Review the video Case Study Sherman Tremaine. You will use this case as the basis of this Assignment. In this video, a Walden faculty member is assessing a mock patient. The patient will be represented onscreen as an avatar
Review the video Case Study Sherman Tremaine. You will use this case as the basis of this Assignment. Focused SOAP Note for Schizophrenia Spectrum, Other Psychotic, and Medication-Induced Movement Disorders Psychotic disorders change one’s sense of reality and cause abnormal thinking and perception. Patients presenting with psychotic disorders may suffer from delusions or hallucinations or may display negative symptoms such as lack of emotion or withdraw from social situations or relationships. Symptoms of medication-induced movement disorders can be mild or lethal and can include, for example, tremors, dystonic reactions, or serotonin syndrome. For this Assignment, you will complete a focused SOAP note for a patient in a case study who has either a schizophrenia spectrum, other psychotic, or medication-induced movement disorder. To Prepare Review this week’s Learning Resources. Consider the insights they provide about assessing, diagnosing, and treating schizophrenia spectrum, other psychotic, and medication-induced movement disorders. Review the Focused SOAP Note template, which you will use to complete this Assignment. There is also a Focused SOAP Note Exemplar provided as a guide for Assignment expectations. Review the video Case Study Sherman Tremaine. You will use this case as the basis of this Assignment. In this video, a Walden faculty member is assessing a mock patient. The patient will be represented onscreen as an avatar. Consider what history would be necessary to collect from this patient. Consider what interview questions you would need to ask this patient. The Assignment Develop a focused SOAP note, including your differential diagnosis and critical-thinking process to formulate a 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, and list them 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. Plan: What is your plan for psychotherapy? What is your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters, as well as a rationale for this treatment and management plan. Also incorporate one health promotion activity and one patient education strategy. Reflection notes: What would you do differently with this patient if you could conduct the session again? Discuss what your next intervention would be if you were able to follow up with this patient. 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.). Provide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old). By Day 7 of Week 5 Submit your Focused SOAP Note. Submission and Grading Information To submit your completed Assignment for review and grading, do the following: Please save your Assignment using the naming convention “WK5Assgn+last name+first initial.(extension)” as the name. Click the Week 5 Assignment Rubric to review the Grading Criteria for the Assignment. Click the Week 5 Assignment link. You will also be able to “View Rubric” for grading criteria from this area. Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK5Assgn+last name+first initial.(extension)” and click Open. If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database. Click on the Submit button to complete your submission. Expert Answer and Explanation Schizophrenia soap note Subjective: CC (chief complaint): “I do not bother anyone and people outside my window do not leave alone.” HPI: Sherman Tremaine is a 53-years-old African American male who was asked to come for mental health assessment by his sister. The patient complains that he does not bother anybody but people outside his window to not leave him alone. he says that the people outside his window watch him. He says that he can hear these people and see their shadow. He also says that these people were sent to watch him by the government. He also complains of sleeping problems and people follow him everywhere. Substance Current Use: He smokes cigarette (12 packets of cigarettes weekly) and a bit of marijuana. Medical History: Current Medications: Used Haldol, Thorazine, and Seroquel. Takes metformin currently for diabetes. Allergies: No allergies. Reproductive Hx: No problems with reproductive system. ROS: GENERAL: No fever, weakness, fatigue, chills, or weight loss/gain. HEENT: Eyes: No visual problem. Ears, Nose, Throat: No hearing pain, loss, sneezing, runny nose, congestion, or sore throat. SKIN: No itching or rash. CARDIOVASCULAR: No chest pain, edema, no chest pressure palpitations, or chest discomfort. RESPIRATORY: No cough or shortness of breath. GASTROINTESTINAL: No abdominal pain, nausea, or vomiting. GENITOURINARY: No urination problems. NEUROLOGICAL: No headaches or any other neurological problems. MUSCULOSKELETAL: No joint pain or muscle pain. HEMATOLOGIC: No anemia. LYMPHATICS: No enlarged nodes ENDOCRINOLOGIC: No sweating, heat, or cold problems. Objective: Vital signs: T 35.7, Ht. 5’9, Wt. 159lbs, HR 80, RR 20, BP 130/95 Chest/Lungs: Regular heart rhythm and rate. No murmurs. Heart/Peripheral Vascular: No wheezes. Lungs clear. Diagnostic results: CT-Scan-pending. The test will be used to rule out any physical symptoms that might cause hallucinations and delusions. Positive and Negative Syndrome Scale (PANSS): Baandrup et al. (2022) noted that PANSS is a valid, scalable, and reliable tool for screening for people with schizophrenia. The authors found that the tool is 98% effective. The patient scored 19.9 on positive
Review the video, Case Study: Petunia Park. You will use this case as the basis of this Assignment. In this video, a Walden faculty member is assessing a mock patient
Review the video, Case Study: Petunia Park. You will use this case as the basis of this Assignment. In this video, a Walden faculty member is assessing a mock patient Assignment assessing diagnosing and treating adults with mood disorders In this Assignment you will assess, diagnose, and devise a treatment plan for a patient in a case study who is presenting with a mood disorder. To Prepare Review this week’s Learning Resources. Consider the insights they provide about assessing, diagnosing, and treating mood disorders. Review the Focused SOAP Note template, which you will use to complete this Assignment. There is also a Focused SOAP Note Exemplar provided as a guide for Assignment expectations. Review the video, Case Study: Petunia Park. You will use this case as the basis of this Assignment. In this video, a Walden faculty member is assessing a mock patient. The patient will be represented onscreen as an avatar. Consider what history would be necessary to collect from this patient. Consider what interview questions you would need to ask this patient. Consider patient diagnostics missing from the video: Provider Review outside of interview:Temp 98.2 Pulse 90 Respiration 18 B/P 138/88Laboratory Data Available: Urine drug and alcohol screen negative. CBC within normal ranges, CMP within normal ranges. Lipid panel within normal ranges. Prolactin Level 8; TSH 6.3 (H) The Assignment Develop a Focused SOAP Note, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template: Subjective: What details did the patient provide regarding their chief complaint and symptomatology 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 to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 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. Plan: What is your plan for psychotherapy? What is your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters as well as a rationale for this treatment and management plan. Also incorporate one health promotion activity and one patient education strategy. Reflection notes: What would you do differently with this client if you could conduct the session again? Discuss what your next intervention would be if you were able to follow up with this patient? 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 that takes into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.). Expert Answer and Explanation Bipolar II Disorder Evaluation Subjective: CC: ” I have a history of taking medications and then stopping them. I don’t think I need them. I really feel like the medication squashes who I am.” HPI: Patient PP is a 25-year-old female patient who has come for a mental health assessment. The patient reports having problems with medication adherence, indicating her lack of need for the medication, stating that it “squashes” who she is. The patient also reports having been hospitalized as a teenager for going four to five days without sleep and hearing things during the period. Since then, she has been hospitalized four times, with the current hospitalization being the past spring. She notes that she has previously been diagnosed with bipolar, anxiety, and depression. She also notes that she tried to use some medications like Zoloft, Seroquel, and another one which she only recalls the name to start with the letter “L”. The patient explains that her prescribed medications seem to present some side effects. The patient also notes that she has once had some suicidal tendencies before. She also reports engaging in sexual intercourse with multiple partners since it elevates her moods. She also reports missing work due to feeling too depressed. Substance Current Use and History: The patient reports smoking at least a packet of cigarettes a day, which she doesn’t intend to stop. She also reports having stopped using alcohol at 19 years. The patient also reports having a bad history of marijuana use which made her stop. She denies using cocaine, stimulant, inhalants, hallucinogens, and sedative medications. She also denies using any pain pills or opiate medications. Family Psychiatric/Substance Use History: The patient reports having a family background with psychiatric and substance use issues. She indicates that her mother was bipolar with suicidal tendencies. She reports that her father was imprisoned for 8 to 10 years due to drug-related problems, and she considers her brother to also have mental issues though not hospitalized. Psychosocial History: The patient was raised by her mother and her older brother. She currently lives with her boyfriend and at times her mother who is infuriated by her sexual habits. Her father is imprisoned and has not heard from him for some time. She has never been married before or had any children. She is currently working in her aunt’s stores albeit irregularly due to her occasional depressed moods. She is currently studying cosmetology and loves to paint and write. Medical History: The patient has Polycystic ovary syndrome (PCOS) and hypothyroidism. Current Medications: the patient is currently under birth control pills for PCOS and an unnamed medication for hypothyroidism. She is also currently using some medication for her mental illness which she only remembers the first letter being “L.” She notes to have previously used Zoloft and Seroquel. Allergies:No allergies reported by the patient Reproductive Hx:The patient reports having her regular menses once a month, with the last one being sometime last month. She is diagnosed and under medication for PCOS. She reports being sexually active and with multiple partners ROS: GENERAL: Varying levels of eating and sleeping depending on the mood. HEENT: negative for head traumas, hearing, sight, smell, neck, or throat problems. SKIN: Negative for dryness, itching, or rashes. CARDIOVASCULAR: Negative for CV issues. RESPIRATORY: Negative for respiratory symptoms. GASTROINTESTINAL: Negative for GI pain, diarrhea, nausea, or
Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD.
Katie is an 8 year old Caucasian female who is brought to your office today by her mother Not only do children and adults have different presentations for ADHD, but males and females may also have vastly different clinical presentations. Different people may also respond to medication therapies differently. For example, some ADHD medications may cause children to experience stomach pain, while others can be highly addictive for adults. In your role, as a psychiatric nurse practitioner, you must perform careful assessments and weigh the risks and benefits of medication therapies for patients across the life span. For this Assignment, you consider how you might assess and treat patients presenting with ADHD. To prepare for this Assignment: Review this week’s Learning Resources, including the Medication Resources indicated for this week. Reflect on the psychopharmacologic treatments you might recommend for the assessment and treatment of patients with ADHD. Examine Case Study A Young Caucasian Girl with ADHD. You will be asked to make three decisions concerning the medication to prescribe to this patient. Be sure to consider factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes. CASE STUDY BACKGROUND Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition. The parents give you a copy of a form titled “Conner’s Teacher Rating Scale-Revised”. This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. The teacher opined that she lacks interest in school work and is easily distracted. Katie is also noted to start things but never finish them, and seldom follows through on instructions and fails to finish her school work. Katie’s parents actively deny that Katie has ADHD. “She would be running around like a wild person if she had ADHD” reports her mother. “She is never defiant or has temper outburst” adds her father. SUBJECTIVE Katie reports that she doesn’t know what the “big deal” is. She states that school is “OK”- her favorite subjects are “art” and “recess.” She states that she finds her other subjects boring, and sometimes hard because she feels “lost”. She admits that her mind does wander during class to things that she thinks of as more fun. “Sometimes” Katie reports “I will just be thinking about nothing and the teacher will call my name and I don’t know what they were talking about.” Katie reports that her home life is just fine. She reports that she loves her parents and that they are very good and kind to her. Denies any abuse, denies bullying at school. Offers no other concerns at this time. MENTAL STATUS EXAM The client is an 8 year old Caucasian female who appears appropriately developed for her age. Her speech is clear, coherent, and logical. She is appropriately oriented to person, place, time, and event. She is dressed appropriately for the weather and time of year. She demonstrates no noteworthy mannerisms, gestures, or tics. Self-reported mood is euthymic. Affect is bright. Katie denies visual or auditory hallucinations, no delusional or paranoid thought processes readily appreciated. Attention and concentration are grossly intact based on Katie’s attending to the clinical interview and her ability to count backwards from 100 by serial 2’s and 5’s. Insight and judgment appear age appropriate. Katie denies any suicidal or homicidal ideation. Diagnosis: Attention deficit hyperactivity disorder, predominantly inattentive presentation RESOURCES § Conners, C. K., Sitarenios, G., Parker, J. D. A., & Epstein, J. N. (1998). Revision and restandardization of the Conners’ Teacher Rating Scale (CTRS-R): Factors, structure, reliability, and criterion validity. Journal of Abnormal Child Psychology, 26, 279-291. At each decision point, you should evaluate all options before selecting your decision and moving throughout the exercise. Before you make your decision, make sure that you have researched each option and that you evaluate the decision that you will select. Be sure to research each option using the primary literature. Introduction to the case (1 page) Briefly explain and summarize the case for this Assignment. Be sure to include the specific patient factors that may impact your decision making when prescribing medication for this patient. Decision #1 (1 page) Which decision did you select? Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature). Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples. Decision #2 (1 page) Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature). Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples. Decision #3 (1 page) Why did you select this decision? Be specific and support
In a 4 to 5 page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project for your organization that you advocate to improve patient outcomes or patient-care efficiency
In a 4 to 5 page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project In the Discussion for this module, you considered the interaction of nurse informaticists with other specialists to ensure successful care. How is that success determined? Patient outcomes and the fulfillment of care goals is one of the major ways that healthcare success is measured. Measuring patient outcomes results in the generation of data that can be used to improve results. Nursing informatics can have a significant part in this process and can help to improve outcomes by improving processes, identifying at-risk patients, and enhancing efficiency. To Prepare: Review the concepts of technology application as presented in the Resources. Reflect on how emerging technologies such as artificial intelligence may help fortify nursing informatics as a specialty by leading to increased impact on patient outcomes or patient care efficiencies. The Assignment: (4-5 pages) In a 4 to 5 page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project for your organization that you advocate to improve patient outcomes or patient-care efficiency. Your project proposal should include the following: Describe the project you propose. Identify the stakeholders impacted by this project. Explain the patient outcome(s) or patient-care efficiencies this project is aimed at improving and explain how this improvement would occur. Be specific and provide examples. Identify the technologies required to implement this project and explain why. Identify the project team (by roles) and explain how you would incorporate the nurse informaticist in the project team. Expert Answer and Explanation Nursing Informatics Project The Impact of Nursing Informatics on Patient Outcomes and Patient Care Efficiencies Among the ways that informatics has helped to transform care is improved documentation systems, where care providers can easily access important patient and staff information that leads to coordinated care. The introduction of nurse informatics also helps to improve the processes in care and hence to generate improved care outcomes (Robert, 2019). Also, with informatics, healthcare givers can identify at-risk patients in a timely fashion and give them more priority to care. Description of Proposed Project: The Integration of Artificial Intelligence in Nurse Informatics Artificial intelligence, commonly known as AI, is the simulation of intelligence of humans to machines to make these machines adopt human functions. Over the years, there have been improvement of the AI functions as technologies continue improving. Today AI applications include but are not limited to speech recognition, machine vision, natural language processing, and expert systems. Healthcare implements AI by using complex software and algorithms to interpret and comprehend complex medical data (Clancy, 2020). The fact that AI uses technologies that can gain information and process it to refined outputs means that it can have limitless applications in healthcare. In this project, the implementation of AI in the field of nurse informatics is closely examined. Stakeholders Impacted by the Project There are several stakeholders who are impacted by the project, with the patients being on the first line. Most of the actions in the project involve patient care, as the objective of the project is to improve the patient care outcomes. The second most impacted stakeholders are the healthcare givers and specifically the nurses, who also play a crucial role in coordinating patient care with other healthcare givers. Nurses are the individuals who are in contact with the patients for the longest periods hence it becomes easy to monitor them. Patient families are also influential stakeholders in this project as much of the actions will require their consent as well as their opinion output on the options available. Regulators will also take a primary position in the project, especially because machine learning and other elements of artificial intelligence can also have drastic patient outcomes if reckless researchers or healthcare providers are allowed to take the center-stage in implementing non-proven measures. Lastly, the healthcare financiers will be part of the stakeholders since AI is an expensive field that requires strategic financing. Patient Outcomes or Patient Care Efficiencies that the Project is aimed at Improving The first patient outcome that the project is aimed at improving is the diagnostic procedures of care. Through application of AI in nursing informatics, nurses can efficiently perform nursing diagnoses to improve the detection of the presence of absence of disease and determine the best care operations for specific patents. Among the diseases that can be efficiently diagnosed using AI is cardiovascular disease and diabetes, which are among the leading causes of mortality worldwide. AI is also expected to help in the integration of telehealth in the care of patients. Telemedicine or telehealth helps in monitoring of patient information using strategic and remote techniques, and using automated means. It allows patients with chronic conditions to have long contact with the healthcare providers regardless of the physical barriers (Erikson & Salzmann-Erikson, 2016). Using AI in telehealth improves the efficiency of administration of drugs, as patients can consult physicians at their convenience of their homes. Also, these programs allow the education and advice of patients, remote admissions, as well as constant monitoring. The project is also aimed at showing the relevant drug interactions that could help the patients achieve synergy of the drugs and improve the effects. Also, in the same way, AI technology can help to identify lethal interactions that could lead to risking of the patients’ lives. Specifically, the project helps patients to identify the most suitable options when it comes to drug administration. It is easy to find that most chronic disease patients experience polypharmacy, and they are confused whether taking an additional drug would lead to improved outcomes. With AI, healthcare givers do not have to take multiple lab tests to determine the suitability of an additional medication for the patient. The project is aimed at boosting the interaction of the patients as well as the healthcare givers with electronic health records. The digitization of information in facilities has often been cited to have some drawbacks such as having burnout among
After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles
After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles Evidence-Based Project, Part 1: Identifying Research Methodologies Is there a difference between “common practice” and “best practice” When you first went to work for your current organization, experienced colleagues may have shared with you details about processes and procedures. Perhaps you even attended an orientation session to brief you on these matters. As a “rookie,” you likely kept the nature of your questions to those with answers that would best help you perform your new role. Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry. Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it. Do they know why it is done this way, or is it just because we have always done it this way? Is it a common practice or a best practice? In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed. To Prepare: Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry. Keep in mind that the clinical issue you identify for your research will stay the same for the entire course. Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest. You should not be using systematic reviews for this assignment, select original research articles. Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research. Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected. Part 1: Identifying Research Methodologies After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following: The full citation of each peer-reviewed article in APA format. A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest. A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article. A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific. A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected. Expert Answer and Explanation Prevention of Pressure Ulcers Full citation of selected article Article #1 Article #2 Karimianfard, N., & Jaberi, A. (2022). The prevalence of using complementary and alternative medicine products among patients with pressure ulcer. BMC Complementary Medicine and Therapies, 22(1), 91. https://doi.org/10.1186/s12906-022-03573-6 Yilmazer, T., & Tuzer, H. (2022). The effect of a pressure ulcer prevention care bundle on nursing workload costs. Journal of Tissue Viability, 31(3), 459–464. https://doi.org/10.1016/j.jtv.2022.05.004 Why you chose this article and/or how it relates to the clinical issue of interest (include a brief explanation of the ethics of research related to your clinical issue of interest) This study gave an interesting perspective on the use of contemporary medicine in prevention of pressure ulcers which is a rarely discussed subject in the prevention of pressure ulcers that I have chosen as my clinical issue of interest. The research adhered to the guidelines stipulated under Helsinki Declaration which aims to protect research participants under the ethical principle of nonmaleficence. The research aimed to scrutinize the effectiveness of a pressure ulcer preventive care bundle and its implications on nurse workloads and care costs. This to a great extent provides justification of conducting targeted approaches towards prevention of pressure ulcers in clinical settings. One of the ethical considerations taken in this study is provision of informed consent to the patients before their participation, which is important in ensuring that the patients are aware and consent being under observation for research purposes and the nature of rights that guide the research process in protecting their safety and quality of care. Brief description of the aims of the research of each peer-reviewed article The aim of this study was to assess how prevalent the use of CAM is among patients with pressure ulcers. The research aimed to scrutinize the effectiveness of a pressure ulcer preventive care bundle on pressure ulcer incidents and its implications on nurse workloads and care costs. Brief description of the research methodology used Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific. The study employed a cross-sectional research design, which is a quantitative approach, consisting of 299 patients with PU. Questionnaires were used to collect the data which was then analyzed using SPSS. The research employed a prospective pre-post interventional study that was conducted in an anesthesia and reanimation intensive care unit. The study sample consisted of 84 patients and 64 nurses, with different tools used to collect the data including the Branden scale that is used to measure pressure ulcers. A brief description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected. The research methodology used was quite appropriate in comparing the variables and simple to perform which allows easy interpretation of the research findings. The validity and reliability of the data collection instruments and analysis was confirmed by an independent entity, with the questionnaire being a standardized questionnaire developed, tested and used in other studies used on its validity to measure the use of CAM. The research designed used in the study is quite ideal since it allows the collection of in-depth data that can be used to compare and measure the effects of an intervention before and after implementation. The data collection tool, Braden scale is considered a reliable and valid tool
An understanding of cells and cell behavior is a critically important component of disease diagnosis and treatment. But some diseases can be complex in nature
An understanding of cells and cell behavior is a critically important component of disease diagnosis and treatment. But some diseases can be complex in nature Case Study Analysis An understanding of cells and cell behavior is a critically important component of disease diagnosis and treatment. But some diseases can be complex in nature, with a variety of factors and circumstances impacting their emergence and severity. Effective disease analysis often requires an understanding that goes beyond isolated cell behavior. Genes, the environments in which cell processes operate, the impact of patient characteristics, and racial and ethnic variables all can have an important impact. An understanding of the signals and symptoms of alterations in cellular processes is a critical step in the diagnosis and treatment of many diseases. For APRNs, this understanding can also help educate patients and guide them through their treatment plans. In this Assignment, you examine a case study and analyze the symptoms presented. In 1-2 pages, you will answer the questions provided following the case scenario. You must use current evidence-based resources to support your answers. Follow APA guidelines. Follow the grading rubric. To prepare: By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Announcements” section of the classroom for your assignment from your Instructor. The Assignment Develop a 1- to 2-page case study analysis by answering the questions provided following the case scenario. Expert Answer and Explanation Pathophysiological Case Analysis – Sickle Cell Anemia in an Adolescent Cellular Pathophysiology and Symptom Correlation The main characteristic of sickle cell disease (SCD) is abnormal hemoglobin S synthesis, which gives red blood cells a stiff, sickled appearance when oxygen levels are low. These malformed cells cause tissue damage, ischemia, and pain crises by blocking microcirculation (Saah et al., 2022). Vaso-occlusion in the bone marrow and pulmonary circulation is most likely the cause of Marcus’s excruciating joint and chest pain. Chronic hemolytic anemia brought on by the early death of sickled cells is the reason of his exhaustion and dyspnea. His clinical appearance is directly consistent with continued hemolysis and reduced oxygen transport, as evidenced by the high bilirubin and LDH levels, scleral icterus, and pale conjunctiva. Genetic Mutation and Inheritance Pattern A point mutation in the beta-globin gene on chromosome 11 that causes valine to substitute glutamic acid at position six is the cause of sickle cell disease (SCD) (Adekile, 2021). The creation of hemoglobin S is the outcome of this single nucleotide change. The illness is inherited in an autosomal recessive manner. Marcus inherited one faulty gene from each parent, which is why he has sickle cell disease. His father’s genetic status is unclear, but his mother is confirmed to be a carrier. To determine future risk in siblings or offspring, genetic counseling and family testing would be helpful. Impact on the Immune System Due to recurrent splenic infarctions, SCD might result in autosplenectomy or functional asplenia, which impairs immunological function (Adekile, 2021). Marcus’s defenses against encapsulated pathogens like Haemophilus influenzae and Streptococcus pneumoniae are weakened as a result. He is more susceptible to infections due to his weakened immune system, which could be a factor in his low-grade fever and general deterioration in physical health. Antibiotic prophylaxis and preventive vaccines are still essential for preventing infections in SCD patients. Hydroxyurea and Its Therapeutic Role Hydroxyurea helps lower the concentration of hemoglobin S by increasing the production of fetal hemoglobin (HbF), which does not sickle (López & Argüello, 2024). This enhances oxygen delivery generally and lessens the frequency and intensity of vaso-occlusive crises. Marcus’s poor adherence to hydroxyurea medication may explain the increasing frequency of pain crises and hospitalizations. Adherence and results can be enhanced by routine monitoring and assistance. Patient Education and Culturally Sensitive Interventions Giving Marcus culturally appropriate instruction that is adapted to his background and stage of adolescence is crucial for an APRN. Adherence can be improved by addressing adverse effect concerns, incorporating Marcus in decision-making, and providing straightforward explanations of the significance of consistent hydroxyurea administration (Poku et al., 2023). It’s also critical to talk about lifestyle changes, involvement in school, the value of being hydrated, and pain management. Family members should be included in education, and cultural views on disease and medicine should be acknowledged (Poku et al., 2023). Building open lines of communication and trust can enable Marcus to actively manage his illness.Top of Form References Adekile, A. (2021). The genetic and clinical significance of fetal hemoglobin expression in sickle cell disease. Medical Principles and Practice, 30(3), 201-211. https://doi.org/10.1159/000511342 López, R. M., & Argüello, M. (2024). The Current Role of Hydroxyurea in the Treatment of Sickle Cell Anemia. Journal of Clinical Medicine, 13(21), 6404. https://doi.org/10.3390/jcm13216404 Poku, B. A., Atkin, K. M., & Kirk, S. (2023). Self‐management interventions for children and young people with sickle cell disease: A systematic review. Health Expectations, 26(2), 579-612. https://doi.org/10.1111/hex.13692 Saah, E., Fadaei, P., Gurkan, U. A., & Sheehan, V. (2022). Sickle cell disease pathophysiology and related molecular and biophysical biomarkers. Hematology/Oncology Clinics, 36(6), 1077-1095. https://doi.org/10.1016/j.hoc.2022.06.005 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 Code: NEW30 to Get 30% OFF Your First Order FAQs Cells and Cell Behavior: A Critical Component in Disease Diagnosis and Treatment Introduction An understanding of cells and cell behavior is a critically important component of disease diagnosis and treatment. For healthcare professionals, particularly Advanced Practice Registered Nurses (APRNs) and medical students, mastering cellular processes forms the foundation of effective patient care and clinical decision-making. Why Cell Biology Matters in Healthcare The Foundation of Medical Practice Cell biology serves as the cornerstone of modern medicine. By understanding how cells work in both healthy and diseased states, healthcare providers can: Identify early warning signs of cellular dysfunction Develop targeted treatment strategies Monitor patient responses to therapeutic interventions Predict disease progression and outcomes Statistical Impact of Cellular Understanding in Healthcare Recent healthcare data demonstrates the critical importance of cellular knowledge: Healthcare Outcome Improvement with
Psychiatric notes are a way to reflect on your practicum experiences and connect the experiences to the learning you gain from your weekly Learning Resources. Comprehensive psychiatric evaluation notes, such as the ones required in this practicum
Psychiatric notes are a way to reflect on your practicum experiences and connect the experiences to the learning you gain from your weekly Learning Resources. Assignment 2: Comprehensive Psychiatric Evaluation Note and Patient Case Presentation Psychiatric notes are a way to reflect on your practicum experiences and connect the experiences to the learning you gain from your weekly Learning Resources. Comprehensive psychiatric evaluation notes, such as the ones required in this practicum course, are often used in clinical settings to document patient care. For this Assignment, you will document information about a patient that you examined at your practicum site, using the Comprehensive Psychiatric Evaluation Note Template provided. You will then use this note to develop and record a case presentation for this patient. To Prepare Review this week’s Learning Resources and consider the insights they provide about impulse-control and conduct disorders. Select a patient for whom you conducted psychotherapy during the last 6 weeks. Create a Comprehensive Psychiatric Evaluation Note on this patient using the template provided in the Learning Resources. There is also a completed template provided as an exemplar and guide. All psychiatric evaluation notes must be signed, and each page must be initialed by your Preceptor. When you submit your note, you should include the complete comprehensive evaluation note as a Word document and pdf/images of each page that is initialed and signed by your Preceptor. You must submit your note using SafeAssign. Please Note: Electronic signatures are not accepted. If both files are not received by the due date, Faculty will deduct points per the Walden Grading Policy. Then, based on your evaluation of this patient, develop a video presentation of the case. Plan your presentation using the Assignment rubric and rehearse what you plan to say. Be sure to review the Kaltura Media Uploader resource in the left-hand navigation of the classroom for help creating your self-recorded Kaltura video. Include at least five scholarly resources to support your assessment and diagnostic reasoning. Ensure that you have the appropriate lighting and equipment to record the presentation. The Assignment Record yourself presenting the complex case study for your clinical patient. In your presentation: Dress professionally and present yourself in a professional manner. Display your photo ID at the start of the video when you introduce yourself. Ensure that you do not include any information that violates the principles of HIPAA (i.e., don’t use the patient’s name or any other identifying information). Present the full complex case study. Be succinct in your presentation, and do not exceed 8 minutes. Include subjective and objective data; assessment from most recent mental status exam; current psychiatric diagnosis including differentials that were ruled out; current psychotherapeutic plan (include one health promotion activity and one patient education strategy you provided); and patient progress toward treatment goals. Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What was 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 in order of highest to lowest priority and explain why you chose them. What was your primary diagnosis and why? Describe how your primary diagnosis aligns with DSM-5 diagnostic criteria and is supported by the patient’s symptoms. Plan: What was your plan for psychotherapy (including one health promotion activity and one patient education strategy)? What was your plan for treatment and management, including alternative therapies? Include nonpharmacologic treatments, alternative therapies, and follow-up parameters, as well as a rationale for this treatment and management plan. Reflection notes: What would you do differently with this patient if you could conduct the session again? Expert Answer and Explanation Comprehensive Psychiatric Evaluation Note and Patient Case Presentation Subjective: CC (chief complaint): The client’s mother complains that her child has been engaging in fights and has been so impulsive on many occasions. HPI: DK is a 14-years-old female of White origin whose mother requested that she be connected to treatment services. The patient’s mother complains that the patient often initiates physical fights with her peers at school. She also intimidates and bullies other students. She has been physically cruel to her peers and mother on several occasions. The patient’s mother also complains that the patient has a history of violent outbursts, anger problems, and impulsivity. When she is angry, she often punches walls and attacks others. The client also reports a feeling of stress and anxiety when she is in public and around many people. Her behaviors have deteriorated her relationship with her peers as they fear being around her. Her grades have also decreased. She has been suspended more than six times in the last three semesters for fighting her peers. Substance Current Use: She denies substance abuse or alcohol intake at the moment. Medical History: She denies any medical problems. Current Medications: No medications Allergies:No allergies. Reproductive Hx:She does not have any reproductive abnormality and is sexually inactive. ROS: GENERAL: No weakness, weight loss, fatigue, or chills. No weight loss, fever, chills, weakness, or fatigue. HEENT: Eyes: No double vision, yellow sclerae, blurred vision, or visual loss. Ears, Nose, Throat: No sneezing, hearing, sore throat, or congestion. SKIN: No rash. CARDIOVASCULAR: No chest pain, edema, chest pressure, palpitations, or chest discomfort. RESPIRATORY: No shortness of breath, history of coughing, or sputum. GASTROINTESTINAL: No stomach pain, diarrhea, nausea, or anorexia. GENITOURINARY: No odor, urgency, odd color, hesitancy, or burning on urination. NEUROLOGICAL: No numbness, or tingling in the extremities, syncope, headaches, change in bladder control, or paralysis. MUSCULOSKELETAL: No joint or muscle pain. HEMATOLOGIC: No bleeding, bruising, anemia. LYMPHATICS: No history of splenectomy. ENDOCRINOLOGIC: No reports of endocrinologic abnormalities. Objective: Vital Signs: BP 108/79, RR 16, P 67, Temp 36.8, Ht. 63 inches, Wt. 105 lbs. Physical Exam HEENT: Eyes: No glasses. The pupil size is 3.5 mm. The reactivity, symmetry, and shape of the pupil are
Review the video Case Study Dev Cordoba. You will use this case as the basis of this Assignment. In this video, a Walden faculty member is assessing a mock patient. The patient will be represented onscreen as an avatar.
Review the video Case Study Dev Cordoba. You will use this case as the basis of this Assignment. In this video, a Walden faculty member is assessing a mock patient. The patient will be represented onscreen as an avatar. Assignment: Focused SOAP Note for Anxiety, PTSD, and OCD In assessing patients with anxiety, obsessive-compulsive, and trauma and stressor-related disorders, you will continue the practice of looking to understand chief symptomology in order to develop a diagnosis. With a differential diagnosis in mind, you can then move to a treatment and follow-up plan that may involve both psychopharmacologic and psychotherapeutic approaches. In this Assignment, you use a case study to develop a focused SOAP note based on evidence-based approaches. To Prepare Review this week’s Learning Resources. Consider the insights they provide about assessing and diagnosing anxiety, obsessive compulsive, and trauma-related disorders. Review the Focused SOAP Note template, which you will use to complete this Assignment. There is also a Focused SOAP Note Exemplar provided as a guide for Assignment expectations. Review the video Case Study Dev Cordoba. You will use this case as the basis of this Assignment. In this video, a Walden faculty member is assessing a mock patient. The patient will be represented onscreen as an avatar. Consider what history would be necessary to collect from this patient. Consider what interview questions you would need to ask this patient. The Assignment Develop a Focused SOAP Note, including your differential diagnosis and critical-thinking process to formulate a 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-TRcriteria 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. Plan: What is your plan for psychotherapy? What is your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters, as well as a rationale for this treatment and management plan. Also incorporate one health promotion activity and one patient education strategy. Reflection notes: What would you do differently with this patient if you could conduct the session again? Discuss what your next intervention would be if you could follow up with this patient. 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.). Provide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old). Expert Answer and Explanation Focused SOAP Note for Major Depressive Disorder Subjective: CC (chief complaint): “anxious and worried all the time.” HPI: DC is a 7-year-old African American boy who is brought to the school clinic by her mother with a CC of being “anxious and worried all the time.” The patient reports that he is worried all the time about many things, including being left by his family and being lost, and has nightmares about the same. He reports having nightmares almost daily. The patient states that she feels lonely due to his father’s absence and feels his mother is not giving him much attention compared to his brother. Her mother reports a decrease in the patient’s school performance characterized by increased absenteeism and lack of concentration in school. He has issues with wetting the bed even after being given medications to help with the issue. As a result, he finds it difficult to interact with his peers at school since they say he smells bad. DC has also been displaying violence both in school and at home. The patient’s mother reports a sudden loss in appetite, with the patient losing three pounds within the past three days. He has never had any prior visitations to a psychiatric clinic before this and was referred by the child’s pediatrician who states that there is nothing physically wrong with DC. Past Psychiatric History: General Statement: The patient has never had any psychiatric assessment before and was referred back to the school clinic by his pediatrician citing the absence of physiological issues. Caregivers: The patient is under the care of his mother. Hospitalizations: No hospitalization. The patient also denies having any thoughts of hurting himself Medication trials: No indication from the mother of having participated in any medical trials. Psychotherapy or Previous Psychiatric Diagnosis: Denies having a past diagnosis of a psychological health condition. Substance Current Use and History: Denies any history of substance use or secondary exposure to the same. Family Psychiatric/Substance Use History: denies knowing any family member with a psychiatric or substance use history. Psychosocial History: The patient is currently a grade two student but has very few social interactions or friends at school. The patient’s father was killed on a military mission and currently lives with her mother. The patient has a dog called sparky and LEGOs which he likes to play with. Medical History: No history of mental conditions. Current Medications: Previous prescription of desmopressin. Allergies: no allergies reported. Reproductive Hx: N/A. ROS GENERAL: positive for sudden weight loss, occasional loss of concentration. Denies having any fever or fatigue. HEENT: N/A SKIN: N/A CARDIOVASCULAR: No chest discomfort, tightness, or pain RESPIRATORY: No shortness of breath or wheezing sound GASTROINTESTINAL: N/A GENITOURINARY: Denies having UTI. Normal volume and consistency of urination NEUROLOGICAL: No neurological disorders. MUSCULOSKELETAL: No MS disorders noted HEMATOLOGIC: N/A LYMPHATICS: Non-contributory ENDOCRINOLOGIC: No endocrinologic abnormalities were noted Objective: Physical exam: Vital Signs: T 35.2, HR, 70, BP 100/58, Wt. 38, Ht. 4’5,
For this Assignment you will practice assessing and diagnosing a patient in a case study who is experiencing a substance-related or addictive disorder. With this and all cases, remember to consider the patient’s cultural background
For this Assignment you will practice assessing and diagnosing a patient in a case study who is experiencing a substance-related or addictive disorder. Assignment Assessing and Diagnosing Patients With Substance–Related and Addictive Disorders An important consideration when working with patients is their cultural background. Understanding an individual’s culture and personal experiences provides insight into who the person is and where he or she may progress in the future. Culture helps to establish a sense of identity, as well as to set values, behaviors, and purpose for individuals within a society. Culture may also contribute to a divide between specific interpretations of cultural behavior and societal norms. What one culture may deem as appropriate another culture may find inappropriate. As a result, it is important for advanced practice nurses to remain aware of cultural considerations and interpretations of behavior for diagnosis, especially with reference to substance-related disorders. At the same time, PMHNPs must balance their professional and legal responsibilities for assessment and diagnosis with such cultural considerations and interpretations. For this Assignment you will practice assessing and diagnosing a patient in a case study who is experiencing a substance-related or addictive disorder. With this and all cases, remember to consider the patient’s cultural background. To Prepare: Review this week’s Learning Resources and consider the insights they provide. Review the Comprehensive Psychiatric Evaluation template, which you will use to complete this Assignment. By Day 1 of this week select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the “Case History Reports” document, keeping the requirements of the evaluation template in mind. Consider what history would be necessary to collect from this patient. Consider what interview questions you would need to ask this patient. Identify at least three possible differential diagnoses for the patient. By Day 7 of Week 8 Complete and 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.). Expert Answer and Explanation Substance Abuse Disorder Subjective: CC: “I am scared and worried about going to a rehab facility.” HPI: Lisa Pittman is a 29-years-old female of white origin. She came to West Palm Beach, FL, detox facility to get a piece of advice on whether to join a rehab institution. Lisa is scared of joining a rehab facility because of how society will treat her. She says that if she goes to rehab, she will not get a job. She is also scared that people will see her as an addict when she joins a rehab facility. She says that Jeremy, her boyfriend influenced her to take crack cocaine. She spends a lot of money on cocaine. She says that she has to use cocaine regularly to feel good. She reports that if she does not use cocaine, she will feel worse and horrible. She continues to use cocaine even if she knows that she needs help. Her cocaine use has affected her daily activities. She does not eat properly and has poor sleeping habits. Past Psychiatric History: General Statement: No history of treatment for psychiatric conditions. Caregivers (if applicable): No Caregivers Hospitalizations: No hospitalization. Medication trials: No prior history of medical trials. Psychotherapy or Previous Psychiatric Diagnosis: The patient has never undergone psychiatric treatment and has no mental problems. Substance Current Use and History: She says that she takes crack cocaine. He spends $100 daily to buy cocaine. She uses cannabis. She takes it about 1-2 times weekly. She drinks 2-3 bottles of alcohol once weekly. Family Psychiatric/Substance Use History: Her brother has a history of opioid abuse. Her father was jailed for drug possession. Her mother has a history of benzodiazepine abuse and anxiety. Psychosocial History: She was born in Alabama, where her parents raised her. Her mother raised her after her father was jailed when she was 5-7 years old. She has a single sibling, a brother who has not visited them for ten years. She currently lives with her boyfriend in Florida. She has a daughter who lives with her friends. She studied digital marketing in college. She likes to party with friends and get high. She was convicted for possessing drugs and is currently on probation. She is a digital marketer and creates commercial websites for businesses. Her father sexually assaulted her when she was 5-7 years old. She recently witnessed her boyfriend having sexual intercourse with another woman. Medical History: Lisa has hepatitis C. Current Medications: No medications Allergies: She has amoxicillin allergies. Reproductive Hx: She is sexually active. The menstrual cycle is regular. She uses an intrauterine device as her contraceptive method. There are no reproductive concerns. ROS: GENERAL: Positive for low appetite. No weakness, chills, fever, or fatigue. HEENT: No abnormalities. SKIN: No itching. CARDIOVASCULAR: No chest pain, edema, leg cramps, dyspnea, or ankle swelling. RESPIRATORY: No pain with breathing,
Provide an overview of what a manufacturing process is and how it is organized. Explain the concepts of setup time, utilization time, production
Provide an overview of what a manufacturing process is and how it is organized Within the Discussion Board area, write 200-300 words that respond to the following with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas. Using what you learned in the game module, please explain the following aspects of a production process: Provide an overview of what a manufacturing process is and how it is organized. Explain the concepts of setup time, utilization time, production scheduling, and bottlenecks in a simple manufacturing process and what the role of the operations manager is. Expert Answer and Explanation Manufacturing Process Manufacturing is the production of goods and services for sale or use using tools, machines, biological formulation, and labor (Yang et al., 2018). Therefore, the manufacturing process, also known as manufacturing engineering, can be defined as the stages followed to change raw materials to the final product or service. For instance, stages of transforming wheat into bread can be called a manufacturing process. The manufacturing process can be organized in the following steps. The first step is the product concept, where an idea is generated. The second step is research. The third step is a product design and materials specification. Here, the manager will design a product and identify the resources needed to make it. The fourth step is researching and developing the final product or service design (Yang et al., 2018). Step five is prototype testing to find any faults in the design for appropriate changes to be made. Other steps include manufacturing, assembly, feedback and testing, product development, and final product. Concept of Setup Time Setup time is the period taken to reconfigure a machine to operate a different production section. Utilization is the amount of an element used to achieve a specific goal. Utilization time is the period used to manufacture a single product. Manufacturing and production run on the timeline. Production scheduling is the process of planning the time taken to complete an activity in the manufacturing process. A bottleneck in manufacturing is a point where workloads arrive faster for a production process to handle. It can create delays to lead to higher production costs. Operations managers can hire and fire workers, improve organizational processes, set training standards and hiring policies, planning, operations strategy, embracing design, and managing the operation process (Wolniak, 2019). References Wolniak, R. (2019). Operation manager and its role in the enterprise. Production Engineering Archives, 24(24), 1-4. https://content.sciendo.com/view/journals/pea/24/24/article-p1.xml Yang, B., Qiao, L., Cai, N., Zhu, Z., & Wulan, M. (2018). Manufacturing process information modeling using a metamodeling approach. The International Journal of Advanced Manufacturing Technology, 94(5-8), 1579-1596. https://link.springer.com/article/10.1007/s00170-016-9979-0 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 Manufacturing Processes: A Complete Guide to Organization and Key Concepts Manufacturing serves as the backbone of modern industry, transforming raw materials into finished products that drive economic growth worldwide. Understanding how manufacturing processes work and how they’re organized is essential for anyone involved in operations management, industrial engineering, or business operations. What is a Manufacturing Process? A manufacturing process is a systematic production method that creates goods by combining supplies, ingredients, or raw materials using specific formulas, recipes, or procedures. This process involves converting inputs into outputs through various value-added activities, typically in industries that produce bulk quantities of goods such as food, beverages, automotive parts, electronics, and consumer products. Manufacturing processes are characterized by their ability to create standardized products efficiently and cost-effectively. They involve coordinated activities that transform materials through physical, chemical, or mechanical means to produce items that meet specific quality standards and customer requirements. How Manufacturing Processes Are Organized Manufacturing organization follows a structured approach designed to maximize efficiency, minimize waste, and ensure consistent quality output. The typical organization includes several key components: Process Flow Structure Manufacturing processes are organized in a logical sequence that moves materials from raw inputs to finished products. This flow typically includes receiving raw materials, preparation and setup, actual production, quality control, and packaging or finishing operations. Resource Allocation Effective manufacturing organization requires careful allocation of resources including machinery, labor, space, and time. Each resource must be optimized to prevent bottlenecks and maintain smooth production flow. Quality Control Integration Quality management is integrated throughout the manufacturing process rather than being relegated to a final inspection step. This approach ensures that defects are caught early and corrected before they impact the final product. Workflow Coordination Different departments and processes must be coordinated to ensure seamless operation. This includes synchronizing material deliveries, machine availability, labor schedules, and customer demand. Key Manufacturing Concepts Every Professional Should Know Understanding specific manufacturing concepts is crucial for optimizing production efficiency and managing operations effectively. Setup Time Setup time refers to the duration required to prepare equipment, machinery, or a work area before production can begin. This preparation phase includes activities such as: Equipment cleaning and maintenance Tool changes and adjustments Material loading and positioning System calibration and testing Safety checks and procedures Setup time is a critical factor in manufacturing efficiency because it represents non-productive time that directly impacts overall throughput. Reducing setup time through techniques like Single-Minute Exchange of Dies (SMED) can significantly improve manufacturing performance. Utilization Time Utilization time represents the actual period during which equipment, machinery, or labor is actively engaged in productive work. This is the time when value is being added to the product through transformation processes. High utilization rates are generally desirable as they indicate efficient use of resources. However, it’s important to balance utilization with flexibility and maintenance requirements. Equipment running at 100% utilization may lack the flexibility to handle unexpected demands or necessary maintenance activities. Production Scheduling Production scheduling is the process of organizing, planning, and optimizing work and workloads in manufacturing operations. It involves determining when and how production activities should occur