Walden University Comprehensive Psychiatric Evaluation Note and Patient Case Paper

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Walden University Comprehensive Psychiatric Evaluation Note and Patient Case Paper

Description

Comprehensive Psychiatric Evaluation Note and Patient Case Presentation

Photo Credit: Pexels

Psychiatric notes are a way to reflect on your practicum experiences and connect them to the didactic learning you gain from your NRNP courses. Comprehensive psychiatric evaluation notes, such as the ones required in this practicum course, are often used in clinical settings to document patient care.

For this Assignment, you will document information about a patient that you examined in a group setting during the last 4 weeks, using the Comprehensive Psychiatric Evaluation Note Template provided. You will then use this note to develop and record a case presentation for this patient.

TO PREPARE

  • Review this week’s Learning Resources and consider the insights they provide about clinical practice guidelines.
  • Select a group patient for whom you conducted psychotherapy for a mood disorder during the last 4 weeks. Create a Comprehensive Psychiatric Evaluation Note on this patient using the template provided in the Learning Resources. There is also a completed template provided as an exemplar and guide. All psychiatric evaluation notes must be signed, and each page must be initialed by your Preceptor. When you submit your note, you should include the complete comprehensive psychiatric evaluation note as a Word document
  • Then, based on your evaluation of this patient, develop a video presentation of the case. Plan your presentation using the Assignment rubric and rehearse what you plan to say. Be sure to review the Kaltura Media Uploader resource in the left-hand navigation of the classroom for help creating your self-recorded Kaltura video.
  • Include at least five scholarly resources to support your assessment and diagnostic reasoning.
  • Ensure that you have the appropriate lighting and equipment to record the presentation.

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THE ASSIGNMENT

Record yourself presenting the complex case study for your clinical patient. In your presentation:

  • Dress professionally with a lab coat and present yourself in a professional manner.
  • Display your photo ID at the start of the video when you introduce yourself.
  • Ensure that you do not include any information that violates the principles of HIPAA (i.e., don’t use the patient’s name or any other identifying information).
  • Present the full complex case study. Be succinct in your presentation, and do not exceed 8 minutes. Include subjective and objective data; assessment from most recent mental status exam; current psychiatric diagnosis including differentials that were ruled out; current psychotherapeutic plan (include one health promotion activity and one patient education strategy you provided); and patient progress toward treatment goals.
    • Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What was the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
    • Objective: What observations did you make during the psychiatric assessment?
    • Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses in order of highest to lowest priority and explain why you chose them. What was your primary diagnosis and why? Describe how your primary diagnosis aligns with DSM-5 diagnostic criteria and is supported by the patient’s symptoms.
    • Plan: What was your plan for psychotherapy (including one health promotion activity and one patient education strategy)? What was your plan for treatment and management, including alternative therapies? Include nonpharmacologic treatments, alternative therapies, and follow-up parameters, as well as a rationale for this treatment and management plan.
    • Reflection notes: What would you do differently with this patient if you could conduct the session again?

NRSG 612 COLORADOTECH Comparing Research and Performance Improvement with Evidence Based Practices Paper

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NRSG 612 COLORADOTECH Comparing Research and Performance Improvement with Evidence Based Practices Paper

Description

Complete a literature review of 8 supporting evidence -based research articles based on your population, intervention, comparison, outcome, and time (PICOT) research question you developed in Unit 1.

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Complete the following:

  • Using your PICOT research question, use the CTU Library to locate at least 8 scholarly articles that will support your PICOT question. The articles should not be more than 5 years old.
  • After you have identified the articles to support your research question, use the provided literature review template to break down the articles, gather the important points of the article, and determine how the article directly supports your PICOT question. The goal of completing this template is to use it as a resource when developing your final project, rather than having to refer back to all of the articles. The content that you add to the content does not have to be in APA format, with the exception of actual reference article you are using to support your PICOT question. Take care to be thorough when completing the table. This will become a valuable resource to use when working on the final assignment if done correctly. An example is provided in the template that is to be used. NRSG 612 COLORADOTECH Comparing Research and Performance Improvement with Evidence Based Practices Paper

4-6 pages

APA Style

3 Reference no older than 5 years

Unit 1 Questions

Introduction

All information that access originates from a specific source. Knowledge may be innate, but it still originates from us. The various knowing methods dictate how we access information. The plans include intuition, memory, sense perception, faith, imagination, reasoning, language, as well as emotion. The various methods of knowledge help to perceive and translate information in the world. This paper seeks to address how one can determine the accuracy and validity of the data. The paper will also discuss the hierarchy of evidence models and places to find personal and professional life information.

Information accuracy and validity

It is essential to research every source of information to find out about its accuracy. Some information is meant to mislead people, while others are useful. Also, one should be in a position to differentiate between facts and opinions. Opinions are generalized ideas without evidence, while facts have been proven in one way or the other. To determine the accuracy of the information, one needs to research the source of information. The person’s previous agenda in their statements can be used to decide on their real intentions in their report (Ambrosio, Votto, Gouesbet, & Wang, 2018). Credible information sources are likely to be listed by other respected sources.

Similarly, one should not believe every information that is repeated by several sources as accurate. Research is needed to verify the information credibility. Likewise, information validity can be verified by researching the author’s educational background. Professionals are likely to provide more accurate information compared to amateurs. Citations and references can also be used to determine the validity of the data (Ambrosio et al., 2018). For instance, if the report lacks verifiable sources and a separate reference page, then it is likely to be inaccurate. Thus, its good to always use information with consistent citations. Therefore, before using any information, it is essential to find out its validity and accuracy. NRSG 612 COLORADOTECH Comparing Research and Performance Improvement with Evidence Based Practices Paper

The Hierarchy of evidence

The hierarchy of evidence refers to a rank applied in determining the strength of outcomes acquired from a particular study. Several hierarchies have been approved to assess medical pieces of evidence. The study design, as well as the endpoints, impact the evidence obtained. The evidence is ranked according to the possibility of being influenced by systematic bias. The top-ranked method is free from prejudice and contains information that is more valid compared to other ranks (Parameswaran, & Agarwal, 2018). Different states have a different hierarchy of shreds of evidence.

In the US, the hierarchy has five stages. The first stage describes evidence gathered from a randomized controlled experiment, while the second stage depicts data from well-designed analyses done without randomization. The third level is a cohort study from various research groups. The fourth level involves multiple designs obtained at different intervals without requiring interventions. The last stage involves opinions obtained from respected authorities (Parameswaran et al., 2018). The information is founded on experiences and descriptive studies.

The most useful stage that I drive both personal and professional information is the third rank. The rank involves data compiled from various study groups, which means the information is likely to be valid. For instance, regarding my college of choice, I had to research the best college offering my course of study from various online platforms. That’s how I ended up applying for admission to the institution. I was confident that I would get the relevant skills by attending the institution.

Questions

1. As a nurse, I have gained knowledge through research studies, experimental and reading various nursing materials. Also, experience in the field of nursing has helped me to learn a lot.

2. In most cases, I conduct experiments to verify the validity of the information. Also, comparing data from various sources helps to verify the accuracy of information.

3. There is no best practice of gaining information in nursing practices. Every report must be filtered to verify its accuracy before using. NRSG 612 COLORADOTECH Comparing Research and Performance Improvement with Evidence Based Practices Paper

NRSG 612 CTU Healthier Lifestyle Improving Health of Diabetic Patients Template

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NRSG 612 CTU Healthier Lifestyle Improving Health of Diabetic Patients Template

Description

 

 

4-6 pages utilizing template

The comparison – what is currently being done or other possible interventions to consider?

Complete a literature review of 8 supporting evidence -based research articles based on your population, intervention, comparison, outcome, and time (PICOT) research question you developed in Unit 1. Use the Literature Review template to complete this assignment.

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Complete the following:

  • Using your PICOT research question, use the CTU Library to locate at least 8 scholarly articles that will support your PICOT question. The articles should not be more than 5 years old. NRSG 612 CTU Healthier Lifestyle Improving Health of Diabetic Patients Template
  • After you have identified the articles to support your research question, use the provided literature review template to break down the articles, gather the important points of the article, and determine how the article directly supports your PICOT question. The goal of completing this template is to use it as a resource when developing your final project, rather than having to refer back to all of the articles. The content that you add to the content does not have to be in APA format, with the exception of actual reference article you are using to support your PICOT question. Take care to be thorough when completing the table. This will become a valuable resource to use when working on the final assignment if done correctly. An example is provided in the template that is to be used.
  • Literature Review Template
    Instructions · Complete the first column using APA format. · List the articles in alphabetical order. · Include current articles (e.g., not more than 5 years old). · Include articles that are from scholarly, peer-reviewed sources. · Delete the example provided in row 1 after completing your assignment.
    Author, Year, Title, Source Purpose, Hypothesis, Study Question of the Article Measurement, Operational Definitions of Variables Independent/Dependent Sample Findings Design, Level of Evidence (LOE) Article Support of PICOT Question
    Shuilan, L., Stuenkel, D. L., & Rodriguez, L. (2009). The impact of diagnosis-specific discharge instructions on patient satisfaction. Journal of PeriAnesthesia Nursing, 24(3), 156–162. Purpose Evaluate the differences in mean satisfaction score after implementation of the Krames On-Demand (KOD) electronic diagnosis-specific discharge instruction sheets with mean satisfaction scores 3 months prior to implementation. Tool Summary data from independent company; all psychometric data proprietary 9 measures on tool: · Discharge instructions · Discharge procedure · Staff communication · Concern shown by nursing staff · Helpful and courteous staff · Family kept informed · Concern and problem resolved · Overall nursing care · Overall satisfaction. NRSG 612 CTU Healthier Lifestyle Improving Health of Diabetic Patients Template N = 1,171 postop same-day surgery patients Age: 18–90 Completed telephone hospital satisfaction survey post discharge N = 588 pre project N = 583 post project 3 outpatient settings: · Ambulatory surgery · Endoscopy · Main surgery Postproject mean values for each unit matched or exceed preproject mean satisfaction values for eight of nine measures. Patient satisfaction increased after implementation of KOD. Design Retrospective design LOE: IV (Be specific. You will be using this document for reference rather than flipping back through the articles to get information.)

 

NRSG 612 Colorado Technical University Online Transitioning to Practice HW

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NRSG 612 Colorado Technical University Online Transitioning to Practice HW

Description

write 500–700 words that respond to the following questions with your thoughts, ideas, and comments

This Discussion Board content will be incorporated into your Individual Project 4. Please discuss the key points below and integrate feedback from peers/instructor to make this area of your final paper (Individual Project 4) stronger.

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Part IV: The outcome(s) & time frame – what is the anticipated outcome from the change in intervention? And, over what period of time?

  • Based on your intervention and research, what do you propose as potential outcomes to measure? What change(s) are you want to make?
  • How would these outcomes be measured?
  • Would this be evaluated after a particular amount of time or at different periods of time? (If applicable)
  • How would it benefit the nursing profession if the intervention was changed based on the particular outcome(s)? NRSG 612 Colorado Technical University Online Transitioning to Practice HW

APA Style

At least 2 reference no older than 2017

NSG 410 Stratford University Nursing Research Conducting Discussion

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NSG 410 Stratford University Nursing Research Conducting Discussion

Discussion 2

Chosen Article -Effectiveness of a Role-Modeling Intervention on Student Nurse Simulation Competency

1.For this week’s discussion you will choose one research article (one of the four that have been provided on the next link and identify the theoretical framework.

Aronson, B., Glynn, B., & Squires, T. (2013). Effectiveness of a role-modeling intervention on student nurse simulation competency. Clinical Simulation in Nursing, 9(4), e121-e126. doi: 10.1016/j.ecns.2011.11.005

The social learning theory (Bandura, 1977) was cited within the article as a theoretical source. The theory suggests that human behavior is learned through the observation of others and by exposure of modeled activities, observers receive a guide for future appropriate. By using a Role-Modeling Intervention of pre-recorded, expert practice videos the researchers were hoping to influence the behavior of the nursing students in those critical patient scenarios. NSG 410 Stratford University Nursing Research Conducting Discussion

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  1. Next you will identify at least one primary source and one secondary source in the reference section which pertains to the theoretical framework.

One source, (Del Bueno) spoke about over 70% of nursing graduates did not meet the expectations in Performance Based Assessment.

Another source (Fero et al.) talked about how 75% of nursing students did not meet the expectations after a simulation.

 

  1. Conduct an electronic database search to locate those articles using Gale-Infotract on LIRN, CINAHL, or ProQuest. Briefly review the abstracts of the articles.

Aronson, Glynn, and Squires (2013) conducted a systematic review study that focused on the effectiveness of role modeling intervention. The study was based on student nurse competency through video stimulation. The hypothesis of the survey was included in the review and targeted finding the results of student nurse simulation through video interviews. The hypothesis talked about the effectiveness and response through a model-based intervention to rescue event. The secondary hypothesis determined whether there was a definite relationship between days elapsed and competency scores of the student nurses. The purpose of this critique was to provide proper findings from the seemingly conflicting evidence that was provided by other studies and previously conducted reviews.

The authors stated the problem by providing background information on the problem of the survey. Additionally, they provided a literature review that detailed the necessary information while providing various variables of the study. The purpose of the study was to determine the effectiveness of role modeling intervention and behavioral observation of student nurses. The purpose of the study is relevant to nursing for it provides a clear baseline that can be used by student nurses to improve  their performance further. Improved performance also translates to high-quality care provided by the nurses. NSG 410 Stratford University Nursing Research Conducting Discussion

 

  1. Last, conduct an Internet search of the theoretical framework. Identify possible benefits and concerns that you uncovered with using this theoretical framework instead of another.

Self-efficacy was used for the theoretical framework because when using a new system and learning something new you need to have confidence. Also, the steps used in the source stated expectations to psychologically persuade them into the new system. NSG 410 Stratford University Nursing Research Conducting Discussion

References:

Aronson, B., Glynn, B., & Squires, T. (2013, April). Effectiveness of a role-modeling intervention on student nurse simulation competency. Clinical Simulation in Nursing, 9(4), e121-e126. doi:10.1016/j.ecns.2011.11.005.

Bandura, A. (1977). Social learning theory. Upper Saddle River, NJ: Prentice Hall

Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159.

del Bueno, D. (2001). Buyer beware: The cost of competence. Nursing Economics, 19(6), 150-157.

Fero, L., O’Donnell, J., Zullo, T., Dabbs, A., Kitutu, J., Samosky, J., & Hoffman, L. (2010). Critical thinking skills in nursing students: Comparison of simulation-based performance with metrics. Journal of Advanced Nursing, 66(10), 2182-2193. NSG 410 Stratford University Nursing Research Conducting Discussion

 

NUR 406E Lees McRae College Health Promotion Model Analysis Paper

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NUR 406E Lees McRae College Health Promotion Model Analysis Paper

Need help with my Nursing question – I’m studying for my class.

 

Once nurses have identified what community health problems exist through a thorough examination of the epidemiological information and their Windshield Survey, they then move towards developing a health intervention. As the first step in creating the health intervention, nurses should use models as a guide to develop a targeted plan to change health behaviors and/or outcomes. For this assignment, you will use the same community that you examined for your Community Assessment paper. Using Keller, Strohschein, Lia-Hoagberg, and Schaffer’s (2004) Intervention Wheel as the health promotion model, select one of the negative health indicators identified in the Community Assessment paper that you wish to explore further. NUR 406E Lees McRae College Health Promotion Model Analysis Paper

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The Intervention Wheel (Keller et al., 2004) is a multi-layered tool composed of three distinct elements:

  • The model is population based.
  • The model encompasses community, systems, and individual/family levels of practice.
  • The model identifies and define 17 public health interventions.

Each of these elements of practice contributes to improving public health. The 17 public health interventions are grouped into five wedges and the wedges are placed in the Intervention Wheel (Keller et al., 2004) in an order that reflects their relationship (see descriptions of each public health intervention in table 1.1 in the DeMarco and Healey-Walsh (2020) textbook).

  1. Surveillance, disease, and other health event investigation, outreach, screening, and case finding;
  2. Referral and follow-up, case management, and delegated functions;
  3. Health teaching, counseling, and consultation;
  4. Collaboration, coalition building, and community organizing;
  5. Advocacy, social marketing, and policy development and enforcement (Keller et al., 2004, p. 458). NUR 406E Lees McRae College Health Promotion Model Analysis Paper

You will use the health promotion model to examine current evidence-based promotion, or health prevention process for assessment and diagnosis on your chosen clinical project population. This assessment and diagnosis will lead to your final assignment of developing a health implementation plan. Using the five wedges of the Intervention Wheel (Keller et al., 2004), pick one or two interventions in each of the five wedges to explore the health indicator you have chosen. Discuss in your assessment and diagnosis the necessary cultural competencies the nurse must demonstrate for the population involved in your clinical project.

Keller, L., Strohschein, S., Lia-Hoagberg, B., & Schaffer, M. (2004). Population-based public health interventions: Practice-based and evidence-supported. Part I. Public Health Nursing, 21, 453-468. doi:10.1111/j.0737-1209.2004.21509.x. NUR 406E Lees McRae College Health Promotion Model Analysis Paper

NR509 Week 2: Shadow Health Assessment Assignment

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NR509 Week 2: Shadow Health Assessment Assignment

1. Before initiating any activity in Shadow Health, complete the required course weekly readings and lessons as well as review the introduction and pre-brief
2. Complete the Shadow Health Concept Lab prior to beginning any physical assessment assignment
3.Gather subjective and objective data by completing an appropriately detailed health history and physical examination for each physical assessment assignment

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4. Critically appraise the findings as normal or abnormal
5. Based on the history and physical assessment findings, develop one primary and two differential diagnoses for the focused assessment assignments
6. Create treatment plans that include each of the following components for a comprehensive treatment plan: diagnostics, medication, education, consultation/referral, and follow-up planning
7. Complete the post activity assessment questions (if applicable) for each assignment

Summarize, organize, and appropriately document findings using correct professional terminology in the SOAP Note Template and submit to this assignment. NR509 Week 2: Shadow Health Assessment Assignment

NRNP 6660: Psychiatric Mental Health Nurse Practitioner Role I: Child and Adolescent

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NRNP 6660: Psychiatric Mental Health Nurse Practitioner Role I: Child and Adolescent

This week, you analyze case studies to determine the diagnosis and treatment of anxiety disorders.

Learning Resources
Required Readings
American Academy of Child & Adolescent Psychiatry (AACAP). (2012a). Practice parameter for the assessment and treatment of children and adolescents with obsessive-compulsive disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 51(1), 98–113. Retrieved from http://www.jaacap.com/article/S0890-8567(11)00882-3/pdf

American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author.

Standard 8 “Education” (pages 69-70)
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. NRNP 6660: Psychiatric Mental Health Nurse Practitioner Role I: Child and Adolescent

“Anxiety Disorders”
McClelland, M., Crombez, M., Crombez, C., Wenz, C., Lisius, M., Mattia, A., & Marku, S. (2015). Implications for advanced practice nurses when pediatric autoimmune neuropsychiatric disorders associated with streptococcal infections (PANDAS) is suspected: A qualitative study. Journal of Pediatric Healthcare, 29(5), 442-452. doi:10.1016/j.pedhc.2015.03.005

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 31, “Child Psychiatry” (pp. 1253–1268)
Stahl, S. M. (2014). Prescriber’s Guide: Stahl’s Essential Psychopharmacology (5th ed.). New York, NY: Cambridge University Press.

 

Note: All Stahl resources can be accessed through the Walden Library using the link. This link will take you to a login page for the Walden Library. Once you log in to the library, the Stahl website will appear.

 

To access information on the following medications, click on The Prescriber’s Guide, 5th Ed. tab on the Stahl Online website and select the appropriate medication.

Review the following medications:

Generalized anxiety disorder Social anxiety disorder
alprazolam
citalopram
desvenlafaxine
duloxetine
escitalopram
fluoxetine
fluvoxamine
mirtazapine
paroxetine
pregabalin
sertraline
tiagabine (adjunct)
venlafaxine

citalopram
clonidine
desvenlafaxine
escitalopram
fluoxetine
fluvoxamine
isocarboxazid
moclobemide
paroxetine
phenelzine
pregabalin
sertraline
tranylcypromine
venlafaxine

Obsessive-compulsive disorder Panic disorder
citalopram
clomipramine
escitalopram
fluoxetine
fluvoxamine
paroxetine
sertraline
venlafaxine
vilazodone

alprazolam
citalopram
clonazepam
desvenlafaxine
escitalopram
fluoxetine
fluvoxamine
isocarboxazid
lorazepam
mirtazapine
nefazodone
paroxetine
phenelzine
pregabalin
reboxetine
sertraline
tranylcypromine
venlafaxine

Note: Many of these medications are FDA approved for adults only. Some are FDA approved for disorders in children and adolescents. Many are used “off label” for the disorders examined in this week. As you read the Stahl drug monographs, focus your attention on FDA approvals for children/adolescents (including “ages” for which the medication is approved, if applicable) and further note which drugs are “off label.” NRNP 6660: Psychiatric Mental Health Nurse Practitioner Role I: Child and Adolescent

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Required Media
Laureate Education (Producer). (2017c). Anxiety disorder, ODC, or something else? [Multimedia file]. Baltimore, MD: Author.

YMH Boston. (2013b, May 22). Vignette 3 – Asking about depression in a preventive services visit [Video file]. Retrieved from https://www.youtube.com/watch?v=TO8aITpMG5E

 

Note: The approximate length of this media piece is 3 minutes.

YMH Boston. (2013d, May 22). Vignette 5 – Assessing for depression in a mental health appointment [Video file]. Retrieved from https://www.youtube.com/watch?v=Gm3FLGxb2ZU

 

Note: The approximate length of this media piece is 3 minutes.

Optional Resources
Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). Rutter’s child and adolescent psychiatry (6th ed.). Hoboken, NJ: Wiley Blackwell.

Chapter 60, “Anxiety Disorders” (pp. 822–840)
Chapter 61, “Obsessive Compulsive Disorder” (pp. 841–857)
Assignment: Decision Tree (Due in Week 7)
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.

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: 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.

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. NRNP 6660: Psychiatric Mental Health Nurse Practitioner Role I: Child and Adolescent
Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?

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. NRNP 6660: Psychiatric Mental Health Nurse Practitioner Role I: Child and Adolescent

6053 WEEK 5 ASIGN | Personal Leadership Philosophies

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6053 WEEK 5 ASIGN | Personal Leadership Philosophies

Assignment: Personal Leadership Philosophies
Many of us can think of leaders we have come to admire, be they historical figures, pillars of the industry we work in, or leaders we know personally. The leadership of individuals such as Abraham Lincoln and Margaret Thatcher has been studied and discussed repeatedly. However, you may have interacted with leaders you feel demonstrated equally competent leadership without ever having a book written about their approaches. 6053 WEEK 5 ASIGN | Personal Leadership Philosophies

What makes great leaders great? Every leader is different, of course, but one area of commonality is the leadership philosophy that great leaders develop and practice. A leadership philosophy is basically an attitude held by leaders that acts as a guiding principle for their behavior. While formal theories on leadership continue to evolve over time, great leaders seem to adhere to an overarching philosophy that steers their actions.

 

What is your leadership philosophy? In this Assignment, you will explore what guides your own leadership.

To Prepare:

Identify two to three scholarly resources, in addition to this Module’s readings, that evaluate the impact of leadership behaviors in creating healthy work environments.
Reflect on the leadership behaviors presented in the three resources that you selected for review.
Reflect on your results of the CliftonStrengths Assessment, and consider how the results relate to your leadership traits.
Download your Signature Theme Report to submit for this Assignment. 6053 WEEK 5 ASIGN | Personal Leadership Philosophies
The Assignment (2-3 pages):

Personal Leadership Philosophies

Develop and submit a personal leadership philosophy that reflects what you think are characteristics of a good leader. Use the scholarly resources on leadership you selected to support your philosophy statement. Your personal leadership philosophy should include the following:

A description of your core values.
A personal mission/vision statement.
An analysis of your CliftonStrengths Assessment summarizing the results of your profile
A description of two key behaviors that you wish to strengthen.
A development plan that explains how you plan to improve upon the two key behaviors you selected and an explanation of how you plan to achieve your personal vision. Be specific and provide examples.
Be sure to incorporate your colleagues’ feedback on your CliftonStrengths Assessment from this Module’s Discussion 2.
Note: Be sure to attach your Signature Theme Report to your Assignment submission.

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By Day 7 of Week 6

Submit your personal leadership philosophy.

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

Please save your Assignment using the naming convention “WK6Assgn+last name+first initial.(extension)” as the name.
Click the Week 6 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 6 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK6Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
Due to the nature of this assignment, your instructor may require more than 7 days to provide you with quality feedback. 6053 WEEK 5 ASIGN | Personal Leadership Philosophies

Patient Outcomes Presentation Assignment

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Patient Outcomes Presentation Assignment

Creating an Informatics System to Help Improve Patient Outcomes Presentation

You are working on a busy clinical unit, and you and your peers have identified a new informatics system that may improve patient outcomes on the unit. At the end of the busy day, you and your peers approach your nursing care manager to explain your ideas. The nursing care manager is excited about your ideas and suggests you first review the literature for evidence to support your idea. Patient Outcomes Presentation Assignment

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Within the presentation, you should include the following:

Identify the type of informatics system you envision being used on your unit to improve patient outcomes and nursing processes.
Complete a brief five article literature review on your suggested system.
Develop a brief abstract on your suggested system utilizing your evidenced-based research.
Estimate the cost of the system and implementation needs for the system.
Conclude with a thorough explanation of your expectations for the improvement to patient outcomes and nursing processes that you foresee occurring as a result of implementation of your suggested system. Patient Outcomes Presentation Assignment

 

Rubric for power point Topic/Introduction:

Identifies and clearly introduces the informatics system in detail with a brief explanation as to why he/she feels it will improve patient outcomes and nursing processes.

Critical Analysis:

The student shares his/her brief five article literature review and a brief abstract on the suggested informatics system utilizing evidenced-based research. A cost estimate and full description of implementation needs are also presented. A critical analysis of the entire system, including its components, personnel and processes affected, and its expected impact, are all described.

Conclusion:

The student concludes with a thorough explanation of his/her expectations for the improvement to patient outcomes and nursing processes that he/she foresees occurring as a result of implementation of the suggested system.

Mechanics:

Written material on slides uses Standard Edited American English. Language and diction are appropriate for the audience. Follows rules for grammar, spelling, and usage. APA formatting is present and includes a title slide and a reference slide. Contains the required number of references. In-text APA citations are used in the presentation. Patient Outcomes Presentation Assignment