Health Education Need Evidence Table

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Health Education Need Evidence Table

NUR 335 Assignment 6.1

Health Education Need Evidence Table

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Author/Year/Title/ Journal

 

 Topic of Concern

 

 Population Teaching Strategy/Methods Findings Strengths/ Weaknesses of Strategy
 

Andrew Smith & Chelsea Harris,2018 Type 1 Diabetes management strategies American Family Practice

 

 Type 1 and 2 diabetes Asian community aged 40 to 47 Continuous glucose monitoring. Using a CGM) device, one can monitor glucose levels throughout the day and night to gain insight into patterns and trends (Andrew Smith & Chelsea Harris, 2018). Health Education Need Evidence Table Lo w AIC levels. For most diabetics, the AIC goal is 7% or less. Many factors, including your age and medical conditions, will influence your personal goal. With the help of your doctor, set a personal A1C goal. This will help to know whether blood glucose is low or high. Continuous Glucose Monitoring System (CGMS) sensors are worn separately from the pump and placed under the skin to monitor the interstitial fluid glucose level.

 
American Diabetes Association. (2016). 1. Strategies for improving care. Diabetes care, 39(Supplement_1), S6-S12.

 

 

 Type 1 and 2 diabetes Asian community aged 40 and 47 years Healthy dieting and proper counting of carbs. If a patient sticks to a low-carb diet, you’ll feel less hungry, eat less, and lose weight more quickly than if you stick to a more traditional diet. Keeping the blood glucose under control. Your eyes, kidneys, heart, and blood vessels can all be damaged if your blood pressure is too high (ADA. 2016). A slash separates the two numbers used to represent blood pressure. For instance: 120/70. Both numbers should be below 80. The major strength understands how to control glucose and how to use insulin pump.

The major weakness is that there is the possibility of a third party changing the insulin pump. This could cause hypoglycemia.

 
Chatterjee, S., Davies, M. J., Heller, S., Speight, J., Snoek, F. J., & Khunti, K. (2018). Diabetes structured self-management education programmes: a narrative review and current innovations. The Lancet Diabetes & Endocrinology, 6(2), 130-142.

 

 

 

 Type 1 and 2 diabetes The Asian community aged 40-47 The natural remedies of managing diabetes Lowering weight, lowering blood glucose and AIC (Chatterjee, et al., 2018). Your A1C will go down if you eat the right foods and stick to a diet plan. The major strength is understanding diabetes management

The major weakness is that some of the natural remedies may not be working as expected.

 

Based on your research, what is your proposed education strategy?  Please explain your reason(s) for selecting this strategy:

My findings lead me to propose a address diet, physical exercise, medication use and Blood Glucose Self-Monitoring. Diet high in fruits, vegetables, whole grains, and lean proteins, as well as regular physical activity is critical aspects.  Because healthy diet, meal preparation, and exercise may lower a patient’s risk of developing diabetes, I chose this approach. Because weight reduction helps the pancreas to keep up with the insulin demand of the body, I would also include this as an option. Weight reduction may be all that is needed to get blood sugar levels back to normal, therefore eliminating diabetes. Monitor your blood sugar levels, and you’ll be able to change your health-related habits. Self-monitoring of blood glucose levels is recommended for all people with diabetes (SMBG).

Leadership Journal Template

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Leadership Journal Template

Leadership Journal Template

Name:

Weeks Covering: 16 weeks

Preceptor/Mentor:

Clinical/Practicum Site: SFMC

Hours Worked (past two weeks):_36__

Total Hours: __36__/150 total of all hours worked up to this point

Practicum Activities Reflection:

I selected the wound care department as the focus of my practicum because there is a significant communication problem to be resolved. It has been discovered that the department scored poorly with patients in regard to communication. My first activity was to observe the scorecards collected from patients during the last three months at their discharge or from outpatient services. Communication is an essential tool between doctors, nurses, and patients so I had to find the reason for poor communication and the solutions needed to resolve them. It was also discovered that the communication scores dropped after the hospital went through a change of ownership. Leadership Journal Template

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The scorecards revealed that the patients were not satisfied with the care, and they complained that the doctors and nurses do not come to ask about their well-being and do not discuss their issues with them. My second activity was communicating with the directors, nurses, and the other hospital staff to know how they communicate with the patients. The patients do not need wound care treatment only, but they require the proper care overall. If the proper care is not given to the patients, the patient flow will decrease in the coming months. The patient satisfaction level is directly related to the number of patients and the department’s reputation. The surveys will continue to be collected throughout the practicum because I want to know the effect of ownership change and staff behavior toward the patients. The ownership change might also affect the staff behavior with the patients. The last three months were proved to be critical for the patients because it was found that there were soar comments about the hospital administration.

I observed that leadership styles are essential in the improvement of communication. Communication with the patients is essential because it brings value to the treatment, and the patient’s satisfaction will be enhanced. I will continue the survey of the patients to know the other impacts. I expect that these activities will help me improve the communication process, and the patients will feel better.

Application of Leadership:

            Professional responsibility and power, authenticity, integrity, and emotional intelligence are key factors of multiple leadership styles. During the observation and involvement of the preceptor activities, I felt that these factors were neglected. There was no element of emotional intelligence and authenticity in the leadership styles. During conversation with my preceptor, I realized that she favored the authoritarian leadership style with the patients and department staff. For authoritative leadership to be effective, team members must be given a clear goal to work toward and instructions for getting there. (Alqatawenh, 2018).

Various leadership styles can be implemented in the hospital, especially in the wound care department. The leadership styles are not easily changed altogether, but certain elements can be inserted into them. The first element that should be inserted in the leadership style is professional integrity. Professional integrity means that the patients should discuss the processes with the doctors, and the doctors/preceptors/nurses should give proper time to all the patients.

Professional integrity is one of the essential elements that should be inserted into the leadership styles. The next element that I would like to insert into the leadership styles is authenticity during the treatment. Authenticity in leadership means that all leaders must know their duties and responsibilities. The duty is not merely to admit the patients to the hospital and discharge them. The responsibilities include several factors like the care of patients and the proper administration of wound care treatments. The staff should discuss a patient’s condition with the family and encourage them to be involved in the care. All these elements are necessary for a patient, and if these elements are not provided there will be negative comments on the scorecard (Adi, 2019).

Last but not least, the leadership in hospital management or nursing involves protecting ethical principles. If the practices include ethics, the patients are satisfied; if there is a lack of implementation of the ethical tenets, the complaints will be increased. The principles include autonomy, beneficence, and justice. The leaders should think of these principles, and when the roots of problems and solutions are observed, they will meet a single factor known as communication. The patients have severe complaints about the lack of effective communication that should be resolved (DeConinck, 2018).

Practicum Project Preparation:

I have strong ideas about the project practicum because two essential concepts are involved. These are the leadership styles and the communication improvement. It is already explained that the leadership styles are numerous, and the leaders have to choose the appropriate one. I have planned to present the implementation of transformational and servant leadership within the department. Transformational leadership encourages the employees to learn that they are an essential part of an organization, and they have to work for the betterment of the organization. One of the essential elements that the project has made me learn is that effective leadership is essential in the success of leadership. The project has a massive role in my career because the practical observations are different from the theoretical concepts.

I have read a lot about leadership inefficiency and the lack of implementation of leadership styles. The project has made me learn that the situation exists in reality, and it helps me identify the real problems and solutions. I have learned different leadership styles like transformational and servant leadership, which I expect to implement in my career. Both the leadership styles are essential in the project, and the hospital management should learn them to the maximum extent (Gandolfi, 2018).

Leadership Video Reflection:

Servant leadership is an essential leadership style that many previous leaders observed in the past. The video was quite informational because it provided the lessons regarding servant leaders and the characteristics that should be present. The first thing that I have learned and am impressed with is that the leaders should understand that they are the servants of the public. They are appointed in the vital position of serving the people instead of giving them the orders. The leaders should learn that there is a differentiation between giving orders and leading the people through serving. The other aspect that I have learned from the servant leadership video is the power of a leader to listen and heal the patients. It is not only about the patients but the employees and customers. If the leader cannot listen to the employees, they do not have the leader’s personality. The leaders should always be concerned about the problems of the public and should resolve them (Nursing, 2016).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

Alqatawenh, A. S. (2018). Transformational leadership style and its relationship with change management. Verslas: teorija ir praktika, 19(1), 17-24. https://www.ceeol.com/search/article-detail?id=772622.

DeConinck, J. B., Moss, H. K., & Deconinck, M. B. (2018). The relationship between servant leadership perceived organizational support, performance, and turnover among business-to-business salespeople. Global J Management and Marketing, 2(1), 38-52. https://www.igbr.org/wp-content/Journals/2018/GJMM_Vol_2_No_1_2018.pdf

Gandolfi, F., & Stone, S. (2018). Leadership, leadership styles, and servant leadership. Journal of Management Research, 18(4), 261-269. https://www.researchgate.net/publication/340940468_Leadership_Leadership_Styles_and_Servant_Leadership

Adi, K. R. (2019, October). Transformational leadership and team performance: the role of innovation in Indonesia property agent industry. In 2018 International Conference on Islamic Economics and Business (ICONIES 2018) (pp. 334-338). Atlantis Press. https://doi.org/10.2991/iconies-18.2019.67

Nursing, A. G.-. (2016, October 10). Servant Leadership – The Issue Of Power [cc] [Video]. YouTube. https://www.youtube.com/watch?v=Z8yMNFMp0k8&feature=youtu.be

 

 

 

Practicum Project Plan/Proposal

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Practicum Project Plan/Proposal

Practicum Project Plan/Proposal

 

The setting for my practicum project is within the Wound Care Department at my current employer, which has been scoring poorly when it comes to communication. I will be working with the department director Ms. Sylvia Coleman, and the project aim is to promote excellent communication within the department in order to provide an improvement on patient satisfaction ratings for the hospital. We need to give people a reason to care in order to promote a more pleasant and less stressful place to work we needed to work on the communication process amongst staff members and patients (Mazhisham et al., 2021). I found that a lot of the unsatisfactory comments regarding care were coming from the communication process within the department.  Practicum Project Plan/Proposal

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The tools I used were the different tools that the hospital uses which were the discharged patient surveys as well as inpatient score cards. I will be using the information given to decipher the problems in communication that are most common from each of the surveys collected within the last 3 months and compare them with the patient surveys prior to the change of ownership. Ongoing inpatient surveys using score cards will be used, along with discharge patient surveys to obtain the sustainability of this project. I chose to work with the Wound Care Department because I conducted some brief research and found that there were a lot of comments regarding gaps in communication in the patient surveys that were collected from their specific patients. Coincidently, these comments increased after the hospital went through a change of ownership. In order to gain a better rating from patients receiving wound care I will have to put in quite a bit of work on revamping the communication tools used for them. The current tool appeared very confusing to me, and by improving this tool it will help reconcile individual patient wound care orders, improve patient satisfaction, and increase the quality of care.

Project Timeline Graphic Organizer

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Project Timeline Graphic Organizer

Project Timeline Graphic Organizer

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The purpose of this assignment is to develop a graphic timeline for the development of your project. At a minimum, be sure to include the deadline or timeframe for your: Project Timeline Graphic Organizer

  • Project approval (Week 6)
  • Education development (Week 7-9)
  • Stakeholder education (Week 7-9)
  • Implementation date (Week 10)
  • Assessment of initial outcomes/implementation (Week 14)
  • Reassessment of outcomes (Week 16)

Include the roles and responsibilities of stakeholders in each implementation step. Be sure to provide sufficient detail. Please keep in mind some of the dates may be after your practicum has ended.

APA style is not required, but solid academic writing is expected. 

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. 

 

 

Rubric

 

Deadline or Timeframe for Project Approval 

6.75 points

expand Deadline or Timeframe for Education Development assessment

Deadline or Timeframe for Education Development

6.75 points

expand Deadline or Timeframe for Stakeholder Education assessment

Deadline or Timeframe for Stakeholder Education 

6.75 points

expand Deadline or Timeframe for Implementation Date assessment

Deadline or Timeframe for Implementation Date 

6.75 points

expand Deadline or Timeframe for Assessment of Initial Outcomes/Implementation assessment

Deadline or Timeframe for Assessment of Initial Outcomes/Implementation 

6.75 points

expand Deadline or Timeframe for Reassessment of Outcomes assessment

Deadline or Timeframe for Reassessment of Outcomes 

6.75 points

expand Mechanics of Writing assessment

Mechanics of Writing 

2.25 points

expand Layout of Graphic Organizer assessment

Layout of Graphic Organizer

2.25 points

 

Vulnerable Population

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Vulnerable Population

 

 

The vulnerable population selected is young adults living with mental illness. I plan to contact the South African Federation for Mental health agency in order to know more about the state f mental health among young adults.

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  1. Family conflicts: Young adults living with mental illness are at risk of experiencing family conflicts. Relationships can be damaged due to stress depression, and anxiety leading to misunderstandings or conflicts (Shanbehzadeh et al., 2021). Vulnerable Population
  2. Social isolation: Young adults living with mental illness are at risk of social isolation. Some communities stigmatize mental health problems (Shanbehzadeh et al., 2021). This may cause individuals to be isolated from society.
  3. Relationship difficulties: Young adults with mental illness may experience relationship difficulties (Shanbehzadeh et al., 2021). An individual with mental illness may find it difficult to form or sustain new relationships.
  4. Drug abuse: individuals with mental illness are at risk of resorting to drug abuse (Kavoor, 2020). Such individuals may turn to drug abuse to distract themselves or as an attempt to alleviate the symptoms of the condition.
  5. Miss work: Young adults with mental illness are at increased risk of missing work. This may create problems at work leading to the loss of jobs (Kavoor, 2020).
  6. Miss school: Young adults with mental illness are at risk of missing school (Kavoor, 2020). This may cause them to lag behind in school work.
  7. Financial problems: Young adults with mental illness are at an increased risk of experiencing financial problems. Mental illness negatively impacts the productivity of individuals and their ability to sustain jobs which may cause an individual to lose their income (Kavoor, 2020).
  8. Homelessness: Individuals with mental illness are at risk of financial problems, losing their job, family conflicts, and relationship difficulties (Shanbehzadeh et al., 2021). All the above are risk factors for homelessness.
  9. Unhappiness: Individuals with mental illness are less happy. Factors such as conduct problems, depression, anxiety, and family conflict make it difficult for such people to be happy (Shanbehzadeh et al., 2021).
  10. Self-harm: individuals with mental illness are at an increased risk of self-harm (Shanbehzadeh et al., 2021). Mental illness may drive one to experience suicidal thoughts or inflict harm on themselves.

Questions for a professional

  1. What is your name?
  2. Can you tell us about your professional background?
  3. Can you tell us about the history of the South African Federation for Mental health agency?
  4. Can you tell us about the mission and vision South African federation for Mental health agency?
  5. What population does the agency serve?
  6. What are the barriers that young adults with mental illness face when seeking healthcare services?
  7. What challenges do you experience when working with young adults with mental health problems?
  8. What are some of the success stories experienced at the agency?
  9. Do you feel the agency is heading in the right direction?
  10. What message do you have for young adults struggling with mental illness?
  11. Where do you see the agency within the next five years n the fight against mental illness?
  12. Is there anything you would like to share?

Questions for patient/ client?

  1. What is your name?
  2. How old are you?
  3. Are you employed?
  4. Do you have a family?
  5. Do you live with your family?
  6. Is your family aware of your mental health condition?
  7. Is there a history of mental illness in your family?
  8. What do you believe is the cause of your mental illness?
  9. What challenges do you experience because of the condition?
  10. What difficulties do you experience in getting healthcare?
  11. What resources do you need the most with regard to your condition?
  12. Is there anything else you would like to share?

 

 

References

Hadebe, N. F., & Ramukumba, T. S. (2020). Resilience and social support of young adults living with mental illness in the city of Tshwane, Gauteng province, South Africa. Curationis, 43(1). https://doi.org/10.4102/curationis.v43i1.2084

Kavoor, A. R. (2020). Covid-19 in People with Mental Illness: Challenges and Vulnerabilities. Asian Journal of Psychiatry, 102051. https://doi.org/10.1016/j.ajp.2020.102051

Shanbehzadeh, S., Tavahomi, M., Zanjari, N., Ebrahimi-Takamjani, I., & Amiri-arimi, S. (2021). Physical and mental health complications post-COVID-19: Scoping review. Journal of Psychosomatic Research, 110525. https://doi.org/10.1016/j.jpsychores.2021.110525

 

 

 

Individual Analyzing Published Research Article (IAPRA) Paper

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Individual Analyzing Published Research Article (IAPRA) Paper

Purpose

  • The purpose of this paper is to interpret the article as most relevant to the group topic.
  • Use your article from your ITSS paper to write this paper.

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Course Outcomes

This assignment enables the student to meet the following course outcomes:

CO 2: Apply research principles to the interpretation of the content of published research studies (PO#4 & 8).

CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence-based  

           practice (PO#4 & 8).

 

Due Date (please see course calendar for specific dates/times)

  • The Late Assignment Policy applies to this assignment. Individual Analyzing Published Research Article (IAPRA) Paper 

 

Points Possible: 200 Points

 

Paper Preparation:

  • It is NOT acceptable to use bullet-points in the body of text review paper.
  • The paper must be PARAPHRASED with your OWN words with in-text citations.
  • It is NOT acceptable to QUOTE article contents EXCEPT the Purpose of Study.

 

  • Paper must include all required APA-Style/Format
  • Do NOT leave blank for any of these review elements.
  • Any review element left blank will get 0 point: If authors did not provide information or it was not applicable for certain elements, make note such as “No information was given” or “Not applicable”

 

 

PLAGIARISM: “Turnitin” Percentage

  • Less than 25 percentage: Acceptable percentage.
  • Turnitin Draft Submission Box
    • Submit your draft of paper into Turnitin Draft Submission Box to check your percentage as many times as needed before you submit your final paper to designated Unit.
  • If your Final paper has 25% or higher percentage, you must revise/modify your paper contents BEFORE you submit your paper due date and time.
  • If your Final paper has 25% or higher percentage AT/AFTER you submit your final paper due date and time, Academic Integrity Violation Procedures will be initiated

 

Academic Integrity Violation Procedure

  • Academic Integrity Violation letter will be sent to student
  • Assignment Grade will be 0 point
  • The violation case will be reviewed, and a further sanction will be determined by the Administrators

 

 

 

 

 

 

 

 

 

Individual Analyzing Published Research Article (IAPRA)

 

Part I: Research Question, Purpose, Variables and Participants

Research Question

Clearly and concisely states your group research question as formulated in PICO format.

PICO Question: Does Exercise improve mental health symptoms in patients with psychiatric disorders

 

Purpose of the Study

Describe the purpose/aim of the study as the author stated in the article: may cut & paste

Do NOT change or modify the purpose statement on the article

 

Variables

Identify study variables from the above stated Purpose of Study

Quantitative Study: Dependent & Independent Variables OR Descriptive, Qualitative Study: Variables of Interest

 

Participants

Enrollment: How did they recruit/enroll eligible participants in the study?

 

Inclusion & Exclusion Criteria: Describe Inclusion & Exclusion Criteria

 

Total Participant Numbers: Total numbers of participants in the study

 

 

Intervention Procedures/Obtaining Information Procedures

Quantitative Study

Intervention/Treatment Group

Describe the intervention contents given to Intervention group

Describe how the contents were given to Intervention group

Identify the person who provided Intervention contents to Intervention group

 

Control Group: If the study has Control Group

Describe the contents given to Control group

Describe how the contents were given to Control group

Identify the person who provided contents to Control group                   

OR

Descriptive/Qualitative Study: Obtaining Information Procedure

Describe the detailed procedure for obtaining information/data (i.e. made appointment to meet each participant, visited home/met in clinical setting……etc)

 

Part II: Data Collection Procedures & Measurement Tools/Instruments

Describe ALL methods to collect data in detail (i.e. interview, survey, observation……etc.)

Describe each measurement tool/instrument used to measure/assess outcomes in the study in detail.

 

Results/Findings

Participant Characteristics/Sociodemographic Findings

Describe participant characteristics or sociodemographic status

Must be objective, descriptive, and comprehensive

Must describe the findings of Tables/Figures to provide comprehensive information about participant characteristics as article provided.

 

Study Results/Findings

Describe ALL Other Results/Findings besides above participant characteristics in detail.

Each result item must include Headings/Subheadings as the article provided.

Do NOT simply saying “pain level was decreased,” “adherence was increased”…etc 

Do NOT include contents from Discussion and/or Conclusion in the article.

 

Part III: Synthesis of Findings

Synthesis of Findings

Describe the Rationale/Mechanism for how/why Finding of each intervention/factor helps your Research Question (i.e. how/what mechanism does music therapy help pain, how does sucking stimulation increase oral intake for pre-term infants)

Should NOT repeat same contents you had on Findings section and/or article

May include citations from other sources for above described rationale/mechanism (i.e. textbooks, CDC…etc)

 

Nursing Implications

How the nurses can implement the research findings into nursing practice.

 

Group Article Summary Table (All group members)

Describe each group member’s article on Research Article Summary Table.

Use bullet points for each category.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Grading Rubric & Description for IAPRA

Part I (80)
Research Question  5 ·  Accurately/Clearly states group’s Research Question as your group formulated
Purpose of Study 5 · Describe the purpose of the study as the author stated in the article.

§ Do NOT change or modify the statement on the article
Variables 10

 

 

 ·  Identify study variables from the above stated Purpose of Study

§ Quantitative Study: Dependent & Independent variables

                             OR

§ Descriptive, Qualitative Study: Variables of Interest
Participants 5

5

5

 ·  Enrollment: How did they recruit eligible participants in the study?

·  Eligibility: Describe Inclusion & Exclusion Criteria

·  Numbers: Total numbers of participants in the study
Intervention Procedures

 

 

 

 

 

 

Obtaining Information Procedures

 

 

 35 Quantitative Study:

·   Intervention Group: Describe the detailed Intervention contents, procedures, and person who provided Intervention for Intervention group.

·   Control Group: Describe the detailed contents, procedures, and person who provided contents for Control group  

OR
Descriptive Study:

·  Describe the detailed procedure for obtaining information/data (i.e. made appointment to meet each participant, visited home/met clinical……etc)
Format 10 Followed APA format for paper and in-text citations
Part II (75)
Data Collection

 

Measurement Tools

 5

 

25

 ·  Describe ALL data collection methods in detail (i.e. survey, interview, observation)

·  Describe each measurement tool/instrument used to measure study outcomes in detail.
Participant Characteristics/Sociodemographic Findings

 

 

 

All other Results/Findings

 10

 

 

 

 

 

25

 

 

 

 

 

 

 

 

 ·   Must be descriptive and comprehensive

·   Describe participant characteristics or sociodemographic findings

·   Describe the findings of Tables/Figures to provide comprehensive information about participant characteristics as article provided

 

 

·   Describe ALL Other Results/Findings besides above participant characteristics in the article in detail for each Result item

·    Each Result item may include Headings/Subheadings of Results as the article provided.

·    Do NOT simply saying “pain level was decreased,” “adherence was increased” – provide numbers or % if available

·    Do NOT include contents from Discussion and/or Conclusion in the article. 
Format 10 ·   Followed APA format for paper and in-text citations
 

Part III (45)
Synthesis of Findings

 

 10 ·   Describe the Rationale for how/why Finding of each intervention/factor helps your Research Question (i.e. how or by what mechanism does music therapy help pain? How does sucking stimulation increase oral intake for pre-term infants?)

·   Should NOT repeat same contents you had on Findings section and/or article

·   Should have citation of analyzed article(s)

·   May include citations from other sources for above described rationale and mechanism (i.e. textbooks, CDC…etc)
Nursing Implication 7 ·   How can nurses implement the research findings into nursing practice?
Format 3 ·  Followed APA format for paper, in-text citation, references.
Article Summary Table (Group) 25 ·  Describe article on Research Article Summary Table

·  Use bullet points for each column in the Table

·  Submit Table as separate document

 

Total Points: 200 Points

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TYPE 2 DIABETES CONCEPT MAP

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TYPE 2 DIABETES CONCEPT MAP

 

DISCUSSION

The purpose of a concept map is to show the relationships between various concepts, as well as to connect new ideas to older ones in order to create a logical hierarchy. Concept maps are a great way to organize and plan treatment options. This is especially true in the biopsychosocial health paradigm, which takes into consideration variables that go beyond the physical (Lee, Lim, & Park, 2018). In order to better understand how illness processes, medication experiences, and symptoms are linked, the nurse will create a definition map to explain the relationship between these aspects. TYPE 2 DIABETES CONCEPT MAP

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Diabetes mellitus (DM) is a chronic metabolic disorder characterized by high blood glucose levels and the inability of the liver to metabolize carbohydrates, fats, and proteins because of insufficient or improper use of insulin. Diabetes is the primary cause of renal illness, amputations of the lower limbs, and recent instances of blindness among people in the United States (Oguntibeju, 2019).

Conditions or substances that worsen the glucose-insulin imbalance: diabetes type 1 previously diagnosed or not, intake exceeding the insulin necessary, pregnancy and puberty, unmanaged diabetes practice, disease load, sickness, depression, or mental disturbances.

Etiology: Insulin resistance is a condition in which the body’s cells are unable to properly use insulin after the pancreas has produced it. In the United States, it is caused by a malfunction in insulin synthesis.

High genetic predisposition; frequent obesity; elevated prevalence in particular ethnic groups, such as African, Latin, Asian American, Native American, and Pacific Islanders; Absent late or sustained hyperglycemia, no risk of ketoacidosis. Some of these characteristics may appear in people above the age of 30 (Rabi et al., 2020). Beta cells in the pancreas of the Langerhans Islets generate endogenous insulin. Receptors in the liver and muscle cells mediate the absorption of glycemia, which causes hyperglycemia. The pancreas secretes more insulin, resulting in temporary hyperinsulinemia coexisting with hyperglycemia, which increases the risk of cardiovascular disease and the development of diabetes. TYPE 2 DIABETES CONCEPT MAP

Compromise on what is anticipated or not essential based on the customer’s culinary demands. The SO should be included in the treatment package to ensure that everyone adheres to and fulfills the dietary guidelines after discharge. First and foremost, find out why the patient was having difficulty following the regimen by talking to him or her about their concerns regarding the medicine (Rabi et al., 2020).

It is important to educate patients on the need to take their prescription on time and how to manage their diet better to prevent further health issues. In order to enhance the relationship with the client of the medication’s name, establish a summary of when and how much may be taken. The patient should be instructed on how to handle situations when the normal range of values does not apply. Make it clear to the patient that he may check his glucose levels. The patient should be aware of the need for blood glucose monitoring before and throughout the meal.

In summation, as illustrated above, there are various risk factors. For instance, Diabetes mellitus type 2 is the most common condition in those over 60. Despite this, the illness has a greater impact on children and young adults and thus proper preventative, measures should be put in place. As a consequence of a weakening of the immune system, a wide range of infectious illnesses are often discovered. Those who have type 2 diabetes are 15 percent more likely to have a foot ulcer, which may lead to amputation, than those who have type 1. Low blood flow and a lack of preventive treatment make persons with type 2 diabetes more susceptible to develop foot ulcers. The diagnosis of this illness is made feasible by the use of clinical history, symptoms, age, co morbidities, BM measurement, and diagnostic tests.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

Lee, J. W., Lim, N. K., & Park, H. Y. (2018). The product of fasting plasma glucose and triglycerides improves risk prediction of type 2 diabetes in middle-aged Koreans. BMC endocrine disorders, 18(1), 1-10.

Oguntibeju, O. O. (2019). Type 2 diabetes mellitus, oxidative stress and inflammation: examining the links. International journal of physiology, pathophysiology and pharmacology, 11(3), 45.

Rabi, D. M., McBrien, K. A., Sapir-Pichhadze, R., Nakhla, M., Ahmed, S. B., Dumanski, S. M., … & Daskalopoulou, S. S. (2020). Hypertension Canada’s 2020 comprehensive guidelines for the prevention, diagnosis, risk assessment, and treatment of hypertension in adults and children. Canadian Journal of Cardiology, 36(5), 596-624.

 

Nursing homework help

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Nursing homework help

Introduction

Create a poster for a presentation about a quality improvement (QI) project or plan that builds on the work you completed in the first two assessments. Include an abstract of 100-250 words about the QI plan and key information in your poster. Nursing homework help

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Scenario

For this assessment, approaches:

  •  clinical issue related to one of the items from the list of conditions, diseases, and disorders presented in the Concept Map assessment. The focus should be on a community rather than on a specific patient or health care setting.

the clinical issue, you can suggest strategies for improving the quality, equitability, and safety of care around the issue. You should act as an advocate for the value and need to pursue quality improvements to leadership and executives, as well as be able to present potential projects to a wide range of colleagues and community stakeholders.

Instructions

Create an abstract and a poster for a presentation to executive-level leadership of the organization, to the community, or to your colleagues that will sell them on your quality improvement plan.

Abstract Requirements

  • Your abstract should be 100-250 words.
  • It should summarize the key information in your poster.
  • Do not put your abstract on your poster itself; submit it as a separate document. Or, if you are using PowerPoint to help create your poster, create a new slide that is clearly labeled as your abstract.

Poster Requirements

  • Your poster should include the following sections:
    • Quality Improvement Methods.
    • Evidence Supporting QI Methods.
    • Change Strategy Foundation.
    • Interprofessional Team Benefits.
    • Overall Project Benefits.
  • There are templates in PowerPoint or on the Internet that can help you get a start designing your poster.

The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your presentation addresses all of them.

Propose quality improvement methods to promote continuous improvement related to a specific biopsychosocial consideration.

  • Evaluate specific evidence that supports the quality improvement methods proposed.
  • Explain how the project is grounded in successful change strategies.
  • Analyze the way in which interprofessional teamwork will improve the effectiveness or efficiency of the quality improvement project.
  • Communicate quality improvement considerations to relevant stakeholders in a way that is clear, concise, and compelling for the audience.
  • Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

Additional Requirements

  • Length of submission:
    • Abstract: 100-250 words. Your abstract should be succinct and precise.
    • Poster: Make sure your poster fits entirely onto a single poster template page (or slide) and contains all of the sections described in the assessment instructions.
  • Number of references: Cite a minimum of 5-7 sources of scholarly or professional evidence that support your considerations and plans. Resources should be no more than five years old.
  • APA formatting: Resources and citations are formatted according to current APA style.

 

NR226 Fundamentals – Patient Care

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NR226 Fundamentals – Patient Care

Purpose

This assignment is designed to extend the learner’s use of concept mapping as a tool for clinical care planning. The nursing process continues to provide the foundation for organizing information and thought, whereas the mapping becomes the process for intentional critical thinking and clinical reasoning. NR226 Fundamentals – Patient Care

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Course outcomes:  This assignment enables the student to meet the following course outcomes:

CO 1: Demonstrate the nursing process while providing basic care to individuals and families reflecting different stages of the life span in the extended care, acute care, and community-based settings. (PO 1)

CO3: Demonstrate communication skills necessary for interaction with other health team members and for providing basic nursing care to individuals and families. (PO #3)

CO4: Incorporate critical thinking skills into clinical nursing practice. (PO #4)

Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

Total points possible: 100 points

Preparing the assignment

Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.

  1. Choose an individual for whom you have cared in the clinical setting.
  2. Create a concept map based on the complete physical assessment you performed while providing care using the provided power point template.
    1. Components of the concept map
      1. Individual’s information (10 points/10%)
        1. Age
        2. Medical diagnosis
        3. Brief review of underlying pathophysiology

 *List what functional changes are happening

                              *List process that initiated and maintained disorder or disease

  1. Assessment Data (15 points; 15%)
    1. Include all assessment data, not simply information that supports the selected nursing diagnoses

Inspect

Palpation

Percussion

Auscultate

Neurological Exam

  • Nursing Diagnoses (15 points/ 15%)
    1. Select three nursing diagnoses to addresses
      1. One must be an actual problem
      2. One must address a psychosocial need
      3. The final must be a high priority for the individual
    2. Linkages Within and Between Diagnoses (5 points/5%)
      1. Concept map demonstrates relationship within and between the nursing diagnoses.
    3. Planning (15 points/15%)
      1. Prioritize diagnoses to reflect needs of the individual
      2. Set realistic outcome measurement
      3. At least two (2) scholarly, primary sources from the last 5 years, excluding the textbook, are provided
    4. Implementation (15 points/15%)
      1. Interventions are individualized for patient-provide rationale
      2. Interventions support achievement of selected outcome measurements-provide rationale

 

  • Evaluation of Outcomes (5 points/15%)
    1. Determine if outcomes were met.
    2. Provide evidence that supports that determination.
    3. Describe what changes, if any, are needed to promote expected outcomes in the future.
  • Safety-Communication-Infection Control 16 points/16%)
    1. specific elements of communication used when providing care,
    2. safety concerns related to the individual for whom you cared, and
    3. infection control practices followed while caring for this patient.
  1. APA Citations and Writing (4 points/4%)
    1. References are submitted with assignment.
    2. Uses appropriate APA format and is free of errors.
    3. Grammar is free of errors.
    4. Spelling is free of errors.
    5. Mechanics of writing are free of errors.
    6. Power Point Template (0 points/0%) (deduction if not used)
    7. Used provided Power Point Template for assignment completion or an alternate that is approved by faculty.

 

For writing assistance (APA, formatting, or grammar) visit the APA Citation and Writing page in your course resources.

 

Please note that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned in the review module.

 

 

 

Grading Rubric Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

Assignment Section and

Required Criteria

(Points possible/% of total points available)

 Highest Level of Performance High Level of Performance Satisfactory Level of Performance Unsatisfactory Level of Performance Section not present in paper
Introduction of Disease

(10 points/10%)

 10 points 9 points 8 points 4 points 0 points
Required criteria

1.       Age

2.       Medical diagnosis

3.       Brief review of underlying pathophysiology

      *List what functional changes are happening

       *List process that initiated and maintained disorder or disease

 

 Includes no fewer than 3 requirements for section. Includes no fewer than 2 requirements for section. Includes no less than 1 requirement for section. Present, yet includes no required criteria. No requirements for this section presented.
Assessment Data

(15 points/15%)

 15 points 14 points 13 points 6 points 0 points
Required criteria

1.       Include all assessment data, not simply information that supports the selected nursing diagnoses

Inspect

Palpation

Percussion

Auscultate

Neurological Exam

 Includes all assessment data.       No requirements for this section presented.
Nursing Diagnosis

(15 points/15%)

 15 points 14 points 13 points 6 points 0 points
Required criteria

1.       Select three nursing diagnoses to addresses

a.        One must be an actual problem

b.       One must address a psychosocial need

c.        One must be a high priority for the individual

 Three nursing diagnoses are present and adhere to expectations.       No requirements for this section presented.
Linkages Within and Between Diagnoses

(5 points/5%)

 5 points 0 points
Required criteria

1.       Concept map demonstrates relationship within and between the nursing diagnoses.

 Criterion met.

 

 Criterion not met.

 
Planning

(15 points/15%)

 15 points 13 points 6 points 0 points
Required criteria

1.       Prioritize diagnoses to reflect needs of the individual

2.       Set realistic outcome measurement

3.       At least two (2) scholarly, primary sources from the last 5 years, excluding the textbook, are provided

 Includes all requirements for section. Includes 2 requirements for section. Includes 1 requirement for section.

 

 No requirements for this section presented.

 
Implementation

(15 points/15%)

 15 points 13 points 0 points
Required criteria

1.       Interventions are individualized for patient-provide rationale

2.       Interventions support achievement of selected outcome measurements-provide rationale

 

 Includes all requirements for section. Includes 1 requirement for section.

 

 No requirements for this section presented.

 
Evaluation of Outcomes

(5 points/5%)

 5 points 4 points 2 points 0 points
Required criteria

1.       Determine if outcomes were met.

2.       Provide evidence that supports that determination.

3.       Describe what changes, if any, are needed to promote expected outcomes in the future.

 Includes all requirements for section. Includes 2 requirements for section.

 

 Includes 1 requirement for section.

 

 No requirements for this section presented.
Safety-Communication-Infection Control

(16 points/16%)

 16 points 12 points  8 points 0 points
Required criteria

 

1. Describe specific elements of communication used when providing care.

2. Describe safety concerns related to the individual for whom you cared for.

3. Describe infection control practices followed while caring for this patient.

 Includes all 3 requirements for section. Includes 2 requirements for section.

 

 Includes 1 requirement for section. No requirements for this section presented.
APA Style and Organization

(4 points/4%)

 4 points 3.6 points 3.4 points 1.5 points 0 points
Required criteria

1.       References are submitted with assignment.

2.       Uses appropriate APA format and is free of errors.

3.       Grammar is free of errors.

4.       Spelling is free of errors.

5.       Mechanics of writing are free of errors.

 Includes no fewer than 5 requirements for section.

 

 Includes no fewer than 4 requirements for section. Includes no fewer than 3 requirements for section. Includes 1-2 requirements for section. No requirements for this section presented.

 
Power Point Template

(0 points/0%)

 

 0 Points -10 points
1. Power Point template is used to complete concept map (or alternate template approved by faculty.) Includes 1 criteria Does not include 1 criteria
Total Points Possible = 100 points

 

NRNP 6635 Week 7 Medication-Induced Movement Disorders Assignment

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NRNP 6635 Week 7 Medication-Induced Movement Disorders Assignment

Week 7: Schizophrenia and Other Psychotic Disorders; Medication-Induced Movement Disorders
At age 18, Rose rented her first apartment in the city. Although she had a short commute to work, Rose did not enjoy the chaos and noise of the city. Within months, Rose left her apartment in the city for a small, rural cabin in the country. It was then that Rose began to withdraw from family and friends. Generally, she avoided contact with others. Her co-workers noticed random, obscure drawings on scrap paper at her desk. Additionally, her co-workers noticed other strange behaviors. Frequently, Rose would whisper to herself, appear startled when people approached her desk, and stare at the ceiling at various times throughout the day. NRNP 6635 Week 7 Medication-Induced Movement Disorders Assignment

For individuals with disorders such as schizophrenia and other psychotic disorders, the development of mental disorder seldom occurs with a singular, defining symptom. Rather, many who experience such disorders show a range of unique symptoms. This range of symptoms may impede an individual’s ability to function in daily life. As a result, clinicians address a patient’s ability or inability to function in life.

This week, you explore psychotic disorders, including schizophrenia. You also explore medication-induced movement disorders and formulate a diagnosis for a patient in a case study. NRNP 6635 Week 7 Medication-Induced Movement Disorders Assignment

Learning Objectives
Students will:

Apply concepts, theories, and principles related to patient interviewing, diagnostic reasoning, and recording patient information
Formulate differential diagnoses using DSM-5 criteria for patients with schizophrenia, other psychotic disorders, and medication-induced movement disorders across the life span
Learning Resources
Required Readings (click to expand/reduce)
American Psychiatric Association. (2013). Medication-induced movement disorders and other adverse effects of medication. In Diagnostic and statistical manual of mental disorders (5th ed., pp. 709–714). Author.

American Psychiatric Association. (2013). Schizophrenia spectrum and other psychotic disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm02

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadock’s synopsis of psychiatry (11th ed.). Wolters Kluwer.

Chapter 7, Schizophrenia Spectrum and Other Psychotic Disorders. NRNP 6635 Week 7 Medication-Induced Movement Disorders Assignment
Chapter 29.2, Medication Induced-Movement Disorders
Chapter 31.15, Early-Onset Schizophrenia

Document: Comprehensive Psychiatric Evaluation Template

Document: Comprehensive Psychiatric Evaluation Exemplar

Document: NRNP 6635 Final Study Guide

Required Media (click to expand/reduce)
Classroom Productions. (Producer). (2016). Schizophrenia and other psychotic disorders [Video]. Walden University.

____________________________________________________________________________

00:00:00BEGIN Transcript:

00:00:00[sil.]

00:00:15OFF CAMERA Ms. Branning, Mr. Nehring asked suggested you see me. He said your having some issues at work.

00:00:20MS. BRANNING You could call them that.

00:00:20OFF CAMERA What kind of difficulty are you having at work?

00:00:25MS. BRANNING Well Mr. Nehring wants to fire me.

00:00:30OFF CAMERA Why do you think Mr. Nehring wants to fire you?

00:00:30MS. BRANNING Because Eric is in love with me. And it’s probably getting in the way. And he wants to fire me.

00:00:40OFF CAMERA Who is Eric?

00:00:40MS. BRANNING Eric is my supervisor.

00:00:45OFF CAMERA Are the two of you in a relationship?

00:00:45MS. BRANNING No! Eric has his own girlfriend, I have my own boyfriend. But Mr. Nehring got it in his head that this is my fault. And they’ve been ganging up against me.

00:01:00OFF CAMERA What happened to make you feel this way?

00:01:00MS. BRANNING Eric is lustful for me. Lust. Lustful.

00:01:10OFF CAMERA Well has Eric done anything inappropriate?

00:01:10MS. BRANNING No, he doesn’t have to.

00:01:15OFF CAMERA What do you mean? NRNP 6635 Week 7 Medication-Induced Movement Disorders Assignment

00:01:15MS. BRANNING Well, he has this way of walking toward me and he gives me the easiest assignments to do and he asks me to voice my opinion a lot in our weekly meetings. And I’m beautiful. I mean, not to be boastful or anything but I’m a strong woman. And people are attracted to that. And others, like Mr. Nehring feel threatened by it. He probably feels I could replace him in a couple years. And I could.

00:01:45OFF CAMERA But there have been no instances of sexual harassment.

00:01:50MS. BRANNING No. And now they want to fire me, and it’s probably because they don’t want me to get in the way of their day. I’m probably a distraction or something.

00:02:00OFF CAMERA According to Mr. Nehring you haven’t made a sale in three weeks.

00:02:05MS. BRANNING Oh, it’s been a slow time period. I guess it wouldn’t be bad thing if they fired me. I mean after all of this, all the bad it’s done for my health. You know I should really sue for discrimination, you know the stress and the health problems.

00:02:25OFF CAMERA You’ve been having health problems?

00:02:25MS. BRANNING Yes. Yes. It keeps getting worse.

00:02:30OFF CAMERA Can you describe it for me?

00:02:30MS. BRANNING Well you know there’s this pain in my neck, it aches, it spreads to my back, I think there’s a lump, right here. I’m really worried.

00:02:55OFF CAMERA And what do you feel is the cause?

00:02:55MS. BRANNING I told you, pain, suffering, broken heart. I think it’s cancer.

00:03:05OFF CAMERA Have you been seen by a doctor?

00:03:10MS. BRANNING No. But it’s probably cancer. And it’s slowly killing me. And it’s all because of them. And Eric’s obsession with me.

00:03:20OFF CAMERA Ms Branning, I don’t think you have to worry, a broken heart can’t cause cancer.

00:03:25MS. BRANNING You never know until it happens.

00:03:30[sil.]

00:03:30END Transcript

MedEasy. (2017). Psychotic disorders | USMLE & COMLEX [Video]. YouTube. https://www.youtube.com/watch?v=BdB6MgWAP1k

Video Case Selections for Assignment (click to expand/reduce) NRNP 6635 Week 7 Medication-Induced Movement Disorders Assignment
Select one of the following videos to use for your Assignment this week. Then, access the document “Case History Reports” and review the additional data about the patient in the specific video number you selected.

Symptom Media. (Producer). (2016). Training title 9 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-9

Symptom Media. (Producer). (2016). Training title 24 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-24

Symptom Media. (Producer). (2016). Training title 29 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-29

Symptom Media. (Producer). (2018). Training title 134 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-134

Document: Case History Reports

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

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

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

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

To Prepare:
Review this week’s Learning Resources and consider the insights they provide about assessing and diagnosing psychotic disorders. Consider whether experiences of psychosis-related symptoms are always indicative of a diagnosis of schizophrenia. Think about alternative diagnoses for psychosis-related symptoms.
Download the Comprehensive Psychiatric Evaluation Template, which you will use to complete this Assignment. Also review the Comprehensive Psychiatric Evaluation Exemplar to see an example of a completed evaluation document.
By Day 1 of this week, select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the “Case History Reports” document, keeping the requirements of the evaluation template in mind.
Consider what history would be necessary to collect from this patient.
Consider what interview questions you would need to ask this patient.
Identify at least three possible differential diagnoses for the patient. NRNP 6635 Week 7 Medication-Induced Movement Disorders Assignment

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By Day 7 of Week 7
Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate primary diagnosis.

Incorporate the following into your responses in the template:

Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
Objective: What observations did you make during the psychiatric assessment?
Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
Reflection notes: What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).
Submission and Grading Information – NRNP 6635 Week 7 Medication-Induced Movement Disorders Assignment
To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK7Assgn+last name+first initial.(extension)” as the name.
Click the Week 7 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 7 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK7Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
Grading Criteria
To access your rubric:

Week 7 Assignment Rubric

Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:

Submit your Week 7 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 7
To participate in this Assignment:

Week 7 Assignment

NRNP 6635 Week 7 Medication-Induced Movement Disorders Assignment Rubric Detail
Select Grid View or List View to change the rubric’s layout.

Name: NRNP_6635_Week7_Assignment_Rubric
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List View
Excellent Good Fair Poor
Create documentation in the Comprehensive Psychiatric Evaluation Template about the patient you selected.
In the Subjective section, provide:
• Chief complaint
• History of present illness (HPI)
• Past psychiatric history
• Medication trials and current medications
• Psychotherapy or previous psychiatric diagnosis
• Pertinent substance use, family psychiatric/substance use, social, and medical history
• Allergies
• ROS

18 (18%) – 20 (20%)
The response throughly and accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis.
16 (16%) – 17 (17%) NRNP 6635 Week 7 Medication-Induced Movement Disorders Assignment
The response accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis.
14 (14%) – 15 (15%)
The response describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis, but is somewhat vague or contains minor innacuracies.
0 (0%) – 13 (13%)
The response provides an incomplete or inaccurate description of the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis. Or, subjective documentation is missing.
In the Objective section, provide:
• Physical exam documentation of systems pertinent to the chief complaint, HPI, and history
• Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.
18 (18%) – 20 (20%)
The response thoroughly and accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are thoroughly and accurately documented.
16 (16%) – 17 (17%)
The response accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are accurately documented.
14 (14%) – 15 (15%)
Documentation of the patient’s physical exam is somewhat vague or contains minor innacuracies. Diagnostic tests and their results are documented but contain minor innacuracies.
0 (0%) – 13 (13%)
The response provides incomplete or inaccurate documentation of the patient’s physical exam. Systems may have been unnecessarily reviewed, or, objective documentation is missing.
In the Assessment section, provide:
• Results of the mental status examination, presented in paragraph form.
• At least three differentials with supporting evidence. List them from top priority to least priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
23 (23%) – 25 (25%)
The response thoroughly and accurately documents the results of the mental status exam.

Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides a thorough, accurate, and detailed justification for each of the disorders selected.

20 (20%) – 22 (22%)
The response accurately documents the results of the mental status exam.

Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides an accurate justification for each of the disorders selected.

18 (18%) – 19 (19%)
The response documents the results of the mental status exam with some vagueness or innacuracy.

Response lists at least three different possible disorders for a differential diagnosis of the patient and provides a justification for each, but may contain some vaguess or innacuracy. NRNP 6635 Week 7 Medication-Induced Movement Disorders Assignment

0 (0%) – 17 (17%)
The response provides an incomplete or inaccurate description of the results of the mental status exam and explanation of the differential diagnoses. Or, assessment documentation is missing.
Reflect on this case. Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).
9 (9%) – 10 (10%)
Reflections are thorough, thoughtful, and demonstrate critical thinking.
8 (8%) – 8 (8%)
Reflections demonstrate critical thinking.
7 (7%) – 7 (7%)
Reflections are somewhat general or do not demonstrate critical thinking.
0 (0%) – 6 (6%)
Reflections are incomplete, inaccurate, or missing.
Provide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old).
14 (14%) – 15 (15%)
The response provides at least three current, evidence-based resources from the literature to support the assessment and diagnosis of the patient in the assigned case study. The resources reflect the latest clinical guidelines and provide strong justification for decision making.
12 (12%) – 13 (13%)
The response provides at least three current, evidence-based resources from the literature that appropriately support the assessment and diagnosis of the patient in the assigned case study.
11 (11%) – 11 (11%)
Three evidence-based resources are provided to support assessment and diagnosis of the patient in the assigned case study, but they may only provide vague or weak justification.
0 (0%) – 10 (10%)
Two or fewer resources are provided to support assessment and diagnosis decisions. The resources may not be current or evidence based.
Written Expression and Formatting—Paragraph development and organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.

4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive.

3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.

0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.

No purpose statement, introduction, or conclusion were provided.

Written Expression and Formatting—English writing standards:
Correct grammar, mechanics, and punctuation
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors
4 (4%) – 4 (4%)
Contains a few (one or two) grammar, spelling, and punctuation errors
3 (3%) – 3 (3%)
Contains several (three or four) grammar, spelling, and punctuation errors
0 (0%) – 2 (2%)
Contains many (≥ five) grammar, spelling, and punctuation errors that interfere with the reader’s understanding
Total Points: 100
Name: NRNP_6635_Week7_Assignment_Rubric. NRNP 6635 Week 7 Medication-Induced Movement Disorders Assignment