Describe the pathophysiology of complications of bronchitis.

Tammy is a 33-year-old who presents for evaluation of a
cough. She reports that about 3 weeks ago she developed a “really bad
cold” with rhinorrhea. The cold seemed to go away but then she developed a
profound, deep, mucus-producing cough. Now, there is no rhinorrhea or
rhinitisthe primary problem is the cough. She develops these coughing fits
that are prolonged, very deep, and productive of a lot of green sputum. She
hasn’t had any fever but does have a scratchy throat. Tammy has tried
over-the-counter cough medicines but has not had much relief. The cough keeps
her awake at night and sometimes gets so bad that she gags and dry heaves.
Through and extensive work-up, she is diagnosed with bronchitis.

What is the etiology of bronchitis?
Describe in detail the pathophysiological process of
bronchitis.
Identify hallmark signs identified from the physical exam
and symptoms.
Describe the pathophysiology of complications of bronchitis.

What teaching related to her diagnosis would you provide?
Tammy is a 33-year-old who presents for evaluation of a
cough. She reports that about 3 weeks ago she developed a “really bad
cold” with rhinorrhea. The cold seemed to go away but then she developed a
profound, deep, mucus-producing cough. Now, there is no rhinorrhea or
rhinitisthe primary problem is the cough. She develops these coughing fits
that are prolonged, very deep, and productive of a lot of green sputum. She
hasn’t had any fever but does have a scratchy throat. Tammy has tried
over-the-counter cough medicines but has not had much relief. The cough keeps
her awake at night and sometimes gets so bad that she gags and dry heaves.
Through and extensive work-up, she is diagnosed with bronchitis.What is the etiology of bronchitis?Describe in detail the pathophysiological process of
bronchitis.Identify hallmark signs identified from the physical exam
and symptoms.Describe the pathophysiology of complications of bronchitis.What teaching related to her diagnosis would you provide?

NEUTROPENIC SEPSIS ( PATIENT’S POST CHEMO)

NEUTROPENIC SEPSIS ( PATIENT’S POST CHEMO)
A PICOT starts with a designated patient population in a particular clinical area and identifies clinical problems or issues that arise from clinical care. The intervention should be an independent, specified nursing change intervention. The intervention cannot require a provider prescription. Include a comparison to a patient population not currently receiving the intervention, and specify the timeframe needed to implement the change process.
Formulate a PICOT statement using the PICOT format provided in the assigned readings. The PICOT statement will provide a framework for your capstone project.
In a paper of 500-750 words, clearly identify the clinical problem and how it can result in a positive patient outcome.
PICOT format is a helpful approach for summarizing research questions that explore the effect of an intervention.

(P) – Population refers to the problem and the population that is effected.
(I) – Intervention refers to will be provided to solve or improve the problem
(C) – Comparison identifies what you plan on using as a reference to compare with your  intervention
(O) – Outcome represents what result you plan on measuring to examine the effectiveness of your intervention
(T) – Time describes the duration for your data collection.

Make sure to address the following on the PICOT statement:

Evidence-Based Solution
Nursing Intervention
Patient Care
Health Care Agency
Nursing Practice

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
30.0 {0e601fc7fe3603dc36f9ca2f49ef4cd268b5950ef1bbcf1f795cc00e94cdd119}Identification of Clinical Problem/Issue
30.0 {0e601fc7fe3603dc36f9ca2f49ef4cd268b5950ef1bbcf1f795cc00e94cdd119}Clinical Problem/Issue, Including Description, Evidence-Based Solution, Nursing Intervention, Patient Care, Health Care Agency, and Nursing Practice
10.0 {0e601fc7fe3603dc36f9ca2f49ef4cd268b5950ef1bbcf1f795cc00e94cdd119}PICOT Statement Focused on Resolution, Improvement, Application, and Intervention
10.0 {0e601fc7fe3603dc36f9ca2f49ef4cd268b5950ef1bbcf1f795cc00e94cdd119}PICOT Statement Including Population, Intervention, Comparison, Outcomes, and Time
WE CAN USE SAME REFERENCES
Butcher, L. (2016). Stepping up against SEPSIS. H&HN: Hospitals & Health Networks, 90(1), 38-42.
Clarke, R., Bird, S., Kakuchi, I., Littlewood, T., & Hamel Parsons, V. (2015). The signs, symptoms and help-seeking experiences of neutropenic sepsis patients before they reach hospital: a qualitative study. Supportive Care in Cancer, 23(9), 2687-2694. doi:10.1007/s00520-015-2631-y
Ford, A., & Marshall, E. (2014). Neutropenic sepsis: a potentially life-threatening complication of chemotherapy. Clinical Medicine (London, England), 14(5), 538-542. doi:10.7861/clinmedicine.14-5-538
Knight, T., Ahn, S., Rice, T. W., & Cooksley, T. (2017). Acute Oncology Care: A narrative review of the acute management of neutropenic sepsis and immune-related toxicities of checkpoint inhibitors. European Journal of Internal Medicine, 4559-65. doi: 10.1016/j.ejim.2017.09.025
Raz, B. (2017). Neutropenic sepsis. Nursing Standard (Royal College of Nursing (Great Britain): 1987), 31(48), 64-65. doi:10.7748/ns.31.48.64. s47
Vossen, M. G., Milacek, C., & Thalhammer, F. (2018). Empirical antimicrobial treatment in haemato-/oncological patients with neutropenic sepsis. ESMO Open, 3(3), e000348. doi:10.1136/esmoopen-2018-000348
Wells, T., Thomas, C., Watt, D., Fountain, V., Tomlinson, M., & Hilman, S. (2015). Improvements in the management of neutropenic sepsis: lessons learned from a district general hospital. Clinical Medicine (London, England), 15(6), 526-530. doi:10.7861/clinmedicine.15-6-526

Outlining a Logic Model

Assignment 1: Outlining a Logic Model
A logic model is a tool that can be used in planning a program. Using a logic model, social workers can systematically analyze a proposed new program and how the various elements involved in a program relate to each other. At the program level, social workers consider the range of problems and needs that members of a particular population present. Furthermore, at the program level, the logic model establishes the connection between the resources needed for the program, the planned interventions, the anticipated outcomes, and ways of measuring success. The logic model provides a clear picture of the program for all stakeholders involved.
To prepare for this Assignment, review the case study of the Petrakis family, located in this week’s resources. Conduct research to locate information on an evidence-based program for caregivers like Helen Petrakis that will help you understand her needs as someone who is a caregiver for multiple generations of her family. You can use the NREPP registry. Use this information to generate two logic models for a support group that might help Helen manage her stress and anxiety.
First, consider the practice level. Focus on Helen’s needs and interventions that would address those needs and lead to improved outcomes. Then consider the support group on a new program level. Think about the resources that would be required to implement such a program (inputs) and about how you can measure the outcomes.
Submit the following:
· A completed practice-level logic model outline (table) from the Week 7 Assignment handout
· A completed program logic model outline (table) in the Week 7 Assignment Handout
· 2–3 paragraphs that elaborate on your practice-level logic model outline. Describe the activities that would take place in the support group sessions that would address needs and lead to improved outcomes
· 2–3 paragraphs that elaborate on your program-level logic model and address the following:

Decisions        that would need to be made about characteristics of group membership
Group        activities
Short-        and long-term outcomes
Ways        to measure the outcomes

References (use 3 or more)
Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.
· Chapter 6, “Needs Assessments” (pp. 107–142)
Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014a). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Read the following section:
· “The Petrakis Family”
Document: Randolph, K. A. (2010). Logic models. In B. Thyer (Ed.), The handbook of social work research methods (2nd ed., pp. 547–562). Thousand Oaks, CA: Sage. (PDF)
Copyright 2010 by Sage Publications, Inc.
Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center.
United Way of America. (1996). Excerpts from Measuring program outcomes: A practical approach. Retrieved from http://web.archive.org/web/20130514153340/http://www.unitedwayslo.org/ComImpacFund/10/Excerpts_Outcomes.pdf
Document: Week 7: Developing A Logic Model Outline Assignment Handout (Word document)
The Petrakis Family
Helen Petrakis is a 52-year-old heterosexual married female of Greek descent who says that she feels overwhelmed and “blue.” She came to our agency at the suggestion of a close friend who thought Helen would benefit from having a person who could listen. Although she is uncomfortable talking about her life with a stranger, Helen said that she decided to come for therapy because she worries about burdening friends with her troubles. Helen and I have met four times, twice per month, for individual therapy in 50-minute sessions.
Helen consistently appears well-groomed. She speaks clearly and in moderate tones and seems to have linear thought progression; her memory seems intact. She claims no history of drug or alcohol abuse, and she does not identify a history of trauma. Helen says that other than chronic back pain from an old injury, which she manages with acetaminophen as needed, she is in good health.
Helen has worked full time at a hospital in the billing department since graduating from high school. Her husband, John (60), works full time managing a grocery store and earns the larger portion of the family income. She and John live with their three adult children in a 4-bedroom house. Helen voices a great deal of pride in the children. Alec, 27, is currently unemployed, which Helen attributes to the poor economy. Dmitra, 23, whom Helen describes as smart, beautiful, and hardworking, works as a sales consultant for a local department store. Athina, 18, is an honors student at a local college and earns spending money as a hostess in a family friend’s restaurant; Helen describes her as adorable and reliable.
In our first session, I explained to Helen that I was an advanced year intern completing my second field placement at the agency. I told her I worked closely with my field supervisor to provide the best care possible. She said that was fine, congratulated me on advancing my career, and then began talking. I listened for the reasons Helen came to speak with me.
I asked Helen about her community, which, she explained, centered on the activities of the Greek Orthodox Church. She and John were married in that church and attend services weekly. She expects that her children will also eventually wed there. Her children, she explained, are religious but do not regularly go to church because they are very busy. She believes that the children are too busy to be expected to help around the house. Helen shops, cooks, and cleans for the family, and John sees to yard care and maintains the family’s cars. When I asked whether the children contributed to the finances of the home, Helen looked shocked and said that John would find it deeply insulting to take money from his children. As Helen described her life, I surmised that the Petrakis family holds strong family bonds within a large and supportive community.
Helen is responsible for the care of John’s 81-year-old widowed mother, Magda, who lives in an apartment 30 minutes away. Until recently, Magda was self-sufficient, coming for weekly family dinners and driving herself shopping and to church. But 6 months ago, she fell and broke her hip and was also recently diagnosed with early signs of dementia. Through their church, Helen and John hired a reliable and trusted woman to check in on Magda a couple of days each week. Helen goes to see Magda on the other days, sometimes twice in one day, depending on Magda’s needs. She buys her food, cleans her home, pays her bills, and keeps track of her medications. Helen says she would like to have the helper come in more often, but she cannot afford it. The money to pay for help is coming out of the couple’s vacations savings. Caring for Magda makes Helen feel as if she is failing as a wife and mother because she no longer has time to spend with her husband and children.
Helen sounded angry as she described the amount of time she gave toward Magda’s care. She has stopped going shopping and out to eat with friends because she can no longer find the time. Lately, John has expressed displeasure with meals at home, as Helen has been cooking less often and brings home takeout. She sounded defeated when she described an incident in which her son, Alec, expressed disappointment in her because she could not provide him with clean laundry. When she cried in response, he offered to help care for his grandmother. Alec proposed moving in with Magda.
Helen wondered if asking Alec to stay with his grandmother might be good for all of them. John and Alec had been arguing lately, and Alec and his grandmother had always been very fond of each other. Helen thought she could offer Alec the money she gave Magda’s helper.
I responded that I thought Helen and Alec were using creative problem solving and utilizing their resources well in crafting a plan. I said that Helen seemed to find good solutions within her family and culture. Helen appeared concerned as I said this, and I surmised that she was reluctant to impose on her son because she and her husband seemed to value providing for their children’s needs rather than expecting them to contribute resources. Helen ended the session agreeing to consider the solution we discussed to ease the stress of caring for Magda.
The Petrakis Family
Magda Petrakis: mother of John Petrakis, 81
John Petrakis: father, 60
Helen Petrakis: mother, 52
Alec Petrakis: son, 27
Dmitra Petrakis: daughter, 23
Athina Petrakis: daughter, 18
In our second session, Helen said that her son again mentioned that he saw how overwhelmed she was and wanted to help care for Magda. While Helen was not sure this was the best idea, she saw how it might be helpful for a short time. Nonetheless, her instincts were still telling her that this could be a bad plan. Helen worried about changing the arrangements as they were and seemed reluctant to step away from her integral role in Magda’s care, despite the pain it was causing her. In this session, I helped Helen begin to explore her feelings and assumptions about her role as a caretaker in the family. Helen did not seem able to identify her expectations of herself as a caretaker. She did, however, resolve her ambivalence about Alec’s offer to care for Magda. By the end of the session, Helen agreed to have Alec live with his grandmother.

Discuss current or future applications of nanotechnology

Nanotechnology (also called nanotech) is a branch of materials science that deals with manipulating matter on the atomic scale. It is so called because this field deals with engineering on the scale of a billionth of a meter, also known as a nanometer. Nanotechnology seeks to solve a wide range of problems from the construction of atomic scale machines to changing material properties at the atomic level.
Use the Internet and online library resources, to research the field of nanotechnology.
Write a paper discussing some of the basic scientific and technical concepts of nanotechnology. Do the following in your paper:

Discuss current or future applications of nanotechnology in fields such as medicine, engineering, space exploration, fuel cell development, air and water purification, and agriculture.
Provide at least three examples of real-world applications in use or in development with reliable references.

Write a 2–3-page paper in Word format. Apply APA standards to citation of sources.