Advanced Health Assessment And Diagnostic Reasoning

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Advanced Health Assessment And Diagnostic Reasoning

Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient.

Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks. Advanced Health Assessment And Diagnostic Reasoning

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For this Discussion, you will take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor.

To prepare:

With the information presented in Chapter 1 of Ball et al. in mind, consider the following:

· By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. Note: Please see the “Course Announcements” section of the classroom for your new patient profile assignment.

· How would your communication and interview techniques for building a health history differ with each patient?

· How might you target your questions for building a health history based on the patient’s social determinants of health?

· What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks? Advanced Health Assessment And Diagnostic Reasoning

· Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.

· Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.

· Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history.

By Day 3 of Week 1

Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient. Advanced Health Assessment And Diagnostic Reasoning

Resources

Note:  To access this week’s required library resources, please click on the link to the Course Readings List, found in the  Course Materials  section of your Syllabus.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

· Chapter 1, “The History and Interviewing Process”

This chapter explains the process of developing relationships with patients in order to build an effective health history. The authors offer suggestions for adapting the creation of a health history according to age, gender, and disability. Advanced Health Assessment And Diagnostic Reasoning

 

· Chapter 5, “Recording Information”

This chapter provides rationale and methods for maintaining clear and accurate records. The authors also explore the legal aspects of patient records.

Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.

· Chapter 2, “The Comprehensive History and Physical Exam” (pp. 19–29)

Deckx, L., van den Akker, M., Daniels, L., De Jonge, E. T., Bulens, P., Tjan-Heijnen, V. C. G., … Buntinx, F. (2015). Geriatric screening tools are of limited value to predict decline in functional status and quality of life: Results of a cohort study. BMC Family Practice, 16, 1–12.

Wu, R. R., & Orlando, L. A. (2015). Implementation of health risk assessments with family health history: Barriers and benefits. Postgraduate Medical Journal, (1079), 508–513.

Lushniak, B. D. (2015). Surgeon general’s perspectives: Family health history: Using the past to improve future health. Public Health Reports, (1), 3.

Jardim, T. V., Sousa, A. L. L., Povoa, T. I. R., Barroso, W. K. S., Chinem, B., Jardim, L., … Jardim, P. C. B. V. (2015). The natural history of cardiovascular risk factors in health professionals: 20-year follow-up. BMC Public Health, 15(1111), 1–7 Advanced Health Assessment And Diagnostic Reasoning.

Health Promotion Proposal

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Overview/Description:

The purpose of this assignment is to provide the student an opportunity to design a health promotion proposal specific to your role specialization.

Each student will write a scholarly paper that demonstrates graduate school level writing and critical analysis of existing nursing knowledge. The paper will be a minimum of 12 pages and maximum of 15 pages, using APA style.

There are multiple sections to the project. These include:

  1. Identification of a specific health promotion topic, along with a well-defined target population. This will be due in Week 1.
  2. Critically analyze the current literature related to this topic, which is due in Week 2.
  3. Create an intervention plan for the identified problem, which is due in Week 4.
  4. Create an evaluation plan for the intervention, which is due in Week 5, along with all other project sections.

The final project is due in Week 5 and will be composed of the above sections which you will adjust weekly based upon the feedback from your facilitator. All sections will be submitted in one document. Additional explanation for each section is provided in the relevant week’s directions. Health Promotion Proposal

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Project-Specific Criteria:

  • Clearly describe the health promotion/disease prevention problem specific to the target population.
  • Explain how the selected problem applies to advanced practice in the student’s role option.
  • Critically analyze the current literature related to interventions that address the problem related to communities from nursing, the sciences, and humanities.
  • Select an appropriate health promotion/disease prevention theoretical framework that applies to the problem.
  • Design an intervention to address the problem in the selected population/setting using appropriate epidemiological, social, and environmental assessments.
  • Design an evaluation plan to measure efficacy of the proposed intervention.

Choosing Your Topic

The frist step in the project is to identify a topic appropriate for a health promotion project. There are multiple areas to look for acceptable projects, such as the Health People 2020 site, The Institute of Medicine, Centers for Disease Control (CDC), National Institute of Nursing Research (NINR), Agency for Health Care Research and Quality (AHRQ), and current literature in the South University library. Health Promotion Proposal

You may also want to look at the websites for professional nursing organizations who may also have listings of health promotion priorities.

If you have any difficulty in identifying the topic, please talk to your instructor. Once you are clear on the area of interest, narrow the topic to something that is specific and measureable. For example, if you are interested in the care of the elderly, you may want to focus on a project to lessen the fall rate for the elderly.

Week 1 Project Task:

Prepare a proposal in the form of a two-page paper which describes a detailed plan for the project.

Assignment 3 Grading Criteria Maximum Points
Identified an appropriate goal for health promotion. 10
Developed or proposed a specific, narrow, and focused intervention to address the goal. 10
Provided an explanation of the importance of the project relative to the students’ future advanced practice role. 10
Developed a plan to identify the needed data and information for creation of the project. Health Promotion Proposal 10
Followed APA Guidelines 10
Total: 50

Reflection Discussion PATHOPHYSIOLOGY

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Reflection Discussion PATHOPHYSIOLOGY

Purpose

The purpose of this discussion is to reflect over the past 8 weeks and describe how the achievement of the course outcomes in this course have prepared you to meet the MSN program outcome #1, MSN Essential I, and Nurse Practitioner Core Competencies # 1 Scientific Foundation Competencies

Activity Learning Outcomes

Through this discussion, the student will demonstrate the ability to:

1. Provide evidence of meeting the achievement of course outcomes (CO 1, 2, 3, 4, 5)

2. Provide evidence of meeting MSN program outcome 1 (CO 1, 2, 3, 4, 5)

3. Provide evidence of meeting Nurse Practitioner Core Competency 1 (CO 1, 2, 3, 4, 5)  Reflection Discussion PATHOPHYSIOLOGY

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Total Points Possible:  50

Requirements:

Reflect over the past 8 weeks and describe how the achievement of the course outcomes in this course – PATHOPHYSIOLOGY, have prepared you to meet the MSN program outcome #1, MSN Essential I, and Nurse Practitioner Core Competencies # 1 Scientific Foundation Competencies    Program Outcome #1: Provide high quality, safe, patient-centered care grounded in holistic health principles. (holistic health & patient-centered care)

MSN Essential I: Background for Practice from Sciences and Humanities:

Recognizes that the master’s prepared nurse integrates scientific findings from nursing, biopsychosocial fields, genetics, public health, quality improvement, and organizational sciences for the continual improvement of nursing care across diverse settings.  Reflection Discussion PATHOPHYSIOLOGY

Nurse Practitioner Core Competencies # 1 Scientific Foundation Competencies

1. Critically analyzes data and evidence for improving advanced nursing practice.

2. Integrates knowledge from the humanities and sciences within the context of nursing science.

3. Translates research and other forms of knowledge to improve practice processes and outcomes.

4. Develops new practice approaches based on the integration of research, theory, and practice knowledge.  Reflection Discussion PATHOPHYSIOLOGY

DISCUSSION CONTENT
Category Points % Description
Program Outcome Achievement 15 15% 1. The reflection specifically identifies and addresses the pre-determined program outcome; AND

2. Provides two (2) or more examples of how the student specifically achieved or had exposure to this outcome during this course.
MSN Essential Competency Achievement 15 15% 1. The reflection specifically identifies and addresses the pre-determined MSN Essential Competency; AND

2. Provides two (2) or more examples of how the student specifically achieved or had exposure to this competency during the course.
NP Competency Achievement 15 15% 1. The reflection specifically identifies and addresses the pre-determined NP core Competency; AND

2. Provides two (2) or more examples of how the student specifically achieved or had exposure to this competency during this course.
  45 90% Total CONTENT Points= 45 pts
DISCUSSION FORMAT
Category Points % Description
Grammar, Syntax, Spelling, & Punctuation

 

 5 5% Grammar, spelling, and/or punctuation are accurate, or with zero to one error.

Direct quotes in discussions are limited to one short quotation (not to exceed 15 words). The quote adds substantively to the discussion.

(*) APA style references and in text citations are required; however, there are no deductions for errors in indentation or spacing of references. All elements of the reference otherwise must be included.  Reflection Discussion PATHOPHYSIOLOGY
  5 10% Total FORMAT Points= 5 pts
      DISCUSSION TOTAL=50 points

Congruent Nursing And Health Care

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Congruent Nursing And Health Care

An Iraqi American male, age 59, is admitted to the intensive care unit of a large urban hospital during Ramadan. Hassan, who identifies as a Shiite Muslim, has multiple traumatic injuries, including fractured leg, following a motor vehicle accident while driving his taxi. Although the hospital staff is aware that male Muslim patients generally request to be cared for by male nurses, only female RNs are on duty in the ICU when Hassan is admitted. Hassan requires assistance with personal hygiene, dressing, shaving, bathing, wound care, physical therapy, and medication administration. He refuses to be cared for by females, due to cultural beliefs; insists on fasting during daylight hours during Ramadan; and wants privacy so he can pray five times daily, do ritual washing before eating, and adhere to other religious practices. Hassan’s wife is present, but she speaks very little English Congruent Nursing And Health Care.

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  1. What other questions would you like to ask the patient to ensure that you provide culturally congruent nursing and health care for him in the ICU?

5 points

An Iraqi American male, age 59, is admitted to the intensive care unit of a large urban hospital during Ramadan. Hassan, who identifies as a Shiite Muslim, has multiple traumatic injuries, including fractured leg, following a motor vehicle accident while driving his taxi. Although the hospital staff is aware that male Muslim patients generally request to be cared for by male nurses, only female RNs are on duty in the ICU when Hassan is admitted. Hassan requires assistance with personal hygiene, dressing, shaving, bathing, wound care, physical therapy, and medication administration. He refuses to be cared for by females, due to cultural beliefs; insists on fasting during daylight hours during Ramadan; and wants privacy so he can pray five times daily, do ritual washing before eating, and adhere to other religious practices. Hassan’s wife is present, but she speaks very little English. Congruent Nursing And Health Care

  1. Given that the patient’s wife understands and speaks only a little English, what characteristics are important in locating an interpreter for her?

An Iraqi American male, age 59, is admitted to the intensive care unit of a large urban hospital during Ramadan. Hassan, who identifies as a Shiite Muslim, has multiple traumatic injuries, including fractured leg, following a motor vehicle accident while driving his taxi. Although the hospital staff is aware that male Muslim patients generally request to be cared for by male nurses, only female RNs are on duty in the ICU when Hassan is admitted. Hassan requires assistance with personal hygiene, dressing, shaving, bathing, wound care, physical therapy, and medication administration. He refuses to be cared for by females, due to cultural beliefs; insists on fasting during daylight hours during Ramadan; and wants privacy so he can pray five times daily, do ritual washing before eating, and adhere to other religious practices. Hassan’s wife is present, but she speaks very little English.

  1. How might interprofessional collaboration among nurses, physicians, physical therapists, dieticians, social workers, and other health professionals foster culturally competent and congruent care for the patient?

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An Iraqi American male, age 59, is admitted to the intensive care unit of a large urban hospital during Ramadan. Hassan, who identifies as a Shiite Muslim, has multiple traumatic injuries, including fractured leg, following a motor vehicle accident while driving his taxi. Although the hospital staff is aware that male Muslim patients generally request to be cared for by male nurses, only female RNs are on duty in the ICU when Hassan is admitted. Hassan requires assistance with personal hygiene, dressing, shaving, bathing, wound care, physical therapy, and medication administration. He refuses to be cared for by females, due to cultural beliefs; insists on fasting during daylight hours during Ramadan; and wants privacy so he can pray five times daily, do ritual washing before eating, and adhere to other religious practices. Hassan’s wife is present, but she speaks very little English. Congruent Nursing And Health Care

  1. The patient has indicated Shiite Muslims as his religion on the admission form. How do you determine if it’s appropriate to contact the hospital chaplaincy office to locate an imam (Muslim religious leader) to visit the patient?

An Iraqi American male, age 59, is admitted to the intensive care unit of a large urban hospital during Ramadan. Hassan, who identifies as a Shiite Muslim, has multiple traumatic injuries, including fractured leg, following a motor vehicle accident while driving his taxi. Although the hospital staff is aware that male Muslim patients generally request to be cared for by male nurses, only female RNs are on duty in the ICU when Hassan is admitted. Hassan requires assistance with personal hygiene, dressing, shaving, bathing, wound care, physical therapy, and medication administration. He refuses to be cared for by females, due to cultural beliefs; insists on fasting during daylight hours during Ramadan; and wants privacy so he can pray five times daily, do ritual washing before eating, and adhere to other religious practices. Hassan’s wife is present, but she speaks very little English. Congruent Nursing And Health Care

  1. How will the female nurses in the ICU manage the gender-specific needs of the patient without violating his ethnoreligious beliefs and practices?

Quantitative Annotated Bibliography

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In this week’s discussion question you were asked to consider a potential problem (appropriate to your role option) that you would like to investigate through nursing research. For this assignment you will review current research from South’s Online Library and provide a critical evaluation on that research through an annotated bibliography. An annotated bibliography is a brief summary and analysis of the journal article reviewed. For more information on annotated bibliographies please visit Purdue’s OWL: https://owl.english.purdue.edu/owl/resource/614/01/ Quantitative Annotated Bibliography

A total of four annotated bibliographies are to be submitted (not to exceed one page each). The articles must come from nursing scholarly literature and may not be older than 5 years since publication. Please note that the articles must be research based and reflect a quantitative methodology (review our reading assignments). Web pages, magazines, textbooks, and other books are not acceptable.

Each annotation must address the following critical elements:

  • Explanation of the main purpose and scope of the cited work
  • Brief description of the research conducted
  • Value and significance of the work (e.g., study’s findings, scope of the research project) as a contribution to the subject under consideration
  • Possible shortcomings or bias in the work
  • Conclusions or observations reached by the author
  • Summary as to why this research lends evidence to support the potential problem identified specific to your role option. Quantitative Annotated Bibliography

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.

Assignment 3 Grading Criteria Maximum Points
Articles selected are appropriate to role option and support the potential problem identified. 20
Addresses required elements for each of the 4 nursing research articles that provide supportive evidence for the problem. 40
Articles selected meet guidelines (quantitative methodology, nursing scholarly literature, no older than 5 years since publication). 30
Followed APA guidelines for writing style, format, spelling, and grammar. 10
Total: 100

RESOURCES ON WORKFLOW REDESIGN

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After conducting a thorough gap analysis, the next step in the systems development life cycle (SDLC) is to target potential solutions to the gaps. There may be many potential solutions that can help to address workflow issues and inefficiencies, or there may be one seemingly obvious solution that could address almost all of the gaps in the current-state workflow. The challenge lies in selecting the most appropriate course of action from potential solutions that also works within organizational constraints.

In this Discussion, you revisit the scenarios from the Week 3 Discussion. You determine the possible avenues for workflow redesign and consider the constraints and factors that might impact your decision. RESOURCES ON WORKFLOW REDESIGN

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Scenario 1:

Stephanie is a nurse practitioner at Central Care Hospital who is often involved in administering prescribed medications for patients in the general care ward. When a physician sees a patient, he or she uses the hospital’s electronic health record (EHR) to document findings and recommendations for treatment but submits medication and drug orders by faxing prescriptions to the hospital’s pharmacy.

Before Stephanie administers the medications from the pharmacy, she must cross-check the medication and dosage with the physician’s notes and patient information in the EHR. In doing so, Stephanie often identifies problems with the medication the physician prescribed; patients are sometimes prescribed a medication to which they have a known allergy or one that conflicts with another medication they are currently taking. In addition, the pharmacy sometimes sends the wrong medication or the wrong dosage.

Furthermore, for patients who have been transferred from other parts of the hospital, such as the intensive care unit or the maternity ward, Stephanie often encounters duplicate drug orders or incorrect medications sent from the pharmacy. RESOURCES ON WORKFLOW REDESIGN

Scenario 2:

General Health Hospital is implementing new outreach programs and preventative care support groups for patients with certain conditions or health risks, such as diabetes, smoking, and obesity. Philip, a nurse leader, is the manager of a team of nurses to organize these programs and groups and to identify patients who would be eligible and interested in being involved in these opportunities.

However, Philip and his team have run into a variety of challenges and problems as they attempt to complete these tasks. In identifying patients to contact about the outreach programs and support groups, Philip’s team has had to browse the hospital’s entire electronic health record (EHR).

The team has also run across significant holes in the EHR as they try to contact patients; many patients’ contact information is inaccurate or out of date. Furthermore, Philip’s team has partnered with the hospital’s Appointments Desk personnel in sending reminders about meeting dates and times to patients who express interest.

However, the Appointments Desk often either neglects to send out these reminders or sends duplicate reminders to only a few patients because the personnel does not have a way of tracking who should be contacted and when.

Scenario 3:

Robert works in the medical records office at Garden View Hospital. Because the hospital does not have a policy of providing clinical summaries to patients after each visit, Robert frequently receives calls from patients requesting copies of their health information (such as test results, vital statistics, diagnostic information, and medication lists and dosages). For every request, Robert must retrieve the patient information from the hospital’s electronic health record (EHR), print out hard copies of the records, and then either mail the records or wait for the patient to retrieve them in person. RESOURCES ON WORKFLOW REDESIGN

Additionally, Robert’s hospital often receives lab test results for patients from certified third-party providers. These results are not automatically transferred from the provider’s EHR to the hospital’s EHR, so Robert often must contact the providers before responding to a patient’s request.

Robert also finds that he and his colleagues in the office spend a considerable amount of time printing, mailing, and faxing immunization records to patients’ workplaces, schools, and volunteer organizations, which can be disruptive to the office’s other responsibilities.

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To prepare

  • Review this week’s Learning Resources on workflow redesign. Then select one of the scenarios listed above to consider for this Discussion.

    Note:     You may choose to examine the same scenario you were assigned for the Week 3 Discussion, or you may select a different scenario.
  • Identify one specific workflow issue (gap) in the scenario you selected. Formulate at least two distinct solutions for this workflow issue.
  • Of the two solutions you developed, which would you recommend for redesigning the current-state workflow in the scenario you selected? Why?
  • Reflect on the solution you would recommend. What two organizational constraints (budget, time, resources, personnel, IT expertise, resistance to change, lack of leadership, stakeholder buy-in, etc.) would most significantly impact the implementation of the solution? How would they impact the solution?

Post by tomorrow 10/11/16 a minimum of 550 words essay in APA format and at least 3 references, which addresses the level one headings as numbered below:

1) The scenario you selected and a description of the two solutions you developed for this workflow issue.

2) Identify the solution you would recommend, and explain how this solution would address the workflow issue.

3) Identify two organizational constraints that might impact the workflow redesign and explain their impact.

Required Readings

Dennis, A., Wixom, B. H., & Roth, R. M. (2015). Systems analysis and design (6th ed.). Hoboken, NJ: Wiley.

  • Review Chapter 3, “Requirements Determination” (pp. 81–116)  
  • Chapter 4, “Use Case Analysis” (pp. 120–149)  This chapter explains the purpose of a use case and describes its various parts. The chapter also reviews the process used to create a use case.  McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning. RESOURCES ON WORKFLOW REDESIGN
  • Chapter 14, “Nursing Informatics: Improving Workflow and Meaningful Use”  Review this chapter.  Choi, J., & Kim, H. (2012). A workflow-oriented framework-driven implementation and local adaptation of clinical information systems: A case study of nursing documentation system implementation at a tertiary rehabilitation hospital. Computers, Informatics, Nursing, 30(8), 409–414.Retrieved from the Walden Library databases. This article focuses on designing nursing documentation systems that provide the optimal amount of information to nurses as they work with patients. Workflow optimization involves tailoring the system to meet the unique needs of each user and organization.  Unertl, K. M., Johnson, K. B., & Lorenzi, N. M. (2012). Health information exchange technology on the front lines of healthcare: Workflow factors and patterns of use. Journal of the American Medical Informatics Association, 19(3), 392–400.Retrieved from the Walden Library databases. In this article, the authors identified the most common reasons cited by medical care personal for utilizing a health information exchange (HIE) system. Reasons included gathering information on recent hospital visits, verifying patient’s description of health concerns, and seeking online referrals and consultations from other professionals.   California HealthCare Foundation. (2010). Workflow redesign: A model for California clinics. Retrieved from http://www.chcf.org/~/media/MEDIA LIBRARY Files/PDF/PDF W/PDF WorkflowRedesignOPCCModelCalifClinics.pdf  SEE ATTACHED FILE This report provides an example of how to approach the process of redesigning workflow within a health care organization to maximize efficiency in patient care. Working with a number of clinics, the researchers gathered data on office efficiency and access to care. Required Media Laureate Education, Inc. (Executive Producer). (2012c). A redesigned workflow diagram. Baltimore, MD: Author. This multimedia piece continues to build on the scenario introduced in Week 1. In this segment, the health care facility creates a workflow diagram with assessment that maps the current workflow. Note: Please click on the following link for the transcript: Document: Transcript (PDF) SEE ATTACHED FILE RESOURCES ON WORKFLOW REDESIGN

Discussion: Clinical Supervision

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Discussion: Clinical Supervision

Post a 3- to 5-minute Kaltura video that addresses the following:

  • Describe a client you are counseling whom you do not think is adequately progressing according to expected clinical outcomes.
  • Note: Do not use the client’s actual name.
  • Explain your therapeutic approach with the client, including the perceived effectiveness of your approach.
  • Identify any additional information about this client that may potentially impact expected outcomes.Note: Nurse practitioners must have strong oral communication skills. This Discussion is designed to help you hone these skills. When filming your Kaltura video, be sure to dress and speak in a professional manner. Discussion: Clinical Supervision

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A client that I am currently counseling along with my preceptor, whom we do not think is adequately progressing according to expected clinical outcomes has been a client since February of 2019. This client is a 29-year-old Caucasian female who lives with her husband and 2 year-old daughter. She is a military veteran and has been diagnosed with Attention-Deficit/Hyperactivity Disorder combined type, along with Posttraumatic Stress Disorder. Her symptoms include extreme anxiety, depression, insomnia, and poor attention and focus. She has been in therapy intermittently since her teenage years and has been seeing a therapist weekly for approximately two months. She is primarily focusing on eye movement desensitization and reprocessing therapy, as well as cognitive behavioral therapy. Her medication regimen includes: Vyvanse30mg daily as needed, Adderall 10mg daily as needed, Seroquel 50mg daily, and Lunesta 2mgnightly as needed. Although she reports participating in therapy and taking her medications as prescribed, we do not believe that she is progressing as she should be. Her initial intake appointment was in February of 2019 and had a follow up appointment in March. During the appointment in March she reported that her symptoms seemed “a lot better”, she was getting restful sleep, and she felt as though she was working through a lot in therapy. Discussion: Clinical Supervision Her next appointment was set for May as she was stable on her current treatment regimen. During the appointment in May she reported that her marriage was causing a lot of stress at home, and that she was back to only sleeping 2-3 hours a night. Her lack of sleep was again causing low energy, motivation, and poor focus. Per the client’s request, her medication regimen was kept the same as she believed her marital issues were causing her to backpedal in her treatment. We mutually agreed on a follow up appointment of 4 weeks, during the first week of June. Throughout the first three appointments she denied suicidal ideation or thoughts of self-harm, however her husband, whom she had already filled out a release of information, called to notify my preceptor that she was making suicidal statements about jumping in front of a car, and had been declining for the past few weeks. This call came before her appointment that was scheduled for June. My preceptor attempted to reach out to the client through multiple phone calls, and she never answered her calls. Her husband then called back to report that she was not answering his phone calls either. A decision was made to call the local police department for a welfare check. The police conducted a welfare check and stated that the client denied any suicidal statements and was upset that her provider had called the police. Due to this, she did not show up to the June appointment and has yet to try and make contact with her provider or therapist.

As future providers, it is likely that we will run into cases of clients who are not progressing as they should be, so it is important to understand how to combat this challenge. This week’s objective focuses on ​existential-humanistic therapy, and its utilization in psychotherapeutic practice. ​According to Wheeler, the humanistic-existential approach has long served as a foundation for psychiatric nursing with its emphasis on holism, self-actualization, facilitative communication, and the therapeutic relationship (2014). Before the client’s reported marital struggles began, my preceptor and myself had established a strong rapport with her that was believed to be effective in her treatment plan. I believe that the client’s stress at home that has led to her suicidal ideation, and the subsequent welfare check have affected the client-provider relationship. Utilizing existential-humanistic therapy can be beneficial in this case, as it highlights the importance of the therapeutic relationship, and the idea that achieving wellness is a process. Reaching out to the client to understand where her feelings are at now can help to mend the client-provider relationship and allow both parties the chance to reestablish rapport that may have been lost. If the client feels as though her provider is not giving up on her treatment, she may feel more inclined to move forward with her treatment regimen, thereby allowing her to adequately progress towards positive clinical outcomes Discussion: Clinical Supervision.

THE PRINCIPLE OF TASK DEPENDENCIES

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Inserting an intravenous (IV) line is a multi-step process. Before attempting to find a suitable vein, nurses must gather the appropriate materials (tourniquet, catheter, IV tubing, etc.). Before puncturing a patient’s vein, nurses must first find one that is suitable. This process illustrates the project management principle of task dependencies. Each task in the process depends upon the previous one’s completion in order to begin.

Once a project’s scope has been defined and its work breakdown structure created, the next step is to generate a detailed and precise schedule for all activities in the project. This schedule allows for monitoring the project’s progress and provides a strategy for mitigating risk during the project’s life cycle. The identification of the relationships (dependencies) between the tasks in a health information technology project is critical as you determine a project timeline.

In this Discussion, you construct a brief example of a health information technology project that illustrates three of the four types of dependencies. In addition, you assess the importance of accurately identifying dependencies in a project timeline. THE PRINCIPLE OF TASK DEPENDENCIES

To prepare:

  • Review this week’s Learning Resources, focusing on identifying dependencies and sequencing activities.
  • Bring to mind a health information technology project on which to focus for this Discussion.  Note: You will use this same project idea to complete this week’s Assignment.
  • Consider the tasks necessary to complete the project you selected.
  • Think about the relationship between the tasks (i.e., the dependencies).
  • Reflect on why it is important to accurately identify the dependencies in a project timeline.

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Post by tomorrow 10/11/16 a minimum of 550 words essay in APA format and at least 3 references, which addresses the level one headings as numbered below:

1) An example that illustrates dependencies, or relationships, between tasks in a health information technology project timeline. Include at least three of the four types of dependencies between tasks in the example.

2) Assess the importance of accurately identifying dependencies in a project timeline. THE PRINCIPLE OF TASK DEPENDENCIES

Required Readings

Coplan, S., & Masuda, D. (2011). Project management for healthcare information technology. New York, NY: McGraw-Hill.

  • Chapter 3, “Project Management”
    • “Time Management” (pp. 59–68) This section of Chapter 3 focuses on how project managers may plan and control a project schedule to complete a project in a given timeframe. The chapter explains the various aspects of tasks, resources, and scheduling that are necessary for effective time management.  Project Management Institute. (2013). A guide to the project management body of knowledge (PMBOK guide) (5th ed.). Newtown Square, PA: Author.
  • Chapter 6 “Project Time Management” (pp. 141–192)  This chapter provides an overview of processes that can be used to manage a project so that it is completed on time: defining activities, sequencing activities, estimating activity resources, estimating activity durations, developing a schedule, and controlling a schedule.   Biffi, M.-H. (2008). Linking the estimate, the schedule and the cost control through a standardized WBS. AACE International Transactions, 1–11.Retrieved from the Walden Library databases. This article explores how a WBS can link almost all the aspects of a project. The author describes how a WBS can be the starting point for many other documents that organize a project. Fretty, P. (2012). On the right track. PM Network, 26(9), 50–55.Retrieved from the Walden Library databases. This article examines the consequences of accelerating a project schedule and provides guidelines for when a project should be “fast-tracked.” Pells, D. L. (2012). Seek the truth! [Special section, Editorial]. PM World Today, 14(2), 1–10.Retrieved from the Walden Library databases. The author of this editorial stresses the importance of honesty in project planning and project management in general, providing numerous examples in which honesty leads to better outcomes. Somani, S. (2008, August). On deadline. PM Network, 22(8),  26.Retrieved from the Walden Library databases. In this article, the author discusses the importance of adhering to set timelines in project management.  Wing, K. T. (2010). THE PRINCIPLE OF TASK DEPENDENCIES. The discipline of finishing. Strategic Finance, 92(1), 17–18.Retrieved from the Walden Library databases. This article provides guidelines for successfully completing projects. The author examines topics such as schedule conflicts, ineffective time management, and self-imposed discipline.  Office Online (2014). Link tasks in a project. Retrieved from https://support.office.com/en-us/article/Link-tasks-in-a-project-31b918ce-4b71-475c-9d6b-0ee501b4be57?ui=en-US&rs=en-US&ad=US In this article, the author describes the different types of task dependencies and offers suggestions for choosing the correct dependency type.  Heather. (2008, July 28). Back to basics: Understanding task dependencies [Blog post]. Retrieved from http://blogs.msdn.com/b/project/archive/2008/07/29/back-to-basics-understanding-task-dependencies.aspx This article reviews the four types of dependencies available in Microsoft Project. The author provides guidelines for when each dependency type is appropriate.   Required Media Laureate Education (Producer). (2013d). Planning, part II: Scheduling project activities and resources[Video file]. Retrieved from https://class.waldenu.edu Note: The approximate length of this media piece is 19 minutes. In this presentation, the participants discuss the scheduling of project activities and resources and the software tools that can be used to do so. They also explain what is meant in project management by “the critical path.” THE PRINCIPLE OF TASK DEPENDENCIES

Assessing and Treating Adult Clients with Mood Disorders

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Assessing and Treating Adult Clients with Mood Disorders

A mood disorder describes a psychological disorder which is characterized as a fluctuation of one’s mood, such as a major depressive or bipolar disorder. An estimated 20 million individuals in the United States have depression which comprises of symptoms such as a loss of pleasure in activities, sadness, weight changes, feelings of hopelessness, fatigue as well as suicidal ideation; all of which can significantly impact daily functioning (Mental Health.gov, 2017). According to Park and Zarate (2019) onset of depression in adulthood continues to flourish where an estimated 30 percent of adults have a lifetime risk of experiencing a major depressive episode with a median age of 32.5. The author further indicates screening for depression, a thorough evaluation, and monitoring is necessary to ensure safety and wellbeing (Park & Zarate, 2019)Assessing and Treating Adult Clients with Mood Disorders. Pharmacotherapy, along with psychotherapy are first-line therapies for effective outcomes (Park & Zarate, 2019). The purpose of this paper is to review a case study, choose the appropriate selection utilizing research, and discuss ethical considerations.

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Case Study

A 32-year-old Hispanic American client presents to the initial appointment with depression.  Health history, along with medical workup, appears to be unremarkable except for the slight back and shoulder pain due to his occupation. The clinical interview reveals past feelings of being an “outsider” and has few friends (Laureate Education, 2016).  There is a decline in daily activities, a weight increase of 15 pounds over two months, along with diminished sleep and the inability to fully concentrate (Laureate Education, 2016).  The results of the depression screening administered by the psychiatric mental health nurse practitioner (PMHNP), indicates severe depression with a score of 51 (Montgomery & Asberg, 1979).

Decision Point One

The selections include Zoloft 25 mg orally daily, Effexor 37.5 XR mg orally daily, or Phenelzine 15 mg orally TID.  As a healthcare professional treating a client, Zoloft (sertraline) 25 mg is the first choice at decision point one.  Selective serotonin reuptake inhibitors (SSRIs) impede the reabsorption of this neurotransmitter; thus, increasing the serotonin levels of the nerve cells in the brain to allow for improvement in mood (Stahl, 2013).  SSRIs have been utilized as first-line therapy to treat major depressive disorder due to efficacy, fewer side effects, cost-effectiveness as well as a wider availability (Masuda et al., 2017). The therapeutic dosing range is typically 50 mg-200 mg (Stahl, 2017). However, beginning at 25 mg and gradually titrating the dose, depending on tolerability, is an appropriate health care decision (National Alliance on Mental Illness, 2018b)Assessing and Treating Adult Clients with Mood Disorders. Therefore, a low dose of Zoloft appears to be the best option in caring for this client.

Effexor (venlafaxine) is classified as a selective serotonin-norepinephrine reuptake inhibitor (SNRI) which impedes the reabsorption of the neurotransmitters serotonin and norepinephrine changing the chemistry in the brain to regulate mood (Stahl, 2013). Bhat and Kennedy (2017) describe antidepressant discontinuation syndrome (ADS) as a “medication-induced movement disorder” along with various adverse reactions such as intense sadness and anxiety; periods of an “electric shock” sensation; sights of flashing lights; and dizziness upon movement (Bhat & Kennedy, 2017, p. E7).  These symptoms are often experienced a few days after sudden discontinuation of an antidepressant with a shorter-life (3-7 hours) such as venlafaxine or paroxetine (Bhat & Kennedy, 2017; Stahl, 2017). Moreover, Stahl (2017) indicates venlafaxine is one of the drugs with more severe withdrawal symptoms in comparison to other antidepressants. It may take some clients several months to taper off of this medicine; therefore, Effexor is not the optimal selection at this time.

Phenelzine is classified as an irreversible monoamine oxidase inhibitor (MAOI) which impedes the monoamine oxidase from deconstructing serotonin, dopamine, as well as norepinephrine.  Thus, boosting the levels of neurotransmitters in the brain to regulate mood (Stahl, 2017).  Park and Zarate (2019) purport the use of monoamine oxidase inhibitors have a higher risk profile; therefore, are not typically utilized unless a newer antidepressant is considered ineffective. Bhat and Kennedy (2017) indicate there is a need for a long taper with MAOIs. Further, this medication may lose effectiveness after long-term use, and it is considered to have habit-forming qualities for some individuals (Stahl, 2017). The initial dose for phenelzine is taken three times a day which research suggests medication adherence is often tricky when the administration is more than once a day (Goette & Hammwöhner, 2016).  Stahl (2017) describes certain risk factors comprising of frequent weight gain, interference of certain food products containing tyramine, drug interactions (serotonin syndrome), as well as a hypertensive crisis. When utilizing this medication for treatment-resistant depression, the advance practitioner is aware of the detrimental adverse reactions which may occur. Therefore, phenelzine is not the safest option for this client.

The overarching goal for this male client is to reduce the symptoms related to his major depressive disorder and to eventually achieve remission without relapse where he can maintain normalcy in his life. After four weeks, his depressive symptoms decrease by 25 percent which is progress; however, he has a new onset of erectile dysfunction (Laureate Education, 2016). Sexual dysfunction is a notable side effect of sertraline (Stahl, 2017). Therefore, the clinician will reevaluate the plan of care given this new information. The outcomes were to be expected as the client was started on a low dose of sertraline, and treatment is typically 50 mg to 200 mg.  A continuation in progress may require more time, approximately six to eight weeks in total (Stahl, 2017)Assessing and Treating Adult Clients with Mood Disorders.

Decision Point Two

The present selections include decrease dose to 12.5 daily orally, continue same dose and counsel client, or augment with Wellbutrin 150 IR in the morning.  The preference for decision point two is Wellbutrin (bupropion) 150 IR, which is considered a norepinephrine dopamine reuptake inhibitor (SDRI).  An SDRI elevates the neurotransmitters dopamine, noradrenaline, and norepinephrine in the brain to achieve an improvement in depressive symptoms (Stahl, 2017). The purpose of utilizing this agent is three-fold: (1) To boost mood (2) To treat the new onset of sexual dysfunction (3) To aid in weight-loss.  According to the National Alliance on Mental Illness [NAMI] (2018a), Wellbutrin is a medication administered for major depressive disorder often in conjunction with an SSRI (NAMI, 2018a).

Further, Wellbutrin may be prescribed with an SSRI to reverse the effects of SSRI-induced sexual dysfunction (Stahl, 2017). Dunner (2014) purports combining antidepressants are safe and may enhance efficacy; however, the combination of medications may also be utilized as an approach to reduce the effects of antidepressant pharmacotherapy. Dunner (2014) concurs that bupropion is frequently used with an SSRI or SNRI to alleviate sexual dysfunction.  Stahl (2017), findings indicate the most common side effects of bupropion consist of constipation, dry mouth, agitation, anxiety, improved cognitive functioning, as well as weight loss. The client in this scenario has gained 15 pounds over two months; thus, this medication may aid in his desire to lose weight (Laureate Education, 2016)Assessing and Treating Adult Clients with Mood Disorders.  Further, this agent typically is not sedating as it does not have anticholinergic or antihistamine properties yet have a mild stimulating effect (Guzman, n.d).

Decreasing the Zoloft dose from 25 mg daily to 12.5 mg would not prove feasible as the client has reached a 25 percent reduction in symptomology.  The treatment for adults is 50 mg-200 mg, taking an approximate six to eight weeks to see the results in some individuals (Stahl, 2017). If the provider is tapering the medication as part of the client’s plan of care, reducing the dose to 12.5 mg would prove beneficial.  Research finds that when taking an antidepressant, the neurons adapt to the current level of neurotransmitters; therefore, if discontinuing an SSRI too quickly some of the symptoms may return (Harvard Health Publishing, 2018). Under some circumstances, discontinuation signs may appear, such as sleep changes, mood fluctuations, unsteady gait, numbness, or paranoia (Harvard Health Publishing, 2018).  However, the client is experiencing slow and steady progress on his current dose of Zoloft, so no adjustments are warranted.

At this point, positive results have been verbalized with the current dose of Zoloft 25 mg daily, with the exception of the onset of erectile dysfunction, which is a priority at this time.  One study finds that comorbid depression and anxiety disorders are commonly seen in adult males with sexual dysfunction (Rajkumar & Kumaran, 2015). An estimated 12.5 percent of participants experienced a depressive disorder before the diagnosis of sexual dysfunction. The author’s findings suggest a significant increase in suicidal behaviors with this comorbidity.  Moreover, the study indicates, some men experienced a sexual disorder while taking prescribed medication such as an antidepressant (Rajkumar & Kumaran, 2015).  According to Li et al. (2018), cognitive-behavioral therapy (CBT) is a beneficial tool utilized with clients experiencing mood disorders.  The implementation of CBT may increase the response and remission rates of depression. However, the option of continuing the same dose and engaging in counseling services is not the priority at this time.  It is essential to address this side effect to enhance his current pharmacotherapy and prevent an increase in depressive symptoms.

The continued goal of therapy is to achieve “full” remission of this individual’s major depressive disorder and to enhance his wellbeing.  After four weeks, the client returns to the clinic with a significant reduction in depressive symptoms along with the dissipation of erectile dysfunction.  However, he reports feelings of “jitteriness” and on occasion “nervousness” (Laureate Education, 2016).  This course of treatment has proven successful thus far, and the outcomes are to be expected due to the medication trials.

Decision Point Three

The present selections are to discontinue Zoloft and continue Wellbutrin, change Wellbutrin to XL 150 mg in the morning, or add Ativan 0.5 mg orally TID/PRN for anxiety.  The selection for decision point three is to change the Wellbutrin from IR to XL 150 mg in the morning. The first formulation is immediate- release (IR) and the recommended dosing is divided beginning at 75 mg twice daily increasing to 100 mg twice daily, then 100 mg three times a day with the maximum of 450 mg (Stahl, 2017).   The second formulation is extended-release (XL), where the administration for the initial dose is once daily taken in the morning; the maximum is 450 mg in a single dose (Stahl, 2017).  The peak level of bupropion XL is approximately five hours; therefore, the side effects reported may subside as the absorption rate is slower than the IR dose (U.S. Food and Drug Administration, 2011a). The immediate-release peak level is approximately two hours which may account for the client’s notable feelings of being jittery and at times nervous (U.S. Food and Drug Administration, 2011b).  Furthermore, clients are switched to extended-release to improve tolerance and treatment adherence to once-daily treatment (Guzman, n.d). As a mental health provider, caring for this client, changing the formulation is the best decision at this point as well as to continue to monitor side effects.

As mentioned above, Zoloft, an SSRI, can be utilized as a first-line agent for major depressive disorder (Masuda et al., 2017).  Using Wellbutrin as an adjunct to the regimen has continued to reduce his symptoms of depression and has alleviated one of his primary concerns which is sexual dysfunction.  Therefore, discontinuing Zoloft and maintaining the use of Wellbutrin is not an appropriate option at this time.

Ativan (lorazepam) is a benzodiazepine with anxiolytic, anti-anxiety, and sedative properties. It provides short-term relief of anxiety symptoms or insomnia (U.S. National Library of Medicine [NLM], n.d.).  Lorazepam works by enhancing the effect of the inhibitory neurotransmitter GABA, which inhibits the nerve signals, in doing so, reducing the “nervous excitation” (NLM, n.d., para. 1).  In some instances, a low dose, 0.5 mg, may be administered short-term to reduce side effects from another medication. Stahl (2017), indicates many side effects will not improve with an augmenting drug. Common side effects consist of confusion, weakness, sedation, nervousness, and fatigue (Stahl, 2017). Further, Ativan has an increased risk for abuse potential as it is known to have habit-forming properties (Stahl, 2017)Assessing and Treating Adult Clients with Mood Disorders. As a result, administering Ativan would not be in the best interest of the client.

The ultimate goal is to achieve remission of his mood disorder.  The medication regimen has proven effective; thus, considering this to be a successful plan of care.  Taking both the sertraline and bupropion can exhibit side effects of jitteriness; however, changing to the extended-release may aid in the dissipation of these feelings.  The addition of Ativan to relieve side effects, that are perhaps temporary, is against better judgment without first making an effort to change or modify the medication regimen (Laureate Education, 2016).

Summary with Ethical Considerations

Mood disorders affect millions of individuals in the United States on an annual basis. The prevalence of mental illness continues to flourish, impacting one’s quality of life. Initiating treatment, under the guidance of a healthcare professional, is of the utmost importance. Further, an individualized plan of care comprising of education, therapy, medication, and support is crucial for overall health and wellbeing.

The client is a Hispanic American male employed as a laborer in a warehouse (Laureate Education, 2016).  It is essential to assess his financial means before prescribing medications.  Although one cannot assume the client has financial hardships, having this knowledge will guide in the process of treatment. If the client is without insurance and has to pay out-of-pocket, medication adherence may not be sustainable.  Therefore, as a psychiatric nurse practitioner, providing a cost-effective means whether, through generic prescriptions, discount pharmacies, or prescribing a larger quantity may be a necessary option (Barker & Guzman, 2015).  Further, the partnership among clients and practitioners is essential; to establish trust and respect as well as understanding cultural preferences while avoiding stereotypes is vital.

 

References

Barker, K. K., & Guzman, C. E. (2015). Pharmaceutical direct‐to‐consumer advertising and US Hispanic patient‐consumers. Sociology of Health & Issues, 37(8), 1337-1351. Doi:10.1111/1467-9566.12314

Bhat, V., & Kennedy, S. H. (2017). Recognition and management of antidepressant discontinuation syndrome. Journal of Psychiatry & Neuroscience, 42(4), E7-E8. Doi:10.1503/jpn.170022

Dunner, D. L. (2014). Combining antidepressants. Shanghai Archives of Psychiatry, 26(6), 363-364. Doi:10.11919/j.issn.1002-0829.214177

Goette, A., & Hammwöhner, M. (2016). How important it is for therapy adherence to be once a day? European Heart Journal Supplements, 18 (1). Doi:10.1093/eurheartj/suw048

Guzman, F. (n.d). The psychopharmacology of bupropion: An illustrated overview. Retrieved from https://psychopharmacologyinstitute.com/section/the-psychopharmacology-of-bupropion-an-illustrated-overview-2051-4056

Harvard Health Publishing. (2018). Going off antidepressants. Retrieved September 11, 2019, from https://www.health.harvard.edu/diseases-and-conditions/going-off-antidepressants

Laureate Education. (2016). Case study: An elderly Hispanic man with major depressive disorder [Interactive media file]. Baltimore, MD: Author

Li, J. M., Zhang, Y., Su, W. J., Liu, L. L., Gong, H., Peng, W., & Jiang, C. L. (2018)Assessing and Treating Adult Clients with Mood Disorders. Cognitive behavioral therapy for treatment-resistant depression: A systematic review and meta-analysis. Psychiatry Research, 268, 243–250. Doi:10.1016/j.psychres.2018.07.020

Masuda, K., Nakanishi, M., Okamoto, K., Kawashima, C., Oshita, H., Inoue, A., … Akiyoshi, J. (2017). Different functioning of prefrontal cortex predicts treatment response after a selective serotonin reuptake inhibitor treatment in patients with major depression. Journal of Affective Disorders, 214, 44-52. Doi:10.1016/j.jad.2017.02.034

Mental Health.gov. (2017). Depression. Retrieved from https://www.mentalhealth.gov/what-to-look-for/mood-disorders/depression

Montgomery, S. A., & Asberg, M. (1979). A new depression scale designed to be sensitive to change. British Journal of Psychiatry, 134, 382-389. Retrieved from https://www.researchgate.net/publication/224773098_A_New_Depression_Scale_Designed_to_be_Sensitive_to_Change

National Alliance on Mental Illness. (2018a). Bupropion (Wellbutrin). Retrieved from https://www.nami.org/Learn-More/Treatment/Mental-Health-Medications/bupropion-(Wellbutrin) Assessing and Treating Adult Clients with Mood Disorders

Influence Of Diversity And Inclusion On Organizational Culture

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Influence Of Diversity And Inclusion On Organizational Culture

  1. Define      “diversity” and “inclusion” as applied to your presentation that will      compare two healthcare organizations. Describe the two healthcare      organizations you are comparing, including type and degree of diversity      and inclusion, as well as organization type, size, location, and other      distinguishing factors. Include supporting sources.
  2. Analyze      the culture of the two healthcare organizations and how each is influenced      by diversity and inclusion.
  3. Compare      the cultures of the two healthcare organizations based on the role of      diversity and inclusion in each, and strengths and weaknesses that relate      to or derive from the degree of diversity and inclusion.
  4. Summarize      your conclusions on the impact of diversity and inclusion on      organizational culture in healthcare settings based on your comparison.
  5. Apply      leadership strategies for a nurse executive to promote greater diversity,      retain diverse staff members, and build cohesive teams and work groups. Influence of Diversity and Inclusion on Organizational Culture

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To Prepare:

· Identify two healthcare organizations to compare. These may be two healthcare settings in which you have worked or are otherwise familiar with, such as through experiences of people you know well, or reliable resources, including Learning Resources in both weeks of this module.

· Compare the terms “diversity” and “inclusion,” how each is defined, and the influence of each on the culture of a healthcare organization.

· For each organization, research to identify the dimensions of diversity and degree of inclusion (e.g., race, ethnicity, language, gender, age, religious beliefs, disabilities, as well as others described in the resources you use). Consider evidence you would use in assessing each organization and in comparing your views of each. Specifically, what would you look for to assess the level of diversity and concerns regarding inclusion? How would you go about obtaining this information? For example, on an organization’s website, look for mission statements on diversity and inclusion; employee forums addressing equity issues; and task forces on improving diversity and inclusion, or meeting related goals.

· Based on your research, reflect on the culture of each organization as it relates to issues of diversity and inclusion. Speculate on how diversity and inclusion issues affect, positively and negatively, such areas as: Influence Of Diversity And Inclusion On Organizational Culture

· Organizational performance

· Staff morale

· Patient care

· Business case for diversity and inclusion

· Compare your evidence and insights on each organization for conclusions on the influence of diversity and inclusion within healthcare organizations.

· Reflect on leadership roles in healthcare organizations, including nurse executives, in supporting and promoting greater diversity and inclusion in healthcare settings.

 

Assignment:

Using the Template document provided, create a PowerPoint presentation that compares the two organizations you researched and highlights your conclusions on the impact of diversity and inclusion in each organization. Prepare 10–12 slides, plus Title and Reference slides, to include the following: Influence Of Diversity And Inclusion On Organizational Culture

· Define “diversity” and “inclusion” as applied to your presentation that will compare two healthcare organizations. Describe the two healthcare organizations you are comparing, including type and degree of diversity and inclusion, as well as organization type, size, location, and other distinguishing factors. Include supporting sources.

· Analyze the culture of the two healthcare organizations and how each is influenced by diversity and inclusion.

· Compare the cultures of the two healthcare organizations based on the role of diversity and inclusion in each, and strengths and weaknesses that relate to or derive from the degree of diversity and inclusion.

· Summarize your conclusions on the impact of diversity and inclusion on organizational culture in healthcare settings based on your comparison.

· Apply leadership strategies for a nurse executive to promote greater diversity, retain diverse staff members, and build cohesive teams and work groups.

References:

Fried, B. J., & Fottler, M. D. (Eds.). (2018). Fundamentals of human resources in healthcare (2nd ed.). Chicago, IL: Health Administration Press.

· Chapter 11, “Diversity and Inclusion in the Workplace” (pp. 296–308)

Becker’s Healthcare. (2016). The new look of diversity in healthcare: Where we are and where we’re headed. Becker’s Hospital Review. Retrieved from https://www.beckershospitalreview.com/hospital-management-administration/the-new-look-of-diversity-in-healthcare-where-we-are-and-where-we-re-headed.html

Dreachslin, J. L., Weech-Maldondo, R., Gail, J., Epané, J. P., & Wainio, J. A. (2017). Blueprint for sustainable change in diversity management and cultural competence: Lessons from the National Center for Healthcare Leadership Diversity Demonstration Project. Journal of Healthcare Management, 62(3), 171–185. doi:10.1097/JHM-D-15-00029

Hegwer, L. R. (2016). Building high-performing, highly diverse teams and organizations. Healthcare Executive, 31(6), 10–19.

Sucher, S. J. (2007, November). Differences at work: The individual experience. Brighton, MA: Harvard Business Publishing Influence Of Diversity And Inclusion On Organizational Culture.