nursing interventions for clients with endocrine disorders

 nursing interventions for clients with endocrine disorders

Module 09 Content

  1. Competency
    Evaluate responses to nursing interventions for clients with endocrine disorders.

    You are working as a nurse supervisor. You are finding a lot of new nurses are unfamiliar with certain endocrine disorders. You have decided to put together a guide for these nurses to educate them on different endocrine diseases and provide them with ways to provide quality multidimensional care.

    Compare and contrast two endocrine disorders within the guide. Include the following information:

    • Identify and compare the causes and diagnostic tests.
    • Identify and compare the signs and symptoms of the disorder.
    • Describe the nurses’ role in caring for a patient that suffers from this disorder to include the multidimensional aspects of nursing care.
    • Identify how you will evaluate responses to the interventions taken for each disorder.

effective transitions of care for older adults

Course Competency:
  • Identify local, state, and national resources which facilitate safe and effective transitions of care for older adults.

Your supervisor at Rasmussen Home Health Services is satisfied with the resources described in your annotated bibliography and is eager for you to continue your work. As a next step, your supervisor wants you to develop and share the following items with them.

  1. Write an introduction about your in-service presentation topic.
  2. Create an outline that identifies and describes the important content areas for your in-service presentation topic.
  3. Write a conclusion.
  4. Provide an APA formatted References list that contains at least 2 credible references that you intend to cite in your presentation.

Laws in Health Care

Laws in Health Care

You are working as the manager of a multispecialty clinic. You have been notified that a patient has filed a lawsuit against one of your physicians that has terminated a relationship with a patient. Executive management has asked you to prepare a memo to describe whether a patient can make a successful claim for a breach of contract in this case.

In this 2–3-page memo, discuss whether the physician-patient relationship is a contract and what needs to be shown for a breach of contract to have occurred.

Assignment Objectives

Differentiate between tort law, criminal law and contract law as they relate in the healthcare setting


Class Book

Medical Law and Ethics,

Bonnie F. Fremgen

Code Of Ethics For Probation Officers.



CRJ220 Week 7 Assignment Template

For this assignment, you are asked to review Chapter 7–9 in the textbook and the Code of Ethics for Probation Officers to reply to the following items:

1. In at least 40 words or more, define the duties of a probation officer.

2. List and discuss three ethical dilemmas faced by probation officers. The word count will vary for this section.

3. In at least 80 words or more, discuss three ways probation officers can avoid those dilemmas.

4. Select five codes of ethics from the code provided that you find most important. Explain why you find them valuable by providing three reasons. The word count will vary for this section.


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A Career in Corrections

Prior to beginning work on this discussion, please complete the assigned readings your textbook, watch the CRJ303 – A Career in Corrections (Links to an external site.) video interview of a corrections officer, and review all required resources for this week. You may also wish to consider recommended resources for this week.

Review a state department of corrections website of your choosing, or the Federal Bureau of Prisons (Links to an external site.), and explore a position within a corresponding correctional system. You can also consider any of the Twitter web pages for state correctional departments listed in the Required Resources this week: SC Dept. Corrections (Links to an external site.)FL Dept. Corrections (Links to an external site.)MDOC (Links to an external site.)MichiganDOC (Links to an external site.). Please respond to the following:

Your journal should be at least 400 words in length and properly cite and reference at least one state department of corrections website or the Federal Bureau of Prisons website.

roles and issues for corrections officials in public and private institutions

Prior to beginning work on this assignment, please complete the assigned readings in your textbook and read the article Prison Higher Education and Social Transformation. You may also wish to consider some of the recommended resources for this week.

For this assignment, you will prepare a digital presentation (PowerPoint or equivalent) detailing roles and issues for corrections officials in public and private institutions. One of the goals for this assignment is to provide an opportunity for you to organize and summarize elements connected with functions and issues in corrections. Effectively summarizing and presenting information in a digital format can apply to many contexts. Your slides will consider issues for correctional officers in social justice and criminal justice contexts. Please address each of the following:

  • Explain the corrections officer’s place within the social roles of incarcerated persons.
    • For this part, you may wish to consider assigned material in your textbook.
  • Examine the role of corrections officers within jails and prison administrations for public institutions.
    • Be sure to address roles in both jail and prison contexts.
  • Compare and contrast issues for correctional officers in public institutions and private institutions.
    • For this part, you may wish to consider content in Chapter 10 of your textbook. You may also wish to review some of the recommended resources for this week that address privatizing corrections.

*Note: You are encouraged to integrate any feedback from your instructor and upload the assignment to your ePortfolio (Links to an external site.).

The Digital Slide Presentation: Roles and Issues for Corrections Officers presentation

Adult Development Health

1) Write a 4–6typed, doubled-spaced (not including the title or reference pages) APA style paper about:•Biological(e.g. senses, brain, etc.), cognitive, physical, and reproductive changes that occur as we age AND• Ways to delay the aging process (e.g. anti-aging interventions, optimal aging, what adults can do to “turn back the clock”)

2) Use the information from your paper to create a brochure on healthy aging. Below are some questions to consider when creating your brochure:•What are ways in which adults can delay the aging process (e.g. anti-aging interventions, optimal aging, what adults can do to “turn back the clock”)?•How should the brochure look so as to interest adults without being threatening, embarrassing, or preachy?•How would you design the brochure so that it would be useful to all adults regardless of their sex, race, etc.? Be creative. You can use pictures, diagrams, etc. to help you. Microsoft Publisher is an extremely helpful resource to create a brochure

Advanced Pathophysiology Case Study


Mr. W.G. is a 53-year-old white man who began to experience chest discomfort while playing tennis with a friend. At first, he attributed his discomfort to the heat and having had a large breakfast. Gradually, however, discomfort intensified to a crushing sensation in the sternal area and the pain seemed to spread upward into his neck and lower jaw. The nature of the pain did not seem to change with deep breathing. When Mr. G. complained of feeling nauseated and began rubbing his chest, his tennis partner was concerned that his friend was having a heart attack and called 911 on his cell phone

. onset of chest pain

The patient was transported to the ED of the nearest hospital and arrived within 30 minutes of the onset of chest pain. In route to the hospital, the patient was placed on nasal cannula and an IV D5W was started. Mr. G. received aspirin (325 mg po) and 2 mg/IV morphine. He is allergic to meperidine (rash). His pain has eased slightly in the last 15 minutes but is still significant; was 9/10 in severity; now7/10. In the ED, chest pain was not relieved by 3 SL NTG tablets. He denies chills.

Case Study Questions

  1. For patients at risk of developing coronary artery disease and patients diagnosed with acute myocardial infarct, describe the modifiable and non-modifiable risk factors.
  2. What would you expect to see on Mr. W.G. EKG and which findings described on the case are compatible with the acute coronary event?
  3. Having only the opportunity to choose one laboratory test to confirm the acute myocardial infarct, which would be the most specific laboratory test you would choose and why?
  4. How do you explain that Mr. W.G temperature has increased after his Myocardial Infarct, when that can be observed and for how long? Base your answer on the pathophysiology of the event.
  5. Explain to Mr. W.G. why he was experiencing pain during his Myocardial Infarct. Elaborate and support your answer.

Hypertension Patient Education Program

Case: Hypertension Patient Education Program

Hypertension is a serious condition that can damage the heart and blood vessels. And can eventually lead to several other conditions, including stroke, heart failure, heart attack, kidney failure, and vision problems. Hypertension is typically treated by making changes in lifestyle. And with drug therapy. Lifestyle changes include losing weight, stopping smoking, eating a healthy diet, and getting enough exercise.Because individuals with uncontrolled hypertension are frequent patients, it is important to educate them in monitoring their diet, exercise, and medication use in order to reduce inpatient admission and cost of health care.


A Transitional Care Program for individuals who have been admitted to the hospital with hypertensive crisis has been developed. Hypertensive crisis is a state in which blood pressure. Becomes so high that it is causing immediate danger and needs to be reduced rapidly. It is a transitional program because the care. And education a patient receives in an inpatient hospital setting is provided in an outpatient and home environment.

Program coordinators have to initially identify patients who would be appropriate for this program.  This means that a patient must be recently diagnosed to qualify.  Patients are identified by examining the medical charts in such units as the Emergency Room or ICU.  Once the patients have been identified, their demographic, drug, and vital signs information are entered into the hypertension database.  While the patient is still in the hospital, the coordinator will visit the patient and provide an initial education session which includes giving an instructional booklet and watching a video tape.  Before the patient is discharged, a 1:1 meeting is scheduled for 2 weeks after discharge.  The purpose is to do another follow-up check-up, including weight, blood pressure, and dietary intake measurements.

the patient is discharged

If the patient is discharged to their home, then the patient qualifies for the 1:1 meeting.  If the patient is discharged to any other facility such as a nursing home or hospice care, he or she does not qualify for this program (those facilities have round-the-clock nurses).  During the 1:1 encounter, vitals signs are taken again and the information is documented in the patient’s chart (manual) and entered into the database.  Lastly,  within 2 weeks of the 1:1 meeting, a group meeting is organized for individuals to talk about their educational program and what they have learned.  Attendance information is entered into the database.  Once a patient successfully completes the initial education session, the 1:1 meeting and the group meeting, he or she is no longer eligible for the Transitional Care Program.

A 5-year-old Gabriel is a multiracial male weighing 48 lbs with an allergy to penicillin


A 5-year-old Gabriel is a multiracial male weighing 48 lbs with an allergy to penicillin arrives in the emergency room, no cultural considerations identified. You are handed the following notes on the patient that read:

He arrived in ER with his mother after falling out of bed after jerking movement activity as witnessed by his older brother while sleeping. Right-upper extremity appears with deformity. Mother and child speak English. Child has no significant medical history. Mother reports incontinent of urine during episode.

Your Assessment

Vital Signs: T 102.9, P 135, R 24, BP 118/60, O2 sat 100% RA

General Appearance: appears drowsy; face flushed, quiet

Neuro: oriented X3

Cardiovascular: unremarkable

Respiratory: lungs clear

Integumentary: very warm, dry

GI/GU: abdomen normal

Physician Orders

  • Complete Blood Count (CBC)
  • Complete Metabolic Panel (CMP)
  • Urinalysis with culture and sensitivity (U/A C&S)
  • Blood Cultures x 2
  • X-rays kidneys,
  • Influenza screening
  • Acetaminophen 15 mg/kg PO now
  • Ibuprofen 10 mg/kg PO now
  • Pad side rails
  • Suction at bedside with seizure precautions
  • Radiographs of right arm
  • Cast to right arm
  • Start PO fluids and increase as tolerated

The physician discharges Gabriel from ER to home with a diagnosis of; Right ear infection, Acute Febrile Seizure and fracture of the right ulna.

Discharge orders include:

  • Follow up with pediatrician in 7 days
  • Follow up with pediatric orthopedics in 7-10 days
  • Cefuroxime 30mg/kg PO BID for 10 days not to exceed      1,000mg daily. What is the recommended dosage if cefuroxime is supplied as      an oral suspension 125mg/5ml or 250/5ml?
  • Acetaminophen 15 mg/kg PO Q4 hours PRN      fever or pain and ibuprofen 10 mg/kg PO Q6 hours PRN fever and pain for up      to 3 days
  • Acetaminophen is available as 160 mg/5 mL.      Ibuprofen is available as 100 mg/ 5 mL.
  • What is the amount of acetaminophen in mg      and ml per dose? What is the amount of ibuprofen in mg and ml per dose?


Develop a discharge plan with three goals listed in order of priority (must be detailed and prioritization explained in depth) , prior to discharge from current orders. Provide rationale for why you listed the goals in a particular order. Also, list three detailed nursing interventions to meet each of the goals (you should have nine interventions in total). Last, give the mother the exact dosage she will need to give the child for acetaminophen, ibuprofen, and the cefuroxime when she gets home and explain why the exact dosage is important.