ADAPTIVE RESPONSE

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ADAPTIVE RESPONSE

Consider the following scenarios:

Scenario 1: Jennifer is a 2­year­old female who presents with her mother. Mom is concerned because Jennifer has been “running a temperature” for the last 3 days.  Mom says that Jennifer is usually healthy and has no significant medical history. She was in her usual state of good health until 3 days ago when she started to get fussy, would not eat her breakfast, and would not sit still for her favorite television cartoon. Since then she has had a fever off and on, anywhere between 101oF and today’s high of 103.2oF. Mom has been giving her ibuprofen, but when the fever went up to 103.2oF today, she felt that she should come in for evaluation. A physical examination reveals a height and weight appropriate 2­year­old female who appears acutely unwell.  Her skin is hot and dry. The tympanic membranes are slightly reddened on the periphery, but otherwise normal in appearance. The throat is erythematous with 4+ tonsils and diffuse exudates. Anterior cervical nodes are readily palpable and clearly tender to touch on the left side. The child indicates that her throat hurts “a lot” and it is painful to swallow. Vital signs reveal a temperature of 102.8oF, a pulse of 128 beats per minute, and a respiratory rate of 24 beats per minute ADAPTIVE RESPONSE.

Scenario 2: Jack is a 27­year­old male who presents with redness and irritation of his hands. He reports that he has never had a problem like this before, but about 2 weeks ago he noticed that both his hands seemed to be really red and flaky. He denies any discomfort, stating that sometimes they feel “a little bit hot,” but otherwise they feel fine. He does not understand why they are so red. His wife told him that he might have an allergy and he should get some steroid cream. Jack has no known allergies and no significant medical history except for recurrent ear infections as a child. He denies any traumatic injury or known exposure to irritants. He is a maintenance engineer in a newspaper building and admits that he often works with abrasive solvents and chemicals. Normally he wears protective gloves, but lately they seem to be in short supply so sometimes he does not use them. He has exposed his hands to some of these cleaning fluids, but says that it never hurt and he always washed his hands when he was finished ADAPTIVE RESPONSE.

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Scenario 3: Martha is a 65­year­old woman who recently retired from her job as an administrative assistant at a local hospital. Her medical history is significant for hypertension, which has been controlled for years with

hydrochlorothiazide. She reports that lately she is having a lot of trouble sleeping, she occasionally feels like she has a “racing heartbeat,” and she is losing her appetite. She emphasizes that she is not hungry like she used to be. The only significant change that has occurred lately in her life is that her 87­year­old mother moved into her home a few years ago. Mom had always been healthy, but she fell down a flight of stairs and broke her hip. Her recovery was a difficult one, as she has lost a lot of mobility and independence and needs to rely on her daughter for assistance with activities of daily living. Martha says it is not the retirement she dreamed about, but she is an only child and is happy to care for her mother. Mom wakes up early in the morning, likes to bathe every day, and has always eaten 5 small meals daily. Martha has to put a lot of time into caring for her mother, so it is almost a “blessing” that Martha is sleeping and eating less. She is worried about her own health though and wants to know why, at her age, she suddenly needs less sleep.

To prepare:

Review the three scenarios, as well as Chapter 6 in the Huether and McCance text. Identify the pathophysiology of the disorders presented in the scenarios, including their associated alterations. Consider the adaptive responses to the alterations. Review the “Mind Maps—Dementia, Endocarditis, and Gastro­oesophageal Reflux Disease (GERD)” media in this week’s Learning Resources. Then select one of the disorders you identified from the scenarios. Use the examples in the media as a guide to construct a mind map for the disorder you selected. Consider the epidemiology, pathophysiology, risk factors, clinical presentation, and diagnosis of the disorder, as well as any adaptive responses to alterations ADAPTIVE RESPONSE.

To complete:

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

Explain the pathophysiology of the disorders depicted in the scenarios, including their associated alterations. Be sure to describe the patients’ adaptive responses to the alterations. Construct a mind map of your selected disorder. Include the epidemiology, pathophysiology, risk factors, clinical presentation, and diagnosis of the disorder, as well as any adaptive responses to alterations.

 The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting ADAPTIVE RESPONSE.

Culturally Competent Planning

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Culturally Competent Planning

For this assignment, select a vulnerable population in your community and explain how health care can be affected by cultural, ethnic, and social backgrounds. Building on the skills that you practiced in your Unit 6 assignment, create a plan to promote health and wellness within your chosen population, using (and correctly citing) information from this week’s study activities and any additional resources that you find on your own as you research your chosen population. Paper length: 6-7 pages.

For the population, you can use Denver, and what risks, at-risk population we have. Inflation of the housing market, and not being compensated for the cost of living is just an example…but you’ll have to do a little research for our at-risk populations.

For your assignment:

  1. Identify your population, and explain why this specific population within your community qualifies as at-risk.
  2. Identify health concerns for this at-risk population.
  3. Identify existing resources in your community that serve and promote health for this specific underserved, at-risk population Culturally Competent Planning.
  4. Identify high-quality electronic sources of health care information to address the needs of your chosen population.
  5. Create an evidence-based plan to promote health and wellness in this at-risk population.
  6. Explain how culture, ethnicity, and social background may affect your health care plan and what strategies you would put in place to address these concerns.
  7. Follow the guidelines of APA writing style, using correct grammar, punctuation, and mechanics. Evaluate your work by reviewing it for clarity and logic.
  8. Correctly format citations (in-text and in your Reference list) using APA style Culturally Competent Planning.

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9.Culturally Competent Planning Scoring Guide

Culturally Competent Planning Scoring Guide Grading Rubric
Criteria Non-performance Basic Proficient Distinguished
Explain why a specific population in your community qualifies as at-risk.
13% 		Does not explain why a specific population in your community qualifies as at-risk. Partially explains why a specific population in your community qualifies as at-risk. Explains why a specific population in your community qualifies as at-risk population. Explains why a specific population in your community qualifies as at-risk, including insightful rationale.
Identify health concerns for an at-risk population.
13% 		Does not identify health concerns for an at-risk population. Identifies health concerns for an at-risk population, but explores or supports at a minimal level. Identifies health concerns for an at-risk population. Identifies health concerns for an at-risk population and supports the existence of the risk with data from multiple sources.
Identify existing resources in your community that serve an at-risk population.
13% 		Does not identify existing resources in your community that serve an at-risk population. Identifies existing resources in your community that serve an at-risk population, but explores or supports at a minimal level. Identifies existing resources in your community that serve an at-risk population. Identifies existing resources in your community that serve an at-risk population, and explores the contribution made to the community by those resources.
Identify high-quality electronic sources of health care information to address the needs of a diverse population.
12% 		Does not identify high-quality electronic sources of health care information to address the needs of a specific population. Identifies electronic sources of health care information, but sources are only marginally appropriate for the needs of the specific population. Identifies high-quality electronic sources of health care information to address the needs of the specific population. Identifies high-quality electronic sources of health care information to address the needs of the specific population, and explains the strengths and weaknesses of each source.
Create an evidence-based plan to promote health and wellness in an at-risk population.
17% 		Does not create an evidence-based plan to promote health and wellness in an at-risk population. Creates a plan to promote health and wellness in an at-risk population, but plan is supported by minimal evidence. Creates an evidence-based plan to promote health and wellness in an at-risk population. Creates an evidence-based plan to promote health and wellness in an at-risk population, using multiple sources of evidence that reflect a high level of support for the plan.
Create strategies to support plan implementation, addressing characteristics of culture, ethnicity, and social background that could affect the plan.
17% 		Does not create strategies to support plan implementation. Creates some strategies to support plan implementation, but does not sufficiently address characteristics of culture, ethnicity, and social background that could affect the plan. Creates strategies to support plan implementation, addressing characteristics of culture, ethnicity, and social background that could affect the plan. Creates strategies to support plan implementation, addressing characteristics of culture, ethnicity, and social background that could affect the plan, and expanding on and exploring the strategies and characteristics with details and examples.
Apply APA writing style to write clearly and logically, with correct use of grammar, punctuation, and mechanics.
10% 		Does not apply APA writing style to write clearly and logically, with correct use of formatting, grammar, punctuation, and mechanics. Partially applies APA writing style to write clearly and logically, with correct use of formatting, grammar, punctuation, and mechanics. Applies APA writing style to write clearly and logically, with correct use of formatting, grammar, punctuation, and mechanics. Applies APA writing style to write clearly and logically, with correct use of formatting, grammar, punctuation, and mechanics, with no errors.
Correctly format citations using APA style.
5% 		Does not correctly format citations using APA style. Partially formats citations using APA style. Correctly formats citations using APA style. Correctly formats citations using APA style, with no errors.

Please make sure to correctly site the reference page with the full reference Culturally Competent Planning.

REPORT ON PATHO

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REPORT ON PATHO

Consider the following scenarios:

Scenario 1:
Jennifer is a 2-year-old female who presents with her mother. Mom is concerned because Jennifer has been “running a temperature” for the last 3 days.  Mom says that Jennifer is usually healthy and has no significant medical history. She was in her usual state of good health until 3 days ago when she started to get fussy, would not eat her breakfast, and would not sit still for her favorite television cartoon. Since then she has had a fever off and on, anywhere between 101oF and today’s high of 103.2oF. Mom has been giving her ibuprofen, but when the fever went up to 103.2oF today, she felt that she should come in for evaluation. A physical examination reveals a height and weight appropriate 2-year-old female who appears acutely unwell.  Her skin is hot and dry. The tympanic membranes are slightly reddened on the periphery, but otherwise normal in appearance. The throat is erythematous with 4+ tonsils and diffuse exudates. Anterior cervical nodes are readily palpable and clearly tender to touch on the left side. The child indicates that her throat hurts “a lot” and it is painful to swallow. Vital signs reveal a temperature of 102.8oF, a pulse of 128 beats per minute, and a respiratory rate of 24 beats per minute REPORT ON PATHO.

Scenario 2:
Jack is a 27-year-old male who presents with redness and irritation of his hands. He reports that he has never had a problem like this before, but about 2 weeks ago he noticed that both his hands seemed to be really red and flaky. He denies any discomfort, stating that sometimes they feel “a little bit hot,” but otherwise they feel fine. He does not understand why they are so red. His wife told him that he might have an allergy and he should get some steroid cream. Jack has no known allergies and no significant medical history except for recurrent ear infections as a child. He denies any traumatic injury or known exposure to irritants. He is a maintenance engineer in a newspaper building and admits that he often works with abrasive solvents and chemicals. Normally he wears protective gloves, but lately they seem to be in short supply so sometimes he does not use them. He has exposed his hands to some of these cleaning fluids, but says that it never hurt and he always washed his hands when he was finished REPORT ON PATHO.

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Scenario 3:
Martha is a 65-year-old woman who recently retired from her job as an administrative assistant at a local hospital. Her medical history is significant for hypertension, which has been controlled for years with hydrochlorothiazide. She reports that lately she is having a lot of trouble sleeping, she occasionally feels like she has a “racing heartbeat,” and she is losing her appetite. She emphasizes that she is not hungry like she used to be. The only significant change that has occurred lately in her life is that her 87-year-old mother moved into her home a few years ago. Mom had always been healthy, but she fell down a flight of stairs and broke her hip. Her recovery was a difficult one, as she has lost a lot of mobility and independence and needs to rely on her daughter for assistance with activities of daily living. Martha says it is not the retirement she dreamed about, but she is an only child and is happy to care for her mother. Mom wakes up early in the morning, likes to bathe every day, and has always eaten 5 small meals daily. Martha has to put a lot of time into caring for her mother, so it is almost a “blessing” that Martha is sleeping and eating less. She is worried about her own health though and wants to know why, at her age, she suddenly needs less sleep.

To prepare:

  • Review the three scenarios, as well as Chapter 6 in the Huether and McCance text.
  • Identify the pathophysiology of the disorders presented in the scenarios, including their associated alterations. Consider the adaptive responses to the alterations.
  • Review the “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in this week’s Learning Resources. Then select one of the disorders you identified from the scenarios. Use the examples in the media as a guide to construct a mind map for the disorder you selected. Consider the epidemiology, pathophysiology, risk factors, clinical presentation, and diagnosis of the disorder, as well as any adaptive responses to alterations REPORT ON PATHO.

To complete:

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

  • Explain the pathophysiology of the disorders depicted in the scenarios, including their associated alterations. Be sure to describe the patients’ adaptive responses to the alterations.
  • Construct a mind map of your selected disorder. Include the epidemiology, pathophysiology, risk factors, clinical presentation, and diagnosis of the disorder, as well as any adaptive responses to alterations REPORT ON PATHO.

Comparative Psychotherapies

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Comparative Psychotherapies

Discussions are fundamental to shared learning, so please be sure to participate early and often! After you have completed the Reading, and without reviewing your classmate’s responses, post your initial response to the following Discussion. Your post should be at least 300-350 words in length and should extend the discussion of the group supported by your course materials and/or other appropriate resources. After you have submitted your initial post, review some of your classmates’ posts, and respond to at least 2 of your classmates. Your responses to others should be at least 100 words in length and substantive. Refer to your Discussion Board Rubric in your Syllabus for specific grading explanation.

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Topics

Family Therapy Case Study

Family Therapy Case Study

For this activity, watch the video: Family Therapy Case Study. Use the information in the scenario to answer the following questions:

Inez and Joseph are a married couple with a 7-year-old son, Leo. Leo is in second grade, but Leo has been refusing to go to school for several weeks Comparative Psychotherapies. Sometimes, Inez and Joseph are able to coax or force him to go to school, but other times, he stays home the entire day. Almost every school-day morning begins with Leo refusing to get dressed to go to school. Inez and Joseph have been unable to overcome this refusal, and if they try to dress him themselves, he squirms, runs out of the room, cries, and screams. Leo’s behavior has caused significant strain on the marriage. Inez and Joseph frequently and intensely argue about the ideal way to handle Leo. Generally, Inez is more sympathetic and concerned about exploring underlying roots of his behavior, whereas Joseph prefers to make hard-and-fast rules or demands that will force Leo to behave more appropriately regarding of any underlying causes. There is significantly more hostility and less warmth in the home since Leo began this behavior, and Inez and Joseph are concerned that the problem is not improving. They seek the help of Dr. Gollum, a clinical psychologist who practices family therapy.

  • Which approach to family therapy would be ideal for this family (e.g., structural, solution-focused, Bowenian)? Explain your thoughts and support your choices with aspects of the text or other scholarly sources.
  • Is family therapy preferable to other options, such as individual therapy for Leo or parent training for Inez and Joseph? Explain your thoughts and support your choices with aspects of the text or other scholarly sources.
  • What would be the most valid measure of psychotherapy outcome for this case? Explain your thoughts and support your choices with aspects of the text or other scholarly sources.

Cite your textbook and online source(s) according to APA format. Be sure to include both an in-text citation for each scholarly source, and also a complete reference citation at the end of your post or paper. You will find a review of how to cite your scholarly sources using APA format in “APA Quick Reference” under Course Home  Comparative Psychotherapies.

REPORT ON HYPERTENSION

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REPORT ON HYPERTENSION
In clinical settings, advanced practice nurses frequently use various strategies to treat and manage patients with hypertension and other cardiovascular disorders. These strategies often include pharmacologic and nonpharmacologic therapies, natural remedies, and/or changes in patient behavior. For hypertension patients, behavioral changes including increased exercise, healthier diet, and smoking cessation have proven to be particularly beneficial. However, it is important to recognize that treatment and management plans centered around changes in behavior often require greater patient commitment. This creates the need for patient-provider collaboration, as well as appropriate patient education. When patients are actively involved in their own care and better understand implications of their disorders, they are more likely to adhere to treatment plans REPORT ON HYPERTENSION.

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To prepare:

•Review Part 11 of the Buttaro et al. text and the National Heart Lung Blood Institute article in this week’s Learning Resources.

•Reflect on your Practicum Experiences and observations. Select a case from these experiences that involves a patient who presented with a hypertension problem. When referring to your patient, make sure to use a pseudonym or other false form of identification. This is to ensure the privacy and protection of the patient.

•Think about the patient’s history including drug treatments and behavioral factors such as diet, exercise, smoking, etc.

•Review the National Heart Lung Blood Institute article in the Learning Resources. Reflect on health promotion strategies for the patient. Consider ways to reinforce hypertension management.

Post  1 to 2 pages on : Choose your own patient and a description of a patient who presented with a hypertension problem during your Practice as a nurse practitioner  Experience. Explain the patient’s history including drug treatments and behavioral factors. Then, suggest two health promotion strategies for the patient. Include suggestions for reinforcing hypertension management.

REFERENCE/RESOUECES

Buttaro, T. M., Trybulski, J., Polgar Bailey, P., & Sandberg-Cook, J. (2013). Primary care: A collaborative practice (4th ed.). St. Louis, MO: Mosby.

 ◦Part 11, “Evaluation and Management of Cardiovascular Disorders” (pp. 487–611)

Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Mosby.

 ◦Chapter 26, “Recording Information

National Heart Lung and Blood Institute. (2002). Primary prevention of hypertension: Clinical and public health advisory from the National High Blood Pressure Education Program. Retrieved from http://www.nhlbi.nih.gov/files/docs/resources/heart/pphbp.pdf

American Heart Association. (n.d.). Retrieved November 28, 2012, from http://www.heart.org/HEARTORG REPORT ON HYPERTENSION. 

Application: Taking a Stand

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Application: Taking a Stand

Effective leaders have a high degree of self-awareness and know how to leverage their strengths in the workplace. Assessments are a valuable tool that professionals can use to learn more about themselves and consider how their temperament and preferences influence their interactions with others.

As you engage in this learning process, it is important to remember that everyone—regardless of temperament type or related preferences—experiences some challenges with regard to leadership. The key to success is being able to recognize and leverage your own strengths while honoring differences among your colleagues.

At some point in your leadership career, you will encounter an ethical or moral dilemma that requires you to take a stand and defend your position.

For this Assignment, you evaluate an issue and consider how you could act as a moral agent or advocate, facilitating the resolution of the issue for a positive outcome Application: Taking a Stand.

To prepare:

  • Consider the examples of leadership demonstrated in this week’s media presentation and the other Learning Resources.
  • To further your self-knowledge, you are required to complete the Kiersey Temperament as indicated in this week’s Learning Resources. Consider your leadership style, including your strengths for leading others and include your results from Kiersey Temperament Sorter to describe potential challenges related to your leadership style.

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  • Mentally survey your work environment, or one with which you are familiar, and identify a timely issue/dilemma that requires you to perform the leadership role of moral agent or advocate to improve a situation (e.g., speaking or acting on behalf of a vulnerable patient, the need for appropriate staffing, a colleague being treated unfairly).
  • What ethical, moral, or legal skills, dispositions, and/or strategies would help you resolve this dilemma? Define the differences between ethical, moral, and legal leadership Application: Taking a Stand.
  • Finally, consider the values and principles that guide the nursing profession; the organization’s mission, vision, and values; the leadership and management competencies addressed in this course; and your own values and reasons for entering the profession. What motivation do you see for taking a stand on an important issue even when it is difficult to do so?

To complete:

Write a 4 to 5 page paper (page count does not include title and reference page) that addresses the following:

  • Introduce the conceptual frameworks of the ethical constructs of ethics, moral, or legal standards and the purpose of the paper.
  • Consider  an ethical, moral, or legal dilemma that you have encountered in your work environment and describe it.
  • Analyze the moral, ethical, and legal implications utilized in this situation. Describe your role as a moral agent or advocate for this specific issue.
  • Consider your leadership styles identified by your self-assessment and determine if they act as a barrier or facilitation during this dilemma Application: Taking a Stand. 

REPORT ON DIABETES

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REPORT ON DIABETES

According to the American Diabetes Association (2011), 25.8 million children and adults have been diagnosed with diabetes in the United States. Approximately 2 million more are diagnosed every year, with another 79 million people considered to be in a pre-diabetes state. These millions of people are at risk of several alterations, including heart disease, stroke, kidney failure, neuropathy, and blindness. Since diabetes has a major impact on the health of millions of people around the world, it is essential for nurses to understand the pathophysiology and associated alterations of this disorder. In this Discussion, you compare two types of diabetes—diabetes mellitus and diabetes insipidus REPORT ON DIABETES.

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To prepare for this Discussion:

  • Review Chapter 18 in the Huether and McCance text and Chapter 18 in the McPhee and Hammer text. Identify the pathophysiology of diabetes mellitus and diabetes insipidus. Consider the similarities and differences between resulting alterations of hormonal regulation.
  • Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Think about how the factors you selected might impact the diagnosis and prescription of treatment for these two types of diabetes.

Post on or before Day 3 an explanation of the pathophysiology of diabetes mellitus and diabetes insipidus. Describe the differences and similarities between resulting alterations of hormonal regulation. Then explain how the factors you selected might impact the diagnosis and prescription of treatment for these two types of diabetes REPORT ON DIABETES. 

DRUG ADDICTION

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DRUG ADDICTION

 Write a 4-5 page paper (typed, double spaced) explaining alcohol/drug addiction or dependency. Use this rubric and make sure to include certain required information. Use at least 4 credible sources of information and include this in the APA Style bibliography.

Define Addiction/Dependency     Define Addiction and also define dependency (cite sources of definition) Explain the differences between use, abuse and addiction/dependence  3 points  6 points
Signs and Symptoms of Addiction Describe the physical and psychological features of addiction/dependency. What specific characteristics are factors of addiction/dependency? 8 points
Theory or Theories Describe the Disease Model of addiction and at least 2 other theories that underlie dependency 9 points
Resources/Bibliography Properly cite at least 4 credible sources of information DRUG ADDICTION. 4 points 

 

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  1. Introduce an overview of a healthcare system practice guideline, preferably where you work or have worked.
  2. Discuss how different professionals in the healthcare system (nurses, pharmacists, technicians, etc.) are held to this guideline.
  3. Identify the research/reference used by the system to adopt the guideline.
  4. Define the evidence used to define the guideline.
  5. Determine the level of evidence used in the EBP identified.
  6. Provide an opinion on how well this guideline is followed by professionals in the system.
  7. Conclude with a concise overview of the guideline and the discussion in the paper.
  8. Write the paper in 8–10 pages, using APA format DRUG ADDICTION

 

The Impact Of Vitamins D On Primary Osteoporosis On Woman

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The Impact Of Vitamins D On Primary Osteoporosis On Woman

The paper should

1.    Give an overview over questions currently investigated regarding the nutrient of choice, with detailed description of areas where the disease process is affected,

2.    Explain research results described in the literature and the methods used to obtain those results,

3.    List open questions that need to be addressed by research,

4.    Suggest a protocol to examine one of the open questions (see below),

5.    List all references, including at least 5 articles of original research on the topic,

6.    Be presented with visual support on no more than 15 power point slides, made available on the discussion board in the appropriate forum The Impact Of Vitamins D On Primary Osteoporosis On Woman,

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7.    Be handed in electronically as .pdf or Word document, typed with cover sheet on or before the due date. Articles that are not freely accessible must be handed in as .pdf files accompanying the main document

8.    For the protocol suggestion,

9.    Use the format of a research article (read one for an example):

10.The literature research will provide the background,

11.Suggest a null hypothesis and a working hypothesis,

12.Include 3 specific aims you want to achieve with the study, (i.e. questions that have a yes/no answer, and the answer will be provided by the tests you suggest. This part is very similar to the results part of a research article)

13.Suggest a design (statistical details not required), including, but not limited to, population, subdivision into groups, assays, and the data to be collected, to disprove the null hypothesis

14.For intervention studies, the intervention must be included,

Explain how to analyze results to achieve your aims The Impact Of Vitamins D On Primary Osteoporosis On Woman. 

NURSE LEADERSHIP

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NURSE LEADERSHIP

Throughout your career, you will work with many people who display differing leadership styles. As a nurse leader, it is imperative that you communicate well and get along with those whose leadership style does not align with your preferences. It is also important to understand your own leadership style, as this can prompt insight into how others relate to you and what skills you may need to develop as your leadership responsibilities grow.

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To prepare:

  • Review the information in the Learning Resources, including the leadership styles identified in Chapter 2 of the course text.
  • Bring to mind a leader in your organization or one with which you are familiar. Would you describe his or her style as authoritative, democratic, or laissez-faire? Why?
  • Which characteristics or approaches demonstrated by this person would you integrate into your own leadership style? Which ones would you prefer not to integrate?
  • Think about how this leader’s style and resulting interactions may impact health care quality and patient outcomes NURSE LEADERSHIP.

Post

1) A description of a leader, distinguishing his or her style as authoritative, democratic, or laissez-faire.

2) Describe the characteristics that inform your perception

3)  Explain which ones you would integrate into your own leadership style, as well as which ones you would prefer not to integrate.

4) Explain at least one potential effect of this leadership style on health care quality and patient outcomes NURSE LEADERSHIP.