Tag: Health Medical

Personal Life:

-I’m cuban

– I came to United States when I was 16 years old

– My mom and dad were both general surgeon in our native country, so since I was little I had a strong connection with medical field

– We came in a boat, escaping from my country looking for a better opportunity

– When I first arrived to this country I didn’t speak English, so I learned in orrder to continue my education.

Education:

– Grduated with honors from Miami Coral Prk Senior High in Miami Fl

– Graduated with Honors from Miami Dade Collage, completed AA

– About to graduate with Higher honer from BS in Health Science from Purdue University

Other information:

– Becoming a doctor it’s my dream, since I was a little girl , I’ve picture my professional life as a doctor, helping people, fighting to save lives, honoring the Hippocratic Oath

– Diagnosing and being able to treat patients, improving my skills, and preparing myself is my goal.

– Succeed in my Med school years , and prepare myself for USMLE steps, I will like to enjoy evry single step of the proces until graduation.

– Saint James School of Medicine will be the best place for me ( We might have to try to find more info about the University)

– The schools offers a low rate Professor- Students, helping us students to have access to faculty staff.

– They offer great well trained faculty staff.

Information about the program

We offer you an accredited, affordable, hands-on medical school education, to prepare you for a long, rewarding medical career. Our top accredited Caribbean Medical School MD Program covers the Basic and Clinical Sciences. The 10-semester program is taught in English and takes you through Step 1 and Step 2 of USMLE, to your graduation with your Doctor of Medicine (MD) degree.

BASIC SCIENCES IN THE CARIBBEAN

You’ll spend five semesters (20 months) studying the Basic Sciences at one of our two Caribbean medical school campuses, Saint James Anguilla or Saint James St Vincent. Our safe, friendly campuses offer you a positive learning environment and a close supportive community with one-on-one tutoring, mentoring, opportunities for peer led learning, student clubs and activities.

We want to make sure you have the best chance for success in Saint James Medical School. Find out about our USMLE Step 1 Pass Guarantee.

“LIFE ON AN ISLAND IS EXCELLENT. WHY DO FOUR YEARS IN MEDICAL SCHOOL IN A COLD AREA WHEN YOU CAN LIVE THE LIFE ON A BEAUTIFUL CARIBBEAN BEACH AND STUDY?”

-Tiffaney W., MD2, Saint James School of Medicine

More about Basic Sciences >

CLINICAL ROTATIONS IN US HOSPITALS

Study your Clinical Sciences over five semesters (80 weeks) at affiliated hospitals and clinical facilities in the US. We have partnerships with teaching hospitals in Chicago. Clinical training at Saint James School of Medicine is divided into 48 weeks of core clerkships and 32 weeks of elective clinical rotations.

“SAINT JAMES CLINICAL SITES ARE FAR SUPERIOR TO THOSE OFFERED BY OTHER CARIBBEAN MEDICAL SCHOOLS.”

Dr. Devang Gujarathi, graduate, Saint James School of Medicine

More about Clinical Sciences >

ENROLLMENT FOR OUR MD PROGRAM

Start your medical studies at Saint James School of Medicine in January, May, or September. We do not require the MCAT. If you’d like to apply, it only takes five minutes to complete your application form online. Your admissions advisor will then support you through the application process. 

Scholarly paper in which you describe a quality or safety issue, or a chosen diagnosis, and then identify and analyze credible evidence that could be used as the basis for applying EBP to the issue.The goal of using evidence-based research findings is to enhance safety and quality of patient care and ensure optimal outcomes are achieved. It is not uncommon to hear a nurse say, “why change it as we’ve always done it this way.” However, this is no longer acceptable in today’s practice environment. The profession of nursing has evolved, and the expectation is that the professional nurse has a scientific foundation to support the care that is provided. As the profession of nursing continues to evolve and engage in health care transformation, baccalaureate-prepared nurses are expanding taking on leadership roles that include incorporating EBPs. To be able to do this, the nurse needs to understand the criteria and makes a resource credible, as this is crucial when deciding if the research is valid and reliable for implementation into health care settings. The nurse will need to incorporate the use of evidence-based practice models. EBP models are designed to assist the nurse in developing a plan to gather evidence to answer a practice problem or question. It is a systematic approach to direct the user to incorporate scholarly findings into current practice. These EBP models lead the nurse through the decision-making process of evaluating the literature to determine the best practice evidence for the practice issue or question. you may choose from the following options as the context for the quality or safety issue or chosen diagnosis for researching and completing this assessment:

• The specific diagnosis you identified in your previous assessment.
• The simulation Vila Health: Determining the Credibility of Evidence.
• A personal practice experience in which a sentinel event occurred
• The purpose of this analysis is to better understand what constitutes credibility of journal articles as well as websites. The role of the baccalaureate-prepared nurse in incorporating evidence-based research continues to growth in clinical practice. As quality improvement (QI) measures to reduce safety risks continue to be emphasized, the need for evidence-based models and evidence-based templates is growing. This type of systematic approach to incorporating evidence-based findings allows nurses to make clinical and operational decisions based upon the best available evidence. When the most up-to-date evidence-based findings are utilized, patient-centered care improves outcomes and enhances the patient experience.For this assessment:
  • Explain the criteria that should be used when determining the credibility of journal articles as well as websites.
  • Support your explanations with references to the literature or research articles that describe criteria that should be used to determine credibility.
    • Your identification and determination of credibility should be done within the context of your chosen scenario for this assessment. For example, if you choose to use the provided Vila Health scenario, your initial identification of resources should be of resources that will best help address the presented issue. However, if you are locating resources to help provide evidence-based care for the diagnosis you identified in the first assessment, you may want to begin your literature and evidence search from the databases that identified. Any of the three scenario options are acceptable. So, pick the one that most interests you.

  Be sure to address the following in this assessment, which correspond to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you will know what is needed for a distinguished score.

  • Describe a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach.
  • Explain criteria that should be considered when determining credibility of resources such as journal articles and websites.
  • Analyze the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis.
    • This is where you are selecting the specific resources to help address the issue in your chosen scenario.
  • Explain the importance of incorporating credible evidence into an EBP model used to address a quality or safety issue, or a chosen diagnosis.
    • Selecting a model for evidence-based practice changes. [PDF] and Evidence-Based Practice Models help explain the various evidence-based nursing models.

Respond to these 3 discussion boards with 2 references each

1.

Multidisciplinary Team in Managing Patients with Anorexia Nervosa

Bethany’s symptoms indicate that she is suffering from anorexia nervosa, which is the most severe form of eating disorder. Resmark et al., (2019) cite that anorexia nervosa is an eating disorder associated with high morbidity and mortality. It is characterized by a restriction of energy intake, fear of gaining weight and distorted body image, and weight loss, as in the case of Bethany. The DSM 5 states that anorexia nervosa results in severe malnutrition, leading to low body weight and massive health conditions, including cardiac failure. Eating disorders are one of the difficult mental illnesses to treat because of the neurological bases of such disorders. For instance, in anorexia nervosa, the ego-syntonic symptoms reinforce the illness. Additionally, patients with AN perceive the consequences of the disease as positive and adaptive, which promotes treatment resistance and relapse (Abbate-Daga et al., 2013). Therefore, to achieve better patient outcomes, salient components of comprehensive services should be provided by a multidisciplinary team.

The multidisciplinary team should include a psychiatrist to assess the patient and lead the team, a school mental health professional, who could be a counselor or psychologist who will ensure that Bethany adheres to recommended interventions such as eating a healthy diet and does not engage in strenuous activities that result in large amounts of calories. A pediatrician will also be a critical component of the team to assess Bethany’s general wellbeing, including her cardiovascular system, initiate treatment of medical conditions resulting from severe malnutrition, and refer the patient to a psychiatrist. A psychotherapist is also a vital team member who will intervene by counseling the patient. Since the hallmark of eating disorders is the disordered beliefs about one’s body shape and weight, the disordered belief should be changed through psychotherapeutic interventions such as cognitive-behavioral therapy and family-based treatment. A dietician is also an essential team member who provides insights about the nutritional requirements of the patient, sets goals with the patient, and recommends preferred diets to aid in achieving optimal weight and BMI.

References

Abbate-Daga, G., Amianto, F., Delsedime, N., De-Bacco, C., & Fassino, S. (2013). Resistance to treatment in eating disorders: A critical challenge. BMC Psychiatry, 13, 294. https://dx.doi.org/10.1186%2F1471-244X-13-294

Resmark, G., Herpertz, S., Herpertz-Dahlmann, B., & Zeeck, A. (2019). Treatment of anorexia nervosa—new evidence-based guidelines. Journal of clinical medicine, 8(2), 153. https://doi.org/10.3390/jcm8020153

2.

The case study about the adolescent Bethany is a classic case of Anorexia Nervosa (AN), starting from selective food restriction and excessive workout regimen. She even stated that her physician’s scale was inaccurate and believed to be chubbier than the previous weight. Her self-perception of being fat despite being underweight is a prove. AN has a mortality rate 12 times higher than the death rate for all causes of death for females 15 to 24 years old Frank, G et al., 2019). This eating disorder is characterized by an abnormal low body weight with an intense fear of gaining weight and a distorted perception of weight. People with anorexia place a high value on controlling their weight and shape, using extreme efforts that tend to significantly interfere with their lives Frank, G et al., 2019). Some studies have found a specific brain response related to altered processing of visual information or tasks that tested interoception the first goal of treatment is getting back to a healthy weight by learning proper nutrition; and aiding by a reliable team. Those involved in this process may include her primary care physician, who can deliver medical care and manage her calorie needs and weight gain. A psychologist or other mental health professional, who can assist Bethany developing behavioral approaches to aid return to a healthy weight. A dietitian, who will guide her back to normal way of eating by providing particular meal plans and calorie needs to facilitate a steady, graduate weight increase. Her supporting family, who will be participating in helping Bethany maintain normal eating habits. Lastly a mental health therapist who will utilize family-based therapy. This is the only evidence-based treatment for adolescent and teenagers with anorexia. Because the teenager with anorexia is incapable to make good selections about eating and health while in the controls of this dangerous condition, this therapy mobilizes parents to support their child with re-feeding and weight restoration until the child can make good choices about health (Frank, G., et etal 2019). No pills are approved to treat anorexia because none has been found to be potent. However, antidepressants or other psychiatric medicines can aid treat other mental health disorders Bethany may also have, such as depression or anxiety at this moment.

Reference:

Frank, G., Shott, M. E., & DeGuzman, M. C. (2019). Recent advances in understanding anorexia nervosa. F1000Research, 8, F1000 Faculty Rev-504. https://doi.org/10.12688/f1000research.17789.1

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3

The case study of Bethany shows that she has a fear of becoming fat. She was already mild underweight when she was weighting at 95lbs, and her current BMI is 14.63, which is considered extreme. During her doctor’s visit, she believes that she was chubbier than before, and the weighing scale was incorrect, which shows that she does not recognize the severity of her low body weight. She started to be a vegetarian six months ago and vegan in the last eight weeks, and she is also on gymnastics and the track team, which are persistent behaviors that interfere with weight gain. According to the American Psychiatric Association (2013), she meets the criteria for Anorexia Nervosa, Restricting type (F50.01). Bethany’s mother stated that she started losing weight when she started middle school, a stressful life event. It is also noted that the mom, a first-degree biological relative, has also struggled to be overweight. Being an athlete also encourages thinness. As of now, it didn’t mention any physical symptoms.

A multidisciplinary approach would be beneficial for this case: School Mental Health Professionals [SMHP] (can be school counselor, psychologist, social worker, or nurse), psychotherapist, pediatrician, and dietitian. The SMHP can increase awareness and decrease stigmatization and stereotypical views of eating disorders, making the students more comfortable seeking out help in school (Schiele et al., 2020). This role is vital since children are in school every day, and they can link to other resources.

A psychotherapist can help by delivering individual or family-oriented approaches such as cognitive-behavioral therapy (CBT), family-based treatment (FBT), and adolescent-focused therapy (AFT). AFT aims at recognizing and dissecting eating disorder symptoms in the context of developmental challenges. In contrast, in FBT, parents’ skills are strengthened to promote their child’s weight gain and the normalization of eating disorder symptoms (Herpertz-Dahlmann, 2017). The pediatrician has the patient’s history, making necessary referrals for the patient and the family. Dietitians are highly educated at university in human physiology, biochemistry, pathology, and eating behavior, contributing valuable knowledge and insight to the team. In addition, they can add in the treatment course- the significance of malnutrition and treating it appropriately and goals of supporting nutritional rehabilitation and establishing a positive relationship with food; the nutritional care process has much to offer beyond a focus on weight and eating behavior ( Jeffrey & Heruc, 2020).

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596

Herpertz-Dahlmann, B. (2017). Treatment of eating disorders in child and adolescent psychiatry. Current Opinion in Psychiatry, 30(6), 438–445. https://doi.org/10.1097/yco.0000000000000357

Jeffrey, S., & Heruc, G. (2020). Balancing nutrition management and the role of dietitians in eating disorder treatment. Journal of Eating Disorders, 8(1). https://doi.org/10.1186/s40337-020-00344-x

Schiele, B., Weist, M. D., Martinez, S., Smith-Millman, M., Sander, M., & Lever, N. (2020). Improving School Mental Health Services for Students with Eating Disorders. School Mental Health, 12, 771–785. https://doi.org/10.1007/s12310-020-09387-6

I’m studying for my Nursing class and need an explanation.

A nurse on a medical/surgical unit has made the same medication error two days in a row. As the nurse manager, describe how you would decide whether this is a systems problem, or a problem related to the individual nurse. In either case, explain how you (the manager) should correct the problem.  

  30 psychotherapy patient notes. 

  just the “student notes” section which is shown in the pic of word doc file.

The length should be approximately as per the pic of doc file for each one

Reflect upon the learning that you have accomplished throughout the previous weeks, and assess your achievement of each of the five course outcomes.

• CO 1: Discern leadership approaches that facilitate achievement of health outcomes through interprofessional collaborative practice within micro-, meso-, and macro-level systems.
• CO 2: Appraise the role of the MSN-prepared nurse to lead safe, efficient, ethical, high-quality, person-centered healthcare across complex systems.
• CO 3: Integrate communication modalities that convey cultural humility, value the diverse nature of individuals, and cultivate healthful work environments.
• CO 4: Apply change and leadership theories to plan sustainable, evidence-based quality improvement within an atmosphere that supports care for self and others.
• CO 5: Recognize individual strengths and opportunities for enhancement regarding leadership characteristics reflective of a MSN-prepared nurse.

For each course outcome, explain the learning that you accomplished. Include at least specific learning activity or assignment that contributed to your achievement of that outcome, and explain how it supported your learning.

Conclude with your plans for continued professional development of leadership competency within your future MSN role.

During the NR 505  course, you identified a practice issue of interest and proposed an intervention to address the problem. You also conducted a review of literature to better understand the issue and intervention.

Select one of the scholarly research articles you reviewed that was particularly informative. Expand your critique of this source by responding to the following:

1. Provide a brief synopsis of the study.
2. Identify 2 characteristics of the study that demonstrate credibility, and explain your rationale.
3. Explain 2 limitations of the study and include recommendations to address those limitations in a future study.
4. Based upon your critique, how can application of these findings be used to contribute to evidence-based practice?
5. What are the implications for advanced nursing practice and/or healthcare delivery?

MSN Collaboration Cafe Guidelines and Rubric

1) How does the transmission of zoonotic and vector-borne diseases differ? Identify an emerging zoonotic or vector-borne disease, in your region if possible. Discuss how One Health has worked or could work, to address the issue through transdisciplinary collaboration.

2) Analyze how food-borne illness outbreaks are investigated and prevented, including the role of Hazard Analysis Critical Control Point (HACCP) principles in this process. Summarize a recent foodborne illness. Discuss two ways in which the illness could be prevented in the future.

3) Identify a zoonotic or vector-borne disease prevalent in a specific region of a developed or developing country. Complete a two-part informative assignment that includes both an illustrated and written component discussing the incidence of and response to the disease.

Part I

Illustrate the following for the identified zoonotic or vector-borne disease:

1. Create a diagram or flowchart: Describe the chain of infection (agent, host, and environment). Include the reservoir, routes of exposure, disease transmission. Illustrate the symptoms and identify susceptible populations.
2. Identify one or more surveillance reports using the Morbidity and Mortality Weekly Report (MMWR) or National Notifiable Diseases Surveillance System (NNDSS) resources and discuss the methods used in data collection. Use a table or graph to present data from the report. Summarize the information of the report, including the burden of the disease and the morbidity and mortality rates in the region.

Part II

In a 500-750 word paper, evaluate the incidence and response to the identified zoonotic or vector-borne disease. Include the following:

1. Describe public health interventions used to treat or prevent the disease.
2. Using One Health as at least one reference, discuss predictions for the future spread of the disease and how it will impact human, animal, and ecosystem health in this region.
3. Propose strategies for containment and prevention. Discuss the necessary agencies and stakeholders important to addressing the issue.

Can you help me understand this Public Health question?

Discuss the Ebola outbreak that occurred in West Africa in 2014.

• What do you remember from the media at the time?
• Have your perceptions about the transmission of highly infectious diseases changed after what you have learned in this course (infectious Disease for MPH)?
• Do you see the 2014 Ebola outbreak differently now?