Assignment Week 9 – NURS 6053

Assignment Week 9 – NURS 6053

Assignment: Workplace Environment Assessment

The Assignment (3-6 pages total):

Part 1: Work Environment Assessment (1-2 pages)

  • Review the Work Environment Assessment Template you completed for this Module’s Discussion.
  • Describe the results of the Work Environment Assessment you completed on your workplace.
  • Identify two things that surprised you about the results and one idea you believed prior to conducting the Assessment that was confirmed.
  • Explain what the results of the Assessment suggest about the health and civility of your workplace.

Part 2: Reviewing the Literature (1-2 pages)

  • Briefly describe the theory or concept presented in the article(s) you selected.
  • Explain how the theory or concept presented in the article(s) relates to the results of your Work Environment Assessment.
  • Explain how your organization could apply the theory highlighted in your selected article(s) to improve organizational health and/or create stronger work teams. Be specific and provide examples.

Part 3: Evidence-Based Strategies to Create High-Performance Interprofessional Teams (1–2 pages)

  • Recommend at least two strategies, supported in the literature, that can be implemented to address any shortcomings revealed in your Work Environment Assessment.
  • Recommend at least two strategies that can be implemented to bolster successful practices revealed in your Work Environment Assessment Assignment: Workplace Environment Assessment.

 Module 4 Assignment: Work Environment Assessment – NURS 6501: Interprofessional Organizational and Systems Leadership

Module 4 Assignment: Work Environment Assessment

Workplace incivility, which is described as repetitive, low-intensity unacceptable social behaviors, is a common occurrence in nursing practice (Armstrong, 2018). Uncivil conducts range from passive aggression and sexual harassment to nonverbal and verbal abuse and are predominantly intended to undermine and scare another group or an individual (Bambi et al., 2018) Assignment: Workplace Environment Assessment. In nursing settings, incivility aimed at colleagues represents a form of harassment that possibly contributes to physical and psychological anguish in victims, which, in turn, adversely influence the quality of nursing care delivered (Armstrong, 2018). The present assignment aims at analyzing the Clark Healthy Workplace Inventory results from my workplace and applying evidence from published pieces of literature in formulating interventions to address cases of uncivil behaviors discovered during the assessment. The three-part assignment entails a summary of the Work Environment Assessment, theory or concept discussed in the assignment articles, and evidence-based strategies for creating high-performance inter-professional teams.

Part 1: Work Environment Assessment

My workplace scored 83 on the Clark Health Workplace Inventory indicating that it is moderately healthy. The highest scores were recorded on members sharing a collective vision and mission that is grounded on trust, respect, and collegiality. Our nurse leaders recognize that being on the same page with all the patient’s clinical care providers is at the crux of patient-centered, evidence-based, and outcome-oriented care delivery and effective leadership (Martin et al., 2017). In my view, a shared vision reinforced by teamwork and broadening clinical scopes of nurses has led to shared care in my workplace as the collective vision has provided the path for change and inspired individuals to focus their energies on the core mission of fostering a healthy environment that guarantees patient safety (Martin et al., 2017). For instance, the shared vision provides a strong purpose and clear orientation to the nurse manager and team members of the L&D unit, which enables them to set priorities accordingly and stay on track, thereby leaving no room for uncivil behaviors. Other factors that have led to the moderate healthy workplace environment in our worksite include the use of effective communication, evident teamwork and collaboration, provision of competitive remunerations, and availability of adequate resources for professional growth and development.

Our hospital CEO and nurse manager strive to promote a healthy workplace that reflects a high degree of team involvement in decision-making as well as positive patient outcomes (Clark et al., 2016). Thus, I would rate my workplace environment as somewhat civil, since there have been seldom cases of incivility that threatened inter-professional collaboration, especially between nurses and clinicians (Shoorideh et al., 2021). From the available literature, power dynamics particularly between managers and junior staff is a primary recipe for uncivil behaviors, mainly verbal abuse including hostility, overt scolds or convert criticisms, sarcastic reactions, and impoliteness (Abdollahzadeh et al., 2017; Shoorideh et al., 2021). It was surprising, however, that the nurse leaders in our workplace were unlikely to direct incivility toward their subordinates. Covert uncivil conduct occurred among nurses with colleagues showing mutual disrespect during clinical rounds. Second, the frequency of reported cases of incivility is non-existent due to its covert nature, implying that cases remain undocumented and unaddressed. An idea I believed before the work environment assessment was that the unit and hospital leadership proactively investigated cases of incivility Assignment: Workplace Environment Assessment. However, the results indicated that while there is a perceived moderate healthy environment, interventions are needed to expose and prevent covert incidences of uncivil conduct amongst clinicians.

Part 2: Reviewing the Literature

I analyzed Clark’s (2019) and Clark’s (2015) articles highlighting the concept of cognitive rehearsal, an evidence-based technique proposed for employment in tackling discourteousness and disrespect during difficult dialogues. The technique is at the crux of Bandura’s social learning theory, whereby persons work with an experienced facilitator to deliberate and rehearse effective approaches to tackling a certain social issue or problem (Clark, 2019). It entails mentally practicing desired reactions to situations involving conducts frequently allied to workplace incivility like physical violence, verbal disrespect, subversion, gossiping, humiliation, and nonverbal allusion (Kousha et al., 2022). Cognitive rehearsal is intended to improve impulse control, increase confidence, and reduce nervousness by exercising pragmatic techniques to handle possibly nerve-wracking experiences. The covert cases of incivility at my workplace are examples of nerve-wracking social experiences that are characterized by discourteousness, disrespect, and difficult conversations, which call for the application of such psychological techniques as a cognitive rehearsal to address it.

Kousha et al. (2022) conducted a randomized controlled trial (RCT) involving 80 emergency nurses to explore the efficacy of cognitive rehearsal and educational intervention on perceived incivility among emergency nurses. The findings of the RCT showed that cognitive rehearsal enabled the emergency nurses to decode the training they acquired on effective conversation approaches into appropriate behaviors they can apply in their clinical settings to maintain mutual respect during heated discussions. In the above view, the tenets of the cognitive rehearsal technique can be applied in our hospital to promote a healthier workplace environment and prevent cases of nurse-to-nurse incivility. In line with the three-step process described by Clark (2015), the cognitive rehearsal technique will involve a nurse manager-led training presentation on incivility, modeling and demonstration of desired responses during dialogues, including the desired calm, respectful tone, and allowing the nurses to teach back to exercise the acquired behaviors to reinforce the instruction and rehearsal (Clark, 2015). The expectation is that the application of the cognitive rehearsal and role modeling technique in my clinical setup will result in a more conflict-capable staff, enhanced communication, improved nurse satisfaction, and subsequently, enhanced nursing care delivery.

Part 3: Evidence-Based Strategies for Creating High-Performance Inter-Professional Teams

One recommendation to develop high-performing inter-professional teams devoid of the convert nurse-to-nurse uncivil behaviors in our workplace is simulation-based Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) training. TeamSTEPPS is a systematic methodology and set of instruments formulated by the Agency for Healthcare Research and Quality (AHRQ) and the Department of Defense (DoD) designed to enhance teamwork skills and communication among medical professionals with the principal goal of optimizing patient outcomes (AHRQ, n.d.). Assignment: Workplace Environment Assessment TeamSTEPPS facilitates team building and synergistic behaviors grounded on clearly defined purpose, active listening, demonstration of compassion and honesty, flexibility, and dedication to conflict resolution, all of which are necessary for fostering inter-professional collaboration and mutual respect. The second recommendation for creating high-performing inter-professional teams is the provision of effective leadership. In particular, the presence of transformational leaders facilitates shared governorship, goal alignment, creativity and innovation, team building, effective communication, and direction setting necessary for high-performing inter-professional teams (Mitchell et al., 2017).

In line with Eggenberger et al. (2019) recommendations, transformational leaders inspire members of interdisciplinary teams to partake in establishing a collaborative team culture and encourage them to nurture novices for team continuity and sustainability. Apart from cognitive rehearsal, I recommend the application of the tenets of the DESC models among nurses to communicate their beliefs, thoughts, and feelings in an open, honest way without infringing the rights of others and subsequently avoiding avoidable conflicts associated with incivility (Clark, 2019). The second strategy to bolster successful practices and desired behaviors in our clinical setting among nurses is to inculcate a culture of patient safety by actively investigating and tackling uncivil behaviors. The above will demonstrate the leadership’s commitment to tackling incivility, promoting a healthy workplace environment, and encouraging reporting of uncivil conduct.

Conclusion

The present assignment aimed at analyzing the Clark Healthy Workplace Inventory results from my workplace and applying evidence from published pieces of literature in formulating interventions to address cases of uncivil behaviors discovered during the assessment. The three-part assignment provided a summary of the Work Environment Assessment, showing that my workplace scored 83 on the Clark Health Workplace Inventory suggesting that it is moderately healthy. The reviewed pieces of literature highlighted the concept of cognitive rehearsal, an evidence-based technique proposed at the crux of Bandura’s social learning theory for employment in tackling discourteousness and disrespect during difficult dialogues. The concept is based on the premise that persons work with an experienced facilitator to deliberate and rehearse effective approaches to tackling a certain social issue or problem. The evidence-based strategies recommended for creating high-performance inter-professional teams include TeamSTEPPS-based training and transformational leadership.

References

Abdollahzadeh, F., Asghari, E., Ebrahimi, H., Rahmani, A., & Vahidi, M. (2017). How to prevent workplace incivility? Nurses’ perspective. Iranian Journal of Nursing and Midwifery Research, 22(2), 157–163. /orders/doi.org/10.4103/1735-9066.205966

AHRQ. (n.d.). About TeamSTEPPS®. /orders/www.ahrq.gov/teamstepps/index.html

Armstrong, N. (2018). Management of nursing workplace incivility in the health care settings: A systematic review. Workplace Health and Safety, 66(8), 403–410. /orders/doi.org/10.1177/2165079918771106 Assignment: Workplace Environment Assessment

Bambi, S., Foà, C., De Felippis, C., Lucchini, A., Guazzini, A., & Rasero, L. (2018). Workplace incivility, lateral violence, and bullying among nurses. A review of their prevalence and related factors. Acta Biomedica, 89(6), 51–79. /orders/doi.org/10.23750/abm.v89i6-S.7461

Clark, C. M. (2015). Conversations to inspire and promote a more civil workplace: Let’s end the silence that surrounds incivility. American Nurse Today, 10(11), 18–23.

Clark, C. M. (2019). Combining cognitive rehearsal, simulation, and evidence-based scripting to address incivility. Nurse Educator, 44(2), 64–68. /orders/doi.org/10.1097/NNE.0000000000000563

Eggenberger, B. T., Sherman, R. O., & Keller, K. (2019). Creating high-performance interprofessional teams leading the way. American Nurse Today, 9(11), 12–14.

Kousha, S., Shahrami, A., Forouzanfar, M. M., Sanaie, N., Atashzadeh-Shoorideh, F., & Skerrett, V. (2022). Effectiveness of educational intervention and cognitive rehearsal on perceived incivility among emergency nurses: A randomized controlled trial. BMC Nursing, 21(1), 1–9. /orders/doi.org/10.1186/s12912-022-00930-1

Martin, J., Mccormack, B., Fitzsimons, D., & Spirig, R. (2017). The importance of inspiring a shared vision. International Practice Development Journal, 4(2), 1–15.

Mitchell, R., Boyle, B., Parker, V., Giles, M., Joyce, P., & Chiang, V. (2017). Transformation through tension: The moderating impact of negative affect on transformational leadership in teams. Human Relations, 67(9), 1095–1121. /orders/doi.org/10.1177/0018726714521645

Shoorideh, F. A., Moosavi, S., & Balouchi, A. (2021). Incivility toward nurses: A systematic review and meta-analysis. Journal of Medical Ethics and History of Medicine, 14(12), 123–134. /orders/doi.org/10.18502/jmehm.v14i15.7670 Assignment: Workplace Environment Assessment

 

Assignment: Workplace Environment Assessment
Clearly, diagnosis is a critical aspect of healthcare. However, the ultimate purpose of a diagnosis is the development and application of a series of treatments or protocols. Isolated recognition of a health issue does little to resolve it.
In this module’s Discussion, you applied the Clark Healthy Workplace Inventory to diagnose potential problems with the civility of your organization. In this Portfolio Assignment, you will continue to analyze the results and apply published research to the development of a proposed treatment for any issues uncovered by the assessment.
 
To Prepare:
· Reflect on the output of your Discussion post regarding your evaluation of workplace civility and the feedback received from colleagues. (See below)
·
· Select and review one or more of the following articles found in the Resources: (See attached PDF documents and citations below)
· Clark, Olender, Cardoni, and Kenski (2011)
· Clark (2018)
· Clark (2015)
· Griffin and Clark (2014)
IMPORTANT
 
 
The Assignment – Instructions
**At least 5 references including the Article(s) from Resources**
 
Part 1: Work Environment Assessment (2 pages)
· Review the Work Environment Assessment Template you completed – See attached document
· Describe the results of the Work Environment Assessment you completed on your workplace. (See attachment)
· Identify two things that surprised you about the results and one idea you believed prior to conducting the Assessment that was confirmed.
· Explain what the results of the Assessment suggest about the health and civility of your workplace.
 
Part 2: Reviewing the Literature (2 pages)
· Briefly describe the theory or concept presented in the article(s) you selected – From the Resources – PDF attached documents.
· Explain how the theory or concept presented in the article(s) relates to the results of your Work Environment Assessment.
· Explain how your organization could apply the theory highlighted in your selected article(s) to improve organizational health and/or create stronger work teams. Be specific and provide examples.
 
Part 3: Evidence-Based Strategies to Create High-Performance Interprofessional Teams (2 pages)
· Recommend at least two strategies, supported in the literature, that can be implemented to address any shortcomings revealed in your Work Environment Assessment.
· Recommend at least two strategies that can be implemented to bolster successful practices revealed in your Work Environment Assessment.
 
CITATIONS FOR RESOURCES
 
Clark, C. , Olender, L. , Cardoni, C. , Kenski, D. & (2011). Fostering Civility in Nursing Education and Practice. JONA: The Journal of Nursing Administration, 41 (7/8), 324-330. doi: 10.1097/NNA.0b013e31822509c4.
 
Clark, C. M. (2019). Combining Cognitive Rehearsal, Simulation, and Evidence-Based Scripting to Address Incivility. Nurse Educator, 44 (2), 64-68. doi: 10.1097/NNE.0000000000000563.
 
Griffin, M., & Clark, C. M. (2014). Revisiting cognitive rehearsal as an intervention against incivility and lateral violence in nursing: 10 years later. The Journal of Continuing Education in Nursing, 45(12), 535-542. doi:http://dx.doi.org.ezp.waldenulibrary.org/10.3928/00220124-20141122-02
 
 
Response post Discussion Post
Hi Ariel,
Thanks for your contribution to the week’s discussion. I agree with you that it is not a good experience working in an environment where people do not work as a team. It is more disappointing in situations where the approach of the leader causes the lack of team spirit.
In many situations, it is the work of the leader to build the team. In others, the leader must learn to work with existing personnel who are members of a team. The concept of team in healthcare is essential in acute care hospital environments as well as ambulatory and community care settings. Healthcare organizations’ very complexity and pace demands team approach to problem-solving and leaders who understand and promote team achievement. An effective team magnifies the power of a leader, and the leader who empowers team members expands the capacity of the whole organization at all levels. (Broome & Marshal, 2021).
Teamwork benefits the organization, individuals who work in the organization, and the patient population. It makes team members willing to commit to each other and the team. It makes people feel accountable for themselves and hold each other responsible while paying attention to the set goals of the group. To achieve the goals of every organization, there is a need for teamwork. This is because to tackle any issue, problem, project, people from multiple backgrounds and multiple perspectives are needed to apply their knowledge as team members. Teamwork makes people claim common ownership of the end goal. (Laureate Education, 2009).
 
References
Broome, M., & Marshall, E. S. (2021). Transformational leadership in nursing from expert clinician to influential leader. Springer Publishing Company.
Laureate Education. (2009). Working with Groups and Teams [Video file]. Baltimore, MD: Author.
Bottom of Form
 

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 – Assignment Week 9 – NURS 6053

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. Assignment Week 9 – NURS 6053

  • 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
    Assignment Week 9 - NURS 6053
    Assignment Week 9 – NURS 6053

  • 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

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. Assignment Week 9 – NURS 6053

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

health, and safety

health, and safety

Advanced practice nursing in all specialties is guided by codes of ethics that put the care, rights, duty, health, and safety of the patient first and foremost. PMHNP practice is also guided by ethical codes specifically for psychiatry. These ethical codes are frameworks to guide clinical decision making; they are generally not prescriptive. They also represent the aspirational ideals for the profession. Laws, on the other hand, dictate the requirements that must be followed. In this way, legal codes may be thought to represent the minimum standards of care, and ethics represent the highest goals for care.
For this Discussion, you select a topic that has both legal and ethical implications for PMHNP practice and then perform a literature review on the topic. Your goal will be to identify the most salient legal and ethical facets of the issue for PMHNP practice, and also how these facets differ in the care of adult patients versus children. Keep in mind as you research your issue, that laws differ by state and your clinical practice will be dictated by the laws that govern your state.

To Prepare
  • Select one of the following ethical/legal topics:
    • Autonomy
    • Beneficence
    • Justice
    • Fidelity
    • Veracity
    • Involuntary hospitalization and due process of civil commitment
    • Informed assent/consent and capacity
    • Duty to warn
    • Restraints
    • HIPPA
    • Child and elder abuse reporting
    • Tort law
    • Negligence/malpractice
  • In the Walden library, locate a total of four scholarly, professional, or legal resources related to this topic. One should address ethical considerations related to this topic for adults, one should be on ethical considerations related to this topic for children/adolescents, one should be on legal considerations related to this topic for adults, and one should be on legal considerations related to this topic for children/adolescents.
By Day 3 of Week 2

Briefly identify the topic you selected. Then, summarize the articles you selected, explaining the most salient ethical and legal issues related to the topic as they concern psychiatric-mental health practice for children/adolescents and for adults. Explain how this information could apply to your clinical practice, including specific implications for practice within your state. Attach the PDFs of your articles.

Click here  to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: 

NURS 6501 Week 6 Assignment.

NURS 6501 Week 6 Assignment

Assignment: Asthma

Complications of asthma can be sudden. Consider the case of Bradley Wilson, a young boy who had several medical conditions. He appeared in good health when he went to school, returned home, and ate dinner. However, when he later went outside to play, he came back inside wheezing. An ambulance took him to the hospital where he was pronounced dead (Briscoe, 2012). In another case, 10-year-old Dynasty Reese, who had mild asthma, woke up in the middle of the night and ran to her grandfather’s bedroom to tell him she couldn’t breathe. By the time paramedics arrived, she had passed out and was pronounced dead at the hospital (Glissman, 2012). These situations continue to outline the importance of recognizing symptoms of asthma and providing immediate treatment, as well as distinguishing minor symptoms from serious, life-threatening symptoms. Since these symptoms and attacks are often induced by a trigger, as an advanced practice nurse, you must be able to help patients identify their triggers and recommend appropriate treatment options. For this reason, you need to understand the pathophysiological mechanisms of chronic asthma and acute asthma exacerbation.
To Prepare

  • Review “Asthma” in Chapter 26 of the Huether and McCance text. Identify the pathophysiological mechanisms of chronic asthma and acute asthma exacerbation. Consider how these disorders are similar and different.
  • Select a patient factor different from the one you selected in this week’s Discussion: genetics, gender, ethnicity, age, or behavior. Think about how the factor you selected might impact the pathophysiology of both disorders. Reflect on how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.
  • Review the “Mind maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct two mind maps—one for chronic asthma and one for acute asthma exacerbation. Consider the epidemiology and clinical presentation of both chronic asthma and acute asthma exacerbation.

To Complete
Write a 2- to 3-page paper that addresses the following:

  • Describe the pathophysiological mechanisms of chronic asthma and acute asthma exacerbation. Be sure to explain the changes in the arterial blood gas patterns during an exacerbation.
  • Explain how the factor you selected might impact the pathophysiology of both disorders. Describe how you would diagnose and prescribe treatment for a patient based on the factor you selected.
  • Construct two mind maps—one for chronic asthma and one for acute asthma exacerbation. Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your paper.
By Day 6

This Assignment is due.

Note: The School 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 http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.

Reference
Briscoe, K. (2012, May 12). Thetford: mother of Bradley Wilson, who died of asthma attack, told there was nothing she could have done. East Anglian Daily Times. Retrieved fromhttp://www.eadt.co.uk/news/thetford_mother_of_bradley_wilson_who_died_of_asthma_attack_told_there_was_nothing_she_could_have_done_1_1375128
Glissman, B. (2012, May 21). Girl’s death puts focus on asthma’s broader grip. Omaha World-Herald. Retrieved from http://www.omaha.com/article/20120521/LIVEWELL01/305219975

Submission and Grading Information

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

  • Please save your Assignment using the naming convention “WK6Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 6 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 6 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 “WK6Assgn+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.

    Click here  to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: 

Assessing Clients With Addictive Disorders

Assessing Clients With Addictive Disorders

Addictive disorders can be particularly challenging for clients. Not only do these disorders typically interfere with a client’s ability to function in daily life, but they also often manifest as negative and sometimes criminal behaviors. Sometime clients with addictive disorders also suffer from other mental health issues, creating even greater struggles for them to overcome. In your role, you have the opportunity to help clients address their addictions and improve outcomes for both the clients and their families. For this Assignment, as you examine the Levy Family video in this week’s Learning Resources, consider how you might assess and treat clients presenting with addiction.
 
N: B EACH OF THE 5 EPISODES TO WATCH (REQIURED MEDIA) FOR THIS ASSIGNGMENT IS DOWNLOADEDN IN WORD FORMAT AS A TRANSCRIPT AND ATTACHED TO THIS ASSIGNMENT. 
 
 
Learning Objectives
Students will:
· Assess clients presenting with addictive disorders
· Analyze therapeutic approaches for treating clients with addictive disorders
· Evaluate outcomes for clients with addictive disorders
To prepare:
· Review this week’s Learning Resources and consider the insights they provide.
· Review the Levy Family video Episodes 1 through 5.
 
The Assignment
In a 2- to 3-page paper, address the following:
· After watching Episode 1, describe:
o What is Mr. Levy’s perception of the problem?
o What is Mrs. Levy’s perception of the problem?
o What can be some of the implications of the problem on the family as a whole?
· After watching Episode 2, describe:
o What did you think of Mr. Levy’s social worker’s ideas?
o What were your thoughts of her supervisor’s questions about her suggested therapies and his advice to Mr. Levy’s supervisor?
· After watching Episode 3, discuss the following:
o What were your thoughts about the way Mr. Levy’s therapist responded to what Mr. Levy had to say?
o What were your impressions of how the therapist worked with Mr. Levy? What did you think about the therapy session as a whole?
o Informed by your knowledge of pathophysiology, explain the physiology of deep breathing (a common technique that we use in helping clients to manage anxiety). Explain how changing breathing mechanics can alter blood chemistry.
o Describe the therapeutic approach his therapist selected. Would you use exposure therapy with Mr. Levy? Why or why not? What evidence exists to support the use of exposure therapy (or the therapeutic approach you would consider if you disagree with exposure therapy)?
· In Episode 4, Mr. Levy tells a very difficult story about Kurt, his platoon officer.
o Discuss how you would have responded to this revelation.
o Describe how this information would inform your therapeutic approach. What would you say/do next?
· In Episode 5, Mr. Levy’s therapist is having issues with his story.
o Imagine that you were providing supervision to this therapist, how would you respond to her concerns?
· Support your approach with evidence-based literature. AND INCLUDE INTRODUCTION, CONCLUSION WITH REFERENCES.
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 7, “Motivational Interviewing” (pp. 299–312)
  • Chapter      16, “Psychotherapeutic Approaches for Addictions and Related Disorders”      (pp. 565–596)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Albrecht, U., Kirschner, N. E., & Grusser, S. M. (2007). Diagnostic instruments for behavioral addiction: An overview. German Medical Science Psycho-Social-Medicine, 4, 1–11. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2736529/
Fisher, M. A. (2016). The ethical ABCs of conditional confidentiality. In Confidentiality limits in psychotherapy: Ethics checklists for mental health professionals (pp. 13–25). Washington, DC: American Psychological Association. doi:10.1037/14860-002
 
Required Media 
N: B EACH OF THE 5 EPISODES TO WATCH (REQIURED MEDIA) FOR THIS ASSIGNGMENT IS DOWNLOADEDN IN WORD FORMAT AS A TRANSCRIPT AND ATTACHED TO THIS ASSIGNMENT. 
Laureate Education (Producer). (2013c). Levy family: Episodes 1 [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 2 minutes.
Laureate Education (Producer). (2013c). Levy family: Episodes 2 [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 2 minutes.
Laureate Education (Producer). (2013c). Levy family: Episodes 3 [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 6 minutes.
Laureate Education (Producer). (2013c). Levy family: Episodes 4 [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 5 minutes.
Laureate Education (Producer). (2013c). Levy family: Episodes 5 [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 2 minutes.
Laureate Education (Producer). (2012c). In their own words [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 23 minutes

Click here  to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: 

Psychotherapy

Psychotherapy

Week 7: Supportive and Interpersonal Psychotherapy
Amelia, a 16-year-old high school sophomore, presents with symptoms of weight loss and a very obvious concern for her weight. She has made several references to being “fat” and “pudgy” when, in fact, she is noticeably underweight. Her mother reports that she is quite regimented in her eating and that she insists on preparing her own meals as her mother “puts too many fattening things in the food” that she cooks. After discovering that during the past 3 months Amelia has lost 15 pounds and is well under body weight for someone of similar age/sex/developmental trajectory, the psychiatric mental health nurse practitioner diagnosed Amelia with anorexia nervosa.
Evidence-based research shows that clients like Amelia may respond well to supportive psychotherapy and interpersonal psychotherapy. So which approach might you select? Are both equally effective for all clients? In practice, you will find that many clients may be candidates for both of these therapeutic approaches, but factors such as a client’s psychodynamics and your own skill set as a therapist may impact their effectiveness.
This week, you continue exploring therapeutic approaches and their appropriateness for clients as you examine supportive psychotherapy and interpersonal psychotherapy. You also assess progress for a client receiving psychotherapy and develop progress and privileged psychotherapy notes for the client.
Photo Credit: Laureate Education
 
Learning Resources
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 5, “Supportive and Psychodynamic Psychotherapy” (pp. 238–242)
· Chapter 9, “Interpersonal Psychotherapy” (pp. 347–368)
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
 
Note: You will access this text from the Walden Library databases.
Abeles, N., & Koocher, G. P. (2011). Ethics in psychotherapy. In J. C. Norcross, G. R. VandenBos, D. K. Freedheim, J. C. Norcross, G. R. VandenBos, & D. K. Freedheim (Eds.), History of psychotherapy: Continuity and change (pp. 723–740). Washington, DC: American Psychological Association. doi:10.1037/12353-048
 
Note: You will access this resource from the Walden Library databases.
Cameron, S., & Turtle-Song, I. (2002). Learning to write case notes using the SOAP format. Journal of Counseling and Development, 80(3), 286–292. Retrieved from the Academic Search Complete database. (Accession No. 7164780)
 
Note: You will access this article from the Walden Library databases.
 
Nicholson, R. (2002). The dilemma of psychotherapy notes and HIPAA. Journal of AHIMA, 73(2), 38–39. Retrieved from http://library.ahima.org/doc?oid=58162#.V5J0__krLZ4http://library.ahima.org/doc?oid=58162#.V5J0__krLZ4
 
U.S. Department of Health & Human Services. (n.d.). HIPAA privacy rule and sharing information related to mental health. Retrieved from http://www.hhs.gov/hipaa/for-professionals/special-topics/mental-health/
 
Required Media
Sommers-Flanagan, J., & Sommers-Flanagan, R. (2013). Counseling and psychotherapy theories in context and practice [Video file]. Mill Valley, CA: Psychotherapy.net.
 
Note: For this week, view Reality Therapy, Feminist Therapy, and Solution-Focused Therapy only. You will access this media from the Walden Library databases.
Stuart, S. (2010). Interpersonal psychotherapy: A case of postpartum depression [Video file]. Mill Valley, CA: Psychotherapy.net.
 
Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 110 minutes.
 
Assignment 1: Supportive Psychotherapy Versus Interpersonal Psychotherapy
Although supportive psychotherapy and interpersonal psychotherapy share some similarities, these therapeutic approaches have many differences. When assessing clients and selecting therapies, it is important to recognize these differences and how they may impact your clients. For this Assignment, as you compare supportive and interpersonal psychotherapy, consider which therapeutic approach you might use with your clients.
Learning Objectives
Students will:
· Compare supportive psychotherapy and interpersonal psychotherapy
· Recommend therapeutic approaches for clients presenting for psychotherapy
To prepare:
· Review the media in this week’s Learning Resources.
· Reflect on supportive and interpersonal psychotherapeutic approaches.
The Assignment
In a 1- to 2-page paper, address the following:
· Briefly describe how supportive and interpersonal psychotherapies are similar.
· Explain at least three differences between these therapies. Include how these differences might impact your practice as a mental health counselor.
· Explain which therapeutic approach you might use with clients and why. Support your approach with evidence-based literature.
Note:  The School 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  http://academicguides.waldenu.edu/writingcenter/templates  ). All papers submitted must use this formatting.

Click here  to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: 

Case Study Assignment

Assignment : Case Study Assignment: Assessing Neurological.

Imagine not being able to form new memories. This is the reality patients with anterograde amnesia face. Although this form of amnesia is rare, it can result from severe brain trauma. Anterograde amnesia demonstrates just how impactful brain disorders can be to a patient’s quality of living. Accurately assessing neurological symptoms is a complex process that involves the analysis of many factors.
In this Case Study Assignment, you will consider case studies that describe abnormal findings in patients seen in a clinical setting.
 
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.
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. 
 
CASE STUDY
 
Neurological Cases for Week 9
Case 1: Drooping of the 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.
THIS IS THE LINK TO DOWNLOAD THE BOOK:
 
Episodic/Focused SOAP Note Exemplar
Focused SOAP Note for a patient with chest pain
S. CC: “Chest pain”  HPI: The patient is a 65 year old AA male who developed sudden onset of chest pain, which began early this morning.  The pain is described as “crushing” and is rated nine out of 10 in terms of intensity. The pain is located in the middle of the chest and is accompanied by shortness of breath. The patient reports feeling nauseous. The patient tried an antacid with minimal relief of his symptoms. PMH: Positive history of GERD and hypertension is controlled FH: Mother died at 78 of breast cancer; Father at 75 of CVA.  No history of premature cardiovascular disease in first degree relatives. SH : Negative for tobacco abuse, currently or previously; consumes moderate alcohol; married for 39 years  ROS    General–Negative for fevers, chills, fatigue Cardiovascular–Negative for orthopnea, PND, positive for intermittent lower extremity edema  Gastrointestinal–Positive for nausea without vomiting; negative for diarrhea, abdominal pain Pulmonary–Positive for intermittent dyspnea on exertion, negative for cough or hemoptysis
O.
VS: BP 186/102; P 94; R 22; T 97.8; 02 96% Wt 235lbs; Ht 70”
General–Pt appears diaphoretic and anxious
Cardiovascular–PMI is in the 5th inter-costal space at the mid clavicular line. A grade 2/6 systolic decrescendo murmur is heard best at the
second right inter-costal space which radiates to the neck.
A third heard sound is heard at the apex. No fourth heart sound or rub are heard. No cyanosis, clubbing, noted, positive for bilateral 2+ LE edema is noted.
Gastrointestinal–The abdomen is symmetrical without distention; bowel
sounds are normal in quality and intensity in all areas; a
bruit is heard in the right para-umbilical area. No masses or
splenomegaly are noted. Positive for mid-epigastric tenderness with deep palpation.
Pulmonary— Lungs are clear to auscultation and percussion bilaterally
Diagnostic results: EKG, CXR, CK-MB (support with evidenced and guidelines)
A.
Differential Diagnosis:
1) Myocardial Infarction (provide supportive documentation with evidence based guidelines).
2) Angina (provide supportive documentation with evidence based guidelines).
3) Costochondritis (provide supportive documentation with evidence based guidelines).
Primary Diagnosis/Presumptive Diagnosis: Myocardial Infarction
P. This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.

© 2019 Walden University Page 2 of 2
© 2019 Walden University Page 1 of 2

Click here  to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: 

W1 Adv Pharmacolo Assignment

W1 Adv Pharmacolo Assignment

Assignment: Ethical and Legal Implications of Prescribing Drugs
At least 3 citations and references.
What type of drug should you prescribe based on your patient’s diagnosis? How much of the drug should the patient receive? How often should the drug be administered? When should the drug not be prescribed? Are there individual patient factors that could create complications when taking the drug? Should you be prescribing drugs to this patient? How might different state regulations affect the prescribing of this drug to this patient?
These are some of the questions you might consider when selecting a treatment plan for a patient.
 
As an advanced practice nurse prescribing drugs, you are held accountable for people’s lives every day. Patients and their families will often place trust in you because of your position. With this trust comes power and responsibility, as well as an ethical and legal obligation to “do no harm.” It is important that you are aware of current professional, legal, and ethical standards for advanced practice nurses with prescriptive authority. Additionally, it is important to ensure that the treatment plans and administration/prescribing of drugs is in accordance with the regulations of the state in which you practice. Understanding how these regulations may affect the prescribing of certain drugs in different states may have a significant impact on your patient’s treatment plan. In this Assignment, you explore ethical and legal implications of scenarios and consider how to appropriately respond.
To Prepare
· Review the Resources for this module and consider the legal and ethical implications of prescribing prescription drugs, disclosure, and nondisclosure.
· Review the scenario assigned by your Instructor for this Assignment.
· Search specific laws and standards for prescribing prescription drugs and for addressing medication errors for your state or region, and reflect on these as you review the scenario assigned by your Instructor.
· Consider the ethical and legal implications of the scenario for all stakeholders involved, such as the prescriber, pharmacist, patient, and patient’s family.
· Think about two strategies that you, as an advanced practice nurse, would use to guide your ethically and legally responsible decision-making in this scenario, including whether you would disclose any medication errors.
Write a 2- to 3-page paper that addresses the following:
· Explain the ethical and legal implications of the scenario you selected on all stakeholders involved, such as the prescriber, pharmacist, patient, and patient’s family.
· Describe strategies to address disclosure and nondisclosure as identified in the scenario you selected. Be sure to reference laws specific to your state.
· Explain two strategies that you, as an advanced practice nurse, would use to guide your decision making in this scenario, including whether you would disclose your error. Be sure to justify your explanation.
· Explain the process of writing prescriptions, including strategies to minimize medication errors.
Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The College of Nursing Writing Template with Instructions provided at the Walden Writing Center offers an example of those required elements (available at /orders/academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632). All papers submitted must use this formatting.
RUBRIC AND READINGS

  Excellent Good Fair Poor
Explain the ethical and legal implications of the scenario you selected on all stakeholders involved such as the prescriber, pharmacist, patient, and the patient’s family. 23 (23%) – 25 (25%)
The response accurately and thoroughly explains in detail the ethical and legal implications of the scenario selected on all stakeholders involved. The response includes accurate, clear, and detailed explanations as to how these implications affect the prescriber, pharmacist, patient, and the patient’s family.		 20 (20%) – 22 (22%)
The response explains the ethical and legal implications of the scenario selected on all stakeholders involved. The response includes accurate explanations as to how these implications affect the prescriber, pharmacist, patient, and the patient’s family.		 18 (18%) – 19 (19%)
The response inaccurately or vaguely explains the ethical and legal implications of the scenario selected for all stakeholders involved. The response includes vague explanations as to how these implications affect the prescriber, pharmacist, patient, and the patient’s family.		 0 (0%) – 17 (17%)
The response vaguely and inaccurately explains the ethical and legal implications of the scenario selected for all stakeholders involved, or the response is missing. The response vaguely and inaccurately explains how these implications affect the prescriber, pharmacist, patient, and the patient’s family, or is missing.
Describe strategies to address disclosure and nondisclosure as identified in the scenario selected. Be sure to reference laws specific to your state. 18 (18%) – 20 (20%)
An accurate, detailed, and clear description of strategies to address disclosure and nondisclosure as identified in the scenario selected is provided. The response includes specific, detailed, and accurate reference to state laws related to the scenario.		 16 (16%) – 17 (17%)
An accurate description of strategies to address disclosure and nondisclosure as identified in the scenario selected is provided. The response includes accurate reference to state laws related to the scenario.		 14 (14%) – 15 (15%)
A vague or inaccurate description of strategies to address disclosure and nondisclosure as identified in the scenario selected is provided. The response includes inaccurate or vague reference to state laws related to the scenario.		 0 (0%) – 13 (13%)
A vague and inaccurate description of strategies to address disclosure and nondisclosure as identified in the scenario selected is provided, or is missing. The response includes vague and inaccurate reference to state laws related to the scenario, or is missing.
Explain two strategies that you, as an advanced practice nurse would use to guide your decision making in this scenario, including whether you would disclose your error. Be sure to justify your explanation. 18 (18%) – 20 (20%)
The response accurately and thoroughly explains in detail at least two strategies that an advanced practice nurse would use to guide decision making in the scenario. The response accurately and completely explains whether they would disclose the error, including an accurate, detailed, and clear justification for the explanation provided.		 16 (16%) – 17 (17%)
The response accurately explains at least two strategies that an advanced practice nurse would use to guide decision making in the scenario. The response accurately explains whether they would disclose the error, including an accurate justification for the explanation provided.		 14 (14%) – 15 (15%)
The response inaccurately or vaguely explains at least two strategies that an advanced practice nurse would use to guide decision making in the scenario, or only explains one strategy. The response inaccurately or vaguely explains whether they would disclose the error, including a justification that is vague, inaccurate, or misaligned to the explanation provided.		 0 (0%) – 13 (13%)
The response inaccurately and vaguely explains only one strategy that an advanced practice nurse would use to guide decision making in the scenario, or is missing. The response inaccurately and vaguely explains whether they would disclose the error, with no justification provided, or is missing.
Explain the process of writing prescriptions including strategies to minimize medication errors. 18 (18%) – 20 (20%)
The response provides an accurate, detailed, and thorough explanation of the process of writing prescriptions, including detailed strategies to minimize medication errors.		 16 (16%) – 17 (17%)
The response provides an accurate explanation of the process of writing prescriptions, including some strategies to minimize medication errors.		 14 (14%) – 15 (15%)
The response provides an inaccurate or vague explanation of the process of writing prescriptions, including inaccurate or vague strategies to minimize medication errors.		 0 (0%) – 13 (13%)
The response provides an inaccurate and vague explanation of the process of writing prescriptions, including inaccurate and vague strategies to minimize medication errors, or is missing.
Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. 5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.		 4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.		 3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.		 0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.
Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation 5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors		 4 (4%) – 4 (4%)
Contains a few (1–2) grammar, spelling, and punctuation errors		 3.5 (3.5%) – 3.5 (3.5%)
Contains several (3–4) grammar, spelling, and punctuation errors		 0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list. 5 (5%) – 5 (5%)
Uses correct APA format with no errors		 4 (4%) – 4 (4%)
Contains a few (1–2) APA format errors		 3.5 (3.5%) – 3.5 (3.5%)
Contains several (3–4) APA format errors		 0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors

READINGS
Rosenthal, L. D., & Burchum, J. R. (2018). Lehne’s pharmacotherapeutics for advanced practice providers. St. Louis, MO: Elsevier.
· Chapter 1, “Prescriptive Authority” (pp. 1–3)
· Chapter 2, “Rational Drug Selection and Prescription Writing” (pp. 5–9)
· Chapter 3, “Promoting Positive Outcomes of Drug Therapy” (pp. 11–16)
· Chapter 4, “Pharmacokinetics, Pharmacodynamics, and Drug Interactions” (pp. 17–40)
· Chapter 5, “Adverse Drug Reactions and Medical Errors” (pp. 41–49)
· Chapter 6, “Individual Variation in Drug Response” (pp. 51–56)
 
American Geriatrics Society 2019 Beers Criteria Update Expert Panel. (2019). American Geriatrics Society 2019 updated AGS Beers criteria for potentially inappropriate medication use in older adults. Journal of the American Geriatrics Society, 67(4), 674–694. doi:10.1111/jgs.15767
American Geriatrics Society 2019 updated AGS Beers criteria for potentially inappropriate medication use in older adults by American Geriatrics Society, in Journal of the American Geriatrics Society, Vol. 67/Issue 4. Copyright 2019 by Blackwell Publishing. Reprinted by permission of Blackwell Publishing via the Copyright Clearance Center.
 
This article is an update to the Beers Criteria, which includes lists of potentially inappropriate medications to be avoided in older adults as well as newly added criteria that lists select drugs that should be avoided or have their dose adjusted based on the individual’s kidney function and select drug-drug interactions documented to be associated with harms in older adults.
 
Drug Enforcement Administration. (n.d.-a). Code of federal regulations. Retrieved February 1, 2019, from /orders/www.deadiversion.usdoj.gov/21cfr/cfr/1300/1300_01.htm
 
This website outlines the code of federal regulations for prescription drugs.
 
Drug Enforcement Administration. (n.d.-b). Mid-level practitioners authorization by state. Retrieved May 13, 2019 from http://www.deadiversion.usdoj.gov/drugreg/practioners/index.html
 
This website outlines the schedules for controlled substances, including prescriptive authority for each schedule.
 
Drug Enforcement Administration. (2006). Practitioner’s manual. Retrieved from http://www.legalsideofpain.com/uploads/pract_manual090506.pdf This manual is a resource for practitioners who prescribe, dispense, and administer controlled substances. It provides information on general requirements, security issues, recordkeeping, prescription requirements, and addiction treatment programs.
 
Drug Enforcement Administration. (n.d.-c). Registration. Retrieved February 1, 2019, from /orders/www.deadiversion.usdoj.gov/drugreg/index.html
 
This website details key aspects of drug registration.
 
 
Fowler, M. D. M., & American Nurses Association. (2015). Guide to the Code of Ethics for Nurses with Interpretive Statements: Development, Interpretation, and Application (2nd ed.). Silver Spring, Maryland: American Nurses Association.
 
This resource introduces the code of ethics for nurses and highlights critical aspects for ethical guideline development, interpretation, and application in practice.
 
Institute for Safe Medication Practices. (2017). List of error-prone abbreviations, symbols, and dose designations. Retrieved from /orders/www.ismp.org/recommendations/error-prone-abbreviations-list
 
This website provides a list of prescription-writing abbreviations that might lead to misinterpretation, as well as suggestions for preventing resulting errors.
 
 
Ladd, E., & Hoyt, A. (2016). Shedding light on nurse practitioner prescribing. The Journal for Nurse Practitioners, 12(3), 166–173. doi:10.1016/j.nurpra.2015.09.17
 
This article provides NPs with information regarding state-based laws for NP prescribing.
 
Sabatino, J. A., Pruchnicki, M. C., Sevin, A. M., Barker, E., Green, C. G., & Porter, K. (2017). Improving prescribing practices: A pharmacist‐led educational intervention for nurse practitioner students. Journal of the American Association ofNursePractitioners, 29(5), 248–254. doi:10.1002/2327-6924.12446
 
The authors of this article assess the impact of a pharmacist‐led educational intervention on family nurse practitioner (FNP) students’ prescribing skills, perception of preparedness to prescribe, and perception of pharmacist as collaborator.

Click here  to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: 

Academic Success And Professional

Assignment: Academic Success And Professional Development Plan Part 1: Developing An Academic And Professional Network

To Prepare:

  • Consider individuals, departments, teams, and/or resources within Walden University and within your profession that you believe can support your academic and professional success.
  • Identify at least two academic and at least two professional individuals, colleagues, or teams that might help you succeed in your MSN program and as a practicing nurse.
  • Download the Academic Success and Professional Development Plan Template.

The Assignment:
Academic and Professional Network
Complete Part 1 of your Academic Success and Professional Development Plan Template. Be sure to address the following:

  • Identify at least two academic and at least two professional individuals or teams to collaborate with to be successful in your MSN program and as a practicing nurse.
  • Explain why you selected these individuals and/or teams and how they will support your success in the MSN program and as a practicing nurse. NURS 6 00 3 : Transition to Graduate Study for Nursing 
     
     
    Academic and Professional Success Plan Template
     
    Prepared by:
     
    <Pamella Brown>
     
    This document is to be used for NURS 6003Transition to Graduate Study for Nursing to complete Assessments 1-6. Just as importantly the document serves to organize your thoughts about planning for your academic and professional success.
    For specific instructions see the weekly assessment details in the course, or ask your instructor for further guidance.
     
     
    Week 1 |Part 1: My Academic and Professional Network
     
    I have identified and secured the participation of the following academic (at least two) and professional (at least two) individuals and/or teams to form the basis of my network. This network will help me to clarify my vision for success and will help guide me now and in the future.
     
    Directions: Complete the information below for each member of your network. For morethan four entries repeat the items below with details of your additional network member(s) in the ‘ADDITIONAL NETWORK MEMBERS’ section.
     
     
    NETWORK MEMBER 1
     
    Name:
     
     
    Title:
     
     
    Organization:
     
     
    Academic or Professional:
     
     
    Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
     
    Notes:
     
     
     
     
    NETWORK MEMBER 2
     
    Name:
     
     
    Title:
     
     
    Organization:
     
     
    Academic or Professional:
     
     
    Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
     
    Notes:
     
     
     
    Organization:
     
     
    Academic or Professional:
     
     
    Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
     
    Notes:
     
    NETWORK MEMBER 4
     
    Name:
     
     
    Title:
     
     
    Organization:
     
     
    Academic or Professional:
     
     
    Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
     
    Notes:
     
     
     
    ADDITIONAL NETWORK MEMBERS
     
    Week 2 | Part 2: Academic Resources and Strategies
     
    I have identified the following academic resources and/or strategies that can be applied to success in the nursing practice in general or my specialty in particular.
     
    Directions: In the space below Identify and describe at least three academic resources or strategies that can be applied to the MSN program, and at least threeprofessional resources that can be applied to success in the nursing practice in general or your specialty in particular. For each, explain how you intend to use these resources, and how they might benefit you academically and professionally.
     
     
    Academic Resource/Strategy 1
     
     
     
     
    Academic Resource/Strategy2
     
     
     
     
    Academic Resource/Strategy3
     
     
     
     
    Professional Resource/Strategy1
     
     
     
    Professional Resource/Strategy2
     
     
     
    Professional Resource/Strategy3
     
     
     
     
    ADDITIONAL RESOURCES/STRATEGIES
     
     
     
     
    Week 3 | Part 3: Strategies to Promote Academic Integrity and Professional Ethics
     
    I have analyzed the relationship between academic integrity and writing, as well as the relationship between professional practices and scholarly ethics. I have also identified strategies I intend to pursue to maintain integrity and ethics of my academic work while a student of the MSN program, as well as my professional work as a nurse throughout my career. The results of these efforts are shared below.
     
    Directions: In the space below craft your analysis/writing sample, including Part 1 (The Connection Between Academic and Professional Integrity) and Part 2(Strategies for Maintaining Integrity of Work).
     
     
    Part 1: Writing Sample: The Connection Between Academic and Professional Integrity
     
    In the space below write a 2- 3-paragraph analysis that includes the following:
     
    · Explanation for the relationship between academic integrity and writing
    · Explanation for the relationship between professional practices and scholarly ethics
    · Cite at least 2 resources that support your arguments, being sure to use proper APA formatting.
    · Use Grammarly and SafeAssign to improve the product.
    · Explain how Grammarly, Safe Assign, and paraphrasing contributes to academic integrity
     
     
     
    PART 2: Strategies for Maintaining Integrity of Work
     
    Expand on your thoughts from Part 1 by:
     
    Identifying and describing strategies you intend to pursue to maintain integrity and ethics of your 1) academic work while a student of the MSN program, and 2) professional work as a nurse throughout your career. Include a review of resources and approaches you propose to use as a student and a professional.
     
    Week 4 | Part 4: Research Analysis
     
    I have identified one topic of interest for further study. I have researched and identified one peer-reviewed research article focused on this topic and have analyzed this article. The results of these efforts are shared below.
     
    Directions: Complete Step 1 by using the table and subsequent space below identify and analyze the research article you have selected. Complete Step 2 by summarizing in 2-3 paragraphs the results of your analysis using the space identified.
     
     
     
     
     
    Step 1: Research Analysis
    Complete the table below
    Topic of Interest:  
    Research Article: Include full citation in APA format, as well as link or search details (such as DOI)  
    Professional Practice Use:
    One or more professional practice uses of the theories/concepts presented in the article    		  
    Research Analysis Matrix
    Add more rows if necessary    		 Strengths of the Research Limitations of the Research Relevancy to Topic of Interest Notes
       
         		      
       
         		      
       
         		      
       
         		      
       
         		      
       
         		      
       
         		      
       
         		      
       
         		      
       
         		      

     
     
    Step 2: Summary of Analysis
    Craft a summary (2-3 paragraph) below that includes the following:
    · Describe your approach to identifying and analyzing peer-reviewed research
    · Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research
    · Identify at least one resource you intend to use in the future to find peer-reviewed research
     
     
     
     
     
    Week 5 | Part 5: Professional Development
     
    I have developed a curriculum vitae to capture my academic and professional accomplishments to date.
     
    The results of my efforts are below.
     
    Directions: Complete Step a curriculum vitae (CV) in the space provided.
     
     
    Curriculum Vitae (CV)
    Use the space below to write your CVbased on your current education and professional background. Alternatively, you may write this in a separate document and copy/paste the results below.
    NOTE: If needed there are a variety of online resources available with tips and samples of graduate nurse CVs.
    Week 6 | Part 6: Finalizing the Plan
     
    I have considered various options for my nursing specialty, including a close look at my selected (or currently preferred) specialty and second-preferred specialty. I have also developed a justification of my selected (or preferred) specialty. Lastly, I have examined one professional organization related to my selected or preferred specialty and considered how I can become a member of this organization.
     
    The results of my efforts are below.
     
    Directions: Complete Step 1 by writing 2-3 paragraphs in the space below comparing the nursing specialty you have selected – or the one you prefer if your choice is still under consideration – to your second preference. Identify each specialty and describe the focus and the role that graduates are prepared for. Identify any other differentiators you feel are significant, especially those that helped or may help you reach a decision.
     
    Complete Step 2 by writing a paragraph identifying and justifying your reasons for choosing your MSN specialization. Be sure to incorporate any feedback you received from colleagues in this week’s Discussion Forum.
     
    Complete Step 3 by examining and identifying one professional organization related to your selected or preferred specialty. Explain how you can become a member of this organization.
     
     
    Step 1: Comparison of Nursing Specialties
    Use the space below to write 2-3 paragraphs comparing the nursing specialty you have selected – or the one you prefer if your choice is still under consideration – to your second preference. Identify each specialty and describe the focus and the role that graduates are prepared for. Identify any other differentiators you feel are significant, especially those that helped or may help you reach a decision.
     
    Step 2: Justification of Nursing Specialty
    Use the space below to write a paragraph identifying and justifying your reasons for choosing your MSN specialization. Be sure to incorporate any feedback you received from colleagues in this week’s Discussion Forum.
     
     
     
     
     
     
     
     
    Step 3: Professional Organizations
    Use the space below to identify and examine one professional organization related to your selected or preferred specialty. Explain how you can become a member of this organization.
     
     
     
     
     
     
     
     
     
     
    – END –

    Click here  to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: 

Group Therapy

 Group Processes And Stages Of Formation

In a 2- to 3-page paper, address the following:

  • Explain the group’s processes and stage of formation.
  • Explain curative factors that occurred in the group. Include how these factors might impact client progress.
  • Explain intragroup conflict that occurred and recommend strategies for managing the conflict. Support your recommendations with evidence-based literature.

 

Group Therapy: A Live Demonstration – Part 1 Video 1 of playlist “Group Therapy: A Live Demonstration – With Irvin Yalom”

Psychotherapy.net

 

Group Therapy: A Live Demonstration – Part 2 Video 2 of playlist “Group Therapy: A Live Demonstration – With Irvin Yalom”

Psychotherapy.net

Rubric:
 

Quality of Work Submitted:
The extent of which work meets the assignned criteria and work reflects graduate level critical and analytic thinking.–

Excellent 27 (27%) – 30 (30%)Good 24 (24%) – 26 (26%)Fair 21 (21%) – 23 (23%)Poor 0 (0%) – 20 (20%)

Quality of Work Submitted: The purpose of the paper is clear.–

Excellent 5 (5%) – 5 (5%)Good 4 (4%) – 4 (4%)Fair 3.5 (3.5%) – 3.5 (3.5%)Poor 0 (0%) – 3 (3%)

Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to:
Understand and interpret the assignment’s key concepts.–

Excellent 9 (9%) – 10 (10%)Good 8 (8%) – 8 (8%)Fair 7 (7%) – 7 (7%)Poor 0 (0%) – 6 (6%)

Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to:
Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.–

Excellent 18 (18%) – 20 (20%)Good 16 (16%) – 17 (17%)Fair 14 (14%) – 15 (15%)Poor 0 (0%) – 13 (13%)

Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to:
Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections.–

Excellent 18 (18%) – 20 (20%)Good 16 (16%) – 17 (17%)Fair 14 (14%) – 15 (15%)Poor 0 (0%) – 13 (13%)

Written Expression and Formatting
Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance.–

Excellent 5 (5%) – 5 (5%)Good 4 (4%) – 4 (4%)Fair 3.5 (3.5%) – 3.5 (3.5%)Poor 0 (0%) – 3 (3%)

Written Expression and Formatting
English writing standards:
Correct grammar, mechanics, and proper punctuation–

Excellent 5 (5%) – 5 (5%)Good 4 (4%) – 4 (4%)Fair 3.5 (3.5%) – 3.5 (3.5%)Poor 0 (0%) – 3 (3%)

Written Expression and Formatting
The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.–

Excellent 5 (5%) – 5 (5%)Good 4 (4%) – 4 (4%)Fair 3.5 (3.5%) – 3.5 (3.5%)Poor 0 (0%) – 3 (3%)
1
 
6
 

 
 
 
 
 
Group Processes and the Stages of Formation
Natalie Poole
Walden University
NURS 6650-N, Psychotherapy with Groups and Families
Dr. Josh Hamilton
October 14, 2018
 
 
 
 
 
 
 
 
 
 
 
 
Introduction
Group process refers to how individuals and members work unitedly to achieve a common goal. Groups are at the core of human experiences and therefore understanding group processes and stage formation is an essential role of the PMHNP. The purpose of this paper is to review and critique the video entitled, “Group Therapy: A live demonstration”, and analyze not only group processes, stage formation, but also curative factors of groups, the impact of curative factors on client progress, and finally strategies for managing intragroup conflict.
The study of group processes encompasses both cognitive and social causes and the effect they have on individuals within a group (usually between three and twelve members). Group process studies how group members interact, their characteristics, and how these factors influence the establishment of effective or ineffective group’s performance (Stangor, 2017). Group processes include fundamental elements such as group norms, group roles, group status, group identity, and group social interaction. These elements are further impacted by trust, inter-member feedback, conflict and resolution. Stages of group formation include forming, storming, norming, performing and adjourning (Castellan, 2013).
Group Process and Stage Formation
In the reviewed video, “Group Therapy: A live demonstration”, the group is comprised of individuals who struggle with social challenges and have sought treatment to provide resolution. As a group the common objective is identified by the cohesion of social challenges and the need to move to a place of greater adaptive functionality. The storming stage of group occurs once a group is established and can be characterized by a period where there is a vying of positions and roles authority is questioned and disagreements arise. Additionally, in this stage some individuals within the group compete for status, control, influence and authority. Noticeable inner conflict, and communication can become challenged where the leaders are “tested”, in the stage of storming (Tuckman, 2010). The current stage of formation in the reviewed video is the storming stage, evidenced by the group having not completed objectives, surfacing differences, and issues of power and control. While the group has been established (forming stage) components of this stage exist as parties such as Pam and Phillip are brought together and ground rules and finding similarities have to be set. The participant Gill, requires pushing and prompting by Bonnie to provide self-disclosure that he avoids by shifting focus to Julius, the therapist health concerns. Such conflicts and competition for authority noted with Pam, and Phillip are common in this stage however, resolution is important to ensure that all parties remain in the group and a culture of support and cohesion is fostered. Movement to the norming stages is essential as this is where group conflict is managed, group norms are found, and harmony is met. Despite some individual conflict within this group all members have agreed to remain and participate as a group until the goal and objective originally set has been achieved (Allen & Spitzer, 2015).
Curative Factors and Impact on Client Progress
Curative factors that influence change and healing within a group include eleven factors, a few of these factors include the instillation of hope, universality, imparting information, and altruism. In the group setting witnessed, hope is instilled as members discuss their willingness to remain a part of the group, and find solutions to their challenges. The ability for group members to remain united by remaining present as a group provides a greater sense of hope and support. Such support allows the focus to look at approaches to problems and how each individual member can develop a more therapeutic approach to challenges through shared experiences. The group setting provides a close glimpse into appropriate social interaction and the impact it has with others, the root cause of differences, and solution creation. A therapist presence works to facilitate and navigate direction in the group leading to outcomes that are positive more quickly. Curative factors noted in this group allowed the group to move to a place of difference, and negative effects to a place of productivity that was solution centric.
 
Intra-group conflict and Strategies for Managing Conflict
 
From the outset of the viewed video, intra-group conflict arose due to a dislike of Phillip’s inclusion of the group by Pam, and this conflict threatened the continuation and cohesion of all group members. Pam’s intense verbal disdain for Phillip caused polarization, as the group initially had to choose between keeping Pam or losing Phillip based on her ultimatum. The level of importance and value was brought to the forefront with this intra-conflict, as Phillip felt that Pam’s inclusion in the group as an original member had greater importance than his contracted one. This was reinforced by the other members’ earnest pleas for Pam to remain in the group, excluding Phillips need for reassurance and support. Phillip was able to express these feelings of less value in detail, further indicating the intra-group conflict (Psychotherapy.net, 2011). Many inter-group dynamics are a product of a long history of negative/toxic relationships that can be very hard to overcome like Pam and Phillips.
Conflict within groups is natural and does not have to halt group functioning. Conflict has often worked to help in growth and development of individuals and collectively as groups as solutions arise. Failure to address conflicts within groups will result in added challenges. Intra-group conflicts can be managed by first understanding where the conflict lies, identifying the conflict, looking for the source of conflict, perspective taking, re-categorization, superordinate goals, and reward interdependence. An effective therapist guides the resolution of challenges as they surface, by being open-minded and an active listener that directs compromise and solutions. Not all intra-group conflict is negative as the ability to address and resolve conflict with in the group serves as a baseline for future amicable resolution of problems individually and in other group settings.
Summary
The forming of a successful group takes time and it is important that the PMHNP understands the stages of group formation, processes, and how to deal with intra-group conflict. The ability to resolve conflict in groups allows for effective movement to therapeutic relationships. This movement helps individuals within groups to affirm the benefit of group and how the tools utilized within the group can be used in developing solutions in future states. The therapist within groups works to provide a compass for a solution-centric process within the group where support is fostered.
 
 
 
 
 
 
 
 
 
 
 
References
Allen, K. & Spitzer, W. (2015). Social Work Practice in Healthcare: Advanced approaches and emerging trends. Thousand Oaks, CA: SAGE Publications.
Castellan, N. J. (2013). Individual and group decision making: Current issues. Hove, U.K.: Psychology Press.
Psychotherapy.net (Producer). (2011). Group Therapy: A live demonstration. [Video file]. Mill Valley, CA: Author
Stangor, C. (2017). Industrial and Organizational Psychology, Social Psychology. Retrieved from http://www.psychology.oxfordre.com
Tuckman, B. (2010). Forming, Storming, Norming, & Performing Team Development Model. Retrieved from http://www.coachingcultureatwork.com

Click here  to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: 

Developing A Culture

Developing A Culture Of Evidence-Based Practice

Discussion: Developing a Culture of Evidence-Based Practice
As your EBP skills grow, you may be called upon to share your expertise with others. While EBP practice is often conducted with unique outcomes in mind, EBP practitioners who share their results can both add to the general body of knowledge and serve as an advocate for the application of EBP.
In this Discussion, you will explore strategies for disseminating EBP within your organization, community, or industry.
To Prepare:
· Review the Resources and reflect on the various strategies presented throughout the course that may be helpful in disseminating effective and widely cited EBP.
· This may include: unit-level or organizational-level presentations, poster presentations, and podium presentations at organizational, local, regional, state, and national levels, as well as publication in peer-reviewed journals.
· Reflect on which type of dissemination strategy you might use to communicate EBP.
By Day 3 of Week 10
Post at least two dissemination strategies you would be most inclined to use and explain why. Explain which dissemination strategies you would be least inclined to use and explain why. Identify at least two barriers you might encounter when using the dissemination strategies you are most inclined to use. Be specific and provide examples. Explain how you might overcome the barriers you identified.
Rubric Detail
 
Select  Grid View  or  List View  to change the rubric’s layout.
Name: NURS_6052_Module06_Week10_Discussion_Rubric
 
· Grid View
· List View

  Excellent Good Fair Poor
Main Posting 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
 
Supported by at least three current, credible sources.
 
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.		 40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
 
At least 75% of post has exceptional depth and breadth.
 
Supported by at least three credible sources.
 
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.		 35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
 
One or two criteria are not addressed or are superficially addressed.
 
Is somewhat lacking reflection and critical analysis and synthesis.
 
Somewhat represents knowledge gained from the course readings for the module.
 
Post is cited with two credible sources.
 
Written somewhat concisely; may contain more than two spelling or grammatical errors.
 
Contains some APA formatting errors.		 0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
 
Lacks depth or superficially addresses criteria.
 
Lacks reflection and critical analysis and synthesis.
 
Does not represent knowledge gained from the course readings for the module.
 
Contains only one or no credible sources.
 
Not written clearly or concisely.
 
Contains more than two spelling or grammatical errors.
 
Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness 10 (10%) – 10 (10%)
Posts main post by day 3.		 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%)
Does not post by day 3.
First Response 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
 
Responds fully to questions posed by faculty.
 
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
 
Demonstrates synthesis and understanding of learning objectives.
 
Communication is professional and respectful to colleagues.
 
Responses to faculty questions are fully answered, if posed.
 
Response is effectively written in standard, edited English.		 15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
 
Communication is professional and respectful to colleagues.
 
Responses to faculty questions are answered, if posed.
 
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
 
Response is effectively written in standard, edited English.		 13 (13%) – 14 (14%)
Response is on topic and may have some depth.
 
Responses posted in the discussion may lack effective professional communication.
 
Responses to faculty questions are somewhat answered, if posed.
 
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.		 0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
 
Responses posted in the discussion lack effective professional communication.
 
Responses to faculty questions are missing.
 
No credible sources are cited.
Second Response 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
 
Responds fully to questions posed by faculty.
 
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
 
Demonstrates synthesis and understanding of learning objectives.
 
Communication is professional and respectful to colleagues.
 
Responses to faculty questions are fully answered, if posed.
 
Response is effectively written in standard, edited English.		 14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
 
Communication is professional and respectful to colleagues.
 
Responses to faculty questions are answered, if posed.
 
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
 
Response is effectively written in standard, edited English.		 12 (12%) – 13 (13%)
Response is on topic and may have some depth.
 
Responses posted in the discussion may lack effective professional communication.
 
Responses to faculty questions are somewhat answered, if posed.
 
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.		 0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
 
Responses posted in the discussion lack effective professional communication.
 
Responses to faculty questions are missing.
 
No credible sources are cited.
Participation 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.		 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100

Name: NURS_6052_Module06_Week10_Discussion_Rubric
 

Click here  to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: 

Exit