Benchmark – Effective Approaches In Leadership And Management

In this assignment, you will be writing a 1,000-1,250 word paper describing the differing approaches of nursing leaders and managers to issues in practice. To complete this assignment, do the following:

1. Select an issue from the following list: bullying, unit closers and restructuring, floating, nurse turnover, nurse staffing ratios, use of contract employees (i.e., registry and travel nurses), or magnet designation.
2. Describe the selected issue. Discuss how it impacts quality of care and patient safety in the setting in which it occurs.
3. Discuss how professional standards of practice should be demonstrated in this situation to help rectify the issue or maintain professional conduct.
4. Explain the differing roles of nursing leaders and nursing managers in this instance and discuss the different approaches they take to address the selected issue and promote patient safety and quality care. Support your rationale by using the theories, principles, skills, and roles of the leader versus manager described in your readings.
5. Discuss what additional aspects mangers and leaders would need to initiate in order to ensure professionalism throughout diverse health care settings while addressing the selected issue.
6. Describe a leadership style that would best address the chosen issue. Explain why this style could be successful in this setting.

Use at least three peer-reviewed journal articles other than those presented in your text or provided in the course.

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

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

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

This benchmark assignment assesses the following programmatic competencies:

RN to BSN

1.1:       Exemplify professionalism in diverse health care settings.

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

3.4:       Demonstrate professional standards of practice.

RUBRICBenchmark – Effective Approaches for Leadership and Management

No of Criteria: 10 Achievement Levels: 5CriteriaAchievement LevelsDescriptionPercentageUnsatisfactory0.00 %Less Than Satisfactory75.00 %Satisfactory79.00 %Good89.00 %Excellent100.00 %Content80.0     Selected Issue, Setting, and Impact on Patient Safety15.0The issue described does not meet the assignment criteria. The description of the issue and its impact to quality of care and patient safety is omitted.A partial summary of the issue is presented. How it impacts quality of care and patient safety is unclear. There are omissions of key information.A general description of the issue is presented. A summary of how it impacts quality of care and patient safety is presented; more information is needed. There are some inaccuracies.A description of the issue is presented. How the issue impacts quality of care and patient safety is presented. Some detail is needed for clarity or accuracy.A clear description of the issue is presented. How the issue impacts quality of care and patient safety is detailed and accurate.Professional Standards of Practice to Rectify Issue or Maintain Professional Conduct (D3.4)15.0How professional standards of practice should be demonstrated in this situation to help rectify the issue or maintain professional conduct is not discussed.A summary of how professional standards of practice should be demonstrated in this situation to help rectify the issue or maintain professional conduct is presented. The summary is incomplete. More information is needed. There are significant inaccuracies.A general discussion of how professional standards of practice should be demonstrated in this situation to help rectify the issue or maintain professional conduct is presented. There are some gaps in the discussion; some information is needed. There are minor inaccuracies. Rationale is needed for support.A discussion of how professional standards of practice should be demonstrated in this situation to help rectify the issue or maintain professional conduct is presented. Minor detail is needed for clarity or accuracy. Rationale provides adequate support.A through discussion of how professional standards of practice should be demonstrated in this situation to help rectify the issue or maintain professional conduct is presented. An understanding of the importance of professional standards of practice in resolving issues and maintaining professional conduct is demonstrated. Strong rationale supports discussion.Differing Roles and Approaches of Nursing Leaders and Nursing Managers (C1.3)15.0Explanation of the differing roles and approaches for nursing leaders and nursing managers is omitted.A partial explanation of the differing roles and approaches for nursing leaders and nursing managers is presented. It is unclear how the roles and approaches relate to the selected issue, or how they would promote patient safety and quality care. Rationale using theories, principles, skills, and nursing manger or nursing leader roles is not used.A general explanation of the differing roles and approaches for nursing leaders and nursing managers is presented. A general summary of how the roles and approaches relate to the selected issue, and how they would promote patient safety and quality care, is provided. Some rationale using theories, principles, skills, and nursing manger or nursing leader roles is used.An explanation of the differing roles and approaches for nursing leaders and nursing managers is presented. An explanation of how the roles and approaches relate to the selected issue, and how they would promote patient safety and quality care, is provided. Rationale using theories, principles, skills, and nursing manger or nursing leader roles is used. Some detail is needed for accuracy or clarity. More rationale is needed in some areas. The explanation demonstrates a general understanding of the of nursing leadership and management roles in the promotion of patient safety and quality care.A detailed explanation of the differing roles and approaches for nursing leaders and nursing managers is presented. A well-developed explanation of how the roles and approaches relate to the selected issue, and how they would promote patient safety and quality care, is provided. Rationale using theories, principles, skills, and nursing manger or nursing leader roles is used. The explanation demonstrates insight into exercising the roles of professional nursing leadership and management in the promotion of patient safety and quality care.Ensuring Professionalism Through Diverse Health Care Settings (C1.1)20.0Discussion on what additional aspects mangers and leaders would need to initiate to ensure professionalism throughout diverse health care settings while addressing the selected issue is omitted. The discussion fails to meet the assignment criteria.A partial summary on what additional aspects mangers and leaders would need to initiate to ensure professionalism throughout diverse health care settings while addressing the selected issue is presented. The summary contains significant omissions. There are inaccuracies.A general discussion on what additional aspects mangers and leaders would need to initiate to ensure professionalism throughout diverse health care settings while addressing the selected issue is presented. It is unclear how some of the aspects continue to address the selected issue, or the aspects do not appear to relate to a diverse health care setting.A discussion on what additional aspects mangers and leaders would need to initiate to ensure professionalism throughout diverse health care settings while addressing the selected issue is presented. Overall, the aspects presented address the selected issue and relate to a diverse health care setting. The items proposed in the discussion generally support professionalism in diverse health care settings.A detailed discussion on what additional aspects mangers and leaders would need to initiate to ensure professionalism throughout diverse health care settings while addressing the selected issue is presented. The aspects presented clearly continue to address the selected issue and relate to a diverse health care setting. The items proposed in the discussion support the exemplification of professionalism in diverse health care settings.Leadership Style to Address Issue15.0A leadership style to address the chosen issue is omitted. The proposed item is not a leadership style.A leadership style to address the chosen issue is partially summarized. The characteristics of the leadership style are vaguely presented. It is unclear why this style could be successful in this setting.The characteristics of the identified leadership style are described. A general explanation of why this style could be successful in this setting is presented. There are some gaps in the explanation. More information or rationale is needed.The characteristics of the identified leadership style are described. An explanation of why this style could be successful in this setting is presented. Some rationale is needed for support.The characteristics of the identified leadership style are clearly described. A detailed explanation of why this style could be successful in this setting is presented. Strong rationale is provided for support.Organization, Effectiveness, and Format20.0     Thesis Development and Purpose5.0Paper lacks any discernible overall purpose or organizing claim.Thesis is insufficiently developed or vague. Purpose is not clear.Thesis is apparent and appropriate to purpose.Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.Argument Logic and Construction5.0Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.Mechanics of Writing (includes spelling, punctuation, grammar, language use)5.0Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.Writer is clearly in command of standard, written, academic English.Paper Format (use of appropriate style for the major and assignment)2.0Template is not used appropriately, or documentation format is rarely followed correctly.Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.Appropriate template is used. Formatting is correct, although some minor errors may be present.Appropriate template is fully used. There are virtually no errors in formatting style.All format elements are correct.Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)3.0Sources are not documented.Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.Sources are documented, as appropriate to assignment and style, and format is mostly correct.Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.Total Percentage  100

PICOT Statement Paper

Review the Topic Materials and the work completed in NRS-433V to formulate a PICOT statement for your capstone project.

A PICOT starts with a designated patient population in a particular clinical area and identifies clinical problems or issues that arise from clinical care. The intervention should be an independent, specified nursing change intervention. The intervention cannot require a provider prescription. Include a comparison to a patient population not currently receiving the intervention, and specify the timeframe needed to implement the change process.

Formulate a PICOT statement using the PICOT format provided in the assigned readings. The PICOT statement will provide a framework for your capstone project.

In a paper of 500-750 words, clearly identify the clinical problem and how it can result in a positive patient outcome.

Make sure to address the following on the PICOT statement:

1. Evidence-Based Solution
2. Nursing Intervention
3. Patient Care
4. Health Care Agency
5. Nursing Practice

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

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

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Case Study Assignment: Assessing Neurological Symptoms

Assessing Neurological Symptoms

Assessing Neurological Symptoms

CASE STUDY 3: Drooping of Face A 33-year-old female comes to your clinic alarmed about sudden “drooping” on the right side of the face that began this morning. She complains of excessive tearing and drooling on her right side as well.

To Prepare

• By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
• Also, your Case Study Assignment should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP notes have specific data included in every patient case.

With regard to the case study you were assigned:

• Review this week’s Learning Resources, and consider the insights they provide about the case study.
• Consider what history would be necessary to collect from the patient in the case study you were assigned.
• Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?
• Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

The Case Study Assignment

Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient’s differential diagnosis, and justify why you selected each.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

• Chapter 7, “Mental Status”

  This chapter revolves around the mental status evaluation of an individual’s overall cognitive state. The chapter includes a list of mental abnormalities and their symptoms.

• ·Chapter 23, “Neurologic System”

  The authors of this chapter explore the anatomy and physiology of the neurologic system. The authors also describe neurological examinations and potential findings.

ZERO PLAGIARISM

FIVE REFERENCES NOT MORE THAN 5YEARS

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Nur-621 Economic Theories And Models In Health Care

NUR-621 Economic Theories and Models in Health Care

The purpose of this assignment is to describe economic theories and models in health care. Include your responses in the worksheet listed below and base your responses on evidence. Include references to your textbook and one scholarly article. The four theories/models are listed below.

Ouliaris, S. (2011). What Are Economic Models? ProQuest, 48(2), 46–47. Retrieved from /orders/lopes.idm.oclc.org/login?url=/orders/search-proquest-com.lopes.idm.oclc.org/docview/872364973?accountid=7374

supply and demand | Definition, Example, & Graph. (n.d.). Retrieved July 28, 2020, from /orders/www.britannica.com/topic/supply-and-demand

© 2020. Grand Canyon University. All Rights Reserved.

© 2020. Grand Canyon University. All Rights Reserved.

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Case Study

Case Study

Case Study

Case Study

Case Study

Case Study

Acute Respiratory Distress Syndrome

Patient Profile

Z.Q., 84-year-old Hispanic male, came to the emergency department (ED) 7 days ago with complaints of shortness of breath. His wife stated that he had a history of hypertension, depression, and chronic obstructive pulmonary disease (COPD). The admission chest x-ray revealed dense consolidation of the left lower lobe. An arterial blood gas (ABG) at that time showed: pH 7.60, PaCO2 29mm/Hg, HC03 32mmol/L, and PaO2 75mm/Hg. Z.Q. quickly deteriorated and subsequently was intubated. He has been in the intensive care unit for 5 days.

Subjective Data

· Z.Q. and wife have been married 45 years and live with a daughter and 2 grandchildren

· Z.Q. and his wife speak both English and Spanish

Objective Data

Physical Examination

· Blood pressure 167/98, pulse 112, temperature102.0° F, respirations 14, oxygen saturation 72% on 6L via venture mask.

· Height 5 feet 6 inches, weight 75 kg

· Patient localizes to endotracheal tube (ETT) and is intermittently aroused, making several attempts to pull ETT

· Orally intubated #7.5 ETT, taped at 27 cm to lip

· Volume cycled ventilator at FIO2 – 60%, in assist control mode of 14 breaths per minute, tidal volume 450, positive end-expiratory pressure PEEP5 cm H2O

· Breath sounds decreased in bases with bilateral crackles that do not clear after suctioning

· Brown/yellow secretions returned with suctioning

· Peripheral pulses weak at 1/4 with capillary refill greater than 4 seconds

· 2+ pitting edema in the bilateral lower extremities

Newly Obtained Diagnostic Study Results

· Arterial blood gas (ABG) pH 7.31, PaCO2 58mm/Hg, HCO3 28mmol/L, PaO2 54mm/Hg, EtCO2 38 mm/Hg

· Chest x-ray reveals diffuse white out in middle and lower lobes; endotracheal tube present with tip well above the carina;  left subclavian central venous catheter is located in the superior vena cava

· CT scan reveals alveolar opacities with increasing effusions in the gravity-dependent areas of the lungs

Complete the following Case study questions. Answers must be thorough and cited appropriately in APA format

Interpret Z.Q.’s latest set of ABGs.

Describe each of Z.Q.’s ventilator settings and the rationale for the selection of each.

After reviewing Z.Q’s ABG results, the provider increases the PEEP from 5 cm H2O to 8cm H2O. Why would this be necessary and what is the expected outcome associated with this action?

The provider decides to begin Z.Q. on IV dopamine and milrinone. What is the rationale for using each of these medications?

Based on the assessment data, what are the nursing priorities for Z.Q.?

List three potential adverse complications with mechanical ventilation.

You are concerned about Z.Q.’s nutritional status and approach the provider for a dietary consult, thinking that Z.Q. is a candidate for enteral feedings with Pulmocare. What is your reason for making this recommendation?

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Week 7 Assignment: PowerPoint Presentation

Required Resources
Read/review the following resources for this activity:

• Textbook: Review chapter(s) applicable to your presentation
• Lesson
• Headset microphone (If your computer does not already have a built-in microphone, then you can find this item under the Additional Items section in the bookstore).
• Link (website): Narrated PowerPoint Tutorial (Make sure to review this tutorial before you begin recording.)
• Minimum of 4 scholarly sources (from Weeks 5 & 6)

Introduction
Your PowerPoint presentation is due this week. Most of you will have a mic built into your computer, but if you don’t, then you are required to obtain a headset microphone to produce the PowerPoint narration. Headset microphones can be purchased from the bookstore or at any electronics or discount store for between $10-25. When purchasing a headset microphone, consider the ports available on the computer being used and purchase accordingly.

In addition, you should take the time to review the Resources tab for technology guidance so that you will be ready to complete your speech on time. Of course, if you face technical trouble, there is support available.

Review the Narrated PowerPoint Tutorial (in Required Resources) for instructions on how to record the narration.

PowerPoint Project Timeline

Due

Description

Week 4

PowerPoint Topic and Organization

Week 5

PowerPoint Outline Rough Draft

Week 6

PowerPoint Outline Final Draft, Images, and Sources

Week 7

PowerPoint Presentation

Week 8

PowerPoint Evaluation

Instructions
The following are the best practices for creating your speech presentation:

• Title Slide: Include the title, audience (who you prepared the presentation for: school or institution), the presenter who prepared and narrated, and the date.
• Attention-Getter: Give the audience a reason to pay attention. Make them want to listen to your speech.
• Thesis: Clearly state the purpose of your presentation
  • (On this slide, establish the tone of the presentation and include any questions you think your audience might have about your topic – questions you will answer during your presentation).
• Body of the Presentation (multiple slides): Include the information you found during your research and organize it in a visually pleasing manner.
  • Use some type of division like levels of headers or titles.
  • Use words and phrases to clarify key points.
  • Provide researched evidence for each point.
  • Cite your evidence, quotes, and statistics within your presentation using
  • in-text citations ( ) on the slides as well as full reference citations on the
  • last slide.
  • Include images to add visual appeal to the slides.
• Summary and Conclusion: Summarizing is similar to paraphrasing but presents the gist of the material in fewer words than the original. An effective summary identifies the main ideas and major support points from the body of your outline or presentation. Minor details are left out. Summarize the benefits of the ideas and how they affect the thesis statement of the outline and main objective of the presentation. End with a final strong statement regarding the intent of the presentation.
• References: Use the APA citation format. The illustrations should be included with your resources. APA tutorials are available in the Chamberlain University library. Keep in mind the following:
  • At least 4 authoritative, outside scholarly sources are required from Week 6 outline. (Anonymous authors or web pages are not acceptable.)
  • Appropriate citations within the presentation are required on the last slide. Just copy and paste this from the last page of your outline – the References page. References should be in APA format.
  • Each resource should be entirely double spaced.
  • All entries must use hanging indents – the first line is flush left, and all the rest are indented.
  • All Chamberlain University policies are in effect including the plagiarism policy.

Additional Hints

• Use a minimum of 5 visual aids to further clarify and support the written part of your presentation. You could use example graphs, diagrams, photographs, flowcharts, maps, drawings, pictograms, tables, and Gantt charts. If a slide appears boring, then strongly consider adding a visual. It is the blend of text and images that make the slides engaging for the audience.
• Animation and video clips should not be used for this speech. YouTube is not allowed.
• Do not type out text onto the slide and then read it during your presentation. Remember, you are the teacher, so teach, don’t read!

Click on the following link to view a presentation of sample slides. Click on the arrows to scroll through the slide show.

Presentation Requirements (APA format)

• Time Length: 5-7 minutes
• Slide Length: minimum of 8 slides
• Slide Content
  • Title slide
  • Attention-Getter
  • Thesis
  • Body of the Presentation
  • Summary and Conclusion
  • References slide (minimum of 4 scholarly sources from Week 6 outline)
• Minimum of 5 visual aids

Grading
This activity will be graded based on W7 Presentation Grading Rubric.

Course Outcomes (CO): 3

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Pharmacology Week 2 Case Studies

Week 2 Case Studies

M.T. is an 18-month-old, 20-kg male who presents to the emergency department in status epilepticus, which has continued for approximately 20 minutes. He was brought to the emergency department from a small community via a family vehicle. He has not received any care at this point. The nursing staff has attempted several intravenous line insertions but were unable to gain access. M.T. continues to convulse without interruption.

1. Which of the following would be the most appropriate route of administration for an anticonvulsant to consider for M.T. and why?

a) Intramuscular

b) Percutaneous

c) Subcutaneous

d) Rectal

2. Midazolam is a benzodiazepine that can be used effectively for status epilepticus. Which of the following routes of administration has been used effectively for the delivery of midazolam when intravenous access in unobtainable?

a) Percutaneous

b) Mucosal

c) Oral

d) Subcutaneous

3. Which of the following is true regarding the percutaneous absorption of medications?

a) The absorption of compounds is inversely related to the thickness of the skin

b) The absorption of compounds is inversely related to the hydration of the skin

c) Body surface area (BSA) is decreased, relative to body mass, in the infant and young child when compared with older children and adults

d) The percutaneous administration of medications is reliable and safe in the infant and young child.

4. What are the advantages of utilizing the mucosal route of administration?

a) Some medications have very good absorption and systemic effect when administered by nasal spray

b) Nasal (mucosal) administration avoids the trauma of intravenous line placement

c) Nasal administration of medication is typically less expensive than intravenous administration

d) All of the above are advantages of the mucosal route of administration

K.F. is a 23-year-old female with a history of acne and bipolar disorder. She currently takes lithium to treat her bipolar disorder and isotretinoin (Accutane) for her acne. She also occasionally takes famotidine for reflux.

1. Should K.F. become pregnant, which of the following would be considered safe for her to continue taking? Why? Why are the others considered unsafe during pregnancy (pregnancy rating, potential adverse fetal and maternal effects)?

a) Accutane

b) Lithium

c) Famotidine

2. One year later, K.F. is seen again in your clinic. Her acne and bipolare medications have been discontinued and she now presents 4 months pregnant with a complaint of pain and rising fever over the last 5 days. Lab tests show gram-negative bacilli and Widal test comes out positive. Which of the following drugs will most likely be administered and why? Why will the other drugs not be administered?

a) Ampicillin

b) Ciprofloxacin

c) Levofloxacin

d) Tetracycline

R.S. is an 85-year-old female who has congestive heart failure. Over the past 3 months, she has had four hospitalizations. Like many older adults, R.S. is experiencing difficulty swallowing and psychologic changes affecting her medication absorption.

1. Which of the following would be an appropriate starting point for identifying causes for R.S.’’s frequency of hospitalizations?

a) Simply ask if she is taking her medications as directed

b) Assume that her frequent hospitalizations are secondary to expected changes, which are normal parts of aging

c) Examine all of R.S.’s medication vials to complete an assessment including pill count for adherence

d) Assume that her frequent hospitalizations are the result of undertreating her conditions.

2. In determining the most appropriate course of treatment for R.S., assessing her life expectancy should never be taken into account. Rather, the same course of treatment should be pursued without regard for life expectancy. WHY?

a) True

b) False

3. Which of the following best describes a concern that R.S. is taking OTCs, which may impact her cardiac function?

a) Assume that if R.S. has not discussed her taking OTCs with her health care providers that this is most likely not an issue

b) Assume because older adults typically do not take OTCs that this is not an issue with R.S.

c) Because older adults take a significant number of OTCs without knowledge of their physicians, that R.S.’s use if best assessed through a home visit and the asking of open-ended questions

L.L. is a 67-year-old male who has been diagnosed with benign prostatic hypertrophy (BPH). He is having difficulty with urination. He is currently on Cozaar 100 mg qd for HTN and his BP is well controlled. He is taking no other medications. The doctor has recommended medication for his BPH, but he would like to try an herbal supplement before taking prescription medication.

1. What herbal supplement should he take?

2 .What is the recommended dosage?

3. What are possible side effects and/or drug interactions of the herbal supplement?

4. What warnings should you give L.S. before he starts the herbal supplement?

M.C. is a 54-year-old female who presents with menopausal symptoms of hot flashes, mood swings, decreased libido and vaginal dryness. She wishes to try an herbal supplement to reduce her symptoms, as she is concerned about potential side effects of prescription medications.

1. What herbal supplement would you recommend?

2. What is the recommended dosage?

3. What are possible side effects and/or drug interactions of the herbal supplement?

4. What warnings should you give M.C. before she starts the herbal supplement?

P.K. is a 26-year-old female who presents with depression and anxiety. She is hesitant to start prescription antidepressants as she feels their use will negatively affect her libido and sexual function. She states that she has been taking St. John’s worth for the past couple of weeks and wishes to know if this supplement is okay to use.

1. What are possible side effects and/or drug interactions of the herbal supplement?

2. What warnings should you give P.K. about the herbal supplement?

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Linear Regression Exercises

Simple Regression

Research Question: Does the number of hours worked per week (workweek) predict family income (income)?

Using Polit2SetA data set, run a simple regression using Family Income (income) as the outcome variable (Y) and Number of Hours Worked per Week (workweek) as the independent variable (X). When conducting any regression analysis, the dependent (outcome) variables is always (Y) and is placed on the y-axis, and the independent (predictor) variable is always (X) and is placed on the x-axis.

Follow these steps when using SPSS:

1. Open Polit2SetA data set.

2. Click on Analyze, then click on Regression, then Linear.

3. Move the dependent variable (income) in the box labeled “Dependent” by clicking the arrow button. The dependent variable is a continuous variable.

4. Move the independent variable (workweek) into the box labeled “Independent.”

5. Click on the Statistics button (right side of box) and click on Descriptives, Estimates, Confidence Interval (should be 95%), and Model Fit, then click on Continue.

6. Click on OK.

Assignment: Through analysis of the SPSS output, answer the following questions. Answer questions 1 – 10 individually, not in paragraph form

1. What is the total sample size?

2. What is the mean income and mean number of hours worked?

3. What is the correlation coefficient between the outcome and predictor variables? Is it significant? How would you describe the strength and direction of the relationship?

4. What it the value of R squared (coefficient of determination)? Interpret the value.

5. Interpret the standard error of the estimate? What information does this value provide to the researcher?

6. The model fit is determined by the ANOVA table results (F statistic = 37.226, 1,376 degrees of freedom, and the p value is .001). Based on these results, does the model fit the data? Briefly explain. (Hint: A significant finding indicates good model fit.)

7. Based on the coefficients, what is the value of the y-intercept (point at which the line of best fit crosses the y-axis)?

8. Based on the output, write out the regression equation for predicting family income.

9. Using the regression equation, what is the predicted monthly family income for women working 35 hours per week?

10. Using the regression equation, what is the predicted monthly family income for women working 20 hours per week?

For this assignment, answer question 1 through 10 individually. DO NOT ANSWER IN PARAGRAPH FORM.

Multiple Regression

Assignment: In this assignment we are trying to predict CES-D score (depression) in women. The research question is: How well do age, educational attainment, employment, abuse, and poor health predict depression?

Using Polit2SetC data set, run a multiple regression using CES-D Score (cesd) as the outcome variable (Y) and respondent’s age (age), educational attainment (educatn), currently employed (worknow), number, types of abuse (nabuse), and poor health (poorhlth) as the independent variables (X). When conducting any regression analysis, the dependent (outcome) variables is always (Y) and is placed on the y-axis, and the independent (predictor) variable is always (X) and is placed on the x-axis.

Follow these steps when using SPSS:

1. Open Polit2SetC data set.

2. Click on Analyze, then click on Regression, then Linear.

3. Move the dependent variable, CES-D Score (cesd) into the box labeled “Dependent” by clicking on the arrow button. The dependent variable is a continuous variable.

4. Move the independent variables (age, educatn, worknow, and poorhlth) into the box labeled “Independent.” This is the first block of variables to be entered into the analysis (block 1 of 1). Click on the bottom (top right of independent box), marked “Next”; this will give you another box to enter the next block of indepdent variables (block 2 of 2). Here you are to enter (nabuse). Note: Be sure the Method box states “Enter”.

5. Click on the Statistics button (right side of box) and click on Descriptives, Estimates, Confidence Interval (should be 95%), R square change, and Model Fit, and then click on Continue.

6. Click on OK.

Assignment: (When answering all questions, use the data on the coefficients panel from Model 2). Answer questions 1 – 5 individually, not in paragraph form

1. Analyze the data from the SPSS output and write a paragraph summarizing the findings. (Use the example in the SPSS output file as a guide for your write-up.)

2. Which of the predictors were significant predictors in the model?

3. Which of the predictors was the most relevant predictor in the model?

4. Interpret the unstandardized coefficents for educational attainment and poor health.

5. If you wanted to predict a woman’s current CES-D score based on the analysis, what would the unstandardized regression equation be? Include unstandardized coefficients in the equation.

For this assignment, answer question 1 through 5 individually. DO NOT ANSWER IN PARAGRAPH FORM.

Required Readings

Gray, J.R., Grove, S.K., & Sutherland, S. (2017). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Saunders Elsevier.

• Chapter 24, “Using      Statistics to Predict”

This chapter asserts that predictive analyses are based on probability theory instead of decision theory. It also analyzes how variation plays a critical role in simple linear regression and multiple regression.

Statistics and Data Analysis for Nursing Research

• Chapter 9, “Correlation and      Simple Regression” (pp. 208–222)

This section of Chapter 9 discusses the simple regression equation and outlines major components of regression, including errors of prediction, residuals, OLS regression, and ordinary least-square regression.

• Chapter 10, “Multiple      Regression”

Chapter 10 focuses on multiple regression as a statistical procedure and explains multivariate statistics and their relationship to multiple regression concepts, equations, and tests.

• Chapter 12, “Logistic      Regression”

This chapter provides an overview of logistic regression, which is a form of statistical analysis frequently used in nursing research.

Optional Resources

Walden University. (n.d.). Linear regression. Retrieved August 1, 2011, from http://streaming.waldenu.edu/hdp/researchtutorials/educ8106_player/educ8106_linear_regression.html

Education

Education

Education

Education

As faculty members, you have been asked to design a 4-hour Leadership Strategies course that would accommodate the learning styles for a selected 10 students. The students have all completed a learning style inventory in which three of the students are determined visual learners, four are kinesthetic learners, and the rest are auditory learners. Note: The intended audience for the course can be either newly graduated nurses or experienced staff nurses as you choose.  Compose a 1,000-1,250-word paper which describes your plan to accommodate the learning styles of each student. This plan starts with defining course objectives; use the “A-B-C-D Method of Writing Objectives” resource as a guide. The objectives should incorporate Bloom’s taxonomy, be written at the appropriate level for the audience, and include at least two learning domains (cognitive, psychomotor, and affective). Make sure to include the following: 1. An outline of the course content and agenda that will be covered.    2. Descriptions of the learning activities and the rationale for the learning activities selected   3. Strategies to assess learning, based on the learner objectives   4. Use at least three scholarly, peer-reviewed sources less than 5 years old in addition to the course materials.    Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.  Refer to “Learning Styles Rubric,” prior to beginning the assignment to become familiar with the expectations for successful completion.  You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center. Please use the -A-B-C-D Approach to Objective provided.    SEE A-B-C-D APPROACH BELOW.

A-B-C-D Approach to Objective Writing

Writing objectives is much like writing outcomes in the nursing process. Objectives must be measurable, contain action verbs, be specific, include timelines, and indicate the degree to which you expect the learner to achieve.  A helpful formula to write objectives is the A-B-C-D approach:  Audience: Who is the audience for the class? Is it a student nurse? A staff nurse? A participant in a class?  Behavior: What do I want the audience to accomplish by the end of the class? An example of a behavior is being able to identify the signs and symptoms of infection.  Condition: How will students demonstrate mastery and be assessed in their learning? An example could be that students will demonstrate their knowledge of a lab or clinical area by taking a written test.  Degree: How well will students perform their new knowledge? Should students be able to identify all signs and symptoms of infection, or would it be satisfactory if they identified only two symptoms?  A sample objective that illustrates these points is: “After reading this lecture (condition), the graduate student in the nurse educator track (audience) will be able to write an objective (behavior) using the A-B-C-D approach (degree).”  The above objective dictates that the student will be able to write an objective, as opposed to discussing or identifying it. Since the objective says “write,” the student must write an objective to meet this objective. If the objective instead said: “List the components of a complete learner objective,” the appropriate evaluation would require that the student list the A-B-C-D; whereas the objective “describe the components” would have students describe the meaning of each A-B-C-D step. Well-written objectives will dictate the evaluation process.

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