NSG 4065 Personal Statement

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NSG 4065 Personal Statement

Assignment 1: Personal Statement

Post a brief 1–2 page description of what you understand by holistic nursing and a holistic nursing experience you have had to this Discussion Area.  

Your description should also include the following:

How do you see this course  enhancing your professional practice?

At least two things that you would  like to get from this course.

Spend some time reading the introductions of others to get to know the experiences of your classmates. Ask questions and respond to the overall experience of your peers within this Discussion Area. Post your response to at least two of your peers’ postings. NSG 4065 Personal Statement.

NSG 4065 Week 1 Discussion 2 Assignment 2: Discussion Assignment

Post responses to both of the discussion prompts. All discussions should be posted to the appropriate topic in this Discussion Area using the American Psychological Association (APA) format.

Citations should conform to APA guidelines.
Click the APA icon to refer to the APA style format.

Begin commenting on at least 2 of your peers\’ responses. You can ask questions or respond generally to the overall experience.NSG 4065 Personal Statement  Be objective, clear, and concise. Always use constructive language, even in criticism, to work toward the goal of positive progress. All comments should be posted to the appropriate topic in this Discussion Area.

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Prompt 1

In the Holistic view of health and illness, there is a definite distinction made between the outcomes of healing and cure. One of the ideas stated in the reading is that healing can occur even in the absence of cure. Do you agree or disagree with this statement? Why? Give sources to support your position. Be sure to include clinical experiences from your nursing practice and citations from the readings or the online library NSG 4065 Personal Statement.

Prompt 2

In the lecture you saw that there are four holistic modalities to self—physical, mental, emotional, and spiritual. NSG 4065 Personal Statement Choose one modality and discuss how improving health in that modality will improve health in the whole being. Give examples from your clinical experience and cite sources from the readings or the online library.

NSG 4065 Week 1 Assignment 3 Latest SU Assignment 3: Project Introduction

In a holistic care philosophy, developing a plan that addresses the care of the Whole person is necessary to support health and healing. The holistic caring process utilizes the steps of assessment, identification of patterns/challenges/needs, defining specific outcomes, developing a therapeutic care plan, and implementation and evaluation of the plan. The following aspects of the person should be included in the plan: physical, emotional, mental, and spiritual patterns and needs. NSG 4065 Personal Statement.

Make a case file of a family member, friend, or coworker. This cannot be a patient from your clinical practice. The file should include the following details: initials, age, past and present health status, present concerns, past and present coping patterns, healing beliefs, health values, social support, religious/spiritual practices, and his or her personal health goals NSG 4065 Personal Statement.

Write a summary regarding all the aspects of the patient (physical, mental, emotional, and spiritual) on the basis of the information you get on compiling the responses.

Post a summary of your experience of this process in a 2-3 page Word document to the W1: Assignment 3 Dropbox. NSG 4065 Personal Statement.

NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK

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NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK

Q1

CC: “I have been having terrible chest and arm pain for the past 2 hours and I think I am having a heart attack.”

HPI: Mr. Hammond is a 57-year-old African American male who presents to the Emergency Department with a chief complaint of chest pain that radiates down his left arm. He states that he started having pain several hours ago and says the pain “it feels like an elephant is sitting on my chest”. He rates the pain as 8/10. Nothing has made the pain better or worse. He denies any previous episode of chest pain. Denies nausea, dyspnea, or lightheadedness. He was given 0.4 mg nitroglycerine tablet sublingual x 1 which decreased, but not stopped the pain. NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK

Lipid panel reveals Total Cholesterol 324 mg/dl, high density lipoprotein (HDL) 31 mg/dl, Low Density Lipoprotein (LDL) 122 mg/dl, Triglycerides 402 mg/dl, Very Low-Density Lipoprotein (VLDL) 54 mg/dl

His diagnosis is an acute inferior wall myocardial infarction. NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK

1 of 2 Questions:

Why is HDL considered the “good” cholesterol?
Correct Answer: HDL is considered the good cholesterol because it collects excess cholesterol in the body cells and transports it to the liver where it is excreted in the body cells and transports it to the liver where it is excreted in the body. HDL carries 20-25% of total plasma cholesterol. NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK

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Question 2

Needs Grading

CC: “I have been having terrible chest and arm pain for the past 2 hours and I think I am having a heart attack.”

HPI: Mr. Hammond is a 57-year-old African American male who presents to the Emergency Department with a chief complaint of chest pain that radiates down his left arm. He states that he started having pain several hours ago and says the pain “it feels like an elephant is sitting on my chest”. He rates the pain as 8/10. Nothing has made the pain better or worse. He denies any previous episode of chest pain. Denies nausea, dyspnea, or lightheadedness. He was given 0.4 mg nitroglycerine tablet sublingual x 1 which decreased, but not stopped the pain.

Lipid panel reveals Total Cholesterol 324 mg/dl, high density lipoprotein (HDL) 31 mg/dl, Low Density Lipoprotein (LDL) 122 mg/dl, Triglycerides 402 mg/dl, Very Low-Density Lipoprotein (VLDL) 54 mg/dl

His diagnosis is an acute inferior wall myocardial infarction. NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK

2 of 2 Questions:

Explain the role inflammation has in the development of atherosclerosis.
Correct Answer: Inflammation in the heart muscle caused by chronic inflammatory processes leads to mitochondrial damage that results in an increased free radical production that further activates the chronic inflammatory vicious cycle.
  • Question 3

Needs Grading

A 45-year-old woman with a history of systemic lupus erythematosus (SLE) presents to the Emergency Room (ER) with complaints of sharp retrosternal chest pain that worsens with deep breathing or lying down. She reports a 3-day history of low-grade fever, listlessness and says she feels like she had the flu. Physical exam reveals tachycardia and a pleural friction rub. She was diagnosed with acute pericarditis. NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK

 

Question:

 

What does the Advanced Practice Registered Nurse (APRN) recognize as the result of the pleural friction rub?
Correct Answer: The inflammation of the pericardium, due to either the underlying autoimmune disease or a post viral syndrome, causes roughening of the pericardium. The roughening of the pericardium causes the classic “rub” which can best be heard at the apex of the heart and left sternal border.
  • Question 4

Needs Grading

A 15-year-old adolescent male comes to the clinic with his parents with a chief complaint of fever, nausea, vomiting, poorly localized abdominal pain, arthralgias, and “swollen lymph nodes”. States he has felt “lousy” for a couple weeks. The fevers have been as high as 102 F. His parents thought he had the flu and took him to an Urgent Care Center. He was given Tamiflu® and sent home. He says the Tamiflu didn’t seem to work. States had a slight sore throat a couple weeks ago and attributed it to the flu. Physical exam revealed thin young man who appears to be uncomfortable but not acutely ill. Posterior pharynx reddened and tonsils 3+ without exudate. + anterior and posterior cervical lymphadenopathy. Tachycardic and a new onset 2/6 high-pitched, crescendo-decrescendo systolic ejection murmur auscultated at the left sternal border. Rapid strep +. The patient was diagnosed with acute rheumatic heart disease (RHD). NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK

 

Question:

 

Explain how a positive strep test has caused the patient’s symptoms.

Correct Answer: Rheumatic Heart Disease (RHD) only develops after a pharyngeal infection with Group A beta hemolytic streptococcus. It is an abnormal response to humoral and cell-mediated response to M proteins on the microorganisms. The intense inflammation caused by these reactions cause proliferative and exudative lesions in connective tissue. This inflammation causes scarring of the valve tissue. The inflammation usually affects the endocardium which contains the valves. Endocardial inflammation causes swelling of leaflets in the valves.
  • Question 5

Needs Grading

The APRN sees a 74-year-old obese female patient who is 2 days post-op after undergoing left total hip replacement. The patient has had severe post op nausea and vomiting and has been unable to go to physical therapy. Her mucus membranes are dry. The patient says she feels like the skin on her left leg is too tight. Exam reveals a swollen, tense, and red colored calf. The patient has a duplex ultrasound which reveals the presence of a deep venous thrombosis (DVT). NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK

Question:

Describe the factors that could have contributed to the development of a DVT in this patient explain how each of the factors could cause DVT.
Correct Answer: Virchow’s Triad caused damage to the walls of the vessels. When there is injury to the intimal layer of the vessel, antiplatelet substances such as nitric oxide and prostacyclin, along with the expression of collagen on the vessel wall, causes adherence of the platelets to the vessel wall. The platelets become activated then aggregate forming clots. Venous stasis as a result of obesity, patient’s advanced age and inability to go to physical therapy.
  • Question 6

Needs Grading

A 45-year-old woman is 10 days status post partial small bowel resection for Crohn Disease and has been recuperating at home. She suddenly develops severe shortness of breath, becomes weak, and her blood pressure drops to 80/40 mmHg (previous readings ~130/80s mmHg). The pulse oximetry is 89% on room air. The APRN suspects the patient experienced a massive pulmonary embolus.

 

Question:

 

Explain why a large pulmonary embolus interferes with oxygenation.

Correct Answer: The embolus lodges somewhere in the pulmonary circulation and causes a ventilation/perfusion mismatch (V/Q). Ventilation Perfusion mismatch or “V/Q defects” are defects in total lung ventilation perfusion ratio. It is a condition in which one or more areas of the lung receive oxygen but no blood flow, or they receive blood flow but no oxygen due to obstruction somewhere in the pulmonary circulation. This causes a decreased area for oxygen exchange.
  • Question 7

Needs Grading

A 45-year-old woman is 10 days status post partial small bowel resection for Crohn Disease and has been recuperating at home. She suddenly develops severe shortness of breath, becomes weak, and her blood pressure drops to 80/40 mmHg (previous readings ~130/80s mmHg). The pulse oximetry is 89% on room air. While waiting for the Emergency Medical Service (EMS) to arrive, the APRN places EKG leads and the EKG demonstrates right ventricular strain. NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHE

Question:

 

Explain why a large pulmonary embolism causes right ventricular strain.
Correct Answer: The V/Q mismatch causes release of neurohumeral substances and inflammatory mediators that cause vasoconstriction of the pulmonary vasculature further impeding oxygenation. Hemodynamically, this vasoconstriction results in pulmonary hypertension, making it difficult for the right ventricle to pump blood. The V/Q mismatch also causes decreased production of surfactant causing atelectasis that further decreases surface area available for oxygen exchange. NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK
  • Question 8

Needs Grading

A 12-year-old girl is brought to the Emergency Room (ER) by her mother with complaints of shortness of breath, wheezing, tachypnea, tachycardia, and a non-productive cough. The mother states they had just come from a fall festival where the entire family enjoyed a hayride. The symptoms began shortly after they left the festival but got better a couple hours after they returned home. The symptoms began again about 6 hours later and seem to be worse. The mother states there is no history of allergies or frequent respiratory infections. The child is up to date on all vaccinations. The child was diagnosed with asthma. The nurse practitioner explained to the mother that her child was exhibiting symptoms of asthma, and probably had an early asthmatic response and a late asthmatic response.

 

Question 1 of 2:

 

Explain early asthmatic responses and the cells responsible for the responses.
Correct Answer: When there is an initial airway exposure to an antigen, an innate and adaptive immune response is initiated. Cells that can initiate the inflammation of the bronchial mucosa and hyperresonance of the airways include dendritic cells, T helper 2 lymphocytes, B lymphocytes, mast cells, neutrophils, eosinophils, and basophils. Early asthmatic response is a phase of bronchospasm that peaks at about 30 minutes and usually resolves after about 3 hours.
  • Question 9

Needs Grading

A 12-year-old girl is brought to the Emergency Room (ER) by her mother with complaints of shortness of breath, wheezing, tachypnea, tachycardia, and a non-productive cough. The mother states they had just come from a fall festival where the entire family enjoyed a hayride. The symptoms began shortly after they left the festival but got better a couple hours after they returned home. The symptoms began again about 6 hours later and seem to be worse. The mother states there is no history of allergies or frequent respiratory infections. The child is up to date on all vaccinations. The child was diagnosed with asthma. The nurse practitioner explained to the mother that her child was exhibiting symptoms of asthma, and probably had an early asthmatic response and a late asthmatic response. NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK

Question 2 of 2:

Explain late asthmatic responses and the cells responsible for the responses.
Correct Answer: Late asthmatic responses are mediated by earlier exposure in early phase that causes a latent release of inflammatory mediators. These mediators, leukotrienes and prostaglandin D, cause bronchospasm, edema, and mucus secretions that obstruct airflow. Airway obstruction creates resistance to airflow and causes air trapping. Continued air trapping increases intrapleural and alveolar gas pressure, decreases ventilation and perfusion leading to uneven and variable ventilation/perfusion in the lung
  • Question 10

Needs Grading

A 64-year-old man with a 40 pack/year history of cigarette smoking has been diagnosed with emphysema.  He asks the APRN if this means he has COPD.

Question 1 of 2:

Explain the pathophysiology of emphysema and how it relates to COPD.
Correct Answer: Emphysema is a disease of the airways that causes permanent enlargement of the gasexchange airways. It is accompanied by destruction of the alveolar walls do not appear to be fibrotic. Chronic exposure to irritants recruit neutrophils, macrophages, and lymphocytes to the lung resulting in progressive damage from inflammatory oxidative stress. Emphysema is characterized by destruction of alveoli leading to decreased surface area for gas exchange that causes significant ventilation/perfusion mismatch.

 

  • Question 11

Needs Grading

A 64-year-old man with a 40 pack/year history of cigarette smoking has been diagnosed with emphysema.  He asks the APRN if this means he has COPD. NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK

Question 2 of 2:

Explain the pathophysiology of chronic bronchitis and how it relates to COPD.
Correct Answer: Chronic bronchitis is caused by inhalation of irritants that promote bronchial inflammation. This inflammation causes bronchial edema, increase in the size and number of mucus glands and goblet cells, smooth muscle hypertrophy with fibrosis and narrowing of the airway. Increased secretions of thick mucus happen, and the patient cannot cough it up due to impairment of ciliary function. As the disease, progresses, the smaller airways are involved as well as the large airways. These airways, due to hypertrophy, cause narrowing of the smooth muscle and obstruct airflow, especially during expiration. The obstruction can lead to VQ mismatches. NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK
  • Question 12

Needs Grading

Mr. Jones is a 78-year-old gentleman who presents to the clinic with a chief complaint of fever, chills and cough. He also reports some dyspnea. He has a history of right sided CVA, COPD, dyslipidemia, and HTN. Current medications include atorvastatin 40 mg po qhs, lisinopril, and fluticasone/salmeterol. He reports more use of his albuterol rescue inhaler. NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK

 

Vital signs Temp 101.8 F, pulse 108, respirations 21. PaO2 on room air 86% and on O2 4 L nasal canula 94%. CMP WNL, WBC 18.4. Physical exam reveals thin, anxious gentleman with mild hemiparesis on left side due to CVA. HEENT WNL except for diminished gag reflex and uneven elevation of the uvula, CV-HR 108 RRR without murmurs, rubs, or click, no bruits. Resp-coarse rhonchi throughout lung fields. CXR reveals consolidation in right lower lobe. He was diagnosed with community acquired pneumonia (CAP).

Question:

 

Patient was hypoxic as evidenced by the low PaO2. Explain the pathologic processes that caused this patient’s hypoxemia.
Correct Answer: Arterial hypoxemia early in acute pneumococcal pneumonia is principally caused by persistence of pulmonary artery blood flow to be consolidated lung resulting in an intrapulmonary shunt, and by ventilation-perfusion mismatch later. Release of mediators cause widespread inflammation of the bronchial structures, especially the alveolarcapillary membrane. The alveoli collapse due to inactivation of surfactant and the alveoli fill with exudate, decreasing surface area for gas exchange.
  • Question 13

Needs Grading

A 64-year-old woman with moderately severe COPD comes to the pulmonary clinic for her quarterly checkup. The APRN reviewing the chart notes that the patient has lost 5% of her body weight since her last visit. The APRN questions the patient and patient admits to not having much of an appetite and she also admits to missing some meals because it “takes too much work” to cook and consume dinner. NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK

 

Question:

 

The APRN recognizes that COPD has a deleterious effect on patients. Explain why patients with COPD are at risk for malnutrition.

Correct Answer: Many of the patients with severe COPD are lean, and frequently in a malnourished or undernourished state, which is characterized by loss of fat-free body mass causing muscle wasting. The muscle wasting in COPD not only leads to decreased skeletal muscle function associated with reduced exercise capacity but is also a major determinant of mortality in COPD. Patients with COPD require a low carbohydrate diet as increased CHO can lead to hypercapnia as the end products of CHO metabolism are CO2 and H2O. NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK

 

Practicum: Planning Learning Objectives Essay Assignment

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Practicum: Planning Learning Objectives Essay Assignment

Practicum: Planning Learning Objectives

The practicum experience allows you to develop and expand your advanced nursing knowledge and skills at the aggregate, organizational, or policy level. During week 1 you will submit two to three individual learning objectives that you wish to achieve during this practicum experience.  You should prepare a set of measurable learning objectives, using Bloom’s Taxonomy. Your practicum objectives should reflect your interest in expanding knowledge. They are not to include activities related to your DNP project. Practicum: Planning Learning Objectives Essay Assignment. These objectives will be identified during your mentoring course (NURS 8700P, 8700, 8701).  Practice experiences should be designed achieve specific learning objectives related to the DNP Essentials and specialty competencies (AACN, 2006).

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Your practicum objectives should include the following:

  • Two to three learning objectives using Bloom’s Taxonomy.
  • Description of how these objectives will expand your advanced nursing knowledge and skills at the aggregate, organizational, or policy level.
  • Relationship of the learning objectives to the DNP Essentials.
  • Practicum: Planning Learning Objectives Essay Assignment

NOTE: Learning objectives must be submitted using APA style. Points may be deducted for lack of references, writing style, and APA format.

Applying Bloom’s Taxonomy to Nursing Learning Objectives

Learning objectives help nursing students to remain focused to the goals of their professional and academic careers Practicum: Planning Learning Objectives Essay Assignment. The Bloom’s Taxonomy makes it easier for the students to identify the key competencies and fundamental purpose of general and specific objectives (Crowe, Dirks & Wenderoth, (2008). This paper outlines three learning objectives using Bloom’s Taxonomy, linking the objectives to the DNP Essentials and specialty competencies.

Learning objectives with the use of Bloom’s Taxonomy

Su, et al., (2004) describe Bloom,s Taxonomy as a framework for classifying educational goals. The concept was first used in 1950s; however, there is a revised edition, which is a more dynamic framework of classification. Bloom’s Taxonomy entails: Remembering, Understanding, Applying, Analyzing, Evaluating and Creating.

Learning Objective I: To Explicate the Significance of Evidence-Based Practice (EBP). Practicum: Planning Learning Objectives Essay Assignment.

EBP is fundamental to the DNP scientific foundations of nursing. Hence, this objective with expand my understanding of nursing knowledge, both at the organizational and policy level (Yaeger et al., 2004).

Understanding of the objective using Bloom’s Taxonomy

This objective basically emphasizes on the concept of understanding. It is integral to understand the importance of EBP, which calls for investigation of the history of nursing practice (Su & Osisek, 2011).

Learning objective II: To Systematically Examine Team of Nurses

Leadership skills are integral to success in nursing. The DNP stresses on expanding and developing nursing leadership through education. Accordingly, this learning objective will enable me to execute the art of performance evaluation by practicing my leadership skills. Practicum: Planning Learning Objectives Essay Assignment.

Understanding of the objective using Bloom’s Taxonomy

This learning objective essentially addresses the concept of evaluation as one of the elements and action words of Bloom’s Taxonomy.

Learning objective III: to gain sound knowledge in healthcare policy for advocacy in the health care organizations. This objective can be understood through Bloom’s Taonomy because it addresses the concept of identification in education. I will engage actively in the healthcare policy, where I will learn to identify the problems in the healthcare system.

References

Su, W. M., Osisek, P. J., & Starnes, B. (2004). Applying the Revised Bloom’s Taxonomy to a medical-surgical nursing lesson. Nurse Educator, 29(3), 116-120.

Su, W. M., & Osisek, P. J. (2011). The revised Bloom’s Taxonomy: Implications for educating nurses. The Journal of Continuing Education in Nursing, 42(7), 321-327. Practicum: Planning Learning Objectives Essay Assignment.

Crowe, A., Dirks, C., & Wenderoth, M. P. (2008). Biology in bloom: implementing Bloom’s taxonomy to enhance student learning in biology. CBE—Life Sciences Education, 7(4), 368-381.

Yaeger, K. A., Halamek, L. P., Coyle, M., Murphy, A., Anderson, J., Boyle, K., … & Smith, B. (2004). High-fidelity simulation-based training in neonatal nursing. Advances in Neonatal Care, 4(6), 326-331 Practicum: Planning Learning Objectives Essay Assignment.

PCN 605 Benchmark: Grief and Mourning In Schizophrenia Essay

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PCN 605 Benchmark: Grief and Mourning In Schizophrenia Essay

Paper Details:

Read “Grief and Mourning in Schizophrenia” by Wittman and Keshavan, from Psychiatry: Interpersonal & Biological Processes (2007).

Write a 1,200-1,500-word essay in which you propose a safety plan to address potential depression and suicidality in clients who have recently been diagnosed with schizophrenia.

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Include the following in your PCN 605 Benchmark: Grief and Mourning In Schizophrenia Essay paper:

  • The relationship between grief and mourning and a diagnosis of schizophrenia
  • The necessity of addressing grief and loss during the treatment process.
  • An explanation of how a client’s religious or spiritual beliefs come into play during this process of grief and mourning. PCN 605 Benchmark: Grief and Mourning In Schizophrenia Essay.
  • Treatment options for addressing potential depression and risks of suicide
  • Include at least five scholarly references in addition to the textbook in your paper.

Prepare this PCN 605 Benchmark: Grief and Mourning In Schizophrenia assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This PCN 605 Benchmark: Grief and Mourning In Schizophrenia assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this PCN 605 Benchmark: Grief and Mourning In Schizophrenia assignment to Turnitin. PCN 605 Benchmark: Grief and Mourning In Schizophrenia Essay Refer to the directions in the Student Success Center. PCN 605 Benchmark: Grief and Mourning In Schizophrenia

This assignment assesses the following programmatic competency: 1.4: Demonstrate knowledge and skill in working with unique counseling populations.

PCN 605 Benchmark: Grief and Mourning In Schizophrenia

Grief and Mourning in Schizophrenia
Daniela Wittmann and Matcheri Keshavan
Depression and suicidality after first episode of psychosis are well-documented re-
sponses in patients with schizophrenia (Addington, Williams, Young, & Adding-
ton, 2004). The understanding of depression and suicidality has been increasingly
refined through careful study. Researchers have identified a number of factors that
may cause depression such as insight into the illness, feelings of loss and inferiority about the illness as a damaging life event, hopelessness about having a viable future with the illness and mourning for losses engendered by the illness. The authors ar- gue that grief and mourning are not just an occasional reaction to the diagnosis of schizophrenia, but are a necessary part of coming to terms with having the illness. PCN 605 Benchmark: Grief and Mourning In Schizophrenia Essay.
They offer three case examples, each of which illuminates a distinct way in which
psychosis and mourning may be related—psychosis as a loss of former identity,
psychosis as offering meaning and transformation, and psychosis as a way of cop-
ing with the inability to mourn. In their view, recovery depends on mourning ill-
ness-related losses, developing personal meaning for the illness, and moving
forward with “usable insight” and new identity (Lewis, 2004) that reflects a new
understanding of one’s strengths and limitations with the illness. PCN 605 Benchmark: Grief and Mourning In Schizophrenia Essay.

Question Description

Topic 3 DQ1: Childhood disorders often gain popularity during a specific time, such as Autism and ADHD. Select a commonly diagnosed childhood disorder and discuss. PCN 605 Benchmark: Grief and Mourning In Schizophrenia Essay. Why is it currently in vogue? Be sure to include in your discussion thoughts about medication trends, media attention, etc

Topic 3 DQ2: How can a therapist determine if a child’s presenting issue can be accounted for based on typical development (e.g., Piaget’s theory of cognitive development, Erik Erikson’s psychosocial stages) or determine that the issue is pathological in nature? PCN 605 Benchmark: Grief and Mourning In Schizophrenia Essay. Provide at least one specific example in your response.

African American Child Suffering From Depression

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Therapy for Pediatric Clients with Mood Disorders
An African American Child Suffering From Depression

African American Childhttps://cdnfiles.laureate.net/2dett4d/Walden/NURS/6521/05/mm/decision_trees/week_02/index.html

BACKGROUND INFORMATION

The client is an 8-year-old African American male who arrives at the ER with his mother. He is exhibiting signs of depression.

  •  Client complained of feeling “sad”
  •  Mother reports that teacher said child is withdrawn from peers in class
  •  Mother notes decreased appetite and occasional periods of irritation
  •  Client reached all developmental landmarks at appropriate ages
  •  Physical exam unremarkable
  •  Laboratory studies WNL
  •  Child referred to psychiatry for evaluation

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MENTAL STATUS EXAM

Alert & oriented X 3, speech clear, coherent, goal directed, spontaneous. Self-reported mood is “sad”. Affect somewhat blunted, but child smiled appropriately at various points throughout the clinical interview. He denies visual or auditory hallucinations. No delusional or paranoid thought processes noted. Judgment and insight appear to be age-appropriate. He is not endorsing active suicidal ideation, but does admit that he often thinks about himself being dead and what it would be like to be dead. African American Child Suffering From Depression.

You administer the Children’s Depression Rating Scale, obtaining a score of 30 (indicating significant depression)

RESOURCES

§ Poznanski, E., & Mokros, H. (1996). Child Depression Rating Scale–Revised. Los Angeles, CA: Western Psychological Services.

Decision Point One

Select what you should do:
Begin Zoloft 25 mg orally daily
Begin Paxil 10 mg orally daily
Begin Wellbutrin 75 mg orally BID   
https://cdnfiles.laureate.net/2dett4d/Walden/NURS/6521/05/mm/decision_trees/week_02/index.html

APRN Compact Licensure Position

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APRN Compact Licensure

The American Association of Nurse Practitioners® (AANP) Opposes the Revised APRN Compact

AANP does not endorse the APRN Compact for multistate licensure, which was adopted by the National Council of State Boards of Nursing (NCSBN) in August 2020.

AANP strongly opposes the inclusion of practice hours as a prerequisite for a multistate advanced practice registered nurse (APRN) license. The inclusion of practice hours is inconsistent with the evidence and is in direct conflict with the Consensus Model for APRN Regulation: licensure, accreditation, certification and education.

The evidence is clear. APRNs are prepared for safe entry to practice at the point of graduation from an accredited graduate program and after the successful passage of a national certification board examination. The inclusion of minimum practice hours as a requirement for a multistate APRN license creates unnecessary and costly regulations for all states and new challenges for the states currently working to retire similar barriers. APRN Compact Licensure Position

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AANP additionally reaffirms the position that an APRN Compact must include an APRN advisory committee. Incorporating an APRN advisory committee would ensure that there are readily available resources and needed expertise to address the complexity and variety of practice issues.

AANP has played an instrumental role in securing Full Practice Authority across the country and finalizing more than 100 state statutes that benefit nurse practitioners (NPs) and their patients, including laws that adopt the APRN title, role and educational requirements. In the past, the association has supported the concept of a multistate licensure compact for APRNs. AANP knows that ending the current patchwork of licensure and practice authorization is necessary to improve health outcomes for patients and address health care workforce needs. It is unfortunate, but necessary, that AANP not endorse or work toward implementing NCSBN’s revised APRN Compact

APRN Health Care Disparities During COVID-19 paper

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Commitment to Addressing Health Care Disparities During COVID-19

The American Association of Nurse Practitioners® (AANP) is uniquely positioned to meet the health care demands of the nation during the COVID-19 pandemic. As a professional home for nurse practitioners (NPs), AANP is committed to empowering all NPs to advance high-quality, equitable care, while addressing health care disparities through practice, education, advocacy, research and leadership (PEARL).

The COVID-19 pandemic has highlighted long-standing vulnerabilities in the social and structural fabric of the American economic system, which has disadvantaged citizens of color and members of marginalized populations for centuries. The articulation of the health disparities associated with COVID-19 and the promise to do better, without a well-defined action plan, is simply inadequate and unacceptable in a civilized society.

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Through PEARL, AANP will address the systemic causes of health disparities among vulnerable populations and encompass a holistic approach to address the issues in marginalized communities. As NPs, we have an intricate knowledge of the intersection of social determinants of health and health care outcomes.

Our commitment to humanity is as evident today as it was to Dr. Martin Luther King, Jr., in 1967 when he stated, “It really boils down to this: that all life is interrelated. We are all caught in an inescapable network of mutuality, tied into a single garment of destiny. Whatever affects one destiny, affects all indirectly.” APRN Health Care Disparities During COVID-19 paper

Doctor of Nursing Practice Essay

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Discussion Paper: Doctor of Nursing Practice

The concept of a practice or clinical doctorate has been under discussion within the nurse practitioner (NP) community since before 2001, when the National Organization of NP Faculties (NONPF) established a task force to examine the issues from the NP educational perspective. In October 2004, the American Association of Colleges of Nursing (AACN) published a position paper focusing on the issue of converting the terminal degree for advanced practice nursing from the master’s to the Doctor of Nursing Practice (DNP) by the year 2015. The American Academy of Nurse Practitioners (the Academy, now the American Association of Nurse Practitioners®) and the American Academy of Nurse Practitioners Certification Program participated in these activities as they unfolded. In 2008, the Academy facilitated the Nurse Practitioner Roundtable, a coalition of NP organizations, to consider the current issues surrounding the DNP movement. The coalition published “Nurse Practitioner DNP Education, Certification and Titling: A Unified Statement” in June 2008. In July 2008, the APRN Consensus Work Group and the National Council of State Boards of Nursing APRN Advisory Committee published the “Consensus Model for APRN Regulation: Licensure, Accreditation, Certification & Education,” a document that establishes a framework for the processes identified in the title and which continues to broadly define APRN at the graduate level.

The rationale for the shift in the academic preparation of nurses in advanced practice focuses on several issues, including the observation that advanced practice nursing is currently one of only a few health care disciplines that prepare its practitioners at the master’s rather than the doctoral level. Most licensed independent practitioners (LIPs) such as podiatrists, psychologists, optometrists, pharmacists, osteopaths, medical doctors and dentists are prepared at the clinical doctoral level Doctor of Nursing Practice Essay Current master’s and higher degree NP programs fully prepare NPs to be accountable for health promotion, as well as the management of patients with undifferentiated problems and those with acute, complex chronic and/or critical illness. However, it is clear that the coursework currently required in NP master’s programs is equivalent to that of other clinical doctoral programs. It is important, however, that the transition to clinical doctoral preparation for NPs continues to be conducted so that master’s-prepared NPs will not be disenfranchised in any way.

The following issues, therefore, will need to be addressed to ensure that the preparation of NPs at the clinical doctoral level further develops in a logical and equitable fashion.

  1. The quality of the preparation of current master’s and post-master’s NP programs must not be compromised. NPs have demonstrated skills in providing high-quality care to their patients regardless of gender, age or socioeconomic status. The evolution of NP programs to offer a doctorate in nursing practice does not change that fact. NPs provide safe, high-quality care in all specialties and practice sites in which they are involved.
  2. The transition to the new title must be handled smoothly and seamlessly to avoid negative impact on NP practice and sound patient care and to maintain parity.
  3. Additional requirements, if any, made in the DNP programs should reflect areas where evidence supports need for increased depth to enhance NP practice.
  4. Skilled clinical practice must be maintained as the foundation of all NP educational programs.
  5. Issues related to parity must be addressed to include providing reasonable methods for currently prepared NPs to obtain the DNP, if desired, and to prevent discrimination in reimbursement.
  6. Programs must be developed based upon agreed upon standards and guidelines.
  7. Accreditation standards must be maintained to ensure the preparation of safe, highly qualified clinicians who can be certified and recognized in the regulatory arena. Doctor of Nursing Practice Essay.
  8. Programs should remain accessible and affordable to qualified applicants in order to maintain an adequate number of highly qualified NP clinicians to contribute to the health of their communities.

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The evolution of existing master’s programs to practice doctoral programs can add strength to programs and NP practice and can increase recognition in the health care arena. The development of such programs must be conducted in a manner that allows for smooth transitioning.

The American Association of Nurse Practitioners (AANP) is dedicated to and continues to address these issues as steps are taken to implement activities that would lead to the further development of DNP NP educational programs in the future.

References:

APRN Consensus Work Group & National Council of State Boards of Nursing (2008). APRN Advisory Committee. Consensus model for APRN regulation: Licensure, accreditation, certification & education. Retrieved May 2013.

American Association of Colleges of Nursing (2004). AACN position statement on the practice doctorate in nursing. Washington, D.C.: Author.

American Association of Colleges of Nursing (2006). The Essentials of Doctoral Education for Advanced Practice Nurses. Retrieved May 2013.

American Association of Colleges of Nursing (2006). DNP roadmap task force report. Retrieved May 2013.

NONPF (2006). Practice doctorate nurse practitioner entry-level competencies. Retrieved May 2013.

Nurse Practitioner Roundtable (2008). Nurse practitioner DNP education, certification, and titling: A unified statement. Retrieved May 2013. Doctor of Nursing Practice Essay.

AANP’s Positions and Papers

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AANP’s Positions and Papers

See Where Your Nurse Practitioner (NP) Community Stands

You instinctively advocate for your patients, but legislative and political advocacy is no less important to advancing your role as an NP and ensuring excellence in patient care. Position statements and papers are designed to guide and amplify the views of NPs while educating consumers and decision-makers. The American Association of Nurse Practitioners® (AANP) has outlined a number of positions on issues of importance for NPs nationwide.

For further information, AANP discussion papers offer pros and cons to enhance understanding and encourage continued discussion. AANP also offers a number of members-only clinical practice briefs, which are designed to offer evidence-based guidelines and to support NPs in clinical practice.

  • Position Statements

    APRN Compact Licensure

    The APRN Compact for multistate licensure was adopted by the National Council of State Boards of Nursing (NCSBN) in August 2020. Review AANP’s position on the the revised compact.

    View APRN Compact Licensure Position

    Mandated Residency and Fellowship Training

    All NPs must complete a master’s or doctoral degree program and have advanced clinical training beyond their initial professional registered nurse (RN) preparation. They undergo rigorous national certification, periodic peer review, clinical outcome evaluations and adhere to a code for ethical practices. View AANP’s position on mandated residencies and fellowships for NPs. AANP’s Positions and Papers

    View Mandated Residency and Fellowship Training Position

    NP Education

    The cornerstone of NP practice is robust academic and clinical preparation. To that end, AANP believes and affirms that quality of NP preparation is comprised and grounded by these requirements.

    View NP Education Position

    Personal Protective Equipment (PPE)

    Adequate access to proper PPE is essential to protecting patients and all health care providers. Learn more about why AANP supports equipping health care providers with proper PPE.

    View PPE Position

    Prescriptive Authority

    Prescribing medications, devices, treatments and modalities is a central component of NP practice. Discover why AANP advocates that NPs have unlimited prescriptive authority in their scope of practice.

    View Prescriptive Authority Position

    Team-based Care

    Team-based care is a systems approach to health care delivery. See AANP’s position on the implementation of integrated, multidisciplinary team-based approaches to health care.

    View Team-based Care Position

    Telehealth

    Technology has advanced substantially in recent decades, leading to an increase in health tech services such a telehealth. Take a look at AANP’s position on the use of the term telehealth and NPs’ use of this important technology.

    View Telehealth Position

    Therapeutic Use of Marijuana

    NPs are the health care provider of choice for millions of patients, many of whom are interested in the therapeutic use of marijuana and related compounds. Learn AANP’s stance on marijuana in health care.

    View Therapeutic Use of Marijuana Position

  • Position Papers

Clinical Outcomes: The Yardstick of Educational Effectiveness

Educational preparation for NPs differs from that of other health care professionals. Discover why outcomes are the best way to evaluate clinician education and measure clinical success and patient safety.

View Educational Effectiveness Position

Commitment to Addressing Health Care Disparities During COVID-19

As a professional home for NPs, AANP is committed to empowering all NPs to advance high-quality, equitable care while addressing health care disparities through practice, education, advocacy, research and leadership (PEARL).

View Health Care Disparities Paper

Nurse Practitioner Cost Effectiveness

A solid body of evidence demonstrates that NPs have consistently proven to be cost-effective providers of high-quality care for almost 50 years. Explore the many different examples of NP cost effectiveness in this position statement.

View Cost Effectiveness Position

Nurse Practitioners in Primary Care

NPs are committed to providing primary care. Gain insight into how NPs are vital to primary care delivery and the role they play in making high-quality, patient-centered health care available to the broadest possible range of consumers.

View NPs in Primary Care Position

Standards for Nurse Practitioner Practice in Retail-based Clinics

Health care is moving to make care more convenient and local to where patients live and work, and retail-based clinics are playing a larger role. See a discussion of the standards AANP recommends for retail-based clinics.

View Retail-based Clinics Standards Position

Use of Terms Such as Mid-level Provider and Physician Extender

Getting terminology right is key to getting health care right. Some terms, such as mid-level provider or physician extender, are inaccurate and misleading to the public when referring to NPs. Gain an understanding of why AANP endorses clear title use for NPs. AANP’s Positions and Papers

View Use of Terms Position

 

  • Discussion Papers

Doctor of Nursing Practice (DNP)

The evolution of existing master’s programs to doctoral programs can strengthen programs and NP practice. Read AANP’s position on the shift in the academic preparation of nurses in advanced practice.

View DNP Paper

Nurse Practitioner Curriculum

NPs must complete an accredited graduate program and achieve advanced clinical training beyond their initial professional registered nurse preparation. Read AANP’s affirmation of core elements in NP curriculum.

View NP Curriculum Paper

Quality of Nurse Practitioner Practice

The body of literature supports the position that NPs provide safe, effective, patient-centered, timely, efficient, equitable and evidenced-based care. Review the summary of research supporting the value NPs bring to their patients.

View NP Quality Paper

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Scope of Practice for Nurse Practitioners

As licensed, independent clinicians, NPs practice autonomously and in coordination with health care professionals and other individuals. Learn more with this overview of the role, education, accountability, and responsibility of NPs.

View Scope of Practice Position

Standards of Practice for Nurse Practitioners

Whether you are just starting your path to becoming an NP, have been practicing for decades or are simply interested in NP practice, gain valuable information about NPs with this overview of AANP-developed Standards of Practice.

View Standards of Practice Paper

  • Clinical Practice Briefs

2013 American Heart Association/American College of Cardiology Guideline on Lifestyle Management to Reduce Cardiovascular Risk

The American Heart Association (AHA) and the American College of Cardiology (ACC) recently released several guidelines to prevent cardiovascular diseases and improve the management of these diseases.

View the Practice Brief

American Heart Association/American College of Cardiology/Heart Rhythm Society Guideline for the Management of Patients With Atrial Fibrillation

These 2014 recommendations from the American Heart Association (AHA), American College of Cardiology (ACC) and Heart Rhythm Society (HRS) explore atrial fibrillation (AF), a supraventricular tachycardia characterized by uncoordinated atrial activation and ineffective contraction.

View the Practice Brief

Breast Cancer Screening Guidelines Summary

Among the multiple published professional breast cancer screening guidelines, three commonly used guidelines are summarized here: the American Cancer Society (ACS), American College of Obstetricians and Gynecologists (ACOG) and United States Preventive Services Task Force (USPSTF) guidelines.

View the Practice Brief

Clinical Practice Guideline: Allergic Rhinitis

The purpose of the guideline, developed by the American Academy of Otolaryngology – Head and Neck Surgery Foundation, is to discuss quality improvement for all clinicians and to promote accurate diagnosis and appropriate treatment.

View the Practice Brief

Colorectal Cancer Screening Guidelines Summary

Among the multiple published professional colorectal cancer screening guidelines, two widely used guidelines are summarized here: the American Cancer Society (ACS) and United States Preventive Services Task Force (USPSTF) guidelines.

View the Practice Brief

Genetic Counseling and Testing by Advanced Practice Providers

In an online search through the National Guideline Clearinghouse, only two general non-disease-specific guidelines out of more than 100 different clinical guidelines address genetic counseling and testing.

View the Practice Brief

Global Strategy for the Diagnosis, Management and Prevention of COPD, Global Initiative for Chronic Obstructive Lung Disease (GOLD) 2020

The original Global Initiative for Chronic Obstructive Lung Disease* (GOLD) was released in 2001 and was revised in 2013, 2014, 2015, 2016, 2017, 2019 and 2020, based on scientific literature. The 2020 report follows the same model as previous reports.

View the Practice Brief

Management of High Blood Pressure in Adults

This long-awaited updated guideline on the management of hypertension in adults differs from its predecessor (Seventh Joint National Committee [JNC 7]) in a number of ways.

View the Practice Brief

Measles: Recommendations for Assessment, Treatment and Prevention

The Centers for Disease Control and Prevention (CDC) provides guidance for health care providers on the assessment, treatment and prevention of measles in Measles for Healthcare Professionals.

View the Practice Brief

Menopausal Symptoms: Comparative Effectiveness of Therapies

The Agency for Quality Healthcare Research and Quality (AHRQ) published a report from 2015 comparing effectiveness of therapies for menopausal symptoms.

View the Practice Brief

Opioids for Chronic, Non-cancer Pain: A Position Paper of the American Academy of Neurology

AAN has reviewed the literature and issued a position paper regarding long-term use of opioids in the treatment of non-cancer pain. This review summarizes the position paper as it has direct application for advanced nursing practice.

View the Practice Brief

Pharmacological Management of Obesity: Obesity Management Association (OMA) 2020 Obesity Algorithm

The OMA 2020 Obesity Algorithm discusses the management of obesity and includes pharmacologic guidance as an adjunct in the foundational treatment of obesity: diet, activity and behavioral interventions.

View the Practice Brief

Practice Guideline Update: Acute Treatment of Migraine in Children and Adolescents

The American Academy of Neurology (AAN) provides multidisciplinary clinical practice guidelines based on evidence-based practice, including these on counseling, diagnosis, evaluation, management and treatment for acute migraine in children and adolescents.

View the Practice Brief

Practice Guideline Update: Preventive Treatment of Migraine in Children and Adolescents

AAN provides multidisciplinary clinical practice guidelines based on evidence-based practice, including these best practices on counseling, diagnosis, evaluation, management and treatment for preventive migraine in children and adolescents. AANP’s Positions and Papers

View the Practice Brief

Practice Parameter for the Assessment and Treatment of Children and Adolescents With Autism Spectrum Disorder

A recently updated practice parameter from the American Academy of Child and Adolescent Psychiatry (AACAP) offers revised guidelines for assessing and treating children and adolescents (at or younger than 17 years of age) with Autism Spectrum Disorder (ASD).

View the Practice Brief

Primary Care Diagnosis and Management of Adults With Depression

The 2014 updated guideline was compiled by the Michigan Quality improvement Consortium. The recommendations were drawn from a synthesis of published studies, existing protocols and national guidelines.

View the Practice Brief

Primary Care Management of Headaches in Adults

Toward Optimized Practice (TOP) of Alberta, Canada, provides multidisciplinary clinical practice guidelines that are based on evidence-based practice.

View the Practice Brief

Sleep Disorder Management Diagnostic Treatment Guidelines Summary

AIM Specialty Health® (AIM) issued updated guidelines on polysomnography and home sleep testing in 2019. AIM promotes safe, cost-effective and appropriate specialty services. Guidelines are devised based on grading of evidence.

View the Practice Brief

Strategies to Prevent Clostridium Difficile Infections in Acute Care Hospitals: 2014 Update

The Society for Healthcare Epidemiology of America (SHEA) and the Infectious Diseases Society of America (IDSA) along with the American Hospital Association and the Association for Professionals in Infection Control and Epidemiology (APIC) have collaborated in updating these guidelines.

View the Practice Brief

  • Definitions

HLT 490 Topic 5 Evidence-Based-Practice Proposal

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HLT 490 Topic 5 Evidence-Based-Practice Proposal

HLT 490 Topic 5 DQ 1

How has the capstone project integrated aspects from all of your program course work?

HLT 490 Topic 5 DQ 2

Why is it important to identify commonalities across several studies with regard to study findings and the types of patients to which study findings can be applied.

HLT 490 Topic 5 Evidence-Based-Practice Proposal

Details:

Prepare your final evidence-based practice proposal for a project whose focus is the resolution of an issue or problem significant to improving patient care. (Patients are conceptualized as individuals, groups, families, or communities.) Make all necessary revisions and corrections to previous assignments completed in Topics 1- 4. Combine all elements into one cohesive evidence-based proposal. HLT 490 Topic 5 Evidence-Based-Practice Proposal.

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Although recommendations will vary in length depending upon the problem or issue addressed, the paper must be between 4,500 and 5,000 words and formatted in APA style. The title page, abstract, appendixes, and references are not included in the word limit. The final paper should clearly describe the methods used to identify and retrieve the evidence as well as the rationale for exploring the clinical issue chosen. HLT 490 Topic 5 Evidence-Based-Practice Proposal. Clearly articulated recommendations for practice based on research evidence are essential to a successful paper.

Use section headings for each section component and address responses in narrative form. Sections of the final paper must include all of the components written to date (incorporating revisions), as well as the remaining sections. These sections include:

  • Title Page
  • Abstract
  • Introduction
  • Problem
  • Purpose
  • Question
  • Literature Review
  • Theory
  • Proposed Solution
  • Implementation Plan
  • Dissemination Plan
  • Conclusion/Summary
  • Reference Page
  • Appendices (if any)

Note that an Abstract and Appendix are not required in the individual assignments, but are expected to be added for the final version of the paper.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required. HLT 490 Topic 5 Evidence-Based-Practice Proposal.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

HLT 490 Topic 5 Evidence-Based-Practice Proposal Presentation

Details:

Prepare a PowerPoint presentation of 10-15-slides (not including cover and reference slides) that covers all major sections of your Evidence-Based-Practice Proposal paper.

Include slide notes page of the presentation in which you annotate the explanation of the information in each slide. HLT 490 Topic 5 Evidence-Based-Practice Proposal.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a 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