Nursing Papers Archives

Data-Driven Decision Making

Week 2: Data-Driven Decision Making for healthcare Administration Practice

Probability and Probability Distributions

How is probability related to decision making? How might an appreciation for the likelihood of an event occurring versus not occurring affect how you might engage in decision making?

Although it might seem unclear right now, probability and probability distributions can aid healthcare administration leaders in determining those events that may or may not affect how healthcare delivery is practiced. In fact, the likelihood that certain events might occur could mean an increase in resource and staff costs. How might healthcare administration leaders leverage an understanding of probability to make sound business and healthcare decisions?

1. This week, you review the foundations of probability and probability distributions. You then apply probability distributions for informing how you might engage in data-driven decision making for business and healthcare delivery problems.

Learning Objectives
Students will:

· Apply the foundations of probability and probability distributions
· Apply probability distributions for data-driven decision-making problems.

Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings
Albright, S. C., & Winston, W. L. (2017). Business analytics: Data analysis and decision making (6th ed.). Stamford, CT: Cengage Learning.

Chapter 4, “Probability and Probability Distributions”
Chapter 5, “Normal, Binomial, Poisson, and Exponential Distributions”
Fulton, L. V., Mendez, F. A., Bastian, N. D., & Musal, R. M. (2012). Confusion between odds and probability, a pandemic? Journal of Statistics Education, 20(3), 1–20.

Note: Retrieved from the Walden Library databases.

Microsoft. (2016). Statistical functions (reference). Retrieved from /orders/support.office.com/en-us/article/Statistical-functions-reference-624dac86-a375-4435-bc25-76d659719ffd

Required Media
ExcelIsFun. (2011, July 19). Excel 2010 statistics 63: Exponential probability EXPON.DIST function [Video file]. Retrieved from /orders/www.youtube.com/watch?v=RQ9VOaWxDFo&feature=youtu.be

Grande, T. [Todd Grande]. (2015, February 27). Calculating probabilities using the normal distribution function in Excel [Video file]. Retrieved from /orders/www.youtube.com/watch?v=MRxnYidPzlo&feature=youtu.be

Grande, T. [Todd Grande]. (2015, April 3). Binomial distribution function in Excel [Video file]. Retrieved from /orders/www.youtube.com/watch?v=i44hBz7pArE&feature=youtu.be

Hays, D. [David Hays]. (2012, April 12). Poisson distribution on Excel [Video file]. Retrieved from /orders/www.youtube.com/watch?v=jA_-PBGSMz4&feature=youtu.be.

Discussion Part

Utility of Probability Models in Healthcare Administration
1. You are the healthcare administration leader for a health services organization and are interested in achieving a standard, whereby 90% of all patients are screened within the initial 15 minutes of arriving for a family practice appointment. In a random sample of 30 patients, you find that 25 were screened within 15 minutes. The probability that this event (or one more extreme) would occur, might be modeled as a binomial with the following probability statement:

P(X≤25 | N=30, p=0.9)

2. To solve, you use =binom.dist(25, 30, 0.9, TRUE) in Excel and find that you would expect 25 or fewer screenings in 30 trials when the success rate should be 0.9 about 17.5% of the time.

3. For this Discussion, review the resources for this week, and consider how one of the distributions presented might be useful for healthcare administration leaders.

By Day 3
4. an example of how one of the distributions presented might be used in your health services organization or one with which you are familiar. Then, generate a representative probability statement based on the scenario and solve using fictitious data. Be specific in your probability statement.

By Day 5
Continue the Discussion and respond to your colleagues in one or more of the following ways:

· Ask a probing question, substantiated with additional background information, evidence, or research.
· Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
· Offer and support an alternative perspective, using readings from the classroom or from your own research in the Walden Library.
· Validate an idea with your own experience and additional research.
· Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.
· Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Submission and Grading Information
Grading Criteria
To access your rubric:

Week 2 Discussion Rubric

Post by Day 3 and Respond by Day 5
To participate in this Discussion: Week 2 Discussion.

Assignment Part (APA format 7th ed) 5 pages.

Medicare Overbilling Analysis

Your company is running a Medicare audit on Sleaze Hospital. Because Sleaze has a history of overbilling, the focus of your audit is on checking whether the billing amounts are correct. Assume that each invoice is for too high an amount with probability 0.06 and for too low an amount with probability 0.01 (so that the probability of a correct billing is 0.93). Also, assume that the outcome for any invoice is probabilistically independent of the outcomes for other invoices.

(A.) For this Assignment, reflect on the case presented. Think about what strategies you might use to calculate associated probabilities for Sleaze Hospital, and then address the series of questions for the completion of the Assignment.

The Assignment: (5 pages)

1. If you randomly sample 200 of Sleaze’s invoices, what is the probability that you will find at least 15 invoices that overcharge the customer? What is the probability you won’t find any that undercharge the customer?
2. Find an integer, k, such that the probability is at least 0.99 that you will find at least k invoices that overcharge the customer. (Hint: Use trial and error with the BINOMDIST function to find k.)
3. Suppose that when Sleaze overcharges Medicare, the distribution of the amount overcharged (expressed as a percentage of the correct billing amount) is normally distributed with mean 15% and standard deviation 4%.
4. What percentage of overbilled invoices are at least 10% more than the legal billing amount?
5. What percentage of all invoices are at least 10% more than the legal billing amount?
6. If your auditing company samples 200 randomly chosen invoices, what is the probability that it will find at least five where Medicare was overcharged by at least 10%?
By Day 7
Submit your answers and embedded Excel analysis as a Microsoft Word management report.

Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK2Assgn+last name+first initial.(extension)” as the name.
Click the Week 2 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 2 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK2Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
Grading Criteria
To access your rubric:

Week 2 Assignment Rubric

Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:

Submit your Week 2 Assignment draft and review the originality report.

Submit Your Assignment by Day 7
To submit your Assignment: Week 2 Assignment

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Who We Are

We are a professional custom writing website. If you have searched for a question and bumped into our website just know you are in the right place to get help with your coursework.

Do you handle any type of coursework?

Yes. We have posted our previous orders to display our experience. Since we have done this question before, we can also do it for you. To make sure we do it perfectly, please fill out our Order Form. Filling the order form correctly will assist our team in referencing, specifications, and future communication.

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4. Click “FINAL STEP” to enter your registration details and get an account with us for record-keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.
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Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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Data-Driven Decision Making

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Who We Are

We are a professional custom writing website. If you have searched for a question and bumped into our website just know you are in the right place to get help with your coursework.

Do you handle any type of coursework?

Is it hard to Place an Order?

1. Click on “Order Now” on the main Menu and a new page will appear with an order form to be filled.
2. Fill in your paper’s requirements in the “PAPER INFORMATION” section and the system will calculate your order price/cost.
3. Fill in your paper’s academic level, deadline, and the required number of pages from the drop-down menus.
4. Click “FINAL STEP” to enter your registration details and get an account with us for record-keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.
5. From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS: ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT

Discussion Questions (DQ)

Weekly Participation

APA Format and Writing Quality

Use of Direct Quotes

LopesWrite Policy

Late Policy

Communication

Guarantee

Zero Plagiarism
On-time delivery
A-Grade Papers
Free Revision
24/7 Support
100% Confidentiality
Professional Writers

Services Offered

Custom paper writing
Question and answers
Essay paper writing
Editing and proofreading
Plagiarism removal services
Multiple answer questions

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Case Study Analysis

Module 1 Assignment: Case Study Analysis
An understanding of cells and cell behavior is a critically important component of disease diagnosis and treatment. But some diseases can be complex in nature, with a variety of factors and circumstances impacting their emergence and severity.
Effective disease analysis often requires an understanding that goes beyond isolated cell behavior. Genes, the environments in which cell processes operate, the impact of patient characteristics, and racial and ethnic variables all can have an important impact.
Photo Credit: Getty Images/Hero Images
An understanding of the signals and symptoms of alterations in cellular processes is a critical step in the diagnosis and treatment of many diseases. For APRNs, this understanding can also help educate patients and guide them through their treatment plans.
In this Assignment, you examine a case study and analyze the symptoms presented. You identify cell, gene, and/or process elements that may be factors in the diagnosis, and you explain the implications to patient health.
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.
The Assignment (1- to 2-page case study analysis)
Develop a 1- to 2-page case study analysis in which you:

Explain why you think the patient presented the symptoms described.
Identify the genes that may be associated with the development of the disease.
Explain the process of immunosuppression and the effect it has on body systems.

Case study; Week 2
Scenario 4: A 65-year-old obese African American male patient presents to his HCP with crampy left lower quadrant pain, constipation, and fevers to 101˚ F. He has had multiple episodes like this one over the past 15 years and they always responded to bowel rest and oral antibiotics. He has refused to have the recommended colonoscopy even with his history of chronic inflammatory bowel disease (diverticulitis), sedentary lifestyle, and diet lacking in fiber. His paternal grandfather died of colon cancer back in the 1950s as well. He finally underwent colonoscopy after his acute diverticulitis resolved. Colonoscopy revealed multiple polyps that were retrieved, and the pathology was positive for adenocarcinoma of the colon.
Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at /orders/academicguides.waldenu.edu/writingcenter/templates). All papers submitted must use this formatting.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Who We Are

We are a professional custom writing website. If you have searched for a question and bumped into our website just know you are in the right place to get help with your coursework.

Do you handle any type of coursework?

Is it hard to Place an Order?

1. Click on “Order Now” on the main Menu and a new page will appear with an order form to be filled.
2. Fill in your paper’s requirements in the “PAPER INFORMATION” section and the system will calculate your order price/cost.
3. Fill in your paper’s academic level, deadline, and the required number of pages from the drop-down menus.
4. Click “FINAL STEP” to enter your registration details and get an account with us for record-keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.
5. From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS: ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT

Discussion Questions (DQ)

Weekly Participation

APA Format and Writing Quality

Use of Direct Quotes

LopesWrite Policy

Late Policy

Communication

Guarantee

Zero Plagiarism
On-time delivery
A-Grade Papers
Free Revision
24/7 Support
100% Confidentiality
Professional Writers

Services Offered

Custom paper writing
Question and answers
Essay paper writing
Editing and proofreading
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Multiple answer questions

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Treating Patients

Assessing And Treating Patients With Sleep/Wake Disorders

The Assignment: 5 pages

Examine Case Study: Pharmacologic Approaches to the Treatment of Insomnia in a Younger Adult. You will be asked to make three decisions concerning the medication to prescribe to this patient. Be sure to consider factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes.
At each decision point, you should evaluate all options before selecting your decision and moving throughout the exercise. Before you make your decision, make sure that you have researched each option and that you evaluate the decision that you will select. Be sure to research each option using the primary literature.
Introduction to the case (1 page)

Briefly explain and summarize the case for this Assignment. Be sure to include the specific patient factors that may impact your decision making when prescribing medication for this patient.

Decision #1 (1 page)

Which decision did you select?
Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

Decision #2 (1 page)

Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

Decision #3 (1 page)

Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

Conclusion (1 page)

Summarize your recommendations on the treatment options you selected for this patient. Be sure to justify your recommendations and support your response with clinically relevant and patient-specific resources, including the primary literature.

BACKGROUND
This week, we examine a 31-year-old male who presents to the office with a chief complaint of insomnia.
SUBJECTIVE
Patient is a 31-year-old male. He states that his insomnia has gotten progressively worse over the past 6 months. Per the patient, he has never been a “great sleeper” but is now having difficulty both falling asleep and staying asleep at night. The problem began approximately 6 months ago after the sudden loss of his fiancé. The patient states this is affecting his ability to perform his job, which is a forklift operator at a local chemical company. The patient states he has used diphenhydramine in the past to sleep but does not like the way it makes him feel the morning after. He states he has fallen asleep on the job due to lack of sleep from the night before. The patient’s medical record from his previous physician states that he has a history of opiate abuse, which began after he broke his ankle in a skiing accident and was prescribed hydrocodone/apap (acetaminophen) for acute pain management. The patient has not received a prescription for an opiate analgesic in 4 years. The patient states recently he has been using alcohol to help him fall asleep, approximately four beers prior to bed.
MENTAL STATUS EXAM
The patient is alert and oriented to person, place, time, event. He makes good eye contact and is dressed appropriately for time of year. He denies auditory/visual hallucinations. Judgement, insight, and reality contact are all intact. Patient denies suicidal/homicidal ideation, and is future oriented.
Decision Point One
Trazodone: 50–100 mg daily at bedtime
RESULTS OF DECISION POINT ONE

Patient returns to clinic in 2 weeks
Patient states medication works well but gives him an unpleasant side effect of a prolonged erection of the penis, approximately 15 minutes after waking
Patient states this makes it difficult to get ready for work or go downstairs and have coffee with his girlfriend and daughter in the morning
Patient denies auditory/visual hallucinations and is future oriented

Decision Point Two
Explain that priapism is a side effect of trazodone that should diminish over time. Continue dose
RESULTS OF DECISION POINT TWO

Patient returns to clinic in 2 weeks
Patient states priapism has diminished over time
Patient denies auditory/visual hallucinations and is future oriented
Patient states trazodone is effective at 50 mg dose but sometimes wakes up following day with next-day drowsiness
Patient denies auditory/visual hallucinations and is future oriented

Decision Point Three
Continue dose. Explain to patient he may split the 50 mg tablet in half. The decreased dose should minimize next-day drowsiness. Follow up in 4 weeks

Guidance to Student
Trazodone is a selective serotonin reuptake inhibitor that has a low side effect profile. It would not be prudent to prescribe sonata as it carries with it the risk of complex sleep behaviors. Hydroxyzine is an antihistamine with strong sedative properties. However, many patients complain of anticholinergic adverse effects the following morning, such as Xerostomia and Xerophthalmia.
The patient is presenting with excessive somnolence. It would be prudent to reduce the dose of trazodone by 50% and reassess in 4 weeks.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Who We Are
We are a professional custom writing website. If you have searched for a question and bumped into our website just know you are in the right place to get help with your coursework.
Do you handle any type of coursework?
Yes. We have posted our previous orders to display our experience. Since we have done this question before, we can also do it for you. To make sure we do it perfectly, please fill out our Order Form. Filling the order form correctly will assist our team in referencing, specifications, and future communication.
Is it hard to Place an Order?

1. Click on “Order Now” on the main Menu and a new page will appear with an order form to be filled.

2. Fill in your paper’s requirements in the “PAPER INFORMATION” section and the system will calculate your order price/cost.

3. Fill in your paper’s academic level, deadline, and the required number of pages from the drop-down menus.

4. Click “FINAL STEP” to enter your registration details and get an account with us for record-keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.

5. From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS: ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Guarantee

Zero Plagiarism

On-time delivery

A-Grade Papers

Free Revision

24/7 Support

100% Confidentiality

Professional Writers

Services Offered

Custom paper writing

Question and answers

Essay paper writing

Editing and proofreading

Plagiarism removal services

Multiple answer questions

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS: ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

Looking for a Similar Assignment? Order a custom-written, plagiarism-free paper

Medication-Induced Movement Disorders

Wk 5 75

Assignment: Focused SOAP Note for Schizophrenia Spectrum, Other Psychotic, and Medication-Induced Movement Disorders
Psychotic disorders change one’s sense of reality and cause abnormal thinking and perception. Patients presenting with psychotic disorders may suffer from delusions or hallucinations or may display negative symptoms such as lack of emotion or withdraw from social situations or relationships. Symptoms of medication-induced movement disorders can be mild or lethal and can include, for example, tremors, dystonic reactions, or serotonin syndrome.
For this Assignment, you will complete a focused SOAP note for a patient in a case study who has either a schizophrenia spectrum, other psychotic, or medication-induced movement disorder.
To Prepare
Review this week’s Learning Resources. Consider the insights they provide about assessing, diagnosing, and treating schizophrenia spectrum, other psychotic, and medication-induced movement disorders.
Photo Credit: Getty Images/Wavebreak Media
Review the Focused SOAP Note template, which you will use to complete this Assignment. There is also a Focused SOAP Note Exemplar provided as a guide for Assignment expectations.
Review the video, Case Study: Sherman Tremaine. You will use this case as the basis of this Assignment. In this video, a Walden faculty member is assessing a mock patient. The patient will be represented onscreen as an avatar.
Consider what history would be necessary to collect from this patient.
Consider what interview questions you would need to ask this patient.
The Assignment
Develop a focused SOAP note, 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, and list them 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.
Plan: What is your plan for psychotherapy? What is your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters, as well as a rationale for this treatment and management plan. Also incorporate one health promotion activity and one patient education strategy.
Reflection notes: What would you do differently with this patient if you could conduct the session again? Discuss what your next intervention would be if you were able to follow up with this patient. 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.).
Provide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old).
Five Reference of not more than 5 years.
Medication Review
Review the FDA-approved use of the following medicines related to treating schizophrenia-spectrum and other psychotic disorders:

Psychosis
Schizoaffective disorder

alprazolam (adjunct)
amisulpride
aripiprazole
asenapine
blonanserin
carbamazepine (adjunct)
chlorpromazine
clonazepam (adjunct)
clozapine
cyamemazine
flupenthixol
fluphenazine
haloperidol
iloperidone
lamotrigine (adjunct)
lorazepam (adjunct)
loxapine
lurasidone
mesoridazine
molindone
olanzapine
paliperidone
perospirone
perphenazine
pimozide
pipothiazine
quetiapine
risperidone
sertindole
sulpiride
thioridazine
thiothixene
trifluoperazine
valproate (divalproex) (adjunct)
ziprasidone
zotepine
zuclopenthixol
amisulpride
aripiprazole
asenapine
carbamazepine (adjunct)
chlorpromazine
clozapine
cyamemazine
flupenthixol
haloperidol
iloperidone
lamotrigine (adjunct)
l-methylfolate (adjunct)
loxapine
lurasidone
mesoridazine
molindone
olanzapine
paliperidone
perospirone
perphenazine
pipothiazine
quetiapine
risperidone
sertindole
sulpiride
thioridazine
thiothixene
trifluoperazine
valproate (divalproex) (adjunct)
ziprasidone
zotepine
zuclopenthixol

Schizophrenia
Cataplexy syndrome
Catatonia
Extrapyramidal side effects

amisulpride
aripiprazole
asenapine
carbamazepine (adjunct)
chlorpromazine
clozapine
cyamemazine
flupenthixol
haloperidol
iloperidone
lamotrigine (adjunct)
l-methylfolate (adjunct)
loxapine
lurasidone
mesoridazine
molindone
olanzapine
paliperidone
perospirone
perphenazine
pipothiazine
quetiapine
risperidone
sertindole
sulpiride
thioridazine
thiothixene
trifluoperazine
valproate (divalproex) (adjunct)
ziprasidone
zotepine
zuclopenthixol
Seasonal affective disorder
bupropion
Sedation-induction
hydroxyzine
midazolam
clomipramine
imipramine
sodium oxybate
alprazolam
chlordiazepoxide
clonazepam
clorazepate
diazepam
estazolam
flunitrazepam
flurazepam
loflazepate
lorazepam
midazolam
oxazepam
quazepam
temazepam
triazolam
benztropine
diphenhydramine
trihexyphenidyl

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Clinical Decision Support And Evidence-Based Practice

Just as global positioning systems (GPS) provide drivers with directions, detours, alternative routes, and alerts, clinical decision support (CDS) systems provide health care professionals with guidance for important decisions related to patient care. CDS systems have many capabilities, such as synthesizing patient information, recommending diagnostic tests, presenting alerts for life-threatening conditions, suggesting options for treatment, and offering relevant evidence and best practices. However, like GPSs, CDS systems are not always perfect, and many of their design specifications and functionalities are still evolving. In particular, issues such as alert fatigue and the integration of evidence-based practice (EBP) resources and clinical guidelines are still developing for CDS systems.

In this Assignment (due this Thursday), you identify the established EBP databases and clinical guidelines for your specialization area. You also consider how to integrate these elements into a CDS system specific to your specialization area. In addition, you analyze the benefits and drawbacks of integrating EBP and clinical guidelines within specialized CDS systems.

To prepare:

Review this week’s Learning Resources on CDS systems, EBP, and clinical guidelines. Focus on the Hammond, Jaffe, and Kush article, “Healthcare Standards Development: The Value of Nurturing Collaboration”(http://library.ahima.org/xpedio/groups/public/documents/ahima/bok1_043995.hcsp?dDocName=bok1_043995) and consider how CDS systems could be used to achieve integration of standards, guidelines, and EBP within your specialization area.
Identify at least two databases that can be considered “gold standards” for current research and EBP recommendations within your specialization area (Cardiology, I’m a cardiac nurse).
Identify at least two condition-specific clinical guidelines that are applicable to your specialization area. One possible resource for locating clinical guidelines is http://www.guidelines.gov
Consider how the databases and guidelines you identified could be integrated into a CDS system. For example, would you recommend an alert system, a side panel within an electronic health record (EHR) system, a separate computer or device for health care professionals to consult at their discretion, or an alternative system?
Reflect on the benefits and disadvantages of the type of CDS system you selected to integrate your EBP databases and clinical guidelines.

To complete:

Write a 3-page paper in APA format, due on Thursday 9/15/16, that addresses the following:

Identify the two databases you selected as “gold standards” for EBP within your specialization area ( My specialization is Cardiac nursing ). Justify your selections.
Identify the two condition-specific clinical guidelines you selected, and explain their significance within your specialization area. (http://www.guidelines.gov)
Explain how the databases and guidelines you identified could be integrated into a CDS system. Describe the type of system you would recommend, and justify your recommendation.
Identify at least two benefits and at least two challenges of the CDS system you recommended.
Cite at least 4 references using APA style.
This Assignment is due by Thursday 9/15/2016 by 12 noon

Required Readings
Bredemeyer, J., & Androwich, I. (2012). Transitional research: Generating evidence for practice. In D. McGonigle & K. G. Mastrian (Eds.), Nursing informatics and the foundation of knowledge (pp. 471–485). Burlington, MA: Jones and Bartlett.
This chapter describes information gathering and application processes of translational research. The authors also identify the importance of self-critique and persistent answer-seeking in evidence-based practice.

McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.

Chapter 25, “Translational Research: Generating Evidence for Practice”
Chapter 16, “Informatics Tools to Promote Patient Safety and Clinical Outcomes”

Ensuring the safety of patients is the responsibility of everyone within a health care organization. This chapter analyzes the role that technological advancements in information storage and delivery plays in supporting safety practices.

Brokel, J. M. (2009). Infusing clinical decision support interventions into electronic health records. Urologic Nursing, 29(5), 345–352.

Retrieved from the Walden Library databases.

This article describes a variety of decision support systems interventions that are available to nurses while using electronic health records. The author suggests how these interventions can be used by nurses for assessments, for diagnosing problems and identifying preferences, for performing interventions, and for evaluating outcomes.

Glaser, J. (2008). Clinical decision support: The power behind the electronic health record. Healthcare Financial Management, 62(7), 46–48, 50–51.

Retrieved from the Walden Library databases.

In this article, the author considers the impact that clinical decision support has on patient care by establishing the relationship between EHR-based patient care and CDS-based applications.

Kesselheim, A. S., Cressweel, K., Phansalkar, S., Bates, D. W., & Shiekh, A. (2011). Clinical decision support systems could be modified to reduce “alert fatigue” while still minimizing the risk of litigation. Health Affairs, 30(12), 2310–2317.

Retrieved from the Walden Library databases.

Clinical decision support (CDS) systems implemented to assist health care personnel with decision making help health care organizations use their resources most effectively. This article deals specifically with the ways CDSSs can help health care organizations save money.

Agency for Healthcare Research and Quality. (n.d.). National Guideline Clearinghouse. Retrieved January 2, 2014, from http://www.guideline.gov/

NGC is a public resource for evidence-based clinical practice guidelines. Provided by the Agency for Healthcare Research and Quality (AHRQ) a part of the U.S. Department of Health & Human Services.

Hammond, W. E., Jaffe, C., & Kush, R. D. (2009). Healthcare standards development: The value of nurturing collaboration. Journal of AHIMA, 80(7), 44–52. Retrieved from http://library.ahima.org/xpedio/groups/public/documents/ahima/bok1_043995.hcsp?dDocName=bok1_043995

The authors examine how standards developing organizations (SDOs) collaborate to create technical standards. Those standards clarify communication between health care personnel and improve patient care.

McMaster University. (2012). Evidence-based practice resources. Retrieved from http://hsl.mcmaster.ca/resources/topic/eb/

This collection of resources on evidence-based practice (EBP) covers basic information about its methodologies. This includes a list of useful references, charts, and definitions pertaining to different facets of EBP application in health care organizations.

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Change Management

As health care organizations adopt more and more informatics solutions, they inevitably experience significant changes. Such changes are often met with hesitation, resistance, and even outright refusal. Nurse informaticists should be aware of these barriers and be prepared to employ change-management strategies to ensure stakeholder buy-in and end-user adoption.

In this Discussion, you explore the concept of change management and how it is relevant to the role of the nurse informaticist. You consider what steps can be taken during implementation of a project to contribute to more successful end-user adoption. In addition, you explore the competencies and skills a nurse informaticist should have when serving as a change agent within an organization.

To prepare

Review this week’s Learning Resources, including pages 481–483 (See attached file) in the Dennis course text, on change management. How is change management relevant to the role of the nurse informaticist?
Consider steps a nurse informaticist can take to promote more successful end-user adoption.
What change-management strategies are most useful for a nurse informaticist to be aware of when implementing a change within an organization? How can those strategies help to mitigate negative attitudes toward change?
Reflect on the competencies and skills required for nurse informaticists to be effective change agents. How can you best prepare yourself to manage change and address resistance?
With these thoughts in mind:
Post by tomorrow 10/25/16 a 550 words essay in APA format and 3 references that include the level one headings as numbered below:
1) An analysis of how change management is relevant to the role of the nurse informaticist.
2) Explain at least two change-management strategies that can be used to promote end-user adoption, and justify their effectiveness in mitigating resistance.
3) Identify at least two skills or competencies necessary for nurse informaticists in serving as change agents, and describe how you plan to cultivate those skills or competencies.

Required Readings
Dennis, A., Wixom, B. H., & Roth, R. M. (2015). Systems analysis and design (6th ed.). Hoboken, NJ: Wiley.

Review Chapter 13, “Transition to the New System” (pp. 400–424)

Kulhanek, B. J. (2011). Creating effective electronic medical record change management processes. Computers, Informatics, Nursing, 29(8), 431–435.

Retrieved from the Walden Library databases.

Efficient implementation and use of electronic medical/health records requires organizationwide restructuring. This article addresses how management procedures, organizational initiatives, and communication needs require adjustment in order to suit the changing health care environment.

Lee, V., Ridzi, F., Lo, A. W., & Coskun, E. (2011). A healthcare case study of team learner style and change management. Journal of Organizational Change Management, 24(6), 830–852.

Retrieved from the Walden Library databases.

This article discusses the importance of considering the end users’ learning styles when an implementation is planned. The authors conclude that a mix of a variety of learning styles appears to be the strongest approach.

Leyland, M., Hunter, D., & Dietrich, J. (2009). Integrating change management into clinical health information technology project practice. Privacy, Security, Trust and the Management of e-Business, 89–99.

Retrieved from the Walden Library databases.

The authors of this article contrast “hard changes”—those focusing on cost, schedule, and scope of a process—with “soft changes”—the human side of change. The authors conclude that failure to address the human side of change increases the likelihood of the failure of a project.

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Promoting Safety And Quality

Week 6: Accountability for Clinical Outcomes and Promoting Safety and Quality

Introduction

Throughout your education, patient safety and improving the quality of patient care have been examined. Through numerous readings and media pieces, you have heard about Never Events. These are serious and costly medical errors that are preventable, such as wrong-side surgery, medication errors, and hospital-acquired infections. Each of these types of medical errors is preventable. The consequences of such errors are now financial as well as legal and emotional. The Centers for Medicare & Medicaid Services no longer reimburse for medical errors classified as Never Events.
As a nurse, how can you help to prevent these types of medical errors? What is your accountability for clinical outcomes? There are standards and core measures in place that guide nursing practice. In addition, the National Database of Nursing Quality Indicators (NDNQI) examines those components of clinical care that are specific to nursing. The NDNQI quantifies, or assesses, these nurse-sensitive components and provides specific feedback on how well nursing practice is being executed in those areas related to patient care.
This week, you will consider a series of articles that focus on strategies for ensuring safety and quality care for patients. You will also explore how successful, efficient teamwork between nurses, nursing leaders, physicians, and other medical personnel can help prevent many of the Never Events from occurring and decrease the likelihood of such events in the future.

Learning Objectives

Students will:

Analyze the core measures and standards for nursing practice that promote patient safety and quality of care outcomes
Analyze the impact of the nurse’s role in clinical outcomes for organizations
Analyze nurse-specific challenges for influencing change in quality improvement
Analyze the role of the nurse in supporting the organization’s strategic agenda in improving clinical outcomes

Photo Credit: PhotoAlto/Odilon Dimier / PhotoAlto Agency RF Collections / Getty Images

Learning Resources

Prior Knowledge

It is not uncommon for students to be required to complete group projects or to work as part of a team. While obtaining your RN credentials, or at some time in your work career, you have more than likely at some point been part of a unit or a collaborative team. Reflect on that experience of working with others to achieve a common goal. How did the actions of your team members impact your success as a team? Consider how this same philosophy applies within an organization. How might the actions of the individuals influence the success of the organization?

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Amin, A. N., Hofmann, H., Owen, M. M., Tran, H., Tucker, S., & Kaplan, S. H. (2014). Reduce readmissions with service-based care management. Professional Case Management, 19(6), 255–262. doi: 10.1097/NCM.0000000000000051
Note: You will access this article from the Walden Library databases.

Forster, A. J., Dervin, G., Martin, C., & Papp, S. (2012). Improving patient safety through the systematic evaluation of patient outcomes. Canadian Journal of Surgery, 55(6), 419–425. doi: 10.1503/cjs.007811
Note: You will access this article from the Walden Library databases.

Johansen, M. L. (2014). Conflicting priorities: Emergency nurses perceived disconnect between patient satisfaction and the delivery of quality patient care. Journal of Emergency Nursing, 40(1), 13–19. doi: 10.1016/j.jen.2012.04.013
Note: You will access this article from the Walden Library databases.

McDowell, D. S., & McComb, S. A. (2014). Safety checklist briefings: A systematic review of the literature. AORN, 99(1), 125–137. doi: 10.1016/j.orn.2013.11.015
Note: You will access this article from the Walden Library databases.

Payne, D. (2014). Elderly care: Reflecting on that ultimate ‘never event.’ British Journal of Nursing, 23(13), 702. doi: 10.12968/bjon.2014.23.13.702
Note: You will access this article from the Walden Library databases.

Thornlow, D. K., & Merwin, E. (2009). Managing to improve quality: The relationship between accreditation standards, safety practices, and patient outcomes. Health Care Management Review, 34(3), 262–272. doi: 10.1097/HMR.0b013e3181a16bce
Note: You will access this article from the Walden Library databases.

American Hospital Association. (2016). Retrieved from http://www.aha.org/

Explore the American Hospital Association’s website. Focus on the information on improving patient safety and quality of care.

American Organization of Nurse Executives. (2016). Retrieved from http://www.aone.org

“Since 1967, the American Organization of Nurse Executives (AONE) has provided leadership, professional development, advocacy and research to advance nursing practice and patient care, promote nursing leadership excellence and shape public policy for health care nationwide. AONE is a subsidiary of the American Hospital Association” (AONE, 2016).

Centers for Medicare & Medicaid Services. (n.d.). Quality of care center. Retrieved August 11, 2016, from http://www.cms.gov/Center/Special-Topic/Quality-of-Care-Center.html?redirect=/center/quality.asp

Most health care organizations receive some amount of reimbursement from the Centers for Medicare & Medicaid Services (CMS). Reimbursement continues to be jeopardized and reduced by pay for performance standards. Health care organizations are being held to higher standards by CMS. Explore the standards set to improve patient safety and the quality of care. Consider how they affect acute care providers and nursing practice.

The National Academies of Sciences, Engineering, and Medicine. (2016). Health and Medicine Division. Retrieved from http://www.nationalacademies.org/hmd/

The Health and Medicine Division (HMD) promotes policies and best practices in an effort to improve patient safety and delivery of quality care. Review a few of the publications available at this site.

The Joint Commission. (2016). National Quality Forum (NQF) endorsed nursing-sensitive care performance measures. Retrieved from http://www.jointcommission.org/national_quality_forum_nqf_endorsed_nursing-sensitive_care_performance_measures/

The Joint Commission (TJC) also accredits health care organizations. Through funding provided by the Robert Wood Johnson Foundation, the Joint Commission developed the Implementation Guide for the National Quality Forum (NQF) Endorsed Nursing-Sensitive Care Performance Measures. Review this guide as you consider how core measures and national guidelines improve nursing practice.

Required Media

Laureate Education. (Producer). (2009b). Topics in clinical nursing: Accountability for clinical outcomes and promoting safety and quality [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 15 minutes.

Discussion: Promoting Safety and Quality

In the article “Managing to Improve Quality: The Relationship Between Accreditation Standards, Safety Practices, and Patient Outcomes,” the authors discuss the growing trend by medical insurance companies to eliminate reimbursement for Never Events. As these types of mistakes should be easily preventable, hospitals have developed protocols to lessen or extinguish the occurrence of these events. In addition, The Joint Commission (TJC) and the Centers for Medicare & Medicaid Services (CMS) have developed core measures to guide health care providers’ efforts in improving patient safety and the quality of care delivered.
Health care organizations have developed strategic agendas to help meet these standards and reduce the incidence of Never Events. Nurses significantly influence the overall quality of health care provided and play a pivotal role in improving patient outcomes.
For this Discussion, you will consider the standards that are in place for nurses and how they can be used to improve quality of care.
To prepare for this Discussion:

Review the information at the Joint Commission and Centers for Medicare & Medicaid Services websites on the core measures and standards presented in this week’s Learning Resources.
Consider the nurse’s role in supporting the organization’s strategic agenda as it relates to improving clinical outcomes.
Conduct an Internet search for either a Never Event or a core measure, and select one to address in your post.

By Day 3

Respond to the following:

How has the emphasis on quality of care, patient safety, and clinical care outcomes been impacted by specific standards emanating from TJC and/or CMS? Cite your selected core measure or Never Event in your response.
What is the impact of the nurse’s role in clinical outcomes for the organization?
Discuss nurse-specific challenges in influencing change in quality improvement.
How does this influence the ability of the organization to achieve its strategic agenda?

Support your response with references from the professional nursing literature.
Note Initial Post: A 3-paragraph (at least 250–350 words) response. Be sure to use evidence from the readings and include in-text citations. Utilize essay-level writing practice and skills, including the use of transitional material and organizational frames. Avoid quotes; paraphrase to incorporate evidence into your own writing. A reference list is required. Use the most current evidence (usually ≤ 5 years old).
Read two or more of your colleagues’ postings from the Discussion question (support with evidence if indicated).

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Yale Brown Obsessive Compulsive Scale

This week, as you explore assessment and diagnosis in psychotherapy, you examine assessment tools, including their psychometric properties and appropriate use. You also develop diagnoses for clients receiving psychotherapy and consider legal and ethical implications of counseling these clients. Below you will find your assigned assessment tool for this week’s discussion.
Yale Brown Obsessive Compulsive Scale
1) Post an explanation of the psychometric properties of the assessment tool you were assigned (Yale Brown Obsessive Compulsive Scale).
2) Explain when it is appropriate to use this assessment tool with clients, including whether the tool can be used to evaluate the efficacy of psychopharmacologic medications.
3) Support your approach with evidence-based literature.
4) Also develop diagnoses for clients receiving psychotherapy and consider legal and ethical implications of counseling these clients
Required Readings
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.

Chapter 3, “Assessment and Diagnosis” (pp. 95–168)
Chapter 4, “The Initial Contact and Maintaining the Frame” (pp. 169–224)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Note: It is highly recommended that you use this resource as a reference guide throughout the course. You will access this text from the Walden Library databases.
American Academy of Child and Adolescent Psychiatry. (1995). Practice parameters for the psychiatric assessment of children and adolescents. Washington, DC: Author. Retrieved from /orders/www.aacap.org/App_Themes/AACAP/docs/practice_parameters/psychiatric_assessment_practice_parameter.pdf
American Psychiatric Association. (2016). Practice guidelines for the psychiatric evaluation of adults (3rd ed.). Arlington, VA: Author. Retrieved from http://psychiatryonline.org/doi/pdf/10.1176/appi.books.9780890426760
Walden Library. (2017). NURS 6640 week 2 discussion guide. Retrieved from http://academicguides.waldenu.edu/nurs6640week2discussion
Walden University. (n.d.). Tests & measures: Home. Retrieved February 6, 2017, from http://academicguides.waldenu.edu/library/testsmeasures
Note: This database may be helpful in obtaining assessment tool information for this week’s Discussion.
Required Media
Laureate Education (Producer). (2015a). Counseling competencies—The application of ethical guides and laws to record keeping [Video file]. Baltimore, MD: Author.
Provided courtesy of the Laureate International Network of Universities.
Note: The approximate length of this media piece is 23 minutes. (See Attached Transcript for the Media)

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Article Critique

DNP graduates are expected to apply research findings and integrate nursing science into evidence-based practice. To develop your ability to engage in this high level of nursing practice, you will analyze the strengths and weaknesses of a research study over the next several weeks using the concepts presented throughout Weeks 1 through 9 of the course. Your final analysis will be a 5- to 7-page paper in APA format, that includes the following:
1) Write an introduction ending with a purpose statement (e.g. “the purpose of this study is…).
2) Provide a two paragraph overviews of the study.
3) Identify three strengths of the study and support your selection (i.e. why is this a
strength)
4) Identify three weaknesses of the study and support your selection (i.e. why is this a
weakness)
Note: The strengths and weaknesses should be in relation to:
· Design
· Sampling
· Data collection
· Statistical analysis
· Results and discussion.
5) Propose changes to improve the quality of the study capitalizing on the strengths and
6) improving on the weaknesses you identified in the study.
7) Summarize the implications for nursing practice.
8) Write a conclusion for your paper
The purpose of the analysis is to help you develop a deeper understanding of the research process, to inspire you to think critically and deeply about research on a specific topic, and to strengthen your ability to integrate research findings into evidence-based nursing practice. This assignment also gives you practice in analyzing the research literature, which will support you when you begin your DNP project.
Due Wednesday October 25, 2017 before midnight!
Writing (5 points): Up to 5 points (20%) may be deducted for grammar and APA style errors.
To prepare for this week’s assignment complete the following:

Select one of the four research articles cited in this week’s required readings (SEE ATTACHED PDF FILE).

Review the various quantitative research designs presented in the textbook readings and research articles and discussed in the “Musings: Aligning Research Question and Methodology” media.
Consider the research design used in your selected article. Ask yourself the following questions. Is the design appropriate for the study? Would a different design provide better results?

Required Media
Laureate Education, Inc. (Executive Producer). (2011). Research methods for evidence-based practice: Selecting a research topic and developing a hypothesis. Baltimore, MD: Author.
Note: The approximate length of this media piece is 13 minutes.
In this week’s video, Dr. Leiyu Shi discusses the characteristics of a good research hypothesis and details the steps in developing a hypothesis that can be tested through research.
Laureate Education, Inc. (Executive Producer). (2011). Research methods for evidence-based practice: Musings: Aligning research question and methodology. Baltimore, MD: Author.
Note: The approximate length of this media piece is 6 minutes.
This video discusses the importance of having a well-defined research question, which informs the methodology that you use in creating a hypothesis for a research study
Laureate Education. (2011). Important events in clinical research history. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/CLRA/6100/01/mm/timeline/index.html
This timeline identifies and describes key historical events related to the development of clinical research throughout the ages.
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 5, “Research Problem and Purpose”
Chapter 5 outlines how to identify and develop a research problem statement, purpose, and research questions. The chapter also provides examples of both quantitative and qualitative research topics, problems, and purpose.
Chapter 6, “Objectives, Questions, Variables, and Hypothesis”
This chapter explains the different types of hypotheses and assesses how research variables can be used to formulate research objectives in both quantitative and qualitative studies.
Chapter 10, “Quantitative Methodology: Noninterventional Designs and Methods”
Chapter 10 describes the principles of research design and those foundational concepts that influence the selection of an appropriate quantitative design: causality, bias, manipulation, control, and validity.
Chapter 11, “Quantitative Methodology: Interventional Designs and Methods”
This chapter builds on the material presented in Chapter 10 and discusses how to select the most appropriate quantitative research design for addressing a particular research problem.
Select one of the following articles to use for this week’s Assignment:
· Fouquier, K.F. (2011). The concept of motherhood among three generations of African American women. Journal of Nursing Scholarship, 43(2), 145–153.
· Grey, M., Whittemore, R., Jaser, S., Ambrosino, J., Lindemann, E., Liberti, L., Northrup, V., & Dziura, J. (2009). Effects of coping skills training in school-age children with Type 1 diabetes. Research in Nursing & Health, 32, 405–418. (USE THIS ARTICLE FOR THIS ASSIGNMENT)
· Methey, N.A., Davis-Jackson, J., & Stewart, B.J. (2010). Effectiveness of an aspiration risk-reduction protocol. Nursing Research, 59, 18–25.
· Newhouse, R.P., Morlock. L., Pronovost, P., & Breckenridge-Sproat, S. (2011). Rural hospital nursing: Results of a national survey of nurse executives. Journal of Nursing Administration, 41(3), 129–137.
Handouts
Laureate Education. (2011). Litmus test for a doctoral-level research problem. Baltimore, MD: Author.
Optional Resources
Caress, A., Luker, K., & Chalmers, K. (2010). Promoting the health of people with chronic obstructive pulmonary disease: Patients’ and carers’ views. Journal of Clinical Nursing, 19(3–4), 564–573.
Mbeba, M. M., N., Jere, D. L., Kachingwe, S. I., Crittenden, K. S., McCreary, L. L., … Norr, K. F. (2011). Peer group intervention reduces personal HIV risk for Malawian health workers. Journal of Nursing Scholarship, 43(1), 72–81.
Miller, J., Gaboda, D., Nugent, C., Simpson, T., & Cantor, J. (2011). Parental eligibility and enrollment in state children’s health insurance program: The roles of parental health, employment, and family structure. American Journal of Public Health, 101(2), 274–277.
Su, C., Lu, X., Chen, W., & Wang, T. (2009). Promoting self-management improves the health status of patients having peritoneal dialysis. Journal of Advanced Nursing, 65(7), 1381–1389.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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We are a professional custom writing website. If you have searched for a question and bumped into our website just know you are in the right place to get help with your coursework.

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Is it hard to Place an Order?

1. Click on “Order Now” on the main Menu and a new page will appear with an order form to be filled.
2. Fill in your paper’s requirements in the “PAPER INFORMATION” section and the system will calculate your order price/cost.
3. Fill in your paper’s academic level, deadline, and the required number of pages from the drop-down menus.
4. Click “FINAL STEP” to enter your registration details and get an account with us for record-keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.
5. From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.

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Late Policy

Communication

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Zero Plagiarism
On-time delivery
A-Grade Papers
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Data-Driven Decision Making

Data-Driven Decision Making

Case Study Analysis

Treating Patients

Assessing And Treating Patients With Sleep/Wake Disorders

The Assignment: 5 pages

Medication-Induced Movement Disorders

Wk 5 75

Clinical Decision Support And Evidence-Based Practice

Change Management

Promoting Safety And Quality

Week 6: Accountability for Clinical Outcomes and Promoting Safety and Quality

Learning Objectives

Students will:

Learning Resources

Prior Knowledge

Required Readings

Required Media

Discussion: Promoting Safety and Quality

By Day 3

Yale Brown Obsessive Compulsive Scale

Article Critique

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