Creating a Philosophy of Leadership Assignment

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Creating a Philosophy of Leadership Assignment

Please note, all NR534 discussions occur in small groups. For this reason, please review the Small Group Discussion Grading Rubric (Links to an external site.)

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Part 1: Individual

Whether or not it is written or verbally articulated, everyone has an idea or belief system about leadership that influences their behavior as a leader and a follower. Many factors combine that inform your leadership philosophy.

  • Discuss your personal beliefs, values, experiences, and current leadership principles and trends that influence your leadership philosophy.
  • In 3-5 sentences clearly articulate your personal leadership philosophy. This should begin with, “My philosophy of leadership is…..”
  • Describe how your leadership philosophy relates to the position and the organization within which you currently work. How does it affect the work you do, how you make decisions, and the culture you promote.

Part 2: With Your Group

  • Discuss the commonalities and differences among the statements from the group.
  • How does your personal philosophy compare to the philosophy of your organization? How do you reconcile discrepancies between them?
  • What impact does congruency between your personal leadership and the organization’s philosophy have on creating a person-centered, caring healthcare organization? Creating a Philosophy of Leadership Assignment

  • Small Group Discussion Grading Rubric

    Participation for MSN

    Small Group Discussion Guiding Principles

    The ideas and beliefs underpinning the small group discussions (GDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of GDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The GD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the GDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. GDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines. Wk1: Creating a Philosophy of Leadership

    Participation Guidelines

    Each weekly group discussion is worth a maximum of 50 points. Students must post a minimum of four times in each discussion. One of these posts must be a summary of learning for the week. The initial response to the discussion prompt must be posted by Wednesday, 11:59 p.m. MT, of each week. Each of the subsequent posts must occur on days following the initial response. The final posting deadline for all subsequent posts is by Sunday, 11:59 p.m. MT of each week. For week 8 only, subsequent posts must occur by the Saturday deadline-11:59 pm MT. If the student does not meet the Wednesday posting deadline for the initial posting, a late penalty is applied of 5 points. Not meeting the requirements for subsequent postings, either in number or deadline, will result in a loss of 5 points. Wk1: Creating a Philosophy of Leadership

    Group Discussion Responses

    Small group discussions provide the opportunity for deep exploration and new knowledge discovery of course topics. This type of exploration requires synthesis of various sources of information. Responses in group discussions should be substantive, reflect the student’s personal position on the topic, thoroughly address the information being asked for by the prompt, and include insights based on others’ postings. Direct quotes in group discussions should be a rare occurrence. These are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under Scholarliness and/or Course Knowledge rubric categories. Wk1: Creating a Philosophy of Leadership

     

    MSNST_GroupDiscussionGradingRubric_Final_2019.02.21 Executive Track

    MSNST_GroupDiscussionGradingRubric_Final_2019.02.21 Executive Track

    MSN-ST Executive Track

    Small Group Discussion Grading Rubric Guidelines

     

     

    Point Values

    		 Exceptional 

     

    		 Exceeds 

     

    		 Meets 

     

    		 Needs Improvement 

     

    		 Developing 

     
    Performance Category 15 14 13 9 0
    Scholarliness 

    Demonstrates achievement of scholarly inquiry for professional and academic decisions.

     

    		 All three elements are addressed and clearly accurately articulated 

     

     

     

     

     

    • develops a comprehensive analysis or synthesis of information on required topic

     

    • provides substantive support of analysis/synthesis evidenced by review of scholarly literature

     

     

    • uses relevant valid, current, and scholarly sources to support interpretations, analysis, and synthesis of information on required topic

    		 Two(2) of three (3) elements addressed and accurately articulated; remaining element vaguely addressed or is missing 

     

    • develops a comprehensive analysis or synthesis of information on required topic

     

    • provides substantive support of analysis/synthesis evidenced by review of scholarly literature

     

    • uses relevant valid, current, and scholarly sources to support interpretations, analysis, and synthesis of information on required topic

    		 All elements are present but lack clarity and are generally addressed; Little evidence of understanding of topic is present 

     

    • develops a comprehensive analysis or synthesis of information on required topic

     

    • provides substantive support of analysis/synthesis evidenced by review of scholarly literature

     

    • uses relevant valid, current, and scholarly sources to support interpretations, analysis, and synthesis of information on required topic

    		 2 or less elements are superficially addressed with little supportive evidence of understanding of topic is present 

     

    • develops a comprehensive analysis or synthesis of information on required topic

     

    • provides substantive support of analysis/synthesis evidenced by review of scholarly literature

     

    • uses relevant valid, current, and scholarly sources to support interpretations, analysis, and synthesis of information on required topic

    		 All three elements are missing or not discernible 

     

     

     

     

    • develops a comprehensive analysis or synthesis of information on required topic

     

    • provides substantive support of analysis/synthesis evidenced by review of scholarly literature

     

    • uses relevant valid, current, and scholarly sources to support interpretations, analysis, and synthesis of information on required topic

     

     

     
    Performance Category 15 14 13 9 0
    Course Knowledge 15.0 pts 

    All four (4) required elements are addressed and clearly articulated

     

     

     

     

    • Posts make direct reference to concepts discussed within lesson, scholarly sources, and guided discussion prompt

     

     

    •Interactions with classmates are engaging and encourage further exploration and discovery

     

    •Interactions with classmates are directly relevant to discussion topic

    • Applies concepts to personal experience in their professional setting and or relevant application to real life.

    		 Two of three elements addressed and clearly articulated, remaining element vaguely addressed or missing 

     

     

    •Posts make direct reference to concepts discussed within lesson, scholarly sources, and guided discussion prompt

     

    •Interactions with classmates are engaging and encourage further exploration and discovery

    • Interactions with classmates are directly relevant to discussion topic

    • Applies concepts to personal experience in their professional setting and or relevant application to real life

     

    		 All elements are present but lack clarity and are generally addressed; Little evidence of understanding of topic present 

     

     

    • Posts make direct reference to concepts discussed within lesson, scholarly sources, and guided discussion prompt

     

     

    • Interactions with classmates are engaging and encourage further exploration and discovery

     

    • Interactions with classmates are directly relevant to discussion topic

    • Applies concepts to personal experience in their professional setting and or relevant application to real life.

    		 Three or less elements are superficially addressed with little supportive evidence of understanding of topic present 

     

     

     

    • Posts make direct reference to concepts discussed within lesson, scholarly sources, and guided discussion prompt

     

     

    • Interactions with classmates are engaging and encourage further exploration and discovery

     

    • Interactions with classmates are directly relevant to discussion topic

    • Applies concepts to personal experience in their professional setting and or relevant application to real life.

    		 All elements are missing, not discernible, or irrelevant to topic 

     

     

     

     

    • Posts make direct reference to concepts discussed within lesson, scholarly sources, and guided discussion prompt

     

     

    • Interactions with classmates are engaging and encourage further exploration and discovery

     

    • Interactions with classmates are directly relevant to discussion topic

    • Applies concepts to personal experience in their professional setting and or relevant application to real life.
    Performance Category 20 18 16 14 0
    Interactive Dialogue 

     

     

    		 Posts accurately address all five(5) elements, clearly articulated; specific connections are made to topic and discussion 

     

     

    · Replies to instructor prompt and facilitator by Wednesday @ 11:59pm MT

    · Responds to discussion group at least four times

    · Summary post (which may be counted as one of the 4 required posts) includes what was learned from discussion, lesson, and readings

    · Posts are substantive with evidence cited from a minimum of 2 scholarly sources to support thoughts and ideas, and engage group in further discussion

    · Posts reflect thoughts, ideas, and questions stimulated by content and group discussion

    		 Posts accurately address four(4) of five(5) elements, clearly articulated; specific connections are made to topic and discussion 

     

     

    · Replies to instructor prompt and facilitator by Wednesday @ 11:59pm MT

    · Responds to discussion group at least four times

    · Summary post (which may be counted as one of the 4 required posts) includes what was learned from discussion, lesson, and readings

    · Posts are substantive with evidence cited from a minimum of 2 scholarly sources to support thoughts and ideas, and engage group in further discussion

    · Posts reflect thoughts, ideas, and questions stimulated by content and group discussion

     

    		 Posts generally address three (3) of five(5) required elements; limited connections are made to topic and discussion 

     

     

    · Replies to instructor prompt and facilitator by Wednesday @ 11:59pm MT

    · Responds to discussion group at least four times

    · Summary post (which may be counted as one of the 4 required posts) includes what was learned from discussion, lesson, and readings

    · Posts are substantive with evidence cited from a minimum of 2 scholarly sources to support thoughts and ideas, and engage group in further discussion

    · Posts reflect thoughts, ideas, and questions stimulated by content and group discussion

     

    		 Posts generally address required elements; limited connections made to topic and discussion; fails to meet posting time and number requirement 

     

    · Replies to instructor prompt and facilitator by Wednesday @ 11:59pm MT

    · Responds to discussion group at least four times

    · Summary post (which may be counted as one of the 4 required posts) includes what was learned from discussion, lesson, and readings

    · •Posts are substantive with evidence cited from a minimum of 2 scholarly sources to support thoughts and ideas, and engage group in further discussion

    · Posts reflect thoughts, ideas, and questions stimulated by content and group discussion

     

    		 Does not respond to group discussion; No connections made to topic; Superficial posts lacking substance and scholarly support 

     

     

    · Replies to instructor prompt and facilitator by Wednesday @ 11:59pm MT

    · Responds to discussion group at least four times

    · Summary post (which may be counted as one of the 4 required posts) includes what was learned from discussion, lesson, and readings

    · Posts are substantive with evidence cited from a minimum of 2 scholarly sources to support thoughts and ideas, and engage group in further discussion

    · Posts reflect thoughts, ideas, and questions stimulated by content and group discussion
      Minus 1 Points Minus 3 Points Minus 5 Points Minus 7 Points Minus 9 Points
    Grammar, Syntax, APA 

    Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

     

    Points deducted for improper grammar, syntax and APA style of writing.

     

    The source of information is the APA Manual Current Edition

    		 · 2-3 errors in APA format. 

     

    · Written responses

    have 2-3 grammatical, spelling, and punctuation errors.

     

    · Writing style is generally clear, focused, and facilitates communication.

     

     

    		 · 4-5 errors in APA format. 

     

    · Writing responses

    have 4-5 grammatical, spelling and punctuation errors.

     

    · Writing style is somewhat focused.

    		 · 6-7 errors in APA format. 

     

    · Writing responses

    have 6-7 grammatical, spelling and punctuation errors.

     

    · Writing style is slightly focused making discussion difficult to understand.

    		 · 8-10 errors in APA format. 

     

    · Writing responses

    have 8-10 grammatical, spelling and punctuation errors.

     

    · Writing style is not focused, making discussion difficult to understand.

    		 · Post contains greater than 10 errors in APA format. 

     

    · Written responses have more than 10 grammatical, spelling and punctuation errors.

     

    · Writing style does not facilitate communication.

     

    · The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
    0 points lost 

     

    		 -5 points lost 

     
    Total Participation Requirements per discussion thread The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
    Early Participation Requirement per discussion thread The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. 

     

     

    		 The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

     

    *Scholarly source: Per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments and group discussions. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Your textbook and lesson are not considered to be an outside scholarly source. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. The best outside scholarly source to use is a peer reviewed nursing journal. You are encouraged to use the Chamberlain library and search one of the available data bases for a peer reviewed journal article. The following sources should not be used: Wikipedia, Wikis, or blogs. These web sites are not considered scholarly as anyone can add to these. Please be aware that .com websites can vary in scholarship and quality. For example American Heart Association is a .com site with scholarship and quality. It is the responsibility of the student to determine the scholarship and quality of any .com site. Ask your instructor before using any site that you are unsure of. If the instructor determines that the site does not demonstrate scholarship or quality, points will be deducted for not using scholarly sources. Current outside scholarly sources are required for the initial posting. This is defined to be 5 years or less. Instructor permission must be obtained if using a source that is older than 5 years. Creating a Philosophy of Leadership Assignment

Legal And Ethical Issues In Health Care

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Legal And Ethical Issues In Health Care

  • Describe the kinds of evidence that a plaintiff can present in order to establish a negligent act. What defenses can a defendant present in order to refute a plaintiff’s evidence?
  • How do statutes of limitations protect professional nurse-defendants? Do they also protect the injured parties?
  • What can staff nurses do to protect patients from quasi-intentional torts? Does this differ from the nurse manager’s role in preventing quasi-intentional torts?
  • Read the case study presented at the end of Chapter 5 (Guido, p. 67).
    • Does the failure to document an admission nursing assessment equate with the fact that this nurse did no admission nursing assessment?
    • What might the patient’s attorney further allege in his supplemental report?
    • How would one decide the standard of care for this patient?
    • How would you decide the outcome of this case?
  • Read the case study presented at the end of Chapter 6 (Guido, p. 96)
    • Was there negligence in this case and who should be liable for the negligence?
    • What type of damages should be assessed and how would you begin to determine the amount to assess? Legal And Ethical Issues In Health Care
    • Given that there were multiple individuals involved in this case as well as the institution that employed these individuals, how would you determine the percentage of liability for the multiple defendants, assuming that more than one defendant should be assessed with damages?
    • How would you decide this case?
  • Read the case study presented at the end of Chapter 7(Guido, p. 115)
    • Were there damages that should be paid to this patient for negligence?
    • Who should be the individuals responsible for these damages? For example, is the surgeon the individual most liable for the damages owed to the patient?
    • Should the Bovie manufacturer also have been included in the lawsuit?
    • Are there any defenses that the defendants could cite that would mitigate their liability to this patient?
    • How should the court decide the damage awards in this instance?

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      Read the case study presented at the end of Chapter 5 (Guido, p. 67)

      YOU BE THE JUDGE The patient was admitted to the postpartum unit at 5:30 p.m. At the postanesthesia care unit where she previously had been, she showed signs of blood loss including low blood pressure and tachycardia. It would later be discovered that one of her uterine arteries had accidentally been cut as the surgeon was performing a planned cesarean section. The surgeon failed to notice the severed artery before he closed the incision and sent the patient to the postanesthesia care unit. Legal And Ethical Issues In Health Care. The nurse who admitted the patient on the postpartum unit documented no admission nursing assessment or vital signs for the patient, who was obviously having serious problems at that time. The first note on the chart was one made at 5:45 p.m. by the emergency center physician after he was summoned to the patient’s bedside by the postpartum nurse. At trial, the nursing expert for the patient testified that the postpartum nurse fell below the acceptable standard of care when she failed to document an admission nursing assessment including vital signs upon assuming the patient’s care when the patient arrived on the unit. The defense attorney argued that given that the nurse took prompt action to summon the emergency center physician to the bedside, it is immaterial how the nurse’s failure to provide contemporaneous documentation had any effect on the patient’s outcome. The patient’s attorney was given 30 days to file a supplemental report from their nursing expert. QUESTIONS 1. Does the failure to document an admission nursing assessment equate with the fact that this nurse did no admission nursing assessment? 2. What might the patient’s attorney further allege in his supplemental report? 3. How would one decide the standard of care for this patient? 4. How would you decide the outcome of this case?

       

      Guido, Ginny Wacker, JD, MSN, RN. Legal and Ethical Issues in Nursing (Legal Issues in Nursing ( Guido)) (p. 66). Pearson Education. Kindle Edition.

       

      Read the case study presented at the end of Chapter 6 (Guido, p. 96

      YOU BE THE JUDGE Immediately after a laparoscopic bilateral hernia repair, the surgeon ordered an in-and-out urinary catheterization to drain urine from the bladder and to confirm that there was no blood in the patient’s urine, which would be indicative of a possible bladder injury during the surgical procedure. The surgeon then left the operating arena. Legal And Ethical Issues In Health Care. A registered nurse subsequently inserted a Foley catheter with an inflatable retention bulb rather than an in-and-out (straight) catheter. She then had a second nurse inflate the bulb while the catheter was still in the patient’s urethra. This inflation of the catheter bulb while in the patient’s urethra caused a tear in the urethra, requiring a second unsuccessful catheterization by the attending surgeon, and an eventual abdominal catheterization of the patient’s bladder by a urologist. The patient subsequently sued the two nurses, the attending surgeon, and the acute care setting for negligence. QUESTIONS 1. Was there negligence in this case and who should be liable for the negligence? 2. What type of damages should be assessed and how would you begin to determine the amount to assess? 3. Given that there were multiple individuals involved in this case as well as the institution that employed these individuals, how would you determine the percentage of liability for the multiple defendants, assuming that more than one defendant should be assessed with damages? 4. How would you decide this case? Legal and Ethical Issues In Health Care

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      Read the case study presented at the end of Chapter 7(Guido, p. 115

      YOU BE THE JUDGE The patient was in surgery to remove moles from her back and left eyebrow. She was lightly sedated and was receiving oxygen. When the surgeon activated the Bovie instrument to remove the mole near her eyebrow, the spark caused a flash fire that was augmented by the supplemental oxygen that the patient was receiving. The surgical team responded immediately and the fire was quickly extinguished. The patient, however, incurred seconddegree burns to the left side of her face, leaving permanent scars and reducing her vision in the left eye. She filed a lawsuit for negligence and fraudulent concealment against the surgeon, nurse anesthetist, and hospital. The initial trial court found in favor of the plaintiff, awarding damages for malpractice and an additional $425,000 in damages for fraudulently concealing facts about the incident from the patient. At the appellate level, the defendants argued that there was no concealment of the incident in that they did what was required of them; namely that they informed the patient that there had been a fire, detailed the injuries that were caused by the fire, and recommended appropriate treatment options to her. QUESTIONS 1. Were there damages that should be paid to this patient for negligence? 2. Who should be the individuals responsible for these damages? For example, is the surgeon the individual most liable for the damages owed to the patient? 3. Should the Bovie manufacturer also have been included in the lawsuit? 4. Are there any defenses that the defendants could cite that would mitigate their liability to this patient? 5. How should the court decide the damage awards in this instance?

       

      Guido, Ginny Wacker, JD, MSN, RN. Legal and Ethical Issues in Nursing (Legal Issues in Nursing ( Guido)) (p. 115). Pearson Education. Kindle Edition. Legal And Ethical Issues In Health Care

Effect Of Contemporary Issues On Adolescence Behavior

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Effect Of Contemporary Issues On Adolescence Behavior

Research the range of contemporary issues teenagers face today. In a 500-750-word paper, choose one issue (besides teen pregnancy) and discuss its effect on adolescent behavior and overall well-being. Include the following in your submission:

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1. Describe the contemporary issue and explain what external stressors are associated with this issue.

2. Outline assessment strategies to screen for this issue and external stressors during an assessment for an adolescent patient. Describe what additional assessment questions you would need to ask and define the ethical parameters regarding what you can and cannot share with the parent or guardian.

3. Discuss support options for adolescents encountering external stressors. Include specific support options for the contemporary issue you presented. Effect Of Contemporary Issues On Adolescence Behavior

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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

RUBRICS:

A relevant issue facing adolescents is thoroughly discussed. An explanation of external stressors associated with this issue is well presented. Insight into adolescent issues and external stressors is demonstrated

Strategies to screen for the chosen issue and external stressors during an assessment for an adolescent patient are well described. The strategies are highly relevant to screening for the issue and external stressors. Additional assessment questions to ask are presented and relevant. The ethical parameters regarding what cannot be disclosed to the parent or guardian are clearly presented. The strategies demonstrate insight into assessment development for adolescent issues.

Support options for adolescents encountering external stressors are thoroughly discussed. Specific support options for the contemporary issue are described in detail. The support options are relevant for addressing the external stressors, including those specific to the contemporary issue. The options are well-supported by evidence and rationale.

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

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

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

All format elements are correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Effect Of Contemporary Issues On Adolescence Behavior

Assignment Paper: Ethical Concerns

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Assignment Paper: Ethical Concerns

CASE STUDY 2 A 49-year-old woman with advanced stage cancer has been admitted to the emergency room with cardiac arrest. Her husband and one of her children accompanied the ambulance.

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As an advanced practice nurse, you will run into situations where a patient’s wishes about his or her health conflict with evidence, your own experience, or a family’s wishes. This may create an ethical dilemma. What do you do when these situations occur?

In this Lab Assignment, you will explore evidence-based practice guidelines and ethical considerations for specific scenarios.

To Prepare

Review the scenarios provided by your instructor for this week’s Assignment. Please see the “Course Announcements” section of the classroom for your scenarios.

  • Based on the scenarios provided:
    • Select one scenario, and reflect on the material presented throughout this course.
    • What necessary information would need to be obtained about the patient through health assessments and diagnostic tests? Assignment Paper: Ethical Concerns
    • Consider how you would respond as an advanced practice nurse. Review evidence-based practice guidelines and ethical considerations applicable to the scenarios you selected.

The Lab Assignment

Write a detailed one-page narrative (not a formal paper) explaining the health assessment information required for a diagnosis of your selected patient (include the scenario number). Explain how you would respond to the scenario as an advanced practice nurse using evidence-based practice guidelines and applying ethical considerations. Justify your response using at least three different references from current evidence-based literature. Assignment Paper: Ethical Concerns

Nursing Leadership Assignment Paper

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Nursing Leadership Assignment Paper

Assignment: Leadership

Assignment Overview In this assignment, you will research and locate a current journal article on nursing leadership styles. The article must be from a professional, peer-reviewed nursing journal published within the last 5 years; and then write a summary of your findings.

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Assignment Details:

Perform the following tasks: Complete the reading assignment and the interactive lesson before attempting this assignment.  Research a current journal article on nursing leadership styles. The article must be from a professional, peer-reviewed nursing journal published within the last 5 years. Write a 1-2 page summary of your findings following the criteria below: o First paragraph: summarize the major points of the article. o Second paragraph: answer whether you support the leadership style, and why or why not. o Final paragraph: discuss the article as it relates to nursing practice. o Use at least one additional outside source, such as your textbook. o The summary should be written in APA style format and all sources must be cited correctly. 

  •  

    leadershipassigmentweek7due.pdf

    NUR204: Week 7 Assignment Page 1 `

    Assignment: Leadership

    Assignment Overview In this assignment, you will research and locate a current journal article on nursing leadership styles.

    The article must be from a professional, peer-reviewed nursing journal published within the last 5

    years; and then write a summary of your findings. Nursing Leadership Assignment Paper

    Assignment Details:

    Perform the following tasks:

     Complete the reading assignment and the interactive lesson before attempting this assignment.

     Research a current journal article on nursing leadership styles. The article must be from a

    professional, peer-reviewed nursing journal published within the last 5 years.

     Write a 1-2 page summary of your findings following the criteria below: o First paragraph: summarize the major points of the article. o Second paragraph: answer whether you support the leadership style, and why or

    why not.

    o Final paragraph: discuss the article as it relates to nursing practice. o Use at least one additional outside source, such as your textbook. o The summary should be written in APA style format and all sources must be

    cited correctly.

     Include the proper file naming convention: NUR204_wk7_assn_jsmith_mmddyyy. Grading:

    Criteria Excellent (3pts) Good (2pts) Needs Improvement (1pt) Nursing Leadership Assignment Paper

    Pts.

    Article – Citation from a professional peer-reviewed nursing journal. – Current within last 5 years – Relates to nursing leadership.

    – Citation from nursing journal. – Out of date or – Not related to nursing leadership

    – Citation not from a nursing journal – Article out of date or not related to nursing leadership.

     

    First Paragraph – Concise summary of key points of article. – Writing is clear and focused. – Details are present.

    – Concise summary of key points. – Writing is not clear or focused. – Some details present.

    – Summary is not concise. – Writing is not clear or focused. – Details are missing.

     

    Second Paragraph – Writing presents support or non-support of leadership style. – Writing explains why support or non-support is given. – Writing is clear and logical.

    – Writing presents support or non-support. – Writing does not express reason for support or non- support. – Writing is somewhat unclear or not logical.

    – Writing does not present support or non- support. – Writing does not express reason for support or non- support. – Writing is unclear and illogical.

     

     

     

    NUR204: Week 7 Assignment Page 2 `

    Third Paragraph – Writing is related to nursing practice and demonstrates analysis and application.

    – Writing is related to nursing practice. – Analysis and application is weak.

    – Writing is not related to nursing practice. – Missing analysis and application.

     

    Spelling/grammar/ APA

    – Proper APA format is used for citations. – At least two sources are included. – Spelling and grammar errors are few and insignificant.

    – Proper APA format is used for citations. – Only one source is used. – Occasional errors in spelling and grammar.

    – APA format is not used. – Sources are missing. – Significant errors in spelling and grammar. Written communication is non-coherent. Nursing Leadership Assignment Paper

Neurological Symptoms Discussion Assignment

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Neurological Symptoms Discussion Assignment

Neurological Symptoms Discussion Assignment

Episodic/Focused   SOAP Note Exemplar (pls use this template)
Focused   SOAP Note for a patient with chest pain

S.
CC: “Chest pain”

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HPI: The patient is a 65 year old AA male who developed sudden onset of   chest pain, which began early this morning.  The pain is described as   “crushing” and is rated nine out of 10 in terms of intensity. The pain is   located in the middle of the chest and is accompanied by shortness of breath.   The patient reports feeling nauseous. The patient tried an antacid with   minimal relief of his symptoms. Neurological Symptoms Discussion Assignment
PMH: Positive history of GERD and hypertension is controlled
FH: Mother died at 78 of breast cancer; Father at 75 of CVA.  No   history of premature cardiovascular disease in first degree relatives. Neurological Symptoms Discussion Assignment
SH : Negative for tobacco abuse, currently or previously; consumes   moderate alcohol; married for 39 years
ROS
General–Negative for fevers,   chills, fatigue
Cardiovascular–Negative for   orthopnea, PND, positive for intermittent lower extremity edema
Gastrointestinal–Positive for   nausea without vomiting; negative for diarrhea, abdominal pain
Pulmonary–Positive for   intermittent dyspnea on exertion, negative for cough or   hemoptysis

O.

VS:   BP 186/102; P 94; R 22; T 97.8; 02 96% Wt 235lbs; Ht 70”

General–Pt appears diaphoretic and anxious

Cardiovascular–PMI is in the 5th inter-costal   space at the mid clavicular line. A grade 2/6 systolic decrescendo murmur is   heard best at the

second   right inter-costal space which radiates to the neck.

A   third heard sound is heard at the apex. No fourth heart sound or rub are   heard. No cyanosis, clubbing, noted, positive for bilateral 2+ LE edema is   noted.

Gastrointestinal–The abdomen is symmetrical   without distention; bowel

sounds   are normal in quality and intensity in all areas; a

bruit   is heard in the right para-umbilical area. No masses or

splenomegaly   are noted. Positive for mid-epigastric tenderness with deep palpation.

Pulmonary— Lungs are clear to   auscultation and percussion bilaterally

Diagnostic   results: EKG, CXR, CK-MB (support with evidenced and guidelines)

A.

Differential   Diagnosis:

1)   Myocardial Infarction (provide supportive documentation with evidence based   guidelines).

2)   Angina (provide supportive documentation with evidence based guidelines).

3)   Costochondritis (provide supportive documentation with evidence based   guidelines).

Primary   Diagnosis/Presumptive Diagnosis: Myocardial Infarction

P. This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.

Assignment 1: Case Study Assignment: Assessing Neurological Symptoms

Case #2: 

CASE STUDY 2: Numbness and Pain A 47-year-old obese female complains of pain in her right wrist, with tingling and numbness in the thumb and index and middle fingers for the past 2 weeks. She has been frustrated because the pain causes her to drop her hair-styling tools

Imagine not being able to form new memories. This is the reality patients with anterograde amnesia face. Although this form of amnesia is rare, it can result from severe brain trauma. Anterograde amnesia demonstrates just how impactful brain disorders can be to a patient’s quality of living. Accurately assessing neurological symptoms is a complex process that involves the analysis of many factors. Neurological Symptoms Discussion Assignment

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

To Prepare

·  You will be assigned to a specific case study for this Case Study Assignment (Please see Above)

· Also, your Case Study Assignment should be in the Episodic/Focused SOAP Note format( as in exampler above) rather than the traditional narrative style 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. Neurological Symptoms Discussion Assignment

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?

· Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

·

The Case Study Assignment

Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided ( ABOVE). 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.  Neurological Symptoms Discussion Assignment

Resource for references

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

  • Chapter 7, “Mental Status”This chapter revolves around the mental status evaluation of an      individual’s overall cognitive state. The chapter includes a list of      mental abnormalities and their symptoms.
  • ·Chapter 23, “Neurologic System”The authors of this chapter explore the anatomy and physiology of the      neurologic system. The authors also describe neurological examinations and      potential findings.

Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.

Chapter 4, “Affective Changes”
This chapter outlines how to identify the potential cause of affective changes in a patient. The authors provide a suggested approach to the evaluation of this type of change, and they include specific tools that can be used as part of the diagnosis.

Chapter 9, “Confusion in Older Adults”
This chapter focuses on causes of confusion in older adults, with an emphasis on dementia. The authors include suggested questions for taking a focused history as well as what to look for in a physical examination.

Chapter 13, “Dizziness”
Dizziness can be a symptom of many underlying conditions. This chapter outlines the questions to ask a patient in taking a focused history and different tests to use in a physical examination.

Chapter 19, “Headache”
The focus of this chapter is the identification of the causes of headaches. The first step is to ensure that the headache is not a life-threatening condition. The authors give suggestions for taking a thorough history and performing a physical exam.

Chapter 31, “Sleep Problems”
In this chapter, the authors highlight the main causes of sleep problems. They also provide possible questions to use in taking the patient’s history, things to look for when performing a physical exam, and possible laboratory and diagnostic studies that might be useful in making the diagnosis.

Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.

  • Chapter 2, “The Comprehensive History      and Physical Exam” (“Cranial Nerves and Their Function” and      “Grading Reflexes”) (Previously read in Weeks 1, 2, 3, and 5)

Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Physical examination objective data checklist. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Mosby’s Guide to Physical Examination, 7th Edition by Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2011 by Elsevier. Reprinted by permission of Elsevier via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Neurologic system: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Neurologic system: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Mental status: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Bearden , S. T., & Nay, L. B. (2011). Utility of EEG in differential diagnosis of adults with unexplained acute alteration of mental status. American Journal of Electroneurodiagnostic Technology, 51(2), 92–104.

This article reviews the use of electrocenographs (EEG) to assist in differential diagnoses. The authors provide differential diagnostic scenarios in which the EEG was useful.

Athilingam, P ., Visovsky, C., & Elliott, A. F. (2015). Cognitive screening in persons with chronic diseases in primary care: Challenges and recommendations for practice. American Journal of Alzheimer’s Disease & Other Dementias, 30(6), 547–558. doi:10.1177/1533317515577127

Sinclair , A. J., Gadsby, R., Hillson, R., Forbes, A., & Bayer, A. J. (2013). Brief report: Use of the Mini-Cog as a screening tool for cognitive impairment in diabetes in primary care. Diabetes Research and Clinical Practice, 100(1), e23–e25. doi:10.1016/j.diabres.2013.01.001

Roalf, D. R., Moberg, P. J., Xei, S. X., Wolk, D. A., Moelter, S. T., & Arnold, S. E. (2013). Comparative accuracies of two common screening instruments for classification of Alzheimer’s disease, mild cognitive impairment, and healthy aging. Alzheimer’s & Dementia, 9(5), 529–537. doi:10.1016/j.jalz.2012.10.001. Retrieved from http://www.alzheimersanddementia.com/article/S1552-5260(12)02463-6/abstract . Neurological Symptoms Discussion Assignment

Neurological And Musculoskeletal Disorders

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Neurological And Musculoskeletal Disorders

Decision Tree

CASE STUDY

http://cdnfiles.laureate.net/2dett4d/Walden/NURS/6521/05/mm/decision_trees/week_10/index.html

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To Prepare
  • Review the interactive media piece assigned by your Instructor.
  • Reflect on the patient’s symptoms and aspects of the disorder presented in the interactive media piece.
  • Consider how you might assess and treat patients presenting with the symptoms of the patient case study you were assigned.
  • You will be asked to make three decisions concerning the diagnosis and treatment for this patient. Reflect on potential co-morbid physical as well as patient factors that might impact the patient’s diagnosis and treatment. Neurological And Musculoskeletal Disorders
By Day 7 of Week 8

Write a 1- to 2-page summary paper that addresses the following:

  • Briefly summarize the patient case study you were assigned, including each of the three decisions you took for the patient presented.
  • Based on the decisions you recommended for the patient case study, explain whether you believe the decisions provided were supported by the evidence-based literature. Be specific and provide examples. Be sure to support your response with evidence and references from outside resources.
  • What were you hoping to achieve with the decisions you recommended for the patient case study you were assigned? Support your response with evidence and references from outside resources.
  • Explain any difference between what you expected to achieve with each of the decisions and the results of the decision in the exercise. Describe whether they were different. Be specific and provide examples. Neurological and Musculoskeletal Disorders

Depression- Decision Tree Assignment

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Depression- Decision Tree Assignment

BACKGROUND INFORMATION

The client is a 70 year-old Hispanic American male who came to the United States when he was in high school with his father. His mother died back in Mexico when he was in school. He presents today to your office for an initial appointment for complaints of depression. The client was referred by his PCP after “routine” medical work-up to rule out an organic basis for his depression. He has no other health issues with the exception of some occasional back pain and “stiff” shoulders which he attributes to his current work as a laborer in a warehouse.

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SUBJECTIVE

During today’s clinical interview, client reports that he always felt like an outsider as he was “teased” a lot for being “black” in high school. States that he had few friends, and basically kept to himself. He describes his home life as “good.” Stating “Dad did what he could for us, there were 8 of us.” He also reports a remarkably diminished interest in engaging in usual activities, states that he has gained 15 pounds in the last 2 months. He is also troubled with insomnia which began about 6 months ago, but have been progressively getting worse. He does report poor concentration which he reports is getting in “trouble” at work. Depression- Decision Tree Assignment

 

MENTAL STATUS EXAM

The client is alert, oriented to person, place, time, and event. He is casually dressed. Speech is clear, but soft. He does not readily make eye contact, but when he does, it is only for a few moments. He is endorsing feelings of depression. Affect is somewhat constricted, but improves as the clinical interview progresses. He denies visual or auditory hallucinations, no overt delusional or paranoid thought processes readily apparent. Judgment and insight appear grossly intact. He is currently denying suicidal or homicidal ideation. You administer the “Montgomery- Asberg Depression Rating Scale (MADRS)” and obtained a score of 51 (indicating severe depression).

RESOURCES

§ Montgomery, S. A., & Asberg, M. (1979). A new depression scale designed to be sensitive to change. British Journal of Psychiatry, 134, 382-389.

For this Discussion, you will select an interactive media piece to practice decision making when treating patients with psychological disorders ( Selected above) You will recommend the most effective pharmacotherapeutic to treat the psychological disorder presented and examine potential impacts of pharmacotherapeutics on a patient’s pathophysiology.

To Prepare

· Review this week’s interactive media pieces and select one to focus on for this Discussion.

· Reflect on the decision steps in the interactive media pieces, and consider the potential impacts from the administration of the associated pharmacotherapeutics on the patient’s pathophysiology.

·

Post a brief explanation of the psychological disorder presented( depression) and the decision steps you applied in completing the interactive media piece for the psychological disorder you selected ( as below) Then, explain how the administration of the associated pharmacotherapeutics you recommended may impact the patient’s pathophysiology. How might these potential impacts inform how you would suggest treatment plans for this patient? Be specific and provide examples. Depression- Decision Tree Assignment

Decision steps taken:

Decision point 1

Begin Zoloft 25mg orally daily. ( pt came back in not feeling better and c/o erectile dysfunction)

Decision point 2

Decrease dose of Zoloft ( pt still feels better but still same complain)

Decision point 3

d/c zoloft and start on paxil ( SSRIs should be first line of treatment while MOAIs last line of treatment for depression( from research, say why this decision will be best for this patient with three references) Depression- Decision Tree Assignment

Nursing Theory Ethics And Professional Accountability

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Nursing Theory Ethics And Professional Accountability

Nursing Theory Ethics and Professional Accountability

APA format is required.

The purpose of this task is to develop a working knowledge of nursing theory, nursing ethics, and professional accountability and apply these concepts to your professional clinical practice.

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3. Explain the requirements for professional license renewal in your state (Florida).

a. Discuss the consequences of failure to maintain license requirements in your state (Florida).

4. Compare the differences between registered nursing license requirements in a compact state versus a non-compact state. Nursing Theory Ethics And Professional Accountability

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E. Discuss the purposes of the Nurse Practice Act in your state (Florida) and its impact on your professional practice.

1. Discuss the scope of practice for a RN in your state.

2. Discuss how your state defines delegation for the RN.

G. Identify two provisions from the American Nurses Association (ANA) Code of Ethics (see web link below).

1. Analyze how the two provisions identified in part G influence your professional nursing practice.

2. Describe a nursing error that may occur in a clinical practice (e.g., clinical setting, skills lab, or simulation).

a. Explain how the ANA provisions identified in part G can be applied to the error discussed in part G2. Nursing Theory Ethics And Professional Accountability

Assignment: Building A Health History

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Assignment: Building A Health History

Assignment: Building A Health History

For this Discussion, you will take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor.

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To prepare:

With the information presented in Chapter 1 of Ball et al. in mind, consider the following:

  • By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. Note: Please see the “Course Announcements” section of the classroom for your new patient profile assignment.
  • How would your communication and interview techniques for building a health history differ with each patient?
  • How might you target your questions for building a health history based on the patient’s social determinants of health?
  • What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks?
  • Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.
  • Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.
  • Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history.
By Day 3 of Week 1

Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient. Assignment: Building A Health History