Tag: Clinical Nursing & Patient Care

  • [Solved] NUR 650

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    **files (1)** – ## NUR650Wk7Replys.pdf **## NUR650Wk7Replys.pdf** NUR 650 Peer 1. Joshua Perez Hip Fracture This 71-year-old widower's anxiety and persistent insomnia are being treated with clonazepam (Klonopin) and triazolam (Halcion). In addition, he recently had a hip injury and is experiencing i…

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    **files (1)**

    – ## NUR650Wk7Replys.pdf

    **## NUR650Wk7Replys.pdf**

    NUR 650

    Peer 1. Joshua Perez

    Hip Fracture

    This 71-year-old widower's anxiety and persistent insomnia are
    being treated with clonazepam (Klonopin) and triazolam (Halcion). In
    addition, he recently had a hip injury and is experiencing increasing
    disorientation. The most crucial thing to gather on the first visit is a
    complete medication history, including dosage, frequency, length of
    usage, and whether he takes any over-the-counter medications, alcohol,
    or other sedatives. It would also be critical to evaluate how drug use or
    dose changes relate to the start of disorientation and falls. A thorough
    cognitive assessment is required to determine his level of concentration,
    memory, and orientation. A fall risk evaluation must also include
    questions regarding blood pressure, mobility, home safety, dizziness, and
    changes in vision. Information on his sleep patterns, anxiety triggers,
    mood symptoms, and day-to-day functioning would need to be gathered
    in order to assess if his current medications are still appropriate. Given
    that he is a widower, it is especially important to assess his social
    support system because loneliness can make anxiety and insomnia
    worse. The primary goal of the patient's treatment is to effectively
    manage his anxiety and insomnia while enhancing his safety and
    cognitive capacities. Preventing more falls and injuries is critical,
    especially after a hip fracture. Benzodiazepines, such as clonazepam and
    triazolam, have been demonstrated to increase the risk of sleepiness,
    falls, disorientation, and memory loss in older adults.

    A higher risk of 6-month death was linked to the prescription of
    benzodiazepines at the time of hospital discharge; however,
    deprescription may reduce this excess risk (Bellelli et al., 2026).
    Consequently, a major focus of treatment would be to offer safer
    substitutes while appropriately decreasing off these drugs. There could

    be several obstacles to change. The patient may be concerned that
    stopping his medication may exacerbate his anxiety or sleeplessness. He
    may also feel dependent on these drugs because he has been using them
    for a long time. Additionally, rebound anxiety or insomnia brought on by
    benzodiazepine withdrawal might make tapering challenging. When
    these drug classes' inhibitory effects are abruptly stopped, the central
    nervous system experiences an overall excitatory reaction (Regina et al.,
    2024). To overcome these challenges, the PMHNP should use an
    educational and patient-centered approach. Motivational interviewing
    would be helpful to look into his concerns and build trust. Because of his
    misconception, instruction should be clear-cut, simple, and repeated as
    needed. Including family members or caregivers in the discussion can
    improve understanding and promote plan adherence, if at all possible.
    Teaching the patient about the Beers Criteria is essential. The Beers
    Criteria, a list of medications that may be harmful or unsuitable for
    elderly people, was developed by the American Geriatrics Society. To
    put it simply, older bodies have a harder difficulty absorbing certain
    medications, and they can cause side effects including confusion and
    falls.

    Halcion is on this list because it can stay in the body longer in
    elderly people and increase their risk of fractures, vertigo, and memory
    problems. A safer medication option for older persons with insomnia is
    low-dose doxepin. At very low doses, doxepin has modest
    anticholinergic effects and mainly supports sleep maintenance by acting
    on histamine receptors. Compared to benzodiazepines, it is not
    associated with the same level of cognitive impairment and fall risk.
    Another option is melatonin, which can help regulate the sleep-wake
    cycle and has fewer side effects. In addition to medication modifications,
    cognitive behavioral therapy which is considered a first-line treatment
    for insomnia and is safe for older adults, should be recommended. In
    general, the primary goals of care should be safety, education, supportive
    follow-up, and a gradual drug transition. By addressing the risks
    associated with benzodiazepines and providing safer alternatives, the
    patient's risk of falls and confusion can be reduced while still safely
    managing his anxiety and insomnia.

    Peer 2. Sergio Pereira

    Hip Fracture

    In older adults, hip fractures are often a sign of a cocktail of
    medication, risk, cognitive impairment, and frailty that needs urgent
    medical care. The case of a 71-year-old divorced man with a history of
    insomnia, anxiety, falls, and confusion is a multifaceted presentation
    related to benzodiazepines. Benzodiazepines are known to increase the
    fall risk in older adults (Na et al. 2022). In addition, confusion post-fall
    may be a sign of delirium, which is a sign of frailty in older people, and
    as a result, an approach that is medical and psychiatric is crucial.

    Critical Assessment

    The initial consultation should focus on collecting information to
    guide diagnosis and safety strategies. Information about the medication
    history, dose, and adherence to triazolam and clonazepam is important,
    as inappropriate prescribing is common in older people (Bidarolli et al.
    2026). Cognitive screening is also important to identify the presence of
    delirium or dementia, as acute confusion may be due to stress response
    (Bellelli et al. 2021). Balance and falls history will cover physical
    factors. Collateral information from family and/or carers may improve
    symptom and disability reporting.

    Treatment Goals

    The goal of treatment is to reduce falls, preserve cognitive function,
    and treat insomnia. It is important to wean benzodiazepines, as these
    cause ataxia and falls in the elderly (Na et al., 2022). Intervention for
    possible delirium is also crucial, as it is associated with worse outcomes
    and increased death. Non-pharmacological strategies for sleep should be
    emphasized, such as sleep hygiene. Drug therapies can be introduced
    with a change in cognition or function assessed.

    Barriers and Education

    There are many barriers to treatment, such as benzodiazepine
    addiction and the fear of worsening insomnia. Dementia may reduce the
    patient's understanding of risk and the ability to follow through on new
    instructions (Sharma et al. 2025). Social supports may also impact
    change. The PMHNP should educate simply by repeating instructions
    with motivational interviewing strategies. Linking medication use to the
    fall will increase insight and motivation. Involving the caregiver and
    providing written instructions will enhance education and medication
    compliance when adjustments are made.

    Beers Criteria Education

    Beers Criteria education should include the fact that some
    medications are high risk in the elderly due to side effects. Triazolam is
    listed because of its potent hypnotic effect and risk for confusion and
    falling (Bidarolli et al. 2026). The PMHNP should point out that these
    are significant and the reason for the falls. Short statements and images
    will help the patient to better understand. Encouraging the patient to ask
    questions and the teach-back method will confirm that the patient
    understands the need to change medication and is empowered to do so.

    Medication Alternative

    An alternative medication to treat insomnia in the elderly is low-
    dose melatonin, which allows normal sleeping patterns without too
    much sedation and confusion (Sharma et al. 2025). It is less likely to
    cause falls than benzodiazepines, which may cause dizziness and falls
    (Na et al. 2022). The drug should be used with care in persons with
    cognitive impairment to avoid worsening confusion (Sharma et al.
    2025). Melatonin could be combined with behavioral approaches, and
    regular follow-up will maximize effectiveness, enhance safety, and allow
    an effective shift to the new medication.

    NUR 650-CL

    Peer 1. Jessica Bruceta

    Module 7 Discussion

    The group observed was the Alcoholics Anonymous Sabal Palm
    Group, attended on April 27, 2026, through a Zoom meeting based in the
    Kendall area of Miami, Florida. I chose this specific meeting because it
    was accessible virtually, local to Miami-Dade County, and offered an
    opportunity to observe peer recovery support in a familiar community
    setting. Alcoholics Anonymous has been helping individuals with
    alcohol-related problems for more than 80 years and describes its model
    as one alcoholic helping another, with recovery supported through
    shared lived experience and mutual support. Entrance into the group
    appeared simple and low-barrier: individuals needed only a desire to
    address alcohol use or maintain sobriety; no payment, referral,
    diagnosis, insurance, or formal intake was required. The group
    demographics appeared mixed, with approximately 15–20 members,
    including adults ranging from young adulthood to older adulthood, both
    men and women, and a racially and ethnically diverse membership
    reflective of the Kendall/Miami community. The organization’s goal was
    to provide a safe, confidential, supportive space where members could
    discuss recovery, maintain abstinence, reduce isolation, and receive
    encouragement from others with lived experience. Objectively, the
    group appeared effective in meeting client needs because it offered
    structure, emotional support, accountability, and immediate access,
    which are important because mutual-help groups remain an integral and
    free recovery resource within the U.S. substance use treatment system
    (Hai et al., 2022). Two therapeutic factors observed were universality
    and instillation of hope. Universality was evident when members shared
    similar struggles with cravings, relapse fears, shame, and rebuilding
    relationships, helping others feel less alone. Instillation of hope was
    present when members with longer sobriety encouraged newer

    participants by sharing realistic examples of recovery progress. The
    group process was effective because the leadership style was calm, peer-
    led, respectful, and structured, with clear norms around confidentiality,
    taking turns, and avoiding judgment. No major patient management
    issues were observed; when one participant became emotional, the group
    responded supportively without interrupting or trying to “fix” the
    person. I felt the group was welcoming, humble, and surprisingly
    powerful in its simplicity. It enriched my understanding of recovery by
    showing that peer connection can sometimes reach people in ways
    formal treatment cannot. I would refer future clients to this group as an
    adjunct to clinical care, especially because online recovery meetings
    may improve access and appeal to individuals earlier in recovery (Timko
    et al., 2022).

    Peer 2. Geslande Dessalines

    I attended the Hope for Newcomers Al-Anon Family Group via
    Zoom on April 26, 2026, at 11:00 AM. I chose this meeting because,
    among the various support groups I explored this semester, Al-Anon
    resonated most deeply with my personal experiences related to the
    substance use of my ex-fiancé and my brother. While I had previously
    attended a different Al-Anon meeting, I wanted to broaden my
    perspective by observing another group. Al-Anon is a mutual support
    program founded in 1951 for individuals affected by another person’s
    alcohol use, emphasizing shared experiences, coping strategies, and
    emotional support (Al-Anon Family Groups, 2026). Membership is open
    to anyone concerned about another person’s drinking, regardless of
    whether the individual with alcohol use disorder is actively seeking
    treatment, making the program highly accessible and inclusive (Al-Anon
    Family Groups, 2026).

    The meeting I attended included approximately 30 participants from
    diverse geographic regions, including the United States, Canada, Puerto

    Rico, and Bermuda. The group appeared to include a mix of adults in
    their 20s-60s, mostly women, and fairly diverse in ethnic backgrounds.
    The primary goal of Al-Anon is to help members develop healthier
    coping mechanisms, reduce emotional distress, and foster personal
    growth despite living with or being affected by someone else’s substance
    use (personal communication, April 26, 2026). One participant shared
    that the program helped them “focus on what I can control, like my
    reactions and my peace, rather than trying to fix my loved one”
    (personal communication, April 26, 2026), which aligns with the
    organization’s emphasis on detachment with love and self-care.

    From an objective standpoint, the group appeared effective in
    meeting participants’ emotional and psychological needs. The structured
    yet supportive environment allowed members to share openly without
    fear of judgment, which is consistent with therapeutic group principles
    (Tusaie & Fitzpatrick, 2016). The meeting fostered a sense of safety and
    consistency, both of which are essential for individuals coping with
    chronic stressors like a loved one’s addiction. Additionally, the virtual
    format increased accessibility, which is particularly relevant in modern
    mental health care delivery (Wheeler, 2020).

    Two key therapeutic factors observed during the session were
    universality and instillation of hope. Universality was evident as
    participants shared similar struggles, reducing feelings of isolation and
    stigma. Hearing others articulate nearly identical emotional experiences,
    such as guilt, frustration, and helplessness, helped normalize these
    feelings, a process known to be therapeutic in group settings (Wheeler,
    2020). Instillation of hope was also prominent with several long-term
    members sharing their progress in setting boundaries and achieving
    emotional stability. These testimonies appeared to encourage newer
    members by demonstrating that change and personal growth are possible
    over time. Such factors are foundational to effective group
    psychotherapy and are associated with improved coping outcomes
    (Tusaie & Fitzpatrick, 2016).

    The group process itself was well managed. There was a clear
    leader who maintained structure, guided discussion, and ensured

    adherence to group norms. This was particularly important given the
    relatively large number of participants. The leader effectively addressed
    minor patient management issues, such as multiple individuals speaking
    simultaneously, by reminding participants to remain muted until it was
    their turn. This demonstrated appropriate limit-setting and helped
    maintain a respectful and organized environment, which is critical in
    large therapeutic groups (Wheeler, 2020).

    Personally, I found the experience both meaningful and enriching.
    Listening to others describe how they learned to live without being
    consumed by worry or judgment toward their loved ones was especially
    impactful. One participant shared that they “finally feel free to live my
    own life without guilt” (personal communication, April 26, 2026), which
    resonated deeply with my own journey. This perspective helped me
    reframe my understanding of support, not as control or sacrifice, but as
    maintaining personal boundaries while still caring for others.

    Overall, I would confidently refer future clients to Al-Anon. The
    program offers a supportive, accessible, and evidence-informed
    approach to coping with the challenges of a loved one’s substance use.
    Its emphasis on shared experience, emotional validation, and personal
    growth aligns well with psychiatric nursing principles and provides
    meaningful adjunctive support to formal treatment modalities.

    **## NUR650Wk7Replys.pdf**

    NUR 650

    Peer 1. Joshua Perez

    Hip Fracture

    This 71-year-old widower's anxiety and persistent insomnia are
    being treated with clonazepam (Klonopin) and triazolam (Halcion). In
    addition, he recently had a hip injury and is experiencing increasing
    disorientation. The most crucial thing to gather on the first visit is a
    complete medication history, including dosage, frequency, length of
    usage, and whether he takes any over-the-counter medications, alcohol,
    or other sedatives. It would also be critical to evaluate how drug use or
    dose changes relate to the start of disorientation and falls. A thorough
    cognitive assessment is required to determine his level of concentration,
    memory, and orientation. A fall risk evaluation must also include
    questions regarding blood pressure, mobility, home safety, dizziness, and
    changes in vision. Information on his sleep patterns, anxiety triggers,
    mood symptoms, and day-to-day functioning would need to be gathered
    in order to assess if his current medications are still appropriate. Given
    that he is a widower, it is especially important to assess his social
    support system because loneliness can make anxiety and insomnia
    worse. The primary goal of the patient's treatment is to effectively
    manage his anxiety and insomnia while enhancing his safety and
    cognitive capacities. Preventing more falls and injuries is critical,
    especially after a hip fracture. Benzodiazepines, such as clonazepam and
    triazolam, have been demonstrated to increase the risk of sleepiness,
    falls, disorientation, and memory loss in older adults.

    A higher risk of 6-month death was linked to the prescription of
    benzodiazepines at the time of hospital discharge; however,
    deprescription may reduce this excess risk (Bellelli et al., 2026).
    Consequently, a major focus of treatment would be to offer safer
    substitutes while appropriately decreasing off these drugs. There could

    be several obstacles to change. The patient may be concerned that
    stopping his medication may exacerbate his anxiety or sleeplessness. He
    may also feel dependent on these drugs because he has been using them
    for a long time. Additionally, rebound anxiety or insomnia brought on by
    benzodiazepine withdrawal might make tapering challenging. When
    these drug classes' inhibitory effects are abruptly stopped, the central
    nervous system experiences an overall excitatory reaction (Regina et al.,
    2024). To overcome these challenges, the PMHNP should use an
    educational and patient-centered approach. Motivational interviewing
    would be helpful to look into his concerns and build trust. Because of his
    misconception, instruction should be clear-cut, simple, and repeated as
    needed. Including family members or caregivers in the discussion can
    improve understanding and promote plan adherence, if at all possible.
    Teaching the patient about the Beers Criteria is essential. The Beers
    Criteria, a list of medications that may be harmful or unsuitable for
    elderly people, was developed by the American Geriatrics Society. To
    put it simply, older bodies have a harder difficulty absorbing certain
    medications, and they can cause side effects including confusion and
    falls.

    Halcion is on this list because it can stay in the body longer in
    elderly people and increase their risk of fractures, vertigo, and memory
    problems. A safer medication option for older persons with insomnia is
    low-dose doxepin. At very low doses, doxepin has modest
    anticholinergic effects and mainly supports sleep maintenance by acting
    on histamine receptors. Compared to benzodiazepines, it is not
    associated with the same level of cognitive impairment and fall risk.
    Another option is melatonin, which can help regulate the sleep-wake
    cycle and has fewer side effects. In addition to medication modifications,
    cognitive behavioral therapy which is considered a first-line treatment
    for insomnia and is safe for older adults, should be recommended. In
    general, the primary goals of care should be safety, education, supportive
    follow-up, and a gradual drug transition. By addressing the risks
    associated with benzodiazepines and providing safer alternatives, the
    patient's risk of falls and confusion can be reduced while still safely
    managing his anxiety and insomnia.

    Peer 2. Sergio Pereira

    Hip Fracture

    In older adults, hip fractures are often a sign of a cocktail of
    medication, risk, cognitive impairment, and frailty that needs urgent
    medical care. The case of a 71-year-old divorced man with a history of
    insomnia, anxiety, falls, and confusion is a multifaceted presentation
    related to benzodiazepines. Benzodiazepines are known to increase the
    fall risk in older adults (Na et al. 2022). In addition, confusion post-fall
    may be a sign of delirium, which is a sign of frailty in older people, and
    as a result, an approach that is medical and psychiatric is crucial.

    Critical Assessment

    The initial consultation should focus on collecting information to
    guide diagnosis and safety strategies. Information about the medication
    history, dose, and adherence to triazolam and clonazepam is important,
    as inappropriate prescribing is common in older people (Bidarolli et al.
    2026). Cognitive screening is also important to identify the presence of
    delirium or dementia, as acute confusion may be due to stress response
    (Bellelli et al. 2021). Balance and falls history will cover physical
    factors. Collateral information from family and/or carers may improve
    symptom and disability reporting.

    Treatment Goals

    The goal of treatment is to reduce falls, preserve cognitive function,
    and treat insomnia. It is important to wean benzodiazepines, as these
    cause ataxia and falls in the elderly (Na et al., 2022). Intervention for
    possible delirium is also crucial, as it is associated with worse outcomes
    and increased death. Non-pharmacological strategies for sleep should be
    emphasized, such as sleep hygiene. Drug therapies can be introduced
    with a change in cognition or function assessed.

    Barriers and Education

    There are many barriers to treatment, such as benzodiazepine
    addiction and the fear of worsening insomnia. Dementia may reduce the
    patient's understanding of risk and the ability to follow through on new
    instructions (Sharma et al. 2025). Social supports may also impact
    change. The PMHNP should educate simply by repeating instructions
    with motivational interviewing strategies. Linking medication use to the
    fall will increase insight and motivation. Involving the caregiver and
    providing written instructions will enhance education and medication
    compliance when adjustments are made.

    Beers Criteria Education

    Beers Criteria education should include the fact that some
    medications are high risk in the elderly due to side effects. Triazolam is
    listed because of its potent hypnotic effect and risk for confusion and
    falling (Bidarolli et al. 2026). The PMHNP should point out that these
    are significant and the reason for the falls. Short statements and images
    will help the patient to better understand. Encouraging the patient to ask
    questions and the teach-back method will confirm that the patient
    understands the need to change medication and is empowered to do so.

    Medication Alternative

    An alternative medication to treat insomnia in the elderly is low-
    dose melatonin, which allows normal sleeping patterns without too
    much sedation and confusion (Sharma et al. 2025). It is less likely to
    cause falls than benzodiazepines, which may cause dizziness and falls
    (Na et al. 2022). The drug should be used with care in persons with
    cognitive impairment to avoid worsening confusion (Sharma et al.
    2025). Melatonin could be combined with behavioral approaches, and
    regular follow-up will maximize effectiveness, enhance safety, and allow
    an effective shift to the new medication.

    NUR 650-CL

    Peer 1. Jessica Bruceta

    Module 7 Discussion

    The group observed was the Alcoholics Anonymous Sabal Palm
    Group, attended on April 27, 2026, through a Zoom meeting based in the
    Kendall area of Miami, Florida. I chose this specific meeting because it
    was accessible virtually, local to Miami-Dade County, and offered an
    opportunity to observe peer recovery support in a familiar community
    setting. Alcoholics Anonymous has been helping individuals with
    alcohol-related problems for more than 80 years and describes its model
    as one alcoholic helping another, with recovery supported through
    shared lived experience and mutual support. Entrance into the group
    appeared simple and low-barrier: individuals needed only a desire to
    address alcohol use or maintain sobriety; no payment, referral,
    diagnosis, insurance, or formal intake was required. The group
    demographics appeared mixed, with approximately 15–20 members,
    including adults ranging from young adulthood to older adulthood, both
    men and women, and a racially and ethnically diverse membership
    reflective of the Kendall/Miami community. The organization’s goal was
    to provide a safe, confidential, supportive space where members could
    discuss recovery, maintain abstinence, reduce isolation, and receive
    encouragement from others with lived experience. Objectively, the
    group appeared effective in meeting client needs because it offered
    structure, emotional support, accountability, and immediate access,
    which are important because mutual-help groups remain an integral and
    free recovery resource within the U.S. substance use treatment system
    (Hai et al., 2022). Two therapeutic factors observed were universality
    and instillation of hope. Universality was evident when members shared
    similar struggles with cravings, relapse fears, shame, and rebuilding
    relationships, helping others feel less alone. Instillation of hope was
    present when members with longer sobriety encouraged newer

    participants by sharing realistic examples of recovery progress. The
    group process was effective because the leadership style was calm, peer-
    led, respectful, and structured, with clear norms around confidentiality,
    taking turns, and avoiding judgment. No major patient management
    issues were observed; when one participant became emotional, the group
    responded supportively without interrupting or trying to “fix” the
    person. I felt the group was welcoming, humble, and surprisingly
    powerful in its simplicity. It enriched my understanding of recovery by
    showing that peer connection can sometimes reach people in ways
    formal treatment cannot. I would refer future clients to this group as an
    adjunct to clinical care, especially because online recovery meetings
    may improve access and appeal to individuals earlier in recovery (Timko
    et al., 2022).

    Peer 2. Geslande Dessalines

    I attended the Hope for Newcomers Al-Anon Family Group via
    Zoom on April 26, 2026, at 11:00 AM. I chose this meeting because,
    among the various support groups I explored this semester, Al-Anon
    resonated most deeply with my personal experiences related to the
    substance use of my ex-fiancé and my brother. While I had previously
    attended a different Al-Anon meeting, I wanted to broaden my
    perspective by observing another group. Al-Anon is a mutual support
    program founded in 1951 for individuals affected by another person’s
    alcohol use, emphasizing shared experiences, coping strategies, and
    emotional support (Al-Anon Family Groups, 2026). Membership is open
    to anyone concerned about another person’s drinking, regardless of
    whether the individual with alcohol use disorder is actively seeking
    treatment, making the program highly accessible and inclusive (Al-Anon
    Family Groups, 2026).

    The meeting I attended included approximately 30 participants from
    diverse geographic regions, including the United States, Canada, Puerto

    Rico, and Bermuda. The group appeared to include a mix of adults in
    their 20s-60s, mostly women, and fairly diverse in ethnic backgrounds.
    The primary goal of Al-Anon is to help members develop healthier
    coping mechanisms, reduce emotional distress, and foster personal
    growth despite living with or being affected by someone else’s substance
    use (personal communication, April 26, 2026). One participant shared
    that the program helped them “focus on what I can control, like my
    reactions and my peace, rather than trying to fix my loved one”
    (personal communication, April 26, 2026), which aligns with the
    organization’s emphasis on detachment with love and self-care.

    From an objective standpoint, the group appeared effective in
    meeting participants’ emotional and psychological needs. The structured
    yet supportive environment allowed members to share openly without
    fear of judgment, which is consistent with therapeutic group principles
    (Tusaie & Fitzpatrick, 2016). The meeting fostered a sense of safety and
    consistency, both of which are essential for individuals coping with
    chronic stressors like a loved one’s addiction. Additionally, the virtual
    format increased accessibility, which is particularly relevant in modern
    mental health care delivery (Wheeler, 2020).

    Two key therapeutic factors observed during the session were
    universality and instillation of hope. Universality was evident as
    participants shared similar struggles, reducing feelings of isolation and
    stigma. Hearing others articulate nearly identical emotional experiences,
    such as guilt, frustration, and helplessness, helped normalize these
    feelings, a process known to be therapeutic in group settings (Wheeler,
    2020). Instillation of hope was also prominent with several long-term
    members sharing their progress in setting boundaries and achieving
    emotional stability. These testimonies appeared to encourage newer
    members by demonstrating that change and personal growth are possible
    over time. Such factors are foundational to effective group
    psychotherapy and are associated with improved coping outcomes
    (Tusaie & Fitzpatrick, 2016).

    The group process itself was well managed. There was a clear
    leader who maintained structure, guided discussion, and ensured

    adherence to group norms. This was particularly important given the
    relatively large number of participants. The leader effectively addressed
    minor patient management issues, such as multiple individuals speaking
    simultaneously, by reminding participants to remain muted until it was
    their turn. This demonstrated appropriate limit-setting and helped
    maintain a respectful and organized environment, which is critical in
    large therapeutic groups (Wheeler, 2020).

    Personally, I found the experience both meaningful and enriching.
    Listening to others describe how they learned to live without being
    consumed by worry or judgment toward their loved ones was especially
    impactful. One participant shared that they “finally feel free to live my
    own life without guilt” (personal communication, April 26, 2026), which
    resonated deeply with my own journey. This perspective helped me
    reframe my understanding of support, not as control or sacrifice, but as
    maintaining personal boundaries while still caring for others.

    Overall, I would confidently refer future clients to Al-Anon. The
    program offers a supportive, accessible, and evidence-informed
    approach to coping with the challenges of a loved one’s substance use.
    Its emphasis on shared experience, emotional validation, and personal
    growth aligns well with psychiatric nursing principles and provides
    meaningful adjunctive support to formal treatment modalities.

  • [Solved] Nursing

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    pptassign7C.png](https://www.sweetstudy.com/files/pptassign7c-png "pptassign7C.png")
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    pptassign7rubric.png](https://www.sweetstudy.com/files/pptassign7rubric-png "pptassign7rubric.png")

  • [Solved] case study

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  • [Solved] Healthcare program

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    what is a health care program?

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    what is a health care program?

  • [Solved] Advanced pathology 1

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    **General Instructions** The purpose of this discussion is to examine disease processes associated with a client scenario following the instructions below. The course faculty will reveal the disease process at the end of the week. **Step 1:** Carefully read the following client scenario: _Wilbur, a …

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    **General Instructions**

    The purpose of this discussion is to examine disease processes associated with a client scenario following the instructions below. The course faculty will reveal the disease process at the end of the week.

    **Step 1:** Carefully read the following client scenario:

    _Wilbur, a 55-year-old male client, presents to the NP complaining of a flat, purple-colored rash on his back and chest. Wilbur states the rash is not painful or itchy. He states it has been there for months, and he has also developed a white coating on his tongue and has “been sick a lot lately.”_

    **Step 2:** Identify your assigned disease process from the chart below. Your assigned disease process is based on the first letter of your last name.

    **Last NameDisease Process**

    A – HCondition: Allergies

    I – PCondition: Human Immunodeficiency Virus (HIV)

    Q – ZCondition: Systemic Lupus Erythematosus (SLE)

    **Step 3:** Answer the discussion prompts below with explanation and detail, providing complete references for all citations.

    **Step 4:** Reply to a peer with a different assigned condition.

    Include the following sections:

    1. **Application of Course Knowledge:** Answer all questions/criteria with explanations and detail.

    1. Discuss the underlying pathophysiological mechanisms of your assigned disease process. Which clinical manifestations observed in Wilbur’s case may be explained by the pathophysiological mechanisms?
    2. Analyze Wilbur’s clinical manifestations as they relate to your assigned disease process. Do these findings support your assigned disease process? Why or why not?
    3. Identify and justify the diagnostic tests (including labs, imaging, or other diagnostic tests) that may be most appropriate for investigating your assigned disease process as the diagnosis for Wilbur. Discuss anticipated test results.
    4. Compare and contrast your response with a peer assigned to a different condition. Does their condition fit Wilbur’s case? Why or why not? Explain your rationale.

    2. **Integration of Evidence:** Integrate relevant scholarly sources as defined by program expectations:

    1. Cite a scholarly source in the initial post.
    2. Cite a scholarly source in one faculty response post.
    3. Cite a scholarly source in one peer post.
    4. Accurately analyze, synthesize, and/or apply principles from evidence with no more than one short quote (15 words or less) for the week.
    5. Include a minimum of two different scholarly sources per week. Cite all references and provide references for all citations.

  • [Solved] Wk10 comprehensive eval

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    submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate primary diagnosis. Incorporate the following into your responses in the template: – **Subjective:** What details did the patient provide regarding their chief complaint …

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    submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate primary diagnosis.

    Incorporate the following into your responses in the template:

    – **Subjective:** What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
    – **Objective:** What observations did you make during the psychiatric assessment?
    – **Assessment:** Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5-TR criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
    – **Reflection notes:** What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

  • [Solved] Nursing assignment due!

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    complete this assignment following the instructions and rubric attached. **files (1)** – ## wk10assignment.docx **## wk10assignment.docx** **Instructions:** · Select a DNP project that uses both quantitative and qualitative methods to summarize the results from the options provided. · Review the req…

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    complete this assignment following the instructions and rubric attached.

    **files (1)**

    – ## wk10assignment.docx

    **## wk10assignment.docx**

    **Instructions:**

    · Select a DNP project that uses both quantitative and qualitative methods to summarize the results from the options provided.

    · Review the required Learning Resources regarding how to summarize results.

    · Consider how the findings reflect the practice-focused question in the selected project.

    **The Assignment**

    Critique a DNP project that used both quantitative and qualitative methods and summarize the results.

    Link the results of both quantitative and qualitative findings to the practice-focused question in the DNP project.

    Your Assignment should total no more than 5-7 pages, plus your title page and reference page.

    Required Resourses: (Quality improvement project assignment options)

    · Frazier, M. C. (2023).
    [Examining the lived experience of secondary traumatic stress in emergency room nurses: A mixed methods studyLinks to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/examining-lived-experience-secondary-traumatic/docview/2919214242/sem-2?accountid=14872)(Publication No. 30816304) [Doctoral dissertation, Saint Louis University]. ProQuest Dissertations and Theses Global.

    · Karamichos, S. (2023).
    [The professional identity of the nurse practitioner: A mixed methods studyLinks to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/professional-identity-nurse-practitioner-mixed/docview/2848659726/sem-2?accountid=14872) (Publication No. 30634134) [Doctoral dissertation, Oklahoma City University]. ProQuest Dissertations and Theses Global.

    · Rampersad, M. (2023).
    [Oncology nurses, compassion fatigue and general health: A mixed-methods studyLinks to an external site.](https://scholarworks.waldenu.edu/dissertations/11819). Walden University. https://scholarworks.waldenu.edu/dissertations/11819/

    · Document:
    Simons, A. (2023).
    [Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization](https://waldenu.instructure.com/courses/216680/files/18029326?wrap=1) [Download Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization](https://waldenu.instructure.com/courses/216680/files/18029326/download?download_frd=1). Walden University.

    Required readings: (at least 3 references)

    · Bangura, F. (2024).
    [Development and evaluation of a nurse practitioner–directed intentional rounding strategy, and its impact on decreasing falls in a veterans long-term care facilityLinks to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/development-evaluation-nurse-practitioner/docview/2954139015/sem-2?accountid=14872) (Publication No. 30991997) [Doctoral dissertation, Wilmington University]. ProQuest Dissertations and Theses Global.

    · Khoja, A., & Moosa, L. (2023).
    [Impact of tailored interventions for patient safety (TIPS) to reduce fall rates\
    Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=163143819&site=eds-live&scope=site&custid=s6527200). MEDSURG Nursing, 32(2), 89–93.

    · Tzeng, H.-M., & Yin, C.-Y. (2017).
    [A multihospital survey on effective interventions to prevent hospital falls in adults\
    Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=126865180&site=eds-live&scope=site&custid=s6527200). Nursing Economics, 35(6), 304–313.

    Rubric:

    | | | |
    | — | — | — |
    | Critiqued the results of the quantitative methods used in the selected DNP project. | **68 to >58.0 ptsExcellent** The response comprehensively and clearly describes the patient care delivery gap or problem. The response comprehensively and clearly includes metrics and data for support.<br> <br>**58 to >48.0 ptsGood** The response clearly describes the patient care delivery gap or problem. The response clearly includes metrics and data for support.<br> <br>**48 to >38.0 ptsFair** The response inaccurately or vaguely describes the patient care delivery gap or problem. The response inaccurately or vaguely includes metrics and data for support.<br> <br>**38 to >0 ptsPoor** The response vaguely or inaccurately describes the patient care delivery gap or problem, or it is missing. The response includes inaccurate and vague metrics and data, or it is missing. | 68 pts |
    | This criterion is linked to a Learning OutcomeSummarized results of the qualitative methods used in a selected DNP project. | **68 to >58.0 ptsExcellent** The response comprehensively and clearly describes the gap or problem by addressing the type of indicators. The response includes relevant, specific, and appropriate examples that fully support the identification.<br> <br>**58 to >48.0 ptsGood** The response clearly describes the gap or problem by addressing the type of indicators. The response includes relevant, specific, and accurate examples that support the identification.<br> <br>**48 to >38.0 ptsFair** The response inaccurately or vaguely describes the gap or problem by addressing the type of indicators. The response includes inaccurate and irrelevant examples that may support the identification.<br> <br>**38 to >0 ptsPoor** The response inaccurately and vaguely describes the gap or problem by addressing the type of indicators, or it is missing. The response includes inaccurate and vague examples that do not support the identification, or it is missing. | 68 pts |
    | This criterion is linked to a Learning OutcomeIdentified the connection between the results of the findings and the practice-focused questions in the DNP project. | **34 to >29.0 ptsExcellent** The response comprehensively and clearly identifies the connection between the results of the findings and the practice-focused question/s in the scholarly project.<br> <br>**29 to >27.0 ptsGood** The response includes examples that support the connection between the results of the findings and the practice-focused question/s in the scholarly project.<br> <br>**27 to >26.0 ptsFair** The response inaccurately or vaguely identifies the connection between the results of the findings and the practice-focused question/s in the scholarly project.<br> <br>**26 to >0 ptsPoor** The response does not describe the connection between the results of the findings and the practice-focused question/s in the scholarly project. | 34 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting—Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. | **10 to >8.0 ptsExcellent** Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.<br> <br>**8 to >7.0 ptsGood** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.<br> <br>**7 to >6.0 ptsFair** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic.<br> <br>**6 to >0 ptsPoor** Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided. | 10 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English Writing Standards: Correct grammar, mechanics, and proper punctuation | **10 to >8.0 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**8 to >7.0 ptsGood** Contains a few (1 or 2) grammar, spelling, and punctuation errors.<br> <br>**7 to >6.0 ptsFair** Contains several (3 or 4) grammar, spelling, and punctuation errors.<br> <br>**6 to >0 ptsPoor** Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 10 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting—The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. | **10 to >8.0 ptsExcellent** Uses correct APA format with no errors.<br> <br>**8 to >7.0 ptsGood** Contains a few (1 or 2) APA format errors.<br> <br>**7 to >6.0 ptsFair** Contains several (3 or 4) APA format errors.<br> <br>**6 to >0 ptsPoor** Contains many (≥ 5) APA format errors. | 10 pts |

    Total Points: 200

    **## wk10assignment.docx**

    **Instructions:**

    · Select a DNP project that uses both quantitative and qualitative methods to summarize the results from the options provided.

    · Review the required Learning Resources regarding how to summarize results.

    · Consider how the findings reflect the practice-focused question in the selected project.

    **The Assignment**

    Critique a DNP project that used both quantitative and qualitative methods and summarize the results.

    Link the results of both quantitative and qualitative findings to the practice-focused question in the DNP project.

    Your Assignment should total no more than 5-7 pages, plus your title page and reference page.

    Required Resourses: (Quality improvement project assignment options)

    · Frazier, M. C. (2023).
    [Examining the lived experience of secondary traumatic stress in emergency room nurses: A mixed methods studyLinks to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/examining-lived-experience-secondary-traumatic/docview/2919214242/sem-2?accountid=14872)(Publication No. 30816304) [Doctoral dissertation, Saint Louis University]. ProQuest Dissertations and Theses Global.

    · Karamichos, S. (2023).
    [The professional identity of the nurse practitioner: A mixed methods studyLinks to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/professional-identity-nurse-practitioner-mixed/docview/2848659726/sem-2?accountid=14872) (Publication No. 30634134) [Doctoral dissertation, Oklahoma City University]. ProQuest Dissertations and Theses Global.

    · Rampersad, M. (2023).
    [Oncology nurses, compassion fatigue and general health: A mixed-methods studyLinks to an external site.](https://scholarworks.waldenu.edu/dissertations/11819). Walden University. https://scholarworks.waldenu.edu/dissertations/11819/

    · Document:
    Simons, A. (2023).
    [Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization](https://waldenu.instructure.com/courses/216680/files/18029326?wrap=1) [Download Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization](https://waldenu.instructure.com/courses/216680/files/18029326/download?download_frd=1). Walden University.

    Required readings: (at least 3 references)

    · Bangura, F. (2024).
    [Development and evaluation of a nurse practitioner–directed intentional rounding strategy, and its impact on decreasing falls in a veterans long-term care facilityLinks to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/development-evaluation-nurse-practitioner/docview/2954139015/sem-2?accountid=14872) (Publication No. 30991997) [Doctoral dissertation, Wilmington University]. ProQuest Dissertations and Theses Global.

    · Khoja, A., & Moosa, L. (2023).
    [Impact of tailored interventions for patient safety (TIPS) to reduce fall rates\
    Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=163143819&site=eds-live&scope=site&custid=s6527200). MEDSURG Nursing, 32(2), 89–93.

    · Tzeng, H.-M., & Yin, C.-Y. (2017).
    [A multihospital survey on effective interventions to prevent hospital falls in adults\
    Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=126865180&site=eds-live&scope=site&custid=s6527200). Nursing Economics, 35(6), 304–313.

    Rubric:

    | | | |
    | — | — | — |
    | Critiqued the results of the quantitative methods used in the selected DNP project. | **68 to >58.0 ptsExcellent** The response comprehensively and clearly describes the patient care delivery gap or problem. The response comprehensively and clearly includes metrics and data for support.<br> <br>**58 to >48.0 ptsGood** The response clearly describes the patient care delivery gap or problem. The response clearly includes metrics and data for support.<br> <br>**48 to >38.0 ptsFair** The response inaccurately or vaguely describes the patient care delivery gap or problem. The response inaccurately or vaguely includes metrics and data for support.<br> <br>**38 to >0 ptsPoor** The response vaguely or inaccurately describes the patient care delivery gap or problem, or it is missing. The response includes inaccurate and vague metrics and data, or it is missing. | 68 pts |
    | This criterion is linked to a Learning OutcomeSummarized results of the qualitative methods used in a selected DNP project. | **68 to >58.0 ptsExcellent** The response comprehensively and clearly describes the gap or problem by addressing the type of indicators. The response includes relevant, specific, and appropriate examples that fully support the identification.<br> <br>**58 to >48.0 ptsGood** The response clearly describes the gap or problem by addressing the type of indicators. The response includes relevant, specific, and accurate examples that support the identification.<br> <br>**48 to >38.0 ptsFair** The response inaccurately or vaguely describes the gap or problem by addressing the type of indicators. The response includes inaccurate and irrelevant examples that may support the identification.<br> <br>**38 to >0 ptsPoor** The response inaccurately and vaguely describes the gap or problem by addressing the type of indicators, or it is missing. The response includes inaccurate and vague examples that do not support the identification, or it is missing. | 68 pts |
    | This criterion is linked to a Learning OutcomeIdentified the connection between the results of the findings and the practice-focused questions in the DNP project. | **34 to >29.0 ptsExcellent** The response comprehensively and clearly identifies the connection between the results of the findings and the practice-focused question/s in the scholarly project.<br> <br>**29 to >27.0 ptsGood** The response includes examples that support the connection between the results of the findings and the practice-focused question/s in the scholarly project.<br> <br>**27 to >26.0 ptsFair** The response inaccurately or vaguely identifies the connection between the results of the findings and the practice-focused question/s in the scholarly project.<br> <br>**26 to >0 ptsPoor** The response does not describe the connection between the results of the findings and the practice-focused question/s in the scholarly project. | 34 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting—Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. | **10 to >8.0 ptsExcellent** Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.<br> <br>**8 to >7.0 ptsGood** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.<br> <br>**7 to >6.0 ptsFair** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic.<br> <br>**6 to >0 ptsPoor** Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided. | 10 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English Writing Standards: Correct grammar, mechanics, and proper punctuation | **10 to >8.0 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**8 to >7.0 ptsGood** Contains a few (1 or 2) grammar, spelling, and punctuation errors.<br> <br>**7 to >6.0 ptsFair** Contains several (3 or 4) grammar, spelling, and punctuation errors.<br> <br>**6 to >0 ptsPoor** Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 10 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting—The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. | **10 to >8.0 ptsExcellent** Uses correct APA format with no errors.<br> <br>**8 to >7.0 ptsGood** Contains a few (1 or 2) APA format errors.<br> <br>**7 to >6.0 ptsFair** Contains several (3 or 4) APA format errors.<br> <br>**6 to >0 ptsPoor** Contains many (≥ 5) APA format errors. | 10 pts |

    Total Points: 200

  • [Solved] NUR670 PP

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  • [Solved] cjp 1 ms3

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    **files (2)** – ## NURS481LClinicalJudgmentPlan.docx – HCAFLORIDAKENDALLHOSPITALCOCKN.pdf **## NURS481LClinicalJudgmentPlan.docx** **Clinical Judgement Plan** **Instructor:** **DATE Care Provided and UNIT:** Student Name Clinical Judgement Plan West Coast University Professor Name Date **Social Hist…

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    **files (2)**

    – ## NURS481LClinicalJudgmentPlan.docx

    – HCAFLORIDAKENDALLHOSPITALCOCKN.pdf

    **## NURS481LClinicalJudgmentPlan.docx**

    **Clinical Judgement Plan**

    **Instructor:**

    **DATE Care Provided and UNIT:**

    Student Name

    Clinical Judgement Plan

    West Coast University

    Professor Name

    Date

    **Social History**

    **Patient Information**

    Patient Initials:

    Admission Date:

    Chief Complaint:

    Age & Gender:

    Admission Weight:

    Allergies:

    Code Status:

    Living Will/ DPOA:

    **History of Present Illness (HPI)**

    **Admitting Diagnosis & Pathophysiology**

    **Medical History & Pathophysiology**

    **Surgical History & Pathophysiology**

    **Erikson’s Developmental Stage Related to Patient (1) *List and discuss specific stage (based on objective assessment)**

    **Social Determinants of Health**

    Ethnicity

    Occupation

    Religion

    Family support

    Insurance

    3 Psychosocial Considerations/Concerns

    **Teaching Assessment and Client Education**

    **Interprofessional Consults and Multidisciplinary Plan**

    **Discharge Planning**

    **Lab Tests with Values**

    (Include normal ranges, dates, and rationales of abnormal results)

    | | | | | |
    | — | — | — | — | — |
    | **Lab Tests or**<br>**Diagnostic Tests** | **Normal Ranges** | **Admission Lab Values** | **Current Lab Values** | **Explain Abnormal Results**<br>**R/T Your Patient**<br>**(USE additional pages at the end of template WHEN NEEDED)** |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |

    **Diagnostics**

    (3) Relevant Diagnostic Procedures with Results

    **(2) Medications**

    **Medication Name**

    Include Generic name, Trade name, and Medication Class.

    Include OTC, herbal (non-pharmacological items) and PRN medications given during clinical

    **Dose**

    **Route**

    **Frequency**

    **Purpose of Medication for Your Patient**

    **Mechanism of Action**

    **Side Effects/**

    **Adverse Reactions**

    **Nursing Considerations Specific to Your Patient/Teaching**

    **Physical Assessment/Review of Systems**

    **HEENT**

    **Hormone Regulation/Reproduction/**

    **Endocrine (13)**

    **IV Lines/Drains/Tubes**

    **Psychosocial (14)**

    **Vital Signs/Height/Weight (4)**

    Temp:

    HR:

    BP:

    RR:

    SpO2:

    Pain:

    Height:

    Weight:

    **Respiratory (7)**

    **Cardiovascular (6)**

    **Neurological (5)**

    **Genitourinary (GU) (10)**

    **Musculoskeletal and Activity (11)**

    **Hydration/Nutrition (8) and Gastrointestinal (GI) (9)**

    **Integumentary (12)**

    Responding

    Observation

    Interpreting

    Implement

    Planning

    Analysis

    Assessment

    **Take Action**

    **Generate Solutions**

    **Prioritize Hypotheses**

    **Analyze Cues**

    **Recognize Cues**

    Evaluate

    **Evaluation**

    1.

    2.

    3.

    4.

    **Reference Page**

    **HCAFLORIDAKENDALLHOSPITALCOCKN.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/hcafloridakendallhospitalcockn-pdf)

    **HCAFLORIDAKENDALLHOSPITALCOCKN.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/hcafloridakendallhospitalcockn-pdf)

    **## NURS481LClinicalJudgmentPlan.docx**

    **Clinical Judgement Plan**

    **Instructor:**

    **DATE Care Provided and UNIT:**

    Student Name

    Clinical Judgement Plan

    West Coast University

    Professor Name

    Date

    **Social History**

    **Patient Information**

    Patient Initials:

    Admission Date:

    Chief Complaint:

    Age & Gender:

    Admission Weight:

    Allergies:

    Code Status:

    Living Will/ DPOA:

    **History of Present Illness (HPI)**

    **Admitting Diagnosis & Pathophysiology**

    **Medical History & Pathophysiology**

    **Surgical History & Pathophysiology**

    **Erikson’s Developmental Stage Related to Patient (1) *List and discuss specific stage (based on objective assessment)**

    **Social Determinants of Health**

    Ethnicity

    Occupation

    Religion

    Family support

    Insurance

    3 Psychosocial Considerations/Concerns

    **Teaching Assessment and Client Education**

    **Interprofessional Consults and Multidisciplinary Plan**

    **Discharge Planning**

    **Lab Tests with Values**

    (Include normal ranges, dates, and rationales of abnormal results)

    | | | | | |
    | — | — | — | — | — |
    | **Lab Tests or**<br>**Diagnostic Tests** | **Normal Ranges** | **Admission Lab Values** | **Current Lab Values** | **Explain Abnormal Results**<br>**R/T Your Patient**<br>**(USE additional pages at the end of template WHEN NEEDED)** |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |

    **Diagnostics**

    (3) Relevant Diagnostic Procedures with Results

    **(2) Medications**

    **Medication Name**

    Include Generic name, Trade name, and Medication Class.

    Include OTC, herbal (non-pharmacological items) and PRN medications given during clinical

    **Dose**

    **Route**

    **Frequency**

    **Purpose of Medication for Your Patient**

    **Mechanism of Action**

    **Side Effects/**

    **Adverse Reactions**

    **Nursing Considerations Specific to Your Patient/Teaching**

    **Physical Assessment/Review of Systems**

    **HEENT**

    **Hormone Regulation/Reproduction/**

    **Endocrine (13)**

    **IV Lines/Drains/Tubes**

    **Psychosocial (14)**

    **Vital Signs/Height/Weight (4)**

    Temp:

    HR:

    BP:

    RR:

    SpO2:

    Pain:

    Height:

    Weight:

    **Respiratory (7)**

    **Cardiovascular (6)**

    **Neurological (5)**

    **Genitourinary (GU) (10)**

    **Musculoskeletal and Activity (11)**

    **Hydration/Nutrition (8) and Gastrointestinal (GI) (9)**

    **Integumentary (12)**

    Responding

    Observation

    Interpreting

    Implement

    Planning

    Analysis

    Assessment

    **Take Action**

    **Generate Solutions**

    **Prioritize Hypotheses**

    **Analyze Cues**

    **Recognize Cues**

    Evaluate

    **Evaluation**

    1.

    2.

    3.

    4.

    **Reference Page**

    **HCAFLORIDAKENDALLHOSPITALCOCKN.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/hcafloridakendallhospitalcockn-pdf)

    **## NURS481LClinicalJudgmentPlan.docx**

    **Clinical Judgement Plan**

    **Instructor:**

    **DATE Care Provided and UNIT:**

    Student Name

    Clinical Judgement Plan

    West Coast University

    Professor Name

    Date

    **Social History**

    **Patient Information**

    Patient Initials:

    Admission Date:

    Chief Complaint:

    Age & Gender:

    Admission Weight:

    Allergies:

    Code Status:

    Living Will/ DPOA:

    **History of Present Illness (HPI)**

    **Admitting Diagnosis & Pathophysiology**

    **Medical History & Pathophysiology**

    **Surgical History & Pathophysiology**

    **Erikson’s Developmental Stage Related to Patient (1) *List and discuss specific stage (based on objective assessment)**

    **Social Determinants of Health**

    Ethnicity

    Occupation

    Religion

    Family support

    Insurance

    3 Psychosocial Considerations/Concerns

    **Teaching Assessment and Client Education**

    **Interprofessional Consults and Multidisciplinary Plan**

    **Discharge Planning**

    **Lab Tests with Values**

    (Include normal ranges, dates, and rationales of abnormal results)

    | | | | | |
    | — | — | — | — | — |
    | **Lab Tests or**<br>**Diagnostic Tests** | **Normal Ranges** | **Admission Lab Values** | **Current Lab Values** | **Explain Abnormal Results**<br>**R/T Your Patient**<br>**(USE additional pages at the end of template WHEN NEEDED)** |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |

    **Diagnostics**

    (3) Relevant Diagnostic Procedures with Results

    **(2) Medications**

    **Medication Name**

    Include Generic name, Trade name, and Medication Class.

    Include OTC, herbal (non-pharmacological items) and PRN medications given during clinical

    **Dose**

    **Route**

    **Frequency**

    **Purpose of Medication for Your Patient**

    **Mechanism of Action**

    **Side Effects/**

    **Adverse Reactions**

    **Nursing Considerations Specific to Your Patient/Teaching**

    **Physical Assessment/Review of Systems**

    **HEENT**

    **Hormone Regulation/Reproduction/**

    **Endocrine (13)**

    **IV Lines/Drains/Tubes**

    **Psychosocial (14)**

    **Vital Signs/Height/Weight (4)**

    Temp:

    HR:

    BP:

    RR:

    SpO2:

    Pain:

    Height:

    Weight:

    **Respiratory (7)**

    **Cardiovascular (6)**

    **Neurological (5)**

    **Genitourinary (GU) (10)**

    **Musculoskeletal and Activity (11)**

    **Hydration/Nutrition (8) and Gastrointestinal (GI) (9)**

    **Integumentary (12)**

    Responding

    Observation

    Interpreting

    Implement

    Planning

    Analysis

    Assessment

    **Take Action**

    **Generate Solutions**

    **Prioritize Hypotheses**

    **Analyze Cues**

    **Recognize Cues**

    Evaluate

    **Evaluation**

    1.

    2.

    3.

    4.

    **Reference Page**

    **HCAFLORIDAKENDALLHOSPITALCOCKN.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/hcafloridakendallhospitalcockn-pdf)