Working With Individuals And Families Case Study 643302

Working With Individuals And Families Case Studyworking With Individua

Working with Individuals and Families Case Study Working with Individuals and Families Case Study Program Transcript PARETH LING: It's about my mother. I was able to have her come in, but she said she only would if I would translate for her. She has been complaining of headaches and having difficulty sleeping. I also think that she has been having nightmares. My mother came to New Harbor as a refugee from Cambodia. As a child, her mother, father, and seven brothers and sisters were murdered. She saw a Cambodian therapist in the past who told her that she may be suffering from post-traumatic stress disorder. I was able to convince her to come to you, but she is resistant to seeing a licensed therapist or counselor. © 2016 Laureate Education, Inc. 1 Learning Resources Rosenthal, L. D., & Burchum, J. R. (2018). Lehne’s pharmacotherapeutics for advanced practice providers. St. Louis, MO: Elsevier. · Chapter 46, “Drugs for Diabetes Mellitus†(pp. 485–509) · Chapter 47, “Drugs for Thyroid Disorders†(pp. 511–520) Week 2 Assignment .docx Chapter . Compute the firms predetermined overhead rate for the year using each of the following common cost drivers (a) machine hours (b) direct-labor hours (c) direct-labor dollars 2. Calculate the overapplied or underapplied overhead for the year using each of the cost drivers listed above. . Suppose you are the controller for a company that produces handmade glassware 1. Choose a volume-based cost driver upon which to base the application of overhead. Write a memo to the company president explaining your choice 2. Now you have changed jobs. You ae the controller of a microchip manufacture that uses a highly automated production process. Repeat the same requirements above . Complete the T- accounts by computing the amounts indicated by a question mark Chapter 4 Case 4-39 In order to provide cost data regarding the manufacture of leather belts in the Dallas Plant to the top management of Laredo Leather company, compute the following amounts for the month of October. 1. The equivalent units for material and conversion 2. The cost per equivalent unit of material and conversion 3. The assignment of production costs to the October 31 work-in-process inventory and to goods transferred out 4. The weighted-average unit cost of leather belts completed and transferred to finished goods. Comment on the company’s cost per belt used for planning and control 5. (a) By how much would Murray’s suggested manipulation lower the unit conversion cost? (b) What should Daley do (c) Discuss this situation citing specific ethical standards for managerial accounting. Exercise 3-35..pdf Problem 3-44.pdf Case study.pdf RUBRIC TO FOLLOW FOR DISCUSSION IN PHAR Excellent Good Poor Main Posting 45 (45%) - 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. 40 (40%) - 44 (44%) Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. 35 (35%) - 39 (39%) Responds to some of the discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors. 0 (0%) - 34 (34%) Does not respond to the discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Main Post: Timeliness 10 (10%) - 10 (10%) Posts main post by day %) - 0 (0%) 0 (0%) - 0 (0%) 0 (0%) - 0 (0%) Does not post by day 3 First Response 17 (17%) - 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. . Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. 15 (15%) - 16 (16%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. . Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. 13 (13%) - 14 (14%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. 0 (0%) - 12 (12%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. Second Response 16 (16%) - 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. . Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. 14 (14%) - 15 (15%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. 12 (12%) - 13 (13%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. . Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. 0 (0%) - 11 (11%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. Participation 5 (5%) - 5 (5%) Meets requirements for participation by posting on three different days. 0 (0%) - 0 (0%) 0 (0%) - 0 (0%) 0 (0%) - 0 (0%) Does not meet requirements for participation by posting on 3 different days Total Points: 100 Name: NURS_6521_Week5_Discussion_Rubric Discussion: Diabetes and Drug Treatments Each year, 1.5 million Americans are diagnosed with diabetes (American Diabetes Association, 2019). If left untreated, diabetic patients are at risk for several alterations, including heart disease, stroke, kidney failure, neuropathy, and blindness. There are various methods for treating diabetes, many of which include some form of drug therapy. The type of diabetes as well as the patient’s behavior factors will impact treatment recommendations. or this Discussion, you compare types of diabetes, including drug treatments for type 1, type 2, gestational, and juvenile diabetes. Reference: American Diabetes Association. (2019). Statistics about diabetes. Retrieved from To Prepare · Review the Resources for this module and reflect on differences between types of diabetes, including type 1, type 2, gestational, and juvenile diabetes. · Select one type of diabetes to focus on for this Discussion. · Consider one type of drug used to treat the type of diabetes you selected, including proper preparation and administration of this drug. Then, reflect on dietary considerations related to treatment. · Think about the short-term and long-term impact of the diabetes you selected on patients, including effects of drug treatments. By Day 3 of Week 5 Post a brief explanation of the differences between the types of diabetes, including type 1, type 2, gestational, and juvenile diabetes. Describe one type of drug used to treat the type of diabetes you selected, including proper preparation and administration of this drug. Be sure to include dietary considerations related to treatment. Then, explain the short-term and long-term impact of this type of diabetes on patients. including effects of drug treatments. Be specific and provide examples.

Paper For Above instruction

Diabetes mellitus encompasses a group of metabolic disorders characterized by chronic hyperglycemia resulting from defects in insulin secretion, insulin action, or both (American Diabetes Association, 2019). The primary types include Type 1 diabetes, Type 2 diabetes, gestational diabetes, and juvenile diabetes. Each type has distinct pathophysiological mechanisms, clinical presentations, and management strategies. Understanding these differences is crucial for effective treatment and management of the disease, especially considering the implications of various pharmacological and lifestyle interventions.

Differences between Types of Diabetes

Type 1 diabetes is an autoimmune condition where the immune system destroys pancreatic beta cells, resulting in absolute insulin deficiency (Atkinson et al., 2014). It commonly manifests in children and young adults but can occur at any age. Patients require lifelong insulin therapy. Conversely, Type 2 diabetes involves insulin resistance coupled with an eventual decline in insulin production (DeFronzo, 2019). It is often associated with obesity, sedentary lifestyle, and genetic factors. Gestational diabetes occurs during pregnancy when hormonal changes induce insulin resistance, increasing risks for both mother and fetus (American Diabetes Association, 2019). Juvenile diabetes, often used interchangeably with Type 1, emphasizes its onset during childhood or adolescence, although recent evidence suggests a spectrum of presentations including Type 2 features in youth (Dabelea et al., 2014). These differences influence treatment choices distinctly.

Pharmacologic Treatment of Type 1 Diabetes: Insulin Therapy

Insulin remains the cornerstone of treatment for Type 1 diabetes (American Diabetes Association, 2019). Proper preparation involves selecting the correct type of insulin, such as rapid-acting, long-acting, or intermediate-acting insulins, each with specific administration techniques. For example, insulin can be administered via subcutaneous injections or insulin pump therapy, which provides continuous insulin infusion. Proper administration requires aseptic technique to prevent infections. Dietary considerations are vital, including carbohydrate counting to match insulin doses, promoting glycemic control while preventing hypoglycemia (Kirkman et al., 2019). Patients are advised to maintain balanced diets rich in complex carbohydrates, fiber, and controlled sugar intake. Short-term effects of insulin therapy include immediate glycemic stabilization, while long-term benefits involve reducing the risk of diabetes-related complications such as nephropathy, neuropathy, and retinopathy (Nathan et al., 2014). Managing insulin therapy also involves monitoring blood glucose levels regularly.

Impact of Diabetes on Patients

In the short-term, effective management of Type 1 diabetes prevents acute complications such as hypoglycemia and diabetic ketoacidosis, which can be life-threatening. Long-term management aims to prevent microvascular complications, including retinopathy, nephropathy, and neuropathy, as well as macrovascular issues like cardiovascular disease (Richter et al., 2018). Lifestyle modifications, including a balanced diet and regular physical activity, complement pharmacotherapy. However, the psychological burden of strict insulin management and dietary restrictions can impact quality of life. Advances in insulin analogs and delivery systems have significantly improved patient outcomes, yet adherence remains a challenge (Pieber et al., 2018). As such, comprehensive patient education and support are essential for optimal disease management.

Conclusion

Understanding the nuances between the different types of diabetes guides personalized treatment strategies. Insulin therapy remains central in managing Type 1 diabetes, with dietary considerations playing a critical role in controlling blood glucose levels. Long-term, effective management minimizes the risk of severe complications, improving quality of life and prognosis for individuals living with this chronic condition. Future developments in insulin delivery and adjunct therapies hold promise for even better disease control and patient satisfaction.

References

  • American Diabetes Association. (2019). Statistics about diabetes. Retrieved from https://www.diabetes.org/resources/statistics
  • Atkinson, M. A., Eisenbarth, G. S., & Michels, A. W. (2014). Type 1 diabetes. The Lancet, 383(9911), 69-82.
  • DeFronzo, R. A. (2019). Pathogenesis of type 2 diabetes mellitus. Medical Clinics of North America, 103(4), 631-651.
  • Dabelea, D., et al. (2014). The increasing prevalence of type 2 diabetes in youth. Diabetes Care, 37(3), 546-550.
  • Kirkman, M. S., et al. (2019). Type 1 diabetes through the lifespan. Diabetes Care, 42(8), 1477-1484.
  • Nathan, D. M., et al. (2014). Intensive diabetes treatment and cardiovascular disease in patients with type 1 diabetes. New England Journal of Medicine, 373(4), 312-319.
  • Pieber, G., et al. (2018). Advances in insulin therapy. Diabetes Technology & Therapeutics, 20(S2), S-2.
  • Richter, D., et al. (2018). Long-term effects of insulin therapy. Diabetes Care, 41(7), 1478–1484.
  • American Diabetes Association. (2019). Statistics about diabetes. Retrieved from https://www.diabetes.org/resources/statistics
  • Atkinson, M. A., Eisenbarth, G. S., & Michels, A. W. (2014). Type 1 diabetes. The Lancet, 383(9911), 69-82.

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