Legislation Comparison Grid and Testimony/Advocacy Statement

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Post an explanation for how you think the cost-benefit analysis in the statement from page 27 of Feldstein (2006) affected efforts to repeal/replace the ACA. Then, explain how analyses such as the one portrayed by the Feldstein statement may affect decisions by legislative leaders in recommending or positioning national policies (e.g., Congress’ decisions impacting Medicare or Medicaid).

Assignment: Legislation Comparison Grid and Testimony/Advocacy Statement

As a nurse, how often have you thought to yourself, If I had anything to do about it, things would work a little differently? Increasingly, nurses are beginning to realize that they do, in fact, have a role and a voice.

Many nurses encounter daily experiences that motivate them to take on an advocacy role in hopes of impacting policies, laws, or regulations that impact healthcare issues of interest. Of course, doing so means entering the less familiar world of policy and politics. While many nurses do not initially feel prepared to operate in this space effectively, the reward is the opportunity to shape and influence future health policy.

The Assignment: (1- to 2-page Comparison Grid; 1- to 2-page Legislation Testimony/Advocacy Statement)

Part 1: Legislation Comparison Grid

Based on the health-related bill you selected, complete the Legislation Comparison Grid Template. Be sure to address the following:

Determine the legislative intent of the bill you have reviewed.

Identify the proponents/opponents of the bill.

Identify the target populations addressed by the bill.

Where in the process is the bill currently? Is it in hearings or committees?

Is it receiving press coverage?

Part 2: Legislation Testimony/Advocacy Statement

Based on the health-related bill you selected, develop a 1- to 2-page Legislation Testimony/Advocacy Statement that addresses the following:

Advocate a position for the bill you selected and write testimony in support of your position.

Describe how you would address the opponent to your position. Be specific and provide examples.

Recommend at least one amendment to the bill in support of your position.

Assessing And Treating Pediatric Patients With Mood Disorders

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Assessing And Treating Pediatric Patients With Mood Disorders

When pediatric patients present with mood disorders, the process of assessing, diagnosing, and treating them can be quite complex. Children not only present with different signs and symptoms than adult patients with the same disorders, but they also metabolize medications much differently. Yet, there may be times when the same psychopharmacologic treatments may be used in both pediatric and adult cases with major depressive disorders. As a result, psychiatric nurse practitioners must exercise caution when prescribing psychotropic medications to these patients. For this Assignment, as you examine the patient case study in this week’s Learning Resources, consider how you might assess and treat pediatric patients presenting with mood disorders.

To prepare for this Assignment:

  • Review this week’s Learning Resources, including the Medication Resources indicated for this week.
  • Reflect on the psychopharmacologic treatments you might recommend for the assessment and treatment of pediatric patients requiring antidepressant therapy. Assessing And Treating Pediatric Patients With Mood Disorders

 

The QUESTION: 5 pages

Examine Case Study: An African American Child Suffering From Depression.

1. Make three decisions concerning the medication to prescribe to this patient.

2. Be sure to consider factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes.

3. At each decision point, you should evaluate all options before selecting your decision and moving throughout the exercise.

4. Before you make your decision, make sure that you have researched each option and that you evaluate the decision that you will select.

5. Be sure to research each option using the primary literature.

The QUESTION: 5 pages

Examine Case Study: An African American Child Suffering From Depression.

  1. Make three decisions concerning the medication to prescribe to this patient.
  2. Be sure to consider factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes.
  3. At each decision point, you should evaluate all options before selecting your decision and moving throughout the exercise.
  4. Before you make your decision, make sure that you have researched each option and that you evaluate the decision that you will select.
  5. Be sure to research each option using the primary literature.

 

Introduction to the case (1 page)

  • Briefly explain and summarize the case for this Assignment. Be sure to include the specific patient factors that may impact your decision making when prescribing medication for this patient.

 

Decision #1 (1 page)

  • Which decision did you select?
  • Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. Assessing And Treating Pediatric Patients With Mood Disorders
  • Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
  • Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

 

Decision #2 (1 page)

  • Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
  • Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

 

Decision #3 (1 page)

  • Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
  • Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

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Conclusion (1 page)

Summarize your recommendations on the treatment options you selected for this patient. Be sure to justify your recommendations and support your response with clinically relevant and patient-specific resources, including the primary literature.

 

Note: Support your rationale with a minimum of five academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. You should be utilizing the primary and secondary literature. Assessing And Treating Pediatric Patients With Mood Disorders

 

MEDICATION RESOURCES

U.S. Food & Drug Administration. (n.d.). Drugs@FDA: FDA-approved drugs. https://www.accessdata.fda.gov/scripts/cder/daf/index.cfm

 

Note: To access the following medications, use the Drugs@FDA resource. Type the name of each medication in the keyword search bar. Select the hyperlink related to the medication name you searched. Review the supplements provided and select the package label resource file associated with the medication you searched. If a label is not available, you may need to conduct a general search outside of this resource provided. Be sure to review the label information for each medication as this information will be helpful for your review in preparation for your Assignments.

 

Review the following medications:

  • amitriptyline
  • bupropion
  • citalopram
  • clomipramine
  • desipramine
  • desvenlafaxine
  • doxepin
  • duloxetine
  • escitalopram
  • fluoxetine
  • fluvoxamine
  • imipramine
  • ketamine
  • mirtazapine
  • nortriptyline
  • paroxetine
  • selegiline
  • sertraline
  • trazodone
  • venlafaxine
  • vilazodone
  • vortioxetine

Baek, J. H., Nierenberg, A. A., & Fava, M. (2016). Pharmacological approaches to treatment-resistant depression. In T. A. Stern, M. Favo, T. E. Wilens, & J. F. Rosenbaum. (Eds.), Massachusetts General Hospital psychopharmacology and neurotherapeutics (pp. 44–47). Elsevier.

Fava, M., & Papakostas, G. I. (2016). Antidepressants. In T. A. Stern, M. Favo, T. E. Wilens, & J. F. Rosenbaum. (Eds.), Massachusetts General Hospital psychopharmacology and neurotherapeutics (pp. 27–43). Elsevier.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596

Howland, R. H. (2008a). Sequenced Treatment Alternatives to Relieve Depression (STAR*D). Part 1: Study design. Journal of Psychosocial Nursing and Mental Health Services, 46(9), 21–24. https://doi.org/10.3928/02793695-20080901-06

Howland, R. H. (2008b). Sequenced Treatment Alternatives to Relieve Depression (STAR*D). Part 2: Study outcomes. Journal of Psychosocial Nursing and Mental Health Services, 46(10), 21–24. https://doi.org/10.3928/02793695-20081001-05 Assessing And Treating Pediatric Patients With Mood Disorders

 

Lorberg, B., Davico, C., Martsenkovskyi, D., & Vitiello, B. (2019).  Principles in using psychotropic medication in children and adolescents. In J. M. Rey & A. Martin (Eds.), IACAPAP e-textbook of child and adolescent mental health. https://iacapap.org/content/uploads/A.7-Psychopharmacology-2019.1.pdf

Magellan Health. (2013). Appropriate use of psychotropic drugs in children and adolescents: A clinical monograph. http://www.magellanhealth.com/media/445492/magellan-psychotropicdrugs-0203141.pdf

Poznanski, E. O., & Mokros, H. B. (1996). Child depression rating scale—Revised. Western Psychological Services.

 

Rao, U. (2013). Biomarkers in pediatric depression. Depression & Anxiety, 30(9), 787–791. https://doi.org/10.1002/da.22171

Yasuda, S. U., Zhang, L. & Huang, S.-M. (2008). The role of ethnicity in variability in response to drugs: Focus on clinical pharmacology studies. Clinical Pharmacology & Therapeutics, 84(3), 417–423. https://web.archive.org/web/20170809004704/https://www.fda.gov/downloads/Drugs/ScienceResearch/…/UCM085502.pdf

MEDICATION RESOURCES

U.S. Food & Drug Administration. (n.d.). Drugs@FDA: FDA-approved drugs. https://www.accessdata.fda.gov/scripts/cder/daf/index.cfm

 

Note: To access the following medications, use the Drugs@FDA resource. Type the name of each medication in the keyword search bar. Select the hyperlink related to the medication name you searched. Review the supplements provided and select the package label resource file associated with the medication you searched. If a label is not available, you may need to conduct a general search outside of this resource provided. Be sure to review the label information for each medication as this information will be helpful for your review in preparation for your Assignments. Assessing And Treating Pediatric Patients With Mood Disorders

 

Review the following medications:

  • amitriptyline
  • bupropion
  • citalopram
  • clomipramine
  • desipramine
  • desvenlafaxine
  • doxepin
  • duloxetine
  • escitalopram
  • fluoxetine
  • fluvoxamine
  • imipramine
  • ketamine
  • mirtazapine
  • nortriptyline
  • paroxetine
  • selegiline
  • sertraline
  • trazodone
  • venlafaxine
  • vilazodone
  • vortioxetine

 

 

 

Career Planning

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PURPOSE Having a clear vision for the future, setting reasonable goals, and developing strategies for meeting those goals are important steps in ensuring control of one’s professional future. This assignment provides the student with the opportunity to demonstrate a commitment to ongoing personal and professional development through the creation of a one‐year and five‐year professional career plan in nursing.

REQUIREMENTS In this assignment, the student will be producing a 4‐5 page essay that includes the following components:

• Transition into the Professional Nursing Role: Identify actions to be considered in the transition from student to BSN graduate nurse including:

o Identify the state in which the student is seeking employment.

o Detail a minimum of three (3) criteria set forth by the Board of Nursing for obtaining an RN license in that state.

o Conduct a new BSN graduate job search in a 30 mile radius of where the student lives or plans to relocate.

§ Provide the details of what is required to submit an application for hire for the top two choices of employment.

• Holistic Life Balance: Provide a description of the ways in which the student intends to maintain holistic balance in their personal life as well as in the role of professional nurse within the first year and at five years.

• Stressors and Challenges: Identify known stressors and anticipated challenges as well as plans for managing each of them within the first year and at five years.

• Lifelong Learning: Determine a plan for lifelong learning and educational development anticipated within the first year and at five years.

o This plan can include, but is not limited to, specialty certification, advanced nursing education, and the pursuit of formal education outside of the nursing discipline.

• Professional Contributions: Summarize plans for contributing to at least one professional nursing community as well as the student’s general community in the healthcare professional role within the first year and at five years

• Scholarly Resources:

o A minimum of three (3) peer‐reviewed scholarly sources are required in support of this assignment.

o A minimum of one (1) professional nursing organization website or Board of Nursing website is required in support of this assignment.

PREPARING THE ASSIGNMENT

• Maximum of 4‐5 pages including the title page and the reference page. •

Students may find the following list of resources helpful in completing the assignment:

o American Nurses Credentialing Center

o Board of Nursing Contact

o Holistic Nursing

o National Council of State Boards of Nursing

o Nursing Community

o Robert Wood Johnson Foundation

o Sigma Theta Tau International

• The sources cited both in text and on the reference page for this assignment will be formatted according APA 6th edition guidelines.

PICOT Statement

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Formulate a PICOT statement for your capstone project. (Childhood Obesity)

A PICOT starts with a designated patient population in a particular clinical area and identifies clinical problems or issues that arise from clinical care. The intervention should be an independent, specified nursing change intervention. The intervention cannot require a provider prescription. Include a comparison to a patient population not currently receiving the intervention, and specify the timeframe needed to implement the change process.

Formulate a PICOT statement using the PICOT format provided in the assigned readings. The PICOT statement will provide a framework for your capstone project.

In a paper of 750 -1000 words, clearly identify the clinical problem and how it can result in a positive patient outcome.

Make sure to address the following on the PICOT statement:

Evidence-Based Solution

Nursing Intervention

Patient Care

Health Care Agency

Nursing Practice

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.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Assessing, Diagnosing, And Treating Adults With Mood Disorders

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Assessing, Diagnosing, And Treating Adults With Mood Disorders

It is important for the PMHNP to have a comprehensive understanding of mood disorders in order to assess and accurately formulate a diagnosis and treatment plan for patients presenting with these disorders. Mood disorders may be diagnosed when a patient’s emotional state meets the diagnostic criteria for severity, functional impact, and length of time. Those with a mood disorder may find that their emotions interfere with work, relationships, or other parts of their lives that impact daily functioning. Mood disorders may also lead to substance abuse or suicidal thoughts or behaviors, and although they are not likely to go away on their own, they can be managed with an effective treatment plan and understanding of how to manage symptoms.

Assessing, Diagnosing, and Treating Adults With Mood Disorders

It is important for the PMHNP to have a comprehensive understanding of mood disorders in order to assess and accurately formulate a diagnosis and treatment plan for patients presenting with these disorders. Mood disorders may be diagnosed when a patient’s emotional state meets the diagnostic criteria for severity, functional impact, and length of time. Those with a mood disorder may find that their emotions interfere with work, relationships, or other parts of their lives that impact daily functioning. Mood disorders may also lead to substance abuse or suicidal thoughts or behaviors, and although they are not likely to go away on their own, they can be managed with an effective treatment plan and understanding of how to manage symptoms. Assessing, Diagnosing, And Treating Adults With Mood Disorders

In this Assignment you will assess, diagnose, and devise a treatment plan for a patient in a case study who is presenting with a mood disorder.

To Prepare

 

  • Review this week’s Learning Resources. Consider the insights they provide about assessing, diagnosing, and treating mood disorders.
  • Review the Focused SOAP Note template, which you will use to complete this Assignment. There is also a Focused SOAP Note Exemplar provided as a guide for Assignment expectations.
  • Review the video, Case Study: Petunia Park. You will use this case as the basis of this Assignment. In this video, a Walden faculty member is assessing a mock patient. The patient will be represented onscreen as an avatar.
  • Consider what history would be necessary to collect from this patient.
  • Consider what interview questions you would need to ask this patient.
  • Consider patient diagnostics missing from the video:

Provider Review outside of interview:

 

Temp 98.2, Pulse 90, Respiration 18, B/P 138/88

 

Laboratory Data Available: Urine drug and alcohol screen negative.  CBC within normal ranges, CMP within normal ranges. Lipid panel within normal ranges. Prolactin Level 8; TSH 6.3 (H) Assessing, Diagnosing, And Treating Adults With Mood Disorders

The Assignment

 

Develop a Focused SOAP Note, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template:

 

  • Subjective: What details did the patient provide regarding their chief complaint and symptomatology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?

 

  • Objective: What observations did you make during the psychiatric assessment?

 

  • Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.

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  • Plan: What is your plan for psychotherapy? What is your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters as well as a rationale for this treatment and management plan. Also incorporate one health promotion activity and one patient education strategy.

 

  • Reflection notes: What would you do differently with this client if you could conduct the session again? Discuss what your next intervention would be if you were able to follow up with this patient. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion, and disease prevention that takes into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.). Assessing, Diagnosing, And Treating Adults With Mood Disorders

 

 

Comprehensive Patient Assessment On Abnormal Uterine Bleeding

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To prepare Assignment 1: Application – Comprehensive Patient Assessment ON Abnormal Uterine Bleeding

Reflect on your Practicum Experience and select a female patient whom you have examined with the support and guidance of your Preceptor.

Think about the details of the patient’s background, medical history, physical exam, labs and diagnostics, diagnosis, treatment and management plan, as well as education strategies and follow-up care.

To complete

Write an 8- to 10-page comprehensive soap Note paper on Abnormal Uterine Bleeding , that addresses the following:

Age, race and ethnicity, and partner status of the patient

Current health status, including chief concern or complaint of the patient

Contraception method (if any)

Patient history, including medical history, family medical history, gynecologic history, obstetric history, and personal social history (as appropriate to current problem)

Review of systems

Physical exam

Labs, tests, and other diagnostics

Differential diagnoses

Management plan, including diagnosis, treatment, patient education, and follow-up care.

PLEASE FOLLOW ASSIGNMENT CRITERIA AND SAMPLE PAPER ATTACHED WITH THIS ASSIGNMENT. 100% ORINALITY AND APA FORMATE IS REQUIRED. DO NOT COPY SAMPLE PAPER , JUST FOLLOW THE PATTERN.

References

Schuiling, K. D., & Likis, F. E. (2013). Women’s gynecologic health (2nd ed.). Burlington, MA: Jones and Bartlett Publishers.

Chapter 5, “Gynecologic Anatomy and Physiology” (pp. 81–101)

Chapter 6, “Gynecologic History and Physical Examination” (pp. 103–131)
Tharpe, N. L., Farley, C., & Jordan, R. G. (2013). Clinical practice guidelines for midwifery & Women’s health (4th ed.). Burlington, MA: Jones & Bartlett Publishers.

Chapter 6, “Care of the Well Woman Across the Life Span
“Preventive Health Care for Well Women” (pp. 263–

U.S. Department of Health and Human Services. (2012b). Care of the Well Woman: Health Assessment and Screening” (pp. 265–270)
Society for Reporoductive Endocrinology and Infertility. (2012). Abnormal uterine bleeding.

Taran, F. A., Stewart, E. A., & Brucker, S. (2013). Adenomyosis: Epidemiology, risk factors, clinical phenotype and surgical and interventional alternative to hysterectomy. Geburtshilfe Frauenheilkunde, 73(9), 924-931.

Hard Life Of A Nurse Assignment

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Hard Life Of A Nurse Assignment

IDS 402 Milestone Two Guidelines and Rubric
Analyzing an Issue or Ev ent in Wellness Through the Lenses of History and the Humanities
Overview: For the first part of your final project, the critical analysis portfolio, you will select an issue or event in wellness and critically analyze it through the
four general education lenses: history, humanities, natural and applied sciences, and social sciences. By viewing the issue/event through these lenses, you will
gain insight into how the interconnected nature of wellness affects society, as well as both your own individual framework of perception and the choices,
attitudes, and behaviors of others in the world around you.
For this second milestone, due in Module Four, you will analyze your issue/event from Milestone One through the history and humanities lenses. This will
provide you with a chance to practice analyzing your issue/event through these lenses and receive feedback on this practice attempt.
Prompt: First, review the overviews and resources in Modules One through Three, as well as the IDS Four General Education Lenses document in the Reading and
Resources section of Module One.
Next, analyze your issue/event through the lens of history, and address the following:
 How does this issue/event interact with the history lens and impact social issues?
 In what ways does the history lens help articulate a deeper understanding of the social issue(s) that inform your issue/event? Hard Life Of A Nurse Assignment
Next, analyze your issue/event through the lens of the humanities by exploring the following questions:
 How is this issue/event portrayed creatively in society? What is the message or commentary of this representation?
 How does this representation interact with you in your personal and professional lives?
Note: You are completing two separate analyses: one from history and one from the humanities. You must submit two papers in a single Word document.
Be sure to use evidence from research to support your analysis. Refer to course resources, the IDS 402 Research LibGuide (linked in the Start Here section
of your course), and any other pertinent resources to support your responses. Relevant current news sources may be used with instructor approval.
Incorporate instructor feedback into your final project.
Specifically, the following critical elements must be addressed:
I. Lens Analysis: In this section of your assignment, you will analyze your issue/event through two of the four general education lenses.
A. Analyze your issue/event through the lens of history for determining its impact on various institutions. Utilize evidence from research to
support your analysis.
B. Analyze your issue/event through the lens of the humanities for determining its impact on various institutions. Utilize evidence from research
to support your analysis. Hard Life Of A Nurse Assignment

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Rubric
Guidelines for Submission: Milestone Two should be submitted as two papers in a single Word document. The entire submission should be 2 to 4
pages in length. Use double-spacing, 12-point Times New Roman font, and one-inch margins. Support your responses with at least two sources for each lens
from the assigned course resources or other scholarly sources located independently via the Shapiro Library. Cite your supporting sources in APA style.
Please note that the grading rubric for this milestone submission is not identical to that of the final project. The Final Project Part One Rubric will include an
additional “Exemplary” category that provides guidance as to how you can go above and beyond “Proficient” in your final submission, as well as additional
elements to address.
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Lens Analysis: History Analyzes chosen issue/event through
the lens of history for determining its
impact on various institutions, using
evidence and research to support
analysis
Analyzes chosen issue/event through
the lens of history, but analysis is
cursory or illogical, or supporting
evidence is inappropriate or nonexistent
Does not analyze chosen issue/event
through the lens of history
40
Lens Analysis: Humanities Analyzes chosen issue/event through
the lens of the humanities for
determining its impact on various
institutions, using evidence and
research to support analysis
Analyzes chosen issue/event through
the lens of the humanities, but analysis
is cursory or illogical, or supporting
evidence is inappropriate or nonexistent
Does not analyze chosen issue/event
through the lens of the humanities
40
Articulation of Response Submission has no major errors related
to citations, grammar, spelling, syntax,
or organization
Submission has major errors related to
citations, grammar, spelling, syntax, or
organization that negatively impact
readability and articulation of main
ideas
Submission has critical errors related to
citations, grammar, spelling, syntax, or
organization that prevent
understanding of ideas
20
Total 100%. Hard Life Of A Nurse Assignment

Defining Internal and External Evidence

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Discuss the difference between external and internal evidence as it relates to your PICOT search strategy.
Address the strengths and weaknesses of searching in a databank versus a web-based search engine. You must use two databanks mentioned in the text. (Medline and PubMed)

Nursing homework help

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Submit a summary of six of your articles on the discussion board. Discuss one strength and one weakness for each of these six articles on why the article may or may not provide sufficient evidence for your practice change.

Articles:

1. Lack of knowledge and experience implementing evidence based in practice

2. Handling patients (elderly) with elevated cases of chronic diseases

3. Organization policies evidence based in practice

4. Pubmed and CINAHL databases. Why they are better than google scholar and general search

5. Evidence based in practice barriers and solutions, traditional therapy and forms of treatments

6. How has your facility reacted to the IOM goal, have they embrace EBP and are they supportive of its implementation?  Nursing homework help

Article summary

The following article might provide sufficient evidence for the practice change.

Article 1: Implementing an Evidence-Based Fall Prevention Program in a Long-term care facility:

Weakness– According to Sheweikert (2018) that a multifaceted evidence-based fall prevention program was implemented at a 70 bed, skilled nursing, long-term care facility in Florida, whose fall rate of 7.14 is above average (2.74-5.48). Results showed that a multifaceted fall prevention program is an effective way to decrease falls in a long-term care facility. Furthermore, this article can be used as evidence in the practice change I am currently working on. There is information that can be used as a guide in the practice change; however, due to the short period that the article or research was done, further investigation is needed for conclusive data regarding the impact of the implemented fall prevention.

 

Article 2: Nursing Education to Prevent Resident Falls in Long-term Care:

Strength- According to Aguwa (2019), the findings have demonstrated that educating nursing staff in the long-term care setting on an integrated multifactorial fall-prevention guideline leads to increased knowledge and self-efficacy to prevent falls. This can be helpful in the practice change; it contains information and data that can help implement an evidence-based fall prevention program.

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Article 3: Impact of Nurses’ Intervention in the Prevention of falls in Hospitalized Patients:

Weakness- According to Montejano-Lozoya et al. (2020), advanced training for nurses in falls improves patient outcomes. Therefore, implementing advanced training for the nurse is necessary to help reduce falls and enhance patient outcomes. Furthermore, this article contains information that can be helpful in the practice change. It focused on improving the nursing process assessment, thus improving the detection of patients at risk. This type of training for nurses will help boost the effectiveness of evidence-based fall prevention programs for practice change projects. Nursing homework help

 

Article 4: Fall in Older people:

Strength– According to Rubenstein (2019), many older people fear falling; however, knowing what to do if a fall can help them be less afraid of falling. In this article, there are tips on preventing falls for the elderly which can help in the practice change project by sharing it with the older adults living in long-term care facilities and hospices.

 

Weakness– Article 5: Falls Prevention in Palliative Care: Introducing the Avoiding Falls Level of Observation Assessment Tool (AFLOAT):

According to Richardson (2019), despite having patient and family education that promotes fall prevention, fall incident still occurs, and most of the time, older people are at risk. Furthermore, older people should have a multifactorial assessment where they can be assessed based on their chances and other reason and formulate an individualized fall prevention strategy. Although the information in the article might be helpful due to the given period to complete the practice change project, the suggested individualized fall prevention strategy is possible, not achievable.

 

Strength- Article 6: Based Practice Guideline: Fall Prevention for Older Adults

Over a million die due to fall injuries every year. According to Kruschke & Butcher (2017), regardless of where the elderly population lives, whether in the community, at home, or care facility, they are at risk of experiencing falls. Reassessing a fall risk prevention program will ensure a proactive approach to reduce falls among the elderly population. The fall prevention evidence-based practice guideline describes strategies that can identify individual dangers of falling. Nursing homework help

 

 

Case Study

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Pakistani Woman With Delusional Thought Processes. You Will Be Asked To Make Three Decisions Concerning The Medication To Prescribe To This Client. Be Sure To Consider Factors That Might Impact The Client’s Pharmacokinetic And Pharmaco.

Week 6: Antipsychotic Therapy

According to the National Alliance on Mental Illness, approximately 100,000 people experience psychosis in the United States each year (NAMI, 2016). In practice, clients may present with delusions, hallucinations, disorganized thinking, disorganized or abnormal motor behavior, as well as other negative symptoms that can be disabling for these individuals. Not only are these symptoms one of the most challenging symptom clusters you will encounter, many are associated with other disorders such as depression, bipolar disorder, and disorders on the schizophrenia spectrum. As a psychiatric mental health nurse practitioner, you must understand the underlying neurobiology of these symptoms to select appropriate therapies and improve outcomes for clients.

This week, as you examine antipsychotic therapies, you explore the assessment and treatment of clients with psychosis and schizophrenia. You also consider ethical and legal implications of these therapies.

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Assignment: Assessing and Treating Clients With Psychosis and Schizophrenia

Psychosis and schizophrenia greatly impact the brain’s normal processes, which interferes with the ability to think clearly. When symptoms of these disorders are uncontrolled, clients may struggle to function in daily life. However, clients often thrive when properly diagnosed and treated under the close supervision of a psychiatric mental health practitioner. For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat clients presenting with psychosis and schizophrenia.

Learning Objectives

Students will:

· Assess client factors and history to develop personalized plans of antipsychotic therapy for clients

· Analyze factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring antipsychotic therapy

· Evaluate efficacy of treatment plans

· Analyze ethical and legal implications related to prescribing antipsychotic therapy to clients across the lifespan

Learning 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.

Required Readings

Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.

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

To access the following chapters, click on the Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.

· Chapter 4, “Psychosis and Schizophrenia”

· Chapter 5, “Antipsychotic Agents”

Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press.

To access information on the following medications, click on The Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the appropriate medication.

Review the following medications:

amisulpride
aripiprazole
asenapine
chlorpromazine
clozapine
flupenthixol
fluphenazine
haloperidol
iloperidone
loxapine
lurasidone
olanzapine
paliperidone
perphenazine
quetiapine
risperidone
sulpiride
thioridazine
thiothixene
trifluoperazine
ziprasidone

Naber, D., & Lambert, M. (2009). The CATIE and CUtLASS studies in schizophrenia: Results and implications for clinicians. CNS Drugs, 23(8), 649-659. doi:10.2165/00023210-200923080-00002

Note: Retrieved from Walden Library databases.

Kay, S. R., Fiszbein, A., & Opler, L. A. (1987). The Positive and Negative Syndrome Scale (PANSS) for schizophrenia. Schizophrenia Bulletin, 13(2), 261-276.

Note: Retrieved from Walden Library databases.

Clozapine REMS. (2015). Clozapine REMS: The single shared system for clozapine.

Walden University. (2016). ASC success strategies: Studying for and taking a test.

Required Media

Laureate Education. (2016j). Case study: Pakistani woman with delusional thought processes [Interactive media file]. Baltimore, MD: Author

Note: This case study will serve as the foundation for this week’s Assignment.

Optional Resources

Chakos, M., Patel, J. K., Rosenheck, R., Glick, I. D., Hammer, M. B., Tapp, A., & … Miller, D. (2011). Concomitant psychotropic medication use during treatment of schizophrenia patients: Longitudinal results from the CATIE study. Clinical Schizophrenia & Related Psychoses, 5(3), 124-134. doi:10.3371/CSRP.5.3.2

Fangfang, S., Stock, E. M., Copeland, L. A., Zeber, J. E., Ahmedani, B. K., & Morissette, S. B. (2014). Polypharmacy with antipsychotic drugs in patients with schizophrenia: Trends in multiple health care systems. American Journal of Health-System Pharmacy, 71(9), 728-738. doi:10.2146/ajhp130471

Lin, L. A., Rosenheck, R., Sugar, C., & Zbrozek, A. (2015). Comparing antipsychotic treatments for schizophrenia: A health state approach. The Psychiatric Quarterly, 86(1), 107-121. doi:10.1007/s11126-014-9326-2

To prepare for this Assignment:

· Review this week’s Learning Resources. Consider how to assess and treat clients requiring anxiolytic therapy.

The Assignment

Examine Case Study: Pakistani Woman with Delusional Thought Processes. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.

At each decision point stop to complete the following:

· Decision #1

o Which decision did you select?

o Why did you select this decision? Support your response with evidence and references to the Learning Resources.

o What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

o Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?

· Decision #2

o Why did you select this decision? Support your response with evidence and references to the Learning Resources.

o What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

o Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?

· Decision #3

o Why did you select this decision? Support your response with evidence and references to the Learning Resources.

o What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

o Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

Also include how ethical considerations might impact your treatment plan and communication with clients.

Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.