DQ: Importance of Effective Interprofessional Communication

DQ: Importance of Effective Interprofessional Communication

The purpose of this assignment is to assess leadership styles, traits, and practices as a nursing professional, establish the importance of effective interprofessional communication as a leader in nursing, and to explore the role of servant leadership in nursing practice.

Read the study materials on leadership and complete the topic quiz activities to better understand your leadership qualities.

Upon completion, summarize and share with your group what you learned about your specific leadership qualities, so you can become familiar with how you are similar and different from your peers when it comes to being a leader.

As a group, review the study materials related to servant leadership. Using what you have learned about the tenets of servant leadership and traits and practices of successful leaders, create a 10-12 slide PowerPoint presentation with speaker notes. Add an additional slide for references at the end of your presentation. DQ: Importance of Effective Interprofessional Communication

Include the following in your presentation:

Each group member: Create a slide that summarizes your leadership style, traits, and practices.

Explain why it is important for nursing professionals to be aware of their personal leadership style, traits, and practices.

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Discuss what leadership traits and styles are necessary to be an effective communicator. Explain the importance of leaders adapting communication approaches when working interprofessionally (across ancillary departments, vendors, community members).

Discuss how nursing professionals can benefit from integrating the tenets of servant leadership to empower and influence others as they lead.

Discuss how leaders who practice servant leadership and have a strong understanding of their personal leadership traits can successfully lead others and navigate the unique challenges that are part of nursing and health care. Provide two examples that illustrate your main ideas. DQ: Importance of Effective Interprofessional Communication

You are required to cite to a minimum of three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. DQ: Importance of Effective Interprofessional Communication

NURS 6521 Assignment: Asthma and Stepwise Management

NURS 6521 Assignment: Asthma and Stepwise Management

Asthma is a respiratory disorder that affects children and adults. Advanced practice nurses often provide treatment to patients with these disorders. Sometimes patients require immediate treatment, making it essential that you recognize and distinguish minor asthma symptoms from serious, life-threatening ones. Since symptoms and attacks are often induced by a trigger, advanced practice nurses must also help patients identify their triggers and recommend appropriate management options. Like many other disorders, there are various approaches to treating and managing care for asthmatic patients depending on individual patient factors.

Photo Credit: Photo Library / Getty Images

One method that supports the clinical decision making of drug therapy plans for asthmatic patients is the stepwise approach, which you explore in this Assignment.

To Prepare

Reflect on drugs used to treat asthmatic patients, including long-term control and quick relief treatment options for patients. Think about the impact these drugs might have on patients, including adults and children.
Consider how you might apply the stepwise approach to address the health needs of a patient in your practice.
Reflect on how stepwise management assists health care providers and patients in gaining and maintaining control of the disease. NURS 6521 Assignment: Asthma and Stepwise Management
By Day 7 of Week 3

Create a 5- to 6-slide PowerPoint presentation that can be used in a staff development meeting on presenting different approaches for implementing the stepwise approach for asthma treatment. Be sure to address the following:

Describe long-term control and quick relief treatment options for the asthma patient from your practice as well as the impact these drugs might have on your patient.
Explain the stepwise approach to asthma treatment and management for your patient.
Explain how stepwise management assists health care providers and patients in gaining and maintaining control of the disease. Be specific.
Submission and Grading Information

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To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK3Assgn+last name+first initial.(extension)” as the name.
Click the Week 3 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 3 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 “WK3Assgn+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. NURS 6521 Assignment: Asthma and Stepwise Management
NOTE: SafeAssign does not accept files over 10MB in size. Please attempt to keep your files under 10MB.
Grading Criteria

 

To access your rubric:

Week 3 Assignment Rubric

 

Check Your Assignment Draft for Authenticity

 

To check your Assignment draft for authenticity:

Submit your Week 3 Assignment draft and review the originality report.

 

Submit Your Assignment by Day 7 of Week 3

 

To participate in this Assignment:

 

Week 3 Assignment

NURS_6521_Week3_Assignment_Rubric

Excellent Good Fair Poor
Describe the long-term control and quick relief treatment options for the asthma patient from your practice, as well as the impact these drugs might have on your patient.
Points Range: 27 (27%) – 30 (30%)
The presentation clearly and accurately describes in detail the long-term control and quick relief treatment options for the asthma patient from their practice. 

The presentation clearly and accurately describes in detail the impact these drugs might have on their patient.

Points Range: 24 (24%) – 26 (26%)
The presentation accurately describes the long-term control and quick relief options for the asthma patient from their practice. 

The presentation accurately describes the impact these drugs might have on their patient.

Points Range: 21 (21%) – 23 (23%)
The presentation inaccurately or vaguely describes the long-term control and quick relief options for the asthma patient from their practice. 

The presentation inaccurately or vaguely describes the impact these drugs might have on their patient.

Points Range: 0 (0%) – 20 (20%)
The presentation inaccurately and vaguely describes the long-term and quick relief options for the asthma patient from their practice, or is missing. 

The presentation inaccurately and vaguely describes the impact these drugs might have on their patient, or is missing.

Explain the stepwise approach to asthma treatment and management for your patient.
Points Range: 27 (27%) – 30 (30%)
The presentation clearly and accurately explains in detail the stepwise approach to asthma treatment and management for their patient.
Points Range: 24 (24%) – 26 (26%)
The presentation accurately explains the stepwise approach to asthma treatment and management for their patient.
Points Range: 21 (21%) – 23 (23%)
The presentation inaccurately or vaguely explains the stepwise approach to asthma treatment and management for their patient.
Points Range: 0 (0%) – 20 (20%)
The presentation inaccurately and vaguely explains the stepwise approach to asthma treatment and management for their patient.
Explain how stepwise management assists health care providers and patients in gaining and maintaining control of the disease. Be specific.
Points Range: 27 (27%) – 30 (30%)
The presentation clearly and accurately explains in detail how stepwise management assists health care providers and patients in gaining and maintaining control of the disease. NURS 6521 Assignment: Asthma and Stepwise Management 

The presentation provides accurate and detailed examples to support the explanation provided.

Points Range: 24 (24%) – 26 (26%)
The presentation accurately explains how stepwise management assists health care providers and patients in gaining and maintaining control of the disease. 

The presentation provides accurate examples to support the explanation provided.

Points Range: 21 (21%) – 23 (23%)
The presentation inaccurately or vaguely explains how stepwise management assists health care providers and patients in gaining and maintaining control of the disease. 

The presentation provides inaccurate or vague examples to support the explanation provided.

Points Range: 0 (0%) – 20 (20%)
The presentation inaccurately and vaguely explains how stepwise management assists health care providers and patients in gaining and maintaining control of the disease, or is missing. 

The presentation provides inaccurate and vague examples to support the explanation provided, or is missing.

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.
Points Range: 5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
Points Range: 4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.
Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.
Points Range: 0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.
Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
Points Range: 5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors
Points Range: 4 (4%) – 4 (4%)
Contains a few (1–2) grammar, spelling, and punctuation errors
Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Contains several (3–4) grammar, spelling, and punctuation errors
Points Range: 0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. NURS 6521 Assignment: Asthma and Stepwise Management

PHI 413 Week 5 Patient’s Spiritual Needs: Case Analysis

PHI 413 Week 5 Patient’s Spiritual Needs: Case Analysis

Benchmark-Patients Spiritual Need: Case Analysis

Religious beliefs and aspects related to spirituality are essential components of a holistic approach to healthcare provision. Many patients seeking medical interventions have religious and spiritual beliefs and practices that cannot be divorced from their perspectives on healthcare services they receive in health facilities. The implication is that health care professionals must consider these aspects as they make complex medical decisions while providing care to their patients and families (Katz & Webb, 2016). Analysis of a patient’s spiritual needs is critical in delivering effective and patient-centered care services, as this analysis shall demonstrate based on a case study. PHI 413 Week 5 Patient’s Spiritual Needs: Case Analysis

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Allowing Mike to Make Decisions Harmful to James

Based on the case’s details, the physician has a vital role to play in care and treatment provision for the patient’s benefit. Biomedical ethics are imperative that patients should exercise autonomy through their decisions. Physicians and other healthcare providers should respect such decisions and make all efforts to benefit the patients and minimize any potential harm (Erb, 2017). James is a minor whose autonomy is being exercised by his parents; in this case, Mike, his father. The physician should not allow James’ father, Mike, to make irrational decisions that are detrimental to the boy’s health. The physician should tell Mike about the harmful effects of such decisions and actions but should not make them on his behalf (Katz & Webb, 2016). As legally permitted to express his decision and autonomy concerning his son’s treatment, Mike needs to ensure that all the decisions he makes benefit James. The physician has a legal and ethical obligation to intervene in the case by making necessary recommendations and giving medical advice on what shall benefit the boy irrespective of the father’s decisions. Mike continues to postpone and decline treatment intervention that is very important for his boy’s better health and believes that James will be healed through miracles. Delaying the recommended kidney transplant would worsen the boy’s overall health and make his survival hard. The implication is that mike’s irrational decisions continue to harm James. The physician should intervene most appropriately and professionally to reduce any potential harm based on the principle of non-maleficence.

Christian’s Response to Sickness and Health, Medical Intervention & Mike’s Situation

Response to Sickness & Health

Christians have different ways of responding to sickness and health. For many Christians, illness and suffering arise due to various reasons. Firstly, the disease may be a sign of God testing one’s faith and belief in Him and if they can trust in His healing power. Therefore, sickness aims to strengthen one’s faith and trust in God because of his ability to conquer such evil. It is common for Christians to question their faith when faced with challenging situations and sickness in life. As such, sickness should work to demonstrate God’s healing power (Brown, 2019). Secondly, many Christians perceive sickness as God’s punishment for disobedience and not following his laws and commandments. Illness is a reprisal for sinning or doing evil things that are not pleasing before God.

Conversely, Christians believe that health is a gift from God. Christians believe that God blesses people with good health as a demonstration of his love and good deeds. Those with good health have faith and trust in Him. Christians are entitled to good health without sickness since illness demonstrates that God is not in control but evil. For example, in this case, Mike is confused about whether his faith is enough or if God is punishing him using his son’s situation. PHI 413 Week 5 Patient’s Spiritual Needs: Case Analysis

In addition to the topic study materials, use the chart you completed and questions you answered in the Topic 3 about “Case Study: Healing and Autonomy” as the basis for your responses in this assignment.

Answer the following questions about a patient’s spiritual needs in light of the Christian worldview.

 

  1. In 400-450 words, respond to the following: How      ought the Christian think about sickness and health? How should a      Christian think about medical intervention? What should Mike as a      Christian do? How should he reason about trusting God and treating James      in relation to what is truly honoring the principles of beneficence and non-maleficence in James’s care?
  1. In 200-250 words, respond to the following:      Should the physician allow Mike to continue making decisions that seem to      him to be irrational and harmful to James, or would that mean a disrespect      of a patient’s autonomy? Explain your rationale.
  1. In 200-250 words, respond to the following: How      would a spiritual needs assessment help the physician assist Mike      determine appropriate interventions for James and for his family or others      involved in his care?

Remember to support your responses with the topic study materials.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Resources

GCU Technical Support – Field Experience Site Information Form

Refer to the “Field Experience Site Information Form” page in the GCU Technical Support Help Center for further instructions from

… 


End of Life and Sanctity of Life, Commentary 1

Read “End of Life and Sanctity of Life,, Commentary 1,” by Reichman, from American Medical Association Journal of Ethics

… 


Practicing Dignity: An Introduction to Christian Values and Decision-Making in Health Care


Assessing the Spiritual Needs of Patients

Read ” Assessing the Spiritual Needs of Patients” by Timmins and Caldeira, from Nursing Standard (2017).


Optional – Topic 5: Optional Resources

For additional information, see the “Topic 5: Optional Resources” that are recommended.


Doing a Culturally Sensitive Spiritual Assessment: Recognizing Spiritual Themes and Using the HOPE Questions

Read “Doing a Culturally Sensitive Spiritual Assessment: Recognizing Spiritual Themes and Using the HOPE Questions,” by Anan

… 

This assignment uses a rubric. You are required to submit this assignment to LopesWrite.

Rubric:

1. Decisions that need to be made by the physician and the father are analyzed from both perspectives with a deep understanding of

the complexity of the principle of autonomy. Analysis is supported by the case study, topic study materials, or Topic 3 assignment responses. 20%

2. Decisions that need to be made by the physician and the father are analyzed with deep understanding of the complexity of the Christian perspective, as well as with the principles of beneficence and non-maleficence. Analysis is supported by the case study, topic study materials, or Topic 3 assignment responses. 20%

3. How a spiritual needs assessment would help the physician assist the father determine appropriate interventions for his son, his family, or others involved in the care of his son is clearly analyzed with a deep understanding of the connection between a spiritual needs assessment and providing appropriate interventions. Analysis is supported by the case study, topic study materials, or Topic 3 assignment responses. 30%

4. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. 7%

5. Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. 8%

6. Writer is clearly in command of standard, written, academic English. 5%

7. All format elements are correct. 5%

8. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. 5%

There are three different parts to this paper:

· Part one deals with Mike’s decision-making capabilities. 

· Part two deals with how to think issues related to sickness and health.

· Part three deals with a spiritual assessment.

Benchmark – Patient’s Spiritual Needs: Case Analysis – Rubric

Decision-Making and Principle of Autonomy

Criteria Description

Decision-Making and Principle of Autonomy

5. Excellent

60 points

Decisions that need to be made by the physician and the father are analyzed from both perspectives with a deep understanding of the complexity of the principle of autonomy. Analysis is supported by the case study, topic study materials, or Topic 3 assignment responses.

4. Good

51 points

Decisions that need to be made by the physician and the father are clearly analyzed from both perspectives with details according to the principle of autonomy. Analysis is supported by the case study, topic study materials, or Topic 3 assignment responses.

3. Satisfactory

45 points

Decisions that need to be made by the physician and the father are clearly analyzed from both perspectives, but the analysis according to the principle of autonomy lack details. Analysis is not supported by the case study, topic study materials, or Topic 3 assignment responses. PHI 413 Week 5 Patient’s Spiritual Needs: Case Analysis

2. Less Than Satisfactory

39 points

Decisions that need to be made by the physician and the father are analyzed from both perspectives, but the analysis according to the principle of autonomy is unclear. Analysis is not supported by the case study, topic study materials, or Topic 3 assignment responses.

1. Unsatisfactory

0 points

Decisions that need to be made by the physician and the father are not analyzed according to the principle of autonomy.

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Decision-Making, Christian Perspective, and the Principles of Beneficence and Nonmaleficence

Criteria Description

Decision-Making, Christian Perspective, and the Principles of Beneficence and Nonmaleficence

5. Excellent

60 points

Decisions that need to be made by the physician and the father are analyzed with deep understanding of the complexity of the Christian perspective, as well as with the principles of beneficence and nonmaleficence. Analysis is supported by the case study, topic study materials, or Topic 3 assignment responses.

4. Good

51 points

Decisions that need to be made by the physician and the father are clearly analyzed with details according to the Christian perspective and the principles of beneficence and nonmaleficence. Analysis is supported by the case study, topic study materials, or Topic 3 assignment responses.

3. Satisfactory

45 points

Decisions that need to be made by the physician and the father are clearly analyzed according to the Christian perspective and the principles of beneficence and nonmaleficence but lacks details. Analysis is not supported by the case study, topic study materials, or Topic 3 assignment responses.

2. Less Than Satisfactory

39 points

Decisions that need to be made by the physician and the father are analyzed according to the Christian perspective and the principles of beneficence and nonmaleficence, but the analysis is unclear. Analysis is not supported by the case study, topic study materials, or Topic 3 assignment responses.

1. Unsatisfactory

0 points

Decisions that need to be made by the physician and the father are not analyzed according to the Christian perspective and the principles of beneficence and nonmaleficence.

Spiritual Needs Assessment and Intervention (B)

Criteria Description

Spiritual Needs Assessment and Intervention (C1.2, 5.2)

5. Excellent

60 points

How a spiritual needs assessment would help the physician assist the father determine appropriate interventions for his son, his family, or others involved in the care of his son is clearly analyzed with a deep understanding of the connection between a spiritual needs assessment and providing appropriate interventions. Analysis is supported by the case study, topic study materials, or Topic 3 assignment responses.

4. Good

51 points

How a spiritual needs assessment would help the physician assist the father determine appropriate interventions for his son, his family, or others involved in the care of his son is clearly analyzed with details. Analysis is supported by the case study, topic study materials, or Topic 3 assignment responses.

3. Satisfactory

45 points

How a spiritual needs assessment would help the physician assist the father determine appropriate interventions for his son, his family, or others involved in the care of his son is clearly analyzed but lacks details. Analysis is not supported by the case study, topic study materials, or Topic 3 assignment responses.

2. Less Than Satisfactory

39 points

How a spiritual needs assessment would help the physician assist the father determine appropriate interventions for his son, his family, or others involved in the care of his son is analyzed, but unclear. Analysis is not supported by the case study, topic study materials, or Topic 3 assignment responses. PHI 413 Week 5 Patient’s Spiritual Needs: Case Analysis

1. Unsatisfactory

0 points

How a spiritual needs assessment would help the physician assist the father determine appropriate interventions for his son, his family, or others involved in the care of his son is not analyzed.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Criteria Description

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5. Excellent

10 points

Writer is clearly in command of standard, written, academic English.

4. Good

8.5 points

Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.

3. Satisfactory

7.5 points

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.

2. Less Than Satisfactory

6.5 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.

1. Unsatisfactory

0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

Documentation of Sources

Criteria Description

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

5. Excellent

10 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

4. Good

8.5 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

3. Satisfactory

7.5 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

2. Less Than Satisfactory

6.5 points

Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors.

1. Unsatisfactory

0 points

Sources are not documented.

Total 200 points

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a 5-week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to.

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted. PHI 413 Week 5 Patient’s Spiritual Needs: Case Analysis

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Sincerely,

Name:  Discussion Rubric

  Excellent 

90–100

Good 

80–89

Fair 

70–79

Poor 

0–69

Main Posting: 

Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

40 (40%) – 44 (44%) 

Thoroughly responds to the Discussion question(s).

Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

No less than 75% of post has exceptional depth and breadth.

Supported by at least three current credible sources.

35 (35%) – 39 (39%) 

Responds to most of the Discussion question(s).

Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

50% of the post has exceptional depth and breadth.

Supported by at least three credible references. PHI 413 Week 5 Patient’s Spiritual Needs: Case Analysis

31 (31%) – 34 (34%) 

Responds to some of the Discussion question(s).

One to two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Cited with fewer than two credible references.

0 (0%) – 30 (30%) 

Does not respond to the Discussion question(s).

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible references.

Main Posting: 

Writing

6 (6%) – 6 (6%) 

Written clearly and concisely.

Contains no grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

5 (5%) – 5 (5%) 

Written concisely.

May contain one to two grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

4 (4%) – 4 (4%) 

Written somewhat concisely.

May contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

0 (0%) – 3 (3%) 

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.

Main Posting: 

Timely and full participation

9 (9%) – 10 (10%) 

Meets requirements for timely, full, and active participation.

Posts main Discussion by due date.

8 (8%) – 8 (8%) 

Meets requirements for full participation.

Posts main Discussion by due date.

7 (7%) – 7 (7%) 

Posts main Discussion by due date.

0 (0%) – 6 (6%) 

Does not meet requirements for full participation.

Does not post main Discussion by due date.

First Response: 

Post to colleague’s main post that is reflective and justified with credible sources.

9 (9%) – 9 (9%) 

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%) 

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (7%) – 7 (7%) 

Response is on topic and may have some depth.

0 (0%) – 6 (6%) 

Response may not be on topic and lacks depth.

First Response: 

Writing

6 (6%) – 6 (6%) 

Communication is professional and respectful to colleagues.

Response to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

5 (5%) – 5 (5%) 

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

4 (4%) – 4 (4%) 

Response posed in the Discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 (0%) – 3 (3%) 

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

First Response: 

Timely and full participation

5 (5%) – 5 (5%) 

Meets requirements for timely, full, and active participation.

Posts by due date.

4 (4%) – 4 (4%) 

Meets requirements for full participation.

Posts by due date.

3 (3%) – 3 (3%) 

Posts by due date.

0 (0%) – 2 (2%) 

Does not meet requirements for full participation.

Does not post by due date.

Second Response:
Post to colleague’s main post that is reflective and justified with credible sources.
9 (9%) – 9 (9%) 

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%) 

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (7%) – 7 (7%) 

Response is on topic and may have some depth.

0 (0%) – 6 (6%) 

Response may not be on topic and lacks depth.

Second Response:
Writing
6 (6%) – 6 (6%) 

Communication is professional and respectful to colleagues.

Response to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

5 (5%) – 5 (5%) 

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

4 (4%) – 4 (4%) 

Response posed in the Discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 (0%) – 3 (3%) 

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

Second Response:
Timely and full participation
5 (5%) – 5 (5%) 

Meets requirements for timely, full, and active participation.

Posts by due date.

4 (4%) – 4 (4%) 

Meets requirements for full participation.

Posts by due date. PHI 413 Week 5 Patient’s Spiritual Needs: Case Analysis

3 (3%) – 3 (3%) 

Posts by due date.

0 (0%) – 2 (2%) 

Does not meet requirements for full participation.

Does not post by due date.

NURS6221 Creating Psychologically Safe Healthcare Teams

NURS6221 Creating Psychologically Safe Healthcare Teams

Week 4 Discussion

As you consider necessary qualities for a nurse executive, where do you place the capacity to persuade? Although the position may come with authority to make decisions and give orders, the ability to establish an environment where employees feel free to disagree may be as important, if not more so, than the power invested in your position.

Creating psychologically safe environments within a healthcare setting is one such example.

Photo Credit: Getty Images

Environments are generally fashioned by the people in charge and changing how people react and respond is not as simple as flipping a switch—or even issuing a directive. It often requires providing strong evidence that encourages a change in behavior.

For this Discussion, you will explore the process of creating psychologically safe healthcare teams by considering how you would educate others about the necessity of providing psychological safety and, specifically, how to achieve it. NURS6221 Creating Psychologically Safe Healthcare Teams

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To Prepare:

Review the Learning Resources on psychological safety. In particular, review the video resources featuring Amy Edmondson, a Harvard professor and expert on psychological safety in the workplace.

Consider the role of team leaders in creating psychologically safe environments, and based on the resources provided, the specific benefits for healthcare organizations.

Reflect on your role as a nurse executive and how you would explain to team leaders and other managers in a healthcare setting their roles in creating psychologically safe environments for team members, including benefits for teams and the organization. Consider possible types of resistance from team leaders and others, and how you would respond.

By Day 3 of Week 4

Post the following:

A brief explanation of how, as a nurse executive, you would make the case to team leaders in a healthcare setting for the importance of developing a culture of psychological safety for team members. Describe how you would present the role of team leaders in creating psychologically safe environments, challenges you might face in working with team leaders on this goal, and how you would respond to overcome those challenges. Cite the Learning Resources or other literature to support your post. NURS6221 Creating Psychologically Safe Healthcare Teams

Read a selection of your colleagues’ responses.

By Day 6 of Week 4

Respond to at least two of your colleagues on two different days by providing alternative reasoning or approaches to making a case for psychologically safe environments in a healthcare setting and in working with team leaders to achieve that goal. Support your responses with the Learning Resources or other current literature. NURS6221 Creating Psychologically Safe Healthcare Teams

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

MSN6109 Integrating Tech into Nurs Ed

MSN6109 Integrating Tech into Nurs Ed

Executive leaders agree with your assessment of educational technology needs and, as the next step, they have asked you to submit a technology impact statement. They would like to know how the prospective change in the use of existing educational technologies or the acquisition of new tools, technology, or upgrades will affect current nursing processes, staff performance, and patient outcomes.

To prepare for the assessment, you are encouraged to begin thinking about how recommended changes in educational technology, based on your needs assessment in Assessment 1, support your organization’s mission, vision, values, and goals. In addition, consider your role as a nurse educator in implementing these changes and their effect on the organization. You may wish to review the assessment requirements and scoring guide to ensure you understand the work you will be asked to complete. MSN6109 Integrating Tech into Nurs Ed

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

Requirements

Write a 2–4-page impact statement delineating the possible effects on learners, the organization, and patients of the new or upgraded educational technology, or changes in current technology use, that you proposed in Assessment 1. MSN6109 Integrating Tech into Nurs Ed

 

Note: If you have not already done so, complete the Vila Health: The Impact of Educational Technology challenge, linked in the Required Resources.

The technology impact statement requirements, outlined below, correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements below for document format and length and for citing supporting evidence.

Describe the new educational technology, upgrades to existing technology, or changes in current technology use that are under consideration.

Explain how the proposed changes support the organization’s mission, vision, values, and goals.

Analyze the impact on the organization of the proposed changes.

How might these changes affect day-to-day nursing operations or educational activities?

What is the expected impact of these changes on patient care?

How will the organization measure the impact?

How should the organization be prepared if the new or upgraded technology, or changes in current technology use, do not deliver as promised? MSN6109 Integrating Tech into Nurs Ed

Describe the nurse educator’s role in implementing the proposed changes.

What are the nurse educator’s primary responsibilities?

What actions can the nurse educator reasonably be expected to take to facilitate the change?

Explain how the proposed changes will be incorporated into the design of current or future nursing education programs.

How will implementation of these changes affect learning and performance?

Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.

Is your supporting evidence clear and explicit?

How or why does particular evidence support a claim?

Will your reader see the connection?

Did you summarize, paraphrase, and quote your sources appropriately?

Write clearly and concisely in a logically coherent and appropriate form and style.

Write with a specific purpose and audience in mind.

Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

Document Format and Length

Format your impact statement using current APA style.

Use the APA Style Paper Template, linked in the Required Resources. An APA Style Paper Tutorial is also provided (linked in the Suggested Resources) to help you in writing and formatting your impact statement. Be sure to include:

A title page and references page. An abstract is not required.

A running head on all pages.

Appropriate section headings.

Your impact statement should be 2–4 pages in length, not including the title page and references page.

SUPPORTING EVIDENCE

Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your impact statement.

Additional Requirements

Proofread your change proposal, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your analysis. MSN6109 Integrating Tech into Nurs Ed

Portfolio Prompt: You may choose to save your technology impact statement to your ePortfolio

New Frontiers in Social Psychological Research

New Frontiers in Social Psychological Research

What impact do cross-cultural studies, the evolutionary approach, and social neuroscience research have on the way in which scientists investigate social behavior?

Social psychologists are always looking for new ways of investigating social behavior, and in recent years some exciting new methods have been developed.

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1. A researcher is interested in whether moods vary by the day of the week. She codes the postings on thousands of Facebook pages to see whether people express more positive comments on some days than others. Which research method has she used? a. Ethnography b. Survey c. Experimental method d. Archival analysis

2. The observational method is best at answering which of these questions? a. How polite are people in public places? b. Are people from the southern United States more polite in public places than people from the northern United States?

c. What makes people act politely or rudely in public places?

d. Does music played in department stores influence how polite people are in those stores?

3. The correlational method is best at answering which of these questions?

a. How polite are people in public places? b. Are people from the southern United States more polite in public places than people from the northern United States? New Frontiers in Social Psychological Research

c. What makes people act politely or rudely in public places?

d. Does music played in department stores influence how polite people are in those stores?

4. The experimental method is best at answering which of these questions?

a. How aggressively do people drive during rush hours in major U.S. cities?

b. Are people who play violent video games more likely to drive aggressively?

c. Are people who play violent video games more likely to be rude to someone who cuts in line in front of them?

d. Does playing violent video games cause people to be more rude to someone who cuts in line in front of them?

5. Suppose a researcher found a strong positive correlation between the number of tweets people send each day and their reported happiness. Which of the following is the best conclusion he or she can draw from this finding?

a. Sending tweets makes people happy.

b. Feeling happy makes people want to tweet more.

c. Happy people are more likely to send a lot of tweets than sad people.

d. There is a third variable that makes people happy and send a lot of tweets.

6. A researcher wants to see whether people are more likely to donate money to a charity when they receive a small gift from that charity. She sends an appeal for money from the charity to 1,000 people. For half of the people (randomly chosen) the letter includes free address labels and for half it does not. The researcher then sees whether those who got the address labels donate more money. Which of the following is true about this study? a. It uses the correlational method. b. The independent variable is whether people got address labels and the dependent variable is how much money they donate.

c. The independent variable is how much money people donate and the dependent variable is whether they got address labels.

d. The study is low in internal validity because the people who got the address labels may differ in other ways from the people who did not. New Frontiers in Social Psychological Research

7. Which of the following is the best way to increase the external validity of a study? a. Make sure it is low in psychological realism. b. Conduct the study in the laboratory instead of the field. c. Replicate the study with a different population of people in a different setting. d. Make sure you have at least two dependent variables.

8. Social psychologists often do experiments in the laboratory, instead of the field, to: a. increase internal validity. b. increase external validity. c. conduct a meta-analysis. d. decrease psychological realism.

See page AK-1 for the answers.

M02_ARON6544_09_SE_C02.indd 42 23/05/15 4:01 AM

 

Methodology: How Social Psychologists Do Research 43

These methodological advances have been spurred on by new questions about the origins of social behavior, because new questions and new methods often develop hand in hand. New Frontiers in Social Psychological Research.

Culture and Social Psychology Social psychology largely began as a Western science, conducted by Western social psychologists with Western participants. This raises the question of how universal the findings are. To study the effects of culture on social psychological process, social psychologists conduct cross-cultural research (Cohen, 2014; Gelfand, Chiu, & Hong, 2014; Heine, 2010; Kitayama & Cohen, 2007; Miller & Boyle, 2013; Nisbett, 2003). Some findings in social psychology are culture-dependent, as we will see throughout this book. In Chapter 3, for example, we will see that Westerners and East Asians rely on fundamentally different kinds of thought to perceive and understand the social world. In Chapter 5, we’ll discuss cultural differences in the very way people define themselves. Whether we emphasize personal independence or social interdependence reflects our cultural values (Henrich, Heine, & Norenzayan, 2010).

Conducting cross-cultural research is not simply a matter of traveling to another culture, translating materials into the local language, and replicating a study there (Heine et al., 2002; van de Vijver & Leung, 1997). Researchers have to guard against imposing their own viewpoints and definitions, learned from their culture, onto another culture with which they are unfamiliar. They must also be sure that their inde- pendent and dependent variables are understood in the same way in different cultures (Bond, 1988; Lonner & Berry, 1986). New Frontiers in Social Psychological Research.

Suppose, for example, that you wanted to replicate the Latané and Darley (1968) seizure experiment in another culture. Clearly, you could not conduct the identical experiment somewhere else. The tape-recorded discussion of college life used by Latané and Darley was specific to the lives of New York University students in the 1960s and could not be used meaningfully elsewhere. What about more subtle aspects of the study, such as the way people viewed the person who had the seizure? Cultures vary considerably in how they define whether or not another person belongs to their social group; this factor figures significantly in how they behave toward that person (Gudykunst, 1988; Triandis, 1989). New Frontiers in Social Psychological Research

If people in one culture view the victim as a member of their social group but people in another culture perceive the victim as a member of a rival social group, you might find very different results in the two cultures—not because the psychological processes of helping behavior are different, but because people interpreted the situation differently. It can be quite daunting to conduct a study that is interpreted and perceived similarly in dissimilar cultures. Cross- cultural researchers are sensitive to these issues, and as more and more cross-cultural research is conducted carefully, we will be able to determine which social psycholog- ical processes are universal and which are culture-bound (Heine, 2010).

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For example, there is substantial evidence that playing violent video games makes people act in more aggressive ways and makes them less likely to help others. But is this true just in Western countries? A recent review of the literature compared studies of video games in the United States and Japan. As it happened, the deleterious effects of violent video games were the same in both countries (Anderson et al., 2010). New Frontiers in Social Psychological Research.

The Evolutionary Approach Evolutionary theory was developed by Charles Darwin (1859) to explain the ways in which animals adapt to their environments. Central to the theory is natural selection, the process by which heritable traits that promote survival in a particular environment are passed along to future generations, because organisms with those traits are more likely to produce offspring. A common example is how giraffes came to have long necks. In an environment where food is scarce, giraffes that happened to have …

Some basic psychological processes are universal, whereas others are shaped by the culture in which we live. For example, are people’s self-concepts shaped by cultural rules of how people must present themselves, such as the requirement by the Taliban regime in Afghanistan that women cover themselves from head to toe? Cross-cultural research is challenging but necessary for exploring how culture influences the basic ways in which people think about and interact with others.

Cross-Cultural Research Research conducted with members of different cultures, to see whether the psychological processes of interest are present in both cultures or whether they are specific to the culture in which people were raised. New Frontiers in Social Psychological Research.

Natural Selection The process by which heritable traits that promote survival in a particular environment are passed along to future generations; organisms with those traits are more likely to produce offspring long necks could feed on foliage that other animals couldn’t reach. These giraffes were more likely to survive and produce offspring than were other giraffes, the story goes, and the “long neck” gene thus became common in subsequent generations.

In biology, evolutionary theory is used to explain how different species acquired physical traits such as long necks. But what about social behaviors, such as the tendency to be aggressive toward a member of one’s own species or the tendency to be helpful to others? Is it possible that social behaviors have genetic determinants that evolve through the process of natural selection, and, if so, is this true in human beings as well as animals? These are the questions posed by evolutionary psychology, which attempts to explain social behavior in terms of genetic factors that have evolved over time according to the principles of natural selection. The core idea is that evolution occurs very slowly, such that social behaviors that are prevalent today, such as aggression and helping behavior, are due at least in part to adaptations to environments in our distant past (Buss, 2005; Durrant, Ellis, Nelson, Mizumori, & Weiner, 2013; Neuberg, Kenrick, & Schaller, 2010). New Frontiers in Social Psychological Research

We will discuss in upcoming chapters how evolutionary theory explains social behavior (e.g., Chapter 10 on interpersonal attraction, Chapter 11 on prosocial behavior, and Chapter 12 on aggression). Here, in our chapter on research methods, it is important to note that a lively debate has arisen over the testability of evolutionary hypotheses. Because current behaviors are thought to be adaptations to environmental conditions that existed thousands of years ago, psychologists make their best guesses about what those conditions were and how specific kinds of behaviors gave people a reproductive advantage. But these hypotheses are obviously impossible to test with the experimental method. And just because hypotheses sound plausible does not mean they are true.

For example, some scientists now believe that giraffes did not acquire a long neck in order to eat leaves in tall trees. Instead, they suggest, long necks first evolved in male giraffes to gain an advantage in fights with other males over access to females (Simmons & Scheepers, 1996). Which of these explanations is true? It’s hard to tell. On the other hand, evolutionary approaches can generate novel hypotheses about social behavior that can be tested with the other methods described in this chapter. New Frontiers in Social Psychological Research.

Social Neuroscience As we have seen, social psychology is concerned with how people’s thoughts, feelings, and behaviors are influenced by the real or imagined presence of other people. Most research studies in social psychology, then, study just that—thoughts, feelings, and behaviors. Human beings are biological organisms, however, and social psychologists have become increasingly interested in the connection between biological processes

and social behavior. These interests include the study of hormones and behavior, the human immune system, and neurological processes in the human brain. To study the brain and its relation to behavior, psychologists use sophisticated technologies, including electroencephalography (EEG), in which electrodes are placed on the scalp to measure electrical activity in the brain, and functional magnetic resonance imaging (fMRI), in which people are placed in scanners that measure changes in blood flow in their brains. Social psychologists take these measurements while participants think about and process social information, allowing them to correlate different kinds of brain activity with social information processing. This kind of research promises to open up a whole new area of inquiry into the relationship of the brain to behavior (Cacioppo & Cacioppo, 2013; Chiao et al., 2010; Lieberman, 2013; Ochsner, 2007).

Social psychologists are studying the brain and its relation to behavior. They use technologies such as electroencephalography (EEG) and functional magnetic resonance imaging (fMRI).

Evolutionary Psychology The attempt to explain social behavior in terms of genetic factors that have evolved over time according to the principles of natural selection. New Frontiers in Social Psychological Research

NURS 6512 Discussion: Assessing Musculoskeletal Pain

NURS 6512 Discussion: Assessing Musculoskeletal Pain

The body is constantly sending signals about its health. One of the most easily recognized signals is pain. Musculoskeletal conditions comprise one of the leading causes of severe long-term pain in patients. The musculoskeletal system is an elaborate system of interconnected levers that provides the body with support and mobility. Because of the interconnectedness of the musculoskeletal system, identifying the causes of pain can be challenging. Accurately interpreting the cause of musculoskeletal pain requires an assessment process informed by patient history and physical exams.

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In this Discussion, you will consider case studies that describe abnormal findings in patients seen in a clinical setting.

To prepare:

  • By Day 1 of this week, you will be assigned to one of the following specific case studies for this Discussion. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
  • Your Discussion post should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style Discussion posting format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP notes have specific data included in every patient case. NURS 6512 Discussion: Assessing Musculoskeletal Pain
  • Review the following case studies:

Case 1: Back Pain

Photo Credit: University of Virginia. (n.d.). Lumbar Spine Anatomy [Photograph]. Retrieved from http://www.med-ed.virginia.edu/courses/rad/ext/5lumbar/01anatomy.html. Used with permission of University of Virginia.

A 42-year-old male reports pain in his lower back for the past month. The pain sometimes radiates to his left leg. In determining the cause of the back pain, based on your knowledge of anatomy, what nerve roots might be involved? How would you test for each of them? What other symptoms need to be explored? What are your differential diagnoses for acute low back pain? Consider the possible origins using the Agency for Healthcare Research and Quality (AHRQ) guidelines as a framework. What physical examination will you perform? What special maneuvers will you perform?

Case 2: Ankle Pain

Photo Credit: University of Virginia. (n.d.). Lateral view of ankle showing Boehler’s angle [Photograph]. Retrieved from http://www.med-ed.virginia.edu/courses/rad/ext/8ankle/01anatomy.html. Used with permission of University of Virginia.

A 46-year-old female reports pain in both of her ankles, but she is more concerned about her right ankle. She was playing soccer over the weekend and heard a “pop.” She is able to bear weight, but it is uncomfortable. In determining the cause of the ankle pain, based on your knowledge of anatomy, what foot structures are likely involved? What other symptoms need to be explored? What are your differential diagnoses for ankle pain? What physical examination will you perform? What special maneuvers will you perform? Should you apply the Ottawa ankle rules to determine if you need additional testing? NURS 6512 Discussion: Assessing Musculoskeletal Pain

 

Case 3: Knee Pain

Photo Credit: University of Virginia. (n.d.). Normal Knee Anatomy [Photograph]. Retrieved from http://www.med-ed.virginia.edu/courses/rad/ext/7knee/01anatomy.html. Used with permission of University of Virginia.

A 15-year-old male reports dull pain in both knees. Sometimes one or both knees click, and the patient describes a catching sensation under the patella. In determining the causes of the knee pain, what additional history do you need? What categories can you use to differentiate knee pain? What are your specific differential diagnoses for knee pain? What physical examination will you perform? What anatomic structures are you assessing as part of the physical examination? What special maneuvers will you perform?

With regard to the case study you were assigned:

  • Review this week’s Learning Resources, and consider the insights they provide about the case study.
  • Consider what history would be necessary to collect from the patient in the case study you were assigned.
  • Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis? NURS 6512 Discussion: Assessing Musculoskeletal Pain
  • Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

Note: Before you submit your initial post, replace the subject line (“Discussion – Week 8”) with “Review of Case Study ___.” Fill in the blank with the number of the case study you were assigned.

By Day 3 of Week 8

Post an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient’s differential diagnosis, and justify why you selected each.

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

Read a selection of your colleagues’ responses.

By Day 6 of Week 8

Respond to at least two of your colleagues on 2 different days who were assigned different case studies than you. Analyze the possible conditions from your colleagues’ differential diagnoses. Determine which of the conditions you would reject and why. Identify the most likely condition, and justify your reasoning.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 8 Discussion Rubric

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Post by Day 3 of Week 8 and Respond by Day 6 of Week 8

To Participate in this Discussion:

Week 8 Discussion

Name: NURS_6512_Week_8_Discussion_Rubric

Excellent Good Fair Poor
Main Posting
Points Range: 45 (45%) – 50 (50%)
“Answers all parts of the Discussion question(s) with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. NURS 6512 Discussion: Assessing Musculoskeletal Pain
Points Range: 40 (40%) – 44 (44%)
“Responds to the Discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
Points Range: 35 (35%) – 39 (39%)
“Responds to some of the Discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors.
Points Range: 0 (0%) – 34 (34%)
“Does not respond to the Discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness
Points Range: 10 (10%) – 10 (10%)
Posts main post by Day 3.
Points Range: 0 (0%) – 0 (0%)
N/A
Points Range: 0 (0%) – 0 (0%)
N/A
Points Range: 0 (0%) – 0 (0%)
Does not post main post by Day 3.
First Response
Points Range: 17 (17%) – 18 (18%)
“Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.
Points Range: 15 (15%) – 16 (16%)
“Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.
Points Range: 13 (13%) – 14 (14%)
“Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
Points Range: 0 (0%) – 12 (12%)
“Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
Second Response
Points Range: 16 (16%) – 17 (17%)
“Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.
Points Range: 14 (14%) – 15 (15%)
“Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.
Points Range: 12 (12%) – 13 (13%)
“Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
Points Range: 0 (0%) – 11 (11%)
“Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
Participation
Points Range: 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
Points Range: 0 (0%) – 0 (0%)
N/A
Points Range: 0 (0%) – 0 (0%)
N/A
Points Range: 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on three different days. NURS 6512 Discussion: Assessing Musculoskeletal Pain

NSG 6430 W3 Discussion Contraceptive Management

NSG 6430 W3 Discussion Contraceptive Management

This discussion assignment provides a forum
for discussing relevant topics for this week based on the course competencies
covered. For this assignment, make sure you post your initial response to the
Discussion Area by the due date assigned.

To support your work, use your course
textbook readings, supplemental readings, and the South University Online
Library. As in all assignments, cite your sources in your work and provide
references for the citations in APA format.

Start reviewing and responding to the
postings of your classmates as early in the week as possible. Respond to at
least two of your classmates’ initial postings. Participate in the discussion
by asking a question, providing a statement of clarification, providing a point
of view with a rationale, challenging an aspect of the discussion, or
indicating a relationship between two or more lines of reasoning in the
discussion. Cite resources in your responses to other classmates. Complete your
participation for this assignment by the end of the week. NSG 6430 W3 Discussion Contraceptive Management

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For this assignment, you will review the
latest evidence based guidelines as they pertain to the case below. Discussion
of the case is based on the course objectives and weekly content, which
emphasize the core learning objectives for an evidence-based primary care
curriculum. Throughout your nurse practitioner program, case study discussions
are used to promote the development of clinical reasoning through the use of
ongoing assessments and diagnostic skills, and to develop patient care plans
that are grounded in the latest clinical guidelines and evidence-based
practice.

Karen, is a 33 year-old G2P2, with a
medical history of migraines, for which she takes Imitrex when needed. She has
a history of heavy and painful menses each month, lasting approximately 7-8
days. Karen smokes ½ pack of cigarettes per day. Her father has a history of
DVT and cardiac disease. Her mother has a history of cervical cancer. Her blood
pressure today is 138/76 and her pelvic exam is normal. She is divorced and is
sexually active with her new boyfriend. She is currently using condoms for
birth control and wants something more reliable. Karen does not desire
pregnancy in the near future.

Discuss the contraceptive methods using the
latest evidence-based guidelines that Karen would be medically eligible for.

Identify one method that you feel would be
most beneficial to Karen and discuss why you selected it.

Are there any methods that you would not
recommend for Karen? Why? NSG 6430 W3 Discussion Contraceptive Management

MSN-6021 Advanced Nursing Practice I

MSN-6021 Advanced Nursing Practice I

MSN-6021 Advanced Nursing Practice I

Consider the current environment. This could be your current care setting, the care settings presented in the Vila Health: Using Evidence to Drive Improvement or Vila Health: Concept Maps as Diagnostic Tools media, or a care setting in which you are interested in working.

For the setting that you choose you will need to have a data set that depicts sub-optimal outcomes related to a clinical issue. This data could be from existing sources in the course (Vila Health: Using Evidence to Drive Improvement), a relevant data set that already exists (a data set from the case study you used as a basis for your Concept Map assessment, or from your current place of practice), or an appropriate data set that you have created yourself. (Note: if you choose to create your own data set, check with your instructor first for approval and guidance.)

After you have selected an appropriate data set, use your understanding of the data to create at least one realistic goal (though you may create more) that will be driven by a change strategy appropriate for the environment and goal.

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Potential topics for this assessment could be:

Consider ways to help minimize the rate of secondary infections related to the condition, disease, or disorder that you focused on for your Concept Map assessment. As a starting point you could ask yourself, “What could be changed to facilitate safety and minimize risks of infection?” MSN-6021 Advanced Nursing Practice I

Consider how to help a patient experiencing traumatic stress or anxiety over hospitalization. As a starting point you could ask yourself, “How could the care environment be changed to enhance coping?”

Once you determine the change you would like to make, consider the following:

What data will you use to justify the change?

How can the team achieve this change with a reasonable cost?

What are the effects on the workplace?

What other implementation considerations do you need to consider to ensure that the change strategy is successful?

How does your change strategy address all aspects of the Quadruple Aim, especially the well-being of health care professionals?

Once the change strategy is implemented, how would you evaluate the efficiency and effectiveness of the care system if the desired outcomes are met? MSN-6021 Advanced Nursing Practice I

Instructions

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Your assessment submission should include a data table that illustrates the current and desired states of the clinical issue you are attempting to improve through your application of change strategies. Additionally, you will need to explain the rationale for your decisions around your chosen change strategies, as well as how the change strategies will be successfully implemented. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your change strategy addresses all of them. You may also want to read the Change Strategy and Implementation scoring guide and Guiding Questions: Change Strategy and Implementation to better understand how each grading criterion will be assessed.

Develop a data table that accurately reflects the current and desired states of one or more clinical outcomes.

Propose change strategies that will help to achieve the desired state of one or more clinical outcomes.

Justify the specific change strategies used to achieve desired outcomes.

Explain how change strategies will lead to quality improvement with regard to safety and equitable care.

Explain how change strategies will utilize interprofessional considerations to ensure successful implementation.

Communicate the change plan in a way that makes the data and rationale easily understood and compelling.

Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

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

Assessment 2 Example [PDF].

Additional Requirements

Length of submission: 3–5 double-spaced, typed pages, not including the title and reference pages. Your plan should be succinct yet substantive.

Number of references: Cite a minimum of 3–5 sources of scholarly or professional evidence that supports your goal setting, proposed change strategies, quality improvement, and interprofessional considerations. Resources should be no more than five years old.

APA formatting: Use the APA Paper Template linked in the Resources. An APA Template Tutorial is also provided to help you in writing and formatting your analysis. No abstract is required. MSN-6021 Advanced Nursing Practice I

MHA-FPX5012 Assessment 1 Organizational Analysis

MHA-FPX5012 Assessment 1 Organizational Analysis

Conduct a five-part organizational analysis of a health care organization of your choosing. There is no page limit for this assessment; provide as much detail and information as possible in a direct and concise way.

Note: The assessments in this course build upon each other. Therefore, you are strongly encouraged to complete them in the order in which they are presented.

This assessment challenges you to articulate how an organization can best implement the Affordable Care Act to optimize outcomes.

Before you create and submit your deliverables, select a familiar health care organization to use in each assessment in this course. Choose the organization where you currently work, an organization where you have previously worked, or an organization where you might like to work in the future.

Demonstration of Proficiency

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

  • Competency 1: Analyze organizational vision, mission, culture, and strategy relative to the external environment. (L7.2, L9.3, L16.4)
    • Analyze the environmental factors, including legal and regulatory ones, that affect the success of a health care organization.
    • Analyze outcomes relative to the organizational directional strategy.
    • Identify gaps in desired versus actual organizational performance.
    • Propose evidence-based recommendations to close gaps identified in the organizational assessment.
  • Competency 2: Assess personal leadership competencies relative to the organizational need. (L2.4, L14.4, L22.4, L19.2, L7.2, L10.5)
    • Describe the critical success leadership competencies needed to achieve organizational outcomes.
  • Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in health care administration. (L6.1, L6.2, L6.3, and L6.4)
    • Write coherently, concisely, logically, and with strong support from relevant professional resources, in an appropriate format, with correct grammar, usage, and mechanics as expected of a health care administration professional.

Instructions

Conduct an organizational analysis for your selected organization. Incorporate each of the following parts and be sure you carefully read the requirements for each.

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Deliverables

Parts 1–3 of this five-part assessment will guide the recommendations you make in Part 4, and help determine what form of leadership is needed in Part 5.

Part 1: Environmental Assessment

Related Scoring Guide Criteria

  • Analyze the environmental factors, including legal and regulatory ones, that affect the success of a health care organization.
  • Write coherently, concisely, logically, and with strong support from relevant professional resources, in an appropriate format, with correct grammar, usage, and mechanics as expected of a health care administration professional.

Conduct a brief environmental analysis using a tool such as SWOT or PEST and summarize your findings in table format. You may choose to do both a SWOT and a PEST (or other) analysis, but you are only required to do one. Include impact from relevant legal and regulatory factors in your analysis.

Note: You may use the SWOT Analysis Template [DOC] or PEST Analysis Template [DOC] documents to complete Part 1.

Part 2: Organizational Assessment

Related Scoring Guide Criteria

  • Analyze outcomes relative to the organizational directional strategy.
  • Write coherently, concisely, logically, and with strong support from relevant professional resources, in an appropriate format, with correct grammar, usage, and mechanics as expected of a health care administration professional.

Create a table based on your internal analysis of the organization’s mission, vision, values, culture, and strategic direction. Then, write a brief narrative in which you explain the organization’s mission, vision, values, and culture, as well as the current strategic direction.

  • Apply a framework such as the organizational, or balanced, scorecard to measure performance relative to the strategy. Indicate if the strategy fits the external environment.
  • You may use any table format you wish, but be sure you include 1–2 priority performance indicators, internal benchmarks or targets (be sure you include financial and quality targets), and the four categories.

Note: Part 2 is comprised of your brief narrative and the organizational scorecard in table format. You may use the Organizational Scorecard Template [DOC] to complete Part 2, however, you are free to use any table format you choose.

Part 3: Gap Identification

Related Scoring Guide Criteria:

 

  • Identify gaps in desired versus actual organizational performance.
  • Write coherently, concisely, logically, and with strong support from relevant professional resources, in an appropriate format, with correct grammar, usage, and mechanics as expected of a health care administration professional.

Select 1–2 priority performance indicators within each of the four major categories: business operations, finance, customer satisfaction, and organizational learning and growth.

  • Identify the performance measurements and internal benchmarks or targets for each of the priority performance indicators. Be sure you include financial and quality targets. Use a table similar to the organizational scorecard to identify the gaps between desired and actual performance. Be sure you integrate the strategic direction and scorecard into your gap identification.
  • Conduct a gap analysis of actual to benchmark or target outcomes. Refer to and integrate the organizational strategic direction and scorecard. Briefly explain any additional gaps you identified between stated organizational values and actual culture.

Note: Part 3 is comprised of your gap identification table and a brief narrative. You may use the Gap Analysis Template [DOC].

Part 4: Leadership Recommendation

Related Scoring Guide Criteria:

  • Propose evidence-based recommendations to close gaps identified in the organizational assessment.
  • Write coherently, concisely, logically, and with strong support from relevant professional resources, in an appropriate format, with correct grammar, usage, and mechanics as expected of a health care administration professional.

Write an executive briefing report in which you clearly and concisely outline evidence-based recommendations to close the identified gaps and better align with organizational strategy and targets.

  • Include within your recommendations the resources that will be needed, such as human, financial, technical, and so on. Be sure that you reference your resources to support your recommendations. Keep in mind that this is an executive briefing report; you want to be thorough while still being concise.
  • Reference a minimum of five resources in this assessment. Look for professional, scholarly research articles on improving performance in health care organizations, how the Affordable Care Act is affecting health care organizations, and other related topics to use in guiding the recommendations you will make to close the gaps you have identified.

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Part 5: Leadership Implications

Related Scoring Guide Criteria:

  • Describe the critical success leadership competencies needed to achieve organizational outcomes.
  • Write coherently, concisely, logically, and with strong support from relevant professional resources, in an appropriate format, with correct grammar, usage, and mechanics as expected of a health care administration professional.

Write a brief narrative in which you explain the role of the organization’s leader with regard to shaping strategic direction, aligning organizational values and culture, and managing change. What are the critical success competencies needed to achieve desired organizational outcomes? Cite your resources to support your statements.

Additional Requirements

  • Structure: Include a title page, table of contents, and reference page.
  • Length: There is no required number of pages. Your length will vary depending on the organization you use. Begin each part of the briefing report on a new page. Your goal—and your challenge—is to provide as much detail and information as possible in a direct and concise way.
  • References: Cite at least five current scholarly or professional resources.
  • Format: Use APA style for citations and references only. Otherwise, follow the formatting and style conventions of an executive briefing report. Use headings and subheadings as appropriate for a professional document.
  • Font: Times New Roman font, 12 point.

Accountable Care Organizations

Leadership

Organizational Analysis Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Analyze the environmental factors, including legal and regulatory ones, that affect the success of a health care organization. Does not identify the environmental factors that affect the success of a health care organization. Identifies the environmental factors that affect the success of a health care organization. Analyzes the environmental factors, including legal and regulatory ones, that affect the success of a health care organization. Analyzes the environmental factors, including legal and regulatory ones, that affect the success of a health care organization and grounds the analysis on an in-depth examination of the literature.
Analyze outcomes relative to the organizational directional strategy. Does not describe the strategic direction of a health care organization. Describes the strategic direction of a health care organization but does not present a clear and thorough analysis. Analyzes outcomes relative to the organizational directional strategy. Analyzes outcomes relative to the organizational directional strategy and assesses fit with the environment.
Identify gaps in desired versus actual organizational performance. Does not identify gaps in desired versus actual organizational performance. Identifies gaps but it is not clear how the gaps relate to organizational performance. Identifies gaps in desired versus actual organizational performance. Identifies gaps in desired versus actual organizational performance and demonstrates in-depth understanding of the relationship between environmental factors and organizational success.
Propose evidence-based recommendations to close gaps identified in the organizational assessment. Does not propose evidence-based recommendations to close gaps in the organizational assessment. Proposes recommendations to close gaps that are not evidence-based or are not based on the organizational assessment. Proposes evidence-based recommendations to close gaps identified in the organizational assessment. Proposes evidence-based recommendations to close gaps identified in the organizational assessment and considers the benefits and limitations of each recommendation.
Describe the critical success leadership competencies needed to achieve organizational outcomes. Does not list leadership competencies. Lists leadership competencies but does not describe the critical success leadership competencies specific to achieve organizational outcomes. Describes the critical success leadership competencies needed to achieve organizational outcomes. Analyzes the critical success leadership competencies needed to achieve organizational outcomes.
Write coherently, concisely, logically, and with strong support from relevant professional resources, in an appropriate format, with correct grammar, usage, and mechanics as expected of a health care administration professional. Does not write coherently, concisely, logically, and with strong support from relevant professional resources, in an appropriate format, with correct grammar, usage, and mechanics as expected of a health care administration professional. Writes coherently but is not consistently concise or logical; resources may or may not be relevant and professional. Format is inconsistent and contains major errors of grammar, usage, and mechanics. Writes coherently, concisely, logically, and with strong support from relevant professional resources, in an appropriate format, with correct grammar, usage, and mechanics as expected of a health care administration professional. Writes coherently, substantively, concisely, logically, and with strong support from relevant professional resources, in a consistently appropriate format, with correct grammar, usage, and mechanics as expected of a health care administration professional.