Describe the risks of delayed diagnosis and treatment.

Your clinical application essay should be organized as follows:First page: The first page is the title page. The title page will include only the following:Page number (in the upper RIGHT-hand corner) (All pages should be numbered.)The title of the paper (Tell the reader more than Module 04 Clinical Application Assignment)The author (That’s you …without credentials)The institution (The University of Alabama at Birmingham)Next pages: The body of your paper. The body of the paper will include the following:A WELL ORGANIZED, detailed introduction providing all of the facts of the case (Note: There is no unnecessary information in the scenario. The scenario provides clues for your rationale.)Next to the last page: TEACHING POINTS (Yes, teaching points go on a separate page.): Include three teaching points. Teaching points DO NOT need references. (Show us that you can follow instructions.) The teaching points are YOUR words.Last page: The last page is the reference page. All references should be in APA format. This textbook has authored chapters. The appropriate formatting for an authored chapter in a textbook without a DOI is found on p. 326, example 39, in the Publication Manual of the American Psychological Association, 7th ed.Submit your work as a DOC or DOCX file through the assignment portal in Canvas. ALL assignments (except the very last one) are due at 2300 Central Time.INSTRUCTIONS:Below is a clinical situation that an Advanced Practice Nurse might encounter. This is a case about pathophysiologic principles we are now seeing exacerbated by COVID-19 and that could potentially apply to patients who are males or females, young or old. In NO MORE THAN FOUR PARAGRAPHS (not including the introduction), assess the situation and address the questions (logically and in order) that relate to the scenario. Be concise and clear in your presentation.The first paragraph of the Clinical Application Essay must include a complete introduction that presents the facts of the case so that any reader not familiar with the case will understand what you are writing about. The next paragraphs should explain the pathophysiology that has caused the conditions of the case. Be sure that you answer each of the questions. In these discussions WHY IS MORE IMPORTANT THAN WHAT.Be sure to check your spelling and grammar. Proper use of APA format is required. TWO REFERENCES WILL BE ACCEPTED: THE REQUIRED TEXTBOOK (Norris (10th ed.) & the article “Proximal deep vein thrombosis and pulmonary embolism in COVID-19 patients: a systematic review and meta-analysis”. PLEASE NOTE: YOUR ESSAY SHOULD BE CONCISE, WELL ORGANIZED, AND NO MORE THAN FOUR PARAGRAPHS IN LENGTH (not including the introduction and teaching points.) Follow instructions. PLEASE SEE THE RUBRIC FOR GRADING PARAMETERS. Use the rubric as a checklist before submission.Longchamp, G., Manzocchi-Besson, S., Longchamp, A., Righini, M., Robert-Ebadi, H., & Blondon, M. (2021). Proximal deep vein thrombosis and pulmonary embolism in COVID-19 patients: A systematic review and meta-analysis. Thrombosis Journal, 19(15), 1-10. a separate section (but in the same submitted document), list and enumerate using Arabic numbers (not bullet points) THREE teaching points that relate to this scenario.A teaching point is something you say directly to a patient, a parent, or other family members that TEACHES them about the situation, condition, or treatment to reinforce what you say to the patient during the clinic or office visit that should be remembered after the visit. (“You will need a follow-up appointment” is an instruction, not a teaching point.)
Do not use jargon-not everyone you talk with will have the same level of education that you do. (Perhaps have a non-medical 13-year-old read your teaching points to see if they can understand what you are saying.) Teaching points do not need references.If we were discussing oral health, examples of teaching point would be:You should brush your teeth after each meal. This helps keep the teeth clean and prevents cavities and bad breath.Flossing at least once daily is important to assure proper gum health. This also prevents further gum disease and bone loss.Seeing your dentist twice a year is important for good oral health. Your dentist will not only check your teeth and gums but will also do a comprehensive cancer screening of the tongue, salivary glands, and other tissues in the mouth. By seeing your dentist often, small problems are taken care of before they become big problems.Notice the teaching in the above points. Also, notice that ARABIC numbers (1, 2, 3, etc.) were used. If an instruction is given, then an explanation (teaching) is given about WHY the instruction is important.NOTI would tell the patient that tooth brushing is important after meals and I would explain flossing.Tell what you will say not what you will do.It is important to keep your next scheduled visit.This is an instruction and teaches the patient nothing about the disease process.If you do not take care of your teeth, you may get terrible diseases in your mouth that could cause you to lose your jaw to die.This is a bit harsh and a bit extreme. There are softer ways to present this same information.SCENARIOMr. Sars is being seen today by the Advanced Practice Provider (APP) in a step-down unit at Good Hope Hospital. Mr. Sars is a 55-year-old postal worker who has recently been moved to the step-down unit from the ICU. This morning on rounds he mentions that he is having “pain in the back of his right calf” and that he would “rather skip the physical therapy today”. The following describes what is found on assessment of the patient.Physical Assessment:Vitals: Heart rate: 120 beats per minute, Blood pressure = 140/90 mmHg, Respiratory rate = 28 breaths/minute, temperature 101.4 degrees Fahrenheit. Height 5’10″, weight 202 poundsSkin: Swelling with tenderness at right calf, warm to touch.Neuro: Alert and oriented; follows all commands and exhibits equal strength in all extremities. Walking twice a day with physical therapy.Pain: Reported 6 out of 10 to right lower extremity.Pulmonary: 2L Nasal canula; Tachypnea with bilateral breath sounds.CV: Sinus tachycardia present; heart sounds include s1 and s2.GI: No complaints, abdomen soft, non-tender with active bowel sounds.GU: Denies any GU problems. Exhibits clear, yellow urine.
History of Present Illness: Mr. Sars was admitted to Good Hope Hospital on June 15th, 2021 due to shortness of breath. Mr. Sars was intubated and placed on the ventilator as his symptoms progressed. He tested positive for COVID-19 on June 17th. After a two-week stay in the ICU, Mr. Sars was finally extubated and moved to the ICU step down unit where he has been recovering without incidence.Diagnostic studies: Labs: Blood chemistry and hematology are normal with the exception of an elevated white blood cell count. Ultrasound: Evidence of clot in posterior tibial vein.Based on this scenario and what you have learned in Module 04 about the cardiovascular system and using only Norris (10th ed., 2019) or the article posted above as your references, respond to this scenario in the role of an advanced practice nurse, by writing a short essay answering the following questions (you must follow the assigned rubric for this assignment):Provide your diagnosis and using Virchow’s Triad, explain how the patient’s current risk factors led to his diagnosis/condition.How did the patient’s history of COVID-19 add to the pathogenesis of his diagnosis?Describe the risks of delayed diagnosis and treatment.Three (3) teaching points are required. In your teaching points, explain to Mr. Sars what is currently happening that is causing his leg pain. Choose ONLY THE THREE CONCEPTS YOU CONSIDER MOST IMPORTANT. TEACH!!! (“It is important to keep your nurse practitioner visits.” is an instruction. This statement teaches the patient NOTHING about the disease process.)With your teaching points be factual and reassuring.SUMMER 2021 (MSR)

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