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Science Class. American Literature. British Literature. Classic Novels. Creative Writing. English Grammar. Higher English. Medieval literature.Has 6 years experience. If you want to start from the beginning Go to First Page. Dec 15, Do not believe the online reviews Is Maryville in the top 20 fnp colleges for real. Answer is NO.
Expect tuition hikes like crazy. But my biggest problem is the pass rate stats online. They are fake. The program is very workable until they last few quarters and they slam very hard tests, no study guides, and inaccurate tests. There are many questions we contested with Quotes from the book and did not give us credit. The book they used was a new book and was horrible. Any, in my midterm half the class failed and NO curve. My program got extended to 2.
If you want consistent pricing and program length, my co-workers go with Walden.
Very workable with students. They also are flexible when it comes to practicum and Maryville is not. For instance, Maryville will not let you work with PA's. Most MD's have PA's working for them and you do not work with the doctors but you work with their team.
It is puzzling because we have other online students from Georgetown, University of Indiana, Walden, Chamberlain which allow PA's for preceptors. Not Maryville. Walden is very flexible for practicum and can even consolidate classes. All in all, if I could do it again, I would do Walden. I am 61, in the hole with maryville and not even graduated yet.
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NURS 612 Advanced Health Assessment Flashcards
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The patient is now receiving IV medications on a regular basis. What is the best nursing intervention to minimize the adverse effects of this drug therapy? A patient is in the clinic after 6 weeks of taking riluzole Rilutek for a recent diagnosis of amyotrophic lateral sclerosis. The nurse will priori- tize assessment for which of the following?
Which of the following patients demonstrates the clearest indication for treatment with prednisone? A nurse has been administering a drug to a patient intramuscularly IM. The physician discontinued the IM dose and wrote an order for the drug to be given orally.
The nurse notices that the oral dosage is consid- erably higher than the parenteral dose and understands that this due to A cardiac care nurse is monitoring a patient who is receiving lidocaine Xylocaine per IV infusion pump for an acute ventricular arrhythmia associated with an acute MI.
Which of the following patient manifesta- tions would cause the nurse to notify the physician immediately? A nurse is caring for a patient who is admitted into the cardiac care unit with acute, decompensated heart failure. Nesiritide Natrecor has been ordered. When preparing for administration of the drug, the nurse will A patient has been prescribed lithium therapy.
Which of the following signs and symptoms will the nurse tell the patient to report immediately? A nurse is caring for a patient who has just been diagnosed with Parkinson disease. The patient does not understand how the medication ordered, carbidopa-levodopa, is going to help her condition. Which of the following is the correct response by the nurse?
A patient is taking flavoxate hydrochloride Urispas to help control an overactive bladder. On a follow-up visit to the clinic, the nurse will question the patient about which of the following?
A nurse notes new drug orders for a patient who is already getting several medications. Which of the following is the most important con- sideration when preparing to administer the new drugs? A nurse is discussing with a patient the efficacy of a drug that his physician has suggested, and he begin taking.Legal, ethical, clinical and advocacy responsibilities of responders and providers; forensic medical terminology; mechanisms of injury and death; identification of intentional and non-intentional wounds; scientific and medico-legal investigation of suspicious injury and death; introduction to written and photographic documentation of findings; judicial system overview.
Prerequisite: Graduate classification. Comprehensive examination of human responses to victimization resulting in physical and psychological trauma; interpersonal violence as a public health issue; overview of intentional injury, neglect, abuse and exploitation throughout the lifespan; process of seeking justice for victims; characteristics and motivational issues related to perpetrators of violence; transitioning patterns from role of victim to survivor including secondary effects of victimization; theoretical and evidence-based approaches to assessment; documentation of victims and perpetrators of violence.
Injury pathology, across the lifespan; classifications and mechanisms of injury; intentional and unintentional injuries; physiology of wound healing; documentation of injury. Roles and responsibilities; legal definitions; expert witness testimony; nurse advocacy; motivations of perpetrators to offend; obtaining historical account of sexual assault using interview techniques; appropriate methods of documentation; EMTALA; head-to-toe assessment; injury documentation; anatomy of female and male sexual organs; evidence collection kit; treatment of STDs; pregnancy prophylactic treatment; role of advocates and advocacy centers; communication skills; vicarious victimization; civil and criminal trial procedures.
Common substances of abuse; substance abuse and crimes against persons; drug laws and enforcement; drug facilitated crimes; pharmacological prophylaxis.
Forms of trafficking; Trafficking Victims Protection Act; grooming of victims; perpetrator attributes; involuntary servitude, peonage, debt bondage; trafficking versus human smuggling; recruitment and transportation of victims; bio-psycho-social impact; human trafficking and the internet; identification and investigation of trafficked individuals; trafficking in the U.
Fundamentals of photographic documentation of injuries sustained during a crime; camera and equipment selection; camera skills; forensic photography techniques; supporting documentation; data management; victim rights.
Overview of policies and ethical considerations that inform forensic healthcare practice and procedures; identification, discussion and analysis of federal, state and local policies; regulation of professional practice; scopes and standards of practice; policy and legislation regarding victim populations; ethical standards for health professionals working with victims. Mental health issues related to victimization and perpetration; forensic mental health professional roles; diminished capacity and competence to stand trial; addiction and crime; current issues in forensic mental health.
Utilization of advanced concepts of pathophysiology in health problems across the life span; diagnostic reasoning applied to common health complaints for differential diagnosis.
Prerequisites: Graduate classification. Describe, administer, and counsel patients regarding appropriate and safe medication regimens; basic pharmacologic principles, pharmacologic actions, and application of major drug classifications in relation to physiologic systems. Role analysis and synthesis; professional responsibilities of the advanced practice nurse; historical overview of advanced practice nursing.
Knowledge and skill development of common procedures and diagnostics in primary care; role of the family nurse practitioner related to common procedures and diagnostics; collaborative, ethical and regulatory considerations. Advanced knowledge of acute and chronic health problems in primary care; epidemiology, pathology, assessment, diagnosis, therapeutic modalities and evaluation for identified conditions; role of the family nurse practitioner in health promotion and disease prevention among adults.
Advanced knowledge of acute and chronic health problems in primary care; epidemiology, pathology, assessment, diagnosis, therapeutic modalities and evaluation for identified conditions; role of the family nurse practitioner in health promotion and disease prevention among women and children.
Advanced knowledge of acute and chronic health problems in primary care; epidemiology, pathology, assessment, diagnosis, therapeutic modalities and evaluation for identified conditions; role of the family nurse practitioner in health promotion and disease prevention among adults and older adults. Culmination and integration of all previous course work; transition into practice; clinical immersion opportunity; fulfillment of domains and competencies of family nurse practitioner.
Teaching and learning theories; impact on curriculum design relevant to the health sciences educator; research, theories and practices foundational to classroom, simulation and clinical learning. Models of curriculum development and design based on educational philosophy and professional standards; scope and sequence, curriculum alignment, curriculum mapping; program development through generation of content outlines, objectives, and assessments.
Practical and theoretical issues involved in evaluating student performance, teacher performance and educational programs; performance-based assessments applicable to didactic, simulated and clinical learning environments; assessment instruments and strategies in summative and formative evaluation processes; develop, execute and interpret educational assessments and evaluation methods.
Best practices research on instructional pedagogy and adult learning; principles, concepts and theories used in practice that create effective learning environments; teaching strategies responsive to diverse learning styles and needs of learners; reflective practices and self-assessment; practical classroom, simulation and clinical teaching strategies consistent with current evidence; teaching methods using technology. Overview of health care from the viewpoint of quality improvement and health care informatics; uses the science of quality measurement and improvement in conjunction with information science to propose a quality improvement initiative; legal and ethical implications of current trends in information technology and safety.
Integrates theory, evidence, clinical judgment, research and interprofessional perspectives using translational processes to improve patient outcomes; application of available evidence to interdisciplinary clinical practice; identification of gaps in knowledge; development of a spirit of inquiry and lifelong scholarship.
Advanced assessment techniques and skills; comprehensive and holistic assessment and evaluation of patients across lifespan; recognizing normal findings, common variations of normal findings and pathologic assessment findings.
Prerequisite: Graduate Classification. Develop leadership skills in the design of clinical prevention interventions and population based care that promotes health and reduces the risk of chronic illness and disease; plan care responsive to unique cultural and ethnic identities, socioeconomic conditions and the needs and values of individuals and populations.
Development of skills essential to leadership and policy processes, including communication, collaboration, negotiation, delegation and coordination by applying systems theory and complexity science will be promoted; preparation to assume a leadership role in the management and evaluation of human, fiscal and physical health resources; develop skills in political efficacy and the ability to improve the systems and population outcomes through the development of health policy.
Preparation for the advanced practice registered nurse to accurately describe, administer and counsel patients regarding appropriate and safe medication regimens used in psychiatric care; pharmacologic principles, pharmacologic actions and application of major drug classes used in psychopharmacology in relation to their role in the treatment of psychiatric disorders.
Preparation for the advanced practice registered nurse for clinical experience in the psychiatric-mental health practice setting, including skills in assessment, documentation, planning; concepts and theories related to the role of the psychiatric-mental health nurse practitioner and care of persons with psychiatric-mental health problems. Provide advanced knowledge of adult acute psychiatric and mental health problems with emphasis on epidemiology, pathology, assessment, diagnosis, therapeutic modalities, and evaluation related to health promotion and psychiatric and mental health problems of adults.
Provides hours of clinical experience with a preceptor, caring for the adult and acute client with psychiatric and mental health problems; may include other populations when available. Provides advanced knowledge of child-adolescent psychiatric and mental health problems with emphasis on epidemiology, pathology, assessment, diagnosis, therapeutic modalities, and evaluation related to health promotion and psychiatric and mental health problems of children and adolescents.
Provides hours of clinical experience with a preceptor, caring for the child-adolescent with psychiatric and mental health problems, including other populations as available. Provides advanced knowledge of older adults with psychiatric and mental health problems and clients with chronic mental illness, with emphasis on epidemiology, pathology, assessment, diagnosis, therapeutic modalities, and evaluation related to health promotion and psychiatric and mental health problems of older adults and clients with chronic mental illness.
Provides hours of clinical experience with a preceptor, caring for the older adult and client with chronic psychiatric and mental health problems, including other populations as available. Provides hours of clinical experience with a preceptor, integrating all previous course work and provides opportunity to continue to master the domains and competencies of the psychiatric-mental health nurse practitioner, specifically addressing issues for the professional practice needed for the graduate to enter the workforce as an advanced practice nurse.The online Master of Science in Nursing: Patient Safety and Quality degree will give you an in depth understanding of the current issues impacting healthcare, principles of patient safety, types of healthcare errors and the associated impacts on patient outcomes.
The coursework is focused on understanding, applying and evaluating patient safety principles, healthcare errors and creating a culture of safety. Classes are expected to begin Fall At FSU, you will receive high-quality nursing education from faculty who are committed to your success as a graduate student. You will learn from professors who are passionate, knowledgeable, and experienced. They are invested in your future and developing highly motivated and professional nurses.
The School of Nursing at FSU is proud to be the first in the state to offer this graduate degree pathway focusing on patient safety and quality. Classes are designed for the working professional in an online format offering flexibility for learning and increasing ease of access.
Graduates will be prepared to lead safety and quality care initiatives with mastery of concepts in safety culture, regulations and compliance, legal issues, and system designs like LEAN and Six Sigma.
Sample Full- Time Curriculum Plan. Applications for Fall semester are due by March 30th and for Spring semester September 30th.
Applicants will be notified of admissions decisions no later than October 30th for Spring admission and April 30th for Fall admission. The MSN program consists of 36 total credit hours and can be completed in 4 semesters as a full-time student.
Part-time study plans are available. An overall GPA of 3. Even though this is an online program, you will be required to be on campus times during your last semester of the program while completing capstone project practicum hours. Those dates are determined by the instructors of the course students are taking.
Do I need years of clinical experience before I can apply to the program? Offering a convenient and affordable opportunity for registered nurses to advance their knowledge and expertise to direct effective quality and patient safety initiatives into daily practices within health care organizations. What will you learn? What will you do? What is the length of the MSN Program? What format is the MSN being taught in?
The MSN program is taught in an on-line format.This program of study lists the courses that you will be required to complete to meet graduation requirements. The focus of this course is on role development of the nurse as an educator. Recognizing teaching as an important clinical skill, this course engages students in formal inquiry into key components of patient education. Students have the opportunity to participate in the processes of needs assessment, design, development, implementation, and evaluation of education programs.
Students conduct critical analysis of educational materials, apply research findings to patient education, and conduct a cost analysis of educational programs.
The impact of legal issues, ethical dilemmas, and changes in the health care delivery system on patient education is discussed. This is the first course in the clinical advanced practice nurse APN series with a focus on advanced physical assessment, enhanced communication skills, and the reinforcement of health promotion and disease prevention across the life span.
This course focuses on the development of nursing science through the use of nursing theoretical frameworks. Students are guided in the examination of the development of conceptualizations and in the critique of concepts, theories, and boundaries for nursing study, as well as the implications for using theories of nursing and theories in nursing. Emphasis is on critical thinking, via description, analysis, and evaluation of nursing theory for application to practice.
The importance of research to the continuing development of nursing theory as a method of building nursing's unique knowledge base is emphasized throughout the course. Various theoretical frameworks and models are explored and applied to nursing assessment of and intervention with the healthy and high-risk family system in a variety of clinical settings.
Students utilize a wellness approach to optimize health within a developmental framework and promote family resilience and adaptation throughout the life span. Psychosocial, cultural, economic, gender, and spiritual variables and their impact on family life are analyzed. This course focuses on the skills and knowledge needed to manage information, promote quality and maintain safety across healthcare settings.
Collaborative and diverse opportunities to bring about improvement in healthcare are included. The course combines evidence-based concepts from technology, information science, communication studies, organizational quality, and health care science in order to prepare clinicians to take an active role in transforming healthcare and clinical practice. This graduate level course examines quantitative and qualitative nursing research methods, principles, and methods of measurement, as well as skills for critical evaluation of nursing research.
Identification and analysis of research related to clinical practice and health care outcomes are included. Students develop skills and knowledge needed to review and recognize the strength of evidence and recommend practice changes if indicated. This course builds upon previous knowledge of the research process, critiquing of research, and understanding of the application of statistical findings.
This course focuses on the causality of alterations in human physiologic function across the lifespan.
Nurs 611 Exam 1
Normal physiology and pathological phenomena produced by altered states of health across the lifespan are contrasted. The human physiologic responses to these altered states are related to pertinent diagnostic values, tests, and methods.
This course serves as a basis for subsequent courses that deal with the clinical diagnosis and management of health problems. This course focuses on the skills and knowledge needed by the Advanced Practice Nurse APN to function in the role of a leader in health care.
Emphasis is placed on the development of individual APNs as informed and collaborative leaders within the health care system who use current research based evidence in their role. Utilizing the nursing process, and leadership theory and organizational theory, students analyze the effectiveness of health care organizations and develop interventions to improve the organizational effectiveness. Issues related to the APN's role as an active participant in the legislation of health care policy are explored.
An integrative approach to pharmacology is emphasized.
NURS 612 exam 3CA: All Answers Explained By Instructor
The principles of pharmacology, pharmacokinetics, pharmacodynamics, and toxicology are presented. The characteristics of the major drug classifications and clinical practice implications are addressed as well as the legal and regulatory implications of drug administration and the essentials of prescription writing.
The opportunity to explore related topics alone or in a group is provided, e. This is an entry level clinical course in which the students integrate basic knowledge of human anatomy and physiology and builds on advanced health assessment knowledge. The student develops an understanding of the pathologic changes and clinical manifestations that characterize common acute disorders.
Students apply new understanding of pathophysiology,evolving clinical decision making skills to the interpretation of assessment data, the diagnosis of illness and the treatment of primary care in infants, children, adolescents and young adults populations.
Students perform complete health assessments and provide client care with supervision. Collaborative strategies guide the student in the implementation and evaluation of accepted medical and nursing interventions and integrates research, teaching and consultation skills as a beginning basis for clinical practice.
This course reflects a building of knowledge and skills from the previous clinical course.