It is necessary for an RN-BSN-prepared nurse to demonstrate an enhanced understanding of the pathophysiological processes of disease, the clinical manifestations and treatment protocols, and how they affect clients across the life span.
Evaluate the Health History and Medical Information for Mr. C., presented below.
Based on this information, formulate a conclusion based on your evaluation, and complete the Critical Thinking, as instructed below.
Health History and Medical Information
Mr. C., a 32-year-old single male, is seeking information at the outpatient center regarding possible bariatric surgery for his obesity. He currently works at a catalog telephone center. He reports that he has always been heavy, even as a small child, gaining approximately 100 pounds in the last 2-3 years. Previous medical evaluations have not indicated any metabolic diseases, but he says he has sleep apnea and high blood pressure, which he tries to control by restricting dietary sodium. Mr. C. reports increasing shortness of breath with activity, swollen ankles, and pruritus over the last 6 months.
Height: 68 inches; weight 134.5 kg
BP: 172/98, HR 88, RR 26
3+ pitting edema bilateral feet and ankles
Fasting blood glucose: 146 mg/dL
Total cholesterol: 250 mg/dL
Triglycerides: 312 mg/dL
HDL: 30 mg/dL
Serum creatinine 1.8 mg/dL
BUN 32 mg/dl
In 750-1,000 words, critically evaluate Mr. C.’s potential diagnosis and intervention(s). Include the following:
Describe the clinical manifestations present in Mr. C.
Describe the potential health risks for obesity that are of concern for Mr. C. Discuss whether bariatric surgery is an appropriate intervention.
Assess each of Mr. C.’s functional health patterns using the information given. Discuss at least five actual or potential problems can you identify from the functional health patterns and provide the rationale for each. (Functional health patterns include health-perception, health-management, nutritional, metabolic, elimination, activity-exercise, sleep-rest, cognitive-perceptual, self-perception/self-concept, role-relationship, sexuality/reproductive, coping-stress tolerance.)
Explain the staging of end-stage renal disease (ESRD) and contributing factors to consider.
Consider ESRD prevention and health promotion opportunities. Describe what type of patient education should be provided to Mr. C. for prevention of future events, health restoration, and avoidance of deterioration of renal status.
Explain the type of resources available for ESRD patients for nonacute care and the type of multidisciplinary approach that would be beneficial for these patients. Consider aspects such as devices, transportation, living conditions, return-to-employment issues.
You are required to cite to a minimum of two sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.
Prepare this according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
s a trainee teacher, to date my focus has been on the development of my craft and my effectiveness in delivering to students the academic content of their chosen courses to study. I have spent little time considering the reasons behind why I teach, what I teach and the potential impact it can have on students beyond the classroom. It can be argued that ‘education’ has, by educational institutions, become more and more focused on progress scores, school performance and league tables. Whereby students see ‘education’ as a pathway to ‘the next stage’ in life, rather than feeling empowered with knowledge, skills and perspectives of the world they’d never had before. This idea of educations primary purpose being to empower and equip, strongly correlates with the work of Michael Young regarding what he terms ‘powerful knowledge’. According to Young and Muller (2010) powerful knowledge is in essence knowledge bestowed upon learners who are then able to comprehend and analyse beyond their own personal experiences – the building upon what has been discovered previously in past generations and can now be developed, challenged or changed. In real terms this is ‘education’ provided by institutions which transcends that on the curriculum of a given subject area (Young, 2013). In this writing therefore, I will seek to portray the meaning of powerful knowledge in an Economics and Business Education context beyond that on the scheme of work, specification or national curriculum. I will then draw upon my past experience in teaching BTEC Level 3 classes a module in Marketing, and how through the topics covered, aspects of powerful knowledge were passed on to the receiving students. I will aim to demonstrate how my approach to teaching these lessons was considered in a way that would engage the students with the knowledge being shared – with a contextual consideration for the students and the educational institution being taken. An understanding of powerful knowledge It has been highlighted by Young (2013) that a crisis exists within the education system, the curriculum in particular. As already alluded too it has been said that too much of the education system is about measuring progress and attainment and has detracted from the real purpose and value of education – providing empowering knowledge to young people through which they may challenge the conventional. Young (2013) highlights this crisis in what could be argued to be a result of former Education Secretary, Michael Gove’s controversial education reforms to the national curriculum. According to Gove, these reforms were issued as a result of the UK education system falling on the global standings, compared to the performance of other countries, such as Finland, Hong Kong and Singapore, arguing that those from the UK were losing their competitiveness and missing out on greater opportunities (Gove, 2014; Dominiczak, 2013). This battle of politics and power from those in influential positions is what Young (2013) suggests as being the cause of the curriculum crisis and its inability to provide powerful knowledge to learners. Furthermore, Young (2013) pays reference to the need to establish a theory of knowledge which is based on social-realism rather than social constructivism, to provide a firm foundation for curriculum development (Wheelahan, 2010). This theory of knowledge based on realism, should primarily consider the entitlement of each student to learn and that all pupils should have maximised access to the best knowledge (Young, 2013). Contrary to Gove’s reforms in the national curriculum, which have been criticised for widening the gap between those of different social backgrounds, Young (2013) suggests that the national curriculum locks people out from being recipients of powerful knowledge. He develops on this in saying that a knowledge-based curriculum which eludes to powerful knowledge for all learners, is the solution to the curriculum crisis.>GET ANSWER