Leadership and Group collaboration Nursing essay

Write a 3–4 page Leadership and Group collaboration Nursing essay letter in which you analyze your leadership skills and how you would use them to lead a project requiring group collaboration.

Assessments 1 and 2 are scenario-based, so you must complete them in the order in which they are presented.

Leadership is an integral element in any job, regardless of the work title. However, it is important to recognize that leadership is not just one single skill; instead, success in leadership depends on a broad range of skills, among them decision making, collaboration, and communication.

By successfully completing this Leadership and Group collaboration Nursing essay letter assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Apply qualities, skills and practices used by effective healthcare leaders.
Describe the leadership qualities desirable for the proposed project.
Compare one\’s own leadership skills against those of a chosen health care leader.
Explain one\’s role as project leader, using approaches from a selected leadership model.
Competency 2: Apply practices that facilitate effective interprofessional collaboration.
Describe an approach to effectively facilitate collaboration among a professional team.
Competency 4: Produce clear, coherent, and professional written work, in accordance with Capella’s writing standards.
Address assignment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.

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Preparation

Read the Assessment 1 Scenario found in the Resources. Information in your assessment should be based on information from the scenario.

Instructions

Develop a professional response to the supervisor using the template provided. The letter will have two main components:

Identify the qualities of a successful leader and compare them to your own leadership characteristics.
Make recommendations on how to lead and foster teamwork. Leadership and Group collaboration Nursing essay letter
Please refer to the scoring guide for details on how you your assessment will be evaluated.

Submission Requirements

Your letter should be 3–4 double-spaced pages in length.
Apply correct APA formatting to all in-text citations and references.
Use Times New Roman, 12-point font.
Express your main points, arguments, and conclusions coherently.
Use correct grammar and mechanics.
Support your claims, arguments, and conclusions with credible evidence from 2–3 current, scholarly or professional sources.
Proofread your writing.
Please refer to the scoring guide for details on how you your assessment will be evaluated.

Notes:

You are encouraged to review the performance level descriptions for each criterion to see how your work will be assessed. Leadership and Group collaboration Nursing essay letter
Your instructor may use the Writing Feedback Tool when grading this assignment. The Writing Feedback Tool is designed to provide you with guidance and resources to develop your writing based on five core skills. You will find writing feedback in the Scoring Guide for the assessment, once your work has been evaluated.

 

” CAPELLA UNIVERSITY
NHS-FP5004 – Collaboration, Communication, and
Case Analysisfor Master’sLearners
Assessment 1 Scenario
Use the following scenario as a basis to complete Assessment 1.
Imagine that you work in a health care facility and your boss has just stopped by your office and
says the following:
Hi, I just have a couple of minutes – please forgive me for stopping in without advanced notice. One
of the results of a recent employee survey at Lakeland Clinic indicates we have some issues to
address. The data show 75% of the employees have concerns about at least one of the following:
diversity issues, workplace incivility, and poor work-life balance.
Senior leadership has asked me how I plan to respond, and my first inclination is to put you in
charge of assembling a team to address one of the issues. You have demonstrated effective
organizational and communication on other projects and I think you will be a great asset as we
move forward. Leadership and Group collaboration Nursing essay letter
I have to run right now, but I’ll send you an email with more information before I leave today. See
you later!
Subsequent Email:
Thanks for talking with me this morning. I just want you to know that this is really a great
opportunity for you. I know you have been interested in taking steps to becoming a leader in this
organization and now it’s time to realize your potential.
As you know we opened the Lakeland Medical Clinic to serve area residents who were unable or
unwilling to use the services offered at the main hospital. The first two months of operation saw
strong patient volume. Since then, the numbers have dropped off dramatically. This prompted
leadership to start asking some questions, which lead to the internal survey that I mentioned
yesterday.
I just met with leadership and they determined that the priority right now is the diversity issue
because we have the opportunity to improve outcomes for both employees and the community.
This is part of an e-mail I got from the clinic director last week:
“…after careful examination of all aspects of the organization and talking with some
neighborhood leaders we have concluded that residents in the community do not feel
comfortable coming to the clinic. It seems the staff are lacking the ability to develop a trusting
relationship with the residents primarily because they do not understand the cultural values
and norms. The neighborhood residents, which you know are predominantly Haitian, often feel
their beliefs, values, and health practices are notunderstood.
1

” CAPELLA UNIVERSITY
When staff members were hired, we only considered their past work experiences, education
and potential. We may have failed to fully consider their ability to work with diverse
populations.“ Leadership and Group collaboration Nursing essay letter
Hopefully the information gives you a better understanding of the issues to be addressed. Time to
get started as things need to move quickly.
I want you to assemble a committee to clearly define the problem and ultimately provide guidance
on solutions. Before introducing you to the clinic director and executive team, I want to review your
approach specific to leadership style and collaboration.
I want two things from you in a written document. The first part is just for me, but the second part I
intend to share with the clinic director.
First, identify and describe a leader you would choose to lead a project like this and explain why. It
can be anyone that is qualified, even someone famous. Your choice will tell me a lot about your
leadership approach and priorities. Next, select one of the characteristics that make them
successful and compare it against your leadership skills.
The second item is related to leading and fostering teamwork and collaboration among a group of
interdisciplinary professionals. We are looking for 4–6 members to serve on a committee who will
be considering the diversity issue and ultimately making a recommendation on how to address it.
I want you to:
• Describe your role and approach to leading the group. How will you lead and communicate? Will
you be an authoritative, collaborative, democratic, servant, or transformational type of
leader? Analyze the strengths and weaknesses of your approach in the context of this project. Leadership and Group collaboration Nursing essay letter
• Describe how you would facilitate collaboration to maximize team effectiveness. You might
consider:
o Communication technologies.
o Practices (accountability, decision making, delegating).
o Techniques for sharing information and ideas.
o Any others ideas you might have.
Remember this information will be shared with the clinic director so keep it clear, focused,
and professional. Creativity is important; however, we want to be sure that your ideas and
approaches align with current health care organization trends and practices, so include
references from current academic or professional resources to support your points.
I have confidence in you!
Lynnette
2
\f CAPELLA UNIVERSITY
3

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Assessment 1 Response Letter

Dear….,

Effective leadership is important in setting a clear vision and effective communication for the team. With effective leadership, a team easily achieves its objective and delivers its roles. Therefore, the team will require effective leadership to ensure the team members understand their role and objectives of the team and thus ensure the team achieves its objectives (Rosen et al., 2018). The project involves addressing diversity issues and thus the team needs a leader who will forge the team towards addressing diversity. Leadership and Group collaboration Nursing essay letter

The leader I would select to lead such a project is Martin Luther King. Martin Luther King’s leadership to end racism within the US, inspired and continue to inspire so many people globally. He depicted leadership styles and skills such as transformational leadership style, confidence, collaborative leader, effective communication, ability to influence change, passionate and persistence. Using these leadership skills, Martin Luther King was able to garner support worldwide and inspire people to join his cause.

One characteristic that made Martin Luther King a successful leader is the ability to inspire and influence followers using a transformational leadership style. According to Afzal et al (2018), transformational leaders can envision the required changes and influence other people to own and support the change. Similarly, I also believe in supporting and inspiring my team members and followers towards achieving the targeted change and objectives.

To lead the team, I would ensure there is open communication and foster transparency in the team. This can foster trust, teamwork, and collaboration in the team. I would thus ensure that I keep all communication channels open and treat all team members equally without favoring any team member. Active listening is part of effective communication and therefore I would listen to all members of the team and ensure they express themselves freely. This would promote and encourage team members to explore new ideas and freely share their innovative ideas (Rosen et al., 2018).

The leadership style I would adopt to lead the team is transformational. Transformational leaders work with teams to identify the required change, creates a vision that guides the change by inspiring and motivating the team members, and then the leader implements the change collaboratively with the team members (Boamah, 2018). By using the transformation leadership style, I would collaboratively work and inspire the team members to address the issue of diversity in the organization. For example, staff members at Lakeland Medical Clinic are not culturally competent and therefore together with the team members, we would identify what needs to be addressed to ensure that the staff members are culturally competent. Leadership and Group collaboration Nursing essay letter

Additionally, through an inspirational leadership style, I would inspire the team members and model the appropriate behaviors and actions necessary in handling diversity issues in the organization. The team members would then look up to how I handle the issue of diversity and then copy the same actions. Motivation is also used by transformational leaders. I would hence motivate the team members while creating a supportive environment that facilitates achieving the set team objectives (Afzal et al., 2018).

Strengths associated with the transformational leadership style are that it fosters collaboration and therefore the team works towards accomplishing a common cause. Transformational leaders are passionate and can influence others by inspiring and motivating team members to achieve their goals. Team members are highly motivated to perform their roles since the leader creates a supportive environment, motivates and inspires them to work collaboratively towards attaining a common cause (Alzahrani & Hasan, 2019). Moreover, there are reduced conflicts among team members and this accelerates goal achievement.  However, the leader can lose control when followers do not agree with the vision for the leader.

To maximize collaboration in the team, I would focus on the use of technologies that allow open communication for all. For example, all the team members would communicate about the issues allied to the project using the same platform such as a WhatsApp group. Such a common communication platform would promote open communication and transparency and foster trust within the team (Bosch & Mansell, 2015). Further, all information about the project should be shared openly with all team members.

Another strategy that would promote collaboration in the team is ensuring that there is shared decision-making in the team. This will make each team member feel valued and own the project. Delegating duties to every team member will also promote collaboration in the team because each team will feel that they are making important contributions to the project (Bosch & Mansell, 2015).

Finally, the set rules governing the group should be uniform for all members to avoid some members feeling favored while others feeling discriminated. All members should be heard and given a listening ear to air their ideas and perspectives. Interdisciplinary teams consist of members with diverse views and competency and all team members should be able to share their diverse views and ideas in the team. Leadership and Group collaboration Nursing essay letter

 

References

Afzal, M., Waqas, A., Farooq, A. and Hussain, M. (2016). The Impact of Transformational Leadership Style on Nurse’s Self-Esteem of Public Hospitals of Lahore Pakistan. International Journal of Social Sciences and Management, 3(4), pp.287-293.

Alzahrani, S. and Hasan, A. (2019). Transformational Leadership Style on Nursing Job Satisfaction Amongst Nurses in Hospital Settings: Findings from Systematic Review. Global Journal of Health Science, 11(6), pp.25-52.

Bosch, B., & Mansell, H. (2015). Interprofessional collaboration in health care: Lessons to be learned from competitive sports. Canadian pharmacists journal: CPJ = Revue des pharmaciens du Canada: RPC, 148(4), 176–179. https://doi.org/10.1177/1715163515588106.

Boamah, S., (2018). Linking nurses’ clinical leadership to patient care quality: The role of transformational leadership and workplace empowerment. Canadian Journal of Nursing Research, 50(1), pp.9-19.

Rosen, M. A., DiazGranados, D., Dietz, A. S., Benishek, L. E., Thompson, D., Pronovost, P. J., & Weaver, S. J. (2018). Teamwork in healthcare: Key discoveries enabling safer, high-quality care. The American psychologist, 73(4), 433– https://doi.org/10.1037/amp0000298.  Leadership and Group collaboration Nursing essay letter

ADHD SOAP Note example

ADHD SOAP Note example

SOAP Note for Attention-Deficit/ Hyperactivity Disorder (ADHD) in an 8 Year-Old Caucasian Boy

Patient: A.F.                Age: 8             Gender: Male              Race: Caucasian

SUBJECTIVE

CC: The mother to the eight-year old boy states that her son has been displaying abnormal behavior in that he is continually moving around and is unable to concentrate for long on any task. She has also received reports from school that the boy is excessively disruptive and cannot finish work given to him by the teachers.

HPI: The patient is an 8 year-old Caucasian male child with hyperactivity, inattention, and impulsivity that started one month ago and is becoming more intense. It is not associated with a lack of understanding instructions on the part of the child. The mother reports that the child is also not really defiant. The symptoms occur at any time of the day and are only momentarily relieved by reprimanding. The mother rates the severity of the symptoms at 8/10 on a scale of 1-10 ADHD SOAP Note example.

Current medications: The child is not on any medications at the moment.

Allergies: He is allergic to penicillin. Mother reports that he is not allergic to any other medication, foods, or environmental factors.

Past Medical History: He had pneumonia at age 3 which was successfully treated as an in-patient. Given BCG, tetanus/ Diptheria/ Pertussis, and measles vaccines (2012-2013), influenza vaccine (2017), and pneumonia vaccine (2015). The mother reports that he has no history of malaria or meningitis. He also has not suffered any head injury in the past.

Social History: The boy is the second born in a family of four. The elder sibling is a girl aged twelve and she has no medical or mental problems. The father is a computer engineer and the mother is a nurse. The father smokes but drinks only occasionally. The mother neither drinks nor smokes.

Family History: There is no history of mental illness in the family, both from the father’s side and the mother’s side.

Review of Systems (ROS)

Constitutionals: Patient denies feeling hot/ warm. Mother also denies any weight loss in the boy. She however reports excessive hyperactivity, impulsivity, and inattention not accompanied by lack of comprehension. He has no sleep difficulties.

HEENT: The boy reports no dry eyes, itching, or pain. He has no photophobia. He reports no hearing loss, no tinnitus, and is not sneezing. He also has no runny nose and no sore throat.

Respiratory: He has no difficulty in breathing, is not coughing, and has no phlegm.

Cardiovascular: He has no chest discomfort, pain, or palpitations.

Gastrointestinal: Mother reports no vomiting, lack of appetite, or diarrhea.

Genitourinary: The boy denies any burning sensation on urination. No polyuria.

Musculoskeletal: He denies any muscle pain or stiffness.

Neurologic: He denies any headache, instability while walking, numbness, or a change in bladder and/ or bowel control.

Psychiatric: Mother reports that the child has a history of abnormal lack of concentration and hyperactivity. She however denies noting any depressive or anxiety symptoms in him.

Hematologic/ Lymphatic: Both mother and son deny any abnormal bleeding or fatigue. No enlarged nodes.

Endocrine: Mother and son deny excessive urination (polyuria) or excessive water intake (polydipsia). They also deny excessive sweating or heat intolerance.

Allergic/ Immunologic: Mother denies any history of eczema or asthma. Also denies any other seasonal allergies.

OBJECTIVE

Constitutional: The boy is well-groomed and well-nourished. Vital signs: Heart rate: 90; Respiratory rate: 20; Temperature: 98.6°F; Blood pressure: 110/70; Height: 51 inches; Weight: 56 lb; BMI: 15.1 (BMI-for-age at the 33^rd percentile). The child has healthy weight (CDC, 2018).

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HEENT: Head normocephalic and atraumatic with normal contours. Both pupils equal, round, and reactive to light and accommodation (PERRLA). Intact extraocular muscles. Nasal sinus passages non-tender on palpation. Intact tympanic membrane with no discharge or redness. No halitosis. No exudates in throat.

Neurologic: Cranial nerves are intact with normal symmetric reflexes. Alert and oriented in time, space, person, and place. No motor, sensory, or focal deficit noted.

Psychiatric: Mood congruent with content. Responses hasty but appropriate. Appropriately groomed. Fidgety and restless. Unable to maintain eye contact and concentrate for long.

Diagnostic Laboratory and other Tests: (1) DSM-5 criteria for ADHD. The boy met criteria 1 and 2 for inattention together with hyperactivity and impulsivity (APA, 2013); (2) Blood lead metal levels to rule out lead poisoning which causes similar symptoms (Stahl, 2013); (3) Swanson, Nolan, and Pelham version IV scale teacher form or SNAP-IV to confirm ADHD (Swanson, 2013); (4) Full blood count to rule out any systemic infections (Hammer & McPhee, 2018; Huether & McCance, 2017).

ASSESSMENT

            The differential diagnoses are:

1. ADHD with combined presentation (314.01[F90.2]). This is the first and most likely diagnosis because the child meets the DSM-5 diagnostic criteria for ADHD (APA, 2013; Stahl, 2013).
2. Autism spectrum disorder (APA, 2013).
3. Oppositional defiant disorder (APA, 2013).

PLAN

1. Behavioral therapy for both the child and the mother, social skills training, cognitive behavioral therapy, and psycho-education (Corey, 2013).
2. Medication (stimulant). Start methylphenidate (Focalin) 2.5 mg twice a day (Katzung, 2018; Stahl, 2017).
3. Alternative therapies: (1) A healthy and balanced diet, and (2) Omega-3 vitamin supplements (NHS, 2018).

Health Promotion

The mother should join a support group of parents with children suffering from ADHD in order not to feel as an isolated case. She should also be familiar with the side effects of the Focalin so that she can report them promptly when they occur. Lastly, she should talk to the teachers at school and let them know what her son is suffering from and that he is on medication and therapy (NHS, 2018).

Follow-Up

This will be after four weeks to assess the response to medication and therapy instituted.

Reflection

This experience teaches that ADHD is a condition that can affect the life of a child with lasting implications. It may also be tricky to diagnose because there are other conditions that closely mimic it. Another lesson learnt is that behavioral therapy is an important part of the management of this condition. In this, both the parents and the child should undergo therapy for the best chance of success in remission.     

 

 

 

References

American Psychiatric Association [APA] (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-5), 5^th ed. Arlington, VA: Author.

Centres for Disease Control and Prevention [CDC] (October 22, 2018). BMI percentile calculator for child and teen. Retrieved 1 April 2020 from https://www.cdc.gov/healthyweight/bmi/calculator.html

Corey, G. (2013). Theory and practice of counseling and psychotherapy, 9th ed. Belmont, CA: Cengage Learning.

Hammer, D.G., & McPhee, S.J. (Eds). (2018). Pathophysiology of disease: An introduction to clinical medicine, 8^th ed. New York, NY: McGraw-Hill Education.

Huether, S.E. & McCance, K.L. (2017). Understanding pathophysiology, 6^th ed. St. Louis, MO: Elsevier, Inc.

Katzung, B.G. (Ed) (2018). Basic and clinical pharmacology, 14^th ed. New York, NY: McGraw-Hill Education.

NHS (May 30, 2018). Attention-deficit/ hyperactivity disorder (ADHD). Retrieved 1 April 2020 from https://www.nhs.uk/conditions/attention-deficit-hyperactivity-disorder-adhd/treatment/

Stahl, S.M. (2017). Stahl’s essential psychopharmacology: Prescriber’s guide, 6th ed. New York, NY: Cambridge University Press.

Stahl, S.M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical application, 4th ed. New York, NY: Cambridge University Press.

Swanson, J.M. (2013). Swanson, Nolan and Pelham Teacher and Parent Rating Scale (Snap-IV). Retrieved 1 April 2020 from https://www.mcpap.com/pdf/SNAPIV.pdf

 

Assignment 1: Practicum – SOAP Note #2
Select a patient who you examined during the last 3 weeks. ( we can put 8 years old boy with attention deficit hyperactivity disorder). With this patient in mind, address the following in a SOAP Note:

Subjective: What details did the patient or parent provide regarding the personal and medical history? Include any discrepancies between the details provided by the child and details provided by the parent, as well as possible reasons for these discrepancies.
Objective: What observations did you make during the physical assessment? Include pertinent positive and negative physical exam findings. Describe whether the patient presented with any growth and development or psychosocial issues.
Assessment: What were your differential diagnoses? Provide a minimum of three possible diagnoses. List them from highest priority to lowest priority. What was your primary diagnosis and why?
Plan: What was your plan for diagnostics and primary diagnosis? What was your plan for treatment and management? Include pharmacologic and non-pharmacologic treatments, alternative therapies, and follow-up parameters, as well as a rationale for this treatment and management plan.
Reflection notes: What was your “aha” moment? What would you do differently in a similar patient evaluation?

 

Excellent	Good	Fair	Poor
Subjective: CC (1 point)	1 (1%) – 1 (1%)	0 (0%) – 0 (0%) NA	0 (0%) – 0 (0%) NA	0 (0%) – 0 (0%)
Subjective: Pertinent positives LOCATES (10 points)	9 (9%) – 10 (10%) Includes thorough, accurate, and pertinent positives LOCATES ADHD SOAP Note example	8 (8%) – 8 (8%) Includes accurate and pertinent positives LOCATES	7 (7%) – 7 (7%) Includes positives LOCATES	0 (0%) – 6 (6%) Does not include positives LOCATES or positives LOCATES are not pertinent
Subjective: Pertinent negatives (from ROS) (10 points)	9 (9%) – 10 (10%) Includes thorough, accurate, and pertinent negatives (from ROS)	8 (8%) – 8 (8%) Includes accurate and pertinent negatives (from ROS)	7 (7%) – 7 (7%) Includes negatives (from ROS)	0 (0%) – 6 (6%) Does not include negatives (from ROS) or negatives (from ROS) are not pertinent
Subjective: Pertinent PMH, SH, and FH (3 points)	0 (0%) – 3 (3%) Includes thorough, accurate, and pertinent PMH, SH, and FH	0 (0%) – 0 (0%) NA	2 (2%) – 2 (2%) Includes PMH, SH, and FH	0 (0%) – 1 (1%) Does not include PMH, SH, and FH or PMH, SH, and FH are not pertinent
Subjective: Medications and drug/food allergies are not included (1 point)	1 (1%) – 1 (1%) Does not include medications and drug/food allergies	0 (0%) – 0 (0%) NA	0 (0%) – 0 (0%) NA	0 (0%) – 0 (0%) Includes medications and drug/food allergies
Objective: VS including BMI (2 points)	2 (2%) – 2 (2%) Includes VS including BMI	0 (0%) – 0 (0%) NA ADHD SOAP Note example	0 (0%) – 0 (0%) NA	0 (0%) – 1 (1%) Does not include VS including BMI
Objective: Heart and lungs (1 point)	0 (0%) – 1 (1%) Includes heart and lungs	0 (0%) – 0 (0%) NA	0 (0%) – 0 (0%) NA	0 (0%) – 0 (0%) Does not include heart and lungs
Objective: Systems or specialty exam techniques that are not necessary to arrive at a diagnosis are included. (5 points)	5 (5%) – 5 (5%) Includes thorough explanation of systems or specialty exam techniques that are not necessary to arrive at a diagnosis	4 (4%) – 4 (4%) Includes systems or specialty exam techniques that are not necessary to arrive at a diagnosis	0 (0%) – 0 (0%) NA	0 (0%) – 3 (3%) Does not include systems or specialty exam techniques that are not necessary to arrive at a diagnosis
Objective: Systems or specialty exam techniques that are necessary to arrive at your diagnosis are omitted. (10 points)	9 (9%) – 10 (10%) Omits systems or specialty exam techniques that are necessary to arrive at your diagnosis	8 (8%) – 8 (8%) Omits most systems or specialty exam techniques that are necessary to arrive at your diagnosis	7 (7%) – 7 (7%) Omits some systems or specialty exam techniques that are necessary to arrive at your diagnosis	0 (0%) – 6 (6%) Does not omit systems or specialty exam techniques that are necessary to arrive at your diagnosis
Objective: Diagnostic test results (2 points)	2 (2%) – 2 (2%) Includes diagnostic test results	0 (0%) – 0 (0%) NA	0 (0%) – 0 (0%) NA	0 (0%) – 1 (1%) Does not include diagnostic test results
Assessment: Priority Diagnosis (30 points – 10 points for each priority diagnosis. If less than 3 are appropriate to include – simply no other diagnoses to consider – you will receive all 30 points. Please do not “stretch” to find 3 if they are not actual possibilities.)	27 (27%) – 30 (30%) Includes three appropriate priority diagnoses	24 (24%) – 26 (26%) Includes three appropriate priority diagnoses but some are incorrect or missing	22 (22%) – 23 (23%) Includes fewer than three priority diagnoses but some are incorrect or missing	0 (0%) – 21 (21%) Does not include three appropriate diagnoses
Plan: Medications discontinued (“d/c lisinopril 10 mg daily”) (1 point)	1 (1%) – 1 (1%) Includes discontinued medications	0 (0%) – 0 (0%) NA	0 (0%) – 0 (0%) NA	0 (0%) – 0 (0%) Does not include discontinued medications
Plan: Medications started (“start Avapro 150 mg daily”) (2 points)	2 (2%) – 2 (2%) Includes medications started	0 (0%) – 0 (0%) NA	0 (0%) – 0 (0%) NA	0 (0%) – 1 (1%) Does not include medications started
Plan: Alternative therapies if appropriate (1 point)	0 (0%) – 1 (1%) Includes alternative therapies if appropriate ADHD SOAP Note example	0 (0%) – 0 (0%) NA	0 (0%) – 0 (0%) NA	0 (0%) – 0 (0%) Does not include alternative therapies if appropriate
Plan: Health Promotion strategies – patient/family education (3 points)	0 (0%) – 3 (3%) Includes health promotion strategies – patient/family education	0 (0%) – 0 (0%) NA	2 (2%) – 2 (2%) Includes health promotion strategies – patient/family education, but may not be entirely appropriate for the patient/family	0 (0%) – 1 (1%) Does not include health promotion strategies – patient/family education
Plan: Disease Prevention strategies with timeframe if appropriate (3 points)	3 (3%) – 3 (3%) Includes disease prevention strategies with timeframe if appropriate	0 (0%) – 0 (0%) NA	2 (2%) – 2 (2%) Includes disease prevention strategies, but does not include timeframe or disease prevention strategies are not appropriate	0 (0%) – 1 (1%) Does not include disease prevention strategies
Plan: Diagnostic tests ordered with timeframe (now, in 2 weeks, prior to f/u visit in 3 months) (3 points)	3 (3%) – 3 (3%) Includes appropriate diagnostic tests ordered with timeframe	0 (0%) – 0 (0%) NA	2 (2%) – 2 (2%) Includes diagnostic tests but they may not be appropriate, or the timeframe is incorrect or not included	0 (0%) – 1 (1%) Does not include diagnostic tests
Plan: Referrals or consultations if appropriate (1 point)	1 (1%) – 1 (1%) Includes referrals or consultations if appropriate	0 (0%) – 0 (0%) NA	0 (0%) – 0 (0%) NA	0 (0%) – 0 (0%) Does not include referrals or consultations if appropriate
Plan: Follow-up interval (1 point)	1 (1%) – 1 (1%) Includes follow-up interval	0 (0%) – 0 (0%) NA	0 (0%) – 0 (0%) NA	0 (0%) – 0 (0%) Does not include follow-up interval
Reflection Notes: What did you learn from this experience? Any ah-ha’s? (10 points)	0 (0%) – 10 (10%) Response includes thoughtful and insightful explanation of significant learnings	8 (8%) – 8 (8%) Response includes thoughtful and insightful explanation of learnings ADHD SOAP Note example	7 (7%) – 7 (7%) Response includes explanation of learnings	0 (0%) – 6 (6%) Response does not include explanation of learnings
Total Points: 100

 

Cultural competency in nursing essay

Comment on the following cultural competency in nursing essay post;

Culture has a great impact on a person’s thinking and behavior. Culture also influences how a person may view and approach their own health, as well as their unique lifestyle choices that will affect their health. Nurses who practice culturally competent care are respectfully caring for patients by keeping the context of the patients’ culture and/or belief systems at the forefront of their minds. Community health nurses can become skilled at cultural competency through keeping an open mind, and be open to staying in a state of continuous learning as they strengthen their skills, and receive new knowledge about cultural practices of others as they relate to health. Nurses must also be willing to remain honest in their assessment of their own ignorance or biases. The three practices that nurses can use to demonstrate cultural competency are: cultural preservation, cultural accommodation and cultural repatterning. Cultural competency in nursing essay

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Cultural preservation involves the nurse supporting cultural health practices that contain both practical usage and scientific evidence for their effectiveness. One example is how acupuncture practiced in many Asian cultures.

Cultural accommodation is the practice of supporting and encouraging cultural practices that are may not have scientific proof of their effectiveness, yet these practices are not necessarily harmful either. Cultures that place great emphasis on belief of spirits, such as Mexican and other Asian cultures may do rituals such as putting totems near a babies, or coffins with the deceased so as to honor the belief that these items will be with the deceased in their afterlife (Huebner, 2009). Cultural competency in nursing essay.

Cultural repatterning is more difficult to practice as this activity involves the nurses inoffensively making efforts to deter from cultural health practices that are actively harmful. The next step is to attempt to encourage the patient to find an alternative method. (Huebner, 2009).Genital mutilation may be one example.

A familiar roadblock to cultural competency is that of ignorance. Prejudice and a sheltered life also pose barriers. Nurses who have lived in communities that are homogeneous, with little exposure to those of different cultures are more likely to harbor prejudices, even if they are unconscious. They may also be resistant to emphasizing with those of other cultures, different socioeconomic class and educational levels (Maurer & Smith, 2012). Empathy is one of the greatest tools a nurse has to offer, and should be practiced amongst all patients. An example may be a strong nationalist and religious nurse who is prejudiced against non-Christians and is suspicious of patient who is Muslim and wears religious head coverings. cultural competency in nursing essay.

References:

Huber, L. (2009). Making community health care culturally correct. American Nurse Today, 4(5). Retrieved October 17, 2017, from http://www.americannursetoday.com/making-community-health-care-culturally-correct/

Maurer, F. & Smith, C. (2012). Community/public health nursing practice (4th ed.). St. Louis, MI: Elsevier. Cultural competency in nursing essay

Social Determinants Impacting Public Health Essay

Social determinants of health have a significant impact on public health issues. They are the social, economic, and environmental conditions that are not distributed equally among populations. Those living in poverty and unsanitary living conditions are usually more susceptible to disease. Inaccessible healthcare systems and an unstable government without policies to address these disparities also contribute to the burden of disease.

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From the assigned readings this week, review the following Web resource:

• World Health Organization (WHO). (2012). Social determinants of health. Retrieved from http://www.who.int/social_determinants/en/

Respond to the following:

• Evaluate the social determinants that may impact current public health issues within the U.S.
• Select a current public health issue in the U.S. and describe the social determinant that impacts the issue.
• Describe existing practices that are in place to improve economic or social determinants. What additional measures can you recommend?
• In your opinion, analyze whether more can be done to address the issue. Include an analysis of whether policy creates interference.

Support your statements with appropriate examples and scholarly references.