Leadership and Ethics

Leadership and Ethics

This Request will consist of three Important part that should be understanded before starting this Business:

 

  1. The Paper should be paragraphed (one up to one and half page) introduction, body in details, conclusion.
  2. One response to one pair that include one different reference of the actual paper and on the same subject (two up to three lines).
  3. One response to one pair that include one different reference of the actual paper and on the same subject (two up to three lines).

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Module 14: Leadership and Ethics:

 

Ethics is related to values and morals of individuals in a society (Northouse, 2022, p. 423). Being ethical means doing the right thing. It is important to mention that values and morals are tied to culture, which can impact what one individual sees as ethical versus unethical.  Leadership and Ethics

Ethical leadership is related to the expectations of leaders doing the right thing at the right moment. For this discussion board, please address the following requirements:

  1. Define the term “ethics” in your own words.
  2. Identify two ethical challenges that leaders often face in the workplace. 
  3. Analyze how ethical leadership impacts organizational performance.
  4. Evaluate the importance of having a “Code of Conduct” or a “Code of Ethics” in the organization.

Embed course material concepts, principles, and theories (including supporting citations) along with at least two current, scholarly, peer-reviewed journal articles. You may find that your discussion of leadership characteristics is easily supported with such current scholarly research, while the information about how your chosen leader exhibits those leadership characteristics is supported by popular research.

Keep in mind that current scholarly references can be found in the Saudi Digital Library by conducting an advanced search. Current research means published in the last five years.

You are required to reply to at least two peer discussion question ‘’ Need to provide this Part from your Side through providing two to three lines of information of the subject with their reference of each peer respond’’. post answers to this weekly discussion question and/or your instructor’s response to your posting. These post replies need to be substantial and constructive in nature. They should add to the content of the post and evaluate/analyze that post’s answer. Normal course dialogue does not fulfill these two peer replies but is expected throughout the course. Answering all course questions is also required.

  • The reference Should be in Apa7th and add in-citation Text. And up to 3 or more references.
  • Discussion Should include Introduction, body or analysis, conclusion.
  • It should be paragraphed of one to one & half page.
  • Need to provide this Part from your Side through providing two up to three lines of information of the subject with their separated reference of each peer respond
  • ‘’ need two peer responds – with different references’’
  • I would like to see more depth for the question
  • Plagiarism All work must be free of any form of plagiarism.

 

  • Written answers into your own words. Do not simply cut and paste your answers from the Internet and do not copy your answers from the textbook

 

Required

Chapter 15 in Leadership: Theory and Practice

Almarshoud, N. (2021). Implications of ethical leadership to the corporations of Saudi Arabia in terms of employee performance, trust, and commitment. PalArch’s Journal of Archeology of Egypt/ Egyptology, 18(14), 394-405.

Schwepker, C. H., & Dimitriou, C. K. (2021). Using ethical leadership to reduce stress and improve performance quality in the hospitality industry. International Journal of Hospitality Management, 94, 1-11.

Recommended

 Chapter 15 PowerPoint slides

Nursing homework help

Nursing homework help

Yanet G. Coutin

There are statutes that mandate the APRNs to prescribe controlled substances in relation to the supervisory standards. The professionals are required to take part in a three-hour training session on secure prescription and effective implementation of the associated strategies. The APRNs are required to assess and outline the health issues relating to the health issues of the patients and provide the right prescription. They are required to equip the patients with the required information in relation to the warning and how the prescribed drugs are required to be taken (Torrens et al., 2020). Furthermore, the practitioners monitor the patients often to ensure that they acquire the required benefits of the prescriptions that are at hand. In relation to the requirement of the state the APRN practitioners have to meet the same prescriptions standards as physicians. Nursing homework help

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There exist a lot of barriers that limit the APRN practitioners from undertaking them prescription responsibilities efficiently. To begin the state license limits the APRNs from taking part in full practice in relation to their educational qualification. The practitioners can only take part in one of the NP responsibilities on the basis of collaborative agreements. Secondly, the training programs of APRN might not be able to equip learners with advanced skills for the delivery of the best health care services. Negative discernments of the existing working environments and insufficient knowledge hinder the practitioners from the performance of them prescription responsibilities (Jun et al., 2016). Finally, certain financier policies do not allow the APRN from taking part in the delivery of healthcare activities to the full extent of their training and licensure. For example, some scope of practice policies limit practitioners to certain responsibilities. The issue of Job satisfaction limit practitioners from performing their roles of prescriptions in a manner that impacts significantly on the results of the patient. Some of the practitioners undergo working conditions that are not favorable which limit their productivity.

 

 

References

 

 

Jun, J., Kovner, C. T., & Stimpfel, A. W. (2016). Barriers and facilitators of nurses’ use of clinical practice

guidelines: an integrative review. International journal of nursing studies,60, 54-68.

 

Torrens, C., Campbell, P., Hoskins, G., Strachan, H., Wells, M., Cunningham, M., Bottone, H., Polson, R., & Maxwell, M. (2020). Barriers and facilitators to the implementation of the advanced nurse

practitioner role in primary care settings: A scoping review. International Journal of Nursing Studies,

104,103443. https://doi.org/10.1016/j.ijnurstu.2019.103443.

 

 

 

 

Maria Lazarte

3 hours ago, at 3:49 PM

 

NEW

Top of Form

 

Some of the barriers affect safe prescribing by advanced practice nursing. First, there is a barrier to access to prescription drug monitoring programs (PDMP). Studies show that despite the awareness of many APRNs on the effectiveness of PDMP in nursing practice, less than 50% of them utilize the prescription of opioids (Young et al., 2019). PDMP is a useful tool and needs to be consulted before an opioid is prescribed. The state of Florida does not put the use of PMDP as mandatory, and the providers only utilize it when they suspect that an individual may misuse medication (Young et al., 2019). The use of PDMP only during clinical suspects leads to bias and ineffectiveness of this tool. The barriers to the use of PMDP include nurse’s knowledge, education, personal biases, and experiences.

Besides, nurse practitioners in Florida face barriers related to the issues of physicians. One of the barriers identified is that the physicians and other healthcare professionals lack knowledge of the scope of practice of the APRNs (Hain and Fleck, 2019). A collaboration between physicians and APRNs is essential in achieving best practices. Nursing practitioners often experience this barrier to a successful collaboration with physicians despite sharing the same goal of improving patient outcomes.

Another barrier to safe prescribing in Florida lies in the state practice. “State licensure regulates NP practice and is a barrier to NPs practicing to the fullest extent of their education and training” (Hain and Fleck, 2019). APRNs have been struggling to exit from licensure and restrictive practices to have full authority on their practice, but they have not been successful due to the opposition from the medical organizations . The regulations determine the scope of nursing practice and limits APRNs to work only to the extent of the licensure. Allowing the independence of APRNs may lead to higher-value services (Peterson, 2019).

References

Hain, D., Fleck, L., (2019). Barriers to Nurse Practitioner Practice that Impact Healthcare Redesign” OJIN: The Online Journal of Issues in Nursing Vol. 19, No. 2, Manuscript DOI: 10.3912/OJIN.Vol19No02Man02

Peterson, M. E. (2019). Barriers to Practice and the Impact on Health Care: A Nurse Practitioner Focus. Journal of the Advanced Practitioner in Oncology8(1), 74–81. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5995533/

Young, H. W., Tyndall, J. A., & Cottler, L. B. (2019). The current utilization and perceptions of prescription drug monitoring programs among emergency medicine providers in Florida. International Journal of Emergency Medicine10(1).

Bottom of Form

 

 

 

 

Manuel A Garcia Periu

Florida National. University

Advanced Pharmacology

Dr. Latoya Dotson

 

Nursing is a highly regulated profession to ensure safe and high-quality health services are provided to patients. Nursing is legislated at the state level through laws and policies. The state of Florida outlines policies to guide advanced practice registered nurses (APRN) to prescribe medication in line with the set standards (Florida Board of Nursing, 2016). In order to ensure safety, APRNs engage in a training session on safe prescribing to enable the evaluation and definition of patient health problems for an appropriate prescription. Besides, advanced practice nurses should also educate patients with relevant information about the side effects and warnings of certain drugs. They should also guide them on how to take the prescribed medication. Practitioners also follow up on patients to assess the outcome of prescribed drugs and ensure they benefit from the prescription given.

 Certain barriers prevent APRNs from administering their prescriptions appropriately. First, poor working conditions hinder practitioners from performing their prescription duties effectively (Peterson, 2017). Poor working conditions affect practitioners’ job satisfaction, which in turn hinders them from delivering prescription activities effectively. The unfavorable working conditions also reduce nurses’ productivity and motivation significantly. Second, certain policies and standards limit them from exercising the prescription role to the full extent. The scope of nursing practice laws restricts APRNs to particular roles. Thirdly, state licensure limits APRNs to one of the nurse practitioner roles based on collaborative agreements and in line with their educational qualifications. Also, nursing training programs might fail to equip APRNs with the required knowledge and skills for delivering high-quality care services and drug prescriptions. Inadequate skills, coupled with a low number of nursing practitioners, affect the delivery of quality and safe healthcare services. These hindrances are likely to result in negative patient outcomes due to wrong prescriptions and other risks of medical errors. 

References

Florida Board of Nursing (2016, April 15). Important Legislative Update regarding HB 423. https://floridasnursing.gov/new-legislation-impacting-your-profession/

Peterson M. E. (2017). Barriers to practice and the impact on health care: A nurse practitioner focus. Journal of the Advanced Practitioner in Oncology8(1), 74–81.

Ivon Hernandez

 

Prescription falls under the practice and scope of nurse practitioners. Prescriptions being a major practice for APRNs necessitates that they undertake the role as required. In this respect, they should fully provide information, instructions, as well as warnings concerning the prescribed drugs (Woo & Robinson, 2019). In addition, APRNs are required to adhere to practice and licensure requirements and should ensure that the cost of the drugs is ethical and in line with the existing regulations. Moreover, there is a need for these nurses to apply or utilize appropriate prescription tools or technology to enhance the wellbeing of the patients while at the same time minimizing prescription errors. In a nutshell, APRNs have a duty to ensure that the prescriptions are accurate and based on the existing policy.

Several barriers have prevented APRNs from prescribing appropriately. Nurse prescribers face these problems, making it difficult for them to contribute effectively to the desired health outcomes. According to Peterson (2017), the first barrier faced is that of state practice and licensure. This is a key problem because most states have not adopted full practice authority licensure, which means that there are some instances whereby nurses do not have the full authority to prescribe some drugs. Physician related issues are the other barrier that prescribers have to battle. According to Peterson (2017), some medical organizations are blamed for believing and insisting that the training and education for APRNs is not enough for them to perform prescriptions as physicians. For instance, nurses in Florida continue to struggle to overcome restrictive practices and licensure that prevent them from performing some duties like prescribing psychotropic medications for children under 18 years of age, unless prescribed by an ARNP who is a Psychiatric Nurse. Finally, payer policies are major barriers to prescribers. These policies make it difficult for nurses to provide services like prescriptions, forcing them to depend on physicians or remain as employees. Since nurses have to be associated with physicians to be allowed to practice, payer policies are some of the issues or barriers facing prescribing APRNs.

References

Peterson M. E. (2017). Barriers to practice and the impact on health care: A nurse practitioner focus. Journal of the Advanced Practitioner in Oncology8(1), 74–81

Woo, T. M, & Robinson, M. V. (2019). Pharmacotherapeutics for Advanced Practice Nurse Prescribers (4th ed.). Davis

 

NRNP – 6665 Week 8: Neurodevelopmental Disorders

NRNP – 6665 Week 8: Neurodevelopmental Disorders

I can’t believe I am sitting here talking to this lady. Mom thinks I am nuts just because I will not do what she asks. She doesn’t care about me. She only cares about my little brother and that man that keeps coming around. I don’t care about her. That is why I throw things and won’t do what she asks. I don’t care about anyone. Those kids at school who used to be my friends don’t know anything. I am so much smarter than they are.

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—Jacob, age 11

There are many mental disorders that occur early in the life course. The DSM-5 describes neurodevelopmental disorders such as intellectual disability and delay, autism spectrum disorder, language and speech disorders, ADHD and specific learning disorder (e.g., dyslexia, difficulty mastering mathematical reasoning). Diagnosis of these various conditions can rarely be made in a single office visit and often requires a comprehensive approach involving multiple stakeholders, including the child, his or her parents, teachers, other significant figures in the child’s life, and medical and mental health professionals, such as psychologists who can conduct comprehensive neuropsychological testing.

The PMHNP must coordinate and integrate several sources of information to arrive at an accurate diagnosis of these disorders. Early and accurate diagnosis is essential to developing an effective treatment plan, which will have the potential to minimize the impact of these disorders on the child’s developmental trajectory. When one considers appropriate diagnosis from this perspective, the importance of diagnostic accuracy becomes quite apparent.

This week, you begin exploring disorders that occur early in the life course and use this knowledge to create a study guide for a neurodevelopmental disorder. NRNP – 6665 Week 8: Neurodevelopmental Disorders

Learning Objectives

Students will:

  • Analyze signs and symptoms of neurodevelopmental disorders
  • Analyze the pathophysiology of neurodevelopmental disorders
  • Analyze diagnosis and treatment methods for neurodevelopmental disorders
  • Summarize legal, ethical, and patient education factors related to neurodevelopmental disorders

Learning Resources

Required Readings (click to expand/reduce)

 

Hilt, R. J., & Nussbaum, A. M. (2016). DSM-5 pocket guide for child and adolescent mental health. American Psychiatric Association Publishing.

  •  Chapter 12, “Developmental Milestones”

 

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). Rutter’s child and adolescent psychiatry (6th ed.). Wiley Blackwell.

  • Chapter 51, “Autism Spectrum Disorder”
  • Chapter 55, “ADHD and Hyperkinetic Disorder”

Utah State University. (n.d.). Creating study guides. https://www.usu.edu/academic-support/test/creating_study_guides

Walden University. (2020). Success strategies: Self-paced interactive tutorials. https://academicguides.waldenu.edu/academic-skills-center/skills/tutorials/success-strategies

 

Zakhari, R. (2020). The psychiatric-mental health nurse practitioner certification review manual. Springer.

  • Chapter 13, “Child/Adolescent Neurodevelopmental Disorders”

Required Media (click to expand/reduce)

 

Dillon, K. (2019, March 23). DSM-5 neurodevelopmental disorders. [Video]. YouTube. https://www.youtube.com/watch?v=Ydr9s_UwACo

The National Center for Learning Disabilities. (2013, February 20). What is ADHD? [Video]. YouTube. https://youtu.be/0Wz7LdLFJVM

Osmosis. (2017, October 17). Autism – causes, symptoms, diagnosis, treatment, pathology [Video]. YouTube. https://youtu.be/x2hWVgZ8J4A

 

Medication Review

Irritability in autism Attention-deficit/hyperactivity disorder
aripiprazole
risperidone
amphetamine IR, XR, and ER
dextroamphetamine
atomoxetineclonidine hydrocholoride ER
Dexmethylphenidate IR and XR
guanfacine hydrocholride ER
lisdexamfetamine
methylphenidate
methylphenidate hydrocholoride IR and ER, transdermal

Assignment: Study Guide Forum

Abnormal brain development or damage at an early age can lead to neurodevelopmental disorders. Within this group of disorders, some are resolvable with appropriate and timely interventions, either pharmacological or nonpharmacological, while other disorders are chronic and need to be managed throughout the lifespan.

For this Assignment, you will develop a study guide for an assigned disorder and share it with your colleagues. In sum, these study guides will be a powerful tool in preparing for your certification exam.

Photo Credit: Getty Images/iStockphoto

To Prepare

  • Your Instructor will assign you to a specific neurodevelopmental disorder from the DSM-5.
  • Research your assigned disorder using the Walden Library. Then, develop an organizational scheme for the important information about the disorder. NRNP – 6665 Week 8: Neurodevelopmental Disorders

The Assignment

Create a study guide for your assigned disorder. Your study guide should be in the form of an outline with references, and you should incorporate visual elements such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative! It should not be in the format of an APA paper. Your guide should be informed by the DSM-5 but also supported by at least three other scholarly resources.

Areas of importance you should address, but are not limited to, are:

  • Signs and symptoms according to the DSM-5
  • Differential diagnoses
  • Incidence
  • Development and course
  • Prognosis
  • Considerations related to culture, gender, age
  • Pharmacological treatments, including any side effects
  • Nonpharmacological treatments
  • Diagnostics and labs
  • Comorbidities
  • Legal and ethical considerations
  • Pertinent patient education considerations

By Day 7 of Week 8

Submit your Assignment to the forum as an attachment. Although no responses are required, collegial discussion is welcome. You are encouraged to utilize your peers’ submitted guides on their assigned neurodevelopmental disorders for study.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 8 Assignment Rubric

 

Post by Day 7 of Week 8

To Participate in this Assignment:

Week 8 Assignment

Nursing homework help

Nursing homework help

Yanet G. Coutin

There are statutes that mandate the APRNs to prescribe controlled substances in relation to the supervisory standards. The professionals are required to take part in a three-hour training session on secure prescription and effective implementation of the associated strategies. The APRNs are required to assess and outline the health issues relating to the health issues of the patients and provide the right prescription. They are required to equip the patients with the required information in relation to the warning and how the prescribed drugs are required to be taken (Torrens et al., 2020). Furthermore, the practitioners monitor the patients often to ensure that they acquire the required benefits of the prescriptions that are at hand. In relation to the requirement of the state the APRN practitioners have to meet the same prescriptions standards as physicians.

ORDER A PLAGIARISM FREE PAPER NOW

 

There exist a lot of barriers that limit the APRN practitioners from undertaking them prescription responsibilities efficiently. To begin the state license limits the APRNs from taking part in full practice in relation to their educational qualification. The practitioners can only take part in one of the NP responsibilities on the basis of collaborative agreements. Secondly, the training programs of APRN might not be able to equip learners with advanced skills for the delivery of the best health care services. Negative discernments of the existing working environments and insufficient knowledge hinder the practitioners from the performance of them prescription responsibilities (Jun et al., 2016). Finally, certain financier policies do not allow the APRN from taking part in the delivery of healthcare activities to the full extent of their training and licensure. For example, some scope of practice policies limit practitioners to certain responsibilities. The issue of Job satisfaction limit practitioners from performing their roles of prescriptions in a manner that impacts significantly on the results of the patient. Some of the practitioners undergo working conditions that are not favorable which limit their productivity.

 

 

References

 

 

Jun, J., Kovner, C. T., & Stimpfel, A. W. (2016). Barriers and facilitators of nurses’ use of clinical practice

guidelines: an integrative review. International journal of nursing studies,60, 54-68.

 

Torrens, C., Campbell, P., Hoskins, G., Strachan, H., Wells, M., Cunningham, M., Bottone, H., Polson, R., & Maxwell, M. (2020). Barriers and facilitators to the implementation of the advanced nurse

practitioner role in primary care settings: A scoping review. International Journal of Nursing Studies,

104,103443. https://doi.org/10.1016/j.ijnurstu.2019.103443.

 

 

 

 

Maria Lazarte

3 hours ago, at 3:49 PM

 

NEW

Top of Form

 

Some of the barriers affect safe prescribing by advanced practice nursing. First, there is a barrier to access to prescription drug monitoring programs (PDMP). Studies show that despite the awareness of many APRNs on the effectiveness of PDMP in nursing practice, less than 50% of them utilize the prescription of opioids (Young et al., 2019). PDMP is a useful tool and needs to be consulted before an opioid is prescribed. The state of Florida does not put the use of PMDP as mandatory, and the providers only utilize it when they suspect that an individual may misuse medication (Young et al., 2019). The use of PDMP only during clinical suspects leads to bias and ineffectiveness of this tool. The barriers to the use of PMDP include nurse’s knowledge, education, personal biases, and experiences.

Besides, nurse practitioners in Florida face barriers related to the issues of physicians. One of the barriers identified is that the physicians and other healthcare professionals lack knowledge of the scope of practice of the APRNs (Hain and Fleck, 2019). A collaboration between physicians and APRNs is essential in achieving best practices. Nursing practitioners often experience this barrier to a successful collaboration with physicians despite sharing the same goal of improving patient outcomes.

Another barrier to safe prescribing in Florida lies in the state practice. “State licensure regulates NP practice and is a barrier to NPs practicing to the fullest extent of their education and training” (Hain and Fleck, 2019). APRNs have been struggling to exit from licensure and restrictive practices to have full authority on their practice, but they have not been successful due to the opposition from the medical organizations . The regulations determine the scope of nursing practice and limits APRNs to work only to the extent of the licensure. Allowing the independence of APRNs may lead to higher-value services (Peterson, 2019).

References

Hain, D., Fleck, L., (2019). Barriers to Nurse Practitioner Practice that Impact Healthcare Redesign” OJIN: The Online Journal of Issues in Nursing Vol. 19, No. 2, Manuscript DOI: 10.3912/OJIN.Vol19No02Man02

Peterson, M. E. (2019). Barriers to Practice and the Impact on Health Care: A Nurse Practitioner Focus. Journal of the Advanced Practitioner in Oncology8(1), 74–81. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5995533/

Young, H. W., Tyndall, J. A., & Cottler, L. B. (2019). The current utilization and perceptions of prescription drug monitoring programs among emergency medicine providers in Florida. International Journal of Emergency Medicine10(1).

Bottom of Form

 

 

 

 

Manuel A Garcia Periu

Florida National. University

Advanced Pharmacology

Dr. Latoya Dotson

 

Nursing is a highly regulated profession to ensure safe and high-quality health services are provided to patients. Nursing is legislated at the state level through laws and policies. The state of Florida outlines policies to guide advanced practice registered nurses (APRN) to prescribe medication in line with the set standards (Florida Board of Nursing, 2016). In order to ensure safety, APRNs engage in a training session on safe prescribing to enable the evaluation and definition of patient health problems for an appropriate prescription. Besides, advanced practice nurses should also educate patients with relevant information about the side effects and warnings of certain drugs. They should also guide them on how to take the prescribed medication. Practitioners also follow up on patients to assess the outcome of prescribed drugs and ensure they benefit from the prescription given.

 Certain barriers prevent APRNs from administering their prescriptions appropriately. First, poor working conditions hinder practitioners from performing their prescription duties effectively (Peterson, 2017). Poor working conditions affect practitioners’ job satisfaction, which in turn hinders them from delivering prescription activities effectively. The unfavorable working conditions also reduce nurses’ productivity and motivation significantly. Second, certain policies and standards limit them from exercising the prescription role to the full extent. The scope of nursing practice laws restricts APRNs to particular roles. Thirdly, state licensure limits APRNs to one of the nurse practitioner roles based on collaborative agreements and in line with their educational qualifications. Also, nursing training programs might fail to equip APRNs with the required knowledge and skills for delivering high-quality care services and drug prescriptions. Inadequate skills, coupled with a low number of nursing practitioners, affect the delivery of quality and safe healthcare services. These hindrances are likely to result in negative patient outcomes due to wrong prescriptions and other risks of medical errors. 

References

Florida Board of Nursing (2016, April 15). Important Legislative Update regarding HB 423. https://floridasnursing.gov/new-legislation-impacting-your-profession/

Peterson M. E. (2017). Barriers to practice and the impact on health care: A nurse practitioner focus. Journal of the Advanced Practitioner in Oncology8(1), 74–81.

Ivon Hernandez

 

Prescription falls under the practice and scope of nurse practitioners. Prescriptions being a major practice for APRNs necessitates that they undertake the role as required. In this respect, they should fully provide information, instructions, as well as warnings concerning the prescribed drugs (Woo & Robinson, 2019). In addition, APRNs are required to adhere to practice and licensure requirements and should ensure that the cost of the drugs is ethical and in line with the existing regulations. Moreover, there is a need for these nurses to apply or utilize appropriate prescription tools or technology to enhance the wellbeing of the patients while at the same time minimizing prescription errors. In a nutshell, APRNs have a duty to ensure that the prescriptions are accurate and based on the existing policy.

Several barriers have prevented APRNs from prescribing appropriately. Nurse prescribers face these problems, making it difficult for them to contribute effectively to the desired health outcomes. According to Peterson (2017), the first barrier faced is that of state practice and licensure. This is a key problem because most states have not adopted full practice authority licensure, which means that there are some instances whereby nurses do not have the full authority to prescribe some drugs. Physician related issues are the other barrier that prescribers have to battle. According to Peterson (2017), some medical organizations are blamed for believing and insisting that the training and education for APRNs is not enough for them to perform prescriptions as physicians. For instance, nurses in Florida continue to struggle to overcome restrictive practices and licensure that prevent them from performing some duties like prescribing psychotropic medications for children under 18 years of age, unless prescribed by an ARNP who is a Psychiatric Nurse. Finally, payer policies are major barriers to prescribers. These policies make it difficult for nurses to provide services like prescriptions, forcing them to depend on physicians or remain as employees. Since nurses have to be associated with physicians to be allowed to practice, payer policies are some of the issues or barriers facing prescribing APRNs.

References

Peterson M. E. (2017). Barriers to practice and the impact on health care: A nurse practitioner focus. Journal of the Advanced Practitioner in Oncology8(1), 74–81

Woo, T. M, & Robinson, M. V. (2019). Pharmacotherapeutics for Advanced Practice Nurse Prescribers (4th ed.). Davis

 

Quality Improvement Proposal

Quality Improvement Proposal

NURS-FPX6612

 

Assessment 2 Instructions: Quality Improvement Proposal

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Write a quality improvement proposal, 5-7 pages in length, that provides your recommendations for expanding a hospital’s HIT to include quality metrics that will help the organization qualify as an accountable care organization. Quality Improvement Proposal

Introduction

Health care has undergone a transformation since the release of the Institute of Medicine’s 2000 report To Err Is Human: Building a Safer Health System. The report highlighted medical errors as a contributing factor leading to poor patient outcomes. The Institute of Medicine challenged organizations to implement evidence-based performance improvement strategies in order to improve patient quality and safety. Multiple governmental and regulatory agencies, such as the Centers for Medicare and Medicaid Services (CMS) and the Agency for Healthcare Quality and Research (AHRQ), vowed to strengthen and improve incentives for participation, safety, quality, and efficiency in accountable care organizations (ACOs).

Health information technology (HIT) performs an essential role in improving health outcomes of individuals, the community, and populations. Health organizations, consumer advocacy groups, and regulatory committees have made a commitment to explore current and future opportunities that HIT offers to continue momentum to meet the Institute of Medicine’s goal of improving safety and quality.

Understanding HIT is important to improving individual, community, and population access to health care and health information. HIT enables quick and easy access to information for both patients and providers. Accessible information has been shown to improve the patient care experience and reduce redundancies, thereby reducing health care costs.

This assessment provides an opportunity for you to make recommendations for expanding a hospital’s HIT in ways that will help the hospital qualify as an ACO.

Reference

Institute of Medicine. (2000). To err is human: Building a safer health system. National Academies Press.

Preparation

In this assessment, you will again assume the role of case manager at Sacred Heart Hospital. This time, you are asked to develop a strategy for tracking quality metrics to help facilitate the hospital’s qualification for ACO status.

Before drafting your proposal, complete the following simulation exercise:

  • Vila Health: Quality Metrics Tracking.

Note: Remember that you can submit all or a portion of your draft to Smarthinking for feedback before you submit the final version of this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Requirements

Develop a proposal to expand Sacred Heart Hospital’s HIT to better include quality metrics—with the ultimate goal of qualifying for ACO status. Use the following template for your proposal:

  • APA Style Paper Template [DOCX].

Writing the Proposal

The requirements outlined below correspond to the grading criteria in the scoring guide. Be sure that your proposal addresses each point, at a minimum. You may also want to read the Quality Improvement Proposal Scoring Guide to better understand how each criterion will be assessed.

  • Recommend ways to expand the hospital’s HIT to include quality metrics.
    • How will you collect information and solve the problem of coordinating care for patients who are not getting diagnostic tests, such as mammograms or colonoscopies?
    • What can you do to track health information from the community or the target population to make necessary improvements?
    • How can you most effectively and efficiently show the role of informatics in nursing care coordination?
    • What evidence supports your recommendations?
  • Describe the main focus of information gathering in health care and how it contributes to guiding the development of organizational practice.
    • Provide examples to support your description.
  • Identify potential problems that can arise with data gathering systems and output.
    • What suggestions can you make for avoiding those problems?
  • Write clearly and concisely, using correct grammar and mechanics.
    • Express your main points and conclusions coherently.
    • Proofread your writing to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your proposal.
  • Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
    • Is your supporting evidence clear and explicit?
    • How or why does particular evidence support a claim?
    • Will your audience see the connection?

Additional Requirements

Proposal Format and Length

Format your proposal using APA style:

  • Use the APA Style Paper Template [DOCX] provided. Be sure to include:
    • A title page and references page. An abstract is not required.
    • A running head on all pages.
    • Appropriate section headings.
  • See also the APA Style Paper Tutorial [DOCX] to help you in writing and formatting your proposal.
  • Your proposal should be 5–7 pages in length, not including the title page and references page.

Supporting Evidence

  • Cite at least six sources of credible scholarly or professional evidence to support your proposal.
  • Apply APA formatting to all in-text citations and references.

Portfolio Prompt: You may choose to save your proposal to your ePortfolio.

  • ePortfolio.
    • This resource provides information about ePortfolio, including how to use the different features of the product.
  • Online ePortfolio Guidelines [PDF].

 

Managed Care Effects on Consumers Discussion Assignment

Managed Care Effects on Consumers Discussion Assignment

Unit 6 Assignment – Managed Care Effects on Consumers

  • Due Sunday by 11:59pm
  • Points 100
  • Submitting text entry box, a website url, a media recording, or a file upload

The Human Resources Department at your new job is now offering managed care plans. As a consumer, you want to research how the new plans would affect type of services you would receive. Managed Care Effects on Consumers Discussion Assignment

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Instructions

  • Complete aspects of a research plan to help determine the impact of managed care on consumers.
  • Develop a thesis statement to address how managed care impacts consumers.
  • Create an outline of the effects of managed care on consumers. Your overall analysis (or tone of your assessment) of the effect of managed care can be either positive or negative. The outline should have three major points/topics and at least 3 supporting sub-topics under each main topic.
  • Select one of your main topics and write a paragraph summary (minimum 300 words) explaining how the effects of managed care have significantly impacted the physician-patient relationship, the physician’s ability to carry out ethical obligations, and the quality of patient care.
  • Be sure to review the resources provided in Supplemental Resources to help prepare you for the assessment.
  • Submit all three parts of this assessment in the same document. Managed Care Effects on Consumers Discussion Assignment

Rubric

Unit 6 Assignment – Managed Care Effects on Consumers

Unit 6 Assignment – Managed Care Effects on Consumers 

Criteria Ratings Pts
This criterion is linked to a Learning OutcomeTopic
10.0 ptsLevel 5 

Identifies a creative, focused, and manageable topic clearly addressing important points.

9.0 ptsLevel 4 

Identifies a manageable topic that addresses important points.

8.0 ptsLevel 3 

Identifies a focused topic that addresses important points.

7.0 ptsLevel 2 

Identifies a topic that while doable, is too narrowly focused.

6.0 ptsLevel 1 

Identifies a topic that is far too general and wide-ranging as to be doable.

0.0 ptsLevel 0 

Does not clearly identify a topic or identifies a topic that is not relevant to the assignment.

10.0 pts
This criterion is linked to a Learning OutcomeExisting Knowledge, Research, and/or Views
10.0 ptsLevel 5 

Uses in-depth information from relevant sources representing multiple points of views (3 or more) or research aspects (3 or more). Managed Care Effects on Consumers Discussion Assignment

9.0 ptsLevel 4 

Describes in-depth information from relevant sources representing at least two points of view or research aspects.

8.0 ptsLevel 3 

Explains information from relevant sources representing at least two points of view or research aspects.

7.0 ptsLevel 2 

Relates information from relevant and irrelevant sources. No clear point of view(s) of approach(es) are identified.

6.0 ptsLevel 1 

Tells information from irrelevant sources representing a single point of view or does not identify points of view or approaches.

0.0 ptsLevel 0 

Information is irrelevant to the topic. No clear point of view/approaches.

10.0 pts
This criterion is linked to a Learning OutcomeContent
20.0 ptsLevel 5 

Demonstrates the ability to construct a clear and insightful problem statement/thesis statement/topic statement with evidence of all relevant contextual factors.

18.0 ptsLevel 4 

Demonstrates the ability to construct a problem statement, thesis statement/topic statement with evidence of most relevant contextual factors, and problem statement is adequately detailed.

16.0 ptsLevel 3 

Begins to demonstrate the ability to construct a problem statement/thesis statement/topic statement with evidence of most relevant contextual factors, but problem statement is superficial.

14.0 ptsLevel 2 

Demonstrates a limited ability in identifying a problem statement/thesis statement/topic statement or related contextual factors.

12.0 ptsLevel 1 

Demonstrates the ability to explain contextual factors but does not provide a defined statement.

0.0 ptsLevel 0 

There is no evidence of a defined statement.

20.0 pts
This criterion is linked to a Learning OutcomeAnalysisPRICE-P
20.0 ptsLevel 5 

Organizes and compares evidence to reveal insightful patterns, differences, or similarities related to focus.

18.0 ptsLevel 4 

Organizes and interprets evidence to reveal patterns, differences, or similarities related to focus.

16.0 ptsLevel 3 

Organizes and describes evidence according to patterns, differences, or similarities related to focus.

14.0 ptsLevel 2 

Organizes evidence, but the organization is not effective in revealing patterns, differences, or similarities.

12.0 ptsLevel 1 

Describes evidence, but it is not organized and/or is unrelated to focus.

0.0 ptsLevel 0 

Lists evidence, but it is not organized and/or is unrelated to focus.

20.0 pts
This criterion is linked to a Learning OutcomeConclusion
20.0 ptsLevel 5 

Assembles a conclusion that is a logical interpretation from findings.

18.0 ptsLevel 4 

Constructs a conclusion that is logical from inquiry findings.

16.0 ptsLevel 3 

Identifies a conclusion specifically from and responds specifically to the findings.

14.0 ptsLevel 2 

Produces a general conclusion that, because it is so general, also applies beyond the scope of the inquiry findings.

12.0 ptsLevel 1 

States an ambiguous or unsupportable conclusion from findings.

0.0 ptsLevel 0 

States an illogical conclusion from findings.

20.0 pts
This criterion is linked to a Learning OutcomeLimitations and Implications
10.0 ptsLevel 5 

Insightfully discusses in detail relevant and supported limitations and implications.

9.0 ptsLevel 4 

Examines relevant and supported limitations and implications.

8.0 ptsLevel 3 

Discusses relevant and supported limitations and implications.

7.0 ptsLevel 2 

Presents relevant and supported limitations and implications.

6.0 ptsLevel 1 

Presents limitations and implications, but they are unsupported.

0.0 ptsLevel 0 

Presents limitations and implications, but they are irrelevant.

10.0 pts
This criterion is linked to a Learning OutcomeWriting
5.0 ptsLevel 5 

The paper exhibits an excellent command of written English languageconventions. The paper has no errors in mechanics, grammar, or spelling.

4.5 ptsLevel 4 

The paper exhibits a good command of written English language conventions. The paper has no errors in mechanics or spelling with minor grammatical errors that impair the flow of communication.

4.0 ptsLevel 3 

The paper exhibits a basic command of written English language conventions. The paper has minor errors in mechanics, grammar, or spelling that impact the flow of communication.

3.5 ptsLevel 2 

The paper exhibits a limited command of written English language conventions. The paper has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.

3.0 ptsLevel 1 

The paper exhibits little command of written English language conventions. The paper has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.

0.0 ptsLevel 0 

The paper does not demonstrate command of written English language conventions. The paper has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning.

5.0 pts
This criterion is linked to a Learning OutcomeAPAPRICE-I
5.0 ptsLevel 5 

The required APA elements are all included with correct formatting, including in-text citations and references.

4.5 ptsLevel 4 

The required APA elements are all included with minor formatting errors, including in-text citations and references.

4.0 ptsLevel 3 

The required APA elements are all included with multiple formatting errors, including in-text citations and references.

3.5 ptsLevel 2 

The required APA elements are not all included and/or there are major formatting errors, including in-text citations and references.

3.0 ptsLevel 1 

Several APA elements are missing. The errors in formatting demonstrate limited understanding of APA guidelines, in-text-citations, and references.

0.0 ptsLevel 0 

There is little to no evidence of APA formatting and/or there are no in-text citations and/or references.

5.0 pts
Total Points: 100.0

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Managed Care Effects on Consumers Discussion

Pakistani Female With Delusional Thought Processes Assignment

Pakistani Female With Delusional Thought Processes Assignment

BACKGROUND

The client is a 34-year-old Pakistani female who moved to the United States in her late teens/early 20s. She is currently in an “arranged” marriage (her husband was selected for her when she was 9 years old). She presents following a 21-day hospitalization for what was diagnosed as “brief psychotic disorder.” She was given this diagnosis as her symptoms have persisted for less than 1 month. Pakistani Female With Delusional Thought Processes

Prior to admission, she was reporting visions of Allah, and over the course of a week, she believed that she was the prophet Mohammad. She believed that she would deliver the world from sin. Her husband became concerned about her behavior to the point that he was afraid of leaving their 4 children with her. One evening, she was “out of control,” which resulted in his calling the police and her subsequent admission to an inpatient psych unit.

During today’s assessment, she appears quite calm and insists that the entire incident was “blown out of proportion.” She denies that she believed herself to be the prophet Mohammad and states that her husband was just out to get her because he never loved her and wanted an “American wife” instead of her. She says she knows this because the television is telling her so.

She currently weighs 140 lbs., and she is 5’ 5.

SUBJECTIVE

Client reports that her mood is “good.” She denies auditory/visual hallucinations but believes that the television talks to her. She believes that Allah sends her messages through the TV. At times throughout the clinical interview, she becomes hostile towards you but then calms down.

A review of her hospital records shows that she received a medical workup from physician, who reported her to be in overall good health. Lab studies were all within normal limits.

Client admits that she stopped taking her Risperdal about a week after she got out of the hospital because she thinks her husband is going to poison her so that he can marry an American woman.

MENTAL STATUS EXAM

The client is alert and oriented to person, place, time, and event. She is dressed appropriately for the weather and time of year. She demonstrates no noteworthy mannerisms, gestures, or tics. Her speech is slow and, at times, interrupted by periods of silence. Self-reported mood is euthymic. Affect is constricted. Although the client denies visual or auditory hallucinations, she appears to be “listening” to something. Delusional and paranoid thought processes as described above. Insight and judgment are impaired. She is currently denying suicidal or homicidal ideation. Pakistani Female With Delusional Thought Processes Assignment

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You administer the PANSS which reveals the following scores:

-40 for the positive symptoms scale

-20 for the negative symptom scale

-60 for general psychopathology scale

Diagnosis: Schizophrenia, paranoid type

RESOURCES

PANSS Scale. Available at: http://egret.psychol.cam.ac.uk/medicine/scales/PANSS

§ Kay, S. R., Fiszbein, A., & Opler, L. A. (1987). The Positive and Negative Syndrome Scale (PANSS) for schizophrenia. Schizophrenia Bulletin, 13(2), 261–276. doi:10.1093/schbul/13.2.261

https://www.clozapinerems.com/CpmgClozapineUI/rems/pdf/resources/Clozapine_REMS_A_Guide_for_Healthcare_Providers.pdf

§ Clozapine REMS Program. (n.d.). Clozapine REMS: A guide for healthcare providers. Retrieved September 7, 2016, from https://www.clozapinerems.com/CpmgClozapineUI/rems/pdf/resources/Clozapine_REMS_A_Guide_for_Healthcare_Providers.pdf

http://www.ima.org.il/FilesUpload/IMAJ/0/40/20149.pdf

§ Paz, Z., Nalls, M., and Ziv, E. (2011). The genetics of benign neutropenia. Israel Medical Association Journal, 13(10), 625–629. Retrieved from http://www.ima.org.il/FilesUpload/IMAJ/0/40/20149.pdf

Decision Point One

Select what you should do:
Start Zyprexa (olanzapine) 10 mg orally at BEDTIME
Start Invega Sustenna 234 mg IM X1 followed by 156 mg IM on day 4 and monthly thereafter
Start Abilify (aripiprazole) 10 mg orally at BEDTIME

Assignment: Assessing and Treating Patients With Psychosis and Schizophrenia

Psychosis and schizophrenia greatly impact the brain’s normal processes, which interfere with the ability to think clearly. When symptoms of these disorders are uncontrolled, patients may struggle to function in daily life. However, patients often thrive when properly diagnosed and treated under the close supervision of a psychiatric mental health practitioner. For this Assignment, as you examine the patient case study in this week’s Learning Resources, consider how you might assess and treat patients presenting with psychosis and schizophrenia.

To prepare for this Assignment:

  • Review this week’s Learning Resources, including the Medication Resources indicated for this week.
  • Reflect on the psychopharmacologic treatments you might recommend for the assessment and treatment of patients with schizophrenia-related psychoses. Pakistani Female With Delusional Thought Processes Assignment

The Assignment: 5 pages

Examine Case Study: Pakistani Woman With Delusional Thought Processes. You will be asked to make three decisions concerning the medication to prescribe to this patient. Be sure to consider factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes.

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At each decision point, you should evaluate all options before selecting your decision and moving throughout the exercise. Before you make your decision, make sure that you have researched each option and that you evaluate the decision that you will select. Be sure to research each option using the primary literature.

Introduction to the case (1 page)

  • Briefly explain and summarize the case for this Assignment. Be sure to include the specific patient factors that may impact your decision making when prescribing medication for this patient.

Decision #1 (1 page)

  • Which decision did you select?
  • Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
  • Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

Decision #2 (1 page)

  • Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
  • Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples. Pakistani Female With Delusional Thought Processes Assignment

Decision #3 (1 page)

  • Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
  • Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples. Pakistani Female With Delusional Thought Processes

Conclusion (1 page)

  • Summarize your recommendations on the treatment options you selected for this patient. Be sure to justify your recommendations and support your response with clinically relevant and patient-specific resources, including the primary literature.

Note: Support your rationale with a minimum of five academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. You should be utilizing the primary and secondary literature.

By Day 7

Submit your Assignment. Pakistani Female With Delusional Thought Processes

Well Exam Child Soap Note

Well Exam Child Soap Note

Well Exam Child Soap Note

SUBJECTIVE

ID: S.J, Age: 8, Race: African American, Gender: Female, Date of Birth: January 15, 2014, Insurance: N/A

CC: “I came for my annual wellness visit.”

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HPI: S.J is an eight-year-old female who presents to the clinic for her annualwellness examination alongside her mother. The patient comes in for a her annual checkup and currently has no worrying medical concerns. The patient answers questions accurately and looks healthy. She leaves with her father, mother, and 2 siblings. Her last wellness exam was done on January 5, 2021, and she turned out to be healthy.

PAST MEDICAL HISTORY: The patient was treated for pneumonia in May 2020 using amoxicillin. No surgery history.

CURRENT MEDICATIONS: None.

IMMUNIZATION: Patient has received all recommended immunizations for her age, including Tetanus diphtheria, Tdap, Hpv human papillomavirus, meningococcal, pneumonia, hepatitis B, hepatitis A, Polio, MMR measles, mumps, rubella, chickenpox vavicella, and flu vaccine.

PREGNANCY AND BIRTH HISTORY: Mother says she has never used illegal substances, smoked cigarettes, or consumed alcoholic beverages. She stated that the patient was delivered vaginally at full term, and patient was able to breastfeed without difficulty.

Developmental History: According to the patient’s mother, the patient met all developmental age-related milestones on time.

FAMILY HISTORY: The parents of the patient are both alive and together. The father is 41 years old and is allergic to pollen. The mother is 37 years old and suffers from hypertension, which she manages by a healthy lifestyle and Losartan 25mg PO. The patient has 4 years old twin brothers who are healthy and have no medical history. The patient’s paternal grandmother is 69 years old and suffers from arthritis. The grandmother has been on nonsteroidal anti-inflammatory drugs to manage the condition. The paternal grandfather is 74 years old and suffers from mild dementia. His memory is deteriorating, and he is having difficulties remembering past events. He has been in therapy to help him with his memory.

SOCIAL HISTORY: The patient lives with her father, mother, and younger brother. She studies at a school near her home. She is a performer and wants to be a surgeon when she grows up. She has a friend she schools with called Emma. Both enjoy dancing and are in a dancing class. She enjoys eating pancakes and juice.

DIET: The patient claims to consume red meat twice a week, enjoys cake and sugary drinks, and dislikes vegetables. However, she claims to eat an apple at least twice a week.

SLEEP/STRESS: She goes to bed between 8:00 and 9:00 p.m. and sleeps for at least nine hours.

SAFETY: When riding a bicycle or scooter, the patient take precautions such as wearing a helmet and knee protection. When she is in a vichicle, she also wears a belt.

SPIRITUAL AFFLIATIONS: Christian

 

REVIEW OF SYSTEMS

GENERAL: The patient disagrees with having a high fever, weight increase, night sweats, change in appetite, weight loss, low exercise tolerance, and fatigue.

HAIR, SKIN, AND NAILS: The patient denies rashes, no color changes, no sunburns, and nodes.

HEAD: The patient denies frequent headaches, visual changes, redness, no injury, or drainage.

NECK: The patient does not feel pain or stiffness in the neck—no noted masses or edema.

EYES: No scotomata, no tearing, no pain. The patient has normal vision. She has itchy eyes due to landscaping.

EARS: The patient denies bleeding, having any hearing difficulties, bleeding, tinnitus. No vertigo.

NOSE: Denies nasal drainage and congestion. Throat: Denies throat or neck pain, sore throat, edema, hoarseness, difficulty swallowing.

 

MOUTH & THROAT: The patient denies edema, sore throat, complications absorption, hoarseness, no dental complications, no use of dentures.

CARDIOVASCULAR:  The patient doesn’t suffer from peripheral edema, chest pain, or palpitations.

GASTROINTESTINAL: The patient disagrees with having abdominal pain. She disagrees with having nausea, disgorging, or cramps.

PULMONARY: Normal

ENDOCRINE: The patient has a normal appetite and denies extreme thirst or unconscious prejudice.

LYMPHATICS: The patient has no tender lymph nodes.

GENITOURINARY: The patient has negative dysuria. Denies difficulty starting/stopping a stream of urine or incontinence.

HAEMATOLOGICAL: denies bruising, blood clots, or history of blood transfusions.

MUSCULOSKELETAL: The patient refutes redness and edema to muscles.

INTEGUMENTARY: Denies rash, hives, dry skin, lesions.

NEUROLOGICAL: The patient has no memory loss or confusion problems.

PSYCHIATRIC: The patient denies extreme sadness, mood fluctuations, or sleeplessness.

ALLERGIC: smoke from cigarettes, pollen.

OBJECTIVE

VITAL SIGNS: Temp 97.8 F, RR 32, HR 85, B/P 100/70, SpO2 100%, BMI 25.63 kg/m², Wt 70 lb , Ht 4.2″.

PHYSICAL EXAMINATION

GENERAL APPEARANCE: Vigilant, well-groomed female. No acute pains were detected. She is presentable.

HEENT: Normocephalic. Atraumatic. Eyes: PERRLA. NAOMI. No nystagmus bilateral, Pupils are equal, round, and sensitive to light reconciliation. Ears: Bilateral outer ears are normal—free from drainage. Nose: Sputum is midline. No alterations. It is symmetrical, and vessels expound in the mutual snout with transparent drainage. 

NECK: Flexible and balanced. No tracheal variation. No goiter noted—no inflamed lymph node.

ABDOMEN: The patient has a gentle and non-tender flat belly. There was no inguinal found. No ascites were discovered.

RESPIRATORY: Normal

CARDIOVASCULAR: Denies chest pains, palpitations, extremity swelling, or chest stiffness.

GENITOURINARY: No wing, suprapubic sympathy, or CVA devotion.

SKIN: Skin looks hydrated and glowing. 

MUSCULOSKELETAL: No joint malformation was noticed. Her spine aroused straight calibration without any curving. 

NEUROLOGIC: No cerebellar signs or symptoms, no neural shortfall.

PSYCHIATRIC: Factual to time. Content and appropriate.

ASSESSMENT

DIFFERENTIAL DX:

Wellness Exam: ICD-10 CM Z00.129. A healthy female who came for a well exam. According to the American Academy of Pediatrics, surveillance should be done at each clinic visit for formal developmental screening.

Other nonmedicinal substance allergy status: ICD-10-CM Z91.048. Patient is allergic to smoke from cigarettes, and pollen, evidenced by patient verbalizing that she experiences sneezing, watering, itchy and red eyes

Dietary surveillance and counseling ICD-10-CM Z71.3 Healthy growth and development of a child are aided by nutritious meals. Following the CACFP, a child should be provided nutritious foods in appropriate portion sizes. The meals include fruits, diary, bread, grains, vegetables and meat or meat substitutes. In addition, the child should be taught about good dietary habits. Juices and sugary drinks should be avoided at all costs. It is important to urge them to drink milk and water.

 

FINAL DIAGNOSIS: Wellness: ICD-10-CM Z00.129

PLAN

CBC for overall wellness check

Annaul well exam to follow up on immunizations, development, and safety issues.

EDUCATION: the patient was advised to continue maintaining a healthy lifestyle, take in a lot of water, fruits, vegetable, whole grains, fat-free and low diary products. A good vriety of protein-rich food, healthy oils derived from fish and vegetables and (Goolamally et al., 2019). She was also advised to take food rich in calcium to help maintain strong bones. Educate the patient on the importance of having an adult oversee them at all times when swimming to avoid a drowning accident. Educate the mother to seek emergency medical attention if the child experience severe shortness of breath or any other symptoms of an exacerbated allergic response.

Follow up in a month to discuss dietary modifications that will help the child maintain a healthy weight and avoid obesity.

REFERRALS: None at this time

 

 

 

Reference

Goolamally, N., Hamid, S. A., Ramli, A. Z., & Rahim, R. A. (2019). Application of rasch model in measuring the quality of health and wellness final exam questions.

 

Week 11: Journal Essay

Week 11: Journal Essay

 

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Week 11: Journal

During the time frame under consideration, I’ve grown as a practitioner. It hasn’t been a time of total career development for me. For starters, I need some guidance in detecting clinical indications and symptoms of mental illness and distinguishing between pathophysiological and psychopathological problems, among other things. In order to improve my mental state evaluation competence and self-confidence, it’s abundantly evident to me as well as my diagnostic and psychotherapy treatment planning abilities. In this sector, I believe that these talents will be learned and strengthened via regular practice and investment of time, all of which is required for education.

I believe I’ve shown the ability to work ethically and legally within the bounds of my profession, to set and enforce professional limits, and to recognize and resolve ethical and legal difficulties. As significant as these milestones are, they are just a small part of the broader process of becoming the professional and practitioner that I aim to be. Aspiration and retaining my vision that this is a journey that does not take place quickly in the sense that without exerting any effort I will one day wake up becoming all that I want to be are of crucial significance to me. That’s not going to happen at all, period.

As a newbie, there are some areas where I need to focus my time and energy on learning the proper screening tools, making appropriate referrals, and documenting my findings. As a result, I’ve prioritized them as the areas in which I have the most room for improvement in my work life.

“difficult” patients in each of the three examples presented a problem since they resisted giving me with the knowledge, I required to accomplish my job. Once again, this is a skill that can be developed with time and practice, and I have faith that they will always tell me what I want to know if I know how to ask for it. No issue or flaw can be resolved unless it is recognized and accepted as such, I believe. To put it another way, I intend to put all of my resources, time and effort to improve these highlighted flaws and realizing that this is all part of the process of becoming the person I want to be in the future. To that end, I’m going to make a diagnosis and ask for input as soon as possible; I’m going to work hard to document every patient interaction accurately, again asking for input as soon as possible; and I’m going to learn more about medications, their mechanisms, and any possible contraindications so that I can better prescribe them.

Conclusions of a Systematic Review with Narrative Synthesis

Conclusions of a Systematic Review with Narrative Synthesis

APPENDIX C

Appraisal Guide:

Conclusions of a Systematic Review  with Narrative Synthesis

Citation: Conclusions of a Systematic Review with Narrative Synthesis

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____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Synopsis

What organization or persons produced the systematic review (SR)?

How many persons were involved in conducting the review?

What topic or question did the SR address?

How were potential research reports identified?

What determined if a study was included in the analysis?

How many studies were included in the review?

What research designs were used in the studies?

What were the consistent and important across-studies conclusions?

Credibility

Was the topic clearly defined?                                                   Yes   No   Not clear

Was the search for studies and other
evidence comprehensive and unbiased?                                     Yes   No   Not clear

Was the screening of citations for
inclusion based on explicit criteria?                                            Yes   No   Not clear

*Were the included studies assessed
for quality?                                                                                  Yes   No   Not clear

Were the design characteristics and
findings of the included studies displayed
or discussed in sufficient detail?                                                Yes   No   Not clear

*Was there a true integration (i.e., synthesis) of the findings—not
merely reporting of findings from
each study individually?                                                             Yes   No   Not clear

*Did the reviewers explore why differences
in findings might have occurred?                                               Yes   No   Not clear

Did the reviewers distinguish between
conclusions based on consistent findings
from several good studies and those
based on inferior evidence (number  or quality)?                       Yes   No   Not clear

Which conclusions were supported by
consistent findings from two or more
good or high-quality studies?                                                    List

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Are the conclusions
credible?                                                                             Yes All   Yes Some   No

Clinical Significance

*Across studies, is the size of the
treatment or the strength of the
association found or the
meaningfulness of qualitative findings
strong enough to make a difference
in patient outcomes or experiences  of care?                              Yes   No   Not clear

Are the conclusions relevant to the
care the nurse gives?                                                                   Yes   No   Not clear

Are the conclusions
clinically significant?                                            Yes All   Yes Some   No

Applicability

Does the SR address a problem,
situation, or decision we are addressing  in our setting?            Yes   No   Not clear

Are the patients in the studies or a
subgroup of patients in the studies
similar to those we see?                                                              Yes   No   Not clear

What changes, additions, training, or
purchases would be needed to implement
and sustain a clinical protocol based
on these conclusions?                                                                 Specify and list

____________________________________________________________________________

____________________________________________________________________________

Is what we will have to do to implement
the new protocol realistically achievable
by us (resources, capability, commitment)?                                Yes   No   Not clear

How will we know if our patients are
benefiting from our new protocol?                                            Specify

____________________________________________________________________________

____________________________________________________________________________

Are these conclusions
applicable to our setting?                                    Yes All   Yes Some   No

Should we proceed to design
a protocol incorporating
these conclusions?                                                      Yes All   Yes Some   No

* = Important criteria

Comments

____________________________________________________________________________

____________________________________________________________________________