Assessing Musculoskeletal Pain

Discussion: Assessing Musculoskeletal Pain

The body is constantly sending signals about its health. One of the most easily recognized signals is pain. Musculoskeletal conditions comprise one of the leading causes of severe long-term pain in patients. The musculoskeletal system is an elaborate system of interconnected levers that provides the body with support and mobility. Because of the interconnectedness of the musculoskeletal system, identifying the causes of pain can be challenging. Accurately interpreting the cause of musculoskeletal pain requires an assessment process informed by patient history and physical exams.

In this Discussion, you will consider case studies that describe abnormal findings in patients seen in a clinical setting.

                                           To prepare:

· By Day 1 of this week, you will be assigned to one of the following specific case studies for this Discussion. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.

· Your Discussion post should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style Discussion posting format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP notes have specific data included in every patient case.

                                      Case : Ankle Pain

A 46-year-old female reports pain in both of her ankles, but she is more concerned about her right ankle. She was playing soccer over the weekend and heard a “pop.” She is able to bear weight, but it is uncomfortable. In determining the cause of the ankle pain, based on your knowledge of anatomy,

· what foot structures are likely involved?

· What other symptoms need to be explored? What are your differential diagnoses for ankle pain?

· What physical examination will you perform? What special maneuvers will you perform? Should you apply the Ottawa ankle rules to determine if you need additional testing?

With regard to the case study you were assigned:

· Review this week’s Learning Resources, and consider the insights they provide about the case study.

· Consider what history would be necessary to collect from the patient in the case study you were assigned.

· Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?

· Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

Post an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources.

Provide evidence from the literature to support diagnostic tests that would be appropriate for each case.

List five different possible conditions for the patient’s differential diagnosis, and justify why you selected each.

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National Cancer Institute Data

National Cancer Institute Data

There is often the requirement to evaluate descriptive statistics for data within the organization or for health care information. Every year the National Cancer Institute collects and publishes data based on patient demographics. Understanding differences between the groups based upon the collected data often informs health care professionals towards research, treatment options, or patient education.Using the data on the “National Cancer Institute Data” Excel spreadsheet, calculate the descriptive statistics indicated below for each of the Race/Ethnicity groups. Refer to your textbook and the Topic Materials, as needed, for assistance in with creating Excel formulas.

Provide the following descriptive statistics:

Measures of Central Tendency: Mean, Median, and Mode

Measures of Variation: Variance, Standard Deviation, and Range (a formula is not needed for Range).

Once the data is calculated, provide a 150-250 word analysis of the descriptive statistics on the spreadsheet. This should include differences and health outcomes between groups.

APA style is not required, but solid academic writing is expected.

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

You are not required to submit this assignment to LopesWrite.

Attachments

HLT-362V-RS5-NationalCancerInstitutedata.xlsx

Application of Statistics in Health Care

No of Criteria: 5 Achievement Levels: 5CriteriaAchievement LevelsDescriptionPercentage1: Unsatisfactory0.00 %2: Less Than Satisfactory65.00 %3: Satisfactory75.00 %4: Good85.00 %5: Excellent100.00 %Content100.0     Measures of Central Tendency (Mean, Median and Mode)25.0Measures of central tendency are not calculated.Measures of central tendency are partially calculated, but two required calculations are missing.Measures of central tendency are mostly calculated, but one required calculation is missing.N/AMeasures of central tendency are calculated.Measures of Variation (Variance, Standard Deviation and Range)25.0Measures of variation are not calculated.Measures of central variation are partially calculated.Measures of central variation are mostly calculated, but one required calculation is missing.N/AMeasures of central variation are calculated for variance and standard deviation. Range is identified.Analysis of Descriptive Statistics25.0Analysis of the descriptive statistics for differences and health outcome recommendations between the groups is not included.Analysis of the descriptive statistics for differences and health outcome recommendations between the groups is incomplete or incorrect.Analysis of the descriptive statistics for differences and health outcome recommendations between the groups is included but lacks accuracy, explanation, or supporting details.Analysis of the descriptive statistics for differences and health outcome recommendations between the groups is complete and mostly accurate and contains explanation and supporting details.Analysis of the descriptive statistics for differences and health outcome recommendations between the groups is extremely thorough and accurate and includes substantial explanation and supporting details.Excel Formulas20.0Excel formulas are incomplete or incorrect.Excel formulas are partially included or contain significant errors that affect problem solutions.Excel formulas are mostly included and contain minor errors.Excel formulas are included for all problems and contain only minor errors.Excel formulas are complete and correct for all problems.Mechanics of Writing (includes spelling, punctuation, grammar, language use)5.0Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.Writer is clearly in command of standard, written, academic English.

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Pregnancy Case Review Chart

Complete the following chart:

MN577 Unit 9 Pregnancy Case Review Chart

Description of the case chosen:

 

Case #1: Jane

Jane is a 42-year-old G4P2103. Jane is divorced and works long, hard hours as a real estate agent. Jane was having irregular and heavy menses for 6 months, and then they abruptly stopped 3 months ago. Jane has been having nausea and vomiting for 6 weeks but attributed it to having the flu recently. She also admits to gaining about 10 pounds in the last few months and experiencing breast tenderness. Jane comes to the clinic today to discuss menopause symptoms and treatment. During the visit, a urine pregnancy test came back positive. During the exam, you palpate a 16-week-size uterus and get fetal heart tones of 165. Jane is in disbelief.

 

 

Subjective data, identify both given and needed data Objective findings, identify both given and needed data Diagnostic or laboratory testing needed with rationales List of three differential diagnoses with rationales Medications and or treatments needed with rationales Patient education needed   Referrals for collaborative care needed with rationales
               
               

 

· Make sure to address all sections. Do not leave any section blank.

· Include relevant subjective and physical objective findings.

· Identify appropriate diagnostic and laboratory testing needed.

· List at least three differential diagnoses with rationales for choosing.

· Identify usual medications, treatments, or patient education needed.

· Make sure to address all sections. Do not leave any section blank.

· Include relevant subjective and physical objective findings.

· Identify appropriate diagnostic and laboratory testing needed.

· List at least three differential diagnoses with rationales for choosing.

· Identify usual medications, treatments, or patient education needed

· Determine referrals for collaborative care.

· Summarize the case study and include any further research, diagnostics, procedures, or follow-up needed.

· Provide evidence-based references.

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Spinal cord injury with visceral moto system disablements

Spinal cord injury is linked not only with motor and neural deficiencies but also with visceral moto system disablements. This constitutes endangered cardiovascular, respiratory, urinary, gastrointestinal, thermoregulatory and genitive liveliness. Traditional nursing methods for these patients centred on primary care but did not have a satisfactory realization of the condition austerity and personal preferences. With a thorough assessment of the patient’s signs, laboratory and ultrasound reports, a quantitative evaluation-centred nursing approach can distinguish the various critical care requirements and implement personalized treating arbitration to lessen difficulties and improve the disease’s recovery. The research tries to understand the impact of quantitative evaluation-centered nursing mediation on the bowel function and life status of patients having neurogenic bowel dysfunction after spinal cord injury. For the research study, patients were unevenly grouped into observation category (n = 92) and control category (n = 92) through a random digit index. The control group patients were assigned routine nurses, and those in the observation category were provided quantitative assessment-based nursing intervention. Rehabilitation of bowel function, state of life and fulfilment were correlated between the two assortments.

The participants’ sample was patients, including one-hundred and thirteen men and seventy-one women, ranging from the age of 35 to 70 years. Of the total sample, there were three different categories; 73 the first category comprised of total damage and had 73 incidents, the second category comprised of lumbosacral damage with 58 cases, the third group consisted of cervical spinal cord injury and had 40 cases, and the last category thoracic spinal cord injury with 13 cases. The sex, years and nature of spinal cord injury were not notably distinct between the observation and control groups. The follow up was close, and the patients were assigned nurses for monitoring. The control category patients were assigned customary nurses for disease medical learning, psychical care, controlling patients to have more fresh greens, fruits, and special dietary fibre meals. For responses from the sample population, home-made questionnaires were used to ascertain the content of the patients. The questionnaires contained three categories: contentment, overall contentment and non-contented. The contentment percentage shows the portion of patients with overall satisfaction (Zhang et al., 2018).

Question 2

Was the sampling method and inclusion/exclusion criteria adequate to reduce sampling bias? My response is yes. The study applied a fair sampling method as the sample population was allotted at random into the observation group (n = 92) and control group (n = 92), employing a random digit index. Besides, the sample included both female and male. There were 113 females and 71 men. There is a slight difference between the two sizes. If the sampling method was biased, there could be a big difference between the number of women and men who participated in the study.

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Spinal cord injury with visceral moto system disablements

Spinal cord injury with visceral moto system disablements

Malnutrition associated with specific health conditions.

Malnutrition associated with specific health conditions.

Article: Platek, M. E., Popp, J. V., Possinger, C. S., Denysschen, C. A., Horvath, P., & Brown, J. K. (2011). Comparison of the prevalence of malnutrition diagnosis in head and neck, gastrointestinal, and lung cancer patients by 3 classification methods. Cancer Nursing, 34(5), 410–416. https://doi.org/10.1097/NCC.0b013e318206b013.

 

Topic question:

What specific health conditions increase the risk of malnutrition?

Create a Summary following the steps:

Create a 2-3 page summary which supports the topic question. Provide a current research article (less than 5 years). The 2-3 page limit does not include title and reference pages.

Guidelines:

1. The Summary must include the following headings (see rubric for criteria under each heading):

0. Introduction and Key Points (10 Points)

0. Choose one of the assigned topics and identifies one of the questions

0. Defines the topic and question

0. States why it is a problem

0. Information presented in logical sequence

0. Article Search (25 Points)

1. Current (less than 5 years) and credible resource

1. Database search – terms and methods used

1. Number of articles located

1. Source outside of ATI module used

0. Article Findings (25 Points)

2. How it addresses the topic

2. Type of research conducted

2. Findings of research

2. Why this article was chosen

0. Evidence for Practice (25 Points)

3. Summary of evidence

3. How it will improve practice

3. How this evidence will decrease a gap to practice

3. Any concerns or weaknesses located in the evidence

0. Sharing of Evidence (25 Points)

4. Who would you share the information with?

4. How would you share this information?

4. What resources would you need to accomplish this sharing of evidence?

4. Why would it be important to share this evidence with the nursing profession?

0. Conclusion (20 Points)

. How it addresses the topic

2. Type of research conducted

2. Findings of research

2. Why this article was chosen

0. Evidence for Practice (25 Points)

3. Summary of evidence

3. How it will improve practice

3. How this evidence will decrease a gap to practice

3. Any concerns or weaknesses located in the evidence

0. Sharing of Evidence (25 Points)

4. Who would you share the information with?

4. How would you share this information?

4. What resources would you need to accomplish this sharing of evidence?

4. Why would it be important to share this evidence with the nursing profession?

0. Conclusion (20 Points)

Health Promotion: Prevention of Disease Case Study

Health Promotion: Prevention of Disease Case Study  Instructions:

Read the following case study and answer the reflective questions. Please provide rationales for your answers. Make sure to provide citations/references for your answers in APA format.

CASE STUDY:

Sandra, a 47-year-old divorced woman, received a diagnosis of stage 3 ovarian cancer 4 years ago, for which she had a total hysterectomy, bilateral salpingo- oophorectomy, omentectomy, lymphadenectomy, and tumor debulking followed by chemotherapy, consisting of cisplatin (Platinol), paclitaxel (Taxol), and doxorubicin (Adriamycin). She did well for 2 years and then moved back to her hometown near her family and underwent three more rounds of secondline chemotherapy. She accepted a less stressful job, bought a house, renewed old friendships, and became more involved with her two sisters and their families. Sandra developed several complications, including metastasis to the lungs. Then she could no longer work, drive, or care for herself. She had been told by her oncologist that there was nothing else that could be done and that she should consider entering a hospice. She met her attorney and prepared an advance directive and completed her will. She decided to have hospice care at home and, with the help of her family, set up her first floor as a living and sleeping area. She was cared for by family members around the clock for approximately 3 days. Sandra observed that she was tiring everyone out so much that they could not really enjoy each other’s company. At this time, she contacted the Visiting Nurse Association (VNA) to seek assistance. Her plan was to try to enjoy her family and friend’s visits. After assessment, the VNA nurse prioritized her problems to include fatigue and caregiver role strain. Other potential problem areas that may need to be incorporated into the care plan include anticipatory grieving and impaired comfort.

Reflective Questions

1. What are some of the stresses on Sandra’s middle-aged sisters and their families?

2. What resources are available to manage these stresses and support the sisters while caring for their dying sister Sandra?

3. Describe Sandra’s feelings about dependency and loss of autonomy because she is unable to do her own activities of daily living any longer 

Chronically ill Child Compared to Sudden Death

Chronically ill Child Compared to Sudden Death of an Adult

If the child has a chronic illness and the adult experiences a sudden death, the pain of the adult’s loss is more painful since it was unexpected. For the child with a chronic illness, their death is usually expected, and it may not cause sudden grief. (Hutti & Limbo, 2019). Even though death is unwanted, the realization that there are few days for the child gives the parents comfort and hopes to spend the remaining days with the child as they provide a quality life. Death of any child, whether sudden or chronic illness, affects the parents.

Actions to take when Parents Lose a Child

The grieving process is essential for any loss. Adequate time should be given to the child’s parents to grieve to avoid adverse mental and psychological effects associated with the loss (Rosen, 2020). Parents rely on the support of the healthcare professional for help during the time of grief. The parents should be given adequate time with the child’s body. Dressing the child, removing the medical devices, and applying oil to their bodies can help the parents create good memories. The nurses should be there for the parents. They should offer emotional support. The nurse can talk to the parent, express their condolences, and encourage them to talk about the memories with the child.

Communicating to the parents

The healthcare provider should always communicate effectively with the parents. They should say sorry to the parents, describe the memories with the child, and encourage the parent to do so. The nurse should communicate the last offices done to the child. In breaking the news, the healthcare providers should allow the parents of the child to cry if they need to. They should also offer open-ended support(Hutti & Limbo, 2019). The nurse should let them be there for them if need be. Receiving a letter, a phone call from the healthcare team shows that the child is remembered and encourages them.

The needs of the pediatric patient

The needs of the pediatric patient differ depending on age, as do the stages of development and the expected assessment findings for each stage. In a 500-750-word paper, examine the needs of a school-aged child between the ages of 5 and 12 years old and discuss the following:

Compare the physical assessments among school-aged children. Describe how you would modify assessment techniques to match the age and developmental stage of the child.
Choose a child between the ages of 5 and 12 years old. Identify the age of the child and describe the typical developmental stages of children that age.
Applying developmental theory based on Erickson, Piaget, or Kohlberg, explain how you would developmentally assess the child. Include how you would offer explanations during the assessment, strategies you would use to gain cooperation, and potential findings from the assessment.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

The needs of the pediatric patient differ depending on age, as do the stages of development and the expected assessment findings for each stage. In a 500-750-word paper, examine the needs of a school-aged child between the ages of 5 and 12 years old and discuss the following:

Compare the physical assessments among school-aged children. Describe how you would modify assessment techniques to match the age and developmental stage of the child.
Choose a child between the ages of 5 and 12 years old. Identify the age of the child and describe the typical developmental stages of children that age.
Applying developmental theory based on Erickson, Piaget, or Kohlberg, explain how you would developmentally assess the child. Include how you would offer explanations during the assessment, strategies you would use to gain cooperation, and potential findings from the assessment.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

PEDIATRIC NURSING/January-February

PEDIATRIC NURSING/January-February 2021/Vol. 47/No. 1 23

C hildhood obesity has become a serious health issue in the United States. According to the Centers for Disease Con –

trol and Prevention (CDC) (2019), roughly 18.5% of children are obese. The CDC (2019) also reports that obese children may begin to present signs of obesity and develop comor- bidities as early as preschool age. Studies have found that obese chil- dren are more likely to advance to chronic diseases, such as hyperten- sion, diabetes, depression, and joint problems, earlier in life than children who are not obese. Identifying deter- minants that contribute to obesity in children may guide health care providers in the prevention and con- trol of obesity (Alexander et al., 2015; Rune et al., 2015).

A significant association between parental influence and childhood obesity has been identified in the lit- erature (Hansen et al., 2014; Moore et al., 2012; Rune et al., 2015). In many circumstances, a child’s diet and physical activity were dependent on the discretion of the parent. Identifying parental perceptions and attitudes of childhood obesity can provide guidance in formulating evi- dence-based interventions to prevent and control childhood obesity (Abela et al., 2014).

Continuing Nursing Education

Assessing Parental Perceptions on Childhood Obesity: An Educational

Intervention Felicia Renales, Kelli Whitted, and Noreen Lennen

Felicia Renales, DNP, FNP-BC, is an Assistant Professor, Troy University, Phenix City, AL.

Kelli Whitted, DNP, FNP-BC, APRN-BC, is an Associate Professor, Troy University, Phenix City, AL.

Noreen Lennen, PhD, RN, is an Assistant Professor, Troy University, Phenix City, AL.

The correlation between a child’s weight and the parents’ perception of their child’s weight affected a child’s risk of becoming obese (White et al., 2016). Parents who displayed concern about their child’s weight were more likely to control environmental fac- tors, such as screen time and physical activity. Children were more success- ful and compliant with weight control when their parents were supportive and proactive in the practice of adopt- ing healthy habits (Alexander et al.,

2015; Black et al., 2015; Moore et al., 2012; Rune et al., 2015).PEDIATRIC NURSING/January-February

Evidence suggests that assessments related to parental knowledge and per- ception of their child’s weight status could decrease the risk of obesity by allowing the opportunity for providers to discuss weight concerns and ideas with parents. Assessment of parents’ perception of their child’s weight and education from a health care provider has been successful in preventing obe- sity in children and identifying those

Renales, F., Whitted, K., & Lennen, N. (2021). Assessing parental perceptions on childhood obesity: An educational intervention. Pediatric Nursing, 47(1), 23- 29, 51.

Background: Parental influence on children’s health behaviors has been recog- nized as significantly impacting childhood obesity.PEDIATRIC NURSING/January-February

Objective: The objective of the study was to examine the impact of an education intervention on the perceptions and attitudes that parents of school-aged chil- dren displayed on childhood obesity.

Method: A random sample of 30 parents was recruited to complete a survey before and after reviewing an educational pamphlet on childhood obesity. The survey assessed parental perceptions, knowledge, and importance of obesity risk factors and obesity prevention strategies. The survey also addressed parental perceptions of their children’s weight status and their children’s environ- ment.

Results: The education intervention brought awareness that parental percep- tions and attitudes can influence children’s obesity risk factors. This measurable finding indicates that an educational pamphlet can serve as a valuable tool to