Psychological Testing and Assessment

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Psychological Testing and Assessment

According to Cohen and Swerdlik (2018), Reliability means to be consistent. In psychometric terms, the meaning of reliability is based on when something is said to be consistent. The book defines “a reliability coefficient is an index of reliability, a proportion that indicates the ratio between the true score variance on a test and the total variance” (Cohen & Swerdlik, 2018, p. 141). Moreover, in testing and assessment there exist three sources of error variance such as test construction, test administration, and test scoring and interpretation. The text state that a measurement error is everything that is associated with the process of the variable being measured instead of the variable being measured (Cohen & Swerdlik, 2018)Psychological Testing and Assessment.

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Internal consistency reliability coefficient = .92

According to Cohen and Swerdlik (2018), states that internal consistency reliability is when a one can obtain an estimation of a test being reliable without creating a different form of the test nor administering the same test twice to the same individual (Cohen & Swerdlik, 2018). Furthermore, a test that has an Internal consistency reliability coefficient = .92 means that the item on the test must relate to one another and it also means that there exists a strong relationship between the content of the test. As I mentioned at the beginning of the post reliability means to be consistent. The higher the coefficient, the more reliable the test is. A .92 means that the test has excellent reliability and it is acceptable.

Alternate forms reliability coefficient = .82

According to Cohen and Swerdlik (2018), states that alternate forms are different types of test that are built to be parallel. Hence, the reliability of the alternate forms refers to “an estimate of the extent to which these different forms of the same test have been affected by item sampling error, or other error” (Cohen & Swerdlik, 2018, p. 149). An example we can use is when a person is given two different versions of the same test at a different time.

Test-retest reliability coefficient = .50

According to Cohen and Swerdlick (2018), A test-retest reliability is when a test is administered twice at two different points of time. Moreover, one we have to evaluate the reliability of a test-retest that purport to measure is fairly stable over time (Cohen & Swerdlik, 2018)Psychological Testing and Assessment.

The higher the coefficient, the more reliable the test is. .92 means that the test has excellent reliability and it is acceptable the higher, the greater. An Alternate forms reliability coefficient = .82 is still high reliability, and it is also acceptable. A test-retest is a correlation of the same test over two administrator which relates to stability that involves scores. The book states that the more extended time has, the higher the chances that the reliability coefficient will be lower. Therefore, the passage of time may be an error of variance (Cohen & Swerdlik, 2018). Thus, depending on what the individual has been through some traumatic event it may also create an error variance which will impact their score variance and which will change, and the reliability will be lower than if that individual did not have any traumatic event. Therefore, if it is below .50 is not considered to be a reliable test nor acceptable. The book also states that “If we are to come to proper conclusions about the reliability of the measuring instrument, evaluation of a test-retest reliability estimate must extend to a consideration of possible intervening factors between test administrations” (Cohen & Swerdlik, 2018, p. 146)Psychological Testing and Assessment.

Reference

Cohen, R. J., Swerdlik, M. (2018). Psychological Testing and Assessment. [Capella]. Retrieved from https://capella.vitalsource.com/#/books/1260303195/

Home Visit With Sallie Mae Fisher

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observe the simulated “Home Visit With Sallie Mae Fisher” video

Refer to “Sallie Mae Fisher’s Health History and Discharge Orders” for specifics related to the case study used to inform the assignment.

Using “Home Visit With Sallie Mae Fisher” and “Sallie Mae Fisher’s Health History and Discharge Orders,” complete the following components of this assignment:

Essay Portion

After viewing the home visit, write an essay of 500-750-words in which you do the following:

  1. Identify,      prioritize, and describe at least four problems.( problems identify are as follows

Mrs. Fisher’s number one problem is dehydration. In the video her vital signs are: Heart rate 58, blood pressure 90/56, respiratory rate 24 and temperature 97.8F (GCU, 2017). Her physical assessment reveals poor skin turgor, tenting, dry mucus membranes, hypoactive bowel sounds, no bowel movement for three days and a 14 pound weight loss in one week (GCU, 2017). She admits to “not having an appetite.” She is taking Lasix, a diuretic further contributing to her fluid loss.  All of these finding are consistent with dehydration. Dehydration can lead to a kidney injury, seizures and hypovolemic shock (Mayo Clinic, 2017).  Home Visit With Sallie Mae Fisher

The next problem is an unsafe living environment. In in video we see a loose rug on the floor, prescriptions on the table and mail on the couch. This lack of organization and Mrs. Fisher’s age put at risk for a fall. The Center for Disease Control and Prevention (CDC) states, “One out of five falls in an older adult causes a serious injury such as broken bones or a head injury” (CDC, 2017).

Then we look at her lack of understanding surround her discharge. She is supposed to be on home oxygen but didn’t have it delivered because she thinks she will, “Be in the poor house” due to cost of her medications and medical supplies. The final problem is her depression. Mrs. Fisher explains her husband died. She now lives alone and, “doesn’t even care, is so lonesome and misses him so” (GCU, 2017). 

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  1. Provide      substantiating evidence (assessment data) for each problem identified.
  2. Identify      and describe at least four medical and/or nursing interventions.
  3. Discuss      your rationale for the interventions identified.

Prepare this step of the assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Scripted Dialogue Portion

Utilizing the information learned from the home visit, health histories, and discharge orders, write a scripted dialogue in which you provide Sallie Mae with education that describes her problems and the interventions identified to improve her condition. Consider Sallie Mae’s physiological, psychosocial, educational, and spiritual needs when developing your dialogue. Home Visit With Sallie Mae Fisher

Your dialogue should resemble a script. The following is an example of a few sentences from a scripted dialogue:

Nurse: “Good morning, Salle Mae, my name is ______ and I will be your nurse today. I understand you are experiencing problems with ________.”

APA format is not required for this part of the assignment, but solid academic writing is expected.

Refer to “Home Visit With Sallie Mae Fisher Grading Criteria.”

Entire Assignment

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin. Home Visit With Sallie Mae Fisher

 

Identification Of Issue Significant To Nursing Practice II

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Identification Of Issue Significant To Nursing Practice II

DQ1

During your practicum, determine what clinical problem or issue the organization is facing. Discuss two implications for nursing.

 

DQ2

What is the main issue for your organization in addressing a solution to evidence-based nursing practice? Discuss what might be the first step in addressing and resolving this issue. Identification Of Issue Significant To Nursing Practice II

Capstone Project Topic Selection and Approval

 

In collaboration with the approved course preceptor, students will identify a specific evidence-based topic for the capstone project change proposal. Students should consider the clinical environment in which they are currently employed or have recently worked. The capstone project topic can be a clinical practice problem, an organizational issue, a leadership or quality improvement initiative, or an unmet educational need specific to a patient population or community. The student may also choose to work with an interprofessional collaborative team.

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Students should select a topic that aligns to their area of interest as well as the clinical practice setting in which practice hours are completed.

Write a 500-750 word description of your proposed capstone project topic. Include the following:

  1. The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal.
  2. The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed.
  3. A description (providing a high level of detail) regarding the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.
  4. Effect of the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.
  5. Significance of the topic and its implications for nursing practice.
  6. A proposed solution to the identified project topic with an explanation of how it will affect nursing practice.

You are required to cite to a minimum of eight peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice. Plan your time accordingly to complete this assignment. Identification Of Issue Significant To Nursing Practice II

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

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

 Capstone Project: Developing a Question

Recall the components of PICOT from your research course:

(P)  Population of Focus

(I)   Intervention

(C)  Comparison

(O)  Outcome

(T)   Time

 

Identify each of the components in relation to your approved Capstone Project topic.

P: 

I: 

C: 

O: 

T: 

Then, develop a PICOT question/statement.

 

 

 

 

 

Examples of PICOT questions/statements:

  • In adult cardiac surgery patients experiencing post-operative pain (P) immediately following surgery (P), is morphine (I) or fentanyl (C), administered intravenously, more effective in reducing postoperative (T) pain (O)?
  • For immune-compromised patients, 50 years and older (P), does the use of pneumonia vaccine (I) reduce the future risk (T) of pneumonia (O) compared with patients who have not received the vaccine (C)? Identification Of Issue Significant To Nursing Practice II

NRS-493 Individual Success Plan

REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.

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 Complete Contact Information
Student Information GCU
Name:  
E-mail:    
Phone Number:    
Course Faculty Information GCU
Name:  
E-mail:    
Phone Number:    
Practicum Preceptor Information Practice Setting
Name:  
E-mail:    
Phone Number:    

 

 

 

ISP Instructions

Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.

In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).

General Requirements

Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:

  • Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.

Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A). Identification Of Issue Significant To Nursing Practice II

Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.

 

Topic Graded Assignment Indirect Clinical Assignments
Topic 1 1.      Individual Success Plan

2.      Reflection Journal Entry

 1.      List of potential topics for the change proposal
Topic 2 1.      Topic Selection Approval Paper

2.      Reflection Journal Entry

 1.      Search the literature for supporting journal articles

2.      Summary of topic category; community or leadership
Topic 3 1.      PICOT Question Paper

2.      Reflection Journal Entry

 1.      List of objectives
Topic 4 1.      Literature Evaluation Table

2.      Reflection Journal Entry

 1.      List of measurable outcomes
Topic 5 1.      Reflection Journal Entry 1.      Summary of the strategic plan

2.      Midterm Evaluation Tool
Topic 6 1.      Literature Review Table

2.      Reflection Journal Entry

 1.      List of resources
Topic 7 1.      Reflection Journal Entry 1.      Summary of the evaluation plan

2.      Remediation-if required
Topic 8 1.      Benchmark Written Capstone Project Change Proposal

2.      Reflection Journal Entry

  
Topic 9 1.      Reflection Journal Entry 1.      Professional Presentation
Topic 10 1.      Finalized ISP

2.      Scholarly Activity Summary

3.      Benchmark-Reflection Journal Summary

 1.      Summary of presentation

2.      Final Clinical Evaluation Tool

3.      Practice Clinical Evaluation Tool-Agency

4.      Practice Clinical Evaluation Tool-Preceptor

 

 

Application-based Learning Course Assignments List of Current Course Objectives Assignment

Date Due

Self-Assessment:

Programmatic Domains & Competencies

(see Appendix A)

 Self-Assessment:

GCU RN-to-BSN

University Mission Critical Competencies

 (see Appendix A)

 Date

Assignment

Completed
           
           
           
           
           
           
           
           
           
           
           
           
           
           
           

By typing in his/her signature below, the student agrees to have read, understood, and be accountable for the instructions, assignments, and hours shown above and that all questions have been satisfactorily answered by the faculty.

Preceptors will sign upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

 

Student Signature
Name:  
Date:  
Preceptor Signature [Upon Initiation of Course]
Name:  
Date:  
Preceptor Signature [Upon Completion of Course]
Name:  
Date:  

 

APPENDIX A:

GCU RN-to-BSN Domains & Competencies

  1. University’s Mission Critical Competencies

How does this Individual Success Plan support the GCU Mission?

MC1: Effective Communication: Therapeutic communication is central to baccalaureate nursing practice. Students gain an understanding of their ethical responsibility and how verbal and written communication affects others intellectually and emotionally. Students begin to use nursing terminology and taxonomies within the practice of professional and therapeutic communication. Courses require students to write scholarly papers, prepare presentations, develop persuasive arguments, and engage in discussion that is clear, assertive, and respectful. Identification Of Issue Significant To Nursing Practice II

MC2: Critical Thinking: Courses require students to use critical thinking skills by analyzing, synthesizing, and evaluating scientific evidence needed to improve patient outcomes and professional practice.

MC3: Christian Worldview: Students will apply a Christian worldview within a global society and examine ethical issues from the framework of a clearly articulated system of professional values. Students will engage in discussion of values-based decisions made from a Christian perspective.

MC4: Global Awareness, Perspectives, and Ethics: The concept of global citizenship is introduced to baccalaureate students in the foundational curriculum. Some courses will focus on the human experience across the world health continuum. The World Health Organization (WHO) definitions of health, health disparities, and determinants of health are foundational to nursing practice.

MC5: Leadership: Students are required to develop skills and knowledge associated with their professional role. Courses require students to develop self-leadership skills such as time management, setting priorities, self-control, and evaluation of their abilities and performance.

 

  1. Domains and Competencies

How does this Individual Success Plan support the Program Domains and Competencies?

Domain 1: Professional Role

Graduates of Grand Canyon University’s RN-BSN program will be able to incorporate professional values to advance the nursing profession through leadership skills, political involvement, and life-long learning.

Competencies:

1.1:      Exemplify professionalism in diverse health care settings.

1.2:      Manage patient care within the changing environment of the health care system.

1.3:      Exercise professional nursing leadership and management roles in the promotion of patient safety and quality care.

1.4:      Participate in health care policy development to influence nursing practice and health care.

1.5:      Advocate for autonomy and social justice for individuals and diverse populations.

 

Domain 2: Theoretical Foundations of Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will have acquired a body of nursing knowledge built on a theoretical foundation of liberal arts, science, and nursing concepts that will guide professional practice.

Competencies:

2.1:      Incorporate liberal arts and science studies into nursing knowledge.

2.2:      Comprehend nursing concepts and health theories.

2.3:      Understand and value the processes of critical thinking, ethical reasoning, and decision making.

Domain 3: Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will be able to utilize the nursing process to provide safe quality care based on nursing best practices.

Competencies:

3.1:      Utilize the nursing process to provide safe and effective care for patients across the lifespan

3.2:      Implement patient care decisions based on evidence-based practice.

3.3:      Provide individualized education to diverse patient populations in a variety of health care settings.

3.4:      Demonstrate professional standards of practice.

Domain 4: Communication/Informatics

Graduates of Grand Canyon University’s RN-BSN program will be able to manage information and technology to provide safe quality care in a variety of settings. In addition, graduates will be able to communicate therapeutically and professionally to produce positive working relationships with patients and health care team members.

Competencies:

4.1:      Utilize patient care technology and information management systems.

4.2:      Communicate therapeutically with patients.

4.3:      Promote interprofessional collaborative communication with health care teams to provide safe and effective care.

Domain 5: Holistic Patient Care

Graduates of Grand Canyon University’s RN-BSN program will be able to provide holistic individualized care that is sensitive to cultural and spiritual aspects of the human experience.

Competencies:

5.1:      Understand the human experience across the health-illness continuum.

5.2:      Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.

5.3:      Provide culturally sensitive care.

5.4:      Preserve the integrity and human dignity in the care of all patients. Identification Of Issue Significant To Nursing Practice II

NRS- 524 & NR-533

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NRS-524 Health Policy, Advocacy and Economics in Healthcare

Question: 1

For this week’s discussion, choose one of the following options for your initial post: (300 Words).

  1. Select one of countries in the video “Sick around the world”. Briefly describe one key element of that country’s healthcare system, and state why you believe it would or would not be beneficial in improving access and quality or lowering costs in the United States healthcare system.
  2. Discuss how access to education affects health outcomes.

Week 10: Required Readings

  • Bodenheimer & Grumbach,
    • Chapter 14
  • PBS.org. (2008, April 15). Sick around the world (video). PBS.org – Frontline. (1 hour)
    (click on link for video) (used in this weeks discussion)
  • Robbins, R. E. (Director). (2016). Girl rising – Nepal Chapter (video). 10×10 Studios, Youtube.com (13 min)
    Access to the complete Girl Rising Documentary (2 hour) (Library Link) – Nepal Chapter starts at 19:00 min.NRS- 524 & NR-533

 

 

NR533: Quality Improvement and Patient Safety

Question: 2

Reflective Journal

Separate groups: Group A

The Reflective Journal is a place to write short reflections that are posed during the course in Lessons and elsewhere. These are private between student and instructor and allow a non-formatted space for reflecting about your weekly learning and help you realize how you have changed based on the learning you have accomplished during the course.

Please make sure to enter a “Heading” for each reflection that your are entering to keep them separate.

Please be honest about your reflections as these should be your actual thoughts not regurgitation of textbook content.

Assignment – Quality improvement project (written paper)

Question: 3

Purpose:

This assignment provides students with the opportunity to design, develop, implement and evaluate a quality improvement project in their practice setting. The Model for Improvement is used for improvement and to test change(s) using Plan-Do-Study-Act (PDSA) cycle on a small scale. See the criteria below for full descriptions. NRS- 524 & NR-533

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Instructions:

Write a Quality Improvement Paper using the criteria below and following APA Guidelines of 10-15 pages (excluding title and references). (12 Pages)

Criteria Item Description
Title
  • Title indicates an initiative to improve healthcare.
Problem
  • Define the nature and significance of the local problem, and the focus of your proposed QI project.
  • Describe the local context:
    • type and size of organization
    • details about the staff members
    • brief description of patient population.
Aim Statement
  • Time-specific and measurable; it should also define the specific population that will be affected (ihi.org, 2017).
  • Use the S.M.A.R.T. criteria:
    • Specific
    • Measurable
    • Achievable
    • Realistic/Relevant
    • Timely
Project Objectives
  • Use the S.M.A.R.T. criteria to write each objective.
Background
  • Summarize and synthesize the literature.
    • What is the existing evidence about why the problem exists?
    • Is there evidence for what works and what does not work to solve the problem?
Design
  • Describe the change(s)/intervention(s) that you implemented to improve the quality of care.
Strategy

Model for Improvement (MFI)

Part 1:

Three fundamental questions

Part 2:

Plan-Do-Study-Act (PDSA) cycle
  • Explain the strategy for improvement and discuss how you implemented your improvement cycles.

    For Part 1:

  • State and respond to the 3 fundamental questions from the MFI
  1. What are we trying to accomplish?
  2. How will we know that a change(s) is an improvement?
  3. What change(s) can we make that will result in improvement?
  • For Part 2:
  • Use the PDSA cycle to conduct the rapid test(s) of change on a small scale (ihi.org, 2017)
  • Each phase of the PDSA cycle must be described in sufficient detail so the reader can replicate the cycle.
Results
  • Provide a summary of the results using quality tools, e.g. run charts, control charts.
  • Describe the variation in your data. Were the change(s)/intervention(s) responsible for improvements? Compare your results to your baseline data (measurement).
  • Comment on how you assessed whether the data was complete and accurate. Was there any missing data? Please comment on whether there any unintended consequences such as unexpected benefits, problems, failures or costs with the change(s)/intervention(s).
Conclusion
  • Reflect on the background knowledge including research, noting what is already known on this topic and what your project adds.
  • Refer to aim statement; did your project achieve its purpose/aim? Was it a useful project? Were your measures appropriate and did you use balancing measures?
  • Give an assessment of whether you think your project is sustainable and spread?

 

Week 10: Required Readings

  • Nash, Joshi, Ransom, & Ransom: Chapters 7 & 8.
  • Adcock, S., Kuszajewski, M. L., Dangerfield, C., & Muckler, V. C. (2020). Optimizing nursing response to in-hospital cardiac arrest events using in situ simulation (PDF). Clinical Simulation in Nursing, 49, 50-57.
    (Copywrite permission granted)
  • Berwick, D. M., Nolan, T. W., & Whittington, J. (2008, May-June). The Triple Aim: Care, health, and cost. Health Affairs, 27(3), 759-769. (Library Link)
  • Brazil, V., Purdy, E. I., & Bajaj, K. (2019, Nov.). Connecting simulation and quality improvement: How can simulation really improve patient care? BMJ Quality and Safety, 28(11), 862-865. (Library Link)
  • Jung, D., Carman, M., Aga, R., & Burnett, A. (2016, Jan.-March). Disaster preparedness in the Emergency Department using in situ simulation. Advanced Emergency Nursing Journal, 38(1), 56-68. (Library Link)
  • Wheeler, D. S., Geis, G., Mack, E. H., LeMaster, T., & Patterson, M. D. (2013, June). High-reliability emergency response teams in the hospital: Improving quality and safety using in situ simulation training. BMJ Quality and Safety, 22(6), 507-514. (Library Link)

Content in weeks Lesson

  • IHI. (2019, Feb.). An Overview of the IHI Triple Aim.IHI Open School. (Video)
  • Portico Network. (2014, April). How simulation can benefit patient safety and quality education. Portico Network. (Video) NRS- 524 & NR-533

Assessing And Diagnosing Patients With Mood Disorders

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Assessing And Diagnosing Patients With Mood Disorders

  • Review this week’s Learning Resources. Consider the insights they provide about assessing and diagnosing mood disorders.
  • Download the Comprehensive Psychiatric Evaluation Template, which you will use to complete this Assignment. Also review the Comprehensive Psychiatric Evaluation Exemplar to see an example of a completed evaluation document.
  • By Day 1 of this week, select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the “Case History Reports” document, keeping the requirements of the evaluation template in mind.

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  • Consider what history would be necessary to collect from this patient.
  • Consider what interview questions you would need to ask this patient.
  • Identify at least three possible differential diagnoses for the patient.  Assessing And Diagnosing Patients With Mood Disorders
By Day 7 of Week 3

Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template:

  • Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
  • Objective: What observations did you make during the psychiatric assessment?
  • Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
  • Reflection notes: What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.)Assessing And Diagnosing Patients With Mood Disorders.

Video:

https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/depressive-disorders/cite?context=channel:diagnosing-mental-disorders-dsm-5-and-icd-10

video citation

Classroom Productions (Producer), & Harrigan, S. (Director). (2015). Depressive Disorders. [Video/DVD] Microtraining Associates. Retrieved from https://video.alexanderstreet.com/watch/depressive-disorders Assessing And Diagnosing Patients With Mood Disorders

Nursing Philosophy and Goals

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ex 225814341_Nursing Philosophy and Goals This is a WRITING INTENSIVE Bachelors class. Outline must be INCLUDED. Write a paper that reveals how your philosophy of nursing and your expertise are connected. My area of expertise is “Cardiac nursing”. Include at least 4 scholarly references. In total, this document should be 6 pages in length NOT including the outline, cover or reference page. Remember an outline MUST be included and this is a writing intensive class and it expected that the writing reflect such. 6 pages, 4 APA The Complex Adaptive Systems (CAS) framework should be used thoroughly in terms of evaluating the performance of healthcare organizations and the skills that are needed by today’s nurses.

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Nurse leaders’ performances and their skill sets should also be evaluated by implementing the CAS framework in a thorough manner. It should be noted that the CAS framework is constituted of certain specific aspects, including the involvement of individual parts or agents. In such a system there is no particular leader or individual who would be coordinating the action of the others involved in the maintenance and implementation of the system. In the current healthcare context the implementation of CAS demands nursing practitioners and nursing leaders to develop interpersonal and communication skills in a thorough manner.

Moreover, in respect of the growing rate of the ageing population and their health-related demands, nursing leaders, in the context of application of the CAS, must strive for improving their cultural diversity management skills and they must also look forward to develop those skills that are needed to provide a holistic are regime for the concerned population.

Quality Improvement

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Research a health care organization or network that spans several states within the United States (United Healthcare, Vanguard, Banner Health, etc.). Assess the readiness of the health care organization or network you chose regarding meeting the health care needs of citizens in the next decade.

Prepare a 1,000-1,250-word that presents your assessment and proposes a strategic plan to ensure readiness. Include the following:

  1. Describe the health care organization or network.
  2. Describe the organization’s overall readiness based on your findings.

3.Prepare a strategic plan to address issues pertaining to network growth, nurse staffing, resource management, and patient satisfaction.

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4.Identify any current or potential issues within the organizational culture and discuss how these issues may affect aspects of the strategic plan. Quality Improvement

5. Propose a theory or model that could be used to support the implementation of the strategic plan for this organization. Explain why this theory or model is best.

You are required to cite a minimum of three sources to complete this assignment. Sources must be appropriate for the assignment and relevant to nursing practice. Quality Improvement

Prepare this assignment according to the guidelines found in the APA Style Guide.

Global Health Research Example Paper

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Global Health Research Example Paper

Develop a 6–8 page, APA-formatted article on a global health topic for publication. Describe the factors that impact health and health care delivery, and the interventions that have been implemented. Explain the influence of altruism on global health, and identify evidence-based interventions to address the global health topic. Global Health Research Example Paper

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

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SHOW LESS

  • Competency 1: Explain the factors that affect the health of communities.
    • Describe the factors that impact health and health care delivery associated with a global health care issue.
    • Explain the influence of altruistic organizations on health and health care practices associated with a global health care issue.
    • Explain how health care decisions and practices at a local level relate to health and health care delivery on a global scale.
  • Competency 2: Apply evidence-based interventions to promote health and disease prevention and respond to community health issues.
    • Describe interventions implemented to address a global health care issue.
    • Identify evidence-based interventions to promote wellness and disease prevention associated with a global health care issue.
  • Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations of a nursing professional. Global Health Research Example Paper
    • Provide background information and statistics on a global health care issue.
    • Write content clearly and logically with correct use of grammar, punctuation, and mechanics.
    • Correctly format paper, citations, and references, using current APA style.

requirements

For this assessment, develop an APA-formatted research review article that covers one global health topic of your choice. In this assessment:

  • Identify your topic. Provide background information and statistics on the topic, including the global areas most affected by the topic and the types of health care issues most often associated with the topic.
  • Describe the factors that impact health and health care delivery in the global areas most affected by the topic you selected. These factors may include not only culture and tradition, but also politics, economics, and social attitude.
  • Explain the influence of altruistic organizations (Peace Corps, Project Hope, religious and non-religious missions, and so on) on health and health care practices in the global area specifically associated with the topic.
  • Describe the interventions implemented to address the health care issues associated with the topic. Include both conventional and unconventional interventions.
  • Explain how the health care decisions and practices at the local level (the area most impacted by the topic) relate to health and health care delivery in other global areas. This is not limited only to best practices, but could include poor health care decisions and practices.
  • Identify evidence-based interventions that are effective, efficient, cost-effective, and equitable for promoting wellness and disease prevention in the specific area and population. Global Health Research Example Paper

Additional Requirements

Complete your assessment using the following specifications:

  • Title page and reference page.
  • Number of pages: 6–8 (not  including the title and reference pages).
  • At least 3 current scholarly or professional resources.
  • APA format for citations and references.
  • Times New Roman font, 12-point, double-spaced.

Global Health Research Example Paper

 

Ethical Decision-Making

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Ethical Decision-Making

Let’s return to the ethical scenario presented within Page 2 of the Explore section of Week 4 to consider it further.

* [clinical scenario. You are the Chief Nursing Officer of a regional acute care facility in the Midwest. You have just been notified that one of your senior nurses with 16 years of experience provided a 2-year-old with the incorrect medication causing the child’s death. The parents of the child are non-English speaking immigrants unfamiliar with American law.] Ethical Decision-Making

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Upon learning that a medication error occurred resulting in a child’s death, the Chief Nursing Officer (CNO) of a regional acute care facility held a press conference to announce the mistake. The conference centered on reporter questions about why the nurse was not fired. The CNO explained that the nurse was highly regarded and that the problem was a “system” problem, not simply a problem of an incompetent nurse. The CNO also explained that an examination of the medication administration procedures was ordered and that an electronic medication error avoidance system would be implemented to ensure that such an error would not happen again. Consider this scenario to address the following: Ethical Decision-Making

  • As the CNO in the scenario, defend your decision to disclose the incident to the media. How does this decision influence value-based healthcare? What risks might you encounter? What impact might this decision have on you personally and professionally?
  • At a regional health consortium, fellow CNOs remark that they would not disclose such an incident to the media. Provide two justifications for withholding disclosure of the error to the public. How does this decision influence value-based healthcare?
  • Imagine you are the patient’s family. How would you want the issue to be handled by the CNO? Explain your rationale.  Ethical Decision-Making

Instructions:

Use an APA 7 style and a minimum of 200 words. Provide support from a minimum of at least three (3) scholarly sources. The scholarly source needs to be: 1) evidence-based, 2) scholarly in nature, 3) Sources should be no more than five years old (published within the last 5 years), and 4) an in-text citation. citations and references are included when information is summarized/synthesized and/or direct quotes are used, in which APA7 style standards apply.

• Textbooks are not considered scholarly sources. 

• Wikipedia, Wikis, .com website or blogs should not be used.

Attached is the week lecture relate to the subject Ethical Decision-Making

Women’s And Men’s Health, Infectious Disease, And Hematologic Disorders

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Women’s And Men’s Health, Infectious Disease, And Hematologic Disorders

As an advanced practice nurse, you will likely experience patient encounters with complex comorbidities. For example, consider a female patient who is pregnant who also presents with hypertension, diabetes, and has a recent tuberculosis infection. How might the underlying pathophysiology of these conditions affect the pharmacotherapeutics you might recommend to help address your patient’s health needs? What education strategies might you recommend for ensuring positive patient health outcomes?Women’s And Men’s Health, Infectious Disease, And Hematologic Disorders

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For this Discussion, you will be assigned a patient case study and will consider how to address the patient’s current drug therapy plans. You will then suggest recommendations on how to revise these drug therapy plans to ensure effective, safe, and quality patient care for positive patient health outcomes.

CASE STUDY HH is a 68 yo M who has been admitted to the medical ward with community-acquired pneumonia for the past 3 days. His PMH is significant for COPD, HTN, hyperlipidemia, and diabetes. He remains on empiric antibiotics, which include ceftriaxone 1 g IV qday (day 3) and azithromycin 500 mg IV qday (day 3). Since admission, his clinical status has improved, with decreased oxygen requirements. He is not tolerating a diet at this time with complaints of nausea and vomiting.Women’s And Men’s Health, Infectious Disease, And Hematologic Disorders

Ht: 5’8” Wt: 89 kg Allergies: Penicillin (rash)

To Prepare

Review the Resources for this module and reflect on the different health needs and body systems presented.

Your Instructor will assign you a complex case study to focus on for this Discussion.

Consider how you will practice critical decision making for prescribing appropriate drugs and treatment to address the complex patient health needs in the patient case study you selected.

Post a brief explanation of your patient’s health needs from the patient case study you assigned. Be specific. Then, explain the type of treatment regimen you would recommend for treating your patient, including the choice or pharmacotherapeutics you would recommend and explain why. Be sure to justify your response. Explain a patient education strategy you might recommend for assisting your patient with the management of their health needs. Be specific and provide examples.

Note:

1 page

APA format

3 references not more than 5 years

Women’s And Men’s Health, Infectious Disease, And Hematologic Disorders