Describe the medical mission team's organizational structure of the mission team and how power is distributed.

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ITS IMPORTAT TO MEET THE COMPETENCES. THATS HOW I GET EVALUATED.Create an 8–10-slide mobilization plan PowerPoint presentation (with detailed speaker’s notes) for a mobilization plan by your health

ITS IMPORTAT TO MEET THE COMPETENCES. THATS HOW I GET EVALUATED.

Create an 8–10-slide mobilization plan PowerPoint presentation (with detailed speaker’s notes) for a mobilization plan by your health care organization to commit 20 nurses to participate in a 4-month-long multinational effort to treat patients exposed to a highly contagious virus in a hot zone in Africa.

Nursing leaders must incorporate approaches that are inclusive and respectful of all stakeholders in the health care workforce, patient population, and the larger community that is served by the organization. Communication among members of teams, between departments and service lines, within large networks, with strategic business partners, and with patients, families, or support persons requires awareness of various facets of effective communication and cultural competence. 

A mobilization plan for an international medical mission requires careful planning of organizational structure roles, power distribution, and team member empowerment.

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

  • (IMPORTANT) Competency 1: Identify nursing leadership priorities, using a systems perspective.       
    • -Apply systems thinking to determine a) the impact of the mobilization effort on hospital staffing and b) the actions needed to assure safe, quality care for the mission patients and personnel. 
  • (IMPORTANT) Competency 2: Apply systems theory and systems thinking to facilitate health care delivery and patient outcomes.       
    • -Identify the major stakeholders within the health care system that would be affected by the mobilization plan.
  • (IMPORTANT) Competency 3: Analyze the role of multiculturalism and diversity in organizational and systems structure and leadership.       
    • -Examine potential multicultural and diversity issues that mission personnel may encounter.
  • (IMPORTANT) Competency 4: Evaluate how power relates to health care organizational structure, behavior, and leadership.       
    • -Describe the medical mission team’s organizational structure and assess how this structure empowers team members. 
  • (IMPORTANT) Competency 5: Communicate in a manner that is consistent with the expectations of a nursing professional.       
    • Write content clearly and logically, with correct use of grammar, punctuation, mechanics, and current APA style.

Assessment Instructions 

Preparation

Use the Capella library and the Internet to help you complete this assessment. For help using PowerPoint, refer to the Microsoft Tutorials and other resources located in the Suggested Resources and left navigation menu of the courseroom.

This assessment is based upon the scenario below. The scenario is very limited in detail; where more detail is needed, incorporate any assumptions you make to flesh out the scenario. It is intended to assess your ability to communicate your approach to a challenge by evaluating issues of organization, leadership, safety, quality improvement, multiculturalism and diversity.

Your approach should be very conceptual and high-level.Scenario Your health care organization has recently committed 20 nurses to participate in a 4-month-long multinational effort to treat patients exposed to a highly contagious virus in a “hot zone” in Africa. The director of your organization has asked you, because of your previous medical mission experience, to outline nursing-related plans for preparing for the mobilization and present this information at an upcoming staff meeting. 

Deliverable: Mobilization Plan PowerPoint Presentation

Create an 8–10-slide PowerPoint presentation (with detailed speaker’s notes) of your mobilization plan. It should be targeted toward members of the hospital’s administrative staff, nurses, and the physicians who will also participate in this medical mission.

  • Use bullet points and phrases on the slides.
  • The narrative, or explanation for each slide, should be in the speaker’s notes section.

The mobilization plan should address the following:

  • Identify the major stakeholders within the health care system that would be affected by the mobilization plan.
  • Analyze how the mobilization effort will impact staffing patterns and nursing care at the hospital.
  • Describe the medical mission team’s organizational structure of the mission team and how power is distributed.  
    • Include one slide of an organizational diagram for the mission.        
      • Describe the roles (in the speaker’s notes).
  • Assess how the organizational structure empowers team members.      
    • Provide 1–2 examples of how team members will have power.
  • Identify key actions needed to assure quality of care and safety for mission patients and personnel.
  • Evaluate potential power issues that may arise when dealing with a multinational contingent.      
    • (Be generic; that is, do not address individual nationalities, races, et cetera.)
    • Consider interactions with health care personnel from other countries.
  • Examine potential multicultural and diversity issues that mission personnel may encounter.      
    • Consider that the indigenous population may be hostile to treatment.
    • Outline possible training requirements to improve cultural competencies of the personnel.

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: Presentation should be 8–10 slides. Include speaker’s notes on each content slide.
  • References: Include a minimum of three peer-reviewed resources on the final slide (in APA format).
  • General formatting: Choose an appropriate theme if using a template.

Which characteristics or approaches demonstrated by this person would you integrate into your own leadership style? Which ones would you prefer not to integrate?

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Leadership style discussion

Leadership Style

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

To prepare:

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

By Day 3

Post a description of a leader, distinguishing his or her style as authoritative, democratic, or laissez-faire. Describe the characteristics that inform your perception, and explain which ones you would integrate into your own leadership style, as well as which ones you would prefer not to integrate. Explain at least one potential effect of this leadership style on health care quality and patient outcomes.

Required Readings

Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

  • Review Chapters 2 and 3

Azaare, J., & Gross, J. (2011). The nature of leadership style in nursing management. British Journal of Nursing, 20(11), 672–676, 678–680.

Retrieved from the Walden Library databases.

The authors examine the different styles of leadership that nurse managers use and discusses how staff nurses in their study preferred managers who use a proactive, articulate, and independent leadership style.

Benoliela, P.  &  Somecha, A. (2014). The health and performance effects of participative leadership: Exploring the moderating role of the Big Five personality dimensions European Journal of Work and Organizational Psychology, 23(2), 277–294. doi:10.1080/1359432X.2012.717689

Retrieved from the Walden Library databases.

Graham, S., & Melnyk, B. M. (2014). The Birth of a Healthcare Leadership Academy: Lessons Learned From The Ohio State University. Nurse Leader, 12(2), 55–74. doi:10.1016/j.mnl.2014.01.001

Retrieved from the Walden Library databases.

Perform the following tasks:· Complete the reading assignment and the interactive lesson before attempting this assignment.· To complete this assignment:o Review the case study and select one of the

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Perform the following tasks:· Complete the reading assignment and the interactive lesson before attempting this assignment.· To complete this assignment:o Review the case study and select one of the

Perform the following tasks:

· Complete the reading assignment and the interactive lesson before attempting this assignment.

· To complete this assignment:

o Review the case study and select one of the committee roles.

o Download the provided PowerPoint template to create a presentation that includes:

§ Your selection as a member on the committee 

§ Identification one or more issues, related to your role on the committee

§ Identification of probable cause(s) of identified issue(s)

§ Proposed recommendations to resolve the identified issues 

§ Reference slide – list of academic references, using APA style 

Ø Case Study

Read the following case study

A good friend of yours is director of nursing at a 220-bed community hospital. Last year the hospital merged with a much larger medical center. One of the upsides, as well as one of the challenges, resulting from this change has been the rapid introduction of new computer systems. The goal is to bring the hospital “up to speed” within 3 years. At present, the Computerized Physician Order Entry (CPOE) is being implemented. The general medical and surgical units went live last month. The ICU, pediatrics, and obstetrics units are scheduled to go live next month. The plan is to work out any kinks or problems on the general units and then go live in the specialty units. Most of the physicians, nurse practitioners, and physician assistants initially complained but are now becoming more comfortable with the computers and are beginning to integrate the CPOE process into their daily routines. Several physicians are now requesting the ability to enter orders from their offices and others are looking into this option. However, three physicians have not commented during this process but are clearly resisting. For example, after performing rounds and returning to their offices they called the unit with verbal orders. After being counseled on this behavior, they began to write the orders on scraps of paper and put these in the patient’s charts or leave them at the nurses’ station. When they were informed that these were not “legal orders,” they began smuggling in order sheets from the non-activated units. In addition, they have been coercing the staff nurses on the units to enter the orders for them. This has taken two forms. Sometimes they sign in and then ask the nurses to enter the orders. Other times they ask the nurses to put the orders in verbally and then they confirm the orders. The nurses feel caught between the hospital’s goals and the need to maintain a good working relationship with these physicians. 

You suggest to your friend (director of nursing) to create an informal committee to review the issues surrounding the CPOE implementation. The committee would determine methods to address these issues, prior to implementing CPOE within the ICU, pediatrics, and obstetrics units. Your friend appreciates the suggestion and forms a small committee with the following members:

· Taylor Terrific, RN – a nurse practitioner

· Dr. Dudley Do-Right – a physician who uses the CPOE system routinely and correctly

· Dr. Frank Burns – a physician who rarely, if ever, uses the CPOE system

The director of nursing asks each committee member to create a short PowerPoint presentation for the committee. The presentation would identify issues that occurred during CPOE implementation, identify potential causes of such issues, and list specific recommendations, based on strong rationale and research, to resolve the identified issues prior to the next CPOE implementation. Each committee member will have a unique perspective, based on their position (i.e., nurse, physician).

Identify an issue that is lacking or an opportunity for health promotion.

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This is a Collaborative Learning Community assignment. The instructor will assign you to a CLC group. The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies

This is a Collaborative Learning Community assignment. The instructor will assign you to a CLC group. The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities. This assignment consists of both an interview and a PowerPoint (PPT) presentation. Assessment/Interview Select a community of interest. It is important that the community selected be one in which a CLC group member currently resides. Students residing in the chosen community should be assigned to perform the physical assessment of the community. 1.Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.” 2.Interview a community health and public health provider regarding that person’s role and experiences within the community. Interview Guidelines Interviews can take place in-person, by phone, or by Skype. Complete the “Provider Interview Acknowledgement Form” and submit with the group presentation. Develop one set of interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community. Compile key findings from the interview, including the interview questions used, and submit with the group presentation. PowerPoint Presentation Within your group, create a PowerPoint presentation of 15-20 slides (slide count does not include title and reference slide) describing the chosen community interest. Include the following in your presentation: 1.Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level, ethnic, and phenomenological features of the community as well as types of social interactions, common goals and interests, barriers, and challenges, including any identified social determinates of health. 2.Summary of community assessment: (a) funding sources and (b) partnerships. 3.Summary of interview with community health/public health provider. 4.Identification of an issue that is lacking or an opportunity for health promotion. The issue identified can be used for the Community Teaching Plan: Community Teaching Work Plan Proposal assignment. 5.A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community. In addition to submitting this assignment in the LoudCloud dropbox, email a copy of your submission to . While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. “Provider Interview Acknowledgement Form,” and the community assessment PPT presentation.

1.Community 4-5 slides

  a.Description of community and boundaries 

b.Geographic  

c.Geopolitical  d

.Financial and educational level   

e.Ethnic break down 

FPhenomenologicalMY PART IT WILL BE THIS QUESTION ONE FROM A TO F . 

Assessing and Diagnosing Patients With Schizophrenia, Other Psychotic Disorders, and Medication-Induced Movement Disorders

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Assessing and Diagnosing Patients With Schizophrenia, Other Psychotic Disorders, and Medication-Induced Movement Disorders

Video summary

Patient is well groomed but very jittery and nervous. Looking away from interviewe. Does not answer interviewer question rather dwells in her hallucination and delusion Patient definitely exhibits Psychosis symptoms such as disorganize speech/behavior, delusion hallucination, self references

Her roommates reported that she had been hallucinating and hearing things that hadn’t been said

The patient believes that there’s people listening to her and monitoring her movement

Her aunt had passed away, and had raised her through her childhood

She’s looks on edge and constantly look around the room as if she’s expecting someone to pop out of nowhere

She thinks her neighbors are Russian spy’s, and speaks in code and that they are liars

The patient stated that she stayed in her car for about 6 hours closely observing her neighbors just in case they did do anything (Dwells in her hallucination) Assessing and Diagnosing Patients With Schizophrenia, Other Psychotic Disorders, and Medication-Induced Movement Disorders

She believes that her ‘Russian’ neighbors are terrorist coming to destroy her house

Partially agreed to have been taking prescription medicine but stooped abruptly due to belief that the medication is bad and that the medications are part of the problem

She had thoughts of hurting herself and her roommates,

 

Training Title 24 Name:

Ms. Jess Cunningham Gender: female Age: 28 years old T- 98.6 P- 86 R 20 120/70 Ht 5’2 Wt 126lbs Background: Jess is brought for evaluation by her 2 roommates who are concerned with behaviors that began 12 days after Jess’s younger brother committed suicide in front of her via GSW after his girlfriend broke up with him. She is estranged from her parents and her brother was her only sibling. She is only sleeping 1–2 hours/24hrs; she will only canned foods. She smokes cannabis daily since she was 16, goes out on weekdays 2–3 times with her roommates and has couple drinks of beer. She was prescribed alprazolam 1mg twice daily as needed by her PCP for 15 days. She works as a bartender. Symptom Media. (Producer). (2016). Training title 24 [Video]. https://video-alexanderstreetcom.ezp.waldenulibrary.org/watch/training-title-24 Training Title 29 Name: Mr. Jay Feldman . Assessing and Diagnosing Patients With Schizophrenia, Other Psychotic Disorders, and Medication-Induced Movement Disorders

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Assignment: Assessing and Diagnosing Patients With Schizophrenia, Other Psychotic Disorders, and Medication-Induced Movement Disorders

Photo Credit: [Hero Images]/[Hero Images]/Getty Images

Psychotic disorders and schizophrenia are some of the most complicated and challenging diagnoses in the DSM. The symptoms of psychotic disorders may appear quite vivid in some patients; with others, symptoms may be barely observable. Additionally, symptoms may overlap among disorders. For example, specific symptoms, such as neurocognitive impairments, social problems, and illusions may exist in patients with schizophrenia but are also contributing symptoms for other psychotic disorders.

For this Assignment, you will analyze a case study related to schizophrenia, another psychotic disorder, or a medication-induced movement disorder.

To Prepare:

  • Review this week’s Learning Resources and consider the insights they provide about assessing and diagnosing psychotic disorders. Consider whether experiences of psychosis-related symptoms are always indicative of a diagnosis of schizophrenia. Think about alternative diagnoses for psychosis-related symptoms.
  • Download the Comprehensive Psychiatric Evaluation Template, which you will use to complete this Assignment. Also review the Comprehensive Psychiatric Evaluation Exemplar to see an example of a completed evaluation document.
  • By Day 1 of this week, select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the “Case History Reports” document, keeping the requirements of the evaluation template in mind. Assessing and Diagnosing Patients With Schizophrenia, Other Psychotic Disorders, and Medication-Induced Movement Disorders
  • Consider what history would be necessary to collect from this patient.
  • Consider what interview questions you would need to ask this patient.
  • Identify at least three possible differential diagnoses for the patient.

By Day 7 of Week 7

Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate primary diagnosis.

Incorporate the following into your responses in the template:

  • Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
  • Objective: What observations did you make during the psychiatric assessment?
  • Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
  • Reflection notes: What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

 

RUBRIC

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

In the Objective section, provide:
• Physical exam documentation of systems pertinent to the chief complaint, HPI, and history
• Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses. Assessing and Diagnosing Patients With Schizophrenia, Other Psychotic Disorders, and Medication-Induced Movement Disorders

In the Assessment section, provide:
• Results of the mental status examination, presented in paragraph form.
• At least three differentials with supporting evidence. List them from top priority to least priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.

Reflect on this case. Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

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).

Written Expression and Formatting—Paragraph development and organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.

NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Exemplar

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

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

HPI: Begin this section with patient’s initials, age, race, gender, purpose of evaluation, current medication and referral reason. For example: Assessing and Diagnosing Patients With Schizophrenia, Other Psychotic Disorders, and Medication-Induced Movement Disorders

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

Or

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

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

Paint a picture of what is wrong with the patient. This section contains the symptoms that is bringing the patient into your office. The symptoms onset, duration, frequency, severity, and impact. Your description here will guide your differential diagnoses. You are seeking symptoms that may align with many DSM-5 diagnoses, narrowing to what aligns with diagnostic criteria for mental health and substance use disorders.

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

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

Caregivers are listed if applicable.

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

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

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

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

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

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

Where patient was born, who raised the patient

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

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

Educational Level

Hobbies:

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

Legal history: past hx, any current issues?

Trauma history: Any childhood or adult history of trauma?

Violence Hx: Concern or issues about safety (personal, home, community, sexual (current & historical) Assessing and Diagnosing Patients With Schizophrenia, Other Psychotic Disorders, and Medication-Induced Movement Disorders

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

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

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

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

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

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

Example of Complete ROS:

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

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

SKIN: No rash or itching.

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

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

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

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

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

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

HEMATOLOGIC: No anemia, bleeding, or bruising.

LYMPHATICS: No enlarged nodes. No history of splenectomy.

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

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

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

Assessment

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

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

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

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

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

References

You are required to include at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines which relate to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting. Assessing and Diagnosing Patients With Schizophrenia, Other Psychotic Disorders, and Medication-Induced Movement Disorders

 

 

 

Explain how the strategies consider different client/patient demographics.

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Prepare a 3–4-page report on nurse-patient communication in which you  address types of communication, factors that influence the  communication experience, and how the patient experience affects

Prepare a 3–4-page report on nurse-patient communication in which you  address types of communication, factors that influence the  communication experience, and how the patient experience affects health  outcomes. Recommend evidence-based strategies to improve nurse-patient  communication and explain how the strategies consider patient  demographics.

Nursing professionals do not only communicate with others within  their organizations—often, they are also the first point of contact with  patients. Thus, nursing professionals need superior communication  skills to explain procedures and medication instructions, as well as to  listen to what patients need to say.

Clark and Paraska (2014) suggest that understanding how people  communicate is the first step in learning how to teach patients more  effective methods of listening, self-awareness, and self-expression—and  also in identifying barriers in communication. The process of  communication can be difficult, as we can interpret meaning based on a  variety of hidden messages—some conscious and intentional—some not.

Reference 

Clark, C. C., & Paraska, K. K. (2014).  Health promotion for nurses: A practical guide. Burlington, MA: Jones & Bartlett. 

Imagine that, in an effort to reduce the number of patient complaints  about nursing staff, organizational leadership has asked your  department to prepare some preliminary research on a number of different  topics. Your topic is patient communication, such as the following:

  • The types of communication that take place between nurses and patients.
  • The factors that can influence both positive and negative experiences.
  • How the experience can impact health care outcomes.
  • Strategies that can improve the communication between nurses and patients.

Preparation

Search the Capella library and the Internet for peer-reviewed  journal articles or other professional resources on the topic of  effective communication with patients. You will need at least 3  resources to support your work in this assessment.

Directions

Prepare a report on patient-nurse communication in which you include the following:

  • Describe the types of communication that take place between  nurses and clients/patients. Do not forget to consider types of  communication beyond verbal and written on paper.
  • Explain the factors that influence positive and negative  experiences during the communication process. (Hint: Consider the  experiences of both the client/patient and the nurse. Also, consider  things such as age, gender, culture, and so on, of both the  client/patient and the nurse.)
  • Explain how the client/patient experience can impact health care outcomes.
  • Recommend evidence-based strategies for improving communication between client/patients and nurses.
  • Explain how the strategies consider different client/patient demographics.

Format this assessment as a report that you would give to your  supervisor. It may be helpful for you to review how your organization  formats internal reports and incorporate your findings. You are still  required to adhere to APA guidelines for in-text citations and  references, as well as for formatting your reference page.

Additional Requirements

  • Include a title page and a reference page.
  • Ensure your assessment is 3–4 pages in length.
  • Use double-spaced, 12-pt., Times New Roman font.

2. Develop best practices for quality care across the dimensions of end-of-life care, including the physical, psychological, spiritual, and interpersonal.

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Discussion Board  2: End of Life Care.Choose 1 focal point from each subcategory of practice, education, research and administration and describe how the APRN can provide effective care in end of lif

Discussion Board  2: End of Life Care.

Choose 1 focal point from each subcategory of practice, education, research and administration and describe how the APRN can provide effective care in end of life management

Using the American nurses association position statement, recommendations for improvement in end of life management focuses on practice, education, research and administration. Listed below are steps that nurses can take to overcome barriers in healthcare practice.

Practice 

1. Strive to attain a standard of primary palliative care so that all health care providers have basic knowledge of palliative nursing to improve the care of patients and families. 

2. All nurses will have basic skills in recognizing and managing symptoms, including pain, dyspnea, nausea, constipation, and others. 

3. Nurses will be comfortable having discussions about death, and will collaborate with the care teams to ensure that patients and families have current and accurate information about the possibility or probability of a patient’s impending death. 

4. Encourage patient and family participation in health care decision-making, including the use of advance directives in which both patient preferences and surrogates are identified. 

Education 

1. Those who practice in secondary or tertiary palliative care will have specialist education and certification. 

2. Institutions and schools of nursing will integrate precepts of primary palliative care into curricula. 

3. Basic and specialist End-of-Life Nursing Education Consortium (ELNEC) resources will be available. 

4. Advocate for additional education in academic programs and work settings related to palliative care, including symptom management, supported decision-making, and end-of-life care, focusing on patients and families. 

Research 

1. Increase the integration of evidence-based care across the dimensions of end-of-life care. 

2. Develop best practices for quality care across the dimensions of end-of-life care, including the physical, psychological, spiritual, and interpersonal. 

3. Support the use of evidence-based and ethical care, and support decision-making for care at the end of life. 

4. Develop best practices to measure the quality and effectiveness of the counseling and interdisciplinary care patients and families receive regarding end-of-life decision-making and treatments. 

5. Support research that examines the relationship of patient and family satisfaction and their utilization of health care resources in end-of-life care choices. 

Administration 

1. Promote work environments in which the standards for excellent care extend through the patient’s death and into post-death care for families. 

2. Encourage facilities and institutions to support the clinical competence and professional development that will help nurses provide excellent, dignified, and compassionate end-of-life care. 

3. Work toward a standard of palliative care available to patients and families from the time of diagnosis of a serious illness or an injury. 

4. Support the development and integration of palliative care services for all in- and outpatients and their families. 

Balancing School And Life – My Quality Of Life Self-Care Plan

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Balancing School And Life – My Quality Of Life Self-Care Plan

Balancing School and Life – My Quality of Life Self-Care Plan. The purpose of developing this Plan is to set a framework and a plan to maintain wellness and to stay motivated and engaged throughout your Program. Doing this will help you achieve success during your coursework and as a professional nurse.

 

The goal of the Project is to help you become self-aware and reflective as a means of identifying personal self-care strategies that will increase your energy and help you manage your stress. The Project will give you a chance to learn how this is accomplished as you will be doing similar work with clients during the Program and as a professional nurse to assist them in the same way. Balancing School And Life – My Quality Of Life Self-Care Plan

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Using an online search tool such as Google.com, locate and select a free quality of life assessment tool. Assess your quality of life using the tool you selected. You can find your own tool, but I prefer everyone use the Quality of Life Self Care Wheel attached below.

In a 2–3-page paper (not including the title page or reference page), include the following information:

 

  • Describe the tool you selected and why you chose this tool.
  • Include a link to the tool.
  • Discuss at least two strengths related to your quality of life.
  • Identify at least two strategies to maintain or maximize these strengths.
  • Describe how you would implement these strategies using SMART goals.
  • Discuss at least two weaknesses related to your quality of life.
  • Identify at least two strategies to improve these weaknesses.
  • Describe how you would implement these strategies using SMART goals.
  • Accurate grammar, spelling and APA format. Balancing School And Life – My Quality Of Life Self-Care Plan

 

SMART Goal Example

Goal:  Successfully complete the Capstone Course with a final average of 78% or higher at the end of the Winter 2018 term.

Specific

  • What do you want to accomplish?
  • Why is this goal important?
  • Who is involved?
  • What resources are involved?
 Pass Capstone with a 78% or higher

It is my last course I need to pass before graduation.

I will need to utilize the resources available through Rasmussen University.
Measurable

  • Are you able to track your progress?
  • How will you know when it’s accomplished?
 I am able to track my progress my reviewing my grades through the grade book.

I will know I have accomplished my goal when I have passed my course with a 78% or higher.
Achievable

  • Is achieving this goal realistic?
  • Do you have the resources to achieve this goal?
  • If not, how will you get them?
 Yes, this is a realistic goal.

Yes, Rasmussen University has many resources I can use to accomplish this goal.

I can reach out to my instructor if I need additional resources or support.
Relevant

  • Why is this goal important?
  • Does it seem worthwhile?
  • Is this the right time?
  • Does this match specific needs? Balancing School And Life – My Quality Of Life Self-Care Plan
 I need to pass this course to earn my degree.

Yes, it is very worthwhile because I have worked very hard to get to this point.

Yes, now is the right time.

Yes, it matches my need to graduate so I can work as a nurse.
Timely

  • When will you achieve this goal?
 I will achieve this goal by the end of the quarter.

 

Rubric

 

Criteria
Identifies areas of strength (higher scores)
Identifies areas that need further development (lower scores)
Identifies 2 strategies to maintain or maximize each identified strength
Identifies 2 strategies to strengthen each area needing development
Explains how these strategies will be put into action using SMART format
Accurate APA format (including providing sources when appropriate, references, and in-text citations)
Meets minimum length requirement of 2-3 pages
Accurate Grammar (including capitalization, punctuation, spelling, word usage, no run-on sentences, no sentence fragments, and/or paragraphing errors) Balancing School And Life – My Quality Of Life Self-Care Plan
Total

 

 

Wk 11 Discussion Benchmarking Health Services Organization

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Wk 11 Discussion Benchmarking Health Services Organization

How might benchmarking be useful for health care administration leaders?

Health care administration leaders face many challenges in ensuring that their health services organizations comply with standards set forth for practice. Further, they must also ensure that relative to their competitors, standards for quality, cost, and patient satisfaction remain consistent. Certain levels of benchmarking, whether internal (across units in an organization), competitive (against rivals), industrial (across the industry), and functional (against recognized leaders), help health care administration leaders establish workflows for top performance. Wk 11 Discussion Benchmarking Health Services Organization

For this Discussion, review the resources for this week regarding benchmarking. Then, think about your health services organization, or an organization with which you are familiar, and reflect on how this organization may use benchmarking for health care quality.

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By Day 3

Post a description of how your organization, or one with which you are familiar, may use benchmarks for effective health care delivery. Be specific and provide examples with fictitious data of some of the organization’s benchmarks. Categorize the benchmarks based on the taxonomy explored this week. Is the organization you selected benchmarking the right measures? Why, or why not? Wk 11 Discussion Benchmarking Health Services Organization

My organization is Veterans Administration

Environmental Health And Health Effects Of Environmental Change

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Environmental Health And Health Effects Of Environmental Change

Final Assignment: Environmental Health and Health Effects of Environmental ChangeInstructions:

  1. Write a 2-3 pages work on environmental health, the environmental factors that impact health, and your role with improving/ eliminating environmental barriers to health. Use the following organization:
    1. Title page: Environmental Health and Health Effects on Environmental Change
    2. Introduction: One paragraph (minimum of 4 to 5 sentences). Environmental Health And Health Effects Of Environmental Change
    3. Sub-Titles:
      • Environmental Factors that Impact Health
      • My role in Improving/ Eliminating Environmental Barriers to Health (give specific examples of how you can make a difference).
    4. Summary and Conclusion: (minimum of one paragraph of 4 to 5 sentences).
    5. References: Must use a minimum of 3 reference besides the textbook that is 5 years or newer.

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  2. Your work should:
    • be typed in a WORD document.
    • be 2-3 or more pages (excluding the title page and reference page).  In other words, the body of your work should be 2 to 3 pages long.
    • include a Title page and a Reference page.
    • Must use a minimum of 3 reference besides the textbook that is 5 years or newer.
      • Use APA style: Running head, title page, citations, reference page
      • Follow APA format according to the APA Style Guide
    • use factual information from the textbook and/or appropriate articles and websites.
  3. See rubric attached Environmental Health And Health Effects Of Environmental Change