Didactic Assignments – Parent Guides

Looking Ahead 1: Didactic Assignments

• Week 3: You will work in a group to develop a “Parent Guide,” which will serve as a teaching tool for parents with children who have been diagnosed with a specific mental health disorder.
• Week 5: You will assess one of the clients in your practicum who you do not think is adequately progressing according to expected clinical outcomes. Didactic Assignments – Parent Guides.

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• Week 6: You will use one of your adult clients who had a psychiatric emergency as an example as you compare how you would assess a child or adolescent client who had a psychiatric emergency.
• Week 7: You will work in a group to develop a “Parent Guide,” which will serve as a teaching tool for parents with children who have been diagnosed with a specific mental health disorder.
• Week 10: You will work in a group to develop a “Parent Guide,” which will serve as a teaching tool for parents with children who have been diagnosed with a specific mental health disorder. Didactic Assignments – Parent Guides.

NURS 6600: Capstone Synthesis Practicum

Student Guide to Creating a Final Professional Portfolio

Purposes and Definition

The purposes of a Portfolio are to do the following:

• Provide a repository for your educational and professional accomplishments
• Document your educational progression and growth throughout the program
• Evaluate your achievement of program learning outcomes
• Project a professional image through the organization and presentation of the material
• Communicate accomplishments to colleagues and the professional community
• NURS 6600: Capstone Synthesis Practicum

Documentation and Evidence

Your Professional Portfolio will contain the following documentation and evidence*:

• Program of Study
• A Professional Development Plan (PDP)
• A current Curriculum Vitae (CV)/Résumé
• Portfolio Assignments from each of the courses
• Continuing Education (CE), if applicable
• NURS 6600: Capstone Synthesis Practicum
• Other Non-Electronic Documents, if applicable
• End of Program Outcome Evidence Chart
• Final Reflection

*See the Portfolio Sections and Formatting Guidelines (below) for details about each of these items to be included in your Portfolio.

Evidence Collection and Documentation Storage

At the beginning of the MSN program, you should have initiated the process of collecting evidence and storing materials and information in an organized way. In preparation for assembling your Professional Portfolio, you may wish to complete the following:

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• Set up computer and paper files related to each section of your Portfolio, as indicated in the Portfolio Template. For example, you may have a computer file with documentation of your CE activities and a paper file containing the actual. NURS 6600: Capstone Synthesis Practicum.

certificates.

• Organize course files into the categories that help you to analyze your learning and development (papers, journal, reflections, professional development, course assignments, etc.). For example, you might save all your journal entries in one file and identify a selection of these entries to demonstrate your growth over time.

NURS 6600: Capstone Synthesis Practicum Sections and Formatting Guidelines

Your Professional Portfolio consists of one document, with specified sections.

Save a version of the Portfolio Template to create your Professional Portfolio document.

Prior to copying and pasting the NURS 6600: Capstone Synthesis Practicum assignments into your saved version of the Portfolio Template, review the Portfolio Assignment from each of your prior courses and make the following adjustments:

• If there are any Instructor comments in an assignment, address the comments and then delete the notations to create a clean version of the assignment. Be sure the Track Changes function is turned off in the document.
• Proofread each assignment to ensure that it is free of typographical, grammatical, structural, or punctuation errors. In some cases, this will mean correcting errors in your original document.
• Reformat each assignment using the guidelines below and as modeled in the Portfolio Template:

o Update the title page of each Portfolio Assignment to match the template specifications.

o If the NURS 6600: Capstone Synthesis Practicum assignment is in a format other than Word (e.g., PowerPoint or Excel), save it as a Word document, if possible, so that you can integrate it into your Portfolio document. If that is not possible, you may need to save an assignment as an image file to be included in your portfolio or list the item in Table 2 (Other Non-Electronic Documents).

o Use Times New Roman font (12 point) throughout.

o Ensure that each assignment is double-spaced throughout. (If necessary, select all or highlight the area to be updated, click on Format, Paragraph, and then select Line Spacing: Double.)

 

In your saved version of the NURS 6600: Capstone Synthesis Practicum Portfolio Template, be sure to address the following:

• The first page of your Portfolio document (the cover page) should include all the information listed in the Portfolio Template, including your NURS 6600 section number, date of Portfolio submission, your full name, address, telephone number, e­mail address, your current position title (i.e. ICU Nurse, etc.), agency, and the city and state where you work. Be sure to follow the format presented in the Portfolio Template.
• You may update the Table of Contents manually once you have inserted all the sections of the Portfolio. If you use the functionality in Word to create your Table of Contents automatically, be sure to follow the wording and sequencing indicated in the Portfolio Template.
• Paste your Program of Study. This was initiated in NURS 6001 and may need to be revised/updated.
• Paste your Professional Development Plan. This plan, which was initiated in NURS 6001, should be reviewed and refined/updated as necessary.
• Paste a copy of your Curriculum Vitae (CV)/Résumé. The Portfolio Template includes formatting/sequencing suggestions.
• After you have properly formatted all of the assignments as indicated above, carefully paste each one in chronological order (including the course number on the assignment title page). Reminder: If necessary, documents may be included in your Portfolio as images or may be listed in Table 2.

Foundation Requirements

NURS 6001: Week 5: Professional Development Plan

 

Graduate Nursing Leadership & Management Portfolio Requirements

Course	Course Name (italics) & Assignments
NURS6201	Leadership in Nursing and Health Care
	Week 2 Portfolio: Analyzing a Need for Change (Paper) (Assignment submitted in Week 8)
NURS6211	Finance and Economics in Health Care Delivery
	Week 11 Portfolio: Process Flow Analysis (Discussion) (Discussion Assignment submitted in Week 11)
NURS6221	Managing Human Resources
	Week 5 Portfolio: Coaching Employees (Paper) (Assignment submitted in Week 6)
NURS6231	Healthcare Systems and Quality Outcomes. NURS 6600: Capstone Synthesis Practicum
	Week 7 Portfolio: Section 3: Quality Measurement and Assessment (Assignment submitted in Week 8)
NURS 6241	Strategic Planning in Health Care Organizations
	Week 6 Portfolio: Comprehensive Course Project: Developing a Strategic Plan (Assignment submitted in Week 11)
NURS 6600	Capstone: Synthesis Practicum – Leadership and Management
	Practicum Project Presentation (Assignment submitted in Week 11)

• In Table 1 (Continuing Education), you may list and describe any Continuing Education (CE) course(s) you have completed during your academic journey (typically during the last two years). NURS 6600: Capstone Synthesis Practicum. It is not necessary to scan CE certificates. Note: Inclusion of CE credits is optional and not a required element of your Professional
• In Table 2 (Other Non-Electronic Documents), list documents for which you do not have electronic versions.
• Pictures, significant notes, communications from colleagues, or any other artifacts may be included to demonstrate how you have grown throughout your academic For example, if you conducted a workshop on hospice care, you might include a copy of the website information, an image of the brochure, and a scan of participant evaluation results. Use Word documents whenever possible; include scanned copies of original documents and/or write a brief description as necessary. NURS 6600: Capstone Synthesis Practicum.

 

• Type in the required information to complete the End of Program Outcomes Evidence Chart.
• Complete the Final Reflection.
• Ensure that your Portfolio has a professional appearance by confirming the following:

o The date of submission/completion is indicated on each item included in your Portfolio, as appropriate

o The font and font size (Time New Roman, 12 point) is consistent throughout the document (do not use all caps)

o The margins on the document are standard: APA style indicates 1” on all four sides; while your portfolio may vary slightly from these specifications, it must be consistent and reflect a scholarly appearance. NURS 6600: Capstone Synthesis Practicum.

o The Portfolio document includes page numbers at the top right corner. The page numbers are automatically formatted in the Portfolio Template. If necessary, you can adjust or add automatically formatted page numbers to your Word document by selecting Insert, Page Number in the tool bar and then selecting Top of Page, alignment Right

o Images are used sparingly and only as needed, since including images can make the size of your Portfolio difficult to upload/download

Q&A

Why am I being asked to develop a comprehensive Portfolio? The Walden MSN Program Faculty believe a Portfolio:

• Promotes the synthesis of knowledge: To become a competent leader in the profession and your selected specialization, you need to synthesize a great deal of information from a variety of sources. Creating a Portfolio provides the structure for thinking about and communicating these interconnections.
• Promotes reflective thought: One hallmark of graduate education is the ability to think analytically and engage in self-assessment. Creating the Portfolio allows you to evaluate and demonstrate the achievements in acquiring advance nursing and specialty knowledge. NURS 6600: Capstone Synthesis Practicum.

• Provides evidence that assignment, course, and program learning outcomes have been met: The Portfolio reflects the different ways in which you have met the outcomes.

Is my Portfolio graded?

The individual assignments and parts of the Portfolio are graded throughout the program. The Final Portfolio is graded at various points during the curriculum, and compilation of the Portfolio is due at the end of the program in NURS 6600. The NURS 6600: Capstone Synthesis Practicum grading rubric is included in NURS 6600.

When is my Portfolio due?

Parts of the Portfolio are due as you complete assignments, projects, courses, and reflect on your growth and program experiences. The Portfolio will contain all the pieces of evidence that support your attainment of the learning and program outcomes. The Final Portfolio should be sent as a Word document to your assigned Faculty Member by Day 3 of Week 11 of NURS 6600.

What are the contents of the Portfolio?

Portfolios are individual creations, and will not look exactly alike. The Portfolio is organized into sections so that specific types of information and evidence can be extracted when needed. NURS 6600: Capstone Synthesis Practicum Data collection and research activities, related to organizational and program goals, are part of the content.

Portfolio Term Definitions

Program Outcomes – Statements that predict what learners will have gained as a result of the learning process; they are linked to the knowledge, understanding, skills, capabilities, and values that a student will have gained after completing the program.

Learning Objectives – Statements that predict what learners should have gained as a result of the learning process, stated as course objectives. There are course objectives and program learning outcomes.

Descriptive Statements – Statements that are intended to give the reader a mental image of something experienced (such as a scene, person, or sensation), “what is,” or “fact.” Descriptive statements can predict a future state of affairs.

Résumé – A brief account of one’s professional or work experience and qualifications.

Reflection – Statements describing your personal and professional growth in specific areas.

Evidence – Basis for belief or disbelief, or knowledge on which to base belief.

 

Growth – Personal progression from simple to more complex as the basis for “the growth of a culture.”

Journal – A written, narrative record of observations, ideas, and insights that are recorded on a regular basis, while they are still fresh. NURS 6600: Capstone Synthesis Practicum. A journal allows you to store thoughts about interconnections between separate courses and document meaningful experiences, thoughts, and feelings about the process of becoming a master’s prepared nurse.

Submitting Your Portfolio

 

Resources:

Bennett, A. M. (2008). Creating a professional portfolio. Retrieved from http://journals.lww.com/nursing/fulltext/2008/09000/creatingaprofessionalportfolio.45 .aspx

Casey, D. C., & Egan, D. (2010). The use of professional portfolios and profiles for career enhancement. British Journal Of Community Nursing, 15(11), 547–552. NURS 6600: Capstone Synthesis Practicum.

NURS 5315 Advanced Pathophysiology Case Study

NURS 5315 Advanced Pathophysiology
Case Study #2 – Fall 2018

Mr. James is a 62 year old male in a primary care practice being seen for a health maintenance visit (last visit was over 10 years ago). His only complaint of note is fatigue but generally feels well. He denies any limitations in “doing the things I like to do”, including yard work and fishing. He works full time as a supervisor for a commercial construction company. He is married and has 2 daughters. His oldest daughter is expecting their first grandchild. NURS 5315 Advanced Pathophysiology Case Study.

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He has a history of “recreational” IV drug use when he was in his early 20s while he was in the military. Denies any drug use since that time. He indicates “minimal” alcohol use – generally no more than 2-3 beers or glasses of wine a week. He has no chronic illnesses and does not take any medicines on a regular basis. NURS 5315 Advanced Pathophysiology Case Study.

Physical exam:
Vitals: 38.1-97-18-183/139
Normocephalic. Alert & Oriented x3.
Eyes: PERL. No nystagmus, no icterus.
Neck: Supple, no cervical lymphadenopathy
Cardiovascular: Normal Rate and rhythm. No murmur, gallops. 2+/4+ radial, brachial, dorsalis pedis pulses bilaterally. No jugular venous distension. No edema.
Pulmonary: Lungs are clear. No dyspnea or orthopnea.
Abdomen: Soft and nontender, active bowel sounds. No liver enlargement; abdomen flat. No striae.
Skin: Warm and dry; no rashes. Multiple tattoos on both arms.
Rectal exam: Stool is brown, no rectal masses.

NURS 5315 Advanced Pathophysiology Case Study

Lab results:

CBC: WBC 9,000; RBC 5.10; Hemoglobin 15.3 g/dL Hematocrit 46%; 90; Platelets 152,000.
Electrolyte Panel: Sodium 136 mEq/L; Potassium 3.7 mEq/L; Creatinine 1.1 mg/dL; BUN 12 mg/dL; Glucose 115mg/dL
Alanine aminotransferase (ALT) 36
Aspartate aminotransferase (AST) 50
Bilirubin (total) 0.9 mg/dL
Hepatitis A IgM negative; IgG positive
Hepatitis B surface antigen negative; surface antibody positive; core antibody negative
Hepatitis C (HCV) antibody reactive (positive), Hepatitis C RNA positive with an undetectable viral load.

Respond to the following questions regarding the Case Study

1. The clinical scenario is most consistent with which type of hepatitis? You may list your answer below using a bullet point format. This does not have to be in a complete sentence. A citation is not required. (10 pts). NURS 5315 Advanced Pathophysiology Case Study.

2. What specific data in the clinical scenario supports your diagnosis? You may list your answers below using bullet point format. This does not have to be in a complete sentence. A citation is not required. (10 pts)

3. What is the most likely cause of this patient’s diagnosis you noted in Question 1? You may list your answer below using a bullet point format. This does not have to be in a complete sentence. A citation is not required. (10 pts). NURS 5315 Advanced Pathophysiology Case Study.

4. Describe key pathophysiologic concepts that relate to the diagnosis in question 1. To answer this question completely, you must answer all of the sub-questions below using complete sentences. Each sub-question may be answered in 1-6 sentences. ***Citations are required for each answer to each question using APA format. You MAY NOT use direct quotes.

a. How does Hepatitis lead to an increased risk of hepatocellular carcinoma? Describe how the virus affects the hepatocytes and may lead to cancer. ( 10 pts)

b. How does Hepatitis lead to cirrhosis of the liver? Describe the pathologic steps of how cirrhosis develops and how cellular changes can lead to liver failure. ( 10 pts). NURS 5315 Advanced Pathophysiology Case Study.

c. One of the negative sequela of liver failure is increased bleeding. Why do individuals with liver failure experience potentially life threatening bleeding? Describe how liver failure leads to coagulopathy. ( 10 pts)

d. Portal hypertension is also a negative sequela of liver failure. Describe how liver failure leads to portal hypertension AND how portal hypertension manifests. (10 pts)

5. Mr. James is concerned that he will transmit the virus to his new granddaughter after she is born.
What is the likelihood of transmitting the virus to his granddaughter? Provide a single sentence that includes your rationale. A citation is not required. (10 pts). NURS 5315 Advanced Pathophysiology Case Study.

APA Format

Information is presented in a scholarly manner (clear, grammatically correct) and reflects synthesis of information from sources. APA format is correctly used for citations and references. Submission follows assignment guidelines; does not exceed page limit. (15 pts). NURS 5315 Advanced Pathophysiology Case Study.

Week 1- The Issue of Mental Healthcare Access
COLLAPSE

Main Question Post-Across America, people are suffering in silence and afraid to seek treatment or sometimes even afraid to tell anyone of their ailment. Mental illness is the ailment that- due to stigma, lack of access and other factors- many Americans are not being treated for. Past presidential administrations have addressed some of the concerns regarding mental health treatment but more progress needs to be made, especially in regards to access to mental health services.

Mental health access has been a significant health concern in the United States that continues to need addressing. According to a report from Mental Health America, “17% (over 7.5 million) of adults with a mental illness remain uninsured” and of those who did have insurance, 56.5% received no treatment in the past year (Mental Health America, 2020). The issue of mental healthcare access has many facets, including but not limited to provider shortage, high cost, insurance coverage disparity, social stigma and geographical barriers to offered care, such as living in a rural area (Cohen Veteran’s Network, 2018). Several presidential administrations have tried to address some of these concerns that lead to inadequate mental health access.

Under President George W. Bush, the New Freedom Commission on Mental Health was created in 2002, which outlined suggestions for improving services for those dealing with mental illnesses (Hart, 2016). This was an attempt for mental health experts to speak out and offer their opinions on how the government could best impact the wellness of those affected by mental illness and it also identified several barriers to access that could be addressed by the government (President’s New Freedom Commission on Mental Health, 2003). While the commission was useful in identifying areas of need and barriers, it fell short of leading to any immediate policy change. The Paul Wellstone and Pete Domenici Mental Health Parity and Addictions Equity Act was signed in 2008 by President Bush, which addressed access to care by stating that the coverage in health insurance for mental health had to be equal to the coverage for other medical conditions (Hart, 2016) Week 1- The Issue of Mental Healthcare Access. Once again this was a step in the right direction but had no effect on the millions of Americans who were uninsured, living far from providers, unable to afford care nor did it address the stigma surrounding mental illness or its treatment.

President Barack Obama signed the Patient Protection and Affordable Care Act (ACA) into law in 2010 which allowed Medicaid plans to include mental health, in addition to other health plans eligible in the ACA (Hart, 2016). While the affordable care act did provide some with insurance, the Census Bureau showed that In 2018 27.5 million people remained uninsured, a number which had increased since 2017 when the number was 25.6 million uninsured (Berchick, Barnett & Upton, 2019). In 2015, President Obama signed the Cures Act, which included a multifaceted approach to improving mental health care access. It helped increase mental health workers and providers, ensured health plans were held accountable to pay for mental health services under the parity law and increased resources for mental health services (Carlock, 2016).

More recently, in 2019 President Donald J. Trump increased health care, including mental health benefits, to veterans who otherwise would not have qualified for health insurance (Cronk, 2018). While this did not affect Americans as a whole, it was a much-needed lifeline to our veterans and transitioning service members. Since the Corona virus outbreak, President Trump has taken initiative to ensure those with mental illness can get care by expanding access to telemedicine for Medicare patients, ensuring those who are self-isolating, those in rural, hard to reach areas and those at highest risk can get the medical health services they need and the President urged insurance companies to also reevaluate their telemedicine benefits, as well (U.S. Centers for Medicare & Medicaid Services., 2020). Time will tell if these changes are permanent and what the new administration or second term of this current administration will enact for mental health access in the coming years.

While all three Presidents addressed mental health in their own way, the specific issue of access has yet to be resolved. I would have made a few changes, more along the lines of President Obama’s Cures Act. Anything that will address mental health care access will have to be a multipronged approach that does not only address the insurance portion of the problem. Just as important as coverage is the need for more mental healthcare providers, the regulation of care cost and, perhaps the most important, the stigma around mental illness and its treatment needs to be proactively addressed. I believe education and awareness will be the best tool for combating stigma and once that is done, the need for reforms and policy will naturally come about as the population at large becomes aware of the intense need.

Resources

Berchick, E.R., Barnett, J.C., and Upton, R.D. (2019, November 9). Health Insurance Coverage in the United States: 2018. Report number P60-267 (RV).  https://www.census.gov/library/publications/2019/demo/p60-267.html

Carlock, H. (2016, December 16). Signed, Sealed, Delivered: Mental Health Reform is a Law. National Alliance on Mental Illness (NAMI). https://www.nami.org/Blogs/NAMI-Blog/December-2016/Signed-Sealed-Delivered-Mental-Health-Reform-is

Cohen Veteran’s Network. (2018). America’s Mental Health 2018: Attitudes and Access to Care [Infographic]. https://www.cohenveteransnetwork.org/wp-content/uploads/2018/10/CVN_Infographic_10.8.18_1045am.pdf

Cronk, T.M. (2018, January 10). President Trump signs order to improve mental health care for transitioning veterans. US Army. https://www.army.mil/article/198936/president_trump_signs_order_to_improve_mental_health_care_for_transitioning_veterans

Hart, J.W. (2016, February 15). How Presidents Have Shaped Mental Health Care. National Alliance on Mental Illness (NAMI). https://www.nami.org/Blogs/NAMI-Blog/February-2016/How-Presidents-Have-Shaped-Mental-Health-Care. Week 1- The Issue of Mental Healthcare Access.

Final Report for the President’s New Freedom Commission on Mental Health, SMA 03-3832, (May 2003).  https://govinfo.library.unt.edu/mentalhealthcommission/index.html

Mental Health America. (2020). The 2020 State of Mental Health Report. Mental Health America. https://www.mhanational.org/issues/state-mental-health-america

U.S. Centers for Medicare & Medicaid Services. (2020, March 17). President Trump Expands Telehealth Benefits for Medicare Beneficiaries During COVID-19 Outbreak [Press Release]. https://www.cms.gov/newsroom/press-releases/president-trump-expands-telehealth-benefits-medicare-beneficiaries-during-covid-19-outbreak

Response

I appreciate you initiating a discussion on mental illness. When we think of someone being “healthy,” we think of the physical being of that individual. We associate obesity, hypertension, diabetes, etc. as being unhealthy. However, maintaining mental health is just as important as physical health. I often think people assume that mental health conditions, such as anxiety and depression, are self-made and, therefore, should be self-controlled.  I wholeheartedly agree that the stigma of mental health begins with a lack of knowledge of how powerful the brain is. It’s a harsh reality that people with mental health issues don’t receive the same support as someone with cancer or any other chronic or acute illness. In fact, “many people with a mental illness report the associated stigma being as bad, if not worse, than the illness itself” (Shann, C. et al., 2019). While I agree that mental health services’ accessibility needs to be expanded, I believe the fight starts with attacking the stigma of mental health illness through education.

References

Shann, C., Martin, A., Chester, A., & Ruddock, S. (2019). Effectiveness and application of an online leadership intervention to promote mental health and reduce depression-related stigma in organizations.

Journal of Occupational Health Psychology, 24(1), 20–35. https://doi-org.ezp.waldenulibrary.org/10.1037/ocp0000110

 

Discussion: Presidential Agendas

Regardless of political affiliation, every citizen has a stake in healthcare policy decisions. Hence, it is little wonder why healthcare items become such high-profile components of presidential agendas. It is also little wonder why they become such hotly debated agenda items.

Consider a topic that rises to the presidential level. How did each of the presidents (Trump, Obama, and Bush) handle the problem? What would you do differently?

To Prepare:

Review the Resources and reflect on the importance of agenda setting.
Consider how federal agendas promote healthcare issues and how these healthcare issues become agenda priorities.
By Day 3 of Week 1

Post your response to the discussion question: Consider a topic that rises to the presidential level. How did each of the presidents (Trump, Obama, and Bush) handle the problem? What would you do differently?

By Day 6 of Week 1

Respond to at least two of your colleagues* on two different days by expanding on their response and providing an example that supports their explanation or respectfully challenging their explanation and providing an example.

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NURS_6050_Module01_Week01_Discussion_Rubric

Grid View
List View

Excellent Good Fair 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.

Does not adhere to current APA manual writing rules and style.

Main Post: Timeliness

10 (10%) – 10 (10%)
Posts main post by day 3.

0 (0%) – 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.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Response is effectively written in standard, edited English. Week 1- The Issue of Mental Healthcare Access.

 

15 (15%) – 16 (16%)

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.

 

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.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

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

Mental Health Accessibility and Knowledgeable Treatment

 

My topic for discussion is the need for adequate mental health accessibility and the proper treatment to all those in need. The mental health care crisis continues to be a topic that effects the community. The Center of Disease Control (2018) states that individuals with mental health disorders face an increase risk of physical health issues such as heart disease, diabetes and HIV. Those individuals have a decrease in life expectancy by 25 years largely due to treatable illnesses.

The Bush agenda was to understand the need for mental health care within the United States. An executive order was signed in 2002 to further investigate the need for mental health care. The interim order was for a six-month period of research for the delegated official to present the barriers to the unmet needs, yet to come with evidence-based strategies that were successful.   According to National Institute of Medicine (2005), in 2004 Bush set an agenda for individuals living with mental illness to be viewed as more acceptable.

During the Obama administration his agenda was to look at mental health not only for veterans, and adults, but for the undiagnosed youth as well.  The Mental Health and Substance Abuse Parity Act was signed in 2008.  This offered individuals with mental health disorders to have their care treated and paid for through insurance equally as it would have been for other healthcare services. During a health conference (2013) former President Barak Obama stated that less than 40% of individuals with mental health issues seek treatment.  He went on to make a very thought-provoking statement that if one had a broken limb, they would seek medical attention what is so different? If something needs repair, we seek help.

Trumps current agenda is to tackle mental health among veterans. The agenda is to encourage outright mental health for veterans, through organizations looking into those with mental health disorders instead of leaving the responsibility on the veteran themselves.  A fact sheet from Whitehouse.gov (2019), stated that veterans often sustain physical or emotional traumatic experiences that cause them to experience mental health issues.  The article goes on to state that there are 20 veterans on average in 2016 that commit suicide daily.

Each administration sought out to focus on one or more parts of the mental health puzzle.  Most did not key in on the educational aspect for those who need it most teachers, nurses, law enforcement, doctors, and community organizations emphasizing the need for the children and families of those living with individuals undiagnosed or diagnosed with mental or behavioral illness that actively effect the ability to be successful in society. Currently I am with a nonbiological child that I have found it to be difficult to have resources that are knowledgeable in providing help to combat her illness Week 1- The Issue of Mental Healthcare Access. This has become more of an issue for myself and family ultimately effecting my income and mental health as well.  This should be a focus the health of a family unit dealing with individuals with mental/behavioral health disorders.

Center of Disease Control. (2018). Learn about Mental Health. Retrieved from: https://www.cdc.gov/mentalhealth/learn/

Fact Sheets. President Donald J. Trump Issues a National Call to Action to Empower Veterans and End the National Tragedy of Veteran Suicide. (2019). Retrieved May 31, 2020 from: https://www.whitehouse.gov/briefings-statements/president-donald-j-trump-issues-national-call-action-empower-veterans-end-national-tragedy-veteran-suicide/

Lenzer J. (2005). Bush unveils mental health action plan. BMJ: British Medical Journal, 331(7517), 592.

Obama B. (2013, June 5). Remarks by the President at National Conference on Mental Health. President Obama Speaks at the National Conference on Mental Health, East Room. https://obamawhitehouse.archives.gov/photos-and-video/video/2013/06/03/president-obama-speaks-national-conference-mental-health#transcript. Week 1- The Issue of Mental Healthcare Access.

Performance Appraisal – ideal nursing unit essay

Subjective and Objective Aspects

Discuss the subjective and objective aspects of performance appraisal evaluations and how nurse managers can make these experiences most useful to clinical nurses.

Evaluators

Examine and discuss who should evaluate clinical nurses. Should it be an evaluation by peers, oneself, nurse manager, shift supervisor, physician, nurse extender, and so on? Students should identify who should participate in the performance evaluation process and what their role should be, with a rationale for why they should contribute their feedback.

Analyze the common evaluator errors as defined in the assigned readings and describe each in your own words. Discuss how an evaluator can avoid these nasty pitfalls. Performance Appraisal – ideal nursing unit essay.

Performance Appraisal

In nursing clinical practice, performance appraisals are an integral part of improving performance and not a tool to find weaknesses in practice and punish nurse practitioners. Through collaboration with nurse managers and supervisors, nurses are provided with the opportunity to discuss their clinical performance and to highlight areas that are performed well and those that require support or training. This helps an individual to obtain adequate skills and knowledge to become an exemplary team player (Melnyk et al., 2014). In this paper, I will discuss the objective and subjective aspects that should be included in performance appraisals. A brief discussion of clinical nurse evaluators, the role played by each and the clinical tools that can be used to elicit feedback will also be provided. Performance Appraisal – ideal nursing unit essay.

Subjective and Objective Aspects of Performance Appraisal Evaluations

            When conducting a performance appraisal evaluation, it is necessary to ensure that the likelihood of nurse employees to believe that the entire process is subjective rather than objective is important. Subjective aspects evaluate the performance of a nurse in general while objective aspects evaluate the performance of a nurse against specific established standards (Fan et al., 2015). Subjective features include intangible aspects that a nurse possesses such as personality, communication skills, conflict resolution skills, work quality, teamwork, strengths and weaknesses of nurse practitioners.

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Nurse Managers can make good use of subjective aspects in clinical practice by using the information provided to control how nurses are rewarded and incentivized. Incentives motivate nurses with good performance to become the best and those who perform averagely or minimally to put more effort into their clinical practice (Fan et al., 2015).  Similarly, subjective aspects can be used to identify opportunities for training among nurses. In this context, training can be particular to obtain skills and knowledge in problem-solving, communication or to acquire knowledge about the specific topic area in the nursing field. Nurses can then apply this knowledge and skills in clinical practice to improve treatment outcomes. Performance Appraisal – ideal nursing unit essay.

In the evaluation process, objectivity based on tangible and measurable evidence and this has a less likelihood of biases. Therefore, objective aspects may include, specific ratings on the quantity of work done by a nurse, time to report and leave work, a completion rate of duties assigned among others (Fan et al., 2015).  Objective experiences can be made more useful when making decisions about the allocation of work/duties and promotions. This is because objectives aspects provide more tangible data that can be used to gauge a person’s capability to handle specific tasks.

Evaluators

Clinical nurses should be evaluated by nurse managers. Nurse managers have two roles in clinical practice: to serve as administrative leaders and to provide clinical care. Since they act as in charges, they plan, coordinate and evaluate nursing activities in healthcare settings. According to Fan et al., (2015), nurse managers are experts in their areas of practice and possess exemplary instructional, communication and interpersonal skills to be role models for new graduates, students, and other advancing nurses. Performance Appraisal – ideal nursing unit essay.

In the performance evaluation process, the role of nurse managers should be specific to orientation, training, appraisal and providing feedback. In orientation, nursing students should be provided with a description of the roles and responsibilities they will be performing. They should also engage then in continuous training to develop their skills and capabilities further (Spano-Szekely et al., 2016).  Preferably, they can also identify those with high potential and reward them to progressively inspire good performance. It is mandatory that when evaluating the students, nurse managers provide regular feedback to help the students determine whether additional skills and training are needed for acceptable performance, or whether they exceed expectations. Feedback also helps to minimize instances of poor practice. Possible tools that can be used to provide feedback include the feedback sandwich that starts with positive feedback, negative feedback then closing with specific that build a student’s trust and courage (Helminen et al., 2016).  The situation-behavior-impact is another tool which provides learners with the opportunity to reflect on their actions and what they are required to change. Performance Appraisal – ideal nursing unit essay.

 References

Fan, J. Y., Wang, Y. H., Chao, L. F., Jane, S. W., & Hsu, L. L. (2015). Performance evaluation of nursing students following competency-based education. Nurse education today, 35(1), 97-103.

Helminen, K., Coco, K., Johnson, M., Turunen, H., & Tossavainen, K. (2016). Summative assessment of the clinical practice of student nurses: A review of the literature. International Journal of Nursing Studies, 53, 308-319.

Melnyk, B. M., Gallagher‐Ford, L., Long, L. E., & Fineout‐Overholt, E. (2014). The establishment of evidence‐based practice competencies for practicing registered nurses and advanced practice nurses in real‐world clinical settings: Proficiencies to improve healthcare quality, reliability, patient outcomes, and costs. Worldviews on Evidence‐Based Nursing, 11(1), 5-15.

Spano-Szekely, L., Griffin, M. T. Q., Clavelle, J., & Fitzpatrick, J. J. (2016). Emotional intelligence and transformational leadership in nurse managers. Journal of Nursing Administration, 46(2), 101-108. Performance Appraisal – ideal nursing unit essay.