Nr 602: Nurse Practitioner Core Competencies

Thursday, January 27, 2022 8:20:49 AM

Nr 602: Nurse Practitioner Core Competencies



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Core Competencies for Healthcare Professionals

Students will demonstrate competence in providing safe and high quality nursing care to patients families with complex health problems in collaboration with other members of the health care team. This course provides a comprehensive foundation in the essentials of population health management. In this context, population health is a proactive, organized, and cost effective approach to health care that considers the distribution of health outcomes within a population, the health determinants that influence distribution of care, and the policies and interventions that impact the determinants. The ultimate goal of population health is reduced morbidity and improved health status, health service utilization, and personal productivity of individuals in defined populations.

The course will focus on an interprofessional team approach to transform health systems for accountable care. Content will be organized around the four pillars of population health: chronic care management, quality and safety, health policy including financing , and public health. In this course we will examine how health care delivery systems, public health agencies, community-based organizations, and other entities work together to develop and implement interventions to improve the health outcomes of local, national, and global communities. In this course, students build on and further develop assessment, care-planning, communication, and leadership skills in the context of caring for childbearing families.

The focal learning context is the inpatient labor and delivery and postpartum settings, however the course addresses related issues such as family planning and abortion care. Students have the opportunity to examine the gap between evidence-based and current obstetric and neonatal nursing care norms and explore strategies for translation of evidence and effective inter-professional team communication. This course raises questions about and opportunities to impact issues of quality and safety, ethical practice, patient advocacy, and social determinants of health. Students are encouraged to put discussions into a broader social and geographic context and appreciate how these challenges and potential solutions vary across settings.

In this course, the student will study the unique health and developmental needs of infants, children, and adolescents. The course is designed to develop perspectives on wellness and illness in children, emphasizing family-centered care that incorporates screening, teaching, and health counseling. There is a strong developmental and health promotion focus across settings. The course incorporates principles involved in assessment, planning and implementation of nursing interventions appropriate for children with various complex health problems. Health issues specific to children and health issues expressed in unique ways in children will be emphasized. Integration of child health care knowledge and clinical application of this knowledge is a requirement of this course.

This course provides students with an understanding of the relationship between public health and nursing practice. The course covers key aspects of public health science including epidemiology, social behavioral sciences, and environmental health. The content of the course provides the foundation for meeting the public health competencies for the generalist nurse with an emphasis on community assessment, health planning, as well as basic public health competencies such as surveillance, screening, immunization, communication, and outbreak investigation.

This final clinical course incorporates both didactic, seminar and clinical experiences. Students will be assigned to one of a variety of types of care settings to complete precepted clinical practice hours under the supervision of course faculty. Students will develop independence in nursing practice, skill in clinical reasoning, and demonstrate accountability for autonomous professional practice. They will synthesize and apply principles of management theory to their nursing practice and demonstrate entry level skills in nursing leadership.

This course is an overview and an introduction to the political process relevant to health care and for health care professionals. It is intended to prepare health professionals to take active roles in policy development and patient, community, systems, and organizational advocacy. The course will review the steps involved with the political process, and provide students with the basic tools for becoming involved in politics. There will be an emphasis on how to navigate and negotiate political systems. Students will also be required to interview an expert in health care and politics or health policy, who is a leader in health care and a leader of an organization that takes positions on health care legislation.

Fuld Fellows complete clinical hours. The hours are divided as follows: 50 hours with an assigned Quality Improvement QI or Safety project under the guidance of a project mentor and Fuld course faculty, clinical conference meetings 6 hours with Fuld Faculty. In order to participate as a member of a clinical Quality or Safety project team, emphasis is placed on the synthesis of coursework and knowledge in quality improvement and safety gained in Foundations of Nursing Practice.

Using written and verbal communication, Fellows will further develop teamwork and communication skills and leadership skills through reflection, ongoing self-assessment as a QI or Safety project team member, and evaluation of communication that impedes or enhances effective teams. Students will also reflect on the QI and Safety, teamwork and communication, and leadership in their clinical practice sites in their Fuld Fellowship clinical journals and in class discussion. In this course, Fuld Fellows complete clinical hours focused on a Quality Improvement QI or Safety project under the guidance of a mentor and course faculty.

Fellows continue to participate as a member of a clinical QI or Safety project team and emphasis is placed on the synthesis of Teamwork, communication, and leadership skills will continue to develop through ongoing self-assessment and evaluation. In addition, this course will feature guest lectures from interprofessional leaders in the field of QI and patient safety. This course provides realistic and practical approaches for translating Fuld learning in quality and safety into postgraduation clinical work settings.

The course will focus on the practice of the culture of safety, teamwork, communication, leadership, and change at the level of the newly graduated registered nurse. Fuld Fellows will reflect on their experiences in their Fuld mentored projects and application of their learning to Quality Improvement challenges in other patient safety domains. Discussion with classmates and faculty will facilitate leveraging beginning QI strategies into participation in Quality Improvement and safety teams at the unit and institution level. Students gain a broad perspective on factors affecting the health of underserved and vulnerable communities in urban Baltimore.

Students will develop cultural competency skills to work effectively in partnership with Baltimore communities. Students will also examine the influence of implicit bias on communication and interventions as well as the importance of integration trauma-informed care in urban environments. Selected Baltimore community health interventions are presented with emphasis on health promotion and community organizing. Local community and civic leaders present their roles and discuss current public health issues facing Baltimore. Students will learn about local neighborhoods, community agencies, and resources and gain basic skills in basic community assessment. This course will provide an exploration of the design and conduct of research in the health sciences.

Students will be introduced to common research designs through the discussion of ongoing research of faculty. Students will examine current topics and issues in nursing research. Discussions will cover the ways in which the nursing perspective shapes the conduct and results of research. Topical seminars also will incorporate an interdisciplinary perspective. The course must be taken each semester that the student is participating in the Research Honors Program. Prerequisite: Admission to Research Honors Program. This course focuses on developing initial competence in the birth companion role, based on the Doula model. The Doula model emphasizes physical, emotional, and informational support to the mother before, during, and after childbirth.

Maternal and child health nursing and community health nursing theories and practices are reinforced. In addition to class time, biweekly meetings are held to discuss birth experiences and case management issues, and to hear presentations from experts in the field, including lactation consultants, social workers, community health educators and child birth educators. Course may span more than one term. This course is designed to promote understanding about the importance of health professions students nursing, medical, and pharmacy to work together in providing patient care. Seminar topics include a comparison of the similarities and differences in nursing, medical, and pharmacy education, as well as the importance of interprofessional collaboration for providing safe, high quality patient care.

Students will learn about the distinct roles of physicians, nurses, pharmacists and other professional members of the health care team, and will appreciate how these roles contribute to safe care delivery through a variety of learning modalities, including discussions, role play, case studies and home visits. Integrated learning of nursing, medical, and pharmacy students will include strategies focusing on developing skills needed to enhance interprofessional communication, teamwork and collaboration in developing therapeutic relationships with older adults.

The Worth and Jane Daniels Initiative supports this course targeting pre-licensure students, as well as a course at the advanced practice level for resident physicians and pharmacy students to learn the skills of interprofessional collaboration while caring for complex community-based older patients. This course is designed to promote interprofessional collaborative strategies for health professional students nursing, medical, and pharmacy to implement in working together in providing patient care. Seminars focus on exploring roles of physicians, nurses, pharmacists and other professional members of the health care team.

Principles for promoting interprofessional collaboration in providing safe, high quality patient care will be discussed. Students will examine and practice strategies to work effectively on teams and communicate with other health care professionals, such as conflict resolution and effectively interpreting discipline specific jargon when sharing information. A variety of learning modalities will be used, including simulation, role play, case studies and home visits. Nursing, medical, and pharmacy students will examine principles of collaboration to enhance interprofessional communication, teamwork and collaboration in developing therapeutic relationships with older adults.

The Worth and Jane Daniels Initiative supports this two-part series courses targeting pre-licensure students, as well as learning at the advanced practice level for nurse practitioner students, resident physicians, and pharmacy students to learn the skills of interprofessional collaboration while caring for complex community-based older patients. This course is designed to expand the student's learning in a specified topic related to nursing practice. The course builds on the previous coursework throughout the curriculum. In this Specialty Nursing Seminar, students will acquire an overview of the principals involved in the planning and implementation of nursing interventions for patients in Emergency Department ED settings.

Using a systems approach, the students will review the etiologies, clinical presentations, pathophysiology, and nursing interventions for these patients. This course is designed to expand the student's learning in the childbearing family and newborn care. This course will introduce students to theory and its application to practice and research, providing critical in-depth information of "hot topics" in providing evidence-based care to the childbearing family and newborns. In this nursing specialty seminar, the students will develop a comprehensive understanding of the physiologic, psycho-social, legal, and ethical considerations impacting the nurse's role in caring for the childbearing family and newborns.

Students will learn about advanced physiologic principles of genetic screening modalities, including first and second trimester screening and testing for Down's syndrome and open neural tube defects. Students will review physiologic principles underlying screening modalities for fetal well-being during pregnancy and the birth process, including advanced concepts in fetal monitoring. Students will engage in a role play simulation that includes key concepts in quality and safety, including patient advocacy, teamwork and interprofessional communication.

Ethical considerations, legal and risk management issues for the nurse in clinical practice will be reviewed. Neonatal resuscitation will be introduced with practical application. This course is designed to expand the student's learning in a specified area related to nursing practice and research. The student will build on previous pediatric content, gaining more depth in the acute care topics. During the course, students will examine trauma care, pediatric sepsis and shock, congenital heart defects, child life and non-pharmacologic pain intervention, hematology and oncology, pediatric respiratory diseases and support, and student-led topics of interest in pediatric acute care.

The students will select the area of nursing practice and research they would like to explore in more depth. The course will conclude with small group evidence-based practice presentations using questions to be researched that may have been stimulated from problems discovered in previous pediatric clinical rotations. The focus will be the principles involved in planning, implementing and evaluating nursing and medical interventions for critical care patients. The students will review the causes, clinical presentations, pathophysiology and hemodynamic changes of patients with respiratory failure, heart failure, intracerebral hemorrhage, renal failure, shock and sepsis. Content will include the medications, advanced monitoring, and equipment used in the critical care setting.

This course is designed to orient students to global health priorities and nursing's unique position in meeting international, health-related goals. Students will use weekly topical areas of interest to engage with policy and practice issues relevant to nursing in low and middle income countries LMIC. Students are encouraged to compare and contrast nursing education, policy, and practice across settings and in so doing, better understand the contribution of nursing in LMIC and their own readiness to contribute in international settings. Learning activities are designed to introduce students to global health priorities and influential international nursing, nongovernmental, and governmental organizations.

Students will discuss the complex influences on health in LMIC and explore the connectedness between these and their own experience nursing in the US. Assignments are designed to provide opportunities to explore and apply an expanded range of resources and evidence to the nursing process as they address global health problems. This course focuses on principles of physiology and pathophysiology that affect wellness and disease states across the lifespan. The interrelationship between physiology and pathophysiology. Students will apply this knowledge to interpret changes in normal functions that indicate illness and identify principles underlying disease prevention strategies.

This course serves as the foundation for clinical reasoning skills used for the advanced practice role. This course will build upon health assessment skills developed in the basic nursing educational program. In this course students will attain advanced knowledge and skills in history taking, biopsychosocial and cultural health assessment across the lifespan. The laboratory experiences utilizing a systems approach will focus on assessment of clients and presentation of normal and abnormal findings. Pre or corequisite: NR. This advanced course focuses on the clinical use of drugs for clinical conditions most commonly seen in practice and across the lifespan. Principles of rational medication prescribing based on evidenced-based guidelines, pharmacology principles, lifespan considerations, cultural, socioeconomic and legal influences will be presented.

Prescription medications will be the focus of the course; however, over-the-counter and complementary and alternative medications will be discussed for certain disease states. Completion of this course will enable students to identify pharmacologic treatments for commonly encountered clinical conditions, as well as, prescribe, manage and evaluate drug therapy. This course describes normal and abnormal variations in growth and development from birth through adolescence. An emphasis on appropriate screening, identification, and management of abnormal variations in growth and development will be discussed.

Health supervision includes the promotion of a healthy environment through screening, disease and injury prevention, and anticipatory guidance. This course discusses key components of health supervision as well as identification, prevention and management of common health concerns that may be encountered during health maintenance exams in pediatrics. This course provides theoretical knowledge and emphasizes psychomotor skills necessary to provide selected advanced practice nursing interventions utilized in the evaluation and management of patients. This course introduces evaluation, selection, interpretation, and application of diagnostic testing, evaluation techniques and procedures. Evidence-based clinical reasoning and decision-making techniques are presented and applied in simulation lab practices for skills acquisition and demonstration of competency.

This course is intended to apply standard statistical methods to develop knowledge and skills, enabling students to understand data collection and analysis methods, interpretation and reporting of statistical results, and critically read and evaluate nursing and the healthcare literature. The emphasis is on understanding the relevance and use of appropriate statistical methods in nursing research. Published nursing research articles in peer reviewed nursing and healthcare journals, and computing lab experiences are used to motivate topics covered in classes. Prerequisite: College level Statistics or Biostatistics course. This three credit course examines the scope and status of professional roles and responsibilities of nurses prepared to assume accountability for quality care outcomes; navigate and integrate care services across the healthcare system; collaborate with and build interprofessional care teams; design innovative nursing practices; and facilitate the translation of evidence into practice.

This course focuses on personal leadership and the associated skills and knowledge to practice as a contemporary professional nurse. Course content and activities focus on understanding the forces driving contemporary health care, as well as efficient and effective function in a continuously changing health care environment. This course will prepare students for clinical leadership roles in health care through the translation of the best available scientific evidence into nursing practice.

Students will develop the requisite critical skills and knowledge to independently search for, review, appraise, and synthesize research literature of particular interest to nursing practice. Students will be prepared to recommend practice changes at the individual- and system-level based on the strength of the evidence. This course will explore the conceptual, theoretical, and ethical bases of nursing.

Selected conceptual models and frameworks of nursing and ethics will be analyzed with emphasis on implications for nursing practice. This course is designed to provide students with frameworks, concepts, and personal and professional exercises for approaching nursing practice issues and to enhance the student's understanding of ethical issues in nursing and in health care and to respond to them specifically. This course introduces the student to current issues, theories, and research in health promotion, disease prevention, and risk reduction related to individuals, families, aggregates, and communities. The role of the nurse in risk assessment, counseling, education, and screening will be emphasized as well as thinking broadly about health promotion needs and health behavior from an ecological perspective.

It integrates evidence-based aspects of care that are based on age, gender, sexuality and social determinants of health. Content addresses comprehensive assessment, diagnosis and management of common acute health problems, including appropriate diagnostic procedures, laboratory tests, and follow-up care for pediatric patients. FNP and PNP students focus on health care for the pediatric population with particular emphasis on underserved and those from various cultures, emphasizing health promotion, patient education, and disease prevention.

This is the second of five sequential theory courses that will prepare Family Nurse Practitioner FNP students and AGNP Primary Care students to provide primary care for adults and geriatrics, especially in those experiencing common chronic illnesses in one or more body systems. Content addresses comprehensive assessment, diagnosis and management of common chronic health problems, including appropriate diagnostic procedures, laboratory tests, and follow-up for patients with common chronic problems.

FNP and AGNP Primary Care students focus on health care for all populations and all adult age groups with particular emphasis on underserved and those from various cultures, emphasizing health promotion, patient education, and disease prevention. This is the third of five sequential theory courses that will prepare primary care nurse practitioner students to provide primary care for adolescents, obstetrical patients and their families, and focus on gender health conditions. This course provides didactic content to prepare the primary care nurse practitioner student to provide primary care to adolescents and adults experiencing acute complex problems with an emphasis in obstetrical, gender and behavioral health systems.

Content addresses comprehensive assessment, diagnosis, and management of acute complex health problems, including appropriate diagnostic procedures, laboratory tests, and follow-up care for patients. Primary care nurse practitioner students focus on health care for adolescents, obstetrical, and gender health populations, with particular emphasis on underserved and those from various cultures emphasizing health promotion, patient education, and disease prevention. It integrates evidence-based biomedical, psychological, social and nursing aspects of care that is based on age, gender, culture, and ethnicity.

Content addresses comprehensive diagnosis and management of common acute and complex chronic health problems, including appropriate diagnostic procedures, laboratory tests, and follow-up care for patients with common acute and complex chronic problems. Nurse practitioner students focus on health care for all populations and all adult age groups with particular emphasis on underserved and those from various cultures.

Students also emphasize health promotion, patient education, and disease prevention, screening of adult and older populations, and providing culturally competent care. This course provides didactic content to prepare the Family Nurse Practitioner FNP student to provide primary care to children and adults throughout the lifespan, experiencing chronic complex health problems with an emphasis on coordination on older populations and selected groups with atypical presentations.

FNP students focus on health care for all populations and all age groups with particular emphasis on underserved and those from various cultures emphasizing health promotion, patient education, and disease prevention. Under the guidance of a clinical faculty instructor and experienced preceptor, the student will participate in hours of clinical experience in adult, pediatric, women's health or family medicine setting. This first sequential course will prepare students to diagnose, treat, and follow-up patients across the lifespan. It integrates biomedical, psychological, social and nursing aspects of care based on age, gender, sexuality, culture, and ethnicity.

Application and utilization of evidence is emphasized in a variety of pediatric and adult healthcare settings. This second sequential clinical course will prepare students to diagnose, treat, and follow-up patients across the lifespan. This third sequential clinical course will prepare students to diagnose, treat, and follow-up patients across the lifespan. This fourth sequential clinical course will prepare students to diagnose, treat, and follow-up patients across the lifespan. This fifth and final sequential clinical course will prepare students to diagnose, treat, and follow-up patients across the lifespan.

This is the first of five sequential theory courses that will prepare Pediatric PNP students to provide primary care to pediatric patients, especially in those experiencing common acute illnesses in one or more body systems. Content addresses comprehensive assessment, diagnosis and management of common acute health conditions, including appropriate diagnostic procedures, laboratory tests, and follow-up care for pediatric patients.

PNP students focus on health care for the pediatric population with particular emphasis on underserved and those from various cultures, emphasizing health promotion, patient education, and disease prevention. This is the second of five sequential theory courses that will prepare Pediatric Nurse Practitioner PNP students to provide primary care to pediatric patients, especially in those experiencing common chronic illnesses in one or more body systems.

Content addresses comprehensive assessment, diagnosis and management of common chronic health conditions, including appropriate diagnostic procedures, laboratory tests, and follow-up care for patients with common chronic conditions. This is the third of five sequential theory courses that will prepare the Pediatric Nurse Practitioner PNP to provide primary care to the pediatric experiencing acute complex health conditions with an emphasis in gender and behavioral health systems. Content addresses comprehensive assessment, diagnosis, and management of acute complex health conditions, including appropriate diagnostic procedures, laboratory tests, and follow-up care for patients. PNP students focus on health care for all populations and all age groups with particular emphasis on underserved and those from various cultures emphasizing health promotion, patient education, and disease prevention.

This is the fourth of five sequential theory courses that will prepare Pediatric Nurse Practitioner PNP students to provide primary care to clinical conditions that affect newborns and infants in one or more body systems. Content addresses comprehensive assessment, diagnosis and management of newborn and infant health conditions, including appropriate diagnostic procedures, laboratory tests, and follow-up care for newborn and infant patients.

PNP students focus on health care the newborn and infant with particular emphasis on underserved and those from various cultures, emphasizing health promotion, patient education, and disease prevention. This is the final course in a series of five that provides didactic content to prepare the Pediatric Nurse Practitioner PNP student to practice as a PNP in the primary care setting. The course emphasizes the legal, regulatory, and scope of practice issues and readies the student for entry into practice. Attention is directed towards quality, safety, and risk management monitoring, and nurse practitioner-driven outcomes. The course will also explore patient transitions of care, palliative care decisions, development of expert communication skills in difficult conversations, and practice-delivery models for care.

This first sequential clinical course will prepare students to diagnose, treat, and follow-up pediatric patients and families. It integrates biomedical, psychological, social and nursing aspects of care based on age, gender, culture, and ethnicity. Application and utilization of evidence is emphasized in a variety of pediatric healthcare settings. Under the guidance of a clinical faculty instructor and experienced preceptor, the student will participate in hours of clinical experience in a pediatric primary care, newborn nursery, school based health center or pediatric specialty practice.

This second sequential clinical course will prepare students to diagnose, treat, and follow-up pediatric patients. This third sequential clinical course will prepare students to diagnose, treat, and follow-up pediatric patients. This fourth sequential clinical course will prepare students to diagnose, treat, and follow-up pediatric patients. This fifth sequential clinical course will prepare students to diagnose, treat, and follow-up pediatric patients. Content addresses comprehensive diagnosis and management of common acute health problems, including appropriate diagnostic procedures, laboratory tests, and follow-up care for patients with common acute problems. This course prepares students to diagnose, treat and follow-up common chronic illnesses in adults.

Didactic content addresses comprehensive diagnosis and management of common chronic health problems, including appropriate diagnostic procedures, laboratory tests, and follow-up care for patients with common chronic problems. Nurse practitioner students focus on health care for all populations and all adult age groups with particular emphasis on underserved and those from other cultures. Students also emphasize health promotion and disease prevention, screening of adult and older populations, and providing culturally competent care.

This course prepares students to diagnose, treat and follow-up acute complex illnesses in adults. Didactic content addresses comprehensive diagnosis and management of acute complex health problems, including appropriate diagnostic procedures, laboratory tests, and follow-up care for patients with acute complex problems. Students also emphasize interdisciplinary practice and referral patterns for optimal patient health. The iHuman assignments are highly interactive and a dynamic way to enhance your learning. Essay on swachata abhiyan in hindi language how to write case study answers case study meaning in k Learn rachael hardy i human case with free interactive flashcards.

Material from the iHuman cases may be present in the quizzes, the midterm exam, and the final exam. Kindly have a look! Explanation: Based on the history of excessive acute strain and a history of osteoporosis and osteopenia, also the suggestive findings of positive Straight leg raise and positive contralateral straight leg raise, points towards the diagnosis of Slipped disc or Spinal disc Herniation. Spirometry is performed. Control this ordinance, constitute stable you shaft your primal repartee to the Argument Area by the due era assigned. Show More. NRG Answers Details. Does anyone have the answers to the I-Human case study Chester Wilson?

This would include history and physical assessment, questions to ask patient, differential diagnosis and final diagnosis, notes? Essay in marketing. Her symptoms have led to a decline in her school performance and lack of participation in her usual activities. Answered by sharpie Expert Rating: Ratings. To support your work, use your course textbook readings and the […] I Human Case Study Betty Burns I Human Case Study Betty Burns I would like someone who has tackled Betty Burns I human case study before to provide helpful information on it to include a history, physical examination, differential diagnosis, ranking of the differential diagnosis, and test selection.

For this assignment, make sure you post your initial response to the Discussion Area. Also available in bundle from. Here is an example of how you might configure a case to scaffold along with the student journey — starting very early in the curriculum: Persuasive writing that focuses on convincing readers to Kaplan Ihuman Case Study Answers see your perspective and agree with it is an argumentative essay. Throughout your nurse practitioner program, you will use the iHuman case studies to promote the development of clinical reasoning through the use of ongoing assessments and diagnostic skills and to develop patient care plans that are grounded in the latest clinical guidelines and evidence-based practice.

Essay on covid 19 treatment, how to write a college exam essay answers Ihuman study case quizlet, essay about the effect of media in filipino youth thesis statement for an essay on science fiction, thank you essay for friends. Basically, I am utilizing my peer's case studies and formatting it into my own template, changing the language, and ensuring none of the same APA resources are used. Case iHuman Patient Luciana Gonzalez.

This discussion assignment on iHuman Case Study - Common Pediatric Illnesses MedU Case Study - Developmental Evaluation and Screening provides a forum for discussing relevant topics for this week based on the course competencies covered. What are important questions to ask the patient to formulate the history of present illness and what did the patient tell you?

What components of the physical exam are important to review in this case? How do the common causes of vomiting differ in infants, children, and adolescents? Looking in the ears with an otoscope was vital to visualizing these findings and diagnosing the patient with acute otitis media. Nasal drainage mucus, blood , sore throat. I like the discount system and your anti-plagiarism policy. Instructions:Below is the breakdown of the grading rubric for this Basic DDX case: Note you will be allowed to push the Interview Progress Button and receive Apply information from the iHuman Case Study to answer the following questions: Do you recommend a limited or an involved use of antibiotics in treatment of these diseases and other unconfirmed bacterial illnesses and why?

Learn rachael hardy i human case with free interactive flashcards. It is an injury to the cushioning and connective tissue between vertebrae, usually caused by excessive strain or trauma to the spine. Are there any diagnostic studies that should be ordered on this patient? Luciana Gonzalez i-Human Case Study. After completing your iHuman Case Study, answer the following questions: Discuss the questions that would be important to include when interviewing a patient with this issue.

Explanation: Based on the history of The iHuman assignments are highly interactive and a dynamic way to enhance your learning. Case study using swot analysis. He was elected as the Troop Drill Sergeant of the Cycle twice between Director, Cocke Hall Carroll Hall barberch vmi. Charles "Chip" H. Barber Cmdr. Chip Barber served on active duty in the U. Navy for twenty-four years. Operational tours included Patrol Squadrons in both the Atlantic and Pacific Theaters where he flew over 3, hours in the P3 Orion aircraft and earned designation as a Patrol Plane Mission Commander. Shore duty assignments included two tours at the U. In the latter position, he was coach aboard a foot sloop that won First-in-Fleet in the Transatlantic Race and First-in-Class in the infamous Fastnet Race in which five boats sank, and nineteen were killed during a severe storm.

His twilight tour was as Director of Naval Academy Sailing where his intercollegiate teams won back-to-back National Championships. He personally coached the First-in-Fleet winner of the Newport to Bermuda Sailboat Race over more than top professional and amateur crews. After retiring from the Navy, Cmdr. Barber founded several successful yachting and security-oriented consultancies. His education includes a bachelor's degree in economics from Franklin and Marshall College, a master's degree from George Washington University, and an education specialist degree from the University of Virginia. Atin Basu Choudhary, Ph. Professor Economics and Business. Atin Basu Choudhary CV. Registrar M. Network Administrator Nichols Engineering Annex bauerda vmi.

In he graduated Dabney Lancaster with an A. S degree in Information Technology with Network specialization. Baur is an assistant professor in the Department of Physical Education. His primary research interests are human performance and ergogenic aids. Specifically, Dr. Baur investigates metabolic limitations of endurance and the impact of various nutritional interventions on performance. Baur is a Lexington, Virginia native. Katherine Baur Instructor Physical Education. Sergeant Letcher Avenue beaganr vmi. Marine Officer Instructor Kilbourne Hall beckst vmi. Sill, Oklahoma. He participated in the Korean Military Exchange Program His success in battery level billets highlighted him as a subject matter expert for rocket artillery operations as he was subsequently hand selected to be the Battalion Fire Direction Officer and Battalion Training Officer in August of Adjunct Professor M.

Naval Science Instructor Kilbourne Hall beckerlf vmi. During his sea tour, he completed two Western Pacific deployments and one Eastern Pacific deployment. LT Becker's personal awards include three Navy and Marine Corps Achievement medals and multiple-unit and service awards. He enjoys dirt bike riding, sports, and the great outdoors.

Instructor D. Tracy A. Bell Instructor Biology. Wade E. Bell, Ph. Wade Bell CV. Teaching at VMI for more two decades, Mr. Belliveau specializes in American government, the Congress, and the Presidency. He received a B. Administrative Assistant A Barracks bennettkt vmi. Programmer Nichols Engineering Annex bentonra vmi. Gary Bissell '88 Gary A. Bissell ' In , Col. Bissell moved to Germany where he served in the U. Bissell returned to Lexington, VA where he taught math and science for two years at Rockbridge Middle School serving as the 8th-grade team leader, before returning to VMI. During his tenure at VMI, Col. During this time he also served in the U. From to Col. Bissell was mobilized for a tour at the Army Operations Center in the Pentagon.

Administrative Assistant Smith Hall bitherch vmi. William "Bill" F. Bither, Sr. William F. In , Lt. Bither is married to the former Cynthia J. Harris of Covington, Georgia. They have three children: Lisa 27 , Will 21 and Josh Web Administrator Nichols Engineering Annex blackthornkm vmi. Assistant Director M. Joseph R. Blandino, Ph. COL Blandino received his Ph. Earl Thornton. His primary area of specialization is investigating thermal-mechanical behavior of spacecraft structures using both experimental and numerical modeling techniques.

COL Blandino has a broad engineering background that includes designing HVAC systems for Special Compartmented Information Facilities SCIF , designing control algorithms for micro air vehicles, evaluating structural dynamics for weapon system integration, and developing novel measurement and modeling approaches for characterizing the behavior of flexible structures. Powell Jr. Joyce K. Professor Mechanical Engineering. She joined the Mechanical Engineering Department in The lab has a Vicon camera system integrated with force platforms and electromyography equipment. Facilities Manager, Cocke Hall bleechsg vmi. Christopher M. Blunda, Ph. Blunda teaches advanced courses on the history of the ancient Mediterranean and the two-semester World History course.

His research focuses on the cultural and intellectual history of the late Roman Empire, particularly asceticism in southern Gaul during the fourth, fifth, and sixth centuries A. Commandant of Cadets Old Barracks bogartat vmi. Adrian T. Bogart spent 38 years on active duty, including 78 months in combat. In addition to his service in Kuwait and Iraq, he served three tours of duty in Afghanistan, first deploying as chief of staff for the Combined Joint Special Operations Task Force—Afghanistan, and later as an Afghan-Pakistani Hand after having learned Dari, the most widely spoken language in Afghanistan, through the Defense Language Institute.

Most recently, Bogart completed a month deployment to Afghanistan, contributing to the historic peace settlement between the United States and the Taliban that was signed Feb. He then became chief of the Washington Field Office for the U. Southern Command, a position he held until his recent retirement. A civil engineering major at VMI, Bogart held positions of increasing responsibility as a member of the cadre and served as executive officer of Company F his 1 st Class year.

Upon graduation, he commissioned into the Infantry and later transitioned into the Special Forces. Cedric T. He and his late wife, Susan, have three adult children, Sarah, Catherine, and 1 st Lt. Bogart IV. Director of Staff Kilbourne Hall afrotc vmi. As Director of Staff, he administers the Detachment Staff, ensuring 12 members maintain training currency, meet readiness requirements, and ensures Detachment functions and services are in line with goals and mission requirements. Before serving in Legislative Affairs, Lt Col Braman was selected as the plankholder Senior Command Duty Officer for the Joint Interagency Task Force —West, where he managed and ran the day to day operations and coordinated international narcotics interdictions for the Counternarcotics Operations Center.

Lt Col Braman received his commission from the U. Air Force Academy in He has supported humanitarian missions in Indonesia, Japan, Nepal and the Philippines and deployed in support of counter-terrorism efforts during Operation Enduring Freedom — Philippines. Professor of Military Science Kilbourne Hall brannonjs vmi. They have two beautiful daughters, Samantha and Mackenzie, and a wonderful son AJ. Kevin L. Braun Assistant Professor Chemistry. Bookstore Manager brileydc vmi. Police Officer Letcher Avenue brockenbroughjb vmi. Director of Music Shell Hall brodieja vmi.

John A. Brodie Col. Brodie has been the Institute's Director of Music since He directed the Glee Club from The Regimental Band has participated in over parades and performances on and off-post during his tenure, and he has had the privilege of directing hundreds of Cadets the Band Company. In , the VMI Pipe Band was established under his command and now includes more than 45 Cadets, and it's own director. He is an honorary member of the class of and in he was chosen as the 25th honorary alumnus of the Institute by the VMI Alumni Association. Formerly, Col. He also taught in Granada, Colorado where he produced a state champion marching band.

He holds a bachelor of science degree from West Chester University, and masters and doctorate degrees from the Catholic University of America. George M. Brooke IV, Ph. Professor Physics and Astronomy. Institute Planning Officer Smith Hall browndr vmi. Brown Retired Lt. Retired John J. In , he assumed command of the th Engineer Company Wheeled. During his command, he converted the company to a multifunctional bridge unit. There he served in the G-3 section.

R Brown retired from service in February R Brown is from Russellville, Arkansas. They have four children and five grandchildren. Julie P. Brown, Ph. Julie Phillips Brown is a poet, critic, painter, and book artist. After earning an M. A and a Ph. In both her critical and creative practices, she focuses on the intersections of 19thst C poetry and poetics, visual art, the history of the book and book arts, digital technology, and race, gender, and sexuality.

With Col. Assistant Treasurer Smith Hall brownps vmi. Bryan Awards and Decorations. He served four years on active duty as a tanker with duty stations in Korea and Fort Riley, Kansas. After graduating college, he joined the Army Reserve and served as a drill sergeant for three years. They have two children, Emily 11 and Morgan 9. Kathleen D. Bulger-Barnett, Ph. Kathleen Bulger-Barnett earned a Ph. Since she has taught courses on Spanish language, literature, and culture. Research interests include Spanish Golden Age literature both drama and prose and also Cuban writers and Caribbean literature. Instructor Ph. Office Manager Smith Hall butnerkk vmi. Administrative Assistant Maury Brooke Hall byerssd vmi. Darrell is a technical professional with more than 12 years experience in design and 16 years computer applications.

He is knowledgeable of hardware, operating systems and networks. Prior to the higher education sector, Darrell was a Sales and Design Engineer in the private sector. Human Resources Assistant Letcher Avenue campbellsw vmi. Office Assistant Old Hospital cannonml vmi. Assistant Director Smith Hall carmacklw vmi. Abbey B. Carrico, Ph. Lt Col. Carrico is an associate professor of French at Virginia Military Institute where she teaches French language and culture, writing, conversation and literature courses.

Carrico has co-developed a new French curriculum that emphasizes communicative competence in cadets across all levels. A nineteenth-century specialist and ecocritic, Lt. In Foreign Language Teaching and the Environment: Theory, Curricula, Institutional Structures Modern Language Association, she discusses her pedagogical approaches to teaching about the environment in the literature classroom using one of her courses taught at VMI as a model. David J. Cartwright Instructor Military Science and Leadership. Biography : Dr. Cartwright began her discovery process in chemistry at Sweet Briar College, where she conducted research on the development of natural product inspired pro-drugs.

After graduating in , she worked as an analytical and process chemist at ChemTreat and Syngenta. Cartwright later went on to graduate school at the University of Kansas and joined the research group of Jon Tunge. Her graduate research primarily focused on the development of new catalytic methods that employ photoredox-promoted decarboxylation. After earning her PhD in May , Dr. Cartwright joined the faculty at VMI. Apart from spending time helping Cadets find success in chemistry and devising new synthetic methodologies, Dr.

Cartwright enjoys exploring the outdoors and spending time with her animals. Academic Interests: Research efforts in the Cartwright group are focused on the discovery, development, and understanding of new synthetic methodologies that allow for the facile construction of useful chemical building blocks as well as broaden the synthetic toolbox for complex molecular synthesis. New approaches being investigated seek to be operationally simplistic, economical, and adhere to the principles of green chemistry.

Additionally, Dr. Cartwright is invested in developing the next generation of scientist and sees a high value in teaching within the research lab as well as incorporating hypothesis-driven learning into her courses. Cartwright, K. Senaweera, S. Lang, S. Tunge, J. Photocatalytic Aminodecarboxylation of Carboxylic Acids. Associate Chaplain Old Hospital casperjp vmi. John P. Casper ' Chaplain Lieutenant Colonel John P. While in seminary, Chaplain Casper was also engaged in full-time pastoral ministry as a Youth and Young Adult Pastor in a local church.

John E. Cerkey, Ph. Professor Modern Languages and Cultures. Publications Assistant Letcher Avenue, Room clarkcb vmi. Dallas B. Originally, he worked in the private industry before returning to VMI to work in the VMI Alumni Association, where he was responsible for new cadet recruiting, chapter promotions, and alumni placement. In , he joined VMI in the business office as the Institute planning officer. In that role, he was responsible for the Institute Strategic Plan, facilities master planning, emergency preparedness, and a series of other responsibilities before he was named the associate deputy superintendent for finance, administration, and support. After his appointment as vice president and chief advancement officer at Southern Virginia University, he returned to VMI as the director of finance, administration, and support and began his duties in February He oversees a broad spectrum of offices including the treasurer, comptroller, auxiliary services, planning, physical plant, human resources, infirmary, counseling, police, museum system, post engineer, and construction.

Assistant Director Shell Hall clarkhl vmi. Department Head Professor Ph. James A. Coale, Ph. Professor Department Head Physical Education. Coale has been teaching and coaching at the Virginia Military Institute since Additionally, he serves as the Director of Strength and Conditioning for Athletics. From the performance aspect, his focus is on the younger athlete. Office Hours : Dr. Coale is available most mornings from — hours. To make an appointment, please contact him at coaleja vmi. Barry R. Cobb Barry R. Cobb CV. Administrative Assistant Nichols cochrandh vmi. Bradley L. Coleman, Ph. Bradley Lynn Coleman is the director of the John A.

Between and , he served as command historian at U. Southern Command, the U. Department of Defense headquarters for U. Robert Coleman Master Sgt. Robert L. Coleman II was born in Lexington, Virginia. During his career, Master Sgt. Master Sgt. Commander Kilbourne Hall afrotc vmi. He leads a team of eight active duty personnel in training and developing a cadet wing of more than members into Air Force officers. He is a Command Pilot with more than 3, combat flying hours. Institute Physician Post Hospital copelanddl vmi. He is Board Certified in Internal Medicine please see explanation below and specializes in Adolescent and Adult medicine with extensive experience in college health and sports medicine. Copeland received a Bachelor of Arts from Stephen F.

Copeland did his internship and residency at Beth Israel Hospital in Boston. Copeland then came to Lexington where he had a private practice in Internal Medicine with emergency room coverage for seven years before coming to VMI as the Post Physician. Doctors of Internal Medicine internists focus on adult medicine and have had special study and training focusing on the prevention and treatment of diseases that affect adults. At least three of their seven or more years of medical school and residency training are dedicated to learning how to prevent, diagnose, and treat diseases that are seen in the adult population.

Administrative Assistant. Family Nurse Practitioner Post Hospital crancejh vmi. She is native to Rockbridge County. She worked at a level one trauma center as a Registered Nurse, before returning home to work at the local emergency department and pursue her nurse practitioner degree. She went on to receive her Master of Science in Nursing, specializing in family nurse practitioner studies, from the University of Virginia in A nurse practitioner is an advanced practice nurse who has completed a graduate-level education. Nurse practitioners treat both physical and mental conditions through comprehensive history taking, physical exams, and ordering and interpreting diagnostic tests. NP's can diagnose a wide range of acute and chronic diseases and provide appropriate treatment for patients, including prescribing medications.

NP's make prevention, wellness, and patient education priorities. Officer in Charge crewscd vmi. Executive Secretary Maury-Brooke Hall cruzeaf vmi. Lab Technician Nichols Engineering cullenmd vmi. Adjunct Faculty M. Damerell Adjunct Professor Mechanical Engineering. Accounts Payable, Travel Smith Hall davisak vmi. Officer in Charge Old Barracks decosterdc vmi. Valentina P. Dimitrova-Grajzl, Ph. Valentina Dimitrova-Grajzl received her Ph. Her teaching and research focus on the economics of institutions, post-socialist economies and politics, economic history, and law and economics.

Dimitrova-Grajzl Curriculum Vitae. Conference and Marketing Assistant Marshall Hall doanmh vmi. Timothy C. Dowling, Ph. He is currently working on a second book concerning the Battle of Mukden during the Russo-Japanese War Before moving to Lexington, Dr. From to , he worked at the American Embassy in Moscow, Russia, and traveled extensively through the former Soviet Union. Dowling has lived for extended periods in Tokyo, Vienna, Berlin, and Munich. He also serves as the book review editor for the Journal of Military History. Writing Center Consultant Carroll Hall drakemp vmi.

She is especially interested in the experiences of first-year college students and the challenges they face. She has been teaching college-level English composition courses since Executive Secretary B Mallory Hall dukemm vmi. After leaving PNS, he spent two and a half years with Engineering Design Systems, traveling around the state performing desktop support services for clients. Prior to his hiring at VMI, Chad worked at the Orvis distribution center in Roanoke for five years as a helpdesk and desktop support technician.

Patrick J. Eichholz, Ph. He joined the faculty at VMI in after earning his Ph. His areas of specialization are literary modernism, aesthetics, and literary theory. He is currently at work on a book manuscript entitled Emotive Modernisms: An Alternative History of ERH Philosophy and Literature. Fall , Fall , Fall Fall Financial Management Analyst Smith Hall eldredgerl vmi. Adjunct Professor J. Evans, J. Daniel K. Evans CV. Administrative Assistant Shell Hall evanstl vmi. Administrative and Program Specialist. Police Officer Letcher Avenue fallstb vmi. Security Sergeant Letcher Avenue farleykd vmi. Kevin Faust '96 Col.

A member of the class of , he was commissioned as a second lieutenant in the US Air Force. In April of , Col. Following this assignment, Col. Returning to VMI in the fall of , Col. Faust served as the Assistant Commandant for Personnel and Logistics for six years. Prior to returning to VMI, Col. Faust is married to the former Allie Skukan of Chicago, Illinois. They have two children: Emma 12 and Cody Administrative Assistant Kilbourne Hall afrotc vmi. Publications Manager Letcher Avenue, Room floydbr vmi. Machinist Nichols floydcm vmi. Naval Science Instructor Kilbourne Hall fontanacb vmi. He teaches Navigation and Naval Operations.

Command Senior Chief Kilbourne Hall footetd vmi. He enlisted in the Navy on 23 May As the Sole Corpsman, he provided support to over Marines on several detachments to include Operation Clean Hunter. While deployed, he was assigned to Joint Special Operations Task Force Philippines as the sole corpsman at a remote detachment site. His efforts on his first deployment earned him a meritorious promotion to Petty Officer Second Class. Administrative Assistant Scott Shipp Hall forquerjw vmi. Administrative Coordinator Smith Hall forquerla vmi.

Dennis M. Foster, Ph. He teaches courses on international politics, American foreign policy, terrorism, domestic politics, and war, religion and war, and research design. His research, which has appeared in such outlets as the British Journal of Political Science, International Studies Quarterly, Political Psychology, Journal of Conflict Resolution , and Foreign Policy Analysis , focuses on the impact of domestic factors on international conflict propensity, leadership psychology and war, the determinants of strategy choice by insurgent especially terrorist groups, and conventional and nuclear deterrence.

Insurance Coordinator Post Hospital foxda vmi. Director of Operations Kilbourne Hall afrotc vmi. Lieutenant Colonel Franklin was born in Montgomery, Alabama. Scott T. Frein, Ph. Professor Psychology. Police Officer Letcher Avenue friskicm vmi. Quartermaster Richardson Hall friskimp vmi. Licensed Professional Counselor M. Supply Kilbourne Hall funkta vmi. He received his Ph. He specializes in nineteenth-century Spanish literature, visual culture, and intellectual history. At VMI, he teaches intermediate Spanish as well as conversation and composition classes. Gearhart Joseph R. Gearhart CV. Steve Gerome has been teaching Spanish at the university level since He holds a B. He completed his M. He has provided language instruction to state and local agencies including police officers from the Virginia State Police and local agencies.

From to , he served as a legal interpreter and translator as well as language consultant to multiple agencies such as the Drug Enforcement Administration, The Office of the U. Attorney, R. He previously worked fifteen years in commercial business where he used Spanish translating and interpreting skills frequently in Human Resource and Environmental Health and Safety Management while interacting with colleagues and customers conducting business in Mexico, South America, and in Europe.

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