Identify and discuss potential herb/nutrient-drug interactions that may be relevant. (Worth 20 points)

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Nutritional Care Plan

For this assignment, you will identify a case study and then develop a nutritional care plan for the client associated with that case. You should begin working on your assignment in advance of Week 5 as you construct the details of your case. Please read this entire document to gain understanding of the assignment scope and those tasks you will complete. This assignment will take you several weeks to complete. Do not delay beginning the work on this assignment.

Assignment tasks to be completed in Week: 5 

Task 1:

  1. Choose from one of the following stages: pregnancy, infancy and childhood, adolescence, adulthood, and old age.
  2. List the specific nutrition issues affecting individuals in your selected stage.

Task 2:

  1. Choose a disease or medical condition that could possibly, or commonly, affect your individual. This could be anything ranging from diabetes to cirrhosis.
  2. Using the ABCDs of nutritional assessment, create a case study based on an actual client or patient. You can also make one up. Include the following in your case study:
    1. Anthropometrics, relevant biochemical tests, clinical assessment, and dietary intake analysis.
  3. Be sure to include a list of common medications that may be used to treat your patient’s condition and identify potential herb/nutrient/drug interactions that may be relevant.
  4. Identify your client’s cultural background and give clues as to their socioeconomic status and psychosocial variables. For example, your patient may be a senior living alone on a fixed income or might be living in a nursing facility with reputed staff.

DO NOT PLAGIARIZE, it must be in your own words. This assignment will be submitted through TURNITIN for grading. PLEASE Attach a TURNITIN report once completed. Also, double check for grammar, pronunciation, and spelling errors. If you cannot follow directions then DO NOT ACCEPT BID. This assignment is due tomorrow night by 11:59pm so please submit on time!

 

Below is the grading rubric:

  1. Select and discuss a disease or medical condition that could possibly or commonly affect the individual. (Worth 30 points)
  2. Create a realistic case study of the patient using the ABCD’s of nutritional assessment. (Worth 20 points)
  3. Include information about anthropometrics, relevant biochemical tests, clinical assessment, and dietary intake analysis (i.e, Nutrition Assessment). –This is worth 20 points
  4. Include a list of common medications that may be used to treat the patient’s condition. (Worth 20 points)
  5. Identify and discuss potential herb/nutrient-drug interactions that may be relevant. (Worth 20 points)
  6. Identify and discuss the client’s cultural background and gave clues as to his or her socioeconomic status and psychosocial variables. (Worth 20 points)
  7. Written Components   – Must include an introduction that catches the reader’s attention, provides compelling and appropriate background information, and clearly states the topic. This assignment must be well organized and the conclusion  must leave the reader with a sense of closure and provides concluding insights. (This worth 20 points)

This entire assignment is worth 150 points so please be sure to answer everything on the grading criteria.

Provider–Patient Confidentiality With School-Age Children and Adolescents

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Discussion: Provider–Patient Confidentiality With School-Age Children and Adolescents

When treating pediatric patients in clinical settings, you also treat patients’ families. With younger patients, this tends to be a seamless process. However, as patients age and grow into the adolescent years, the provider-patient-family relationship becomes more complex. The change in this dynamic often creates questions in provider-patient confidentiality. As the advanced practice nurse providing care for school-age children, adolescents, and their families, how do you handle these confidentiality issues? If a child is a minor, do you have to maintain provider-patient confidentiality? When is it appropriate to allow patients privacy? When is it your legal and ethical duty to involve family members? How do you facilitate the care of a minor when you have to work with parents and still maintain patient trust?

Consider the following three case studies.

Case Study 1

You receive a phone call from a mother who is concerned that her son is using drugs. The 16-year-old boy is seeing you in the afternoon for a follow-up for acne. The mother requests that you obtain a drug test during the visit, but she does not want her son to know he is being screened or that she requested screening because “I don’t want him to stop trusting me.”

 

Case Study 2

A 17-year-old girl comes to your office with a complaint of abdominal pain and missed periods. She thinks she may be pregnant. She requests pregnancy testing and does not want you to tell her parents if she is pregnant.

 

Case Study 3

The father of a 10-year-old boy calls your office to request assistance with an Individualized Educational Plan (IEP) for his son who was recently diagnosed with attention deficit hyperactivity disorder (ADHD). He wants you to contact the school and to facilitate getting an IEP developed.

To prepare:

  • Review this week’s media presentation, as well as “Developmental Management of School-Age Children” and “Developmental Management of Adolescents” in the Burns et al. text and the Schapiro article in the Learning Resources.
  • Think about confidentiality laws regarding providers, school-age children, adolescents, and their families.
  • Select one of the three provided scenarios. Reflect on the provider’s role and responsibility regarding confidentiality between the patient and the patient’s family in the scenario.
  • Consider the appropriate way for the provider to respond and facilitate the care of the patient in the scenario you selected. Think about interventions and strategies that the provider should use to address the issues presented.

Provide a thorough response at least 250 words (select a case study)

1.           Post an explanation of the provider’s role and responsibility regarding confidentiality between the patient and the patient’s family in the scenario you selected.

2.           Explain how the provider should appropriately respond and facilitate the care of the patient in the scenario.

3.     I    Include interventions and management strategies that the provider should use to address the issues presented.

 

Required Readings

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Burns, C. E., Dunn, A. M., Brady, M. A., Starr, N. B., & Blosser, C. G. (2013). Pediatric primary care (5th ed.). Philadelphia, PA: Elsevier.

 

  • Chapter 7, “Developmental Management of School-Age Children” (pp. 92–109)

This chapter presents guidelines for the assessment of school-age children, including psychosexual, social and emotional, cognitive and problem-solving, and moral development. It also explores common developmental issues and red flags for school-age children.

 

  • Chapter 8, “Developmental Management of Adolescents” (pp. 110–129)

This chapter explores adolescent development and anticipatory guidance during adolescence. It also examines common issues in adolescents related to physical and sexual, psychosocial, and cognitive development.

 

  • Review: Chapter 10, “Nutrition” (pp. 166–185)

This chapter describes nutrition-related health problems in pediatric patients. It also provides guidelines for diagnosing and managing different types of nutrition disorders.

 

  • Chapter 13, “Physical Activity and Sports for Children and Adolescents” (pp. 218–255)

This chapter provides guidelines for promoting and supporting physical activity for children and adolescents. It also identifies high-risk conditions for sports participation and presents strategies for evaluating and managing sports participation for athletes with health conditions.

 

  • Review: Chapter 14, “Sleep and Rest” (pp. 263–272)

This chapter provides strategies for the prevention and management of sleep problems in pediatric patients. It also identifies special considerations for children with chronic disorders.

 

  • Review: Chapter 17, “Role Relationships” (pp. 334–344)

This chapter explores circumstances that create role-relationship problems in family units such as violence, neglect, maltreatment, and physical and sexual abuse. It also presents strategies for assessing and managing families presenting with these circumstances.

 

  • Chapter 18, “Sexuality” (pp. 345–357)

This chapter covers the assessment and management of normal sexual development. It also identifies red flags for abnormal sexual behavior among children and adolescents.

Hagan, J. F., Jr., Shaw, J. S., Duncan, P. M. (Eds.). (2008). Bright futures: Guidelines for health supervision of infants, children, and adolescents (3rd ed.). Elk Grove Village, IL: American Academy of Pediatrics.

 

  • Review: “Promoting Healthy Nutrition” (pp. 121–145)

This chapter examines the impact of environment and culture on patient behaviors related to food and nutrition. It also explores essential components of nutrition for children from preconception through adolescence.

 

  • Review: “Promoting Physical Activity” (pp. 147–154)

This chapter describes physical activity as a growing problem. It also identifies strategies for promoting physical activity, including age-appropriate activities for infants, children, and adolescents.

 

  • “Promoting Healthy Sexual Development and Sexuality” (pp. 169–176)

This chapter explores strategies for promoting healthy sexual development and sexuality among pediatric patients from infancy through adolescence. It also examines sexual behaviors among adolescents, including onset of intercourse, pregnancy rates, and sexually transmitted infections.

 

  • Review: “Promoting Safety and Injury Prevention” (pp. 177–191)

This chapter explores two categories of issues relating to safety and injury prevention and examines strategies for promoting safety among infants, children, and adolescents.

 

  • “Middle Childhood” (pp. 463–514)

This chapter explores the care of children from ages 5 to 10 years. It identifies concerns related to their growth, health, behavior, school progress, and safety. It also presents common parental concerns and strategies for educating parents and children about health issues and puberty.

 

  • “Adolescence” (pp. 515–575)

This chapter explores the care of adolescents ranging from 11 to 21 years. It focuses on their physical, cognitive, emotional, and social transitions relating to their family, friends, school, and jobs.

Schapiro, N. A. (2009). Confidentiality and access to adolescent health care services. Journal of Pediatric Health Care, 24(2), 133–136.

Note: Retrieved from the Walden Library Databases.

 

 

This article explores the development of adolescent confidentiality policies in the United States. It also examines confidentiality issues related to adolescent health care, focusing on reproductive health, access to health services, and parental rights.

Describe the role the patient history and physical exam played in the diagnosis.

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Diagnosing Skin, Eye, Ear, and Throat Disorders

When entering examination rooms, advanced practice nurses often immediately begin assessing patients by looking for external abnormalities such as skin irritations or cloudy eyes. By making these simple observations, they can determine how to proceed with their patient evaluations. During the patient evaluation, advanced practice nurses will use initial observations to guide them in acquiring the necessary medical history, performing additional assessments, and ordering the appropriate diagnostics. The information obtained during this evaluation process will help in the development of a differential diagnosis. Once a diagnosis is made, the advanced practice nurse can consider potential treatment options and work with the patient to develop a plan of care. For this Discussion, consider the following four case studies of patients presenting with skin, eye, ear, and throat disorders.

 

Case Study 1

A 46-year-old male presents to the office complaining of a pruritic skin rash that has been present for a few weeks. He initially noted the rash on his chest, but it then spread to his back and arms. He notes that it does not seem to be on his legs. He recently came home from a trip to Florida, but denies fever, chills, new soaps or detergents, other travel, or known insect bites. He takes occasional ibuprofen for knee pain, but denies taking other medications or having other health problems. He has no known drug allergies. The physical examination reveals a male with a deep tan and notable scattered 1–1.5-centimeter, flat, circular, light-colored patches on his chest, back, and upper extremities.

Case Study 2

An 86-year-old widowed female is brought to the office by her daughter-in-law. The patient complains of constant tearing and an itchy, burning sensation in both eyes. The patient states this is not a new problem, but it has worsened in the past week and is affecting her vision. The patient complains that her eyes are dry. She thinks the problem must be caused by one of her medications. Her patient medical history is positive for hypertension, atrial fibrillation, and heart failure. She has an allergy to erythromycin that causes rash and elevated liver enzymes. Medications currently prescribed include Furosemide 40 milligrams po twice a day, diltiazem 240 milligrams po daily, lisinopril 20 milligrams po daily, and warfarin 3 milligrams po daily. The physical examination reveals a frail older female with some facial dryness and slight scaling. Her visual acuity is 20/60 OU, 20/40 OD, 20/60 OS. The eyelids are erythematous and edematous with yellow crusting around the lashes. Sclera are injected, conjunctiva are pale, and pupils are equal and reactive to light and accommodation.

Case Study 3

A middle-aged male presents to the office complaining of a two-day history of a left earache. The onset was gradual, but has steadily been increasing. It has been constantly aching since last night, and his hearing seems diminished to him. Today he thinks the left side of his face may even be swollen. He denies upper respiratory infection, known fever, or chills. His patient medical history is positive for Type 2 diabetes mellitus, hypertension, and hyperlipidemia. The patient has a known allergy to Amoxicillin that results in pruritus. Medications currently prescribed include Metformin 1,000 milligrams po twice a day, lisinopril 20 milligrams po daily, Aspirin 81 milligrams po daily, and simvastatin 40 milligrams po daily. The physical exam reveals a middle aged male at a weight of 160 pounds, height of 5’8”, temperature of 98.8 degrees Fahrenheit, heart rate of 88, respiratory rate of 18, and blood pressure of 138/76. Further examination reveals the following:

Face: Faint asymmetry with left periauricular area slightly edematous

Eyes: sclera clear, conj wnl

L ear: + tenderness L pinna, + edema, erythema, exudates left external auditory canal, TM not visible

R ear: no tenderness, R external auditory canal clear without edema, erythema, exudates

+ tenderness L preauricular node, otherwise no lymphadenopathy

Cardiac: S1 S2 regular. No S3 S4 or murmur.

Lungs: CTA w/o rales, wheezes, or rhonchi.

Case Study 4

A middle-aged female presents to the office complaining of strep throat. She states she suddenly developed a sore throat yesterday afternoon, and it has gotten worse since then. During the night she felt like she was chilled and feverish. She denies known recent contact with anyone else who had strep throat, but states she has had strep before and it feels like she has strep now. She takes no medications, but is allergic to penicillin. The physical examination reveals a slender female lying on the examination table. She has a temperature of 101 degrees Fahrenheit, heart rate of 112, respiratory rate of 22, and blood pressure of 96/64. The head, eyes, ears, nose, and throat evaluation is positive for bilateral tonsillar swelling without exudates. Her neck is supple with bilateral, tender, enlarged anterior cervical nodes.

 

 

To prepare:

·        Review this week’s media presentations and Parts 5–8 of the Buttaro et al. text.

·        Select one of the four case studies provided. Reflect on the provided patient information including history and physical exams.

·        Think about a differential diagnosis. Consider the role the patient history and physical exam played in your diagnosis.

·        Reflect on potential treatment options based on your diagnosis.

 

 

Post a 1 page paper APA format

1.     an explanation of the differential diagnosis for the patient in the case study that you selected.

2.     Describe the role the patient history and physical exam played in the diagnosis.

3.     Then, suggest potential treatment options based on your patient diagnosis.

 

course reading

Buttaro, T. M., Trybulski, J., Polgar Bailey, P., & Sandberg-Cook, J. (2013). Primary care: A collaborative practice (4th ed.). St. Louis, MO: Mosby.

 

·        Part 5, “Evaluation and Management of Skin Disorders” (pp. 227–312)

This part explores the pathophysiology, clinical presentation, and management of various skin disorders, including dermatitis, dry skin, fungal infections, and herpes. It also examines the pathophysiology, clinical presentation, physical examination, diagnostics, and management of wound healing.

 

·        Part 6, “Evaluation and Management of Eye Disorders” (pp. 313–344)

This part covers eye examinations and explores the pathophysiology, clinical presentation, physical examination, diagnostics, and management of eye disorders, including cataracts, conjunctivitis, and dry eye syndrome.

 

·        Part 7, “Evaluation and Management of Ear Disorders” (pp. 345–364)

This part reviews factors contributing to the diagnosis and treatment of ear disorders, such as symptoms, patient history, physical exams, and indications for referral or hospitalization. It also covers lifespan considerations, complications, and methods for educating patients and families about ear disorders.

 

Part 8, “Evaluation and Management of Nose Disorders” (pp. 365–384)

This part explores the development of differential diagnoses for nose disorders. Nose disorders such as chronic nasal congestion and discharge, nasal trauma, rhinitis, and sinusitis are examined, as well as related complications, indications for referral or hospitalization, and health promotion strategies.

 

 

·       Laureate Education, Inc. (Executive Producer). (2013a). Case studies: Ear disorder. Baltimore, MD: Author.

 

Note: The approximate length of this media piece is 11 minutes.

 

This media presentation features an evaluation of a patient presenting with an ear disorder.

 

·       Laureate Education, Inc. (Executive Producer). (2013e). Case study: Throat disorder. Baltimore, MD: Author.

 

Note: The approximate length of this media piece is 11 minutes.

 

This media presentation features an evaluation of a patient presenting with a throat disorder.

Describe and display the results. (What happened? Hint: Some of the data may be easier to show in charts or with graphics.)

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You are a scientist in your life and in the real world. Part of the fun of learning about the world and how it works is going beyond the text and seeing it for yourself in action.

This quarter you are studying 4 major fields of science Physics, Chemistry, Earth Science and Astronomy. For two (2) of those fields, you will perform an experiment and create a lab report.

At the end of each chapter you are assigned to read this quarter, there are “ACTIVITIES (HANDS-ON APPLICATION)” where you can find your “experiment.”

Don’t let this be the only place you look! Venture to YouTube or the Science channel’s show “Outrageous Acts of Science.” If you have wanted to put a Mentos in a bottle of Diet Coke – this is the time! If you want an excuse to go camping or hiking, star gazing or doing a geological study might just be the way to go. You could even make up one of your own! Include your family, your friends, your pets! Have fun!

CAUTION: Please make sure that you have the proper safety equipment when conducting any experiment. This generally includes but is not limited to, eye protection in the form of goggles or safety glasses and clothing that is not loose fitting.

For each lab report you must:

  1. Describe the purpose and hypothesis of the experiment. (What are you trying to prove or see?)
  2. List/show the materials used.
  3. Describe the procedure. (Describe the steps of the experiment and what you did so that a classmate could replicate if they wanted.)
  4. Describe and display the results. (What happened? Hint: Some of the data may be easier to show in charts or with graphics.)
  5. Answer the following explanatory and interpretative questions:
    • Why do you think you achieved the results that you did?
    • Did anything unexpected happen?
    • Do the data/results support the hypothesis? Why? (Show using specific references to the data.)

This Lab Report may be submitted in any format: Video, PowerPoint (with notes pages as needed or screen capture as wanted), Word Document, etc., or any combination that would allow you to show not only the details of the experiment and data but what you have learned from doing it. Use your own words throughout.

All assignments, regardless of format, must give citations, references and/or credit and use 2-3 academic quality sources. For example if it’s not an original experiment and you were inspired by someone else’s video, or copied it exactly, let us know which one etc. The important thing is that your sources be documented clearly in a way that your sources can be checked by the reader (and verified by the instructor). SWS style is recommended, but not required.