Capstone Research Summary table Assignment

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Capstone Research Summary table Assignment

Capstone Research Summary table

3 -1
To begin, work through the reference list that was created in the \”Section B: Problem Description\” assignment in Topic 2. Appraise each resource using the \”Rapid Critical Appraisal Checklists,\” available in the textbook appendix. The specific checklist you use will be determined by the type of evidence within the resource.
Then, develop a research table to organize and summarize the research studies. Using a summary table allows you to be more concise in your narrative description. Only research studies used to support your intervention are summarized in this table. Refer to the \”Evaluation Table Template,\” available in the textbook appendix. Use the \”Evaluation Table Template\” as an adaptable template.
Problem Statement: Reduction of Fall Rates for Post-Operative Patients Capstone Research Summary table. Capstone Research Summary table Assignment

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TEXT BOOK
Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing and
healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Walters Kluwer.

These are the references used in assignment 2
Everhart D, Schumacher, J.R., Duncan R.P., Hall A.G., Neff, D.F., & Shorr, R.I. (2014). Determinants of hospital fall rate trajectory groups: A longitudinal assessment of nurse staffing and organizational characteristics. Health Care Management Review. 39(4), 352–360.
Kobayashi, K., Kei, A., Yuko, I., Yusuke, S., Nagao, Y., & Shiro, I. (2018). Characteristics of falls in orthopedic patients during hospitalization. Nagoya Journal of Medical Science. 80(3), 341–349.
Luzia, M., Victor, G., & Lucena, F. (2014). Nursing diagnosis risk for falls: Prevalence and clinical profile of hospitalized patients. Revista. Latino-Americano. Enfermagem. 22(2), 262–268.
Mata, L., Cissa, A., Gabrielle, P., & Moraes, T. (2017). Factors associated with the risk of fall in adults in the postoperative period: a cross-sectional study. Revista Latino-Americano Enfermagem. 25(2904). Capstone Research Summary table
Shida, D., Wakamatsu, K., Tanaka, Y., Yoshimura, A., Kawaguchi, M., Miyamoto, S. (2015). The postoperative patient-reported quality of recovery in colorectal cancer patients under enhanced recovery after surgery using QoR-40. BioMed central Cancer. 15(799), 1–6.
Vitor, A., Moura, L., Fernandes, L., Botarelli, F.R., Araújo, J., & Vitorino, I. (2015). Risk for falls in patients in the postoperative period. Cogitare Enferm. 20(1), 29–37. Capstone Research Summary table Assignment

 

Summary Table

Author (Year) Title Aim Design Sample, number of participants Level of evidence Findings
Everhart et al (2014) Determinants of hospital fall rate trajectory groups: A longitudinal assessment of nurse staffing and organizational characteristics To establish if hospitals can be classified into fall rate trajectory groups & to determine the characteristics of the nurses and healthcare organizations allied to hospital fall rate trajectory groups. 4-month longitudinal study 

Capstone Research Summary table

 1,529 hospitals 

 

U.S. acute care general hospitals taking part in the National Database for Nursing Quality Indicators

 Level 4 Magnet hospitals lower rates of falls 

Hospitals did not change their fall performance over time

There is a relationship between nurse staffing and the rate of falls
Kobayashi et al (2018) Characteristics of falls in orthopedic patients during hospitalization 

 

 To establish characteristics over five years of cases of fall in orthopedic patient Prospective study Prospective analysis of 212,617 inpatients 

Assessment of fall risk,

 Level 2 Fall rate is high in orthopedic patients, irrespective of a low risk management score. Therefore, it is important to ensure frequent assessments at short intervals and fall risk assessments for hospitalized orthopedic patients
Luzia et al (2014) Nursing Diagnosis Risk for falls: prevalence and clinical profile of hospitalized patients 

 

 To determine the incidence of diagnosis of falls in the adult patients admitted within surgical and clinical wards in order to classify the clinical profile and identify the risk factors associated with risk for falls 

Capstone Research Summary table

 A cross-sectional study 174 patients 

University hospital in Brazil, with 795 beds

 

Data collection was done using on-line hospital records and computerized nursing care prescriptions system and statistical analysis was done

 Level 5 The risk for falls of the inpatients in surgical and clinical wards was found to be low in the researched organizations. The patients at higher risk of falls included older adults, men, surgical patients, and patients with cardiovascular diseases and neurological disorders. The risk factors for diagnosis of risk for falls included impaired mobility, increased age, neurological changes, and vulnerability associated with impaired health and medical procedures
Mata et al (2017) Factors associated with the risk of fall in adults in the postoperative period: a cross-sectional study To examine factors linked with the risk of fall in patients undergoing surgical procedures. Capstone Research Summary table Assignment A quantitate cross-sectional study Hospital in state of Minas Gerais, Brazil 

257 adult inpatients

Data collection done using sociodemographic and clinical questionnaire, the Morse Fall Scale, and the Quality of Recovery Score

Descriptive statistical analysis and multinomial logistic regression used to perform data analysis

 Level 5 Factors associated with the risk of fall in adults in the postoperative hospital stay include age, surgical recovery, diabetes, cancer, and systemic arterial hypertension
Shida et al (2015) The postoperative patient-reported quality of recovery in colorectal cancer patients under enhanced recovery after surgery using QoR-40 To examine if early discharge from the hospital after surgery is compatible with a better outcome from according to the perspective of the patients A cross-sectional study Tokyo Bokutoh Metropolitan in Hospital Tokyo Bokutoh Metropolitan Hospital 

Data collected using QoR-40, a recovery-specific and patient-rated questionnaire

 Level 5 Surgical procedures affect the quality of life of patients and this included mobility. Therefore, patients should not be discharged early after surgery to lower the risk associated with early hospital discharge post-operative 

 
Vitor et al (2015) Risk for falls in patients in the postoperative period To determine and identify the factors associated with a diagnosis of risk for falls & the major risk factors in patients recovering after surgical procedures with a university hospital A descriptive cross-sectional study, using a quantitative approach Capstone Research Summary table 

Public tertiary teaching hospital located in the municipality of Natal/ Rio Grande do Norte, Brazil

Sample included patients in the postoperative period, admitted within the clinical surgical units of the hospital.

Sample size: 80 patients.

 Level 5 Risk for falls ND found in 69 patients (86.25% of the sample) 

There is a significant relationship between the surgical procedure (postoperative condition) and the elevated susceptibility of the person the risk of falls. The risk for falls during the postoperative period was attributable to syncope, weakness, and loss of balance

Anemia is a predisposing factor for falls

Narcotic and/or opioid medications used during hospitalization can be attributed to the increased risk for falls

 

 

 

 

References

Everhart D, Schumacher, J.R., Duncan R.P., Hall A.G., Neff, D.F., & Shorr, R.I. (2014). Determinants of hospital fall rate trajectory groups: A longitudinal assessment of nurse staffing and organizational characteristics. Health Care Management Review. 39(4), 352–360.

Kobayashi, K., Kei, A., Yuko, I., Yusuke, S., Nagao, Y., & Shiro, I. (2018). Characteristics of falls in orthopedic patients during hospitalization. Nagoya Journal of Medical Science. 80(3), 341–349. Capstone Research Summary table

Luzia, M., Victor, G., & Lucena, F. (2014). Nursing diagnosis risk for falls: Prevalence and clinical profile of hospitalized patients. Revista. Latino-Americano. Enfermagem. 22(2), 262–268.

Mata, L., Cissa, A., Gabrielle, P., & Moraes, T. (2017). Factors associated with the risk of fall in adults in the postoperative period: a cross-sectional study. Revista Latino-Americano Enfermagem. 25(2904).

Shida, D., Wakamatsu, K., Tanaka, Y., Yoshimura, A., Kawaguchi, M., Miyamoto, S. (2015).

The postoperative patient-reported quality of recovery in colorectal cancer patients under enhanced recovery after surgery using QoR-40. BioMed central Cancer. 15(799), 1–6.

Vitor, A., Moura, L., Fernandes, L., Botarelli, F.R., Araújo, J., & Vitorino, I. (2015). Risk

for falls in patients in the postoperative period. Cogitare Enferm. 20(1), 29–37 Capstone Research Summary table. Capstone Research Summary table Assignment

Bariatric Surgery Essay

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Bariatric Surgery Essay

Surgery Risk Factors

Mr. C is a young gentleman that has various medical problems. He is wishing to have bariatric surgery. At this time he does not qualify for bariatric surgery. He has uncontrolled hypertension, which makes him a risk for stroke, heart attack or death. He also has peptic ulcer disease, which makes him a risk for bleeding and infection. He also has high cholesterol which increases his risk for stroke and heart attack. Diet changes and possibly medication are needed to decrease his cholesterol. He needs to become more stable prior to his surgery. He needs to start an exercise routine, and change his diet to prepare his body for the drastic food intake changes. He needs blood pressure medication started. He also has sleep apnea, and prior to bariatric surgeries MD’s have you do a sleep study test to address and treat any sleep apnea (Pories, 2008).

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The above are his risk factors that need to be addressed prior to surgery.

Functional Health Patterns

His functional health patterns are not able to be holistically addressed relating a lack of information in the patient history profile.

Health-perception including health management: health perception is that the patient is wanting to make life style changes by seeking bariatric surgery

Nutritional-metabolic: the patient has excess calories per energy expenditure as noted by obesity. He also has high cholesterol levels. He has peptic ulcer disease which would affect his nutritional status. Bariatric Surgery Essay

Elimination: not addressed

Activity-exercise: sedentary lifestyle with sit down job

Sleep-rest: sleep is disturbed, unrestful and his body is not getting oxygenated appropriately relating sleep apnea

Cognitive-Perception: cognitive and perception is not addressed. He is employable.

Self-perception-self -concept and role relationship:  this area is not addressed in the profile other than being a single male.

Sexuality-reproduction: his sexuality was not addressed

Coping-stress intolerance: his coping and stress tolerance has not been addressed.

 

Actual Problems and Rationale

1-      Disturbed sleep pattern as evidenced by sleep apnea

2-      Knowledge deficit relating healthy lifestyle

3-      Alteration in comfort relating peptic ulcer disease

4-      Alteration in cardiac output relating uncontrolled hypertension

5-      Alteration in nutrition relating hypercholesterolemia and elevated blood sugars

(Ackley  &  Ladwig, 2011)

  1. Rationale: Patient has sleep apnea, which means he stops breathing many times during the night. Sleep apnea increases your risk for stroke and heart attack and causes weight gain. Sleep apnea causes decreased energy during the day.
  2. Rationale: Patient is controlling his hypertension with a low sodium diet, and his blood pressure is uncontrolled and is elevated. He is not caring for his high blood pressure in a safe way. He has a sedentary lifestyle, which increases his chance for medical problems including cancer and heart problems. It increases obesity.
  3. Rationale: He has been diagnosed with peptic ulcer disease which is uncomfortable relating pain, nausea food intolerance etc.
  4. Rationale: He has uncontrolled hypertension which effects his cardiac output. Hypertension increases his risk for stroke and heart attack
  5. Rationale: His good cholesterol HDL is low at 30. His triglycerides are high at 312. His total cholesterol is 250 which is elevated. This puts him at risk for strokes and heart attacks. He should be on a low cholesterol diet. He also has elevated blood sugars. His fasting blood sugar is 146. It should be between 70-100. Bariatric Surgery Essay

Potential Problems

Potential for heart attack and stroke relating hypercholesterolemia, sleep apnea and uncontrolled blood pressure

Potential for bleeding relating peptic ulcer disease and uncontrolled blood pressure

Potential for malabsorption symptoms relating peptic ulcer disease

Medication Schedule

Carafate 1gm 6am

Mylanta 15cc 10am

Carafate 1gm 11am

Mylanta 15cc 3pm

Mylanta 15cc 9pm

Carafate 1gm 9pm

Carafate 1gm 10pm

Zantac 300mg 10pm

Mylanta 15cc 10pm

References

Ackley, B. & Ladwig, G. (2011). Nursing diagnosis handbook: An evidence based guide to planning care (9thedition). St. Louis: Mosby, Elsevier

Pories, W. J. (2008). Bariatric Surgery: Risks and Rewards. The Journal of Clinical Endocrinology and Metabolism, 93(11 Suppl 1), S89–S96. http://doi.org/10.1210/jc.2008-1641. Bariatric Surgery Essay

Assignment: Disorders of the Veins and Arteries

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Assignment: Disorders of the Veins and Arteries

Assignment: Disorders of the Veins and Arteries Advanced practice nurses often treat patients with vein and artery disorders such as chronic venous insufficiency (CVI) and deep venous thrombosis (DVT). While the symptoms of both disorders are noticeable, these symptoms are sometimes mistaken for signs of other conditions, making the disorders difficult to diagnose. Nurses must examine all symptoms and rule out other potential disorders before diagnosing and prescribing treatment for patients. In this Assignment, you explore the epidemiology, pathophysiology, and clinical presentation of CVI and DVT.

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To Prepare

1. Review the section “Diseases of the Veins” (pp. 598-599) in Chapter 23 of the Huether and McCance text. Identify the pathophysiology of chronic venous insufficiency and deep venous thrombosis. Consider the similarities and differences between these disorders. 2. Select a patient factor different from the one you selected in this week’s Discussion: genetics, gender, ethnicity, or behavior. Think about how the factor you selected might impact the pathophysiology of CVI and DVT. Reflect on how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected. 3. Review the “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct two mind maps—one for chronic venous insufficiency and one for venous thrombosis. Consider the epidemiology and clinical presentation of both chronic venous insufficiency and deep venous thrombosis. To Complete Write a 3- to 4-page paper that addresses the following: Assignment: Disorders of the Veins and Arteries

1. Compare the pathophysiology of chronic venous insufficiency and deep venous thrombosis. Describe how venous thrombosis is different from arterial thrombosis. 2. Explain how the patient factor you selected might impact the pathophysiology of CVI and DVT. Describe how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected. 3. Construct two mind maps—one for chronic venous insufficiency and one for deep venous thrombosis. Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your paper. Assignment: Disorders of the Veins and Arteries

NR 511 Weekly Discussions Paper

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NR 511 Weekly Discussions Paper

NR 511 Weekly Discussions

A 56-year-old Caucasian female presents to the office today with complaints of fatigue. Upon further questioning you discover the following subjective information regarding the chief complaint.
History of Present Illness
Onset \”about 2-3 months\”
Location Generalized
Duration Constant
Characteristics Progressively worsening since onset, feels tired all of the time, sleeps 8hrs per night but does not feel well rested. \”No energy to do anything I normally can do\”
Aggravating factors Exertion
Relieving factors None identified
Treatments None

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Severity Denies pain; missed 1 day of work 2 weeks ago because \”couldn\’t get out of bed\”
Review of Systems (ROS)
Constitutional Denies fever, chills, or recent illnesses. +5lb. weight gain since last visit 6 months ago.
Eyes No visual changes or diploplia
ENT Denies ear pain, coryza, rhinorrhea, or ST. Had tonsillectomy as child Denies snoring or history of sleep apnea.
Neck Denies lymph node tenderness or swelling
Chest Denies cough, SOB, DOE or wheezing
Heart Denies chest pain
Abdomen Denies N/V/D. + Constipation
Endocrine Denies polyuria, polydipsia. + cold intolerance. Menopause status x 5 yrs.
Skin No changes in skin, hair or nails
Psych Reports worsening of depressive symptoms but thinks it is because she is so \”unproductive\” lately and tired all of the time. -Suicidal or homicidal thoughts. Sleeping 8-9hrs per night (no changes), but not feeling rested.
Musculoskeletal Generalized weakness and intermittent muscles cramping in calves
History – NR 511 Weekly Discussions
Medications Multivitamin, B-Complex, Prozac 20mg, Bisoprolol-HCTZ 2.5mg/6.25mg, Calcium 500mg + Vit D3 400IU. NR 511 Weekly Discussions Paper
PMH HTN, Depression, Postmenopausal status
PSH Tonsillectomy
Allergies Iodine dyes
Social Married; Works full time as office manager of an internal medicine office; 2 kids (grown)
Habits Denies cigarettes or drug use. +Occasional glass of wine (1-2 per month).
FH Maternal GM & GF deceased with CHF, T2DM and HTN;
Mother alive (age 82) +HTN, +Hyperlipidemia, +T2DM;
Father alive (age 84) +HTN, +Hyperlipidemia, +T2DM, +ASHD (s/p CABG 2 years ago). Also had +CVA at time of CABG (work-up revealed +DVT and +PFO; remains anticoagulated);
Oldest child (26) with seasonal allergies
Youngest child (24) with Bipolar depression and ADHD, and anxiety
Physical exam reveals the following:
Physical Exam – NR 511 Weekly Discussions
Constitutional Middle aged Caucasian female alert, oriented and cooperative
VS Temp-98.2, P-74, R-16, BP 146/95, Height: 5\’7\”, Weight: 180 pounds
Head Normocephalic, atraumatic
Eyes PERRLA
Ears Tympanic membranes gray and intact with light reflex noted.
Nose Nares patent. Nasal turbinates without swelling. Nasal drainage is clear.
Throat Oropharynx moist, no lesions or exudate. Surgically removed tonsils bilaterally. Teeth in good repair, no cavities.

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Neck Neck supple. No lymphadenopathy. Thyroid midline, small and firm without palpable masses.
Cardiopulmonary Heart S1 and s2 noted, no murmurs, noted. Lungs clear to auscultation bilaterally. Respirations unlabored. No pedal edema
Abdomen Soft, non-tender. BS active
Skin Skin overall dry, hair coarse and thick, nails without ridging, pitting or discoloration
Psych Mood pleasant and appropriate.
Musculoskeletal Strength full throughout
Neuro DTRs 2+ at biceps, 1+ at knees and ankles

1. Briefly and concisely summarize the H&P findings as if you were presenting it to your preceptor using the pertinent facts from the case. Use shorthand where possible and approved medical abbreviations. Avoid redundancy and irrelevant information. NR 511 Weekly Discussions.
2. Provide a differential diagnosis (minimum of 3) which might explain the patient\’s chief complaint along with a brief statement of pathophysiology for each.
3. Analyze the differential by using the pertinent findings from the history and physical to argue for or against a diagnosis.
4. Rank the differential in order of most likely to least likely. NR 511 Weekly Discussions
5. Identify any additional tests and/or procedures that you feel is necessary or needed to help you narrow your differential. All testing decisions must be supported with an evidence-based medicine (EBM) argument as to why it is necessary or pertinent in this case. If no testing is indicated or needed, you must also support this decision with EBM.

NR 511 Weekly Discussions

Week 6: Discussion Part Two
.
CBC with differential
WBC 8.6 x10E3/uL
RBC 4.44 x 10E6/uL
Hemoglobin 14.0 g/dL
Hematocrit 41.2%
MCV 93fL
MCH 31.5 pg
MCHC 34.0 g/dL
RDW 13%
Platelet 241 x 10E3/uL
Neutrophils % 67%
Lymphocytes % 22%
Monocytes % 8%
Eosinophils % 3%
Basophils % 0%
Absolute Neutrophils 5.7 x 10E3/uL
Absolute Lymphocytes 1.9 x 10E3/uL
Absolute Monocytes 0.7 x 10E3/uL
Eosinophils Absolute 0.3 x 10E3/uL
Basophile Absolute 0.0 x 10E3/uL
Immature Grans % 0%
Absolute Immature Grans 0.0 x 10E3/uL
TSH with Reflex to FT4
TSH 6.770 uIU/mL
FT4 0.62 ng/dL
PHQ-9 Depression Score=10 (previous was 5 at last visit 6 months ago)
1. What is your primary diagnosis for this patient as the cause for the CC of fatigue? (support your decision for your diagnosis with pertinent positives and negatives from the case) NR 511 Weekly Discussions Paper
2. Identify the corresponding ICD-10 code. NR 511 Weekly Discussions.
3. Provide a treatment plan for this patient\’s primary diagnosis which includes:
o Medication*
o Any additional testing necessary for this particular diagnosis*
o Patient education*
o Referral
4. Provide an active problem list for this patient based on the information given in the case.
5. Are there any changes that you would make to the patient\’s overall plan at this time? Must provide an evidence-based medicine (EBM) argument to support any treatments or testing decisions. NR 511 Weekly Discussions.
6. Provide an appropriate follow-up plan (include any additional testing that you feel is necessary and include an EBM argument). NR 511 Weekly Discussions.

*If part of the plan does not warrant an action, you must explain why. ALL medication and testing decisions (or decisions not to treat with medication or additional testing) MUST be supported with an EBM argument. Over-the-counter (OTC) and RXs must be written in full as if handing a script to the patient in the office.
Search entries or author . NR 511 Weekly Discussions

NURS 6640 – Psychotherapy With Individuals

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NURS 6640 – Psychotherapy With Individuals

Psychiatric and Mental Health Nurse Practitioner -NURS 6640 – Psychotherapy With Individuals

The Psychiatric and Mental Health Nurse Practitioner (PMHNP) is an advanced practice registered nurse trained to provide a wide range of mental health services to patients and families in a variety of settings. PMHNPs diagnose, conduct therapy, and prescribe medications for patients who have psychiatric disorders, medical organic brain disorders, or substance abuse problems. They are licensed to provide emergency psychiatric services, conduct psychosocial and physical assessment of their patients, develop and manage treatment plans, and provide ongoing manage patient care. They may also serve as consultants or as educators for families and staff. The PMHNP has a focus on making a psychiatric diagnosis, differentiates between medical disorders with psychiatric symptoms, and orders appropriate medications to treat various psychiatric disorders. A PMHNP can often practice autonomously, depending on state licensure laws. NURS 6640 – Psychotherapy With Individuals

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NURS 6640 – Psychotherapy With Individuals Course Readings

After clicking on a citation below, enter your user name and password at the prompt.

Please Ask a Librarian if you have any questions about the links.

Abeles, N., & Koocher, G. P. (2011). Ethics in psychotherapy. In J. C. Norcross, G. R. VandenBos, D. K. Freedheim, J. C. Norcross, G. R. VandenBos, & D. K. Freedheim (Eds.), History of psychotherapy: Continuity and change (pp. 723–740). Washington, DC: American Psychological Association. doi:10.1037/12353-048

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

Aznar-Martinez, B., Perez-Testor, C., Davins, M., & Aramburu, I. (2016). Couple psychoanalytic psychotherapy as the treatment of choice: Indications, challenges, and benefits. Psychoanalytic Psychology, 33(1), 1–20. doi:10.1037/a0038503

Bass, C., van Nevel, J., & Swart, J. (2014). A comparison between dialectical behavior therapy, mode deactivation therapy, cognitive behavioral therapy, and acceptance and commitment therapy in the treatment of adolescents. International Journal of Behavioral Consultation and Therapy, 9(2), 4-8.

Beck, A. (1994). Aaron Beck on cognitive therapy [Video file]. Mill Valley, CA: Psychotherapy.net.

Bugental , J. (n.d.). Existential-humanistic psychotherapy [Video file]. Mill Valley, CA: Psychotherapy.net.

Cameron, S., & Turtle-Song, I. (2002). Learning to write case notes using the SOAP format. Journal of Counseling and Development, 80(3), 286-292.

Dixon-Gordon, K. L., Turner, B. J., & Chapman, A. L. (2011). Psychotherapy for personality disorders. International Review Of Psychiatry (Abingdon, England), 23(3), 282-302. doi:10.3109/09540261.2011.586992

Eysenck, H. (n.d.). Hans Eysenck on behavior therapy [Video file]. Mill Valley, CA: Psychotherapy.net.

Fisher, M. A. (2016). The ethical ABCs of conditional confidentiality. In Confidentiality limits in psychotherapy: Ethics checklists for mental health professionals (pp. 13–25). Washington, DC: American Psychological Association. doi:10.1037/14860-002

Holttum, S. (2014). When bad things happen our brains change but psychotherapy and support can help the recovery of our brains and our lives. Mental Health and Social Inclusion, 18(2), 52. NURS 6640 – Psychotherapy With Individuals

Karbelnig, A. M. (2016). “The analyst is present”: Viewing the psychoanalytic process as performance art. Psychoanalytic Psychology, 33(supplement 1), S153–S172. doi:10.1037/a0037332

Kernberg, O. (n.d.). Psychoanalytic psychotherapy [Video file]. Mill Valley, CA: Psychotherapy.net.

Koocher, G. P. (2003). Ethical issues in psychotherapy with adolescents. Journal of Clinical Psychology, 59(11), 1247–1256. PMID:14566959. NURS 6640 – Psychotherapy With Individuals

LaMothe, R. (2015). A future project of psychoanalytic psychotherapy: Revisiting the debate between classical/commitment and analytic therapies. Psychoanalytic Psychology, 32(2), 334–351. doi:10.1037/a0035982

Linehan, M. M. (n.d.). Dialectical behavior therapy [Video file]. Mill Valley, CA: Psychotherapy.net.

Lorentzen, S., Ruud, T., Fjeldstad, A., & Høglend, P. A. (2015). Personality disorder moderates outcome in short- and long-term group analytic psychotherapy: A randomized clinical trial. British Journal of Clinical Psychology, 54(2), 129-146. doi:10.1111/bjc.12065

McGuire, J. (2009). Ethical considerations when working with older adults in psychology. Ethics & Behavior, 19(2), 112–128. doi:10.1080/10508420902772702

McLeod, B. D., Jensen-Doss, A., Tully, C. B., Southam-Gerow, M. A., Weisz, J. R., & Kendall, P. C. (2016). The role of setting versus treatment type in alliance within youth therapy. Journal of Consulting and Clinical Psychology, 84(5), 453-464.

Migone, P. (2013). Psychoanalysis on the Internet: A discussion of its theoretical implications for both online and offline therapeutic technique. Psychoanalytic Psychology, 30(2), 281–299. doi:10.1037/a0031507

Montefiore Medical Center and Educational Broadcasting Corporation. (2006). Keeping kids healthy: Recognizing borderline personality disorder in children [Video file].

Nagy, T. F. (2011). Ethics in psychotherapy. In Essential ethics for psychologists: A primer for understanding and mastering core issues (pp. 185–198). Washington, DC: American Psychological Association. doi:10.1037/12345-010

Ochberg, F. (2012). Psychotherapy for chronic PTSD [Video file]. Mill Valley, CA: Psychotherapy.net.

Paris, J. (2004). Personality disorders over time: implications for psychotherapy. American Journal Of Psychotherapy, 58(4), 420-429.

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2012). Clinical interview: Intake, assessment, & therapeutic alliance [Video file]. Mill Valley, CA: Psychotherapy.net.

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2013). Counseling and psychotherapy theories in context and practice [Video file]. Mill Valley, CA: Psychotherapy.net.

Steinert, T. (2016). Ethics of coercive treatment and misuse of psychiatry. Psychiatric Services in Advance. doi:10.1176/appi.ps.201600066

Stuart, S. (2010). Interpersonal psychotherapy: A case of postpartum depression [Video file]. Mill Valley, CA: Psychotherapy.net.

Swift, J. K., & Greenberg, R. P. (2015). What is premature termination, and why does it occur? In Premature termination in psychotherapy: Strategies for engaging clients and improving outcomes (pp. 11–31). Washington, DC: American Psychological Association. doi:10.1037/14469-002

Tummala-Narra, P. (2013). Psychoanalytic applications in a diverse society. Psychoanalytic Psychology, 30(3), 471–487. doi:10.1037/a0031375

Walker, R. (n.d.). Making child therapy work [Video file]. Mill Valley, CA: Psychotherapy.net.

Zilberstein, K. (2014). The use and limitations of attachment theory in child psychotherapy. Psychotherapy, 51(1), 93-103. NURS 6640 – Psychotherapy With Individuals.

Practicum Decision Tree Assignment

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Practicum Decision Tree Assignment

Practicum Decision Tree Assignment

Assignment 1: Practicum: Decision Tree

For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat pediatric clients presenting symptoms of a mental health disorder.

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Practicum Decision Tree Assignment Learning Objectives

Students will:
  • Evaluate clients for treatment of mental health disorders
  • Analyze decisions made throughout diagnosis and treatment of clients with mental health disorders

The Assignment:

Examine Case 2 (https://www.youtube.com/watch?v=Gm3FLGxb2ZU ) : You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment. Practicum Decision Tree Assignment. Practicum Decision Tree Assignment

At each Decision Point, stop to complete the following:

  • Decision #1: Differential Diagnosis
    • Which Decision did you select?
    • Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
    • What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
    • Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?
  • Decision #2: Treatment Plan for Psychotherapy
    • Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
    • What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources. Practicum Decision Tree Assignment.
    • Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different? Practicum Decision Tree Assignment
  • Decision #3: Treatment Plan for Psychopharmacology
    • Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
    • What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
    • Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
  • Also include how ethical considerations might impact your treatment plan and communication with clients and their families.

Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. Practicum Decision Tree Assignment.

By Day 7 of Week 7

Submit your Practicum Decision Tree Assignment.

Pathophysiology of Disorders Essay Paper

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Pathophysiology of Disorders Essay Paper

Assignment 2: The Pathophysiology of Disorders

During the last 5 weeks, you have explored various body systems: neurological, cardiovascular, respiratory, and hematological. These four systems work together along with other body systems to complete a myriad of functions. For this reason, when disorders occur within one body system, it can create potentially devastating effects throughout the entire body. For instance, Parkinson’s disease is a disorder of the central nervous system, yet its alterations actually affect multiple body systems from the cardiovascular system to the gastrointestinal system. In this Pathophysiology of Disorders Essay Assignment, you examine alterations associated with disorders, as well as the impact of the alterations on multiple body systems. Pathophysiology of Disorders Essay Paper

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To Prepare

  • From the list below, select a disorder of interest to you:
    • Alzheimer’s disease
    • Asthma in children
    • Chronic obstructive pulmonary disease (COPD)
    • Congestive heart failure
    • Hepatic disease (liver disease)
  •  
    • Hypertension
    • Hyperthyroidism and hypothyroidism
    • Seizures
    • Sepsis
  • Identify alterations associated with your selected disorder. Consider the pathophysiology of the alterations. Think about how these alterations produce pathophysiological changes in at least two body systems.
  • Reflect on how patient factors such as genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as the diagnosis and treatment of your selected disorder.
  • Review the “Mind maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct a mind map for the disorder you selected. Consider the epidemiology and clinical presentation of your selected disorder.

To Complete

Develop a 5- to 10-slide Pathophysiology of Disorders Essay PowerPoint presentation that addresses the following:

  • Describe your selected disorder, as well as associated alterations. Explain the pathophysiology of the alterations, including changes that occur in at least two body systems.
  • Explain how genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as diagnosis and treatment of your selected disorder.
  • Construct a mind map for the disorder you selected. Include the epidemiology, pathophysiology of alterations, risk factors, and clinical presentation, as well as the diagnosis and treatment of the disorder. Pathophysiology of Disorders Essay Paper

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By Day 7 of Week 10

The Pathophysiology of Disorders Essay Assignment is due.

Pathophysiology of Disorders Essay Assignment

During the last 5 weeks, you have explored various body systems: neurological, cardiovascular, respiratory, and hematological. These four systems work together along with other body systems to complete a myriad of functions. For this reason, when disorders occur within one body system, it can create potentially devastating effects throughout the entire body. For instance, Parkinson’s disease is a disorder of the central nervous system, yet its alterations actually affect multiple body systems from the cardiovascular system to the gastrointestinal system. In this Assignment, you examine alterations associated with disorders, as well as the impact of the alterations on multiple body systems. Pathophysiology of Disorders Essay.

To Prepare

  • From the list below, select a disorder of interest to you:
    • Alzheimer’s disease
    • Asthma in children
    • Chronic obstructive pulmonary disease (COPD)
    • Congestive heart failure
    • Hepatic disease (liver disease)
    • Hypertension
    • Hyperthyroidism and hypothyroidism
    • Seizures
    • Sepsis
  • Identify alterations associated with your selected disorder. Consider the pathophysiology of the alterations. Think about how these alterations produce pathophysiological changes in at least two body systems.
  • Reflect on how patient factors such as genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as the diagnosis and treatment of your selected disorder.
  • Review the “Mind maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct a mind map for the disorder you selected. Consider the epidemiology and clinical presentation of your selected disorder. Pathophysiology of Disorders Essay.

To Complete

Develop a 5- to 10-slide PowerPoint presentation that addresses the following:

  • Describe your selected disorder, as well as associated alterations. Explain the pathophysiology of the alterations, including changes that occur in at least two body systems. Pathophysiology of Disorders Essay.
  • Explain how genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as diagnosis and treatment of your selected disorder.
  • Construct a Pathophysiology of Disorders Essay mind map for the disorder you selected. Include the epidemiology, pathophysiology of alterations, risk factors, and clinical presentation, as well as the diagnosis and treatment of the disorder. Pathophysiology of Disorders Essay Paper

Acute Pericarditis Diagnosis Assignment

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Acute Pericarditis Diagnosis Assignment

Acute Pericarditis Diagnosis Question

The nurse assesses a client diagnosed with acute pericarditis.  Which assessment would require immediate follow-up?

  1. Client reports chest pain that is worse with deep inspiration
  2. Distant heart tones and jugular venous distension
  3. ECG showing ST-segment elevations in all leads
  4. Pericardial friction rub auscultated at the left sternal border

Acute Pericarditis Diagnosis Answer

Correct answer
2 -Distant heart tones and jugular venous distension

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Acute Pericarditis Diagnosis Explanation

Acute pericarditis is an inflammation of the pericardium, the double-walled, membranous sac that surrounds the heart.  The inflammation can cause pericardial effusion, a buildup of fluid between the pericardial layers.  A serious, sometimes fatal, complication of acute pericarditis is cardiac tamponade, in which large amounts of pericardial fluid cause the heart to be squeezed and unable to contract effectively.  Heart tones become muffled, cardiac output and blood pressure drop, pulse increases, and the client develops jugular venous distension, pulsus paradoxus, and narrowed pulse pressure.  This life-threatening condition requires emergency pericardiocentesis (insertion of a needle into the pericardial sac to remove the fluid). Acute Pericarditis Diagnosis Assignment

 

(Option 1)  In acute pericarditis, the inflamed layers of the pericardium rub against the heart and cause pain.  This pain is often worse with deep breathing or in the supine position and is relieved by sitting upright and leaning forward.  The client should be placed in Fowler’s or high Fowler’s position for comfort.

(Option 3)  In acute pericarditis, ST-segment elevation is seen in almost all leads (as the entire pericardium is inflamed).  This is in contrast to acute myocardial infarction, in which ST-segment elevation is seen in localized leads (depending on which vessel is occluded).

(Option 4)  Pericardial friction rub is an expected finding with acute pericarditis.  The rubbing together of the inflamed pericardial layers causes the characteristic high-pitched, leathery, and scratchy sound.

Acute Pericarditis Diagnosis Educational objective:
A potentially lethal complication of acute pericarditis is cardiac tamponade.  Signs of tamponade include jugular venous distension, distant heart sounds, and decreased blood pressure. Acute Pericarditis Diagnosis Assignment

Elements of poor leadership Essay

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Elements of poor leadership Essay

Elements of poor leadership essay

Overview

Health care management requires leadership skills which will test your ability to make vital decisions. “Like a rapidly mutating cancer cell, poor leadership within healthcare systems can cause toxic symptoms that adversely impact organizational work cultures and staff satisfaction and lead to burnout” (Werberg, 2010, para. 1). Assessments made by leadership have a direct relation to many areas, including but not limited to the following: The quality of care provided, staff morale, and organizational reputation. As a trailblazer of your organization, you will use effective leadership skills to manage/avoid conflict, make effective recommendations, manage staff, and protect the overall quality/efficiency of the organization. To make effective decisions as a leader you should identify the major facts, indicate if or what problems exist, and finally, recommend a solution. Elements of poor leadership Essay

This assignment requires you to review a practical case study and analyze the elements of poor leadership. The case study also explores characteristics of a health care leader while introducing safety culture. Your assessment and responses to the realistic scenario should be based off leadership attributes. Elements of poor leadership essay.

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Werberg, D. (2010). Transformational leadership and staff retention: Anevidence review with implications for healthcare systems. Nursing Administration Quarterly.  34(3), 246-258. doi: 10.1097/NAQ.0b013e3181e70298

Read the following case study published by the Institute for Healthcare Improvement:

Griner, P. (2017). Case study: On being transparent. Retrieved from http://www.ihi.org/education/IHIOpenSchool/resources/Documents/Participant_On%20Being%20Transparent.pdf

After reading the case study, you should complete a 2- to 3-page case analysis that includes three distinct sections (in addition to your introduction and conclusion):

  1. Major Facts – Summarize the facts in the case. This includes the most important incidents in the case. Avoid simply restating the case.
  2. Problem(s) – From the facts it should reveal the problems that need attention. Specify those problems and explain their significance. Elements of poor leadership essay.
  3. Solution and Expected Outcome – Recommend a solution, and for each recommendation provide an action on how it would be implemented. For each solution provide your expected outcome.

Assignment Expectations

  1. Conduct additional research to gather sufficient information to justify/support your recommendations and outcomes. You should have at least two solutions and two outcomes respectively.
  2. Limit your response to a maximum of 3 pages.
  3. Support your case with peer-reviewed articles, with at least 2 references. Use the following source for additional information on how to recognize peer-reviewed journals: http://www.angelo.edu/services/library/handouts/peerrev.php.
  4. You may use the following source to assist in formatting your assignment: https://owl.english.purdue.edu/owl/resource/560/01/

Elements of poor leadership essay

Project Assignment – Outline of the Project

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Project Assignment – Outline of the Project

Project Assignment – Outline of the Project (comments from instructor)

You have a start to your outline. You need to provide details/specifics.

(Please review the assignment and links, and see the Course Announcement on outlines, and resubmit this. Please go over the assignment in detail. Please follow the link to what a “good” outline looks like. (below). While I am not looking for all of the details of your final project, I AM looking for basic information. For instance, don’t just have: 5. Treatment options

  A. Surgery

  B. Medication

Or (worse yet)

5. Treatment Options

  A. One treatment option

  B. Another treatment option

I want you to provide more details, such as listing out the types of surgeries, or the medication classifications.

i. The more information like this that your provide, the better your final project will be. Ignore the ?one page? limit if you need to! I am more concerned about quality and sufficient information, and less about length!

ii. You are also welcome to change aspects of your outline if, as you do more research, you discover a treatment option that is in the experimental phase, or is newer, and that you didn’t know about. Your plans for your paper may change as you research!

Below is the example of how the right outline should be.

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The most common type of outline is an alphanumeric outline, or an outline that uses letters and numbers in the following order:

I.     Roman Numerals

A.    I, II, III, IV, V, VI, VII, VIII, IX, X, etc.

B.    Represent main ideas to be covered in the paper in the order they will be presented

II.    Uppercase Letters

A.   A, B, C, D, E, F, G, H, I, J, K, L, etc.

B.    Represent subtopics within each main idea

III.      Arabic Numbers

A.    1, 2, 3, 4, 5, 6, 7, 8, 9, 10, etc.

B.    Represent details or subdivisions within subtopics

IV.    Lowercase Letters

A.    a, b, c, d, e, f, g, h, i, j, l, m, etc.

B.    Represent details within subdivisions

Outline with main ideas, subtopics, subdivisions and details:

Thesis: Drugs should be legalized.
I. Legalization of drugs would reduce crime rates

A. Prohibition

1. Before Prohibition, crime rate related to alcohol were low-to-medium

2. During Prohibition, crime rates related to alcohol were high. Project Assignment – Outline of the Project

a. Arrests for drunkenness and disorderly conduct increase 41%

b. Federal prison population increased 366%

3. After Prohibition, crime rates related to alcohol were very low

B. Amsterdam/Netherlands

1. Before Amsterdam had legalized marijuana, drug-related crime rates were high

2. After Amsterdam had legalized marijuana, drug-related crime rates dropped

II. Legalization of drugs would benefit the economy

A. Taxes

1. Local taxes

2. State taxes

3. Federal taxes

B. Business Owners

1. Drug production

2. Drug quality testing

3. Drug sales

III. Legalization of drugs would benefit public health

A. Quality of drugs would increase

1. Fake/dangerous drugs eliminated

2. Fake/placebo drugs eliminated

3. Amount of active ingredient standardized and stabilized

B. Drug users with addiction issues would get more help

1. Hospitals

2. Clinics

3. Public health clinics

C. Your people would be less likely to start drugs

Full-sentence outline:

  • Each roman numeral (I, II, III, IV…) indicates the      start of a new paragraph. So I. is the first sentence of the introduction,      II. is the first sentence of the first paragraph of the body, III. is the      first sentence of the second paragraph of the body, and so on.
  • Each capital letter (A, B, C, D…) indicates a      main point within the structure of the paragraph. So in our introduction,      A. is the attention getter, B. is another attention getter, C. describes a      point that makes the topic personal, and D. is the thesis statement.
  • Each Arabic numeral (1, 2, 3, 4…) indicates a sentence      or piece of supporting evidence for each main point. So in the first body      paragraph (II.), point A. is a general statement that needs some      additional support, so 1. provides a supporting statement of fact and the      citation of where that information came from. 2. provides another sentence      with supporting evidence, as does 3. Project Assignment – Outline of the Project

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Example of a full-sentence outline:

Warming Our World and Chilling Our Future

Thesis Statement: Today I want to share what I have learned about global warming and its causes.

I. Global warming is alive and well and thriving in Antarctica.

A. In winter 1995, an iceberg the size of Rhode Island broke off.

B. In October 1998, an iceberg the size of Delaware broke off.

C. All of us have a lot at stake.

1. Now, I am what you call a “country mouse.”

2. I love the outdoors.

3. You can be a “city mouse,” and like clean air, good water, and not having to worry about sun.

D. Today I want to share what I have learned about global warming and its causes.

II. Global warming is a gradual warming of the Earth from human activities (citation).

A. It is characterized by a high concentration of carbon dioxide in the atmosphere.

1. Each year five tons of CO2 are pumped into the atmosphere (citation).

2. The carbon dioxide traps heat.

3. 1998 set temperature records (citation).

B. Carbon pollutants also eat a hole in the ozone layer (citation).

1. In 1998 this hole set a size record.

2. This allows more ultraviolet radiation to reach Earth.

C. If this problem is not corrected; we may see disastrous results (citation).

1. There could be dramatic climate changes.

a. There could be drought in the middle of continents.

b. There could be many severe storms.

c. There could be rising sea levels that would destroy coastal areas.

2. There could be serious health problems.

a. There could be an increase in skin cancer.

b. There could be an increase in cataracts.

c. There could be damaged immune systems.

D. Now that you understand what global warming is and why it is important, let’s examine its major causes.

III. The loss of woodlands adds to global warming (citation).
…..

IV. Industrial emissions accelerate global warming (citation).
…..

V. Personal energy consumption magnifies global warming (citation).
…..

VI. In conclusion, if you want to know why we have global warming, listen for the falling trees, watch the industrial smokestacks darkening the sky, and smell the exhaust fumes we are pumping into the air.

A. Gore told a story on how global warming can sneak up on us.

B. Addressing the National Academy of Sciences, the vice president said, “If dropped into a pot of boiling water….”

C. The more we know about global warming, the more likely we are to jump and the less likely we are to be cooked. Project Assignment – Outline of the Project