What are your plans for learning more about Minitab and how will the information you learned about this software be of benefit in your future analysis of research data?

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What are your plans for learning more about Minitab and how will the information you learned about this software be of benefit in your future analysis of research data?

 

Research Paper, FormatAPA, Course level Master, SubjectNursing, pages 4, Spacing Double Spacing
,sources4
Discussion Questions
It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. Include not only the nursing resource database, but also those pertaining to education, business, and human resources.
Discussion Question
Using Minitab
This week, you learned about the statistical software applications used to analyze data for research analysis. For this week’s discussion, you will use Minitab to run descriptive statistics, create graphs and respond to the following:
•How could you use Minitab descriptive statistics for data analysis research?
•What are your plans for learning more about Minitab and how will the information you learned about this software be of benefit in your future analysis of research data?
Refer to this week’s readings and video tutorials before starting this two part discussion question assignment. You will also have access to the Assignment Resources Step-by-Step Guide, accessed through the Assignment Resources Icon located to the right of the grading criteria above.
Step 1: Entering Data
Open Minitab
You will now use Minitab to enter a sample dataset by following the steps below and referring to the examples in the Assignment Step-by-Step guide. Begin by opening Minitab. Once open, you will see two windows. The Session Window is in the top half of the screen and the Worksheet is below. Only one window is active at a time.
Dataset Options
In many cases, researchers may have the data from their study in another software package like Microsoft Excel. However, if the data is not available in a software spreadsheet you can manually enter the data. You may now choose to populate your Minitab worksheet using the provided Excel worksheet in Option 1 or try Manual Data Entry by following the instructions in Option 2.
Option 1: Using Excel to populate Minitab
To access the Excel worksheet populated with data, go to the Data Set Icon located to the right of the grading criteria above. You can copy and paste the data set directly from Excel into Minitab.
Or
Option 2: Manual Data Entry
In the Worksheet window, type “Age†in C1. Enter the numbers as shown in the dataset below. Enter the remaining data as shown below (set up your column labels i.e., variable). The measure reflects math anxiety and the study variables (cringe, uneasy, afraid, worried, understand) the math anxiety range is from 1–5 with low being the least and 5 the highest.
AgeCringeUneasyAfraidWorriedUnderstand
2853443
3425321
2544425
5634312
2354334
2915323
3033525
5925512
4542533
3812411
3332432
4742345
2415344
2954213
5331521
4844153
2725434
3444325
2645232
3655543
Step 2: Run Descriptive Statistics
Now that your data is in Minitab, you will look at the descriptive statistics for this dataset. Select the Ribbon at the top titled “Statistics,†and then select “Descriptive Statistics†. Under the “Data tab†select a variable, under the “Statistics tab†check all the boxes, then click “OK†.
Discussion Question Part 1:
How could you use Minitab descriptive statistics for data analysis research? Write about your experience running descriptive statistics. Use the results in the Session Window to support your response. Then add to your discussion with the information you learn when completing Step 3.
Step 3: Minitab and Graphs
You will now look at graphing. Select the Ribbon at the top titled “Graph,†then select “Histogram,†and then select “Simple.†Choose one of the variables and select “Ok”. You can create other Histogram graphs by choosing different variables. You can also choose from the other ten graph choices shown on the Graph ribbon. Remember you can use the left navigation column to access your work.
Discussion Question Part 2:
What are your plans for learning more about Minitab and how will the information you learned about this software be of benefit in your future analysis of research data? Copy and paste your graph(s) in a Word document and attach to your discussion response.
Textbook .
Grove, S., Burns, N., Gray, J. (2013). The Practice of Nursing Research: Appraisal, Synthesis, and Generation of Evidence, 7th Edition. [VitalSource Bookshelf Online]. Retrieved from https://digitalbookshelf.southuniversity.edu/#/books/978-1-4557-0736-2/
Attachments:
nsg6101_w9_a1_s1_dataset.xlsx
nsg6101_w9_a1_stepbystep.pdf
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For a hospital to operate efficiently and effectively, the three important influences in its governance, medical staff, board of trustees, and administration, must work together in reasonable harmony. What factors might contribute to tensions among these groups?

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For a hospital to operate efficiently and effectively, the three important influences in its governance, medical staff, board of trustees, and administration, must work together in reasonable harmony. What factors might contribute to tensions among these groups?

 

Discussion Board Assignment #3 N
one and half page
1. For a hospital to operate efficiently and effectively, the three important influences in its governance, medical staff, board of trustees, and administration, must work together in reasonable harmony. What factors might contribute to tensions among these groups?

2. As the nursing profession has expanded through advanced degrees, specialization, and clinical practice, nurses’ salaries and responsibilities have also increased. Now, hospitals substitute non-nurses for nurses to perform all but the most technical tasks. What are the implications for the nursing profession? Have nurses lost their traditional role of hands-on patient care and, if so, is that to their advantage or disadvantage?

3. The traditional management style of hospitals has been hierarchical and internally focused. What are three important challenges that face hospitals to accommodate new payer and consumer expectations?

4. The availability of hospital insurance removed an important cost constraint from hospital services and charges. What were some positive and negative consequences of that development?

5. The organization and practices of modern hospitals reflect the promotion of specialization and sub-specialization by academic health centers. What were the advantages and disadvantages to patients of increasing the number of physicians who limit their activities to narrower fields of practice?

6. With significant oversupply of hospital beds in the U.S. what is the rationale for taxpayer support of the separate and costly hospital system of the Department of Veterans Affairs?
Answer

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Pathophysiology of Coronary Diseases

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  1. Describe the pathophysiology of coronary artery disease (what is it / signs & symptoms / treatments / outcomes desired.
  • Coronary Artery disease (CAD) occurs when fatty plaques are built up in arteries and harden with age. This is known as Artherosclerosis which results in a decreased amount of blood being delivered to the heart and increased difficulty for the arteries to dilate (Lewis, 2014). The heart then shifts from an aerobic metabolism to anaerobic metabolism due to the resulting oxygen deprivation from the vessels not being able to keep up with the increased demand for oxygen (Lewis, 2014). Lactic acid then accumulates and leads to acidosis, decreased energy, decreased contraction strength and also decreased force (Lewis, 2014). This chain of events means that less blood leaves the heart which can then lead to myocardial infarction (MI) (Lewis, 2014).


Gender


Signs and Symptoms

Male

  • Crushing
  • Squeezing
  • Tightness in neck, chest, or shoulder blade
  • CAD is highest among white, middle aged men!

Female

  • Jaw, neck, back, and shoulder pain
  • Shortness of breath
  • Vague chest pain
  • Dizziness
  • Palpations
  • Cold sweats
  • Nausea
  • May be more difficult to identify!


Treatment Options:

  • Some examples of medications:

    • Nitrates:

      • Reduce the amount of oxygen that the heart uses.
    • Lipid Lowering Drugs:

      • Inhibit the synthesis of cholesterol in the liver which unexplainably increases hepatic LDL receptors. The liver is then able to remove more LDLs from the blood.

        • Simvastatin (Zocor)
        • Niacin (Niaspan)
        • Gemfibrozil (Lopid)
    • Beta Adrenergic Blockers:

      • Reduce oxygen demands and workload by reducing heart rate and blood flow peripheral resistance (Lewis, 2014).
    • Angiotensin-Converting Enzyme Inhibitors

      • Result in vasodilation and reduced blood volume. These drugs also reverse or prevent ventricular remodeling (Lewis, 2014).
    • Anti-Platelet Drugs:

      • Reduce platelet accumulation and decrease the risk for a blockage to develop in blood vessels.
  • Surgical:

    • Laser angioplasty
    • Coronary artery bypass
    • Shunt placement


Expected Outcomes:

  • Increase in cardiac output
  • Reduction of blood pressure
  • Improving quality of life
  • Reduction of chest pain
  1. Describe the pathophysiology of hypertension. (What is it / signs & symptoms / treatments / outcomes desired / lifestyle changes needed.
  • Hypertension

    • Primary Hypertension

      • Elevated blood pressure (BP) without an identified etiology (Lewis, 2014).
      • Contributing Factors (Lewis, 2014)

        • Increase sympathetic nervous system activity
        • Overproduction of sodium retaining hormones and substances that cause vasoconstriction
        • Increased sodium intake
        • Obesity
        • Diabetes
        • Tobacco use
        • Excessive alcohol consumption
      • Pathophysiology of Primary Hypertension:

        • Increased cardiac output (CO) or Systemic vascular resistance (SVR) increases. This happens due to abnormalities of any of the mechanisms involved in the maintenance of normal BP (Lewis, 2014). The release of renin or angiotensin II causes the blood vessels to increase which consequentially increases blood volume.
      • Signs and Symptoms of Primary Hypertension

        • BP >140/90 on two separate occasions
        • Nausea
        • Headache, typically throbbing and occurring in the morning.
        • Vision problems
      • Treatment

        • Includes lifestyle modifications including:

          • Stress reduction
          • Diet
          • Exercise
          • Limit alcohol intake
          • Tobacco cessation
          • Relaxation techniques
    • Secondary Hypertension

      • Elevated BP with a specific cause that can be corrected
    • Pathophysiology of Secondary Hypertension:

      • Increase in blood volume is due to a specific disease or illness.
    • Signs and symptoms of Secondary Hypertension:

      • Stroke
      • Heart Failure
      • MI
      • Retinopathy
      • Left Ventricular Hypertrophy
    • Treatment

      • Treating the underlying cause
    • Both types of Hypertension can be treated with medications such as:

      • Thiazide diuretics
      • ACE inhibitors
      • Beta adrenergic blockers
  • Although these are some signs listed in our text there are really no definite signs or symptoms because a patient cannot tell if their blood pressure is consistently high just by the way they feel. The damages listed above happen because there are no signs a person can feel on their own to warn them of their hypertension (Lewis, 2014).
  1. Describe the pathophysiology of left sided heart failure / CHF (what is it / signs & symptoms / treatments / outcomes desired / lifestyle changes needed.

Left sided heart failure is due to the left ventricle ineffectively contracting. This causes a decrease in CO and pulmonary edema. These occur because the heart is not pumping effectively causing fluid to build up in the left atrium as well as the lungs (Lewis, 2014).

Signs and Symptoms

  • Crackles heard in the lungs
  • Frothy pink sputum
  • ↓ Attention span
  • Ventricular gallop
  • Difficulty breathing
  • Muscle weakness
  • Edema
  • Fatigue
  • Weight gain
  • Irritability

Treatment Options

  • Lifestyle Modifications

    • ↓ Sodium intake

      • ↓ risk for fluid overload
  • Ace Inhibitors

    • ↓ vascular resistance
  • Diuretics

    • ↓ Preload
    • Advise patient to eat foods high in potassium or consume a potassium supplement to replace fluids lost
  • Digoxin

    • ↑ Heart’s ability to contract
  • Beta-Blockers

    • Prevent cardiac remodeling

(Lewis, 2014)

  1. Create an Education plan for a low sodium diet. (What specifically would you teach this patient about this diet)? Include foods high in sodium / foods to avoid.


Please have a detailed plan that you can use to teach a patient. The plan should have at least 2 patient outcomes listed. You need to bring the plan to clinical so that you can use it with your patient.

  • Educate patient that sodium intake is as follow:

    • Healthy Adult

      • No more than 2300 mg/day
    • Cardiac Patient

      • Less than 1500 mg/day
    • Advise patients not to add salts or seasonings to foods because it can increase sodium intake. They can choose options such as non-sodium seasonings instead! (For Example: Mrs. Dash offers AMAZING no-salt seasonings)

      • Also, advise patient that using herbs for seasoning like garlic, ginger or lemon are good alternatives
    • Foods to Avoid:

      • Frozen meals
      • Limit milk intake to no more than 2 cups a day
      • Cheeses
      • Canned soups and vegetables

        • Advise patient if buying canned vegetables he/she can rinse these prior to eating with water
      • Processed meats
      • Always read your food labels
      • Watch out for medications that contain sodium!
  • Outcomes:

    • Patient 1:

      • Patient will be able to name 3 alternatives to seasoning with salt by end of shift, Tuesday 12pm.
    • Patient 2:

      • Patient will be able to name 3 food choices low in sodium by end of shift, Tuesday 12pm.

(Lewis, 2014)

  1. Create an education plan for low fat, heart healthy diet. (What specifically would you teach this patient about this diet?) Include information on bad fats versus good fats.


Please have a detailed plan that you can use to teach a patient. The plan should have at least 2 patient outcomes listed. You need to bring the plan to clinical so that you can use it with your patient.

  • Daily Fat Consumption

    • 25-35% of daily calories
    • Polyunsaturated should be the primary source
  • Food Choices

    • Adequate intake of foods with omega 3 fatty acids have proven to be good for the heart (American Heart Association)
    • Eat fish at least two times a week (American Heart Association)

      • “Omega-3 fatty acids decrease risk of arrhythmias, which can lead to sudden death. Omega-3 fatty acids also decrease triglyceride levels, slow growth rate of atherosclerotic plaque, and lower blood pressure” (American Heart Association).
    • Eat more:

      • Whole grains
      • Fresh vegetables and fruit

        • If you cannot afford fresh fruit try fruit canned in natural juices versus syrups
      • Low fat cheeses and dairy
    • Avoid processed foods, and those high in saturated fats

      • Foods high in saturated fats include:

        • Butter
        • Bacon
        • Cheese
  • Outcomes:

    • Patient 1:

      • Patient will be able to verbalize ways to decrease fat consumption on a daily basis by end of shift, Tuesday 12pm.
    • Patient 2:

      • Patient will be able to verbalize the need for consumption of Omega 3 fatty acids by end of shift, Tuesday 12pm.
  1. Give examples of situations when you would need to increase oral intake of foods high in potassium.
  • Patients with hypertension on a potassium wasting diuretic, “diarrhea, laxative abuse, vomiting, and ileostomy drainage” would need to increase oral intake of foods high in potassium or take a potassium supplement (Lewis, 2014, p. 297).

Give examples of situations when you would need to decrease oral intake of foods high in potassium.

(Note: this could be in regard to disease processes or medications)

Prepare a list of foods high in potassium. Please bring the list to clinical that you could use to teach the patient.

  • Patients taking “ACE Inhibitors, Potassium Sparing Diuretics or NSAIDS may need to decrease their intake of oral potassium” (Lewis, 2014, p. 296). Also, patients who have “renal disease, burn victims, Addison’s disease, Tumor Lysis Syndrome and those with Adrenal insufficiency” may also need to decrease their intake of oral potassium (Lewis, 2014, p. 296).
  • Foods High In Potassium

Fruits

Vegetables

Other Foods

Apricot, avocado, banana, cantaloupe, dried fruits, grapefruit juice, honeydew, orange, orange juice, prunes and raisins

Baked beans, butternut squash, refried beans, black beans, cooked broccoli, carrots, greens (except kale), canned mushrooms, white and sweet potatoes, cooked spinach, tomatoes or tomato products, and vegetable juices

Bran or bran products, chocolate, granola, milk, nuts, seeds, peanut butter, salt substitutes, salt free broth and yogurt

(Lewis, 2014, p. 1115)

  1. Using the following template, prepare the following medication which many of the patients on 7S take (Remember that these are cardiac patients when looking at the indications of the medication)


    Please do not copy and paste from medication resource, complete in your own words. Be sure to include your reference


    : (24) points)


**Do not copy and paste from medication resource,



complete in your own words



. Be sure to include your reference.


Drug Order:


Generic & Brand Name


Drug Classification:


Drug Action: (How drug works?)


Normal dosage:


Expected Effects/Outcomes: (What symptoms do you want to improve?)


Adverse Effects/Contraindications:


Nursing Responsibilities: On-going assessment data and lab values to be monitored


Nurse will:

Aspirin 81 mg

Classification:

Antiplatelet

Action:

Hinders production of prostaglandins which prevents blood clots. Decreases platelet clumping

Normal dose:

PO: Adults 50–325 mg Q24 hours

Expected effect:

Prevention of blood clots in high risk cardiac patients.

  • Blood in stool
  • Stomach Pain
  • Constipation
  • Gastric bleeding
  • Nausea
  • Hearing assessment
  • Vitals monitoring
  • Assess heart function
  • Monitor hemoglobin
  • Monitor Hematocrit
  • Monitor platelet count
  • Assess urine, vomit and stool for blood

Clopidogrel (Plavix)

Classification:

Antiplatelet

Action:

Hinders production of prostaglandins which prevents blood clots. Decreases platelet clumping

.

Normal dose:

PO: Adults 300 mg initially, then 75 mg once daily; aspirin 75–325 mg once daily should be given concurrently.

Expected effect:

Prevention of blood clots in high risk cardiac patients.

  • Blood in stool
  • Constipation
  • Nausea
  • Gastric bleeding
  • Stomach pain
  • Hearing assessment
  • Vitals monitoring
  • Assess heart function
  • Monitor hemoglobin
  • Monitor Hematocrit
  • Monitor platelet count
  • Assess urine, vomit and stool for blood

Lisinopril (Zestril; Prinivil)

Classification:

ACE inhibitor

Action:

Stops angiotensin I from converting to angiotensin II. This reduces arterial resistance

Normal dose:

PO: Adults 10 mg once daily, can be increased up to 20–40 mg/day

Expected effect:

Decrease in blood pressure.

  • Fatigue
  • Headache
  • Dry cough
  • Angioedema
  • Increase in serum potassium
  • Increase in BUN
  • Increase in Creatinine
  • Obtain baseline BP
  • Obtain baseline pulse rate and rhythm. Reassess frequently
  • Monitor weight
  • Monitor F&Es
  • Monitor WBC
  • Monitor potassium
  • Monitor Renal function
  • Assess patient compliance throughout treatment

Losartan (Cozaar)

Classification:

Angiotensin II receptor blocker

Action:

Blocks vasoconstriction effects of angiotensin II.

Normal dose:

50 mg once daily initially. May be increase to 100mg per day in 1-2 doses

Expected effect:

Decrease in blood pressure. .

  • Vomiting
  • Nausea
  • Increase in serum potassium
  • Increase in BUN
  • Increase in creatinine levels
  • Monitor BP prior to admin. And throughout treatment
  • Monitor weight
  • Monitor F&Es
  • Monitor potassium
  • Monitor renal function
  • Assess patient compliance
  • Medication should be taken with food.

Metoprolol (Lopressor)

Classification:

Antihypertensive

Action:

Blocks stimulation of beta 1 adrenergic receptors.

Normal dose:

25–100 mg/day as a single dose initially or 2 divided doses; may be increased every 7 days as needed up to 450 mg/day

Expected effect:

Decrease in blood pressure and increase in HR, BP, and contraction.

  • Fatigue
  • Dizziness
  • Bradycardia
  • Fluid retention
  • Edema
  • Hypotension
  • Assess arrhythmia prior to and during treatment
  • Continuous ECG monitoring
  • Monitor vitals
  • Assess apical pulse
  • Assess BP
  • Assess liver function

Lovastatin (Mevacor; Altocor)

Classification:

Anti-lipid

Action:

Interferes with cholesterol synthesis by lowering lipid levels

Normal dose:

20 mg once daily with evening meal. May be increased at 4-wk intervals to a maximum of 80 mg/day

Expected effect:

Decrease in cholesterol.

  • Hepatitis
  • Cirrhosis
  • Myalgia
  • Gas
  • Constipation
  • Cramps
  • Nausea
  • Pancreatitis
  • Vomiting
  • Assess cholesterol prior to treatment and Q4 weeks during
  • Monitor liver function
  • Monitor for deficiency in fat soluble vitamins: A, D, E and K
  • Monitor for deficiency in folic acid

Atorvastatin (Lipitor)

Classification:

Anti-lipid

Action:

Interferes with cholesterol synthesis by lowering lipid levels

Normal dose:

10–20 mg once daily initially may be increased every 2–4 weeks up to 80 mg/day;

Expected effect:

Decrease in cholesterol.

  • Hepatitis
  • Cirrhosis
  • Myalgia
  • Gas
  • Constipation
  • Cramps
  • Nausea
  • Pancreatitis
  • Vomiting
  • Assess cholesterol prior to treatment and Q4 weeks during
  • Monitor liver function
  • Monitor for deficiency in fat soluble vitamins: A, D, E and K
  • Monitor for deficiency in folic acid

Amiodarone (Cordarone; Pacerone)

Classification:

Antiarrhythmic

Action:

Prolongs action potential

Normal dose:

PO: Adults 800–1600 mg/day in 1–2 doses for 1–3 weeks then 600–800 mg/day in 1–2 doses for 1 month then 400 mg/day maintenance dose.

Expected effect:

Decrease in arrhythmia

  • Hypotension
  • Bradycardia
  • Worsening arrhythmias
  • Anorexia
  • Nausea
  • Vision disturbances
  • Assess arrhythmia before and during treatment
  • ECG monitoring
  • Monitor vitals
  • Assess for toxicity
  • Measure apical pulse
  • Measure BP
  • Monitor liver function
  • Pt should not consume grapefruit juice while taking this medication

Nitroglycerin (sublingual)

Classification:

Antianginals

Action:

Relaxes smooth muscle and promotes vasodilation

Normal dose:

SL: Adults 0.3–0.6 mg; may repeat every 5 min for 2 additional doses for acute attack.

Expected effect:

Reduction of blood returning to the heart.

  • Hypotension
  • Dizziness,
  • Increased HR
  • Headache
  • Assess vital and monitor them throughout treatment
  • Administer sublingually at first sign of heart attack

Carvedilol (Coreg)

Classification:

Antihypertensive

Action:

Blocks stimulation of beta 1 adrenergic receptors

Normal dose:

Hypertension– 6.25 mg twice daily, may be ↑ q 7–14 days up to 25 mg twice daily or extended-release– 20 mg once daily, dose may be doubled every 7–14 days up to 80 mg once daily

Expected effect:

Decrease in blood pressure and increase in HR, BP, and contraction.

  • Fatigue
  • Bradycardia
  • Dizziness
  • Hypotension
  • Fluid retention
  • Edema
  • Assess arrhythmia prior to and throughout treatment
  • Continuous ECG monitoring
  • Monitor vitals
  • Assess apical pulse
  • Assess BP
  • Assess liver function

Amlodipine (Norvasc)

Classification:

Antihypertensive

Action:

Prevents calcium from crossing myocardial cell membrane and vascular smooth muscle

Normal dose:

PO: Adults 5–10 mg once daily

Expected effect:

Decrease in blood pressure

  • Orthostatic hypotension
  • Headache
  • Dizziness
  • Edema
  • Arrhythmias
  • Assess vitals
  • Monitor ECG throughout treatment
  • Monitor vitals
  • Monitor liver function
  • Pt will need assistance w/ ambulation
  • Monitor F&Es
  • Educate patient on need to decrease sodium and fluids to subsequently decrease edema

Furosemide (Lasix)

Classification:

Loop Diuretic

Action:

Inhibits reabsorption of sodium and chloride in the ascending loop of Henle and distal renal tubule. This causes increased excretion of water, sodium, calcium, magnesium and chloride.

Expected effects:

Management of edema associated with heart failure and hepatic or renal disease, acute pulmonary edema, treatment of hypertension

(Vallerand, 2013)

  • F&E imbalances
  • Tinnitus
  • Diarrhea
  • Hyperglycemia
  • Nausea
  • Vomiting
  • Liver dysfunction
  • Paresthesia
  • Orthostatic hypotension
  • Assess CBC
  • Assess liver function prior to administration
  • Assess electrolytes prior to administration
  • Monitor BP
  • Monitor Pulse
  • Monitor for hypovolemia
  • Assess for diuresis
  • Assess for polydipsia
  • Assess mucous membranes
  • Assess skin turgor
  • Monitor for edema
  • Monitor weight
  • I&Os

All drugs referenced : (Vallerand, 2013)

References:

American Heart Association: Fish and Omega-3 Fatty Acids. (2014, May 14). Retrieved February 13, 2015, from

http://www.heart.org/HEARTORG/GettingHealthy/NutritionCenter/HealthyDietGoals/Fish-and-Omega-3-Fatty-Acids_UCM_303248_Article.jsp

Lewis, S. M., & Dirksen, S. R. (2014). Medical-surgical nursing: assessment and management of clinical problems (Ninth ed.). St. Louis: Elsevier.

Louie, D., & Wedell, R. (2014). Optimizing heart health.

American Nurse

,

46

(3), 13.

Vallerand, A. H., & Sanoski, C. A. (2013). Davis’s drug guide for nurses (Fourteenth ed.). Phila-delphia: F.A. Davis Company.

Biological and Survival Value of Music: Effect of Music on Dementia

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Biological and Survival Value of Music


Literature Review

Studied Progression of Alzheimer’s Dementia from a Neuroanatomical Point of View

Alzheimer’s dementia (AD) and its’ progression in the human brain has been widely studied and concluded upon by the community of neuroscientists. Starting with ischemia of the entorhinal region of the brain, tau and amyloid proteins migrate towards the hippocampus, entering the isocortex and eventually infiltrating and blocking communications between most neurons (Braak, Braak, & Bohl, 2008). The quantity of buildup and number of effected brain regions corresponds to the different stages of AD, which is how clinical differentiations and diagnoses are made. The initial degradation of the entorhinal cortex corresponds to the earlier stages and onset of diagnosis of AD, marked largely by inability to learn, memorize, and think. Mild to moderate AD involves the destruction of hippocampal neurons with more tangible symptoms presenting. General confusion and communicational barriers impede and hinder several aspects of the individual’s personal or work life. The final stage of AD involves the severance of neurons in the isocortex- the individual does not recognize his friends or family (Braak et al., 2008).

Cortical Regions Activated in Response to Music Stimuli

Studies have also been done regarding the effects that musical stimuli have on the activation of specific cortical regions. Since the brain is such an intricate system that varies so widely across individuals, there is little consensus in regard to a concise and definitive pathway through which musical comprehension, emotion, and memory all follow.One of the main reasons that this is particularly challenging has to do with the quantifiability of the variables being studied. Music memory itself is defined as a biological reaction to an auditory stimulus, so there is no clear flow of this information that can be tracked via imaging. Despite this, there is overwhelming support for the notion that the musical memory system is independent from other memory systems (Jacobsen, Stelzer, Fritz, Chételat, La Joie, & Turner, 2015). The left middle and inferior fronto-temporal (IFG) regions have been shown to activate upon the episodic retrieval of music through functional magnetic resonance imaging (fMRI) techniques (Jacobsen et al., 2015). This means that subjects asked to recall specific and personal memories regarding musical compositions have higher blood oxygenation level dependent (BOLD) signals, or movement of blood, in these areas. The right hippocampus, left IFG, bilateral lateral temporal regions, and left precuneus are all activated in retrieval success for musical memory as well as melodic processing (Watanabe, Yagishita, & Kikyo, 2007). Though not entirely concise, generally there is a studied pathway that shows how music memory is processed and stored in the brain.

Music Memory Remains Intact in AD Patients

Consistent studies show that patients with AD in the later stages still have very high-functioning music memories (Jacobsen et al., 2015). The mechanisms by which music memories are formed and retrieved are seen to be independent of other common memory systems. This is seen not only in individuals with damage to only the music memory system, but also in individuals with damage to only other memory systems. These sorts of studies must be carried out through case studies and cannot just be broadly applied to the general population. Individuals with AD were studied and given tasks to recall long-known music memory. Their brain scans showed the areas of activation when asked to perform tasks. Not only physiologically were the brain areas active in these subjects, but actual results were produced and expressed outwardly. These scans were compared with baseline individuals who had no history of AD. They showed consistency in that similar areas were being activated to produce similar outcomes. Music memory brain areas that are intact and active in individuals with no AD or neurodegenerative disorders showed almost identical findings in those subjects with memory or AD-related deficits (Jacobsen et al., 2015). This shows that despite ischemia and protein buildup in those areas of AD brains, their ability to retain memories in regard to music and music systems remains largely intact.

Music Evokes Emotions in Individuals

Music and the act of listening to music is a complicated task that involves the conglomeration of multiple stimuli coming together to create a memory in the brain (Sutherland, 2012). This gathering of objective data creates a subjective response within the brain that is then executed by the body and interpreted outwardly as an emotional response. fMRI studies examining the brain in response to musical stimuli indicate that when individuals are listening to music, the pleasure and reward pathways defined in the brain become active (Agustus, Mahoney, Downey, Omar, Cohen, White, & Warren, 2015). Studies conducted exposed subjects to resonant and dissonant music, both of which caused excitatory responses in the parts of the brain that are known to be activated during times of joy and happiness. The mesolimbic dopaminergic (ML-DA) system is what is often regarded as the reward pathway in the brain. It is heavily used in the study of addiction and drug-dependence but is relevant in observing the brain on music as well (Alcaro, Huber, & Panksepp, 2007). When people listen to music, ML-DA pathway activates, indicating that the brain is receiving this musical stimulus as a sort of reward.

AD Patients Reacting to Music

On the forefront of neuroscience research is a new concept examining the effectiveness of music as therapeutic treatment for individuals suffering from Alzheimer’s. One study was conducted on a group of individuals with late-stage AD by exposing them to musical stimuli several times a week for several weeks and then analyzing the levels of neurotransmitter chemicals in the blood. Conclusions of this study showed that there was an increase in the amount of melatonin, epinephrine, and norepinephrine in each of the individuals’ blood samples. These chemicals are known to affect the overall mental state of an individual, so the overall change in quantity of them is indicative of a change in mental state in each of the individuals (Klotter, 2001). Further case studies show that when patients with AD diagnoses are exposed to music, with individuals being able to remarkably recall information related to the music they are exposed to from times as early as toddlerhood. Patients who are normally mute or prefer not to respond to questions asked by caregivers or family members seem to open up to the thought of discussing their favorite music. Individuals can be found tapping their feet, humming along, smiling, and even dancing in response to certain types of music being played (Owens, 2014). A more involved study separated AD patients at a nursing home into two groups- one group was exposed to music during recreational time, while the other group was given puzzles to work on with no music being played. Upon simple observation of the individual’s behavior, those in the group exposed to music were generally happier, more alert, responsive, and were better able to recall memories from times in their past. The effects of the musical recreation session lasted long after the music was turned off, with patients mixing and mingling with an unforeseen energy in the AD ward of this particular home (Lord, & Garner, 1993).

Current Study

The specificity of how and why music memory remains intact in individuals with Alzheimer’s dementia complicates the methods by which it can be fully studied and understood. A lot of the information presented by neuroscience in regard to this topic is scattered and requires piecing together in order to understand the full effect. The areas in which AD destruction occur in the brain are synonymous with the areas of the brain that are responsible for memory and recall, so the studies indicating that patients with Alzheimer’s are able to recall music and its’ associated memory do not line up. This study will seek to explain what role, biologically and evolutionarily, music plays in order to explain why the brain would hold onto this particular function over all others and serve to improve the quality of life in AD patients by incorporating more music into treatment procedures. Based on previous studies and research done, the biological value that music provides people involves the emotions and pleasure it makes people feel.


References

  • Agustus, J. Mahoney, C., Downey, L., Omar, R., Cohen, M., White, M., & Warren, J. (2015). Functional MRI of music emotion processing in frontotemporal dementia.

    Annals of the New York Academy of Sciences.,


    1337

    (1), 232-240.
  • Alcaro, A., Huber, R., & Panksepp, J. (2007). Behavioral functions of the mesolimbic dopaminergic system: an affective neuroethological perspective.

    Brain research reviews,




    56

    (2), 283–321. doi:10.1016/j.brainresrev.2007.07.014
  • Braak, H., Braak, E., & Bohl, J. (2008, February 12). Staging of Alzheimer-Related Cortical Destruction. Retrieved from https://www.karger.com/Article/Abstract/116984#.
  • Jacobsen, J., Stelzer, J., Fritz, H., Chételat, G., La Joie, R., & Turner, R. (2015, June 3). Why musical memory can be preserved in advanced Alzheimer’s disease. Retrieved from https://academic.oup.com/brain/article/138/8/2438/330016.
  • Klotter, J. (2001, April). Music & Alzheimer’s. Townsend Letter for Doctors and Patients, (214), 16. Retrieved from https://link-gale-com.libproxy.temple.edu/apps/doc/A72297149/AONE?u=temple_main&sid=AONE&xid=41790f68
  • Kraemer, D., Macrae, C., Green, A., & Kelley, W. (2005).  Sound of silence activates auditory cortex.

    Nature


    434,



    158 doi:10.1038/434158a
  • Lord, T. R., & Garner, J. E. (1993). Effects of Music on Alzheimer Patients.

    Perceptual and Motor Skills,




    76

    (2), 451–455. doi: 10.2466/pms.1993.76.2.451
  • Owens, M. (2014). Remembering through Music: Music Therapy and Dementia. Age in Action, 29(3), 1-5.
  • Sutherland, I. (2012).

    Broadening the Scope: The Music and Emotion Nexus. Emotion Review, 4

    (3), 287–288. https://doi.org/10.1177/1754073912439774
  • Watanabe, T., Yagishita, S., & Kikyo, H. (2007, August 25). Memory of music: Roles of right hippocampus and left inferior frontal gyrus. Retrieved from https://www-sciencedirect-com.libproxy.temple.edu/science/article/pii/S1053811907007501.

Address your interest in the public health field in which you are interested as well as the type of degree program to which you are applying. Explain why you think the certificate in global health will advance your professional goals.

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Address your interest in the public health field in which you are interested as well as the type of degree program to which you are applying. Explain why you think the certificate in global health will advance your professional goals.

Discuss your professional background, including your current position and/or research area, in as much detail as necessary to convey how your work relates to your academic goals in our school. Address, if appropriate, the evolution of your professional interest in public health.
Explain how study in the program you have selected will prepare you to make positive, constructive contributions to your chosen area of work.
If you are currently pursuing, or have pursued, research, describe the scholarly work in which you are engaged or have been engaged. Be sure to describe your research in detail, including the research question, results, and the specific role you are playing or played in conducting the research. Your personal statement should not simply list what is already provided on your resume.

Nursing Theory And Philosophy Nursing Essay

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Prior to the development of nursing theories, nursing practice was viewed as a series of tasks that required little to no rationale. The evolution of nursing theories and philosophies has facilitated the progression of nursing as a vocation to nursing as an academic discipline and profession. Nursing theory promotes autonomy when used as a guide for critical thinking and decision making. Ultimately nursing theory and philosophy has increased knowledge development and enriched the quality of nursing practice (McEwen & Wills, 2011).

Nursing philosophy and theory are two interchangeable terms. The philosophy a nurse has on nursing will determine the theory and model he or she uses. Nursing philosophy explains what nursing is and gives insight to why nurses practice the way they do. Nursing theory describes how nurses and patients are able to produce healing and good health, by using models to explain how beliefs and aspects of health are related. Theory is used to explain and analyze what nurses do as well as facilitate communication between nurses and guide research and education. Nursing theory encompasses the foundations of nursing practice past and present and provides direction for how nursing should develop in the future (Alligood & Tomey, 2002).

Nursing theory is a broad term, according to Marilyn Parker in Nursing Theories and Nursing Practice, which portrays and clarifies the “phenomena of interest.” Nursing theory provides understanding for the advanced practice nurse to use in actual practice and evidence based research. Nursing theory has many purposes, which imitate the multiples specialties in professional nursing. Ultimately the goal is to promote the delivery of the best quality of care. The functions of nursing theory are to guide thinking, define the place of nursing in health and illness care, and to provide organization for the development of nursing education (Parker, 2006). Nursing theory provides a format for professional nursing to practice and make decisions. There are three major types of nursing theory: grand theory, middle range theory, and nursing practice theory. Each of these theories helps the nurse to provide more proficient patient care (McEwen & Willis, 2011).

The purpose of nursing theories is guide encourage and increase autonomy of nursing. Nursing theory improves communication with other health professionals and develops ideas and words by building a common nursing terminology. Theories have become necessary for effective decision making and implementation because they provide a basis for collecting reliable and valid data. Nursing theory is key in the practice of nurses and advanced practice nurses because it serves as a guide to assessment, intervention, and evaluation of care. Theory provides a measurable way to evaluate the quality of nursing care (Colley, 2003).

According to Meleis, there are many beneficial uses of nursing theory. Nursing theory provides a basis for research and a frame of reference for patient assessment, diagnosis and intervention. It makes nursing practice more competent and valuable. Nursing theory provides a common platform for communication between the advanced practice nurse and other disciplines involved in a patient’s care. It supports the “professional autonomy,” responsibility, and liability of the advanced practice nurse (Meleis, 2011). Benefits of theory based practice are structure and organization, a systematic, purposeful approach, focus, coordinated and less fragmented care, and identifiable and traceable goals and outcomes.

While there are many benefits of nursing theory, there are some barriers to developing and applying nursing theory. Nurses are considered doers, not thinkers. A lot of people choose to pursue the nursing profession to be advocates and to help and assist people, not to think about philosophical or ethical issues. Financial stress and a focus on career advancement within the nursing profession is proven to be a major barrier to philosophical thinking about nursing and seeking out education and training. The biggest obstacle in trying to effectively apply a nursing theory, is trying to use the wrong type of theory, or model, in a specific nursing situation. One type of theory cannot be applied every patient stipulation. Also, many nurses do not have an sufficient understanding of the types of nursing theories to use them effectively (Meleis, 2011).

Three popular nursing theorists are Florence Nightingale, Jean Watson, and Dorothea Orem. Florence Nightingale published, “Notes on Nursing: What it is, What is not,” in 1860. These notes became the true basis of nursing research and practice. Jean Watson developed the Theory of Human Caring between 1975 and 1979. This theory brings significance and focus to nursing as an up-and-coming discipline and separate health profession with its own distinctive ethics, knowledge, and traditions. Dorothea Orem’s Self-Care Deficit Nursing Theory comes from her belief that people have the ability to care for themselves and their families. Her theory explains that nurse have to supply the care patients need when they cannot care for themselves (Im & Ju Chang, 2012).

“Nursing philosophy represents the belief system of the profession that provides perspectives for practice, for scholarship, and for research.” Nursing philosophy is the overview of the basic beliefs about nursing practice. It is the outline of the viewpoint regarding what nursing is, what it aims to be, and how that can be realized. Nursing philosophy examines the nature of nursing, the nurse-patient relationship, and the heart of nursing. It serves as a guide for nurses in learning and practice, and evaluates that practice. Nursing philosophy is as active picture of who we are, “what and how we know; and of what we do within the discipline” (Kikuchi & Simmons, 1994).

A nurse’s philosophy consists of the principles and approaches towards life that the nurse upholds and how it affects her outlook on nursing practice. Philosophy leads the nurse to act in a particular way. Ernestine Wiedenbach is credited with developing the conceptual model of nursing called “The Helping Art of Clinical Nursing.” Wiedenbach theorized that there are three essential parts of nursing philosophy. The first is the respect for life; the second is value for the pride, worth, independence and distinctiveness of every person; and the third is promise to act on personally and professionally held convictions (Wiedenbach, 1964). Virginia Henderson, best known for her Definition of Nursing, believed that the nurse’s main purpose is to take care of patient’s needs and to assist them with day to day activities. These are activities that the patient’s would have been proficient in doing had they not been sick or debilitated (Castledine, 1996).

Many facets of nursing have changed since Florence Nightingale and Virginia Henderson’s era. However, the necessity for truly understanding about overall patient care remains the same. It is because of these nurses and their interest and concern for the theoretical and philosophical aspect of nursing, the nurses and providers today are able to treat their patient’s

Alligood, M. R., & Tomey, A. M. (2010). Nursing theorists and their work. (7th ed.). Maryland

Heights, MO: Mosby Elsevier.

Castledine, G. (1996). Castledine column. virginia henderson’s legacy. British Journal of

Nursing, 5(8), 517-517. Retrieved from http://search.ebscohost.com.jproxy.lib.ecu.edu/ login.aspx?direct=true&db=c8h&AN=1996038732&site=ehost-live

Colley, S. (2003). Nursing theory: Its importance to practice. Nursing Standard, 17(46), 33.

Im, E., & Ju Chang, Sun. (2012). Current trends in nursing theories. Journal of Nursing

Scholarship, 44(2), 156-164. doi: 10.1111/j.1547-5069.2012.01440.x

Kikuchi, J.F., & Simmons, H. (1994). Developing a philosophy of nursing. Thousand Oaks, CA:

Sage.

Lauzon, S. (1995). Gortner’s contribution to nursing knowledge development. Journal of Nursing

Scholarship, 27(2), 100-103. doi: 10.1111/j.1547-5069.1995.tb00830.x

McEwen, M., & Wills, E. (2011). Theoretical basis for nursing (3rd ed.). Philadelphia,

Pennsylvania: Lippincott Williams & Wilkins.

Meleis, A.I.(2011). Theoretical nursing: Development and progress (5th Ed.). Philadelphia, PA:

Lippincott Williams & Wilkins.

Parker, M. E. (2006). Nursing theories & nursing practice. Philadelphia: F.A. Davis.

Weidenbach, E. (1964). Clinical nursing: A helping art. New York: Springer.

why is it important to use a conceptual framework as a basis for professional nursing practice?

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why is it important to use a conceptual framework as a basis for professional nursing practice?

Using the Program Objectives as the outline, beginning with Program Objective 1: 
Identify the objective, considering the reason for having the objective within the framework of the nursing program. Do not use the objective as a heading; rather integrate the program objective into your narrative.
Use scholarly literature (theoretical and evidence-based journal articles) with appropriate citations to substantiate points made in your discussion of the objective. Why is this objective important to the School of Nursing curriculum? For instance, objective one is to use the UCF School of Nursing conceptual framework as a basis for professional nursing practice. Ask yourself: why is it important to use a conceptual framework as a basis for professional nursing practice? Then find literature to support why it is important, and use that as your scholarly literature. For objective one, you will not be discussing the conceptual framework, but rather why using a conceptual framework is important. Scholarly literature is NOT a substantiation of assignments completed in the program. It demonstrates the importance or reason for incorporating the objective into the curriculum. Discuss which of the AACN Essentials of Bacalaureate Education are met by this objective. Use exemplars from your papers, logs, care plans, BB Discussion Boards, clinical experiences, etc. to provide the evidence that you have accomplished each of the Program Objectives. * Explain your movement toward mastery of this objective throughout your course of study from your first semester on. 
 * Identify what you will need to do to continue to work on mastery of the objective. 
 Program Objectives: At the completion of the University of North Florida′s baccalaureate program in nursing, the graduate will: 1. Use the UNF School of Nursing conceptual framework as a basis for professional nursing practice. 2. Synthesize knowledge from nursing, the natural and social sciences, mathematics and the humanities as the basis for providing culturally competent care within a diverse society.

Define stress, stressors, and coping strategies, and contemplate their relationship to health and wellness.

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Define stress, stressors, and coping strategies, and contemplate their relationship to health and wellness.

a Clickable Rubric Assignment” in the Student Center.

Instructors, training on how to grade is within the Instructor Center.

Assignment 2: Adjustment Case Study

Due in Week 8 and worth 230 points

Go to NPR’s StoryCorps Website, located at http://www.npr.org/series/4516989/storycorps. Read two (2) articles that were published within the last two (2) months that focus on individuals with major adjustment issues.

Next, use the textbook and the Stayer Library to research evidence-based strategies to help with adjustment. Consider strategies that relate to stress and coping, gender, stages of life, cultural and social issues, and health.

When referencing the selected stories, please use this format:

Standard Reference Format:
Title of the story [Audio file]. (Year, Month Day). Retrieved from website.
Example:
A homeless teen finds solace in a teacher and a recording [Audio file]. (2014, March 7). Retrieved from http://www.npr.org/2014/03/07/286921391/a-homeless-teen-finds-solace-in-a-teacher-and-a-recording.

In-Text Citation Format:
The in-text citation for a selected story is an abbreviated version of the title and the year of publication. The abbreviation contains the first three words of the title.
Example:
(“A homeless teen,” 2014).

When referencing the textbook, please use this format:

Standard Textbook Reference Format:
Author’s Name. (Date of publication). Title of the resource. Publisher information.
Example:
Santrock, J. (2006). Huyou:

Summarize two (2) articles you selected from the NPR Website. The two (2) article must be from within the last two (2) months.
Describe the major adjustment issues discussed in each story.
Examine at least three (3) evidence-based strategies from each of the selected articles that could help the individuals in each article enhance their adjustment skills.
For each article, recommend the evidence-based strategy that is best suited for the people in the selected articles. Provide a rationale for your response.

What are the signs and symptoms of IICP and what nursing assessments would you conduct to identify this?

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What are the signs and symptoms of IICP and what nursing assessments would you conduct to identify this?

Nursing Management of patient

NUR251 Assessment 1: Case Study. Semester 2, 2015
Description: Written assignment Focus: Nursing management of patient Length: 2000 words Weight: 40% Relates to objectives: 1-5 Due: Week 7, Monday 31st August, 2015
Please address the essay criteria related to this case study in essay format. You may use appropriate headings to direct the reader. Use the suggested word count and weightings when addressing your criteria.
Essay Criteria: Case Study
Mrs Georgia Cook is a 39 year old lady who is day 3 post L) sided CVA. Three days ago, she was suddenly unable to verbalise words whilst talking on the phone. Mrs Cook was found by her husband 30 minutes later and taken to the Emergency Department; he stated that she didn’t seem to recognise him and was unable to move very much. On arrival she had dense R) sided hemiplegia, was aphasic, incontinent and displaying signs of agnosia. A head/brain CT scan revealed an ischaemic area, no bleed was seen.
Medical History – Mrs Cook is a maths teacher at a middle school, she is mildly overweight, on the oral contraceptive pill (OCP), has mild hypercholesterolemia, Type II Diabetes Mellitus and had a cholecystectomy two years ago. Her medications include: OCP, atorvastatin, metformin and multi-vitamins.
Social History – Mrs Cook is married to Tom and they have 2 young teenagers (Sommer 13, Damon 15); she is active in her children’s school committees and plays social netball twice a week.
Nursing Notes – Overnight Mrs Cook received regular pressure area care. At times, she appeared uncomfortable; paracetamol was offered and eventually given with good effect. She remains hemiplegic though RN Bronwyn (the morning shift nurse) thought she elicited a response from her R) hand. Mrs Cook is now showing signs of expressive aphasia but is frustrated++. An NGT is insitu and she is for dietician review ASAP as her weight continues to decrease. The speech pathologist will also have some input to assess her dysphagia. Her BSL and vital observations remain stable though patient hypertensive -150/88
Medications charted: Clexane S/C, Aspirin 100mg, Atorvastatin, Ramipril, multivitamins, Omeprazole IV, Metoclopramide, N/Saline 8/24.
Currently Mrs Cook has an IDC insitu, draining well. Her bowels have been loose and she has developed some redness to her perianal area. There is also some concern about mild pressure area at her r) heel. RN Bronwyn also voiced some concerns about unilateral neglect; the doctor will investigate this further today.
Mrs Cook’s husband is handling the situation well as can be expected but is struggling with her condition and is worried about the future. When her children come in to see her they are unsure what to do or say. Often Mrs Cook is teary when they leave.
NUR251 Assessment 1: Case Study. Semester 2, 2015
150 words
(Intro & Conclusion)
30 marks
Essay Criteria A: 100 words/5 marks
– What sort of stroke has Mrs Cook had – provide rationale for your answer
Essay Criteria B: 200 words/10marks
– Discuss Mrs Cook’s medication in relation to her condition. Is there any other medication you would add or withhold?
Essay Criteria C: 200words/10 marks
– Is Mrs Cook at risk of developing Increased Intracranial Pressure (IICP)? Provide rationale for why/why not
– What are the signs and symptoms of IICP and what nursing assessments would you conduct to identify this?
Essay Criteria D: 1000 words/30 marks
– Highlight areas of concern (physical, mental, social, emotional…) throughout Mrs Cook’s case study and discuss nursing management care and rationale for these.
Essay Criteria E 200 words/10 marks
– Briefly discuss what the likely discharge planning, education and allied health input (if required) would be needed for Mrs Cook.
Essay Criteria F: 150 words/5marks
– What lifestyle choices or health promotion would you recommend to reduce the risk of someone developing a CVA? Provide rationale for your answers
Submission Outline:
Length:
? 2000 words (+/- 10% not including the reference list or in-text referencing)
Presentation:
Your assignment should be:
? In Essay format;
? MUST include brief introduction, main body and a
Conclusion – NO point form. You may use [eg] “Criteria A”
as sub-headings
? Font 12pt either calibri or arial preferred. 1.5 line spacing.
? Ensure you have a footer with page numbers and your
student name/number.
? No tables or diagrams.
? Do not use first person (no I/me) – use third person terminology
NUR251 Assessment 1: Case Study. Semester 2, 2015
Reference:
? APA 6TH style,
? At least 10 references (Including a minimum of 7 peer-reviewed journal articles). You are expected to look beyond your set-text.
? References (not more than 10 years old)
Assessment Criteria: Assessment Criteria are presented in the form of a grading rubric (see below). The rubric will be graded out of 100% however this assignment contributes to 40% of your overall grade
Submission: Submit your assignment via the Safe Assignment link provided in Learnline. A practice/draft submission site is available to you for use prior to final submission which allows you to check your work for any plagiarism.
NUR251 Assessment 1: Case Study. Semester 2, 2015
Essay Rubric Unsatisfactory Limited Satisfactory Good Excellent Marks Ability to interpret and address essay criteria (40%) Evidence of ability to interpret the topic and provide a balanced development of responses, including logical discussion, critique and analysis (0-8) Understanding of the topic is poor. Few or no explanations or examples to illustrate or support points made. (9-16) Limited evidence of ability to interpret and correctly address the topic. Mostly descriptive with limited explanation or examples to illustrate or support points made. (17-24) Demonstrates a developing ability to interpret and address the topic. Some examples provided that illustrate or support points made. (25-32) Demonstrates proficiency in interpreting and addressing the topic, including evidence of critique and analysis. Uses well-chosen examples to illustrate and to support points made. (33-40) Demonstrates excellence in ability to interpret and address the topic, including a critical perspective that shows depth of critique and analysis. Uses a number of examples that support points made and illustrate deeper understanding.
Demonstrates researched and evidence based responses to essay criteria (30%) Ability to select and present material appropriate to the topic. Integrates ideas, information from appropriate resources; makes connections across selected sources that address the assignment task. (0-7) Poor or no use of research and evidence based practice in essay. Sources not relevant or pertinent to the topic and the listed criteria in relation to the assignment task. (8-14) Limited evidence of research and evidence based practice. Limited connections across selected resources and the listed criteria in relation to the assignment task. . (15-20) Developing comprehension of research and evidence based practice . Some connections across selected resources and the listed criteria in relation to the assignment task. (21-25) Proficient comprehension of research and evidence based practice with well-chosen connections across selected resources and the listed assignment task. (26-30) Insightful, well considered comprehension of research and evidence based practice with insightful connections across selected resources and the listed assignment task.
Referencing (10%) Attention to referencing and acknowledgement of other sources, both in-text and in the reference list.
(0-2)
Poor attention to referencing & citation conventions overall.
(3-4)
Limited attention paid to referencing, including citation.
(5-6)
Generally referencing, including citation conventions are followed.
(7-8)
Referencing conventions and citations usually correct and consistent. Few errors.
(9-10)
Exemplary referencing and citation. All conventions followed.
Structure, logical sequencing & flow of information (10%) Clear direction for the reader through a clearly identifiable introduction, body and conclusion; use of effective paragraphing.
(0-2)
Little or no direction provided for the reader. Poor attention to structure and logical sequencing and flow of information.
(3-4)
Limited direction for the reader. Limited structure and logical sequencing and flow of information.
(5-6)
Generally satisfactory direction for the reader with some attention to structure and logical sequencing and flow of information.
(7-8)
Provides clear direction for the reader including clear structure with logical sequencing and flow of information.
(9-10)
Provides excellent direction for the reader including excellent structure with logical sequencing and flow of information.
Written expression (10%) Ability to express ideas clearly. Quality of grammar, spelling, punctuation and syntax (sentence structure)
(0-2)
Poor written expression that lacks clarity of ideas. Frequently incorrect spelling, grammar, punctuation and syntax.
(3-4)
Awkward written expression with limited ability to express ideas clearly. Insufficient attention to correct spelling, grammar, punctuation and syntax.
(5-6)
Written expression and clarity of ideas is generally satisfactory.
Spelling, grammar, punctuation and syntax need more consistency.
(7-8)
Written expression is clear, able to express ideas readily. Consistent attention to correct spelling, grammar, punctuation, and syntax.
(9-10)
Excellence demonstrated in expression of ideas. Writing is eloquent. Excellent attention to correct spelling, grammar, punctuation and syntax.
Total out of 100

Cosmetic Surgery for Cheekbones and Chin

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Significance of high cheekbones & a prominent chin: Aesthetic point of view

In the world of today, “selfie” has become kind of an obsession and being active on “social media” and showing off your so called “cool social life” has become an obligation! In such a world today, having been able to possess ‘attractive facial features’ is a must, be it men or women.

It has been shown beyond doubt, that ‘facial symmetry’ is one of the benchmarks, by which attractiveness of a face can be recognized. However, there are found to be many other factors which are responsible for making a face look appealing. The face is the first thing that catches the attention of a passer by, friend or a foe.

Who doesn’t want to look attractive? Nowadays, people use certain kind of beauty creams, wear makeup; so as to look appealing and presentable. In the world of today, your ‘persona’ with which you carry yourself, can get you brownie points in the field that you belong to! Having a good, magnificent and presentable personality is one of the most compelling things that can get you one step closer towards achieving recognition in your particular field. In order to look presentable, you ought to possess ‘attractive facial features’ as they say!

Apart from these artificial beautifying measures such as beauty creams, makeup etc, there are some facial features that can make you look charismatic naturally. Having sharp facial features makes one look good and attractive. High cheekbones, wide-set eyes, a small nose and a prominent chin are believed to make one look appealing. Beauty does not have set parameters as such. It depends on how one perceives beauty.


The Science of Attraction

Researchers from a University at Sweden have propounded that our conclusions on whether we find someone charming may be as a result of hormones that we are exposed to in utero or at the time of puberty, our dependence on visual information, the way our brains advanced systems to identify/perceive/process different stimuli and/or our wish to transfer “attractive genes” to our progeny so that they might have higher chances of finding a mate and resultant reproductive conquest.

As per an extensive research done by a University at Germany, the thing that everyone finds sexually appealing in the opposite sex is symmetry. This holds true for human as well as animal kingdoms. Faces having great degree of symmetry are classically believed to be more attractive and symmetry has been linked with good health and genetic quality. Distinct digressions from this mean are said to denote lack of general well-being or ill-health. It is of our good interest to mate with somebody with best possible genes. And this will in turn be transferred to our children, making certain that we have healthy kids, who will pass our own genes on for the generations to come.


High cheekbones

are the zygomatic bones in the face of primates, which in some people may be more notable than others, resulting in the upper part of the cheeks to protrude and form a line cut into the side of the face. High cheekbones, producing a symmetrical face contour, are quite common in fashion divas and is said to be a ‘beauty trait’. High cheekbones develop with age and denote that a woman is old enough to be able to reproduce. In case of males, prominent facial features like a strong jaw and chin, high cheekbones indicate high level of testosterone and are believed to be attractive physical characteristics in many cultures.

Some fortunate people are naturally gifted with these attractive facial features while the others have to undergo certain procedures in order to be able to possess sharp facial features and look appealing. Let’s have a look at these varied treatments and procedures:


Injectable Fillers:


Filler injections

are non surgical soft tissue fillers approved as medical devices by the Food & Drug Administration (FDA). These are injected into the skin and help filling the lost volume of the skin. The most common areas that get exposed to these injections are the cheeks, cheekbones and chin.


Hyaluronan (Hyaluronic acid)

is the commonest constituent of an injectable filler.


Juvederm Voluma:

Juvederm Voluma with Lidocaine is the latest of the Juvederm range of injectable fillers produced by Allergan that is made up of hyaluronic acid gel and a naturally occurring substance in the skin. These are specially created to reinstate volume in the regions of volume loss. Also, due to its skillfulness it provides a definition to the jaw line as well.

  • It restores deep volume loss and smoothes the mid-face.
  • Revives sunken areas around the cheek region.
  • Gives volume and a youthful contour/appearance to the chin.

Juvederm Voluma can last up to 1 and a half year (18 months) which may vary from person to person. Individuals with facial volume loss as a result of ageing, sudden unexplained weight loss or certain problems like facial droop or asymmetry may assist from the treatment with Juvederm Voluma.

Average length of filler injections is approximately 10 to 20 minutes per session, based on the individual and the amount being treated. These require minimal downtime, permitting patients to resume work and their normal activities directly following treatment.


Cheek & Chin Augmentation: Surgical Techniques

Cheek implants or perhaps Cheek enlargement is a sort of plastic surgical treatment and that is accomplished as a way to highlight this cheeks while on an individual’s face. A plastic surgeon may perhaps place a great implant in the cheekbone for this purpose. These types of implants increase the projection in the cheekbones. Ripped or perhaps recessed cheek places may perhaps turn out seeking richer because of the added amount due to enlargement. Cheek Augmentation is mostly amalgamated using some other techniques including Face lift or perhaps face enlargement.

Material used:

Cheek implants may perhaps consist involving distinct sort of components. The most typical is solid silicone. Additionally, 2 additional options are generally high-density porous polyethylene, also known as Medpor, and ePTFE (expanded polytetrafluoroethylene), also called Gore-Tex.

Shapes:

Three different shapes:

  • Malar – This kind of is probably the most common of them all. These types of implants are placed entirely on this cheek bone tissues. Due to that the cheeks become more prominent and “higher contour” sideways in the face.
  • Submalar – These kind of implants usually are not intended to become positioned on this cheekbones. These are set up pertaining to supplementing this midface, especially when a person is having emaciated appearance or perhaps “skinny” physical appearance to this particular place.
  • Combined – Extensive implants which might be useful for augmenting equally, this cheekbones plus the mid-face.

Exactly how would be the Cheek Implants placed?

  • An incision is made by a Facial Plastic surgeon inside upper oral cavity on the the top gum line and the implants are generally slid in the spot.
  • Implants can be placed by means of doing the outside incision on the eye, but the drawback being, it could possibly build an apparent scar. That’s why majority of sufferers do not prefer this method.
  • Although, this intra-oral (inside this mouth) technique will involve a much better danger involving contamination for the reason that oral cavity has a lot more number of microorganisms.
  • Cheek implant surgical procedure is generally executed immediately after giving sedation or perhaps common anesthesia and it will take about one to two hrs.
  • Patient generally recovers within 10 days.

Chin Implants/ Chin Augmentation:

Chin enlargement is performed with the help of Chin Implants. This is a sort of surgical treatment that may change/modify the basic structure in the face. This kind of change therefore allocates far better sense of balance to the facial features. This peculiar medical terminologies –

Genioplasty

and

Mentoplasty

are used to indicate the addition and decrease in the material to a patient’s chin. This will lead to reduction in the chin height or chin rounding by osteotomy, or chin augmentation with the help of implants.

This kind of surgical procedure is a lot of the times, executed before Rhinoplasty (Nose job), that assists in balancing the facial proportions. This process accentuates the real key characteristic in the lower part of the face by means of improving it’s shape, height, width and prominence. A lot of the sufferers are searching for addressing a poor or perhaps undefined chin which “blends into the neck” too much (microgenia). This can be of disquietude as it has more effect on the patient’s side profile which enables it to help to make this nose seem nastily larger and much more visible. As a issue involving simple fact, sufferers have seen the effective improvement in their facial outline from chin implants on your own, in lieu of considering a lot more complex course of action involving Rhinoplasty (Nose surgery).

When we examine the patient’s face on the the front, aesthetic preferences will be determined by gender. A masculine chin is generally wider and square shaped, so that the face has resemblance to a rectangle or square. A feminine chin is mostly narrower, such that it bears resemblance with an inverted triangle.

Chin enlargement is a relatively easy procedure for the affected individual while resulting in notable improvements in the delineation of the face. This sort of surgical procedure is mostly executed by the oral maxillofacial surgeon, plastic surgeon or perhaps otolaryngologist.

What is the Procedure for placing Chin Implants?

This surgical treatment can be executed in a surgeon’s clinic, a hospital, or perhaps the outpatient clinic.

X-rays of the patient;s chin and face will likely be obtained. The doctor will certainly find out what part of the chin to operate upon, making use of these X-rays.

If your implant is merely needed to round out the chin:

  • The affected individual may be given general anesthesia (asleep and pain-free), or perhaps he/she may be provided with a medicine such that the place becomes numb, along with a medicine that will cause them to relaxed and sleepy.
  • A cut is made, either inside the oral cavity or outside under the chin. And in front of the chin bone and beneath the muscles, a pocket is created. This implant is positioned inside.
  • The cosmetic surgeon may perhaps use real bone tissue or perhaps fat tissue, or perhaps the implant made out of plastic, Teflon, Dacron, or perhaps newer biological inserts.
  • The implant is generally affixed to the bone tissue using screws or perhaps sutures.
  • Sutures are utilized for closing the wound. When the cut in inside the oral cavity, the scar is hardly visible.

At times, there may often be the necessity to move few bony tissues:

  • The course of action will likely be accomplished under general anesthesia.
  • The cosmetic surgeon can make the incision inside the patient’s oral cavity along the lower gum. This provides entrance for the chin bone.
  • Second incision through the jaw bone can be made if you use a chisel or a bone. This jaw bone is moved and wired or perhaps screwed in place.
  • Closure of the incision is done using stitches and a bandage is applied. Because the surgical procedure is accomplished within the patient’s oral cavity, these scar problems won’t become apparent.
  • The procedure will take around 1 to 3 hrs.