Healthy Sexuality Research Paper

Healthy Sexuality Research Paper
The purpose of this assignment is to research one of the topics you have covered in this course. You will collect 10 articles written within the last year on a particular topic related to sex and sexuality (i.e. pornography, extramarital affair, teen pregnancy, homosexuality, etc.). Articles should come from scholarly research sources. You will then write and submit a 10-page paper with the following 3 main sections relevant to these articles:

Article Summaries: Summarize the main points of the selected articles.
Compare and contrast the information presented in the articles with the content presented in class.
Explain how a therapist may use this information on your topic to help a client define healthy sexuality and how having that understanding can help the client make wise decisions in their relationships.
Papers will be written in current APA format and should include a title page, abstract, and reference page. The paper should be a minimum of 10 pages of content (this does not include title page, abstract, or reference page).

Biological Conservation

Biological Conservation 160 (2013) 97–104

Contents lists available at SciVerse ScienceDirect

Biological Conservation

journal homepage: www.elsevier .com/ locate /biocon

Predicting post-release establishment using data from multiple reintroductions

0006-3207/$ – see front matter � 2013 Elsevier Ltd. All rights reserved. http://dx.doi.org/10.1016/j.biocon.2013.01.013

⇑ Corresponding author. Tel.: +64 6 3569099; fax: +64 6 3505623. E-mail address: E.Parlato@massey.ac.nz (E.H. Parlato).

Elizabeth H. Parlato ⇑, Doug P. Armstrong Wildlife Ecology Group, Institute of Natural Resources, Massey University, Palmerston North, Private Bag 11 222, New Zealand

a r t i c l e i n f o

Article history: Received 22 October 2012 Received in revised form 17 January 2013 Accepted 20 January 2013 Available online 28 February 2013

Keywords: Establishment probability Return rate Bayesian modeling Post-release Survival Dispersal

a b s t r a c t

For any reintroduction it is important to maximise the probability of released individuals establishing in the target area (settling and surviving to breed). Factors influencing establishment have typically been studied at single sites, making it impossible to assess factors that vary at the site level (e.g. connectivity) or quantify unpredictable variation among sites. Using data from 14 reintroductions of the North Island robin (Petroica longipes) to native forest reserves, we show how Bayesian modelling can be used to iden- tify general drivers of establishment and to account for site-to-site variation when making predictions for new sites. High landscape connectivity and high rat tracking rates (a density index) at reintroduction sites were key factors associated with lower individual establishment probabilities. Habitat similarity between source and release sites was also important, as robins sourced from native forest had higher establishment than those from exotic pine forest. Previous predator experience appeared to affect estab- lishment in sites with mammalian predators, as founders sourced from sites with these predators had higher establishment than those from other sites. Our approach can be applied to a wide range of species that are being reintroduced to multiple sites, providing guidance on source and release site selection, effi- cacy of management interventions, and the numbers of individuals to release to achieve desired initial population sizes. The results are not only applicable to these particular species, but can be used to predict site suitability for reintroductions of species with similar dispersal behaviour or other ecological characteristics.

� 2013 Elsevier Ltd. All rights reserved.

1. Introduction

Reintroduction is increasingly used to re-establish populations of threatened species within their historical ranges (Sarrazin and Barbault, 1996; Seddon et al., 2007). However, many reintroduc- tion attempts are unsuccessful (Griffith et al., 1989; Sarrazin, 2007; Wolf et al., 1996) and the underlying causes of failure are rarely well understood (Dickens et al., 2010; Fischer and Linden- mayer, 2000; Letty et al., 2007). Analysis of factors influencing reintroduction outcomes is therefore important to improve the success of future reintroduction programmes (Ewen and Arm- strong, 2007; Le Gouar et al., 2012; Sarrazin and Barbault, 1996; Sutherland et al., 2010).

The two key phases affecting the dynamics of reintroduced pop- ulations are establishment and persistence (Armstrong and Sed- don, 2008). While the ultimate goal of any reintroduction is population persistence (Seddon, 1999), this is only achievable if the population survives the establishment phase. There is often elevated mortality (e.g. Calenge et al., 2005; Kreger et al., 2006) and dispersal (e.g. Moehrenschlager and Macdonald, 2003; Tweed

et al., 2003) immediately after release, meaning that reintroduc- tions can fail during the establishment phase even if conditions at the new site would enable persistence once established (Arm- strong and Seddon, 2008). Dispersal and mortality can have similar costs because individuals who disperse and settle away from the reintroduction area will not contribute demographically or genet- ically to the population (Le Gouar et al., 2012).

Because individuals are lost soon after release, the effective ini- tial population size, commonly defined as the number of individu- als that survive to the breeding season, is often much lower than the number of individuals released (Armstrong and Seddon, 2008; Armstrong and Wittmer, 2011). This in turn can exacerbate problems faced by small populations, including demographic sto- chasticity, environmental stochasticity, Allee effects and loss of heterozygosity. Maximising initial population size is therefore an important consideration for any reintroduction.

The most obvious approach to increase the initial population size is to release more individuals. The benefit of larger release groups is widely cited in the literature (e.g. Deredec and Cour- champ, 2007; Griffith et al., 1989; Wolf et al., 1998). However, releasing more individuals has a trade-off with impact on the source population (Armstrong and Wittmer, 2011) and can also have financial and logistical repercussions. There may also be a

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http://dx.doi.org/10.1016/j.biocon.2013.01.013
mailto:E.Parlato@massey.ac.nz
http://dx.doi.org/10.1016/j.biocon.2013.01.013
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98 E.H. Parlato, D.P. Armstrong / Biological Conservation 160 (2013) 97–104

trade-off at an individual and ethical level, as larger founder groups can result in more individuals being lost due to post-release dis- persal or mortality.

An alternative to releasing more individuals is taking measures to reduce post-release mortality or dispersal, thereby increasing the probability of founders settling in the reintroduction area. Pop- ulation establishment is dependent on the probability of reintro- duced individuals establishing at the new site, so understanding the key determinants of individual establishment is important for reintroduction success. Post-release survival and dispersal can be affected by various aspects of a reintroduction; including the trans- location process (e.g. release strategy, Devineau et al., 2011), char- acteristics of the individuals involved (e.g. age or sex, Masuda and Jamieson, 2012; Moehrenschlager and Macdonald, 2003), condi- tions at the reintroduction site (e.g. predator levels, Moorhouse et al., 2009), similarity between release and source sites (Lawrence and Kaye, 2011; Roe et al., 2010; Stamps and Swaisgood, 2007), and the habitat matrix surrounding the reintroduction site (La Morgia et al., 2011). Establishment of reintroduced individuals can therefore be facilitated at various levels; although the most appropriate and effective measures will depend on the species in question. For example, riparian brush rabbits (Sylvilagus bachmani riparius) held longer in enclosures before release had higher post- release survival (Hamilton et al., 2010), whereas delayed release of stitchbirds (Notiomystis cincta) lowered survival compared to birds released immediately (Castro et al., 1995).

Analysis of data collected after reintroduction can provide cru- cial information about factors affecting establishment of individu- als post-release. Importantly, modelled relationships can then be used to make predictions before new reintroductions take place, providing guidance to managers about site suitability and appro- priate measures to improve reintroduction success. However, iden- tification of factors influencing post-release establishment is often based on data from single sites (e.g. Bernardo et al., 2011; Jõgar and Moora, 2008; Roe et al., 2010; Tweed et al., 2003). While these studies can provide valuable insights for the site in question, fac- tors influencing success throughout a species’ range may not be apparent in results from a single site (Jachowski et al., 2011). Using data from reintroduction attempts at multiple sites provides more certainty that identified relationships are general (Johnson, 2002) and therefore applicable to other sites. Analyses of data from single sites are also limited to factors that can be manipulated within that site (for example, release techniques or supplementary feeding). Potentially more important factors, such as habitat quality or con- nectivity, only vary among sites so analysing data from multiple sites is necessary to evaluate their influence on reintroduction outcomes.

There are numerous examples where single species have been released into multiple sites for conservation purposes. In New Zea- land and Australia, more than 40 vertebrate species have each been translocated to at least five different sites (e.g. http://rsg-ocea- nia.squarespace.com/nz/; Short, 2009). In southern Africa, most large herbivores (e.g. Linklater et al., 2011; Van Houtan et al., 2009) and carnivores (e.g. Hayward et al., 2007) have been reintro- duced to multiple sites. There are also examples from other parts of the world, including Griffon vultures (Gyps fulvus) in France (Le Gouar et al., 2008) and black-footed ferrets (Mustela nigripes) in North America (Jachowski et al., 2011). These multiple releases create a unique opportunity to integrate data among sites to iden- tify the key influences on reintroduction outcomes, while also accounting for any unexplained site-to-site variation in population parameters. The results obtained would not only be applicable to the species that have already been reintroduced to multiple sites, but could be used to predict site suitability for reintroductions of species with similar dispersal behaviour or other ecological characteristics.

We present an approach whereby data from multiple reintro- duced populations are integrated into a Bayesian hierarchical mod- el to identify important factors influencing post-release establishment. We model establishment data for North Island rob- ins (Petroica longipes) reintroduced to 14 sites, and show how the resulting model can be used to make predictions for a candidate reintroduction site under alternative management scenarios. The strength of our approach is the ability to model the general influ- ences on establishment while accounting for site-to-site variation, thereby enhancing predictive capability and enabling targeted management to improve reintroduction success.

2. Methods

2.1. Species and reintroductions

The North Island robin is a small (26–32 g) insectivorous forest passerine endemic to New Zealand. The species was historically found over the entire North Island, but is now restricted to native forest remnants and exotic plantations in the central North Island, as well as some offshore islands (Higgins and Peter, 2002). Robins are susceptible to predation, primarily by exotic ship rats (Rattus rattus) (Brown, 1997; Powlesland et al., 1999), but also other exotic mammals such as stoats (Mustela erminea) and native avian preda- tors such as morepork owls (Ninox novaeseelandiae). Their breeding season is generally from early September to February, and juve- niles become sexually mature by the start of the breeding season after that in which they fledge.

North Island robins were reintroduced to 15 different sites (31– 1100 ha forested area) between 1997 and 2007 and analysable data were available for 14 of these (Table 1). Thirteen of the sites were on the North Island and two (Glenfern, Windy Hill) were on Great Barrier Island, a ca. 28,500 ha island off the north-east of the North Island. Reintroductions always occurred between March and August. Pre-release monitoring was conducted at all sites prior to reintroduction and no robins were found. Birds were caught from the wild and were released immediately on arrival at the re- lease site. Robins typically undergo a period of dispersal post-re- lease, and become sedentary once pairs and territories are established in the breeding season. All sites, including the pro- posed site, were managed to control exotic mammalian predators. At the time of reintroduction, two sites were fenced to exclude mammalian predators, which were eradicated after fencing, hence those species were expected to be absent. Another site was fenced but had openings for vehicle access, so mammalian predators re- mained present. All reintroductions were to areas of native forest, and birds could potentially disperse into unmanaged forest in the surrounding landscape. One site also had an exotic pine forest plantation within its boundary.

2.2. Data collection

We compiled data to assess the probability of released individ- uals establishing at each reintroduction site, where ‘‘establish- ment’’ is defined as surviving and remaining at the site until the start of the breeding season (late August). We specifically modelled return rates, which are the proportions of released individuals that remain at the site and are detected (Cam et al., 2005; Martin et al., 1995), as it was impossible to separately estimate establishment and detection probabilities from the data available for some sites. We included data on return rates from initial reintroduction at- tempts only, so any supplementary translocations in subsequent years were excluded from our analysis. All birds were individually colour banded prior to release, and data on the number of birds re- leased and post-release sightings of individuals were available

http://rsg-oceania.squarespace.com/nz/
http://rsg-oceania.squarespace.com/nz/
Table 1 Characteristics of 14 North Island robin reintroduction sites and one proposed reintroduction site.

Site Month and year reintroduced

Number of robins released

Forested predator- control area (ha)a

Peninsula Rat tracking rate (95% CI)b

Standardised habitat ratioc

Connectivity index

Mammalian predators present

Ark in the park April 2005 53 1100 No 0.05 (0.02–0.11) 0.34 97 Yes Boundary stream April 1998 28 800 No 0.01 (0–0.04) �0.48 68 Yes Bushy park August 2001 28 87 No 0.13 (0.01–0.52) �1.08 15 Yes Cape kidnappers May 2007 35 280 Yes 0.10 (0.07–0.15) �0.98 10 Yes Glenfern April 2005 27 230 Yes 0.16 (0.10–0.23) �0.51 54 Yes Hunua May 2001 30 600 No 0.34 (0.23–0.48) 1.79 99 Yes Kakepuku June 1999 30 198 No 0.68 (0.18–0.98) �1.33 33 Yes Paengaroa March 1999 40 101 No 0.27 (0.20–0.34) �0.32 50 Yes Tawharanui March 2007 25 240 Yes 0 (0–0) �0.60 17 No Trounson April 1997 21 445 No 0.01 (0–0.04) 0.15 71 Yes Waotu May 2001 30 31 No 0.54 (0.10–0.93) 1.55 40 Yes Wenderholm March 1999 21 60 Yes 0.37 (0.05–0.85) 0.93 25 Yes Windy hill April 2004 30 267 No 0.27 (0.20–0.35) 1.68 64 Yes Zealandia May 2001 40 225 No 0 (0–0) 0.08 91 No Pukaha (proposed) NA NA 942 No NA NA 60 Yes

a Area of forest managed to control exotic mammalian predators at time of reintroduction. b Tracking tunnel rates estimated from observed data. Imputed values are shown in italics for sites where data were missing (estimated from the modelled relationship

between return rates and tracking tunnel rates for the other sites). c Standardised (mean 0, variance 1) area of accessible forest habitat within 2 km of perimeter of reintroduction site divided by the forested predator-control area.

E.H. Parlato, D.P. Armstrong / Biological Conservation 160 (2013) 97–104 99

from site managers, reports, field notebooks or theses (Pattemore, 2003; Small, 2004). Nine of the sites were systematically searched in September using robin lure tapes at regular distances to identify individuals present at the start of the breeding season. Less tar- geted monitoring was undertaken at 5 sites, where field staff re- corded birds sighted as they carried out other work in the site. Intensity of post-release monitoring is likely to influence the prob- ability of detecting individuals that establish, so we took this into account in our analysis. We expected detection probability to be close to 1 at intensively monitored sites, meaning return rates are equivalent to establishment probabilities, and test this by esti- mating detection probabilities at sites where this is possible.

We also compiled data on variables that were potentially useful predictors of return rates based on our knowledge of the species. These fell into three main categories: (1) Reintroduction site char- acteristics, which included the size of forested predator control area, presence/absence of mammalian predators (ship rats and stoats), rat tracking rate (an index of rat density), and three land- scape variables potentially influencing robin emigration post-re- lease; (2) Translocation process, which included monitoring intensity (moderate or hig

As emphasized in this week’s media presentation, all nurses need to be familiar with the laws and regulations that govern their practice

their state’s Nurse Practice Act, ANA’s Nursing: Scope and Standards of Practice, specialty group standards of practice, etc. In addition, basic ethical principles guide nurses’ decision-making process every day. ANA’s Code of Ethics and ANA’s Social Policy Statement are two important documents that outline nurses’ ethical responsibilities to their patients, themselves, and their profession. This said, there is a dilemma: The laws are not always compatible with the ethical positions nurses sometimes take. This week’s Discussion focuses on such a dilemma.

To prepare:

Review this week’s Learning Resources, focusing on the information in the media presentation about the relationship between the law and ethics.
Consider the ethical responsibility of nurses in ensuring patient autonomy, beneficence, non-malfeasance, and justice.
Read the following scenario:

Lena is a community health care nurse who works exclusively with HIV-positive and AIDS patients. As a part of her job, she evaluates new cases and reviews confidential information about these patients. In the course of one of these reviews, Lena learns that her sister’s boyfriend has tested HIV positive. Lena would like to protect her sister from harm and begins to consider how her sister can find out about her boyfriend’s health status.
Consult at least two resources to help you establish Lena’s legal and ethical position. These resources might include your state’s Nurse Practice Act, the ANA’s Code of Ethics, ANA’s Nursing: Scope and Standards of Practice, and internal or external standards of care.
Consider what action you would take if you were Lena and why.
Determine whether the law and the ANA’s standards support or conflict with that action.
Post a description of the actions you would take in this situation, and why. Justify these actions by referencing appropriate laws, ethical standards, and professional guidelines.
Links:

https://www.nap.edu/read/11623/chapter/4
NURS 6050: Policy and Advocacy for Improving Population Health “Legal and Ethical Aspects of Healthcare Delivery”

Program Transcript

NARRATOR: Understanding the legal aspects of health care delivery.

JACK SCHWARTZ: There are some kinds of legal obligations that everybody needs to know.

NARRATOR: And the role of ethics in health care delivery.

NNEKA MOKWUNYE: No matter what culture you’re from, no matter what mortal belief system you have, what the laws of your land say, what values your family has taught you, the ethics still transcends these. And it’s those set of principles that we use to regulate health care.

NARRATOR: This week our experts share insights into the legal responsibilities of the nurse and health care professionals and the role of ethics in decision making and nursing practice.

JACK SCHWARTZ: There’s some kinds of legal obligations that everybody needs to know, anybody who works at a hospital or a nursing home, other care facility that gets confidential patient information needs to know they have a legal obligation not to disclose it improperly. That’s for everybody; everybody needs to know that law.

Let’s take somebody who’s an administrator and who’s in charge of say, medical informatics. Well, that person needs to know a lot more about the law that governs medical privacy and confidentiality because the nature of the job requires more detailed knowledge. Doing that job day-to-day requires knowing about HIPAA, the federal privacy law, and state law on medical records.

You have to know the day-to-day legal context for what you do. If you’re in the business of sending bills to the government, you need to know the laws and regulations that surround that activity.

You’re not going to have a lawyer perched on your shoulder all the time. And so, as part of your job, you need to have enough familiarity with those day-to-day basic legal requirements to do the job.

You also have though, to have the discernment to know when you’re encountering something that’s unexpected, that’s new, that’s complicated, where you need help.

© 2012 Laureate Education, Inc. 1

One characteristic of law is that it’s a command. It’s a directive from the sovereign, from the government, that tells people what to do or what not to do. And often there is a specified consequence to the failure to obey. So if you’re a health care professional for example, you have a license. You have certain requirements in the law, in regulation that you need to meet. If you don’t, you’re putting your license at risk.

If you’re a hospital, you’re a nursing home, you have a license too, that the state gives in expectation that you will conform to certain legal and ethical standards. If you don’t meet that, you put your licensing in jeopardy, the very existence of the organization in jeopardy. And of course, for some breaches of legal obligation, there’s the risk of paying out a lot of money.

NNEKA MOKWUNYE: At our hospital we have ethics as a mandate, and there’s over 400 cases a year that we do. And in our 400 cases, we still don’t even capture all the needs of our patients and our staff. We have to embed ethics into health care in order to make any patient visit to a hospital the best possible, in order to make our staff have a feeling of comfort and decrease of distress in working with sick patients, in order to have families feel like what could be done with the best things that should be done were actually done.

JACK SCHWARTZ: People sometimes wonder about the relationship between law and ethics. The cynical say, well, there’s no relationship. They fight with one another, like unruly siblings. And others say, well, there’s no real difference. If you act ethically, you’re acting legally. It’s somewhere between the two. But it’s actually closer to the two going together.

A Supreme Court Justice once said that “Law floats in the sea of ethics.” That the ethics comes first because of immorality in society gives rise to certain ways of behaving, which often get codified in the law.

FELICIA COHN: Ethics is the systematic study of morality. It’s asking the question, what should I do, and why should I do it?

What ethics is not is also as important as what ethics is. And you can define it almost in the negative. Ethics is not mere common sense. It’s not mere opinion. The difference is that ethics requires argumentation. You have to have good reasons for the decisions you make. You have to be able to justify what you do and explain why you did it. Mere common sense is usually a gut reaction.

An opinion, you’re entitled to hold opinions without rational reasons for them. In ethics, you’re required to provide those rational reasons.

Ethics is also not the law. Sometimes, and ideally, they will merge. They will reflect one another.

© 2012 Laureate Education, Inc. 2

Common situation is a decision to forgo life sustaining treatment. We have to decide if we should turn off a ventilator for a terminally ill or dying patient. So we ask, what should I do in this situation? Should I turn off the ventilator or not?

So if we make the decision to turn off the ventilator, we then have to figure out why, that’s the ethical question. Why should I turn it off? What principles or values justify turning off the ventilator? And why are those principles or values more important or prioritized over principles and values that would support not turning off the ventilator?

We like to think that our law is based in ethical expectations. But that’s certainly not always the case. A lot of our law is based in practicality. Speed limits, for example, have really nothing to do with ethics. Murder laws, however– we have a law of prohibition against killing, fraud– certainly do have a basis an ethics. But there are occasions when the ethical course of action in a particular situation will diverge from the law. That what I, as an ethics consultant, would recommend for treating a particular patient might be contrary to a particular law. And when that occurs, I have to work harder to justify the course of action I’m advising.

NNEKA MOKWUNYE: I don’t believe here we have a conflict with our legal department. When we decide to uphold the ethics and not uphold the law, there is this tension because our legal team has to be prepared for whatever backlash that has. But the only reason why I think that there is no conflict where they feel like they shut us out or we shut them out is because we are working partners.

They understand where we’re coming from. We understand where they’re coming from. They know that we will uphold the ethics and we know that they have to abide by the laws. So that clarity in our rules has been very helpful. The relationship between legal and ethics has to be very strong and very clear in order for it to work because there is the chance that there could be conflict between the two, and conflict will never allow an institution to grow the way it’s supposed to grow.

There are four ethical principles. The principle of autonomy is the principle for respecting of persons. One way I like to define that is to not only respect a person by giving them the options as an informed consent, but to also bring in respecting them by helping them making decisions. What respecting autonomy truly is, is saying, here are your options, this is what I think is important. And let’s join this partnership together to figure out how to do, what’s best for you.

You come to a physician for help and guidance, and I think it’s disrespectful to just have the physician say back to you, well, this is all the things I can do. Tell me which one it is. Part of the respect is to give them the guidance of, although I

© 2012 Laureate Education, Inc. 3

can do this, I don’t think that’s in your best interest. So that’s respecting autonomy.

The next principle is beneficence, which is the do good principle and avoid harm. Some argue that beneficence and nonmaleficence, which is the third principle, should be one, a combined do good and avoid harm. But I think that the two need to be separate because although you may be doing good and avoiding harm in one way, there’s a lot of times where you are causing harm in order to do good.

Surgery can technically be seen as a harm; the body wasn’t meant to be cut open. But you’re doing it for the sake of promoting a good by trying to help the person. That’s one of those situations where it’s the intention behind it and the consequence of the intention that allows the principle to standalone.

And the last one is justice, which is fair and equality for all, which is always the hardest one. In order to really truly be a center that values patient care and deliver optimum care, you have to have ethics involved. Because we do help to make the bad decisions easier. We help to make the transition from aggressive therapy to comfort therapy easier. We smooth a lot of the rough edges and we deal with a lot of the conflict. So the wholeness of medicine cannot be without ethics.

Even if the experience was a sad one and a loved one died, they still feel like this is a place that took care them, that cradled them through the process, and that all comes from having ethics as a strong presence in the hospital setting.

© 2012 Laureate Education, Inc. 4

Demonstrate an understanding of the potential benefits and disadvantages of each molecular imaging modality in application to cell tracking/targeting, particularly in nanomedicine

please..please.. please read carefully the instruction and include all the points that he mentioned(points to note) one by one.if there is something not clear in the instruction please ask before starting.(((task A ONE page))((task B TWO pages))

This assignment addresses the following learning objectives:

– Have knowledge of imaging modalities useful for cell-labelling and tracking in vivo
– Demonstrate an understanding of the potential benefits and disadvantages of each molecular imaging modality in application to cell tracking/targeting, particularly in nanomedicine
– Demonstrate the ability to apply each modality to a specific cell-targeted application

Points to Note (Please read carefully):

In your discussion, you should

– describe which molecular imaging modality (or modalities!) you will use to help you answer the important questions

– consider factors such as how you will ensure maximum uptake in the correct tissue following iv injection.
– how will you measure this?
– what molecular imaging techniques will you use to assess the effectiveness of delivery?
– remember, when justifying why a particular modality is chosen for your experiment, you should say why you ruled out other possibilities (e.g. why might you choose to use CT to study the efficacy of delivery, rather than MR).

Your assignment should follow the Nature Referencing guide (https://www.citethisforme.com/guides/n

place your order now For a custom paper on the above topic or any other topic, !

Educational Issue in Nursing

Educational Issue in Nursing
Part one:
Think about your baccalaureate degree education through ISU. Do you feel you are prepared to practice according to the expectations of a bachelor’s prepared nurse? Do you feel you were provided with educational experiences that enable you to have the knowledge of the competencies outlined by the IOM and QSEN? You do not have to write a book, just give a little feedback!
Refer to the article by Inna Popil concerning case studies and the article by Laura Clayton concerning concept mapping from this week’s reading assignment in order to complete part two. There are also resources listed below to help you.

Part two:
Pretend you are precepting a new graduate nurse or a new hire on your unit. Create a case study OR a concept map that pertains to a concept of your choice that will help the new graduate/new hire nurse to learn more about the patients he or she will need to care for on your unit. This concept could be anything ranging from a particular category of medications used often with some examples of drug names, to a patient diagnosis that is often encountered on your unit, to a pathophysiological concept. I am not expecting a masterpiece. I am simply trying to offer you an activity that involves active learning to support critical thinking skills. Be creative and have fun! Attach your case study or concept map to the discussion board, as they may be helpful to others as well.

Please Use ONE PAGE respond TO PART ONE of this assignment and
use the Second page to respond to PART TWO do case study or CONCEPT MAP.
Please site all sources in APA format.

There are two parts to this assignment, first part is to respond to the question below; and the second part is to create a case study or a concept map, please see reading required attached and all the website listed below to use in completing part 2 of this assignment.
Information pertaining to concept maps can be found at:
Wikepedia.org https://en.wikipedia.org/wiki/Concept_map
Read about how to create a concept map:
https://library.usu.edu/instruct/tutorials/cm/CMinstruction2.htm
Please assess this website for some example of concept maps:
https://www.google.com/search?q=nursing+concept+map+guidelines&tbm=isch&tbo=u&source=univ&sa=X&ei=gTKaU_vCBMOsyAShpICYDA&ved=0CCUQsAQ&biw=1366&bih=622

Medical/nursing interventions to prevent the development of heart failure

medical/nursing interventions to prevent the development of heart failure

Obesity Intervention – Establish short and long term goals, encourage calorie intake appropriate for body type and lifestyle, encourage Mrs. J to keep a daily log of food and liquid consumption. Encourage Mrs. J to be more aware of nutritional habits that may contribute to weight gain. Encourage Mrs. J to exercise and encourage consultation of a dietician for further assessment and recommendations regarding a weight loss program. Educate Mrs. J of the importance of routine follow-up MD visits.

High Blood Pressure – Mrs. J has been smoking two packs of cigarettes daily for the last forty years. Smoking cause’s blood pressure to rise but the chemicals in the tobacco causes damage to the lining of the artery walls causing arteries to narrow, increasing the blood pressure. Educating the patient with the outcome of smoking is beneficial. Mrs. J needs to be educated on the importance of taking her blood pressure on daily and keeping a log of the blood pressure reading. Mrs. J should be placed on a low sodium cardiac diet. Educating Mrs. J on the importance of taking her medication on a daily basis as prescribed to prevent organ damage. Informing Mrs. J that lifestyle adjustment must be made to reduce the risk of cardiovascular morbidity. This is not a short term goal and it will take time for patients to get use to the lifestyle change and nursing follow is important for the patient to feel supported and follow the program.

Atrial Fibrillation – Atrial fibrillation is the loss of synchrony between the atria and ventricles. The goal is to maintain adequate cardiac output and tissue perfusion to make sure Mrs. J does not develop a thromboembolism. Monitoring the heart rate is very important and making sure that the systolic rate does not go below 90mmHg. Mrs. J should be educated on reporting any chest discomfort in which oxygen therapy would be beneficial. Continuous cardiac monitoring is imperative. Also making sure Mrs. J receives education on medications such as Amiodarone or Digoxin to control the atrial fibrillation. Educate Mrs. J how to obtain her own pulse and recognize symptoms of toxicity.

Coronary Artery Disease – is the accumulation of plaque buildup on the coronary arteries which leads to blockage. The heart is deprived of oxygen due to the blockage and is unable to pump efficiently. Very important to access patient level of consciousness, evaluate for chest pain, assess heart rate, blood pressure, peripheral pulses, and evaluate skin color and temperature. Provide oxygen in conjunction with medication therapy. Monitor fluid volume to prevent overloading the heart and lungs Reduce anxiety by providing Mrs. J to share her fears or concerns. Provide a quiet environment and uninterrupted sleep.

Study of Immunology I

CASE STUDY

Patient Profile

B.N., a 41-year-old female who is a dental hygienist, has had several surgeries over the past five years due to a knee injury. She presents to the outpatient surgery department today for her last reconstructive surgery. Her past medical history indicates she had asthma as a child and had one occurrence of contact dermatitis. She tells you she has no known drug allergies.

You start B.N.’s IV and perform a saline flush. Within three minutes, B.N. states that her IV site itches, and a few minutes later she begins to complain of tightness in her throat.

Subjective Data

• States IV site itches • States throat and neck feel tight and says ‘I feel like I can’t breathe’

Objective Data

• Vital signs: Temp 98.8° F, Heart rate 120, Respiratory rate 32, Blood pressure 100/60 • Oxygen saturation 85% • Wheezing in all lung fields • Restless • Swelling at IV site

I. Question 1

What type of altered immune response is B.N. experiencing?

II. Question 2

What is the apparent causative factor and what were potential sources of exposure?

III. Question 3

What are the priority nursing interventions in this situation? What medications might you expect the health care provider to prescribe?

IV. Question 4

What were B.N.’s risk factors for this type of reaction?

V. Question 5

Based on this reaction, to what foods should B.N. be tested for allergies?

2

VI. Question 6

How can such reactions be prevented from occurring?

family caregiving to older adults: Sections could be: Which elders receive caregiving and why Which family members are involved in what kinds of care What are the effects on caregivers, recipients of care

Collecting Information Use all resources at your disposal to locate relevant articles and books Google Scholar Actually going to the library (librarian or PsychLit, Social Sciences Index, etc.)! Research Port online from the library You are to focus on RESEARCH material, not popular literature Emphasize articles over books—articles are more recent, shorter Emphasize recent over older sources Keep searching, reading until you’ve exhausted your topic Modify the scope of your paper depending on what you find Consult with your instructor if this leads you to reshape/change your topic You should at minimum have 15-18 strong sources to do justice to a paper Be very cautious in using web-based sources Anybody can put anything on the web—it doesn’t make it valid, and it certainly does not qualify as RESEARCH. Consider the source! And use the library’s guidelines or ask the instructor whether to exclude inappropriate ones Consider sponsorship—if the candy company sponsored a study that shows chocolate is a health food, perhaps it wasn’t a good study! DO NOT use popular print or online magazines or books (Newsweek, Cosmo) or self-help or politically/ideologically motivated sources. This is a SCIENTIFIC research paper and its sources should meet standards of science. If you get stuck—ask your instructor for help, talk to reference librarians or to your peers who are also doing papers. 3. Developing an Outline/Organization If you know how to develop an outline, that is often useful in ordering, organizing your material you write. A basic outline could include major headings such as the following [please adapt this to YOUR own paper, as appropriate]: Introduction/Topic statement and why it is important Central Issues/Questions or Debates relating to the topic Research on this topic (what do we know?—LONGEST SECTION) You may organize this by the central issues you listed earlier Are there discrepancies or gaps in what we know? Can we draw clear conclusions? If not, why not? What don’t we know about this topic? Key unanswered questions/issues. Questions not yet asked? Emerging or new concerns? Implications for individuals, groups, society, policy? What is the importance of these findings? What are the implications for the groups most affected? Why does this matter? What else needs to be studied in the future? Conclusion/Summary What are the key points a reader should remember? 4. Writing and Citing Sources Paper Format: The paper may have a cover page with a title and your name (this page does not count in the page length requirement) and references at the end, in alphabetical order, with full information required per any established citation format. Pages in between should be numbered, have “normal” 1” margins, use a standard font size (around 11-12 points) and not leave a lot of “white space” to convince me that you’ve met the page requirement. I know all the tricks—I’ve done them all, so don’t try to get around the length requirement. If you have questions, ask them. Start from the outline you have developed (and possibly modified) Try to “plug in” and integrate what you have found in various sources relating to a particular topic Develop sub-headings for topics within the major headings. These help the reader follow the key points. Sub-headings might follow a consistent format, such as Bold/All Caps and Centered as the first level (title?), Bold/Left Justified as the second level, Underlined/Left Justified as a third level, and (if needed) Italics/Left Justified as the 4th level. Remember, these are guideposts and are a good habit to learn for writing for a career. Explain what you mean by statements. Don’t just say “The policy change was a success.” Why and how was it a success? For whom? How do we know? You will get familiar with the material, but the reader of your paper needs to know what YOU know, so it needs to be on the paper you turn in! Assume your reader knows nothing about the topic and you are their expert. Examine and think about the issues –don’t just parrot what others say. Use quotes sparingly—this should mostly be YOUR WORDS. Stringing quotes together is not writing a paper. A strong quote to make a point can be used if it’s not too long. Any quote must be cited appropriately (often including page #) Give yourself enough time to re-read and review and make corrections/changes. Most of the articles you’ll be reading as sources have been edited about 5 times before they are published. As you work on the paper, keep drafts of it in at least 2 places! Nobody has any sympathy any more for “my computer crashed” explanations. What is evaluated is the CONTENT of your paper, and not if it is 12 or 23 (or whatever number) pages long. People write differently. One person takes 1 page to write what another does in half a page You need to communicate clearly enough that the reader/instructor can determine what you know. You may have learned a lot, but if it is not clearly written, you can’t get credit for what’s not on the page If you need writing help, seek it from the Writing Center as soon as possible. No need for any fancy graphics, unless you enjoy that sort of thing. No credit for this and it won’t “make the page count” since I will disregard it. Keep a copy of the paper securely stored and turn one in, via the format required. Be aware (if you’re tempted) that programs easily can discover if your paper is lifted form other student papers in its database or from published material. Don’t even go there.

Project Management systems

Reflective Paper Scenario The client for a project is considering the appointment of a project manager, and you are one of a number of potential project managers who have been asked to submit a proposal.

The client is not interested in costs, and all the potential project managers are qualified and experienced. So in order to make their selection, the client needs to identify the project manager whose style and approach to project management gives them the greatest confidence of success.

In order to make their decision, the Board of Directors have asked you to submit a proposal that detail style, philosophy, and approach to managing projects. Task Write a proposal to the Board of Directors that sets out your style, philosophy, and approach to managing projects; explain the philosophy and approach that you adopt to ensure the success of your projects.

Note:
The client is familiar with the functions and activities performed by project managers in the management of projects, so do not merely describe these.

Submission
Submissions should be in the order of 1,800 words. It is not normal practice to include references in a report to a client, so for this Assignment, do not include references in the text of the report. Instead, include a bibliography as an Appendix to the report (this does not form part of the word count).

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LinkedIn® Article

Part of having a professional online presence is creating professional content for peers to engage with and to share your expertise.

Write a 350- to 525-word article that discusses key stakeholders in the health care sector in which you work. Include the following in your article:

A brief introduction to the health care sector in which you work.
Identify key internal stakeholders.
Identify key external stakeholders.
Evaluate strategies used to develop relationships with internal and external stakeholders.
Publish the article on your LinkedIn® account.

Include a citation of your article in your assignment.

Cite 3 reputable references to support your assignment (e.g., trade or industry publications, government or agency websites, scholarly works, or other sources of similar quality).

Format your assignment according to APA guidelines.