NURS 6512 Discussion: Building a Health History

/in /by

NURS 6512 Discussion: Building a Health History

 

Week One Discussion

     The purpose of this discussion is to understand effective patient communication. To build a health history, obtaining accurate information may depend on a health care provider’s ability to communicate with a patient. I will also identify a risk assessment instrument and why it is applicable for the assigned patient. Lastly, I will provide five targeted questions to ask this patient.

Summary of interview

     A Native American pregnant woman who is 38 years old living on a reservation arrives at a health care facility for evaluation. As an APRN, I would consider gender, age, ethnicity, and environmental factors while building a good health history (Ball et al., 2019). As a male practitioner, I cannot fully understand what a pregnant woman is experiencing. Therefore, my approach will be compassion. I will request medical diagnostic history, procedures, drug, tobacco, alcohol consumption, prenatal care, medications past and current, sexual practices, home life, nutrition intake, and resources they may need to be proactive with their healthcare. I will also ensure open space and silence from myself to allow the patient to express concerns, ask questions, and provide information. NURS 6512 Discussion: Building a Health History

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

Description of Communication Techniques

Clear communication requires understanding the information shared between two or more parties (Bramhall,2014). Communication techniques can make a difference in a patient’s treatment. I will become aware of the barriers between myself and the specific patient. Assessments may be uncomfortable for a patient, and so they may not be black and white. A patient could become angry and desire to understand and listening from myself. I will sit in a chair at eye level to the patient, listen, speak softly, and be aware while taking notes. I often notice others on a device or taking notes while an assessment is ongoing, and I believe that can cause a disconnect. A disconnect with a patient can likely impact the opportunity to obtain patient information. A report by the Joint Commission found that when patients get transferred, and there is a foundation of poor communication, 80% of serious medical errors occur (Commission,2019). I will utilize the teach-back method throughout the exam. Ensure that accurate communication is received.

The reasoning for Utilizing these Specific Techniques

I will be utilizing these specific techniques to connect with the patient. I believe a patient desires and has a right to be seen and heard. From my experience, when a patient feels seen, heard, and safe, they are open to communicating. This connection and dynamic can allow for successful treatment plans, patient safety, and continuity of care.

Risk Assessment Instrument and why it is Applicable for Patient

    I will utilize the PRAMS Pregnancy Risk Assessment Monitoring System tool. The tool assesses risks to consider for the patient and baby. I appreciate this resource as it is also a survey that allows for universal health care adjustments and best patient outcomes. PRMAS provides important considerations for women during pregnancy. Questions provided by the tool include but are not limited to preconception health and health care, folic acid awareness, HIV testing, work, leave, and childcare, infections, chronic conditions, stressful life events, and physical activity (Shulman,2006). This tool is applicable for the patient because they are pregnant, so the questions are essential and can assist pregnant patients across the board. Early intervention can be the difference in best patient outcomes.

Five Targeted Questions to Ask Patient

  1. What are the reasons for your visit today? I will ask the question as if there is more than one reason for the patient to feel at ease with sharing and communicating. I will consider what the patient shares and then assess the patient appropriately, ensuring that I am open to all possibilities.
  1. Do you have a history of medical conditions and or a medical diagnosis? Do you have a family history of disease?
  2. What medications are you currently taking, are they recently stopped, and I would also verify using resources that check a pharmaceutical database.
  3. Do you have any allergies to food, medication, substances, and if so, what happens when they have an allergic reaction. For example, some consider stomach aches after ingesting medicine an allergic reaction, so I will decipher.
  4. Is there anything you would like to share or ask me before we finish this assessment? I believe that allowing for an open-ended question can provide important information not obtained. NURS 6512 Discussion: Building a Health History

Conclusion

In conclusion, I will assess with compassion, understand the patient’s abilities to communicate, use tools when unsure, and lastly, ask the patient questions to retrieve information vital in providing the best patient outcomes.

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

Bramhall, Elaine. Nursing Standard (2014+); London Vol. 29, Iss. 14, (Dec 3, 2014): 53. DOI:10.7748/ns.29.14.53. e9355

The Joint Commission, Joint Commission Center for Transforming Healthcare Releases Targeted Solutions Tool for Hand-Off Communications, August 2012, Volume 32, Issue 8, 2019.

Shulman HB, Gilbert BC, Lansky A. The Pregnancy Risk Assessment Monitoring System (PRAMS): Current Methods and Evaluation of 2001 Response Rates. Public Health Reports. 2006;121(1):74-83.

 

Discussion: Building a Health History

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.

    ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

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.

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

Read a selection of your colleagues’ responses.

By Day 6 of Week 1

Respond to at least two of your colleagues on 2 different days who selected a different patient than you, using one or more of the following approaches:

  • Share additional interview and communication techniques that could be effective with your colleague’s selected patient.
  • Suggest additional health-related risks that might be considered.
  • Validate an idea with your own experience and additional research. NURS 6512 Discussion: Building a Health History

sample response 1

xxx, thank you for your post. I enjoyed reading your approach, which I found very compassionate and professional. Your approach for communication is also therapeutic. Having a healthy understanding of cultural diversity is important, and it is something that health providers will encounter. (Goodkind et al., 2011) reports that Native Americans have found distrust by European-American service providers, educators, and researchers who have intentionally or inadvertently imposed their values, beliefs, and systems of care upon individuals, families, and communities.

In this particular case, I would recommend inquiring about holistic or herbal medicinal approaches she may use. Herbal remedies have increasingly become the first choice for many American households as individuals are becoming more health conscious. (Illamola et al., 2020) talks about how many cultures have used herbal medicine (HM) in pregnancy to improve the wellbeing of the mother and/or baby, to help decrease nausea and vomiting, and prepare for labor because there is an assumption that HM is safer than conventional medicine.

References

Goodkind, J. R., Ross-Toledo, K., John, S., Hall, J., Ross, L., Freeland, L., Coletta, E., Becenti-Fundark, T., Poola, C., Roanhorse, R., & Lee, C. (2011). Rebuilding trust: A community, multiagency, state, and university partnership to improve behavioral health care for american indian youth, their families, and communities. Journal of Community Psychology, 39(4), 452–477. https://doi.org/10.1002/jcop.20446

Illamola, S. M., Amaeze, O. U., Krepkova, L. V., Birnbaum, A. K., Karanam, A., Job, K. M., Bortnikova, V. V., Sherwin, C. M., & Enioutina, E. Y. (2020). Use of herbal medicine by pregnant women: What physicians need to know. Frontiers in Pharmacology, 10. https://doi.org/10.3389/fphar.2019.01483

 

 

sample response 2

Hello xxx, great post and very informative, I enjoyed reading it. I agree with you that clear information can make a big difference in a patient’s treatment.  Unclear communication can cause unsatisfactory patient outcomes due to inaccurate information passed. Inadequate communications are a major factor contributing to adverse events, well-designed discharge orders promote accurate communication and poor communication is a major root cause of medical errors and patient harm (Stewart & Snowden, 2021). Also evaluating patient understanding of the teaching by having the patient demonstrate or verbalize what has been taught can be an effective way of knowing a patient has the right information.

According to research while interviewing a patient, establish rapport with the interviewee, accept emotional responses without criticism, refrain from interrupting the interviewee, structure interview questions so that they are easily understood (Luizzo, 2019). When the interviewer establishes good rapport, the patient can open up and answer questions asked. When interrupting the patient while interviewing, the patient might forget what he/she was about to say.

 

References

Stewart, J., & Snowden, V. (2021). Promoting Communication and Safety Through Clear and Concise Discharge Orders. Journal for Nurse Practitioners, 17(7), 874–878. https://doi-org.ezp.waldenulibrary.org/10.1016/j.nurpra.2021.02.023

Luizzo, A. (2019). Effective interview techniques. Journal of Healthcare Protection Management, 35(2), 110–117. NURS 6512 Discussion: Building a Health History

 

 

sample response 3

Thank you for emphasizing the use of effective communication skills during your interview process to obtain accurate patient information and history such as active listening, maintaining good eye contact, and use of open- ended questions (Arsith, 2017). As practitioners, the use of effective communication help to build a good patient relationship that helps to develop great plan of care (Ball et al., 2019).

 

Reference

Arsith, M., & Popa, D. (2017). General aspects on the communication between healthcare provider and patient. Acta Universitatis Danubius. Communicatio, 11(1), 83–90.

 https://doi.org/https://ezp.waldenulibrary.org/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fgeneral-aspects-on-communication-between%2Fdocview%2F2118381535%2Fse-2%3Faccountid%3D14872

Ball, J., Dains, J., Flynn, J., Solomon, B., & Stewart, R. (2019). Seidel’s guide to physical examination: An interprofessional approach (mosby’s guide to physical examination) (9th ed.). Mosby. NURS 6512 Discussion: Building a Health History

NURS 6512 week 1 Discussion: Building a Health History

/in /by

NURS 6512 week 1 Discussion: Building a Health History

Building a Health History

                                                     Adolescent Hispanic/Latino boy living in a middle-class suburb

The first thing to do when interviewing any adolescent is to make them comfortable and to them trust you. The nurse can ask the parent to step out for the patient to be more comfortable and open since sometimes this population might not want the parent to know or might be embarrassed to answer some questions. If the interpreter is needed, a professional interpreter will be required but, in this case, the patient does not need an interpreter. Ball et al. (2019) states that when interviewing the patient, choose a comfortable setting, maintain eye contact, begin by introducing yourself and explain what your role is, use open-ended questions and avoid confrontational questions (Ball et al., 2019).

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

Communication Techniques

After the patient is comfortable and ready for the interview, use open-ended questions, so the patient can explain himself more so that you can get more information instead of yes or no answers. Give the patient enough time to answer the question without rushing him, some questions asked can be embarrassing to the patients and they may hesitate to answer them. To be able to have good communication skills and techniques the interviewee must be prepared. Edgemon et al. (2020) states that asking appropriate questions is an indicator that an interviewee has prepared for the interview and by doing this the interviewer can get the targeted answers (Edgemon et al., 2020). Maintaining eye contact and having a good posture can help the patient to trust you and can help the interviewee to notice any uncomfortable behavior or hesitation and give the patient more time. The interviewee should have appropriate nonverbal communication throughout the interview for the patient to cooperate. NURS 6512 week 1 Discussion: Building a Health History

 

                                                                                                  Risk Assessment Instrument

The risk assessment of choice is the Structured Interview of Family Assessment Risk (SIFAR). According to Santos & Alberto (2016), SIFAR is designed as a structured professional judgment (SPJ) tool for assessing adolescent offenders’ family risk, it evaluates physical health, mental stability, substance abuse, education, employment, housing/transport, legal problems, violence, ethnic and social dissonance, poverty, social net, and parenting (Santos, & Alberto, 2016). This assessment tool was chosen because it covers all the targeted questions for the adolescent. This assessment instrument is perfect because it covers pretty much all the information needed both in the medical unit and psychiatric unit.

Targeted Questions

Where do you live and who do you live with?

Do you go to school? What grade are you in?

Do you have any medical problems?

Do you sometimes feel sad more than usual?

Do you smoke or use any illegal drugs?

References

Edgemon, A. K., Rapp, J. T., Brogan, K. M., Richling, S. M., Hamrick, S. A., Peters, R. J., & O’Rourke, S. A. (2020). Behavioral skills training to increase interview skills of adolescent males in a juvenile residential treatment facility. Journal of Applied Behavior Analysis, 53(4), 2303–2318. https://doi-org.ezp.waldenulibrary.org/10.1002/jaba.707

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.). Elsevier Mosby.

Santos, D., & Alberto, I. (2016). Developing a Family Risk Assessment Tool in Adolescent Offenders: An Exploratory Study. Child & Adolescent Social Work Journal, 33(2), 103–113. https://doi-org.ezp.waldenulibrary.org/10.1007/s10560-015-0409-1

Discussion: Building a Health History

Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks.

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. NURS 6512 week 1 Discussion: Building a Health History

 

Photo Credit: Sam Edwards / Caiaimage / Getty Images

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.

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

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

Read a selection of your colleagues’ responses.

By Day 6 of Week 1

Respond to at least two of your colleagues on 2 different days who selected a different patient than you, using one or more of the following approaches:

  • Share additional interview and communication techniques that could be effective with your colleague’s selected patient.
  • Suggest additional health-related risks that might be considered.
  • Validate an idea with your own experience and additional research.

response

I enjoyed reading your post. You did a great job highlighting your communication skills. People with the age range of 10 and 24 years are term as adolescence. At this period of life, these individuals usually place a high value on social stimuli and are more concerned with the need for peer interaction. NURS 6512 week 1 Discussion: Building a Health History

However, the difference in culture might play a part in how this adolescent responds to questions asked by a provider. The provider might be very sharp with assessment skills but having a high intelligent quotient is not only what is needed (Emanuel & Gudbranson, 2018). Emotional intelligence is necessary when interviewing an adolescent.

There have been different scientific, human, and animal research studies that show how valuable peer acceptance and peer influence are to adolescents and how social deprivation and isolation affect the brain and behavior of adolescent animals compared with other stages of life. These findings show how physical isolation or distancing can disproportionately affect this age group (Orben et al., 2020).

Since this social interaction is of utmost importance with people of this age group, social deprivation questions become the focal point during the interview.

The use of an interpreter is ideal during the interviewing process; however, cultural competency and sensitivity are crucial to making the boy feel comfortable relating to the interviewer.

Racial Socialization Competency Scale (RaSCS), also known as the Racial Encounter Coping Appraisal and Socialization Theory (RECAST), is ideal in assessing three dimensions (stress, skills, and confidence) of racial socialization competency in these individuals (Anderson et al., 2020. This tool, RaSCS, addresses racial socialization stressors in adolescents but addresses other health-related issues.

Ball et al. (2019) highlights HEEADASSS as a good screening tool for adolescents, including home environment, education, employment, eating, activities, drugs, sexuality, suicide/depression safety from injury and violence. The PACES screening tool addresses parents and peers, accidents, alcoholism/drugs, cigarette smoking, emotional issues, and school and sexuality (Ball et al., 2019). The CRAFFT (an acronym for Cars, Relax, Alone, Forget, Friends, Trouble) tool poses questions about car driving issues, Relaxation styles, what is being used when alone, friends, and troubles adolescents get into (Ball et al., 2019).

Some identified health-related risks among Hispanic adolescent boys include cardiovascular disease (relating to increased cholesterol secondary to ethnic food choices high in saturated fats), alcohol binge drinking, and illegal drugs (Assari et al., 2019). Your questions posed to this young boy are necessary and very important. Do you think some of your questions can be re-worded to avoid yes and no responses, which can block effective communication?

 

References

 

Anderson, R. E., Jones, S. C., & Stevenson, H. C. (2020). The initial development and validation of the Racial Socialization Competency Scale: Quality and quantity. Cultural Diversity and Ethnic Minority Psychology, 26(4), 426-436. doi:10.1037/cdp0000316

 

Assari, S., Farokhnia, M., & Mistry, R. (2019). Education Attainment and Alcohol Binge Drinking: Diminished Returns of Hispanics in Los Angeles. Behavioral Sciences, 9(1), 9. doi:10.3390/bs9010009

 

Ball, J., 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: Mosby. NURS 6512 week 1 Discussion: Building a Health History

 

Emanuel, E. J., & Gudbranson, E. (2018). Does Medicine Overemphasize IQ? Jama, 319(7), 651. doi:10.1001/jama.2017.20141

 

Orben, A., Tomova, L., & Blakemore, S. (2020). The effects of social deprivation on adolescent development and mental health. The Lancet Child & Adolescent Health, 4(8), 634-640. DOI:10.1016/s2352-4642(20)30186-3

NURS 6512: Advanced Health Assessment and Diagnostic Reasoning

/in /by

NURS 6512: Advanced Health Assessment and Diagnostic Reasoning

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.

Summary: Patient A.G is a 38-year-old female, who is pregnant and lives in an Indian reservation. Patient came in for prenatal visit. Pt is 28 weeks of her third pregnancy. Vital signs stable, patient AAOX3, and mood is stable. Patient is not in acute distress, has normal heart sounds, lungs WNL and no respiratory distress noted. Full review of systems performed and was otherwise unremarkable. Patient has NKDAs.

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

The Communication style I would use is open ended dialogue and teach back method. There could be a communication barrier. Therefore, by asking the patient to summarize what they have learned, it creates the opportunity to correct any misinformation and reinforces the correct information. Asking open-ended questions is a communication technique that forces the patient to explain in more detail how they may be feeling and what they are experiencing, which allows for follow up questions for further evaluation and to create a more personalized plan of care (Shepard, 2018). NURS 6512: Advanced Health Assessment and Diagnostic Reasoning

I would use the PRAMS risk assessment tool. PRAMS stands for Pregnancy Risk Assessment Monitoring System. It was created by influencing maternal behaviors before, during and after the pregnancy to reduce infant morbidity and mortality. Questions include: Attitudes and feelings about the most recent pregnancy, Preconception care, Content of prenatal care, Medicaid and WIC participation, Breastfeeding, Cigarette smoking and alcohol use, Health insurance coverage, Physical abuse, Infant health care, and Contraceptive use (CDC, 2021). Native American women are high risk for health disparities due to lack of early prenatal care and ongoing prenatal care. A study found that a cause of the health disparity was due to a barrier in communication. The native American women interviewed expressed how they felt the physicians seemed to busy to ask questions to and to respond to questions, feeling that the physician didn’t care about them nor their medical needs, and overall lack of trust of the physician and their practice of modern medicine (Hanson, 2014).

Targeted Questions

  1. Who will be the primary caregiver of the baby?
  2. Do you have access to prenatal care?
  3. Are you or will you be using tobacco or alcohol during the pregnancy?
  4. Are you in pain or have been experiencing any pain?
  5.  Do you utilize traditional medicines and healing?

I chose these questions because Native American women are high risk for poor birth outcomes due delayed prenatal care, adolescent age, and use of tobacco and alcohol during pregnancy. Furthermore, due to the traditional family organization and the role of the woman in the culture, the mother may not be the primary caretaker of the child. It is important to educated the family member who will be the caretaker and not to judge the family dynamic. Native Americans are viewed as stoic during painful procedures or labor, and should not be mistaken for lack of pain (Cesario, 2001). NURS 6512: Advanced Health Assessment and Diagnostic Reasoning

References

 

CDC. (2021, May 3). CDC – PRAMS Questionnaires – Pregnancy risk ASSESSMENT monitoring system – reproductive health. Centers for Disease Control and Prevention. https://www.cdc.gov/prams/questionnaire.htm.

Cesario, S. K. (2001, January 1). Care of the Native American Woman: Strategies for Practice, Education, and Research. JOGNN. https://www.jognn.org/article/S0884-2175(15)33875-2/fulltext.

Hanson, J. D. (2014, January). Understanding prenatal health care for American Indian women in a Northern Plains Tribe. Journal of transcultural nursing:official journal of the Transcultural Nursing Society. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4098117/.

Shepard, K. (2018, July 17). Nursing communication Skills: NurseZone. Nursing Communication Skills | NurseZone. https://www.americanmobile.com/nursezone/career-development/5-nursing-communication-techniques-that-work/.

 

By Day 6 of Week 1

Respond to at least two of your colleagues on 2 different days who selected a different patient than you, using one or more of the following approaches:

responses

Thank you for your input this week on building a health history. The nurse practitioner should keep a line of communication open with the patient based on comfort, politeness, and affirmation (Ball et al., 2019). The patient-centered approach is a communication technique that helps a physician build a relationship with a patient during an evaluation, allowing a vulnerable patient to establish trust in the doctor (Ball et al., 2019). The patient-centered approach is my preference since it fosters the patient’s trust and confidence in the practitioner. As a result, putting the patient at ease makes it easier for her to convey the reason for her consultation.

American Native women in the United States faced acknowledged barriers to prenatal care, including a lack of access to care, differing communication styles, and uneven treatment continuation (Johnson, 2020). Furthermore, because the gap is well-known, the nurse practitioner must assess the disparities described (lack of access to care, distinct communication styles, and inconsistent continuation of care). Another concern I would discuss with the mother and counsel her on is the pregnant woman’s age and the dangers she confronts. Although problems can emerge during pregnancy, it is a well-established trend that complications grow with age (Johnson, 2020).

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.

Bohn DK. (2020). Lifetime and current abuse, pregnancy risks, and outcomes among Native American women. Journal of Health Care for the Poor & Underserved, 13(2), 184–198. https://doi-org.ezp.waldenulibrary.org/10.1353/hpu.2010.0624

Johnson, M. B. (2020). Prenatal Care for American Indian Women. MCN: The American Journal of Maternal Child Nursing, 45(4), 221–227. https://doi-org.ezp.waldenulibrary.org/10.1097/NMC.0000000000000633

 

 

response 2

Thank you for your insightful post.  It is sad to learn that certain populations have a lack of trust in their health care providers due to bias and lack of empathy.  I appreciate that you stated this, as it is an uncomfortable truth which we, as future providers must remain aware of.   Particularly in the case of Native Americans, more research is required to investigate cultural influences for prenatal care.   It is unfortunate that Native Americans and women of other minority groups continue to be underrepresented in clinical studies, despite Federal statutes requiring  the inclusion of women and minorities in research (Heck, 2020).

I like the idea of using the PRAMS risk assessment tool to reduce infant morbidity and mortality.  It also helps assess the mother’s level of well-being and quality of current prenatal care. Asking the question of using traditional medicines and healing is an excellent point to keep in mind when dealing with not only the First Nation population but all patients of diverse backgrounds. Many times patients don’t realize that perhaps their cultural practice might counter the effect of Western medicine. Cultural practices and spiritual beliefs, family support or lack thereof, all influence the patient’s medical care (Ball et. al, 2019).  Therefore, the provider must be well informed of all types of treatments the patient is receiving, even if non-allopathic. I can share a personal note here. When I was growing up, homeopathic medicine was always considered in high regard and encouraged to take simultaneously with allopathic medicines without informing the physician.  Looking back now, I’m not so sure how I feel about this practice; I’m sure to share with my PCP any supplements I may be taking. NURS 6512: Advanced Health Assessment and Diagnostic Reasoning

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

As nurse practitioners and nurses, given our holistic approach and person-centered philosophy of care,  we’re in a distinct position to provide the necessary insight to maternal mortality review committees to obtain optimum patient care (Bradford, 2021).  Given the severity of possible outcomes in your patient’s scenario, you did well in gathering the necessary data to compile this patient’s profile to make an accurate assessment. Kudos!

Nadia

References

Ball, J. W., Dains, J. E., Stewart, R. W., Professor of Medicine John A Flynn Med, & MPH, B. S. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). Elsevier Mosby.

Bradford, H. (2021). The essential role of nurse practitioners and midwives on maternal mortality review committees. Nursing for Women’s Health, 25(2), 107-111. https://doi.org/10.1016/j.nwh.2021.01.005

Heck, J. (2020). A phenomenological study of postpartum depression in women who are Native Americans or Alaska Natives. Journal of Obstetric, Gynecologic & Neonatal Nursing, 49(6), S1-S2. https://doi.org/10.1016/j.jogn.2020.09.004

Week 1: Building a Comprehensive Health History

According to a 2011 Gallup poll, nurses are ranked as the most trusted professionals in the United States. One of the most admired nursing skills is the ability to put patients at ease. When patients enter into a healthcare setting, they are often apprehensive about sharing personal health information. Caring nurses can alleviate the hesitance of patients and encourage them to be forthcoming with this information.

The initial health history interview can be an excellent opportunity to develop supportive relationships between patients and nurses. Nurses may employ a variety of communication skills and interview techniques to foster strong bonds with patients and to effectively facilitate the diagnostic process. In conducting interviews, advanced practice nurses must also take into account a range of patient-specific factors that may impact the questions they ask, how they ask those questions, and their complete assessment of the patient’s health.

This week, you will consider how social determinants of health such as age, gender, ethnicity, and environmental situation impact the health and risk assessment of the patients you serve. You will also consider how social determinants of health influence your interview and communication techniques as you work in partnership with a patient to gather data to build an accurate health history. NURS 6512: Advanced Health Assessment and Diagnostic Reasoning

Learning Objectives

Students will:

  • Analyze communication techniques used to obtain patients’ health histories based upon social determinants of health
  • Analyze health-related risk
  • Apply concepts, theories, and principles related to patient interviewing, diagnostic reasoning, and recording patient information

Learning Resources

Required Readings (click to expand/reduce)
Required Media (click to expand/reduce)

Assignment: Course Acknowledgement

This mandatory assignment is an acknowledgement that you fully understand the course guidelines.

By Day 3 of Week 1

Submit your Assignment.

Submission and Grading Information

Submit Your Assignment by Day 3 of Week 1.

To complete this assignment, follow the link below and answer the questions provided.

Week 1 Assignment

Discussion: Building a Health History

Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks.

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.

 

Photo Credit: Sam Edwards / Caiaimage / Getty Images

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. NURS 6512: Advanced Health Assessment and Diagnostic Reasoning

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

Read a selection of your colleagues’ responses.

By Day 6 of Week 1

Respond to at least two of your colleagues on 2 different days who selected a different patient than you, using one or more of the following approaches:

  • Share additional interview and communication techniques that could be effective with your colleague’s selected patient.
  • Suggest additional health-related risks that might be considered.
  • Validate an idea with your own experience and additional research.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

Post by Day 3 of Week 1 and Respond by Day 6 of Week 1

To Participate in this Discussion:

Week 1 Discussion

What’s Coming Up in Module 2?

 

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

In Module 2, you explore the impact of functional assessments, diversity, and sensitivity in conducting health assessments. You also examine various assessment tools and diagnostic tests used to gather information about patients’ conditions and examine their validity, reliability, and impact in conducting health assessments.

Next week, you will specifically examine functional assessments as they relate to diversity and sensitivity

Registration for Shadow Health

Throughout this course, you will participate in digital clinical experiences using the online simulation tool Shadow Health. The Shadow Health digital clinical experience provides a dynamic, immersive experience designed to improve nursing skills and clinical reasoning through the examination of digital standardized patients. Using Shadow Health you will participate in health histories, focused exams, and a comprehensive assessment.

There will be four Shadow Health assessment components that you will need to complete in Module’s 2 and 3:

  • Health History Assessment (Week 3 & 4)
  • Focused Exam: Cough (Week 5) for a pediatric patient presenting with cough
  • Focused Exam: Chest Pain (Week 7) for an adult patient presenting with chest pain
  • Comprehensive (Head-to-Toe) Physical Assessment (Week 9) NURS 6512: Advanced Health Assessment and Diagnostic Reasoning

Before you can participate in these simulations, you will need to register for a Shadow Health account. To do this:

  • Go to the Walden Bookstore and purchase access to Shadow Health and the required texts.
  • Once Shadow Health has been purchased, an access code will be emailed to you from the bookstore.
  • Review this video explaining how to register in Shadow Health: https://vimeo.com/275921826/c12d50ee6e
  • Use the Shadow Health link located in the navigation menu on the left in the Blackboard course.
  • Follow the prompts to register in Shadow Health. You will need the access code provided from the bookstore to register. Once registered, Shadow Health should always be accessed via the link in Blackboard.
  • Use only Google Chrome when accessing Shadow Health and make sure all other programs are turned off on your computer. Other browsers do not work well and will not allow the Shadow Health speech to text function to work.
  •  Once registered, complete the Shadow Health Orientation in the Shadow Health website/program and review the videos designed to assist with navigating and completing assignments.
  • Read the Shadow Health Nursing Documentation Tutorial located in the Week 1 Learning Resources.

Note: As nurses you typically use the word assessment to mean completing the physical exam. However, in the SOAP Note format, assessment means diagnosis so start getting in the habit of calling the physical exam exactly that.

Week 2 Case Studies

In Week 2, your Instructor will assign you a case study related to your Discussion by Day 1 of the week. Please make sure to review the “Course Announcements” area of the course to verify your assigned case study. Please plan ahead to ensure you have time to review your case study and your Learning Resources so that you can complete your Discussions and Assignments on time.

 

Photo Credit: Getty Images/iStockphoto

Practicum – Upcoming Deadline

In the Nurse Practitioner programs of study (FNP, AGACNP, AGPCNP, and PMHNP) you are required to take several practicum courses. If you plan on taking a practicum course within the next two terms, you will need to submit your application via Meditrek .

For information on the practicum application process and deadlines, please visit the Field Experience: College of Nursing: Application Process – Graduate web page.

Please take the time to review the Appropriate Preceptors and Field Sites for your courses. NURS 6512: Advanced Health Assessment and Diagnostic Reasoning

Discussion Diversity and Health Assessments discussion essay examples

/in /by

Discussion Diversity and Health Assessments discussion essay examples

NURS 6512: Advanced Health Assessment and Diagnostic Reasoning – Discussion Diversity and Health Assessments discussion essay examples 

Diversity and Health Assessments

Case #1: “I came for my annual physical exam, but do not want to be a burden to my daughter.” History of Present Illness (HPI): At-risk 86-year-old Asian male – who is physically and financially dependent on his daughter, a single mother who has little time or money for her father’s health needs. According to Dains, Baumann, and Scheibel (2016), an assessment begins with the patient stating their primary concern or reason for the visit. In the case of the 86-year-old Asian male, he is in for his annual physical exam but clearly states that he concerned about burdening his daughter. The patient requires a complete physical exam on this visit, but would also benefit from a comprehensive geriatric assessment (CGA) based on his age but also because of is comment. Functional and social vulnerabilities are challenges characteristic of older populations (Ramani, Furmedge, & Reddy, 2014). Discussion Diversity and Health Assessments discussion essay examples .

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

The socioeconomic factor related to this patient is his dependency on his daughter for financial stability. The patient’s daughter is a single mother who does not have money to spend on her father’s health needs. The patient is 86 years old and physically dependent on his daughter, so is unable to contribute to the household both financially or physically. It is unclear if the daughter able to support for her father beyond his health needs. According to Yan, Chan, and Tiwari (2015), Asian cultures prescribe to adult children caring for their elderly parents providing financial support and showing them obedience Discussion Diversity and Health Assessments discussion essay examples . This is based on a Confucian teaching which, according to more recent studies, is being interpreted differently by younger generations who feel that it is dependent on their own circumstances (Yan, Chan, & Tiwari, 2015).

Subjective data obtained from the assessment identified a weight loss of 25 pounds over the past year, multiple bruises on the patient’s upper arms and back, and a history of two falls within the last 6 months. Objective data identified that the patient was hypertensive, even though taking medication for hypertension, and multiple bruises in different stages of healing on his upper arms and back. The patient also has arcus senilus bilaterally, which is common for this age population and does not require intervention. The bruises, weight loss, and hypertension need to be addressed. Discussion Diversity and Health Assessments discussion essay examples .

Sensitive Issues

The patient’s assessment is affected by cultural beliefs and behaviors and the relationship with the family should be explored (Ball, Dains, Flynn, Solomon, & Stewart, 2015). Ball et al. (2015) also indicate that older patients who are physically impaired are at higher risk for elder abuse. A conversation regarding the bruises is a sensitive subject particularly because Asian populations are hesitant to report elder abuse as it is considered a family matter (Yan, Chan, & Tiwari, 2015). According to Yan, Chan, and Tiwari (2015), discussing the potential elder abuse with a third party is considered shameful in Asian culture because the behavior may be seen as a reflection of poor parenting. Addressing the hypertension should include assessing if the patient is taking his medication, which may identify if the daughter is purchasing the medication or not Discussion Diversity and Health Assessments discussion essay examples . This is a sensitive issue because the patient does not want to burden his daughter and may not want to indicate that his daughter is neglecting his needs.

Older adults require health care that goes beyond medical management and includes evaluation of issues such as physical, financial, and environmental aspects that impact their health (Ramani, Furmedge, & Reddy, 2014). Identifying problems with the patient’s social support can aid in obtaining resources for the patient and choices can be made regarding outcomes most important to the patient and his daughter (Ramani, Furmedge, & Reddy, 2014). Lastly, the patient is functionally impaired and may qualify for state or local benefits depending on his income (Ramani, Furmedge, & Reddy, 2014) and since he is being supported by his daughter, this may alleviate the burden on her and improve his access to medications and care that he requires. Discussion Diversity and Health Assessments discussion essay examples .

Targeted Questions

  • How do you take your medications each day?
  • What do you normally eat and drink each day?
  • Are you able to get around okay at home?
  • Do you feel safe at home?
  • Would you like help with things at home such as bathing, dressing, and mobility?
  • Do you often feel sad or depressed?
  • Discussion Diversity and Health Assessments discussion essay examples

References

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.

Dains, J. E., Baumann, L. C., & Scheibel, P. (2016). Advanced health assessment and clinical diagnosis in primary care (5th ed.). St. Louis, MO: Elsevier Mosby.

Ramani, L., Furmedge, D. S., & Reddy, S. H. (2014). Comprehensive geriatric assessment. British Journal of Hospital Medicine (London, England: 2005), 75(8), C122-C125.

Yan, E., Chan, K., & Tiwari, A. (2015). A Systematic Review of Prevalence and Risk Factors for Elder Abuse in Asia. Trauma, Violence & Abuse, 16(2), 199-219 21p. doi:10.1177/152483801455503

 

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

NURS 6512: Advanced Health Assessment

Diversity and Health Assessment

Cultural competence is the gradually developed capacity of nurses and healthcare providers to provide safe and quality healthcare to clients of different background (Duan-Ying, 2016). Cultural competence involves recognizing one’s own culture, values, and biases, and using effective patient-centered communication skills (Ball et al., 2015). To be culturally competent, the practitioner must be able to respond to the cultural diversity of her or his patients and adapt to the unique needs of patients from the cultural and spiritual background different from her or his own (Ball et al., 2015). For this forum, the cultural health assessment of MR, the 23-year-old Native American male will be discussed.

Case 3: Culturally Competent Health Assessment of the 23-year-old Native American Male

MR, a 23-year-old Native American presents with complain of anxiety, history of smoking “pot,” alcoholism, a family history of diabetes, hypertension, and alcoholism. He is afraid of the adverse outcomes of his lifestyle choices. He is not currently on prescription medication and denies drug use. He needs some prescriptions to help him with his anxiety.

According to Espey at al. (2013), “American Indians in the United have long endured a legacy of injustice and discrimination with multiple negative manifestations, including alarming health disparities and inadequate healthcare.” Patterns of mortality among Native Americans are strongly influenced by the high incidence of diabetes, smoking prevalence, problem drinking, and social determinants (Epsey et al., 2013). For many young Native Indian Americans like MR, the problem of poor health, smoking, and alcohol abuse can be explained by poverty, unemployment, and lack of education. Sarche & Spicer (2008) state that more than one-quarter of American Indian and Alaskan Native is living in poverty, a rate that is more than double of that of the general population. The discrepancy in education and employment is also found and overall, there are fewer individuals within the American Indian and Alaska community who possess a high school diploma or GED (71% versus 80%) or a bachelor degree (11% versus 24.4%) (Sarche & Spicer, 2008). The social determinants of health including poor-socioeconomic status, poor education, low income as well as unhealthy lifestyle and poor access to healthcare services play a major role in MR’s anxiety, alcohol use, and “pot” smoking Discussion Diversity and Health Assessments discussion essay examples . MR health seeking behavior is related to his spiritual beliefs that he might not “get into heaven” if he continues to have an unhealthy lifestyle. This attitude is an excellent initiative towards a healthier lifestyle.

                           Addressing critical issues when interacting with the patient

According to scenario 3, MR has multiple health risks. He has a family history of hypertension, diabetes, and alcoholism. He is a current “pot” smoker, alcohol drinker, and a very anxious young man looking for prescriptions against anxiety. Anxiety is one the withdrawal symptoms and therefore, MR may have drug addiction issue. This patient may need a psychiatric consult for better assessment of his drug addiction status. He is also at risk for cardiovascular diseases and lung cancer related to “pot” smoking, hypertension and diabetes-related to family history and alcoholism. Discussion Diversity and Health Assessments discussion essay examples

Targeted Questions

1-    How are you doing today? How can I help you with your visit?

2-    You stated that you have been smoking “pot.” How long have you been smoking?

3-    What do you think is the cause of your anxiety?

4-    You stated that drinking alcohol can help cope with your anxiety. How many drinks do you have in one day?

5-    Have you ever felt you should cut down on your drinking? (CAGE questionnaire)

6-    Have people annoyed you by criticizing your drinking? (CAGE questionnaire) Discussion Diversity and Health Assessments discussion essay examples

7-    Have you felt bad or guilty about drinking?  (CAGE questionnaire) (Addiction & Recovery, 2018).

8-    Have you ever had a drink first thing in the morning to steady your nerves or get rid of a hangover? (CAGE questionnaire)

9-    Do you have insurance coverage? Do you have concerns about how to cover your medical expenses?

10-    Before coming to this health center did you seek help from a family member, spiritual leader or a friend? Did they listen to you or provide any support?                                                                                                                                                                                                                                   Reference

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., Stewart, R. W. (2015). Seidel’s Guide to          

          Physical Examination. (8th E.). Elsevier, Mosby. St. Louis, Missouri.

Addiction and Recovery (2018). CAGE Questionnaire. Addiction Self-Assessment.

Retrieved from https://addictionsandrecovery.org/addiction-self-test.htm

Duan-Ying, C. (2016). A Concept Analysis of Cultural Competence. International Journal of

         Nursing Sciences. Volume 3, Isuue3, pages 268-273.

https://doi.org/101016/j.ijnss.2016.08.00 Retrieved from

https://www.sciencedirect.com/science/article/pii/S2352013216300795

Espey, D. K., Jim, M. A., Cobb, N., Bartholomew, M., Becker, T., Haverkamp, D.,

Plescia, M. (2014). Leading Causes of Death and All-Cause Mortality in American

Indians and Alaska Natives. American Public Health Association.

Doi: 10.2105/AJPH.2013.3017.98 Retrieved from

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4035872/ Discussion Diversity and Health Assessments discussion essay examples

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

Sarche, M., Spicer, P. (2008). Poverty and Health Disparities for American Indian and Alaska

Native Children: Current Knowledge and Future Prospect. American Indian and Alaska

            Native Programs. Doi: 10.1196/annals.1425.017. Retrieved from

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2567901/pdf/nihms58363.pdf Discussion Diversity and Health Assessments discussion essay examples

DNP 955 Topic 1 Course Completion and Progression Acknowledgement GCU

/in /by

DNP 955 Topic 1 Course Completion and Progression Acknowledgement GCU

The DNP Direct Practice Improvement (DPI) Project requires extensive Proposal-based work product in the relatively short course timeframe of DNP-955.

Learners are required to exhibit a high level of completion for the milestone assignments in a timely manner throughout the course in order to be prepared to submit the Benchmark – DPI Project Proposal (Chapters 1-3 and Appendix A) assignment in Topic 8.

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

You will be required to submit your final proposal manuscript (Chapters 1-3) in the Topic 8 drop box by the last day of class at midnight. You must submit this assignment in the form of a single Word document. DNP 955 Topic 1 Course Completion and Progression Acknowledgement GCU

There will be no extensions granted for this submission. Your submitted proposal will be sent to Academic Quality Review (AQR). The AQR is performed by a qualified external reviewer that provides a formal scientific merit review and quality assurance check on the DPI Project Proposal. The AQR review will be returned to your chair. DNP-955.

This will take approximately 7-10 business days. If this manuscript proposal is not submitted prior to the due date, you will receive 0 points for that assignment and will not undergo AQR, you will also not progress to DNP-960.

You must:

  • Confirm your project meets the GCU DPI requirements and that your project translates existing knowledge or guidelines into clinical practice to improve patient outcomes.
  • Ensure that your clinical questions are feasible with your population and clinical site and in alignment with your method, design, data collection, and data analysis.
  • Remove the scoring grids/rubric and previous embedded feedback from your proposal for the Topic 8 AQR submission.
  • Accurate grammar, APA and scholarly writing is required. Please note that your chairperson is not an editor. You will be responsible for ensuring your compliance with APA.
  • Remember that your manuscript will undergo several reviews from your chairperson, content expert, AQRs, department chairperson, and dean that will require multiple iterations. Please be open to feedback and incorporate the feedback into your manuscript to improve quality and rigor. DNP 955 Topic 1 Course Completion and Progression Acknowledgement GCU

    ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

Looking ahead:

  • In DNP-960 you will be completing your IRB submission. You will need to have facility IRB approval (if your facility has an IRB) prior to submitting to GCU.

If your project site does not have an IRB, you will be required to have site approval. GCU IRB submission is a stop-gap in the program.

If you do not submit to GCU IRB within the prescribed timeframe of the DNP-960 course, you will receive a zero for Topic 3 assignment and you will not move forward to DNP-965. Please utilize all of the IRB submission resources available in DC Network and The IRB platform.

  • In DNP-960 or DNP-965, once you receive GCU IRB approval, you can start your project implementation. You should never be sitting idle while waiting for IRB approval. Please start writing your templates for Chapters 4 and 5 (without data until implementation with IRB approval).
  • In DNP-965, you will need to submit a final completed manuscript in Topic 5 to AQR. If you are unable to complete this submission, you will be required to take an extension course to finish your project or manuscript.

In Topic 8, you will submit your final committee-approved manuscript for departmental review. You will have the opportunity for one iteration with the department until your manuscript is sent to the dean.

If your manuscript is not deemed ready to be sent to the dean by the department, you will be required to take an extension course to continue to work with your chair. You will need to have a dean-approved manuscript, completed all courses with a passing grade, and 1,000 practice immersion hours to be eligible for graduation.


Directions:

Complete the following statement in a Word document and submit it to your instructor by the end of Topic 1.

I, (INSERT NAME), verify that I have read, understand, and will comply with all requirements set forth for course completion and progression.

I have reviewed the DPI Project requirements and am fully aware of my options if I am not able to successfully complete the required level of milestone development. DNP 955 Topic 1 Course Completion and Progression Acknowledgement GCU

NRS 451v GC Week 4 Organizational Values Presentation

/in /by

 

NRS 451v GC Week 4 Organizational Values Presentation

Organizational Values Presentation (Benchmark Assessment)

Details: Prepare a 10-minute presentation (10-15 slides, not including title or reference slide) on organizational culture and values.

NRS 451v GC Week 4 Organizational Values Presentation

Describe how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient
outcomes.
Discuss how an individual can use effective communication techniques to overcome workplace challenges, encourage collaboration across groups, and promote effective problem-solving.

NRS 451v GC Week 4 Organizational Values Presentation

Identify a specific instance from your own professional experience in which the values of the organization and the values of the individual nurses did or did not align. Describe the impact this had on nurse engagement and patient outcomes. NRS 451v GC Week 4 Organizational Values Presentation

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

While the APA style 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.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

You are not required to submit this assignment to Turnitin unless otherwise directed by your instructor. If so directed, refer to the Student Success Center for directions. Only Word documents can be submitted to Turnitin. NRS 451v GC Week 4 Organizational Values Presentation

DNP 955 Topic 1 DPI Project Proposal Strategic Points Final Draft GCU

/in /by

DNP 955 Topic 1 DPI Project Proposal Strategic Points Final Draft GCU

The DPI Project Proposal and the DPI Project together comprise the progressive set of documents that lead to the completion of the learner’s DPI Project.

Each of these documents incorporates a set of strategic points that need to be clear, simple, correct, and aligned to ensure the research each learner submits throughout the project development process will be achievable valuable, and credible.

DNP 955 Topic 1 DPI Project Proposal Strategic Points Final Draft GCU

Work began on these strategic points in the form of the “10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project” in DNP-815, and a revised working draft to that document was submitted in DNP-820. Here, in DNP-955, the learner will submit an amended final draft in table format for the final chairperson and DPI Committee review.

DNP 955 Topic 1 DPI Project Proposal Strategic Points Final Draft GCU

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS


Note: This completed assignment will be submitted as Appendix A as part of the Topic 8 assignment in this course. This must be submitted in a table.

DNP 955 Topic 1 DPI Project Proposal Strategic Points Final Draft GCU

General Requirements:

Use the following information to ensure the successful completion of the assignment:

  • Locate your “10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project” document from DNP-820. DNP 955 Topic 1 DPI Project Proposal Strategic Points Final Draft GCU
  • While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

DNP 955 Topic 1 DPI Project Proposal Strategic Points Final Draft GCU
Directions:

  1. If not already completed, make any revisions and incorporate all remaining instructor feedback from DNP-820 into your revised working draft of the 10 Strategic Points document. You must use the “Strategic Points Final Draft” template that is attached to the assignment.
  2. Submit the newly amended document as the “Strategic Points Final Draft” to your DPI Committee. The committee will review the amended draft to ensure the strategic points are aligned and that you will be able to develop a clear, defined, and achievable project.
  3. Once the DPI Committee has returned the “Strategic Points Final Draft” to you with feedback, retain this document to submit as Appendix A in the DPI Draft Proposal assignment in Topic 7 and in the Benchmark – DPI Project Proposal: Draft Proposal, due in Topic 8.

DNP 955 Topic 1 DPI Project Proposal Strategic Points Final Draft GCU


Portfolio Practice Hours:

Learners will track their practice hours within the Typhon Tracking System throughout each course and via the Practice Hours Completion Statement provided in this assignment.

Complete the following statement in a Word document, submit it to the instructor, and complete the Typhon Tracking System entries appropriate for this course. DNP 955 Topic 1 DPI Project Proposal Strategic Points Final Draft GCU
Practice Hours Completion Statement DNP-955


I, (INSERT NAME), verify that I have completed (NUMBER OF) practice hours in association with the goals and objectives for this course. I have also tracked said practice hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor.

DNP 955 Topic 2 DPI Project Timeline GCU

/in /by

DNP 955 Topic 2 DPI Project Timeline GCU

This assignment is aimed at supporting your successful navigation of timeline components for your Direct Practice Improvement (DPI) Project.

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS


General Requirements:

Use the following information to ensure the successful completion of the assignment:

  • Locate the “DPI Project Timeline” resource associated with this assignment.
  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • You are not required to submit this assignment to LopesWrite.

DNP 955 Topic 2 DPI Project Timeline GCU
Directions:

Use the “DPI-Project Timeline” document to help you develop a timeline for the completion of your DPI Project Proposal and the activities associated with completing your project. Enter your expected dates for completion of the milestones and deliverables.

Keep in mind this is a plan for your timeline through the final three courses of the program.  Actual timelines may vary. DNP 955 Topic 2 DPI Project Timeline GCU

DNP 955 Full Course Assignment GCU

/in /by

DNP 955 Full Course Assignment GCU

DNP 955 Topic 1 DPI Project Proposal Strategic Points Final Draft GCU

The DPI Project Proposal and the DPI Project together comprise the progressive set of documents that lead to the completion of the learner’s DPI Project.

Each of these documents incorporates a set of strategic points that need to be clear, simple, correct, and aligned to ensure the research each learner submits throughout the project development process will be achievable valuable, and credible.

Work began on these strategic points in the form of the “10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project” in DNP-815, and a revised working draft to that document was submitted in DNP-820.

Here, in DNP-955, the learner will submit an amended final draft in table format for the final chairperson and DPI Committee review. DNP 955 Full Course Assignment GCU

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS


Note: This completed assignment will be submitted as Appendix A as part of the Topic 8 assignment in this course. This must be submitted in a table.

DNP 955 Full Course Assignment GCU
General Requirements:

Use the following information to ensure the successful completion of the assignment:

  • Locate your “10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project” document from DNP-820.
  • While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.


Directions:

  1. If not already completed, make any revisions and incorporate all remaining instructor feedback from DNP-820 into your revised working draft of the 10 Strategic Points document. You must use the “Strategic Points Final Draft” template that is attached to the assignment.
  2. Submit the newly amended document as the “Strategic Points Final Draft” to your DPI Committee. The committee will review the amended draft to ensure the strategic points are aligned and that you will be able to develop a clear, defined, and achievable project.
  3. Once the DPI Committee has returned the “Strategic Points Final Draft” to you with feedback, retain this document to submit as Appendix A in the DPI Draft Proposal assignment in Topic 7 and in the Benchmark – DPI Project Proposal: Draft Proposal, due in Topic 8.


Portfolio Practice Hours:

Learners will track their practice hours within the Typhon Tracking System throughout each course and via the Practice Hours Completion Statement provided in this assignment.

Complete the following statement in a Word document, submit it to the instructor, and complete the Typhon Tracking System entries appropriate for this course.

DNP 955 Full Course Assignment GCU

Practice Hours Completion Statement DNP-955


I, (INSERT NAME), verify that I have completed (NUMBER OF) practice hours in association with the goals and objectives for this course.

I have also tracked said practice hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor.

DNP 955 Topic 1 Individual Success Plan (ISP) GCU

The Individual Success Plan (ISP) assignment in this course requires your collaboration with the course faculty early on to establish a plan for successful completion of mutually identified and agreed upon specific deliverables for your programmatic requirements.

Programmatic requirements are:

(1) completion of required practice immersion hours,

(2) completion of work associated with program competencies, and

(3) work associated with the completion of your Direct Practice Improvement Project.


General Requirements:

Use the following information to ensure successful completion of the assignment as it pertains to deliverables due in this course:

  • Locate and download Individual Success Plan (ISP) document in the DC Network.
  • Review the DNP Program Milestones document in the DC Network and identify which milestones apply to this course. Note: Not all courses have milestones. DNP 955 Full Course Assignment GCU

Determine what practice experiences you plan to seek in order to address each competency. Include how many hours you plan to set aside to meet your goals.

Learners will apply concepts from each of their core courses to reflect upon, critically examine, and improve current practice and are required to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.

  • Use the Individual Success Plan to develop a personal plan for completing your practice hours and how competencies will be met. Show all of the major milestones and deliverables.
  • Within the Individual Success Plan, ensure you identify specific deliverables which can include the following:

individualized DNP practice immersion contracts; comprehensive clinical log of hours applied to doctoral level learning outcomes; learner evaluations; mentor evaluations; current and updated CV;

scholarly activities; GCU DNP competency self-assessment; reflective journal; course goals and plan for how competencies and practice immersion hours will be met; faculty and mentor approvals of course goals and documented practice immersion hours; and DPI project milestones.

  • Identify the specific deliverables you will complete throughout this course from those defined above or others negotiated with your faculty. And you need to turn in a new Individual Success Plan for all courses.
  • Identify the remaining deliverables you will complete in the upcoming courses.
  • List the challenges you expect to encounter as you continue the practice hour and competency requirements throughout this course? How might you overcome these challenges?
  • You can renegotiate these deliverables with your faculty throughout this course and update your Individual Success Plan accordingly.
  • This assignment uses a rubric. Please Review the rubric prior to the beginning to become familiar with the expectations for successful completion.
  • You are not required to submit this assignment to LopesWrite.

DNP 955 Full Course Assignment GCU
Directions:

Complete the Contact Information table at the beginning of the ISP resource, and type in your signature and the date on which you completed the table.

Read the information in the ISP document including the following:

  • Learner expectations
  • Derivation of the ISP
  • Instructions for completing the ISP

Follow the instructions and complete the ISP.

DNP-820-R-IndividualSuccessPlan.docx


Portfolio Practice Hours:

Learners will track their practice hours within the Typhon Tracking System throughout each course and via the Practice Hours Completion Statement provided in this assignment.

Complete the following statement in a Word document, submit it to the instructor, and complete the Typhon Tracking System entries appropriate for this course.

DNP 955 Full Course Assignment GCU

Practice Hours Completion Statement DNP-955


I, (INSERT NAME), verify that I have completed (NUMBER OF) practice hours in association with the goals and objectives for this course.

I have also tracked said practice hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor.

DNP 955 Topic 1 Course Completion and Progression Acknowledgement GCU

The DNP Direct Practice Improvement (DPI) Project requires extensive Proposal-based work product in the relatively short course timeframe of DNP-955.

DNP 955 Full Course Assignment GCU

Learners are required to exhibit a high level of completion for the milestone assignments in a timely manner throughout the course in order to be prepared to submit the Benchmark – DPI Project Proposal (Chapters 1-3 and Appendix A) assignment in Topic 8.

You will be required to submit your final proposal manuscript (Chapters 1-3) in Topic 8 drop box by the last day of class at midnight. You must submit this assignment in the form of a single Word document.

There will be no extensions granted for this submission. Your submitted proposal will be sent to Academic Quality Review (AQR). The AQR is performed by a qualified external reviewer that provides a formal scientific merit review and quality assurance check on the DPI Project Proposal.

The AQR review will be returned to your chair. This will take approximately 7-10 business days. If this manuscript proposal is not submitted prior to due date, you will receive 0 points for that assignment and will not undergo AQR, you will also not progress to DNP-960.

You must:

  • Confirm your project meets the GCU DPI requirements that your project translates existing knowledge or guidelines into clinical practice to improve patient outcomes.
  • Ensure that your clinical questions are feasible with your population and clinical site and in alignment with your method, design, data collection, and data analysis.
  • Remove the scoring grids/rubric and previous embedded feedback from your proposal for the Topic 8 AQR submission.
  • Accurate grammar, APA and scholarly writing is required. Please note that your chairperson is not an editor. You will be responsible for ensuring your compliance with APA.
  • Remember that your manuscript will undergo several reviews from your chairperson, content expert, AQRs, department chairperson, and dean that will require multiple iterations. Please be open to feedback and incorporate the feedback into your manuscript to improve quality and rigor.

Looking ahead:

  • In DNP-960 you will be completing your IRB submission. You will need to have facility IRB approval (if your facility has an IRB) prior to submitting to GCU.

If your project site does not have an IRB, you will be required to have site approval. GCU IRB submission is a stop-gap in the program.

  • If you do not submit to GCU IRB within the prescribed timeframe of the DNP-960 course, you will receive a zero for Topic 3 assignment and you will not move forward to DNP-965. Please utilize all of the IRB submission resources available in DC Network and The IRB platform. DNP 955 Full Course Assignment GCU
  • In DNP-960 or DNP-965 , once you receive GCU IRB approval, you can start your project implementation. You should never be sitting idle while waiting for IRB approval. Please start writing your templates for Chapters 4 and 5 (without data until implementation with IRB approval).
  • In DNP-965, you will need to submit a final completed manuscript in Topic 5 to AQR. If you are unable to complete this submission, you will be required to take an extension course to finish your project or manuscript. In Topic 8, you will submit your final committee-approved manuscript for departmental review.

You will have the opportunity for one iteration with the department until your manuscript is sent to the dean. If your manuscript is not deemed ready to be sent to the dean by the department, you will be required to take an extension course to continue to work with your chair.

You will need to have a dean-approved manuscript, completed all courses with a passing grade, and 1,000 practice immersion hours to be eligible for graduation.

DNP 955 Full Course Assignment GCU
Directions:

Complete the following statement in a Word document and submit it to your instructor by the end of Topic 1.

I, (INSERT NAME), verify that I have read, understand, and will comply with all requirements set forth for course completion and progression. I have reviewed the DPI Project requirements and am fully aware of my options if I am not able to successfully complete the required level of milestone development.

DNP 955 Topic 1 DPI Project Content Expert: Identification and Approval Process GCU

Prior to the first Direct Practice Improvement (DPI) course, it is the learner’s responsibility to identify a Content Expert who will work alongside the DPI faculty chairperson as the two members of the learner’s DPI Project Committee. The learner and the committee members will work collaboratively to support scholarly progression

This individual may have served previously as the learner’s mentor. The Content Expert will work closely with the learner on the entire scope of project-based deliverables throughout DNP-955, DNP-960, and DNP-965 along with any necessary extension courses.

In order to avoid delay in commencing work on the DPI Project, please identify your Content Expert and complete the required documentation as early as possible. Please refer to the Graduate Field Experience Manual for more information about Content Expert selection and qualifications.

Directions:

1.Submit your proposed Content Expert’s name and relevant qualifications to the GCU Office of Field Experience (OFE) counselor for Department approval.

2.Submit your proposed Content Expert’s name and relevant qualifications to your DNP chairperson.

3.Do not initiate new work on course assignments until you have sent your DNP chairperson the Content Expert information. This can be in the form of a curriculum vitae (CV).

4.Do work to complete and incorporate all prior course/programmatic feedback into existing project-based content

DNP 955 Topic 2 DPI Project Timeline GCU

This assignment is aimed at supporting your successful navigation of timeline components for your Direct Practice Improvement (DPI) Project.


General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Locate the “DPI Project Timeline” resource associated with this assignment.
  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • You are not required to submit this assignment to LopesWrite.

DNP 955 Full Course Assignment GCU
Directions:

Use the “DPI-Project Timeline” document to help you develop a timeline for the completion of your DPI Project Proposal and activities associated with completing your project. Enter your expected dates for completion of the milestones and deliverables.

Keep in mind this is a plan for your timeline through the final three courses of the program.  Actual timelines may vary.

DNP 955 Topic 3 DPI Project Proposal Chapter 1 Introduction to the Project GCU

Chapter 1 of the DPI Project is entitled “Introduction to the Project” and includes background and other essential information regarding the overall DPI Project design and components.


General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Locate the “DPI Proposal Template” located in the PI Workspace of the DC Network. DNP 955 Full Course Assignment GCU
  • Access

    The Doctor of Nursing Practice Essentials: A New Model for Advanced Practice Nursing

    textbook from DNP-801. The direct link is:

    http://gcumedia.com/digital-resources/jones-and-bartlett/2013/the-doctor-of-nursing-practice-essentials_ebook_2e.php
  • You may also find it helpful to access the

    The Doctor of Nursing Practice Essentials: A New Model for Advanced Practice Nursing

    textbook from DNP-801, which you have been using throughout the program. Chapter 10 of this textbook provides an excellent template for a DNP-focused scholarly project.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.


Directions:

Use the “DPI Proposal Template” to help you develop a draft of the Introduction (Chapter 1) of your DPI Project Proposal. Keep in mind this is an outline and formatting structure; it may be of use to you, but recall that each project will vary in nature and scope, so adaptations to this format may be required.

Sections in Chapter 1 include:

  1. Introduction
  2. Background of the Project
  3. Problem Statement
  4. Purpose of the Project
  5. Clinical Question(s)
  6. Advancing Scientific Knowledge
  7. Significance of the Project
  8. Rationale for Methodology
  9. Nature of the Project Design
  10. Definition of Terms
  11. Assumptions, Limitations, Delimitations
  12. Summary and Organization of the Remainder of the Project

Much of this information can be gleaned from your DPI Prospectus, but you will find that new as well as expanded content in specific areas will be required, depending on the nature of your proposed DPI Project.


Portfolio Practice Hours:

Practice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting.

These assignments earn practice immersion hours, and are indicated in the assignment by a Portfolio Practice Hours statement that reminds you, the learner, to enter in a corresponding case log in Typhon.

DNP 955 Full Course Assignment GCU
Actual clock hours


are entered, but the average hours associated with each practice immersion assignment is 10.

You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course.

The culmination of your assignment must present a viable application in a current practice setting. For more information on parameters for practice immersion hours, please refer to DNP resources in the DC Network.

To earn portfolio practice hours, enter the following after the references section of your paper:

DNP 955 Full Course Assignment GCU

Practice Hours Completion Statement DNP-955


I, (INSERT NAME), verify that I have completed (NUMBER OF) clock hours in association with the goals and objectives for this assignment. I have also tracked said practice hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor.

DNP 955 Topic 4 DPI Project Proposal Chapter 2 Literature Review GCU

Chapter 2 of the DPI Project Proposal is entitled “Literature Review” and expands upon work you completed in DNP-820 in the Develop a Literature Review assignment.

Synthesis of the literature in the Literature Review (Chapter 2) defines the key aspects of the learner’s scholarly project, such as the problem statement, population and location, clinical questions, hypotheses or phenomena (if relevant to the project), methodology and design, purpose statement, data collection, and data analysis approaches.

The literature selected must illustrate strong support for the learner’s practice change proposal.


General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Locate the “DPI Proposal Template” in the PI Workspace of the DC Network.
  • Locate the Develop a Literature Review assignment you completed in DNP-820.
  • Locate the “Research Article Chart” resource in the Topic Materials.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center. DNP 955 Full Course Assignment GCU

DNP 955 Full Course Assignment GCU
Directions:

Use the “DPI Proposal Template” and the Develop a Literature Review assignment from DNP-820 to develop a draft of a literature review (Chapter 2) for your DPI Project Proposal. The literature review (Chapter 2) is required to be a minimum of 30 pages.

You have already completed some of this review in previous courses. No less than 85% of the articles must have been published in the past 5 years. Articles selected must further provide strong, relatable support for the proposal.

Use the following guidelines to create your draft Literature Review (Chapter 2):

  1. Using the PICOT question format, identify at least three empirical or scholarly articles (25 articles total) related to the theme in the PICOT question.
  2. Use the “Research Article Chart” resource located in the Topic Materials as a guide to:

(a) analyze and synthesize the literature into your paper,

(b) state the article title,

(c) identify the author,

(d) state the research question(s),

(e) identify the research sample,

(f) explain the research methodology,

(g) identify the limitations in the study,

(h) provide the research findings of the study, and

(i) identify the opportunities for practice implementation. For scholarly, nonempirical articles, state the article title and author, and provide a brief contextual summary of the article.

  1. Identify at least three subthemes that relate to each theme (six subthemes total).
  2. Identify at least three empirical or scholarly articles related to each subtheme (18 articles total). At least one article must demonstrate a quantitative methodology.
  3. Write statements that synthesize the three studies for each subtheme based on the information you stated above. You will write six synthesis statements.


Portfolio Practice Hours:

Practice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting.

These assignments earn practice immersion hours and are indicated in the assignment by a Portfolio Practice Hours statement that reminds you, the learner, to enter in a corresponding case log in Typhon.


Actual clock hours


are entered, but the average hours associated with each practice immersion assignment is 10.

You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course.

The culmination of your assignment must present a viable application in a current practice setting. For more information on parameters for practice immersion hours, please refer to DNP resources in the DC Network.

To earn portfolio practice hours, enter the following after the references section of your paper:

DNP 955 Full Course Assignment GCU

Practice Hours Completion Statement DNP-955

DNP 955 Full Course Assignment GCU


I, (INSERT NAME), verify that I have completed (NUMBER OF) clock hours in association with the goals and objectives for this assignment.

I have also tracked said practice hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor.

DNP 955 Topic 5 DPI Project Proposal Chapter 3 Methodology GCU

Chapter 3 of the DPI Project, entitled “Methodology,” will expand upon the content and concepts presented in the “Strategic Points Final Draft” (Appendix A) document you completed in its final iteration in Topic 2.

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

DNP 955 Full Course Assignment GCU


General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Locate the “DPI Proposal Template” in the PI Workspace of the DC Network.
  • Locate the Strategic Points Final Draft assignment completed earlier in this course.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

DNP 955 Full Course Assignment GCU


Directions:

Use the “DPI Proposal Template” and the “Strategic Points Final Draft” document, to develop a draft of (Chapter 3) Methodology that describes the methodology you are utilizing in your DPI Project Proposal. Sections in Chapter 3 include:

  1. Introduction
  2. Statement of the Problem
  3. Clinical Question(s)
  4. Project Methodology
  5. Project Design
  6. Population and Sample Selection
  7. Instrumentation
  8. Validity
  9. Reliability
  10. Data Collection Procedures
  11. Data Analysis Procedures
  12. Ethical Considerations
  13. Limitations
  14. Summary


Portfolio Practice Hours:

Practice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting. These assignments earn practice immersion hours, and are indicated in the assignment by a Portfolio Practice Hours statement that reminds you, the learner, to enter in a corresponding case log in Typhon.

DNP 955 Full Course Assignment GCU


Actual clock hours


are entered, but the average hours associated with each practice immersion assignment is 10.

You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course.

The culmination of your assignment must present a viable application in a current practice setting. For more information on parameters for practice immersion hours, please refer to DNP resources in the DC Network.

To earn portfolio practice hours, enter the following after the references section of your paper:



Practice Hours Completion Statement DNP-955


I, (INSERT NAME), verify that I have completed (NUMBER OF) clock hours in association with the goals and objectives for this assignment. I have also tracked said practice hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor.

DNP 955 Topic 7 Initial Learner Self Review and Soft Submission GCU

In earlier assignments in this course, learners completed and submitted individual components of the DPI Project Proposal and received and incorporated feedback from their DPI Project Committee. At this point in the course, learners should have a working draft of the DPI Project Proposal (Chapters 1-3 and Appendix A).

For this assignment, learners will submit the working draft

soft

submission in preparation for the submission of Benchmark – DPI Project Proposal: Draft Proposal (Chapters 1-3 and Appendix A) in Topic 8. For the soft submission, students will combine the chapters and reference lists, add the 10 Strategic Points as Appendix A, and remove all criterion tables. The document will be submitted as one unit.

After the chapters are combined and the document is formatted in accordance with the “DPI Proposal Template,” the learner will complete a self-review of work-to-date. DNP 955 Full Course Assignment GCU


General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Locate the “Form and Format Reviewer Checklist” in the PI Workspace area of the DC Network.
  • Locate your DPI Project Proposal Chapter 1 – Introduction assignment with DPI Committee feedback.
  • Locate your DPI Project Proposal Chapter 2 – Literature Review assignment with DPI Committee feedback.
  • Locate your DPI Project Proposal Chapter 3 – Methodology assignment with DPI Committee feedback.
  • Locate the “DPI Proposal Template” in the PI Workspace area of the DC Network, for use in completing the topic assignment.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

DNP 955 Full Course Assignment GCU
Directions:

  1. Complete the “Form and Format Reviewer Checklist” according to the directions provided.
  2. Integrate the four individual DPI Project Proposal assignments into one document using the “DPI Proposal Template.”
  3. Submit the completed documents to your DPI chairperson.

Continue working on the content for Chapters 1-3 in preparation for submission in Topic 8.


Portfolio Practice Hours:

Practice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting. These assignments earn practice immersion hours, and are indicated in the assignment by a Portfolio Practice Hours statement that reminds you, the learner, to enter in a corresponding case log in Typhon.


Actual clock hours


are entered, but the average hours associated with each practice immersion assignment is 10.

You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting. For more information on parameters for practice immersion hours, please refer to DNP resources in the DC Network.

To earn portfolio practice hours, enter the following after the references section of your paper:



Practice Hours Completion Statement DNP-955


I, (INSERT NAME), verify that I have completed (NUMBER OF) clock hours in association with the goals and objectives for this assignment.

I have also tracked said practice hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor.

DNP 955 Topic 8 Benchmark DPI Project Proposal: Draft Proposal (Chapters 1-3 and Appendix A) GCU

At this point in the course, learners have completed and submitted Chapters 1-3 and the 10 Strategic Points as individual components of the DPI Project Proposal.

This assignment requires learners to incorporate feedback from their DPI Project Committee on these assignments, combine them into the DPI Project Proposal: Draft Proposal (Chapters 1-3 and Appendix A), and submit it as one unit.

Upon submission, the DPI Project Proposal: Draft Proposal will be sent for an Academic Quality Review (AQR). The AQR is performed by a qualified external reviewer that provides a formal scientific merit review and quality assurance check on the DPI Project Proposal.


General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Locate the “DPI Proposal Template” document in the PI Workspace of the DC Network.
  • Locate your DPI Project Proposal – Strategic Points Final Draft assignment with DPI Committee feedback.
  • Locate all previous feedback from Chapters 1-3, the 10 Strategic Points, and the soft submission submitted in Topic 7.
  • You must submit this assignment in the form of a Word document. If this manuscript proposal is not submitted prior to due date in the designated format, you will receive 0 points for the assignment and will not undergo AQR. Remove the scoring grids/rubric and previous embedded feedback from your proposal for AQR submission.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

DNP 955 Full Course Assignment GCU


Directions:

  1. Integrate the four individual DPI Project Proposal assignments into one document using the “DPI Proposal Template.”
  2. Submit the completed document to your DPI chairperson.


Portfolio Practice Hours:

Practice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting. DNP 955 Full Course Assignment GCU

These assignments earn practice immersion hours, and are indicated in the assignment by a Portfolio Practice Hours statement that reminds you, the learner, to enter in a corresponding case log in Typhon.

DNP 955 Full Course Assignment GCU
Actual clock hours


are entered, but the average hours associated with each practice immersion assignment is 10.

You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course.

The culmination of your assignment must present a viable application in a current practice setting. For more information on parameters for practice immersion hours, please refer to DNP resources in the DC Network.

To earn portfolio practice hours, enter the following after the references section of your paper:

DNP 955 Full Course Assignment GCU

Practice Hours Completion Statement DNP-955


I, (INSERT NAME), verify that I have completed (NUMBER OF) clock hours in association with the goals and objectives for this assignment.

I have also tracked said practice hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor.

DNP 955 Topic 8 Practice Hours Portfolio DPI Project Courses GCU

The Typhon Tracking System will be used to document and follow the status of your practice immersion hours throughout this and every subsequent course.

Learners must be able to document a minimum of 33 concurrently or previously logged practice hours in association with this course, which will contribute to fulfillment of the total required 1,000 post-baccalaureate practice hours by the conclusion of the program.

Review the Practice Hours Portfolio Required Elements below, then review the Guidelines for Graduate Field Experiences located in the GCU Student Success Center for details on what may/may not qualify as practice hours.

DNP 955 Full Course Assignment GCU
Practice Hours Portfolio Required Elements

The Practice Hours Portfolio (using the Typhon Student Tracking System) will include all of the following elements:

  1. Individual Success Plan signed off by mentor.
  2. Case log of actual clock hours applied to doctoral level learning outcomes.
  3. Learner evaluations: one by faculty and one by mentor (final).
  4. Current and updated CV. (Update each course as necessary.)
  5. Faculty approvals of the Individual Success Plan and documented practice immersion hours. (Learner is responsible for obtaining approvals.)
  6. Practice mentors’ approval of the Individual Success Plan and documented practice immersion hours. (Learner is responsible for obtaining approvals.)


Practice Hours Completion Statement

Learners will track their practice hours within the Typhon Tracking System throughout each course and via the Practice Hours Completion Statement provided in this assignment.

Complete the following statement in a Word document, submit it to the instructor, and complete the Typhon Tracking System entries appropriate for this course.


Practice Hours Completion Statement DNP-955


I, (INSERT NAME), verify that I have completed (NUMBER OF) practice hours in association with the goals and objectives for this course.

I have also tracked said practice hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor.

DNP 955 Topic 8 Final Evaluation by Faculty GCU

Faculty must evaluate the learner along with the input of the mentor. Learners will review the evaluations and confer with faculty if needed. DNP 955 Full Course Assignment GCU

Alcohol Use Disorder Rachel Adler shadow health Documentation

/in /by

Alcohol Use Disorder Rachel Adler shadow health Documentation

Alcohol Use Disorder Rachel Adler shadow health Documentation

Documentation / Electronic Health Record

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

Nursing Admitting Note

Student Documentation Model Documentation

Chief Complaint

Sprained wrist due to a car accident caused by drinking under the influence of alcohol.

Ms. Adler has a sprained (R) wrist due to an MVA caused by impaired driving. She is a self-harm risk and expressed passive suicidal ideation.

History of Present Illness

Rachel Adler isa 20-year old White female with a history of alcohol use and anxiety. She was brought by law enforcement after a moving vehicle accident in which she was driving under the influence of alcohol and injured her wrist. Alcohol Use Disorder Rachel Adler shadow health Documentation

Rachel Adler is a 20-year-old White woman with a history of alcohol use and anxiety. She was brought to the ER last night by law enforcement after a MVA in which she was noted to be under the influence of alcohol and had an injured her (R) wrist. Assessment in the ER confirmed a sprain of the (R) wrist, and an alcohol level of 0.2% (over the legal limit in the state for individuals under the age of 21) was determined at the scene. Ms. Adler stated she did not know what happened, but was told she received a ticket for DUI. Reported pain level upon arrival to the ER to be 8/10. Pain relief noted when ibuprofen administered. Ms. Adler denies any nausea, vomiting. Admitted to adult mental health unit based on positive assessment for self harm. Alcohol Use Disorder Rachel Adler shadow health Documentation

Allergies

Peanut allergy NKDA

Peanuts, reaction is itchy mouth and throat NKDA

Past Medical History

No medical issues

Alcohol Use Disorder Rachel Adler shadow health Documentation

No medical issues Denies use of recreational drugs, denies tobacco use

Past Surgical History

No past surgeries.

No past surgical procedures

Medication History

Ibuprofen Ortho Tri Cyclen Lo, 1 tablet daily

Ortho Tri Cyclen Lo, 1 tablet, P.O., daily at 0800 “Click pack” Occasional ibuprofen for menstrual cramps

Family History

Father: No health issues Mother: anxiety disorder Maternal grandfather: alcoholism

Mother has anxiety disorder Father has no major medical issues Maternal grandfather had a history of alcoholism

Social History

Junior college student. Single, not sexually active. Denies tobacco and illicit drugs use Uses alcohol at least 3 times a week.

College student – Junior. Single – sexually active, not in relationship at this time. Practices safe sex. Tobacco: denies present use of tobacco and nicotine use. Alcohol/Illicit Drug Use: denies any illicit drug use. Uses alcohol at Alcohol Use Disorder Rachel Adler shadow health Documentation

Thought Content

Passive suicidal ideation

Ms. Adler displays passive suicidal ideation and expresses that she does not care if she lives or dies. Ms. Adler does not express any active suicidal ideation or plans for ending her life. She says she has never attempted suicide or planned a suicide attempt. Ms. Adler seems to be under stress from school and her relationship with her mother. She is deeply distraught over her DUI and the circumstances that brought her to the ER.

Perceptual Disturbances

No delusions or abnormal tendencies

Ms. Adler displays no evidence of delusions or observable abnormal tendencies during the exam. There is no evidence of hallucinations or false sensory perceptions. Alcohol Use Disorder Rachel Adler shadow health Documentation