MSN 591 CCC Understanding Maternal Health in Utah Discussion

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Question

Peer Responses:

  • Length: A minimum of 170 words per post, not including references
  • Citations: At least two high-level scholarly reference in APA per post from within the last 5 years
  • Relate to another journal article

The population I have chosen is pregnant women in Utah. The health behaviors of pregnant women in Utah have a unique cultural population due to its large religious population. For instance, the smoking rate in the last trimester of pregnancy is 1.4% (Department of Health, 2024), which is well below the national average. Pre-term birth rates are also one of the lowest States at 9.98% (Stats of the States – Preterm Births, 2024). The c-section rate is the lowest in the country at 23.4% (Stats of the States – Cesarean Delivery Rates, 2024). 24.3% of women are obese when beginning pregnancy (Department of Health, 2024). Maternal mortality in Utah was 15 per 100,000 births in 2020 (Department of Health, 2024). All rates for pregnancy in Utah are climbing from year to year. This trend is conducive to the rest of the country (NCHS Pressroom – Stats of the States, 2024).

Transportation issues are a barrier to healthcare and prenatal care for many Utah women. In large rural areas without access to public transportation, access to care on a regular basis is limited (Utah Infrastructure | ASCE’s 2021 Infrastructure Report Card, 2016).

One health issue in this population is the lack of providers that are trained to do vaginal breech birth thus reducing the overall c-section rate. Lowering the c-section rate reduces short and long-term complications for both the mothers and babies in Utah. Vaginal birth facilitates a faster recovery with reduced postpartum depression rates and infections (Grisbrook et al., 2022). To make vaginal breech birth safe, providers must be properly trained in methods of fetal rotation and how to correct deviances in rotation. There needs to be more incentives for providers to be trained in vaginal breech birth rather than a c-section for every breech baby.

While Utah has some of the lowest rates related to negative outcomes in pregnancy and birth in the nation, outcomes can always be improved, especially since trends go up every year rather than down.

References

Department of Health. (2023). IBIS-PH – Complete Health Indicator Report – Birth rates. Utah.gov. https://ibis.health.utah.gov/ibisph-view/indicator…

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Grisbrook, M., Dewey, D., Cuthbert, C., McDonald, S., Ntanda, H., Giesbrecht, G. F., & Létourneau, N. (2022). Associations among Caesarean Section Birth, Post-Traumatic Stress, and Postpartum Depression Symptoms. International Journal of Environmental Research and Public Health, 19(8), 4900–4900. https://doi.org/10.3390/ijerph19084900

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Stats of the States – Cesarean Delivery Rates. (2024). https://www.cdc.gov/nchs/pressroom/sosmap/cesarean…

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Stats of the States – Preterm Births. (2024). https://www.cdc.gov/nchs/pressroom/sosmap/preterm_…

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Utah Infrastructure | ASCE’s 2021 Infrastructure Report Card. (2016, October 27). ASCE’s 2021 Infrastructure Report Card |. https://infrastructurereportcard.org/state-item/ut…

Discussion Board

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QUESTION

Purpose

This discussion board content is intended to facilitate learning for students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice.  

The use of discussions provides students with opportunities to contribute graduate level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The ebb and flow of a discussion is based upon the composition of student and faculty interaction in the quest for relevant scholarship.  

Participation in the discussion generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. Discussions foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines. 

Activity Learning Outcomes

This assignment enables the student to meet the following course outcomes:

Synthesize knowledge of population to the role of political advocacy as an Advanced Practice Nurse. (CO 5, 7)

Appraise ethical and legal principles to the provision of care by the Advanced Practice Nurse (CO 5, 7)

  1. Due Date
  2. Initial prompt due by Wednesday, 11:59 PM MT of week 8

Assignment Requirements

Go to your state government web page. Find one health policy enacted within the last two (2) years at the state level.?Write down the bill number and the sponsors of the bill and include this information in your initial post. 

  • Write a minimum of a one-page critical analysis summary of the policy. (250 words double spaced, APA). Your summary should integrate the concepts of?advocacy, population health, and the ANA ethical statements?(“The Code”), and course readings, to include a minimum of one course scholarly article (provided within the course). Be sure to speak to the role of advocacy and population health.

Respond to a minimum of two (2) peers/faculty posts with one (1) paragraph of 4-5 sentences integrating one scholarly source utilized in an in-text citation/APA.

Kaiser: Beyond Health Care: The Role of Social Determinants in Promoting Health and Health Equity.Links to an external site.Links to an external site.

Posting Directions

Posts should be made on a minimum of 3 separate days/dates.

All faculty replies to students must be responded to directly in the discussion board.

Minimum posting is:

Initial discussion board post to the weekly prompt, two peer posts (if there are no faculty postings), or one peer post and a faculty post.

  1. **To see view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric.

social work first raj

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QUESTION

Social Work Values

Objective:  Define social work and introduction to social work values.

Social work is a dynamic and demanding profession that requires a variety of skills and qualities. Whether these skills are innate or acquired, success in the field requires social workers to continually develop them throughout their career. While this list is not exhaustive, the following skills are vital for all social workers.

Social workers rely on their values and skills to help individuals address issues.  One of the core values of social work is the importance of human relationships.  To start building a strong relationship a social worker will begin applying the skills we learned about in this module.  One of the most significant one being empathy.

Empathy is the ability to identify with and understand another person’s experience and point of view. NASW defines it as “the act of perceiving, understanding, experiencing and responding to the emotional state and ideas of another person.”¹

“Stepping into someone else’s shoes” and recognizing that experiences, perceptions and worldviews are unique to each individual enables social workers to better understand and build stronger relationships with clients. It is a vital skill that helps social workers to determine a client’s needs based on his or her unique experiences in order to efficiently provide services.

¹Barker, R. L. (2003). The Social Work Dictionary. 5th ed. Washington, DC: NASW Press.

The difficult thing about empathy, as you saw in the video On Empathy  is that sometimes we might not agree with our client or in an attempt to be positive, we want to cheer them on and say something completely opposite so they feel better, what I like to call “the cheerleader response”.  See examples below:

Client (when discussing her daughter) :   “I am a terrible parent, she just doesn’t listen to me and I have to yell at her to get her attention”

In this situation we might be tempted to say “Of course you are a good parent…don’t be so hard on yourself”...however that is not true empathy.  Empathy would be  something like “What I hear you say is that parenting is hard” or “That sounds like a struggle, it must be very hard for you”.

Adolescent Client (when discussing his dad):  “My dad hates me, he is the worst dad ever!”

In this situation we might be tempted to say “No he doesn’t! He loves you so much, he buys you food and clothes…” or “You are mad, but you know that’s not true.”  An empathic response would be something such as, “I am sorry to hear that, what does it meant to you that he hates you?” or “Help me understand why he hates you, that must be lonely and hard for you…”

responsee

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Question

Please respond to discussion 

Dermatologic disorders constitute a diverse array of conditions that manifest on the skin, hair, and nails, impacting individuals across age groups. Among these, psoriasis stands out as a prevalent dermatological condition characterized by the emergence of red, scaly plaques on the skin (Lowes et al., 2019). This autoimmune disorder is intricately linked to an abnormal increase in the synthesis of skin cells, ultimately resulting in the formation of these distinctive plaques.

     Addressing psoriasis often involves a multifaceted approach, with treatment strategies ranging from topical therapies to complementary interventions. For cases of mild to moderate psoriasis, healthcare professionals routinely recommend the use of topical corticosteroids, which effectively suppress the skin’s immunological response (Menter et al., 2019). Additionally, calcipotriene, a vitamin D analog, serves as another topical option that slows skin cell development and mitigates inflammation. These topical treatments, marked by their lower likelihood of side effects, are generally considered the initial line of defense against psoriasis.

    Phototherapy, involving the exposure of the skin to regulated ultraviolet (UV) light, offers another dimension to psoriasis management (Nguyen et al., 2021). UVB phototherapy, encompassing narrowband UVB and PUVA therapy, has demonstrated efficacy in reducing inflammation and limiting cell proliferation. This modality is particularly recommended for individuals grappling with moderate to severe psoriasis, providing an additional tool in the comprehensive treatment arsenal.

    In cases where psoriasis necessitates systemic intervention, various medications come into play. Biologics, a distinct type of systemic drug, target specific inflammatory chemicals implicated in psoriasis pathology (Tausend et al., 2020). While these biologics showcase remarkable efficacy, they often come with a considerable cost. On the other hand, disease-modifying antirheumatic drugs (DMARDs), including methotrexate, operate by modulating the immune system to curb inflammation (Menter et al., 2019). However, their usage demands careful monitoring due to potential adverse effects.

    Complementary therapies represent an expanding realm of options for individuals navigating the complexities of psoriasis. Practices such as acupuncture, dietary adjustments, and the incorporation of herbal supplements are examples of complementary interventions that patients may consider (Fleischer et al., 2019). Nevertheless, it is imperative to approach these complementary approaches with caution, emphasizing evidence-based therapies and engaging in informed discussions with healthcare professionals to ascertain their potential benefits.

    In conclusion, psoriasis emerges as a complex dermatological condition with profound implications for those affected. The treatment landscape spans topical therapies, phototherapy, systemic medications, and complementary interventions, offering a spectrum of options to tailor treatment plans based on individualized considerations. Factors such as the severity of the condition, patient preferences, and potential side effects play pivotal roles in shaping the approach to psoriasis management. The ongoing trajectory of research instills hope for continued advancements in understanding and effectively addressing this intricate dermatologic disorder.

NRS-465 Applied Evidence-Based Project and Practicum

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QUESTION

Benchmark – Capstone Project Change Proposal

Start Date & Time

Mar 11, 2024, 12:00 AM

Due Date & Time

Mar 17, 2024, 11:59 PM

Status

Active

Rubric

View RubricAssessment Traits

Benchmark

Requires Lopeswrite

Assessment QUESTION

In this assignment, students will pull together the capstone project change proposal components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. For this project, the student will apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice.

Develop a 2,500-3,000-word written project that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal:

Background of clinical problem

Clinical problem statement (Topic 3 assignment)

Purpose of the change proposal in relation to providing patient care in the changing health care system (Topic 2 assignment)

PICOT question (Topic 3 assignment)

Literature search strategy employed (Topic 4 assignment)

Synthesis of literature review (Topic 6 assignment)

Applicable change or nursing theory utilized (Topic 4 DQ 2)

Proposed implementation plan with outcome measures (Topic 5 assignment)

Plan for evaluating the proposed nursing intervention (Topic 6 assignment)

Identification of potential barriers to plan implementation, and a discussion of how these could be overcome (Topic 5 DQ 2 and any other barriers that have not yet been considered)

Appendix section: Update the Capstone Change Project Evaluation plan developed in Topic 7 as needed. Include it as Appendix A. Additional items developed for your capstone project (i.e., patient or staff education materials, etc.) can also be attached but are optional.

Review the feedback from your instructor on the Capstone Project assignments submitted throughout the course and referenced above. Use this feedback to make appropriate revisions to these before submitting.

You are required to cite a minimum of five peer-reviewed sources to complete this assignment. Sources must be published within the past 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

  1. You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
  2. Benchmark Information
  3. This benchmark assignment assesses the following programmatic competencies:
  4. RN-BSN
  5. 1.3: Demonstrate clinical judgment founded on a broad knowledge base.
  6. 2.5: Develop a plan of care.
  7. 4.2: Integrate best evidence into nursing practice.
  8. American Association of Colleges of Nursing Core Competencies for Professional Nursing Education
  9. This assignment aligns to AACN Core Competencies 1.3, 2.5, 3.3, 3.5, 4.2, 10.2, 10.3

MDC Medical Campus The course is psychiatric mental health nursing case study

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Question

Read the following case studies and search for the guidelines that answers the specific questions?

Case 1

A 54-year-old woman with chronic pain due to inflammatory arthritis presents to your clinic stating that she is having a “flare” of her arthritis but is out of her Oxycontin® and immediate-release oxycodone. She is aware that it is too early to fill her prescriptions, but she insists that she will be traveling out of state and “really needs” her medications. 

Question: How do you Approach This Patient in the community setting?

What is the implications of prescribing this medication? Please provide evidence.

Case 2

A 27-year-old woman on buprenorphine-naloxone (Suboxone®) for treatment of opioid dependence is admitted to the hospital with severe abdominal pain due to a perforated gastric ulcer. She received hydromorphone in the ED, and is urgently taken to the operating room. Postoperatively, she is on a patient-controlled analgesic (PCA) pump containing fentanyl. Her last dose of buprenorphine-naloxone was 20 h prior to the surgery; her daily dose is 16 mg.

Question: How can Pain be Managed in Patients who are Taking Buprenorphine-Naloxone? What Adjustments to her Medication Regimen can be Recommended?

Case 3

A 20-year-old man is brought to the emergency department (ED) by his family for evaluation. His family reports that he failed out of school in his second year at a local community college. He admits to escalating struggles with prescription pain pills (prescription opioids), and then heroin use. He appears to be in opioid withdrawal; he describes anorexia and diarrhea, and is yawning and sweating on exam. He has a Clinical Opioid Withdrawal Scale (COWS) score of 15, indicating moderate withdrawal. His provider orders clonidine, ondansetron, and 2/0.5 mg sublingual buprenorphine/naloxone, with a plan to observe him in the ED. The provider subsequently receives a concerned call from the hospital pharmacist. Question: The Pharmacist States That the Provider is Unable to Administer Buprenorphine in the ED Without an X-Waivered DEA Number. Is This Accurate?

Case 4

A 23-year-old woman attends an outpatient treatment program and office-based buprenorphine clinic. She has been doing well while maintained on 16 mg/day of buprenorphine. Recently though, she has missed group sessions and provided a urine for drug screening that tested positive for clonazepam and amphetamine. One of the other members in her group reported that they saw a “urine bottle fall out of her purse” as it spilled next to her chair in a group session; her counselor was unaware of this event.

Question: What are the Policies Regarding the use of Illicit Substances or Urine Adulteration or Substitution During Substance Abuse Treatment?

NRNP 6645: Psychotherapy with Multiple Modalities discussion board 1

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QUESTION

BIOLOGICAL BASIS AND ETHICAL/LEGAL CONSIDERATIONS OF PSYCHOTHERAPY

Many studies have found that psychotherapy is as effective as psychopharmacology in terms of influencing changes in behaviors, symptoms of anxiety, and changes in mental state. Changes influenced by psychopharmacology can be explained by the biological basis of treatments. But how does psychotherapy achieve these changes? Does psychotherapy share common neuronal pathways with psychopharmacology?

Psychotherapy is used with individuals as well as in groups or families. The idea of discussing confidential information with a patient in front of an audience is probably quite foreign to you. However, in group and family therapy, this is precisely what the psychiatric-mental health nurse practitioner does. In your role, learning how to provide this type of therapy within the limits of confidentiality is essential.

For this Discussion, you will consider whether psychotherapy also has a biological basis and analyze the ways in which legal and ethical considerations differ in the individual, family, and group therapy settings.

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, reflecting on foundational concepts of psychotherapy, biological and social impacts on psychotherapy, and legal and ethical issues across the modalities (individual, family, and group).

Search the Walden Library databases for scholarly, peer-reviewed articles that inform and support your academic perspective on these topics.

BY DAY 3

Post an explanation of whether psychotherapy has a biological basis. Explain how culture, religion, and socioeconomics might influence one’s perspective on the value of psychotherapy treatments. Describe how legal and ethical considerations for group and family therapy differ from those for individual therapy, and explain how these differences might impact your therapeutic approaches for clients in group, individual, and family therapy. Support your rationale with at least three peer-reviewed, evidence-based sources and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources. 

Upload a copy of your discussion writing to the draft Turnitin for plagiarism check.  Your faculty holds the academic freedom to not accept your work and grade at a zero if your work is not uploaded as a draft submission to Turnitin as instructed.

LEARNING RESOURCES

Required Readings

Goldenberg, I., Stanton, M., & Goldenberg, H. (2017). Family therapy: An overview (9th ed.) Cengage Learning.

Chapter 1, “Adopting a Family Relationship Framework”

Public Health Question

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Question

#1: First, choose your topic:

You can choose one of the pre-approved paper topics, which are found on the page called “Pre-Approved Paper Topics.”

Or, you can choose your own topic, but you must have it approved by the Professor prior to submitting it.

Please indicate in your submission when the topic was approved by the Professor.

  • #2: Second, create an outline for your topic.

For this assignment only, you are encouraged to use AI to help create your topic outline.   You can use the AI of your choice, but it is suggested that you use ChatGPT

Links to an external site.   Using AI is not required; you can create an outline on your own if you prefer.

Your outline will have 3 sections (use these mandatory headings shown in blue exactly as written in the rubric for the outline)

  • Public Health Problem

You may include but it is not mandatory for outline: In which you describe the problem and why it is a public health problem, Where, when, and how did this happen?This will be different for each problem, as some are centuries old and some are specifically recent. Some are the result of recent human industry, and others are viral mutations. Explain accordingly. What are the biological and/or psychological ways this harms human health? When and why did this problem become an issue of concern for public health? Be specific about when and where people focused on public health got involved.

How to Solve the Public Health Problem

You may include but it is not mandatory for outline:  In which you describe public health interventions or policies used to solve the problem. Include two past attempts to solve the problem, explaining why they are not done anymore or done differently.Include two recent methods, explaining why they are more effective (or less, as the case may be).

Challenges in the Future

You may include but it is not mandatory for outline: What are the challenges of preventing the problem from recurring or getting worse? In which you explain the key challenges in preventing the problem from reoccurring or getting worse. Provide two ways to prevent the recurrence or worsening of the problem, explaining the challenges to implementing these solutions. and you may  conclude by providing your opinion on how to meet these challenges and prevent this problem in the future, giving two examples.

These blue sections/headings need be included and should be specific to the topic of your choice.

NURS 430 XU Preventing Malaria in Our Community Presentation

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Question

Global Health Case Study

Objective:

Create a PowerPoint or another interactive technology that will suffice of 5-7 slides. You will use the questions below to guide your presentation. Provide your Case Study on Slide 1, then answer the questions below and add your references on the final slide.

Case Study:

You are a community health nurse stationed in a small village in Africa, near the equator. Your nursing station outpost provides the only reliable modern health care in the tropical remote area. Although you have been accepted into the community and the clinic services are free, you have noticed that many people put off seeking health care for illnesses unless they feel too sick to work. Most of the residents work outdoors, typically wearing short sleeves and shorts or skirts. The villagers live in small huts without doors or windows. Many people live together in these small homes; one family even has 13 people ranging from small children to elderly grandparents all under one roof.

A recent outbreak of malaria has occurred. This is the third outbreak of malaria in this village in the past 10 years. Knowing that malaria-infected mosquitoes spread malaria, you embark on a plan to control the outbreak. You ask your funding organization to send malaria drugs that will cure and prevent the disease. In response to the outbreak, the organization that supports your nursing outpost clinic provides not only chemotherapeutic agents for prevention and treatment, but also pesticides for vector reduction and free clothing and mosquito netting that protect vulnerable parts of the body. Workers from the nursing outpost clinic and community volunteers go to the homes of individuals to teach them how to prevent the spread of malaria and to treat new cases.

For information about malaria (how it is spread and its symptoms and treatment), visit the Centers for Disease Prevention and Control (CDC) website.

Create a presentation for the class that addresses the following concepts:

  • What is the burden of disease of Malaria?
  • Look at the CDC and WHO websites and discuss your findings on patient education for prevention of Malaria. What are some primary, secondary, and tertiary prevention activities that your nursing outpost clinic is providing to control the spread of malaria?
  • Develop a community education project that targets malaria. What are the primary and most significant points that you want to address?
  • Provide two (2) examples of scholarly articles that discuss similar projects or studies. What were their findings? What concepts from this work can you share?

Introduction and experience with research

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QUESTION

WEEK 1 DISCUSSION INTRODUCTION AND EXPERIENCE WITH RESEARCH

Have you ever considered the importance of research in nursing? How might research shape the delivery of healthcare?

In this course, you will consider the importance of research in nursing and analyze your previous experience and familiarity with research. Research in nursing began with Florence Nightingale in 1850 and has continued to transform in complexity and scope every year since (Gray & Grove, 2020).

Not surprisingly, the field and practice of nursing is greatly influenced by the implementation of evidence-based practice (EBP) or rather, nursing practices and guidelines that are strongly supported by research and data outcomes.

For this Discussion, take a moment to introduce yourself to you peers and describe your current or previous role in nursing practice. Reflect on your experience with EBP and consider whether your current organization supports EBP.

Reference: Gray, J. R., & Grove, S. K. (2020). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (9th ed.). Elsevier.

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: