Assignment:

Professional Development Exercises :

• Describe why there is such a struggle when addressing end-of-life issues
• What are the differences between allowing a patient to die and physician-assisted suicide?
• Discuss the controversy that can occur when considering a patient’s right to know whether a caregiver has AIDS and the caregiver’s right to privacy and confidentiality.
• Describe the distinctions among wrongful birth, wrongful life, and wrongful conception. Discuss the moral dilemmas of these concepts
• Discuss the arguments for and against partial birth abortions
• Discuss why there is controversy over genetic markers and stem cell research

Please combine all of these responses into a single Microsoft Word document for submission

Please submit only complete assignments (not partial or “draft” assignments).

Submit only the assignments corresponding to the module in this section.

You are not required to adhere to the 500-1000 word count for each of the responses, but please be thorough in your responses so that you adequately address all aspects of each question. also include Introduction and conclusion 

SubjectiveMark, a 48 year-old male, presents to the office with mild-to-moderate chest pressure with radiation to his back. Mark reports that he was awakened from sleep at 0700 with chest pressure. Initially described as soreness across his anterior chest and through to his back. He rates his pain 6/10. He felt as though if he could just belch, he would feel better. His wife drove him to the office to be here when it opened at 0900. She tried to convince Mark to go to the emergency room, but he emphatically refused, insisting on going to the office first. Upon arrival to the office, you take Mark back to an examination room and instruct the receptionist to call 911.Past medical/surgical history: Diabetes mellitus type 2Family history: He has a family history of premature coronary artery disease. His father died of acute myocardial infarction (AMI) at age 45. One brother died of AMI at age 49.Social history: He has smoked for 25 years but has reduced his smoking to 1 pack per day since his brother’s death 2 years ago. He has put on 25 pounds in the past 2 years and is generally sedentaryMedications: Metformin XR 500mg daily, Last A1C was 7.4Allergies: LatexObjectiveGeneral: Anxious and shows Levine’s sign as you enter the office room. He is slightly diaphoretic. Vital signs: BP 192/96, P: 102, RR-22, T-98.8, SpO2 is 90%ECG: ST segment depression and T wave inversion in leads II and IIICV: Heart tones are muffled with an S3 gallop. Hands and feet are cool to touch. Radial pulses are 2 . Pedal and posterior tibial pulses are 1 . Neck vein distention of 5cm with HOB at 90 degrees. Respiratory: Rhonchi in upper lobes bilaterally and a non-productive coughAbdomen: Positive bowel sounds in all 4 quadrants, soft, non-tender, no masses felt.The provider sent the patient immediately to the Emergency Department. Upon arrival and within 2 hours of arrival for care, troponin was 6 ng/dl, Chemistry panel: Na, K, CL were WNL, BUN 20, Creatinine 0.8, serum glucose 189.Question answers should be based on evidence found in readings and from peer-reviewed literature. At least two sources must be used and cited in APA format for each question. Only one source can be a textbook. Resources should generally be within 5 years unless you are explaining the pathophysiology of a disease or providing pertinent background information.Discussion Questions: Describe the similarities and differences of necrosis and apoptosis in regards to the above clinical scenario and diagnosis. What is the role of hydrostatic and oncotic pressure in regulation of blood pressure for this patient? Explain the role of free radicals and myocardial death

 The article I found is called Problem Based Learning in Clinical Nursing Education. The theory used in this article is Problem Based Learning Strategies, or PBL. PBL is the use of predefined clinical situations or case studies to enhance or stimulate students to acquire specific skills, knowledge, or abilities (Rowles, 2012). The article describes how clinical nursing education is very challenging in Pakistan due to the lack of knowledge, resources, and expertise in building connection between the classroom and clinical practice (Farid, 2012). The study implemented Problem based learning because it has been proven to be an effective approach in developing student skills, such s problem solving and self-directed learning. The nursing program in Pakistan that implemented PBL saw a great increase in the students’ knowledge and clinical skills.

            I think Problem based learning is a great was to learn. I remember using it in nursing school, and I felt that it helped me in clinical. It is one thing to learn how you’re supposed to do something, but PBL helps to bring the learning to real life situations which is key to learning critical thinking skills.

            Curriculum is a formal plan that provides goals and guidelines for the delivery of a specific educational program (McEwen & Wills, 2014). Most nursing programs are based on the Tyler Curriculum Development Model. This model identifies the objectives of the program, which learning experiences should be chosen to get to the objectives, and how to organize experiences and evaluate whether they have been met. State boards of nursing set requirements that must be met by nursing programs to maintain accreditation. As health care continues to change, however, nursing programs will also have to change to keep up.

References

Farid, F. N., & Ali, S. F. (2012). Problem Based Learning in Clinical Nursing

            Education. International JouEBSCOhost.htm rnal of Nursing Education, 4(2), 14–16. Retrieved from

https://search-ebscohost-com.prx

McEwen, M. & Wills, E. (2014). Theoretical Basis for Nursing (4th Ed.); Lippincott Williams and Wilkins.

Rowles, C. J. (2012). Strategies to Promote Critical Thinking and Active Learning. Teaching in 

            Nursing, a Guide to Faculty. (4th ed. Pg. 258-284). St. Louis, Elsevier.

2 Slides Only

Pathophysiology Assignment-2 slides of power point only

1. U tube video link on power point2.

 2 Slides  power point. only.

3. Pictures and be creative

4. Please use Advanced pathophysiology

5. Power point samples attached

1. Keep it simple and make sure that the content that your are covering demonstrates to me that you understand the impact of the pathophysiological process that you are trying to educate your ‘patient about”. As a Nurse Practitioner you will on a daily basis be explaining complex diseases for your patients and it is imperative that you educate the patient with the underlying cause, outcomes and impact on their lives using the foundation pathophysiology as your guide.

BEFORE SUBMITTING the make absolutely certain that your that your work contains:

1. Some information of interest about the disorder could historical facts
2. A description of the manifestations of the disorder with an explanation as to the cause of these manifestations (MAKE SURE THAT YOUR EXPLANATION OF THE CAUSE OF THE MANIFESTATIONS IS PRESENTED USING PATHO TO EXPLAIN WHY!!!).
3. A description of the abnormal diagnostic testing with a discussion of the causes of the abnormal test results (MAKE SURE THAT THE CAUSES OF THE ABNORMAL DIAGNOSTIC TESTING IS PRESENTED USING PATHO TO EXPLAIN WHY!!!)

A discussion of the treatment plan and/alternative therapies with potential expectations of the treatment plan etc.

1. A discussion of the specific information patients who have the selected disorder need to know (make sure this is evidence-based information where applicable)