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.

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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.

 

Review the results of your quality of life assessment.

 

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

 

  • Describe how the results may have or have not changed.
  • Discuss progress or lack of progress toward your SMART goals.
  • Describe any new or modified strategies and SMART goals.
  • Accurate grammar, spelling and APA format.

 

 

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?
 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.

 

 

(This is the first one that I did) this will put you through)

 

Finding balance in life generally can be challenging; it is crucial to put an extra effort into finding balance in essential things of life to ensure optimal quality of life. The tool selected for this assignment is the quality of life self-care wheel tool. I chose this tool because it highlights aspects of my life that are important to my mental, physical, and physiological health. I feel like the tool is well-rounded and can help me stay motivated through my nursing journey and in my life and nursing practice after graduation.

Balancing school and life are essential for optimal academic functioning. Balancing school and life while finding time for yourself can be challenging. Balancing school means the ability of a student to put enough effort into their academic work while also taking time to enjoy the social, sporting, health, and cultural aspects of being a student.

  Health: After completing the quality-of-life self-care wheel assessment, my health score is 5 (needs adjustment). I realize I do not eat healthy food as I should, and I am putting on weight. I need to eat a healthy diet to help maintain and improve my overall health and get all the essential nutrition, fluid, macronutrients, micronutrients, and adequate calories my body needs. I need to engage myself in many physical activities to manage my weight. I have many assignments, classes, reading, and family (kid) to care for, and I have not exercised lately. I will work out the time to get myself back to exercising because physical activities will help strengthen my bones and muscles, keep me in good shape and reduce any health risks.

 Rest / Recreation: My score on this section is low, and I scored 4 (need adjustment). I hardly get any rest. I have so many school assignments that take much of my time, go to work, and help my son with his school- work. I am always the last person to go to bed and the first to rise in the morning. I do not find time to watch television because I am busy with one chore. I am happy to discover some proper time management strategies to help me have some time to rest and have relaxation time with my family. I will keep getting the score as high as possible because rest will help me recover from my work and relax my brain.

Personal Development / Relationships: In this section, I scored 8 (doing okay). I am doing better in personal development/relationships. Still, I have room for improvement and will keep working on my personal development because personal development (spiritual, physical, and mental) occurs throughout an individual’s entire lifespan.

Finances: My Finances are meager right now. I scored 3(needs adjustment) in this section. I stopped working full-time. Secondly, nursing school is a full-time commitment. I will find additional sources of income that I can do from home, prioritize spending and saving, and plan a monthly menu.

  Environment: My environment score is 10 (fantastic balance); there are few changes in my environment. I live in a nice neighborhood, with lots of natural trees and decent people. My work environment is fair enough, so everything about my environment looks pretty good.

Career/School: In this area, I scored 4 (needs adjustment). I work as a Certified Nurse Assistant (CAN) in a home health care, but not working full-time right now due to the increased schoolwork load. I am currently focused on school, and I look forward to excelling greatly. Classes started last week, and I am doing my best to keep up with the due dates of assignments, get my discussions done, respond to my classmates, and attend classes online. Everything looks challenging with school right now, but I will strive to study to get good grades in all my courses. I will also utilize all the available resources provided by my school to succeed.

Passion: My Passion is helping people who cannot help themselves. My score is 8 (good job). I love the nursing profession so much, and I look forward to a rewarding career as a nurse. I can see myself achieving my goals in the end. My decision to change my career from accounting to nursing is challenging for me. Still, I choose to do so because of the Passion I have to care for people, and I know this is the best decision I have ever made in my life and cannot wait to see myself graduate as a registered nurse.

Strategies I will use to maintain or maximize my identified strength

            The SMART in SMART stands for Specific, Measurable, Achievable, Relevant, and Timebound (Boogaard, 2022). These parameters, as it attains to one’s goal, can ensure objectives are attainable within the specified or set time frame. It also helps eliminate generalities and guesswork. The strategy to be used in maximizing my strength include

 Environment: – I will maintain a good atmosphere at home by keeping the earth clean through recycling. My family is my cheerleader, I will continue to work with them to ensure I get the support I need and have them respect my time while I respect theirs. At my workplace, I will be civil in my relationship with my co-workers and clients, treating everyone the way I want to be treated; I will make sure my Environment stays peaceful.

Passion: I will passionately pursue my nursing career and finish strong. I will achieve this by studying hard to maintain good grades. I will focus my strength on positive thoughts of success alone. I will avoid distractions and set an achievable goal of graduation within the following year.

Strategies I will use to strengthen areas that need development.

Health: I will begin to eat healthily and ensure that I am up to date with my dietary reference intake (DRI). I will drink more water rather than soda for a healthier life. I will engage more in physical activities and exercise three times for 30 minutes every week at home.

Rest / Recreation: I will put proper time management strategies in place and ensure that I create time for family fun and recreation activities. I will ensure I get at least seven hours of sleep and get enough rest each day.

 Finance: I will be strict on my monthly budget and avoid impromptu spending. I will stay focused and spend wisely.

 Career/School: I will put in all my effort to succeed by reading and doing all my assignments when due.   I will set up a weekly times table for myself and work towards accomplishing every task before the due dates.

 Strategies in action:

            This project has helped me become self-aware of personal self-care strategies that will increase my energy and help me implement stress-free strategies. My current level of stress and tension is high. I have been developing a stress-free approach to overcome my anxiety, and it seems to be working. I have started working, most especially on my diet. I have developed the habit of eating vegetables, drinking a lot of water, and eating healthy foods. I have also set the alarm on my phone for 30 minutes of exercise three to four times a week, I have learned to schedule my time doing schoolwork, still working on all others, and I am sure I will achieve my goals by taking one step after the other to accomplish them.

 

Boogaard, K. (2022). How to write smart goals. Work-Life by Atlassian. https://www.atlassian.com/blog/productivity/how-to-write-smart-goals

 

 

Walden Nurs 6052 Week 11 Assignment

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Walden Nurs 6052 Week 11 Assignment

Walden Nurs 6052 Week 11 Assignment

Assignment: Evidence-Based Capstone Project, Part 6: Disseminating Results

The dissemination of EBP results serves multiple important roles. Sharing results makes the case for your decisions. It also adds to the body of knowledge, which creates opportunities for future practitioners. By presenting results, you also become an advocate for EBP, creating a culture within your organization or beyond that informs, educates, and promotes the effective use of EBP. Walden Nurs 6052 Week 11 Assignment. Walden Nurs 6052 Week 11 Assignment

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To Prepare:

  • Review the final PowerPoint presentation you submitted in Module 5, and make any necessary changes based on the feedback you have received and on lessons you have learned throughout the course.
  • Consider the best method of disseminating the results of your presentation to an audience.

To Complete:

Create a 5-minute, 5- to 6-slide narrated PowerPoint presentation of your Evidence-Based Project.

  • Be sure to incorporate any feedback or changes from your presentation submission in Module 5.
  • Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.

BY DAY 5 OF WEEK 11

Submit Part 6, your revised PowerPoint presentation of your Evidence-Based Project.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. Walden Nurs 6052 Week 11 Assignment

STUDENT clementine

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STUDENT clementine

STUDENT clementine

Community health nurses are registered nurses (RNs), sometimes referred to as public health nurses trained to work in public health settings (Malcarney et al., 2017). Some public health settings in which community health nurses work include jails, schools, state departments, and businesses. They play various roles, such as medical treatment, research, health education, advocacy, and rehabilitation. Based on my clinical experiences with different community health nurses this term, the most interesting role I found was community health education. Community health education is the only role through which nurses’ impact appropriate changes in the community for health status. Through community health education, a nurse is in direct contact with the community creating the necessary changes required for a better healthcare status. Nurses play a crucial role in providing quality and integrated healthcare to citizens. This role is mainly focused on providing essential and relevant information to individuals and patients regarding their health and how to better their health status (Stanhope & Lancaster, 2019).

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​Nursing education provides people with the required knowledge to make informed decisions regarding healthcare and treatment, disease prevention, and health enhancement based on individual interests and preferences. This role mainly focuses on educating citizens and individuals on their health status rights and assessing and assisting a person’s physical, psychological, and spiritual response to that knowledge (Malcarney et al., 2017). Furthermore, through healthcare education done by nurses, the federal government can conduct or implement national healthcare initiatives to better general public health status. Therefore, community health education is the fundamental role of nurses that has the most significant contribution toward the good health status of the community. Therefore, as a nurse, I will endeavor to dedicate most of my efforts to the health education role.

 

 

STUDENT BUKOLA

Nurse Roles and Functions

The nursing function that I am most interested in is community health education. I was drawn to this role for a multitude of reasons, some of which are listed below: The primary focus of community health education is the overall well-being of a community, with efforts to identify health issues and trends in a population, as well as collaboration with stakeholders to find solutions to these issues. When a nurse provides community health education, she directly contacts the community. This interaction helps bring about the community changes necessary for a better healthcare status (EF, 2016). Providing high-quality, comprehensive healthcare to citizens is a crucial role for nurses. It is the primary responsibility of this role to give individuals and patients with critical and relevant information about their health and how to improve their health status. Individuals who receive a nursing education are equipped with the knowledge and skills necessary to make informed decisions about their healthcare and treatment, illness prevention, and health enhancement based on their interests and preferences and the interests and preferences of other individuals. Citizens and individuals are taught about their rights regarding their health situation. They are assessed and assisted in reacting to that information on a physical, psychological, and spiritual level, which is the primary responsibility of this role. Nurse education helps nurses encourage their patients to practice self-care and self-empowerment and reduce their reliance on healthcare systems by providing them with the knowledge and skills (Mckenzie, Pinger, & Seabert, 2016). Because of the healthcare education offered by nurses, the federal government can develop or implement national healthcare initiatives to improve the overall health condition of the general public. This is made possible by the funding provided by the federal government.

 

 

Evidence Based Inquiry for Scholarship and Practice-MSN563

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Evidence Based Inquiry for Scholarship and Practice-MSN563

 

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Project Purpose Statement, Background, Significance, and the PICOT Clinical Formatted Clinical Project Question

                                                                             

 

 

College of Nursing and Health Science

Evidence Based Inquiry for Scholarship and Practice-MSN563

November 30th, 2020

 

 

 

Can hourly rounding reduce falls, injuries and healthcare associated infections?

              Patient safety in healthcare facility is affected by injuries, falls, and healthcare associated infections. These problems interfere with the quality of the healthcare services that are supposed to be received by the patients. Nurses employed in long-term care like the medical-surgical units are always under pressure to provide healthcare services and to improve the safety of the patients. The majority of the patients in medical-surgical units are elderly and most of them are older than 65 years. These populations are therefore exposed to the risk of falls and injuries (Daniels, 2016).

Project purpose Statement

            The purpose of the capstone project is to focus on the effects of the hourly rounding on the safety of the patients. The procedure of the hourly rounding considers positioning area, the proximity of the personal items, bathing, and pottying. Informing the patients about the role of the nurses is important in improving the comfortability that is needed by the patient. Making the patients aware of the work and the intention of the nurses is helping in reducing the level of stress especially when there is no nurse around. It also assists in reducing the patients’ need for ambulance thus reducing the risk of falls (Flynn et al., 2016). 

Background

            In healthcare facilities, elderly patients are exposed to a higher level of stress as a result of the rising healthcare conditions, treatment, nursing care they require. Nurses are also not free from these problems since they are socially and emotionally affected by the increased level of responsibilities. The elderly patients in the medical-surgical units experienced a decrease in their ability to perform the general ADLs. This, therefore, implies that in addition to the provision of nursing care to the patients, nurses help patients to meet their basic needs such as repositioning, eating, and elimination. The lack of information about the routines in the medical-surgical units increases assistance seeking by the patients thus increasing the nursing. This problem, therefore, requires evidence-based interventions to ensure that there is an improvement in the safety of the patients. One of the interventions that are considered effective in dealing with the above issues is hourly nursing rounding (Gormley, et al., 2019).

Significance of the problem

            The process of dealing with the problem presented in this case i.e. safety of the patients is important in revealing some of the pressing issues that patients and the nurses are facing concerning safety. In the healthcare facilities especially medical-surgical units, patients are at higher risks of falls, nosocomial infections, and pressure ulcers. The process of dealing with these issues requires effective strategies which must be implemented fully or the goal of achieving the patients’ safety is realized (Brosey & March 2015).

            Addressing some of the issues that affect the safety of the patients is helping in revealing other forms of challenges that are faced in having effective strategies of addressing the issues such as falls, injuries, and nosocomial infections among others. It reveals some of the barriers that nurse managers are facing when it comes to the provision of the necessary resources and support required for the successful implementation of the intervention (Al Kuwait & Subbarayalu, 2017).

            Usually, healthcare facilities are faced with the problems of a low nurse-to-patient ratio. This makes the implementation process of the intervention such as hourly nursing rounding to be unsuccessful in addressing the problem of the patients’ safety. When nurses are faced with an increased workload, it makes it hard to handle every need of the patients thus exposing patients to danger as a result of lack of emergency attendance. Therefore, this is significant in informing about the need to have an increase in the number of nurses to help in ensuring that the hourly rounding intervention is fully implemented to meet the needs of every patient (Daniels, 2016).

The possible impact of the project on the anticipated outcome of the betterment of health and or health outcomes

            One of the most important effects of the successful implementation of the intervention is the overall reduction in the rates of falls. The reduced rate of falls implies that the safety of the patients is improving. It is also related to the drop in the healthcare cost since there need for the readmission for the fall-related injuries would not be there. It is also expected that the hospital reputation would be improved since the reported rising cases of hospital readmission, morbidity, and mortality associated with injuries, falls, and hospital-acquired infection would no longer be the case or concern. This is likely to benefit healthcare facilities due to the possibility of having an increase and continuous flow of reimbursement from the Centers for Medicaid and Medicare (CMS) (Brosey & March 2015).      

            The intervention is also addressing the patients’ anxiety since it creates a proactive and regular checking of the patients which ensures that nurses are always closer and present near the patients. Usually, patients are emotionally affected in the absence of the nurses and this interferes with the patients’ healing process. The implementation of the intervention, therefore, helps in the promotion of the coping skills that are helping in the successful healing process of the patients (Brosey & March 2015).

            The implementation of the intervention is helping in ensuring that the needs of the patients are met. Some of the important patients’ needs such as bathing, pottying, positioning, control of the pain, and the proximity to the necessary items are addressed by the hourly nursing rounding. The intervention helps in creating a structured format that assists in ensuring that the needs of the patients are met (Gormley, et al., 2019).

PICOT Formatted Clinical Project Questions

            Population: the targeted population is elderly individuals admitted to the medical-surgical units 60 years and older. The patients have a reduced ADLs, therefore, they rely mostly on the help of the patients for their bathing and pottying. These demands expose these patients to stressful situations due to the absence of the nurses in their units. The overdependence on the nurses implies that patients have to rely solely on nurses for their daily needs.

            Intervention: the intervention to be implemented is focused on the hourly nursing rounding to ensure that the needs of the patients are addressed for their safety. The majority of the nurses in these units are exposed to the risk of falls and injuries when they attempt reaching out to their items, pottying, and bathing. Therefore, the intervention would be important in ensuring that the patients are assisted with these needs.

            Comparison: the proposed intervention is compared to the non-scheduled rounding of the nurses.

 Outcome: the anticipated outcome is the reduction in falls, injuries, and nosocomial infection thus assisting in the achievement of patients’ safety.

            Time: the implementation of the program is expected to take at least six months for the implementation with the medical-surgical units.

 

 

References

Al Kuwait, A., & Subbarayalu, A. V. (2017). Reducing patients’ fall rate in an Academic Medical Center (AMC) using Six Sigma “DMAIC” approach. International journal of health care quality assurance. https://doi.org/10.1108/IJHCQA-03-2016-0030

Brosey, L. A., & March, K. S. (2015). Effectiveness of structured hourly nurse rounding on patient satisfaction and clinical outcomes. Journal of Nursing Care Quality, 30(2), 153-159. http://doi:doi:15505065.

Daniels, J. F. (2016). Purposeful and timely nursing rounds: a best practice implementation project. JBI Evidence Synthesis, 14(1), 248-267. http://doi:10.1097/NNA.0000000000000101

Flynn, F., Evanish, J. Q., Fernald, J., Hutchinson, D. E., & Lefaiver, C. (2016). Progressive care nurses improving patient safety by limiting interruptions during medication administration. Critical Care Nurse, 36(4), 19-35. https://doi.org/10.4037/ccn2016498

Gormley, D. K., Costanzo, A. J., Goetz, J., Israel, J., Hill-Clark, J., Pritchard, T., & Staubach, K. (2019). Impact of nurse-led interprofessional rounding on patient experience. Nursing Clinics, 54(1), 115-126. https://doi.org/10.1016/j.cnur.2018.10.007

 

 

Theoretical Model Framework

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Theoretical Model Framework

Week-2 capstone project “Theoretical Model Framework.”

This Paper is for Family nurse practitioner class

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My Paper will be on Use of sertraline versus sertraline with CBT (cognitive behavioral therapy) to treat depression in teenagers age 12-1 8 over a 1-year period of time.

 

 

 

Assignment Prompt

Select the specific theoretical framework that you will use with your project (education, leadership or FNP). Describe how the theory that you chose aligns with your capstone project. Include the following information:

Describe the key features of the selected theoretical framework/model. What are its major components?

  • Identify specific research approaches appropriate for use with the theoretical model or framework and how it fits with your intended project.
    • Does the model lend itself to quantitative or qualitative methods or both?
    • What kind of quantitative/qualitative methods would be most appropriate? (Focus groups, interviews, pre/post-tests, record review, survey, etc.)
  • Describe how the theoretical framework might be used to evaluate the program/project and critique how well the model fits the program or project. Theoretical Model Framework
    • What aspects of the model works well and what aspects do not?
    • Why?

Expectations

  • Due: Monday, 11:59 pm PT
  • Length: 3-4 pages not including references
  • Citations: Scholarly reference(s) from within the last 5 years.
  • Format: APA 7th ed.
  • Use the title “Theoretical Model Framework.”

 

 

 

 

 

 

 

 

 

 

 

 

 

RUBRIC

Criteria Superior Above Average Competent Below Standard Far Below Standard Criterion Score
Objective/Health Care Problem 5 points

Objective is precise, knowledgeable, significant, and distinguished from alternate or opposing options.

 4 points

Objective is precise and knowledgeable.

 3 points

Objective is acceptable.

 2 points

Objective may be unclear or irrelevant.

 1 point

Objective is missing.

 Score of Objective/Health Care Problem,

/ 5
Scope/Evidence 5 points

Skillfully arranges evidence to setup premise of the issue.

Persuasively builds the case with supportive evidence.

Elaborates on all key points of the issue.

 4 points

Clearly sets up premise of the issue.

Persuasively builds the case.

Covers key points of the issue.

 3 points

Sets up premise of issue.

Sufficiently persuasive to the case.

Adequate development of key issues.

 2 points

Poorly sets up the premise of the issue

Minimally persuasive to the case.

Poor development of key issues.

 1 point

No premise set up.

Not persuasive to the case.

Absence of key issues.

 Score of Scope/Evidence,

/ 5
Analysis 5 points

Skillful recommendations and/or specific action.  Suggested action is reasonable.

 4 points

Clear recommendations and/or specific action.  Suggested action is reasonable

 3 points

Sufficient recommendations and/or specific action.  Suggested action is reasonable.

 2 points

Vague about specific action.

Action minimally reasonable.

 1 point

Absence of specific action.

Action completely unreasonable.

 Score of Analysis,

/ 5
Conclusion/Evaluation 5 points

Conclusion is precise, knowledgeable, significant, and distinguished from alternate or opposing options. Skillfully implicates impact on nursing practice, patient safety and healthcare quality.

 4 points

Conclusion is precise knowledgeable and significant.

Clearly states impact on nursing practice, patient safety and healthcare quality.

 3 points

Conclusion is appropriate.

Provides a basic explanation of the impact on nursing practice, patient safety and healthcare quality.

 2 points

Conclusion may be unclear or irrelevant.

Vague references regarding impact.

 1 point

Conclusion and/or

impact is missing.

 Score of Conclusion/Evaluation,

/ 5
Integration of Knowledge 5 points

Demonstrates understanding and applies concepts learned in the course at a superior level. Concepts are integrated into insights. Provides concluding remarks that show analysis and synthesis of ideas.

 4 points

Demonstrates understanding and applies concepts learned in the course. Conclusions are supported in reflection.

 3 points

Demonstrates, for the most part, understanding and applies concepts learned in the course. Some of the conclusions, however, are not supported.

 2 points

Demonstrates, to a certain extent, understanding and applies some concepts learned in the course.

 1 point

Does not demonstrates full understanding of concepts learned in the course.

 Score of Integration of Knowledge,

/ 5
Writing Style, Formatting and Conventions 5 points

Appropriate references that support opinions and recommendations. Exceptional writing with no grammar, APA or spelling errors

 4 points

Appropriate references that support opinions and recommendations. Excellent writing with minimal grammar, APA or spelling errors

 3 points

Appropriate references that support opinions and recommendations. Sufficient writing with minor, APA or spelling errors

 2 points

Minimal references and support for opinion on policy and recommendations for changes. Many APA/Grammar and/or spelling errors.

 1 point

Opinions and recommendations not well supported, Poor APA/Grammar and /or spelling

 Score of Writing Style, Formatting and Conventions,

/ 5

 

Assignment: Identifying and Improving Work Engagement

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Assignment: Identifying and Improving Work Engagement

Assignment: Identifying and Improving Work Engagement

How can you spot an engaged employee? What characteristics do they exhibit or what practices do they employ in the workplace? Engaged employees have positive consequences for organizations. The Learning Resources this week present research exploring antecedents, consequences, and mediating affects related to engagement with the overarching goal of helping employees become more engaged. In your role as a consultant, you may be required to present strategies on how to help organizations reach that goal. This assignment will give you a chance to practice that.

To prepare for the Assignment:

  • Select an organization or workplace that you know well and consider an example of work engagement. What have you seen that suggested to you either an employee was engaged or disengaged in their work? How can you tell the difference?
  • Review the article “Burnout and Work Engagement: The JD–R Approach.” Consider organizational-level interventions presented in the article for improving work engagement.
  • Review the article “A Process Model of Employee Engagement: The Learning Climate and Its Relationship With Extra-Role Performance Behaviors.” Consider the role of learning climate as a strategy to increase engagement.
  • Review the article “Enhancing Work Engagement: The Roles of Psychological Capital, Authentic Leadership, and Work Empowerment.” Consider the strategies laid out to improve work engagement in employees.
  • Review the article “Innovative Tools and Techniques to Ensure Effective Employee Engagement.” Identify tools and techniques for engaging employees. Assignment: Identifying and Improving Work Engagement

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BY DAY 7

Submit a 2- to 3-page paper (not including references) that addresses the following:

With your specific organization in mind, prepare a recommendation to management of the steps the organization could take to improve work engagement, not just in a single disengaged worker, but in general terms that might improve work engagement at all levels of the organization. Be sure to draw upon this week’s resources as you make recommendations.

 

Support your Assignment with specific references to all resources used in its preparation. You are to provide a reference list for all resources, including those in the Learning Resources for this course.

Resources:

Bakker, A. B., Demerouti, E., & Sanz-Vergel, A. I. (2014). Burnout and work engagement: The JD–R approach. Annual Review of Organizational Psychology and Organizational Behavior, 1, 389–411. https://doi-org.ezp.waldenulibrary.org/10.1146/annurev-orgpsych-031413-091235

 

Eldor, L., & Harpaz, I. (2015). A process model of employee engagement: The learning climate and its relationship with extra-role performance behaviors. Journal of Organizational Behavior, 37(2), 213–235. https://doi-org.ezp.waldenulibrary.org/10.1002/job.2037

 

Joo, B-K., Lim, D. H., & Kim, S. (2016). Enhancing work engagement: The roles of psychological capital, authentic leadership, and work empowerment. Leadership & Organization Development Journal, 37(8), 1117–1134. https://doi-org.ezp.waldenulibrary.org/10.1108/LODJ-01-2015-0005

 

Rao, M. S. (2017). Innovative tools and techniques to ensure effective employee engagement. Industrial and Commercial Training, 49(3), 127–131. https://doi-org.ezp.waldenulibrary.org/10.1108/ICT-06-2016-0037 Assignment: Identifying and Improving Work Engagement

Nursing homework help

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Nursing homework help

DQ1
Melissa Ball

I would say one of my personal strengths regarding professional presentations is I am a people person and would say I have fairly good communication skills. Before I was a nurse I was a waitress/manager for about 16 years so I would say that helped me a little in my communication skills. But one of my weakness is when I get nervous I kind of ramble my words and they don’t make sense. “Presentation skills are crucial to almost every aspect of academic/business life, from meetings, interviews and conferences to trade shows and job fairs” (Dolan, 2017). A method for improvement could be identifying what type of speaker I am for example, an avoider, resister, accepter, or seeker (Dolan, 2017). A method for improvement would be for me to work on my delivery method and to assess my audience. By working on the delivery delivery method and assessing my audience would help me keep from getting nervous and then start to ramble when presenting in the more formal setting.

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Reference

Robert Dolan, Effective presentation skills, FEMS Microbiology Letters, Volume 364, Issue 24, December 2017, fnx235, https://doi.org/10.1093/femsle/fnx235

 

 

DQ1

Panna Panchal

 

I did not do many presentations in the state, not because I couldn’t but because of my accent and lack of academic speaking. I usually don’t get easily anxious to speak in public or with peers. However, I will feel a little nervous. According to Wellstead et al., Delivering an oral presentation at conferences and meetings can seem daunting, but, if delivered effectively, it can be an invaluable opportunity to highlight the presentation in front of peers and receive feedback on the project (Wellstead et al., 2017). I am always worried if I mispronounce any words because I have been there before when people laughed and thought it was funny. That is my weakness. My strength is knowledge, years of experience as a nurse taught me so much when I mostly have an answer for every question for skilled related nursing, and if I don’t know something, I always make sure to find out right answer and get back to the person. Nursing homework help

I read my PowerPoint repeatedly, and I will present in front of my family and let them ask me questions and discuss how I can improve myself to be more perfect. Having rehearsed a few times, I will be more confident. I will recite words that might have more accent, so I speak out without an accent. I will keep eye contact with my viewers, give pauses, keep my enthusiasm high and be funny to keep my audience engaged during the presentation. I will improve better after repeating before going to the actual presentation.

Reference. 

Wellstead, G., Whitehurst, K., Gundogan, B., & Agha, R. (2017). How to deliver an oral presentation. International journal of surgery. Oncology, 2(6), e25. https://doi.org/10.1097/IJ9.000000000000002

 

DQ1

 

Kayla Machingo

It has been a while since I have stood in front of an audience and presented a PowerPoint Presentation. When I was in my senior year of high school and freshman year of college, I used to complete presentations for the city regarding providing safe travels for students in the evening through an organization called Safe Rides. At this point in time, I felt like I was great at standing in front of a large audience and providing information. Overall, I would say that my personal strength with professional presentations is that I am a people person with a bubbly attitude. Therefore, chatting with the audience and keeping them entertained does not scare me nor do I find it particularly difficult. I think my biggest weakness is being nervous about other people’s thoughts towards to my presentation. To improve this fear, it is important for me to adjust the environment to my liking (get comfortable in my space), get to know the audience more personally by greeting them, working on deep breathing exercises and avoid covering too much information in a short time frame (Kim, 2021). It is important for me to work on these skills as it will make the presentation more smooth, more personable, and more appealing. I will be working on these skills this week prior to my presentation.

 

Reference

 

Kim, L. (2021). 20 Ways to improve your presentation skills. https://www.wordstream.com/blog/ws/2014/11/19/how-to-improve-presentation-skills

 

DQ2

Virginia Gallardo

From past experiences, I can tell that sustaining a change can be difficult. As much as we understand and value all of the benefits of Evidence Based-Practice (EBP), sustaining EBP is not straightforward, and many barriers inhibit individuals from consistently implementing EBP, including inadequate skills and knowledge (Sharplin et al., 2019). A common barrier in sustaining EBP includes insufficient time for teaching new practices to the staff. This is a barrier I have witnessed with previous changes. Project leaders will provide education once and never revisit the topic. This leaves staff with unanswered questions or doubts about the change, leading to staff either not implementing or sustaining the change. Having multimodal communication channels is also essential such as bulletin board flyers, e-mails, and staff meeting discussions (Sharon et al., 2020). Project leaders can use these channels to disseminate information on the change proposal and ensure sustainability over time. 

Other barriers include a lack of resources or organizational support. Some practice changes will require financial support, which can come from various stakeholders like unit directors. Unit leaders not only provide financial support but also reinforce goals, influence change, and monitor clinical outcomes. Over time staff can forget about the change and may revert to previous practice, and thus it is essential to have champions of change who will support the project. Charge nurses were designated champions of change with one of our more recent projects. Their role was to assess whether or not the staff was adopting the change in practice. When they identified that nurses were not adopting the change, they were responsible for providing education on why the practice is necessary. 

 

References

 

Sharplin, G., Adelson, P., Kennedy, K., Williams, N., Hewlett, R., Wood, J., Bonner, R., Dabars, E., & Eckert, M. (2019). Establishing and Sustaining a Culture of Evidence-Based Practice: An Evaluation of Barriers and Facilitators to Implementing the Best Practice Spotlight Organization Program in the Australian Healthcare Context. Healthcare (2227-9032), 7(4), 142. https://doi-org.lopes.idm.oclc.org/10.3390/healthcare7040142

 

Tucker, S. J., Gallagher-Ford, L., & Jang, E. (2020). EBP 2.0: Implementing and Sustaining Change: The Evidence-Based Practice and Research Fellowship Program. American Journal of Nursing, 120(2), 44. https://doi-org.lopes.idm.oclc.org/10.1097/01.NAJ.0000654320.04083.d

 

 

 

 

Using the Pharm Phorm

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Using the Pharm Phorm

Using the Pharm Phorm

In every classification, certain drugs are picked as prototypes or representative drugs that you will see over and over in your practice. To facilitate your understanding of significant drugs, the Pharm Phorm highlights clinical indications, adverse reactions, and nursing implications. For each prototype drug, you should fill out a Pharm Phorm and use them as study guides, quick clinical reference material and analytical tools. Some students choose to maintain a notebook of 81/2 x 11 sheets while others use the “recipe box” size. In any case, file the phorms by drug class.

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Note: All ASN courses that incorporate drugs into the content will use the Pharm Phorm as a basic learning tool. Each subsequent course identifies drugs associated with certain disease entities and asks you to fill out the pharm phorm. Resist the temptation to use commercial, pre-prepared drug cards, as a significant amount of learning occurs by organizing and writing out the drug data.

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The master Pharm Phorm is presented on the next page. It is probably best to print copies of the form and then use drug references and the textbook to find the relevant information. The drugs are clearly identified in this course material under the heading PROTOTYPE –followed by drug class as in PROTOTOYPE OPIOIDS. The first Pharm Phorm has been completed for you as an example. Every phorm will request the same type of information. You will need to use both the textbook and your drug reference to complete the pharm phorms.

Read through the completed sample Pharm Phorm again. What did you just learn about morphine? You will see the dose start to take effect quickly. What side effect will you check within 15 minutes after dose? Respiratory rate. Is morphine potentially addictive? Yes. Is it good for pregnant women? No.

Congratulate yourself if you comprehended most of what was written on the sample phorm –you’ve come a long way! Working back and forth between the textbook and drug handbook, complete a phorm for the prototype opioid analgesic meperidine (Demerol).

 

Pharm Phorm

Prototype drug: morphine sulfate (MS Contin, Duramorph)
Class: Opioid Analgesic
Clinical Indications: (top three)

1.    Severe pain

2.    Pulmonary edema

3.    Heart attack pain
Mechanism of Action: binds to opiate receptors in CNS, alters perception of pain

General CNS depression
Side/Adverse Effects: (adverse in bold)

·         Respiratory depression — hold if respirations less than 10

·         Confusion and sedation

·         Low blood pressure (hypotension)

·         Constipation

·         Shock, cardiac arrest, thrombocytopenia

Route and Dosage: Adults only

·         PO, Rectal 30 mg q 3-4 hr

·         IM, IV, SC 4-8 mg q 3-4hr

·         Continuous infusion 0.8-10 mg/hr
Nursing Implications: (top 3)

1.    Monitor level of consciousness, BR, HR and R routinely.

2.    Assess bowels q 4 hrs, give laxatives if required.

3.    Assess pain level before and after dosing to check effectiveness.
Patient Teaching

·         No alcohol or other CNs depressants

·         May open sustained release caps but do not chew or crush pellets

·         Change position slowly to avoid orthostatic hypotension

·         Long term use may result in phsyical dependency
Other Considerations: (controlled substance; narrow therapeutic window; short half-life; peak and trough; antidote,etc.)

·         Schedule II

·         Rapid onset

·         Antidote to overdose – naloxone (Narcan) IV, O2, IV fluid

 

 

 

 

 

References

Vallerand, A. H., Sanoski, C. A., Deglin, J. H. (2015). Davis’s drug guide for nurses

(14th ed.). Philadelphia, PA: F.A. Davis.

 

NRNP – 6665: Child and Adolescent Assessment Assignment

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NRNP – 6665: Child and Adolescent Assessment Assignment

All diagnoses, from infancy to adulthood, begin with an examination. While an organic basis for most medical disorders can be determined through the use of diagnostic testing, the field of psychiatry is different in that patients cannot be sent to the lab for blood tests to determine the degree of depression. Similarly, patients cannot be sent to the radiology department for a “scan” to determine the severity of their bipolar disorder. Instead, the field of psychiatry must use psychiatric assessments, such as the comprehensive integrated physical exam, diagnostic interviews, and questionnaires to make diagnoses. These tools must be specialized to address the needs of children and adolescents.

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Diagnostic assessment of the child and adolescent is a specialized area of expertise. The PMHNP will often see children who have already been seen by a primary care provider. Many PCPs are comfortable handling attention-deficit/hyperactivity disorder (ADHD) and other straightforward childhood disorders. That means that the PMHNP will often treat the more complicated patients. This week, you explore psychiatric assessment techniques and tools for children and adolescents. You also examine the role of the parent/guardian in the assessment process for this patient population. NRNP – 6665: Child and Adolescent Assessment Assignment

Learning Objectives

Students will:

  • Evaluate comprehensive integrated psychiatric assessment techniques for children and adolescents
  • Recommend assessment questions for child and adolescent patients
  • Explain the importance of thorough psychiatric assessment for children and adolescents
  • Identify rating scales that are appropriate for child/adolescent psychiatric assessment
  • Identify psychiatric treatments appropriate for children and adolescents
  • Explain the role of the parent/guardian in child/adolescent psychiatric assessment

Learning Resources

Required Readings (click to expand/reduce)

 

Required Media (click to expand/reduce)

 

Recommended Reading (click to expand/reduce)

 

Optional Discussion Forum: PMHNP Study Support Lounge

The PMHNP Study Support Lounge is offered throughout the course as a place of academic refuge where you can ask questions, offer insights, and interact with your peers. Your Instructor may also weigh in to provide global feedback to the group based on trends, common problems, and common strengths in student posts.

Photo Credit: [Jacob Ammentorp Lund]/[iStock / Getty Images Plus]/Getty Images

You are encouraged to provide constructive, helpful feedback to your peers. Advanced practice nurses always benefit from the feedback of others. Your Study Support Lounge posts may be procedural (“How do I attach a Kaltura video to a Discussion post?”), conceptual (“How does this relate to the other therapy approaches we have studied?”), or analytical (“What do these diagnostic results actually mean in the context of this specific patient case?”). Although not mandatory, this is an opportunity to interact and study together as you navigate the assignments, so you are highly encouraged to take part in this activity. Full participation in activities like this is a statistically significant predictor of success.

To Participate in this Optional Discussion:

PMHNP Study Support Lounge

 

Acknowledgment

Practicum Manual Acknowledgment

The Practicum Manual describes the structure and timing of the classroom-based and practicum experiences and the policies students must follow to be successful in the nurse practitioner (NP) specialties.

Click here and follow the instructions to confirm you have downloaded and read the entire MSN Nurse Practitioner Practicum Manual and will abide by the requirements described in order to successfully complete this program.

NRNP – 6665: Child and Adolescent Assessment Assignment

Discussion: Comprehensive Integrated Psychiatric Assessment

Photo Credit: Seventyfour / Adobe Stock

Many assessment principles are the same for children and adults; however, unlike with adults/older adults, where consent for participation in the assessment comes from the actual client, with children it is the parents or guardians who must make the decision for treatment. Issues of confidentiality, privacy, and consent must be addressed. When working with children, it is not only important to be able to connect with the pediatric patient, but also to be able to collaborate effectively with the caregivers, other family members, teachers, and school counselors/psychologists, all of whom will be able to provide important context and details to aid in your assessment and treatment plans.

Some children/adolescents may be more difficult to assess than adults, as they can be less psychologically minded. That is, they have less insights into themselves and their motivations than adults (although this is not universally true). The PMHNP must also take into consideration the child’s culture and environmental context. Additionally, with children/adolescents, there are lower rates of neurocognitive disorders superimposed on other clinical conditions, such as depression or anxiety, which create additional diagnostic challenges.

In this Discussion, you review and critique the techniques and methods of a mental health professional as the practitioner completes a comprehensive, integrated psychiatric assessment of an adolescent. You also identify rating scales and treatment options that are specifically appropriate for children/adolescents.

To Prepare

  • Review the Learning Resources and consider the insights they provide on comprehensive, integrated psychiatric assessment. Watch the Mental Status Examination B-6 and Simulation Scenario-Adolescent Risk Assessment videos.
  • Watch the YMH Boston Vignette 5 video and take notes; you will use this video as the basis for your Discussion post.

By Day 3 of Week 1

Based on the YMH Boston Vignette 5 video, post answers to the following questions:

  • What did the practitioner do well? In what areas can the practitioner improve?
  • At this point in the clinical interview, do you have any compelling concerns? If so, what are they?
  • What would be your next question, and why?

Then, address the following. Your answers to these prompts do not have to be tailored to the patient in the YMH Boston video.

  • Explain why a thorough psychiatric assessment of a child/adolescent is important.
  • Describe two different symptom rating scales that would be appropriate to use during the psychiatric assessment of a child/adolescent.
  • Describe two psychiatric treatment options for children and adolescents that may not be used when treating adults.
  • Explain the role parents/guardians play in assessment.

Support your response with at least three peer-reviewed, evidence-based sources and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

Read a selection of your colleagues’ responses.

By Day 6 of Week 1

Respond to at least two of your colleagues on 2 different days by offering additional insights or alternative perspectives on their analysis of the video, other rating scales that may be used with children, or other treatment options for children not yet mentioned. Be specific and provide a rationale with evidence.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

 

Post by Day 3 of Week 1 and Respond by Day 6 of Week 1

NRNP – 6665: Child and Adolescent Assessment

Nursing homework help

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Nursing homework help

Create a concept map of a chosen condition, disease, or disorder with glucose regulation or metabolic balance considerations. Write a brief narrative (2-3 pages) that explains why the evidence cited in the concept map and narrative are valuable and relevant, as well as how specific interprofessional strategies will help to improve the outcomes presented in the concept map.

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Introduction

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you should complete the assessments in this course in the order in which they are presented.

The biopsychosocial (BPS) approach to care is a way to view all aspects of a patient’s life. It encourages medical practitioners to take into account not only the physical and biological health of a patient, but all considerations like mood, personality, and socioeconomic characteristics. This course will also explore aspects of pathophysiology, pharmacology, and physical assessment (the three Ps) as they relate to specific conditions, diseases, or disorders.

The first assessment is one in which you will create a concept map to analyze and organize the treatment of a specific patient with a specific condition, disease, or disorder.

The purpose of a concept map is to visualize connections between ideas, connect new ideas to previous ideas, and to organize ideas logically. Concept maps can be an extremely useful tool to help organize and plan care decisions. This is especially true in the biopsychosocial model of health, which takes into account factors beyond just the biochemical aspects of health. By utilizing a concept map, a nurse can simplify the connection between disease pathways, drug interactions, and symptoms, as well as between emotional, personality, cultural, and socioeconomic considerations that impact health.

Preparation

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

The assessment will be based on the case of a specific patient with a specific condition, disease, or disorder. Think about an experience you have had treating a patient with a condition, disease, or disorder that interests you, or one of the cases presented in the Vila Health: Concept Maps as Diagnostic Tools media simulation.

  • What is the primary condition, disease, or disorder affecting the patient?
    • What types of experience have you had working with patients with this condition, disease, or disorder?
    • How does this condition, disease, or disorder typically present?
    • What are the recommended treatment options?
      • What, if any, characteristics of an individual patient should be kept in mind when determining a course of treatment.
  • How have you used concept maps to help plan and organize care?
    • What are the advantages of concept maps, from your point of view?
    • How could concept maps be more useful?
  • How can interprofessional communication and collaboration strategies assist in driving patient safety, efficiency, and quality outcomes with regard to specific clinical and biopsychosocial considerations?
    • What interprofessional strategies do you recommend health care providers take in order to meet patient-centered safety and outcome goals?

Scenario

You have already learned about evidence-based practice and quality improvement initiatives in previous courses. You will use this information to guide your assessments, while also implementing new concepts introduced in this course. For this assessment, you will develop a concept map and provide supporting evidence and explanations. You may use the case studies presented in the Vila Health: Concept Maps as Diagnostic Tools media, a case study from the literature or your practice that is relevant to the list of conditions below, or another relevant case study you have developed. This case study will provide you with the context for creating your concept map. You may also use the practice context from the case study or extrapolate the case study information and data into your own practice setting. Think carefully when you are selecting the case study for this assessment, as you may choose to build upon it for the second assessment as well.

Some example conditions, diseases and disorders that are relevant to metabolic balance and glucose regulation considerations are:

  • Cancer.
  • Diabetes (type 2).
  • HIV/AIDS.
  • Hyperthyroidism.
  • Hypothyroidism.
  • Metabolic syndrome.
  • Obesity.
  • Polycycstic ovary syndrome.
  • Prediabetes.
  • Pregnancy.

Instructions

Develop a concept map and a short narrative that supports and further explains how the concept map is constructed. You may choose to use the Concept Map Template as a starting point for your concept map, but are not required to do so. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your evidence-based plan addresses all of them. You may also want to read the Concept Map scoring guide and the Guiding Questions: Concept Map document to better understand how each grading criterion will be assessed.

Part 1: Concept Map

  • Develop an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects.

Concept Map Template [DOCX]. You may choose to use this template for completing this component of the assignment.

Part 2: Additional Evidence (Narrative)

  • Justify the value and relevance of the evidence you used as the basis for your concept map.
  • Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes.
  • Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links.
  • Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

Use the APA Style Paper Tutorial [DOCX] to complete this narrative component.

Example Assessment

You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

  • Assessment 1 Example [PDF].

Additional Requirements

  • Length of submission: Your concept map should be on a single page, if at all possible. You can submit the concept map as a separate file, if you need to. Your additional evidence narrative should be 2-3 double-spaced, typed pages. Your narrative should be succinct yet substantive.
  • Number of references: Cite a minimum of 3-5 sources of scholarly or professional evidence that supports your concept map, decisions made regarding care, and interprofessional strategies. Resources should be no more than five years old.
  • APA formatting:
    • For the concept map portion of this assessment: Resources and citations are formatted according to current APA style. Please include references both in-text and in the reference page that follows your narrative.
    • For the narrative portion of this assessment: use the APA Style Paper Tutorial [DOCX] to help you in writing and formatting your analysis. You do not need to include an abstract for this assessment.

Competencies Measured

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

  • Competency 1: Design patient-centered, evidence-based, advanced nursing care for achieving high-quality patient outcomes.
    • Develop an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects.
    • Justify the value and relevance of the evidence used as the basis for a concept map.
  • Competency 4: Evaluate the efficiency and effectiveness of interprofessional care systems in achieving desired health care improvement outcomes.
    • Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes.
  • Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
    • Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links.
    • Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.