1.Discuss the difference between each medication.

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Cardiovascular Medication Discussion. This is for a discussion post. There are TWO parts to this postThere are numerous medications to treat disorders of the cardiovascular system. Below are just fou

Cardiovascular Medication Discussion. 

This is for a discussion post. There are TWO parts to this post

There are numerous medications to treat disorders of the cardiovascular system. Below are just four of the medication categories used to treat hypertension.

Diuretics

ACE inhibitors

Calcium Channel Blockers

Vasodilators

1.Discuss the difference between each medication.

2. Choose from one of the four categories listed above. Provide an example patient scenario (can be from your own experience as a nurse) where a patient would be treated with the class of medication you chose from the four listed above. You only need to provide one scenario, but make sure it is using a medication that correlates to one of the four classes above.

For example…

Patient A has _________ diagnosis. His baseline BP is _______. The physician would most likely prescribe this class of medication ___________ and more specifically this drug ________.

Of course, this is just an example to get you started. 

Please elaborate on your patient scenarios and support your statements with evidenced based literature.

Pleas provide at least two references in APA format 

Cardiovascular Medication Discussion. This is for a discussion post. There are TWO parts to this postThere are numerous medications to treat disorders of the cardiovascular system. Below are just fou

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Cardiovascular Medication Discussion. This is for a discussion post. There are TWO parts to this postThere are numerous medications to treat disorders of the cardiovascular system. Below are just fou

Cardiovascular Medication Discussion. 

This is for a discussion post. There are TWO parts to this post

There are numerous medications to treat disorders of the cardiovascular system. Below are just four of the medication categories used to treat hypertension.

Diuretics

ACE inhibitors

Calcium Channel Blockers

Vasodilators

1.Discuss the difference between each medication.

2. Choose from one of the four categories listed above. Provide an example patient scenario (can be from your own experience as a nurse) where a patient would be treated with the class of medication you chose from the four listed above. You only need to provide one scenario, but make sure it is using a medication that correlates to one of the four classes above.

For example…

Patient A has _________ diagnosis. His baseline BP is _______. The physician would most likely prescribe this class of medication ___________ and more specifically this drug ________.

Of course, this is just an example to get you started. 

Please elaborate on your patient scenarios and support your statements with evidenced based literature.

Pleas provide at least two references in APA format 

In Huston’s (2010) brief, but impressive article (required reading this week), the author outlines several leadership competencies that EVERY nurse leader will need for 2020. That year is not too fa

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In Huston’s (2010) brief, but impressive article (required reading this week), the author outlines several leadership competencies that EVERY nurse leader will need for 2020. That year is not too fa

In Huston’s (2010) brief, but impressive article (required reading this week), the author outlines several leadership competencies that EVERY nurse leader will need for 2020. That year is not too far in the future, is it?

  1. Select one of the eight leadership competencies Huston described and relate it to your own leadership of nurses and nursing. This should promote a robust discussion as we come from different clinical and nonclinical perspectives.
  2. Discuss how the BSN-prepared nurse can assist a nurse leader in the budgeting process by contributing data readily available to the staff nurse.

Huston, C. (2010). What skills will the nurse leaders of 2020 need? (2010). Kai Tiaki Nursing New Zealand, 16(6), 14–15. Retrieved from https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105060080&site=ehost-live&scope=site (Links to an external site.)Links to an external site.

Texbook:  

Textbook :  Finkelman, A., 2016 Leadership and Management for Nurses: Core Competencies for Quality Care (3rd Edition), Pearson Learning Solutions, Boston, MA 

& two scholarly resources

6. Develop a PowerPoint slideshow consisting of 8-10 slides. Include the following, keeping in mind what all this data means.

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PurposeThe purpose of this PowerPoint presentation is to locate and compare performance measurement data on common health conditions for the hospitals in your area. You will investigate the Centers fo

Purpose

The purpose of this PowerPoint presentation is to locate and compare performance measurement data on common health conditions for the hospitals in your area. You will investigate the Centers for Medicare and Medicaid Services websites and locate the section called Hospital Compare. There you will find data for hospitals within a 50-mile radius of the community where you are working or had your prelicensure clinical experiences. You will prepare a PowerPoint presentation and share the results of your findings. Opportunities for improving performance measurement indicators will be shared.

Directions

1. Review information found on the following website related to hospital compare http://www.cms.gov/Medicare/Quality-Initiatives-Patient-Assessment-Instruments/HospitalQualityInits/HospitalCompare.html (Links to an external site.)Links to an external site.

2. Read the information carefully and then locate the following website. http://www.medicare.gov/hospitalcompare (Links to an external site.)Links to an external site.

3. Search for hospitals within a 50-mile radius of the community where you are working or had your prelicensure clinical experiences. Type in your zip code. Select your hospital and two others. Select hospitals/facilities and choose compare. If you live in a remote area and there are no hospitals listed within a 50-mile radius, select a zip code for a family member or a close friend who does not live near you. The idea is to review comparative data.

4. Click on the following topics to learn more.

a. Survey of patient’s experiences

b. Timely and effective care (focus your search on two of the conditions that apply to services provided at the hospitals)

c. Readmissions, complications, and deaths

5. Carefully read the information provided.

6. Develop a PowerPoint slideshow consisting of 8-10 slides. Include the following, keeping in mind what all this data means.

a. Title slide with information pertinent to the course.

b. List reasons to recommend the website Hospital Compare to consumers (patients).

c. List reasons to recommend the website Hospital Compare to staff who may seek employment.

7. For the slides below, clearly label the name of each hospital:

a. Summarize patient experiences data for each hospital.

b. Summarize timely and effective care data for two conditions.

c. Summarize data for readmissions and complications and deaths.

d. List recommendations for improving data for one selected facility.

e. Summarize what you learned from this experience.

8. Tutorial: For those not familiar with the development of a PowerPoint slideshow, the following link to the Microsoft website may be helpful. http://office.microsoft.com/en-us/support/training-FX101782702.aspx (Links to an external site.)Links to an external site. The Chamberlain Student Success Strategies (SSPRNBSN) offers a module on Computer Literacy that contains a section on PowerPoint. The link to SSPRNBSN may be found in the course list in the student portal.

9. You are required to complete the assignment using the productivity tools required by Chamberlain University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.pptx” format. A later version of the productivity tool includes Office 365, which is available to Chamberlain students for FREE by downloading from the student portal at http://my.chamberlain.edu (Links to an external site.)Links to an external site.. Click on the envelope at the top of the page.

Textbook :  Finkelman, A., 2016 Leadership and Management for Nurses: Core Competencies for Quality Care (3rd Edition), Pearson Learning Solutions, Boston, MA 

Best Practices in Preparing PowerPoint Presentations:

The following are best practices in preparing this presentation.

-Be creative.

-Incorporate graphics, clip art, or photographs to increase interest.

-Make easy to read with short bullet points and large font.

-Review directions thoroughly.

– Zip Code to use: 10004

The needs of the pediatric patient differ depending on age, as do the stages of development and the expected assessment findings for each stage. In a 600-700-word paper, examine the needs of a school-

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The needs of the pediatric patient differ depending on age, as do the stages of development and the expected assessment findings for each stage. In a 600-700-word paper, examine the needs of a school-

The needs of the pediatric patient differ depending on age, as do the stages of development and the expected assessment findings for each stage. In a 600-700-word paper, examine the needs of a school-aged child between the ages of 5 and 12 years old and discuss the following:

  1. Compare the physical assessments among school-aged children. Describe how you would modify assessment techniques to match the age and developmental stage of the child.
  2. Choose a child between the ages of 5 and 12 years old. Identify the age of the child and describe the typical developmental stages of children that age.
  3. Applying developmental theory based on Erickson, Piaget, or Kohlberg, explain how you would developmentally assess the child. Include how you would offer explanations during the assessment, strategies you would use to gain cooperation, and potential findings from the assessment.

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 LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

· What necessary information would need to be obtained about the patient through health assessments and diagnostic tests?

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Assignment: Ethical ConcernsAs an advanced practice nurse, you will run into situations where a patient’s wishes about his or her health conflict with evidence, your own experience, or a family’s

Assignment: Ethical Concerns

As an advanced practice nurse, you will run into situations where a patient’s wishes about his or her health conflict with evidence, your own experience, or a family’s wishes. This may create an ethical dilemma. What do you do when these situations occur?

In this Assignment, you will explore evidence-based practice guidelines and ethical considerations for specific scenarios.

Scenario 1:

The parents of a 5-year-old boy have accompanied their son for his required physical examination before starting kindergarten. His parents are opposed to him receiving any vaccines.

Scenario 2:

A 49-year-old woman with advanced stage cancer has been admitted to the emergency room with cardiac arrest. Her husband and one of her children accompanied the ambulance.

Scenario 3:

A 27-year-old man with Crohn’s disease has been admitted to the emergency room with an extreme flare-up of his condition. He explains that he has not been able to afford his medications for the last few months and is concerned about the costs he may incur for treatment.

Scenario 4:

A single mother has accompanied her two daughters, aged 15 and 13, to a women’s health clinic and has requested that the girls receive a pelvic examination and be put on birth control. The girls have consented to the exam but seem unsettled.

Scenario 5:

A 17-year-old boy has come in for a check-up after a head injury during a football game. He has indicated that he would like to be able to play in the next game, which is in 3 days.

Scenario 6:

A 12-year-old girl has come in for a routine check-up and has not yet received the HPV vaccine. Her family is very religious and believes that the vaccine would encourage premarital sexual activity.

Scenario 7:

A 57-year-old man who was diagnosed with motor neuron disease 2 years ago is experiencing a rapid decline in his condition. He prefers to be admitted to the in-patient unit at a hospice to receive end-of-life care, but his wife wants him to remain at home.

To prepare:

· Select one scenarios, and reflect on the material presented throughout this course.

· What necessary information would need to be obtained about the patient through health assessments and diagnostic tests?

· Consider how you would respond as an advanced practice nurse. Review evidence-based practice guidelines and ethical considerations applicable to the scenarios you selected.

To complete:

Write a detailed one-page narrative (not a formal paper) explaining the health assessment information required for a diagnosis of your selected patient (include the scenario number). Explain how you would respond to the scenario as an advanced practice nurse using evidence-based practice guidelines and applying ethical considerations. Justify your response using at least 3 different references from current evidence based literature.

2) Identify at least one professional journal (e.g. Oncology Nursing Forum, American Journal of Health Education etc…) in which you could publish the results of your program design and evaluation.

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Assignment 1  Disseminating Results Take a minute to think about the health-promotion and disease-prevention issue you chose to focus on at the outset of this course. Now bring to mind the problem an

Assignment 1  

Disseminating Results Take a minute to think about the health-promotion and disease-prevention issue you chose to focus on at the outset of this course. Now bring to mind the problem and target population you identified. The program design and evaluation planning you have engaged in throughout this course have served an important purpose—not only of furthering your own knowledge and expertise, but of contributing toward an understanding of these significant topics and furthering collective progress toward important goals. 

As a DNP-prepared nurse, you have an ethical and professional obligation to disseminate findings. This Discussion seeks to facilitate your professional growth by asking you to assess and reflect on the success of your program design, the challenges you have encountered, and the ethical considerations that may warrant additional attention. 

To prepare:

  • How has your understanding of the      national health-promotion and disease-prevention issue and your selected      problem and target population developed over the past several weeks? How      has your perception changed, if at all?
  • Critically evaluate the pros and cons      of the program you have designed. Based on what you have learned in this      course, as well as your professional experiences, do you think your      program would address the problem for the target population? Would the      benefits outweigh the costs?
  • Examine the ethical implications of      the program you have designed. What questions, concerns, and/or insights      do you have?
  • As a nurse engaged in advance      practice, which venues would be viable for disseminating the results of      your program design and evaluation? What audience would be most interested      in these findings? Identify at least one professional journal to which you      could publish the results of your program design and evaluation, as well      as at least one other venue for disseminating results.

By tomorrow Tuesday 2/5/19 8 am, write a minimum of 550 words essay in APA format with at least 3 scholarly references. Include the level 1 headers as numbered below:

Post a cohesive scholarly response that addresses the following:

1) Assess your program design and evaluation, including the ethical implications of the program you have developed.

2) Identify at least one professional journal (e.g. Oncology Nursing Forum, American Journal of Health Education etc…) in which you could publish the results of your program design and evaluation.

3) Describe at least one other venue that could provide a valuable forum for disseminating results.

Required Readings

Abualula, N., Jacobsen, K., Milligan, R., Rodan, M., & Conn, V. (2016). Evaluating diabetes educational interventions with a skill development component in adolescents with type 1 diabetes: A systematic review focusing on quality of life. Diabetes Nurse Educator, 42(5), 515–527.

Reynolds, N., Satyanarayana, V., Duggal, M., Varghese, M., Liberti, L., Singh, P., Ranganathan, M., Jeon, S., & Chandra, P. (2016). The citation is missing the article title. MAHILA: a protocol for evaluating a nurse-delivered mHealth intervention for women with HIV and psychosocial risk factors in India. BMC Health Services Research, 16,352 doi 10.1186/s12913-016-1605-1.

Reeves, M., Terranova, C., Erickson, J., Job, J., Brookes, D., McCarthy, N., Hickman, I., Lawler, S., Fjeldsoe, B., Healy, G., Winkler, E., Janda, M., Veerman, L., Ware, R., Prins, J., Vos, T., Demark-Wajnefried, W., & Eakin, E. (2016). Living well after breast cancer randomized controlled trial protocol: evaluating a telephone-delivered weight loss intervention versus usual care in women following treatment for breast cancer. BMC Cancer, 16, 830 doi 10.1186/s12885-016-2858-0.

Optional Resources

Ekebergh, M. (2007). Lifeworld-based reflection and learning: A contribution to the reflective practice in nursing and nursing education. Reflective Practice, 8(3), 331–343.

Assignment 2

Advancement of the Profession Throughout this course, you have been engaged in multiple intensive learning experiences: program design and evaluation assignments, a Practicum Experience. Although each of these endeavors is distinct, it can be beneficial to reflect on themes that emerge while participating in each one. What insights have you gained as a result of these experiences? 

As this course comes to a close, consider how what you have learned will help you move forward in the DNP program, as well as how it will allow you to contribute to your profession in the future. 

To prepare:

  • How has your professional knowledge      and expertise developed since the beginning of this course? Support your      response with specific references to the AACN Essentials and/or your      specialty competencies.
  • How do you believe your experiences      in this course will enable you to move forward as a contributor and leader      within the profession of nursing?

By tonight Monday 2/8/19 10 pm, write a minimum of 250 words essay in APA format with at least 2 scholarly references. Include the level 1 header as numbered below:

Post a cohesive scholarly response that addresses the following:

1) Discuss two or more significant areas of growth, insight, or inquiry related to your anticipated professional contribution and/or leadership. 

Required Readings

Abualula, N., Jacobsen, K., Milligan, R., Rodan, M., & Conn, V. (2016). Evaluating diabetes educational interventions with a skill development component in adolescents with type 1 diabetes: A systematic review focusing on quality of life. Diabetes Nurse Educator, 42(5), 515–527.

Reynolds, N., Satyanarayana, V., Duggal, M., Varghese, M., Liberti, L., Singh, P., Ranganathan, M., Jeon, S., & Chandra, P. (2016). The citation is missing the article title. MAHILA: a protocol for evaluating a nurse-delivered mHealth intervention for women with HIV and psychosocial risk factors in India. BMC Health Services Research, 16,352 doi 10.1186/s12913-016-1605-1.

Reeves, M., Terranova, C., Erickson, J., Job, J., Brookes, D., McCarthy, N., Hickman, I., Lawler, S., Fjeldsoe, B., Healy, G., Winkler, E., Janda, M., Veerman, L., Ware, R., Prins, J., Vos, T., Demark-Wajnefried, W., & Eakin, E. (2016). Living well after breast cancer randomized controlled trial protocol: evaluating a telephone-delivered weight loss intervention versus usual care in women following treatment for breast cancer. BMC Cancer, 16, 830 doi 10.1186/s12885-016-2858-0.

Optional Resources

Ekebergh, M. (2007). Lifeworld-based reflection and learning: A contribution to the reflective practice in nursing and nursing education. Reflective Practice, 8(3), 331–343.

2 . Nursing Philosophy (from prior course) as your personal statement. It is what it is your hallmark as an Advanced Practitioner.

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Nursing Philosophy (from prior course) as your personal statement. It is what it is your hallmark as an Advanced Practitioner.Example as follow:Personal statement or philosophy statement relating

2 . Nursing Philosophy (from prior course) as your personal statement. It is what it is your hallmark as an Advanced Practitioner.

Example as follow:

Personal statement or philosophy statement relating to your role as an APN

Nursing is an art that can never be defined in one word or way. I remember before I decided to enroll in nursing school, I cared for an old lady through a home health agency. She kept telling me how wonderful I was to her, how patient, compassionate and always willing to assist her with her daily activities. She kept saying it is not about doing it, it is how you do it. She made me realize how much I could enjoy being a nurse and she constantly encouraged me to pursue a career in nursing.

When I enrolled in nursing school, it was not a smooth journey either because it was a very hard and demanding program but I learned a lot. It was then I realized nursing was not all about giving medication and helping someone to the bathroom. I learned about the importance of establishing rapport with a patient as soon as you assume care with them.

I challenged Practical Nursing boards and started working as a LPN before I completed my BSN program and the idea of nursing grew even more. Working as an LPN made me realized at times I may have to provide care to the family member may be a little more than the patient him/herself. I learned daily that nursing is way more than just what you learn in books and school and completing the care plan interventions.

Nursing to me is all about the relationship you establish with your patients, understanding them from their perspective. Asking them what they think is going on with their health or what has been changing in their body. I like to ask, how do you feel? What do you think? Asking these questions to my patients gives me a door to see them in a holistic manner. It helps me as a nurse to understand if their symptoms are just physical or are psychological as well. Someone may be experiencing a lot of life stressor and not eating right, or not drinking a lot of water. As a result they start experiencing a lot of headache. Instead of thinking it is a migraine and heavily medicate them. It is fair to give this person a little does of Tylenol. Encourage them to perform some relaxation exercises, eat well and drink plenty of water. I have come to learn that, food, water and our brains is what makes us or breaks us. If we think positive, we excel and do better in every aspect of our lives including our health. If we think negative them the vice versa will occur.

Another thing I learned from being a nurse is that we should always be reminded that we are advocates for our patients both verbal and nonverbal patients, but we do not have the last say. Most times we know more things related to the healthcare field compared to our patients. Our patients look at us and establish a lot of trust before you decide to do anything to them like giving them medication, sticking a  needle on them, putting them on some times of machine. They establish some kid nog trust. So we should always be willing to educate our patients on what we think is going on with them and why we are doing certain interventions on them. Advocacy also comes with utilizing the ethical principles in our nursing care like autonomy, respect, nonmaleficence, beneficence, and justice

 I currently work as a nurse in the emergency department, prior to that I word in medical surgical, home-health, rehab, and long term acute care. Nursing was not the same in all these areas. I took care of different kinds of patients in their different stages of life. While all was very interesting, I really love working in the Emergency room. The ER is the combination of all in one visit or sometimes in part of the visit. We do a lot of patient teaching, stabilizing, and referrals. We do not necessarily see the same patients every day, and that Is what makes me grow as a nurse. Prior to working in the ER, I never worked with the pediatric population. And I was amazed how wonderful working with all age groups can be. I am always curious and willing to learn more about nursing and wanting to do more for my patients. I decided to enroll in the Family Nurse Practitioner- Doctor of Nursing Practice (DNP) program because I knew the program will give me all what I mentioned and more

The DNP program will not only allow me to earn the knowledge of what will make  me a great family nurse practitioner but also it has a research part that will allow me to research on the current issue related to health care and/ or the nurse practitioner role in the society. As nurse practitioners we see a lot of patients from hospital to home setting and understanding research is vital to improve the care we provide to the communities we serve. Research in nursing is what bring about evidence-based practice which is the best way of practicing our daily nursing activities.

I took a theory class in the spring 2016 when I began my DNP course and I was amazed how all the nursing theories were pretty much what makes modern nursing better today. One of my favorite theories was “the theory of goal attainment” by Dr. Imogene King. This theory talks about the importance of nurses and patients having mutual goals that will improve patients’ health (King & Fawcett, 2012). For example, if a patient comes to the ER with several symptoms, instead of only telling them this is what we are going to do and this is what you are going to do. It is best to say, this is what I think we should do and give them a chance to say what they want done and what they do not want done. This does not mean you should not explain the rationale of your interventions but allow the patients to participate in their own care by making decisions with you. This will make it easier for the both of you because you will not have to struggle trying to do something to a patient that she/he does not like or later get sued because you did something that the patient did not agree to.

The DNP class has also allowed me to learn the importance of cost effectiveness and how nurse practitioners can be more cost effective compared to primary care physicians in providing their care. Learning all this information also allows me later as a nurse practitioner to be a great mentor to staff nurses and student nurse practitioners as well. Encouraging them on the constant use of evidence-based practice during direct patient care. And explain all the whys that they may have so that they feel better and understand what they have to care for the patient(s) in a different way compared to what they are already used to base on the current evidence and research at the time.

Having all that said, I believe nursing is an art that can never be explained in one simple word. The art of nursing is fulling to both patients and nurses themselves. Being a nurse practitioner will allow me to continue to advocate for my patients and do more for them like diagnosing and treating their symptoms in a cost effective manner, adhering to the ethical principle and the holistic approach at all times. I will also continue to learn more about nursing, medicine and all the current evidence based studies to ensure I provide the best care to my patients.

                                            Reference

King, I. M., & Fawcett, J. (2012). Imogene King. interacting systems framework. [electronic resource (video)] :. Athens, OH : FITNE, 2012.

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This example has been downloaded from /giving credit to it and be used only for educational purpose: https://maryville.instructure.com/eportfolios/21286/PracticeBased_Evidence/2b_Personal_statement_or_philosophy_statement_relating_to_your_role_as_an_APN

Create 1–2 page outlines of your response plan for three intervention scenarios.

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Create 1–2 page outlines of your response plan for three intervention scenarios.Nurse leaders need to quickly identify a strategy for evaluating a nursing leadership problem and the dynamics related

Create 1–2 page outlines of your response plan for three intervention scenarios.

Nurse leaders need to quickly identify a strategy for evaluating a nursing leadership problem and the dynamics related to the problem, in order to orchestrate intervention efforts and put together a plan of action that leads to stakeholder cooperation.

Preparation

Use the Internet to research change theory, leadership, and communication strategies. Use the Suggested Resources to research leadership and communication concepts and change theory.

  • The challenge in this assessment is to create a response plan for several intervention scenarios.
    • There are three deliverables required for this assessment.

Rationale for this assessment:

Nurse leaders solve problems or resolve conflict on a daily basis. Understanding how change theory can be applied to a situation and examining various types of interventions in advance can relieve pressure on the nurse leader and improve the workplace environment and outcomes. Rehearsing potential interventions provides a mental toolkit on which to rely during stressful times.

Your management training workshop continues:The second day of HR’s Nursing Leadership Workshop is designed to help you identify and practice effective responses and interventions to common problems and situations. Participants are presented with three scenarios and must create a response plan for each scenario, in the form of a 1–2 page outline.

Deliverables: Submit three Response Plans to complete this assessment.

  • Choose 3 of the 5 Intervention Scenarios linked in the Required Resources for this assessment.
  • For each scenario you choose, develop a separate Response Plan in the form of a 1–2 page outline.
    • Label each outline using the example below:
      • Example: Response Plan for School Nurse.

Instructions

Analyze each Intervention Scenario and describe the leadership, communication, and management strategies you believe would be most effective for each situation.

Use the following subheadings to organize your Response Plan outline for each situation.

  • Change Theory: Explain concepts of change theory and how it can be used as a tool to manage situations.
    • Identify elements of change theory that fit best with the scenario.
    • How can you use change theory to deal with conflict?
  • Strategies and Rationale: Describe an effective leadership style you would employ to address a problem.
    • Explain the rationale for choosing a leadership strategy to solve a problem.
    • Identify interventions to address the problem.
  • Expected Outcome: Describe how outcomes or success of the style selected for each situation could be measured.
    • Describe how you could determine improved outcomes or measure success of the leadership style selected for each situation.
      • What might go wrong and how would you deal with that?
  • Professional Standards: Explain how professional and legal standards guide the effective nurse leader when making decisions.

Additional Requirements

  • Written communication: Written communication should be free of errors that detract from the overall message.
  • APA formatting: Resources and in-text citations should be formatted according to current APA style and formatting.
  • Length: Each outline should be 1–2 pages double-spaced.
  • Font and font size: Times New Roman, 12 point.
  • Number of resources: Use a minimum of three peer-reviewed resources.

The intervention scenarios to choose from are attached, must choose 3.

The grading rubric is attached. 

Discussion: What Can Nurses Do? Many people, most of them in tropical countries of the Third World, die of preventable, curable

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Discussion: What Can Nurses Do?    Many people, most of them in tropical countries of the Third World, die of preventable, curable

                                 Discussion: What Can Nurses Do?

    Many people, most of them in tropical countries of the Third World, die of preventable, curable diseases. . . . Malaria, tuberculosis, acute lower-respiratory infections—in 1998, these claimed 6.1 million lives. People died because the drugs to treat those illnesses are nonexistent or are no longer effective. They died because it doesn’t pay to keep them alive.

    –Ken Silverstein, Millions for Viagra. Pennies for Diseases of the Poor, The Nation, July 19, 1999

Unfortunately, since 1998, little has changed. For many individuals living in impoverished underdeveloped countries, even basic medical care is difficult to obtain. Although international agencies sponsor outreach programs and corporations, and although nonprofit organizations donate goods and services, the level of health care remains far below what is necessary to meet the needs of struggling populations. Polluted water supplies, unsanitary conditions, and poor nutrition only exacerbate the poor health prevalent in these environments. Nurses working in developed nations have many opportunities/advantages that typically are not available to those in underdeveloped countries. What can nurses do to support their international colleagues and advocate for the poor and underserved of the world?

In this Discussion, you will consider the challenges of providing health care for the world’s neediest citizens, as well as how nurses can advocate for these citizens.

                                                  To prepare:

    Consider the challenges of providing health care in underdeveloped countries.

    Conduct research in the Walden Library and other reliable resources to determine strategies being used to address these challenges.

    Using this week’s Learning Resources, note the factors that impact the ability of individuals in underdeveloped nations to obtain adequate health care.

    Consider strategies nurses can use to advocate for health care at the global level. What can one nurse do to make a difference?

                                        Required Readings

    Knickman, J. R., & Kovner, A. R. (Eds.). (2015). Health care delivery in the united states (11th ed.). New York, NY: Springer Publishing.

        Chapter 4, “Comparative Health Systems” (pp. 53–72)

        The chapter showcases different models of health care systems in order to help policymakers and managers critically assess and improve health care in the United States.

        Chapter 10, “The Health Workforce” (pp. 213–225)

        Review this section of Chapter 10, which details health workforce issues for nurses and nurse practitioners.

    Milstead,  J. A. (2019). Health policy and politics: A nurse’s guide (6th ed.).  Burlington, MA: Jones and Bartlett Publishers.

        Chapter 11, “The Impact of Globalization: Nurses Influencing Global Health Policy” (pp. 192-204)

        This chapter addresses how the health status of individuals and populations around the world can affect policymaking in a country.

    Bloch, G., Rozmovits, L., & Giambrone, B. (2011). Barriers to primary care responsiveness to poverty as a risk factor for health. BMC Family Practice, 12(1), 62–67.

    Retrieved from the Walden Library databases.

    This article details a qualitative study that was conducted to explore the barriers to primary care responsiveness to poverty. The authors explicate a variety of health impacts attributable to poverty.

    Harrowing, J. N. (2009). The impact of HIV education on the lives of Ugandan nurses and nurse-midwives. Advances in Nursing Science, 32(2), E94–E108.

    Retrieved from the Walden Library databases.

    This article explores the impact of an HIV/AIDS education program for Ugandan nurses and nurse-midwives. The author details the motivations behind the program and recommendations for the future.

    Koplan, J. P., Bond, C., Merson, M. H., Reddy, K. S., Rodriquez, M. H., Sewankambo, N. K., & Wasserheit, J. N. (2009). Towards a common definition of global health. The Lancet, 373(9679), 1993–1995.

    Retrieved from the Walden Library databases.

    This article provides a full description of the components that comprise global health care in detail.

    Gapminder. (2011). Retrieved from http://www.gapminder.org

    This website explains statistical graphs and tables of life expectancy and incomes around the world.

    Global Health Council. (2012). Retrieved from http://www.globalhealth.org

    This website houses the productivity and efforts of the Global Health Council as the world’s largest alliance dedicated to improving health throughout the world.

    Henry J. Kaiser Family Foundation: U.S. Global Health Policy. (2010). Retrieved from http://kff.org/globaldata/

    This website focuses on major health care issues facing the United States, as well as the U.S. role in global health policy.

    International Council of Nurses. (2011). Retrieved from http://www.icn.ch/

    This website documents the efforts of the International Council of Nurses to ensure quality nursing care for all, as well as sound health policies globally through the advancement of nursing knowledge and presence worldwide.

    United Nations Statistics Division. (2011). Retrieved from http://unstats.un.org/unsd/default.htm

    This website examines global statistical information compiled by the United Nations Statistics Division.

    University of Pittsburgh Center for Global Health. (2009). Retrieved from http://www.globalhealth.pitt.edu/

    This website analyzes health issues that affect populations around the globe through research at the University of Pittsburgh.

    The World Bank (n.d.) The costs of attaining the millennium development goals. Retrieved from http://www.nationalacademies.org/hmd/Global/News%20Announcements/Crossing-the-Quality-Chasm-The-IOM-Health-Care-Quality-Initiative.aspx.

    This article states that many countries will have to reform their policies and improve service delivery to make additional spending effective because the additional aid for education and health with not be enough.