NSG 5003 – Advanced pathophysiology
Nursing 519: Advanced Pathophysiology for Clinical Decision Making
Nursing 519: Advanced Pathophysiology for Clinical Decision Making is a course in a program of study leading to the Master of Nursing degree or the Post Master’s Diploma: Advanced Nursing Practice. NURS 519 is a prerequisite course for NURS 518, NURS 522, NURS 524, NURS 526 and NURS 528. NURS 519 can be taken as an elective course by other Master of Nursing or Master of Health Studies students and by non-program students. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.
NURS 519 provides students with an understanding of pathophysiology that will support clinical decision making about diagnosis and treatment of acute and chronic presentations commonly managed by nurse practitioners. The course is comprised of three sections. Nursing 519: Advanced Pathophysiology for Clinical Decision Making. In Part I: An Overview of Pathophysiological Variations, students review cellular biology and the cellular environment and the processes of inflammatory/infectious responses. Students then examine the cellular biology of cancer and cancerous metastases. In Part II: Pathophysiological Variations of Body Systems, students study the pathophysiology of alterations of each body system and apply what they have learned to clinical scenarios depicting client presentations that students are likely to encounter in their clinical placements and in their practices as entry-level nurse practitioners. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.
NURS 519 is designed as an introduction to the use of pathophysiology to support clinical decision making. The content of NURS 519 is supported by other courses in the Advanced Nursing Practice program that teach management of common acute and chronic diseases of adult men and women, children, and older adults. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.
After completing this course, students should be able to:
NURS 519 comprises online and print-based course materials.
The textbooks listed below are used in this course.
McCance, K. & Huether, S. (2014). Pathophysiology: The biologic basis for disease in adults and children (7th ed.). St.Louis: Elsevier Mosby.
Harold J. Bruyere (2009) 100 Case Studies in Pathophysiology. Login Bros. ISBN 978-0-7817-6145-1
In this course, you will access health-related websites worldwide. You will also participate in email and computer conferencing with other students. Students are expected to connect to an Internet Service Provider at their own expense.
Technical Requirements
In order to successfully complete this course, you must own or have ready access to certain computer hardware and software programs. For complete and up-to-date information on the minimum computer requirements required to complete the graduate nursing courses, visit the Centre for Nursing and Health Studies technical site.
NURS 519 consists of 13 units, divided into two sections:
The assessment structure for NURS 519 is based on the following course activities, with the percentage weighting of each activity as indicated. Your final grade for the course will be a composite mark based on your performance on these course activities. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.
| Short Case Conference | 10% |
| Learning Objective Conference | 20% |
| Exam 1 | 20% |
| Exam 2 | 25% |
| Exam 3 | 25% |
| Total | 100% |
In order to pass NURS 519, you must achieve a minimum mark of 65% on the short case conference, a minimum mark of 65% on the Learning Objective Conference and a combined mark of 70% on the exams.
Beginning in Unit 3 two students will be assigned cases from Bruyere (2009). Each student will be expected to prepare a brief presentation which addresses assigned learning points. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.
For each unit students are expected to post a minimum of 2 individual posts. Feedback regarding conference participation will be ongoing. Quality of input (not quantity) is the goal. Feedback will focus on the student’s ability to provide organized and original contributions that reflect analysis and synthesis of the material presented
These are online exams consisting of multiple choice questions based on content from units 1 through 4 (Exam 1), 5 through 8 (Exam 2) and 9-13 (Exam 3). Nursing 519: Advanced Pathophysiology for Clinical Decision Making.
The exams must be written during the specified time period. Students who do not write the exam during the specified time period will not be allowed to write the exam at a later date and will be awarded a mark of zero on the exam. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.
Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers
Nursing 521 Pharmacotherapeutics for Nurse Prescribers is a course in a program of study leading to the Master of Nursing degree or the Post Master’s Diploma: Advanced Nursing Practice. NURS 521 is a prerequisite course for NURS 518, NURS 520, NURS 522, NURS 524, NURS 526, NURS 527 and NURS 528. NURS 521 can be taken as an elective course by other Master of Nursing or Master of Health Studies students and by non-program students.
Building on basic knowledge of pharmacology, this course focuses on principles of drug action, pharmacokinetics and pharmacotherapeutics in the context of advanced nursing practice. Common drug classes, indications, and evaluations of outcomes of therapy are presented. The legal and professional issues of prescribing as well as the significance of keeping up-to-date using evidence-based practice are addressed. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.
Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers Course Goals
After completing this course, students should be able to:
Arcangelo, V., Peterson, A., Wilber, V. & Reinhold, J. (2017). Pharmacotherapeutics for Advanced Practice, 4th edition. Philadelphia: Wolters Kluwer.
The course includes Internet access to health-related websites around the world, participation in email, and computer conferencing with students from across the country. Students are expected to connect to an Internet Service Provider at their own expense.
In order to successfully complete this course, you must own or have ready access to certain computer hardware and software programs. For complete and up-to-date information on the minimum computer requirements required to complete the graduate nursing courses, visit the Centre for Nursing and Health Studies technical site.
Unit 1: Pharmacotherapeutics and the Nurse Prescriber
Unit 1 covers the ethical, legal and professional issues relating to pharmacotherapy and the nurse prescriber. Unit 1 also explore skills and information on effective prescription writing and rational drug selection.
Unit 2: Principles of Pharmacotherapeutics
Unit 2 covers the main principles of pharmacokinetics and pharmacodynamics, in other words, how drugs work and what they do to the body. Understanding these phenomena aid the nurse prescriber to select appropriate drugs, anticipate onset and duration of action, drug interactions and what follow up is required to ensure safety. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.
Unit 3: Drugs for the Cardiovascular and Renal Systems
This unit focuses on medications used in the secondary and tertiary stages of cardiac and renal care, utilizing recommendations from Canadian clinical practice guidelines.
Unit 4: Drugs for the Eyes, Ears and the Hematological System
Unit 4 explores the pharmacological treatment of ear and eye conditions. Anticoagulation and the anemias are discussed. All topics are viewed with a view to formulations that are applicable to the age and capacity of the individual as well as by the clinical practice guidelines. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers,
Unit 5: Drugs for Infections and the Integumentary System
This unit reviews microbiological principles as it pertains to the treatment of infections. Antibiotic stewardship is emphasized. The management of infectious and non-infectious dermatological conditions are discussed.
Unit 6: Drugs for the Endocrine System
This unit focuses on prescribing for the management of diabetes mellitus, hypothyroidism and osteoporosis utilizing current clinical practice guidelines. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.
Unit 7: Drugs for the Pulmonary and Gastrointestinal Systems
Unit 7 reviews pharmacotherapy for acute and chronic pulmonary diseases as well as medications used for common gastrointestinal conditions.
Unit 8: Drugs for the Nervous System and for the Control of Pain and Inflammation
Pharmacotherapies for neuropsychiatric disorders and other neurological conditions are reviewed in this unit. The treatment of pain and inflammation are also discussed.
Unit 9: Drugs for the Genitourinary System and Reproductive Systems
Drugs affecting the urinary system for both men and women are discussed. Contraception and hormone replacement therapies are reviewed.
Unit 10: Vaccines, Nutritional and Alternative Therapies, and Drugs for Substance Abuse
Unit 10 focuses on vaccines, pharmaco-nutritional therapies, complimentary and alternative pharmacotherapies and supplements, and medications used to treat alcohol and nicotine addiction. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.
| Conference Participation | 10% |
| Assignment #1 Case Study | 20% |
| Exam 1 | 25% |
| Assignment #2 Case Study | 20% |
| Exam 2 | 25% |
| Total | 100% |
To be eligible to receive a passing grade for NURS 521, you must achieve a minimum mark of 65% (6.5/10) on conference participation, a minimum average mark of 65% (26/40) on the two written assignments, and a minimum average mark of 70% (35/50) on the two examinations.
Feedback regarding conference participation will be ongoing. Quality of input (not quantity) is the goal. Feedback will focus on the student’s ability to provide organized and scholarly contributions that reflect analysis and synthesis of the material presented. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.
A case studies are used to demonstrate and utilize rational drug selection principles in the context of patient-centered care. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.
The course includes two multiple-choice exams. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers
Didactic Assignments – Parent Guides
Anxiety Disorders in Childhood and Adolescence Essays
“I don’t know why everyone is worried that I don’t want to go out with my friends anymore. I just like to stay home. There is nothing wrong with that. I go to school and get good grades, but I don’t know what to say to those other girls in my class. They ask why I can’t go to the mall with them on the weekend and I get all embarrassed. They don’t understand that I don’t know what to say to them. When I do say something, it is always wrong, or they laugh. I can just stay home and read my books.”
Emma, age 15
Anxiety disorders that plague many individuals in adulthood often have their origins in childhood and adolescence. By identifying those children and adolescents with anxiety disorders, the PMHNP can intervene and teach skills that the client can use to control anxiety throughout his or her life.
This week, you analyze case studies to determine the diagnosis and treatment of anxiety disorders. Anxiety Disorders in Childhood and Adolescence Essays.
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
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.
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- Chapter 31, “Child Psychiatry” (pp. 1253–1268)
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Anxiety Disorders in Childhood and Adolescence Essays.
- “Anxiety Disorders”
Note: You will access this book from the Walden Library databases.
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
McClelland, M., Crombez, M-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 Health Care, 29(5), 442–452. doi:10.1016/j.pedhc.2015.03.005
Note: You will access this article from the Walden Library databases. Anxiety Disorders in Childhood and Adolescence Essays.
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. Anxiety Disorders in Childhood and Adolescence Essays.
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.”
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. (2013b, 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.
Laureate Education (Producer). (2017c). Anxiety disorder, ODC, or something else? [Multimedia file]. Baltimore, MD: Author. Anxiety Disorders in Childhood and Adolescence Essays.
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)
Clinical Supervision is an essential component of your development as a psychiatric mental health nurse practitioner. It provides an opportunity for professional collaboration as you share experiences with and gain insights from colleagues. For this Clinical Supervision, consider a client whom you do not think is adequately progressing according to expected clinical outcomes.
To Prepare:
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts and cannot post anonymously. Please check your post carefully before clicking Submit!
Post a 3- to 5-minute Kaltura video in which you do the following:
Note: Nurse practitioners must have strong oral communication skills. This Discussion is designed to help you hone these skills. When filming your Kaltura video, be sure to dress and speak in a professional manner. Anxiety Disorders in Childhood and Adolescence Essays.
View a selection of your colleagues’ responses.
Respond to at least two of your colleagues by suggesting an alternate therapeutic approach. Support your feedback with evidence-based literature and/or your own experiences with clients.
To access your rubric:
Week 5 Discussion Rubric
To participate in this Discussion:
Week 5 Discussion
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.
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. Anxiety Disorders in Childhood and Adolescence Essays.
At each Decision Point, stop to complete the following:
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. Anxiety Disorders in Childhood and Adolescence Essays.
Submit your Assignment.
This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.
These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. Anxiety Disorders in Childhood and Adolescence Essays.
You can access Board Vitals through the link sent to you in email or by following the link below:
By Day 7
Complete the Board Vitals questions.
This week, you analyzed case studies to determine the diagnosis and treatment of anxiety disorders.
Next week, you examine psychiatric emergencies that arise during childhood and adolescence and compare how those emergencies are assessed and treated to those of adult clients.
You should be working on your cover letter, resume, and portfolio that is due in Week 10. Anxiety Disorders in Childhood and Adolescence Essays.
NURS 6600: Capstone Synthesis Practicum
Student Guide to Creating a Final Professional Portfolio
Purposes and Definition
The purposes of a Portfolio are to do the following:
Documentation and Evidence
Your Professional Portfolio will contain the following documentation and evidence*:
*See the Portfolio Sections and Formatting Guidelines (below) for details about each of these items to be included in your Portfolio.
Evidence Collection and Documentation Storage
At the beginning of the MSN program, you should have initiated the process of collecting evidence and storing materials and information in an organized way. In preparation for assembling your Professional Portfolio, you may wish to complete the following:
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certificates.
NURS 6600: Capstone Synthesis Practicum Sections and Formatting Guidelines
Your Professional Portfolio consists of one document, with specified sections.
Save a version of the Portfolio Template to create your Professional Portfolio document.
Prior to copying and pasting the NURS 6600: Capstone Synthesis Practicum assignments into your saved version of the Portfolio Template, review the Portfolio Assignment from each of your prior courses and make the following adjustments:
o Update the title page of each Portfolio Assignment to match the template specifications.
o If the NURS 6600: Capstone Synthesis Practicum assignment is in a format other than Word (e.g., PowerPoint or Excel), save it as a Word document, if possible, so that you can integrate it into your Portfolio document. If that is not possible, you may need to save an assignment as an image file to be included in your portfolio or list the item in Table 2 (Other Non-Electronic Documents).
o Use Times New Roman font (12 point) throughout.
o Ensure that each assignment is double-spaced throughout. (If necessary, select all or highlight the area to be updated, click on Format, Paragraph, and then select Line Spacing: Double.)
In your saved version of the NURS 6600: Capstone Synthesis Practicum Portfolio Template, be sure to address the following:
Foundation Requirements
NURS 6001: Week 5: Professional Development Plan
Graduate Nursing Leadership & Management Portfolio Requirements
| Course | Course Name (italics) & Assignments |
| NURS6201 | Leadership in Nursing and Health Care |
| Week 2 Portfolio: Analyzing a Need for Change (Paper) (Assignment submitted in Week 8) | |
| NURS6211 | Finance and Economics in Health Care Delivery |
| Week 11 Portfolio: Process Flow Analysis (Discussion) (Discussion Assignment submitted in Week 11) | |
| NURS6221 | Managing Human Resources |
| Week 5 Portfolio: Coaching Employees (Paper) (Assignment submitted in Week 6) | |
| NURS6231 | Healthcare Systems and Quality Outcomes. NURS 6600: Capstone Synthesis Practicum |
| Week 7 Portfolio: Section 3: Quality Measurement and Assessment (Assignment submitted in Week 8) | |
| NURS 6241 | Strategic Planning in Health Care Organizations |
| Week 6 Portfolio: Comprehensive Course Project: Developing a Strategic Plan
(Assignment submitted in Week 11) |
|
| NURS 6600 | Capstone: Synthesis Practicum – Leadership and Management |
| Practicum Project Presentation (Assignment submitted in Week 11) |
o The date of submission/completion is indicated on each item included in your Portfolio, as appropriate
o The font and font size (Time New Roman, 12 point) is consistent throughout the document (do not use all caps)
o The margins on the document are standard: APA style indicates 1” on all four sides; while your portfolio may vary slightly from these specifications, it must be consistent and reflect a scholarly appearance. NURS 6600: Capstone Synthesis Practicum.
o The Portfolio document includes page numbers at the top right corner. The page numbers are automatically formatted in the Portfolio Template. If necessary, you can adjust or add automatically formatted page numbers to your Word document by selecting Insert, Page Number in the tool bar and then selecting Top of Page, alignment Right
o Images are used sparingly and only as needed, since including images can make the size of your Portfolio difficult to upload/download
Q&A
Why am I being asked to develop a comprehensive Portfolio? The Walden MSN Program Faculty believe a Portfolio:
Is my Portfolio graded?
The individual assignments and parts of the Portfolio are graded throughout the program. The Final Portfolio is graded at various points during the curriculum, and compilation of the Portfolio is due at the end of the program in NURS 6600. The NURS 6600: Capstone Synthesis Practicum grading rubric is included in NURS 6600.
When is my Portfolio due?
Parts of the Portfolio are due as you complete assignments, projects, courses, and reflect on your growth and program experiences. The Portfolio will contain all the pieces of evidence that support your attainment of the learning and program outcomes. The Final Portfolio should be sent as a Word document to your assigned Faculty Member by Day 3 of Week 11 of NURS 6600.
What are the contents of the Portfolio?
Portfolios are individual creations, and will not look exactly alike. The Portfolio is organized into sections so that specific types of information and evidence can be extracted when needed. NURS 6600: Capstone Synthesis Practicum Data collection and research activities, related to organizational and program goals, are part of the content.
Portfolio Term Definitions
Program Outcomes – Statements that predict what learners will have gained as a result of the learning process; they are linked to the knowledge, understanding, skills, capabilities, and values that a student will have gained after completing the program.
Learning Objectives – Statements that predict what learners should have gained as a result of the learning process, stated as course objectives. There are course objectives and program learning outcomes.
Descriptive Statements – Statements that are intended to give the reader a mental image of something experienced (such as a scene, person, or sensation), “what is,” or “fact.” Descriptive statements can predict a future state of affairs.
Résumé – A brief account of one’s professional or work experience and qualifications.
Reflection – Statements describing your personal and professional growth in specific areas.
Evidence – Basis for belief or disbelief, or knowledge on which to base belief.
Growth – Personal progression from simple to more complex as the basis for “the growth of a culture.”
Journal – A written, narrative record of observations, ideas, and insights that are recorded on a regular basis, while they are still fresh. NURS 6600: Capstone Synthesis Practicum. A journal allows you to store thoughts about interconnections between separate courses and document meaningful experiences, thoughts, and feelings about the process of becoming a master’s prepared nurse.
Submitting Your Portfolio
Resources:
Bennett, A. M. (2008). Creating a professional portfolio. Retrieved from http://journals.lww.com/nursing/fulltext/2008/09000/creatingaprofessionalportfolio.45 .aspx
Casey, D. C., & Egan, D. (2010). The use of professional portfolios and profiles for career enhancement. British Journal Of Community Nursing, 15(11), 547–552. NURS 6600: Capstone Synthesis Practicum.
Initial Post
The population health concern that I have selected in the opioid crisis. The opioid crisis affects all people regardless of socio-economic class. Addiction to opioids, especially illegal, can occur with as little as one dose. According to Berman (2018), factors that contribute to the opioid crisis include “short-term effectiveness, lack of education and the unavailability of prescription medications”.
Administration Agenda
President Bush’s agenda was largely focused on stopping drug use before it started, healing America’s drug dealers and disrupting the illegal drug market (“The President’s National Drug Control Strategy” (n.d.). President Bush was also an advocate for securing the countries borders to discourage illegal drugs from entering the country.
President Obama’s agenda focus was through the Affordable Care Act (ACA), commonly called “ObamaCare” which label substance abuse . One of the main goals of the ACA was to improve access to health care. Other key Agenda items were monitoring of prescription drugs, enabling safe disposal of needles, increasing access to naloxone and accelerating research on pain management. President Obama was able to get the Comprehensive Addiction and Recovery Act passed. The Bill was aimed at improving prevention and education, expanding naloxone availability, launching evidence-based opioid and heroin education and treatment programs (“Comprehensive Addiction and Recovery Act” (CARA) (n.d)) Presidential Healthcare Agendas.
President Trump has a three part plan to address the opioid epidemic. Part one of the plan is aimed at reducing the demand for opioids and targeting over prescriptive practices. Part two of the plan is aimed at reducing the amount of drugs that enter the country illegally as well as addressing illegal drugs domestically. Part three of the plan focuses on evidenced-based treatment for addiction (“Ending America’s Opioid Crisis, The White House”, 2020).
The opioid crisis is a complex problem. I believe that all of the approaches previous presidents have had can be effective. Unfortunately, as with most problems there is a political divide that limits the effectiveness of the programs established. I think one measure that could be effective is improving low income communities and creating jobs that allow for improved self-esteem. I feel that uplifting communities as well as individuals could be an effective tactic for reducing illegal opioid use. Prescriptive practices still need to be monitored. In Michigan we have the Michigan Automated Prescription Service (MAPS), which monitors the amount of drug that is being prescribed and filled for the patient. One of the causes listed by Berman (2020) was short-term effectiveness of the medication. With that in mind, it may be a good idea to research non-opioid medications that have longer half-lives
References
Berman, D.,(2020). https://www.pharmacentra.com/three-factors-led-opioid-epidemic-america/. [Blog].
“Comprehensive Addiction and Recovery Act” (CARA). (n.d.). Retrieved June 2, 2020, from https://cadca.org/comprehensive-addiction-and-recovery-act-cara
“Ending America’s Opioid Crisis, The White House”, (2020). The White House. Retrieved June 1, 2020, from https://www.whitehouse.gov/opioids/
Response
Based on your discussion post it sounds like Bush, Obama, and Trump have all addressed the seriousness of the opioid epidemic during their presidential term(s). As the new presidential election approaches, I think it is important for health care providers to review and understand what our current president has implemented in response to this ongoing issue. As you mentioned in your post, the Trump Administration’s Strategy to fight the opioid epidemic consists of three elements: prevention, treatment and recovery, and reducing the availability of drugs.
Two ways health care providers can help prevent the opioid epidemic from growing are by utilizing safe prescribing practices and expanding the use of prescription drug monitoring programs (Office of Nation Drug Control Policy, 2019, pp. 5-6). Following clinical guidelines and best practices when prescribing opioids is one way to ensure safe prescribing practices are being utilized by providers (Office of National Drug Control Policy, 2019, pp. 5). Developing a universal drug monitoring program for the United States would be another beneficial way of preventing over-prescribing of opioids. Some of the issues with the current Prescription Drug Monitoring Programs (PDMP) are that not all states require this tool to be used, certain electronic health records (EHR) are not able to be integrated into the PDMPs, and some providers feel their patient’s confidentiality will be compromised if they use PDMPs (Office of National Drug Control Policy, 2019, pp. 6).
I think it is important for all advanced care providers with prescribing rights to be educated and up to date on the national and state recommendations for opioid prescribing. “The Minnesota Prescription Monitoring Program (PMP) was established to promote public health and safety by detecting diversion and misuse of prescriptions for controlled substances” (Minnesota Department of Health, n.d.). In 2017, enrollment into the PMP was made mandatory for all prescribing providers (Minnesota Department of Health, n.d.).
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Resources
Minnesota Department of Health. (n.d.). Prescribing practices: Prescription monitoring program. Retrieved June 4, 2020, from https://www.health.state.mn.us/communities/opioids/mn
response/pmp.html
Office of National Drug Control Policy. (2019, January). National Drug Control Policy. Retrieved June 4, 2020, from https://www.whitehouse.gov/wp-content/uploads/2019/01/
NDCS-Final.pdf Presidential Healthcare Agendas.
Regardless of political affiliation, every citizen has a stake in healthcare policy decisions. Hence, it is little wonder why healthcare items become such high-profile components of presidential agendas. It is also little wonder why they become such hotly debated agenda items.
Consider a topic that rises to the presidential level. How did each of the presidents (Trump, Obama, and Bush) handle the problem? What would you do differently?
To Prepare:
Post your response to the discussion question: Consider a topic that rises to the presidential level. How did each of the presidents (Trump, Obama, and Bush) handle the problem? What would you do differently?
Respond to at least two of your colleagues* on two different days by expanding on their response and providing an example that supports their explanation or respectfully challenging their explanation and providing an example.
Teenage Pregnancy
The United States has one of the most pregnancy rates of all industrialized countries (Solomon-Fears, 2015). Nonetheless, there have been improvements in the way this public issue is being handled to lead to a significant reduced rate. Scholars have been divided on the approach to tackle this health issue with no compromise on either side. One group prefers the abstinence-only education program, while the other favors the comprehensive approach to sex education.
The Bush Administration leaned toward the abstinence-only method, which led to increased federal money allocated for this approach to reduce and or prevent teenage pregnancy. This administration favored education to stop teenage sex as opposed to teaching safe sex which aides in encouraging teenagers and or giving them a sense of false security. An eight-point federal definition of abstinence education was established as the Welfare Reform Act of 1996 by this administration (Ballaro and Ginsburg, 2019).
The Obama Administration favored evidence-based approaches to broaden the interventions to reduce teenage pregnancy. This administration used rigorous evaluation strategies to choose from numerous interventions available. The Department of Health and Human Services was given the responsibilities to come up with as many as possible educational remedies to the plague of teenage pregnancy irrespective of opinions of the two groups earlier discussed. The culmination of using this approach led to the isolation of teenage pregnancy as a separate issue from adult women which led to the creation of Teen Pregnancy Prevention Initiative (TPPI) by this administration.
The Trump Administration favored the abstinence-only education method to reduce teenage pregnancy. This led to the significant cut of funding for the Teen Pregnancy Prevention Initiative of the Obama Administration. An amendment was approved in 2015 that allowed insurers to opt out of covering preventive services for women such as birth control in favor of abstinence. The funding cut was a $216 million savings for the government. On the other hand, it has been estimated that in 2010, expense from the government towards teen pregnancy and childbirth cost U.S. tax payers $9.4 billion (Teen Pregnancy Prevention, 2017). This however by no means is meant to undermine the stand of this administration, but to analyze the cost and effects of different approaches on this health concern.
References
Ballaro, B., & Ginsburg, J. (2019). Abstinence education. Salem Press Encyclopedia.
Pam Belluck. (2018). Trump Administration Pushes Abstinence in Teen Pregnancy Programs.
Solomon-Fears, C. (2015). Federal Strategies to Reduce Teen Pregnancy. Congressional Research Service: Report, 7–20.
Teen Pregnancy Prevention. (2017). Congressional Digest, 96(7), 30.
| Excellent | Good | Fair | Poor | |
|---|---|---|---|---|
| Main Posting |
45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
35 (35%) – 39 (39%)
Responds to some of the discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors. |
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. |
| Main Post: Timeliness |
10 (10%) – 10 (10%)
Posts main post by day 3.
|
0 (0%) – 0 (0%)
|
0 (0%) – 0 (0%)
|
0 (0%) – 0 (0%)
Does not post by day 3.
|
| First Response |
17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Response is effectively written in standard, edited English. |
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. |
13 (13%) – 14 (14%)
Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. |
| Second Response |
16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Response is effectively written in standard, edited English. |
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. |
12 (12%) – 13 (13%)
Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. |
| Participation |
5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days. Presidential Healthcare Agendas.
|
0 (0%) – 0 (0%)
|
0 (0%) – 0 (0%)
|
0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
|
| Total Points: 100 |
|---|
NURS 5315 Advanced Pathophysiology Case Study
NURS 5315 Advanced Pathophysiology
Case Study #2 – Fall 2018
Mr. James is a 62 year old male in a primary care practice being seen for a health maintenance visit (last visit was over 10 years ago). His only complaint of note is fatigue but generally feels well. He denies any limitations in “doing the things I like to do”, including yard work and fishing. He works full time as a supervisor for a commercial construction company. He is married and has 2 daughters. His oldest daughter is expecting their first grandchild. NURS 5315 Advanced Pathophysiology Case Study.
He has a history of “recreational” IV drug use when he was in his early 20s while he was in the military. Denies any drug use since that time. He indicates “minimal” alcohol use – generally no more than 2-3 beers or glasses of wine a week. He has no chronic illnesses and does not take any medicines on a regular basis. NURS 5315 Advanced Pathophysiology Case Study.
Physical exam:
Vitals: 38.1-97-18-183/139
Normocephalic. Alert & Oriented x3.
Eyes: PERL. No nystagmus, no icterus.
Neck: Supple, no cervical lymphadenopathy
Cardiovascular: Normal Rate and rhythm. No murmur, gallops. 2+/4+ radial, brachial, dorsalis pedis pulses bilaterally. No jugular venous distension. No edema.
Pulmonary: Lungs are clear. No dyspnea or orthopnea.
Abdomen: Soft and nontender, active bowel sounds. No liver enlargement; abdomen flat. No striae.
Skin: Warm and dry; no rashes. Multiple tattoos on both arms.
Rectal exam: Stool is brown, no rectal masses.
NURS 5315 Advanced Pathophysiology Case Study
Lab results:
CBC: WBC 9,000; RBC 5.10; Hemoglobin 15.3 g/dL Hematocrit 46%; 90; Platelets 152,000.
Electrolyte Panel: Sodium 136 mEq/L; Potassium 3.7 mEq/L; Creatinine 1.1 mg/dL; BUN 12 mg/dL; Glucose 115mg/dL
Alanine aminotransferase (ALT) 36
Aspartate aminotransferase (AST) 50
Bilirubin (total) 0.9 mg/dL
Hepatitis A IgM negative; IgG positive
Hepatitis B surface antigen negative; surface antibody positive; core antibody negative
Hepatitis C (HCV) antibody reactive (positive), Hepatitis C RNA positive with an undetectable viral load.
Respond to the following questions regarding the Case Study
1. The clinical scenario is most consistent with which type of hepatitis? You may list your answer below using a bullet point format. This does not have to be in a complete sentence. A citation is not required. (10 pts). NURS 5315 Advanced Pathophysiology Case Study.
2. What specific data in the clinical scenario supports your diagnosis? You may list your answers below using bullet point format. This does not have to be in a complete sentence. A citation is not required. (10 pts)
3. What is the most likely cause of this patient’s diagnosis you noted in Question 1? You may list your answer below using a bullet point format. This does not have to be in a complete sentence. A citation is not required. (10 pts). NURS 5315 Advanced Pathophysiology Case Study.
4. Describe key pathophysiologic concepts that relate to the diagnosis in question 1. To answer this question completely, you must answer all of the sub-questions below using complete sentences. Each sub-question may be answered in 1-6 sentences. ***Citations are required for each answer to each question using APA format. You MAY NOT use direct quotes.
a. How does Hepatitis lead to an increased risk of hepatocellular carcinoma? Describe how the virus affects the hepatocytes and may lead to cancer. ( 10 pts)
b. How does Hepatitis lead to cirrhosis of the liver? Describe the pathologic steps of how cirrhosis develops and how cellular changes can lead to liver failure. ( 10 pts). NURS 5315 Advanced Pathophysiology Case Study.
c. One of the negative sequela of liver failure is increased bleeding. Why do individuals with liver failure experience potentially life threatening bleeding? Describe how liver failure leads to coagulopathy. ( 10 pts)
d. Portal hypertension is also a negative sequela of liver failure. Describe how liver failure leads to portal hypertension AND how portal hypertension manifests. (10 pts)
5. Mr. James is concerned that he will transmit the virus to his new granddaughter after she is born.
What is the likelihood of transmitting the virus to his granddaughter? Provide a single sentence that includes your rationale. A citation is not required. (10 pts). NURS 5315 Advanced Pathophysiology Case Study.
APA Format
Information is presented in a scholarly manner (clear, grammatically correct) and reflects synthesis of information from sources. APA format is correctly used for citations and references. Submission follows assignment guidelines; does not exceed page limit. (15 pts). NURS 5315 Advanced Pathophysiology Case Study.
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Week 1- The Issue of Mental Healthcare Access
COLLAPSE
Main Question Post-Across America, people are suffering in silence and afraid to seek treatment or sometimes even afraid to tell anyone of their ailment. Mental illness is the ailment that- due to stigma, lack of access and other factors- many Americans are not being treated for. Past presidential administrations have addressed some of the concerns regarding mental health treatment but more progress needs to be made, especially in regards to access to mental health services.
Mental health access has been a significant health concern in the United States that continues to need addressing. According to a report from Mental Health America, “17% (over 7.5 million) of adults with a mental illness remain uninsured” and of those who did have insurance, 56.5% received no treatment in the past year (Mental Health America, 2020). The issue of mental healthcare access has many facets, including but not limited to provider shortage, high cost, insurance coverage disparity, social stigma and geographical barriers to offered care, such as living in a rural area (Cohen Veteran’s Network, 2018). Several presidential administrations have tried to address some of these concerns that lead to inadequate mental health access.
Under President George W. Bush, the New Freedom Commission on Mental Health was created in 2002, which outlined suggestions for improving services for those dealing with mental illnesses (Hart, 2016). This was an attempt for mental health experts to speak out and offer their opinions on how the government could best impact the wellness of those affected by mental illness and it also identified several barriers to access that could be addressed by the government (President’s New Freedom Commission on Mental Health, 2003). While the commission was useful in identifying areas of need and barriers, it fell short of leading to any immediate policy change. The Paul Wellstone and Pete Domenici Mental Health Parity and Addictions Equity Act was signed in 2008 by President Bush, which addressed access to care by stating that the coverage in health insurance for mental health had to be equal to the coverage for other medical conditions (Hart, 2016) Week 1- The Issue of Mental Healthcare Access. Once again this was a step in the right direction but had no effect on the millions of Americans who were uninsured, living far from providers, unable to afford care nor did it address the stigma surrounding mental illness or its treatment.
President Barack Obama signed the Patient Protection and Affordable Care Act (ACA) into law in 2010 which allowed Medicaid plans to include mental health, in addition to other health plans eligible in the ACA (Hart, 2016). While the affordable care act did provide some with insurance, the Census Bureau showed that In 2018 27.5 million people remained uninsured, a number which had increased since 2017 when the number was 25.6 million uninsured (Berchick, Barnett & Upton, 2019). In 2015, President Obama signed the Cures Act, which included a multifaceted approach to improving mental health care access. It helped increase mental health workers and providers, ensured health plans were held accountable to pay for mental health services under the parity law and increased resources for mental health services (Carlock, 2016).
More recently, in 2019 President Donald J. Trump increased health care, including mental health benefits, to veterans who otherwise would not have qualified for health insurance (Cronk, 2018). While this did not affect Americans as a whole, it was a much-needed lifeline to our veterans and transitioning service members. Since the Corona virus outbreak, President Trump has taken initiative to ensure those with mental illness can get care by expanding access to telemedicine for Medicare patients, ensuring those who are self-isolating, those in rural, hard to reach areas and those at highest risk can get the medical health services they need and the President urged insurance companies to also reevaluate their telemedicine benefits, as well (U.S. Centers for Medicare & Medicaid Services., 2020). Time will tell if these changes are permanent and what the new administration or second term of this current administration will enact for mental health access in the coming years.
While all three Presidents addressed mental health in their own way, the specific issue of access has yet to be resolved. I would have made a few changes, more along the lines of President Obama’s Cures Act. Anything that will address mental health care access will have to be a multipronged approach that does not only address the insurance portion of the problem. Just as important as coverage is the need for more mental healthcare providers, the regulation of care cost and, perhaps the most important, the stigma around mental illness and its treatment needs to be proactively addressed. I believe education and awareness will be the best tool for combating stigma and once that is done, the need for reforms and policy will naturally come about as the population at large becomes aware of the intense need.
Resources
Berchick, E.R., Barnett, J.C., and Upton, R.D. (2019, November 9). Health Insurance Coverage in the United States: 2018. Report number P60-267 (RV). https://www.census.gov/library/publications/2019/demo/p60-267.html
Carlock, H. (2016, December 16). Signed, Sealed, Delivered: Mental Health Reform is a Law. National Alliance on Mental Illness (NAMI). https://www.nami.org/Blogs/NAMI-Blog/December-2016/Signed-Sealed-Delivered-Mental-Health-Reform-is
Cohen Veteran’s Network. (2018). America’s Mental Health 2018: Attitudes and Access to Care [Infographic]. https://www.cohenveteransnetwork.org/wp-content/uploads/2018/10/CVN_Infographic_10.8.18_1045am.pdf
Cronk, T.M. (2018, January 10). President Trump signs order to improve mental health care for transitioning veterans. US Army. https://www.army.mil/article/198936/president_trump_signs_order_to_improve_mental_health_care_for_transitioning_veterans
Hart, J.W. (2016, February 15). How Presidents Have Shaped Mental Health Care. National Alliance on Mental Illness (NAMI). https://www.nami.org/Blogs/NAMI-Blog/February-2016/How-Presidents-Have-Shaped-Mental-Health-Care. Week 1- The Issue of Mental Healthcare Access.
Final Report for the President’s New Freedom Commission on Mental Health, SMA 03-3832, (May 2003). https://govinfo.library.unt.edu/mentalhealthcommission/index.html
Mental Health America. (2020). The 2020 State of Mental Health Report. Mental Health America. https://www.mhanational.org/issues/state-mental-health-america
U.S. Centers for Medicare & Medicaid Services. (2020, March 17). President Trump Expands Telehealth Benefits for Medicare Beneficiaries During COVID-19 Outbreak [Press Release]. https://www.cms.gov/newsroom/press-releases/president-trump-expands-telehealth-benefits-medicare-beneficiaries-during-covid-19-outbreak
Response
I appreciate you initiating a discussion on mental illness. When we think of someone being “healthy,” we think of the physical being of that individual. We associate obesity, hypertension, diabetes, etc. as being unhealthy. However, maintaining mental health is just as important as physical health. I often think people assume that mental health conditions, such as anxiety and depression, are self-made and, therefore, should be self-controlled. I wholeheartedly agree that the stigma of mental health begins with a lack of knowledge of how powerful the brain is. It’s a harsh reality that people with mental health issues don’t receive the same support as someone with cancer or any other chronic or acute illness. In fact, “many people with a mental illness report the associated stigma being as bad, if not worse, than the illness itself” (Shann, C. et al., 2019). While I agree that mental health services’ accessibility needs to be expanded, I believe the fight starts with attacking the stigma of mental health illness through education.
References
Shann, C., Martin, A., Chester, A., & Ruddock, S. (2019). Effectiveness and application of an online leadership intervention to promote mental health and reduce depression-related stigma in organizations.
Journal of Occupational Health Psychology, 24(1), 20–35. https://doi-org.ezp.waldenulibrary.org/10.1037/ocp0000110
Discussion: Presidential Agendas
Regardless of political affiliation, every citizen has a stake in healthcare policy decisions. Hence, it is little wonder why healthcare items become such high-profile components of presidential agendas. It is also little wonder why they become such hotly debated agenda items.
Consider a topic that rises to the presidential level. How did each of the presidents (Trump, Obama, and Bush) handle the problem? What would you do differently?
To Prepare:
Review the Resources and reflect on the importance of agenda setting.
Consider how federal agendas promote healthcare issues and how these healthcare issues become agenda priorities.
By Day 3 of Week 1
Post your response to the discussion question: Consider a topic that rises to the presidential level. How did each of the presidents (Trump, Obama, and Bush) handle the problem? What would you do differently?
By Day 6 of Week 1
Respond to at least two of your colleagues* on two different days by expanding on their response and providing an example that supports their explanation or respectfully challenging their explanation and providing an example.
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NURS_6050_Module01_Week01_Discussion_Rubric
Grid View
List View
Excellent Good Fair Poor
Main Posting
45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors.
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness
10 (10%) – 10 (10%)
Posts main post by day 3.
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
Does not post by day 3.
First Response
17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Response is effectively written in standard, edited English. Week 1- The Issue of Mental Healthcare Access.
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.
Second Response
16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Response is effectively written in standard, edited English.
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.
Participation
5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100
Mental Health Accessibility and Knowledgeable Treatment
My topic for discussion is the need for adequate mental health accessibility and the proper treatment to all those in need. The mental health care crisis continues to be a topic that effects the community. The Center of Disease Control (2018) states that individuals with mental health disorders face an increase risk of physical health issues such as heart disease, diabetes and HIV. Those individuals have a decrease in life expectancy by 25 years largely due to treatable illnesses.
The Bush agenda was to understand the need for mental health care within the United States. An executive order was signed in 2002 to further investigate the need for mental health care. The interim order was for a six-month period of research for the delegated official to present the barriers to the unmet needs, yet to come with evidence-based strategies that were successful. According to National Institute of Medicine (2005), in 2004 Bush set an agenda for individuals living with mental illness to be viewed as more acceptable.
During the Obama administration his agenda was to look at mental health not only for veterans, and adults, but for the undiagnosed youth as well. The Mental Health and Substance Abuse Parity Act was signed in 2008. This offered individuals with mental health disorders to have their care treated and paid for through insurance equally as it would have been for other healthcare services. During a health conference (2013) former President Barak Obama stated that less than 40% of individuals with mental health issues seek treatment. He went on to make a very thought-provoking statement that if one had a broken limb, they would seek medical attention what is so different? If something needs repair, we seek help.
Trumps current agenda is to tackle mental health among veterans. The agenda is to encourage outright mental health for veterans, through organizations looking into those with mental health disorders instead of leaving the responsibility on the veteran themselves. A fact sheet from Whitehouse.gov (2019), stated that veterans often sustain physical or emotional traumatic experiences that cause them to experience mental health issues. The article goes on to state that there are 20 veterans on average in 2016 that commit suicide daily.
Each administration sought out to focus on one or more parts of the mental health puzzle. Most did not key in on the educational aspect for those who need it most teachers, nurses, law enforcement, doctors, and community organizations emphasizing the need for the children and families of those living with individuals undiagnosed or diagnosed with mental or behavioral illness that actively effect the ability to be successful in society. Currently I am with a nonbiological child that I have found it to be difficult to have resources that are knowledgeable in providing help to combat her illness Week 1- The Issue of Mental Healthcare Access. This has become more of an issue for myself and family ultimately effecting my income and mental health as well. This should be a focus the health of a family unit dealing with individuals with mental/behavioral health disorders.
Center of Disease Control. (2018). Learn about Mental Health. Retrieved from: https://www.cdc.gov/mentalhealth/learn/
Fact Sheets. President Donald J. Trump Issues a National Call to Action to Empower Veterans and End the National Tragedy of Veteran Suicide. (2019). Retrieved May 31, 2020 from: https://www.whitehouse.gov/briefings-statements/president-donald-j-trump-issues-national-call-action-empower-veterans-end-national-tragedy-veteran-suicide/
Lenzer J. (2005). Bush unveils mental health action plan. BMJ: British Medical Journal, 331(7517), 592.
Obama B. (2013, June 5). Remarks by the President at National Conference on Mental Health. President Obama Speaks at the National Conference on Mental Health, East Room. https://obamawhitehouse.archives.gov/photos-and-video/video/2013/06/03/president-obama-speaks-national-conference-mental-health#transcript. Week 1- The Issue of Mental Healthcare Access.
