Financing Healthcare Assignment

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Financing Healthcare Assignment

Assignment Description:

Financing Healthcare

Consider how compensation for healthcare services shape delivery of care, and reflects policy and policy changes and write a paper that addresses the bullets below. Be sure to completely address each bullet point. There should be four (4) sections in your paper; one for each bullet below. Separate each section in your paper with a clear brief heading that allows your professor to know which bullet you are addressing in that section of your paper. Include a “Conclusion” section that summarizes all topics. This assignment will be at least 1250 words. Financing Healthcare Assignment

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This week you will reflect upon accountability in healthcare finance to address the following:

  • Discuss the history of private health insurance and manage care and how it involved into a healthcare industry?
  • Identify the key federal laws that protect individuals who are enrolled in private insurance.
  • Briefly discuss consumer-driven healthcare and the empowerment of the healthcare consumer.
  • Explore the opportunities which have emerged for nurses within the private insurance market.
  • Length: 1250-1500 words; answers must thoroughly address the question in a clear, concise manner
  • Structure: Include a title page and reference page in APA format. These do not count towards the minimal word amount for this assignment.  Your essay must include an introduction and a conclusion.
  • References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. A minimum of two (2) scholarly sources are required for this assignment. Financing Healthcare Assignment

 

completea comprehensive health screening and history on a young adult

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In this assignment, you will be completing a comprehensive health screening and history on a young.. 

1 answer below »In this assignment, you will be completing a comprehensive health screening and history on a young adult. To complete this assignment, do the following:
Select an adolescent or young adult client on whom to perform a health screening and history. Students who do not work in an acute setting may “practice” these skills with a patient, community member, neighbor, friend, colleague, or loved one.
Complete the “Health History and Screening of an Adolescent or Young Adult Client” worksheet.
Format the write-up in a manner that is easily read, computer-generated, neat, and without spelling errors.
Complete the assignment as outlined on the worksheet, including:
1.Biographical Data
2.Past Health History
3.Family History: Obstetrics History (if applicable) and Well Young Adult Behavioral Health History Screening
4.Review of Systems
5.Include all components of the health history
6.Use correct acronyms or abbreviations when indicated
7.Develop three Nursing Diagnoses for this client based on the health history and screening. Include: one actual nursing diagnosis, one wellness nursing diagnosis, one “Risk For” nursing diagnosis, and your rationale for the choice of each nursing diagnosis for this client.
8.Using the (3) nursing diagnoses you have identified, develop a wellness plan for the adolescent / young adult client.
While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation 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.

Assessing And Diagnosing Patients With Neurocognitive And Neurodevelopmental Disorders

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Assessing And Diagnosing Patients With Neurocognitive And Neurodevelopmental Disorders

To Prepare:

  • Review this      week’s Learning Resources and consider the insights they provide. Consider      how neurocognitive impairments may have similar presentations to other      psychological disorders.
  • Review the      Comprehensive Psychiatric Evaluation template, which you will use to      complete this Assignment.  Assessing And Diagnosing Patients With Neurocognitive And Neurodevelopmental Disorders
  • select a      specific video case study to use for this Assignment from the Video Case      Selections choices in the Learning Resources. View your assigned video      case and review the additional data for the case in the “Case History      Reports” document, keeping the requirements of the evaluation template in      mind.
  • Consider      what history would be necessary to collect from this patient.
  • Consider      what interview questions you would need to ask this patient.
  • Identify at      least three possible differential diagnoses for the patient.

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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?

Training Title 50

Name: Harold Griffin

Gender: male

Age:58 years old

T- 98.8 P- 86 R 18 134/88 Ht 5’11 Wt 180lbs

Background: Has bachelor’s degree in engineering. He is homosexual and dates casually, never married, no children. Has one younger sister. Sleeps 4-6 hours, appetite good. Denied legal issues; MOCA 27/30 difficulty with attention and delayed recall; ASRS-5 20/24; denied hx of drug use; enjoys one scotch drink on the weekends with a cigar. Allergies Morphine; history HTN blood pressure controlled with losartan 100mg daily, angina prescribed ASA 81mg po daily, metoprolol 25mg twice daily. Hypertriglyceridemia prescribed fenofibrate 160mg daily, has BPH prescribed tamsulosin 0.4mg po bedtime. Assessing And Diagnosing Patients With Neurocognitive And Neurodevelopmental Disorders

Symptom Media. (Producer). (2017). Training title 50 [Video]. https://video-alexanderstreetcom.ezp.waldenulibrary.org/watch/training-title-50

 

Differential Diagnoses: : Explain relate it the patient

ADHD

Anxiety Disorder

Major depressive disorder:

 

Assignment: Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders

To Prepare:

  • Review this week’s Learning Resources and consider the insights they provide. Consider how neurocognitive impairments may have similar presentations to other psychological disorders.
  • Review the Comprehensive Psychiatric Evaluation template, which you will use to complete this Assignment.
  • select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the “Case History Reports” document, keeping the requirements of the evaluation template in mind.
  • Consider what history would be necessary to collect from this patient.
  • Consider what interview questions you would need to ask this patient.
  • Identify at least three possible differential diagnoses for the patient. Assessing And Diagnosing Patients With Neurocognitive And Neurodevelopmental Disorders

 

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.). Assessing And Diagnosing Patients With Neurocognitive And Neurodevelopmental Disorders

 

Clinical Strengths and Opportunities for Improvement

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Clinical Strengths and Opportunities for Improvement

Assignment: Journal Entry

Critical reflection of your growth and development during your practicum experience in a clinical setting has the benefit of helping you to identify opportunities for improvement in your clinical skills, while also recognizing your strengths and successes.

Use this Journal to reflect on your clinical strengths and opportunities for improvement, the progress you made, and what insights you will carry forward into your next practicum

  • Refer to the “Advanced Nursing Practice Competencies and Guidelines” found in the Week 1 Learning Resources, and consider the quality measures or indicators advanced nursing practice nurses must possess in your specialty of interest. Clinical Strengths and Opportunities for Improvement
  • Refer to your “Clinical Skills Self-Assessment Form” you submitted in Week 1, and consider your strengths and opportunities for improvement.
  • Refer to your Patient Log in Meditrek, and consider the patient activities you have experienced in your practicum experience. Reflect on your observations and experiences.

In 450–500 words, address the following:

Learning From Experiences

  •  Revisit the goals and objectives from your Practicum Experience Plan. Explain the degree to which you achieved each during the practicum experience.
  • Reflect on the three (3) most challenging patients you encountered during the practicum experience. What was most challenging about each?
  • What did you learn from this experience?
  • What resources did you have available?
  • What evidence-based practice did you use for the patients?
  • What new skills are you learning?
  • What would you do differently?
  • How are you managing patient flow and volume?

Communicating and Feedback

  • Reflect on how you might improve your skills and knowledge and how to communicate those efforts to your Preceptor.
  • Answer the questions: How am I doing? What is missing?
  • Reflect on the formal and informal feedback you received from your Preceptor.

Comprehensive Psychiatric Evaluation

Comprehensive Psychiatric Evaluation

Subjective

CC (Chief Complaint): Depression

HPI: 54-year-old white female. Individual reports depression has increased. “I been dealing with my boyfriend being in the nursing home. I have no desire to do anything. I just feel depressed and all I do is lay around crying.” Individual reports anxiety the same. She reports Seroquel helps with sleep and denies side effects from medications. Individual rates life 4/10 with 10 being the happiest. She denies SI/HI at this time.

Past Psychiatric History

General Information: The case is a 54-year-old female

Caregivers (If Applicable): The patient does not have a caregiver.

Hospitalizations: Inpatient psychiatric facility within the past 6 months

Medication Trials: No medical trials

Previous Psychiatric Diagnosis: Bipolar Disorder, Anxiety, and Depression

Substance Use and History: No history of substance abuse

Family History: Mother (deceased) cancer, mood disorder

 

Psychosocial History: Bipolar disorder, depression, and anxiety

Medical History: HTN/ COPD- Bronchitis/Emphysema/ Type II DM/ Hyperlipidemia. Clinical Strengths and Opportunities for Improvement

 

Current Medications:

Quetiapine 50 mg, Oxycarbazepine 300 mg, Fluticasone propionate 50 mcg, Loratadine 10 mg, Levothyroxine sodium 50 mcg, Montelukast sod 10 mg, Losartan potassium 50 mg, Novolog 100 units/ml vial; Diltiazem HCL ER coated BEA, VIT D2 1.25 mg (50,000 unit).

Allergies: The patient has no allergy, nor does she have any reaction to certain aspects such as seasonal changes, dust, or pollen.

Reproductive Hx: The patient began her menstrual periods at 15. The patient has no history of reproductive health complications.

Past Medical History: Bronchitis/Emphysema

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ROS:

GENERAL: The patient is composed and well-presented. The patient’s speech is clear. The patient is depressed, and her melancholy interferes with her ability to function. However, during an examination and the chat, the patient is easily distracted (McCutcheon et al, 2020). The patient suffers from anxiety, insomnia, despondency, a sense of worthlessness, anxiousness, delusions, and hallucinations.

HEENT: The patient’s vision and hearing are both in good shape. There is no history of glaucoma or other eye disorders in this patient (Angst & Cassanoy, 2018). The hearing and sense of smell are in good working order. Furthermore, the patient’s dental health is satisfactory, and his throat is free of cancer or sore throat.

SKIN: The patient has no wounds, itches, or bruises.

CARDIOVASCULAR: The patient has no dyspnea, palpitations, or oedema problems.

RESPIRATORY: The patient has a history of bronchitis

GASTROINTESTINAL: The patient has no reflux, abnormal bowel sounds, or abdominal pains.

GENITOURINARY: The patient has had tubal ligation and vulvectomy in the past

HEMATOLOGIC: The patient has no blood disorder, and she has no history of cancer.

LYMPHATICS: The patient has no issues or challenges relating to pain or swelling of the lymph nodes.

ENDOCRINOLOGIC: The patient has not reported any issues of endocrinal challenges.

Objective

Physical Examination: Vitals are as follows: Height 5’11, Weight 247 lbs, BMI 34

Diagnostic Results: Blood and urine tests returned typical results, and the MRI and Ct scan also returned specific results.

Assessment

Mental Status Examination:

The patient is a 54-year-old white female with an age-appropriate look. The patient is aware and cooperative, and she is usually tidy, clean, and well-dressed. There are no abnormalities, and the patient always speaks clearly and coherently (Gordovez, 2020). The patient’s memory, focus, and insight are intact. However, the patient reports a lack of happiness daily over the past two weeks. Clinical Strengths and Opportunities for Improvement

Differential Diagnosis:

Bipolar Disorder

Bipolar disorder is a mental condition where a person experiences some hypomanic disorders characterized by increased energy or irritability. They have symptoms alternating between feelings of lows and highs. People who experience bipolar disorder also experience depressive episodes where these people have low moods, and such people tend to isolate themselves from the public. The diagnostic criteria for the condition are the presence of hypomanic episodes. The hypomanic episodes are characterized mainly by inflated self-esteem. The main signs of bipolar disorder are depressive episodes, weight loss and changes in mood swings.

Depression

Depression is a mental health challenge where the individual usually has mental health challenges due to constantly thinking about a particular situation, which makes this person detached from the everyday world. People who suffer from depression tend to have suicidal or homicidal thoughts, which affect the. Some of the common symptoms of depression include changes in sleep patterns, overeating or eating and changes in mood swings. Additionally, people battling depression like staying alone most of the time. The primary diagnostic condition of depression is the changes in mood swings and the hallucinations that one might experience.

Reflections:

The final diagnosis is bipolar disorder. The patient has been treated for bipolar disorder in the past. The final diagnosis for the patient is bipolar disorder.  The patient rates her happiness levels as 4 out of 10. The best treatment plan will be using suitable medication and counselling therapy (Carvallo et al, 2020). Non-pharmacological and pharmacological methods must be used to treat bipolar disorder. The pharmacologic treatment will be Fluticasone propionate 50 mg daily and  Loratadine 2 mg, Levothyroxine sodium 2 tablets each daily. Cognitive theraphy will also be given to ensure that behavior is corrected. The patient will also be encouraged to adjust to her diet and avoid saturated fat, red meat and simple carbohydrates. Additionally, the patient should be educated on how to stick to the treatment, the possible side effects and how to manage these side effects.

 

 

References

Angst, J., & Cassano, G. (2018). The mood spectrum: improving the diagnosis of bipolar disorder. Bipolar disorders, 7, 4-12.

Carvalho, A. F., Firth, J., & Vieta, E. (2020). Bipolar disorder. New England Journal of Medicine, 383(1), 58-66.

Gordovez, F. J. A., & McMahon, F. J. (2020). The genetics of bipolar disorder. Molecular psychiatry, 25(3), 544-559.

Comprehensive Psychiatric Evaluation

Subjective

CC: “it works a little too well. It makes me sleepy.”

HPI: The patient is a White female who is 26 years old. She says that she was given medication that made her sleepy during her recent admission to an inpatient psychiatric facility. She says that she was struggling with sleep before she was treated at the facility. She also reports that she was diagnosed with bipolar disorder. She says that within one week, she has lost 14 pounds. She complains that she sleeps too much at night. She rates her happiness in life at an eight out of ten and denies suicide and homicide ideation. The patient reports that she has highs and lows in her moods.

Past Psychiatric History

General Statement: The patient has been previously diagnosed with bipolar disorder.

Caregivers: not reported.

Hospitalizations: Prior inpatient admission at a psychiatric facility.

Medication Trials: Lithium during last inpatient visit

Previous Psychiatric Diagnosis: Bipolar disorder

Substance Use History: The patient does not drink, abuse illicit drugs, and has never smoked.

Family History: Both her parents are alive, and her father has skin cancer that has metastases to the brain.

Psychosocial History: No reported psychosocial history.

Medical History:

Current Medications: Gabapentin 600mg in the morning and noon, and 1200mg at night. Abilify 5mg at night

Allergies: Lithium causes her to have diarrhea. Clinical Strengths and Opportunities for Improvement

Reproductive Hx: No reported childern.

Past Medical History: Hyperlipidemia.

ROS:

GENERAL:  The patient is alert and well oriented to time, place, and person.

HEENT: The patient does not have any swellings on the head, audio and visual acuity is normal, no sinus infections, and no swollen lymph nodes in the throat.

SKIN: The skin does not have any breakages or rashes. It is also sufficiently moist with normal pigmentation.

CARDIOVASCULAR: The patient does not experience any discomfort in the chest.

RESPIRATORY: The patient has steady breathing and does not experience shortness of breath. The rising and falling of her chest are expected, with no dyspnea or respiratory issues.

GASTROINTESTINAL: The patient does not have any nausea, abdominal pains, running stomach, or vomiting episodes

GENITOURINARY: The patient can pass urine without experiencing any pain or discomfort.

MUSCULOSKELETAL: The patient has a full range of ambulatory movements with no pain in her joints. She moves freely with no constraints or pain.

HEMATOLOGIC: The patient does not have anemia.

LYMPHATICS: There is no splenectomy or swollen lymph nodes present.

ENDOCRINOLOGIC: There are no endocrinal conditions noted or any unusual hormonal changes.

Objective

Physical Examination: Vitals are as follows: Ht: 5’11” Wt: 169 lbs BMI: 23.57 Pain: 0/10

Diagnostic results: Blood and urine tests returned unremarkable results, and the MRI and CT scan also returned unremarkable results.

Assessment

Mental Status Examination

The patient is a 26-year-old White female who is well oriented to time, person, and place. She is cooperative during the examination with clear and coherent speech. She also articulates her thoughts clearly. She does not have any suicidal or homicidal ideations. The patient says that she has experienced hallucinations and delusions. Both her long-term and short-term concentration are good. The patient has experienced hypomania, mania, and depression.

Differential diagnosis

Bipolar I Disorder

Bipolar I disorder is a mental condition where the individual experiences manic or hypomanic episodes characterized by high increases in energy or irritability (McIntyre et al., 2020). Individuals also experience depressive episodes when they have low moods and isolate themselves from people. The diagnostic criteria for the condition involve the presence of manic and hypomanic episodes (McIntyre et al., 2020). The manic episode is characterized by grandiosity and inflated self-esteem, being talkative, flight of thought, and increased psychomotor activity. The depressive episodes are characterized by a persistent depressed mood, lack of interest in activities, considerable weight loss, hypersomnia or insomnia, and psychomotor retardation (McIntyre et al., 2020). The patient displays manic, hypomanic, and depressive episodes. They have also reported significant weight loss. These symptoms are consistent with bipolar I disorder, making it the primary diagnosis.

Schizoaffective Disorder

Schizoaffective disorder is a mental health condition characterized by schizophrenic symptoms, including delusions and hallucinations (Miller & Black, 2019). The state also presents with mood disorder symptoms which include mania and depression. There are two types of schizoaffective disorders, namely depressive type and bipolar type (Miller & Black, 2019). Individuals with the condition will present with delusive behavior such as having fixed and false beliefs that contradict apparent evidence. They will also have visual or auditory hallucinations and bizarre behavior (Miller & Black, 2019). The depressive symptoms will manifest as feelings of emptiness and sadness. The individual will also feel worthless. Individuals with schizoaffective disorder will often have suicide and homicidal ideation (Miller & Black, 2019). The main difference between bipolar I disorder and schizoaffective disorder is the presence of psychosis. The patient, in this case, does not exhibit symptoms of psychosis which rules out schizoaffective disorder.

Major Depressive Disorder

            Major depressive disorder is a mental health condition characterized by a relapsing and remitting cycle of depressive episodes (Hasin et al., 2018). The depressive episodes can manifest in a persistently low mood. During depressive moods, the individual will also experience a decrease in their self-attitude, which leads to low confidence and self-esteem. There will also be reduced physical and mental energy. The individual’s low mood may also manifest as hopelessness, self-deprecation, and self-blame (Hasin et al., 2018). Some of the common symptoms of the major depressive disorder include changes in the individual’s sleep patterns, either hypersomnia or insomnia (Hasin et al., 2018). The individual will also have suicidal and homicidal ideations. The presence of psychotic episodes is also another symptom where the individual will have delusions or hallucinations. While both major depressive disorder and bipolar I disorder have overlapping symptoms, the main distinction is that major depressive disorder is unipolar. It means that in major depressive disorder, there are no manic episodes, whereas in bipolar I disorder, there are manic episodes. Clinical Strengths and Opportunities for Improvement

Reflections

The patient has been treated for bipolar I disorder in the past. She has been taking Gabapentin and Abilify, but she complains that she sleeps too much. She rates her happiness mood highly, meaning that she must be on a manic episode. Her pharmacological treatment plan will be Gabapentin, one tablet taken twice daily and 1.5 tablets taken at night. She will also be prescribed Aripiprazole 5 mg taken at night. Cognitive-behavioral therapy has been proven to be effective in treating bipolar I disorder (David et al., 2018). Therefore the psychotherapy plan will involve using cognitive-behavioral therapy to improve the patient’s symptoms by modifying her behavior and helping her manage both her manic and depressive episodes. The patient will also be subjected to alternative therapy, including joining support groups for individuals with the same condition. The patient will also be encouraged to adjust their diet and avoid diets rich in saturated fats, red meat, trans fats, and simple carbohydrates (Łojko et al., 2018). The patient should also be educated on how to adhere to their prescriptions, any potential side effects they should anticipate, and when to seek medical advice if the side effects worsen.

References

David, D., Cristea, I., & Hofmann, S. G. (2018). Why cognitive behavioral therapy is the current

gold standard of psychotherapy. Frontiers in psychiatry, 9, 4.

Hasin, D. S., Sarvet, A. L., Meyers, J. L., Saha, T. D., Ruan, W. J., Stohl, M., & Grant, B. F. (2018).

Epidemiology of adult DSM-5 major depressive disorder and its specifiers in the United States. JAMA Psychiatry, 75(4), 336-346.

Łojko, D., Stelmach, M., & Suwalska, A. (2018). Is diet important in bipolar disorder?. Psychiatr.

Pol, 52(5), 783-795.

McIntyre, R. S., Berk, M., Brietzke, E., Goldstein, B. I., López-Jaramillo, C., Kessing, L. V., … &

Mansur, R. B. (2020). Bipolar disorders. The Lancet, 396(10265), 1841-1856.

Miller, J. N., & Black, D. W. (2019). Schizoaffective disorder: A review. Annals of clinical

psychiatry: official journal of the American Academy of Clinical Psychiatrists, 31(1), 47-53. Clinical Strengths and Opportunities for Improvement

 

explain how practice may differ from state to state (Give examples too)

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Discussion: Understanding Scope of Practice in relation to Certification and LicensureThe National Council of State Boards of Nursing (NCSBN) is a non-profit organization comprised of members from each state board of nursing in the U.S. the District of Columbia and the four U.S. territories. Their role is to provide a platform for all state boards of nursing to convene discuss and ensure all state boards work together to provide the appropriate regulation to ensure that public health safety and welfare is the primary focus. A key element of NP licensure is understanding the components of Scope of Practice and subsequent practice within the parameters of the educational program completed and appropriate national certification.To prepare: Consider whether primary care NP graduates are qualified to seek employment in acute care settings such as ER OR or hospitalist/intensivist Review and select one of the following case studies to research in depth:o Case Study One:Selecting the Certification Exam for your specialty.Mary is in the last two months of her program of study. She is trying to decide whether to take the American Association of Nurse Practitioner Credentialing Exam or the American Nurses Credentialing Exam.o Case Study Two:Obtaining initial licensure post matriculation.Amy FNP-BC has recently graduated from an accredited Family Nurse Practitioner Program. She decides to relocate from her home state of Tennessee to Missouri and practice in a rural area. She is very excited about her new role and new position.By Day 3Post at least 250 words (no conclusion or introduction)1. an explanation of the professional and/or clinical practice issues the new Nurse Practitioner will need to consider and address with the certification licensure credentialing or relocation process.2. Compare Scope of Practice between the Acute Care Family Practice and Adult Gerontology Primary Care Nurse Practitioner3. also explain how practice may differ from state to state (Give examples too)4. Then identify and explain at least two types of settings that are appropriate for FNP and AGPCNP graduates to practice (outpatient primary care clinic and Homecare)resourcesRequired ReadingsAmerican Nurses Association (n.d.). Advanced Practice Nurses. Retrieved from http://www.nursingworld.org/EspeciallyForYou/AdvancedPracticeNursesBarton Associates (n.d.). Nurse Practitioner Scope of Practice Laws. Retrieved from http://www.bartonassociates.com/nurse-practitioners/nurse-practitioner-scope-of-practice-laws/Buppert C. (2015). Appendix 1-A state by state definitions of the nurse practitioner. In Nurse Practitioners Business Practice and Legal Guide (5th ed.) (16-32). Burlington MA: Jones & Bartlett.National Council of State Boards of Nursing (n.d.). Boards and Regulations. Retrieved from https://www.ncsbn.org/boards.htmNational Organization of Nurse Practitioner Faculties (2011). Statement on Acute Care and Primary Care Nurse Practitioner Practice. Retrieved from http://c.ymcdn.com/sites/www.nonpf.org/resource/resmgr/imported/NPPrimaryCareAcuteCarePracticeFINAL.pdfO’Connell J. Gardner G. & Coyer F. (2014). Beyond competencies: Using a capability framework in developing practice standards for advanced practice nursing. Journal of Advanced Nursing 70(12) 2728-2735.Note: Retrieved from the Walden Library databases.Pearson L. (2014). 2014 Pearson Report. Burlington MA: Jones & Bartlett. Retrieved from http://d2jw81rkebrcvk.cloudfront.net/assets.navigate/Nurse_Practitioners_Business_Practice_Legal_Guide/CWS/The_Pearson_Report.pdfWood D. (2015). Everyday Ethics for Nurses: Addressing Ethical Challenges – Turning the Nurses Week theme into Year-Round Ethical Practice. Retrieved from http://essynursingservices.com/everyday-ethics-for-nurses-addressing-ethical-challenges/Document: Licensing and Certification (PPT Presentation)Document: Nurse Practitioner Certification Applications (Word document)Document: Test Taking Strategies to Prepare for Your Certification ExamNote: All nurses who review this presentation will earn one contact hour.

introduction to nursing research, health & medical homework help

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Question Description

Use the practice problem and a quantitative, peer-reviewed research article you identified in the Topic 1 assignment ( short staffing in nursing) to complete this assignment.

In a 1000-1,250 word essay, summarize the study, explain the ways in which the findings might be used in nursing practice, and address ethical considerations associated with the conduct of the study.

Refer to the resource “Research Critique Guidelines” for suggested headings and content for your paper.

An abstract is not required.

Topic is “Short Staffing in Nursing”

you can use the articles below:

Harrington, C., Schnelle, J. F., McGregor, M., & Simmons, S. F. (2016). The need for higher minimum staffing standards in US nursing homes. Health services insights, 9, 1

West, E., Barron, D. N., Harrison, D., Rafferty, A. M., Rowan, K., & Sanderson, C. (2014). Nurse staffing, medical staffing and mortality in intensive care: an observational study. International journal of nursing studies, 51(5), 781-794. 3.

Interprofessional Collaboration and Teamwork

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Question Description

  • Write a 3–4-page article that addresses the topic of interprofessional collaboration and teamwork in health care organizations. The majority of health care leaders today state that interprofessional collaboration is essential for effective and efficient health care delivery. But this type of collaboration rarely occurs (Bankston & Glazer, 2013). In this assessment you will consider what it takes to develop truly effective interprofessional collaborative teams. Show Less By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
    • Competency 1: Explain strategies for effective interprofessional teamwork and collaboration in health care delivery.
      • Describe strategies to help people work effectively together.
    • Competency 2: Analyze the implications of working with interprofessional teams in multifaceted health care settings.
      • Explain the meaning of the term “interprofessional collaboration” from a nursing perspective.
      • Describe the characteristics and qualities of effective interprofessional teams in terms of patient safety.
      • Describe the benefits, limitations, and challenges of working in interprofessional teams for health care organizations, team members, and patients.
    • Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations of a nursing professional.
      • Write content clearly and logically, with correct use of grammar, punctuation, and mechanics. Use correct APA format.
    ReferenceBankston, K., & Glazer, G. (2013). Legislative: Interprofessional collaboration: What’s taking so long? OJIN: The Online Journal of Issues in Nursing, 19(1).Competency Map

How can nurse leaders use their awareness of the five motivators to engage and retain nursing staff?

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Assignment: The Impact of Intrinsic Motivation
Reflect for a moment on your nursing career. About what are you most passionate? When do you feel you are at your best? What brings you the greatest satisfaction in your work? Positive feelings in the workplace are usually fueled by intrinsic motivators: healthy relationships, meaningful purpose, competence, choice, and progress. As a nurse manager, it is helpful to recognize what motivates you to perform well in your own job. You should also take time to understand the motivations of employees. By speaking to staff about their interests and professional goals, nurse managers can build relationships and thus provide appropriate motivators.
For this Assignment, you examine your personal work experiences to determine which of the five intrinsic motivators are more influential in shaping your positive feelings about the workplace.
To prepare

Reflect on your work history, from your first job to your current employment.
Select one time period or situation in which you felt professionally happy, motivated, and fulfilled in your job. What do you remember most about this time period? What are, or were, the various personal and professional factors that helped to shape these feelings?
Select one time period or situation in which you felt professionally unhappy, disengaged, and unfulfilled in your job. What do you remember most about this time period? What are, or were, the various personal and professional factors that caused these feelings?
Review the selected pages from Chapter 7, “Coaching and Developing Others” in the course text, From Management to Leadership: Strategies for Transforming Health Care. Consider the potential influence of the five intrinsic motivators during your chosen time period or situation.

Which intrinsic motivators seem to resonate more with your own perceptions of job fulfillment?
Which motivators do you believe have greater influence on your professional well-being?

Review the media, “Fostering a Positive Workplace.” How can nurse leaders use their awareness of the five motivators to engage and retain nursing staff?

To complete
By Day 7 of Week 8
Submit a 3- to 5-page paper in which you do the following:

Appraise a time when you have felt professionally fulfilled. Describe the setting, your job title, and the roles and responsibilities in which you were engaged. Identify your own key intrinsic motivators and explain how these were evident in this situation. Cite specific examples.
Appraise a time when you have felt professionally unfulfilled. Describe the setting, your job title, and the roles and responsibilities in which you were engaged. Explain the motivator(s) that were absent and how this impacted your professional performance. Cite specific examples.
Discuss how you, as a nurse manager, might implement organization- or department-wide changes that would create an environment that engages staff through one or more intrinsic motivators.

What was the health care setting (hospital, clinic, nursing home, etc.)?

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Week 2 – Discussion 1
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Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

Cost and Quality

As you can see in the chart above, though the United States has had the highest health care expenditure in the world, the health status of the entire population has lagged behind numerous developed countries. The Affordable Care Act is aimed at promoting quality of care along with cost reduction, but health care organizations wrestle with meeting all of the challenges.

Present to your classmates a quality improvement & cost saving project that you read about in a scholarly source, addressing the following eight key questions:

What was the health care setting (hospital, clinic, nursing home, etc.)?
What were the problems/issues leading to the change project?
Who were the stakeholders involved in the project?
What was the timeframe involved in the project?
What were the financial resources allocated to the project?
What were the results on quality improvement?
What was the evidence on cost saving?
Leatt and colleagues (1997) recommended nine approaches for successful cost cutting. Which approaches are demonstrated in your case?

Use the MHA601 Library Research Guide (Links to an external site.)Links to an external site. for help with locating a scholarly source for this discussion.  Your initial post should be at least 300 words. Support your response with a minimum of two scholarly sources.    
 
Guided Response: Review several of your classmates’ posts. Respond to at least two of your classmates’ posts substantively in a minimum of 100 words by Day 7.  In your responses, compare and contrast the quality improvement project and cost saving project your classmates’ analyzed with your own.  Which do you think would be most successful and why?

Identify the journal, provide the complete citation and the components addressed in the study.

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Week 3 discussion Understanding Nursing Research, Ch . 2, 3, 12 Read the following from… 

Week 3 discussion

Understanding Nursing Research, Ch. 2, 3, 12

Read the following from Understanding Nursing Research:

Ch. 2: Introduction to Quantitative Research

Ch. 3: Introduction to Qualitative Research

Ch. 12: Critical Appraisal of Quantitative and Qualitative Research for Nursing Practice

Quantitative Research Study Parts

Click the Discussion tab to review Table 2-3 in Understanding Nursing Research.

Select one of the research or clinical journals in the table.

Ensure the journal is available in the University Library.

Review two quantitative research articles in the journal and compare the sections of the article to the typical six sections used in many research journals.

Identify the journal you selected and list the common sections of the research articles you reviewed.

Write a 250-word summary about your findings.

Submit your articles with your post as .PDF files

Local campus students: Prepare to present and discuss your summary in the next class meeting.

Online students: Post your response and respond to at least one classmate's post.

Activity adapted from Understanding Nursing Research: Building an Evidence-Based Practice (Ch. 2) TEACH Resources.

Qualitative Research Methods

Use the journals suggested in table 2-3 to locate a qualitative study.

Identify the journal, provide the complete citation and the components addressed in the study.

Write a 250-word summary to include the role of the researcher in the study.

Submit the qualitative study as a .PDF file along with your summary.

Local campus students: Prepare to present and discuss your summary in the next class meeting.

Online students: Post your response and respond to at least one classmate's post.

Activity adapted from Nursing Research: Building an Evidence-Based Practice (Ch. 3) TEACH Resources.