differences and similarities between resulting alterations of hormonal regulation

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Write an explanation of the pathophysiology of diabetes mellitus and diabetes insipidus. (I am looking for an explanation at the cellular or molecular level (whenever possible)

· Describe the differences and similarities between resulting alterations of hormonal regulation. 

· Then explain how the factors you selected might impact the diagnosis and prescription of treatment for these two types of diabetes.

American Diabetes Association. (2011). Diabetes statistics.  Retrieved from http://www.diabetes.org/diabetes-basics/diabetes-statistics/

Points to follow when writing a paper:

Ø Please all bullets points, bold, red and highlighted area must be attended to. 

Ø A clear purpose statement (The purpose of this paper is to…) is required in the introduction of all writings. 

Ø Please review all rubrics.

Ø Check APA format/setting.

Ø Your final paragraph should be a summary of the key points of your paper.

Ø Please personalized where necessary.

Refrain from direct quote

pathophysiology of diabetes mellitus and diabetes insipidus

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· Review Chapter 19 in the Huether and McCance text and Chapter 18 in the McPhee and Hammer text. Identify the pathophysiology of diabetes mellitus and diabetes insipidus. Consider the similarities and differences between resulting alterations of hormonal regulation.

· Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Think about how the factors you selected might impact the diagnosis and prescription of treatment for these two types of diabetes.

response to peer posting

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Based on your readings, how would you determine the strength of a research study?

The initial posting and the response to peer posting each require one reference from an English titled, peer reviewed NURSING journal less than 5 y/o. The references must be from different journal articles.

Here is the textbook that should be used as a reference besides the above mentioned journal.

Polit, D. E & Beck, C. T. (2018). Essentials of nursing research: Appraising evidence for nursing practice(9th. ed.). Philadelphia, PA: Wolters Kluwer

reasons why students plagiarize

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In a 2-page paper, address the importance of academic honesty as it relates to student writing. Discuss the reasons why students plagiarize,

the potential consequences of plagiarism, and how it can be avoided.

(Note: this assignment should not include scholarly/manuscript writing for publication or research).

Requires a minimum of 2 references: one from an English titled, peer-reviewed NURSING journal (less than 5 years-old) and

one from the APA Manual: 

ISBN: 9781433805615

American Psychological Association. (2009). American Psychological Association Manual (6thed.). Washington: Author.

 Use three level-one headings.

Professional, governmental, or educational organizations (.org, .gov, or .edu) may be used as supplemental references.

culturally based beliefs

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Identify a potential individual who has been living in a culture other than the one of origin for at least 2 years. This individual must be born outside the United States. The individual can be a patient, friend, or colleague, such as a physician, or acquaintance, but cannot be a relative. The individual must be living in your community and must be currently receiving or have previously received healthcare services in your community. The individual’s race, ethnicity, language, religion, and culturally based beliefs about healthcare and illness should be quite different from yours. The individual must speak your language. An interpreter is not permitted for the actual assessment, which occurs in Milestone 3 (Week 6). 

Note: This is the same individual for whom you will develop verbal assessment questions in Milestone 2 and whom you will ask those questions in Milestone 3 and then reflect on your learning about the Course Project and the assessment.

Individuals can come from a variety of settings. Recent immigrants, migrant workers, exchange students, international students, long-term care residents, refugees, coworkers, physicians, patients, employees at local ethnic businesses, religious venues, community centers, and individuals who have recently moved to your community are some suggestions. The individual does not need to be a healthcare worker but must have received healthcare services in the country of origin as well as since arriving in the United States. Speak with the individual, and obtain permission to conduct an assessment later in the course. 

. Although you are not performing the official assessment until Milestone 3, it will be necessary to obtain some general information about your individual to complete Milestone 1. This information may come from the individual or Internet sources.

Fill in information about the potential individual using the template. You are expected to write clearly and use proper grammar and spelling and eliminate typos.

Example: KC was born in Hwidiem, Ghana, a small village in Africa, where he did not graduate from high school. He is 72 years old. He immigrated to the United States at age 28 and has lived in Grove City near Columbus, Ohio since then. Hwidiem is considered the provincial capital (fill in information about the community or city as you can find). He was married but divorced after a traumatic brain injury. Since then, he has had many part-time jobs and studies his Bible faithfully. Grove City is a town in Ohio (fill in information about the city or community). Currently, he receives healthcare for his hypertension control.

Critique And Ethical Considerations

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Use the practice problem and a qualitative, peer-reviewed research article you identified in the Topic 1 assignment to complete this assignment.

In a 1000-1,250 word essay, summarize the study, explain the ways in which the findings might be used in nursing practice, and address ethical considerations associated with the conduct of the study.

Refer to the resource “Research Critique Guidelines” for suggested headings and content for your paper.

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.

Health Insurance Portability and Accountability Act (HIPAA)

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Nursing is one of the most trusted professions and is continually ranked the most trusted by the annual Gallup Poll based on their high ethic standards (American Hospital Association, 2018). As nurses, we took an oath to devote ourselves to those committed to our care and to elevate the standards of the nursing profession (Florence Nightingale Pledge, 2010). We are governed by ethics and legalities of the healthcare profession. For instance, as healthcare professionals, we are licensed and must adhere to certain regulations to maintain our license and career (Laureate Education, 2012f). Just like how healthcare facilities must adhere to several regulating boards to maintain operation (Laureate Education). It is up to us to uphold these ethical standards and deliver quality to the communities that are relying on us. 

 In Lena’s case, she’s reached quite a dilemma in which both ethics and the law are dancing with each other, but their hands never quite meet. According to the Health Insurance Portability and Accountability Act (HIPAA), regulations are set to protect patients’ health information and patient privacy must be protected at all cost (The HiPAA, 2015). From knowing this, Lena would realize that there is no way she could give out a patient’s healthcare information to someone else. Consequently, one of the nursing ethical principles is to do no harm. Knowingly not telling her sister about something that can put her health in jeopardy is a breach of ethics. One example of where both the law and ethics meet is in a situation where a patient threatens someone’s life. Under regular ethical principles, we feel obligated to warn that person, but it is also the law to report it. 

References

American Hospital Association (2018). Nurse watch: Nurses again top gallup poll of trusted professions and other nurse news. Retrieved from https://www.aha.org/news/insights-and-analysis/2018-01-10-nurse-watch-nurses-again-top-gallup-poll-trusted-professions

Florence Nightingale Pledge (2010). Retrieved from https://www.vanderbilt.edu/vanderbiltnurse/2010/11/florence-nightingale-pledge/

Laureate Education (Producer). (2012f). Legal and ethical aspects of healthcare delivery. Baltimore, MD: Author.

The HIPAA Privacy Rule. (2015). Retrieved from https://www.hhs.gov/hipaa/for-professionals/privacy/index.html

Walden Library

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Respond to this post with a positive response :

Ask a probing question, substantiated with additional background information, evidence or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

Validate an idea with your own experience and additional research.

Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Use at least 3 references

effects of prescribed drugs

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Post a description of the hematologic disorder you selected including types of drugs that would be prescribed to patients to treat associated symptoms. Then, explain how the factor you selected might impact the effects of prescribed drugs, as well as any measures you might take to help reduce negative side effects.

The Importance and Use of Theories in Health Education and Health Promotion

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Post a cohesive scholarly response that addresses the following:

1) Identify an evaluation theory or model that is most appropriate to support your program plan. Explain which field developed this theory or model and describe how it has been applied in fields other than nursing. Support your response with evidence from the literature (See attached file on week 3 discussion).

2) Share a time line that articulates how and when you would engage in various elements of evaluation for the program you have been developing. Be as specific as possible and provide your rationale for each decision point (no later than 2020).

Required Readings

Hodges, B. C., & Videto, D. M. (2011). Assessment and planning in health programs (2nd ed.). Sudbury, MA: Jones & Bartlett Learning.

· Chapter 6, “The Importance and Use of Theories in Health Education and Health Promotion”

The authors describe various theories, noting that theories are not universally applicable to every program.

· Chapter 10, “Program Evaluation: Background and Basics”

Chapter 10 outlines steps for designing evaluation during program planning.

Kettner, P. M., Moroney, R. M., & Martin, L. L. (2017). Designing and managing programs: An effectiveness-based approach (5th ed.). Thousand Oaks, CA: Sage.

· Chapter 2, “The Contribution of Theory to Program Planning”

This chapter examines the application of theory in program planning.

· Review Chapter 10, “Performance Measurement, Monitoring, and Program Evaluation”

· Chapter 11, “Impact Program Evaluation and Hypothesis Testing”

· Review Chapter 10 and read Chapter 11 to examine aspects of evaluation essential to program planning.

Berhane, A., Biadgilign, S., Berhane, A., & Memiah, P. (2015). Male involvement in family planning program in Northern Ethiopia: An application of the Transtheoretical model. Patient Education and Counseling 98, 469–475

Kroelinger, C.D., Rankin, K. M., Chamgers, D.A., Diez Roux, A.V., Huges, K., & Grigorescu, V. (2014). Using the principles of complex systems thinking and implementation sceice to enhance maternal and child health program planning and delivery. Maternal Child Health Journal, 18, 1560–1564. doi 10.1007/s10995-014-1586-9

Silverman, B., Champney, J., Steber, S., & Zubritsky, C. (2015). Collaborating for consensus: Considerations for convening Coalition stakeholders to promote a gender-based approach to addressing the health needs of sex workers. Evaluation and Program Planning 51,17–26 doi.org/10.1016/j.evalprogplan.2014.12.002

Smith, T.L., Barlow, P.b., Peters, J.M., & Skolits, G.J. (2015). Demystifying reflective practice: Using the DATA model to enhance evaluators’ professional activities. Evaluation and Program Planning, 52, 142–147.

Albert, D., Fortin, R., Herrera, C., Riley, B., Hanning, R., Lessio, A., & Rush, B. (2013). Strengthening chronic disease prevention programming: The toward evidence-Informed practice (TEIP) program evidence tool. Preventing Chronic Disease, 10,1–9

Baron, K., Hodgson, A., & Walshe, C. (2015). Evaluation of an advance care planning education programme for nursing homes: A longitudinal study. Nurse Education Today, 35, 689–695.

Schmitt, C.L., Glasgow, L., Lavinghouze, S.R., Ricker, P.P., Fulmer, E., McAleer, K., & Rogers, T. (2016). Measuring infrastructure: A key step in program evaluation and planning. Evaluation and Program Planning, 56, 50–56 doi.org/10.1016/j.evalprogplan.2016.03.007

Required Media

Laureate Education (Producer). (2011). Design and evaluation of programs and projects [Video file]. Baltimore, MD: Author.

“Performance Measurement, Monitoring, and Evaluation” (featuring Dr. Donna Shambley-Ebron, Dr. Melissa Willmarth, and Dr. Debora Dole)

You may view this course video by clicking the link or on the course DVD, which contains the same content. Once you’ve opened the link, click on the appropriate media piece.

In this week’s videos, Dr. Donna Shambley-Ebron, Dr. Melissa Willmarth, Dr. Debora Dole discuss evaluation for programs.

Optional Resources

Ahmad, F., Roy, A., Brady, S., Belgeonne, S., Dunn, L., & Pitts, J. (2007). Care pathway initiative for people with intellectual disabilities: Impact evaluation. Journal of Nursing Management, 15(7), 700–702.

This article is an example of an impact evaluation.

Gard, C. L., Flannigan, P. N., & Cluskey, M. (2004). Program evaluation: An ongoing systematic process. Nursing Education Perspectives, 25(4), 176–179.

This article discusses the use of accreditation standards and site visits as a plan for ongoing evaluation for a nursing program.

Graff, J. C., Russell, C. K., & Stegbauer, C. C. (2007). Formative and summative evaluation of a practice doctorate program. Nurse Educator, 32(4), 173–177.

Milne, L., Scotland, G., Tagiyeva-Milne, N., & Hussein, J. (2004). Safe motherhood program evaluation: Theory and practice. Journal of Midwifery & Women’s Health, 49(4), 338–344.

This article identifies and evaluates the different approaches to program evaluation related to safe motherhood.

Centers for Disease Control and Prevention. (2007). Chronic disease indicators [Data set]. Retrieved from https://www.cdc.gov/cdi/.

This site allows you to search and compare different regions for specific chronic disease indicators.

Hulton, L. J. (2007). An evaluation of a school-based teenage pregnancy prevention program using a logic model framework. Journal of School Nursing, 23(2), 104–110.

This article describes the use of the logic model to develop, implement, and evaluate a nursing intervention in a school setting.

Johnson, S. S., Driskell, M., Johnson, J. L., Prochaska, J. M., Zwick, W., & Prochaska, J. O. (2006). Efficacy of a transtheoretical model-based expert system for antihypertensive adherence. Disease Management, 9(5), 291–301.

This article introduces the use of the transtheoretical model and stages of change as applied to interventions aimed at medication adherence for patients with hypertension.

Rogers, L. Q., Shah, P., Dunnington, G., Greive, A., Shanmugham, A., Dawson, B., & Courneya, K. S. (2005). Social cognitive theory and physical activity during breast cancer treatment. Oncology Nursing Forum, 32(4), 807–815.

The social cognitive theory is utilized to examine associations with physical activity in breast cancer patients. This article posits that the social cognitive theory can be used as a mediator for intervention evaluation with this population.

W. K. Kellogg Foundation. (2004). Using logic models to bring together planning, evaluation, and action: Logic model development guide. Battle Creek, MI: W. K. Kellogg Foundation. Retrieved from http://www.wkkf.org/resource-directory/resource/2006/02/wk-kellogg-foundation-logic-model-development-guide.

This report offers a guide for the use of the logic model in program planning and outcome-oriented evaluation for nonprofit projects.