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biology

Name: Date:

Care Plan #

Nursing Care Plan: Basic Conditioning Factors

A. Patient identifiers:

Age: Gender: Ht: Wt. Code Status:

Isolation:

Development Stage (Erikson): Give the stage and rationale for your evaluation

Health Status

Date of admission:

Activity level: Diet:

Fall risk (indicate reason)

Client’s description of health status

Allergies: (include type of reaction)

Reason for admission:

Past medical history that relates to admission:

Socio-cultural Orientation

Cultural and Ethnic Background with current practices:

Socialization:

Family system: (Support system)

Spiritual:

Occupation: (across the lifespan)

Patterns of living: (define past and current)

Barriers to independent living:

Healthcare systems elements (continued) ALLERGIES:

Medications: List all medications, dosages, classifications and the rational for the medications prescribed for this patient include major considerations for administration and the possible negative outcomes associated with this medication.

DEFINE 1: What the medications does to the body to the cellular level AND 2: Why the patient is taking the medication?

Medication/dose Classification Indication/ Rationale SE’s/Nursing Considerations Client Education Text Reference

Oxytocin

Carboprost (Methergine)

Hemabate

Misoprostol (Cytotec)

CON
CEPT MAP

Pathophysiology – (to the cellular level)

Medical Diagnosis


Postpartum Hemorrhage

Signs & Symptoms/Clinical Manifestations (all data subjective and objective: labs, radiology, all diagnostic studies) (What symptoms does your client present with?)

Complications

Treatment (Medical, medications, intervention and supportive)

Causes/Risk Factors (chemical, environmental, psychological, physiological and genetic)

Nursing Diagnosis

Problem statement: (NANDA)

Related to: (What is happening in the body to cause the issue?)

Manifested by: (Specific symptoms)

.

LAB VALUES AND INTERPRETETION

LAB

Range

Value

Value

MEANING (If WDL then explain the possible reason for the lab)

LAB

Range

Value

Value

MEANING

HEMATOLOGY

CHEMISTRY

CBC

Glucose

WBC

BUN

RBC

Cr

HGB

GFR

HCT

Na

PLATLETS

K

Diff:

CO2

Polys

Ca

Bands

Phos

Lymphs

Amlylase

Mono’s

Lipase

Eosin

Uric Acid

GBC indices

Protein

MCV

Albumin

MCH

Cl

MCHC

Enzymes

COAG’S

LDH

PT

CPK

INR

SGOT

PTT

SGPT

ABG’S(V 0R A)

Triponin I

PH

Myoglobin

PCO2

PO2

Cholesterol

BASE EX:

UA

SAT:

URINALYSIS

Range

Value

Value

Meaning

Findings

Meaning

Color

Gastroccult

Clarity

Hemoccult

Sp. Gravity

SEROLOGY

pH

HIV

Protein

GBS

Glucose

Gonorrhea/ Chlamydia

Ketones

Syphilis

Bilirubin

Hepatitis B

Occ. Blood

Rubella

Urobilogen

BLOOD TYPE

WBC

RH FACTOR

RBC

Epithelia

RADIOLOGY

WBC

EKG

RBC

CT

Epith Cell

PET SCAN

Bacteria

MRI

Hyal Cast

MRA

Gran Cast

Ultrasounds

Leukocytes

Nitrite

ACCUCHECKS

Endoscopy

Colonoscopy

Additional information:

Universal Self-Care Deficits: Assessment: (Highlight all abnormal assessment findings)

Vital Signs

Admission

Reassess

Input:

Output:

Cardiovascular Assessment:

Specialty devices:

Teaching needs:

Heart Sounds:

Circulatory Assessment:

Edema:

Pain assessment: (PQRST)- Specific area

Respiratory assessment

Special devices:

Teaching Needs:

Lung sounds:

Pulmonary assessment: (respiratory pattern)

Cough:

Respiratory treatment and rational for use:

Breast assessment:

Teaching Needs:

Breast Assessment:

Nipple assessment:

Breastfeeding plans:

Uterine Assessment:

Teaching needs:

Location:

Firmness:

GI Assessment:

Teaching needs:

GI assessment: (observe – auscultate – palpate)

Alteration in eating or elimination patterns:

Nutrition Metabolic Assessment:

% of diet taken:

Alternative nutritional methods:

GU assessment:

Teaching needs:

Last void:

Due to void:

Alternative urinary elimination method: (if Foley when inserted)

Bladder scan

Assessment of urinary patterns:

Urine assessment (color odor concentration etc.)

Lochia Assessment:

Teaching needs:

Color:

Quantity:

Presence of clots:

Perineal Assessment:

Teaching needs:

REEDA:

Wound Care:

Thrombophlebitis Assessment:

Teaching needs:

Edema Assessment:

Teaching needs:

Emotional Assessment:

Teaching needs:

Edinburgh Postnatal

Depression Screening:

IV Therapies:

IV fluids infusing

IV Site 1: Assessment

Date of insertion: Change (site or dressing)

IV removal:

Reason for removal:

Additional information:

REMEMBER THAT THE EXPECTED OUTCOMES MUST BE MEASURABLE. THE INTERVENTIONS ARE WHAT YOU DO TO ASSURE THE OUTCOME AND THE CLIENT’S RESPONSE IS SPECIFICALLY HER RESPONSE.

PLAN OF CARE: Use your top two priorities

NANDA NURSING DIAGNOSIS use NANDA definition

Expected outcomes of care (Goals)

Interventions

Patient response

Goal evaluation

NRS DX:

Problem Statement:

R/T: (What is the cause of the symptom)

Manifested by: (Specific symptoms)



Short term goal

: Create a SMART goal that relates to hospital stay/shift/day.



Long term goal
: Create a SMART goal that is appropriate for discharge.

This is specific to the patient that you are caring for. A list of planned actions that will assist the patient to achieve the desired goal. (i.e. obtain foods that the patient can eat/ likes)

Interventions for short-term goal:

1.

2.

3.

Interventions for longterm goal:

1.

2.

3.

Identify what the patients response or “outcome is to the goal or care that you have provided. i.e. patient ate 45% of lunch)

Reassess for short-term goal:

1.

2.

3.

Reassess for long-term goal:

1.

2.

3.

Was it met or not met there is no partially met.

NANDA NURSING DIAGNOSIS use NANDA definition

Expected outcomes of care (Goals)

Interventions

Patient response

Goal evaluation

NRS DX:

Problem Statement:

R/T: (What is the cause of the symptom?)

Manifested by: (specific symptoms)

Short term goal: Create a SMART goal that relates to hospital stay.

Long term goal: Create a SMART goal that is appropriate for discharge.

This is specific to the patient that you are caring for. A list of planned actions that will assist the patient to achieve the desired goal. (i.e. obtain foods that the patient can eat/ likes)

Identify what the patients response or “outcome is to the goal or care that you have provided. i.e. patient ate 45% of lunch)

Was it met or not met there is no partially met.

Summer 2021 JM 9

biology

Research paper 2 Biol 350

The purpose of this assignment is to apply the concepts learned in this course on cellular and molecular processes and current laboratory techniques and therapies to critically examine existing biotechnology applications that are used to make advances at the molecular level in biosciences research that are used for disease prevention or mitigation.

 Assessment of Current Technologies and Treatments for Emerging Infectious Diseases: Are We Prepared? 

The purpose of this assignment is to critically examine existing biotechnology applications that are used to make advances at the molecular level in biosciences research used for disease prevention or mitigation.

Apply your knowledge of cellular and molecular processes and current laboratory techniques and therapies to effectively propose a plausible effort to mitigate the next outbreak. Emerging infectious diseases are a global public health concern. Diseases that were once endemic to other countries such as Zika virus, SARs-Co-V2, and other pathogens have now become resident agents of infection in the U.S.

Research and compare the current technologies and treatments that are currently available to detect and treat these agents. Also consider reported disease outbreaks that are currently trending not necessarily in the U.S. but abroad. Ask are we prepared against these agents of infection and if not what technologies and treatments do we need? Include three pathogens to conduct your assessment for detection capabilities and treatment- two pathogens that have caused epidemics in the U.S. and one that has caused an epidemic currently outside the U.S.

Follow the outline for the technology assessment. Use it as a checklist.

****Include the following information in your research project:****

Abstract– a short summary of the entire assessment; a snapshot.

Research Paper

Introduction-

1. Explain to the reader what you are going to cover in your paper

2. Include an impact statement- Why is this important?

Supporting factors-

1. Provide background information on the selected pathogens of interest

2. Include the country of origin, first reported case, first reported death, number of reported

cases, number of deaths (All three pathogens should have this information)

1. Include first reported case in the US, first reported death, number of reported cases, number of deaths

2. Provide background information on the technology or research used to the detect each pathogen

3. Include vendor (the company that makes the device or application)

4. Identify the stakeholder interested in the technology, i.e. the end-user (who’s interested in acquiring the technology/ application or research?)

5. Provide background information on the treatment or therapeutic

6. Include the vendor (the company that makes the drug or treatment)

7. bIdentify the stakeholder interested in the treatment or therapeutic, i.e. the end-user (who’s interested in acquiring and using the treatment or therapeutic?)

8. Compare and contrast the current technology/ application/treatment/therapeutic/ research. Can they be modified or if there’s nothing available what is needed? Make suggestions.

9. Make a table to include pathogens of interest and match to applicable technology/research and treatment/therapeutic/research

10. Conclusion- summary of your paper and provide your perspective

Research Paper Format Requirements-

1. 5 pages excluding references page

2. Title page

3. Minimum 20 references

4. 12 point Font

5. Single spaced 

biology

SCI203 Introduction to Biological Science, Spring 2022


FINAL EXAM

Instruction

For this final, you are given three sets of questionnaires. For each of them, you are given a figure and a set of KEYWORDS related to the figure. They pertain to biological systems discussed in the class.

Your task is to compose, in your own words, a paragraph aptly describing the figure, USING the KEYWORDS.

You may use any resources available such as books or internet, but you cannot simply copy what you find from other’s work. You must provide sentence(s) of your own composition. It would mean that more than coincidental similarity between your work and those of others will not be permitted.

There is no limit on the number of words. Your work will be graded based on the following criteria:

Are all the KEYWORDS used in correct and coherent manner?

Are the features of the figure accurately and comprehensibly described?

Does the paragraph exhibit reasonable level of understanding of the depicted biological system?

Is the paragraph free from scientific and grammatical error?

Is the work free from reasonable suspicion of plagiarism?

You may type directly into this Word file and attach in the reply email, or simply email me the plain text only. Please let me know for any questions or concerns via email.

The due date and time is
Midnight Sunday, May 15.

Thank you all for the semester and I wish you a very successful academic life in the future.

Sincerely,

Prof. Seongwon Kim


FIGURE 1











KEYWORDS:

Primary Structure of Proteins

mRNA

DNA

Codon

Central Dogma of Molecular Biology





FIGURE 2

rav83074_07_12











KEYWORDS:

Electron Transport Chain

NADH

ATP Synthase

Hydrogen Ion

Mitochondria





FIGURE 3







rav83074_43_10



































KEYWORDS:

Voltage-gated ion channel

Action potential

Sodium ion (Na+) *

Potassium ion (K+) *

Axon








* For the ion names, you may use either “Sodium ion” or “Na+” or “Na+”; similarly for the Potassium ion.

biology

SCI203 Introduction to Biological Science, Spring 2022


FINAL EXAM

Instruction

For this final, you are given three sets of questionnaires. For each of them, you are given a figure and a set of KEYWORDS related to the figure. They pertain to biological systems discussed in the class.

Your task is to compose, in your own words, a paragraph aptly describing the figure, USING the KEYWORDS.

You may use any resources available such as books or internet, but you cannot simply copy what you find from other’s work. You must provide sentence(s) of your own composition. It would mean that more than coincidental similarity between your work and those of others will not be permitted.

There is no limit on the number of words. Your work will be graded based on the following criteria:

Are all the KEYWORDS used in correct and coherent manner?

Are the features of the figure accurately and comprehensibly described?

Does the paragraph exhibit reasonable level of understanding of the depicted biological system?

Is the paragraph free from scientific and grammatical error?

Is the work free from reasonable suspicion of plagiarism?

You may type directly into this Word file and attach in the reply email, or simply email me the plain text only. Please let me know for any questions or concerns via email.

The due date and time is
Midnight Sunday, May 15.

Thank you all for the semester and I wish you a very successful academic life in the future.

Sincerely,

Prof. Seongwon Kim


FIGURE 1











KEYWORDS:

Primary Structure of Proteins

mRNA

DNA

Codon

Central Dogma of Molecular Biology





FIGURE 2

rav83074_07_12











KEYWORDS:

Electron Transport Chain

NADH

ATP Synthase

Hydrogen Ion

Mitochondria





FIGURE 3







rav83074_43_10



































KEYWORDS:

Voltage-gated ion channel

Action potential

Sodium ion (Na+) *

Potassium ion (K+) *

Axon








* For the ion names, you may use either “Sodium ion” or “Na+” or “Na+”; similarly for the Potassium ion.

Biology

Pediatric Denver II Assessment Assignment

Complete Denver II assessment on a child between the ages of 0-6. Fill out the worksheet and document finding. Take the child’s height, weight, head circumference (if under 3 years of age), and vital signs. Write 250-500 words summarizing your assessment findings and the observations you were able to make. Remember to maintain HIPPA standards when discussing your client. Write an additional 250 words including evidence-based practice education for the parents/guardians based on what you noted. Discuss TWO interventions/ recommendations for the child to improve on. These interventions/recommendations should be from TWO separate categories (social, language, cognitive, physical). This could include education on how to catch the child up to their age range or what to expect in the coming year and how to help their child learn.

Here are some slides explaining how to complete a Denver II assessment:

Topic

Emerging: Limited or Growing achievement

Competence: Adequate/basic achievement

Proficiency: Clear/Effective achievement

Mastery: Advanced or exceeds achievement

Anthropometric Measurements and Vital signs

Does not include anthropometric measurements or does not include vital signs: 1 point

Only documents one anthropometric measurement or only documents two vital signs: 3 points

Documents two of the three anthropometric measurements and/or only documents three vital signs: 5 points

Documents all three anthropometric measurements and vital signs for the child: 7 points

Denver II Assessment

Worksheet

Denver II assessment worksheet is not completed or not submitted: 3 points

Denver II assessment partially completed and filled out. Very difficult to read student’s findings: 8 points

Denver II assessment completed on a child between the ages of 0-6. Worksheet mostly filled out or difficult to read. Findings not documented well: 12 points

Completed Denver II on a child between the ages of 0-6. Worksheet filled out and documentation on findings: 15 points

Summary of Assessment findings

Less than 100 words. Assessment findings minimally summarized: 3 points

100-150 words. Assessment findings partially summarized and/or difficult to understand: 6 points

175-225 words. Most assessment findings summarized and in a logical order: 10 points

250- 500 words. Assessment finding well summarized and easy to follow: 13 points

Interventions/

recommendations

Less than 100 words.

One category used for interventions/ recommendations With no Evidence-based practice research OR intervention does not match assessment findings: 3 points

100-150 words.

One category used for interventions/ recommendations With Evidence-based practice research: 7 points

175-225 words.

Two separate categories used for interventions/ recommendations With no Evidence-based practice research for each intervention/ recommendation OR interventions do not match assessment findings: 11 points

250-500 words. Two separate categories used for interventions/ recommendations With Evidence-based practice research for each intervention/ recommendation: 14 points

APA

Citations do not follow APA Style. Quotations, paraphrases, and summaries are not cited, or there is no attempt to cite them using APA style: 0 points

Errors in APA citations are noticeable and may detract from the ability to locate the original source (for example, no title provided, year of publication is missing, no punctuation): 1 point

Errors in APA citations are less noticeable and do not detract from the ability to locate the original source (for example, a missing or misused comma or period, missing parentheses, author name not properly abbreviated, indentation is misaligned): 2 points

APA citations are free of style and formatting errors: 3 points

Biology

 

Purpose of Assignment

The goal of creating a newborn nutrition teaching presentation is to prepare the nursing student to provide evidenced based education to the pre and postpartum client on lactation.

Competency

Select safe, effective nursing interventions for the postpartum client and newborn.

Instructions

Create a teaching tool to promote breastfeeding. The material created to educate new mothers on breastfeeding will influence the mother’s decision to breastfeed, including duration, based on the quality and content of the teaching.

Assignment Requirements

Your teaching tool will be a trifold and must include this relevant content for a mother considering the risks and benefits of breastfeeding a newborn.

  • Explain how breast milk is formed in the mammary glands and the physiology of breast milk
  • Include two 2020 National Health Goals related to newborn nutrition to support breast feeding as the best choice. See the link below:
  • https://www.healthypeople.gov/2020/topics-objectives/topic/maternal-infant-and-child-health
  • Discuss the advantages of breastfeeding related to immunities transferred to the newborn
  • Describe three additional benefits of breast feeding with supporting rationales
  • Include at least two supporting resources
Format
  • Standard American English (correct grammar, punctuation, etc.)
  • Logical, original and insightful
  • Professional organization, style, and mechanics in APA format
  • Submit document through Grammarly to correct errors before submission

biology

Purpose of Assignment

The goal of creating a newborn nutrition teaching presentation is to prepare the nursing student to provide evidenced based education to the pre and postpartum client on lactation.

Competency

Select safe, effective nursing interventions for the postpartum client and newborn.

Instructions

Create a teaching tool to promote breastfeeding. The material created to educate new mothers on breastfeeding will influence the mother’s decision to breastfeed, including duration, based on the quality and content of the teaching.

Assignment Requirements

Your teaching tool will be a trifold and must include this relevant content for a mother considering the risks and benefits of breastfeeding a newborn.

· Explain how breast milk is formed in the mammary glands and the physiology of breast milk

· Include two 2020 National Health Goals related to newborn nutrition to support breast feeding as the best choice. See the link below:

·
https://www.healthypeople.gov/2020/topics-objectives/topic/maternal-infant-and-child-health

· Discuss the advantages of breastfeeding related to immunities transferred to the newborn

· Describe three additional benefits of breast feeding with supporting rationales

· Include at least two supporting resources

· Document must be written

Format

· Standard American English (correct grammar, punctuation, etc.)

· Logical, original, and insightful

· Professional organization, style, and mechanics in APA format

biology

Part I:

Take a position on vaccines. Are you for or against it getting vaccinated?

Briefly contrast the traditional methods used to create vaccines with more recently used biotechnology techniques, including the COVID 19 mRNA vaccines.

Explain how the mRNA vaccines work based on your knowledge of the Central Dogma of Molecular Biology.

Part II:

Discuss the importance of PCR and its application.

Compare and the contrast the two current diagnostic tests to detect SARs Co-V2.
Compare and contrast PCR and qPCR. Provide examples of qPCR and the benefits of using it.

Respond to each question fully detailed and include examples.

Use 6 articles per part

biology

Sub Header

The placeholders in this brochure are formatted for you. Enter your own text with just a click. Use the headers and sub-headers to organize your information. You can move the boxes or adjust the size as needed.

It is imperative for patients to understand key information about their prescription medications, including how to take it, how to store it, precautions, warnings, contraindications, possible interactions with other medications, as well as symptoms of serious or frequent adverse events and what to do if you experience one.

  

Your brochure should cover the most important information that a patient needs to know about the medication and the risks involved in taking it. Include key information about the prescription medicine, including the items below. The information should be catered to adult learners and presented in a patient friendly format.

Header

Name of Brochure

 

 

Instructions

Header

Sub Header

The placeholders in this brochure are formatted for you. Enter your own text with just a click. Use the headers and sub-headers to organize your information. You can move the boxes or adjust the size as needed.

Note:

This brochure is designed to be printed. You should test print on regular paper to ensure proper positioning before printing on card stock.

You may need to uncheck Scale to Fit Paper in the Print dialog (in the Full Page Slides dropdown).

Check your printer instructions to print double-sided pages.

To change images on this slide, select a picture and delete it. Then click the Insert Picture icon

in the placeholder to insert your own image.

To change the logo to your own, right-click the picture “replace with LOGO” and choose Change Picture.

Sub Header

Add text here. The placeholders in this brochure are formatted for you. Enter your own text with just a click.

Header

Sub Header

Add text here

Sub Header

Add text here

Name of medication

Header

Header

Note:

This brochure is designed to be printed. You should test print on regular paper to ensure proper positioning before printing on card stock.

You may need to uncheck Scale to Fit Paper in the Print dialog (in the Full Page Slides dropdown).

Check your printer instructions to print double-sided pages.

To change images on this slide, select a picture and delete it. Then click the Insert Picture icon

in the placeholder to insert your own image.

To change the logo to your own, right-click the picture “replace with LOGO” and choose Change Picture.

Sub Header

Header

Add text here

Sub Header

Add text here.

“Don’t be shy! Be creative, this is a great spot grab the reader’s attention and highlight key information.”

Sub Header

Add text here

Sub Header

Add text here

Add text here. Don’t forget to include some specifics about what the medication.

Sub Header

Add text here

Header

Header

Note:

This brochure is designed to be printed. You should test print on regular paper to ensure proper positioning before printing on card stock.

You may need to uncheck Scale to Fit Paper in the Print dialog (in the Full Page Slides dropdown).

Check your printer instructions to print double-sided pages.

To change images on this slide, select a picture and delete it. Then click the Insert Picture icon

in the placeholder to insert your own image.

To change the logo to your own, right-click the picture “replace with LOGO” and choose Change Picture.

biology

Postpartum Hemorrhage Simulation Preparation/Pre-brief

Tina Nelson delivered a healthy male infant 6 hours ago. She had a midline episiotomy. This is her third pregnancy. She is now a G3P3003. She had an epidural block for her labor and delivery. She is now admitted to the postpartum unit.

1. What is important to note in the initial postpartum assessment? Include at least 5 assessments. Why is it important to assess for these things and what do the findings mean?

2. What are potential indications of a postpartum hemorrhage? List at least three indications.

3. What would you do if you found a boggy uterus?

4. What are the normal dose range and administration routes for oxytocin?

a. Induction/Stimulation of Labor:

b. Postpartum Hemorrhage:

c. Incomplete/Inevitable Abortion:

5. What are the contraindication, side effects, and adverse effects of oxytocin?

6. Complete the following dosage calculation:

a. The physician has ordered 1000 mL Lactated Ringers (LR) with 10 units IV oxytocin. Begin at 1 mU/min and then increase by 1 mU/min every 30 minutes until regular contractions occur. Maximum dose is 20 mU/min.

i. What is the beginning IV rate in mL/hr?

ii. What is the maximum IV rate in mL/hr?

7. What is the indication for Methergine, and what is a normal dose?

a. What are contraindications for Methergine?

b. What are the adverse reactions or possible side effects for Methergine?

8. What interventions would you anticipate in the event of a postpartum hemorrhage (independent and dependent nursing interventions)? List at least 5 interventions in order of priority.