James, P.A., Oparil, S., Carter, B. L., Cushman, W. C., Dennison-Himmelfard, C., Handler, J., … Ortiz, E. (2014). Attraction-based guideline control the administration of tall race constraining in adults: (JNC8). Journal of the American Medical Association, 311(5), 507-20. Retrieved from https://jamanetwork.com/journals/jama/fullarticle/1791497
Clinical Practice Guideline (CPG) Instructions:
Illness & Background Learner:
1) Identifies the illness qualification
2) Gives a brief assertion of impact and power in the US
3) The learner briefly summarizes the illness pathophysiology and
4) Identifies the natural clinical exhibition seen in a unrepining with the illness (4 crucial elements).
· Exceptional- Learner identifies the illness subject AND Learner states the impact and power in the US AND Learner provides a pathophysiology assertion AND Learner states the natural clinical exhibition seen in a unrepining with the illness.
Notification & Applicability in Leading Anxiety The learner:
1) Identifies the constructor, structure or order that plain the CPG,
2) Learner denotes the year of the ancient guideline notification,
3) Learner identifies any later revisions (student’s intimation should be the most modern rendering), and
4) Learner discusses the applicability control reason of this CPG in the leading anxiety contrast (4 crucial elements).
· Exceptional- Learner presents a climax of 5 appropriate instructions AND Learner denotes the attraction power control EACH instruction AND Learner discusses ONLY the ones available to leading anxiety
Application in Clinical
1) Using an specimen of a unrepining from their clinical recurrence with the corresponding qualification,
2) Learner discusses how the singularity and tenor of their unrepining compared to the instructions attached in the guidelines, and
3). Specific specimens of what was executed well-mannered-behaved-behaved or what could accept been executed emend is glorious (3 crucial elements).
· Exceptional- The learner reasons a unrepining specimen from their clinical contrast with the corresponding qualification AND The learner discusses how the singularity & tenor of their unrepining compared to those recommended in the guideline AND Specific specimens are attached on what was executed well-mannered-behaved-behaved or what could accept been executed emend (Make a unrepining up control this part)
Please reason literary sources merely** years 2014-2019**. NO SOURCES antecedently 2014!!
Please reason befitting rhetoric, punctuation, citation. Also Provide a PowerPoint Transcript.
Thank you in remove.
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