NSG 550 Response Post 9 Assignment

NSG 550 Response Post 9 Assignment

NSG 550 Response post 9

The probable diagnosis of the 67-year-old woman will be Alzheimer’s disease. Alzheimer’s is a multifactorial progressive brain cell neurodegenerative disorder that worsens over time (Weller & Budson, 2018). The presenting signs and symptoms reported by this patient’s daughter which includes extreme confusion, agitation, memory declining over the last two years, getting lost around a familiar neighborhood, problems remembering recent events and people’s names are all signs indicative of Alzheimer’s disorder. Additionally, other risk factors include feeling distrustful about others, aphasia, mood swings, hallucination, and difficulty performing spatial task depending on the severity of the disorder. The confusion, impaired reasoning and forgetfulness related to Alzheimer’s is called Alzheimer’s dementia. Some of the risk factors for Alzheimer’s are increasing age (65 years and above), family history related to genetic factors, previous head injuries, infections, neurovascular diseases, and environmental factors (Breijyeh & Karaman, 2020). NSG 550 Response Post 9 Assignment

Other possible diagnosis is depression, Parkinson’s disease, delirium, and other forms of dementia. Diagnoses and treatment plan will require conducting a thorough comprehensive history and physical on the patient with focus on overall health, diet, past medical history, current medications, onset and progression of cognitive decline and family history of Alzheimer’s. Also, a psychiatric evaluation should be included in the plan to rule out depression and other mental disorders. Blood work will include CBC, CMP, and urinalysis to rule out infection, and urinary tract infection which could be causing delirium. Additionally, cerebrospinal fluid analysis will be ordered to check for increase in beta-amyloid, a protein precursor responsible for Alzheimer’s disease (Weller & Budson, 2018).

ORDER  A PLAGIARISM FREE PAPER  NOW

Diagnostic imaging to rule out Alzheimer’s or rule in other neurological diseases responsible for the cognitive impairment include MRI, CT, and PET scan of the brain. These imaging can disclose fluid buildup, transient stroke, benign tumors, head injuries and any structural damage that could be responsible for the change in cognition. According to Dubois et al. (2021) amyloid PET imaging is the hallmark to rule out Alzheimer’s. It is expected that the levels of beta-amyloid will form a plaque in the brain of the affected patient. There is no specific cure for Alzheimer’s now, non-pharmacological treatment plan should include exercise (both physical and mental), and healthy diet to reduce the progression of the disease. Also, pharmacological treatment should include Aducanumab, a monoclonal antibody that lower the production of the beta-amyloid protein (Dubois et al., 2021). NSG 550 Response Post 9 Assignment

 

References

Breijyeh, Z., & Karaman, R. (2020). Comprehensive review on Alzheimer’s disease: causes and treatment. Molecules25(24), 5789.

Dubois, B., Villain, N., Frisoni, G. B., Rabinovici, G. D., Sabbagh, M., Cappa, S., … & Feldman, H. H. (2021). Clinical diagnosis of Alzheimer’s disease: recommendations of the International Working Group. The Lancet Neurology20(6), 484-496.

Weller, J., & Budson, A. (2018). Current understanding of Alzheimer’s disease diagnosis and treatment. F1000Research7. NSG 550 Response Post 9 Assignment

 

Explore Legal and Ethical Issues Surrounding Psychiatric Emergencies

Explore Legal and Ethical Issues Surrounding Psychiatric Emergencies

The diagnosis of psychiatric emergencies can include a wide range of problems—from serious drug reactions to abuse and suicidal ideation/behaviors. Regardless of care setting, the PMHNP must know how to address emergencies, coordinate care with other members of the health care team and law enforcement officials (when indicated), and effectively communicate with family members who are often overwhelmed in emergency situations. In their role, PMHNPs can ensure a smooth transition from emergency mental health care to follow-up care, and also bridge the physical–mental health divide in healthcare. Explore Legal and Ethical Issues Surrounding Psychiatric Emergencies

ORDER  A PLAGIARISM FREE PAPER  NOW

 

In this week’s Assignment, you explore legal and ethical issues surrounding psychiatric emergencies, and identify evidence-based suicide and violence risk assessments.

To Prepare

  • Review this week’s Learning Resources and consider the insights they provide about psychiatric emergencies and the ethical and legal issues surrounding these events.

The Assignment

In 2–3 pages, address the following:

  • Explain your state laws for involuntary psychiatric holds for child and adult psychiatric emergencies. Include who can hold a patient and for how long, who can release the emergency hold, and who can pick up the patient after a hold is released.
  • Explain the differences among emergency hospitalization for evaluation/psychiatric hold, inpatient commitment, and outpatient commitment in your state.
  • Explain the difference between capacity and competency in mental health contexts.
  • Select one of the following topics, and explain one legal issue and one ethical issue related to this topic that may apply within the context of treating psychiatric emergencies: patient autonomy, EMTALA, confidentiality, HIPAA privacy rule, HIPAA security rule, protected information, legal gun ownership, career obstacles (security clearances/background checks), and payer source. Explore Legal and Ethical Issues Surrounding Psychiatric Emergencies
  • Identify one evidence-based suicide risk assessment that you could use to screen patients.
  • Identify one evidence-based violence risk assessment that you could use to screen patients.

Submit your Assignment. Attach copies of or links to the suicide and violence risk assessments you selected.

 

 

Buppert, C. (2021). Nurse practitioner’s business practice and legal guide (7th ed.). Jones & Bartlett Learning.

 

Chapter 7, “Negligence and Malpractice”

Chapter 8, “Risk Management”

Chapter 16, “Resolving Ethical Dilemmas”

National Institute for Health and Care Excellence (2019). Brøset violence checklist. http://riskassessment.no/

 

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

 

Chapter 23, “Emergency Psychiatric Medicine”

Chapter 36.2, “Ethics in Psychiatry”

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (Eds.). (2015). Rutter’s child and adolescent psychiatry (6th ed.). Wiley Blackwell.  Explore Legal and Ethical Issues Surrounding Psychiatric Emergencies

 

Chapter 19, “Legal Issues in the Care and Treatment of Children With Mental Health Problems”

Chapter 64, “Suicidal Behavior and Self-Harm”

U.S. Department of Veterans Affairs. (2019). VA/DoD clinical practice guidelines: Assessment and management of patients at risk for suicide (2019).

 

https://www.healthquality.va.gov/guidelines/MH/srb/

 

Zakhari, R. (2021). The psychiatric-mental health nurse practitioner certification review manual. Springer Publishing Company.

 

Chapter 15, “Violence and Abuse”

 

 

 

In 2–3 pages, address the following:

• Explain your state laws for involuntary psychiatric holds for child and adult psychiatric emergencies. Include who can hold a patient and for how long, who can release the emergency hold, and who can pick up the patient after a hold is released.

14 (14%) – 15 (15%)

The response includes a thorough and well-organized explanation of student’s state laws for involuntary psychiatric holds for child and adult emergencies.

12 (12%) – 13 (13%)

The response includes an accurate explanation of student’s state laws for involuntary psychiatric holds for child and adult emergencies.

11 (11%) – 11 (11%)

The response includes a somewhat vague or inaccurate explanation of student’s state laws for involuntary psychiatric holds for child and adult emergencies.

0 (0%) – 10 (10%)

The response includes a vague or inaccurate explanation of student’s state laws for involuntary psychiatric holds for child and adult emergencies. Or the response is missing.

• Explain the differences among emergency hospitalization for evaluation/psychiatric hold, inpatient commitment, and outpatient commitment in your state. 14 (14%) – 15 (15%)

The response includes an accurate and concise explanation of the differences among emergency hospitalization for evaluation/psychiatric hold, inpatient commitment, and outpatient commitment in your state. Explore Legal and Ethical Issues Surrounding Psychiatric Emergencies

12 (12%) – 13 (13%)

The response includes a well-organized explanation of the differences among emergency hospitalization for evaluation/psychiatric hold, inpatient commitment, and outpatient commitment in your state.

11 (11%) – 11 (11%)

The response includes a somewhat vague explanation of the differences among emergency hospitalization for evaluation/psychiatric hold, inpatient commitment, and outpatient commitment in your state.

0 (0%) – 10 (10%)

The response includes a vague explanation of the differences among emergency hospitalization for evaluation/psychiatric hold, inpatient commitment, and outpatient commitment in your state. Or the response is missing.

• Explain the difference between capacity and competency in mental health contexts. 9 (9%) – 10 (10%)

The response includes an accurate and concise explanation of the difference between capacity and competency in mental health contexts.

8 (8%) – 8 (8%)

The response includes an accurate explanation of the difference between capacity and competency in mental health contexts.

7 (7%) – 7 (7%)

The response includes a somewhat vague or incomplete explanation of the difference between capacity and competency in mental health contexts.

0 (0%) – 6 (6%)

The response includes a vague or inaccurate explanation of the difference between capacity and competency in mental health contexts. Or the response is missing.

• Select one of the following topics and explain one legal issue and one ethical issue related to this topic that may apply within the context of treating psychiatric emergencies: patient autonomy, EMTALA, confidentiality, HIPAA privacy rule, HIPAA security rule, protected information, legal gun ownership, career obstacles (security clearances/background checks), and payer source. 14 (14%) – 15 (15%)

The response accurately and concisely explains one legal and one ethical issue related to the selected topic, within the context of treating psychiatric emergencies.

12 (12%) – 13 (13%)

The response accurately explains one legal and one ethical issue related to the selected topic, within the context of treating psychiatric emergencies.

11 (11%) – 11 (11%)

The response somewhat vaguely or innacurately explains one legal and one ethical issue related to the selected topic, within the context of treating psychiatric emergencies.

0 (0%) – 10 (10%)

The response vaguely or innacurately explains one legal and one ethical issue related to the selected topic, within the context of treating psychiatric emergencies. Or, response is missing.

•Identify one evidence-based suicide risk assessment that you could use to screen patients. Attach a copy or a link to the assessment you identified. 14 (14%) – 15 (15%)

The response identifies and explains an appropriate, evidence-based suicide risk assessment that could be used to screen patients. A copy of or a link to the assessment is included.

12 (12%) – 13 (13%)

The response identifies an appropriate, evidence-based suicide risk assessment that could be used to screen patients. A copy of or a link to the assessment is included.

11 (11%) – 11 (11%)

The risk assessment identified is somewhat inappropriate for the intended use or dated. A copy of or a link to the assessment may be missing.

0 (0%) – 10 (10%)

The risk assessment identified is inappropriate for the intended use, not evidence based, or dated. Or, response is missing.

• Identify one evidence-based violence risk assessment that you could use to screen patients. Attach a copy or a link to the assessment you identified. 14 (14%) – 15 (15%)

The response identifies and explains an appropriate, evidence-based violence risk assessment that could be used to screen patients. A copy of or a link to the assessment is included.

12 (12%) – 13 (13%)

The response identifies an appropriate, evidence-based violence risk assessment that could be used to screen patients. A copy of or a link to the assessment is included.

11 (11%) – 11 (11%)

The risk assessment identified is somewhat inappropriate for the intended use or dated. A copy of or a link to the assessment may be missing.

0 (0%) – 10 (10%)

The risk assessment identified is inappropriate for the intended use, not evidence based, or dated. Or, response 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. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.

5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

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

4 (4%) – 4 (4%)

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

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

3.5 (3.5%) – 3.5 (3.5%)

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

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

0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion were provided.

Written Expression and Formatting – English writing standards:

Correct grammar, mechanics, and proper punctuation

5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors

4 (4%) – 4 (4%)

Contains 1-2 grammar, spelling, and punctuation errors Explore Legal and Ethical Issues Surrounding Psychiatric Emergencies

3.5 (3.5%) – 3.5 (3.5%)

Contains 3-4 grammar, spelling, and punctuation errors

0 (0%) – 3 (3%)

Contains five or more grammar, spelling, and punctuation errors that interfere with the reader’s understanding

Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. 5 (5%) – 5 (5%)

Uses correct APA format with no errors

     

 

Family Health Assessment Assignment

Family Health Assessment Assignment

This learning activity aims for a full understanding and unbiased view of the family—not just its problems, but also its strengths, values, and goals. Understanding family structure and style is essential to caring for a family in the community setting. Conducting a family interview and needs assessment gathers information to identify strengths, as well as potential barriers to health. This information ultimately helps develop family-centered strategies for support and guidance.

ORDER  A PLAGIARISM FREE PAPER  NOW

See the Interview Questionnaire in the attached document below.

Family assessment assignment- community.docx Download Family assessment assignment- community.docx

Upon completion of the interview, write a 750-1,000-word post.

Analyze your assessment findings and the family’s answers to your questions. Family health assessment is a two-part assignment. The information you gather in the first part of the assignment will be utilized for the second part of the assignment.

  1. Select a family, other than your own, and seek permission from the family to conduct an interview. Utilize the interview questions complied in your interview questionnaire to conduct a family-focused functional assessment.
  2. Document the responses as you conduct the interview. Do not put the family’s name, but utilize initials, the gender of each family member, and their age. Family Health Assessment Assignment

Your work must include the following:

  • Describe the family structure. Include individuals and any relevant attributes defining the family composition, race/ethnicity, social class, spirituality, and environment.
  • Summarize the overall health behaviors of the family. Describe the current health of the family.
  • Based on your findings, describe at least two of the functional health pattern strengths noted in the findings.
  • Discuss three areas in which health problems or barriers to health were identified?
  • Your assignment must include an eco-map and a genogram – as shown in the required textbook.

Submission Instructions:

  • The work is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.
  • The work is to be 750-1000 words in length, excluding the title, abstract and references page.
  • Incorporate a minimum of 3 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to APA style (the library has a copy of the APA Manual).
  • Your work should be formatted per APA and references should be current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions)

Understanding family structure and style is essential to caring for a family in the community setting. Conducting a family interview and needs assessment gathers information to identify strengths, as well as potential barriers to health. This information ultimately helps develop family-centered strategies for support and guidance.

This family health assessment is a two-part assignment. The information you gather in the first part of the assignment will be utilized for the second part of the assignment.

Select a family, other than your own, and seek permission from the family to conduct an interview. Utilize the interview questions complied in your interview questionnaire to conduct a family-focused functional assessment. Document the responses as you conduct the interview. Do not put the family’s name, but utilize initials, the gender of each family member, and their age. Family Health Assessment Assignment

 

The Interview Questionnaire

Develop an interview questionnaire to be used in a family-focused functional assessment. The questionnaire must include open-ended, family-focused questions to assess functional health patterns for each of the following:

  1. Collect information about the family’s environment. Is it a single-family dwelling? Are there hazards in the environment, accident hazards, do they have indoor plumbing and cooking facilities? What type of heating or cooling system is being used in the home?
  2. Does anyone in the family smoke, use chewing tobacco, consume alcohol, or illegal drug use?
  3. Values/Health Perception – how does the family assess their health status? What do they feel that they need to work on or trouble areas?
  4. Who is the head of the household? Who has the final say in family decisions?
  5. Does the family operate with specific assigned roles, or are the roles less defined? Who cooks dinner? Who does chores? Who helps the children with homework, bathes, and feeds them?
  6. How is the family performing in their roles? Are there work or school-related strain? Are the children performing well in school?
  7. Role Relationship- are the interactions within the family healthy or strained?
  8. What are the family’s health-related behaviors? (Nutrition, Sleep, Activity/Exercise)
  9. How does the family earn their income? Do the parents both work?
  10. Are there cultural issues that are unique to the family? Do they use home remedies or other complementary health methods?  Family Health Assessment Assignment

 

Upon completion of the interview, write a 750-1,000-word paper.

Analyze your assessment findings and the family’s answers to your questions.

Include the following in your paper:

  1. Describe the family structure. Include individuals and any relevant attributes defining the family composition, race/ethnicity, social class, spirituality, and environment.
  2. Summarize the overall health behaviors of the family. Describe the current health of the family.
  3. Based on your findings, describe at least two of the functional health pattern strengths noted in the findings. Discuss three areas in which health problems or barriers to health were identified?
  4. Your assignment must include an eco-map and a genogram- as shown in the required textbook.  Family Health Assessment Assignment

Psychotherapy With Trauma and Stressor-Related Disorders

Psychotherapy With Trauma and Stressor-Related Disorders

Psychotherapy With Trauma and Stressor-Related Disorders

Disorders resulting from trauma are significantly different from other psychiatric-mental health issues. Unlike disorders such as schizophrenia or major depressive disorder, trauma-related disorders do not occur randomly in the population. Instead, trauma is something that occurs as a result of the lived experience of a traumatic event. According to the National Institute of Mental Health (2017), more than half of the population will experience a traumatic event during their lifetime. Although most people will recover from the trauma on their own, some require therapeutic interventions. While there are medications that can help individuals with trauma and posttraumatic stress disorder (PTSD), the foundation of treatment continues to be psychotherapy.  Psychotherapy With Trauma and Stressor-Related Disorders

ORDER  A PLAGIARISM FREE PAPER  NOW

This week, you explore psychotherapy for trauma by assessing a case presentation for clients presenting with posttraumatic stress disorder. You also examine therapies for treating these clients and consider potential outcomes.

Reference: National Institute of Mental Health. (2017). Post-traumatic stress disorder (PTSD). https://www.nimh.nih.gov/health/statistics/post-traumatic-stress-disorder-ptsd.shtml

Learning Objectives

Students will:

  • Explain the neurobiological basis for PTSD
  • Apply assessment and diagnostic reasoning skills to clients presenting with posttraumatic stress disorder
  • Recommend therapeutic approaches for treating clients presenting with posttraumatic stress disorder
  • Analyze the importance of using evidence-based psychotherapy treatments for clients with posttraumatic stress disorder

Learning Resources

Required Readings (click to expand/reduce)

 

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/book/10.1176/appi.books.9780890425787

American Psychiatric Association. (2017). Clinical practice guideline of PTSD. https://www.apa.org/ptsd-guideline

Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach. https://ncsacw.samhsa.gov/userfiles/files/SAMHSA_Trauma.pdf

Credit: Substance Abuse and Mental Health Services Administration. SAMHSA’s Concept  of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration, 2014.

Tye, S., Van Voorhees, E., Hu, C., & Lineberry, T. (2015). Preclinical perspectives on posttraumatic stress disorder criteria in DSM-5. Harvard Review of Psychiatry, 23(1), 51–58. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4542003/

Credit: Preclinical Perspectives on Posttraumatic Stress Disorder Criteria in DSM-5 by Susannah Tye, PhD, Elizabeth Van Voorhees, PhD, Chunling Hu, MD, PhD, and Timothy Lineberry, MD, in HARVARD REVIEW OF PSYCHIATRY, Vol. 23/Issue 1. Copyright 2015 by ROUTLEDGE. Reprinted by permission of ROUTLEDGE via the Copyright Clearance Center.

 

Wheeler, K. (Ed.). (2020). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (3rd ed.). Springer Publishing.

  • Chapter 3, “Assessment and Diagnosis” (Previously read in Week 2)
  • Chapter 7, “Eye Movement Desensitization and Reprocessing Therapy”
  • Chapter 11, “Trauma Resiliency Model Therapy”
  • Chapter 15, “Trauma-Informed Medication Management”
  • Chapter 17, “Stabilization for Trauma and Dissociation”
  • Chapter 18, “Dialectical Behavior Therapy for Complex Trauma”

Required Media (click to expand/reduce)

 

Grande, T. (2019, August 21). Presentation example: Posttraumatic stress disorder (PTSD) [Video]. YouTube. https://www.youtube.com/watch?v=RkSv_zPH-M4

 

Gift from Within. (Producer). (2008). PTSD and veterans: A conversation with Dr. Frank Ochberg [Video]. https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/ptsd-and-veterans-a-conversation-with-dr-frank-ochberg

 

Know & Grow with Dr. K. (2021, July 18). Does your child suffer from post traumatic stress disorder? (Strictly Medical-English Version). [Video]. YouTube. https://www.youtube.com/watch?v=o98ilXH5gto

 

ORDER  A PLAGIARISM FREE PAPER  NOW

Assignment: Posttraumatic Stress Disorder

It is estimated that more almost 7% of the U.S. population will experience posttraumatic stress disorder (PTSD) in their lifetime (National Institute of Mental Health, 2017). This debilitating disorder often interferes with an individual’s ability to function in daily life. Common symptoms of anxiousness and depression frequently lead to behavioral issues, adolescent substance abuse issues, and even physical ailments. For this Assignment, you examine a PTSD video case study and consider how you might assess and treat clients presenting with PTSD.

To prepare:

  • Review this week’s Learning Resources and reflect on the insights they provide about diagnosing and treating PTSD.
  • View the media Presentation Example: Posttraumatic Stress Disorder (PTSD) and assess the client in the case study.
  • For guidance on assessing the client, refer to Chapter 3 of the Wheeler text.

Note: To complete this Assignment, you must assess the client, but you are not required to submit a formal comprehensive client assessment.

The Assignment

Succinctly, in 1–2 pages, address the following:

  • Briefly explain the neurobiological basis for PTSD illness.
  • Discuss the DSM-5-TR diagnostic criteria for PTSD and relate these criteria to the symptomology presented in the case study. Does the video case presentation provide sufficient information to derive a PTSD diagnosis? Justify your reasoning. Do you agree with the other diagnoses in the case presentation? Why or why not?
  • Discuss one other psychotherapy treatment option for the client in this case study. Explain whether your treatment option is considered a “gold standard treatment” from a clinical practice guideline perspective, and why using gold standard, evidence-based treatments from clinical practice guidelines is important for psychiatric-mental health nurse practitioners.

Support your Assignment with specific examples from this week’s media and at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources

 

Also attach and submit PDFs of the sources you used.

Rubric Detail

A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item and made it available to you. Select Grid View or List View to change the rubric’s layout.
Content
Name: NRNP_6645_Week9_Assignment_Rubric

• Grid View
• List View
Excellent

90%–100% Good

80%–89% Fair

70%–79% Poor

0%–69%
Succinctly, in 1–2 pages, address the following:
• Briefly explain the neurobiological basis for PTSD illness. Points Range:14 (14.00%) – 15 (15.00%)
The response includes an accurate and concise explanation of the neurobiological basis for PTSD illness. Points Range:12 (12.00%) – 13 (13.00%)
The response includes an accurate explanation of the neurobiological basis for PTSD illness. Points Range:11 (11.00%) – 11 (11.00%)
The response includes a somewhat vague or inaccurate explanation of the neurobiological basis for PTSD illness. Points Range:0 (0.00%) – 10 (10.00%)
The response includes a vague or inaccurate explanation of the neurobiological basis for PTSD illness. Or, response is missing.
• Discuss the DSM-5-TR diagnostic criteria for PTSD and relate these criteria to the symptomology presented in the case study. Does the video case presentation provide sufficient information to derive a PTSD diagnosis? Justify your reasoning. Do you agree with the other diagnoses in the case presentation? Why or why not? Points Range:23 (23.00%) – 25 (25.00%)
The response includes an accurate and concise description of the DSM-5-TR diagnostic criteria for PTSD and an accurate explanation of how they relate to the symptomology presented in the case study.

The response includes a concise explanation of whether the case provides sufficient information to derive the PTSD and other diagnoses. Justification demonstrates strong diagnostic reasoning and critical thinking skills. Points Range:20 (20.00%) – 22 (22.00%)
The response includes an accurate description of the DSM-5-TR diagnostic criteria for PTSD and an adequate explanation of how they relate to the symptomology presented in the case study.

The response includes an explanation of whether the case provides sufficient information to derive the PTSD and other diagnoses. Justification demonstrates adequate diagnostic reasoning and critical thinking skills. Points Range:18 (18.00%) – 19 (19.00%)
The response includes a somewhat vague or inaccurate description of the DSM-5-TR diagnostic criteria for PTSD and a somewhat vague or inaccurate explanation of how they relate to the symptomology presented in the case study.

The response includes a vague or inaccurate explanation of whether the case provides sufficient information to derive the PTSD and other diagnoses. Justification demonstrates somewhat inadequate diagnostic reasoning and critical thinking skills. Points Range:0 (0.00%) – 17 (17.00%)
The response includes a vague or inaccurate description of the DSM-5-TR diagnostic criteria for PTSD and a vague or inaccurate explanation of how they relate to the symptomology presented in the case study. Or, response is missing.

The response includes a vague or inaccurate explanation of whether the case provides sufficient information to derive the PTSD and other diagnoses. Justification demonstrates poor diagnostic reasoning and critical thinking skills. Or, response is missing.
• Discuss one other psychotherapy treatment option for the client in this case study. Explain whether your treatment option is considered a “gold standard” treatment from a clinical practice guideline perspective, and why using gold standard, evidence-based treatments from clinical practice guidelines is important for psychiatric-mental health nurse practitioners. Points Range:27 (27.00%) – 30 (30.00%)
The response includes an accurate and concise explanation of one other psychotherapy treatment option for the client in this case study. Psychotherapy With Trauma and Stressor-Related Disorders

The response clearly and concisely explains whether the recommended treatment option is a “gold standard” treatment and why using gold standard, evidence-based treatments from clinical practice guidelines is important for PMHNPs. Points Range:24 (24.00%) – 26 (26.00%)
The response includes an accurate explanation of one other psychotherapy treatment option for the client in this case study.

The response adequately explains whether the recommended treatment option is a “gold standard” treatment and why using gold standard, evidence-based treatments from clinical practice guidelines is important for PMHNPs. Points Range:21 (21.00%) – 23 (23.00%)
The response includes a somewhat vague or incomplete explanation of one other psychotherapy treatment option for the client in this case study.

The response provides a somewhat vague or incomplete explanation of whether the recommended treatment option is a “gold standard” treatment and why using gold standard, evidence-based treatments from clinical practice guidelines is important for PMHNPs. Points Range:0 (0.00%) – 20 (20.00%)
The response includes a vague and inaccurate explanation of one other psychotherapy treatment option for the client in this case study, or the treatment option is innappropriate. Or, response is missing.

The response provides a vague or incomplete explanation of whether the recommended treatment option is a “gold standard” treatment and why using gold standard, evidence-based treatments from clinical practice guidelines is important for PMHNPs. Or, response is missing.
· Support your approach with specific examples from this week’s media and at least three peer-reviewed, evidence-based sources. PDFs are attached. Points Range:14 (14.00%) – 15 (15.00%)
The response is supported by specific examples from this week’s media and at least three peer-reviewed, evidence-based sources from the literature that provide strong support for the rationale provided. PDFs are attached. Points Range:12 (12.00%) – 13 (13.00%)
The response is supported by examples from this week’s media and three peer-reviewed, evidence-based sources from the literature that provide appropriate support for the rationale provided. PDFs are attached. Points Range:11 (11.00%) – 11 (11.00%)
The response is supported by examples from this week’s media and two or three peer-reviewed, evidence-based sources from the literature. Examples and resources selected may provide only weak support for the rationale provided. PDFs may not be attached. Points Range:0 (0.00%) – 10 (10.00%)
The response is supported by vague or inaccurate examples from the week’s media and/or evidence from the literature, 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. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. Points Range:5 (5.00%) – 5 (5.00%) Psychotherapy With Trauma and Stressor-Related Disorders
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineates all required criteria. Points Range:4 (4.00%) – 4 (4.00%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive. Points Range:3.5 (3.50%) – 3.5 (3.50%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.

Purpose, introduction, and conclusion of the assignment are vague or off topic. Points Range:0 (0.00%) – 3 (3.00%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion were provided.
Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation Points Range:5 (5.00%) – 5 (5.00%)
Uses correct grammar, spelling, and punctuation with no errors. Points Range:4 (4.00%) – 4 (4.00%)
Contains 1 or 2 grammar, spelling, and punctuation errors. Points Range:3.5 (3.50%) – 3.5 (3.50%)
Contains 3 or 4 grammar, spelling, and punctuation errors. Points Range:0 (0.00%) – 3 (3.00%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. Points Range:5 (5.00%) – 5 (5.00%)
Uses correct APA format with no errors. Points Range:4 (4.00%) – 4 (4.00%)
Contains 1 or 2 APA format errors. Points Range:3.5 (3.50%) – 3.5 (3.50%)
Contains 3 or 4 APA format errors. Points Range:0 (0.00%) – 3 (3.00%)
Contains many (≥ 5) APA format errors.
Name:NRNP_6645_Week9_Assignment_Rubric. Psychotherapy With Trauma and Stressor-Related Disorders

 

Laboratory For Diagnosis, Symptom And Illness Management

Laboratory For Diagnosis, Symptom And Illness Management

Adult Wellness Check up

Must use the sample template for your soap note.

Use APA format and must include a minimum of 2 Scholarly Citations.

The Patient History, CC, HPI, Assessment, and Plan should be of your own work and individualized to your made-up patient. 

 

Student Name: Jose Angel Ortega Suarez

Miami Regional University

Date of Encounter:

Preceptor/Clinical Site:

Clinical Instructor: Patricio Bidart MSN, APRN, FNP-C

 

Soap Note # ____   Main Diagnosis: Type 2 Diabetes Mellitus

 

PATIENT INFORMATION

Name: JL

Age: Forty-two years

Gender at Birth:

Gender Identity: Female

Source: Patient

Allergies: None

Current Medications:

  • Tylenol (PRN)

PMH: The female patient, aged forty-two, presents a history of being constantly thirsty and hungry. She also complained of excessive urination and constantly feeling weak and exhausted. Laboratory For Diagnosis, Symptom And Illness Management

ORDER  A PLAGIARISM FREE PAPER  NOW

Immunizations: She has completed all necessary immunizations, the last one being immunization against COVID-19 a year ago.

Preventive Care: Eating a healthy diet and walking once a week to keep feet

Surgical History: CS, seven years ago

Family History:

  • The patient’s mother, aged seventy, is diabetic
  • The patient’s father, aged seventy-four, has high blood pressure.
  • Sister aged thirty has no known medical problems

Social History: Patient drinks alcohol socially once in a while. She denies smoking cigarettes or any other addictive substances.

Sexual Orientation:  Straight

Nutrition History:  Patient often eats homemade meals on weekends but eats in restaurants on weekdays. Once a month, she has a family dinner at home with her parents and sister.

Subjective Data:

Chief Complaint: “I have been constantly weak and tired for the past month. I am also constantly thirsty and hungry. I have also concerned because I urinate too frequently.”

Symptom analysis/HPI:

The patient is a forty-two-year-old female. She presents with complaints of polyuria and frequent thirst and hunger. She also reports being lethargic and having episodes of dizziness.

Review of Systems (ROS)

CONSTITUTIONAL: Pt. denies losing weight. She reports episodes of general body weakness

NEUROLOGIC: Pt. reports dizziness. She denies having constant headaches

HEENT:  Pt. denies having any visual disturbances. She denies having nasal discharges or blockages. Pt. denies having throat pain or swellings in the neck region

RESPIRATORY: Pt. denies having difficulties in breathing or chest pains

CARDIOVASCULAR: Patient denies experiencing any tightness of the chest or tachycardia

GASTROINTESTINAL: Pt. denies having stomach pains, discomfort, or bloating. She denies any diarrhea or vomiting.

GENITOURINARY: Pt. reports constant urination and thirst. Laboratory For Diagnosis, Symptom And Illness Management

MUSCULOSKELETAL: Pt. denies having aches in the body muscles

SKIN: Patient denies having any discolorations or skin eruptions. She denies having any changes in the texture of her skin.

Objective Data:

VITAL SIGNS: Temp: 98.5, BP: 125/70mmHg, HT: 5’2, WT: 158lbs

GENERAL APPREARANCE: Patient is a well-groomed, obese woman with a pleasant demeanor

NEUROLOGIC: Pt. is alert and oriented to place and time

HEENT: Nasal mucosa is pink and moist with no ulcerations or discharges. Vision is 20/20 in both the left and right eye. The patient’s ears have no visible swellings or discharges. Throat has no signs of nodular swellings. The neck is supple with no tenderness or inflammations.

CARDIOVASCULAR: Pt.’s heart rate is normal, with no fluctuations, murmurs, or tachycardia

RESPIRATORY: Pt. has normal breathing sounds. No gallops or wheezes are noted

GASTROINTESTINAL: The abdomen is non-tender, with no palpable masses

MUSCULOSKELETAL: No aches or masses are noted in major muscles on palpation

INTEGUMENTARY: Patient’s skin has no discoloration or rashes.

 

ASSESSMENT:

Patient presents with complaints of being constantly weak and dizzy. She also reported that she had been urinating more frequently than usual in the past month and was constantly thirsty and hungry. A review of the body systems showed that the patient had polyuria and polyphagia. It also showed repeated episodes of dizzy spells and lethargy. A physical examination of the patient showed no abnormalities in the cardiovascular, respiratory, or gastrointestinal system.

Main Diagnosis

Type 2 diabetes mellitus without complications, whose ICD code value is E11. 9. It is a condition characterized by excessive blood sugar levels that result in the presenting symptoms, including constant thirst and hunger and frequent micturition (Zheng et al., 2018). It also causes patients to be constantly tired and experience unexplained weight loss.

Differential diagnosis

-Hyperthyroidism (ICD 10-EO3.9). The condition is marked by constant fatigue and weakness. Also, patients with the condition urinate and sweat frequently (Carpenter et al., 2019). The ailment can be ruled out by carrying out a diagnostic procedure to gauge the functionality level of the patient’s thyroid.

-Metabolic syndrome (ICD 10-E88.81). The condition is marked by frequent thirst and hunger and constant body weakness. It can be ruled out by carrying out diagnostic tests such as blood tests to determine blood cholesterol and triglycerides (Carpenter et al., 2019). The cholesterol and triglyceride levels in patients with the condition are usually abnormally high.

– Anemia (ICD 10- D64.9). The condition precipitates clinical manifestations such as body weakness and dizziness (Carpenter et al., 2019). However, it causes other symptoms absent in the patient, such as changes in the color of the skin and difficulties in breathing. Laboratory For Diagnosis, Symptom And Illness Management

PLAN:

Labs and Diagnostic Test to be ordered (if applicable)

  • – Random blood sugar: The patient’s blood will be drawn at no specific time and tested to determine the blood sugar levels (Zheng et al., 2018). A blood sugar level above 200mg/dl confirms that a patient has the ailment.
  • – Fasting blood sugar test-Patient’s blood is collected early in the morning before eating anything and tested to determine the blood sugar level (Zheng et al., 2019). If the value is higher than 126mg/l, then the patient has the condition

Pharmacological treatment:

  • The patient will be placed on an oral dose of metformin (Fortamet) tablets at 500mg Q12hrs (Zheng et al., 2018).

Non-Pharmacologic treatment:

A lifestyle modification program will be recommended to the patient to lower her basal blood sugar levels (Carpenter et al., 2019). It will include eating a healthy diet that has low sugar levels and engaging in a regular exercising program to reduce her body weight.

Education

The patient will be educated on the significance of constantly monitoring her blood sugar levels to avoid developing a medical crisis (Carpenter et al., 2019). She will also be enlightened on the significance of adhering to the prescribed treatment plan.

Follow-ups/Referrals:

The patient will be advised to visit the emergency on a follow-up visit after a month for a check-up to assess her tolerance to the prescribed medication. She will be referred to a dietitian for a recommendation of an appropriate diet plan that will help her lose weight and maintain low blood sugar levels.

 

 

 

References

Carpenter, R., DiChiacchio, T., & Barker, K. (2019). Interventions for self-management of type 2 diabetes: an integrative review. International journal of nursing sciences6(1), 70-91.

Zheng, Y., Ley, S. H., & Hu, F. B. (2018). Global aetiology and epidemiology of type 2 diabetes mellitus and its complications. Nature reviews endocrinology14(2), 88-98. Laboratory For Diagnosis, Symptom And Illness Management

 

NR393 COURSE PROJECT PHASE 1: SELECTED NURSE INFORMATION TEMPLATE

NR393 COURSE PROJECT PHASE 1: SELECTED NURSE INFORMATION TEMPLATE

NR393 Course Project Phase 1:

Selected Nurse Information Template

 

Student Name: Javier Hernandez Tamayo

Date: 07/13/2022

 

Directions: Answer the following areas and questions below using details to address criteria/content. Review your rubric to ensure you answer each area.

 

  1. Name, Credentials, Email, and Phone Number of Selected Nurse (25 points)

Name: Annette Caravia.

Credentials: RN, BSN, APRN, CPHON, OCN, BMTCN,

Email Address: annetteca@baptisthealth.net

Phone Number: 786-527-7985

  1. Years Selected Nurse Has Been an RN and practice areas (15 points)

How many years has your selected nurse been an RN? 15 Years at now.

What areas of practice has this nurse worked? Pediatric and Adult Hematology/Oncology Bone Marrow Transplant. Nurse Educator. NR393 COURSE PROJECT PHASE 1: SELECTED NURSE INFORMATION TEMPLATE

  1. How long have you known this RN and how did you meet? Include details for each answer. (25 points)

How long have you known your selected RN? 3 Years

How did you meet? We first meet in my interview for the Bone Marrow Transplant Program at Baptist Health South Florida. Then she was my Educator in the Residency for BMT Nurses and Tutor for my BMTCN.

ORDER  A PLAGIARISM FREE PAPER  NOW

  1. Why did you select this RN? How do you think this RN is making history? Include details for each answer. (40 points)

Why did you select this RN?

She is Pediatric and Adult Oncology Nurse. She has actively offered empathetic care to the minority individuals facing various disparities, especially Bone Marrow Transplant Patients and their family members. She advocates for her patients and through the years accumulates experience, knowledge, passion, and resilience providing care to this special population.

How do you think your selected RN is making history? 

One of the key areas that she is making history is her role as Nurse Educator. She possesses strong clinical experience in Oncology and Bone Marrow Transplant, providing care to Pediatric and Adult population, holds Certifications in Oncology and Bone Marrow Transplant for Adult and Pediatric patients and is an excellent communicator. Also, her influence over the new nurses and staff building strong knowledge, skills and incorporating best practice standards and evidence base practice into their teaching strategies to improve the quality of patient care. NR393 COURSE PROJECT PHASE 1: SELECTED NURSE INFORMATION TEMPLATE

How do you think your selected RN is making history?       

  1. Date, time, and location of scheduled conversation (30 points)

Note: Date must be scheduled between Saturday of Week 2 or during Week 3.

Date of scheduled conversation: July 20th, 2022

Time of scheduled conversation: 2:00pm ETA

Location of scheduled conversation: Clinical Educator’s Office, BHM

  1. Submission method planned for Week 3 Phase 2: Conversation with the Selected Nurse (15 points)

      How do you plan to submit your Week 3 Phase 2: Conversation with the Selected Nurse? Select One:  Typed.

The submission process will be through typing which will later be delivered to the supervisor. This will be important in ensuring that detailed and correct information about the conversation is provided.

NR393 Course Project Phase 2:

Conversation With the Selected Nurse Template

Directions: Prior to completing this conversation, carefully review directions, tutorial, and rubric for this assignment. Replace “Name of Student” with your first and last name. Replace “Name of Selected Nurse” with Selected Nurse’s first and last name. Use exact words spoken by each person if using as a transcript. Highlighted italicized questions need to be stated exactly.

For Example:

Selected Nurse States Verbal Permission for Conversation and Submission (25 points)

Karen (Student): Do you agree to this recorded conversation and submission to my instructor for grading purposes?

Margaret (Selected Nurse): Yes. I agree

 

Student Name: _____________________

 

Introduction:

Student Introduction and Statement of Purpose (20 points)

 

Name of Student: [Words Student says]

 

Selected Nurse Introduction (20 points)

 

Name of Selected Nurse: [Words Nurse says]

 

Selected Nurse States Verbal Permission for Conversation and Submission (25 points)

Name of Student: Do you agree to this recorded conversation and submission to my instructor for grading purposes?

Name of Selected Nurse: [Words Nurse says]

 

 

Questions and Answers 

Question 1    

Name of Student: What are your favorite memories of nursing school from your Student days?

Name of Selected Nurse: [Words spoken by Nurse to answer question]

 

Name of Student: [Words spoken by Student to answer question] NR393 COURSE PROJECT PHASE 1: SELECTED NURSE INFORMATION TEMPLATE

 

 

Question 2    

Name of Student: How did your first year of RN practice compare to your nursing practice today?

Name of Selected Nurse: [Words spoken by Nurse to answer question]

 

Name of Student: [Words spoken by Student to answer question]

 

 

Question 3    

Name of Student: What were some nursing practices that you used in your earlier years that are no longer used today? Why are they no longer used?

Name of Selected Nurse: [Words spoken by Nurse to answer question]

 

Name of Student: [Words spoken by Student to answer question]

 

Question 4    

Name of Student: How have specific persons or events significantly impacted your practice over the years?

Name of Selected Nurse: [Words spoken by Nurse to answer question]

 

Name of Student: [Words spoken by Student to answer question]

 

Question 5

Name of Student: How have you impacted the nursing practice of others?

Name of Selected Nurse: [Words spoken by Nurse to answer question]

 

Name of Student: [Words spoken by Student to answer question]

 

 

Question 6

Name of Student: What contributions have you made to nursing in the areas of leadership, provision of care, and/or evidence-based practice?

Name of Selected Nurse: [Words spoken by Nurse to answer question]

 

Name of Student: [Words spoken by Student to answer question]

 

Question 7    

Name of Student: What challenges in today’s nursing can be improved using lessons from the past?

Name of Selected Nurse: [Words spoken by Nurse to answer question] NR393 COURSE PROJECT PHASE 1: SELECTED NURSE INFORMATION TEMPLATE

 

Name of Student: [Words spoken by Student to answer question]

 

Question 8    

Name of Student: Who is your favorite famous Nurse from nursing history?

Name of Selected Nurse: [Words spoken by Nurse to answer question]

 

Name of Student: [Words spoken by Student to answer question]

 

Question 9    

Name of Student: How do you use that famous Nurse’s examples in your own practice?

Name of Selected Nurse: [Words spoken by Nurse to answer question]

 

Name of Student: [Words spoken by Student to answer question]

 

 

Question 10  

Name of Student: Based on your nursing past, what advice would you give to the new Nurse today?

Name of Selected Nurse: [Words spoken by Nurse to answer question]

 

Name of Student: [Words spoken by Student to answer question]

 

 

Optional Question   

Name of Student: [Question asked]

Name of Selected Nurse: [Words spoken by Nurse to answer question]

Name of Student: [Words spoken by Student to answer question]

 

Optional Question   

Name of Student: [Question asked]

Name of Selected Nurse: [Words spoken by Nurse to answer question]

Name of Student: [Words spoken by Student to answer question]

 

Optional Question   

Name of Student: [Question asked]

Name of Selected Nurse: [Words spoken by Nurse to answer question]

Name of Student: [Words spoken by Student to answer question]

 

 

Conclusion:

Gratitude (20 points)

Name of Student: [Words Student says]

Optional – Name of Selected Nurse: [Words Selected Nurse says]

 

Summary (20 points)

Name of Student: [Words Student says]

Optional – Name of Selected Nurse: [Words Selected Nurse says] NR393 COURSE PROJECT PHASE 1: SELECTED NURSE INFORMATION TEMPLATE

 

 

 

Critical Thinking and Evidence-based pravtice .

Critical Thinking and Evidence-based pravtice .

* Make 3 short paragraphs comment about this essay

Critical thinking involves the ability to take results of an assessment and plan accordingly. It is being able to foresee possible problems and preventing negative outcomes. For example, in the NICU, evidence has proven that a baby whose temperature drops is on the verge of getting sick. A low temperature is usually the first indicator that there may be a problem. We use critical thinking to immediately choose not to feed the baby and report it to the doctor. If the temperature cannot come up, we decide not to feed the baby due to lack of blood flow to the intestines. Thus, preventing further complications.

 

Critical thinking is looking beyond what you have in front of you when making decisions for your patient’s care, and using evidence-based practice for continuity of care. It’s important to know what works and what doesn’t in patient care. So we can continue to make good choices that will decrease patient stays at hospitals, and increase quality of life.

ORDER A PLAGIARISM FREE PAPER NOW

Mexican Heritage and Cuban Heritage

Mexican Heritage and Cuban Heritage

Mexican Heritage and Cuban Heritage:

This is a Power Point Presentation that should have 12-15 slides. Preparation for the presentation will include synthesizing the information from readings, scientific literature, Internet resources and other sources.

This presentation should address the following:

History, values, and worldview, language and communication patterns, art and other expressive forms, norms and rules, lifestyle characteristics, relationship patterns, rituals, the degree of assimilation or marginalization from mainstream society, and health behavior and practices.

In addition to describing these characteristics, the presentation must include:

a) a comparative and contrast analysis of common characteristics and distinguishing traits between the groups

b) a discussion of differential approaches needed by health care professionals

This is the only special assignment in this course. The assignment will be posted in Turnitin for grading and verify originality and in the discussion tab of the blackboard for your peers to view and comment. The assignment must be presented in an APA format, PowerPoint, Times New Roman 12 font attached to the forum in the assignment tab and discussion board title “Population presentation”.

ORDER A PLAGIARISM FREE PAPER NOW

****Example:

History slide: You will have the History of one heritage on one side and the other heritage on the other side. In the speaker note, you will elaborate on both their history. You will compare and contrast through out every slide between the two heritage.

Health Promotion Project :Chosen topic mental health illness promotion and prevention

Health Promotion Project :Chosen topic mental health illness promotion and prevention

Assignment 7.1: Health Promotion healthcare program – Final Paper

Confirm that your project meets all of the following guidelines, then submit your final paper.

  1. Choose one of the HHS Prevention strategies that is of interest to you and relevant to advance practice nursing. (Be specific. For example, elderly African American men or Hispanic Kindergarten aged children.)
    • Provide a brief overview of the mission of the program.
    • Define the community or population being targeted.
  2. Define the health promotion/wellness topic: include background & clinical significance
    • Describe the effect of the issue/topic on the client & community.
    • Describe the effect of the issue/topic on the health care system as a whole.
  3. Explain (in detail) program goals/interventions
    • How are the goals carried out?
    • What organizations are involved in the program?
    • Most of the programs have a whitepaper in pdf form that can be downloaded from the site.
  4. Evidence-based literature to support the intervention/program
    • Find literature to support the need for the program.
    • A minimum of three peer-reviewed sources.
    • Not more than five years old, with the exception of a landmark study.
  5. Assessment of resources
    • What resources are currently available? This does not refer to the availability of literature to support the program.
    • Is there adequate access to the resources?
  6. Barriers to change / implementation
    1. What type of barriers exist that hinder or prohibit change? Be specific.
    2. What are barriers to implementing the change to policy/programs? Again, be specific.
  7. Summary
    1. Restate the program, what was discovered, and the need for the change.
    2. This should summarize your entire paper, no new concepts are brought in.
  8. References
    1. APA Format
    2. 10 References from reputable sources
    3. Minimum of five peer reviewed sources
    4. Not more than five years old, with the exception of a landmark study
  9. Helpful Hints
    1. Ask questions if you are unsure! This paper is 40% of your grade.
    2. Paper should be a minimum of 10 pages excluding title and reference pages.
    3. Use headings to organize your paper-it is helpful to create an outline using these headings to organize your thoughts and then write your paper.
    4. Follow your rubric carefully.
    5. These slides address the sections that should be present in your paper.
    6. Be cognizant of APA-if in doubt refer to your manual or the Purdue OWL
    7. Do not wait until the last minute to work on your paper.

APA format is required – 6th edition.

NOTE: Contact your course instructor if you have any questions pertaining to this project.

Similarity Score

  • After submitting your assignment, select Submission Details to view your similarity score.
  • Your similarity score will appear as a percentage next to your submitted file.
  • It may take up to 24 hours to view your similarity score.

    ORDER A PLAGIARISM FREE PAPER NOW

 

Tags: nursing final paper mental health

Evolving Practice of Nursing and Patient Care Delivery Models

Evolving Practice of Nursing and Patient Care Delivery Models

RESOURCES:

http://bhpr.hrsa.gov/nursing/index.html

https://www.nursingworld.org/~4af0e8/globalassets/docs/ana/ethics/new-delivery-models—final—haney—6-9-10-1532.pdf

http://www.healthcare.gov/law/timeline/index.html

http://c.ymcdn.com/sites/www.wocn.org/resource/resmgr/AdvocacyPolicy/PPACA_and_Nursing_-_Nursing_.pdf

http://www.aacn.nche.edu/education-resources/CulturalComp.pdf

 

QUESTION: (down below)

As the country focuses on the restructuring of the U.S. health care delivery system, nurses will continue to play an important role. It is expected that more and more nursing jobs will become available out in the community, and fewer will be available in acute care hospitals.

  1. Write an informal presentation (500-700 words) to educate nurses about how the practice of nursing is expected to grow and change. Include the concepts of continuity or continuum of care, accountable care organizations (ACO), medical homes, and nurse-managed health clinics.
  2. Share your presentation with nurse colleagues on your unit or department and ask them to offer their impressions of the anticipated changes to health care delivery and the new role of nurses in hospital settings, communities, clinics, and medical homes.
  3. In 800-1,000 words summarize the feedback shared by three nurse colleagues and discuss whether their impressions are consistent with what you have researched about health reform.
  4. A minimum of three scholarly references are required for this assignment.

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

ORDER A PLAGIARISM FREE PAPER NOW