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Description Instructions: Use the Case Study Template to complete. Download Use the Case Study Template to complete. attached Be sure to include at least one reference. Include in-text citations as needed. Select one case to discuss. Case 1: A 42-year-old female complains of progressive weight gain of 20 pounds over the last year, fatigue, postural dizziness, loss of memory, slow speech, deepening of her voice, dry skin, constipation, and cold intolerance. She claims her menses have been irregular x 1 year. She has an 18-year-old daughter, and has been attempting to have another child with her new partner. She has been unsuccessful.? Case 2: A 47-year-old female complains of with severe right shoulder/ neck pain x 3 months. She denies any injury or known precipitating event. The pain seems to be worse with motion. Most of the pain is in the lateral arm/neck area. The arm pain stops in the middle of the arm. The client denies paresthesia in the hands. During the exam, she has lots of pain and full passive/active motion of the shoulder/neck. Case 3: A 42-year-old male complains of painless swelling on the left side of his neck x 30 days. History: controlled diabetes mellitus and hypertension. He has had a slight fever and generalized body ache x 15 days. He has recently developed foul-smelling diarrhea, approximately 8 episodes per day with a 4 kg weight loss in 15 days. Diet: vegetarian. Allergies: none. Upon physical examination, + neck welling (posterior triangle of the left side of the neck), non-tender, not matted.? 2. APRN roles and practice are multifaceted. Name the 4 APRN role types. Discuss the historical development of one APRN role. Briefly describe the general responsibilities of each of the 4 APRN role types. Support all responses using at least one scholarly source other than your textbook. Use national guidelines and evidence-based research when applicable. Students may enhance responses with an example, either from personal experience or from the media, which illustrates and supports ideas. All sources must be referenced and cited using the correct APA format (including a link to the source).

Use this Discussion area to post and respond to the Kaltura-created videos required for the Final Project. Remember that you must respond to at least one peer’s video, providing constructive comments on the strengths of their Final Project, as well as identifying ways to strengthen their work. Remember, your goal will be to provide constructive and helpful feedback, so please be polite.

For more information about how to create Kaltura videos, please refer to Kaltura Media Uploader link on the course navigation menu. Note that your presentation and required peer responses count as part of your Final Project grade.

Post a 5- to 7-minute video, using the Kaltura tool or a narrated PowerPoint presentation in which you present the results of your Final Project for a lay statistical audience.

The purpose of this assignment is to assess your ability to conduct a systematic and comprehensive head-to-toe physical assessment. This will help reinforce critical thinking, clinical reasoning, and documentation skills essential for nursing practice. By completing this assignment, you will demonstrate proficiency in assessing various body systems, identifying normal and abnormal findings, and effectively documenting your observations.

Instructions:
Conduct a thorough physical assessment on a volunteer patient (e.g., friend, family member, or standardized patient).
Ensure privacy, safety, and professionalism throughout the assessment.
Use the following template to record your assessment findings:
Head-to-Toe Physical Assessment Write-Up Template
Ensure your documentation is clear, concise, and professional, using appropriate medical terminology.
Include both normal and abnormal findings. If no abnormalities are present, state “within normal limits (WNL).”

Stress can appear at any time in our lives, but the college years (early adulthood) offer their own type of stressors because it is at this time that one assumes more (if not complete) responsibility for one’s lifestyle behaviors.

·

· Read the following case study and address the sections that follow.

IDENTIFICATION: The patient is a 24-year-old, single, Asian-American female.

CHIEF COMPLAINT: “I don’t want people noticing my scarred fingers.”

HISTORY OF CHIEF COMPLAINT: She has been biting her fingers since she was young. Is in the orchestra and doesn’t want people noticing her fingers. Is overwhelmed with the amount of work in graduate school, which she started two months ago. She states, “I’m worried about getting the work done. So I’ve been biting my fingers more.” Has developed scars on fingers and has become self-conscious about how it looks but cannot stop.

PAST PSYCHIATRIC HISTORY: No previous psychiatric treatment or medications. No history of suicide attempts or assaultive behavior.

MEDICAL HISTORY: Takes birth control pills. No operations. No medical conditions. Feels tired for the past month. Having difficulty getting to sleep and staying asleep.

HISTORY OF DRUG OR ALCOHOL ABUSE: Denied.

FAMILY HISTORY: Raised by both Korean-born parents with a younger sister. Father has a history of anemia. No psychiatric family history.

PERSONAL HISTORY

Perinatal: Full-term vaginal birth.

Childhood: Started biting her fingers. Started playing in school orchestra.

Adolescence: Had many friends. Participated in a number of school organizations.

Adulthood: Graduate student in music education for the past two months. Unemployed. Had worked in retail sales. Identifies as a Methodist. Has the same boyfriend for the past two years. No military service or legal history.

TRAUMA/ABUSE HISTORY: Denied.

MENTAL STATUS EXAMINATION

Appearance: Well groomed. Fingers are visibly scarred above the proximal interphalangeal joint.

Behavior and psychomotor activity: Good eye contact. No motor abnormalities. Cooperative.

Consciousness: Alert but appears tired.

Orientation: Oriented to all three spheres.

Memory: Grossly intact.

Concentration and attention: Reports difficulty concentrating. Pacing at night and unable to focus on her school requirements. Was generally attentive and focused during the interview.

Visuospatial ability: Not assessed.

Abstract thought: Not assessed formally but seems satisfactory.

Intellectual functioning: Average or above.

Speech and language: Normal rate and volume.

Perceptions: No altered perceptions.

Thought processes: Organized and logical.

Thought content: Preoccupied with academic demands.

Suicidality and homicidality: Denied.

Mood: Anxious.

Affect: Full range. Mood congruent.

Impulse control: Good other than not being able to control biting her fingers.

Judgment/Insight/Reliability: Good.

1. Title Page

2. Introduction

3. What screening tools (if any) or laboratory tests (if any) would you use to further evaluate this patient?

4. What are your differential diagnoses for this patient?

a. Include DMS-5 TR codes and ICD-10 codes

b. Include rationale for ruling in or ruling out the diagnoses.

c. What diagnosis would you rule in as your working diagnosis?

5. What pharmacological interventions would you include, if any?

a. Include the rationale for the medication(s), if prescribed.

b. Include any monitoring and titration if indicated.

c. What are the goals of the treatment?

6. What psychotherapeutic interventions would you complete that day, and what type of psychotherapy might you refer to a therapist?

a. Include the rationale for the types of therapy.

b. What are the goals of therapy?

7. What complementary and alternative medicine treatments might you recommend for this patient?

a. Include the rationale for your recommendations.

b. What are the goals of the treatments?

8. What patient education would you provide for this patient? Include:

a. Medications

b. Follow up

c. Referrals

d. Psychoeducation

9. What cultural and ethical considerations would you consider with this patient?

10. Summary

11. References

Your written assignment should be 4–5 pages (1,000–1,250 words) in length, not including the title page, references, graphics and appendices. Do not include the case study in the body of the assignment.

Assignment Requirements:

Before finalizing your work, you should:

· be sure to read the assignment description carefully (as displayed above);

· consult the Grading Rubric (located in Course Resources, Grading Rubrics submodule) to make sure you have included everything necessary; and

· utilize spelling and grammar check to minimize errors.

Your writing assignment should:

· display superior content, organization, style, and mechanics; and

· use APA 7th edition format.

As a scholar, practitioner, and leader in education, incorporating and adhering to professional standards will be an important part of your role. You will be responsible for integrating the mission and vision of your institution. Also, you will likely participate in change efforts.

Familiarize yourself with the Professional Standards for Educational Leaders from the National Policy Board for Educational Administration (NPBEA). Pay particular attention to the standards most relevant to your desired career path.

Create a 14- to 16-slide presentation, with speaker notes and voice-over, providing an analysis of the relationship between leadership and institutional mission. In your presentation:

Explain the three NPBEA standards most relevant to your career aspirations.
Explain how the NPBEA standards align with the mission and vision of your organization.
Summarize the outcome of your attempts to integrate the NPBEA standards into your work as a scholar, practitioner, and leader. Describe both work and academic experiences.
Explain how a well-defined organizational mission and vision can influence leadership practices.
Recommend strategies to better integrate the NPBEA standards into the organizational mission to drive change.

This assignment has two parts. You will be creating both written educational materials and an oral presentation to educate a simulated patient about a specific medication. The aim is to equip the patient with a clear understanding of what, how, when, and why he/she is taking the prescribed medication, considering absorption and elimination factors, while also addressing safety and storage considerations.

Informatics professionals play a vital role in designing and implementing healthcare technologies that directly impact patient outcomes. Additionally, informatics professionals contribute to improving health literacy by creating tools and systems that empower patients to make informed decisions about their health. This assignment allows you to develop educational material and oral presentations that are clear, concise, and engaging, contributing to the development of user-friendly health information systems.

Instructions

First, choose one medication from Chapters 17-22 of the Colbert, James, and Katrancha textbook. Then, research to gather information about the selected medication. Within both the educational material and oral presentation, you must include at least 3 references (credible websites or scholarly articles published within the last five years) in addition to the course textbook and the Bible. Any references you use should be included in both the educational material and oral presentation.

Educational Material

For the first portion of this assignment, you will develop educational material (e.g., pamphlet, infographic) for the patient, incorporating information on medication purpose, recommended dosage, administration instructions, side effects, interactions, and safety and storage considerations.

Integrate visuals into the educational material, ensuring they enhance understanding without overwhelming the patient. The education material should focus on one medication and be one page. Provide APA citations for any sources you reference. References should be included at the bottom or on a separate sheet in APA format.

Oral Presentation

Develop an oral presentation audio recording for the mock patient with a maximum length of 3 minutes. You will need access to an audio recording device that will generate an mp3 file for submission. You can use an app on your phone or an online tool. As you speak, ensure that the volume and inflections of your voice fluctuate in order to maintain audience interest and to emphasize your main points.

Begin with an introduction, stating the purpose of the medication and its relevance to the patient’s health. Cover key aspects: what the medication is, how it should be taken, when to take it, and why it has been prescribed. Emphasize safety considerations, including potential side effects and adverse reactions. Prioritize critical details while ensuring the patient leaves with a clear understanding of his/her medication regimen. Discuss factors related to absorption and elimination that may impact medication efficacy. In the conclusion, summarize key points and express the importance of medication adherence. Reiterate the availability of medical support for any further questions or concerns.

Be sure to verbally acknowledge the references you pull from within the content of your presentation. These will serve as your citations for the purposes of the oral presentation.

Submit the recorded audio presentation file and the educational material as separate files.

Assignment Multimedia Format Options

You have the option to choose between different multimedia formats to complete your patient education infographic/pamphlet and your oral presentation. Below are the recommended options:

1. Patient Education Infographic/Pamphlet: Utilize PowerPoint or Word to create educational materials. Ensure your design effectively communicates the required content and adheres to the specified guidelines.

2. Audio Recording: You can create an oral presentation using any preferred audio recording resources. Examples include Windows Voice Recorder, QuickTime, Screencastify, ScreenPal, Kaltura, or other recording software of your choice. Refer to the links provided as assignment resources in the assignment page in Canvas for tutorials on how to use many of these recommended recording resources. Ensure your video effectively communicates the required content and follows any specified guidelines.

Whichever format you choose, please ensure that your submission meets all outlined requirements.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

• Introduction; (Michelli text)
• Chapter 1 (Collins text)
• Philippians 2:1-5

Question Unit 1: Discussion Question

• After reading Chapter 1 of Good to Great by Jim Collins (and flipping through the rest of the book to gather an idea of the direction of thought of the author), reflect on what the first sentence of the chapter means in relation to the school situation in which you work. Speculate on how a school leader goes about moving toward having disciplined people, disciplined thought, and disciplined action that will ultimately yield the emergence of a great school.

To complete this assignment, select a local, state, or federal policy that targets the form of oppression and discrimination you described in Week 2 (please refer to week 2 assignment at the bottom of this assignment  (for example, the Americans With Disabilities Act (ADA), Veterans Millennium Healthcare Act, Affordable Care Act (ACA), Adoption and Safe Families Act, Medicare, Medicaid, Temporary Aid to Needy Families Act, Social Security Act, or a relevant state or local policy, such as state or local affordable housing policies or health and safety policies related to COVID-19).

Then, complete the following:

 

• Describe the purpose of a currently enacted policy that addresses the social justice problem for a chosen population, using scholarly literature for support.

• Remember, this policy must be enacted—in other words, it must be passed legislation.
  • Describe the programs and services provided through the policy, using scholarly literature for support.
• What are examples of the programs and services that are being offered as a result of your chosen policy?
• Who is the target population for these programs and services?
  • Describe how the policy connects to the chosen social justice problem, using scholarly literature for support.
• Connect the policy to the social justice problem you selected by giving a brief description of the problem. Is it a new problem, something that has recently arisen, or an old problem that has never been resolved?
  • Describe the historical issues and context that led to the creation of the social problem and policy development.
• Include information about the voting outcomes for the policy and the legislative leaders who influenced the policy historically and in the present.
• Include the impact these historical features have had on the policy’s implementation.

Additional Requirements

The assignment you submit is expected to meet the following requirements:

• Written communication:Written communication is free of errors that detract from the overall message.
• APA formatting: Resources and citations are formatted according to current APA style and formatting standards.
• Cited resources:A minimum of five scholarly sources. Most literature cited should be current, with publication dates within the past five years.
• Length of paper:4 typed, double-spaced pages.
• Font and font size:Times New Roman, 12 point.

 

 

Week 2 Assignment

Oppression and Discrimination in Veterans’ Mental Health.

Veterans are highly vulnerable to mental health disparity. They also go through discrimination, inequity, and lack access to care at the same time. This especially happens to individuals from minorities.  Studies have also continuously revealed that Black, Hispanic, and Latinx veterans are more likely to experience the most severe forms of posttraumatic stress disorder (PTSD), depression, and anxiety symptoms than their White counterparts (Nillni et al., 2023).

Racial discrimination is not the only means of oppression that veterans face. Sexual orientation is a compounding stressor faced by LGBQ+ veterans, such as discrimination in military culture and healthcare environments (Harper et al., 2023). Bisexual veterans in particular report the most psychiatric distress of any group of sexual orientation, and with significantly more acute PTSD, depression, and anxiety than heterosexual veterans (Harper et al., 2023).

Ethical Considerations and Implications for Social Work Practice

NASW can help people who work with veterans’ mental health navigate the intricate ethical climate. The main principle that guides social workers to doubt the structural inequality and to advocate equality in terms of access to the services is social justice (NASW, 2021). This responsibility is particularly applicable to veteran care, in which access will be determined by race, income, geography, gender, and sexual orientation. It is the ethical responsibility of social workers to identify and intervene in how these factors contribute to the barriers to mental health treatment.

Another field of ethical requirement in the NASW Code of Ethics is cultural competence. Social workers should be familiar with the cultures and lives of their veteran clients, with the specifics of military culture that define help-seeking as a sign of weakness (Randles & Finnegan, 2022). The stigma of receiving mental health care, which is based on internalized, envisaged, and externalized stigmatization, is an important ethical obstacle as it makes people unable to obtain the services to which they have the right. Social workers should also undertake the initiative to eliminate the stigma by practicing in a culturally aware manner, engaging in outreach and advocacy (NASW, 2021). Moreover, there is the moral concept of self-determination, which states that the veterans are to be helped to define their needs and the preferred paths of care, as well as the informal channels of help, such as peer networks. The ethical issue has a practice implication of being affirmative, inclusive, and culturally responsive care is not a best practice; it is a duty of the profession. This failure to provide such care endangers to perpetuate the exploitation that social work is meant to eradicate.

Current Enacted Policies Addressing Veterans’ Mental Health

There are also several federal level policies in place to govern mental health care amongst veterans. The VA MISSION Act of 2018 made the veterans more accessible to the community providers of care when inaccessible or unavailable VA facilities (Lafferty et al., 2023). The VA MISSION Act has granted veterans to access outside of the VA Care as long as they meet some of the required eligibility provisions, such that the veterans are not geographically and logistically secluded to access mental health care. The Sergeant First Class Heath Robinson Honoring our Promise to Address Comprehensive Toxics (PACT) Act of 2022 further broadened the VA healthcare eligibility to the individuals who had been exposed to toxic substances (McAndrew et al., 2024).

The VA operates the Veterans Crisis Line, and funds the National Center on PTSD responsible of conducting research and disseminating evidence based treatment of PTSD and other associated ailments. The VA has also developed several LGBTQ+ Veteran Care Coordinators within the centers around the country to reduce barriers in care due to identity. The aim of these coordinators is to provide holistic, supportive care to LGBQ+ veterans, who face barriers unique to them, including having faced discrimination in the military and health care facilities (Harper et al., 2023). In addition, there are the collaborative suicide prevention plans by the U.S. Department of Defense and VA, which is a subset of the National Strategy to Prevent Veteran Suicide since mental health crisis among the veterans require a population-specific response.

Policy Impact, Limitations and Activism.

Despite such policy efforts, massive loopholes still exist in attempting to address the intersectional mental health disparities of the veterans. Research has indicated that the policies targeting access have been unsuccessful in mitigating the underlying social factors like discrimination and income inequality leading to mental health disparities in racial and ethnic minority veterans (Nillni et al., 2023). The VA MISSION Act has expanded access theoretically, but the reality of access like transportation, long wait lines, and doubts about civilian ability to take care of veterans remain barriers to effectiveness, particularly among veterans in marginalized groups (Randles and Finnegan, 2022). Moreover, the policies have tend to be designed in a way that favors the average male veteran and female veterans and LGBTQ+ veterans have been underserved. Particularly, bisexual veterans are less willing to obtain formal assistance of medical practitioners and more willing to rely on internet-based sources, which implies that the existing healthcare-driven policies are not able to access this population (Harper et al., 2023).

Additional policy constraints include community-based mental health services are not funded, longitudinal research investigations of the long-term effects of discrimination on the well-being of veterans, and the absence of a mandatory cultural competency training among mental health service providers who work with various groups of veterans. Effective advocacy strategies that have demonstrated effectiveness are stigma reduction campaigns that incorporate the personal narratives of veterans who have used mental health services, peer support programs that employ military camaraderie as an agent of help-seeking, and healthcare provider training on veteran-specific and identity-affirming care (Randles & Finnegan, 2022). These strategies comply with NASW ethical standards as they focus on the dignity and value of veterans as individuals.

The main issue with present advocacy activities is that they tend to primarily work at the organizational level without creating the systemic policy change that would help to address the structural determinants of the veteran mental health disparities. The answer to these problems is to initiate macro level advocacy that exerts pressure on laws that requires a cultural competency training program, increased funding to facilitate the conduct of intersectional research, and a policy that makes equity the foundation of VA service delivery. Particular outreach efforts through digital platforms may be particularly helpful among disadvantaged subgroups, such as bisexual veterans, who are likely to be able to find information online (Harper et al., 2023). Lastly, effective promotion of the mental health among veterans should be committed towards addressing the discrimination and inequality that the existing policies, despite being in place, has failed to address.

 

 

References

Harper, K. L., Herbitter, C., Livingston, N. A., Vogt, D., Iverson, K., Nillni, Y. I., & Galovski, T. (2023). Experiences of discrimination and mental health treatment seeking among LGBQ+ veterans. Psychology of Sexual Orientation and Gender Diversity. https://dx.doi.org/10.1037/sgd0000683

Lafferty, M., Govier, D. J., Golden, S. E., Disher, N. G., Hynes, D. M., & Slatore, C. G. (2023). VA-delivered or VA-purchased care: important factors for veterans navigating care decisions. Journal of general internal medicine, 38(7), 1647-1654. https://doi.org/10.1007/s11606-023-08128-0

McAndrew, L. M., Burgo-Black, L., Hunt, S. C., Kossoudji, A., Mains, K. C., Shuping, E., & Llorente, M. D. (2026). Exposure-informed care: why it’s important and how the veterans affairs does it. Medical Care, 64(2S), S103-S110. DOI: 10.1097/MLR.0000000000002238

National Association of Social Workers. (2021). NASW code of ethics. Retrieved From: https://www.socialworkers.org/About/Ethics/Code-of-Ethics

Nillni, Y. I., Horenstein, A., McClendon, J., Duke, C. C., Sawdy, M., & Galovski, T. E. (2023). The impact of perceived everyday discrimination and income on racial and ethnic disparities in PTSD, depression, and anxiety among veterans. PLOS ONE, 18(9), e0291965. https://doi.org/10.1371/journal.pone.0291965

Randles, R., & Finnegan, A. (2022). Veteran help-seeking behaviour for mental health issues: a systematic review. BMJ mil Health, 168(1), 99-104. https://doi.org/10.1136/bmjmilitary-2021-001903

I am looking for safe and reliable platforms where I can play Unblocked Games without restrictions. Which websites offer a variety of unblocked games, including action, puzzle, and strategy genres, that are accessible on school or workplace networks? Are there any tips for finding new unblocked games online?