Nursing 320 Chronic Illness In Rural Settings

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Nursing 320 Chronic Illness In Rural Settings

NURS 320: Module 2: Rural Dwellers

This module introduces some common characteristics of rural dwellers as they relate to healthcare. It is very important to remember that rural dwellers are not all the same! Yet it is important to appreciate some characteristics that may be more prevalent in rural areas so care can be adapted to meet unique needs and preferences.

Module Objectives:

1) Consider approaches nurses should take in adapting care to meet the needs of unique individuals.

2) Explore the significance of the Symptom- Action – Timeline Process as it relates to rural dwellers.

4) Choose approaches that would facilitate positive outcomes when caring for those who delay care.

5) Appraise factors that contribute to the use of complementary and alternative approaches to care in rural dwellers.

Assigned readings:

Buehler, J.A., Malone, M., Mjerus-Wegerhoff, J.M. (2013). Patterns of Responses to Symptoms in Rural Residents: The Symptom-Action-Timeline Process. In C.A. Winters (Ed.), Rural nursing: Concepts,theory, and practice (pp. 131 – 139). New York: Springer.

This is chapter nine in the online text Rural nursing: Concepts, theory and practice. http://ssuproxy.mnpals.net/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=e680sww&AN=547705&scope=site

National Council of State Boards of Nursing (2018). A nurse’s guide to professional boundaries. https://www.ncsbn.org/ProfessionalBoundaries_Complete.pdf

Shreffler-Grant, J.M., Nichols, E., Weinert, C., & Ide, B. (2013). Complementary Therapy and Health Literacy in rural Dwellers. In C.A. Winters (Ed.), Rural nursing: Concepts, theory, and practice (pp.205 – 214). New York: Springer.

This is chapter 13 in the online text Rural nursing: Concepts, theory and practice. http://ssuproxy.mnpals.net/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=e680sww&AN=547705&scope=site

Swan, M. A., & Hobbs, B. B. (2021). Lack of Anonymity and Secondary Traumatic Stress in Rural Nurses. Online Journal of Rural Nursing & Health Care, 21(1), 183–201. https://ssuproxy.mnpals.net/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=150428679&scope=site

Key Points

• Since rural dwellers have different definitions of health, it is important that healthcare professionals respect values and approach care from the client’s unique perspective.

• It is important to remember that rural dwellers and rural communities are not all alike. There is much diversity (client, family, nurse, and healthcare system) in rural areas.

• It is not uncommon for rural dwellers to delay seeking professional healthcare for a variety of It is important that healthcare professionals are sensitive to issues surrounding the healthcare experience of rural dwellers.

• The Symptom-Action-Timeline (SATL) process is explored in relationship to rural dwellers.

• Chronic illness impacts many. It is not uncommon for rural and urban dwellers experience and manage chronic illness in different ways.

• Rural dwellers may be drawn to use complementary and alternative therapies for unique reasons.

• Caring for individuals the nurse knows on a personal level can be beneficial or detrimental.

Graded Assignment:

You will complete your first synthesis and application assignment. Synthesis and Application assignments have two separate components. Please see the information in the Synthesis and Application Assignment folder for a video and more detailed direction. Refer to the grading rubric (Appendix B in your syllabus or at the end of this document) for how points can be earned. Carefully note the criteria for a professional nursing journal as found in the course syllabus (p. 9).

Part 1: Choose one of the situations below. You will need to refer back to information from your assigned readings in Module One in addition to the readings assigned for this module. Respond to the situation you choose in the discussion forum adhering to the grading rubric in Appendix B. Note that all parts of the discussion question/topic must be addressed to earn full points. You can earn up to 15 points for your initial post.

Part 2: There is an opportunity to review what your peers have posted and build on their knowledge and insights by the date included on the course schedule. You will post a substantive addition to one of your peers’ post. Your substantive addition must address the topic/situation other than the topic/ situation addressed in your original synthesis and application post. You can earn up to 10 points for a substantive addition that meets rubric criteria.

As you search for articles the first weeks of this course, two journals that may be especially helpful are the Online Journal of Rural Nursing and Health Care and the Journal of Rural Health. Both are readily accessible via the SMSU library. There are many other articles and journals that will be helpful as well.

Situation One: Please post your primary post in both the discussion forum and the assignment box. Thanks.

You are the nurse working in a rural hospital. Joe is a 64 year old gentleman, who has been working as a farmer for the last 40 years. Joe’s wife Ann brings him to the emergency department after he complained of chest pain, became short of breath, and his skin was cool and clammy. Joe says this has happened before, that he feels fine now and this isn’t bad enough to keep him from getting back home and tending to his cattle. Ann insists that since he is here now (they live 30 miles from the hospital) he should have this checked out Explore at least two concepts of Rural Nursing Theory (from those addressed in Chapter 1 in your text by Winters, i.e. work beliefs and health beliefs; isolation and distance; self-reliance; lack of anonymity; outsider/insider; and old-timer/newcomer). Discuss how these two concepts are relevant to this nursing situation.

2. As the nurse, explain how would you approach this situation to achieve the best outcome? (be sure to consider concepts of Rural Nursing Theory). Note: the implications for nursing practice section (pages 11-12) of chapter 1 in your Rural Nursing text maybe helpful as you discuss nursing approaches.

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Joe stays in the Emergency Department (at his wife’s insistence). As you complete your assessment, you learn that Joe has a strong family history or coronary artery disease, has experienced these symptoms before, has not seen a physician for over 20 years, has tried over the counter remedies, and even asked his neighbor (a retired nurse) for some advice.

3. Consider the Symptom- Action –Timeline (SATL). How does it relate to Joe’s situation? How can the nurse be the most effective in this type of situation?

Situation 2

You are the nurse working in a primary care clinic in a rural community. One of your neighbors comes to the clinic but is very hesitant to share her mental health challenges. Please respond to demonstrate synthesis and application of the assigned readings. Nursing 320 Chronic Illness In Rural Settings

1. Compare and contrast probable lack of anonymity in rural vs. urban settings What are at least two positive and two negative factors related to knowing those you care for on a personal level?

3. Consider the Code of Ethics for Nurses, particularly as it relates to professional boundaries. As the nurse, what could you do to help the person seeking care for sensitive concerns share more openly?

Appendix B: Synthesis and Application Assignment

Remember that integrating your own thoughts with evidence from the literature is an effective to demonstrate synthesis and critical analysis. Sometimes a few short direct quotes add value to your work. But remember that long quotes generally serve to share someone else’s thoughts, rather than your analysis. Please refer to the Synthesis and Application folder for a more detail and guidance.

Criterion

Excellent

Competent

Not satisfactory

Complete

All questions from one chosen scenario/topic addressed in a clear, focused manner. All responses demonstrate critical analysis. (3 points)

Not all questions addressed OR responses not clear and focused

(2 points)

Not all required questions addressed.

(0 points)

Demonstrates

Post demonstrates that the assigned content was appropriately reviewed,

Demonstrates limited familiarity and synthesis

Not all questions addressed. Responses do not synthesis of assigned readings

understood, and synthesized. Minimal direct quotations. (points) (6 points)

of assigned content. (3 points)

demonstrate synthesis of assigned readings

(0 points)

Evidence based

At least two professional resources support post. Resources must be integrated, cited, and referenced per APA style. See criteria for professional references on p. 7

of syllabus. Rare APA style errors. (3 pts)

Supported by fewer than two professional references. Or provides evidence-based, scholarly references using incorrect APA format. Or provides non-scholarly references with correct APA format in-text. (1.5 points)

Provides no scholarly reference to support position/ideas in postings/discussion and /or uses no APA format

(0 points)

Writing quality

Punctuation, spelling, spacing, capitalization, and writing mechanics errors are rare. Writing is clear, succinct, focused, organized, Easy to understand main ideas. (2 points)

Fewer than six total writing mechanics

Writing is focused and organized. (1 point)

Six or more writing mechanics errors; run-on sentences. Writing lacks organization or focus (0 points)

Posted

Posted in both the discussion forum and the assignment box.

(1 point)

Not posted in both the discussion forum and the assignment box (0 points)

Not posted as directed.

(0 points)

Substantive addition – addition must address the topic/situation other than the topic/ situation addressed in your original synthesis and application post to earn any points.

Criterion

Excellent

Competent

Not satisfactory

Addition relevant and valuable to nursing practice

Substantive addition demonstrates thorough review of post. Adds at least one new perspective that would be relevant and valuable in nursing practice situations. (3 points)

Addition accurate, but application to nursing practice limited.

(1.5 points)

Relevance to nursing practice not included.

(0 points)

Demonstrates critical analysis

Offered a critical analysis of an existing posted. Demonstrates that the assigned content was appropriately reviewed, understood, and synthesized.

(3 points)

Addition demonstrates limited synthesis of assigned content related to the situation/topic. Agreed or disagreed, but did not provide justification.

(1.5 points)

Response not applicable to the situation/topic.

(0 points) Supported by evidence

At least one professional resource supports post. Resources must be integrated, cited, and referenced per APA style. See criteria for professional references on p. 9

Supported by at least one professional resource. Provides evidence-based, scholarly reference using incorrect APA format Or provides non-scholarly references with fewer

Provides no scholarly reference to support position/ideas in postings/discussion and /or uses no of syllabus. Rare APA style errors. (3 pts)

than four APA format errors. (1.5 points)

APA format (0 points)

writing quality

Punctuation, spelling, spacing, capitalization and writing mechanics errors are rare. Writing is clear, succinct, focused, organized, Easy to understand main ideas.

(1 point)

Fewer than 6 total writing mechanics

Writing is focused and organized. (0.5 points)

Six or more writing mechanics errors; run-on sentences. Writing lacks organization or focus (0 points

NURS 320: Module 2: Rural Dwellers

This module introduces some common characteristics of rural dwellers as they relate to healthcare. It is very important to remember that rural dwellers are not all the same! Yet it is important to appreciate some characteristics that may be more prevalent in rural areas so care can be adapted to meet unique needs and preferences.

Module Objectives:

1) Consider approaches nurses should take in adapting care to meet the needs of unique individuals.

2) Explore the significance of the Symptom- Action – Timeline Process as it relates to rural dwellers.

4) Choose approaches that would facilitate positive outcomes when caring for those who delay care.

5) Appraise factors that contribute to the use of complementary and alternative approaches to care in rural dwellers.

Assigned readings:

Buehler, J.A., Malone, M., Mjerus-Wegerhoff, J.M. (2013). Patterns of Responses to Symptoms in Rural Residents: The Symptom-Action-Timeline Process. In C.A. Winters (Ed.), Rural nursing: Concepts,theory, and practice (pp. 131 – 139). New York: Springer.

This is chapter nine in the online text Rural nursing: Concepts, theory and practice. http://ssuproxy.mnpals.net/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=e680sww&AN=547705&scope=site

National Council of State Boards of Nursing (2018). A nurse’s guide to professional boundaries. https://www.ncsbn.org/ProfessionalBoundaries_Complete.pdf

Shreffler-Grant, J.M., Nichols, E., Weinert, C., & Ide, B. (2013). Complementary Therapy and Health Literacy in rural Dwellers. In C.A. Winters (Ed.), Rural nursing: Concepts, theory, and practice (pp.205 – 214). New York: Springer.

This is chapter 13 in the online text Rural nursing: Concepts, theory and practice. http://ssuproxy.mnpals.net/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=e680sww&AN=547705&scope=site

Swan, M. A., & Hobbs, B. B. (2021). Lack of Anonymity and Secondary Traumatic Stress in Rural Nurses. Online Journal of Rural Nursing & Health Care, 21(1), 183–201. https://ssuproxy.mnpals.net/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=150428679&scope=site

Key Points

• Since rural dwellers have different definitions of health, it is important that healthcare professionals respect values and approach care from the client’s unique perspective.

• It is important to remember that rural dwellers and rural communities are not all alike. There is much diversity (client, family, nurse, and healthcare system) in rural areas.

• It is not uncommon for rural dwellers to delay seeking professional healthcare for a variety of It is important that healthcare professionals are sensitive to issues surrounding the healthcare experience of rural dwellers.

• The Symptom-Action-Timeline (SATL) process is explored in relationship to rural dwellers.

• Chronic illness impacts many. It is not uncommon for rural and urban dwellers experience and manage chronic illness in different ways.

• Rural dwellers may be drawn to use complementary and alternative therapies for unique reasons.

• Caring for individuals the nurse knows on a personal level can be beneficial or detrimental. Nursing 320 Chronic Illness In Rural Settings

Graded Assignment:

You will complete your first synthesis and application assignment. Synthesis and Application assignments have two separate components. Please see the information in the Synthesis and Application Assignment folder for a video and more detailed direction. Refer to the grading rubric (Appendix B in your syllabus or at the end of this document) for how points can be earned. Carefully note the criteria for a professional nursing journal as found in the course syllabus (p. 9).

Part 1: Choose one of the situations below. You will need to refer back to information from your assigned readings in Module One in addition to the readings assigned for this module. Respond to the situation you choose in the discussion forum adhering to the grading rubric in Appendix B. Note that all parts of the discussion question/topic must be addressed to earn full points. You can earn up to 15 points for your initial post.

Part 2: There is an opportunity to review what your peers have posted and build on their knowledge and insights by the date included on the course schedule. You will post a substantive addition to one of your peers’ post. Your substantive addition must address the topic/situation other than the topic/ situation addressed in your original synthesis and application post. You can earn up to 10 points for a substantive addition that meets rubric criteria.

As you search for articles the first weeks of this course, two journals that may be especially helpful are the Online Journal of Rural Nursing and Health Care and the Journal of Rural Health. Both are readily accessible via the SMSU library. There are many other articles and journals that will be helpful as well.

Situation One: Please post your primary post in both the discussion forum and the assignment box. Thanks.

You are the nurse working in a rural hospital. Joe is a 64 year old gentleman, who has been working as a farmer for the last 40 years. Joe’s wife Ann brings him to the emergency department after he complained of chest pain, became short of breath, and his skin was cool and clammy. Joe says this has happened before, that he feels fine now and this isn’t bad enough to keep him from getting back home and tending to his cattle. Ann insists that since he is here now (they live 30 miles from the hospital) he should have this checked out Explore at least two concepts of Rural Nursing Theory (from those addressed in Chapter 1 in your text by Winters, i.e. work beliefs and health beliefs; isolation and distance; self-reliance; lack of anonymity; outsider/insider; and old-timer/newcomer). Discuss how these two concepts are relevant to this nursing situation.

2. As the nurse, explain how would you approach this situation to achieve the best outcome? (be sure to consider concepts of Rural Nursing Theory). Note: the implications for nursing practice section (pages 11-12) of chapter 1 in your Rural Nursing text maybe helpful as you discuss nursing approaches.

Joe stays in the Emergency Department (at his wife’s insistence). As you complete your assessment, you learn that Joe has a strong family history or coronary artery disease, has experienced these symptoms before, has not seen a physician for over 20 years, has tried over the counter remedies, and even asked his neighbor (a retired nurse) for some advice.

3. Consider the Symptom- Action –Timeline (SATL). How does it relate to Joe’s situation? How can the nurse be the most effective in this type of situation?

Situation 2

You are the nurse working in a primary care clinic in a rural community. One of your neighbors comes to the clinic but is very hesitant to share her mental health challenges. Please respond to demonstrate synthesis and application of the assigned readings.

1. Compare and contrast probable lack of anonymity in rural vs. urban settings What are at least two positive and two negative factors related to knowing those you care for on a personal level?

3. Consider the Code of Ethics for Nurses, particularly as it relates to professional boundaries. As the nurse, what could you do to help the person seeking care for sensitive concerns share more openly?

Appendix B: Synthesis and Application Assignment

Remember that integrating your own thoughts with evidence from the literature is an effective to demonstrate synthesis and critical analysis. Sometimes a few short direct quotes add value to your work. But remember that long quotes generally serve to share someone else’s thoughts, rather than your analysis. Please refer to the Synthesis and Application folder for a more detail and guidance.

Criterion

Excellent

Competent

Not satisfactory

Complete

All questions from one chosen scenario/topic addressed in a clear, focused manner. All responses demonstrate critical analysis. (3 points)

Not all questions addressed OR responses not clear and focused

(2 points)

Not all required questions addressed.

(0 points)

Demonstrates

Post demonstrates that the assigned content was appropriately reviewed,

Demonstrates limited familiarity and synthesis

Not all questions addressed. Responses do not synthesis of assigned readings

understood, and synthesized. Minimal direct quotations. (points) (6 points)

of assigned content. (3 points)

demonstrate synthesis of assigned readings

(0 points)

Evidence based

At least two professional resources support post. Resources must be integrated, cited, and referenced per APA style. See criteria for professional references on p. 7

of syllabus. Rare APA style errors. (3 pts)

Supported by fewer than two professional references. Or provides evidence-based, scholarly references using incorrect APA format. Or provides non-scholarly references with correct APA format in-text. (1.5 points)

Provides no scholarly reference to support position/ideas in postings/discussion and /or uses no APA format

(0 points)

Writing quality

Punctuation, spelling, spacing, capitalization, and writing mechanics errors are rare. Writing is clear, succinct, focused, organized, Easy to understand main ideas. (2 points)

Fewer than six total writing mechanics

Writing is focused and organized. (1 point)

Six or more writing mechanics errors; run-on sentences. Writing lacks organization or focus (0 points)

Posted

Posted in both the discussion forum and the assignment box.

(1 point)

Not posted in both the discussion forum and the assignment box (0 points)

Not posted as directed.

(0 points)

Substantive addition – addition must address the topic/situation other than the topic/ situation addressed in your original synthesis and application post to earn any points.

Criterion

Excellent

Competent

Not satisfactory

Addition relevant and valuable to nursing practice

Substantive addition demonstrates thorough review of post. Adds at least one new perspective that would be relevant and valuable in nursing practice situations. (3 points)

Addition accurate, but application to nursing practice limited.

(1.5 points)

Relevance to nursing practice not included.

(0 points)

Demonstrates critical analysis

Offered a critical analysis of an existing posted. Demonstrates that the assigned content was appropriately reviewed, understood, and synthesized.

(3 points)

Addition demonstrates limited synthesis of assigned content related to the situation/topic. Agreed or disagreed, but did not provide justification.

(1.5 points)

Response not applicable to the situation/topic.

(0 points) Supported by evidence

At least one professional resource supports post. Resources must be integrated, cited, and referenced per APA style. See criteria for professional references on p. 9

Supported by at least one professional resource. Provides evidence-based, scholarly reference using incorrect APA format Or provides non-scholarly references with fewer

Provides no scholarly reference to support position/ideas in postings/discussion and /or uses no of syllabus. Rare APA style errors. (3 pts)

than four APA format errors. (1.5 points)

APA format (0 points)

writing quality

Punctuation, spelling, spacing, capitalization and writing mechanics errors are rare. Writing is clear, succinct, focused, organized, Easy to understand main ideas.

(1 point)

Fewer than 6 total writing mechanics

Writing is focused and organized. (0.5 points)

Six or more writing mechanics errors; run-on sentences. Writing lacks organization or focus (0 points. Nursing 320 Chronic Illness In Rural Settings

Module 2: Inflammation, Infection, and Immunity

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Module 2: Inflammation, Infection, and Immunity

Module Objectives:

Upon completion of this module, the learner will be able to:

1. Compare and contrast acute and chronic inflammation.

2. Explore the pathophysiologic reasons for clinical manifestations and management of health alterations related to inflammation.

3. Explore the pathophysiologic reasons for clinical manifestations and management of selected infectious processes. Module 2: Inflammation, Infection, and Immunity

4. Relate the development of infection to breaks in lines of defense.

5. Explore the pathophysiologic reasons for clinical manifestations and management of health alterations related to altered immune function.

Required readings and resources:

Sorenson, M., Quinn, L., & Klein, D. (2019). Pathophysiology: Concepts of human disease. Pearson Education. Read chapters 11, 13, 14, 15, & 16

Go to the CDC website (cdc.gov) and enter ‘antibiotic resistance’ in the search bar. There are multiple short and interesting videos (you do not need to watch them all, rather peruse)

The Agency for Healthcare Research and Quality (AHRQ) has developed the Comprehensive Unit Based Safety Program (CUSP) to address safety concerns (with a significant emphasis on infection control) in the health care system.

Here is the link to the AHRQ site that addresses the Science of Safety. AHRQ – the Science ofSafety Below are links to some shorter videos that will introduce you to CUSP.

Introductory video Learn about CUSP

CUSP from a nursing perspective. CUSP from a nursing perspective

CUSP Understand the Science of Safety. CUSP – Understanding the Science of Safety-

CUSP Project Summary health care acquired infections CUSP Project summary related to health care acquired infectionsPeruse the websites linked into the module.

Optional resources:

The following resources may be helpful as you start to work on your first Health Alteration Analysis – take a look.

David Woodruff, MSN, RN-BC, CNS, CNE has published a number of excellent presentations on youtube. I am no longer linking them into specific modules as they are nearly or more than ten years old, and most are lengthy. However, if you want more detail on a specific concept, go to youtube and enter David Woodruff in the search bar. His videos are excellent in explaining pathophysiology

Alilia Medical Media is a valuable Youtube channel with lots and lots of excellent and short videos. I have not watched all of them, but what I have watched are excellent. Here is the link https://www.youtube.com/c/Alilamedicalmedia/videos

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Osmosis is another Youtube channel I have found valuable. Again, I have not watched all of them, but what I have seen has been good. As an example, I was challenged trying to understand the cytokine storm we heard much about during COVID. Osmosis has a video (just over 10 minutes long) that helped me. Here is the link to Osmosis https://www.youtube.com/c/osmosis/videos

The Khan Academy has a lot of engaging videos. Those I have viewed are high quality and accurate. I find this site a little more challenging to navigate than Alilamedicalmedia or Osmosis. You can start your investigation at https://www.khanacademy.org/

‘Crash Course’ videos on Youtube can provide a nice overview before you get started reviewing professional evidence based resources. Go to youtube and then in the search bar, enter ‘crash course pathophysiology’.

Items due:

Health Alteration Analysis One-Chronic Lymphocytic Leukemia

Substantive Additions to the Health Alteration Analysis to two peers

Please see the course calendar for due dates. See the Health Alteration folder (found under content) for guidance. Note: a video overview, examples, and a template are available in that folder. See the grading rubric in the syllabus appendices (the identical grading rubric is copied below for your convenience)

Appendix B. Health alteration analysis rubric

Students will develop two health alteration analyses over the semester. Choose one of the topics included in the appropriate discussion forum. If you have a health alteration you wish to address that fits with the concepts being studied and is not listed, please email Ruth. I am looking for succinct responses that demonstrate understanding. More detail is not always better. I want you to ‘drill down’ to the essential information and share that with your peers. You may not be able to find the specific ‘why’ in a textbook – this will require you to understand essential information and make meaningful connections.

Students will make a substantive addition to two different alterations other than the one addressed in their initial post. Will address a minimum of three health alterations (one primary post, two substantive additions)

For more guidance, and an example, go to the Health Alteration Analysis folder under Content

Health alteration analysis rubric – 30 points possible

 

Criteria -primary post

 

Excellent

 

Developing

 

Not Satisfactory

 

Criterion 1: Succinct description of the health alteration.

 

Summarizes information essential for nursing understanding clearly, including contributing factors. Three to six sentences. Well structured, logical.

(2 points)

 

Essential information is not complete. More than six sentences. Organization is sporadic. (1 point)

 

Inaccurate.

Lacks clarity.

(0 points)

 

2. Expected assessment findings

 

Accurate. Includes crucial, expected assessment findings (2 points)

 

Some, but not all crucial assessments included (1 point)

 

Inaccurate. Incomplete. (0 points)

 

3. Physiologic causes of assessment findings

 

Accurate. Explains physiologic causes (the why) of signs / symptoms. Makes meaningful connections. Module 2: Inflammation, Infection, and Immunity

(3 points)

 

Physiologic ‘why’ is incomplete. Some, but not all connections made.

(1.5 points)

 

Inaccurate. Meaningful connections lacking.

(0 points)

 

4: Relevant lab tests/diagnostics

 

Accurate. Includes crucial labs and diagnostics. (1 point)

 

Accurate. Some crucial labs/diagnostics not included.

(0.5 points)

 

Inaccurate, incomplete.

(0 points)

 

5. Physiologic cause of alterations in labs/diagnostics

 

Accurate. Explains physiologic cause (they

‘why’) of alterations. Makes meaningful connections.

(1 point)

 

Physiologic ‘why’ incomplete(

0.5 points)

 

Inaccurate. Incomplete. (0 points)

 

6. Expected essential nursing interventions (include dependent and independent)

 

Accurate. Includes all crucial, expected interventions.

(2 points)

 

Most, but not all crucial interventions included

(1 point)

 

Inaccurate. Incomplete. (0 points)

 

7. Rationale for interventions from physiologic perspective

 

Accurate. Explains the physiologic ‘why’ for interventions. Makes meaningful connections.

(3 points)

 

Accurate. Physiologic ‘why’ is incomplete. Some, but not all connections made.

(1.5 points)

 

Inaccurate. Incomplete. Meaningful connections lacking. (0 points) Module 2: Inflammation, Infection, and Immunity

 

8: Prevention

(incorporate lifestyle and social determinants as appropriate)

 

Addresses prevention strategies. Consider both potential social determinants and potential lifestyle considerations. Makes meaningful connections

(2 points)

 

Prevention considered OR social determinants considered.

(1 point)

 

Inaccurate. Incomplete. (0 points)

 

9. Priorities for Safety

/ Potential

Complications

 

Addresses priorities for safety. Addresses potential complications.

(2 points)

 

Priorities to safety OR potential complications addressed (but not both) (1 point)

 

Inaccurate. Incomplete. (0 points)

 

10: Evidence based/ writing quality

 

Accesses and integrates at least two professional

 

Multiple or lengthy direct quotations. References

 

More than 10 writing mechanics /APA

 

 

evidence-based sources (see criteria p. 6 of syllabus) per APA style. Sources developed for the lay person will not count as professional evidence. Minimal direct quotations. Fewer than five writing mechanics / APA style errors. Flows clearly and logically.

(2 points)

 

included, but do not meet criteria for professional evidence based sources. Five – ten writing mechanics / APA errors. (1 points)

 

errors. No evidence to support post.

(0 points) Module 2: Inflammation, Infection, and Immunity

Nursing homework help

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Individuals with personality disorders often find it difficult to overcome the enduring patterns of thought and behavior that they have thus far experienced and functioned with in daily life. Even when patients are aware that personality-related issues are causing significant distress and functional impairment and are open to counseling, treatment can be challenging for both the patient and the therapist. For this Assignment, you examine specific personality disorders and consider therapeutic approaches you might use with clients.

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  • Review this week’s Learning Resources and reflect on the insights they provide about treating clients with personality disorders.
  • Select one of the personality disorders from the DSM-5-TR (e.g., paranoid, antisocial, narcissistic). Then, select a therapy modality (individual, family, or group) that you might use to treat a client with the disorder you selected. Nursing homework help

 

Succinctly, in 1–2 pages, address the following:

  • Briefly describe the personality disorder you selected, including the DSM-5-TR diagnostic criteria.
  • Explain a therapeutic approach and a modality you might use to treat a client presenting with this disorder. Explain why you selected the approach and modality, justifying their appropriateness.
  • Next, briefly explain what a therapeutic relationship is in psychiatry. Explain how you would share your diagnosis of this disorder with the client in order to avoid damaging the therapeutic relationship. Compare the differences in how you would share your diagnosis with an individual, a family, and in a group session.

Support your response with specific examples from this week’s Learning Resources and at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources. Nursing homework help

DNP- 802 PEER RESPONSES

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DNP- 802 PEER RESPONSES

NKU- DNP Peers’ Posts Needing Responses

DISCUSSION QUESTIONS

Instructions:

  1. Choose 2 of the following topical areas to address in this week’s discussion board:
    1. How do you integrate theory and science into EBP?
    2. What are effective leadership characteristics? 
    3. What is Systems Thinking and how does it relate to Leadership in Advanced Practice?
    4. In  Zaccagnini, the reader is presented with brief summaries of 18 theories of nursing.  Choose one that may underpin your nursing practice and describe why that theory supports your practice or choose another theory/model that you currently use or would like to implement in your setting. 
    5. Does theory  relate or contribute anything to daily practice?  In what ways might you use theory in practice? 
    6. In what ways might you use theory in practice? 
    7. Discuss the benefits, concerns, and challenges of the systems approach as it relates to the multiple dimensions of a health care system. Please share an example of systems thinking or transformational leadership that you have seen in practice.
    8. What leadership styles do you think you will most likely adopt as a DNP graduate, when engaged in a leadership role? Why?
    9. Do you face conflict or avoid it?  How do you gain experience in feeling comfortable addressing conflict in the workplace? DNP- 802 PEER RESPONSES

 

PEER RESPONSES

Michelle Grise

MondayJan 16 at 12:13pm

Hi Everyone,

  1. What are effective leadership characteristics?

Before I delve into effective leadership characteristics, I believe it would be helpful to explain how I learned effective leadership and came to appreciate what a good leader is. I came to the US permanently in 1994 (became a US citizen in 2009) and I was able to join the US Army with my green card. I was young and did not know what a leader was. Boy did the Army teach me! Throughout an almost 21-year career, as you know, the military rotates personnel frequently, sometimes every 3-4 years and during my career and three deployments, I definitely experienced leaders that taught me how NOT to be and took away from the great leaders that nurtured me.

By learning ineffective leadership characteristics, I believe effective leadership can be born from that information. Familiar words that define ineffective leadership include, but are not limited to, passive; aggressive; or avoidant (Fosse et al., 2019). Understanding these concepts may allow the DNP to adopt successful strategies that promote effective leadership. There are various leadership models available, which includes approaches such as Directive; Autocrat; Permissive; and Democrat (Muczyk, 2020). A combination of these leadership characteristics is appropriate depending on the individual or situation being addressed. Leadership is a process that can be modified to fit the audience and environment for the DNP.

  1. Do you face conflict or avoid it?  How do you gain experience in feeling comfortable addressing conflict in the workplace?

Early in my career I leaned towards avoiding conflict and I believe that was due to being raised in a culturally subservient home. The Army helped me gain confidence, insight and taught me to face conflict and promote a healthy working environment. Confrontation tends to have a negative stigma and many people will avoid confrontation to avoid uncomfortable conversations. During our officer leadership course, we had to read books such as Crucial Conversations: Tools for talking when stakes are high and The Anatomy of Peace: Resolving the Heart of Conflict to name a few. At the time, I read those books begrudgingly however twelve years later, I still use and refer to many of those concepts to maintain healthy working relationships and a pleasant working environment. I strongly believe in ‘good’ confrontation when it is well placed. For example, we work on bias in the ED. ED providers work 24 hr shifts and it is common for all ED staff to be judgmental when a frequent flyer comes in, a patient ‘faking’ symptoms, or a patient coming in with a non-emergent complaint. We’ve had many healthy conversations where I’ve been able to explain to staff that sometimes it can be difficult for providers to walk into a patients room unbiased or objective.  This is especially difficult when it is 0200 in the morning and you have to assess a non-emergent patient. Hearing negative comments or tunnel vision type statements about a patient can lead to poor decisions. I asked the staff to try and minimize negative or biased comments which would help decrease negativity and toxicity in the department. So in response to my request, the staff now make the exact opposite statements sarcastically and jokingly to create a positive workspace. And some of the statements are quite hilarious when you get woken up in the middle of the night. I am absolutely grateful that the staff have been receptive and took a ‘confrontational’ conversation and made it into a positive situation.

If you do a climate survey, the staff will quickly tell you that I set high standards and expectations and it is a running joke that they tell all the new staff “you just have to get to know her just don’t be lazy”. The staff will also tell you that when there is a problem whether it is personal or professional, they feel comfortable coming to me for guidance. The two attributes that I continue to struggle with to this day is tact and not having the ability to ‘sugar coat’ statements. There are many times that I cannot catch the words coming out of my mouth fast enough before rephrasing a statement.  In those instances, I will hold myself accountable and apologize or tell my boss of my misstep. I try to work on this every shift I work, there are many times I fail and I wake up and try again the next day.

 

References

Fosse, T., Skogstad, A., Einarsen, S., & Martinussen, M. (2019). Active and passive forms of destructive leadership in a military context: A systematic review and meta-analysis. European Journal of Work and Organizational Psychology, 28(5), 708–722. https://doi.org/10.1080/1359432x.2019.1634550

Muczyk, J. P. (2020). The secret of successful leadership—the critical match between the characteristics of leaders, the attributes of subordinates, and the circumstances of the situation. Articles, 23(1), 27–34. https://doi.org/10.7202/1071507ar

 

 

Edith Gyan

MondayJan 16 at 1:29pm

What are effective leadership characteristics? 

There are many right ways to lead a team effectively. Undoubtedly, ineffective leadership can cost companies more than just morale. An effective leader must balance productivity with quality of care and possess practical leadership qualities. According to research from Gallup, 24 percent of employees are actively disengaged because of poor management and leadership characteristics, leading to less productive teams, less profitability, and a turnover. Turnover is nearly twice the annual salary of every employee who quits. Hence, effective leadership is vital in retaining employees, satisfying customers, and improving company productivity. Leaders must communicate the company’s vision effectively to guide teams and influence change. DNP- 802 PEER RESPONSES

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In every field, there is a need for effective leadership. However, nurses need leadership skills to help team members function better to improve patient care as healthcare advances. An effective leader must be proficient in quality improvement strategies to create and sustain changes at organizational and policy levels (Zaccagnini & Pechacek, 2021). Successful leaders demonstrate leadership qualities such as effective communication, motivation, accountability, delegation, and constructive feedback (Landry, 2018). Effective leadership characteristics consist of the following:

Ability to Influence Others

A leader must influence others and get followers for the needed change. Before a leader can be effective, one must understand oneself and the leadership’s impact by evaluating cost-effectiveness using the principles of economics and finance to lead and redesign realistic care delivery strategies effectively. As a leader, influencing others can empower employee development, accelerate quality improvement, and create a safer and better working environment for the team (Landry, 2018). By so doing, a leader could influence others by building trust with colleagues and stakeholders. As such, the leader focuses on understanding ways to motivate and encourages others to share their opinions and suggestions for improvement. Hence, making colleagues and customers know that change emanates from them based on their opinions and shared ideas.

Transparency

Another characteristic of a leader is transparency. Transparency results in employees understanding the company’s vision and focusing on their efforts to help achieve company-wide goals. As a result, the team will become more proactive, improve decision-making, and fill their calendar with items that will lead to achieving the set goals. Also, transparency leads to trust building and reveals clear goals. The more open a leader becomes about the organizational goals, challenges, vision, and mission make it easier for employees to understand their role and contribute to organizational success. Hence, having a sense of value and purpose translates into higher employee engagement levels (Landry, 2018).

Encourage Risk-Taking and Innovation

Risk-taking is a critical skill for an effective leader to possess. Leaders who take risks inspire their employees to be more creative and endorse organizational change.  In risk-taking and innovation, the higher the risks, the higher the returns. Hence, a leader with experimentation skills is critical to establishing and maintaining the company’s competitive advantage. As such, great leaders recognize this and encourage risk-taking and innovation within their organizations (Landry, 2018). Overall, creating a culture that embraces innovative ideas makes employees more emboldened to propose new ideas because their creativity is valued. Breakthroughs do not happen when companies play it safe (Landry, 2018).

Value Ethics and Integrity

Integrity and having high moral standards are essential attributes a leader must possess.  High ethical standards enable a leader to be fair, instilling employee confidence. Employees want to feel safe in their environment and know that the leader will advocate for them, treat them fairly, and do what is right for them and the business. As a leader, it is essential to act with integrity, build trust within the team, and model behavior for others (Landry, 2018).

Act Decisively

Another characteristic a leader must possess is to act in the fastest way possible due to the fast-changing pace of the healthcare system. Influential leaders need to make strategic decisions quickly to gain a competitive advantage. It allows them to balance emerging opportunities with long-term goals and objectives. A leader should be bold when making decisions, as the goal of a leader is to move the organization forward (Landry, 2018). Overall, influential leaders need to avoid hard truths. They take responsibility for their decisions, maintain optimism, and focus on charting a new course of action. They also help others cope with organizational change and address issues quickly to avoid festering and escalation.

What leadership styles will you most likely adopt as a DNP graduate when engaged in a leadership role? Why?

The leadership styles include authoritarian, democratic, transformational, transactional, and visionary leadership. The authoritarian leader exercises total decision-making power and absolute control over the subordinates. This leadership style may be necessary during emergencies but may leave the leader dissatisfied. Such leaders are autocratic and refrain from involving other staff in decision-making. The leader does not focus on relationship building and development.

Transactional Leadership style

The transactional leadership style emphasizes hierarchy and responsibility within the organization. The leaders serve and take comfort in knowing that every person holds a clear role.  DNP- 802 PEER RESPONSES

Transformational leadership style

Transformational leadership has a dedicated structure in which specific protocols are closely adhered to maintaining a high degree of control.

Visionary leadership style

The visionary leader seeks to transform nursing using evidenced based practice and innovation in today’s rapidly changing healthcare.

Democratic leadership style

Democratic leaders allow group discussion when there is a problem and select an acceptable solution. Such a leadership style promotes shared responsibility and allows for greater involvement in change. In nursing, dialogue is essential in delivering patient-centered care, teamwork, collaboration, and quality improvement strategies to improve patient, staff, and stakeholders outcomes (Zaccagnini & Pechacek, 2021).

Among the listed leadership styles, I will mainly adopt democratic leadership as a DNP graduate. Such leadership style allows the participation of members in decision-making. It allows employees to play a more significant role in making important decisions through extensive discussions and brainstorming. Also, the Magnet Certification Program encourages more decision-making control by the staff through this leadership style (Zaccagnini & Pechacek, 2021).

Nowadays, having democratic leadership helps establish effective healthcare organizations with high productivity and quality of care. Democratic leadership helps direct and coordinate a team’s activities toward a common goal. Democratic leaders possess an outstanding strength leading to quality and integration of care (Sfantou et al., 2017). Being a democratic leader will enable me to have practical strategies to balance productivity with quality care, safety, affordability, and accessibility of care based on surveys from employees and customers, leading to transformation.  Adopting the democratic leadership style means I must be easy to follow and nurture the followers so that more people will jump in and bring transformation. Such a leader enhances teamwork, collaboration, quality improvement strategies, and participation. Based on consensus, the best solution for the underlining problem will be selected so that most employees will support any change through their participation.

Also, I want staff members to openly share their ideas and concerns and offer opinions to resolve problems. By so doing, it empowers staff members towards greater personal engagement and professional satisfaction. In addition, adopting a democratic leadership style will enhance the adoption of change and its assimilation (Zaccagnini & Pechacek, 2021). Hence, engaging employees can bring about the desired transformation and outcomes. The overall leadership of the democratic style is to improve patient health outcomes and satisfaction. When employees are happy, the patient satisfaction rate increases.

References

Landry, L., (2018). 6 characteristics of an effective leader. Retrieved from https://online.hbs.edu/blog/post/characteristics-of-an-effective-lead.

Sfantou et al., (2017). Importance of Leadership Style towards Quality-of-Care Measures in Healthcare Settings: A Systematic Review. Retrieved from  https://pubmed.ncbi.nlm.nih.gov/29036901/

Zaccagnini, M. & Pechacek, J. (2021). The Doctor of Nursing practice essentials.  (4th ed.). Jones & Barlett Learning. DNP- 802 PEER RESPONSES

 

 

Katherine Cram

YesterdayJan 18 at 8:01pm

What leadership styles do you think you will most likely adopt as a DNP graduate, when engaged in a leadership role? Why?

The authors in chapter 9 of “National Academies of Science, Engineering, and Medicine” (2021) discuss the future of nursing and what is needed to achieve health equity. While the chapter focuses on what is needed for health equity it also brings up general points, discussions regarding nursing leadership, and suggestions to be a successful nursing leader. Nurses at every level are leaders in some form, whether formal or informal. The authors cite the Crossing the Quality Chasm report stating that leaders have roles including expressing the vision and goals of the organization, providing direction, listening to the frontline workers, integrating improvement efforts, and creating a supportive environment and culture. These characteristics are not necessary just in formal leadership roles but should be evident to frontline colleagues (National Academies of Science, Engineering, and Medicine, 2021).

These are all leadership qualities and styles I hope I already am near possessing and if not, I hope to possess in the future as I acquire more experience. I am a firm believer in the first step to achieving these goals is to lead by example. If I am not showing the organization’s vision and goals, I cannot expect my colleagues or staff to emulate them. As the authors state in “National Academies of Science, Engineering, and Medicine” (2021) leadership is needed at many levels to provide sustained direction and a coherent set of values and incentives to guide group and individual actions. The authors also state “nurses as a professional group manifest many of the characteristics of strong leadership- including courage, humility, caring, compassion, intelligence, empathy, awareness, and accountability…” (National Acadamies of Science, Engineering, and Medicine, 2021, p. 277). These are all leadership qualities I hope to continue to work towards. When discussing with my nurse leader colleagues, I always am a big proponent of transparency and accountability in leadership. If you do not hold people accountable to your expectations, then the rest of the styles fall to the wayside. I hope to continue to have the expectations of courage, intelligence, empathy, humility, and caring. I continue to work to fulfill these expectations by leading by my own example and then in turn hold others accountable when these are not exhibited. I also believe in leading by example in constantly sharing knowledge and cultivating a culture of constant learning. Sharing the “why” behind change always seems to get buy in much quicker than just instructing on what to do with no reason.

Do you face conflict or avoid it? How do you gain experience in feeling comfortable addressing conflict in the workplace? 

This is a remarkably interesting question to me as I feel like I am in the middle of the two options. As Zaccagnini and Pecacek (2021) state “experience is the best teacher”. Learning takes place through action and observing of an action. Once observed, we then adjust and take new action accordingly. Further, learning is entwined through life and thus successful healthcare organizations. These statements ring extremely true regarding my experience with handling conflict. Over my four years in leadership, I feel as if I have grown with how I deal with conflict. I vividly remember my first crucial conversation and how nervous I was and how much I avoided it until the last minute possible. I also remember the first time I needed to have a difficult conversation with the leader I reported to. I was, again, so nervous and procrastinated as long as possible in having the conversation. Now, four years later I find myself still getting nervous at times (and even having the physiological response of stomachache, hives, etc.) but to a much lesser degree. I also find myself, as recent as last week, conquering conflict head on immediately to get it behind me. With experience I have realized I prefer to not have it lingering and wondering “what could happen” with the conversation rather than just getting it done and having it behind me. I believe experience with dealing with conflict in the workplace comes with time. I also believe it is important to have a confidant to discuss matters of conflict with and seek advice to act as somewhat of a mentor when unsure of how to face conflict.

References:

National Academies of Sciences, Engineering, and Medicine. 2021. The Future of Nursing 2020-2030: Charting a Path to Achieve Health Equity. Washington, DC: The National Academies Press. https://doi.org/10.17226/25982 Links to an external site.

Zaccagnini, M., & Pechacek, J. (2021). The doctor of nursing practice essentials. (4th Ed.). Burlington, MA: Jones & Bartlett Learning.

Edited by Katherine Cram on Jan 18 at 8:07pm

 

Garry Thompson

YesterdayJan 18 at 8:41pm

What are effective leadership characteristics?

To be an effective leader one needs to have not only good quality individual characteristics but also need to master the environment and fully understand the culture of the organization in which they work. Individual leadership skills including their education, work experience, efficiency, and other intellectual competencies help the leader to establish validate position respect. However, combining those competences with the interpersonal skills for building a great work environment is truly the only way the unit/department/organization can progress. Those intangible attributes are mastering listening and effective communication. Each of these allows for the development of strong relationships amongst leaders and staff.  Within any connection, one cannot understate a leader’s honesty, respect, caring, approachability as each of these attributes create strengthen the trust that relationships are built on and those relationship will help support staff motivation and engagement. Even with these personal characteristics it is vital to combine them with organizational/environmental considerations for the leader to truly prosper. The environmental factors need to include support from their leader including mentorship.  It is also vital for leaders to develop relationships with their colleagues to support their continued development which will allow them to thrive in their role (Frangieh & Jones, 2022). DNP- 802 PEER RESPONSES

What leadership styles do you think you will most likely adopt as a DNP graduate, when engaged in a leadership role? Why?

For me to truly drive a healthcare organization’s change in our current healthcare delivery system, one needs to have a leader who is transformational. Transformational leadership is all about the empowerment of team members to collaborate and achieve success. Being a transformational leader does not require a formal leadership role, however, nurses and particularly DNP graduates should understand their profession at the foundation is based on being a leader whether at a formal position or providing care at bedside.  Attributes like coaching, inspiration, and mentoring to transform others and organizations are the core concept of being a transformational leader and is the best approach to providing direction for the organization of the future (Zaccagnini & White, 2017). Given the opportunity to embrace the concepts of transformational leadership will truly improve the outcomes of great organizations.

Frangieh, J., & Jones, T. (2022). Factors facilitating or inhibiting the capacity for effective leadership among front‐line nurse managers: A scoping review. Journal of Nursing Management (John Wiley & Sons, Inc.), 30(7), 2653–2669. https://doi.org/10.1111/jonm.13776Links to an external site.

Zaccagnini, M. E., & White, K. W. (2017). The doctor of nursing practice essentials: a new model for advanced practice nursing (Third edition.). Jones & Bartlett Learning. DNP- 802 PEER RESPONSES

 

PSYCHOTHERAPY FOR CLIENTS WITH ADDICTIVE DISORDERS

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PSYCHOTHERAPY FOR CLIENTS WITH ADDICTIVE DISORDERS

 

Addictive disorders can be particularly challenging for clients. Not only do these disorders typically interfere with a client’s ability to function in daily life, but they also often manifest as negative and sometimes criminal behaviors. Sometime clients with addictive disorders also suffer from other mental health issues, creating even greater struggles for them to overcome. In your role, you have the opportunity to help clients address their addictions and improve outcomes for both the clients and their families.

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES

To prepare:

  • Review this week’s Learning Resources and consider the insights they provide about diagnosing and treating addictive disorders. As you watch the 187 Models of Treatment for Addictionvideo, consider what treatment model you may use the most with clients presenting with addiction.
  • Search the Walden Library databases and choose a research article that discusses a therapeutic approach for treating clients, families, or groups with addictive disorders. PSYCHOTHERAPY FOR CLIENTS WITH ADDICTIVE DISORDERS

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THE ASSIGNMENT

In a 5- to 10-slide PowerPoint presentation, address the following. Your title and references slides do not count toward the 5- to 10-slide limit. 

  • Provide an overview of the article you selected.
    • What population (individual, group, or family) is under consideration?
    • What was the specific intervention that was used? Is this a new intervention or one that was already studied?
    • What were the author’s claims?
  • Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own clients. If so, how? If not, why?
  • Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article. 
  • Use the Notes function of PowerPoint to craft presenter notes to expand upon the content of your slides. 
  • Support your response with at least three other peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly. Provide references to your sources on your last slide. Be sure to include the article you used as the basis for this Assignment. PSYCHOTHERAPY FOR CLIENTS WITH ADDICTIVE DISORDERS

Resources

 

Resources

https://eds.s.ebscohost.com/eds/detail/detail?vid=12&sid=c08795ac-27bd-4694-ae44-0fba92446271%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#AN=wal.EBC469298&db=cat06423a

https://eds.s.ebscohost.com/eds/detail/detail?vid=15&sid=c08795ac-27bd-4694-ae44-0fba92446271%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#AN=000435063200001&db=edswsc

 

 

https://eds.s.ebscohost.com/eds/pdfviewer/pdfviewer?vid=2&sid=a23ba2c8-6454-40db-ab24-c74c6e78978e%40redis

https://eds.p.ebscohost.com/eds/detail/detail?vid=0&sid=22c76381-f218-4207-b159-ff20dd8260d2%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#AN=116270232&db=eue

https://eds.p.ebscohost.com/eds/detail/detail?vid=0&sid=88174763-87c9-473e-b5e6-363f5dc1714a%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#AN=33530782&db=mnh

 

 

 

Social (pragmatic) communication disorder

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Social (pragmatic) communication disorder

Social (pragmatic) communication disorder

 

Create a study guide for your assigned disorder. Your study guide should be in the form of an outline with references, and you should incorporate visual elements such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative! It should not be in the format of an APA paper. Your guide should be informed by the DSM-5-TR but also supported by at least three other scholarly resources. Social (pragmatic) communication disorder

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Areas of importance you should address, but are not limited to, are:

 

  • Signs and symptoms according to the DSM-5-TR
  • Differential diagnoses
  • Incidence
  • Development and course
  • Prognosis
  • Considerations related to culture, gender, age
  • Pharmacological treatments, including any side effects
  • Nonpharmacological treatments
  • Diagnostics and labs
  • Comorbidities
  • Legal and ethical considerations
  • Pertinent patient education considerations
  • Abnormal brain development or damage at an early age can lead to neurodevelopmental disorders. Within this group of disorders, some are resolvable with appropriate and timely interventions, either pharmacological or nonpharmacological, while other disorders are chronic and need to be managed throughout the lifespan.

·          For this Assignment, you will develop a study guide for an assigned disorder and share it with your colleagues

 

 

YouTube. https://www.youtube.com/watch?v=Jx4GuyX5SgcLinks to an external site.

 

 

 

  1. A. (2015). Rutter’s child and adolescent psychiatry (6th ed.). Wiley Blackwell.

 

 

Rubric

  1. Create a study guide, in outline form with references, for your assigned Incorporate visual elements such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards.
  2. Content areas of importance you should address, but are not limited to, are:• Signs and symptoms according to the DSM-5-TR• Differential diagnoses• Incidence• Development and course• Prognosis• Considerations related to culture, gender, age• Pharmacological treatments, including any side effects• Nonpharmacological treatments• Diagnostics and labs• Comorbidities•

Legal and ethical considerations• Pertinent patient education considerations.

  • Support your guide with references to the DSM-5-TR and at least three evidence-based, peer- reviewed journal articles or evidenced-based Be sure they are current (no more than 5 years old).
  1. Written Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation.

 

  1. Written Expression and Formatting – The guide follows correct APA format for parenthetical/narrative in-text citations and reference list. Social (pragmatic) communication disorder

Nur 362 Assignment

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Nur 362 Assignment

From the list below, choose one topic and identify two specific legal obligations that a specific health service organization has to its patients and then write a paper discussing all the areas listed in the outline following this subject list.  Include a cover page and a list of references at the end of the paper.  Paper will be double spaced and be approximately 4-5 pages in 12 point New Times Roman font.

Note: Outline:  Must use the headings from the outline below in your paper and the paper must be in narrative form not outline or bullet format. A penalty will be deducted from paper if underlined headings not used in your paper.  Nur 362 Assignment

TOPICS

  • Patient Choice & Treatment Consent
  • Emergency Care
  • Genetic Information & Nondiscrimination
  • Failure to Maintain Staffing Ratios
  • Privacy & Confidentiality
  • Vaccines for Children
  • Human Subjects Research Protections
  • Opioids (Recovery and Treatment)
  • Pregnancy in the Workplace
  • Mental Health (Voluntary or Involuntary Care and Treatment of Mentally Ill Persons)
  • Patient Safety
  • Nicotine Use Among Teens
  1. Official Title of the Law or Laws:  

State the official title of the federal and/or state law, the statute and section number.  Must be either a federal statute or state statute and you must cite both if applicable. Thus if there is both a federal and state law that covers your subject picked then you must cite both. Do not assume that there is just a federal and or state law. In most cases there is both a federal and state law. You must use the laws cited in this section throughout the rest of the paper.

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  1. Health Care Organization’s Obligations to meet Patients’ Legal Rights:

Describe in detail two specific legal obligations, required by the federal and or state law, that a health care organization owes to its patients.  Include the specific law citation that describes the patient’s rights.  Use in-text citations for all statistical references.

  1. Consequences for Non-Compliance:

First, discuss in general the civil and criminal consequences from either the federal and or state law. List the two legal obligations from the previous section, then discuss two (2) specific consequences from the federal and or state law, one consequence for each legal obligation, for the organizations’ non-compliance. Then for each consequence you must research and discuss one relevant real life case. In other words, you must discuss one (1) consequence for each legal obligation and have one real life researched case for each consequence. See outline below. Cases must be found via the internet or print media or from personal real life experiences.  In other words, what would happen if the organization neglected to meet its obligations to its patients? Be specific. Provide the specific Federal and or state law citations to back up your claim of the consequences.   Provide link to source of information.

1)     Legal obligation 1

  • One specific consequence
  • One real life case

2)     Legal obligation 2

  • One specific consequence
  • One real life case
  1. Health Service Organization Management Actions to meet Legal Obligations for Patients’ Rights:

Describe in detail three (3) specific management actions, within your control as a health care manager that you would institute, to ensure the health care organization complies with its obligations to protect the patients’ rights. Be specific as to each management action you would personally institute and why. No general comments.  These actions may include specific uses of technology, procedures, human resource training, and other management tools. Nur 362 Assignment

  1. Conclusion:Summary of your findings above.
  2. Reference List [APA Format] 

The paper must be:

  • Written in paragraph format using complete sentences and providing support for  your statements.
  • Be sure and use the underlined headings found in the outline, as listed above, in your paper. Paper must be in narrative format not outline or bullets.
  • Include a cover page [not counted as a page] which should have student name and title of your paper [Provide a short name for the legal responsibility the specific health care organization has for one type of patient right in a specific setting ]
  • At the end of the paper a list of references [not counted as a page]
  • The paper is to be posted in Assignment #1 drop box.
  • Must cite to the source for all facts in the text of your paper in APA format.

Example of in-text citation:

(Ernst, & Young, 2020).

Example of source cited on reference page:

References

Healthcare Financial Management Association (U.S.), Ernst, & Young. (2020). Health care system reform: A provider perspective : survey results. Westchester, Ill.: Healthcare Financial Management Association.

Rubric

  1. Proper Titles for Laws & Legal Obligations

Relevant federal and state statutes are all current and properly titled. The research represents a thorough canvass of the law and secondary sources. Demonstrated high degree of logic and reasoning when discussing the law and connecting to main points regarding two (2) legal obligations.  

 

  1. Legal Consequences & Real Life Cases

Student provided extensive original analysis of civil/criminal consequences and legal obligations. Goes substantially beyond points raised in classroom reading and discussions. Student has identified two (2) real life cases that are precedent, seminal, or not previously discussed in the Discussion Boards by the student, other students or the Professor.

 

  1. Management Actions & Conclusion

Student offers original contributions to the discussion of three (3) management actions. Management actions discussed are related to each other in interesting and creative ways with reference to research. Thought provoking or interesting conclusion that ties everything together and furthers the thesis of the paper. Nur 362 Assignment

UNITED STATES NURSING PROFESSION ISSUE

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UNITED STATES NURSING PROFESSION ISSUE

What issues are affecting healthcare? How do these issues affect you, your practice, and/or your organization? How do these issues affect your patients?

Throughout this course you have identified and supported an advocacy priority, focusing specifically on how best to move the agenda forward. Now is your opportunity to explore a specific issue affecting the nursing profession in the United States. Nurses hold a front row seat to what is happening in healthcare. Nurses can see what is working and what is not working in the field on a daily basis. UNITED STATES NURSING PROFESSION ISSUE

For this Discussion, consider what you have learned thus far about the political and social determinants of health and healthcare policy and advocacy. Identify a nursing issue that many impact you. What can be done about this issue? Who is impacted by this issue? How might policy remedy this issue?

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Select a nursing profession issue happening in the United States.

Post a response detailing the following:

  • Provide a clear and detailed description of the nursing profession issue.
  • Explain how you might be impacted by this issue.
  • Explore how this issue might be addressed and/or remedied through poli. UNITED STATES NURSING PROFESSION ISSUE

NEURODEVELOPMENTAL DISORDERS Assignment

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NEURODEVELOPMENTAL DISORDERS Assignment

Abnormal brain development or damage at an early age can lead to neurodevelopmental disorders. Within this group of disorders, some are resolvable with appropriate and timely interventions, either pharmacological or nonpharmacological, while other disorders are chronic and need to be managed throughout the lifespan.

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LEARNING RESOURCES

Required Readings

  • Hilt, R. J., & Nussbaum, A. M. (2016). DSM-5 pocket guide for child and adolescent mental healthLinks to an external site.. American Psychiatric Association Publishing.
    • Chapter 12, “Developmental Milestones”Links to an external site.
  • 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.). Wiley Blackwell.
    • Chapter 51, “Autism Spectrum Disorder”
    • Chapter 55, “ADHD and Hyperkinetic Disorder”
  • Utah State University. (n.d.). Creating study guidesLinks to an external site.. https://www.usu.edu/academic-support/test/creating_study_guidesLinks to an external site.
  • Walden University. (2020). Success strategies: Self-paced interactive tutorialsLinks to an external site.. https://academicguides.waldenu.edu/academic-skills-center/skills/tutorials/success-strategiesLinks to an external site.
  • Zakhari, R. (2020). The psychiatric-mental health nurse practitioner certification review manual. Springer.
    • Chapter 13, “Child/Adolescent Neurodevelopmental Disorders” NEURODEVELOPMENTAL DISORDERS Assignment

Required Media

Medication  Review

Irritability in autism Attention-deficit/hyperactivity disorder
aripiprazole
risperidone		 amphetamine IR, XR, and ER
dextroamphetamine
atomoxetine

clonidine hydrocholoride ER
Dexmethylphenidate IR and XR
guanfacine hydrocholride ER
lisdexamfetamine
methylphenidate
methylphenidate hydrocholoride IR and ER, transdermal

 

 

TO PREPARE

  • Your Instructor will assign you to a specific neurodevelopmental disorder from the DSM-5-TR.
  • Research your assigned disorder using the Walden Library. Then, develop an organizational scheme for the important information about the disorder.

THE ASSIGNMENT

THE ASSIGNED DISORDER: Childhood-onset fluency disorder (stuttering)

Create a study guide for Childhood-onset fluency disorder (stuttering). Your study guide should be in the form of an outline with references, and you should incorporate visual elements such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative! It should not be in the format of an APA paper. Your guide should be informed by the DSM-5-TR but also supported by at least three other scholarly resources. NEURODEVELOPMENTAL DISORDERS Assignment

Areas of importance you should address, but are not limited to, are:

  • Signs and symptoms according to the DSM-5-TR
  • Differential diagnoses
  • Incidence
  • Development and course
  • Prognosis
  • Considerations related to culture, gender, age
  • Pharmacological treatments, including any side effects
  • Nonpharmacological treatments
  • Diagnostics and labs
  • Comorbidities
  • Legal and ethical considerations
  • Pertinent patient education considerations. NEURODEVELOPMENTAL DISORDERS Assignment

 

Family Nurse Practitioner Paper

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Family Nurse Practitioner Paper

This assignment will demonstrate your ability to provide age-appropriate anticipatory guidance while recognizing the need to refer patients that are outside of the scope of practice of the family nurse practitioner. This will be demonstrated by completing a SOAP note based on the patient Desiree Allen seen in Unit 2 in the VR platform.

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Write-ups

The SOAP note serves several purposes:

  1. It is an important reference document that provides concise information about a patient’s history and exam findings at the time of patient visit.
  2. It outlines a plan for addressing the issues which prompted the office visit. This information should be presented logically and prominently features all of the data that’s immediately relevant to the patient’s condition. Family Nurse Practitioner Paper
  3. It is a means of communicating information to all providers involved in the care of a particular patient.
  4. It allows the NP student to demonstrate their ability to accumulate historical and examination-based information, use their medical knowledge, and derive a logical plan of care.

Knowing what to include and what to leave out will largely depend on experience and your understanding of illness and pathophysiology. If, for example, you were unaware that chest pain is commonly associated with coronary artery disease, you would be unlikely to mention other coronary risk factors when writing the history. As you gain experience, your write-ups will become increasingly focused. You can accelerate the process by actively seeking feedback about all the SOAP notes you create and reading those written by more experienced practitioners.

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The core aspects of the SOAP note are described in detail below.

For ease of learning, a SOAP note template has been provided. This assignment requires proper citation and referencing because it is an academic paper.

S: Subjective information. Everything the patient tells you. This includes several areas, including the chief complaint (CC), the history of present illness (HPI), medical history, surgical history, family history, social history, medications, allergies, and other information gathered from the patient. A commonly used mnemonic to explore the core elements of the history of present illness (HPI) is OLD CARTS, which includes: Onset, Location, Duration, Characteristics, Aggravating factors, Relieving factors, Treatments, and Severity.

O: Objective is what you see, hear, feel or smell. Your physical exam, including vital signs.

A: Assessment/your differentials

P: Plan of care including health promotion and disease prevention for the patient related to their age and gender.

This assignment will demonstrate your ability to provide age-appropriate anticipatory guidance while recognizing the need to refer patients that are outside of the scope of practice of the family nurse practitioner. This will be demonstrated by completing a SOAP note based on the patient Desiree Allen seen in Unit 2 in the VR platform.

Write-ups

The SOAP note serves several purposes:

  1. It is an important reference document that provides concise information about a patient’s history and exam findings at the time of patient visit.
  2. It outlines a plan for addressing the issues which prompted the office visit. This information should be presented logically and prominently features all of the data that’s immediately relevant to the patient’s condition.
  3. It is a means of communicating information to all providers involved in the care of a particular patient.
  4. It allows the NP student to demonstrate their ability to accumulate historical and examination-based information, use their medical knowledge, and derive a logical plan of care.

Knowing what to include and what to leave out will largely depend on experience and your understanding of illness and pathophysiology. If, for example, you were unaware that chest pain is commonly associated with coronary artery disease, you would be unlikely to mention other coronary risk factors when writing the history. As you gain experience, your write-ups will become increasingly focused. You can accelerate the process by actively seeking feedback about all the SOAP notes you create and reading those written by more experienced practitioners. Family Nurse Practitioner Paper

The core aspects of the SOAP note are described in detail below.

For ease of learning, a SOAP note template has been provided. This assignment requires proper citation and referencing because it is an academic paper.

S: Subjective information. Everything the patient tells you. This includes several areas, including the chief complaint (CC), the history of present illness (HPI), medical history, surgical history, family history, social history, medications, allergies, and other information gathered from the patient. A commonly used mnemonic to explore the core elements of the history of present illness (HPI) is OLD CARTS, which includes: Onset, Location, Duration, Characteristics, Aggravating factors, Relieving factors, Treatments, and Severity.

O: Objective is what you see, hear, feel or smell. Your physical exam, including vital signs.

A: Assessment/your differentials

P: Plan of care including health promotion and disease prevention for the patient related to their age and gender. Family Nurse Practitioner Paper