Review this week’s Learning Resources. Consider the insights they provide about assessing.

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QUESTION

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. 

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources. 

WEEKLY RESOURCES

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-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 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).

post a discussion to agree/disagree

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QUESTION

A central line-associated bloodstream infection occurs as a result of infections introduced through central line venous catheters that reach the bloodstream of the patient. These infections can lead to increased complications, longer hospital stays, increased medical costs, and higher mortality rates. Central line bloodstream infections can be prevented by physicians’ and nurses’ adherence to sterile insertion techniques, central line maintenance bundle compliance, and education. Implementing infection control measures can not only promote patient safety and wellbeing but also reduce financial burdens on hospitals. 

The PICOT for the topic of central line-associated bloodstream infections is 

(P)- patients with central venous catheters in a critical care unit 

(I)- implementation of central line maintenance bundles and adherence to sterile techniques 

(C )- standard protocols for insertion and maintenance of central venous catheters

(O)- Reduction in the incidence of CLABSI rates on the unit 

(T)- to measure the incidence rates over months 

Creating a research question in the form of a PICOT can help assist in creating a research strategy by communicating the question in a manner necessitating extensive research (Riva et al., 2012)

The databases I used for my research include CINAHL Plus and PubMed. On CINAHL Plus, I searched for articles using the phrase “central line-associated bloodstream infections” in the search box. This generated 765 search results, but once I included Boolean operators such as “and prevention or intervention or treatment or program”. This narrowed down my search to CLABSI articles focused on the prevention of infections and included articles with specific treatments and more education on central line infection. The article I found discusses infection trends and several recommendations for enhancing the prevention process including bacteremia models and advanced IV dressings (Garcia, 2023). On PubMed, I was able to research CLABSI articles using search filters to narrow my results. I typed “CLABSI prevention” into the search bar and used filters to identify types of articles. I focused my search on “randomized controlled trials” to analyze studies that yielded results indicating that prevention strategies successfully reduced the incidence of central line infections. The article I chose describes the effect of alcohol-containing cap use for preventing bloodstream infections. By using specific filters, I am able to effectively search for relevant articles pertaining to study types that are appropriate for determining whether certain protocols or procedures had an effect on the risk of infection (Ta?delen Ö?ülmen & Ate?, 2020). 

Boolean operators serve as an effective tool for defining the search results between terms. The three common Boolean operators use keywords such as “and”, “or”, or “not”. Walden University describes Boolean operators as assisting the database in generating more precise results (Walden University, n.d.). However, these operators can also be used to reduce results. Using “and” combines different concepts, thus reducing produced results. Similarly, “not” excludes certain results from being included in the search, yet can narrow down a specific topic. On the other hand, using “or” phrases a concept differently ultimately expands the results. 

After incorporating Boolean operators, I have been able to refine my PICOT question to analyze the effects of implementation and adherence of central line care, followed by the reduction of infection rates as a result of standard protocols and maintenance. 

SUNY Reimagining Patient Provider Partnerships Using Technology among Older Adults Discussion

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Question

ELEVATOR SPEECH PART I

Overview:

An “elevator speech” (or “elevator pitch”) is a succinct, persuasive statement that explains what you do, and why your initiatives are unique and important.  An elevator speech should last no longer than the time it takes for a short elevator ride (as the name implies).  The optimal pitch includes a memorable wrap-up BEFORE the elevator doors open! 

For this assignment, you will submit the transcript of your elevator speech.  It should be NO MORE than one page in length (given the elements of APA formatting that are described in the guidance below), which equates to a pitch of about one minute. 

Elevator Speeches are generally organized into three paragraphs (introduction, body, conclusion), each starting with a topic sentence.   In a well-constructed paragraph, each sentence within the paragraph relates clearly to the topic sentence with the “controlling idea.” If topic sentences are not the most “overarching” sentence of the paragraph, or if there are not three paragraphs, write new topic sentences, and combine or separate written content to achieve an introduction, a body, and a conclusion. Each paragraph must have at least two sentences, the first of which is the topic sentence.

Introduction: In this first paragraph of the Elevator Speech, the topic sentence generally introduces THE AUTHOR.  A “hook” should immediately follow to capture the interest of your audience.

Body: The middle paragraph is where your unique interest, initiative or expertise is presented. The topic sentence should introduce this interest, initiative or expertise.  Be sure to keep the information relevant, brief, and easy to understand.

Conclusion: In this last paragraph, the topic sentence should summarize and “sell” your unique interest, initiative or expertise.

Purpose Assignment Instructions 

The purpose of the assignment is not only to consider what makes you unique and your work important as an Family nurse practitioner , but to practice the process of writing clearly and succinctly.  Your grade for this assignment will depend on your ability to construct a one-page transcript that is readable, organized, and persuasive. These assignments will draw on your ability to use:

Prescribed assignment instructions;

Microsoft Word (and differentiate Word docs from Google docs);

File download and upload processes;

ZOOM videoconferencing software;

Defined elements from APA Style;

Appropriate grammar and writing mechanics;

Clarity, brevity and logical organization in writing;

Constructive critique.

Process:

Read assignment instructions completely (and request clarification) until you are confident with the instructions.

Your speech should consider a problem within nursing and what you think can be done to address this problem (think along the lines of a future DNP project!).  You will need to research your topic among various sources to assure that your speech has a razor-sharp focus. Begin the paper by introducing yourself as a (FNP or WHNP) DNP student. Explaining what you are interested in doing, why your interests are unique, why your initiatives are important, and how being a NP/DNP will help you attain your goal.  

Once you have explored your ideas and decide on a focus, develop a draft paper that:

Uses topic sentences to organize thoughts into paragraphs;

Has opening and closing sentences;

Is interesting and persuasive.

Revise your draft to produce a final ONE PAGE paper. In developing the final paper, include the following:

The following format elements from APA Style:

Final Project: Introduction and Submission link

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QUESTION

Throughout this course we have briefly explored several techniques that have the potential to deepen your wellbeing. For our final project, you will be expanding your knowledge and experience of a wellbeing technique. This can be a new practice, or one which you would like to do research on. This project has several key steps:

First, pick a well-being practice. A list of potential practices are at the end of these assignment guidelines. You are welcome to pick a practice that is not listed here, if you have any doubt, feel free to contact me for clarification.  

Second, become familiar with how this practice is carried out by doing background research; you might read online articles, popular press book chapters, or watch YouTube videos.

Third, find and read at least 3 academic journal articles that discuss the benefits of this practice. As a strategy, you might use Google Scholar, and put the practice name in quotation marks, i.e. “walking meditation” and then add another phrase or set of search terms in separate quotes i.e. “wellbeing” “quality of life.” Including terms in quotes will require that the search brings you back articles that contain those phrases explicitly.

Fourth, for at least two weeks, begin engaging with this practice. Use the online journal to document your process, and what comes up, as you explore this new practice. Four one-paragraph journal entries are required for this active-learning part of the project.  Go to the Discussions page to upload your journal entries there.

Fifth, create a max-3 minute Public Service Announcement video about the practice you have identified. Your audience are university undergraduate students, and your goal is to communicate the science-based benefits of this practice, how to go about engaging with it, and what benefits they might expect to experience. End you PSA with a slide/screenshot of the three articles you read AND two questions for others to reflect on as they engage in this practice. Your questions and references will provide a guide so that others interested in this practice can deepen their own understanding.

If you have never created a PSA before, don’t worry. It can be quite simple if you’d like, narrating over power point slides. You can also choose to get creative with it, adding music and video content. You might begin by looking at examples of other student PSA’s from YouTube (such ashttps://youtu.be/DD1NEDIszrc (Links to an external site.)), you’ll then want to plan your PSA, sketch out your storyboard, film it/or create a screen capture if you would like to narrate over slides, gather other fair use resources to enhance it like background music, and edit it.

General PSA Guidelines

Either video or audio (I.e. radio) based

Introduces, provides instructions to, and explains the benefits of a well-being practice.

List of Potential Wellbeing Practices
(Shauna Shapiro’s book “Good Morning, I love you” describes many of these practices and offer citations for research articles that explore the benefits of these practices)

Tonglen

Cultivating awe

Radical responsibility

Loving kindness meditation

Compassion

Shifting perspective

Emotion regulation

Acceptance

Self-compassion

Conscious eating

Mindful decision making

Mindful parenting

Interdependence meditation

“Good morning, I love you”

Self-actualization

  • Empathic joy (Mudita)
    Forgiveness

Seeing the good in others

  • Cultivating generosity

Gratitude letters

  • “Three good things”

Smiling meditation

I-human HPI and Management Plan template

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QUESTION

CC (reason for encounter): brief subjective QUESTION. You will type this and the HPI in the EHR section of the case (NOT the problem statement).

HPI (History of present illness): It can only be graded from this place!  You will receive a zero for this section if not in the correct place.   

This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. This is for subjective findings. Use LOCATES or OLDCARTS Mnemonic to complete your HPI, but this is meant to help you develop the paragraph and should not be headings in a professional note. You need to start EVERY HPI with age, race, and gender (e.g., 14-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list. Include any pertinent history information that might impact the differential diagnosis formulation. If the CC was “headache,” the LOCATES for the HPI would include the following information: 

Onset: 3 days ago 

Location: head 

Duration: Lasts for an hour or two

Character: pounding, pressure around the eyes and temples 

Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia 

Relieving factors/Exacerbating factors: light bothers eyes, Aleve makes it tolerable but not completely better 

Timing: after being on the computer all day at work 

Severity: 7/10 pain scale 

Management Plan Templatemust include these headings: This section is worth 70 points.

1. Problem Statement 5 pts 

Problem statement should include:

a. CC

b. Key subjective findings (symptoms)

c. Key objective findings (PE)

2. Primary Diagnosis, Differentials & Coding—10 points (all areas must be addressed)

a. What is the primary dx ICD-10 code (1 point):

b. What is your rationale for arriving at this primary diagnosis? You must integrate the pertinent finding and support your rationale with evidence-based literature (resources) (4 points)

c. Include CPT codes, and any procedural codes (such as nurse lab draws, vaccinations given, biopsies) (2 points):

d. Differential diagnoses (ddx)with rationale and resources. Minimum of 3-5 differentials (primary dx does not count as a differential). For well-child visit, if there are no other health issues, then differentials are not needed. (3 points)

i. DDx#1-

ii. DDx#2-

iii. DDX #3-

3. Medications: (10 points)- Must be written as a prescription.

For example:

Med: Amoxicillin 400mg/5ml, 5 tsp po BID x 10days

4. Treatment plan / SDOH / Health Promotion 20 pts

a. Treatment plans-should be supported by clinical guidelines.  Should include non-pharmacological interventions. (10 points)

b. SDOH: address all 6 areas of social determinants of health (5 points)

c. Health Promotion/Anticipatory guidance: (5 points)

Must list a minimum of 5 age appropriate. Do not simply write f/u on vaccinations, be specific. Use your Bright Futures to help you with this area.

5. Pt. education (10 points)- – Educate parent and patient about today’s visit/diagnosis/meds etc. Must list a minimum of 5 patient education regarding today’s visit.

6. Follow up- 10 pts

a. Timing/when: (2 points)

b. Instructions: (4 points)

c. Symptom to watch for that will prompt a return (red flags): (4 points)

7. References 5 pts

a. *In text citations- (1 point)

b. *Min 3 evidence-based references  less than 5 y/old ( 3points)

c. *Clinical guidelines cited in treatment plan- ( 1 point)

MSW 640 week 10 discussion post

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QUESTION

Instructions

It is anticipated that the initial discussion post should be in the range of 250-300 words. Response posts to peers have no minimum word requirement but must demonstrate topic knowledge and scholarly engagement with peers. Substantive content is imperative for all posts. All discussion prompt elements for the topic must be addressed. Please proofread your response carefully for grammar and spelling. Do not upload any attachments unless specified in the instructions. All posts should be supported by a minimum of one scholarly resource, ideally within the last 5 years. Journals and websites must be cited appropriately. Citations and references must adhere to APA format.

Classroom Participation

Students are expected to address the initial discussion question by Wednesday of each week. Participation in the discussion forum requires a minimum of three (3) substantive postings (this includes your initial post and posting to two peers) on three (3) different days. Substantive means that you add something new to the discussion supported with citation(s) and reference(s), you are not just agreeing. This is also a time to ask questions or offer information surrounding the topic addressed by your peers. Personal experience is appropriate for a substantive discussion, however, should be correlated to the literature.

All discussion boards will be evaluated utilizing rubric criterion inclusive of content, analysis, collaboration, writing and APA. If you fail to post an initial discussion or initial discussion is late, you will not receive points for content and analysis, you may however post to your peers for partial credit following the guidelines above.

Initial Response

Instructions:

The U.S. Census Bureau defines family as a “household that has at least two members related by blood, marriage, or adoption, one of whom is the householder.”

What do you think about this definition?

Does this definition reflect your family or other families you know?

Is this definition limiting?

Please be sure to validate your opinions and ideas with citations and references in APA format.

The post and responses are valued at 25 points. Please review post and response expectations. Please review the rubric to ensure that your response meets criteria.

Estimated time to complete: 2 hours

Peer Response

Instructions:

You are expected to actively participate in the forums each week. Responses to others must add substantively to the discussion by building upon classmates’ ideas or posing critical questions to further the discussion. For example, a posting of “I agree with what people are saying” is not sufficient. What is considered sufficient is initiating further discussion, promoting further thought, providing critical or integrative dialog providing effective support or encouragement, challenging by showing supporting literature or other documentation, and/or self-reflecting regarding the topic. You must respond to at least two other peers’ initial posts. 

Please read and respond to at least two of your peers’ initial postings. You may want to consider the following questions in your responses to your peers:

Compare and contrast your initial posting with those of your peers.  

  • How are they similar or how are they different?

What information can you add that would help support the responses of your peers?

Ask your peers a question for clarification about their post.

  • What most interests you about their responses? 

CASE STUDY WK 4

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QUESTION

An understanding of the respiratory system is a critically important component of disease diagnosis and treatment. This importance is magnified by the fact that oftentimes, the respiratory system works closely with the cardiovascular system. A variety of factors and circumstances that impact the emergence and severity of issues in one system can have a role in the performance of the other.

Effective disease analysis often requires an understanding that goes beyond these systems and their capacity to work together. The impact of patient characteristics, as well as racial and ethnic variables, can also have an important impact.

An understanding of the symptoms of alterations in the respiratory system is a critical step in 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. You identify the elements that may be factors in the diagnosis, and you explain the implications to patient health.

To prepare:

By Day 1 of this week, you will be assigned to a specific case study scenario for this Case Study Assignment. Please see the “Announcements” section of the classroom for your assignment from your Instructor.

Note: These readings are intended to serve as supplementary to the Lecturio content provided in this course. Please refer/review these supplementary resources should you need help in reinforcing concepts and in preparation for completing this week’s Assessments.

  • McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.
    • Chapter 32: Structure and Function of the Cardiovascular and Lymphatic Systems; Summary Review
    • Chapter 33: Alterations of Cardiovascular Function (stop at Dysrhythmias); Summary Review
    • Chapter 35: Structure and Function of the Pulmonary System; Summary Review
    • Chapter 36: Alterations of Pulmonary Function (stop at Disorders of the chest wall and pleura); (obstructive pulmonary diseases) (stop at Pulmonary artery hypertension); Summary Review

The Assignment

In your Case Study Analysis related to the scenario provided, explain the following

  • The pulmonary pathophysiologic processes that result in the patient presenting these symptoms.
  • Any racial/ethnic variables that may impact physiological functioning.
  • How these processes interact to affect the patient.
  • In your Case Study Analysis related to the scenario provided, explain the following
    • The pulmonary pathophysiologic processes that result in the patient presenting these symptoms.
    • Any racial/ethnic variables that may impact physiological functioning.
    • How these processes interact to affect the patient.

    Scenario: A 50-year-old white female presents to the emergency room with complaints of increased chest congestion with purulent sputum production for the last 3 days. The patient reports she has had some increased dyspnea and is using her albuterol inhaler which isn’t helping her symptoms. The patient reports a history of tobacco use for last 10 years and a history of COPD which was diagnosed last year. The patient reports that her primary care provider ordered another medication for the COPD but she couldn’t afford it. The patient denies fever. The patient’s vital signs: BP 148/90, pulse 108, respirations 22, O2 sat 92%, and temp 98.1F. Chest x-ray reveals hyperinflation with flattened diaphragm but is without effusions or infiltrates.

responseeee

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Question

My clinical rotation this week provided me with valuable insights and unpleasant circumstances, but it proved to be a highly educational experience. This week, I had the opportunity to hear about a 13-month-old female who was diagnosed with tricuspid atresia and absent pulmonary valve syndrome before birth. She has had a balloon atrial septostomy, tricuspid valve perforation, occlusion of the MPA device, and stenting of the PDA.

On January 25th, she underwent surgical management with Dr. Mulinari, a specialist in congenital heart conditions. The procedure involved a median sternotomy to place a Central shunt and remove the PDA stent with ligation. Additionally, an existing atrial septostomy was enlarged, the MPA was dissected to widen the currently restricted RPA, and the dilated LPA was repaired. Over the course of the night, the 13-month-old kid experienced a condition called lactic acidosis, with the highest level recorded at 11.2. This necessitated an escalation in the use of ECMO (extracorporeal membrane oxygenation) and inotropic support. Extracorporeal membrane oxygenation (ECMO) is an advanced therapy used to manage critically ill patients with severe respiratory or cardiovascular dysfunction that is refractory to conventional management (Sakurai and Singhal, 2022.)

The services of vascular surgery were requested to evaluate and treat the left lower extremity. According to the vascular surgery consultation, the ultrasound revealed full blockage of the left PTA, ATA, and DPA. The visualized superficial femoral artery shows reduced blood flow due to an obstruction further upstream, although the common femoral artery was not visible in the current investigation. The vascular team’s intention was to promptly bring the 13-month-old infant to the operating room for a left lower extremity angiography, embolectomy/thrombectomy, thrombolysis, potential bypass, and any other necessary procedures. Additionally, they planned to initiate therapeutic anticoagulation by administering a heparin drip.

Managing a 13-month-old infant in a critical care/ICU environment is an exceptionally sensitive and challenging circumstance. The medical team must provide the highest level of attention and care to address the vulnerability of a child at such a young age. Every facet of the infant’s state necessitates diligent observation and prompt intervention to tackle any arising concerns.

The nurse assigned to the baby shown remarkable vigilance by instantly detecting the darkening of the left lower leg in this specific instance. This astute assessment was important, as it resulted in the prompt engagement of the vascular team. To ensure the newborn receives appropriate care and attention for the discolouration and any potential underlying concerns, it is advisable to seek guidance from the vascular team.

The parents of the infant are understandably distraught by their child’s situation. Nevertheless, the medical team, including my preceptor, is absolutely dedicated to ensuring that the parents are kept fully informed about every single aspect of their child’s care during the day, which is of utmost importance. Communication can have a positive or negative effect on their parents’ perceptions of the decision-making process (Brouwer et al, 2021.) Establishing a transparent line of communication with the parents facilitates the provision of the necessary assistance and reassurance they require throughout this arduous period.

Chamberlain 53 Week 2

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QUESTION

Arrange a Nurse Educator Interview

By the end of week 2, you will identify and arrange to interview an experienced nurse educator about the trends in nursing education that she/he has observed or experienced during her/his career in education. You will also develop 10–12 interview questions.

By the end of week 4, you should have conducted the interview and submitted a written synopsis of the interview. Please review the requirements for the paper (listed under week 4) before arranging the interview because the paper requirements will assist you in writing your interview questions and conducting the interview.

Please note: You should begin thinking about this activity as soon as possible because the nurse educator you select may not be able to meet during the time frame you wish, and you may need to select someone else for the interview.

Assignment Guidelines

The person you select to interview must have a minimum of 5 years experience as a nurse educator currently practicing in academia, staff development, or a clinical nurse educator or patient educator. No family members please.

You may arrange to conduct the interview in person, by phone, or by online web conferencing.

In general, when you contact a prospective interviewee, state who you are and explain that the interview is for a university course assignment.

Ask for a convenient time to meet for a 30-minute interview.

Review the literature (at least 2 sources) related to the nurse educator’s specific field of nursing education.

Type 15-20 interview questions.

Be prepared to record responses by:

Leaving a space below each of your typed interview questions for jotting down responses

  • Using a tape recorder, but you must ask permission for the interview to be recorded
  • General Guidelines for Developing Interview Questions
  • Your interview questions will depend on the method of interview (formal or informal, face to face, or online web meeting/conferencing) and the specific area the nurse educator is practicing.
  • Word your questions clearly and concisely.
  • Ask open-ended questions.
  • Begin the interview with simple, factual questions that are easy to answer (icebreakers). This will help put the nurse educator at ease and help you establish a rapport. For example:
  • You may ask about qualifications, credentials, expertise, experience, level of education, responsibilities, and/or a typical day.

You may wish to ask questions that elicit feedback about how the person became interested in nursing education, how education was selected as a career path, and what steps were taken to become a nurse educator.

  • Next, seek information about personal experiences and opinions, such as:
  • Teaching philosophy and goals related to nursing education

Experiences with curricula

Experiences with evaluation

Ways of knowing that student goals are met

Ways of engaging and/or enriching student learning

Outlook on the future of nursing education

  • The most effective teaching strategies
  • Positive experiences in teaching
  • Challenges faced as a nurse educator
  • This week, you must submit the following information to your faculty for approval:

Name of the person you will be interviewing

  • Title of the person you will be interviewing
  • Specific area of education of the person you will be interviewing
  • Length of time the person has worked in the current position as a nurse educator

Date and time of your scheduled interview

  • Your list of 10–12 interview questions

Circuit Training-

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QUESTION

This week we will be focusing on circuit training. Circuit training is a workout method that involves rotating through several different exercises for a certain amount of time or number of repetitions, with little to no rest. You go from one exercise station to another, targeting various muscle groups.

Here are some key points about circuit training:

1) In circuit training, you move through a sequence of up to 10 exercises, each focusing on different muscle groups. You complete a set of exercises for a specific number of repetitions or a set amount of time. Then, without much rest, you swiftly transition to the next exercise station.

2) Time-Efficient: An entire circuit session can usually be completed in just 30–45 minutes. So, if you’re short on time but want an effective workout, circuit training is a great choice. 

3) Increased Strength: Circuit training targets both upper and lower body muscles, helping boost overall strength.

4) Weight Loss: By combining strength and cardiovascular exercises, circuit training aids in improving body composition—building muscle and shedding fat.

Workout-

7 stations, 2 rounds, 1min and 30sec each station- Rest can be anywhere from 10-30sec depending on your level of fitness. 

1) Walking Lunges from one cone to another and jog back.

2) Cross-Lunges 10x, High Knees 10x

3) Plank Saw 10x, Shoulder Taps 10x

4) Mountain Climbers 20x, Prone Jack side Jumps 20x

5) Walkouts 10x, Cross punches (across body) 10x

6) Squats 10x, Shoulder press 10x (let’s get creative on what you use as weighs)

7) ABS —-> Your choice, choose 2 new exercises. 20x each.

Cool Down and Stretch 

After you complete the workout include the following questions in your exercise log, don’t forget to include the FIIT details! What type of equipment did you use for station number 6 that required some type of weight added? What are some of the differences you see when working out on your own vs working out with an instructor present?

PreviousNext

Workout-

Please complete this 8 Station Circuit, for 2 rounds, 40 seconds each station. Please limit rest to 10-30secs only. If any of these exercises are unfamiliar to you, please look up a video on how to properly do it. If you need to modify anything, please do and write it in your log. 

This is a dumbbell workout, if no weights are available, please use anything you may think of for added weight. 

1) Dumbbell Back Row – (Both arms at the same time)

2) Dumbbell Single arm Row – (Use a chair for this one if no bench available)

3) Dumbbell Chest Press – (Please use a bench or you can lay on the ground. Get creative!)

4) Dumbbell Chest Fly – (Please use a bench or you can lay on the ground. Get creative!)

5) Sumo Squat – (Feet should be wider apart than hip width)

6) Dumbbell Swing – (This exercise works your hamstrings and low back) 

7) Scissor Kicks – (May place hands behind your back on the ground for added support)

8) Leg swings – (Place hands under low back for added support when swinging legs back and forth)