NURS 6531 i-Human Case Study: Evaluating and Managing Integumentary Conditions

NURS 6531 i-Human Case Study: Evaluating and Managing Integumentary Conditions

NURS 6531 i-Human Case Study: Evaluating and Managing Integumentary Conditions

This course will require you to complete a series of case studies using the i-Human software application. The i-Human Patients (IHP) Case Player enables you to interact with virtual patients for the purpose of learning patient-assessment and diagnostic-reasoning skills. With IHP, you will be able to independently interview, examine, diagnose, and treat virtual patients and receive expert feedback on your performance.

Photo Credit: RFBSIP / Adobe Stock

The integumentary system is susceptible to a variety of diseases, conditions, and injuries, ranging from the bothersome but relatively innocuous bacterial or fungal infections that are categorized as disorders to skin cancer and severe burns, which can be life-threatening.

For this Case Study Assignment, you will examine your first case study and work with a patient with an integumentary condition. You will formulate a differential diagnosis, evaluate treatment options, and then create an appropriate treatment plan for the patient.

To prepare:

Review this week’s Learning Resources. Consider how to assess, diagnose, and treat patients with integumentary conditions.
Access i-Human from this week’s Learning Resources and review this week’s i-Human case study. Based on the provided patient information, think about the health history you would need to collect from the patient.
Consider what physical exams and diagnostic tests would be most appropriate to gather more information about the patient’s condition.
Reflect on how the results would be used to make a diagnosis.

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Identify three to five possible conditions that may be considered in a differential diagnosis for the patient.
Consider the patient’s diagnosis. Think about clinical guidelines that might support this diagnosis.
Develop a treatment plan for the patient that includes health promotion and patient education strategies for patients with integumentary conditions.

Assignment

As you interact with this week’s i-Human patient, complete the assigned case study. For guidance on using i-Human, refer to the i-Human Graduate Programs Help link within the i-Human platform.

By Day 7

Complete your Assignment in i-Human.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK2Assgn+last name+first initial.(extension)” as the name.
Click the Week 2 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 2 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK2Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
NRNP_6531_Week2_Assignment_Rubric

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List View

Novice Competent Proficient
HPI statement

Points Range: 0 (0%) – 5 (5%)
Poorly written HPI statement. Incomplete ideas and sentences. Lacks basic history taking skills

Points Range: 6 (6%) – 10 (10%)
Well written HPI statement but may be missing 1-2 key components from the history

Points Range: 11 (11%) – 15 (15%)
Clearly written HPI statement with comprehensive information gathering from case questions.

History

Points Range: 0 (0%) – 6 (6%)
Incomplete history missing 3 or more aspects of the OLDCARDS critical to patient’s diagnosis.

Points Range: 7 (7%) – 8 (8%)
Fairly complete history covering most of the requirements but may be missing 1-2 aspects of OLDCARDS critical to patient’s diagnosis.

Points Range: 9 (9%) – 10 (10%)
Complete history covering all critical components of a focus exam. Includes all aspects of OLDCARDS

Physical Exam

Points Range: 0 (0%) – 6 (6%)
Incomplete physical examination. May be missing 3 or more key exam findings that are critical to patient’s diagnosis.

Points Range: 7 (7%) – 8 (8%)
Fairly complete physical examination but may be missing 1-2 key exam findings critical to patient’s diagnosis.

Points Range: 9 (9%) – 10 (10%)
Complete physical examination covering all critical components of a focus exam.

Testing

Points Range: 0 (0%) – 6 (6%)
Includes 3 or more inappropriate exams or tests. May include contraindicated testing.

Points Range: 7 (7%) – 8 (8%)
Tests ordered are generally apprropriate. May include 1-2 unnecessary exams or tests.

Points Range: 9 (9%) – 10 (10%)
Tests that are ordered are appropriate for patient and cost effective.

Differential Diagnosis Summary

Points Range: 0 (0%) – 9 (9%)
Primary diagnosis may be wrong.Differential diagnosis list too brief and inconclusive. May be missing 3 or more critical components.

Points Range: 10 (10%) – 14 (14%)
Correct primary diagnosis identified. Well written differential diagnoses. May be missing 1-2 critical components. Priority list may be out of order

Points Range: 15 (15%) – 20 (20%)
Primary diagnosis identified. Clearly written differential diagnoses.

Plan for patient

Points Range: 0 (0%) – 15 (15%)
Poorly written plan. May be missing 3 or more key issues that are critical to patient’s diagnosis.

Points Range: 16 (16%) – 25 (25%)
Well written plan but may be missing 1-2 key issues critical to patient’s diagnosis.

Points Range: 26 (26%) – 30 (30%)
Clearly written plan covering all critical components for patient’s final diagnosis.

Exercises

Points Range: 0 (0%) – 2 (2%)
Correctly answered 0-69% of the clinical questions.

Points Range: 3 (3%) – 4 (4%)
Correctly answered 70-89% of the clinical questions.

Points Range: 0 (0%) – 5 (5%)
Correctly answered 90-100% of the clinical questions.
Total Points: 100
Name: NRNP_6531_Week2_Assignment_Rubric

Spirituality is the way to find meaning, hope, comfort, and inner peace in life. Many people find spirituality through religion. Some people find it through music, art, or a connection with nature. Others find it in their values and principles. Spirituality involves the recognition of a feeling or sense or belief that there is something greater than myself, something more to being human than sensory experience, and that the greater whole of which we are part is cosmic or divine in nature.

Healthy spirituality gives a sense of peace, wholeness, and balance among the physical, emotional, social, and spiritual aspects of our lives. However, for most people, the path to such spirituality passes through struggles and suffering and often includes experiences that are frightening and painful. Positive beliefs, comfort, and strength gained from religion, meditation, and prayer can contribute to well-being. It may even promote healing. Improving your spiritual health may not cure an illness, but it may help you feel better.

Patients who are spiritual may utilize their beliefs in coping with illness, pain, and life stresses. Some studies indicate that those who are spiritual tend to have a more positive outlook and a better quality of life (Bogue, 2020).

Similar to other caring activities and procedures, spiritual care improves people’s spiritual well-being and performance as well as the quality of their spiritual life. Spiritual care has positive effects on individuals’ stress responses, and spiritual well-being such as the balance between physical, psychosocial, and spiritual aspects of self, a sense of integrity and excellence, and interpersonal relationships. Spiritual well-being is important for an individual’s health potential and the experience of illness/hospitalization can threaten the optimum achievement of this potential. Professional nursing embraces spiritual care as a dimension of practice.

Nurses’ practice patterns in the area of spiritual care can be grouped into two categories including religious and nonreligious interventions. Religious interventions include treating patients’ religious beliefs without prejudice, providing them with opportunities for connecting with God and expressing their values and beliefs, helping them practice their religion, and referring them to clerical and religious leaders (O’Brien, et al., 2019). Nonreligious interventions include nurses’ presence for patients and their families, making direct eye contact when communicating with patients, sympathizing with patients and their families, listening to patients and their families attentively, and having love and enthusiasm for patients.

Although spiritual care is meant to help people, I frequently gain as a nurse. Interpersonal trust and a connection with the patient require high emotional intelligence. It’s important to realize that spirituality isn’t always theological care (Ross et al., 2018). Whereas the healthcare industry easily incorporates spirituality into therapy, spiritual care is essential in all sectors of operation. For the sake of our clients, we as caregivers must respect spiritual support, learn the required skills, and schedule time to satisfy these needs.

References

Bogue, D. W., & Hogan, M. (2020). Practicing dignity: An introduction to Christian values and decision making in Health Care. Retrieved from https://lc.gcumedia.com/phi413v/practicing-dignity-an-introduction-to-christian-values-and-decision-making-in-health-care/v1.1/#/chapter/1

O’Brien, M., Kinloch, K., Groves, K., & Jack, B. (2019, August 9). Meeting patients’ spiritual needs during end of life care: A qualitative study of nurses’ and healthcare professionals’ perceptions of spiritual care training. Edge Hill University. Retrieved from https://research.edgehill.ac.uk/en/publications/meeting-patients-spiritual-needs-during-end-of-life-care-a-qualit-2

Ross , L., McSherry, W., Giske, T., Van Leeuwen, R., Schep-Akkerman, A., Koslander, T., Hall, J., Ostergaard Steenfeldt , V., & Jarvis, P. (2018, August). Nursing and midwifery students’ perceptions of spirituality, spiritual care, and spiritual care competency: A prospective, Longitudinal, correlational European study. Nurse education today. Retrieved from https://pubmed.ncbi.nlm.nih.gov/29763841/

Week 1 Discussion Main Post

Career Goals: Strengths and Challenges Related to Nursing Practice Competencies

As we start on this new journey, we should remember that we are always challenged on how we can contribute to society as professional nurses. We have a professional responsibility and are expected to provide direct care, protect our patients, and support their activities of daily living. We achieve these goals by improving our nursing competency by gaining experience and education and utilizing our knowledge in our daily practice. In this sense, competency is an ability acquired through experience and learning (Farrell, et al., 2015). I believe that by the end of this course, I will start to acquire the knowledge and nursing competencies to help me in my career path.

Summary of my Expectation

I expect that by taking NRNP 6531 course I will discover and learn how nurse practitioners master how they make clinical decisions among adult populations. The course entails helping students to focus on the diagnosis and management of primary healthcare needs and problems of adult and elderly people. I hope after learning this course material that I will be able to gain more knowledge on how to apply this new knowledge to the physical and behavioral aspects of the disease processes. Also, I want to become competent in diagnosing illness as well as planning, implementing, and evaluating treatment programs encountered in a primary care setting (Farrell et al., 2015). I also want to gain confidence from my clinical experience. This is where I can learn to plan, implement, and evaluate therapeutic regimes for adult patients with common chronic and acute illnesses.

Strengths and Challenges of Nursing Practice Competencies

 

This course will equip me with nursing competencies that will be essential in my practice as a Family Nurse Practitioner. Hwang (2015) stated a nursing student should acquire eight core nursing competencies that we must acquire by studying and working. The first four competencies are assessment and intervention, communication, critical thinking and human caring, and relationship competencies. The skills needed to reinforce these competencies are monitoring, therapeutic procedures, oral reporting, writing, and computing skills (Fukada, 2018). Decision-making skills coupled with scientific and research processes lead to critical thinking. Knowledge and practice of ethics together with skills such as patient advocacy are the keys to ensuring that nurses are competent in their relationships and human caring. I believe by applying these four competencies a nurse will gain several strengths. For example, by learning communication and relationship building a nurse would gain the skills on how to deliver news and my patients would know that I am sincere and follow through on my promises and they would see me as a non-threatening, non-judgmental person (Fukada, 2018). I believe this strength will help me in caring for the elder population or any population because a patient wants a provider who is compassionate, caring, and truthful.  These knowledge, skills, and attitudes focus on patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics. Some of the challenges that I am facing is an increased workload because of the increasing aging population. Hwang (2015) stated that nurses burn out when they are overworked because their compromise their competencies to manage an increased workload.

Career Objectives

 

I believe that family nurse practitioner has a strong devotion to the health of their patients and the community otherwise why are they trying to increase their knowledge by going back to school, My career goal is to be committed to preventive measures in providing care to chronic diseases in my patients This way they will know to provide themselves with a healthy lifestyle. I could achieve this by providing knowledge to my patients by educating my patients by empowering them to make educated healthcare choices. My passion is for patient-centered care because this kind of care allows the patient to take an active role in their healthcare choices and outcomes. This course will equip me with the skills of an FNP to perform physical exams, order diagnostic tests and procedures, diagnose and treat illness, prescribe needed medications, and teach my patients how to develop healthy lifestyles to promote health and prevent disease. These skills will help me in becoming an effective FNP. As an FNP, I would get to work with people of all ages, genders, and ethnicity, as well as with the full range of medical conditions.

References

Farrell, K., Payne, C., & Heye, M. (2015). Integrating interprofessional collaboration skills into the advanced practice registered nurse socialization process. Journal of Professional Nursing, 31(1), 5-10.

Fukada M. (2018). Nursing Competency: Definition, Structure and Development. Yonago acta medica, 61(1), 1–7. https://doi.org/10.33160/yam.2018.03.001