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.
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.
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.
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.
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.
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.
CONPH NSG6020 Subjective, Objective, Assessment, Plan (SOAP) Notes
Student Name:
Course:
Patient Name: B.N.
Date:
Time:
Ethnicity: Caucasian
Age: 41
Sex: Male
SUBJECTIVE (must complete this section)
CC: “I have a heartburn and acid reflux that keeps waking me up at night”
HPI: B.N. is a 45-year-old male patient with a history of gradually worsening gastroesophageal reflux symptoms. He presents with frequent typical episodes of heartburn following spicy or fatty meals and periodic regurgitation of sour-smelling fluid into his mouth. Onset was 3 months ago and have gradually worsened. Located in the epigastric region, with occasional radiation to the throat with a duration typically last 1–2 hours after meals or when lying down at night, with a character: A burning pain or pressure in the chest and upper abdomen. The aggravating factors have been consuming spicy, fatty, or acidic foods, as well as when bending over or lying flat and the relieving factors the use of over-the-counter antacids. Timing have been intermittently throughout the day but are most frequent post-meals and during nighttime, with a Severity of 6/10 on average, with occasional exacerbations to 8/10 during severe episodes.
· Previous Medical History: Hypertension (diagnosed 4 years ago) and GERD.
Allergies: Penicillin , with dizziness and flushing sensation.
Medication Intolerances: None reported
Chronic Illnesses/Major traumas: Hypertension
Hospitalizations/Surgeries: None reported
FAMILY HISTORY
· M: Alive and healthy
· MGM: Late, asthma
· MGF: Alive, GERD
· F: Alive, obesity
· PGM: died of road accident
· PGF: Alive, healthy
Social History: B.N. is an office employee with a 14-year history of reported cigarette smoking. He smokes a half pack per day and sporadic alcohol use, having two or more beers per week. He denies all illicit drug use. His food intake is fast food and coffee drinking, frequent enough to explain his gastrointestinal complaints. His habits of smoking and eating are addressed as possible aggravating factors in his illness.
REVIEW OF SYSTEMS
General: B.N is weight loss due to acid reflux during meals.
Cardiovascular: No chest pain, palpitations, or edema
Skin: No rashes, lesions, or itching
Respiratory: No cough, shortness of breath, or wheezing
Eyes: No reported vision changes, denies eye pain.
Gastrointestinal: Heartburn, regurgitation, denies vomiting, diarrhea, or constipation
Ears: No hearing loss, tinnitus, or ear pain
Genitourinary/Gynecological:
No urinary symptoms
Nose/Mouth/Throat: No nasal congestion, or dental issues, sore throat due to acid reflux.
Musculoskeletal: No joint pain, no falls.
Breast: Denies any change.
Neurological: No headaches, dizziness, or numbness
Heme/Lymph/Endo: Denies anemia or any endocrine disorder.
Psychiatric: Denies anxiety, or mood changes.
OBJECTIVE (Document PERTINENT systems only. Minimum 3)
Weight: 180lbs
Height: 5’9”
BMI: 25.9
BP:138/88mmHg
Temp: 99.2°F
Pulse: 78bpm
Resp:16/min
General Appearance: Well-nourished, alert, and oriented x3. Appears comfortable.
Skin: Smooth with no rashes, moles, red spots
HEENT: Normocephalic, PERRLA, oral mucosa pink and moist, no pharyngeal erythema or tonsillar enlargement.
Cardiovascular: Regular rhythm and rate. S1 and S2 present, no gallops or rubs were heard.
Respiratory: Lung clear to auscultation bilaterally, no wheezes, crackles or rhonchi sounds
Gastrointestinal: Bowel sound presents is 4 quadrants, Abdomen soft upon palpation.
Breast: No lumps or tenderness noted.
Genitourinary: No tenderness, no CVA pain.
Musculoskeletal: Full range of motion in all extremities, no deformities were noted.
Neurological: Alert and oriented X 4 , speech appropriated .
Psychiatric: Patient calm and answers question appropriately , no anxiety or mood change were noted
Peptic Ulcer Disease is a disease in which ulcers or open sores occur in the stomach or duodenal lining, usually due to Helicobacter pylori infection or long-term use of nonsteroidal anti-inflammatory drugs (NSAIDs) (Srivastav, et al., 2023). The symptoms on presentation are epigastric burning pain, nausea, and vomiting at times. ICD-10 code K27.9 is for an unspecified peptic ulcer with hemorrhage or perforation not specified. Although patient symptoms are characteristic of GERD, PUD is not excluded since both can produce upper GI distress and have some of the same symptoms such as epigastric pain. Since there are no alarm symptoms (e.g., weight loss, hematemesis), PUD is unlikely now.
Esophagitis is inflammation of the esophagus, usually caused by acid reflux, infection, or drug-induced inflammation (Tageldin, et al.,2021). Symptoms can be chest pain, dysphagia, and heartburn. Code K20 is the ICD-10 code that is specifically used to indicate this condition. Esophagitis is listed as a differential because chronic acid reflux (such as in GERD) will cause inflammation of the esophagus. GERD, if left untreated, can lead to esophagitis and therefore is still a consideration.
GERD happens when stomach acid chronically flows back into the esophagus, irritating and producing symptoms of heartburn, regurgitation, and epigastric pain. GERD is usually associated with lifestyle issues such as diet, smoking, and obesity. The ICD-10 code K21.9 is for GERD without esophagitis. The diagnosis fits the patient's presenting complaint of heartburn, regurgitation, and relief with antacids, and it is the highest presumptive diagnosis (Rogers & Eastland, 2021). The presumptive diagnosis is the most likely diagnosis given the patient's history, physical exam, and preliminary findings.
Plan/Therapeutics:
1. Lifestyle Modifications:
· stop consuming those meals that cause this problem such as spicy food.
· Avoid sleeping after consuming a full meal. Eat a minimum of three hours prior to sleeping in order to allow the stomach time to digest (Jallepalli, et al., 2022)
· Refraining from taking large meals. Eating several small meals will assist the patient.
· Avoid consuming alcohol or limit the amount and smoking (Jallepalli, et al., 2022).
Medications
· The patient should Continue taking Omeprazole 20 mg daily before breakfast (Rogers, & Eastland, 2021).
· If the symptoms persists, do an upper endoscopy.
Education:
· Discussed the significance of lifestyle modifications in managing GERD.
· Discussed long-term risks of untreated GERD, including Barrett’s esophagus and esophageal cancer.
· Provided smoking cessation resources and encouraged follow-through.
References
Jallepalli, V. R., Thalla, S., Gavini, S. B., Tella, J. D., Kanneganti, S., & Yemineni, G. (2022). Impact of patient education on quality of life in gastroesophageal reflux disease. Int J Pharm Phytopharmacol Res, 12(1), 25-8.
Rogers, J., & Eastland, T. (2021). Understanding the most commonly billed diagnoses in primary care: Gastroesophageal reflux disease. The Nurse Practitioner, 46(4), 50-55.
Srivastav, Y., Kumar, V., Srivastava, Y., & Kumar, M. (2023). Peptic ulcer disease (PUD), diagnosis, and current medication-based management options: schematic overview. Journal of Advances in Medical and Pharmaceutical Sciences, 25(11), 14-27.
Tageldin, O., Shah, V., Kalakota, N., Lee, H., Tadros, M., & Litynski, J. (2021). Esophagus. In Management of Occult GI Bleeding: A Clinical Guide (pp. 65-86). Cham: Springer International Publishing.
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CONPH NSG6020 Subjective, Objective, Assessment, Plan (SOAP) Notes
pico question: In adults diagnosed with schizotypal personality disorder, how does cognitive behavioral therapy compared to pharmacological treatment with Risperidone affect overall social functioning?