Choose ONE unfolding case study below (cardiac, endocrine, or gastrointestinal)
Instructions:
Choose ONE unfolding case study below (cardiac, endocrine, or gastrointestinal). Case study used must differ from the submission for Case Study Bowtie #1. Review the entire case study chosen (parts 1-3), then choose two priority problems to complete two bowtie concept maps for the patient based on case presented (template below).
Submit the bowtie to this dropbox when complete.
IMPORTANT:
The case study used for this submission (Case Study Bowtie #2) must differ from each individual's submission for the Case Study Bowtie #1.
Using the same case study will result in a "zero" score on this assignment (no points awarded).
Detailed Instructions & Case Studies:
NURS 307: Concepts of Adult Health Nursing
Student Name: Date:
Bowtie Concept Maps
Analyze Cues
(2-3 risk factors + 3-4 S/Sx)
Take Action
(Nursing Actions/Interventions)
Evaluate Outcomes
(How will the IDT know the primary problem is resolving? What cues does the nurse expect?)
Patient Problem #1
(Nursing Concept + related factors + secondary factors)
Evaluate Outcomes
(How will the IDT know the primary problem is resolving? What cues does the nurse expect?)
Patient Problem #2
(Nursing Concept + related factors + secondary factors)
Analyze Cues
(2-3 risk factors + 3-4 S/Sx)
Take Action
(Nursing Actions/Interventions)
,
NURS 307: Concepts of Adult Health Nursing
Unfolding Case Study: Cardiovascular Complications
E. P. Wieber | NDSU | 9/24
Instructions:
Review the entire case study (parts 1-3), then complete a bowtie concept map for Mr. Thompson based on your assigned priority
problem and the case presented.
Part 1: Review Case 1. Review the entire case study.
2. Choose two priority concepts from the table below (one concept from each group). a. Concepts can relate to any part of the case or primary medical diagnosis (PMD) – part 1, 2, or 3.
i. There is no ‘correct’ concept; all listed concepts are relevant to the patient case.
Concept Options:
Options for Patient Problem #1 (choose one)
Options for Patient Problem #2 (choose one)
Oxygenation
Perfusion
Fluid/Electrolyte balance
Infection
Pain
Teaching/Learning
Part 2: Complete Two (2) Bowtie Concept Maps 1. Patient Problem (Blue box):
a. Add priority problems chosen above to the blue box at the center of
each concept map
b. Add “related factors” (r/t) – Physiologic factors related to the patient problem
c. Add “secondary factors” (s/t) – Medical diagnosis (the PMD noted in ONE part
of the case study) i. Focus on one pathophysiologic process/PMD in each bowtie; don’t add in multiple secondary factors.
2. Cues (Yellow Boxes): a. Add 6 cues (3-4 signs/symptoms/lab findings and 2-3 risk factors) relevant to the “patient problem” and/or
related/secondary factors (blue box).
i. Cues should come directly from ONE PART of the case study, but may be presumed based on knowledge of
pathophysiology and nursing care related to PMD. ii. Risk factors (i.e. patient history) may be taken from any previous part of the case study.
3. Actions (Green boxes):
a. Add 5 different nursing actions/interventions related to the “patient problem” (blue box). i. Include rationale for each action/intervention.
ii. Actions/interventions should be presumed, based on knowledge of pathophysiology and nursing care related to
the PMD.
iii. Provider orders may be used to guide actions, but actions should be within nursing scope of practice.
4. Evaluate Outcomes (Red Box): a. Add relevant cues (signs/symptoms, lab findings, etc.) that would indicate to the nurse that the patient problem
(blue box) is resolving/has resolved: i. Signs/symptoms/lab values indicative of improved status.
ii. Signs/symptoms/lab values that indicate a complication of the PMD has not occurred.
Oxygenation
r/t bronchoconstriction and
increased mucous production
s/t COPD exacerbation
NURS 307: Concepts of Adult Health Nursing
Unfolding Case Study: Cardiovascular Complications
E. P. Wieber | NDSU | 9/24
Case Study Part 1: Initial Presentation & Diagnosis
Patient Name: Mr. James Thompson Age: 68 years old Gender: Male Chief Complaint: Chest pain, fatigue, and shortness of breath
Background: Mr. Thompson is a 68-year-old male who presents to the ER with complaints of substernal chest pain radiating to his left arm, fatigue, and shortness of breath. The pain began two days ago, worsens when lying flat, and is relieved when sitting up and leaning forward. He reports feeling increasingly weak over the past week and has been experiencing swelling in his ankles.
Medical/Surgical History: He has a history of hypertension, hyperlipidemia, and coronary artery disease (CAD). He underwent percutaneous coronary intervention (PCI) with stent placement two years ago. Home medications include aspirin, lisinopril, metoprolol, and atorvastatin.
Initial Assessment: • Vital Signs:
o BP: 140/88 mmHg o HR: 95 bpm, regular o RR: 20 breaths/min o Temp: 37.1°C (98.8°F) o O2 Sat: 94% on room air
• Cardiovascular: Distant heart sounds, pericardial friction rub on auscultation, S3 heart sound, 2+ pitting edema in both ankles.
• Respiratory: Crackles heard bilaterally at lung bases. • ECG: ST elevation in the inferior leads and diffuse PR depression. • Lab Results:
o Elevated troponin: 0.3 ng/mL (mildly elevated) o BNP: 580 pg/mL o WBC count: 11,000/mm³
The cardiologist suspects Mr. Thompson is experiencing pericarditis with possible progression of heart failure due to his history of
CAD and current symptoms. An echocardiogram reveals mild pericardial effusion, reduced ejection fraction of 35% (indicative of
systolic heart failure), and moderate mitral valve regurgitation.
Updated Diagnoses: 1. Coronary Artery Disease (CAD) 2. Acute Pericarditis 3. Systolic Heart Failure (HFrEF) 4. Mitral Valve Regurgitation
NURS 307: Concepts of Adult Health Nursing
Unfolding Case Study: Cardiovascular Complications
E. P. Wieber | NDSU | 9/24
Case Study Part 1: Initial Presentation & Diagnosis (cont’d)
Provider Orders:
• Continuous telemetry
• Titrate oxygen to keep SpO2 greater than 94%
• Strict I/Os
• Consults: o Cardiology o Cardiohoracic surgery
• Activity: o Bedrest o Bathroom privileges
• Diet: o 2 g sodium diet o 2000 mL fluid restriction
• Diagnostics: o Echocardiogram STAT o Daily chest x-ray o BMP q 24 hrs o BNP q 48 hrs
• Medications: o Ibuprofen 600 mg three times daily o Furosemide 40 mg IV twice daily o Spironolactone 25 mg PO daily o Metoprolol succinate 50 mg PO daily o Aspirin 81 mg PO daily o Lisinopril 10 mg PO daily o Potassium chloride 20 mEq PO once daily
NURS 307: Concepts of Adult Health Nursing
Unfolding Case Study: Cardiovascular Complications
E. P. Wieber | NDSU | 9/24
Part 2: Progression of Disease
Despite medical management, Mr. Thompson's condition worsens over the next 48 hours. He becomes progressively short of breath, especially at night, and develops orthopnea and paroxysmal nocturnal dyspnea. His weight has increased by 4 lbs since admission. The echocardiogram shows worsening mitral valve regurgitation and an increased pericardial effusion, though still mild.
New Findings: • Vital Signs:
o BP: 130/80 mmHg o HR: 105 bpm, irregular o RR: 24 breaths/min o O2 Sat: 90% on 2L NC
• Physical Exam: JVD, bilateral crackles up to mid-lung fields, worsening pitting edema. • Echocardiogram Findings:
o Left Ventricular Ejection Fraction (LVEF): 35% (reduced, consistent with systolic heart failure). o Left Ventricular Size: Mildly dilated, with global hypokinesis (weakened and reduced contraction throughout the
heart). o Valve Function:
▪ Mitral Valve: Moderate to severe mitral regurgitation. Regurgitant jet observed during systole, leading to increased left atrial volume. Thickened and prolapsed posterior leaflet, contributing to regurgitation.
▪ Aortic Valve: Mild aortic valve calcification, no significant stenosis. ▪ Tricuspid Valve: No regurgitation.
o Right Ventricular Function: Normal size and function. o Pericardial Effusion: Small to moderate pericardial effusion present, no signs of tamponade. The effusion appears
non-compressive but could worsen if fluid accumulates. o Pulmonary Artery Pressure: Elevated pulmonary artery systolic pressure (45 mmHg), consistent with pulmonary
hypertension. o Left Atrium: Enlarged due to volume overload from mitral regurgitation.
The cardiologist decides that Mr. Thompson may need valve surgery to address the worsening mitral regurgitation and prevent further heart failure progression. Cardiothoracic surgery was consulted and scheduled surgery for the following day.
Part 3: Post-Surgical Recovery
Mr. Thompson undergoes successful mitral valve repair. Postoperatively, he is transferred to the cardiac ICU for monitoring. He remains intubated for 12 hours but is weaned off the ventilator and extubated successfully.
Postoperative Day 1 Findings: • Vital Signs:
o BP: 125/78 mmHg o HR: 88 bpm, regular o RR: 18 breaths/min o O2 Sat: 96% on 2L NC
• Cardiovascular: S1 and S2 audible without rubs or murmurs, no friction rub. • Lungs: Clear to auscultation bilaterally.
,
NURS 307: Concepts of Adult Health Nursing
Unfolding Case Study: Cardiovascular Complications
E. P. Wieber | NDSU | 9/24
Instructions:
Review the entire case study (parts 1-3), then complete a bowtie concept map for Mr. Thompson based on your assigned priority
problem and the case presented.
Part 1: Review Case 1. Review the entire case study.
2. Choose two priority concepts from the table below. a. Concepts can relate to any part of the case or primary medical diagnosis (PMD) – part 1, 2, or 3. Focus on one
part when completing the concept map.
Concept Options:
Options for Patient Problems (choose one for each bowtie)
Oxygenation
Perfusion
Skin Integrity
Fluid/Electrolyte balance
Infection
Nutrition
Teaching/Learning
Elimination (bowel or bladder)
Endocrine
Part 2: Complete Two (2) Bowtie Concept Maps 1. Patient Problem (Blue box):
a. Add priority problems chosen above to the blue box at the center of
each concept map
b. Add “related factors” (r/t) – Physiologic factors related to the patient problem
c. Add “secondary factors” (s/t) – Medical diagnosis (the PMD noted in ONE part
of the case study) i. Focus on one pathophysiologic process/PMD in each bowtie; don’t add in multiple secondary factors.
2. Cues (Yellow Boxes): a. Add 6 cues (3-4 signs/symptoms/lab findings and 2-3 risk factors) relevant to the “patient problem” and/or
related/secondary factors (blue box).
i. Cues should come directly from ONE PART of the case study, but may be presumed based on knowledge of
pathophysiology and nursing care related to PMD. ii. Risk factors (i.e. patient history) may be taken from any previous part of the case study.
3. Actions (Green boxes): a. Add 5 different nursing actions/interventions related to the “patient problem” (blue box).
i. Include rationale for each action/intervention.
ii. Actions/interventions should be presumed, based on knowledge of pathophysiology and nursing care related to
the PMD.
iii. Provider orders may be used to guide actions, but actions should be within nursing scope of practice.
4. Evaluate Outcomes (Red Box): a. Add relevant cues (signs/symptoms, lab findings, etc.) that would indicate to the nurse that the patient problem
(blue box) is resolving or improving: i. Signs/symptoms/lab values indicative of improved status.
ii. Signs/symptoms/lab values that indicate a complication of the PMD has not occurred.
Oxygenation
r/t bronchoconstriction and
increased mucous production
s/t COPD exacerbation
NURS 307: Concepts of Adult Health Nursing
Unfolding Case Study: Cardiovascular Complications
E. P. Wieber | NDSU | 9/24
Introduction: Each of the following case studies follow Phyllis Vance, a female with multiple endocrine disorders.
Patient Case 1: Type 1 Diabetes and Diabetic Ketoacidosis (DKA)
Admission Note
Chief Complaint: Nausea, vomiting, abdominal pain, and profound fatigue for 2 days.
History of Present Illness:
Phyllis Vance is a 48-year-old female with a history of Type 1 Diabetes diagnosed at age 26. She reports rationing insulin while recently ill with gastroenteritis, since she wasn’t eating and due to financial constraints. Symptoms began with nausea and fatigue, progressing to vomiting and abdominal pain. She notes increased urine output and thirst today.
Key Labs: Comprehensive Metabolic Panel (CMP):
• Blood glucose: 512 mg/dL
• Potassium: 5.5 mEq/L ABGs:
• pH: 7.15
• HCO3: 12 mmol/L
• Anion gap: 20 Urinalysis:
• Color: clear, cloudy
• Glucose: 4+
• Ketones: Large
Physical Exam:
Alert but fatigued. Kussmaul respirations noted. Dry mucous membranes. No focal abdominal tenderness. Complaints of nausea.
Vital Signs: Temperature: 99.8°F (oral) Heart Rate: 118 bpm Respiratory Rate: 28 breaths/min
Blood Pressure: 100/65 mmHg Oxygen Saturation: 98% on room air Weight: 68 kg (150 lbs)
Orders
1. Fluid Management: – Initiate 0.9% Normal Saline IV at 1 L/hr for the first 2 hours. – Transition to 0.45% saline at 250-500 mL/hr once MAP >70 mmHg
2. Insulin Therapy: – Begin IV insulin infusion at 0.1 units/kg/hr. Continue until blood glucose is < 250 mg/dL. – Once BG is below 250 mg/dL, switch to subcutaneous insulin (novolog) – sliding scale.
3. Electrolyte Monitoring and Replacement: – Monitor potassium every 2-4 hours. Add potassium chloride (20-40 mEq) to IV fluids if serum K+ < 5.5 mEq/L. – Monitor bicarbonate; administer only if pH < 7.0.
4. Infection Workup: – Obtain blood and urine cultures. – Administer empiric antibiotics (e.g., ceftriaxone) if infection suspected.
5. Monitor Labs: – Check blood glucose hourly – ABG every 2-4 hours – comprehensive metabolic panel every 4-6 hours.
NURS 307: Concepts of Adult Health Nursing
Unfolding Case Study: Cardiovascular Complications
E. P. Wieber | NDSU | 9/24
Patient Case 2: Hashimoto’s Thyroiditis and Hypoparathyroidism s/p Thyroidectomy
Admission Note
Chief Complaint: Fatigue, weight gain, cold sensitivity, neck swelling, and muscle cramps.
History of Present Illness:
Phyllis Vance, a 58-year-old female, presents with worsening fatigue, cold intolerance, and weight gain over the past 6 months. Six weeks ago, she underwent a total thyroidectomy for a multinodular goiter compressing the trachea. Since the surgery, she has experienced recurrent muscle cramps, paresthesias, and fatigue. She reports no improvement despite thyroid hormone replacement.
Key Labs: Pre-Surgery Labs: – TSH 10.8 μIU/mL (elevated) – Free T4 0.5 ng/dL (low) – TPO Antibodies positive. Post-Surgery Labs: – Serum calcium 7.0 mg/dL (low) – Ionized calcium 0.78 mmol/L (low) – Parathyroid hormone (PTH) 5 pg/mL (low) – Vitamin D 25(OH) 22 ng/mL (low-normal).
Physical Exam:
Puffy face, dry skin, and mild periorbital edema. Surgical scar noted in the anterior neck, well-healed. Positive Chvostek’s and Trousseau’s signs, indicating hypocalcemia.
Vital Signs: Temperature: 97.4°F (oral) Heart Rate: 62 bpm (bradycardic) Respiratory Rate: 16 breaths/min
Blood Pressure: 132/84 mmHg Oxygen Saturation: 98% on room air Weight: 78 kg (172 lbs)
Orders
1. Thyroid Hormone Replacement: – Continue levothyroxine 75 mcg PO daily. Recheck TSH and free T4 in 4-6 weeks
2. Calcium and Vitamin D Supplementation: – Calcium carbonate 1,000 mg PO three times daily with meals. – Calcitriol (active Vitamin D) 0.5 mcg PO twice daily.
3. Hypocalcemia Monitoring: – Check serum calcium, ionized calcium, phosphorus, and PTH daily until stable.
4. Emergency Calcium: – If ionized calcium less than 0.8 mg/dL (or if symptoms develop), administer calcium gluconate 1-2 g IV over 10 minutes. – Transition to oral calcium once calcium is greater than 1.1 mmol/L
5. Imaging and Follow-Up: – Neck ultrasound to assess for residual thyroid or parathyroid tissue if hypoparathyroidism persists.
NURS 307: Concepts of Adult Health Nursing
Unfolding Case Study: Cardiovascular Complications
E. P. Wieber | NDSU | 9/24
Patient Case 3: Primary Adrenal Insufficiency, Pituitary Adenoma, and Central Diabetes Insipidus (DI)
Admission Note
Chief Complaint: Fatigue, muscle weakness, weight loss, dizziness, excessive thirst, and frequent urination.
History of Present Illness:
Phyllis Vance, a 68-year-old female, presents with progressive fatigue, generalized muscle weakness, and significant unintentional weight loss over the past year. She also describes extreme thirst and polyuria over the last 3 months, requiring her to drink up to 6 liters of water daily. She reports dizziness upon standing and darkening of her palms and mucous membranes. Diagnostic Tests:
• inadequate cortisol response to ACTH stimulation test.
• A water deprivation test confirms central DI.
Key Labs: Serum Labs:
• Morning cortisol 2.5 μg/dL (low)
• ACTH 102 pg/mL (elevated)
• Sodium 149 mEq/L (elevated)
• serum osmolality 310 mOsm/kg (elevated) Urinalysis:
• urine osmolality 100 mOsm/kg (low)
• Spec. Grav: 1.003 (low)
• Glucose, proteins, ketones: negative Imaging: MRI brain reveals 6-mm pituitary microadenoma with mild stalk thickening.
Physical Exam:
Hyperpigmentation of palms, elbows, and oral mucosa. Orthostatic hypotension (BP drop from 110/70 mmHg supine to 82/60 mmHg standing). Signs of dehydration, including dry mucous membranes.
Vital Signs: Temperature: 97.8°F (oral) Heart Rate: 98 bpm Respiratory Rate: 18 breaths/min
Blood Pressure: 98/62 mmHg Oxygen Saturation: 98% on room air Weight: 65 kg (143 lbs)
Orders
1. Hormone Replacement: – Hydrocortisone 20 mg PO in the morning and 10 mg in the afternoon. – Fludrocortisone 0.1 mg PO daily.
2. DI Management:
– Desmopressin (DDAVP) 0.1 mg PO at bedtime; titrate based on urine output and serum sodium.
3. Monitor Labs:
– Serum cortisol, ACTH levels every 3-6 months.
– Serum electrolytes (Na+, K+, osmolality) every 1-2 days initially, then monthly during dose adjustments.
– Monitor urine osmolality and volume daily initially, then periodically.
4. Emergency Sodium Correction: – Administer hypertonic saline (3%) for severe hypernatremia (>155 mEq/L) or neurological symptoms.
5. Imaging and Follow-Up: – Repeat MRI brain in 6 months to evaluate pituitary adenoma progression and stalk changes.
,
NURS 307: Concepts of Adult Health Nursing
Unfolding Case Study: Gastrointestinal Disorders
E. P. Wieber | NDSU | 12/24
Instructions:
Review the entire case study (parts 1-3), then complete a bowtie concept map for Mr. Thompson based on your assigned priority
problem and the case presented.
Part 1: Review Case 1. Review the entire case study.
2. Choose two priority concepts from the table below; ONE from each grouping. a. Concepts can relate to any part of the case or primary medical diagnosis (PMD) – part 1, 2, or 3. Focus on one
part when completing the concept map.
Concept Options:
Options for Patient Problems (Choose one per bowtie)
Choose ONE from this group. Choose ONE from this group.
Teaching/Learning
Psychosocial
Fluid/Electrolyte balance
Elimination (bowel or bladder)
Nutrition
Neurologic Function
Infection
Part 2: Complete Two (2) Bowtie Concept Maps 1. Patient Problem (Blue box):
a. Add priority problems chosen above to the blue box at the center of
each concept map
b. Add “related factors” (r/t) – Physiologic factors related to the patient problem
c. Add “secondary factors” (s/t) – Medical diagnosis (the PMD noted in ONE part
of the case study) i. Focus on one pathophysiologic process/PMD in each bowtie; don’t add in multiple secondary factors.
2. Cues (Yellow Boxes): a. Add 6 cues (3-4 signs/symptoms/lab findings and 2-3 risk factors) relevant to the “patient problem” and/or
related/secondary factors (blue box).
i. Cues should come directly from ONE PART of the case study, but may be presumed based on knowledge of
pathophysiology and nursing care related to PMD. ii. Risk factors (i.e. patient history) may be taken from any previous part of the case study.
3. Actions (Green boxes): a. Add 5 different nursing actions/interventions related to the “patient problem” (blue box).
i. Include rationale for each action/intervention.
ii. Actions/interventions should be presumed, based on knowledge of pathophysiology and nursing care related to
the PMD.
iii. Provider orders may be used to guide actions, but actions should be within nursing scope of practice.
4. Evaluate Outcomes (Red Box): a. Add relevant cues (signs/symptoms, lab findings, etc.) that would indicate to the nurse that the patient problem
(blue box) is resolving or improving: i. Signs/symptoms/lab values indicative of improved status.
ii. Signs/symptoms/lab values that indicate a complication of the PMD has not occurred.
Oxygenation
r/t bronchoconstriction and
increased mucous production
s/t COPD exacerbation
NURS 307: Concepts of Adult Health Nursing
Unfolding Case Study: Gastrointestinal Disorders
E. P. Wieber | NDSU | 12/24
Introduction: Each part of this case study follows Ryan Howard, a male patient with a history of intravenous drug use and alcoholism.
Part 1: Hepatitis Diagnosis
Provider Note – Interval Update
Chief Complaint: "I've been feeling really tired and have some yellowing of my skin. Also, my stomach hurts a lot."
History of Present Illness:
Ryan Howard, a 34-year-old male with a history of IV drug use and binge drinking, presents to the was admitted to a medical-surgical unit 3 days ago with complaints of fatigue, yellowing of the skin and eyes, abdominal pain in the upper right quadrant, and dark urine. He reports that the symptoms have progressively worsened over the last few weeks. He also notes some nausea and loss of appetite.
Both an HCV antibody test and HCV RNA PCR have come back as positive and indicative of HCV infection. Ryan is unsure of when he might have contracted hepatitis C but admits to sharing needles and participating in high-risk sexual behavior in the past. Ryan has a history of alcohol use disorder, and although he’s been sober for about 6 months, he relapsed a few weeks ago. He denies any prior diagnoses of liver disease.
Key Labs: Liver Function Tests: • AST: 245 U/L (normal: 10-40 U/L)
• ALT: 305 U/L (normal: 7-56 U/L)
• Alkaline phosphatase (ALP): 120 U/L (44 – 147 U/L)
• Bilirubin (total): 5.6 mg/dL (normal: 0.3-1.2 mg/dL)
• Albumin: 2.8 g/dL (normal: 3.5-5.0 g/dL)
Hepatitis C Screening: • Hepatitis C antibodies: Positive
• HCV RNA PCR: 1,200,000 IU/mL (indicating active infection)
Complete Blood Count (CBC): • WBC: 8000/mm³ (normal: 4,500-11,000/mm³)
• Hemoglobin: 12.5 g/dL (normal: 13-18 g/dL)
• Platelets: 98,000/mm³ (normal: 150,000- 450,000/mm³)
Physical Exam:
General: Mildly jaundiced skin and sclerae Abdomen: Tenderness in the right upper quadrant, hepatomegaly, no signs of peritoneal irritation Extremities: No edema, but slight bruising noted on forearms
Vital Signs: Temperature: 99.2°F (oral) Heart Rate: 88 bpm Respiratory Rate: 16 breaths/min
Blood Pressure: 130/84 mmHg Oxygen Saturation: 96% on room air Weight: 74 kg
Orders
1. Diagnostics: a. HCV Genotype b. Liver biopsy c. Liver ultrasound d. Liver function tests (daily)
2. Medications:
a. Hepatitis C treatment: i. Sofosbuvir 400 mg PO daily (direct-acting antiviral) ii. Ledipasvir 90 mg PO daily (combined with Sofosbuvir)
b. Vitamin K 10 mg IV once
3. Consults: Gastroenterology & infectious disease (for HCV management). Case management. Psychiatry.
NURS 307: Concepts of Ad
You are invited to a Lunch-and-Learn session sponsored by the hospital where you are currently completing your clinical rotations
You are invited to a Lunch-and-Learn session sponsored by the hospital where you are currently completing your clinical rotations. The hospital’s Ethics Committee is scheduled to discuss the interdependence of genetics, genomics, and ethics. The following disease processes are slated for discussion: Sickle cell disease, Huntington’s disease, Down syndrome, Hemophilia, and Phenylketonuria (PKU). Select one of these genetic disease processes to address in this assignment. As you review the resources available to you, develop a concept map.
Instructions
Make sure to include the following components in the concept map:
- Describe the selected genetic condition, including pathophysiology, physical signs and symptoms, and inheritance pattern.
- Explain the potential impacts of the following components on nursing care:
- Physical signs and symptoms
- Psychosocial needs
- Emotional needs
- Ethical and legal considerations
- Scope of practice
- Correct grammar, spelling and APA style and format required
Resources
- For additional information on creating a concept map, please visit the Library and Learning Services Answers page: What is a concept map, and how do I create one?
- American Nurses Association. (2016). Genetics/genomics nursing: Scope and standards of practice (2nd ed.).
- Calzone, K.A., & Peterson, C. (2024, May 26.) Update to the essential genomic nursing competencies and outcome indicators. Journal of Nursing Scholarship, 56 (5), 729-741.
- Doenges, M., Moorhouse, M. F., & Murr, A. (2019). Concept or mind mapping to create and document the plan of care. In Nursing diagnosis manual: Planning, individualizing, and documenting client care (6th ed.). F. A. Davis.
- Schuster, P. M. (2020). Concept mapping: A clinical judgment approach to patient care (5th ed.). F.A. Davis.
In relation theoretical models, consider the underlying concept of at least three theories at both the intra- and interpersonal levels
In relation theoretical models, consider the underlying concept of at least three theories at both the intra- and interpersonal levels. Which theories are related and how are their differences better suited (or not) to treatment for substance use? Which theories are most likely to be utilized in the provision of treatment? Why or why not? Are some theories better suited to adolescents and young adults, while others are better suited to older populations?
One way nurse leaders can impact cost-containment is through strategic staffing decisions
#1
One way nurse leaders can impact cost-containment is through strategic staffing decisions. For example, implementing a flexible staffing model that adjusts nurse-patient ratios based on patient acuity and census can reduce unnecessary labor costs while maintaining safe and effective care, and help keep nurses happy and not overworked. Another example is monitoring unit supply usage. By standardizing supply ordering based on patient needs, nurse leaders can minimize waste and reduce costs of unnecessary supplies. Implementing evidence-based practice (EBP) is another effective cost-containment strategy. EBP ensures that interventions and procedures are based on the best available research, which often leads to better patient outcomes, reduced complications, and shorter hospital stays. (Connor et al., 2023) conducted a search showing how EBP improves patient outcomes as well as the healthcare settings return on investment. One example using evidence-based protocols to reduce catheter-associated urinary tract infections (CAUTIs) has been shown to decrease infection rates and, consequently, lower treatment costs and length of stay. This not only improves patient safety but also prevents avoidable expenses tied to hospital-acquired conditions that may not be reimbursed by insurers. Reflecting on my own nursing practice, I recognize that resource management is a shared responsibility among all members of the healthcare team, not just leadership. After reviewing this module, I will become more intentional in evaluating the necessity and cost-effectiveness of the resources I use during patient care.
#2
Being cost-conscious as a nurse and a nurse leader is essential to delivering high-quality care while maintaining financial sustainability. Nurse leaders play a pivotal role in fiscal management by guiding decisions that directly impact the cost of care. One example is adjusting staffing models based on patient acuity and census. By using acuity-based staffing tools, nurse leaders can ensure appropriate nurse-to-patient ratios without unnecessary overstaffing, ultimately reducing labor costs without compromising patient safety (Huston et al., 2023). A second example involves monitoring unit-based budgets for supplies. Nurse leaders can promote cost-effective purchasing by standardizing products and reducing unnecessary waste. For instance, by reviewing supply usage data and eliminating duplicate or rarely used items, nurse leaders can cut costs while ensuring staff still have what they need.
Implementing evidence-based practice (EBP) also significantly contributes to cost-containment. EBP reduces variability in care, prevents complications, and enhances outcomes, ultimately lowering costs associated with prolonged hospital stays or readmissions. One such evidence-based change is the implementation of early mobility protocols in ICU patients. Research shows that early mobilization decreases the incidence of ventilator-associated pneumonia and deep vein thrombosis, leading to shorter lengths of stay and reduced healthcare expenditures (Chen et al., 2022).
Reflecting on my nursing practice, this module has highlighted the importance of being more mindful of resource utilization and financial decision-making. Moving forward, I will be more proactive in assessing supply usage and advocating for evidence-based initiatives that can lead to cost savings without compromising care quality. Specifically, I plan to engage in interdisciplinary budget discussions, reduce unnecessary testing, and support staff education on cost-effective care practices to enhance both patient outcomes and organizational sustainability.
Describe the family structure. Include individuals and any relevant attributes
- Describe the family structure. Include individuals and any relevant attributes defining the family composition, race/ethnicity, social class, spirituality, and environment.
- Summarize the overall health behaviors of the family. Describe the current health of the family.
- Based on your findings, describe at least two of the functional health pattern strengths noted in the findings.
- Discuss three areas in which health problems or barriers to health were identified?
- Your assignment must include an eco-map and a genogram – as shown in the required textbook.
Week 4 discussion: Define what person-centered care means to you
Answer all questions/criteria with explanations and detail:
- Define what person-centered care means to you.
- Describe how you will apply the following principles in your future role as an advanced practice nurse.
- holistic nursing
- cultural humility
- self-reflection
- Communicate using respectful, collegial language and terminology appropriate to advanced nursing practice. Communicate with minimal errors in English grammar, spelling, syntax, and punctuation.
When it comes to modern marketing, how does creativity manifest?
What does marketing do that no other field does? Does it require more creative thinking or original ideas? Do you think of a creative marketer more as an artist or a businessperson? These days, people often say that "marketing creative" when they mean the words and pictures utilized in advertisements. However, a lot of business-related tasks, including marketing, have grown more difficult and intricate over the years. Data analysis, consumer demand forecasting, Monkey Mart Game and product development are all skills necessary for marketers. Is it necessary to reevaluate marketing inventiveness in light of these new positions?
Teaching Project Presentation- Nursing HW
Create a Power Point
Teaching Project Presentation- My topic has been about stroke (community is Miami, FL)
1. Title of the project.
2. Introduction (what is essential to learn about this issue). You may present statistics such as mortality, morbidity, incidence, and prevalence).
3. Findings of your assessment: why do you believe the topic is essential for the audience? Please indicate the learning objectives. After the presentation, the participant will:
4. Include barriers and assets for your specific population. What can you teach to empower the population to take a proactive stand for wellness?
5. The presentation should be age, cultural, and health literacy-appropriate.
6. The health teaching presentation should provide accurate, evidence-based information to the participant.
7. The teaching presentation should have examples of outcomes, what happens if I change…., if I don't.
8. The presentation should have examples of how to do the intended behavior.
8. The presentation should have time for participants to ask questions and make comments.
9. The presentation should have a section that evaluates the audience's attainment of the education objectives.
Teaching Project Presentation
Due Friday by 11:59pm Points 100 Submitting a file upload Attempts 0 Allowed Attempts 1 Available Jul 21 at 12am – Jul 30 at 11:59pm
Start Assignment
Teaching Project Presentation
The final presentation will be planned with your instructor once the outline is approved. Final Teaching projects will be presented to classmates and the instructor. The presentation site is preferably in the clinical setting. However, the instructor can hold it at the MDC Medical campus.
Each student will present a population-level, evidence-based practice teaching intervention. The presentation should be 15 to 20 minutes at maximum.
Information to include in the presentation consists of:
1. Title of the project.
2. Introduction (what is essential to learn about this issue). You may present statistics such as mortality, morbidity, incidence, and prevalence).
3. Findings of your assessment: why do you believe the topic is essential for the audience? Please indicate the learning objectives. After the presentation, the participant will:
4. Include barriers and assets for your specific population. What can you teach to empower the population to take a proactive stand for wellness?
5. The presentation should be age, cultural, and health literacy-appropriate.
6. The health teaching presentation should provide accurate, evidence-based information to the participant.
7. The teaching presentation should have examples of outcomes, what happens if I change…., if I don't.
8. The presentation should have examples of how to do the intended behavior.
8. The presentation should have time for participants to ask questions and make comments.
9. The presentation should have a section that evaluates the audience's attainment of the education objectives.
10. See Grading Rubric
7/22/25, 10:37 PM Teaching Project Presentation
https://mdc.instructure.com/courses/116236/assignments/3463033?module_item_id=11378613 1/5
Community Health Teaching Project Presentation
7/22/25, 10:37 PM Teaching Project Presentation
https://mdc.instructure.com/courses/116236/assignments/3463033?module_item_id=11378613 2/5
Criteria Ratings Pts
Description of interest in community selected and identification of health evidence-based practice teaching intervention selected.
Student should be able to describe his active service of citizenship, community engagement and social responsibility within the community selected. Student also described the evidence-based practice teaching intervention which will be presented.
25 pts
Demonstrates Collaboration with Community Stakeholders
Demonstrate reciprocity and responsiveness in his communication with community leaders and organizations. Maintained awareness to community cultural, educational, and health literacy levels.
25 pts
Application of evidenced based teaching
25 pts
25 to >14.0 pts Proficient
Student clearly articulates his/her ideas about active community engagement. Was able to communicate his topic based on community health needs.
14 to >10.0 pts Developing Proficiency
Student did not demonstrate his engagement in the community. Was clear presenting his topic based on community health needs.
10 to >0 pts Needs Improvement
Student was not able to communicate his engagement in the community. Was not able to clearly communicate his topic based on community health needs.
25 to >14.0 pts Proficient
Student clearly articulates how his/her experience has been more than a one-way relationship. Student articulates how she/he was responsive to those served, and how she/he was affected or challenged, or changed by these relationships. Student was sensitive to the cultural needs, health literacy and educational levels.
14 to >10.0 pts Developing Proficiency
Student showed lack of engagement and limited relationship with community members. Student was not able to assess properly the cultural needs, health literacy and educational levels of the community selected.
10 to >0 pts Needs Improvement
Student showed minimal engagement in the community selected. Did not assess the cultural, educational or health literacy needs of the community selected.
25 to >15.0 pts Proficient
Student applied accurate, evidence-
15 to >10.0 pts Proficient
Student did not apply evidence-based
10 to >0 pts Needs Improvement
Student did not apply evidence-based
7/22/25, 10:37 PM Teaching Project Presentation
https://mdc.instructure.com/courses/116236/assignments/3463033?module_item_id=11378613 3/5
Criteria Ratings Pts
intervention.
Student clearly demonstrates knowledge by applying evidenced- based information to the teaching intervention. Student utilizes evidence such as mortality, morbidity rates, and makes a critical analysis of the important social issues facing the population served. Teaching interventions shows depth and complexity of the healthcare needs of the community served.
Evaluation of teaching presentation to participants.
Teaching presentation contained introduction, learning objectives, findings and recommendations. Student was able to reflect on the barriers or limitations of the particular health project within the community.
25 pts
based information to the participants. The project includes benchmarks of attainable outcomes. The teaching intervention was well planned and appropriate for the community served.
information to the participants. The project includes benchmarks of attainable outcomes. The intervention was not well planned or relevant to the community served.
information to the participants. The intervention lacked planned outcomes to be achieved.
25 to >14.0 pts Proficient
Student adhered to allotted time 15-20 minutes. Presentation was clear, contained introduction, learning objectives, findings and recommendations. Audience had time for questions and clarification of material. The presentation utilized visual elements such as images, graphics, charts, slides and other visual aids to convey information, ideas or messages to the audience.
14 to >10.0 pts Developing Proficiency
10 to >0 pts Needs Improvement
Student did not adhere to allotted time 15-20 minutes. Presentation did not follow required format. Audience did not have time for questions and clarification of material. The presentation did not utilize visual elements such as images, graphics, charts, slides and other visual aids to convey information, ideas or messages to the audience.
7/22/25, 10:37 PM Teaching Project Presentation
https://mdc.instructure.com/courses/116236/assignments/3463033?module_item_id=11378613 4/5
Total Points: 100
7/22/25, 10:37 PM Teaching Project Presentation
https://mdc.instructure.com/courses/116236/assignments/3463033?module_item_id=11378613 5/5
