MOVIE PRESENTATION

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In this assignment, you will be creating a PowerPoint presentation based on the application of the functional health assessment of a movie character. To complete this assignment, choose a movie from the following list and identify a character from the movie on whom you would like to do a health assessment. If you wish to use a character from a movie not included on the following list, get the approval of your instructor.

Films:

  1. Away From Her
  2. Lorenzo’s Oil
  3. Mask
  4. My Sister’s Keeper
  5. Philadelphia
  6. Rain Man
  7. Steel Magnolias
  8. Stepmom
  9. The Elephant Man
  10. The Mighty
  11. The Tic Code

Directions:

  1. Create a PowerPoint presentation of 10-12 slides using the template “Movie Character Presentation.”
  2. Provide an introduction and background overview of the movie character (client).
  3. Assess the client using the “Functional Health Pattern Assessment.”
  4. Based on your “observations” and thoughts, document your assessment, providing examples from the movie.
  5. Describe any observed or potential cultural, geographic, religious, ethnic, or spiritual considerations of this client.
  6. Describe two normal health patterns of the client as well as two abnormal health patterns that you observe, and provide examples.
  7. Develop an appropriate nursing diagnosis for the client based on your assessment.
  8. Identify and describe three interventions for the client: health promotion, health prevention, and maintenance.
  9. Identify at least two possible resources or community services to which you would refer this client and provide rationale for your choices.

In addition to submitting the presentation to the instructor, post your assignment to the Movie Character Health Assessment Presentation Main Forum as directed by instructor. Respond to other students’ posts in a manner that initiates or contributes to discussion. Each person should make at least three substantive comments.

While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

Quantitative and Qualitative Research

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Purpose

This assignment provides a learning activity for students to demonstrate understanding of quantitative and qualitative research, the purpose and importance of designs, and how research is critical for creating a credible evidence-based nursing practice. 

Course Outcomes

This assignment enables the student to meet the following Course Outcomes.

CO1: Examine the sources of evidence that contribute to professional nursing practice. (PO 7)

CO2: Apply research principles to the interpretation of the content of published research studies. (POs 4 & 8)

CO5: Recognize the role of research findings in evidence-based practice. (POs 7 & 8)

Due Date

Submit the completed assignment paper by Sunday, 11:59 p.m. MT at the end of Week 5.

Points

This assignment is worth 225 points.

Directions for Preparing the Scholarly Paper

1. Read each of these instructions.

2. Read the assignment grading rubric criteria.

3. This assignment is completed as an APA paper. APA resources can be found in your Resources Tab. You are required to complete the paper using the productivity tools required by University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format. Do NOT save as Word Pad. 

4. You are required to use the grading rubric criteria to ensure you are meeting all grading requirements of the paper.

5. The guideline below is a recommended outline only and does not substitute for your assignment grading rubric; your paper will be graded using the assignment grading rubric criteria. The bolded words below should be used as the headings for your paper. The title of your paper should be: 
Research Designs: A Critical Element for a Credible Nursing Practice

6. For the introduction section, summarize (see the grading rubric for details):

a. The need for nursing research.

b. The importance for nurses to understand the basic principles of research.

c. The purpose of your paper.

7. For the Quantitative Research section summarize (see the grading rubric for details):

a. The importance of quantitative research.

b. One type of quantitative design; explain one important feature of this type of design.

c. How quantitative research can help improve nursing practice.

8. For the Qualitative Research section summarize (see the grading rubric for details):

a. The importance of qualitative research.

b. One type of qualitative design; explain one important feature of this type of design.

c. How qualitative research can help improve nursing practice.

9. For the Research Sampling section summarize (see the grading rubric for details):

a. What is sampling and why is sampling important.

b. One sampling strategy used in quantitative research.

c. One other sampling strategy that you learned.

10. For the Credible Nursing Practice section, summarize (see the grading rubric for details):

a. How research can help to make nursing practice safe.

b. Why research is critical for creating an evidence-based nursing practice.

11. For the Conclusion section summarize (see the grading rubric for details):

a. Short, concise, thorough summary of the main points of the paper.

12. Double check your work with the grading rubric to ensure you have met all grading criteria for this assignment.

13. Two supporting scholarly references are required. Your textbook is considered a scholarly source. Citations and References must be included.

14. This is a short, scholarly paper. The assignment should be 3-4 pages in length not including the title page and references page.

15. Submit the completed assignment on the Week 5: Assignment page.

**Academic Integrity Reminder**

College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.

By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment. Please see the grading criteria and rubrics on this page.

Please see the grading criteria and rubrics on this page.

NOTE: Please use your browser’s File setting to save or print this page.

References

American Association of Colleges of Nurses (AACN). (2008). Executive summary: The essentials of baccalaureate education for professional nursing practice (2008). Retrieved from http://www.aacnnursing.org/Education-Resources/AACN-Essentials

Quality and Safety Education for Nurses (QSEN). (2018). QSEN knowledge, skills, and attitude competencies. Retrieved from http://qsen.org/competencies/pre-licensure-ksas/

FALL PREVENTION IN THE HOSPITAL SETTING

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In this assignment, students will pull together the change proposal project components  USING THE TOPIC OF FALL PREVENTION IN THE HOSPITAL SETTING.they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. At the conclusion of this project, the student will be able to apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice.

Students will develop a 1,250-1,500 word paper that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal:

  1. Background
  2. Problem statement
  3. Purpose of the change proposal
  4. PICOT
  5. Literature search strategy employed
  6. Evaluation of the literature
  7. Applicable change or nursing theory utilized
  8. Proposed implementation plan with outcome measures
  9. Identification of potential barriers to plan implementation, and a discussion of how these could be overcome
  10. Appendix section, if tables, graphs, surveys, educational materials, etc. are created

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please USE THE RUBRIC FOR PROPER COMPLETION OF THIS ASSIGNMENT.

You are required to submit this assignment to TURNITIN. 

 ***PLEASE BE ADVISED THE TOPIC IS FALL PREVENTION IN THE HOSPITAL SETTING,ATTACHED ARE 8 ARTICLES AND REVIEW OF THOSE ARTICLES . THEY ARE TO BE USED TO COMPLETE THIS ASSIGNMENT. 

Global Health Comparison

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If you talk about a possible poor health outcome, do you believe that outcome will occur? Do you believe eye contact and personal contact should be avoided?

You would have a difficult time practicing as a nurse if you believed these to be true. But they are very real beliefs in some cultures.

Differences in cultural beliefs, subcultures, religion, ethnic customs, dietary customs, language, and a host of other factors contribute to the complex environment that surrounds global healthcare issues. Failure to understand and account for these differences can create a gulf between practitioners and the public they serve.

In this Assignment, you will examine a global health issue and consider the approach to this issue by the United States and by one other country.

To Prepare:

  • Review the World Health Organization’s (WHO) global health agenda and select one global health issue to focus on for this Assignment.
  • Select at least one additional country to compare to the U.S. for this Assignment.
  • Reflect on how the global health issue you selected is approached in the U.S. and in the additional country you selected.
  • Review and download the Global Health Comparison Matrix provided in the Resources.

The Assignment: (1- to 2-page Global Health Comparison Matrix; 1-page Plan for Social Change)

Part 1: Global Health Comparison Matrix

Focusing on the country you selected and the U.S., complete the Global Health Comparison Matrix. Be sure to address the following:

  • Consider the U.S. national/federal health policies that have been adapted for the global health issue you selected from the WHO global health agenda. Compare these policies to the additional country you selected for study.
  • Explain the strengths and weaknesses of each policy.
  • Explain how the social determinants of health may impact the global health issue you selected. Be specific and provide examples.
  • Using the WHO’s Organization’s global health agenda as well as the results of your own research, analyze how each country’s government addresses cost, quality, and access to the global health issue selected.
  • Explain how the health policy you selected might impact the health of the global population. Be specific and provide examples.
  • Explain how the health policy you selected might impact the role of the nurse in each country.
  • Explain how global health issues impact local healthcare organizations and policies in both countries. Be specific and provide examples.

Part 2: A Plan for Social Change

Reflect on the global health policy comparison and analysis you conducted in Part 1 of the Assignment and the impact that global health issues may have on the world, the U.S., your community, as well as your practice as a nurse leader.

In a 1-page response, create a plan for social change that incorporates a global perspective or lens into your local practice and role as a nurse leader.

  • Explain how you would advocate for the incorporation of a global perspective or lens into your local practice and role as a nurse leader.
  • Explain how the incorporation of a global perspective or lens might impact your local practice and role as a nurse leader.
  • Explain how the incorporation of a global perspective or lens into your local practice as a nurse leader represents and contributes to social change. Be specific and provide examples

RISK MANAGEMENT POLICIES

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Throughout this course, you have identified, examined, and provided individual as well as collaborative analysis on multiple facets of risk management in the health care setting.

Addressing the knowledge you have gained, and building on that knowledge to add your evaluation of the role that the managed care organization (MCO) plays in today’s health care environment, develop a 250-500 word reflection to incorporate the following:

  1. What is a health care organization’s administrative role regarding oversight of risk management policies and ensuring compliance with managed care organization (MCOs) standards?
  2. What is your assessment of the value provided to an organization that stems from the regulatory statutes of a typical MCO? Consider the establishment of conflict resolution and risk management strategies within the health care organization from the employer/employee perspective as well as in regards to patient conflict circumstances.
  3. What MCO responsibilities pertain to the Patient Protection and Affordable Care Act (PPACA) and Center for Medicare and Medicaid Services (CMS) focus on fraud, waste, and abuse laws?

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Rubric:

 1
Unsatisfactory
0.00%		2
Less than Satisfactory
65.00%		3
Satisfactory
75.00%		4
Good
85.00%		5
Excellent
100.00%
70.0 %Content 
20.0 %Explains the Administrative Role of a Health Care Organization Regarding Oversight of Risk Management Policies and Ensuring Compliance With Managed Care Organization (MCO) StandardsNot included.An explanation of the administrative role of a health care organization regarding oversight of risk management policies and ensuring compliance with MCO standards is somewhat present, but the information provided is incomplete, inaccurate, or otherwise deficient.An explanation of a health care organization’s administrative role regarding oversight of risk management policies and ensuring compliance with MCO standards is present, but minimal detail or support is provided for one or more components.An explanation of a health care organization’s administrative role regarding oversight of risk management policies and ensuring compliance with MCO standards is present, and is incorporated in full. The submission encompasses essential details and provides appropriate support.An explanation of a health care organization’s administrative role regarding oversight of risk management policies and ensuring compliance with MCO standards is present and comprehensive. The submission further incorporates analysis of supporting evidence insightfully and provides specific examples with relevance. Level of detail is appropriate. 
20.0 %Discussion Regarding Assessment of the Value Provided to an Organization That Stems From the Following Aspects of a Typical MCO: Regulatory Statutes, Inclusive of Conflict Resolution and Risk Management Strategies From the Employer/Employee Perspective and Patient Conflict CircumstancesNot included.A discussion regarding assessment of the value provided to an organization that stems from a typical MCO (regulatory statutes, inclusive of conflict resolution and risk management strategies from the employer/employee perspective and patient conflict circumstances) is somewhat present, but the information provided is incomplete, inaccurate, or otherwise deficient.A discussion regarding assessment of the value provided to an organization that stems from a typical MCO (regulatory statutes, inclusive of conflict resolution and risk management strategies from the employer/employee perspective and patient conflict circumstances) is present, but minimal detail or support is provided for one or more components.A discussion regarding assessment of the value provided to an organization that stems from a typical MCO (regulatory statutes, inclusive of conflict resolution and risk management strategies from the employer/employee perspective and patient conflict circumstances) is present and incorporated in full. The submission encompasses essential details and provides appropriate support.A discussion regarding assessment of the value provided to an organization that stems from a typical MCO (regulatory statutes, inclusive of conflict resolution and risk management strategies from the employer/employee perspective and patient conflict circumstances) is present and comprehensive. The submission further incorporates analysis of supporting evidence insightfully and provides specific examples with relevance. Level of detail is appropriate. 
20.0 %Describes MCO Responsibilities Pertaining to the Patient Protection and Affordable Care Act (PPACA) and Center for Medicare and Medicaid Services (CMS) Focus on Fraud, Waste, and Abuse LawsNot included.A description of MCO responsibilities pertaining to PPACA and CMS focus on fraud, waste, and abuse laws is somewhat present, but the information provided is incomplete, inaccurate, or otherwise deficient.A description of MCO responsibilities pertaining to PPACA and CMS focus on fraud, waste, and abuse laws is present, but minimal detail or support is provided for one or more components.A description of MCO responsibilities pertaining to PPACA and CMS focus on fraud, waste, and abuse laws is present and incorporated in full. The submission encompasses essential details and provides appropriate support.A description of MCO responsibilities pertaining to PPACA and CMS focus on fraud, waste, and abuse laws is present and comprehensive. The submission further incorporates analysis of supporting evidence insightfully and provides specific examples with relevance. Level of detail is appropriate. 
10.0 %Discussion Addresses Course Content and LearningA discussion that addresses course content and learning is not provided.A discussion addressing course content and learning is somewhat present, but the information provided is incomplete, inaccurate, or otherwise deficient.A discussion addressing course content and learning is present, but minimal detail or support is provided for one or more components.A discussion addressing course content and learning is present and incorporated in full. The submission encompasses essential details and provides appropriate support.A discussion addressing course content and learning is present and comprehensive. The submission further incorporates analysis of supporting evidence insightfully and provides specific examples with relevance. Level of detail is appropriate. 
20.0 %Organization and Effectiveness 
7.0 %Thesis Development and PurposePaper lacks any discernible overall purpose or organizing claim.Thesis is insufficiently developed or vague. Purpose is not clear.Thesis is apparent and appropriate to purpose.Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. 
8.0 %Argument Logic and ConstructionStatement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. 
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.Writer is clearly in command of standard, written, academic English. 
10.0 %Format 
5.0 %Paper Format (use of appropriate style for the major and assignment)Template is not used appropriately, or documentation format is rarely followed correctly.Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.Appropriate template is used. Formatting is correct, although some minor errors may be present.Appropriate template is fully used. There are virtually no errors in formatting style.All format elements are correct. 
5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)Sources are not documented.Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.Sources are documented, as appropriate to assignment and style, and format is mostly correct.Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Assessing Clients With Addictive Disorders

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To prepare:

  • Review      this week’s Learning Resources and consider the insights they provide.
  • Review      the Levy Family video Episodes 1 through 5.

The Assignment

In a 2- to 3-page paper, address the following:

  • After      watching Episode 1, describe:
  • What       is Mr. Levy’s perception of the problem?
  • What       is Mrs. Levy’s perception of the problem?
  • What       can be some of the implications of the problem on the family as a whole?
  • After      watching Episode 2, describe:
  • What       did you think of Mr. Levy’s social worker’s ideas?
  • What       were your thoughts of her supervisor’s questions about her suggested       therapies and his advice to Mr. Levy’s supervisor?
  • After      watching Episode 3, discuss the following:
  • What       were your thoughts about the way Mr. Levy’s therapist responded to what       Mr. Levy had to say?
  • What       were your impressions of how the therapist worked with Mr. Levy? What did       you think about the therapy session as a whole?
  • Informed       by your knowledge of pathophysiology, explain the physiology of deep       breathing (a common technique that we use in helping clients to manage       anxiety). Explain how changing breathing mechanics can alter blood       chemistry.
  • Describe       the therapeutic approach his therapist selected. Would you use exposure       therapy with Mr. Levy? Why or why not? What evidence exists to support       the use of exposure therapy (or the therapeutic approach you would       consider if you disagree with exposure therapy)?
  • In      Episode 4, Mr. Levy tells a very difficult story about Kurt, his platoon      officer.
  • Discuss       how you would have responded to this revelation.
  • Describe       how this information would inform your therapeutic approach. What would       you say/do next?
  • In      Episode 5, Mr. Levy’s therapist is having issues with his story.
  • Imagine       that you were providing supervision to this therapist, how would you       respond to her concerns?
  • Support your      approach with evidence-based literature.

Assessment in Child and Adolescent Psychiatry

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Infant, childhood, and adolescent development are a continual interplay between nature (genetic or biologic predisposition) and nurture (environmental experiences). The nature/nurture continuum and debate will always be a part of your career as a PMHNP. Knowing common developmental milestone is important in the role as a child provider. Not only is it essential to the diagnostic process, but it is also important to the interdisciplinary interactions with other mental health professionals.

The study of normal developmental processes, however, is only one tool that allows the mental health professional to understand the child being evaluated. There are many different assessment instruments and interviewing techniques that PMHNPs can have in their toolkit when working with children and adolescents.

In this Discussion, you examine the differences in assessing and treating children and adolescents versus adults. You take into consideration your own clinical experiences, as well as your experiences in your clinical rotation, and the information from the readings thus far.                               

                                                    Assignment 

Post your answers to the following: 

 · Explain why a developmental assessment of children and adolescents is  

    important. 

· Describe two assessment instruments and explain why they are used for   

   children and adolescents but not adults.

· Describe two treatment options for children and adolescents that may not be 

   used when treating adults. 

· Explain the role parents play in assessment and treatment. 

PLEASE, INCLUDE INTRODUCTION, CONCLUSION, 3 OR MORE REFERENCES LESS THAN 5 YEARS OLD, AND ANSWER ALL THE QUESTIONS AS INSTRUCTED.

ALSO SEE THE ATTACHMENT ON DIRECTION OF HOW TO WRITE THE PAPER.

Review the Learning Resources concerning psychiatric assessments and assessment tools below. 

                                                           Learning Resources 

Required Readings 

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer. 

                         Chapter 2, “Contributions of the Psychosocial Sciences” (pp. 93–130)   

                         Chapter 6, “Classification in Psychiatry” (pp. 290–299)  

                         Chapter 31, “Child Psychiatry” (pp. 1107–1152)  

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. 

                                        “Neurodevelopmental Disorders”  

                                         “Intellectual Disabilities”  

                                         “Communication Disorders” 

CoverLetter.us. (2017). Nurse practitioner cover letter sample 1. Retrieved from http://www.coverletter.us/nurse-practitioner-cover-letter/    

Dahring, R. (2013). Cover letter caveats. Retrieved from http://nurse-practitioners-and-physician-assistants.advanceweb.com/Columns/Career-Coach/Cover-Letter-Caveats.aspx     

NP Career Coach. (n.d.). NP career coach resume tip sheet. Retrieved from http://nursepractitionerjobsearch.com/product/career-coach-resume-tip-sheet/   

Advance Healthcare Network for NPs & PAs” href=”http://nurse-practitioners-and-physician-assistants.advanceweb.com/Features/Articles/Cover-Letter-Resume-Preparation.aspx” target=”_blank” rel=”noopener noreferrer”  

Advance Healthcare Network for NPs & PAs” href=”http://nurse-practitioners-and-physician-assistants.advanceweb.com/Features/Articles/Cover-Letter-Resume-Preparation.aspx” target=”_blank” rel=”noopener noreferrer”Porche, D. J., & Danna, D. (2015). Cover letter & resume preparation: Every detail is important when applying for a job. Advance Healthcare Network for NPs & PAs. Retrieved from http://nurse-practitioners-and-physician-assistants.advanceweb.com/Features/Articles/Cover-Letter-Resume-Preparation.aspx  

                                                    Optional Resources  

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). Rutter’s child and adolescent psychiatry (6th ed.). Hoboken, NJ: Wiley Blackwell. 

Chapter 2, “Diagnosis, Diagnostic Formulations, and Classification” (pp. 17–30)

ASSIGNMENT ON RESEARCH PROPOSAL FUNDS SEEKING

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 Research proposal grant, Funding seeking skills, Request for proposals (RFPs) and funding opportunity announcements( FOA).

Please see the atached WORD DOC with all INSTRCUTIONS, LEARNING MATERIAL AND all you need for this Assignment.

Here is what the Assignm. requests:

Assignment

Paper: 2–3 pages:

For this week’s Assignment, consider your Final Project (Obesity in rural ADULTS in West Viginia)   and the possibility of applying for a grant to implement your intervention or study.

Explain how you would apply the skills and knowledge gained in this course to the grant writing process. What strategies would you use when submitting an RFP and an FOA? Be specific and provide an example of how you would apply at least one skill you have learned and at least one example of knowledge gained from the course.

 I have attached 4 short adobe files on Grans and Presenting Research results, these are PART OF LEARNING RESOURCES as well, along with 2 websites given in the word doc. under RESOURCES.

My PROPOSAL topic: addressing obesity in rural ADULTS in West Virginia by implementing a 12 weeks Intervention that teaches the adults with BMI>25 enrolled in my program the following: education material about Weigh and BMI, medical implications of Overweight and Obesity, healthy nutritious diet and regular physical activity. THIS is my proposal. YOU HAVE to CONTINUE IT by applying for a GRANT to implement my Proposal 

ETHICS AND LEGALITIES OF MEDICAL ERROR DISCLOSURE

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American writer Nikki Giovanni once said: “Mistakes are a fact of life. It is the response to the error that counts” (Goodreads, 2012). Whenever you make an error when writing a prescription, you must consider the ethical and legal implications of your error—no matter how seemingly insignificant it might be.

You may fear the possible consequences and feel pressured not to disclose the error. Regardless, you need to consider the potential implications of non-disclosure. How you respond to the prescription error will affect you, the patient, and the health care facility where you practice. In this Assignment, you examine ethical and legal implications of disclosure and nondisclosure of personal error.

Consider the following scenario:

· You are working as an advanced practice nurse at a community health clinic. You make an error when prescribing a drug to a patient. You do not think the patient would know that you made the error, and it certainly was not intentional.

To prepare:

· Consider the ethical implications of disclosure and nondisclosure.

· Research federal and state laws for advanced practice nurses. Reflect on the legal implications of disclosure and nondisclosure for you and the health clinic.

· Consider what you would do as the advanced practice nurse in this scenario including whether or not you would disclose your error.

· Review the Institute for Safe Medication Practices website in the Learning Resources. Consider the process of writing prescriptions. Think about strategies to avoid medication errors.

Write a 2- to 3- page paper that addresses the following:

· Explain the ethical and legal implications of disclosure and nondisclosure. Be sure to reference laws specific to your state.

· Describe what you would do as the advanced practice nurse in this scenario including whether or not you would disclose your error. Provide your rationale.

· Explain the process of writing prescriptions including strategies to minimize medication errors.

– This work should have Introduction and conclusion

– This work should have at 4 to 6 current references 

– Use at least 3 references from class Learning Resources

The following Resources are not acceptable:

1. Wikipedia

2. Cdc.gov- nonhealthcare professionals section

3. Webmd.com

4. Mayoclinic.com

Required Readings

**Arcangelo, V. P., Peterson, A. M., Wilbur, V., & Reinhold, J. A. (Eds.). (2017). Pharmacotherapeutics for advanced practice: A practical approach (4th ed.). Ambler, PA: Lippincott Williams & Wilkins.

  • Chapter 1, “Issues for the           Practitioner in Drug Therapy” (pp. 3–14)
              This chapter introduces issues relating to      drug therapy such as adverse      drug events and      medication adherence. It also explores drug safety, the           practitioner’s role and responsibilities in      prescribing, and prescription      writing.
  • Chapter 59, “The Economics           of Pharmacotherapeutics” (pp. 1009-1018)
              This chapter analyzes the costs of drug      therapy to health care systems and      society      and explores practice guideline compliance and current issues in           medical care.
  • Chapter 60, “Integrative      Approaches to      Pharmacotherapy—A Look at      Complex Cases” (pp. 1021-1036)
              This chapter examines issues in individual      patient cases. It explores      concepts relating      to evaluation, drug selection, patient education, and           alternative treatment options.

**Crigger, N., & Holcomb, L. (2008). Improving nurse practitioner practice through rational prescribing. The Journal for Nurse Practitioners, 4(2), 120–125.

Note: Retrieved from the Walden Library databases.

This article explores issues relating to prescription drugs, specifically the frequency in which drugs are prescribed to patients. It also examines factors to consider before beginning drug therapy plans with patients.

**Philipsen, N. C., & Soeken, D. (2011). Preparing to blow the whistle: A survival guide for nurses. The Journal for Nurse Practitioners, 7(9), 740–746.

Note: Retrieved from the Walden Library databases.

This article examines issues that nurses encounter when reporting errors in medical settings. It also outlines the role of ethics and the responsibility of nurses to notify all individuals who are impacted by a medical error.

**American Nurses Association. (2001). Code of ethics for nurses with interpretive statements. Nursing World. Retrieved from http://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurses/Code-of-Ethics-For-Nurses.html

This article outlines ethical standards in the nursing profession and identifies nine provisions of care that must be adhered to by all nurses.

**Anderson, P., & Townsend, T. (2010). Medication errors: Don’t let them happen to you. American Nurse Today, 5(3), 23–28. Retrieved from https://americannursetoday.com/medication-errors-dont-let-them-happen-to-you/

This article examines factors that lead to medication errors as well as consequences of these errors on patients and nurses. It also recommends methods for avoiding and eliminating medication errors.

**Drug Enforcement Administration. (n.d.). Mid-level practitioners authorization by state. Retrieved from August 23, 2012, http://www.deadiversion.usdoj.gov/drugreg/practioners/index.html

This website outlines the schedules for controlled substances, including prescriptive authority for each schedule.

**Drugs.com. (2012). Retrieved from http://www.drugs.com/

This website presents a comprehensive review of prescription and over-the-counter drugs including information on common uses and potential side effects. It also provides updates relating to new drugs on the market, support from health professionals, and a drug-drug interactions checker.

**Institute for Safe Medication Practices. (2012). ISMP’s list of error-prone abbreviations, symbols, and dose designations. Retrieved from http://www.ismp.org/Tools/errorproneabbreviations.pdf

This website provides a list of prescription writing abbreviations that might lead to misinterpretation, as well as suggestions for preventing resulting errors.

**Byrne, W. (2011). U.S. nurse practitioner prescribing law: A state-by-state summary. Medscape Nurses. Retrieved from http://www.medscape.com/viewarticle/440315

**Drug Enforcement Administration. (n.d.). Code of federal regulations. Retrieved August 23, 2012, from http://www.deadiversion.usdoj.gov/21cfr/cfr/1300/1300_01.htm

DISABILITY CULTURE

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For this assignment you are required to develop a portfolio that showcases your experience through a disability culture plunge (You can find a list of activity and event options on Blackboard). A culture plunge can be defined as exposure to a culture that is different from our own and in this class specifically, the culture of disability.

For some of you, you may already identify as being familiar with disability culture. If so, you will need to explore an arena of disability culture that you are not as familiar with. For many of you though, this may be your first time interacting or being involved with the disability community, and we are very excited to read about your experience!  It is normal for you to feel nervous, intimidated, and fearful about this assignment, but we hope that this assignment is a valuable and memorable experience that transcends beyond your time at university. 

What is required for this portfolio?

1. Student Self-Scored Checklist 

2. About the Organization/Activity/Event/Person

This portion of the assignment includes background information about the Organization: 

a. Name, Location, Date of Culture Plunge, website (if applicable)

b. Contact information (i.e., website, email, and name of contact person if applicable)

c. A brief 300-word description of what you did during your time and the types of disabilities that were represented at the event. 

3. Photos of the event/activity. Please include a caption with each photo. 

4. Reflection: 

Please answer all 4 reflection questions to receive full 10 points. No less than one page, double spaced, 12 pt. font response. Indicate A, B, C or D for each part of this response. 

a. What were some assumptions you had before participating in your disability culture plunge activity? Your assumptions can be positive, negative or both. 

b. What was something new you learned during your culture plunge?

c. How did this experience change your views about people with disabilities?

d. How might you see yourself contributing to the lives of people with disabilities in the future?