Chapters: (19) Process of Quantitative Data and (20) Clinical Significance and Interpretation of Quantitative Research

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I uploaded the book used in this class please use it as one of the references.

Discussion Protocol. Please observe the following 3 x 3 rule: when writing your weekly discussions: – A minimum of three paragraphs per DQ. Each paragraph should have a minimum of three sentences.

All answers or discussions comments submitted must be in APA format according to Publication Manual American Psychological Association (APA) (6th ed.) 2009 ISBN: 978-1-4338-0561-5. Do not use citacions at the end of a paragraph.

Discussions must have a minimum of two references, not older than 2015.

Hello Students, after reading the assigned chapters, please answer the following questions

DQ:1. List and explain with examples at least two of the steps in the processes of analyzing Quantitative Data. 2. What are some of the Aspects of Considerations (at least two) that must be applied when interpreting the results of a quantitative research; Explain with examples.

 

Stable angina

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Stable Angina

1)  Minimum 12  slides with speaker notes- Do not use images. Use the speaker notes to provide substantial and objective information

Do not repeat the information on the slides in the speaker notes.

              

2)¨******APA norms

All paragraphs must be narrative and cited in the text- each paragraphs

          Bulleted responses are not accepted

          Dont write in the first person 

Dont copy and pase the questions.

Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph

3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks)

********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)

4) Minimum 5 references per part not older than 5 years

5) Identify your answer with the numbers, according to the question.

Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

__________________________________________________________________________________

Topic: Stable Angina

Gender: Male

Years: 48

Dianosis: Stable angina

According to the case explain

1. Explain what is stable angina

2. List possible 3 differential diagnosis (1 reference per each one):

a.  supporting

d. excluding criteria.

3. Labs or tests for stable angina

4. Results what the NP should expect according to the case to diagnose Stable Angina, and explain why

5. Medications typically prescribed for stable angina

6. According to the case, list specific drugs

a. Starting doses

b. Dose ranges,

c. Precautions to keep in mind when prescribing these drugs.

7. What are the outcomes expected or unexpected for this specific condition?

a. What patient outcomes will trigger a referral?

8. Patient education

9. Provide patient teaching materials specific to control stable angina

10. conclusion for the nurses accordin to the case

1)  Minimum 12  slides with speaker notes- Do not use images. Use the speaker notes to provide substantial and objective information

Do not repeat the information on the slides in the speaker notes.

              

2)¨******APA norms

All paragraphs must be narrative and cited in the text- each paragraphs

          Bulleted responses are not accepted

          Dont write in the first person 

Dont copy and pase the questions.

Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph

3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks)

********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)

4) Minimum 5 references per part not older than 5 years

5) Identify your answer with the numbers, according to the question.

Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

__________________________________________________________________________________

Topic: Stable Angina

Gender: Male

Years: 48

Dianosis: Stable angina

According to the case explain

1. Explain what is stable angina

2. List possible 3 differential diagnosis (1 reference per each one):

a.  supporting

d. excluding criteria.

3. Labs or tests for stable angina

4. Results what the NP should expect according to the case to diagnose Stable Angina, and explain why

5. Medications typically prescribed for stable angina

6. According to the case, list specific drugs

a. Starting doses

b. Dose ranges,

c. Precautions to keep in mind when prescribing these drugs.

7. What are the outcomes expected or unexpected for this specific condition?

a. What patient outcomes will trigger a referral?

8. Patient education

9. Provide patient teaching materials specific to control stable angina

10. conclusion for the nurses accordin to the case

Respiratory

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Adult Health 1 Study Guide

Respiratory Unit

Chapters 20-24

Remember that assigned textbook readings should be supplemental to reviewing & studying the Powerpoint presentations. Answers to these study guide questions can be obtained from the textbook chapters, powerpoint presentations, as well as class lectures & in-class activities.

Respiratory

Respiratory Drugs to Review: Guaifenesin, Oseltamivir, Isoniazid, Rifampin, Pyrazinamide, Ethambutol, Albuterol, Levalbuterol, Fluticasone, Methylprednisolone sodium succinate, salmeterol, montelukast, theophylline

Chapter 20: Assessment of Respiratory Function

*This chapter is an overview of the respiratory system anatomy, pathophysiology, functions, assessments, and diagnostics. Please use this chapter as of review of this system, in order to better understand the abnormalities that exist in the upper and lower respiratory diseases and conditions we talk about in the next chapters.

Chapter 21: Respiratory Care Modalities

– Review the methods of oxygen administration (nasal cannula, simple mask, non-rebreather mask, venturi mask) – See Table 21-1.

– Review indications for and teaching guidelines for patients while using an incentive spirometer – See Chart 21-3.

– Review ‘breathing retraining’ techniques and nursing management

– Basics of airway management – what is an ET tube & tracheostomy, when are these needed, what are nursing interventions/management needed for these artificial airways? See Chart 21-7.

– What is a chest tube and when is it indicated? What is the difference between a water seal and dry suction chest tubes? See Table 21-3.

Chapter 22: Management of Patients with Upper Respiratory Tract Disorders 

Conditions to Know: Rhinitis, Sinusitis, Influenza, OSA

1. What is the most frequently occurring upper respiratory infection (URI), and what is the most common cause?

2. Rhinitis can be caused by a variety of factors including:

3. What are some signs and symptoms of rhinitis?

4. What is recommended nursing management for allergic & viral forms of rhinitis?

5. What is the pharmacological treatment of choice for patients with bacterial sinusitis?

6. What are the most common signs and symptoms seen in influenza?

7. What are some teaching points to include regarding treatment and management of influenza?

8. What is obstructive sleep apnea (OSA) and what are risk factors for this condition?

9. What are common signs and symptoms of OSA?

10. Explain the medical management for OSA, including teaching points for patient diagnosed with this condition.

Chapter 23: Management of Patients with Chest & Lower Respiratory Tract Disorders

Conditions to Know: Atelectasis, Pneumonia, TB, PE

1. What is atelectasis and what is the most common type?

2. What are some clinical manifestations of atelectasis?

3. How can we teach patients to prevent atelectasis? See Chart 23-1 & 23-2.

4. What is pneumonia and what are the primary causes of it?

5. Explain the differences between community-acquired (CAP), hospital-acquired (HAP), and healthcare associated pneumonia (HCAP). See Chart 23-3.

6. What are some clinical manifestations of pneumonia?

7. How is pneumonia diagnosed?

8. What are important nursing care measures while treating a patient with pneumonia?

9. How is TB transmitted? What type of special isolation & PPE are needed for hospital staff while caring for patients with suspected or confirmed TB?

10. What are some clinical manifestations of TB?

11. How is TB diagnosed?

12. What are some teaching points you would want to include when educating patients about the medical management (pharmacological) required for TB?

13. A pulmonary embolism (PE) is a considered a medical emergency. What are some signs and symptoms of a PE?

14. How is a PE diagnosed?

15. What are some teaching points to include when educating patients on how to prevent a PE?

Chapter 24: Management of Patients with Chronic Pulmonary Disease

Conditions to Know: COPD – Emphysema & Bronchitis; Asthma

1. Most patients with COPD present with overlapping signs and symptoms of emphysema and chronic bronchitis. What is the difference between emphysema and bronchitis?

2. What are some risk factors for COPD?

3. What are the primary clinical manifestations of COPD?

4. Identify the nursing care & patient education that is needed while caring for a patient with COPD.

5. What classes of medications are used to help manage patients with COPD, and what are some side effects and nursing implications for these medication classes?

6. What is asthma? Is it reversible or non-reversible?

7. What is the primary pre-disposing factor for an asthma attack?

8. What symptoms are usually seen during an asthma attack?

9. What classes of medications are used to help manage patients with asthma, and what are some side effects and nursing implications for these medication classes? See Tables 24-4 & 24-5.

10. What is the condition called when a patient has a rapid & severe onset of airway obstruction that is unresponsive to common asthma attack treatments?

 

reflective journal on cultural competence

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reflective journal on cultural competence

Submission method options: Interact2 Journal

TASK

In this task you will be creating a reflective journal on cultural competence.

After completing the learning activities in Topic 1 of this subject, you are to write a 500-word journal entry which reflects on your current understandings of yourself in relation to: your future profession; Indigenous Australian people’s relationships with the criminal justice system; and strategies that build culturally safe relationships.

Use the content from Topic 1 and the following resources to support your reflection. These resources will assist you to engage critically with this task:

1. Ranzjin, Rob, Keith R McConnochie and Wendy Nolan, Psychology and Indigenous Australians: Foundations of Cultural Competence (Palgrave Macmillan, 2009) ‘ Introduction to cultural competence ‘

2. Murphy, Catherine, ‘ Australia entering ‘second convict age’ as imprisonment rates soar ’, The Guardian (online), 30 August 2019).

Singer, Judy, et al, ‘ “ You didn’t just consult community, you involved us”: transformation of a ‘top-down’ Aboriginal mental health project into a ‘bottom-up’ community-driven process  ‘ (2015) 23 (6) Australasian psychiatry : bulletin of the Royal Australian and New Zealand College of Psychiatrists 614-619Consider the following questions to frame your journal entry but provide a synthesised response, written in a formal and respectful manner:

1. How would you describe your cultural competence after reading ‘Introduction to cultural competence’?

2. Using the media article as a starting point, what is your understanding of Indigenous Australian people’s relationship with the criminal justice system?

3. Work with the Singer et al (2015) article to discuss strategies that provide positive outcomes when working effectively in Indigenous contexts.

 

RATIONALE

This assessment task will assess the following learning outcome/s:

· be able to reflect critically on social, cultural, and institutional impact on their profession, including assumptions stemming from the history of legislation and interactions with Indigenous Australian peoples and communities.

· be able to demonstrate knowledge of Indigenous community protocols and the major issues and strategies relevant to working effectively in Indigenous contexts.

This task allows students to demonstrate their understanding of cultural competency and Indigenous Australian people’s relationship with the criminal justice system. This will build an understanding of how to work effectively with Indigenous Australian peoples within their professional practice.

Assessment 1 is a short diagnostic task that allows students to practice working with credible sources and writing in a formal and respectful manner. Constructive feedback will be provided that students can use in subsequent assessments

MARKING CRITERIA AND STANDARDS

 

 

Criteria HIGH DISTINCTION

8.5-10/10

 DISTINCTION

7.5-8/10

 CREDIT

6.5-7/10

 PASS

5-6/10

 FAIL

0-4/10
Reflection on the self as an individual and professional

 

7 marks

 An integrated response which critically examines the social, cultural and historical factors which shape relationships. Includes critique of the way in which the media and other institutions reinforce particular ideas or stereotypes. Critical examination on how social, historical and institutional factors influence personal cultural competency and professional practice/dimensions. Influences on understandings are examined and include a discussion of social, cultural and historical factors which shape relationships. Includes focussed discussion of the way in which the media and other institutions reinforce particular ideas or stereotypes. Examination of how social, historical and institutional factors influence personal cultural competency and professional practice/dimensions. Influences on understandings are identified and include a consideration of social, cultural and historical factors which shape relationships. Includes consideration of the way in which the media and other institutions reinforce particular ideas or stereotypes. Discussion on how social, historical and institutional factors influence personal cultural competency and professional practice/dimensions. Journal entry reflects on personal and professional dimensions of cultural competency using the required reading ‘An Introduction to Cultural Competence’. Reflection includes an outline of understandings of Indigenous people’s relationship with the criminal justice system. Reflection considers where knowledge and understanding has come from.

Identifies limitations in knowledge related professional practice/dimensions.

 No reflection, or limited reflection on personal and / or professional dimensions of cultural competency. The required reading ‘An Introduction to Cultural Competence’ is not used or referenced. Reflection does not include an outline of understandings of Indigenous people’s relationship with the criminal justice system.
 

Technical aspects

 

3 marks

 Writing shows control and skilful construction of expression to convey specific understandings. Seamlessly integrates citations and references into the writing.

All language and terminology is appropriate and informed.

Expert use of APA7 or AGLC4 referencing system.

 Written expression and referencing show clear organisation. Uses a variety of techniques to incorporate source material and citations.

Language and terminology takes into account diversity of individuals and communities.

 There are no errors relating to writing and terminology. There are no imprecise or unsupported statements or generalisations. Accurate use of APA7 or AGLC 4 referencing system. Within the required word count. Uses formal written expression. Uses full sentences consistently. Paragraphs identify and explore one idea. Paragraphs are linked using effective methods. Content is mostly accurate and supported. The required reading is cited and referenced. Attempts to use APA7 or AGLC4 referencing system. There may be minor formatting errors that do not affect the transparency and traceability of sources. Developing skills in using appropriate terminology. There are serious errors. Informal or inappropriate written expression is evident. Paragraphs are unfocused, too long or too short. Content is not supported. The required reading is not used and / or not referenced. APA7 or  AGLC4 referencing system is not attempted. Referencing style is inconsistent showing a lack of understanding of its purpose. No evidence of consideration of appropriate terminology.

 

REQUIREMENTS

 

· In your journal entry, you must make reference to the cultural competence matrix in the above reading and reference it using AGLC4 (Law students) referencing system.

Formal and respectful language requirements

· This assessment task must be in professional and formal language.

·  Care must be taken to avoid spelling, grammar and punctuation errors.

· Respectful and appropriate terminology must be used when referring to and writing about Indigenous Australian people and cultures. See  guidelines

Altered Physiology

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Altered Physiology

With a place squarely in the spotlight for patients diagnosed with all manner of disease, APRNs must demonstrate not only support and compassion but the expertise to guide patients’ understanding of diagnoses and treatment plans.

This expertise goes beyond an understanding of disease and sciences, such as cellular pathophysiology. APRNs must become experts in their patients, understanding their medical backgrounds, pertinent characteristics, and other variables that can be factored in their diagnoses and treatments.

Develop a 3- to 4-page case study analysis in which you:

  • Explain why you think the patient presented the symptoms described.
  • Identify the genes that may be associated with the development of the disease.
  • Explain the process of immunosuppression and the effect it has on body systems.

McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.

  • Chapter 1: Cellular Biology; Summary Review
  • Chapter 2: Altered Cellular and Tissue Biology:      Environmental Agents(pp. 46-61; begin again with Manifestations of      Cellular Injury pp. 83-97); Summary Review
  • Chapter 3: The Cellular Environment: Fluids and Electrolytes,      Acids, and Bases,
  • Chapter 4: Genes and Genetic Diseases (stop at Elements      of formal genetics); Summary Review
  • Chapter 5: Genes, Environment-Lifestyle, and Common      Diseases (stop at Genetics of common diseases); Summary Review
  • Chapter 7: Innate Immunity: Inflammation and Wound      Healing
  • Chapter 8: Adaptive Immunity (stop at Generation of      clonal diversity); Summary Review
  • Chapter 9: Alterations in Immunity and Inflammation      (stop at Deficiencies in immunity); Summary Review
  • Chapter 10: Infection (stop at Infectious parasites and      protozoans); (start at HIV); Summary Review
  • Chapter 11: Stress and Disease (stop at Stress, illness      & coping); Summary Review
  • Chapter 12: Cancer Biology (stop at Resistance to      destruction); Summary Review
  • Chapter 13: Cancer Epidemiology (stop at      Environmental-Lifestyle factors); Summary Review

https://class.content.laureate.net/f6bf9251ee3c3f606fefa59546a98a32.pdf

Clinical Personality Assessments

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Clinical Personality Assessments

Assignment: Clinical Personality Assessments

Clinical personality assessments can only be completed and interpreted by a licensed psychologist who is trained in testing and assessments. Personality testing is usually done as a part of a larger battery of psychological assessment.  An individual or even several personality tests would not be administered in isolation without the supporting evidence from other testing and interviews.  This week you will become familiar with some of the main personality testing instruments.

To Prepare
  • Review the Learning Resources about the six clinical personality measures (i.e., Minnesota Multiphasic Personality Inventory-2, Millon Clinical Mutliaxial Inventory-III, Personality Assessment Inventory, Revised NEO Personality Inventory, the Rorschach, the Thematic Apperception Test). Then, choose one that will be the focus of your Assignment.
Assignment: (2–3 pages, in addition to title page and references)

Review one of the clinical personality measures from the materials you studied this week (i.e., Minnesota Multiphasic Personality Inventory-2, Millon Clinical Mutliaxial Inventory-III, Personality Assessment Inventory, Revised NEO Personality Inventory, the Rorschach, or the Thematic Apperception Test) and include the following in your review:

In addition to the Learning Resources, search the Walden Library and/or internet for peer-reviewed articles to support your Assignment. Use proper APA format and citations, including those in the Learning Resources

Clinical Assessment

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Clinical Assessment

If you’re a psychologist and a patient comes to see you, how do you know what is wrong? In this lesson, we’ll look at clinical psychological assessments and how psychologists use them.

Clinical Assessment

Imagine for a moment that you are a successful psychologist. Cynthia comes to see you because she’s having a problem. How do you treat her? How do you even know what’s wrong with her?

Clinical assessment is a way of diagnosing and planning treatment for a patient that involves evaluating someone in order to figure out what is wrong. There are many types of psychological assessments, all of which have their own strengths and weaknesses.

What’s the point of assessment? To answer that, let’s go back to the moment that Cynthia walks into your office. She tells you that she’s feeling very stressed out and anxious because she keeps forgetting things. She used to be really on top of things, but recently she has trouble remembering where she parked her car or what she did just a few minutes ago.

What’s wrong with Cynthia? There are many things that can cause memory loss. The only way that you can find out what’s wrong with her is to do some sort of evaluation. Clinical assessments help you, the psychologist, to know what might be causing problems for your patient.

Let’s look closer at three common types of clinical assessments: clinical interviews, neurological and biological testing and intelligence testing.

Clinical Interviews

Okay. So Cynthia comes to your office and complains of how she’s been forgetting things. The first place that many psychologists start with a patient like Cynthia is with a clinical interview.

A clinical interview is a discussion in which the psychologist asks specific, open-ended questions in order to assess a client’s thoughts, behaviors and feelings. It is often referred to as a conversation with a purpose.

When Cynthia comes into your office, you sit down with her and begin by asking what brought her to see you. This is when she first complains of her memory loss. From there, you can ask her many other questions to get more information. You could ask her for specific examples of when she’s forgotten something, when the memory loss began, what other symptoms she’s experiencing, what has been going on in her life and many other questions.

The essence of the clinical interview is to get a good grasp on how the patient sees his or her situation and to try to get a clear picture of what the patient’s thoughts, feelings and behaviors are when she is not in your office.

Clinical interviews can be done in many different ways. The structure, formality, medical discussion and time all depend on the specific situation and what you, as the psychologist, are trying to understand about your patient.

After you interview Cynthia, you believe that she might be suffering from dementia, a special type of memory loss and cognitive dysfunction that can be caused by many different things. So, like many psychologists, you decide that the clinical interview is not good enough. In this case, you want more assessments to be done.

Neurological and Biological Tests

clinical assessment

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clinical assessment

Instruction

This module’s activities will focus on clinical assessment including interviewing, observation, and testing. Carefully read the designated pages in your textbook and review all of the information in the learning module. Post a discussion message addressing the following: Take one of the following online Personality Tests The IPIP-NEO The Big Five Summarize the results of the personality test and comment on how accurate the results seem to you. Discuss what might have made the test accurate or what could increase its accuracy (that is, discuss issues of reliability and validity). Your written response should be scholarly and comprehensive and a minimum 500 words in length. Be sure to include APA style in-text citations and reference

importance of accurate medical record

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comprehensive h&p case study

Purpose:

The purpose of this paper is to understand the importance of accurate medical record documentation to record pertinent facts, findings, and observations about a patient’s health history including past and present illnesses, examinations, tests, treatments, and outcomes.

Directions:

  1. Review and critique the comprehensive H&P below and thoroughly answer the questions that follow in complete sentences and paragraphs using APA format. Please provide the question prior to your response.
  2. Does this document meet the CMS guidelines for documentation of a comprehensive history and physical? Why or why not? Be specific.
  3. Critically analyze the H&P and list any errors. Identify the strengths of the H&P.
  4. Did any questions come to mind that you are unable to answer after reading the H&P?
  5. Are the conditions listed in the assessment section reasonably supported by the history? Why or why not? Explain your rationale.
  6. Did you identify other differential diagnoses or conditions that should be included in the assessment? If so, list them.
  7. List the ICD-10 code for each of the following (go to CMS.gov and search for the ICD-10 Codes):

Moderate persistent asthma with (acute) exacerbation: ______________

Pneumonia, unspecified organism:  ______________

Essential (primary) hypertension: ______________

Hyperlipidemia, unspecified ______________

Obesity: ______________

  1. Is it appropriate to include the ICD-10 code for pneumonia when billing for this visit? Why or why not?
  2. Is the plan reasonable based on the assessments listed? Why or why not?
  3. List 3 patient education strategies relevant to the case study including specific medication teaching. Include references.
  4. List health promotion recommendations from AHRQ according to age/gender/conditions. Cite your references.
  5. Use current 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. Include a title page and a reference page listing the sources you used.
  1. Your paper should be 3-4 pages not including the title and reference pages. A minimum of 2 sources, not including your texts, must be incorporated into your paper.

A comprehensive H&P for patient Anne Smith is shown. Ms. Smith is a new patient presenting to an internal medicine office-based practice. Carly Sanders, an experienced nurse practitioner, authored the H&P.  

Patient Name: Anne Smith                                      Age: 55

Date of Visit:    2-14-2016                                       Gender: Female

Information Source: Patient, reliable source, face-to-face office visit

Subjective:

Chief Complaint: Follow up after Emergency Department visit

History of Present Illness: Reports were seen in the Emergency Department approximately 2 weeks ago and was treated for bronchitis with an unknown antibiotic that she has now finished. Was prescribed a refill of an Albuterol MDI as well. Pt continues to report cough and shortness of breath with exertion. Cough and shortness of breath have not improved since last Emergency Room visit. Cough reported as dry and present day and night without provocation. Has been using Albuterol MDI 4–5 times per day with slight relief of shortness of breath symptoms. Pt reports multiple diagnoses of bronchitis last year and has been using Albuterol MDI multiple times daily for the past 6 months or more.

PMH: Hypertension. Bronchitis. Hyperlipidemia. Obesity.

Medications: HTCZ 25mg BID. Albuterol MDI q4h PRN. Simvastatin 20mg daily. OTC Aleve 1–2 tabs PRN headaches.

Allergies: Codeine. Shellfish.

Family History: Mother and Father with CV disease. Son with asthma. Daughter with hypertension. Denies family history of DM. Mother diagnosed with breast cancer at age 40, died at 44.

Social History: Retired from clerical work. Widowed. Lives with adult children and assists with watching grandchildren. Denies tobacco use, ETOH use, drug use.

Review of Systems:

GENERAL: Reports good sleep but decreased energy levels. Denies fever.

CV: (-) palpitations. (-) CP. (-) swelling.

PULM: (+) SOB with exertion. (+) wheezing. (+) dry cough. (-) hemoptysis.

ENT: (-) rhinorrhea. (-) sinus pain/pressure. (-) ear pain/pressure. (-) sore throat.

Objective:

CV: RRR, no murmur.

Pulm: Posterior inspiratory wheezes bilaterally in all lobes. No rales/rhonchi/crackles. No consolidation present with percussion. Equal rise and fall of chest. No accessory muscle use.

Ears: Bilat TM pearly white, canals clear, no discharge, no external ear tenderness.

Nose: Nasal mucosa pink, moist. No discharge present. No sinus pressure pain.

Throat/Neck: Oral mucosa pink/moist. Tonsils grade 1 without exudate. No lymphadenopathy.

General: Obese caucasian female. Affect appropriate. Appears very anxious. Appropriately dressed. No obvious deformity.

VS: Temp 97.8, Pulse 72 RR 22, BP 140/90, BMI 32

Assessment:

  1. 1. Moderate persistent asthma with (acute) exacerbation
  2. Pneumonia, unspecified organism
  3. Essential (primary) hypertension
  4. Hyperlipidemia, unspecified
  5. Obesity

Plan:

Dx Plan: None

Tx Plan: Rx: Qvar 40mcg/spray 2 puffs BID. Rx: Albuterol MDI 1-2puffs q4h PRN wheezing. Rx: Inhalation Spacer Device. Refill HTCZ 25mg PO BID #30 with 2 refills.

Refill Simvastatin 20mg PO QD #30 with 2 refills.

ETHICS AND EVALUATING QUALITATIVE RESEARCH

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ETHICS AND EVALUATING QUALITATIVE RESEARCH

1. Qualitative data has been described as voluminous and sometimes overwhelming to the researcher. Discuss two strategies that would help a researcher manage and organize the data.

2. The three types of qualitative research are phenomenological, grounded theory, and ethnographic research. A. Compare the differences and similarities between two of the three types of qualitative studies B. and give an example of each.