Planned Change in a Department or Unit

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Planned Change in a Department or Unit

Assignment: Application: Planned Change

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in a Department or Unit

Health care organizations are continuously immersed in change from the emergence of new policies, to promote quality care and improve patient safety to keeping pace with the rapid growth in knowledge and best practices. Establishing a solid framework for planning and implementing change is a wise move, as it provides a foundation for the extensive coordination that will be needed to successfully facilitate the change.

For this Assignment, you propose a change at the department or unit level and develop a plan for guiding the change effort.

To prepare:

* Review Chapter 8 in the course text. Focus on Kurt Lewin’s change theory, and contrast it with other classic change models and strategies.
* Reflect on problems, inefficiencies, and critical issues within a specific department, unit, or area in your organization or one with which you are familiar. Select one issue as a focal point for this assignment, and consider a change that could be made to address the issue.
* Think about how the change would align with the organization’s mission, vision, and values as well as relevant professional standards.
* Using one of the change models or strategies discussed in Chapter 8, begin formulating a plan for implementing the change within the department/unit. Outline the steps that you and/or others should follow to facilitate the change effort. Align these steps to the change model or strategy you selected.
* Determine who should be involved in initiating and managing the change. Consider the skills and characteristics that are necessary to facilitate this change effort.

To complete:

Write a 3- to 5-page paper (page count does not include title and reference page) that addresses the following:

* Identify a problem, inefficiency, or issue within a specific department/unit.
* Describe a specific, realistic change that could be made to address the issue.
* Summarize how the change would align with the organization’s mission, vision, and values as well as relevant professional standards.
* Identify a change model or strategy to guide your planning for implementing the change. Provide a rationale for your selection.
* Outline the steps that you and/or others would follow to facilitate the change. Align these steps to your selected change model or strategy.
* Explain who would be involved in initiating and managing this change. Describe the skills and characteristics that would be necessary to facilitate the change effort.

Reminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center<http://academicguides.waldenu.edu/writingcenter/templates> provides an example of those required elements. All papers submitted must use this formatting.

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Read instructions bellow

Health History and Screening of an Adolescent or Young Adult Client Save this form on your computer as a Microsoft

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Word document. You can expand or shrink each area as you need to include the relevant data for your client. Student Name: Date: Biographical Data Patient/Client Initials: Phone No: Address: Birth Date: Age: Sex: Birthplace: Marital Status: Race/Ethnic Origin: Occupation: Employer: Financial Status: (Income adequate for lifestyle and/or health concerns. Is there a source of health insurance? Employment disability?) Source and Reliability of Informant: Past Use of Health Care System and Health Seeking Behaviors: Present Health or History of Present Illness: Past Health History General Health: (Patient’s own words) Allergies: (include food and medication allergies) Reaction: Current Medications: Last Exam Date: Immunizations: Childhood Illnesses: Serious or Chronic Illnesses: © 2016. Grand Canyon University. All Rights Reserved. Past Health Screening (see “Well Young Adult Behavior Health Assessment History Screening” below) Past Accidents or Injuries: Past Hospitalizations: Past Operations: Family History (Specify which family member is affected.) Alcoholism (ETOH use/abuse): Allergies: Arthritis: Asthma: Blood Disorders: Breast Cancer: Cancer (Other): Cerebral Vascular Accident (Stroke): Diabetes: Heart Disease: High Blood Pressure: Immunological Disorders: Kidney Disease: Mental Illness: Neurological Disorder: Obesity: Seizure Disorder: Tuberculosis: Obstetric History (if applicable) Gravida: Term: Preterm: Miscarriage/Abortions: Course of Pregnancy (length of pregnancy, delivery date, method of delivery, length of labor, complications, baby’s weight, baby’s condition): Well Young Adult Behavioral Health History Screening Socio-Demographic Content and Questions: What organizations or activities (community, school, church, lodge, social, professional, academic, sports) are you involved in? How would you describe your community? Hobbies, skills, interests, recreational activities? © 2016. Grand Canyon University. All Rights Reserved. Military service: Yes_______ No_______ If yes, overseas assignment? Yes________ No_________ Close friends or family members who have died within past 2 years? Number of relatives or close friends in this area? Marital status: Single______ Married________Divorced_________Separated_________ In serious relationship________ Length of time_________ Environmental Content and Questions: Do you live alone? Yes________ No ________ When did you last move? Describe your living situation? Number of years of education completed? Occupation? If employed, how long? Are you satisfied with this work situation? Do you consider your work dangerous or risky? Is your work stressful? Over the past 2 years have you felt depressed or hopeless? Biophysical Content and Questions Have you smoked cigarettes? Yes_______ No________ How much? Less than ½ pack per day_____ About 1 pack per day?______ More than 1 and ½ packs per day______ Are you smoking now? Yes_______ No________ Length of time smoking? ______________ Have you ever smoked illicit drugs? Yes__________ No_________ If yes, for how long? ___________ Do you smoke these now? Yes__________ No __________ Do you ingest illicit drugs of any kind? Yes_________ No__________ If so, what drugs do you use and what is the route of ingestion?_________ How long have you used these drugs _________________ © 2016. Grand Canyon University. All Rights Reserved. Review of Systems (Include both past and current health problems. Comment on all present issues.) General Health State (present weight – gain or loss, reason for gain or loss, amount of time for gain or loss; fatigue, malaise, weakness, sweats, night sweats, chills ): Skin (history of skin disease, pigment or color change, change in mole, excessive dryness or moisture, pruritis, excessive bruising, rash or lesion): Health Promotion (Sun exposure? Skin care products?): Hair (recent loss or change in texture): Health Promotion (method of self-care, products used for care): Nails (change in color, shape, brittleness): Health Promotion (method of self-care, products used for care): Head (unusual headaches, frequency of headaches, head injury, dizziness, syncope or vertigo): Eyes (difficulty or change in vision, decreased acuity, blurring, blind spots, eye pain, diplopia, redness or swelling, watering or discharge, glaucoma or cataracts): Health Promotion (wears glasses or contacts and reason, last vision check, last glaucoma check, sun protection): Ears (earaches, infections, discharge and its characteristics, tinnitus or vertigo): Health Promotion (hearing loss, hearing aid use, environmental noise exposure, methods for cleaning ears): Nose and Sinuses (discharge and its characteristics, frequent or severe colds, sinus pain, nasal obstruction, nosebleeds, seasonal allergies, change in sense of smell): Health Promotion (methods for cleaning nose): Mouth and Throat (mouth pain, sore throat, bleeding gums, toothache, lesions in mouth, tongue, or throat, dysphagia, hoarseness, tonsillectomy, alteration in taste): Health Promotion (Daily dental care – brushing, flossing. Use of prosthetics – bridges, dentures. Last dental exam/check-up.): Neck (pain, limitation of motion, lumps or swelling, enlarged or tender lymph nodes, goiter): Neurologic System (history of seizure disorder, syncopal episodes, CVA, motor function or coordination © 2016. Grand Canyon University. All Rights Reserved. disorders/abnormalities, paresthesia, mood change, depression, memory disorder, history of mental health disorders): Health Promotion (activities to stimulate thinking, exam related to mood changes/depression): Endocrine System (history of diabetes or insulin resistance, history of thyroid disease, intolerance to heat or cold): Health Promotion (last blood glucose test and result, diet): Breast and Axilla (pain, lump, tenderness, swelling, rash, nipple discharge, any breast surgery): Health Promotion (performs breast self-exam – both male and female, last mammogram and results, use of selfcare products): Respiratory System (History of lung disease, smoking, chest pain with breathing, wheezing, shortness of breath, cough – productive or nonproductive. Sputum – color and amount. Hemoptysis, toxin or pollution exposure.): Health Promotion (last chest x-ray, smoking cessation): Cardiac System (history of cardiac disease, MI, atherosclerosis, arteriosclerosis, chest pain, angina): Health Promotion (last cardiac exam): Peripheral Vascular System (coldness, numbness, tingling, swelling of legs/ankles, discoloration of hands/feet, varicose veins, intermittent claudication, thrombophlebitis or ulcers): Health Promotion (avoid crossing legs, avoid sitting/standing for long lengths of time, promote wearing of support hose): Hematologic System (bleeding tendency of skin or mucous membranes, excessive bruising, swelling of lymph nodes, blood transfusion and any reactions, exposure to toxic agents or radiation): Health Promotion (use of standard precautions when exposed to blood/body fluids): Gastrointestinal System (appetite, food intolerance, dysphagia, heartburn, indigestion, pain [with eating or other], pyrosis, nausea, vomiting, history of abdominal disease, gastric ulcers, flatulence, bowel movement frequency, change in stool [color, consistency], diarrhea, constipation, hemorrhoids, rectal bleeding): Health Promotion (nutrition – quality/quantity of diet; use of antacids/laxatives): Musculoskeletal System (history of arthritis, joint pain, stiffness, swelling, deformity, limitation of motion, pain, cramps or weakness): Health Promotion (mobility aids used, exercises, walking, effect of limited range of motion): Urinary System (recent change, frequency, urgency, nocturia, dysuria, polyuria, oliguria, hesitancy or straining, urine color, narrowed stream, incontinence; history of urinary disease; pain in flank, groin, suprapubic region or low back): © 2016. Grand Canyon University. All Rights Reserved. Health Promotion (methods used to prevent urinary tract infections, use of feminine hygiene products, Kegel exercises): Male Genital System (penis or testicular pain, sores or lesions, penile discharge, lumps, hernia): Health Promotion (performs testicular self-exam): Female Genital System (menstrual history, age of first menses, last menstrual cycle, frequency of cycles, premenstrual pain, vaginal itching, discharge, premenopausal symptoms, age at menopause, postmenopausal bleeding): Health Promotion (last gynecological checkup, pap-smear and results, use of feminine hygiene products): Sexual Health (presently involved in relationship involving intercourse or other sexual activity, aspects of sex satisfactory, use of contraceptive, is relationship monogamous, history of STD): Health Promotion (safe-sex practices): Nursing Diagnoses: Based on this health history and health screening, identify three nursing diagnoses that would be applicable for this client as well as your rationale for your selection of each nursing diagnosis. Include: One “actual” nursing diagnosis with rationale for choice of this diagnosis. One wellness nursing diagnosis with rationale for choice of this diagnosis. One “risk for” nursing diagnosis based on the health screening with rationale for choice of this diagnosis. © 2016. Grand Canyon University. All Rights Reserved. © 2016. Grand Canyon University. All Rights Reserved.
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Reflection Paper

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Reflection Paper

Reflection Paper

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Max Points: 100

Details:

In a reflection of 450-600 words, explain how you see yourself fitting into the following IOM Future of Nursing recommendations:

Recommendation 4: Increase the proportion of nurses with a baccalaureate degree to 80% by 2020.
Recommendation 5: Double the number of nurses with a doctorate by 2020.
Recommendation 6: Ensure that nurses engage in lifelong learning.
Identify your options in the job market based on your educational level.

How will increasing your level of education affect how you compete in the current job market?
How will increasing your level of education affect your role in the future of nursing?
While APA format is 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.

You are required to submit this assignment to Turnitin.

Care Delivery or Nursing Model Change

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Care Delivery or Nursing Model Change

Details:

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There will be times when the doctorally prepared advance practice nurse will need to suggest a nursing model change or a change in care delivery. It will be important for the doctorally prepared advanced practice nurse to have an understanding of how to deliver information and what information should be shared with an audience.

This assignment will give you practice with presentation software along with preparing you to provide specific information for your proposed changes. This is a two-part assignment that will also give you practice in presenting to administrators.

General Requirements:

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

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 requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
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 Turnitin.
Directions:

Part One:

Create a 12-15 slide presentation (PowerPoint, include slide notes or voice over; Prezi, include voice over) that presents a proposed care delivery or nursing model change for a department that aligns costs, quality, and health that supports the care of patients across the continuum. Include the following:

Background of issue
The proposed solution
How solution meets need of population (stakeholders, cost, and payer to proposed change)
Proposed change process to implement delivery model
Expected outcomes
Implications that are realistic and aligned with current and future health care financing
Part Two:

Present your presentation to at least one administrator.
Write a brief summary, 100-250 words, of the feedback given to you by the administrator(s).

 

Apply Rubrics
Care Delivery or Nursing Model Change
1
Unsatisfactory
0.00%

2
Less Than Satisfactory
74.00%

3
Satisfactory
79.00%

4
Good
87.00%

5
Excellent
100.00%

70.0 %Content

10.0 %Discussion of the Background of the Issue

The background of the chosen issue is not present.

The background of the chosen issue is present but incomplete.

The background of the chosen issue is present but rendered at a perfunctory level.

The background of the chosen issue is present. Discussion is thorough and defines specific elements but is not as complete as expected. Information presented is from scholarly but dated sources.

The background of the chosen issue is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources.

10.0 %Proposal of a Solution

A proposed solution is not present.

A proposed solution is present but incomplete.

A proposed solution is present but rendered at a perfunctory level.

A proposed solution is clearly present but is not as complete as expected. Information presented is from scholarly but dated sources.

A proposed solution is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources.

10.0 %Suggested Ways That the Proposed Solution Meets the Needs of the Population

Ways that the proposed solution meets the needs of the population are not present.

Ways that the proposed solution meets the needs of the population are present but incomplete.

Ways that the proposed solution meets the needs of the population are present but rendered at a perfunctory level.

Ways that the proposed solution meets the needs of the population are thorough but are not as complete as expected. Information presented is from scholarly but dated sources.

Ways that the proposed solution meets the needs of the population are clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources.

10.0 %Proposal for a Change Process That Implements the Delivery Model of the Proposed Solution

A change process that proposes how it can be used to implement the delivery model of the proposed solution is not present.

A change process is proposed that can be used to implement the delivery model of the proposed solution is present but incomplete.

A change process is proposed that can be used to implement the delivery model of the proposed solution is present but rendered at a perfunctory level.

A change process is proposed that can be used to implement the delivery model of the proposed solution is thorough but is not as complete as expected. Information presented is from scholarly but dated sources.

A change process is proposed that can be used to implement the delivery model of the proposed solution is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources.

15.0 %Expected Outcomes

The expected outcomes are not present.

The expected outcomes are present but incomplete.

The expected outcomes are present but rendered at a perfunctory level.

The expected outcomes are present but not are as complete as expected. Information presented is from scholarly but dated sources.

The expected outcomes are clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources.

15.0 %Discussion of the Implications of the Proposed Solutions That Are Realistic and Aligned With Current and Future Health Care Financing

A discussion of the implications of the proposed solutions that are realistic and aligned with current and future health care financing is not present.

A discussion of the implications of the proposed solutions that are realistic and aligned with current and future health care financing is presented but is incomplete.

A discussion of the implications of the proposed solutions that are realistic and aligned with current and future health care financing is presented but is rendered at a perfunctory level.

A discussion of the implications of the proposed solutions that are realistic and aligned with current and future health care financing is clearly presented and thorough. Discussion is convincing and defines specific elements but not is as complete as expected. Information presented is from scholarly but dated sources.

A discussion of the implications of the proposed solutions that are realistic and aligned with current and future health care financing is clearly presented and thorough. Discussion is insightful, forward-thinking, and detailed. Information presented is from current scholarly sources.

20.0 %Organization and Effectiveness

7.0 %Thesis Development and Purpose

Paper lacks any discernible overall purpose or organizing claim.

Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.

Thesis and/or main claim are apparent and appropriate to purpose.

Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.

8.0 %Argument Logic and Construction

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

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

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.

Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

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

10.0 %Format

5.0 %Paper Format (Use of appropriate style for the major and assignment)

Template is not used appropriately or documentation format is rarely followed correctly.

Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.

Appropriate template is used. Formatting is correct, although some minor errors may be present.

Appropriate template is fully used. There are virtually no errors in formatting style.

All format elements are correct.

5.0 %APA Format

Required format is rarely followed correctly. An appropriate number of topic-related scholarly research sources and related in-text citations are not present. No reference page is included. No citations are used.

Required format is attempted, but some elements are missing or mistaken. A lack of control with formatting is apparent. Some sources are not scholarly research or topic-related. Reference page is present. Citations are inconsistently used.

Required format is used correctly, although some minor errors may be present. Scholarly research sources are present and topic-related, but the source and quality of some references is questionable. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.

Required format is fully used. There are virtually no errors in formatting. Scholarly research accounts for the majority of sources presented and is topic-related and obtained from reputable professional sources. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct.

The document is correctly formatted to publication standards. All research presented is scholarly, topic-related, and obtained from highly respected, professional, original sources. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. The paper could readily be accepted for publication.

100 %Total Weightage

 

Review of a Bill essay 3-4 pages

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Review of a Bill essay 3-4 pages

Review of a Bill Assignment

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Select an active bill at the state or federal level that impacts the professional practice of nursing. In a 3-4 page paper (excluding the title and reference pages), summarize the provisions of the bill and clearly explain what the bill will accomplish. The paper should be no more than 4 pages, typed in Times New Roman using 12-point font, and double-spaced with 1″ margins.

Your review of a bill paper should:

Discuss the major provisions of the bill.
Demonstrate an in-depth understanding of the legislation by explaining the background and all relevant facts.
Discuss any relevant history related to the legislation, pertinent votes, and issues that are stalling the legislation, etc.
Use primary sources for this information.
Identify key supporters and those who do not support the bill. Explain why some of these individuals support the bill and why some do not.
Explore the positions of the key stakeholders in the bill, both pros and cons. Do not make assumptions about potential key stakeholders. Examine this area carefully so you are correctly reflecting the stakeholders positions.
Discuss how the bill would impact a nurse’s ability to provide safe and quality care or to practice to the highest scope of the nursing license.
Explain specific actions that nurses can take to assist with the passage or defeat of the legislation
Use APA format, headings and references as appropriate. Please make it 4 pages

paragraph 1

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Please write a Paragraph answering to this discussion below with your opinion. Please include citations and references in alphabetical order in case of another source.

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The transition from dependence to autonomy can be a very stressful event for adolescents. As with other major life changes, this transition can trigger depression. It is imperative for nurses and caregivers to have a clear understanding of the signs and symptoms of depression. The signs and symptoms can be generally classified into a broad range of emotional and behavioral changes such as loss of energy, loss of interest in usual activities, loss of appetite, extreme lethargy, sudden outbursts, self-harm or drug use, and change in grades or social status (Teen Depression, 2018).

Both heredity and environment play a role in contributing to depression, so it is crucial to discuss these factors with the patient and family whenever it is permissible to do so. There is no sure way to prevent depression, but primary methods of prevention include exercise, maintaining good nutrition, and boosting self-esteem (Teen Depression, 2018). Secondary prevention methods include seeking early treatment, counseling, and medication (Teen Depression, 2018). Tertiary methods include the continued use of medication, and establishing support networks (Teen Depression, 2018).

Local Southern California resources include the McMillen program at Torrance Memorial Hospital, which offers counseling and treatment options, and the Del Amo Hospital, which offers a variety of emergency and routine treatment options for mental health. Aside from merely referring the adolescent to a community resource, nurses can perform effective intervention by educating patients regarding secondary and tertiary prevention methods, so that the patient can begin to manage the condition. In doing so, nurses can give patients the tools they need to continue healing outside of the healthcare setting.

Reference

Teen depression (2018). The Mayo Clinic. Retrieved from https://www.mayoclinic.org/diseases-conditions/teen-depression/symptoms-causes/syc-20350985

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Please write a Paragraph answering to this discussion below with your opinion. Please include citations and references in alphabetical order in case of another source.

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Adolescence is a huge time of change in a young persons’ life, Hormones are fluctuating and they are trying to find their place in the social hierarchy. They can experience stress from a lot of different sources from relationships with friends and family members or other problems at school. Suicide is the third leading cause of death of ages 15 to 24 with approximately 5000 deaths yearly, 84% of them being male. (WebMD,2017) The attempt of suicide greatly outnumbers the total number of suicides because males usually pick a more violent method like shooting themselves. In 2012 teen, ages 15-24, suicides accounted for 10,9% of all suicides in the US. (WebMD, 2017) The nurse should look for warning signs and be ready to intervene where and when appropriate. All suicide attempts or talk should always be taken seriously.

Some risk factors are: depression or other mental health problems, previous suicide attempts, substance abuse and/or alcohol disorder, feeling social isolation, history of abuse or mistreatment, family history of suicide, impulsive or aggressive behaviors, financial or social loss, relationship loss, physical illness, feeling of hopelessness, difficult situations like abuse or bullying, lack of social support, lack of coping skills, being adopted, and easy access to methods/means of suicide.(CDC 2013, WebMD 2017)

Some warning signs to look for: talking about wanting to die or commit suicide, looking for a way to commit suicide such as looking online or buying a gun, talking about feeling hopeless or not having a reason to live, feeling trapped, talking about being a burden on others, increased use of drugs or alcohol, acting anxious or agitated, reckless behavior, sleeping to much or not sleeping at all, withdrawing or social isolation, extreme mood swings, or showing rage and talking about getting revenge. (Alaska.gov 2018)

Interesting that CBS news in 2013 had Alaska number one for suicides in the nation. There are many local, state, and national website/ helplines for suicide prevention. The Alaska.gov website has pages and pages of resources based on detection, prevention, and help after an attempt. Local in Ketchikan we have Gateway Community Mental Health, they also are the ones that are on call for the Emergency Room for mental health holds, and Community Connections. We must not forget about the school counselors, teachers, office staff and School nurse as support. State wide in Alaska, there is The Care line Alaska at 1-877-266-HELP or http://www.carelinealaska.com, Alaska Native Tribal Health Consortium Suicide and Suicide Attempt Prevention at www.anthc.org/chs/wp/injprev/suicide-and-suicide-attempt-prevention.cfm, or the Alaska statewide Suicide Prevention Council at http://hdss.alaska.gov/suicideprevention/Pages/default.aspx, and many more. At the national there are the Youth Suicide Prevention School Based Guide(pdf), National Suicide Prevention Lifeline at 1-800-273-TALK or on the Crisis Text line by texting talk to 741741.

Suicide is serious and an attempt can lead up to success that is not temporary, it is a permanent solution to a temporary problem. By us recognizing the problems in time we might be able to decrease the amount of suicides and suicide attempts. One person making a change for one person makes a world of change.

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Please write a Paragraph answering to this discussion below with your opinion. Please include citations and references in alphabetical order in case of another source.

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Teen pregnancies have several disparities. Compared to adult mothers, children born of teen mothers have twice the incidences of low birth weights and twice the mortality maternal mortality rate. Teen mothers experience poor maternal weight gain, preterm birth, pregnancy induced hypertension, anemia, and sexually transmitted diseases. (Women’s Children and Family Health, 2016) Teen pregnancy is also associated with economic issues, education issues, child welfare, and births out of wedlock. The stresses of not only being pregnant but the psychological stresses can lead to low birth weight and improper maternal weight gain. Teen pregnancy can lead to getting bullied, not wanting to gain weight or get “Fat” which might lead to eating disorders, and the mental stress of having to tell her parents. Teens statistically have more than one partner which can lead to sexually transmitted diseases, with not wanting people to know they are pregnant impedes on prenatal care.

In the past 10 years in the state of Alaska as well as nationally teen pregnancies are on a steady decline. Nationally since 1991 to 2014 teen pregnancies went from 61.8 per 1000 teens to 24.2 out of 1000 teens. (Earl 2016) This doesn’t account for the number of terminated pregnancies, which would make the number a bit higher. Education to teens about teen pregnancy is the leading cause of the decrease in teen pregnancies. Due to the increased availability of contraceptives because of the Affordable Care Act requiring that the contraceptives now be covered.

Local resources for teen who find themselves to be pregnant can be the Ketchikan Public Health Center, this is a division of the State of Alaska department of Health and Social Services. They have family planning, immunization’s, STD screening, well child exams, community assessment and health education. The Ketchikan Public Health would also be able to aid in getting the mothers and children signed up for WIC and Denali Kid Care. In Ketchikan there are also parenting classes with a group called Orca.

Tags: nursing please help paragraph with your opinion citations and references

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Please write a Paragraph answering to this discussion below with your opinion. Please include citations and references in alphabetical order in case of another source.

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I can personally tell you that as a step-parent to three kids who are now in their middle 20’s, two of them put both of my wife and me through the ringer! The primary contributing factor is an underlying, undiagnosed mental illness. As the child matures, they don’t understand how to cope with the changes they are experiencing and resort to self-medicating with drugs and alcohol. For one of the kids, it started out as alcohol, then marijuana, and quickly spiraled out of control from there, to MDMA (Ecstacy), Heroin, and finally Meth. This particular child has almost committed suicide twice and both times bought a ticket to the Critical Care Unit for drug overdoses which ended up being a polypharmacy of drugs. According to a journal article published in the National Institute of Health, contributing factors to depression are a familial history, with signs and symptoms being difficult to diagnose; however, presenting problems are unexplained physical symptoms, eating disorders, anxiety, refusing to attend school, decline in academic performance, substance misuse, or behavioral problems (Thapar, Collishaw, Pine, & Thapar, 2012). Although there is a significant past medical history of mental illness on my wife’s side of the family, my step children’s only symptom exhibited from the list discussed was anxiety. The child is now diagnosed with Depression, Bi-Polar, and Schizophrenia. In addition, she is homosexual and struggles with gender identity.

Primary prevention strategies are an attempt to avert the occurrence of depression in a currently unaffected population. Secondary prevention is focused on the early detection and treatment of depression, and tertiary prevention attempts to minimize disability arising from depression (Bennett, Jones, & Smith, 2014 p. 117). In our case, all the children were well socialized, involved with extracurricular activities, and were literally straight “A” students. In addition, regular “well-child” doctor visits were performed. After the issues started to develop, one to one counseling sessions were conducted, but after the first suicide attempt, she was transferred to a Libertas Drug and Treatment facility. This was a three week program which incorporated 16hrs of family counseling. Many interventions were suggested such as: learning what makes the individual feel sad or depressed and develop healthy ways to cope with stress, use a code word for when the individual is at their breaking point, and establishing rules/boundaries/limitations. Although we utilized our local and state programs, some other resources adolescents can be directed to are: Beyond Blue and Adolescent Depression Awareness Program (Bennett, et al., 2014 p. 118).

References:

Bennett, C., Jones, R. B., & Smith, D. (2014). Prevention strategies for adolescent depression. Advances in psychiatric treatment, 20, 116-124. doi: 10.1192/apt.bp.112.010314

creating a nursing theory/ hospital setting

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creating a nursing theory/ hospital setting

Use the six criteria from this week’s readings from Fundamentals of Nursing Models, Theories, and Practice as a

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guide for this assignment. If you need to review the criteria, click the Presentation tab for a link to Fundamentals of Nursing Models, Theories, and Practice.

Select a practice/clinical setting.

Use the following six criteria to select a theory appropriate for the setting you chose:

Clinical setting
Origin of the theory
Paradigms as a basis for choice
Simplicity
Patient’s needs
Understandability
Explain what practice or clinical setting you chose, how the six criteria helped you choose, and why the selected theory is well suited to it.

Cite a minimum of two sources in text and include a page or slide with APA-formatted references.

Format your assignment as one of the following:

15- to 20-slide presentation with detailed speaker notes
Tags: theory nursing