Biology homework help

Immunity

The main drama in the struggle of AIDS takes place in our immune system. From the moment that the body is infected by the first HIV virus, a battle of epic proportion begins in the immune system. The HIV is fighting to kill the immune system, and the immune system is fighting to kill the virus. The battle will continue for the remainder of the patient’s life.  In order for you to understand this battle, you will need to know more about the immune system, which is covered in chapter 3.
Before the class next week, you should read the chapter to learn about the major components of the immune system. Te two major themes that I want to focus on are Innate Immunity and Adaptive Immunity. Each of you should read about both, but select only one of these topics to write about. 
Option 1: Innate immunity innate is a general name for the non-specific immune responses that provide the body’s first and second lines of defense against invading pathogens. This part of the immune system is not damaged in AIDS, while the adaptive immunity is. It might be helpful to educate AIDS patients on the innate immune system to help them understand what is going on in their bodies, and how to make the most of it.
For this discussion, choose one example of innate immunity to focus on. Choose one aspect that was particularly interesting to you. Do some research to find out a little more about it. Here is a list of examples, but you can think of other ones as well:
a. describe one type of chemical barrier that the body puts up to keep a pathogen from penetrating the outer wall. Inder what conditions is it released? How does it work?
b. one part of the inflammatory response such as non-specific phagocytosis. Tell us how that works. You’d probably fined it helpful to watch this video:
https://www.khanacademy.org/science/health-and-medicine/human-anatomy-and-physiology/introduction-to-immunology/v/inflammatory-response (Links to an external site.)Links to an external site.
c. Tell us how an AIDS patient can work with his/her non-specific pathways to help them work to their optimal capacity, in light of the fact that his adaptive immune system is not working. For example, how can he work with his inflammatory response to get optimal benefit?
Option 2 – Adaptive Immunity:
In Chapter 3, we also learned about the adaptive immune response. This systems used a special class of white blood cells known as lymphocytes to attack specific target antigens that the body has seen in the past. This involves B-cells, T-helper cells and T-killer cells. It is these pathways that are disrupted in AIDS.
For this discussion, choose one example of adaptive immunity to focus on. Choose one aspect that was particularly interesting to you. Do some research to find out a little more about it. Here is a list of examples, but you can think of other ones as well:
Cell-free antibodies are large protein molecules that are released by B-cells as a part of the Humoral Response, which is one arm of the Adaptive Immune Response.  There may be millions of B-cells in the body at birth, and each one has been programmed during development to produce a different unique type of antibody molecule that will recognize a single antigen in it’s lifetime. As such, our bodies have the ability to recognize almost any invading pathogen with at least one type of these antibodies. When our body recognizes a pathogen, it will begin to amplify the B-cell that makes the type of antidody that can recognize it. This will launch a whole body defense, against the pathogen.
a. Describe the primary immune response, which is what happens the first time that the body recognizes an invading pathogen.  Explain what happens to the single B-cell that makes antibodies against that pathogen. How long does after infection does it take for the immune response to knock down the infection?
b. Describe the secondary immune response, which is what happens when the same invading pathogen is involved in a re-infection of the body. Since there are now thousands of dormant B-cells that recognize the antigens on the pathogen, how is the immune response enhanced? How quickly does that occur. compared to the first encounter with that pathogen?
c. Describe how a vaccine works. Which how does the vaccine replace the primary response? When the pathogen enters the body for the first time in a person who has already been vaccinated, does it encounter a primary immune response or a secondary immune response? Explain.
d. There is a second arm of the adaptive immune response known as “Cell-mediated Immunity” which is mediated by using T-cells, rather than B-cells. There two types of T-cell responses, one with the T-Helper cells and one with cytotoxic T-cells.  T-Helper cells are the T-cells with the CD4 receptor on the surface, through which the HIV particles enter the cell. It is the T-Helper cells that are killed in AIDS.  The second type of T-cell response is with a different type of T-cell, T-killer cells, also known as cytotoxic T cells or CD8+ cells. Here’s the question: If AIDS kills only the T-Helper cells, why are both the humoral (B-cell) and cell-mediated responses (T-cell) pathways knocked out?

Policy Issue Presentation

Create a 10 to 12-slide Microsoft® PowerPoint® presentation, with speaker’s notes, communicating the change vision of the policy issue you selected.
The policy issue selected: (Prescription drug abuse )
Locate a minimum of three academic articles to support your stance. Two of the three articles can be previous resources used in earlier weeks.
Include the following in your presentation:
-Summarize the problem statement using relevant background information and supporting details from the articles you located.
-Identify the policy objectives, options, and alternatives.
-Who is directly impacted by the health policy issue?
-Identify the stakeholders who will assist you in implementing the change and define their roles.
-What are the outside influences on the policy issue?
-How has the media’s influence shaped the policy?
-How will the policy change improve health care?
-Are there any cultural or ethical implications to this policy?
Cite and reference using APA guidelines.

Analyzing Emotional Competence
It is important, as a teacher, to recognize signs of emotional distress in young children and respond in developmentally appropriate ways.
Consider the following scenarios:
Jackie, 1-year-old, seemed startled when she heard the fire alarm go off. She cried loudly even after her teacher picked her up and the fire alarm stopped ringing. The teacher held her gently and spoke softly and reassuringly to her. Jackie eventually cried less and became visibly relaxed in her teacher’s arms.
Thomas is upset with Ruben. “You can’t play here, Ruben. You pushed me when we were in circle time,” said Thomas. Ruben responded by sweeping Thomas’s puzzle pieces off the table. Mrs. Harrel, their teacher, spoke privately with Ruben and one part of her message was this: “You can use words to tell Thomas that you are upset. Try saying, ‘I want to play with you. I’m upset because you said no.’” She had Ruben say those words, for practice. Then she said, “Would you like to tell him now?”
Mr. Alexander noticed that his class was unusually active and even agitated after their walk to the library, and the children had difficulty settling back into their routine. Therefore, he gathered them on the carpet, turned on soft music, and led them in deep breathing exercises.
Write a 250-500 word analysis of the scenarios. Your analysis should include how the emotions were perceived by the teacher and the student, how the student expressed the emotions, and how the emotions were controlled in each scenario.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion and please use 4 scholary resource from the years 2010-present year 2020
attachment
Rubric_Print_Format1.xlsx

Question Description

Review the Topic Materials and the work completed in NRS-433V to formulate a PICOT statement for your capstone project.

A PICOT starts with a designated patient population in a particular clinical area and identifies clinical problems or issues that arise from clinical care. The intervention should be an independent, specified nursing change intervention. The intervention cannot require a provider prescription. Include a comparison to a patient population not currently receiving the intervention, and specify the timeframe needed to implement the change process.

Formulate a PICOT statement using the PICOT format provided in the assigned readings. The PICOT statement will provide a framework for your capstone project.

In a paper of 500-750 words, clearly identify the clinical problem and how it can result in a positive patient outcome.

Make sure to address the following on the PICOT statement:

  1. Evidence-Based Solution
  2. Nursing Intervention
  3. Patient Care
  4. Health Care Agency
  5. Nursing Practice

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Running head: PAPER TITLE HERE 1
 
 
 
 
Paper Title Here
Student Name Here
New Jersey City University
Professor Robert Dowd
November 16, 2020
 
 
 
 
 
 
 
 
 
 
 
 
YOUR FIRST PAGE WILL
LOOK EXACTLY LIKE THIS;
HOWEVER, PUT THE PAPER
TITLE AND YOUR NAME
WHERE HIGHLIGHTED
 
 
PAPER TITLE HERE 2
 
Abstract
An abstract is a short summary of your research paper, usually about a paragraph (6 to 7
sentences, and anywhere from 150 to 250 words) long. A well-written abstract serves multiple
purposes:
1. An abstract lets readers get the essence of your paper or article quickly, in order to decide
whether to read the full paper;
2. An abstract prepares readers to follow the detailed information, analyses, and arguments
in your full paper; and,
3. An abstract helps readers remember key points from your paper.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
YOUR SECOND PAGE IS YOUR ABSTRACT.
READ THE RULES FOR THE ABSTRACT
ABOVE THIS NOTE
 
 
PAPER TITLE HERE 3
 
Literature Review
There should be ten pages of text here. Please Make sure you cite your work. Here is an
example of some writing (however not ten pages worth) and APA citations:
Scholarly analysis has demonstrated that suicide bombing, although horrific and
repugnant, can produce tangible benefits for groups seeking political change through violence.
Sprinzak (2000) noted that suicide bombing is one of the most psychologically effective methods
because it communicates the message that there is no deterrent that can dissuade the attacker.
Before the popularization of suicide bombing by groups such as Hezbollah in Lebanon and the
Tamil Tigers in Sri Lanka during the 1980s, it was largely, and erroneously, assumed that,
although willing to engage in extreme risk-taking behavior, even terrorist practitioners put a
certain premium on their own lives (Sprinzak, 2000). However, as studies by Sprinzak and other
highly influential pieces by observed, what may seem irrational on an individual level may be
quite logical at the group level (Pape, 2003; Sprinzak, 2000). That is, terrorist groups may
benefit from the use of individual members to conduct suicide attacks, whereas the individual
conducting the attack may not.
When you quote something word for word, you must also include the page number in the
parenthetical citation. An example of this is below:
 
 
People all over the world are potentially exposed to terrorism. “The
individuals, who have brutal kind of mentality, are the enemies of the mankind and are
greatest threat to the peace of the world” (Ahmad, Malik & Batool, 2018, p. 125). countries are
more targeted of brutality which did not pay attention on borders management in the past. Some
 
 
PAPER TITLE HERE 4
 
may argue that peace may be impossible without proper intelligence gathering and border
management.
When you quote more than 40 words you must double indent and set off the paragraph.
See an example below:
 
It has been stated time and time again that terrorism is a political event. Research has
shown that terrorist activities yield a wide range of emotions:
Terrorism not only human and physical losses but also generate an array of
psychological, social, political, and economic damages in target countries. When
societies bear losses of terrorism, there comes the issue of knowing causes of these
incidents. The causes of terrorism are studied in order to determine which factors
motivate the production of terrorist activities. This may help to bring down the terrorist
activities. (Haider et. al, 2015, p. 220)
 
You will continue to write about your topic, supporting what you are telling me by drawing from
scholarly and other source material, as well as giving you own interpretation and opinion.
As you continue you will fill 10 pages of your paper (pp. 2-13).
Please go to the next page….
 
 
 
 
 
 
 
PAPER TITLE HERE 5
 
Conclusion
The findings from your research should be added here.
This can be as long or short as you like. Just tell me what you learned.
 
 
 
 
 
Please continue to the next page for References….
 
 
 
 
 
 
 
 
PAPER TITLE HERE 6
 
References
Ahmad, S., Malik, M., & Batool, A. (2018). Perceptions of University Students about Causes of
Terrorism. Bulletin of Education and Research, 40(3), 115–127.
Haider, S., Pablos Heredero, C., Ahmed, M., & Dustgeer, S. (2015). Identifying Causes of
Terrorism in Pakistan. Dialogue (Pakistan), 10(3), 220–236.
Pape, R. A. (2003). The strategic logic of suicide terrorism. American Political Science Review,
97(3), 343-361.
Sprinzak, E. (2000, September/October). Rational fanatics. Foreign Policy, 120, 66-73.
 
 
 
 
 
 
 
 
 
PLEASE SEE THE NEXT PAGE FOR RULES FOR THIS TERM PAPER
 
 
 
 
 
YOUR REFERENCE LIST IS DONE
IN APA FORMAT. IF YOU HAVE
QUESTIONS ASK ME OR REFER
TO THE APA GUIDE
 
 
PAPER TITLE HERE 7
 
Ten (10) Requirements for this paper:
1. The topic for this paper may be ANY TOPIC from this course (Terrorism or
Counterterrorism).
2. This paper will be done in APA style
3. Whenever you directly quote something, you must include the page number.
a. Example:
“Mass incarceration operates as a tightly networked system of laws, policies,
customs, and institutions that operate collectively to ensure the subordinate
status of a group defined largely by race” (Alexander, 2012, p. 13).
4. Whenever you paraphrase material from a source, and it is not common knowledge,
you must credit the source.
a. Example: These policies disproportionately targeted people of color, as no
other country in the world has placed so many of its racial/ethnic groups
behind bars (Alexander, 2012).
5. You must use Times Roman font
6. The font size shall be 12 Point
7. The paper will be double spaced.
8. There must be a minimum of five sources (you may have more than five):
a. These sources are scholarly journal articles that support your paper. These
should be peer reviewed scholarly articles as discussed in class.
b. Feel free to use more than five sources.
 
 
PAPER TITLE HERE 8
 
9. There must be a minimum of 10 pages of text. This does not include your cover
page or reference page. Therefore, the paper you turn in will have a minimum of 12
pages to it, including the cover and reference page.
a. 10-page paper starts off with a grade of 100.
b. 9-page paper starts off with a grade of 90.
c. 8-page paper starts off with a grade of 80.
d. A 3-page paper starts off with a grade of 30. Remember, this paper is 25
percent of your grade.
10. Feel free to submit two or three pages to me as a draft for notes and feedback. My
feedback and notes will help your final grade.

Psychotherapeutic Approaches to Group Therapy for Addiction Essay Assignment Papers
Laureate Education (Producer). (2013d). Levy family: Sessions 1-7 [Video file]. Baltimore, MD; Author.
Psychotherapy.net (Producer). (2000a). Cognitive therapy for addictions [Video file]. Mill Valley, CA: Author
Assignment: Psychotherapeutic Approaches to Group Therapy for Addiction
When selecting a psychotherapeutic approach for a client, you must consider the unique needs and characteristics of that particular client. The same is true when selecting a psychotherapeutic approach for groups. Not every approach is appropriate for every group, and the group’s unique needs and characteristics must be considered. For this Assignment, you examine psychotherapeutic approaches to group therapy for addiction.(detailed instructions below)
ORDER A PLAGIARISM-FREE PAPER NOW
Learning Objectives
Students will:
Evaluate psychotherapeutic approaches to group therapy for addiction
To prepare:
Review this week’s Learning Resources and reflect on the insights they provide on group therapy for addiction.
View the media, Levy Family: Sessions 1-7, and consider the psychotherapeutic approaches being used.
The Assignment
In a 3-page paper, address the following:
Identify the psychotherapeutic approach that the group facilitator is using, and explain why she might be using this approach.
Determine whether or not you would use the same psychotherapeutic approach if you were the counselor facilitating this group, and justify your decision.
Identify an alternative approach to group therapy for addiction, and explain why it is an appropriate option.
Support your position with evidence-based literature.
Psychotherapeutic Approaches to Group Therapy for Addiction Essay Assignment Papers

Assessment Instructions 

Your manager asked you to prepare an article for a community newsletter for a local retirement village. The editor wants you to talk about the laws, policies, and choices surrounding end-of-life health care decisions

Preparation 

Search the Capella library and the Internet for scholarly and professional peer-reviewed articles on end-of-life care. You will need at least three articles to use as support for your work on this assessment.

Directions

Write an article of 750–1,000 words (3–4 pages) that discusses the laws, policies, and choices surrounding end-of-life health care decisions. Address the following in your article: 

  • Describe the role of the nurse in end-of-life decision making with patients and their families.
  • Explain the legislation that generated end-of-life health care policies. Was the legislation an outcome of a specific medical case?
  • Identify the primary policies regarding current health care practices related to end-of-life health care decisions. How to these policies affect treatment decisions?
  • Explain the effect of end-of-life regulations and controls on patient outcomes. What effect does this have on the nurse-patient relationship?
  • Describe the ethical considerations that have influenced policy decisions in regard to end-of-life decisions.

Additional Requirements

Your article should meet the following requirements:

  • Written communication: Written communication should be free of errors that detract from the overall message.
  • References: Cite a minimum of three resources; a majority of these should be peer-reviewed sources. Your reference list should be appropriate to the body of literature available on this topic that has been published in the past 5 years.
  • APA format: Resources and citations should be formatted according to current APA style and formatting.
  • Length: 750–1,000 words or 3–4 typed, double-spaced pages, excluding title page and reference page. Use Microsoft Word to complete the assessment.
  • Font and font size: Times New Roman, 12-point.

PA format 3 peer references and discussion needs to be related to what is posted as response to the persons diagnosis

Patient Initials: RF               Age: 15                       Gender: M

SUBJECTIVE DATA:

Chief Complaint (CC): A dull pain in both knees with occasional clicking in one or both knees and the sensation of the patella catching.

History of Present Illness (HPI): RF is a 15-year-old male who reports dull pain in both knees. Sometimes one or both knees click, and the patient describes a catching sensation under the patella. He states that the pain has been on and off for the last four months and initially only present after intense activity but has gotten worse since starting track this summer and seems to be present more often than before.

The patient states that the clicking comes and goes and isn’t always present in both knees at the same time. The catching sensation under the patella is more pronounced since he started doing the long jump in track. The patient states that he is able to bear weight as the pain is a dull ache. Icing his knees after sports and taking ibuprofen help to reduce the pain and swelling but both occur more frequently now making it difficult to participate in sports. The patient feels that he may be overdoing it with all of the sports he participates in and is worried about not being able to play soccer if it continues to get worse. The patient rates the pain 7/10 after intense activity.

Medications: Ibuprofen 200 mg oral tab, two tabs every 6 hours as needed for pain.

 Allergies: No known drug, food, or environmental allergies.

Past Medical History (PMH): None

Past Surgical History (PSH): None 

Sexual/Reproductive History: Patient is not sexually active at this time.

Personal/Social History: Patient denies smoking, alcohol use, and illicit drug use. The patient is very active with sports playing soccer, basketball, baseball, and track. He states that he tries to eat well mainly because of sports but doesn’t always make the best choices for snacks. He tries to avoid soda most of the time and reports drinking a lot of water.

Immunization History: Immunizations are up to date. Gets influenza vaccine annually.

Significant Family History:

Paternal grandfather has hypertension, and father has borderline hypertension. Maternal grandfather has type II diabetes.

Lifestyle: RF is a freshman in high school who lives with both of his parents and older sister. RF plays soccer, basketball, baseball and participates in track for high school. RF also plays club soccer playing and traveling most of the year. RF is a good student, athletic, and enjoys being active. He also participates in winter sports and skis during winter break.  RF works part-time as a referee during the summers due to his commitment to school and sports.

Review of Systems:

General: No recent weight gain or loss of significance. Patient denies fatigue, fever, or chills.

HEENT: No headaches or dizziness. No changes in vision. He does not wear glasses, and his last eye exam was just under a year ago. Denies eye drainage, pain, or double vision. No changes in hearing. Has had no recent ear infections, tinnitus or ringing in the ears. Denies sinus infections, congestion, and epistaxis. He reports his sense of small is intact. Last dental exam was four months ago for regular cleaning. Denies bleeding gums or a toothache. Denies dysphagia or throat pain.

Neck: No history of trauma, denies recent injury or pain. He denies neck stiffness.

Breasts: Denies any breast changes. Denies history rashes. Denies history of masses or pain.

Respiratory: Denies a cough, hemoptysis, and sputum production. Patient denies any shortness of breath with resting or with exertion. Patient reports no pain with inspiration or expiration.

Cardiovascular/Peripheral Vascular: No history of murmur or chest palpitations. No edema or claudication. Denies chest pain. No history of arrhythmias.  

Gastrointestinal: Denies nausea or vomiting. Patient reports no abdominal pain, diarrhea, or constipation. Last bowel movement was this morning. Denies rectal pain or bleeding. Denies changes in bowel habits. Denies history of dyspepsia.

Genitourinary: Denies changes in urinary pattern. No incontinence, no history of STDs or HPV, the patient is heterosexual and not sexually active. Denies hematuria. Denies urgency, frequency, and dysuria.

Musculoskeletal: No limitation in range of motion for all limbs though patient reports difficulty moving knees after excessive strain from sports.  No history of trauma or fractures. Patient reports dull pain in both knees. The patient states occasional swelling in knee joints after participating in sports. Patient reports clicking in one knee and sometimes both. The patient states that the pain is worse after participating in the long jump or running long distances. Patient denies history or presence of misalignment of either knee.

Psychiatric: Denies suicidal or homicidal history. No mental health history. Denies anxiety and depression.

Neurological: No dizziness. No problems with coordination. Denies falls or seizures. Denies numbness or tingling. Denies changes in memory or thinking patterns.

Skin: No history of skin cancer. Denies any new rashes or sores. Patient reports many blisters from sports which are treated with Neosporin, band-aids, and NewSkin spray. Denies eczema and psoriasis. Denies itching or swelling.  

Hematologic: No bleeding disorders or history of blood transfusion. Denies excessive bruising.

Endocrine: Patient reports no endocrine symptoms. Denies polyuria, polydipsia. Patient denies no intolerance to heat or cold.

Allergic/Immunologic: Denies environmental, food, or drug allergies. No known immune deficiencies.

OBJECTIVE DATA:

 Physical Exam:

Vital signs: B/P 118/74; P 65 and regular; T 98.6; RR 16; O2 100% on room air; Wt: 125 lbs.; Ht: 5’7”; BMI 19.1

General: RF is a well-developed, well-nourished Caucasian teenage male who appears to be in no apparent distress.   

HEENT: Head: Skull is normocephalic, atraumatic. No masses or lesions.

Eyes: PERRLA, +direct and consensual pupil response. EOM intact, 20/20 vision bilaterally without correction. Fundoscopic exam normal, vessels intact, the optic disc with clear margins.

Ears: Bilateral external ears no lesions, masses, drainage or tenderness. Tympanic membranes intact, pearly gray, no bulging, no erythema, and landmarks appreciated bilaterally. Hearing intact bilaterally.

Nose: No nasal flaring, no discharge, no obstruction, septum not deviated. Turbinates pink and moist. No polyps or lesions bilaterally. Nares patent with no edema or erythema.

Throat: Oropharynx clear and mucosa moist. No erythema or exudate. Uvula midline, palate rises symmetrically.

Mouth: No lesions, no thrush. Moist mucous membranes. Healthy dentition present. Tongue midline.

Neck: Supple, non-tender. Full range of motion. Trachea midline. No masses. Thyroid and lymph nodes not palpable.

Chest/Lungs: Thorax non-tender with symmetric expansion. Respiration regular and unlabored, without a cough. Tactile fremitus equal bilaterally and greater in upper lung fields.  Breath sounds clear with adventitious sounds. All lung fields with resonant percussion tones.   

Heart: Regular rate and rhythm; normal S1, S2; no murmurs, rubs, or gallops. Apical pulse not visible. Apical pulse was barely palpable. JVP appears to be approximately less than 6 cm with HOB elevated to 45 degrees. No carotid bruits or JVD appreciated.

Peripheral Vascular: Pulses 2+ bilateral pedal and 2+ radial bilaterally. No pedal edema. Popliteal pulses 2+ bilaterally.

Abdomen: Abdomen round, soft, and non-tender without rash, palpable mass or organomegaly. Active bowel sounds. Tympany over most quadrants with areas of dullness noted upon percussion. No abdominal bruits.

Genital/Rectal: Adequate tone, no masses noted, eternal genitalia intact.

Musculoskeletal: Normal passive and active ROM in upper and lower extremities. No focal joint inflammation or abnormalities appreciated in upper extremities. + tenderness to palpation at the inferior pole of the patella bilaterally. + Q angle greater than 10 degrees bilaterally. Clicking present with movement in right knee. Normal alignment of the knees bilaterally. All upper and lower extremity joints without effusions or erythema. Spine without tenderness and range of motion is full. Greater tenderness was noted in knees bilaterally when extended, and quadriceps are relaxed. Normal muscle strength present against resistance.

Neurological: CN ll-Xll grossly intact. Awake, alert, and oriented to person, place and time. The patient can move all limbs on command and spontaneously.

Skin: Warm, moist, and intact. Skin is pale. + edema right knee. No peripheral cyanosis. No clubbing. No rashes or bruises present.

ASSESSMENT:

Lab Tests and Results:

CBC- Normal

Erythrocyte sedimentation rate (ESR) – Normal

Diagnostic test:

Passive extension-flexion sign- positive- which is tenderness on palpation of the tendon at the inferior pole of the patella.

McMurray test- Negative for locking during joint movement.

X-ray- negative

MRI- Showed high signal intensity within the proximal posterior central aspect of the tendon at its origin.

Differential Diagnosis:

  1. Patellar tendinitis: This is the most likely diagnosis based on the patients HPI, ROS, physical assessment, and diagnostic studies. The patient’s chief complaint was a dull pain in the knees with occasional clicking in one or both knees. The patient is athletic and participates in many sports that continuously put a strain on his knees. The quadriceps angle was greater than ten which suggests patellar tendinitis. The patient plays sports that include a lot of running and jumping which adds strain to the knee joints. The patient was also positive for tenderness on palpation at the inferior pole of the patella bilaterally. Lastly, the MRI was positive for high signal intensity within the proximal posterior central aspect of the tendon where it originates from.
  2. Osgood Schlatter’s disease: A possible diagnosis as it is a common problem which typically occurs during times of fast growth usually in fit, active boys. Osgood Schlatter’s disease is associated with pain just below the kneecap in one or both knees, often worse after sports especially high impact activities using the quadriceps muscles. However, limping is often a present, and the patient denied limping in the ROS. Pain is greater with stair climbing and kneeling, and the patient did not admit to either. Flexion and extension will increase pain in the tibial tubercle which was not present upon physical exam of the patient.
  3. Chondromalacia patellae: This is a possible diagnosis due to the presence of knee pain upon palpitation and increased pain with activity. However, chondromalacia patellae are more common in females or persons with a history of knee trauma. The patient is male and denied trauma to either knee. The patient denied a history of misalignment which is also related to chondromalacia patellae. An x-ray of the knee would show irregularities of the patellofemoral joint.
  4. Medial meniscus tear: This diagnosis is a possibility because it can occur after a twisting injury and the patient participates in sports such as soccer, basketball, and skiing that involve twisting movements. Clicking may be present with a medial meniscus tear which the patient reported and was also appreciated upon physical assessment in the right knee. McMurray test was negative for locking during joint movement. The patient denied difficulty with weight bearing.
  5. Juvenile rheumatoid arthritis (JRA): Possible due to knee joint soreness and stiffness, however, both typically improve with activity. Joint swelling may also present with JRA and was reported by the patient in his ROS. The patient denied weight loss and fatigue which are common symptoms. The patient also denied night pain. A CBC would show anemia, leukocytosis, and thrombocytosis. The ESR would be elevated.

References 

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.

Dains, J. E., Baumann, L. C., & Scheibel, P. (2016). Advanced health assessment and clinical diagnosis in primary care (5th ed.). St. Louis, MO: Elsevier Mosby.

Huether, S. E., & McCance, K. L. (2017). Disorder of the joints. In alterations of musculoskeletal function (6th ed., pp. 991-1038).

Rath, E., Schwarzkopf, R., & Richmond, J. (2010). Clinical signs and anatomical correlation of

patellar tendinitis. Indian Journal of Orthopaedics, 44(4), 435-437 3p. doi:10.4103/0019-

NCS3202: Nursing Professional Portfolio- Transitioning From a Student Nurse to a Graduate Nurse- Literature Review Assignment

Task:

Complete a 3000 word +/- 10%, Literature Review relating to the transition of the student nurse to a Registered Nurse.

Title: Challenges facing the student transitioning from a student nurse to a graduate nurse, and the solutions to overcome these challenges. This assessment must follow the ECU SNM assignment guidelines, and include the following areas:-

Address three main questions: 
1) What are the challenges facing the student transitioning from a student nurse to a graduate nurse? 
2) What are the solutions offered in the literature to overcome these challenges? 
3) Keeping the recommendations form the literature in mind, what is your personal plan (short-term and long-term) to overcome these known challenges as you enter nursing practice as a novice nurse?

You will need to critically review a range of academic journal articles (no less than 15 peer reviewed articles, no older than 5 years old) to explore this topic. Look both locally, nationally, and internationally for literature.

1. This is to be written as a Literature Review which requires the student to document their search strategy and keywords. More details on what a literature review entails, is addressed in the ECU

Tip Sheet – literature review (if this link fails to work, this document is also located under the assessments tab on BB for this site. 
http://intranet.ecu.edu.au/__data/assets/pdf_file/0011/20621/literature_review.pdf

2. Follow the School of Nursing and Midwifery Guide to Assignment presentation and Submission, found by clicking this link, or on Blackboard. https://blackboard.ecu.edu.au/bbcswebdav/pid-5288957-dt- content-rid6671302_1/courses/NCS3202.2018.1.ALL/SNM%20Guide%20to%20Assignment%20Presentation%20and%20Submission.pdf