For this assignment you will be given a case study about a young lady named Sarah Smith. Review the information provided and answer the questions following. Be sure to cite your references. Look at Sarah as if she is a patient in your office seeking care. What are your immediate concerns? What needs to be done for her? Be thorough and succinct in your responses.Case Study:Sarah Smith is a 28 y/o African American female who presents to the office with c/o wound to her left foot for the past few days. States she had tripped and fell while barefoot scraping the top of her foot on the pavement. She denies any other injury from the incident. Over the past 24 hours the wound has had “smelly” drainage. Has been experiencing generalized achiness, but denies fever and chills. Did not seek medical attention at the time of injury. Has been using hydrogen peroxide to clean her wound. Is unclear of her last tetanus vaccination. Patient PMHx significant for DM II. States that she takes her medications when she remembers, and does not always check her blood sugar.PMHx:Asthma: no hospitalizations for exacerbation.DM IIPSHx:DeniesSHx:Former tobacco user: ceased smoking 2 years ago. Had smoked 1ppd x 5 yearsETOH: sociallyIllicit drugs: deniesFHx:Significant for paternal DM, otherwise unremarkableMedications:Metformin: 500mg BID po - did not take the last few daysAlbuterol MDI: 2 puffs every 6 hours prn - last use just PTASingulair: 10mg po dailyTrinessa: 1 tab po daily - last taken this amAllergies:PCN: hivesLNMP: 2 weeks ago.G0p0ROS:General: denies any weight changes, fatigue or fever; + body achesSkin: denies any rashes; + wound to left footHEENT: denies headache, head injury, dizziness, lightheadedness; Denies any vision changes Denies any hearing changes, tinnitus, vertigo, earache Denies any nasal congestion, discharge, nose bleeds or sinus tenderness Denies any sore throat, difficulty swallowingNeck: denies any swollen glands, painBreasts: denies any pain, dischargeRespiratory: denies any dyspnea; positive cough and wheezingCV: denies any chest pain, edemaGI: denies any nausea/vomiting/diarrhea/constipation; denies bloody stoolsPV: denies claudication, swelling to LEGU: denies frequency, urgency, burning; Denies vaginal discharge, itching, sores Denies penile discharge, itching or soresMS: positive pain to left footPsych: denies nervousness, depressionNeuro: denies Headache, dizziness, vertigo, syncope, weakness; + numbness to right LEHeme: denies any easy bruisingPhysical Exam:Vital signs: 100.5 (tympanic), 162/88, 118, 22, O2 sat 95% on RA Height: 5’5” Weight: 250 lbs. Blood glucose: 230 (Fasting; states has not eaten yet today)patient awake, alert, oriented x 4 in NADSkin: warm, dry, color WNL. 4 cm lesion noted to anterior left foot with crusting and purulent drng; + surrounding erythema extending up 7 cm proximallyHEENT: head nontraumatic, normocephalicPupils PERRLA, EOMs intact; disc margins sharp, without hemorrhages, exudates; no AV nicking notedEars: bilateral TM with good cone of light and intactNose: mucosa pink, septum midline; no sinus tenderness appreciatedMouth: mucosa pink, moist; tongue midline; tonsils 1+ without exudateNeck: supple; trachea midline; no LADResp: regular and unlabored; lungs with end expiratory wheezing throughoutCV: RRR, S1 and S2 noted; no s3, s4 or murmur appreciatedAbdomen: soft, non-distended; Bs + x 4; no tenderness with palpation; no CVA tenderness with percussionGenitalia: deferredRectal: deferredExtremities: warm and without edema; calves supple, non-tenderPV: no LE edemaMS: + swelling to left foot; + tenderness of 2-4th left metatarsals; + left pedal pulse; CMS intact; Cap refill < 2 sec.Neuro: alert, cooperative; thought coherent; oriented x 4; cranial nerves II-XII intactQuestions:List your differentials for her current problems. Remember you should have at least three different differentials for each problem. Include rationale for each differential.At this time what medical diagnoses are you most concerned about? Do they impact other diagnoses? If so, how?What diagnostic images would you order? Provide your rationale. What are you trying to rule in or out?What laboratory work would you order? What would you anticipate to be abnormal? Provide your rationale for each.What is your comprehensive plan of care? Include your rationales.APA 7th Edition References

Respond to the following in a minimum of 175 words: What factors should you consider when treating high blood pressure?How do these factors relate to the blood pressure medication class you initially chose for a patient?What guidelines on hypertension management are important for you to become familiar with as you decide on evidence-based treatment for your patient?What lifestyle changes and patient education would you recommend?

Create a 12–15-page complete teaching plan, synthesizing previous work with an assessment plan for the course to create a cohesive whole. Note: Assessments in this course build on each other and must be completed in sequential order. Assessment is a key to teaching and learning. In this assessment, you will select meaningful ways to assess the teaching and learning in the course you have been designing, and will tie together each of the parts of your course design. The Assessment 4 Context document contains important information about the following topics: Teaching and Technology. Assessment Practices. Evidence-based Teaching. Best Practices in Nursing Education. Assessment Instructions Note: Assessments in this course build on each other and must be completed in sequential order. For this assessment, you will build an assessment plan of your own that fits with your course plan. Your assessment plan should blend seamlessly into the course components that you have already designed. To that end, you will consolidate the work you have already completed in earlier assessments with the assessment plan here in order to create a clear, concise, focused teaching plan that meets the needs of the content, learner population, and environment. Preparation Take time to reflect on the following questions as you craft your assessment plan for your course, conducting additional research as necessary. What types of assessment do you believe are most appropriate for your educational topic and intended audience? How will you evaluate whether or not learning outcomes were accomplished? Do the assessments you selected support cultural competence? How will the assessments demonstrate that learning has occurred? As you select the assessments that you will use, what is your rationale for the type of assessments you will use? Explain how these assessments support differences in learning styles (visual, auditory, kinesthetic)? Also, before completing your final, complete course plan, be sure to make any necessary changes or improvements based on what you have learned over the course overall. (Optional) Practice implementing these considerations in the Vila Health challenge provided in the Resources before beginning your work here. Instructions Create a complete teaching plan for your course that fuses together all previous course components and includes the addition of a detailed assessment plan. Your complete teaching plan should provide: An overview of the course topic, environment, and learner population. An explanation of the learner outcomes for the course as well as the learning theory or theories that are the foundation of the course. An incorporation of evidence-based best practices to enhance learner motivation in your selected learning environment and format. An integration of appropriate teaching strategies, techniques, and learner outcomes for nursing and healthcare education for use in specific situations and populations and of evidence-based best practices for classroom and learner management. A consideration of barriers to learning when designing and developing educational programs and an integration of cultural competence in nursing and healthcare educational offerings. A logical, well-designed assessment plan that addresses these points: A selection of assessment types that are most appropriate for the content, environment, and learner population. An explanation of how you will evaluate whether or not learning outcomes were accomplished in the course, and how assessments will demonstrate that learners have learned as intended. An analysis of how your selected assessment types support cultural competence as well as fit for learners with varied learning styles. Organize your plan as follows: Title page. Table of Contents. An overview of your course (topic, setting audience, and so on). Learning Theories and Diversity (Assessment 1). Teaching Strategies (Assessment 2). Management and Motivation (Assessment 3). Assessment Strategies (designed in this Assessment). Summary. References. Appendices. Your completed plan should be clear and flow together well. It should show cohesion, understanding, and the application of best practices, and all writing should be professional and free of errors. Additional Requirements Format: 12-point Times New Roman or Arial font, double-spaced in Microsoft Word. Length: 12–15 pages, plus a title page and a references page. Use correct APA format, including running head, page numbers, and a title page. Use and cite at least 10 references, and at least five of them from peer-reviewed journals that are not required for this course. Writing should be free of grammar and spelling errors that distract from content. Suggested Resources The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN-FP6105 Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you. Preparation for Assessment You are invited to practice in the Vila Health challenge simulation setting before beginning this assessment. Vila Health: Developing an Assessment Strategy | Transcript. SHOW LESS   Classroom Techniques and Strategies Caplan, W., Myrick, F., Smitten, J., & Kelly, W. (2014). What a tangled web we weave: How technology is reshaping pedagogy. Nurse Education Today, 34(8), 1172–1174. Davidson, J. E. (2009). Preceptor use of classroom assessment techniques to stimulate higher-order thinking in the clinical setting. Journal of Continuing Education in Nursing, 40(3), 139–143. Herrman, J. W. (2011). Keeping their attention: Innovative strategies for nursing education. The Journal of Continuing Education in Nursing, 42(10), 449–456. Kalb, K. A., O'Conner-Von, S. K., Brockway, C., Rierson, C. L., & Sendelbach, S. (2015). Evidence-based teaching practice in nursing education: Faculty perspectives and practices. Nursing Education Perspectives, 36(4), 212–219. Simpson-Beck, V. (2011). Assessing classroom assessment techniques. Active Learning in Higher Education, 12(2), 125–132.