentations, Socratic seminars, partner work, and inquiry-based learning.)

Need ideas? Consider drawing from the http://www.loveisrespect.org website. When you get there, click on Relationships 101 and browse the topics in the Health Relationships category.

I’m working on a Health & Medical exercise and need support.

 

NSG/468: Influencing Quality Within Healthcare

Multifactorial Medication Mishap Case Study:

The Case A previously healthy 50-year-old man was hospitalized while recovering from an uncomplicated spine surgery. Although he remained in moderate pain, clinicians planned to transition him from intravenous to oral opioids prior to discharge. The patient experienced nausea with pills but told the bedside nurse he had taken liquid opioids in the past without difficulty. The nurse informed the physician that the patient was having significant pain, and liquid opioids had been effective in the past. When the physician searched for liquid oxycodone in the computerized prescriber order entry (CPOE) system, multiple options appeared on the list —two formulations for tablets and two for liquid (the standard 5 mg per 5 mL concentration and a more concentrated 20 mg per mL formulation). At this hospital, the CPOE system listed each choice twice, one entry with the generic name and one entry with a brand name. In all, the physician saw eight different choices for oxycodone products. The physician chose the concentrated oxycodone liquid product, and ordered a 5-mg dose. All medication orders at the hospital had to be verified by a pharmacist. The pharmacist reviewing this order recognized that the higher concentration was atypical for inpatients but assumed it was chosen to limit the volume of fluid given to the patient. The pharmacist verified the order and, to minimize the risk of error, added a comment to both the electronic medication administration record (eMAR) and the patient-specific label that the volume to be given was 0.25 mL (5 mg). For added safety, the pharmacist personally retrieved, labeled, and delivered the drug and a calibrated syringe to the bedside nurse to clarify that this was a high concentration formulation for which the volume to administer was 0.25 mL (a smaller volume than would typically be delivered). Shortly thereafter, the nurse went to the bedside to administer the drug to the patient for his ongoing pain. She gave the patient 2.5 mL (50 mg) of liquid oxycodone, a volume that she was more used to giving, and then left for her break. A covering nurse checked on the patient and found him unconscious—a code blue was called. The patient was given naloxone (an agent that reverses the effect of opioids), and he responded well. He was transferred to the intensive care unit for ongoing monitoring and a continuous infusion of naloxone to block the effect of the oxycodone. By the following morning, the patient had returned to his baseline with no apparent adverse effects.

1. Complete the attached root cause analysis worksheet to analyze the case.

2. Write a 525 word-summary in APA format in which you:

• Explain in depth why a root cause analysis was appropriate for this situation.
• Analyze the impact of using tools like RCA, FMEA, and PDSA on the quality and safety of patient care.

Cite a minimum of three peer-reviewed or evidence-based sources published within the last five years to support your summary in an APA-formatted reference page.

I need an explanation for this Health & Medical question to help me study.

 

Use the patient chart to answer the following questions. The questions are also attached in a word document.

Cardiovascular Disease Case Study

1. Briefly describe the DASH eating plan and discuss the major nutrients that are components of this nutrition therapy.
2. Using the recent Dietary Guidelines, describe why decreased sodium intake is targeted as a focus to improve the health of Americans.
3. What are the health implications of Mrs. Moore’s body mass index (BMI)?
4. Calculate Mrs. Moore’s energy and protein requirements.
5. How do Mrs. Moore’s labs change between 6/25 and 3/15? What factors in her history may have made an impact on these?
6. Identify the major sources of sodium and saturated fat in Mrs. Moore’s diet. Compare her typical diet to the components of the DASH diet.
7. Used the patient’s chart to complete the table below

Parameter	Normal Value	Patient’s Value	Normal, High or Low?
Glucose	70–99 mg/dL
BUN	6–20 mg/dL
Creatinine	0.6–1.1 mg/dL
Total cholesterol	<200 mg/dL
HDL–cholesterol	>59 mg/dL
LDL–cholesterol	<130 mg/dL
Apo A	80–175 mg/dL
Apo B	45–120 mg/dL
Triglycerides	35–135 mg/dL