Prof Marcos A Power Point And Narrated Document See Rubric

topic is cystitis 

I will provide you with a similar assignment so you have an exact idea of my expectations but rubric is there.also I attached the narrated sample so you can write yours based on that with is what I ill present please read carefully and follow the rubrics any questions contact me 

Purpose

Clinical practice guidelines (CPGs) are written to provide recommendations that are intended to assist providers in making decisions for specific circumstances or disease conditions.  CPGs are based on systematic reviews of the best available evidenced based medicine research.   Interpreting and learning to apply guidelines into practice is necessary to develop and enhance diagnostic reasoning skills. 

Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

· Read and interpret a primary care related CPG for use in practice. (CO 3)

· Identify the CPG recommendations and strength of evidence. (CO 3)

· Compare and contrast the diagnosis and treatment of a patient seen in the clinical setting to the recommendations given in the CPG. (CO 3)

Due Date:

Students will be RANDOMLY assigned a CPG on a disease topic by their instructor in Week 1.  Students will post a brief, narrated, PowerPoint presentation along with a copy of their CPG and a written transcript of their presentation  

Requirements:

1.  Students will RANDOMLY be assigned a CPG on a disease topic by their instructor in Week 1. TOPIC CYSTITIS 

2.  In Week 7, students will provide a brief, narrated PowerPoint presentation using Kaltura while following the directions and rubric listed below.

3.  In addition to the presentation, students will provide a written transcript to the Week 7 assignment box for the instructor’s reference. (NOTE: A written transcript is a word for word script of exactly what is said in the PowerPoint Narration. It is not a paper and does not need to be in APA format.  See the transcripts under each lecture in the weekly lessons for examples).

4.  Students will share a copy of their given CPG by attaching it to the discussion board where their presentation (or link) is posted. This will allow the instructor and peer to review along with your presentation.

5.  The narrated PowerPoint presentationcopy of the CPG, and transcript  

Preparing the presentation:

The presentation should be developed using the following guidelines:

· All presentations must be in PowerPoint format and narrated using  Kaltura.

· Slides should be professional in appearance and easy to read.

· The presentation should be no more than 15min.

· Submit a written transcript of your presentation (see definition above) Correct grammar, punctuation, and spelling should be observed in all slides.

·  A reference slide should be included as the final slide and APA format should be observed.   

 
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Prof Marcos A 19046407

Rubric attached. please answer all questions and follow rubric. Sample also provided. 

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Human Immunodeficiency Virus 

Infections with the human immunodeficiency virus (HIV) results in a chronic life-threatening disease and over time may cause acquired immunodeficiency syndrome (AIDS). HIV is believed to have originated in Central Africa transmitted from chimpanzees to humans (CDC, 2017). As it spread globally from Africa, it is believed to have made its way into the United States (U.S.) in the mid 1970’s and was first reported to the CDC in 1981 (CDC, 2017). This paper will discuss the communicable disease, describe the determinants, discuss the factors, and explain the role of a Family Nurse Practitioner.

Description

HIV is a virus that when contracted inserts itself into the hosts DNA and over time results in destruction of the body’s immune system. HIV is a bloodbourne pathogen spread from one person to another, by transfers of blood, semen, or vaginal fluid, most commonly but not exclusively limited to sexual intercourse. Other modes of transfer include IV drug use or work-related exposure. It can also be spread through childbirth and infected breast milk (Wade, 2015). According to Wade (2015), one in six persons do not know they are infected with the virus. “Transmission of HIV first results in an acute infection, followed by an asymptomatic period that averages ten years” (Wade, 2015). It remains dormant in the lymph nodes, liver and spleen. As patients become symptomatic, the immune system weakens and opportunistic infections can occur (Wade, 2015). Although there are 2 strains, HIV1 and HIV2, they are transmitted the same way and both can lead to AIDS. HIV targets CD4 T-cells, which are needed to fight infections.  

Individuals diagnosed with HIV usually exhibit signs and symptoms of weight loss, fever, night sweats, and fatigue. Advanced signs of HIV are swollen lymph nodes and Kaposi’s sarcoma lesions, which are purplish blotches located on the skin or inside the mucous membranes of the mouth (Wade, 2015). 

HIV complications vary from person to person. With the highly active antiretroviral therapy (HAART), there are fewer complications noted. Some complications that can occur are AIDS wasting syndrome, HIV-associated neurocognitive disorder, cancer, and opportunistic infections such as candida albicans, tuberculosis, and pneumocystis pneumonia (Wade, 2015). 

Treatment for people infected with HIV is antiretroviral therapy (ART). It is necessary to find the right “cocktail” or mixture of ART’s, which is determined based on the individuals specific viral resistance profile. “Since its initial observation in 1981, acute HIV disease treatment has transformed from a single drug to the current 30 medications, allowing patients an improved life expectancy” (Orsega, 2015). 

Great strides have been made with HIV, but statistically, it still is a major problem in the U.S. and globally. According to the CDC (2017), there were an estimated 37,600 new HIV infections in 2014. “There are an estimated 1.1 million people in the U.S. living with HIV at the end of 2015” (CDC, 2017). In 2016, 39,782 people received an HIV diagnosis. In 2014, 6,721 people have died from HIV and AIDS in the U.S. Although these numbers are high, there has been a decline in new diagnosis by 5% from 2011-2015 (CDC, 2017).

Determinants

Social determinants such as poverty, IV drug use, lack of education, and income play a role in HIV infection and the people who are infected. The highest groups at risk are gay and bisexual men, accounting for 70% of all new diagnosis. When divided amongst ethnicity, African-Americans account for 44% of new diagnoses, Whites account for 26% and Hispanics/Latinos account for 25% (CDC, 2017). The highest average rates of HIV diagnoses were among whose who lived below the federal poverty level, who had less than a high school education, and who had an income less than $36,000 a year (CDC, 2017). 

Factors

Host factors, agent factors, and environmental factors interact in ways that result in various states of health in an individual or a community. The host is defined as the organism that carries the disease and is affected by the agent. The agent is the microorganism that causes the disease and the environment includes outside factors that affect the spread of the disease (Engard, 2017). For HIV, the host is the human who is infected, the agent is the transmittable viral infection that targets a person’s immune system, and the environmental factors would be social norms, an individual’s average rate of sex partners, poverty, and discrimination to name a few (Engard, 2017). 

Role of the Community Health FNP

All aspects of the healthcare community play a collaborative and multidisciplinary role in caring for HIV patients. As a nurse practitioner, a comprehensive health assessment including a physical examination should be conducted initially to determine the proper screening and testing. Serology diagnostic screening includes HIV antibody testing. If positive, CD4-T cell count, and viral load by PCR are then collected (Orsega, 2015). Although there is no cure, HIV can be well controlled with ART and patients who receive early and consistent treatment are able to live full and productive lives. The role of a family nurse practitioner (FNP) is to provide educational support, management, and guidance for patients living with HIV as well as to provide preventative measures to those individuals at risk for the disease. According to the CDC, patients who receive treatment and achieve an undetectable viral load have little to no risk of spreading the infection to other individuals (CDC, 2017). As such, it is the role of a FNP to appropriately screen patients at risk for the disease, make early diagnoses, and connect patient to treatment early in the disease process to help curb the HIV public health crisis. Furthermore, it is the role of the FNP, as a primary care provider, to educate at-risk patients of prevention measures including but not limited to safe sex practices, drug rehabilitation, and options for pre-exposure prophylaxis (PreEP) (CDC, 2017).

Conclusion

HIV can affect any sex, ethnicity, and age group. With proper medical management and individualized care, HIV can be controlled. With appropriate patient education, patients can make healthy choices and prevent disease. Additionally, once disease is identified, appropriate treatment is essential for the prevention of spread throughout the population. People with HIV can live full and high quality lives, but it takes a collaborative team approach to provide compassionate and effective care. 

Reference

Centers for Disease Control and Prevention. (2017). HIV basics. Retrieved  from https://www.cdc.gov/hiv/basics/

Engard, B. (2017). What is the epidemiologic triangle?. Retrieved from  http://online.river.edu/epidemiologic-triangle/

Orsega, S. (2015). Adult HIV infection treatment update 2014: An approach to HIV infection  management and antiretroviral treatment. Journal For Nurse Practitioners, 11(1), 95.  doi:10.1016/j.nurpra.2014.10.034

Wade, P. (2015). Chapter 20: Nursing care of patients with HIV disease and AIDS.  Understanding Medical Surgical Nursing, 5th ed (pp. 362-385). Philadelphia,  Pennsylvania: F.A. Davis Company.

 
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Prof Marcos A Discussions

Organizational Behavior and Business Influences and Advanced Practice Nursing Case 

As revenue generators, NPs must be aware of how their work contributes to the overall revenue of the clinical practice. You see 20 patients per day on average and take call every third weekend. According to Buppert (2011), an NP who sees 15 patients per day at $56 per patient visit, on average, brings in $840 per day. Allowing 1 week off for continuing education, 1 week off for illness, and 4 weeks off for vacation, this NP will bring in $193,200 a year, potentially. However, not all bills are paid. With a 90% collection rate—a reasonable collection rate for an efficient practice—this NP actually will bring in $173,880 per year. An NP who sees 24 patients per day will bring in $1344 per day, or $309,120 per year in accounts receivable. With a 90% collection rate, this NP will bring $278,208 to the practice (Buppert, 2011).

Establishing a salary can be a challenge for NPs. Deducting 40% of the NP’s gross generated income for overhead expenses (rent, benefits, continuing education, supplies, malpractice, lab expenses, and depreciation of equipment) leaves $104,280 for the 15-patient-per-day NP and $166,925 for the 24-patient-per-day NP. Further deducting 15% of that figure to pay a physician for consultation services leaves $88,638 in salary for the 15-patient-per-day NP and $141,887 in salary for the 24-patient-per-day NP. Deducting 10% for employer profit leaves $79,775 in salary for the 15-patient-per-day NP and $127,699 for the 24-patient-per-day NP (Buppert, 2011).

What salary would you propose for the contract renewal? How does your salary proposal fit in with the community standard for an NP in a similar practice? Use logical reasoning, and provide evidence based rationales for your decisions. Keep in mind that your negotiation terms and conditions must be within the legal scope of practice for an ANP.

 
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Prof Marcos A Discussion 300 Words

The focus for Week 2 is on questions: PICOT/PICo and practice questions.

  • Using the area of interest from Week 1, identify the following.
    • Will you be using a quantitative or qualitative approach for your EBP project proposal?
    • Explain why this approach is the best one to provide information for your area of interest.
    • Create a PICOT/PICo question using the PICOT/PICo format for quantitative and PICo for qualitative approaches.
    • Identify your practice question, being sure to include the following.
      • For a quantitative approach
        • A questioning part such as “what is,” “what are,” “is there,” or “are there”
        • Population being studied
        • Variables being studied
        • Suggestion of the relationship between variables
      • For a qualitative approach
        • Phenomenon or concept of interest
        • Group or population of interest
        • Suggestion of which qualitative research design is being used

 
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Prof Marcos A 19490261

Requirements:

If the student cannot attend the Intensive review, they will write an evidence-based management (EBM) paper.

Choose to write an evidence-based management review paper on each of the weekly systems with current national guidelines, discuss what they are and if any contradicting guidelines. 

  • Pick two diseases from each of the following systems: HEENT, Pulmonary, Hematology, Neurology, Gastroenterology, Cardiovascular, Orthopedics, Endocrinology, Dermatology, Urology and STD’s, pregnancy, men’s health, psychiatry, and pediatric growth and development topics are required.
  • Pick two health promotion areas, from either pediatrics, women’s health, men’s health, or issues in aging.
  • Outline two diseases topic from each area noting the following: Name of the disease/promotion area, definition, brief pathophysiology, signs and symptoms, current guidelines for diagnosis (i.e. laboratory testing, signs alone, etc.), and current treatment standards.
  • Outline the two health promotion areas noting risk factors to precipitate needing the health promotion measure (if any) and current guidelines for screening and/or implementation of the health promotion measure.
  • Note if there are conflicting guidelines on any of the above areas (disease or health promotion). For example certain bodies differ on recommendations for self-breast exam.
  • Then write a brief case at the end of each disease highlighting the patient with ‘classic’ signs of the disease in subjective and objective data. *For health promotion, outline a case history and physical where the patient meets the criteria for that health promotion.
  • Topic areas should be chosen based on weakest areas of knowledge for students by reviewing their APEA exam results, and the AANP certification exam blueprint (found on the internet).

Preparing the Paper:

  1. Paper must be at least 30 pages and is not to exceed 50 pages. Must be APA 6th ed. With title page and have at least 10 references from peer reviewed sources. Please use headings to delineate both system areas and each disease/health promotion portion of each area.
  2. This paper will be graded on the quality of the information, inclusion of evidence-based scholarly resources, use of citations, use of Standard English grammar, and organization based on the required components (see the paper headings and content details below).
  3. Submit to the appropriate location in Canvas by Wednesday 11:59 p.m. MT at the end of Week 8.
  4. Create this assignment using Microsoft (MS) Word. You can tell that the document is saved as a MS Word document because it will end in “.docx.”
  5. APA format (6th edition) is required in this assignment for all parts. Include title page and reference page. See the APA manual for details regarding proper citation. See program resources “Guidelines for Writing Professional Papers” for further clarification.
  6. Use “Turn it In”, the similarity match less than 24%, if quoting be sure to use APA format as well. Copying and pasting any material are never acceptable even if cited. Work must be original and written by the student. Do not use or rewrite any previous assignments as this is self-plagiarism.

Paper is organized via guidelines. Headers and clarity in each area are noted.

20.0 ptsHeaders are present and appropriate. Contains all elements. Outstanding organization.

18.0 ptsPaper is organized. Headers not appropriate level. Contains all elements.

16.0 ptsPaper is without headers. Otherwise organized. May be missing one element.

8.0 ptsMissing more than one element or contains no headers.

0.0 ptsNot organized. Without headers. Missing more than one element.

20.0 pts

This criterion is linked to a Learning OutcomeAll noted systems have two diseases outlined as noted above, correctly completed. Information is current and accurate.

50.0 ptsOutstanding work on all elements. Two diseases for each of the 14 areas/system with excellent review, in student’s own words, appropriate, and complete.

44.0 ptsAll elements are present, but information lacking in some areas. Overall, well written and comprehensive. Only minor areas left out

40.0 ptsMay be missing a disease or element or information is incomplete.

19.0 ptsMissing more than one system or more than one disease in more than one area. Information not complete nor in student’s own words

0.0 ptsLarge areas missing in information.

50.0 pts

This criterion is linked to a Learning OutcomeTwo health promotion areas are noted and include risk factors (if appropriate), description of the health promotion, at what age/timeframe/gender the health promotion should occur, and any conflicting guidelines if appropriate.

50.0 ptsOutstanding work on all elements. Two health promotion areas with all elements and with excellent review, in student’s own words, appropriate, complete.

44.0 ptsAll elements are present, but information lacking in some areas. Overall, well written and comprehensive. Only minor areas left out.

40.0 ptsMay be missing some information from a health promotion area or information incomplete.

19.0 ptsMissing one health promotion area and/or more than one area under a noted health promotion without information (i.e. missing risk factors and target audience).

0.0 ptsLarge areas missing in information.

50.0 pts

This criterion is linked to a Learning OutcomeAll diseases and health promotion areas have a brief case presenting only the subjective and objective information on a patient that demonstrates understanding of disease presentation or health promotion area needed.

50.0 ptsOutstanding work on all elements. All areas of disease and health promotion have a brief case. Good summary, subjective and objective data clearly show elements of the disease or health promotion area.

44.0 ptsAll cases present, but minor information lacking in some areas. Overall, well written and comprehensive. Only minor areas left out

40.0 ptsMay be missing a case or major sign/symptom needed to define that case.

19.0 ptsMissing more than one case or more than one major identifying sign or symptom of a disease. Information not complete nor in student’s own words

0.0 ptsLarge areas missing in information.

50.0 pts

This criterion is linked to a Learning OutcomeConclusion

10.0 ptsSuccinct and clear overview with conclusion of learning statement. Contains all elements. Outstanding organization.

9.0 ptsClear overview with conclusion statement. Contains all elements.

8.0 ptsSomewhat overview of the paper. May be missing one element.

4.0 ptsMissing more than one element or wordy without clear conclusion.

0.0 ptsNot organized. Without an overview of the paper and no clear conclusion of learning

10.0 pts

This criterion is linked to a Learning OutcomeMechanics of writing, APA Format – Title and reference page formatted correctly. In-text citations correctly done. Grammar and wording is sound.

20.0 ptsAPA format, grammar, spelling, and/or punctuation are accurate, or with zero to one errors.

18.0 ptsTwo to four errors in APA format, grammar, spelling, and syntax noted.

16.0 ptsFive to seven errors in APA format, grammar, spelling, and syntax noted.

8.0 ptsEight to nine errors in APA format, grammar, spelling, and syntax noted.

0.0 ptsContains ten or greater errors in APA format, grammar, spelling, and/or punctuation.

 
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Prof Marcos A 19391387

Summary from previous Reduced sustained Domestic transmission of primary and secondary syphilis 

sample paper and format provided. Follow rubric is attached and the sample paper same format 

 
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Prof Marcos A 19372117

please see rubric and attached sample paper. Follow the rubric. due Sunday am 

Topic is HIV in woman same as sample paper 

 
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Prof Marcos A 19312121

samples attached, also rubric please see rubric and follow 

theres a video that u can watch with the specific instructions of what’s needed.

I also attached the template of how exactly the paper has to be formulated and a sample paper to follow 

any questions please let me know. thanks 

 
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Prof Marcos A 19250967

Sample of the paper attached you can use the same topic just reword everything so it doesn’t show plagiarism follow rubric read it all 

 
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Prof Marcos A 19202563

mental health physical assessment is the topic of this week 

 
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