Developing A Small Nursing Informatics

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Developing A Small Nursing Informatics

You will use project management tools and strategies to propose how you would support and potentially implement a small nursing informatics project. While you may not have the opportunity to implement this proposed project, this project will allow you to apply the skills needed and the considerations that are required in deducing how a project of this scope might take place in your nursing practice. To complete this project, you will define a small informatics project that would be beneficial to your healthcare organization or nursing practice. Project: Implementation of Smart Phones in Academic Hospital. Developing A Small Nursing Informatics

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 10-11 pages

  • Identify and initiate a conversation with a nurse leader at your nursing practice or healthcare organization. Discuss what you will need to develop Scope and Charter Documents.
  • Conduct a SWOT analysis which will provide information for the Scope and Charter. You can use a Word document and insert a table. Directions can be viewed in the Week 3 media piece, How to Perform a SWOT Analysis, found in this week’s Learning Resources. Some of the content is relevant to both the project for this course as well as organization of your doctoral dissertation. Overall, the first step for any project, work or your dissertation, requires a plan: what you will and will not do. That information is defined in a charter and scope.
  • Create a visual using the Gap Analysis map of the identified gap, documenting the flow from the point of origin to the destination. After watching the Week 3 media piece, How to do a GAP Analysis, identify the gap and analyze the flow or lack of flow of information as the gap in a process. The visual map will include the flow from the point of origin to the destination.
  • Create a Work Breakdown Structure (WBS) using PowerPoint slides or another method. Be sure to review the media piece, What Is a Work Breakdown Structure? in the Week 3 Learning Resources.
  • Create a Project Timeline Gantt chart, which defines who is responsible, due dates to start /finish activities. (You might also use this as you track your dissertation IRB submission for your proposal). You can find an example on pp. 95–96 of your text, using PowerPoint slides, or another method. Be sure to review the Gantt Charts, Simplified media piece in this week’s Learning Resources.
  • RACI (responsibility chart) which outlines who will be responsible for which tasks, if working with a team. An example can be found in the Sipes text on pages 102–103.
  • Communication plan – Include documentation of all communications, status reports, changes made, and next steps, especially if others will be responsible for helping you acquire documents such as IRB site documents if applicable. An example can be found in the Sipes text on page 109 and on pages 141–143.
  • Change management plan – Document all changes as they occur (e.g., meetings moved, revisions of drafts of project, due dates moved due to changes, changes in scope of project, change in team members). An example can be found in the Sipes text on page 106, 108, 138 and on pages 156–157.
  • Risk management plan– After viewing the Week 4 media piece, “Risk Analysis How to Analyze Risks on Your Project,” document the impact of COVID-19 on current processes and potential for change. Be sure to also document how risk may be mitigated if possible. An example can be found in the Sipes text on pages 103–105.  Developing A Small Nursing Informatics

Compile all updated and current documents from Weeks 1–4 to submit.

Include a description and application to practice for each of the tools you developed. Include the rationale in your submission. Address the following:

  • How and why it was developed and its function (all activities will be identified in the WBS)
  • How it will be applied to your project? Is it new technology?
  • Who was involved in changes and what are their responsibilities? (This is the stakeholders, leadership, end users – (use the RACI chart)
  • In what way has this changed with the onset of the pandemic, if at all? This might be the gap analysis, change management plan. What were the changes?
  • Are health information system/application upgrades scheduled or planned? Why or why not?

Gene-Editing Should Be Abolished

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Gene-Editing Should Be Abolished

APA format

1) Minimum 6 pages and one paragraph  (No word count per page)- Follow the 3 x 3 rule: minimum of three paragraphs per page

You must strictly comply with the number of paragraphs requested per page. Gene-Editing Should Be Abolished

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           Part 1:  2 pages and one paragraph

           Part 2: minimum  4 pages

          

   Submit 1 document per part

2)¨******APA norms

All paragraphs must be narrative and cited in the text- each paragraph

         Bulleted responses are not accepted

         Don’t write in the first person 

Don’t copy and paste the questions.

Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph

Submit 1 document per part

3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks)

********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)

4) Minimum 8 references (APA format) per part not older than 5 years  (Journals, books) (No websites)

All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed.

5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next

Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

6) You must name the files according to the part you are answering: 

Example:

Part 1.doc 

Part 2.doc

__________________________________________________________________________________

Part 1: Outline (APA format)

Question: Should gene-editing be abolished?

Position: Agree

Topic: Gene-editing  should be abolished

(1 paragraph)

1. Introduction:

a. Phrase a question to hook the attention grabber.

b. Explain the topic

c. Explain the position

(1 paragraph)

2. Background information

a. Include two (2) research pap3rs that give basic information to defend the position.

Example: According to Smith (2021)……

 

(1 paragraph)

3. Thesis

a. Expand the information to defend the position whit:

i . Genetic Consequences

ii. Ethics

iii. Lack of technology

b.  Thesis statement (Must be clear, specific, and easy to read)

 

(1 paragraph)

4. Arguments develop

a. Briefly give a general statement

b. Briefly give scientific information about the topic and position

c. Reason 1: Give one MAJOR detail that supports the thesis according to one research

i. Evidence 1: Give one MINOR detail as to why reason 1 supports the thesis

ii. Evidence 2: Give a second, MINOR detail as to why reason 1 supports the thesis

iii. Evidence 3: Give a third, MINOR detail as to why reason 1 supports the thesis

(1 paragraph)

d. Reason 2: Give a second MAJOR detail that supports the thesis according to one research (1 paragraph)

i.Evidence 1: Give one MINOR detail as to why reason 2 supports the thesis

ii. Evidence 2.: Give a second, MINOR detail as to why reason 2 supports the thesis

iii. Evidence 3: Give a third, MINOR detail as to why reason 2 supports the thesis

e. Reason 3: Give a third MAJOR detail that supports your thesis

i. Evidence 1: Give one MINOR detail as to why reason 3 supports the thesis

ii. Evidence 2: Give a second, MINOR detail as to why reason 3 supports the thesis

iii. Evidence 3: Give a third, MINOR detail as to why reason 3 supports the thesis

 

(1 paragraph)

5. Refuting Opponents’ Arguments

a. Make an introduction of argument from opposition (What they say)

b.    Opposing view 1: Give a valid counterargument to the position

i.    Refutation 1: Give a reason as to why opposing view 1 is inferior to  the position

c. Opposing view 2: Give a second counterargument to  the position

i.    Refutation 1: Give a reason as to why opposing view 2 is inferior to  the position Gene-Editing Should Be Abolished

 

(1 paragraph)

6.  Conclusion:

a. Explain what the importance of your issue is in a larger context.

c. Reiterate why the topic is worth caring about.

d. Propose solutions for the future of the topic.

e. Show benefits of the position

Part 2: Annotated bibliography (APA format)

Question: Should gene-editing be abolished?

Position: Agree

Topic: Gene-editing  should be abolished

Use only the 8 attached documents to make an annotated bibliography

1. Half page for each article

2. Answer the following questions on a line at the end of the analysis of each article

to. What is the source about?

b. How and where do you plan to use the information in the research pap3r?

c. How do you know if the source is credible?

i. Who is the author, publisher, or what database is it from?

PATIENT PROFILE AND ASSESSMENT

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PATIENT PROFILE AND ASSESSMENT

PATIENT PROFILE AND ASSESSMENT

 

Student Name: ________________________________

 

Date: _____________________

 

  1. PATIENT PROFILE: (subjective data)

 

Patient Name (initials):_______       Date of Birth: _____________   Birthplace: _______________

 

Occupation: ________________________________   Highest grade of formal education: _________

Age: ______      Sex: ______             Race: _______________        Marital Status: _______________

 

Statement of Present Problem and Duration:

(Reason for seeking medical attention & when problem started)

 

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  1. PATIENT: (Use the words in italic as a prompt for system specific illness/disease, previous hospitalizations that the student should inquire about. State what, when, and outcome. Do not leave any section blank. If no problems, state none or patient denies problems.) PATIENT PROFILE AND ASSESSMENT

 

 

Neurological: (headaches, migraines, weakness, ataxia, tics, tremors, seizures, vertigo, syncope, diminished sense of smell, touch, sensation, taste, numbness, tingling, head injury, LOC) 

 

 

 

Psychological: (depression, anxiety, eating disorder, schizophrenia, bipolar disorder)

 

 

 

Integumentary: (eczema, seborrhea, alopecia, skin cancer, hives, dryness)

 

 

 

Eyes: (glaucoma, cataract, vision problems, wears corrective lens)

 

 

Ears/Nose/Throat & Neck: (difficulty hearing, use of hearing aid, dental caries, bleeding gums, sinus problems, nose bleeds)

 

 

 

Respiratory: (COPD, emphysema, asthma, bronchitis, sarcoidosis, pneumonia, tuberculosis,  shortness of breath, cough)

 

Cardiovascular: (heart problems, hypertension, chest pain, palpitations, myocardial infarction, coronary artery disease, valvular disorder, atherosclerosis, thrombophlebitis, varicose veins, edema)

 

 

 

Gastrointestinal: (indigestion, ulcer, gastric reflex disease, dysphagia, gallbladder disease, pancreatitis, bowel disorders, hemorrhoids, constipation, diarrhea, incontinence, meal pattern, special needs, cultural restrictions, appetite)

 

 

 

Urinary: (kidney disease, incontinence, kidney stones, nocturia, hematuria, urgency, retention, dialysis, end stage renal disease)

 

 

 

Musculoskeletal: (muscle weakness, decreased range of motion/mobility, joint pain/stiffness/swelling, leg cramps, back pain, history of trauma, arthritis)

 

 

 

Male Reproductive: (testicular mass/cancer, erectile dysfunction, impotence, undescended testicle, prostate disease/cancer, dysuria)

 

 

 

Female Reproductive: (labial/vulvular pain/swelling, painful intercourse, uterine/ovarian problems, PID, dysmenorrhea, irregular menses, menopause, breast disease)

 

 

 

Endocrine: (diabetes, thyroid disease, goiter)

 

 

Lymph Nodes: (lymphoma, Hodgkin’s disease)

 

 

 

Hematological: (leukemia, anemia, hemophilia, bruising, blood transfusions~when and why)

 

 

 

Immunological: (frequent infections, diminished immune status, human immunity virus (HIV) infection)

 

 

 

Surgical History: (what for, when, any complications or adverse reaction to anesthesia)

 

 

 

Current Medications: (use attached medication list form)

Prescription:

Over-the-counter (OTC):

Herbals:

      Vitamins

 

Allergies:

Drugs:

      Food:

      Environment:

 

Immunization status: (tetanus, diphtheria, pneumonia, influenza)

 

 

 

Disabilities/Handicaps/Impairments:

 

 

 

Functional abilities related to: (I = Independent; P = Partial assist; C = Complete)

Identify ability to perform:

  • Bathing
  • Dressing
  • Toileting
  • Mobility
  • Eating
  • Bowel & bladder function

 

  1. FAMILY: (any serious, chronic or recurring illness or disease among immediate family members:

      1st generation = parent, child, sibling, or 2nd generation= grandparent, aunt, uncle)

 

 

 

 

III. HUMAN DIMENSIONS:

 

  1. Social:

 

Alcohol use:

 

Tobacco use:

 

Illicit drug use:

 

Caffeine consumption:

 

Work environment, past & present: (outdoor, office, healthcare, industrial, chemical exposure, heavy equipment)

 

 

Home Environment:

 

Psychosocial: (lives alone, roommate, family)

 

 

Physical: (single family home, apartment, nursing home, is there adequate space & privacy)

 

 

Support systems: (Interpersonal relationships/communication with others)

 

 

Characteristic Patterns of Daily Living: (usual daily routine)

 

 

 

  1. Spiritual:

 

Life Values: (what is important in life):

 

 

 

Advance Directives / End of life Issues (patient’s feelings and beliefs about heroic measures to     prolong life, life support through artificial means, and/or organ donation)

 

 

  1. Cultural:

 

Perception of health & illness: (what is seen as a state of being healthy, to what degree must health be altered for one to be considered ill)

 

 

 

 

Beliefs about illness: (curse, punishment, need for medications, blood product)

 

 

 

Reliance on folk medicine or home remedies: (Are such measures routinely used in lieu of conventional healthcare, what are some common practices if any)

 

 

 

 

 

 

Communication:

 

First Language:  English_____ Other (name) ______________________________

 

If English is not 1st language, is the patient able to express him/herself? _________

 

 

  1. Emotional:

 

Recent experience and effects of significant loss (death, divorce, relocation)

 

 

Coping (strategies used and effectiveness)

 

 

Patient’s presentation: (sad, angry, anxious, flat, apathetic, optimistic, happy, etc.)

 

 

 

  1. Prevention and Health Maintenance Activities:

 

Sleep pattern: (how many hours/24hour period, feel rested afterward, use of sleep aids)

 

 

Nutrition: (daily consumption of fruits, vegetables, whole grain foods, food storage and shopping practices)

 

 

Exercise: (type and frequency)

 

 

Stress Management: (what techniques are used and effectiveness)

 

 

Use of Safety Devices: (walker, cane, seat belts, motorcycle/bicycle helmet, sports equipment etc)

 

 

Health Check-ups: (self breast or self testicular exams, PSA, Pap smear, vision and dental exams)

 

 

  1. Developmental Stage:

 

Anticipated:

 

Actual:

 

 

 

 

 

  1. Learning Needs:

 

Education needs (diet, activity, and medications: ________________________________

 

Factors that might influence ability to learn: _____________________________________

 

Readiness and motivation to learn: _____________________________________________

 

Potential barriers to learning: __________________________________________________

 

 

Source and Reliability of Information: (patient, family/significant other, chart)

 

 

 

 

 

1V. DIAGNOSTIC TESTS and LABORATORY DATA

 

Diagnostic Test Patient Value Normal Range Interpretation
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

      

 

  1. Physical Examination: (objective data)

      General appearance:

 

Height:  ___________            Weight: _________lbs.           _________kg

 

Vital Signs: Temp: ______   Pulse: ______   Respirations: _______ Sa02_________

 

BP: (lying) _____________       (sitting)____________         (standing) ____________

 

Pain: On 0 – 10 scale = __________

Body movements/tremors:

 

Breath odor:    Alcohol_____ Fruity_____   Bad breath_____   Normal______

 

Fingernails:      Clean __   Dirty __     Filed__              Rough__     Evidence of biting__

 

Hygiene/grooming:  Clean__   Body odor__     Neat__         Disheveled__

 

Speech: Clear__   Unclear__      Loud__   Soft__    Spontaneous__  Halting ___

 

Neurological Status:

 

Glascow Coma Scale  
Best Eye Response Spontaneously 4
To speech 3
To pain 2
No response 1
Best Motor Response Obey verbal command 6
Localizes pain 5
Flexion-withdrawal 4
Flexion-abnormal * 3
Extension-abnormal ** 2
No response 1
Best Verbal Response

(record “T” if intubated or has a tracheostomy)

 Oriented x 3 *** 5
Conversation-confused 4
Speech-inappropriate 3
Sounds-incomprehensible 2
No response 1
  *Abnormal flexion-decorticate rigidity

** Abnormal extension- decerebrate rigidity

*** Appropriate conversation

 Score

Jarvis, C. (2000). Physical Examination and Health Assessment. W.B. Saunders Company: Philadelphia.

 

Pupils: Equal ___Unequal ___ Reaction to Light:

Pupil size: ______________

1 2 3 4 5 6 7 8
— — — — — ˜ ˜ ˜

 

 

Movement of Extremities: Spontaneous ____            Painful Stimuli _____ None _____

Equal _____    Unequal ____   Purposeful _____   Non-purposeful _____

Cranial Nerve Assessment:  Smile: equal  unequal   Gag: present  absent

Cough: present  absent

Shoulder shrug: equal unequal   Hand grasp: strong equal unequal flaccid

 

 

Cardiovascular Status:

Heart sounds: S1S2 ____  S3 _____ S4 ___  Murmur: ____       JVD: ____ cm

Pulses: Apical ______    Radial _____ Brachial _____   Popliteal ______ Pedal ______

Pulse grading: 3+- full bounding   2+  normal  1+- weak, thready   0-absent   D-Doppler

Capillary Refill:  Normal (2 sec) _____ Slow (> 2 sec) _____ BP:_____ CVP: _____

Edema: Yes No  If yes: Non-pitting ____  Pitting:____ 1+ ___ 2+ ___ 3+ ___ 4+ ___ Location:______________________________

IV access (circle all that apply): Peripheral IV   PICC  Triple lumen catheter

port-a-cath  Quinton  AV fistula AV graft  Other(describe): ______________________

Location of access device(s): _______________________________________________

Intravenous Solution infusing ______________________________@ __________ml/hr

Respiratory Status: (Include oxygen administration)

Pulse Ox ______%

Oxygen Therapy (circle): None   Nasal Cannula  Venti-mask  Simple mask  100% non-rebreather mask

Breath Sounds: Present: R / L   Absent:  R / L

C Clear
CR Crackles
RH Rhonchi
W Wheeze

RUL:  ________         LUL: _______

RML: ________         LLL:  _______

RLL:  ________

Clears with suctioning: yes  no    Chest movement: Equal ___Unequal ____

Secretions:  Yes/ No   If Yes: Color ___________    Amount _______  Consistency __________

Chest Tube(s): Number________      Suction________     Gravity _______

Tracheostomy: Yes____   No ____

Gastrointestinal Status:

Abdomen: Soft ___   Flat ____ Obese ___   Firm ___   Distended ___   Round ___ Tender ___

Non-tender ___

Bowel Sounds:  Present ____ Hypoactive _____ Hyperactive ______ Absent ______

If bowel sound(s) absent identify which quadrant(s)______________________

Date of Last Bowel Movement _________________           Consistency ______________

Blood in stool ___ Diarrhea ____   N/V ______

Diet: Type _______________            Amt Consumed _________%    NPO _____

Nasogastric or Gastrostomy Tube: Type _________________   To Suction __________

Nasogastric or Gastrostomy Output:  Amount________       Color __________

Nasogastric or Gastrostomy feeding: Type, Amount, Freq. _______________________________

Genitourinary Status:

Self voiding ____   Incontinent _____   Indwelling Foley Catheter _____   Size____

Urine Color ___________      Clarity ________Sediment _________

Bladder Irrigation _____        Color: ___________ Clots ______

Intake and Output _______/_______

Musculoskeletal Status:

Pain ___    Swelling ___         Deformity ____     ROM:  Limited _____________     Full ____

Ambulation: self______   assist_____   assistive device______/type______________________

Integumentary Status:

Intact ____      Lesions ___     Warm ___       Cool ____       Dry ____         Diaphoretic _____

Turgor: Normal ____  Decreased ___

Edema: Absent ____    Present ____   Site __________________________ Degree __________

Color:  Normal ___     Pale ___    Cyanotic ___ Mottled ___            Jaundiced ___    Flushed ___

Mucus Membranes:   Dry ___    Moist ____

VII. Risk Assessments

  1. Fall (1 yes = slight fall risk, 2 = moderate fall risk, 3+ = high fall risk)

     (Fall precautions must be instituted for any patient with at least 2 risk factors)

Above age 65                                                              Y / N

Abnormal mental status                                                           Y / N

CNS Depressants                                                         Y / N

Needs Assistance with elimination                               Y / N

Protective Devices (restraints)                                      Y / N

 

 

Braden Pressure Ulcer Risk Assessment (Skin Breakdown)

Sensory Perception

 

 1. Completely Limited:

Unresponsive (does not moan, flinch or grasp) to painful stimuli due to diminished level of consciousness or sedation.  Or limited ability to feel pain over most of body surface.

 2. Very Limited:

 Responds only to painful stimuli.  Cannon communicate discomfort except by moaning or restlessness. Sensory impairment limits the ability to feel pain or discomfort over ½ of body.

 3. Slightly Limited:

Responds to verbal commands but cannot always communicate discomfort or need to be turned. Or has some sensory impairment which limits ability to feel pain or discomfort in 1 or 2 extremities.

 4. No Impairment:

Responds to verbal commands, has no sensory deficit which would limit ability to feel or voice pain or discomfort.

 Score
Moisture

 

 1. Constantly Moist:

Skin is kept moist almost constantly by perspiration, urine, etc. Dampness is detected every time patient is moved or turned.

 2. Very Moist:

Skin is often, but not always, moist. Linen must be changed at least once a shift.

 

 3. Occasionally Moist:

Skin is occasionally moist, requiring an extra linen change approximately once a day.

 4. Rarely Moist:

Skin is usually dry, linen only requires changing at routine intervals.

  
Activity

 

 1. Bedfast:

Confined to bed.

 

 2. Chairfast:

Ability to walk severely limited or non-existent. Cannot bear own weight and/or must be assisted into chair or wheelchair.

 3. Walks Occasionally:

Walks occasionally during the day, but for very short distances, with or without assistance. Spends majority of each shift in bed or chair.

 4. Walks Frequently:

Walks outside the room at least twice a day and inside room at least once every 2 hours during waking hours.

  
Mobility

 

 1. Completely Immobile:

Does not make even slight changes in body or extremity position without assistance.

 

 2. Very Limited:

Makes occasional slight changes in body or extremity position but unable to make frequent or significant changes independently.

 3. Slightly Limited:

Makes frequent though slight changes in body or extremity position independently.

 4. No Limitations:

Makes major and frequent changes in position without assistance.

  
Nutrition

 

 1. Very Poor:

Never eats complete meal. Rarely eats more than 1/3 of any food offered. Eats 2 servings or less of protein (meat or dairy products) per day. Takes fluids poorly. Does not take a liquid dietary supplement.  Or is NPO and/or maintained on clear liquids or IV’s for more than 5 days.

 2. Probably Inadequate:

Rarely eats a complete meal and generally eats only about ½ of any food offered. Protein intake includes only 3 servings of meat or dairy products per day.  Occasionally will take a dietary supplement. Or receives less than optimum amount of liquid diet or tube feeding.

 3. Adequate:

Eats over half of most meals. Eats a total of 4 serving of protein products per day. Occasionally will refuse a meal, but will usually take a supplement if offered. Or is on a tube feeding or TPN regimen which probably meets most of nutritional needs.

 4. Excellent:

Eats most of every meal. Never refuses a meal. Usually eats a total of 4 or more servings of meat or dairy protein products. Occasionally eats between meals. Does not require supplementation.

  
Friction and Shear

 

 1. Problem:

Requires moderate to maximum assistance in moving. Complete lifting without sliding against sheets is impossible.  Frequently slides down in bed or chair, requiring repositioning with maximum assistance.  Spasticity, or agitation lead to almost constant friction.

 

 2. Potential Problem:

Moves feebly or requires minimum assistance.  During a move, skin probably slides to some extent against sheets, chair, restraints, or other devices.  Maintains relatively good position in chair or bed most of the time but occasionally slides down.

 3. No Apparent Problem:

Moves in bed and in chair independently and has sufficient muscle strength to lift up completely during move. Maintains good position in bed or chair at all times.

    

Note: Patients with a total score of 18 or less are considered to be at risk of developing pressure      Total Score = ulcers.

(19 – 23 = no risk. 15 – 18 = low risk, 10 – 12 = high risk, < 9 = very high risk)

Source: Perry and Potter page 1288-1289

 

Indicate on Anatomical diagram any amputations, presence of wound(s), bruises, skin tears, rashes, or other types of skin impairments.

 

 

 

 

 

 

  1. Discharge Planning Needs

 

 

 

 

 

 

 

 

  1. Prioritized List of Nursing Diagnoses (Based on Preceding Assessment Data) at least 3.

 

 

Prince George’s Community College

Department of Nursing

NUR 1020 – Foundations of Nursing Practice

Medication Sheet to Accompany Patient Profile and Assessment

 

Name & Classification Actions of the drug & Why is your patient receiving this drug Patient Dosage

&

Safe dose range

 Common Side Effects Nursing Implications
 

Generic:

 

Brand:

 

Functional

Classification:

 

 

 

 

 

 

Generic:

 

Brand:

 

Functional

Classification:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

        

 

Emergency Preparedness

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Emergency Preparedness

First, review the pdf file StartTriage & the StartTriage Algorithm to learn how first responders complete a rapid triage assessment in a mass-casualty event. Emergency Preparedness

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NOTE; the two document startTriage and startTriage algorithm is uploaded down below. Then you answer these 4 questions

Complete the following on a separate word document. 

1. Identify each level of triaged patient in a mass casualty event (4) and then give an example of each. You may use the StartTriage resources to create your patient scenarios. KEEP IT SIMPLE!

2. Identify the 3 most likely disaster events that could impact your household

3. Create an evacuation plan for the members of your household for these disasters. When would you evacuate? When would you shelter in place? Where would you go? How would you get there? What if not all members of the household were at home when the time came to evacuate? What would be the communication protocol in this situation? Emergency Preparedness

4. Make a list of the items that you would place in a 3-day disaster kit for your household. Use the CDC or Red Cross website to find recommendations for items to include. Are there any special items not suggested by the CDC or Red Cross that you would include for yourself or another family member? Why?

Emergency Preparedness

First, review the pdf file StartTriage& the StartTriage Algorithm to learn how first responders complete a rapid triage assessment in a mass-casualty event.

Next, follow the link TurbulentSky and complete the activity.

Complete the following on a separate word document.

  • Identify each level of triaged patient in a mass casualty event (4) and then give an example of each. You may use the StartTriage resources to create your patient scenarios. KEEP IT SIMPLE!
  • Identify the 3 most likely disaster events that could impact your household
  • Create an evacuation plan for the members of your household for these disasters. When would you evacuate? When would you shelter in place? Where would you go? How would you get there? What if not all members of the household were at home when the time came to evacuate? What would be the communication protocol in this situation?
  • Make a list of the items that you would place in a 3-day disaster kit for your household. Use the CDC or Red Cross website to find recommendations for items to include. Are there any special items not suggested by the CDC or Red Cross that you would include for yourself or another family member? Why?

 

Upload to the drop box by the due date.

Nursing homework help

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Nursing homework help

 

Respond to the two following post make it strait forward and easy.

APA format

2 scholarly References within the last two years for each post

Plagiarism free, Turnitin report

 

JOCENIE F

Discussion # 1

Top of Form

My top five themes are: Harmony, consistency, Relator, Deliberative and Analytical. As a leader, I would want my team to get along and follow clearly defined expectations. A great leader strives to establish trust in the team and let them know that they are there for you and will advocate for your wellbeing and success (Broome & Marshall, 2021). Being deliberative is often mistaking with being shy, I just like to listen and analyze before I draw conclusions. I see myself more as a moral leader that is there to make sure that everything runs smoothy, and that everybody is pulling their weight. A moral leader is a great model of integrity and fairness and is also there to support and serve the team members (Li & Li, 2021). Analytical means to be a leader who like to see measurable outcomes to define success. A leader who likes to educate by using a reasoned approach to solve problems. Nursing homework help

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The two characteristics that I would like to strengthen are:  includer and communication. I tend to stay within my comfort zone and ride with my team, my own little crew; I am slow to make new friends. Having good communication skills gives rise to effective and healthy relationship within the team and leaves little room for misunderstanding (Raouf et al., 2020). I have little issue with verbal communication and tend to listen more and keep my opinion to myself until I am positive, I have something valuable and constructive to offer to the discussion. I would like to work on finding better ways to communicate with my team besides quoting rules and regulations.

 

Evan P

Discussion # 2

Top of Form

The Clifton Strengths Finder 2.0 test showed that my top 5 signature themes were adaptability, includer, ideation, relator, and input. Adaptability shows that I can be productive in any situation and I’m able to change or pivot to meet the needs of the whole. The includer theme shows that I don’t want anyone to feel left out. That I am accepting of others and want to have a positive group setting.  Ideation shows that I am open to any kind of ideas, and I enjoy the process of thinking of new ideas. Relator shows that I want to bring my friends closer and build comradery. I want to be able to put my trust in others. Input is the last of my themes. I collect information and items on subjects that I enjoy.

Two core values that I hold to are human dignity and altruism. Altruism refers to an unselfish concern in others’ well-being. Altruism in nursing is giving the best care to every patient without expecting anything in return. Human dignity refers to treating each person as a human being and respecting their individuality (Alavi et al., 2017).

Two strengths that I would like to focus on would be adaptability and includer. Adaptability is my number one strength according to the strengths finder. Adaptability has especially become important in times of a covid pandemic. There may be acute changes in CDC or hospital guidelines as well as increased deaths and an effective leader must be adaptable to these changes . Inclusivity is important for effective leadership as well. Inclusivity allows for a group to have a sense of direction. A leader must be inclusive with his or her followers to achieve a common goal (Uhl-Bien, 2021).

Two characteristics I would like to strengthen include woo and positivity. Woo is the ability to win people over and convince them to support your cause. Woo is a measure of how well you can get others to like you. Positivity is a strength that helps support yourself and others around you. A positive leader allows an increased enthusiasm to work together and achieve the goal. I believe being strong in these two characteristics would synergize well with my current leadership strengths (Rath, 2017).

Bottom of Form

 

Bottom of Form

 

Critical Thinking Skills

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Critical Thinking Skills

Nurses use critical thinking skills to analyze data to make important decisions. Think about the competencies you selected to develop in Wk 1. How would improving these professional competencies impact critical thinking and clinical decision-making?Using the 2 competencies and the 2 essentials from the Wk 1 worksheet, develop a 12- to 15-slide presentation with detailed speaker notes.Include an overview of the QSEN Competencies and the AACN Baccalaureate Essentials. Do the following: Critical Thinking Skills

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  • Explain how each competency and essential that you selected aligns with critical thinking and clinical decision-making.
  • Provide examples of how improvements in these areas will impact patient outcomes.
  • Explain how developing the competencies and essentials will impact/improve your work.

Include at least 2 scholarly resources from the University of Phoenix Library.Cite your sources according to APA guidelines.

Baccalaureate Professional Growth Worksheet

Review the guiding organizations from the Guiding the Future of Nursing activity and reflect on the expectations for a BSN-prepared nurse. Whether you have been in practice for years or are just starting your career as a nurse, learning should never stop. As you remember from the College of Nursing Philosophical Framework, lifetime learning is one of the tenets of becoming a nurse leader.

Identify the competencies and essentials you need to develop. Select:

  •   2 competencies from Pre-licensure KSAs on the QSEN Competencies page
  •   2 essentials from the AACN The Essentials of Baccalaureate Education for Professional Nursing Practice 
Complete the table below by doing the following:
  1. In the second column, identify the competency or essential you need to address.
  2. In the third column, identify specific knowledge, skills, or attitudes (KSAs) you need to develop, and cite your source. 
 QSEN citation hint: Per the QSEN Competencies web page, the competencies were taken from another source, which is cited in footnote 2. The page number in the example below was taken from the primary source.
  3. In the fourth column, describe how you will develop yourself and give yourself a timeframe.
  4. In the fifth column, explain why this improvement is important to your development as a nurse.

Note: An example has been provided for you in the first row.

NSG/302 v2

Guiding Entity Competency/Essential Needed KSAs Improvement Plan Importance
Example:

QSEN Pre- licensure KSAs

Example: Evidence-based practice Example:

Knowledge: “Describe reliable sources for locating

Example:

I will learn how to evaluate sources using the University

Example:

In order to base practice decisions in evidence, I have

 

Baccalaureate Professional Growth Worksheet NSG/302 v2 Page 2 of 4

Guiding Entity Competency/Essential Needed KSAs Improvement Plan Importance
    evidence reports and clinical practice guidelines” (Cronenwett et al., 2007, p. 124). Library’s Evaluate Sources tutorial at https://library.phoenix.edu/ev aluating_sources/ in 14 days or less. to first understand how to find good, credible information.
QSEN Pre- licensure KSAs Patient-centered Care Recognizing and knowing the cultural differences of each patient and their social background and their values when it comes to healthcare and the healing process (Cronenwett et al., 2007). Within seven days, I will learn to communicate by using the guidelines and information provided on QSEN. By knowing how to approach and provide care individually, the patients will feel respected and valued. I will learn to provide patient- centered care to an individual that they will feel safe and that they are part of the decision when it comes to their care. To provide self-centered care, It is essential to know the patient’s values, beliefs, cultural background, and readiness to learn to get better. Understanding how they approach or value health care, I’ll be able to provide better and more effective care to my patients.
QSEN Pre- licensure KSAs Safety Reduces the risk of harm to every patient and provider and delivers care effectively (Cronenwett et al., 2007). Within two weeks, I can learn how to identify the risk factors that can contribute to patient safety. By identifying errors, I can safely communicate to others how to avoid possible dangers that might occur when safety measures are being put aside. There are many resources that I can use to learn and get information, for example, the QSEN study material and the university library. As a nurse, I always need to prioritize the safety of my patients. Safety is paramount; many guidelines need to be followed when providing care. By valuing the safety protocol of hospitals or facilities, I can prevent patient harm from happening.

 

Baccalaureate Professional Growth Worksheet NSG/302 v2 Page 3 of 4

Guiding Entity Competency/Essential Needed KSAs Improvement Plan Importance
The Essentials of Baccalaureate Education Clinical Prevention and Population Health Health promotion, disease, and injury prevention across the lifespan are essential elements of baccalaureate nursing practice at the individual and population levels (AACN, 2008, pg 23). The knowledge that I need to know on promoting health and disease prevention can help make a difference in the community. Assisting individuals, families, groups, communities, and populations in preparing and minimizing the health consequences of emergencies, including mass casualty disasters, is a skill needed to help improve the health of individuals or communities. Also, caring with passion will have a positive effect A month from today, I will develop skills that can be very helpful to provide disease prevention and health promotion. I will focus on studying how to improve disease prevention and how to deliver this message to the member of the community. Teaching about handwashing, vaccinations are just a few examples that I can do by myself to share knowledge with others. Knowing how to prevent some illnesses is essential knowledge that a nurse should have. As a nurse, I can help the community or individuals avoid the spread of infection and avoid getting or catching it, for example, being up to date on vaccination, teaching the importance of handwashing, wearing a face mask. With this knowledge, I can make a difference in the community.
The Essentials of Baccalaureate Education Professionalism and Professional Values Professional values and the associated behaviors are foundational to the practice of nursing (AACN, 2008, pg. 26). The inherent in professional practice is an understanding of nursing practice’s historical, legal, and contemporary context (AACN, 2008. pg 26.) It is essential to know the Within seven days, I will provide care with compassion and delegate appropriate work to other healthcare teams to provide care promptly. It is not easy to delegate sometimes, especially when you have an overwhelming workload. But, I plan to have good time management to provide care Professionalism in healthcare is vital because, as a nurse, we deal with so many circumstances. Nurses have to act professionally when communicating with patients and the patient’s families. Professionalism comes with accountability, meaning we are in a profession where we are

 

Baccalaureate Professional Growth Worksheet NSG/302 v2 Page 4 of 4

Guiding Entity Competency/Essential Needed KSAs Improvement Plan Importance
    patients and how to approach a patient or family. Different cultures require different approaches, so knowing their backgrounds is necessary. Having accountability and professionalism will result in a positive patient-nurse relationship and better health outcomes. fast and safely. accountable for our actions. Showing professionalism has a positive effect on the person around us. Nurses gain trust and respect in their work by how they look, talk, and provide care. As a nurse, gaining trust from the patient and family is very important, and this trust is difficult to attain without showing professionalism.

Reference

Cronenwett, L., Sherwood, G., Barnsteiner J., Disch, J., Johnson, J., Mitchell, P., … Warren, J. (2007). Quality and safety education for nurses. Nursing Outlook, 55(3)122-131. doi:10.1016/j.outlook.2007.02.006

The Essentials of Baccalaureate Education for Professional Nursing Practice. (2008, March 20). The American Association of Colleges of Nursing (AACN). https://www.aacnnursing.org/Portals/42/Publications/BaccEssentials08.pdf

 

Schizophrenia Spectrum And Other Psychotic Disorders

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Schizophrenia Spectrum And Other Psychotic Disorders

Develop a focused SOAP note, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template: Schizophrenia Spectrum And Other Psychotic Disorders

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  • 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, and list them 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.
  • Plan: What is your plan for psychotherapy? What is your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters, as well as a rationale for this treatment and management plan. Also incorporate one health promotion activity and one patient education strategy.
  • Reflection notes: What would you do differently with this patient if you could conduct the session again? Discuss what your next intervention would be if you were able to follow up with this patient. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion, and disease prevention, taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).
  • Provide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old). Schizophrenia Spectrum And Other Psychotic Disorders

 

  • Review the Focused SOAP Note template, which you will use to complete this Assignment. There is also a Focused SOAP Note Exemplar provided as a guide for Assignment expectations.
  • Review the video, Case Study: Sherman Tremaine. You will use this case as the basis of this Assignment. In this video, a Walden faculty member is assessing a mock patient. The patient will be represented onscreen as an avatar.
  • Consider what history would be necessary to collect from this patient.
  • Consider what interview questions you would need to ask this patient.Subjective:

    CC (chief complaint):

    HPI:

    Substance Current Use:

    Medical History:

     

    • Current Medications:
    • Allergies:
    • Reproductive Hx:

    ROS:

    • GENERAL:
    • HEENT:
    • SKIN:
    • CARDIOVASCULAR:
    • RESPIRATORY:
    • GASTROINTESTINAL:
    • GENITOURINARY:
    • NEUROLOGICAL:
    • MUSCULOSKELETAL:
    • HEMATOLOGIC:
    • LYMPHATICS:
    • ENDOCRINOLOGIC:

    Objective:

    Diagnostic results:

    Assessment:

    Mental Status Examination:

    Diagnostic Impression:

    Reflections:

    Case Formulation and Treatment Plan:

     

    References

     

Episodic/Focused SOAP Note Template

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Episodic/Focused SOAP Note Template

Episodic/Focused SOAP Note Template

 

Patient Information:

Initials, Age, Sex, Race

S.

CC (chief complaint) a BRIEF statement identifying why the patient is here – in the patient’s own words – for instance “headache”, NOT “bad headache for 3 days”.

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HPI: This is the symptom analysis section of 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. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example: Episodic/Focused SOAP Note Template

Location: head

Onset: 3 days ago

Character: pounding, pressure around the eyes and temples

Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia

Timing: after being on the computer all day at work

Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better

Severity: 7/10 pain scale

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 (a description of what the allergy is ie angioedema, anaphylaxis, etc. This will help determine a true reaction vs intolerance).

PMHx: include immunization status (note date of last tetanus for all adults), past major illnesses and surgeries. Depending on the CC, more info is sometimes needed

Soc Hx: include occupation and major hobbies, family status, tobacco & alcohol use (previous and current use), any other pertinent data. Always add some health promo question here – such as whether they use seat belts all the time or whether they have working smoke detectors in the house, living environment, text/cell phone use while driving, and support system.

Fam Hx: illnesses with possible genetic predisposition, contagious or chronic illnesses. Reason for death of any deceased first degree relatives should be included. Include parents, grandparents, siblings, and children. Include grandchildren if pertinent.

ROS: cover all body systems that may help you include or rule out a differential diagnosis 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. Episodic/Focused SOAP Note Template

Example of Complete ROS:

GENERAL:  Denies weight loss, fever, chills, weakness or fatigue.

HEENT:  Eyes: Denies visual loss, blurred vision, double vision or yellow sclerae. Ears, Nose, Throat:  Denies hearing loss, sneezing, congestion, runny nose or sore throat.

SKIN:  Denies rash or itching.

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

RESPIRATORY:  Denies shortness of breath, cough or sputum.

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

GENITOURINARY:  Burning on urination. Pregnancy. Last menstrual period, MM/DD/YYYY.

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

MUSCULOSKELETAL:  Denies muscle, back pain, joint pain or stiffness.

HEMATOLOGIC:  Denies anemia, bleeding or bruising.

LYMPHATICS:  Denies enlarged nodes. No history of splenectomy.

PSYCHIATRIC:  Denies history of depression or anxiety.

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

ALLERGIES:  Denies history of asthma, hives, eczema or rhinitis.

O.

Physical exam: 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)

A.

Differential Diagnoses (list a minimum of 3 differential diagnoses).Your primary or presumptive diagnosis should be at the top of the list. For each diagnosis, provide supportive documentation with evidence based guidelines.

This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.

References

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

 

health policy Essay

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health policy Essay

Current Policy: Topic Selection

As a team, research and identifya health care policy topic.

Review the following choices or obtain approval from your faculty for a different topic. Faculty approval must be obtained at least 3 days in advance of your assignment due date.

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  • Medicare
  • Medicaid
  • Health care reform policy [e.g.,Patient Protection and Affordable Care Act (PPACA)]
  • HIPAA
  • HITECH
  • Or faculty-approved topic

Note:As you consider a topic, review the Week Five assignment requirements to ensure the policy selected can be used to satisfy those requirements.

Completethe following chart with research your group has identified for the policy selected. Research information that needs to be identified for the policy is listed on the left. Your group will insert research it has found regarding the prompt on the left. To prevent plagiarism, record all information and research in your own words.

Policy selected:

Research Prompt Information your group identified using the policy selected
Siara: Year policy was created  
Siara: Identify the various stakeholders involved in the creation of this policy.  
Kara: Select a level of government (federal, state, or local) and discuss the role and function it had in the process of implementing the policy. health policy Essay “The Health Insurance Portability and Accountability Act of 1996 (HIPAA) is a federal law that required the creation of national standards to protect sensitive patient health information from being disclosed without the patient’s consent or knowledge” (CDC, 2018). Because HIPAA was a law produced through the federal government for all healthcare entities, it is also backed up by the US Department of Health and Human Services or HHS. HHS created the HIPAA privacy rule to strengthen the requirements that HIPAA is in charge of implementing. These two sectors work hand in hand to enforce HIPAA regulations throughout healthcare. If state laws hold contrary to HIPAA regulations, then HHS deems those state laws will hold if the punishment is greater than federal law.
Kara: Why was the policy created? The Health Insurance Portability and Accountability Act of 1996 would be the first healthcare policy that nationally protected individuals’ healthcare information such as health records and personal health information. By HIPAA being introduced into healthcare, facilities and patients have increased access to “more control over their health information, set boundaries on the use and release of health records, establishes appropriate safeguards that health care providers and others must achieve to protect the privacy of health information, and it holds violators accountable, with civil and criminal penalties that can be imposed if they violate patients’ privacy rights” (HHS, 2013). Before the implementation of HIPAA, healthcare entities had no regulation to sharing health care records or penalties due to not protecting the patients who received medical care. Not only did HIPAA help to protect patient health information, it was also enacted in order to allow individuals to maintain health care coverage when in between jobs.
Jenna: Why is the policy important to health care?  
Jenna: What stakeholders are impacted by this policy (e.g.,health care consumers, medical staff, etc.)?  
Stephanie W: In your opinion:

Is the policy effective?

Is it meeting the needs of the population as intended?

How has the effectiveness of the policy been verified?

  
Stephany G– Discuss the health and societal issues that had an impact on the development of the health care policy. The establishment of Health Insurance Portability and Accountability Act of 1996 was the product of a time that did not have any federal law regulating health care information privacy. It was a time where technology was emerging, and many records were receiving attention and privacy except the very one that contained individuals’ health. According to Solove, D.J. (2013), “Since the 1970s, Congress had been passing several privacy statutes that protected driver license records, cable TV records, school records, and phone records. There was even a federal law regulating the privacy of video rental records-but no one regulating the privacy of health records” (para.7). In essence, there was a high demand for a law that protect patient information and privacy. Due to the industry’s complexity, the law involves many rules and regulations to ensure all aspects are always covered.

 

References

CDC. (2018, September 14). Health Insurance Portability and accountability act of 1996 (HIPAA). Centers

for Disease Control and Prevention. Retrieved March 29, 2022, from https://www.cdc.gov/phlp/publications/topic/hipaa.html#:~:text=The%20Health%20Insurance%20Portability%20and,the%20patient%27s%20consent%20or%20knowledge.

HHS. (2013, July 26). What does the HIPAA Privacy Rule Do? Office for Civil Rights. Retrieved March 29,

2022, from https://www.hhs.gov/hipaa/for-individuals/faq/187/what-does-the-hipaa-privacy-rule-do/index.html

Longest, B. (2016). Health policymaking in the United States (6th ed.). Chicago, IL: Health Administration

Press

Solove, D.J. (2013). HIPAA Turns 10: Analyzing the Past, Present, and Future Impact.

https://library.ahima.org/doc?oid=106325#.YkOauOrMLIV

 

 

AA Substance Dependence Rotation

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AA Substance Dependence Rotation

Behavioral Health Substance Dependence Rotation

 

Attend an Alcoholics or Narcotics Anonymous Meeting at a location of your choice for patients with alcohol or drug abuse problems. Meeting schedules can be found in local newspapers or online.  Be sure to select an “open” meeting and wear appropriate street clothing.  Identify yourself as a nursing student and participate in the discussion per your level of comfort and as the group leads you to. As always, it is your duty to abide by HIPPA laws as it is an important part of the meetings for protecting the privacy of others. AA Substance Dependence Rotation

 

Objectives:

  1. Identify the effects of substance dependence on clients.
  2. Identify ways to begin effectively care for clients with substance dependence issues.
  3. Understand and explore various treatments of substance dependence.
  4. Analyze the present and emerging role of the registered nurse as it relates to mental health issues.

Each student must submit a paper related to the transitioning from the role of the student to the role of the practitioner. The paper should be at least 3 pages and should follow APA format. Title and Reference page to beincluded, not part of the paper’s length.  You will be graded according to the rubric. The paper should address the following outcomes: AA Substance Dependence Rotation

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Summary Questions

Outcome 1-Treatment Philosophy

  1. What was the treatment philosophy of the group meeting you attended?
  2. Describe the social milieu of the meeting and its effect on the group participants.
  3. What are your thoughts about the treatment philosophy and it success?

 

Outcome 2- Key principles of self- help groups and their impact on participants

  1. Describe interactions of the meeting’s participants.
  2. Were personal experiences shared during the meeting? Please site one example and how it affected you.
  3. Were the key concepts (active ingredients) identified in the readings demonstrated in the group meeting you attended? If so, how? If not, how could they be incorporated in a group meeting?

 

 

Outcome 3- Theory

  1. Discuss the effects of substance abuse on the participants.
  2. Identify defense mechanisms used by group participants (Identify at least two and explain in detail).
  3. Compare this meeting to the nursing process and how it applies to the participants.

Outcome 4- Personal Experience

  1. What did you learn about self-help groups?
  2. Did attending the meeting change your perspective about self-help groups?
  3. What were your personal reactions/feelings about the meeting and the participants?
  4. What is one thing talked about at the meeting that you could incorporate into your own life? If so please state one thing that impacted you.

 

Outcome 5- Relation to emerging role

Please also provide rationale of how your attendance can be vital to your role as emerging registered nurse. How does this relate to current theory?

 

ASSIGNED READINGS:

McKellar JD, Harris AH, Moos RH. (2009). Patients’ abstinence status affects the benefits of 12-

step self-help group participation on substance use disorder outcomes. Drug Alcohol Dependence. 99(1-3):115-22.

Moos, RH. (2008). Active ingredients of substance use-focused self-help groups. Addiction.

103(3):387-96.

Townsend, M. (2020). Psychiatric Mental Health Nursing: Concepts of Care in Evidence-Based

Practice, 10th Edition. Philadelphia, PA: F.A.Davis Company.

 

 

 

 

 

 

 

 

 

 

Mental Health Writing Assignment Grading Rubric
Criteria Ratings Pts
APA Format
10 to 5 pts

Full Marks

Correct formatting, with title and reference page. Use of two references in correct form.

 4.9 to 3.5 pts

Needs improvement

3-5 errors in APA formatting

 3.5 to 0 pts

No Marks

Greater than 5 errors
10 pts
Grammar
20 to 10 pts

Full Marks

Minimal grammar errors. Correct sentence structure and no spelling errors.

 9.9 to 3.5 pts

Needs improvement

Spelling errors, subject and verb agreement errors and incomplete sentence structure

 3.5 to 0 pts

No Marks

More than 5 spelling errors, more than 3 incomplete sentences
20 pts
Nursing content
60 to 40 pts

Full Marks

Covers each area in a concise manner. All major areas covered. Evidence based practice is cited. Medical terminology is used properly.

 39.9 to 20 pts

Needs improvement

Missing 3 basic areas of nursing knowledge, or appropriate answers to specific nursing related questions. Lacking a source of strong evidence.

 19.9 to 0 pts

No Marks

No evidence cited and not covering major concepts.
60 pts
Assignment
10 to 5 pts

Full Marks

Paper 3 pages in length. Cover page and reference page included.

 4.9 to 3.5 pts

Needs improvement

Missing 1 of the following- cover page, reference page. Less than 2 pages or excessive amount over 2 pages.

 3.5 to 0 pts

No Marks

Greater than 1 of these criteria missing.
10 pts
Total Points: 100