Capstone Project Change Proposal Implementation Plan

Capstone Project Change Proposal Implementation Plan

Topic 5 DQ 2

Diabetes is a chronic illness that requires long-term treatment by a healthcare provider.Medical information technology has the potential to improve accessibility with proposed diabetes-related therapies and outcome measurements. The Diabetes Register is a searchable list of all patients with certain chronic illnesses, such as diabetes, who interfere with electronic medical records. Disease enrollment connects all members of the patient’s medical team and provides important evidence to physicians and patients.Diabetes registration enables timely identification of high-risk subpopulations that enable healthcare providers to receive intensive care.Diabetes is a data-driven illness that can be performed using the Diabetes Registration. Diabetes enrollment has contributed to improved patient safety, quality and outcome parameters.

Technology is integral to successful implementation in many projects, through either support or integration or both. Name at least one technology that could improve the implementation process and the outcomes of your capstone project change proposal. Do you plan to use this technology? If not, what are the barriers that prevent its use?

Using 200-300 words APA format with at least two references. Sources must be published within the last 5 years. There should be a mix between research and your reflections. Add critical thinking in the posts along with research. Apply the material in a substantial way.

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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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Compare and contrast gas gangrene and wet gangrene.

Compare and contrast gas gangrene and wet gangrene.

A 60-year-old Type I diabetic presents with discoloration of his right leg. The pathogen is clostridium perfringens. Compare and contrast gas gangrene and wet gangrene. Compare and contrast apoptosis and necrosis. Identify the mechanism of cellular injury. How did diabetes contribute to this condition?

APA 150 words

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Compare and contrast gas gangrene and wet gangrene.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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Use the following coupon code :
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Please develop a care plan for above patient with 3 Priority Nursing Diagnoses.

Please develop a care plan for above patient with 3 Priority Nursing Diagnoses.

Scenario

Please develop a care plan for above patient with 3 Priority Nursing Diagnoses, 1 SMART goal for each diagnosis, 9 interventions for each goal (3 assess, 3 intervention/actions, 3 teaching points)

Patient: Say, Doris R. Hosp. #356782 Age/Sex/DOB: 81 yrs. F 06 July 1930. Please develop a care plan for above patient with 3 Priority Nursing Diagnoses.

Room: ICU #6

Ordering Provider: Samuel Good, MD

History & Physical

History: This is an 81-year-old white female admitted through the ED three days ago after falling at her daughter’s home. Paramedics initiated CPR on their arrival to the daughter’s home. Patient was unresponsive and intubated prior to transport to ED. While in ED, labs, CAT scan, and evaluation by Dr. Perfect supported that pt. had suffered a severe deep intracranial bleed suffering a massive CVA. Dr. Perfect decided against Vlla (rFVlla) after discussing the case with me. Based on recent clinical trial data that suggests that treatment with recombinant factor VIIa (rFVIIa) within 4 hours after the onset of intracerebral hemorrhage limits the growth of the hematoma, reduces mortality, and improves functional outcomes at 90 days, further study of this medication in a broader cohort did not result in improved clinical outcomes and often caused other problems for the patient. Based on the CAT scan, the pt.’s bleeding was due to a ruptured blood vessel and caused by a clot. I concurred with Dr. Perfect on this assessment. Patient was transferred to ICU for further evaluation. Pt. remains unresponsive.

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History obtained from daughter: Pt. has a hx of hypertension, hypothyroidism, and GERD. Pt. lives 9 months in Florida where her primary physician and nurse practitioner monitor her health. Pt. has lived independently and was active in her community. She flew unaccompanied and without assistance from Sarasota to O’Hare and was at her daughter’s home visiting. Daughter is unsure if pt. took prescribed medications, but she stated that “she c/o a headache and feeling tired earlier in the evening. I gave her two aspirins, and she went to take a nap. I woke her up for supper, and when she came to the kitchen, I asked her how she felt.” The incident occurred immediately after pt. began to respond to daughter’s query.

Current medications: metoprolol tartrate (Lopressor) 50 mg. BID; lisinopril (Zestril) 10 mg. at bedtime; levothyroxine sodium (Synthroid) 25 mcq. Q AM; omeprazole (Prilosec) 20 mg. Q AM and at bedtime.

Daughter denies pt. has history of sexually transmitted diseases, physical/emotional abuse, substance abuse, or mental illness.

Physical: This is an elderly white woman who is 5’4” and weighs 132 pounds. She is in remarkably good shape with no abnormalities to the eye. Skin color is WNLs, turgor is supple, tan, and warm to touch, nails are manicured, hair distribution is normal for age. Neurological exam reveals both pupils are fixed and unreactive to light; the left pupil is dilated, pt. does not response to verbal or pain stimuli. Musculoskeletal exam reveals good range of motion and tone. Cardiovascular: B/P 128/72(L) 122/70 (R); P: 62, reg. bilateral; + pulses in extremities; heart: NSR. Respiratory: Pt. remains intubated on controlled mechanical ventilation (CMV) with 12 breaths/minute; lungs present with some crackles/rales in left lower lobe. Gastrointestinal: No scars; abnormalities in abdominal contour; bowel sounds minimal to absent; liver WNS. Genitourinary: Pt. has an indwelling catheter draining clear amber urine.

Current Treatment: Continue with CMV, indwelling catheter,

· Anticonvulsants to control seizures

· Corticosteroids or diuretics to reduce swelling

· Painkillers

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Compare the characteristics of malignant and benign cancer cells.

Compare the characteristics of malignant and benign cancer cells.

Learning Objective #1: Identify the epidemiology and etiology of cancer. Compare the characteristics of malignant and benign cancer cells.

a. What are the top three cancers in men and women?

b. Compare the characteristics of malignant and benign cancer cells.

c. What are the broad categories of cancer-causing agents? Identify examples of each.

Learning Objective #2: Describe the health promotion, diagnosis, and spread of cancer.

a. Define primary, secondary, and tertiary prevention.

b. What are primary prevention recommendations for nutrition and physical activity?

c. What are the cancer screening recommendations for breast, colon, and lung cancer?

d. How is the TNM staging and grading system interpreted?

e. What is metastasis and how does it primarily occur?

Learning Objective #3: Describe the management of patients undergoing of surgery for cancer treatment.

a. What are the types of surgeries in cancer treatment and the goal of each?

b. What are the post-operative concerns, regardless of type?

Learning Objective #4: Describe the management of patients undergoing radiation.

a. What is the difference between external and internal radiation?

b. When do localized, early systemic, and late/chronic systemic effects occur and usually resolve?

c. What are common systemic effects (early and late/chronic) of radiation therapy?

d. What are the most common localized effects, depending on the area of radiation?

e. How do healthcare workers and caregivers protect themselves from the effects of internal radiation therapy?

Learning Objective #5: Describe the management of patients undergoing of chemotherapy.

c. What are the routes of chemotherapy administration and most common side effects?

d. What are the precautions a healthcare worker should take when caring for a patient receiving chemotherapy?

e. Describe the prevention, signs/symptoms, and interventions for chemotherapy extravasation.

f. Describe the types, timing, desensitization procedures, and priority intervention for hypersensitivity reactions.

Learning Objective #6: Identify assessment and nursing management of patients with cancer and with oncologic emergencies.

a. What are the nursing interventions and rationales for patients with the following nursing diagnoses:

i. Risk for infection r/t myelosuppression

ii. Risk for impaired skin integrity: erythematous and wet desquamation reactions to radiation therapy

iii. Impaired oral mucous membrane r/t stomatitis

iv. Imbalanced nutrition r/t nausea and vomiting

v. Imbalanced nutrition r/t anorexia or malabsorption

vi. Risk for bleeding

b. Explain the patho/causes, signs/symptoms, and interventions for hypercalcemia, tumor lysis syndrome, and superior vena cava syndrome.

Lung Cancer, Brunner and Suddarth, Chapters 20 and 23

Reading: 

· Bronchoscopy, pp 505-506

· Chest Tumors (lung cancer only), pp 620-624

Charts/Tables/Figures: None

Learning Objective #7: Describe bronchoscopy and related nursing implications.

Learning Objective #8: Discuss the health assessment and nursing management of patients at risk for or with lung cancer.

a. What are the types of lung cancer, risk factors, and prevention?

b. What are the major clinical manifestations of lung cancer?

c. How do you calculate a pack year history?

d. What are the major nursing interventions for relieving breathing problems?

Colorectal Cancer, Brunner and Suddarth, Chapter 47

Reading: 

· Nursing Management of the Patient Requiring an Ostomy, pp 1336-1342

· Colorectal Neoplasms, pp 1342-1350

Charts/Tables/Figures:

· Chart 47-9, Risk Factors

· Table 47-6, Potential Complications and Nursing Interventions after Colorectal Surgery

· Chart 47-7, Patient Undergoing Ostomy Surgery

Learning Objective #9: Identify the responsibilities of the nurse in meeting the needs of the patient with an intestinal diversion.

Learning Objective #10: Apply the nursing process as a framework for care of the patient with colorectal cancer.

· What are the major risk factors for colon cancer?

· Describe pre-test patient education for fecal occult blood tests and colonoscopy.

· What are the most common signs and symptoms of colorectal cancer?

· How do colorectal cancer s/s differ by location of the tumor?

· What are the pre-operative interventions for a patient undergoing intestinal diversion?

· What are the post-op nursing assessments and interventions, including identification of the following complications?

o paralytic ileus

o mechanical obstruction

o peritonitis

o infection

o wound dehiscence

· What discharge assessments and teaching with regard to self-care of ostomy, diet, and expected fecal drainage (appearance/timing based on ostomy location)?

Breast Cancer, Brunner and Suddarth, Chapter 58

· Breast Assessment, pp 1720-1727

· Malignant Conditions of the Breast, pp 1730-1740

· Nursing Management, pp 1742-1744

Charts/Tables/Figures:

· Chart 58-1, Abnormal Assessment Findings During Inspection

· Chart 58-2, BSE Patient Education

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· Table 58-2, Comparisons of Various Breast Masses (focus on difference between benign and malignant)

· Table 58-3, Risk Factors for Breast Cancer

· Chart 58-5, Hand and Arm Care after ALND

· Chart 58-6, Patient Education for Drainage Devices

· Chart 58-7, Patient Education for Arm Exercises

· Table 58-5, Comparing SLNB and ALND

Learning Objective #11: Identify the risk factors and health promotion for breast cancer.

Learning Objective #12: Compare and contrast the characteristics of benign and malignant breast disorders, diagnostic imaging, and surgical biopsy types for breast cancer.

a. What are the characteristics of benign vs. malignant breast disorders?

b. For what purpose is each diagnostic test used, including

c. What are the pre-op, immediate post-op, and discharge instructions following breast biopsy?

Learning Objective #13: Use the nursing process as a framework for care of the patient undergoing surgery for the treatment of breast cancer.

a. Differentiate between the three types of mastectomy surgical treatments and the two lymph node dissection methods.

b. What are the assessments needed to identify post-op complications following mastectomy?

c. What are the important patient education points to make for drain care following mastectomy?

d. What precautions should be enforced after surgery and discharge to reduce the risk of lymphedema?

Learning Objective #14: Explain the purpose, mechanism of action, side effects, and administration considerations for common breast cancer medications (pegfilgrastim, filgrastim, neupogen, tamoxifen and aromatase inhibitors).

Get a 10 % discount on an order above $ 100
Use the following coupon code :
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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS 

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.