Shadow Health Focused Exam Chest Pain
Shadow Health Focused Exam Chest Pain In this assignment you will conduct a focused exam on a patient presenting with chest pain and requiring emergency intervention. Interview the patient, assess the related body systems, and then complete post-exam activities. Within the Shadow Health platform, complete Focused Exam: Chest Pain. On average, this assignment should take 75 minutes to complete. Students may need additional time. You can attempt this assignment as many times as you would like. After completing this focused exam, you will be awarded a Digital Clinical Experience (DCE) score. The DCE score will appear on your Lab Pass which you will submit to the classroom drop box. The DCE score will be used as your percentage grade for this assignment. You are not required to submit this assignment to LopesWrite. Expert Answer Place your order now for a similar assignment and get fast, affordable and best quality work written by our expert level assignment writers.Use Coupon: NEW30 to Get 30% OFF Your First Order Shadow Health Focused Exam: Chest Pain – Complete Student Guide for Brian Foster Assessment The Shadow Health Focused Exam: Chest Pain featuring Brian Foster is a comprehensive digital clinical experience designed to develop nursing students’ assessment skills in cardiovascular health. This virtual simulation provides a realistic patient encounter that helps students master the critical competencies needed for chest pain evaluation in clinical practice. With chest pain being one of the most common presenting complaints in healthcare settings, mastering this assessment is crucial for nursing students. According to recent statistics, 50% of new graduate nurses said they would not recognize life-threatening complications, making thorough preparation through platforms like Shadow Health essential for practice readiness. Understanding Shadow Health Platform What is Shadow Health? Founded in Gainesville, Florida in 2011, Shadow Health claims to offer web-based clinical learning environments for students and faculty in the fields of nursing and healthcare. The platform provides Digital Standardized Patients™ (DSPs) that offer consistent, standardized learning experiences for nursing students. Platform Benefits Research shows that Shadow Health Digital Clinical Experiences™ help 82% of learners increase efficiency, with improvements in: Data collection skills Therapeutic communication Care planning abilities Clinical reasoning development Key Features Feature Description Student Benefit Digital Standardized Patients Interactive virtual patients with realistic responses Consistent learning experience Real-time Feedback Immediate assessment of performance Quick skill improvement Comprehensive Documentation Complete charting and SOAP note practice Real-world preparation Repeatable Scenarios Multiple attempts for skill mastery Enhanced confidence Brian Foster Case Overview Patient Background Brian Foster is a middle-aged male presenting with chest pain complaints in the Shadow Health simulation. This case is specifically designed to help students develop competencies in: Cardiovascular assessment techniques Pain assessment methodologies Risk factor identification Clinical reasoning skills Learning Objectives Students completing the Brian Foster chest pain focused exam will demonstrate ability to: Conduct systematic cardiovascular assessments Differentiate between cardiac and non-cardiac chest pain Perform appropriate physical examination techniques Document findings using professional healthcare terminology Develop differential diagnoses based on assessment data Complete Assessment Framework Primary Assessment Components The Shadow Health focused exam chest pain assessment follows a structured approach: 1. Chief Complaint Establishment Identify primary reason for visit Document patient’s own words Establish timeline of symptoms 2. History of Present Illness (HPI) Utilize the PQRST method for comprehensive pain assessment: Component Assessment Focus Key Questions Palliating/Provoking What makes it better/worse? Activity, rest, medications Quality How does it feel? Sharp, dull, crushing, burning Radiation/Region Where is the pain? Location, spreading patterns Severity Pain scale rating 0-10 numeric scale Timing When does it occur? Onset, duration, frequency 3. Past Medical History Previous cardiac events Surgical history Hospitalizations Current medications 4. Social History Smoking status Alcohol consumption Exercise habits Stress levels 5. Family History Cardiovascular disease Diabetes Hypertension Sudden cardiac death Subjective Data Collection Essential Interview Techniques Opening Questions Start with open-ended questions to encourage patient narrative: “Tell me about the chest pain you’ve been experiencing” “When did you first notice this discomfort?” “Describe what the pain feels like” Follow-up Questions Based on initial responses, ask specific clarifying questions: Pain Characteristics: Location: “Point to exactly where you feel the pain” Quality: “Is it sharp, dull, pressure-like, or burning?” Intensity: “On a scale of 0-10, how would you rate your pain?” Associated Symptoms: Shortness of breath Nausea or vomiting Diaphoresis (sweating) Dizziness or lightheadedness Palpitations Timing and Triggers: Relationship to physical activity Emotional stress factors Time of day patterns Duration of episodes Documentation Tips When documenting subjective findings in Shadow Health: Use patient’s exact words when possible Include negative findings (symptoms patient denies) Document pain assessment using PQRST format Note any changes in symptoms over time Objective Data Collection Systematic Physical Examination Vital Signs Assessment Parameter Normal Range Assessment Technique Blood Pressure 120/80 mmHg Both arms, appropriate cuff size Heart Rate 60-100 bpm Apical and radial pulses Respiratory Rate 12-20/min Observe chest movement Temperature 98.6°F (37°C) Oral or tympanic Oxygen Saturation >95% Pulse oximetry Cardiovascular Examination Inspection: General appearance and distress level Skin color and perfusion Jugular venous distention Chest wall abnormalities Palpation: Point of maximal impulse (PMI) Peripheral pulses (radial, brachial, carotid) Lower extremity pulses (femoral, popliteal, dorsalis pedis, posterior tibial) Chest wall tenderness Auscultation: Heart sounds (S1, S2) Additional sounds (S3, S4, murmurs) Lung sounds Carotid bruits Physical Examination Sequence General Survey Overall appearance Level of distress Positioning preference Chest Inspection Respiratory pattern Use of accessory muscles Chest wall symmetry Cardiac Assessment PMI location and character Heart rate and rhythm Heart sound quality Peripheral Assessment Pulse quality and symmetry Capillary refill Extremity temperature Common Physical Findings Normal Findings Regular heart rate and rhythm Clear lung sounds bilaterally No chest wall tenderness Equal peripheral pulses Abnormal Findings to Recognize Irregular heart rhythms Additional heart sounds Decreased breath sounds Peripheral edema Unequal pulse quality Documentation Requirements SOAP Note Structure Subjective (S) Document patient’s reported symptoms and history: Chief complaint in patient’s words History of present illness using PQRST Past medical history relevant to chest pain Social history (smoking, alcohol, exercise) Family history of cardiovascular disease Objective (O) Record measurable findings:
Benchmark – Human Experience Across the Health-Illness Continuum
Benchmark – Human Experience Across the Health-Illness Continuum Research the health-illness continuum and its relevance to patient care. In a 750-1,000-word paper, discuss the relevance of the continuum to patient care and present a holistic perspective of your current state of health in relation to the wellness spectrum by including the following: Examine the health-illness continuum and discuss why this perspective is important to consider in relation to health and the human experience when caring for patients. Explain how understanding the health-illness continuum enables you, as a health care provider, to better promote the value and dignity of individuals or groups and to serve others in ways that promote human flourishing and are consistent with the Christian worldview. Reflect on your overall state of health from a holistic perspective. Discuss what behaviors support or detract from your health, well-being, and self-care. Explain where you currently fall on the health-illness continuum. Describe how you might improve your self-care practices and overall wellness using evidence-based strategies. Discuss at least two specific options and resources available to you in your community or virtually to help you move toward wellness on the health-illness spectrum. Describe how these would assist in moving you toward wellness (managing a chronic disease, recovering from an illness, self-actualization, etc.). You are required to cite a minimum of three peer-reviewed sources to complete this assignment. Sources must be published within the past 5 years, appropriate for the assignment criteria, and relevant to nursing practice. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance. Benchmark Information This benchmark assesses the following programmatic competency: RN-BSN 10.1: Understand the human experience across the health-illness continuum. American Association of Colleges of Nursing Core Competencies for Professional Nursing Education This assignment aligns to AACN Core Competencies 10.1, 2.3 ,3.1 ,4.2, 8.4. Expert Answer Human Experience Across the Health-Illness Continuum Health is a condition that exists in a continuum between perfect health and severe disease. The health-illness continuum model recognizes that to be healthy is not just to be well but to be dynamic and whole, and it reflects the interaction of physical, mental, emotional, and spiritual health (Tomczyk et al., 2023). The location of an individual on the continuum can change over time as he or she confronts daily challenges, and they will need special care and changes in their lifestyle. Being able to comprehend this model, healthcare providers will be able to practice a patient-centered approach that will help them promote healing and wholeness. This paper aims to cover the health-illness continuum, its applicability to patient care, and examine personal health holistically. Health-Illness Continuum and Its Significance The health-illness continuum is a theoretical approach in which health is considered a continuum, along with the highest levels of wellness at one end and death at the other. The model was first developed by John W. Travis in 1972 and focuses on the fact that people can shift in one direction or another depending on internal and external influences, such as lifestyle, environment, genetics, and healthcare interventions (Hammer et al., 2025). Such a view is critical to patient care as it would remind the patient that he or she is not healthy or sick but instead on a moving scale. This knowledge makes care more affectionate and holistic as it considers each patient’s situation and intentions. Practically, it enables the providers to customize interventions in order to enhance not just physical health but also emotional and spiritual health. It also promotes preventive care, health promotion, and continuity of care. Promoting Human Dignity and Flourishing Adopting the health-illness continuum prepares healthcare providers to respect and appreciate the dignity and worth of an individual because health is multidimensional and subjective. This model suits the Christian worldview, emphasizing compassion, human value, and service to others (Kaminsky, 2021). Through a holistic perspective of patients (taking into account the physical, emotional, and spiritual aspects), healthcare professionals can be more effective in helping patients on their journey to a more well and human-flourishing state (Nilsson, 2022). The ministry of Jesus Christ was an example of healing beyond the physical body, but one that also encompasses healing of hope and dignity (Kaminsky, 2021). In the same manner, awareness of the continuum can help the providers to provide respectful care based on each patient’s story, struggles, and potential. It also creates a situation when empathy, encouragement, and empowerment are key care delivery factors. Personal Health Reflection and Self-Care In a holistic approach, my health condition is moderately balanced but can be enhanced. Physically, I have a relatively healthy lifestyle with moderate exercising and a balanced diet, but lack of consistent sleep and stress coping damages my health. On an emotional level, I am trying to be as positive as possible, though sometimes work-related tasks cause burnout. On a spiritual level, I meditate and pray, and these practices help me maintain resilience and self-peace. I would classify myself somewhere in the mid-to-high level of wellness on the health-illness continuum since I am functioning well, though not at the optimal wellness level. To improve, I will consider incorporating more evidence-based self-care plans like mindfulness meditation to lower stress levels and having a consistent sleep pattern to increase recuperation and thinking ability. Emotional and spiritual health could also be reinforced by journaling and spiritual devotionals. These habits should be consistent, and they will bring me to the high-level wellness end of the spectrum. Community and Virtual Resources Some local and virtual resources can be used to guide my journey to the ideal wellness on the health-illness continuum. The main source would be the community wellness center, which provides stress management, fitness classes, and nutrition counseling. These services are
In this assignment you will conduct a focused exam on a patient presenting with abdominal pain. Interview the patient, assess the related body systems, and then complete post-exam activities.
In this assignment you will conduct a focused exam on a patient presenting with abdominal pain Shadow Health Focused Exam: Abdominal Pain In this assignment you will conduct a focused exam on a patient presenting with abdominal pain. Interview the patient, assess the related body systems, and then complete post-exam activities. Within the Shadow Health platform, complete Focused Exam: Abdominal Pain. On average, this assignment should 25 minutes to complete. Students may need additional time. You can attempt this assignment as many times as you would like. After completing this focused exam, you will be awarded a Digital Clinical Experience (DCE) score. The DCE score will appear on your Lab Pass which you will submit to the classroom drop box. The DCE score will be used as your percentage grade for this assignment. You are not required to submit this assignment to LopesWrite. Expert Guide Place your order now for a similar assignment and get fast, cheap and best quality work written by our expert level assignment writers.Use Coupon: NEW30 to Get 30% OFF Your First Order How to Conduct a Focused Exam on a Patient Presenting with Abdominal Pain Understanding Abdominal Pain Assessment The Clinical Significance Abdominal pain assessment is a critical nursing skill that requires systematic evaluation and therapeutic communication. Research indicates that less than 50% of patients reporting to their primary care provider with abdominal pain are definitively diagnosed on the initial examination, highlighting the complexity of abdominal assessment. Key Statistics on Abdominal Pain Statistic Percentage Source Patients requiring specialist referral after initial exam >50% RN Journal, 2013 Students showing improved efficiency with virtual simulations 82% Shadow Health Research, 2024 Nursing students rating virtual experiences as realistic >85% OJIN, 2018 Pre-Examination Preparation Essential Equipment and Environment Before conducting your focused exam on a patient presenting with abdominal pain, ensure you have: Stethoscope for auscultation Adequate lighting for visual inspection Comfortable room temperature to prevent patient discomfort Privacy and proper draping materials Documentation tools for recording findings Patient Communication and Consent Effective therapeutic communication begins before the physical examination. Key elements include: Introduction and explanation of the procedure Obtaining informed consent for the examination Establishing rapport through active listening Pain assessment using appropriate scales (0-10) The Four-Step Assessment Process Step 1: Inspection Visual examination is the foundation of abdominal assessment. Abdominal assessment involves inspection, auscultation, palpation, and percussion. This order of physical assessment is important to preserve normal bowel sounds when auscultating. Key Inspection Points: Skin color and texture – Look for discoloration, rashes, or scars Abdominal contour – Note distension, asymmetry, or visible masses Respiratory movement – Observe breathing patterns Visible peristalsis – May indicate obstruction Step 2: Auscultation Always perform auscultation before palpation to avoid altering bowel sounds. Systematic Approach: Four quadrant assessment – Right upper, left upper, right lower, left lower Duration – Listen for 30-60 seconds in each quadrant Sound characteristics – Normal, hyperactive, hypoactive, or absent Bowel Sound Type Frequency Clinical Significance Normal 5-30/minute Healthy peristalsis Hyperactive >30/minute May indicate obstruction or infection Hypoactive <5/minute Possible ileus or medication effects Absent No sounds in 3-5 minutes Serious concern requiring immediate attention Step 3: Palpation Lightly palpate the four quadrants of the abdomen to assess for pain or masses. Palpate the suprapubic area for bladder distention. If the patient reports abdominal pain, palpate that area last. Light Palpation Technique: Use fingertips with gentle pressure (1-2 cm depth) Assess all four quadrants systematically Save painful areas for last to maintain patient cooperation Deep Palpation: Apply 4-6 cm pressure when appropriate Assess for masses, organ enlargement, or tenderness Monitor patient facial expressions for discomfort Step 4: Percussion Percussion helps identify: Organ boundaries and size Fluid accumulation (ascites) Gas-filled structures Solid masses Shadow Health Integration Digital Clinical Experience Benefits Shadow Health Digital Clinical Experiences™ help 82% of learners increase efficiency. Our research-backed program helps improve data collection, therapeutic communication, and care planning. Shadow Health Esther Park Case Study: The Esther Park abdominal pain scenario provides students with: Realistic patient interactions using patented conversation engine Objective data collection practice Documentation skills development Nursing diagnosis formulation Key Learning Objectives for Shadow Health Focused Exam Objective Skill Development Patient Interview Therapeutic communication and history taking Physical Assessment Systematic examination techniques Data Analysis Critical thinking and pattern recognition Care Planning Evidence-based intervention strategies Documentation and Diagnosis Comprehensive Documentation Framework SBAR Format Application: Situation: Patient presentation and chief complaint Background: Relevant medical history and current medications Assessment: Physical findings and vital signs Recommendation: Proposed interventions and follow-up Common Nursing Diagnoses for Abdominal Pain Acute Pain related to inflammatory process Risk for Deficient Fluid Volume related to decreased intake Impaired Comfort related to abdominal distension Anxiety related to unknown diagnosis Assessment Techniques and Best Practices Pain Assessment Strategies Comprehensive Pain Evaluation: Location: “Can you point to where it hurts?” Quality: Sharp, dull, cramping, burning Intensity: 0-10 pain scale Timing: Onset, duration, pattern Aggravating/Alleviating factors Therapeutic Communication Examples Effective Interview Questions: “Tell me about your pain in your own words” “When did you first notice the discomfort?” “What makes the pain better or worse?” “Have you experienced this type of pain before?” Clinical Red Flags and Emergency Situations Immediate Attention Required Finding Possible Condition Action Rigid abdomen Peritonitis Immediate physician notification Absent bowel sounds Intestinal obstruction Emergency assessment Severe rebound tenderness Appendicitis Surgical consultation Pulsatile abdominal mass Aortic aneurysm Immediate intervention Evidence-Based Practice Integration Current Research Applications Physical examination is critical in patient diagnosis and is essential to every clinical encounter with the treating clinician. An abdominal examination clues not only about gastrointestinal and genitourinary conditions but also about abnormalities of other organ systems. Quality Improvement Metrics: Assessment completion time: Target 15-20 minutes Patient comfort scores: >8/10 satisfaction Documentation accuracy: 100% required elements Diagnostic accuracy: Correlation with final diagnosis Technology Integration in Modern Practice Virtual Simulation Advantages Shadow Health Digital Clinical Experience™ Statistics: Student engagement: 95% completion rates Skill retention: 40% improvement over traditional methods Cost effectiveness: 60% reduction in simulation lab requirements Accessibility: 24/7 availability for practice Common Student Challenges and Solutions
Shadow Health Conversation Concept Lab
Shadow Health Conversation Concept Lab In this assignment you will be introduced to the functions of open and closed questions in effective nursing communication. Within the Shadow Health platform, complete the Conversation Concept Lab. The estimated average time to complete this assignment is 40 minutes. Please note, this is an average time. Some students may need additional time. You can attempt this assignment as many times as you would like. After completing this concept lab, you will be awarded a Digital Clinical Experience (DCE) score. The DCE score will appear on your Lab Pass which you will submit to the classroom drop box. The DCE score will be used as your percentage grade for this assignment. You are not required to submit this assignment to LopesWrite. Expert Guide Place your order now for a similar assignment and get fast, cheap and best quality work written by our expert level assignment writers.Use Coupon: NEW30 to Get 30% OFF Your First Order Shadow Health Conversation Concept Lab: Complete Guide & Rachel Adler Case Study The Shadow Health Conversation Concept Lab represents a revolutionary approach to nursing education, providing students with immersive virtual patient interactions that bridge the gap between theoretical knowledge and clinical practice. With over 700,000 nursing students utilizing these Digital Clinical Experiences™ nationwide, Shadow Health has become an essential component of modern healthcare education. This comprehensive guide explores the Shadow Health Conversation Concept Lab, focusing on the popular Rachel Adler case study, providing students, educators, and healthcare professionals with expert insights, practical tips, and evidence-based strategies for maximizing learning outcomes. What is Shadow Health Conversation Concept Lab? Shadow Health Conversation Concept Lab is an innovative virtual simulation platform that allows nursing students to practice therapeutic communication skills with realistic virtual patients. The platform utilizes advanced technology to create lifelike patient encounters, enabling students to develop critical conversation skills essential for effective patient care. Key Features of Shadow Health Platform Feature Description Educational Benefit Virtual Patient Interactions Realistic 3D patient avatars with natural speech patterns Develops communication confidence Real-time Feedback Immediate scoring and suggestions Enhances learning efficiency by 82% Conversation Branching Multiple response pathways based on student choices Teaches clinical decision-making Documentation Practice Integrated charting and note-taking tools Prepares students for real-world documentation Assessment Analytics Detailed performance reports and progress tracking Identifies areas for improvement The Rachel Adler Case Study: A Deep Dive Rachel Adler is one of the most frequently encountered virtual patients in the Shadow Health Conversation Concept Lab. This case study focuses on conducting a comprehensive health assessment through effective therapeutic communication. Patient Profile: Rachel Adler Rachel Adler presents as a 58-year-old female patient seeking an annual physical examination. The case is designed to help students practice: Opening interview techniques Health history gathering Medication reconciliation Social history assessment Closing interview strategies Essential Conversation Elements 1. Opening the Interview The initial approach sets the tone for the entire encounter. Key elements include: Professional introduction: “Hello, I’m [Your Name], your nursing student today.” Purpose clarification: “I understand you’re here for your annual physical.” Comfort assessment: “How are you feeling today?” 2. Primary Health Assessment Questions Question Category Example Questions Purpose Chief Complaint “What brings you in today?” Establishes primary reason for visit Medical History “What medical conditions do you have?” Identifies existing health issues Medications “What medications do you currently take?” Ensures medication safety and compliance Allergies “Do you have any known allergies?” Prevents adverse reactions Social History “Do you smoke or drink alcohol?” Assesses lifestyle risk factors 3. Advanced Communication Techniques Active Listening Strategies: Maintain appropriate eye contact Use reflective statements Ask clarifying questions Summarize patient responses Therapeutic Communication Examples: “Tell me more about that…” “How does that make you feel?” “Can you describe what you mean by…?” Evidence-Based Benefits of Virtual Patient Simulation Recent research demonstrates the significant impact of Shadow Health’s Digital Clinical Experiences on nursing education outcomes: Statistical Performance Improvements Metric Improvement Rate Source Learning Efficiency 82% increase Elsevier Research (2023) Clinical Reasoning Skills Statistically significant improvement ScienceDirect Study (2024) Communication Variables Significant enhancement Virtual Patient Simulation Study Data Collection Accuracy Notable improvement Shadow Health Research Educational Impact Statistics 700,000+ nursing students actively use Shadow Health platforms Research-backed program with peer-reviewed validation Multi-dimensional assessment covering communication, reasoning, and care planning Continuous improvement through data analytics and feedback Step-by-Step Guide: Mastering the Shadow Health Conversation Concept Lab Phase 1: Preparation (5-10 minutes) Review Patient Information Read available background data Identify potential health concerns Prepare relevant questions Set Learning Objectives Define specific communication goals Identify skills to practice Establish performance benchmarks Phase 2: Initial Patient Encounter (15-20 minutes) Professional Introduction State your name and role Explain the purpose of the visit Obtain consent for the interview Establish Rapport Use open-ended questions Demonstrate active listening Show empathy and understanding Phase 3: Comprehensive Assessment (30-40 minutes) Systematic Health History Chief complaint exploration Past medical history Medication review Family history assessment Social history evaluation Physical Assessment Preparation Explain procedures Ensure patient comfort Maintain professional boundaries Phase 4: Documentation and Reflection (10-15 minutes) Accurate Documentation Record objective findings Document patient responses Note assessment findings Self-Reflection Analyze communication effectiveness Identify improvement areas Plan future learning goals Best Practices for Shadow Health Success Communication Excellence Tips Do’s: Use professional, respectful language Ask one question at a time Allow adequate response time Demonstrate cultural sensitivity Practice therapeutic communication techniques Don’ts: Avoid leading questions Don’t interrupt patient responses Avoid medical jargon without explanation Don’t make assumptions Avoid rushing through assessments Technical Optimization Strategies System Requirements Ensure stable internet connection Use recommended browsers Check audio/video settings Clear browser cache regularly Performance Tracking Monitor completion percentages Review feedback consistently Track improvement over time Set realistic goals Common Challenges and Solutions Challenge 1: Low Conversation Scores Solution Strategy: Practice open-ended questioning techniques Focus on therapeutic communication principles Seek feedback from instructors Utilize additional practice resources Challenge 2: Technical Difficulties Solution Strategy: Contact technical support promptly Use recommended system specifications Keep software updated Document technical issues for resolution Challenge 3: Time Management Solution Strategy: Develop systematic interview approaches Practice
This topic will focus on children and how to assess for and address their developmental needs. The Search Institute is a nonprofit organization that conducts and applies research to promote positive youth development.
This topic will focus on children and how to assess for and address their developmental needs Developmental Assessment and the School-Aged Child This topic will focus on children and how to assess for and address their developmental needs. The Search Institute is a nonprofit organization that conducts and applies research to promote positive youth development. In 1994, the Search Institute published “What Kids Need to Succeed” with 40 Developmental Assets for raising children. Please review the 40 Developmental Assets documents located in topic Resources. Based on the first letter of your first name you will create a plan using the nursing process (Assessment, Diagnosis, Planning, Implementation, and Evaluation [ADPIE]) that will focus on the given age group: A-F: 3 to 5 years – Early childhood G-M: 5 to 9 years – Children grades K-3 N-S: 9 to 12 years – Middle childhood T-Z: 12 to 18 years – Adolescents Use the attached template based on your assigned age group to successfully complete the assignment from the perspective of a nurse working at your state’s Department of Human Services. You are required to cite a minimum of three peer-reviewed sources to complete this assignment. Sources must be published within the past 5 years, appropriate for the assignment criteria, and relevant to nursing practice. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance. American Association of Colleges of Nursing Core Competencies for Professional Nursing Education This assignment aligns to AACN Core Competencies 1.1, 1.3. Expert Answer and Explanation Nursing Process: Assessment, Diagnosis, Planning, Implementation, and Evaluation (ADPIE) Assessment Summarize the relevant data obtained during your assessment about the patient’s health status, including physical, psychological, sociocultural, spiritual, and economic factors that are affecting the patient. Carlos is an 11-year-old Hispanic male in middle childhood who has experienced severe trauma, including witnessing his mother’s murder by his father, who is now incarcerated. He has since endured instability with multiple foster placements due to aggressive behaviors. Psychologically, Carlos shows signs of trauma—sullen affect, withdrawn behavior, and sleeping under his bed—indicating fear, anxiety, and potential PTSD (Yue et al., 2022). Physically, he is meeting developmental milestones and is bilingual. Socioculturally, he is isolated, separated from siblings, and lacking consistent support. Spiritually, no affiliations are noted. Economically, he depends on state support and foster care. These factors significantly impact his emotional and social development. Diagnosis Part 1. Two critical Developmental Assets that need to be addressed for Carlos are Support and Positive Identity. Carlos lacks consistent, caring relationships with adults and peers, as shown by multiple foster placements and separation from siblings. This deficiency in emotional and family support contributes to his withdrawn and aggressive behavior. Besides, Carlos has trouble with Positive Identity, which might make him feel rejected and unworthy because of what he has experienced in the past and the absence of a family. Such gaps lower his confidence, sense of direction, and hope for tomorrow. By doing this, Carlos will be valued more, feel safe, and be able to set up good goals and healthy relationships (Jankowska-Tvedten & Wiium, 2023). Part 2. Define the two components selected and describe your rationale. When children experience support, they have caring people and a steady environment where they feel appreciated (Search Institute, 1994). Self-esteem, personal strength, and purpose make up Positive Identity in a child (Search Institute, 1994). Because he lost his parents and had to move around in foster care, Carlos does not have much emotional support from anyone. It makes him doubt adults and his feelings of belonging. Because of trauma, rejection, and the feeling of having little control, his Positive Identity is probably damaged. They are important for Carlos’s development, mainly when he has recently been through trauma, helping him trust others, feel safe emotionally, and value himself. Planning Part 1. Create a plan of care for this patient taking into account their health problems and needs. The plan of care for Carlos focuses on building emotional support and fostering a positive identity. He will be referred to trauma-informed therapy to address his past trauma and learn coping strategies. A consistent daily routine will be established in the foster home to create a sense of safety (Hards et al., 2022). Carlos will be enrolled in a school-based mentorship program or extracurricular activity to encourage social engagement and build confidence. The foster parent will receive training in trauma-informed care (Hards et al., 2022). Efforts will be made to facilitate contact with his sisters to maintain family connection and support Carlos’s emotional well-being and sense of belonging. Part 2. Describe how each of the two components of the Developmental Assets identified above would be addressed; include specific examples in your recommendations and discussion. To address Support, Carlos will be connected with a consistent, caring adult through a school mentorship program and encouraged to build trust with his foster parent by establishing predictable routines and open communication. The foster parent will be guided to provide positive reinforcement and emotional availability. To promote Positive Identity, Carlos will engage in structured activities such as art or sports, allowing him to develop a sense of achievement and self-worth (Hards et al., 2022). Therapy sessions will help him process trauma and rebuild self-esteem. Reconnecting with his sisters will also reinforce his sense of identity and belonging within his family and culture. Part 3. Provide at least one community resource for each of the selected Developmental Asset components. In terms of support, Big Brothers Big Sisters of America is a good resource that carefully matches young people with adults who give them trusted mentorship and support. Having a mentor who is steady and helpful would be good for Carlos. For support on having
In this assignment you will learn about the differences between normal and abnormal lung sounds. Within the Shadow Health platform, complete the Respiratory Concept Lab. The estimated average time to complete this assignment is 25 minutes
In this assignment you will learn about the differences between normal and abnormal lung sounds. Within the Shadow Health platform, complete the Respiratory Concept Lab Shadow Health Respiratory Concept Lab In this assignment you will learn about the differences between normal and abnormal lung sounds. Within the Shadow Health platform, complete the Respiratory Concept Lab. The estimated average time to complete this assignment is 25 minutes. Please note, this is an average time. Some students may need additional time. You can attempt this assignment as many times as you would like. After completing this concept lab, you will be awarded a Student Performance Index percentage. This score will appear on your Lab Pass which you will submit to the classroom drop box. The Student Performance Index will be used as your percentage grade for this assignment. You are not required to submit this assignment to LopesWrite. American Association of Colleges of Nursing Core Competencies for Professional Nursing Education This assignment aligns to AACN Core Competency 2.3. Expert Guide and Explanation Place your order now for a similar assignment and get fast, affordable and best quality work written by our expert level assignment writers.Use Coupon: NEW30 to Get 30% OFF Your First Order How to Complete the Shadow Health Respiratory Concept Lab and Identify Normal vs Abnormal Lung Sounds The Shadow Health Respiratory Concept Lab is a critical component of digital clinical experiences for nursing and healthcare students. In this simulation, students assess lung sounds, identify normal and abnormal breath patterns, and understand the clinical implications of their findings. This comprehensive guide will help you navigate the assignment, understand the anatomy of lung sounds, and prepare effectively. Shadow Health simulations offer hands-on practice in a virtual environment, giving learners the confidence to apply their skills in real-world clinical settings. The Respiratory Concept Lab, in particular, is a cornerstone for students seeking to master the fundamentals of respiratory assessment. What is the Shadow Health Respiratory Concept Lab? The Respiratory Concept Lab is a virtual clinical experience embedded within the Shadow Health platform. It allows students to auscultate simulated patients and distinguish between normal and abnormal lung sounds across various anatomical locations. According to Dr. Emily Vargas, DNP, MSN, RN, “It’s one of the most realistic online simulations available, helping students identify adventitious lung sounds like wheezing, rhonchi, and crackles.” The lab includes: Auscultation using a virtual stethoscope Audio comparison and matching tasks Short-form reflective questions Interactive feedback and corrections Assignment Overview: What to Expect Time Required: ~25 minutes Skills Targeted: Respiratory assessment, critical thinking, diagnostic reasoning Patient Scenario: Virtual patient presenting with respiratory concerns Students will explore: Lung sound locations (anterior and posterior) Differences in breath sounds Physiological implications of abnormal findings Typical Format: Introduction to lung anatomy Step-by-step auscultation Audio recognition and matching Knowledge checks Summary reflections Understanding Normal and Abnormal Lung Sounds A strong understanding of respiratory sounds is essential in healthcare practice. Here’s a detailed table highlighting key differences: Lung Sound Type Location Clinical Relevance Vesicular Normal Peripheral lung fields Soft, low-pitched; indicates healthy lungs Bronchial Normal Over trachea Loud, high-pitched; normal centrally Bronchovesicular Normal 1st and 2nd intercostal spaces Mix of vesicular and bronchial sounds Crackles (Rales) Abnormal Any region Suggests fluid (e.g., pneumonia, CHF) Wheezes Abnormal Most often on expiration Narrowed airways (asthma, COPD) Rhonchi Abnormal Central airways Low-pitched; secretions or obstructions Stridor Abnormal Upper airway Medical emergency; airway obstruction Clinical Significance: Why This Lab Matters According to a 2023 AACN survey, over 78% of nursing students report difficulty in accurately identifying abnormal lung sounds during clinical rotations. Understanding these variations is critical not only for passing the lab but for future patient care. Accurate auscultation may be the first step in diagnosing: Asthma Bronchitis Pneumonia Chronic Obstructive Pulmonary Disease (COPD) Congestive Heart Failure (CHF) How to Prepare for the Respiratory Concept Lab Here are tips to enhance your performance: ✅ Do This ❌ Avoid This Use headphones for better sound clarity Ignoring location-specific sounds Read each question carefully Skipping rationales for feedback Replay audio clips as needed Memorizing without understanding Take notes on pitch and duration Skimming over clinical instructions “Always listen twice — once for pitch, once for pattern,” recommends Prof. Kelvin Morris, Clinical Skills Director at Chamberlain University. Walkthrough: Step-by-Step Completion Step 1: Log into Shadow Health Navigate to https://www.shadowhealth.com, access your dashboard, and launch the Respiratory Concept Lab. Step 2: Review Anatomy Overview The lab begins with a refresher on lung zones and anatomical landmarks. This is crucial before auscultating. Step 3: Perform Auscultation Use your virtual stethoscope to listen to audio samples over 6 anterior and 6 posterior positions. Pay attention to: Timing (inspiration vs expiration) Quality (harsh, moist, dry) Presence of adventitious sounds Step 4: Match Lung Sounds to Conditions You’ll be asked to label the sounds. Common prompts include: “What does a wheeze sound like?” “Where would crackles be most audible?” Step 5: Reflect and Submit Complete the reflection section with clinical reasoning and justification. Use evidence-based terminology and tie your responses to pathophysiology. Common Mistakes to Avoid Confusing crackles with rhonchi: Listen for wetness vs coarseness Ignoring the respiratory phase: Some sounds are only present during inspiration Overreliance on volume: Soft sounds may still be pathologic “Breath sounds are not just sounds; they are the language of the lungs,” says Dr. Nina Patel, Pulmonologist at Mayo Clinic. “Students who practice with repetition and use good audio equipment tend to retain more auditory diagnostic memory,” according to Dr. Rachel Fields, NP-C, University of Maryland. Final Thoughts Completing the Shadow Health Respiratory Concept Lab successfully requires a blend of theory, attentive listening, and clinical application. With the insights provided here, you’ll not only complete your assignment with confidence but also strengthen your real-world respiratory assessment skills. Incorporate expert advice, review key terminology, and practice sound recognition to excel in this vital component of your nursing education. What are normal lung sounds? Normal lung sounds, also known as vesicular breath sounds, are the typical sounds heard when air moves in and
In this assignment you will create a 10-12 slide PowerPoint for your presentation, with speaker notes. In developing your PowerPoint, take into consideration the health literacy level of your target audience, as well as the demographics
In this assignment you will create a 10-12 slide PowerPoint for your presentation, with speaker notes. In developing your PowerPoint, take into consideration the health literacy level of your target audience You are an RN working in the Community Outreach Department at Utopia Hospital. You have been asked to give a presentation at the local Women, Infants, and Children (WIC) Nutrition program for a group of 15 expectant mothers and interested partners/spouses/caregivers. The WIC Coordinator has asked you to provide a presentation that will cover relevant health and environmental safety topics the parents should know for the first year of life. In this assignment you will create a 10-12 slide PowerPoint for your presentation, with speaker notes. In developing your PowerPoint, take into consideration the health literacy level of your target audience, as well as the demographics of the expectant mothers and interested partners/spouses/caregivers (socioeconomic level, language, culture, and any other relevant characteristic of the caregiver) for which the presentation is tailored. Your presentation should be geared towards the community where you currently live taking into account local concerns that may be relevant to your presentation. Include the following in your presentation: Anticipated developmental milestones achieved in the first year of life. Safety in the home for an infant. Safety for the sleeping environment. Food and nutrition safety. When to call your pediatrician or doctor. Interventions and guidance should be supported by evidence-based sources. You are required to cite a minimum of three peer-reviewed sources to complete this assignment. Sources must be published within the past 5 years, appropriate for the assignment criteria, and relevant to nursing practice. Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance. American Association of Colleges of Nursing Core Competencies for Professional Nursing Education This assignment aligns to AACN Core Competencies 2.2, 2.5, 3.1. Expert Guide and Explanation Welcome, everyone. Thank you for joining us today for this important conversation on infant health and safety during the first year of life. I’m a registered nurse with Utopia Hospital’s Community Outreach Department. Today’s session is designed for expectant mothers and caregivers in our community, and we will be focusing on the most relevant health and safety topics to support you through your baby’s first year. During the first year, babies experience rapid changes in physical, emotional, and cognitive development. By the end of this year, most infants will go from limited movement and reflexes to sitting up, crawling, and possibly walking. These milestones are indicators of healthy growth and brain development. As caregivers, observing and encouraging these milestones ensures your baby is progressing as expected (Cascio, 2021). From birth to three months, infants begin developing neck strength, tracking objects with their eyes, and responding to voices and sounds. Smiling socially and recognizing caregivers are key signs of emotional development. At this stage, tummy time is vital to help strengthen their muscles. Parents should note that if a baby seems overly floppy or unresponsive to sounds, they should notify their healthcare provider (Ertem et al., 2018). Between four and six months, most babies can roll over, reach for toys, and respond to their name. They begin to explore with their hands and mouth, which is how they learn. This is also the time when they might start sitting with support. If your baby is not showing interest in their surroundings or not making any babbling sounds, bring this up at their wellness checkup (Hannigan et al., 2023). During this stage, babies often begin crawling, pulling themselves up, and developing fine motor skills such as picking up small objects. They understand familiar words and may show stranger anxiety. It’s important to encourage learning by talking, singing, and playing. Lack of movement or poor eye contact could be early signs of developmental concerns and should be addressed with your pediatrician (Hannigan et al., 2023). Most babies begin to cruise along furniture, stand alone, and may take first steps. They imitate others and use gestures like waving. Language skills are emerging, and many can say a few simple words. If your baby isn’t babbling or is not showing interest in standing, consult with your healthcare provider for early intervention support (Hannigan et al., 2023). Infants explore their world through touch and movement, so making your home safe is critical. Secure furniture, use outlet covers, and ensure no small objects are within reach to prevent choking. Supervision is key, especially during playtime and when babies become mobile. Teach all household members about safe practices to maintain a consistent environment (Kim et al., 2025). Sudden Infant Death Syndrome (SIDS) is a major concern in the first year. Infants should always sleep on their backs in a crib with a firm mattress and no loose bedding or toys. Co-sleeping should be avoided, and the room should be kept at a comfortable temperature. These steps drastically reduce the risk of sleep-related accidents (Kim et al., 2025). Start with exclusive breastfeeding or formula feeding until about six months, then slowly introduce pureed solids. Avoid foods like honey, whole nuts, and choking hazards. Always supervise during feeding, and know the signs of allergic reactions. Ensure bottles and utensils are sterilized, especially in the early months, to prevent infections (Kim et al., 2025). Call your pediatrician if your infant has a high fever, refuses to eat for several feedings, is vomiting, or is not producing enough wet diapers.
In this assignment you will be conducting a focused exam on a patient presenting with cough. Interview the patient, assess the related body systems, and then complete post-exam activities. Within the Shadow Health platform
In this assignment you will be conducting a focused exam on a patient presenting with cough. Interview the patient, assess the related body systems, and then complete post-exam activities Shadow Health: Focused Exam: Cough Results In this assignment you will be conducting a focused exam on a patient presenting with cough. Interview the patient, assess the related body systems, and then complete post-exam activities. Within the Shadow Health platform, complete the Focused Exam: Cough Results. The estimated average time to complete this assignment each time is 1 hour and 15 minutes. Please note, this is an average time. Some students may need additional time. You can attempt this assignment as many times as you would like. After completing this focused exam, you will be awarded a Digital Clinical Experience (DCE) score. The DCE score will appear on your Lab Pass which you will submit to the classroom drop box. The DCE score will be used as your percentage grade for this assignment. You are not required to submit this assignment to LopesWrite. American Association of Colleges of Nursing Core Competencies for Professional Nursing Education This assignment aligns to AACN Core Competency 2.8. Expert Guide and Explanation Place your order now for a similar assignment and get fast, affordable and best quality work written by our expert level assignment writers.Use Coupon: NEW30 to Get 30% OFF Your First Order Evidence-Based Clinical Cough Assessment: A Comprehensive Guide for Healthcare Professionals Cough is one of the most prevalent symptoms encountered in clinical practice, accounting for over 26 million office visits in the United States annually and representing the most common complaint for which patients seek medical attention. With a weighted prevalence of 5.0% for chronic cough in the United States, healthcare professionals must possess comprehensive assessment skills to effectively evaluate and manage patients presenting with this symptom. This evidence-based guide provides healthcare practitioners with current best practices for conducting thorough cough assessments, incorporating the latest clinical guidelines and research findings to ensure optimal patient care and diagnostic accuracy. Understanding Cough: Clinical Definitions and Classifications Acute vs. Chronic Cough Classification The clinical classification of cough is fundamental to proper assessment and management: Cough Type Duration Key Characteristics Primary Considerations Acute Cough < 3 weeks Often viral etiology Self-limiting, symptomatic care Subacute Cough 3-8 weeks Post-infectious or transitional May require investigation Chronic Cough > 8 weeks (adults) Persistent, complex etiology Requires comprehensive evaluation Chronic Cough (Pediatric) > 4 weeks Different threshold in children Age-specific considerations Current Medical Guidelines Recent updates to international guidelines emphasize the importance of systematic assessment approaches. Assessment of children and adults requires a focused history of chronic cough to identify any red flag cough pointers that may indicate an underlying disease, according to the Australian CICADA guidelines published in 2024. The European Respiratory Society guidelines highlight that the concept of cough hypersensitivity has allowed an umbrella term that explains the exquisite sensitivity of patients to external stimuli such a cold air, perfumes, smoke and bleach. Comprehensive Patient Interview Techniques Essential History Components A systematic approach to cough history collection includes: 1. Temporal Characteristics Onset and duration Pattern throughout the day Seasonal variations Relationship to sleep and activities 2. Cough Quality and Characteristics Dry vs. productive Sound characteristics Associated symptoms Triggers and alleviating factors 3. Associated Symptoms Assessment Dyspnea or shortness of breath Chest pain or discomfort Fever or systemic symptoms Weight loss or night sweats Gastroesophageal reflux symptoms Red Flag Symptoms Requiring Immediate Attention Healthcare professionals must remain vigilant for warning signs that indicate serious underlying pathology: Red Flag Symptom Clinical Significance Immediate Action Required Hemoptysis Possible malignancy or infection Urgent referral/imaging Significant weight loss Malignancy concern Comprehensive workup Progressive dyspnea Cardiopulmonary disease Cardiac/pulmonary evaluation Fever > 38.5°C Infectious process Antimicrobial consideration Chest pain Multiple etiologies ECG, imaging as indicated Physical Examination Protocols Respiratory System Assessment A systematic physical examination should include: 1. General Inspection Overall appearance and distress level Use of accessory muscles Positioning preferences Cyanosis or pallor 2. Chest Examination Inspection for deformities or asymmetry Palpation for tenderness or masses Percussion for dullness or hyperresonance Auscultation with focus on: Breath sound quality Adventitious sounds (crackles, wheezes, rhonchi) Vocal fremitus changes 3. Additional System Examinations Cardiovascular assessment for heart failure signs Head and neck examination for upper airway pathology Abdominal examination for hepatomegaly or ascites Diagnostic Testing Considerations Further assessment with examination should include a chest x‐ray and spirometry (when age > 6 years) according to current Australian guidelines. Evidence-Based Assessment Tools Validated Cough Assessment Scales Several validated tools assist in quantifying cough severity and impact: Leicester Cough Questionnaire (LCQ) 19-item validated instrument Assesses physical, psychological, and social domains Useful for monitoring treatment response Cough-Specific Quality of Life Questionnaire (CQLQ) 28-item questionnaire Evaluates impact on daily activities Reliable outcome measure for research Objective Cough Monitoring Modern technology enables objective cough assessment through: 24-hour cough monitors Smartphone-based applications Acoustic analysis systems Current Epidemiology and Statistics Global Prevalence Data Recent epidemiological studies reveal important patterns in cough presentation: Chronic cough affects 5.0% of the US population, with respondents being older and more predominantly female Chronic cough accounts for more than one-third of outpatient visits to respiratory clinics in China Complete recovery from acute cough occurs in 40.2-67% of patients after two weeks, and 79% after four weeks Recent Public Health Trends The healthcare landscape has seen significant changes in cough-related presentations: In 2024, reported cases of pertussis increased across the United States, with more than six times as many cases reported compared to 2023 Cases have risen in several countries, including Brazil, Mexico, Peru, and the United States, likely due to declined vaccination coverage during COVID-19 Expert Insights on Clinical Assessment Leading respiratory medicine experts emphasize the paradigm shift in understanding chronic cough. “Chronic cough remains a significant clinical challenge, affecting approximately 10% of the population and leading to significant impairment in psychological, social, and physical quality of life,” according to recent research published in The Journal of Allergy and Clinical Immunology: In Practice (Source). Dr. Alyn Morice, a leading expert in
Read the case study presented at the end of Chapter 8 (Guido, p.133) which begins, “The patient was hospitalized for extreme low back pain
Read the case study presented at the end of Chapter 8 (Guido, p.133) which begins, “The patient was hospitalized for extreme low back pain Was there informed consent for the initial medications given to the patient? How would you determine that informed consent had been given for the MRI and the medications needed for sedation for the test? Was the informed consent deficient to the degree that there was a lack of informed consent for the patient for the second dose of medications? How would you decide this case? Read the case study presented at the end of Chapter 9 (Guido, p. 150) which begins, “Jimmy, a Floridian, has undergone two liver transplants.”: What questions would you anticipate the judge to ask Jimmy to ascertain his level of maturity, understanding of the full consequences of his lack of action, and possible alternative reasons for requesting that he be allowed to make his own medical decisions? How should the judge evaluate the mother’s response to her son’s request? Does the state of residency factor into the judge’s decision? Are there additional issues that should be addressed prior to deciding the outcome of this case? How would you decide the case? Jimmy Chang, a 20- year- old college student, is admitted for additional chemotherapy. Jimmy was diagnosed with leukemia 5 years earlier and has had several courses of chemotherapy. He is currently in an acute active phase of the disease, though he had enjoyed a 14- month remission phase prior to this admission. His parents, who accompany him to the hospital, are divided as to the benefits of additional chemotherapy. His mother is adamant that she will sign the informed consent form for this course of therapy, and his father is equally adamant that he will refuse to sign the informed consent form because “Jimmy has suffered enough.” You are his primary nurse and must assist in somehow resolving this impasse. What do you do about the informed consent form? Who signs and why? Using the MORAL model, decide the best course of action for Jimmy from an ethical perspective rather than a legal perspective. Now decide the best course of action based on a purely legal perspective. Did you come to the same conclusion using both an ethical and a legal approach? Please combine all of these responses into a single Microsoft Word document for submission. Submit only completed assignments (not partial or “draft” assignments). Be thorough in your responses to adequately address all aspects of each question. Submit only the assignments corresponding to the module in this section. Assignment Expectations Length: 1500 words; answers must thoroughly address the questions in a clear, concise manner. Structure: Include a title page and reference page in APA style. These do not count towards the minimum word count for this assignment. References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least three (3) scholarly sources to support your claims. Format: Save your assignment as a Microsoft Word document (.doc or .docx). File name: Name your saved file according to your first initial, last name, and the assignment number (for example, “RHall Assignment 1.docx”) M6 Assignment UMBO – 4 M6 Assignment PLG – 4, 6 M6 Assignment CLO – 1, 2, 3, 7 The case study for Chapter 8: ” The patient was hospitalized for extreme low back pain so intense that he could not be scheduled for a magnetic resonance imaging (MRI) until his fifth hospital day. His physician explained to him that the Dilaudid and Ativan he would receive the next day to numb his pain for the MRI could cause respiratory depression or arrest in patients like himself who were on high doses of opiates. The patient agreed to be given the medications. At 8:15 A.M. the next day, a nurse gave the patient the medications, but the MRI had to be postponed. With the physician’s new orders and the patient’s verbal consent, the nurse gave a second dose of the same medications at 11:30 A.M. About 5:00 P.M., the patient became stuporous. Vital signs were taken, oxygen was initiated, and Narcan was prepared for injection. At 6:00 P.M., the critical care code team was called, as the patient was in full cardiopulmonary arrest. The patient was successfully resuscitated and was discharged the next day. The patient then sued, claiming residual psychologi-cal symptoms and failure to obtain valid informed consent for the second dosage of medications administered at 11:30 A.M.” The case study for Chapter 9: “Jimmy, a 15-year-old Floridian, had undergone two liver transplants. An only child, he lived with his mother, a sin-gle parent. He was prescribed immunosuppressant drugs that caused severe debilitating side effects in an attempt to prevent his body from rejecting the second liver transplant. Understanding that his life expectancy was limited and that the medications were causing the debilitating side effects, Jimmy elected to stop taking the immunosuppressive medi-cations. When his attending physicians discovered that he was no longer taking the prescribed medications, they instituted court proceedings against his mother for child endan-germent. Jimmy was readmitted to the hospital at the same time in an attempt to ensure that he restarted the immuno-suppressive mediations.A juvenile court judge held separate meetings with Jimmy, his mother, and the health care team in an attempt to resolve the issue. His mother, at her meeting with the judge, expressed anguish as she felt that not taking the medications would hasten her son’s death, but she was also resolved to the fact that she felt he was mature enough to fully under-stand the consequences of his non-actions. Jimmy assured the judge that he understood the consequences of his non-actions, but he was tired of taking medications that merely increased his pain and suffering and wanted, as stated in his final comment, “some time to be free of pain. I am go-ing to die anyway.” The health care team were unable to assure the judge that taking the medications would greatly increase Jimmy’s longevity.” Required resources: Guido, G. W. (2020). Legal and ethical issues in nursing (7th ed.). Prentice Hall. ISBN: 9780134701233. Read Chapter 8 & 9. Pozgar, G. D. (2020). Legal and ethical issues for health professionals (5th ed.). Jones and Bartlett. ISBN: 9781284144185. Read Chapters 12, 13, & 14. Expert Answer and Explanation Informed Consent This paper will give an insight into various issues surrounding informed consent. Three case studies will be used to provide context on the subject under discussion. Chapter 8 Case Study
Post a brief description of the results of your Work Environment Assessment. Based on the results, how civil is your workplace? Explain why your workplace is or is not civil. Then, describe a situation where you have experienced incivility in the workplace
Post a brief description of the results of your Work Environment Assessment. Based on the results, how civil is your workplace? Discussion: Workplace Environment Assessment How healthy is your workplace? You may think your current organization operates seamlessly, or you may feel it has many issues. You may experience or even observe things that give you pause. Yet, much as you wouldn’t try to determine the health of a patient through mere observation, you should not attempt to gauge the health of your work environment based on observation and opinion. Often, there are issues you perceive as problems that others do not; similarly, issues may run much deeper than leadership recognizes. There are many factors and measures that may impact organizational health. Among these is civility. While an organization can institute policies designed to promote such things as civility, how can it be sure these are managed effectively? In this Discussion, you will examine the use of tools in measuring workplace civility. Post a brief description of the results of your Work Environment Assessment. Based on the results, how civil is your workplace? Explain why your workplace is or is not civil. Then, describe a situation where you have experienced incivility in the workplace. How was this addressed? Be specific and provide examples. Expert Guide and Explanation Workplace Environment Assessment Analysis of the Results Analysis of the Clark Healthy Workplace Inventory results reveals the variation in the civility levels, signifying unstable health of the workplace environment. This assessment considers various dimensions including the wellbeing of the staff, communication, and trust. Considering the results of the assessment, the workplace has mixed civility, with favorable outcomes seen with some dimensions, and others exhibiting unfavorable attributes. The organization scores favorably if assessed through the lens of communication and teamwork. However, it needs to improve on allocation of work, and making resources available for the staff as part of the interventions focused on making the workplace healthy. Reason for the Lack or Present of Civility The results show higher scores in a number of areas including the recognition of the employees’ efforts, and reciprocated respect, which contributes to the civility of the workplace. However, infective management of the resources, lack of trust, and unfairness compromise the health of the workplace environment by causing the loss of satisfaction with one’s job (Clark, 2019). Example of Uncivil Behavior at the Workplace Uncivil behavior that I witnessed involved a supervisor dismissing the contributions made by their juniors during a meeting held to discuss solutions to the spike in rates of patient readmissions. The supervisor frequently interjected their juniors, which made it difficult for them to contribute meaningful ideas that could help resolve the issue (McDermott, Bernard, & Hathaway, 2021). To address this issue, the organizers of the meeting reiterated the need for everyone to be given a fair chance to contribute towards finding practical solutions. The moderators adopted an approach in which they shared constructive feedback with the attendees, acknowledging their meaningful contributions. This encouraged those involved in the meeting to share their views (Lee & Miller, 2022). References Clark, C. M. (2019). Fostering A Culture Of Civility And Respect In Nursing. Links to an external site.. Journal of Nursing Regulation, 10(1), 44–52. Lee, S., & Miller, K. (2022). Developing A Diversity, Equity, And Civility Council To Advance Health Equity In Nursing Academia And Practice. Links to an external site.. Nursing Administration Quarterly, 46(3), E16–E23. McDermott, C., Bernard, N., & Hathaway, W. (2021). Taking a stand against workplace incivility. Links to an external site.. Journal of Continuing Education in Nursing, 52(5), 232–239. Place your order now for a similar assignment and get fast, cheap and best quality work written by our expert level assignment writers.Use Coupon: NEW30 to Get 30% OFF Your First Order The Complete Guide to Workplace Environment Assessment: Evaluating and Improving Workplace Civility A workplace environment assessment is a systematic evaluation tool that measures various aspects of organizational culture, employee satisfaction, and workplace civility. Understanding how to conduct and interpret these assessments is crucial for creating healthier, more productive work environments that foster respect, collaboration, and professional growth. What Is a Workplace Environment Assessment? A workplace environment assessment is a comprehensive evaluation process that examines the physical, psychological, and social aspects of a work environment. These assessments typically measure factors such as communication patterns, leadership effectiveness, workplace civility, employee engagement, and overall organizational health. The primary purpose of conducting a workplace environment assessment is to identify strengths and weaknesses within an organization’s culture and provide actionable insights for improvement. This process helps organizations understand how civil their workplace is and what factors contribute to or detract from a positive work environment. Understanding Workplace Civility Workplace civility refers to the basic level of respect, courtesy, and consideration that employees show toward one another in professional settings. A civil workplace is characterized by polite interactions, respectful communication, collaborative problem-solving, and mutual support among team members. Key Components of Workplace Civility Respectful Communication: Employees engage in professional dialogue, listen actively to colleagues, and express disagreements constructively without personal attacks or dismissive behavior. Inclusive Behavior: Team members demonstrate cultural sensitivity, welcome diverse perspectives, and ensure all voices are heard during meetings and decision-making processes. Professional Courtesy: Workers maintain appropriate boundaries, show consideration for others’ time and workload, and demonstrate basic etiquette in both face-to-face and digital communications. Conflict Resolution: When disagreements arise, employees address issues directly with the involved parties rather than engaging in gossip or undermining behavior. Common Workplace Environment Assessment Tools Clark Healthy Workplace Inventory The Clark Healthy Workplace Inventory is one of the most widely used workplace environment assessment tools. This instrument evaluates various dimensions of workplace health and provides scores that help organizations understand their current state. Score Range Classification Characteristics 90-100 Very Healthy Excellent communication, strong leadership, high trust 80-89 Healthy Good collaboration, effective management, positive culture 70-79 Moderately Healthy Some areas for improvement, mixed feedback 60-69 Barely Healthy Significant concerns, inconsistent practices Below 60 Unhealthy Major issues requiring immediate attention Other Assessment Methods Employee Engagement Surveys: Comprehensive questionnaires that measure