What communication and interpersonal skills do the nursing student needs to improve to ensure that she function as a member of the patient-care team? Case summary: The nursing student was a 20-year-old single white female. During her clinical experience in the HIV/infectious disease clinic, she met person P who is a homosexual single adult and had been diagnosed with AIDS. He came to the clinic for infusion therapy, which takes several hours. The nursing student was uncertain and confused about how to act in this situation. Her instructor thought that it would be a great learning experience.

Question

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Answer 1

Question

Chapter 44, Problem 3RP

Summary Introduction

To discuss:

What communication and interpersonal skills do the nursing student needs to improve to ensure that she function as a member of the patient-care team?

Case summary:

The nursing student was a 20-year-old single white female. During her clinical experience in the HIV/infectious disease clinic, she met person P who is a homosexual single adult and had been diagnosed with AIDS. He came to the clinic for infusion therapy, which takes several hours. The nursing student was uncertain and confused about how to act in this situation. Her instructor thought that it would be a great learning experience.

Summary Introduction

To discuss:

Who might the student have turned to for help when first acknowledging her discomfort?

Case summary:

The nursing student was a 20-year-old single white female. During her clinical experience in the HIV/infectious disease clinic, she met person P who is a homosexual single adult and had been diagnosed with AIDS. He came to the clinic for infusion therapy, which takes several hours. The nursing student was uncertain and confused about how to act in this situation. Her instructor thought that it would be a great learning experience.

Summary Introduction

To explain:

What does quality care for person P “look like”?

Case summary:

The nursing student was a 20-year-old single white female. During her clinical experience in the HIV/infectious disease clinic, she met person P who is a homosexual single adult and had been diagnosed with AIDS. He came to the clinic for infusion therapy, which takes several hours. The nursing student was uncertain and confused about how to act in this situation. Her instructor thought that it would be a great learning experience.

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Classroom Learning Objectives: Analyze the basic concept of nutrition (MPO 1.1) Discuss factors that affect food choice (MPO 1.2) Define nutrients and classify nutrients according to their work in the body (MPO 1.2) List the functions of water in the body (MPO 1.1) Describe the best practices for assessing a patient’s nutritional needs (MPO 1.2) Identify lab testing that may be completed to assess a patient’s nutritional status (MPO 1.2) Identify select alterations in nutrition with associated manifestations. Describe the multisystem effects of undernutrition (MPO 1.1) Discern when diet modifications may be warranted (MPO 2.3) Apply therapeutic nursing interventions when an alteration in nutritional status is identified. Explain the basic aspects of reading a food label (MPO 1.2) Describe pharmacological treatments of nutritional needs (MPO 1.3)

example of a SMART goal for a nursing student doing her rotation in a psychiatric unit for the next 6 weeks

The skin in health assessment

Answer 2

Question

Chapter 44, Problem 3RP

Summary Introduction

To discuss:

What communication and interpersonal skills do the nursing student needs to improve to ensure that she function as a member of the patient-care team?

Case summary:

The nursing student was a 20-year-old single white female. During her clinical experience in the HIV/infectious disease clinic, she met person P who is a homosexual single adult and had been diagnosed with AIDS. He came to the clinic for infusion therapy, which takes several hours. The nursing student was uncertain and confused about how to act in this situation. Her instructor thought that it would be a great learning experience.

Summary Introduction

To discuss:

Who might the student have turned to for help when first acknowledging her discomfort?

Case summary:

The nursing student was a 20-year-old single white female. During her clinical experience in the HIV/infectious disease clinic, she met person P who is a homosexual single adult and had been diagnosed with AIDS. He came to the clinic for infusion therapy, which takes several hours. The nursing student was uncertain and confused about how to act in this situation. Her instructor thought that it would be a great learning experience.

Summary Introduction

To explain:

What does quality care for person P “look like”?

Case summary:

The nursing student was a 20-year-old single white female. During her clinical experience in the HIV/infectious disease clinic, she met person P who is a homosexual single adult and had been diagnosed with AIDS. He came to the clinic for infusion therapy, which takes several hours. The nursing student was uncertain and confused about how to act in this situation. Her instructor thought that it would be a great learning experience.

Expert Solution & Answer

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Answer 3

Question

Chapter 44, Problem 3RP

Summary Introduction

To discuss:

What communication and interpersonal skills do the nursing student needs to improve to ensure that she function as a member of the patient-care team?

Case summary:

The nursing student was a 20-year-old single white female. During her clinical experience in the HIV/infectious disease clinic, she met person P who is a homosexual single adult and had been diagnosed with AIDS. He came to the clinic for infusion therapy, which takes several hours. The nursing student was uncertain and confused about how to act in this situation. Her instructor thought that it would be a great learning experience.

Summary Introduction

To discuss:

Who might the student have turned to for help when first acknowledging her discomfort?

Case summary:

The nursing student was a 20-year-old single white female. During her clinical experience in the HIV/infectious disease clinic, she met person P who is a homosexual single adult and had been diagnosed with AIDS. He came to the clinic for infusion therapy, which takes several hours. The nursing student was uncertain and confused about how to act in this situation. Her instructor thought that it would be a great learning experience.

Summary Introduction

To explain:

What does quality care for person P “look like”?

Case summary:

The nursing student was a 20-year-old single white female. During her clinical experience in the HIV/infectious disease clinic, she met person P who is a homosexual single adult and had been diagnosed with AIDS. He came to the clinic for infusion therapy, which takes several hours. The nursing student was uncertain and confused about how to act in this situation. Her instructor thought that it would be a great learning experience.

Expert Solution & Answer

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Answer 4

Question

Chapter 44, Problem 3RP

Summary Introduction

To discuss:

What communication and interpersonal skills do the nursing student needs to improve to ensure that she function as a member of the patient-care team?

Case summary:

The nursing student was a 20-year-old single white female. During her clinical experience in the HIV/infectious disease clinic, she met person P who is a homosexual single adult and had been diagnosed with AIDS. He came to the clinic for infusion therapy, which takes several hours. The nursing student was uncertain and confused about how to act in this situation. Her instructor thought that it would be a great learning experience.

Summary Introduction

To discuss:

Who might the student have turned to for help when first acknowledging her discomfort?

Case summary:

The nursing student was a 20-year-old single white female. During her clinical experience in the HIV/infectious disease clinic, she met person P who is a homosexual single adult and had been diagnosed with AIDS. He came to the clinic for infusion therapy, which takes several hours. The nursing student was uncertain and confused about how to act in this situation. Her instructor thought that it would be a great learning experience.

Summary Introduction

To explain:

What does quality care for person P “look like”?

Case summary:

The nursing student was a 20-year-old single white female. During her clinical experience in the HIV/infectious disease clinic, she met person P who is a homosexual single adult and had been diagnosed with AIDS. He came to the clinic for infusion therapy, which takes several hours. The nursing student was uncertain and confused about how to act in this situation. Her instructor thought that it would be a great learning experience.

Expert Solution & Answer

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Answer 5

Chapter 44, Problem 3RP

Summary Introduction

To discuss:

What communication and interpersonal skills do the nursing student needs to improve to ensure that she function as a member of the patient-care team?

Case summary:

The nursing student was a 20-year-old single white female. During her clinical experience in the HIV/infectious disease clinic, she met person P who is a homosexual single adult and had been diagnosed with AIDS. He came to the clinic for infusion therapy, which takes several hours. The nursing student was uncertain and confused about how to act in this situation. Her instructor thought that it would be a great learning experience.

Summary Introduction

To discuss:

Who might the student have turned to for help when first acknowledging her discomfort?

Case summary:

The nursing student was a 20-year-old single white female. During her clinical experience in the HIV/infectious disease clinic, she met person P who is a homosexual single adult and had been diagnosed with AIDS. He came to the clinic for infusion therapy, which takes several hours. The nursing student was uncertain and confused about how to act in this situation. Her instructor thought that it would be a great learning experience.

Summary Introduction

To explain:

What does quality care for person P “look like”?

Case summary:

The nursing student was a 20-year-old single white female. During her clinical experience in the HIV/infectious disease clinic, she met person P who is a homosexual single adult and had been diagnosed with AIDS. He came to the clinic for infusion therapy, which takes several hours. The nursing student was uncertain and confused about how to act in this situation. Her instructor thought that it would be a great learning experience.

Answer 6

Chapter 44, Problem 3RP

Summary Introduction

To discuss:

What communication and interpersonal skills do the nursing student needs to improve to ensure that she function as a member of the patient-care team?

Case summary:

The nursing student was a 20-year-old single white female. During her clinical experience in the HIV/infectious disease clinic, she met person P who is a homosexual single adult and had been diagnosed with AIDS. He came to the clinic for infusion therapy, which takes several hours. The nursing student was uncertain and confused about how to act in this situation. Her instructor thought that it would be a great learning experience.

Answer 7

Chapter 44, Problem 3RP

Summary Introduction

To discuss:

What communication and interpersonal skills do the nursing student needs to improve to ensure that she function as a member of the patient-care team?

Case summary:

The nursing student was a 20-year-old single white female. During her clinical experience in the HIV/infectious disease clinic, she met person P who is a homosexual single adult and had been diagnosed with AIDS. He came to the clinic for infusion therapy, which takes several hours. The nursing student was uncertain and confused about how to act in this situation. Her instructor thought that it would be a great learning experience.

Answer 8

Summary Introduction

To discuss:

Who might the student have turned to for help when first acknowledging her discomfort?

Case summary:

The nursing student was a 20-year-old single white female. During her clinical experience in the HIV/infectious disease clinic, she met person P who is a homosexual single adult and had been diagnosed with AIDS. He came to the clinic for infusion therapy, which takes several hours. The nursing student was uncertain and confused about how to act in this situation. Her instructor thought that it would be a great learning experience.

Answer 9

Summary Introduction

To discuss:

Who might the student have turned to for help when first acknowledging her discomfort?

Case summary:

The nursing student was a 20-year-old single white female. During her clinical experience in the HIV/infectious disease clinic, she met person P who is a homosexual single adult and had been diagnosed with AIDS. He came to the clinic for infusion therapy, which takes several hours. The nursing student was uncertain and confused about how to act in this situation. Her instructor thought that it would be a great learning experience.

Answer 10

Summary Introduction

To explain:

What does quality care for person P “look like”?

Case summary:

The nursing student was a 20-year-old single white female. During her clinical experience in the HIV/infectious disease clinic, she met person P who is a homosexual single adult and had been diagnosed with AIDS. He came to the clinic for infusion therapy, which takes several hours. The nursing student was uncertain and confused about how to act in this situation. Her instructor thought that it would be a great learning experience.

Answer 11

Summary Introduction

To explain:

What does quality care for person P “look like”?

Case summary:

The nursing student was a 20-year-old single white female. During her clinical experience in the HIV/infectious disease clinic, she met person P who is a homosexual single adult and had been diagnosed with AIDS. He came to the clinic for infusion therapy, which takes several hours. The nursing student was uncertain and confused about how to act in this situation. Her instructor thought that it would be a great learning experience.

Answer 12

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Answer 13

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Answer 14

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Answer 15

Ch. 44 - Prob. 1RP Ch. 44 - Prob. 2RP Ch. 44 - Prob. 3RP Ch. 44 - Prob. 4RP Ch. 44 - Prob. 5RP Ch. 44 - Prob. 2DCR Ch. 44 - Prob. 3DCR Ch. 44 - Prob. 1PFN Ch. 44 - Prob. 2PFN Ch. 44 - Prob. 3PFN

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