How professional responsibility influence your work

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Interview a person in a formal position of leadership within your organization (e.g., a supervisor, a manager, a director). Begin your interview with the following questions:

  1. What is your role as a health care team member?
  2. How do you define professionalism and how does professional responsibility influence your work?
  3. Do you consider yourself a steward of health care? Why or Why not?
  4. Is it important to you that leaders exercise professional advocacy and authenticity as well as power and influence when working with colleagues? Why or why not?

In 500-750 words, summarize your interview and share your impressions of the leader’s responses.

Compare and contrast responses provided by your peer (in Professional Identity and Stewardship – Part I: Peer Interview assignment) with those provided by the leader. Share your impressions of their differences and similarities.

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

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin.

Nursing homework help

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INSTRUCTIONS ON HOW TO USE EXEMPLAR AND TEMPLATE—READ CAREFULLY

If you are struggling with the format or remembering what to include, follow the Comprehensive Psychiatric Evaluation Template AND the Rubric as your guide. It is also helpful to review the rubric in detail in order not to lose points unnecessarily because you missed something required. Below highlights by category are taken directly from the grading rubric for the assignment in Weeks 4–10. After reviewing the full details of the rubric, you can use it as a guide.

In the Subjective section, provide:

  • Chief complaint
  • History of present illness (HPI)
  • Past psychiatric history
  • Medication trials and current medications
  • Psychotherapy or previous psychiatric diagnosis
  • Pertinent substance use, family psychiatric/substance use, social, and medical history
  • Allergies
  • ROS
  • Read rating descriptions to see the grading standards!

In the Objective section, provide:

  • Physical exam documentation of systems pertinent to the chief complaint, HPI, and history
  • Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses. Nursing homework help
  • Read rating descriptions to see the grading standards!

In the Assessment section, provide:

  • Results of the mental status examination, presented in paragraph form.
  • At least three differentials with supporting evidence. List them from top priority to least 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.
  • Read rating descriptions to see the grading standards!

Reflect on this case. Include: Discuss what you learned and what you might do differently. 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 taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

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(The comprehensive evaluation is typically the initial new patient evaluation. You will practice writing this type of note in this course. You will be ruling out other mental illnesses so often you will write up what symptoms are present and what symptoms are not present from illnesses to demonstrate you have indeed assessed for all illnesses which could be impacting your patient. For example, anxiety symptoms, depressive symptoms, bipolar symptoms, psychosis symptoms, substance use, etc.)

EXEMPLAR BEGINS HERE

CC (chief complaint): A brief statement identifying why the patient is here. This statement is verbatim of the patient’s own words about why presenting for assessment. For a patient with dementia or other cognitive deficits, this statement can be obtained from a family member.

HPI: Begin this section with patient’s initials, age, race, gender, purpose of evaluation, current medication and referral reason. For example:

N.M. is a 34-year-old Asian male presents for psychiatric evaluation for anxiety. He is currently prescribed sertraline which he finds ineffective. His PCP referred him for evaluation and treatment.

Or

P.H., a 16-year-old Hispanic female, presents for psychiatric evaluation for concentration difficulty. She is not currently prescribed psychotropic medications. She is referred by her therapist for medication evaluation and treatment.

Then, this section continues with the symptom analysis for your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis.

Paint a picture of what is wrong with the patient. First what is bringing the patient to your evaluation.  Then, include a PSYCHIATRIC REVIEW OF SYMPTOMS.  The symptoms onset, duration, frequency, severity, and impact. Your description here will guide your differential diagnoses. You are seeking symptoms that may align with many DSM-5 diagnoses, narrowing to what aligns with diagnostic criteria for mental health and substance use disorders.

Past Psychiatric History: This section documents the patient’s past treatments. Use the mnemonic Go Cha MP. 

General Statement: Typically, this is a statement of the patients first treatment experience. For example: The patient entered treatment at the age of 10 with counseling for depression during her parents’ divorce. OR The patient entered treatment for detox at age 26 after abusing alcohol since age 13.

Caregivers are listed if applicable.

Hospitalizations: How many hospitalizations? When and where was last hospitalization? How many detox? How many residential treatments? When and where was last detox/residential treatment? Any history of suicidal or homicidal behaviors? Any history of self-harm behaviors? Nursing homework help

Medication trials: What are the previous psychotropic medications the patient has tried and what was their reaction? Effective, Not Effective, Adverse Reaction? Some examples: Haloperidol (dystonic reaction), risperidone (hyperprolactinemia), olanzapine (effective, insurance wouldn’t pay for it)

Psychotherapy or Previous Psychiatric Diagnosis: This section can be completed one of two ways depending on what you want to capture to support the evaluation. First, does the patient know what type? Did they find psychotherapy helpful or not? Why? Second, what are the previous diagnosis for the client noted from previous treatments and other providers. Thirdly, you could document both.

Substance Use History: This section contains any history or current use of caffeine, nicotine, illicit substance (including marijuana), and alcohol. Include the daily amount of use and last known use. Include type of use such as inhales, snorts, IV, etc. Include any histories of withdrawal complications from tremors, Delirium Tremens, or seizures.

Family Psychiatric/Substance Use History: This section contains any family history of psychiatric illness, substance use illnesses, and family suicides. You may choose to use a genogram to depict this information. Be sure to include a reader’s key to your genogram or write up in narrative form.

Social History: This section may be lengthy if completing an evaluation for psychotherapy or shorter if completing an evaluation for psychopharmacology.  However, at a minimum, please include:

Where patient was born, who raised the patient

Number of brothers/sisters (what order is the patient within siblings)

Who the patient currently lives with in a home? Are they single, married, divorced, widowed? How many children?

Educational Level

Hobbies:

Work History: currently working/profession, disabled, unemployed, retired?

Legal history: past hx, any current issues?

Trauma history: Any childhood or adult history of trauma?

Violence Hx: Concern or issues about safety (personal, home, community, sexual (current & historical)

Medical History: This section contains any illnesses, surgeries, include any hx of seizures, head injuries.

 

Current Medications: Include dosage, frequency, length of time used, and reason for use. Also include OTC or homeopathic products.

Allergies: Include medication, food, and environmental allergies separately. Provide a description of what the allergy is (e.g., angioedema, anaphylaxis). This will help determine a true reaction vs. intolerance.

Reproductive Hx: Menstrual history (date of LMP), Pregnant (yes or no), Nursing/lactating (yes or no), contraceptive use (method used), types of intercourse:  oral, anal, vaginal, other, any sexual concerns

ROS: Cover all body systems that may help you include or rule out a differential diagnosis.  Please note: THIS IS DIFFERENT from a physical examination!

You should list each system as follows: General: Head: EENT: etc. You should list these in bullet format and document the systems in order from head to toe. Nursing homework help

Example of Complete ROS:

GENERAL: No weight loss, fever, chills, weakness, or fatigue.

HEENT: Eyes: No visual loss, blurred vision, double vision, or yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose, or sore throat.

SKIN: No rash or itching.

CARDIOVASCULAR: No chest pain, chest pressure, or chest discomfort. No palpitations or edema.

RESPIRATORY: No shortness of breath, cough, or sputum.

GASTROINTESTINAL: No anorexia, nausea, vomiting, or diarrhea. No abdominal pain or blood.

GENITOURINARY: Burning on urination, urgency, hesitancy, odor, odd color

NEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness, or tingling in the extremities. No change in bowel or bladder control.

MUSCULOSKELETAL: No muscle, back pain, joint pain, or stiffness.

HEMATOLOGIC: No anemia, bleeding, or bruising.

LYMPHATICS: No enlarged nodes. No history of splenectomy.

ENDOCRINOLOGIC: No reports of sweating, cold, or heat intolerance. No polyuria or polydipsia.

Physical exam (If applicable and if you have opportunity to perform—document if exam is completed by PCP): From head to toe, include what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History. Do not use “WNL” or “normal.” You must describe what you see. Always document in head-to-toe format i.e., General: Head: EENT: etc.

Diagnostic results: Include any labs, X-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines).

Assessment

Mental Status Examination: For the purposes of your courses, this section must be presented in paragraph form and not use of a checklist! This section you will describe the patient’s appearance, attitude, behavior, mood and affect, speech, thought processes, thought content, perceptions (hallucinations, pseudohallucinations, illusions, etc.)., cognition, insight, judgment, and SI/HI. See an example below. You will modify to include the specifics for your patient on the above elements—DO NOT just copy the example. You may use a preceptor’s way of organizing the information if the MSE is in paragraph form.

He is an 8-year-old African American male who looks his stated age. He is cooperative with examiner. He is neatly groomed and clean, dressed appropriately. There is no evidence of any abnormal motor activity. His speech is clear, coherent, normal in volume and tone. His thought process is goal directed and logical. There is no evidence of looseness of association or flight of ideas. His mood is euthymic, and his affect appropriate to his mood. He was smiling at times in an appropriate manner. He denies any auditory or visual hallucinations. There is no evidence of any delusional thinking.   He denies any current suicidal or homicidal ideation. Cognitively, he is alert and oriented. His recent and remote memory is intact. His concentration is good. His insight is good.

Differential Diagnoses: You must have at least three differentials with supporting evidence. Explain what rules each differential in or out and justify your primary diagnosis selection. You will use supporting evidence from the literature to support your rationale. Include pertinent positives and pertinent negatives for the specific patient case.

 

Also included in this section is the reflection. Reflect on this case and discuss whether or not you agree with your preceptor’s assessment and diagnostic impression of the patient and why or why not. What did you learn from this case? What would you do differently?

Also include in your reflection a discussion related to legal/ethical considerations (demonstrating critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

References (move to begin on next page)

You are required to include at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines which relate to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting.

Assignment: Assessing and Diagnosing Patients With Mood Disorders

Photo Credit: Juanmonino / E+ / Getty Images

Accurately diagnosing depressive disorders can be challenging given their periodic and, at times, cyclic nature. Some of these disorders occur in response to stressors and, depending on the cultural history of the client, may affect their decision to seek treatment. Bipolar disorders can also be difficult to properly diagnose. While clients with a bipolar or related disorder will likely have to contend with the disorder indefinitely, many find that the use of medication and evidence-based treatments have favorable outcomes.

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To Prepare:

  • Review this week’s Learning Resources. Consider the insights they provide about assessing and diagnosing mood disorders.
  • Download the Comprehensive Psychiatric Evaluation Template, which you will use to complete this Assignment. Also review the Comprehensive Psychiatric Evaluation Exemplar to see an example of a completed evaluation document.
  • By Day 1 of this week, select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the “Case History Reports” document, keeping the requirements of the evaluation template in mind.
  • Consider what history would be necessary to collect from this patient. Nursing homework help
  • Consider what interview questions you would need to ask this patient.
  • Identify at least three possible differential diagnoses for the patient.

Complete and submit your Comprehensive Psychiatric Evaluation, 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 symptomology 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 priority 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.
  • Reflection notes: What would you do differently with this client if you could conduct the session over? 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 taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

 

Training Title 2

Name: Ms. Julie Houston

Gender: female

Age:19 years old

T 98.1 P-78 R-18 119/74 Ht 5’2” Wt 184lbs

Background: Recently started a business undergraduate program in Boston, MA after growing

up and living in South Carolina her whole life. Grew up with both parents, two brothers, and

one sister. Currently lives in off-campus housing with two other female roommates. Currently a

full-time student, not employed. Not married, currently single. She has no previous psychiatric

history; takes no medications. There is no psychiatric or substance use history for her or family.

No legal hx NKDA

 

RUBRIC

Create documentation in the Comprehensive Psychiatric Evaluation Template about the patient you selected.
In the Subjective section, provide:
• Chief complaint
• History of present illness (HPI) Nursing homework help
• Past psychiatric history
• Medication trials and current medications
• Psychotherapy or previous psychiatric diagnosis
• Pertinent substance use, family psychiatric/substance use, social, and medical history
• Allergies
• ROS

 

In the Objective section, provide:
• Physical exam documentation of systems pertinent to the chief complaint, HPI, and history
• Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.

 

In the Assessment section, provide:
• Results of the mental status examination, presented in paragraph form.
• At least three differentials with supporting evidence. List them from top priority to least 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.

 

Written Expression and Formatting—English writing standards:
Correct grammar, mechanics, and punctuation

PATIENT’s Subjective Data.

Patient Appeared neat but fiddles with her clothes

Patient unable to make eye-contact when examiner was questioning her.

Reason for Visiting: Patient stated that her mom told her to see a provider because patient’s mom is worried about her moodiness in wintertime. Patient not doing so well and feels down.

Patient left school/program cause she’s not doing well. she exhibited lack of concentration, difficulties understanding, forgetfulness and trouble doing her work,. She also doesn’t feel too good about her teachers, felt the teacher was bothering her and the teacher was a pain. She’s in a special business program.

patient has gained ten pounds. And has been sleeping through her classes.

she was able to make friends almost immediately, she thinks the people are enjoyable and fun. She started to feel as if her friends got really dull and suddenly started doing things she didn’t enjoy. she is unable to maintain friends.

She like the beach and convertibles and dislikes the wintertime and she describes winter as dark, gray, and miserable. She can’t do anything she enjoys doing due to the winter weather every year.  Nursing homework help

Treatment for the excessive loss of sodium in patients with hyperthermic emergencies

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What percentage of drowning victims are children under five years of age?

Select one: 60 20 40 10

To treat for the excessive loss of sodium in patients with hyperthermic emergencies, the paramedic should:

Select one: Only administer salt tablets to patients experiencing heat exhaustion Only administer salt tablets to patients if they are conscious and alert and have an intact gag reflex. Never administer salt tablets Always administer salt tablets

In the prehospital setting active rewarming should not be attempted unless the emergency department is greater than ____ minutes away.

Select one: 10 30 15 45

Which law of gases states that the amount of gas dissolved in a given volume of fluid is proportional to the pressure of the gas above it?

Select one: Winston’s law Boyle’s law Dalton’s law Henry’s law

When providing fluid resuscitation to a hypothermic patient the rate of infusion should be:

Select one: 100 to 125 mL/hour 250 to 275 mL/hour 500 to 600 mL/hour 150 to 200 mL/hour

All of the following are signs of mild hypothermia EXCEPT:

Select one: Fatigue Tachycardia Impaired judgment Vasodilation

Heat loss occurs in all the following ways EXCEPT:

Select one: Ingestion Evaporation Convection Conduction

You and your partner are treating a drowning patient who had a submersion time of 10 minutes. Your partner wants to perform the Heimlich maneuver; you should:

Select one: Agree with your partner, as you know the Heimlich maneuver should only be performed on patients with a submersion time of less than 15 minutes. Advise your partner that the Heimlich maneuver should only be performed on patients with a submersion time of greater than 15 minutes Advise your partner that the Heimlich maneuver should not be utilized for drowning victims Agree with your partner and begin performing the Heimlich maneuver

Which of the following is a medication used in the treatment of high-altitude conditions?

Select one: Dextrose Diamox Methylprednisolone Atropine

Decompression sickness commonly occurs in divers who are diving below what level?

Select one: 44 feet 11 feet 33 feet 22 feet

Paramedics should do everything possible to ensure that they are on the scene of a traumatic emergency for no more than _____ minutes:

Select one: 15 10 20 25

Which of the following patients’ mechanisms of injury meets trauma triage criteria for transport to a trauma center?

Select one: A nine-year-old female who fell 15 feet from grandstand bleachers at a baseball game A 31-year-old male involved in a medium-velocity motor vehicle collision A 17-year-old male with a gunshot wound to the arm A ten-year-old male soccer player with a laceration over his right eye after colliding with another player’s head

Your patient is a four-year-old child. He has received an accidental gunshot wound to the groin and has lost a significant amount of blood. He responds to painful stimuli and has a heart rate of 150 with no radial pulse. Respirations are 32 and shallow. What is the total amount of intravenous fluid you should administer to this patient, assuming his condition does NOT improve with intervention?

Select one: 30 ml/kg 20 ml/kg 10 ml/kg 40 ml/kg

Which of the following statements about the pediatric pedestrian who is struck by a vehicle is NOT true?

Select one: A smaller child is more likely to be thrown to the ground following initial impact, versus being thrown onto the hood. A child commonly turns toward the oncoming vehicle at the moment of impact. Anatomically, the injuries caused by the initial impact of the vehicle will be higher on the body than in an adult. Smaller children are likely to suffer fractures of the tibia and fibula as a result of impact with the vehicle’s bumper.

Bariatric patients are at greater risk for all of the following EXCEPT:

Select one: Arrhythmias Bradycardia Cardiac failure Systemic hypertension

The uncritical use of which of the following when caring for the trauma patient has been questioned by research?

Select one: Rapid isotonic fluid infusion PASG Capillary refill as an indicator of tissue perfusion All of the above

Bariatric trauma patients have a mortality of up to ____________ times greater than normal weight patients.

Select one: Four Six Three Two

Examining alterations associated with disorders, and the impact of the alterations on multiple body systems

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Assignment 2: The Pathophysiology of Disorders

During the last 5 weeks, you have explored various body systems: neurological, cardiovascular, respiratory, and hematological. These four systems work together along with other body systems to complete a myriad of functions. For this reason, when disorders occur within one body system, it can create potentially devastating effects throughout the entire body. For instance, Parkinson’s disease is a disorder of the central nervous system, yet its alterations actually affect multiple body systems from the cardiovascular system to the gastrointestinal system. In this Assignment, you examine alterations associated with disorders, as well as the impact of the alterations on multiple body systems.

To Prepare

· From the list below, select a disorder of interest to you:

· Alzheimer’s disease

· Asthma in children

· Chronic obstructive pulmonary disease (COPD)

· Congestive heart failure

· Hepatic disease (liver disease)

· Hypertension

· Hyperthyroidism and hypothyroidism

· Seizures

· Sepsis

·

· Identify alterations associated with your selected disorder. Consider the pathophysiology of the alterations. Think about how these alterations produce pathophysiological changes in at least two body systems.

· Reflect on how patient factors such as genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as the diagnosis and treatment of your selected disorder. 

· Review the “Mind maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct a mind map for the disorder you selected. Consider the epidemiology and clinical presentation of your selected disorder.

To Complete

Develop a 10-slide PowerPoint presentation that addresses the following:

· Key Points:

· Describe your selected disorder, as well as associated alterations. Explain the pathophysiology of the alterations, including changes that occur in at least two body systems.

· Explain how genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as diagnosis and treatment of your selected disorder.

· Construct a mind map for the disorder you selected. Include the epidemiology, pathophysiology of alterations, risk factors, and clinical presentation, as well as the diagnosis and treatment of the disorder.

Due 01/25/2018 Thursday…Please see key points for slide presentation…Thanks

Examining alterations associated with disorders, and the impact of the alterations on multiple body systems

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Assignment 2: The Pathophysiology of Disorders

During the last 5 weeks, you have explored various body systems: neurological, cardiovascular, respiratory, and hematological. These four systems work together along with other body systems to complete a myriad of functions. For this reason, when disorders occur within one body system, it can create potentially devastating effects throughout the entire body. For instance, Parkinson’s disease is a disorder of the central nervous system, yet its alterations actually affect multiple body systems from the cardiovascular system to the gastrointestinal system. In this Assignment, you examine alterations associated with disorders, as well as the impact of the alterations on multiple body systems.

To Prepare

· From the list below, select a disorder of interest to you:

· Alzheimer’s disease

· Asthma in children

· Chronic obstructive pulmonary disease (COPD)

· Congestive heart failure

· Hepatic disease (liver disease)

· Hypertension

· Hyperthyroidism and hypothyroidism

· Seizures

· Sepsis

·

· Identify alterations associated with your selected disorder. Consider the pathophysiology of the alterations. Think about how these alterations produce pathophysiological changes in at least two body systems.

· Reflect on how patient factors such as genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as the diagnosis and treatment of your selected disorder. 

· Review the “Mind maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct a mind map for the disorder you selected. Consider the epidemiology and clinical presentation of your selected disorder.

To Complete

Develop a 10-slide PowerPoint presentation that addresses the following:

· Key Points:

· Describe your selected disorder, as well as associated alterations. Explain the pathophysiology of the alterations, including changes that occur in at least two body systems.

· Explain how genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as diagnosis and treatment of your selected disorder.

· Construct a mind map for the disorder you selected. Include the epidemiology, pathophysiology of alterations, risk factors, and clinical presentation, as well as the diagnosis and treatment of the disorder.

Due 01/25/2018 Thursday…Please see key points for slide presentation…Thanks

Examining alterations associated with disorders, and the impact of the alterations on multiple body systems

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Assignment 2: The Pathophysiology of Disorders

During the last 5 weeks, you have explored various body systems: neurological, cardiovascular, respiratory, and hematological. These four systems work together along with other body systems to complete a myriad of functions. For this reason, when disorders occur within one body system, it can create potentially devastating effects throughout the entire body. For instance, Parkinson’s disease is a disorder of the central nervous system, yet its alterations actually affect multiple body systems from the cardiovascular system to the gastrointestinal system. In this Assignment, you examine alterations associated with disorders, as well as the impact of the alterations on multiple body systems.

To Prepare

· From the list below, select a disorder of interest to you:

· Alzheimer’s disease

· Asthma in children

· Chronic obstructive pulmonary disease (COPD)

· Congestive heart failure

· Hepatic disease (liver disease)

· Hypertension

· Hyperthyroidism and hypothyroidism

· Seizures

· Sepsis

·

· Identify alterations associated with your selected disorder. Consider the pathophysiology of the alterations. Think about how these alterations produce pathophysiological changes in at least two body systems.

· Reflect on how patient factors such as genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as the diagnosis and treatment of your selected disorder. 

· Review the “Mind maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct a mind map for the disorder you selected. Consider the epidemiology and clinical presentation of your selected disorder.

To Complete

Develop a 10-slide PowerPoint presentation that addresses the following:

· Key Points:

· Describe your selected disorder, as well as associated alterations. Explain the pathophysiology of the alterations, including changes that occur in at least two body systems.

· Explain how genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as diagnosis and treatment of your selected disorder.

· Construct a mind map for the disorder you selected. Include the epidemiology, pathophysiology of alterations, risk factors, and clinical presentation, as well as the diagnosis and treatment of the disorder.

Due 01/25/2018 Thursday…Please see key points for slide presentation…Thanks

Examining alterations associated with disorders, and the impact of the alterations on multiple body systems

/in /by

Assignment 2: The Pathophysiology of Disorders

During the last 5 weeks, you have explored various body systems: neurological, cardiovascular, respiratory, and hematological. These four systems work together along with other body systems to complete a myriad of functions. For this reason, when disorders occur within one body system, it can create potentially devastating effects throughout the entire body. For instance, Parkinson’s disease is a disorder of the central nervous system, yet its alterations actually affect multiple body systems from the cardiovascular system to the gastrointestinal system. In this Assignment, you examine alterations associated with disorders, as well as the impact of the alterations on multiple body systems.

To Prepare

· From the list below, select a disorder of interest to you:

· Alzheimer’s disease

· Asthma in children

· Chronic obstructive pulmonary disease (COPD)

· Congestive heart failure

· Hepatic disease (liver disease)

· Hypertension

· Hyperthyroidism and hypothyroidism

· Seizures

· Sepsis

·

· Identify alterations associated with your selected disorder. Consider the pathophysiology of the alterations. Think about how these alterations produce pathophysiological changes in at least two body systems.

· Reflect on how patient factors such as genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as the diagnosis and treatment of your selected disorder. 

· Review the “Mind maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct a mind map for the disorder you selected. Consider the epidemiology and clinical presentation of your selected disorder.

To Complete

Develop a 10-slide PowerPoint presentation that addresses the following:

· Key Points:

· Describe your selected disorder, as well as associated alterations. Explain the pathophysiology of the alterations, including changes that occur in at least two body systems.

· Explain how genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as diagnosis and treatment of your selected disorder.

· Construct a mind map for the disorder you selected. Include the epidemiology, pathophysiology of alterations, risk factors, and clinical presentation, as well as the diagnosis and treatment of the disorder.

Due 01/25/2018 Thursday…Please see key points for slide presentation…Thanks

The impact of a disaster through the lens of an epidemiologist

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Applied Epidemiology

On September 11, 2001, terrorist attacks created a grave disaster that included the destruction of the World Trade Center in New York. The day after 9/11, epidemiologists were asked to assess the environment around Ground Zero for potential hazards that might put those engaged in rescue and recovery at risk of harm. Beside the dust, what toxins might be in the air? Was the air quality safe or should rescue workers wear canister respirators or particle masks? What other protections might be necessary in the days following the disaster?

In this Discussion, you will look at the impact of a disaster through the lens of an epidemiologist, addressing such questions as, “What epidemiological considerations arise in the wake of a disaster? And, what makes disaster planning or emergency preparedness effective in terms of mitigating or preventing negative aftereffects?”

To prepare:

  • Identify      a disaster that led to a population health issue. Consider this disaster      through the lens of an epidemiologist, using the information presented in      the Learning Resources to examine the epidemiological considerations      resulting from the disaster. Conduct additional research as necessary      using the Walden Library and credible websites.
  • Ask      yourself, “What factors made the community’s and/or nation’s response      effective or ineffective? What aspects of disaster planning or emergency      preparedness did the community have in place that helped it cope with the      disaster and resulting population health issue?”

By tomorrow 05/08/2018 10 pm, write a minimum of 550 words in APA format with at least 3 scholarly references from the list of required readings below. Include the level one headings as numbered below”

Post a cohesive scholarly response that addresses the following:

1) Identify the disaster and resulting population health issue.

2) Describe the epidemiological considerations resulting from this disaster. Support your response with specific examples and evidence from the literature.

3) Discuss the factors that made the community’s and/or nation’s response effective or ineffective.

Required Readings

Nash, D. B., Fabius, R. J., Skoufalos, A., Clarke, J. L. & Horowitz, M. R. (2016). Population health: Creating a culture of wellness (2nd ed). Burlington, MA: Jones & Bartlett Learning.

Chapter 15, “Risk Management and Law”

This chapter discusses the role of the U.S. legal system to foster the health of populations with emphasis on the U.S. Supreme Court’s decision on the Patient Protection and Affordable Care Act.

Chapter 16, “Making the Case for Population Health Management: The Business Value of Better Health”

This chapter explores why good health is good business, the cost of good health and the potential provide to be realized when workforce health is improved.

Chapter 3, “Policy Implications for Population Health: Health Promotion and Wellness”

The chapter provides an overview of the intricacies of federal policy making and the key policy components necessary to advance the health of populations.

Chapter 5, “The Political Landscape in Relation to the Health and Wealth of Nations”

The chapter describes the relationship between national health and population health and the constitutional structures that influence health policy.

Chapter 20, “The Future of Population Health at the Workplace: Moving Upstream”

This chapter focuses on the future of population health in the workplace and the new knowledge that is driving future trends in population health.

Admi, H., Eilon, Y., Hyams, G., & Utitz, L. (2011). Management of mass casualty events: The Israeli experience. Journal of Nursing Scholarship, 43(2), 211–219.

This article examines the Israeli model of emergency preparedness and management, including nurses’ clinical and managerial involvement in mass casualty events.

Beam, E. L., Boulter, K. C., Freihaut, F., Schwedhelm, S., & Smith, P. W. (2010). The Nebraska experience in biocontainment patient care. Public Health Nursing, 27(2), 140–147.

Nurses are often on the front lines when emergencies happen. This article examines public health planning and management strategies for infectious disease outbreaks and bioterrorism attacks.

Honoré, P. A., Wright, D., Berwick, D. M., Clancy, C. M., Lee, P., Nowinski, J., & Koh, H. K. (2011). Creating a framework for getting quality into the public health system. Health Affairs, 30(4), 737–745.

In this article, the authors examine health care reform and the Affordable Care Act in light of public health’s priorities of improving population health.

Sprung, C. L., Cohen, R., & Adini, B. (2010). Chapter 1. Introduction. Recommendations and standard operating procedures for intensive care unit and hospital preparations for an influenza epidemic or mass disaster. Intensive Care Medicine, 36(Supplement 1), S4–S10.

This reading describes the efforts put forth as a result of a task force established by the European Society of Intensive Care Medicine in December 2007. The chapter examines the purpose and development of standard operating procedures (SOPs) to better address population needs during an infectious disease breakout or disaster.

Richards, G. A., & Sprung, C. L. (2010). Chapter 9. Educational process. Recommendations and standard operating procedures for intensive care unit and hospital preparations for an influenza epidemic or mass disaster. Intensive Care Medicine, 36(Supplement 1), S70–S79.

As noted in this chapter, planning and education are imperative to adequately prepare intensive care units (ICUs) and hospitals for an influenza pandemic or mass disaster. The authors provide standard operating procedures (SOPs) and recommendations.

Federal Emergency Management Agency. (2011). Retrieved from http://www.fema.gov/

Explore the Federal Emergency Management Agency website, whose mission is to “support our citizens and first responders to ensure that as a nation we work together to build, sustain, and improve our capability to prepare for, protect against, respond to, recover from, and mitigate all hazards.”

Required Media

Laureate Education (Producer). (2012). Epidemiology and population health: Population health issues, part 1 [Video file]. Baltimore, MD: Author.

In part 1 of this week’s media, the presenters discuss how epidemiology can be utilized to improve population health.

Laureate Education (Producer). (2012). Epidemiology and population health: Population health issues, part 2 [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 3 minutes.

In part 2, Dr. Hull discusses lessons learned from global efforts to eradicate polio.

Communication and collaboration strategies for a new interprofessional team that will work together on challenging cases

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ITS IMPORTANT TO MEET THE COMPETENCES !

In 3–5 pages, develop recommendations for a team charter and provide communication and collaboration strategies for a new interprofessional team that will work together on challenging cases.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Explain strategies for effective interprofessional teamwork and collaboration in health care delivery.       
    • (IMPORTANT) -Explain methods to establish ground rules and set expectations for interprofessional team collaboration.
    • (IMPORTANT) -Describe best practices for interprofessional team collaboration.
    • (IMPORTANT) -Explain the benefits and limitations of different forms of communication for an interprofessional team.
  • Competency 3: Develop evidence-based nursing interventions to address specific problems and enable systemic change.       
    • (IMPORTANT) -Describe evidence-based conflict resolution strategies for interprofessional teams.
  • Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations of a nursing professional.       
    • (IMPORTANT) -Write content clearly and logically, with correct use of grammar, punctuation, and mechanics. Use correct APA format.

Assessment Instructions 

Preparation

Use the Capella library and the Internet to research examples of interprofessional team charters, communication strategies and conflict resolution strategies for teams, and methods and technologies used in team communication.

Requirements

You have been charged with facilitating the launch of an interprofessional team that will work together on a number of challenging cases. The team members will come from several different areas within the organization. The team is expected to have its orientation meeting in two weeks and then work together collaboratively for the next six months. Your first task is to develop recommendations for a team charter that will help the group establish ground rules and decide who will lead the team. You also need to help the team with communication and collaboration strategies.

This assessment has two distinct sections: Team Charter Recommendations and Communication and Collaboration Strategies. Provide thorough and detailed recommendations and support your recommendations using examples, references, and citations from your research.

For the Team Charter Recommendations:

  • Explain methods to establish ground rules and set expectations. How might differences in personality, expectations, and experience affect team efficiency?
  • Describe conflict resolution strategies for interprofessional teams.
  • Identify effective ways to address issues of team leadership. How will the team decide who will lead them? What happens if the team leader is ineffective?

For the Communication and Collaboration Strategies:

  • Describe best practices for effective interprofessional collaboration. What types of technology can be used to support collaboration?
  • Explain the benefits and limitations of different communication strategies such as e-mail, text, voice mail, and face-to-face. When is it appropriate to use each type of communication?

This assessment should be 3–5 pages in length, not including the title page and reference page. Use at least three resources to support your recommendations, and follow APA guidelines for style and format.

Additional Requirements

  • Include a title page and reference page.
  • Reference at least three current scholarly or professional resources.
  • Use APA format.
  • Use Times New Roman font, 12 point.
  • Double space.

How to identify appropriate sources of data and evaluate the literature to identify trends that may have an impact on nursing and health care

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Week 5: Forecasting

It is far better to foresee even without certainty than not to foresee at all.  — Henri Poincaré, The Foundations of Science

All strategic ventures involve uncertainty, as it is difficult to ascertain what the future holds. By collecting and evaluating data from the past and present, analyzing trends, and making predictions about what is to come, leader-managers can help groups and organizations to mitigate the risk inherent in an uncertain future. This process, known as forecasting, is a critical part of strategic planning. It allows groups and organizations to identify potential challenges and opportunities for change.

This week, you examine forecasting, including how to identify appropriate sources of data and evaluate the literature to identify trends that may have an impact on nursing and health care. You consider how leader-managers can use forecasting to identify unmet needs.

Also this week, you preview the Course Project: Developing a Strategic Plan.

Learning Objectives

Students will:

· Analyze future trends in health care

· Analyze historical data and forecasts to identify opportunities for change*

· Identify topic for a culminating project* *These Learning Objectives assigned this week will be assessed in Week 7

Photo Credit: PBNJ Productions/Blend Images/Getty Images

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

Ursell, F. (2011). Care home funding: What to expect and what to do. Nursing & Residential Care, 13(2), 94–96.

Retrieved from the Walden Library databases.

This article provides an example of forecasting for the costs associated with running nursing and residential care homes and examines related future trends.

Weiss, R. (2010, Summer). The forecast for health care. Marketing Health Services, 30(3), 7.

Retrieved from the Walden Library databases.

The author describes predictions for future developments in health care.

Harding, S. (2012, November 15). Long-term forecasts are mostly worthless. Forbes. Retrieved from http://www.forbes.com/sites/greatspeculations/2012/11/15/long-term-forecasts-are-mostly-worthless/

The author addresses the notion that trends only continue until they are interrupted by change, so predictions rarely actualize as expected.

Peters, B. (2012, February 16). Healthcare forecast: Increasing clouds with a chance of dramatic improvement. Forbes. Retrieved from http://www.forbes.com/sites/bradpeters/2012/02/16/healthcare-forecast-increasing-clouds-with-a-chance-of-dramatic-improvement/

The author discusses a key technology-related trend in health care.

Document: Course Project: Developing a Strategic Plan—Overview (PDF)

Required Media

Laureate Education (Producer). (2013i). Trends in health care organizations [Video file]. Retrieved from https://class.waldenu.edu

Note: The approximate length of this media piece is 4 minutes.

Dr. Carol Huston discusses the dynamic nature of health care and trends that are impacting the industry.

Accessible player 

Optional Resources

Sare, M. V., & Ogilvie, L. (2010). Strategic planning for nurses: Change management in health care. Sudbury, MA: Jones and Bartlett.

· Review Chapter 7, “The Three Key Elements of the Strategic Planning Process: A Vision That Guides Nursing’s Future Action” (pp. 117–143)

Discussion: Trend Analysis and Forecasting

Green Hills Health System comprises a small community hospital and a primary care practice. Located in a rural area, the nearest large city is approximately 100 miles away. Individuals age 60 and older constitute one of the largest patient populations Green Hills serves. Recently, members of the nursing staff have noticed that the numbers of geriatric patients admitted to the hospital seem to be increasing. Many of these patients have multiple comorbidities and need specialty care that is not available through Green Hills Health System. Some of the patients have commented that they lack the financial resources and transportation required to travel to the large metropolitan health care center that provides a variety of specialty services.

Imagine that you are a nurse leader-manager in the organization described above. How could conducting an internal and external scan of the environment help you and your colleagues to identify opportunities for change moving forward? What literature sources would you consult to learn about trends and emerging issues that are likely to affect the organization? What data would you examine?

In this Discussion, you analyze trends that are likely to have a significant impact on nursing and health care in the coming years. You may use this Discussion to formulate initial thoughts related to trends and unmet needs that you might choose to address through the Course Project, which is introduced this week.

To prepare:

· Review the information on forecasting and trends in the Learning Resources.

· Conduct a search of the literature to investigate trends and emerging issues in nursing and health care. Evaluate the research evidence in the literature.

· Based on your research, identify three trends that are likely to impact nursing and health care in the coming decade.

· Select one of these trends on which to focus in greater detail. Then, conduct additional research and analyze evidence-based issues related to this trend.

· Based on your analysis, consider whether this trend creates or contributes to an unmet need that currently impacts, or will impact, a specific group, unit, or organization.