Psychotherapy With Children And Adolescents

Counseling Adolescents
The adolescent population is often referred to as “young adults,” but in some ways, this is a misrepresentation. Adolescents are not children, but they are not yet adults either. This transition from childhood to adulthood often poses many unique challenges to working with adolescent clients, particularly in terms of disruptive behavior. In your role, you must overcome these behaviors to effectively counsel clients. For this Discussion, as you examine the Disruptive Behaviors media in this week’s Learning Resources, consider how you might assess and treat adolescent clients presenting with disruptive behavior.
                                                                   To prepare:
· Review this week’s Learning Resources and reflect on the insights they provide.
· View the media, Disruptive Behaviors. Select one of the four case studies and
assess the client.
· For guidance on assessing the client, refer to pages 137-142 of the Wheeler text
in this week’s Learning Resources.
Note: To complete this Assignment below, you must assess the client, but you are not required to submit a formal Comprehensive Client Assessment.
Assignment
Post an explanation of your observations of the client in the case study you selected, including behaviors that align to the criteria in DSM-5. Then, explain therapeutic approaches you might use with this client, including psychotropic medications if appropriate. Finally, explain expected outcomes for the client based on these therapeutic approaches. Support your approach with evidence-based literature.
 
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 17, “Psychotherapy With Children” (pp.      597–624)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Bass, C., van Nevel, J., & Swart, J. (2014). A comparison between dialectical behavior therapy, mode deactivation therapy, cognitive behavioral therapy, and acceptance and commitment therapy in the treatment of adolescents. International Journal of Behavioral Consultation and Therapy, 9(2), 4–8. doi:10.1037/h0100991
Koocher, G. P. (2003). Ethical issues in psychotherapy with adolescents. Journal of Clinical Psychology, 59(11), 1247–1256. PMID:14566959
McLeod, B. D., Jensen-Doss, A., Tully, C. B., Southam-Gerow, M. A., Weisz, J. R., & Kendall, P. C. (2016). The role of setting versus treatment type in alliance within youth therapy. Journal of Consulting and Clinical Psychology, 84(5), 453–464. doi:10.1037/ccp0000081
Zilberstein, K. (2014). The use and limitations of attachment theory in child psychotherapy. Psychotherapy, 51(1), 93–103. doi:10.1037/a0030930
Required Media
Laureate Education (Producer). (2013a). Disruptive behaviors – Part 1 [Multimedia file]. Baltimore, MD: Author. 
Laureate Education (Producer). (2013a). Disruptive behaviors – Part 2 [Multimedia file]. Baltimore, MD: Author. 
Walker, R. (n.d.). Making child therapy work [Video file]. Mill Valley, CA: Psychotherapy.net.

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NURSING: Advanced Pathophysiology

 Adaptive Response
As an advanced practice nurse, you will examine patients presenting with a variety of disorders. You must, therefore, understand how the body normally functions so that you can identify when it is reacting to changes. Often, when changes occur in body systems, the body reacts with compensatory mechanisms. These compensatory mechanisms, such as adaptive responses, might be signs and symptoms of alterations or underlying disorders. In the clinical setting, you use these responses, along with other patient factors, to lead you to a diagnosis.
Consider the following scenarios:
Scenario 1:
Jennifer is a 2-year-old female who presents with her mother. Mom is concerned because Jennifer has been “running a temperature” for the last 3 days. Mom says that Jennifer is usually healthy and has no significant medical history. She was in her usual state of good health until 3 days ago when she started to get fussy, would not eat her breakfast, and would not sit still for her favorite television cartoon. Since then she has had a fever off and on, anywhere between 101oF and today’s high of 103.2oF. Mom has been giving her ibuprofen, but when the fever went up to 103.2oF today, she felt that she should come in for evaluation. A physical examination reveals a height and weight appropriate 2-year-old female who appears acutely unwell.  Her skin is hot and dry. The tympanic membranes are slightly reddened on the periphery, but otherwise normal in appearance. The throat is erythematous with 4+ tonsils and diffuse exudates. Anterior cervical nodes are readily palpable and clearly tender to touch on the left side. The child indicates that her throat hurts “a lot” and it is painful to swallow. Vital signs reveal a temperature of 102.8oF, a pulse of 128 beats per minute, and a respiratory rate of 24 beats per minute.
Scenario 2:
Jack is a 27-year-old male who presents with redness and irritation of his hands. He reports that he has never had a problem like this before, but about 2 weeks ago he noticed that both his hands seemed to be really red and flaky. He denies any discomfort, stating that sometimes they feel “a little bit hot,” but otherwise they feel fine. He does not understand why they are so red. His wife told him that he might have an allergy and he should get some steroid cream. Jack has no known allergies and no significant medical history except for recurrent ear infections as a child. He denies any traumatic injury or known exposure to irritants. He is a maintenance engineer in a newspaper building and admits that he often works with abrasive solvents and chemicals. Normally he wears protective gloves, but lately they seem to be in short supply so sometimes he does not use them. He has exposed his hands to some of these cleaning fluids, but says that it never hurt and he always washed his hands when he was finished.
Scenario 3:
Martha is a 65-year-old woman who recently retired from her job as an administrative assistant at a local hospital. Her medical history is significant for hypertension, which has been controlled for years with hydrochlorothiazide. She reports that lately she is having a lot of trouble sleeping, she occasionally feels like she has a “racing heartbeat,” and she is losing her appetite. She emphasizes that she is not hungry like she used to be. The only significant change that has occurred lately in her life is that her 87-year-old mother moved into her home a few years ago. Mom had always been healthy, but she fell down a flight of stairs and broke her hip. Her recovery was a difficult one, as she has lost a lot of mobility and independence and needs to rely on her daughter for assistance with activities of daily living. Martha says it is not the retirement she dreamed about, but she is an only child and is happy to care for her mother. Mom wakes up early in the morning, likes to bathe every day, and has always eaten 5 small meals daily. Martha has to put a lot of time into caring for her mother, so it is almost a “blessing” that Martha is sleeping and eating less. She is worried about her own health though and wants to know why, at her age, she suddenly needs less sleep.
To Prepare
· Review the three scenarios, as well as Chapter 6 in the Huether and McCance text.
· Identify the pathophysiology of the disorders presented in each of the three scenarios, including their associated alterations. Consider the adaptive responses to the alterations.
· Review the examples of “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in this week’s Learning Resources. Then select one of the disorders you identified from the scenarios. Use the examples in the media as a guide to construct a mind map for the disorder you selected. Consider the epidemiology, pathophysiology, risk factors, clinical presentation, and diagnosis of the disorder, as well as any adaptive responses to alterations.
· Review the Application Assignment Rubric found under Course Information
To Complete
Write a 2- to 3-page paper excluding the title page, reference page and Mind Map that addresses the following:
· For each of the three scenarios explain the pathophysiology, associated alterations and the patients’ adaptive responses to the alterations caused by the disease processes.  You are required to discuss all three scenarios within the paper component of this assignment.
· Construct one mind map on a selected disorder presented in one of the scenarios. Your Mind Map must include the epidemiology, pathophysiology, risk factors, clinical presentation, and diagnosis of the disorder, as well as any adaptive responses to alterations.
                                                        Learning Resources
Required Readings
Huether, S. E., & McCance, K. L. (2017). Understanding pathophysiology (6th ed.). St. Louis, MO: Mosby.

• Chapter 6, “Innate Immunity:      Inflammation and Wound Healing”

This chapter examines how the body responds to injury and infection by exploring the first, second, and third lines of defense. It also covers wound healing and alterations of the wound healing process.

• Chapter 7, “Adaptive      Immunity”

This chapter examines the third line of defense, adaptive immunity. It also covers the roles of antigens and immunogens, the humoral immune response, cell-mediated immunity, and the production of B and T lymphocytes in the immune response.

• Chapter 8, “Infection and      Defects in Mechanism of Defense”

This chapter covers the epidemiology, clinical presentation, and treatment of disorders resulting from infection, deficiencies in immunity, and hypersensitivity. It also examines the pathophysiology of an important immune disorder—HIV/AIDS.

• Chapter 9, “Stress and      Disease”

This chapter evaluates the impact of stress on various body systems and the immune system. It also examines coping mechanisms and disorders related to stress.

• Chapter 10, “Biology of      Cancer”

This chapter explores the developmental process of cancer and factors that impact the onset of cancer at the cellular level. It also describes various treatment options.

• Chapter 11, “Cancer      Epidemiology”

This chapter reviews genetic, environmental, behavioral, and diet-related risk factors for cancer. It also examines types of cancers that result from risk factors.

• Chapter 12, “Cancer in      Children and Adolescents”

This chapter focuses on the presentation and prognosis of childhood cancers. It examines the impact of genetic and environmental factors on these cancers.

• Chapter 38, “Structure and      Function of the Musculoskeletal System”

This chapter covers the structure and function of bones, joints, and skeletal muscle. It also explores effects of aging on the musculoskeletal system.

• Chapter 39, “Alterations of      Musculoskeletal Function”

This chapter examines the pathophysiology, clinical manifestations, and evaluation and treatment of bone, joints, and skeletal muscle disorders. Additionally, it explores musculoskeletal tumors, osteoarthritis, and rheumatoid arthritis.

• Chapter 40, “Alterations of      Musculoskeletal Function in Children”

This chapter includes musculoskeletal disorders that affect children, such as congenital defects, bone infection, juvenile idiopathic arthritis, muscular dystrophy, musculoskeletal tumors, and nonaccidental trauma.

• Chapter 41, “Structure,      Function, and Disorders of the Integument”

This chapter begins with an overview of the structure and function of skin. It then covers effects of aging on skin, as well as disorders of the skin, hair, and nails.

• Chapter 42, “Alterations of      Integument in Children”

This chapter covers alterations of the integument that affect children. These include acne vulgaris, dermatitis, infections of the skin, insect bites and parasites, vascular disorders, and other skin disorders.
Hammer, G. G. , & McPhee, S. (2014). Pathophysiology of disease: An introduction to clinical medicine. (7th ed.) New York, NY: McGraw-Hill Education.

• Chapter 3, “Disorders of the      Immune System”

This chapter explores the anatomy and physiology of the immune system. It also explores the pathophysiology of various immune disorders such as primary immunodeficiency diseases and AIDS.

• Chapter 8, “Diseases of the      Skin”

This chapter begins with an overview of the anatomy and physiology of skin. It also explores the pathophysiology of various types of skin lesions and inflammatory skin diseases.

• Chapter 24, “Inflammatory      Rheumatic Disease”

This chapter explores the pathogenesis of inflammation and its role in rheumatic diseases. It also examines the clinical presentation, etiology, pathophysiology, and clinical manifestations of rheumatic diseases such as gout and rheumatoid arthritis.
Required Media
Zimbron, J.  (2008). Mind maps—Dementia, endocarditis, and gastro-oesophageal reflux disease (GERD) [PDF]. Retrieved from http://www.medmaps.co.uk/beta/
Gastro-oesophageal reflux disease. [Image]. Used with permission of MedMaps.
This media provides examples of mind maps for dementia, endocarditis, and gastro-oesophageal reflux disease (GERD).
Optional Resources
Arthritis Foundation. (2012). Retrieved from http://www.arthritis.org/ 
Lupus Foundation of America. (2012). Retrieved from http://www.lupus.org/newsite/index.html

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The Assignment In A 2- To 3-Page Paper, Address The Following: • Summarize The Key Points Of Both Structural Family Therapy And Strategic Family Therapy. • Compare Structural Family Therapy To Strategic Family Therapy, Noting The Strengths And Weaknesses

Structural and Strategic Family Therapy
Individuals are born into families, grow and develop in families, and live most of their lives in families. Therefore, it makes sense that clients are best understood within the context of the family system.
——Dr. Candice Knight, Psychotherapy for the Advanced Practice Psychiatric Nurse
The family system is a social unit that is based on unique relationships and roles. Structural and strategic therapies are important, because they offer unique insights to the theoretical underpinnings of this system. As a psychiatric mental health nurse practitioner, a strong theoretical foundation will help you better understand the family unit and family therapy; this understanding will, in turn, improve the effectiveness of your work with clients.
This week, as you continue exploring family therapy, you examine structural and strategic family therapies and their appropriateness for client families. You also consider your own practicum experiences involving family therapy sessions.
Photo Credit: [Blend Images/DreamPictures]/[Blend Images]/Getty Images
 
Learning Resources
Note:  To access this week’s required library resources, please click on the link to the Course Readings List, found in the  Course Materials  section of your Syllabus.
Required Readings
Nichols, M. (2014). The essentials of family therapy (6th ed.). Boston, MA: Pearson.
· Chapter 5, “Bowen Family Systems Therapy” (pp. 69–88)
· Chapter 6, “Strategic Family Therapy” (pp. 89–109)
· Chapter 7, “Structural Family Therapy” (pp. 110–128)
 
Gerlach, P. K. (2015). Use structural maps to manage your family well: Basic premises and examples. Retrieved from http://sfhelp.org/fam/map.htm
 
McNeil, S. N., Herschberger, J. K., & Nedela, M. N. (2013). Low-income families with potential adolescent gang involvement: A structural community family therapy integration model. American Journal of Family Therapy, 41(2), 110–120. doi:10.1080/01926187.2011.649110
Note: Retrieved from Walden Library databases.
Méndez, N. A., Qureshi, M. E., Carnerio, R., & Hort, F. (2014). The intersection of Facebook and structural family therapy volume 1. American Journal of Family Therapy, 42(2), 167–174. doi:10.1080/01926187.2013.794046
Note: Retrieved from Walden Library databases.
Nichols, M., & Tafuri, S. (2013). Techniques of structural family assessment: A qualitative analysis of how experts promote a systemic perspective. Family Process, 52(2), 207–215. doi:10.1111/famp.12025
Note: Retrieved from Walden Library databases.
Ryan, W. J., Conti, R. P., & Simon, G. M. (2013). Presupposition compatibility facilitates treatment fidelity in therapists learning structural family therapy. American Journal of Family Therapy, 41(5), 403–414. doi:10.1080/01926187.2012.727673
Note: Retrieved from Walden Library databases.
Sheehan, A. H., & Friedlander, M. L. (2015). Therapeutic alliance and retention in brief strategic family therapy: A mixed-methods study. Journal of Marital and Family Therapy, 41(4), 415–427. doi:10.1111/jmft.12113
Note: Retrieved from Walden Library databases.
Szapocznik, J., Muir, J. A., Duff, J. H., Schwartz, S. J., & Brown, C. H. (2015). Brief strategic family therapy: Implementing evidence-based models in community settings. Psychotherapy Research, 25(1), 121–133. doi:10.1080/10503307.2013.856044
Note: Retrieved from Walden Library databases.
Required Media
Psychotherapy.net (Producer). (2010). Bowenian family therapy [Video file]. Mill Valley, CA: Author.
 
Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 118 minutes.
Triangle Productions (Producer). (2001). Brief strategic therapy with couples [Video file]. La Jolla, CA: Author.
 
Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 49 minutes.
Optional Resources
 
Coatsworth, J. D., Santisteban, D. A., McBride, C. K., & Szapocznik, J. (2001). Brief strategic family therapy versus community control: Engagement, retention, and an exploration of the moderating role of adolescent symptom severity. Family Process, 40(3), 313–332. Retrieved from http://www.familyprocess.org/family-process-journal/
 
Golden Triad Films (Producer). (1986). The essence of change. [Video file]. Mill Valley, CA: Psychotherapy.net.
 
National Institute on Drug Abuse. (2003). Brief strategic family therapy for adolescent drug abuse. Retrieved from /orders/archives.drugabuse.gov/TXManuals/BSFT/BSFTIndex.html
 
Navarre, S. (1998). Salvador Minuchin’s structural family therapy and its application to multicultural family systems. Issues in Mental Health Nursing, 19(6), 557–570. doi:10.1080/016128498248845
Psychotherapy.net (Producer). (2000b). Satir family therapy [Video file]. Mill Valley, CA: Author.
Psychotherapy.net (Producer). (2011b). Salvador Minuchin on family therapy [Video file]. Mill Valley, CA: Author.
Radohl, T. (2011). Incorporating family into the formula: Family-directed structural therapy for children with serious emotional disturbance. Child & Family Social Work, 16(2), 127–137. doi:10.1111/j.1365-2206.2010.00720.x
Robbins, M. S., Feaster, D. J., Horigian, V. E., Rohrbaugh, M., Shoham, V., Bachrach, K., … Szapocznik, J. (2011). Brief strategic family therapy versus treatment as usual: Results of a multisite randomized trial for substance using adolescents. Journal of Consulting and Clinical Psychology, 79(6), 713–727. doi:10.1037/a0025477
Santisteban, D. A., Suarez-Morales, L., Robbins, M. S., & Szapocznik, J. (2006). Brief strategic family therapy: Lessons learned in efficacy research and challenges to blending research and practice. Family Process, 45(2), 259–271. doi:10.1111/j.1545-5300.2006.00094.x
Szapocznik, J., Schwartz, S. J., Muir, J. A., & Brown, C. H. (2012). Brief strategic family therapy: An intervention to reduce adolescent risk behavior. Couple & Family Psychology, 1(2), 134–145. doi:10.1037/a0029002
Szapocznik, J., Zarate, M., Duff, J., & Muir, J. (2013). Brief strategic family therapy: Engaging drug using/problem behavior adolescents and their families in treatment. Social Work in Public Health, 28(3-4), 206–223. doi:10.1080/19371918.2013.774666
 
Vetere, A. (2001). Therapy matters: Structural family therapy. Child Psychology & Psychiatry Review, 6(3), 133–139. Retrieved from http://www.iupui.edu/~mswd/D642/multimedia/word_doc/StructuralFamilyTherapy_Vetare.pdf
 
Weaver, A., Greeno, C. G., Marcus, S. C., Fusco, R. A., Zimmerman, T., & Anderson, C. (2013). Effects of structural family therapy on child and maternal mental health symptomatology. Research on Social Work Practice, 23(3), 294–303. doi:10.1177/1049731512470492
 
Assignment 1: Structural Versus Strategic Family Therapies
Although structural therapy and strategic therapy are both used in family therapy, these therapeutic approaches have many differences in theory and application. As you assess families and develop treatment plans, you must consider these differences and their potential impact on clients. For this Assignment, as you compare structural and strategic family therapy, consider which therapeutic approach you might use with your own client families.
Learning Objectives
Students will:
· Compare structural family therapy to strategic family therapy
· Create structural family maps
· Justify recommendations for family therapy
To prepare:
· Review this week’s Learning Resources and reflect on the insights they provide on structural and strategic family therapies.
· Refer to Gerlach (2015) in this week’s Learning Resources for guidance on creating a structural family map.
The Assignment
In a 2- to 3-page paper, address the following:
· Summarize the key points of both structural family therapy and strategic family therapy.
· Compare structural family therapy to strategic family therapy, noting the strengths and weaknesses of each.
· Provide an example of a family in your practicum using a structural family map. Note: Be sure to maintain HIPAA regulations.
· Recommend a specific therapy for the family, and justify your choice using the Learning Resources.

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NURS 3100 Final Paper (Walden)

NURS 3100 Final Paper (Walden)

Patient Safety Measures

There are many quality control indicators that are in place to ensure patient safety, and overall better outcome, when they are admitted into the hospital. These quality indicators are a preventative measure for our patients when in our care.  One quality indicator that is very important in the hospital setting, is patient safety measures.  The purpose of this paper is to inform the reader about why we have quality indicators for patient safety measures, and how it became important.

NURS 3100 Week 1 Discussion (Walden)

Description

​As an ER nurse, I have seen a lot of issues arise in patient safety. One issue is the amount of people that come into the emergency room with non- emergent cases. Since the Affordable Care Act came into play, I don’t think that they really prepared for what was going to happen to …

NURS 3100 Week 1 Discussion 1 (Walden)

Description

I have been an emergency room nurse for 5 years. I have seen many different cases and many different kinds of people. Two issues that are becoming more and more of a problem is drug seekers and the effect on nurses and patients since the affordable health care act came about. Both of these issues have caused nursing, in the emergency room, somewhat of a challenge to enjoy your job. From the influx of patients coming in to the regular patients demanding pain medicine and taking up space and time for someone else, who really needs the bed, just to get their free shot of a high.

NURS 3100 Week 4 Assignment (Walden)

Description

Prevention Quality Indicators

NURS 3100 Section 01, Issues and Trends

Prevention Quality Indicators

The core of any government is to give its citizens’ quality and affordable health care. The Agency for Healthcare Research and Quality (AHRQ) developed some quality indicators that help assess the quality of Health care services given in the country (AHRQ, 2011). Prevention …

NURS 3100 Week 4 Discussion 1 (Walden)

Description

​Nursing can be a struggle at times, especially when not working with a good team of people. The team that us nurses must learn to lead, collaborate, and understand, is made up of the doctors, other nurses, nurses aids/er techs, physician assistants, LVNs, medical assistants, and …

NURS 3100 Week 5 Discussion (Walden)

Description

One of the biggest issues in the hospital is the readmission and death rates after leaving thehospital within 30 days of being discharged for pneumonia, copd, stroke, heart failure. I looked on the Medicare database for my hospital, Kaiser Foundation Hospital in Fontana. Per this database, the readmissions rates were no different than the national average, as well as the death rates.

NURS 3100 Week 6 Reflection Paper (Walden)

Description

​I can’t believe this class is already over and how much we have learned! Looking back on when I first started, I had hoped to learn and understand statistics and how to apply it to my everyday life. I remember reading the first chapters and how different polls are taken and the margin of error, and how that affects the polls. I found this to be especially interesting ..

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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• Discussion Questions (DQ)

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

• Weekly Participation

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

• APA Format and Writing Quality

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

• Use of Direct Quotes

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

• LopesWrite Policy

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

• Late Policy

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

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. NURS 3100 Final Paper

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ADDITIONAL INSTRUCTIONS FOR THE CLASS

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. NURS3100 Full Course

• Discussion Questions (DQ)

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

• Weekly Participation

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

• APA Format and Writing Quality

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

• Use of Direct Quotes

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

• LopesWrite Policy

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

• Late Policy

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

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NURS 3100 3101 week 1 Discussion: Creating Your Personal Nursing Legacy (Walden)

NURS 3100 3101 week 1 Discussion: Creating Your Personal Nursing Legacy

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NURS 3100 Week 1 Discussion 1 (Walden)

NURS 3100 Week 1 Discussion 1

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I have been an emergency room nurse for 5 years. I have seen many different cases and many different kinds of people.  Two issues that are becoming more and more of a problem is drug seekers and the effect on nurses and patients since the affordable health care act came about.  Both of these issues have caused nursing, in the emergency room, somewhat of a challenge to enjoy your job.  From the influx of patients coming in to the regular patients demanding pain medicine and taking up space and time for someone else, who really needs the bed, just to get their free shot of a high.

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NURS 3001 Application Week 5 Legal Ethics-Overtime (Walden)

Legal and Ethical Issues Related to the Workplace: The Practice of Mandatory Overtime

Mandatory Overtime for Nurses

The topic and of mandatory overtime for nurses is one that has been debated for years by …

Employment Law

​In order to understand the employee rights in situations where overtime is required, we …

The Kentucky Board of Nursing and Mandatory Overtime

​Kentucky is an employment at will state. The Kentucky Board of Nursing (KBN) doesn’t ….

How Nursing Organizations are Addressing Compulsory Overtime

​Several nursing organizations including the American Nursing Association (ANA), …

From the Front Lines

​As a staff nurse in the ER, working full-time, the requirements are six, twelve-hour shifts …

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Take On The Role Of The Staff Nurse In The Scenario, And Post An Explanation Of How You Would Go About Finding Out How Many Diabetics Are In Your Practice And How Many Meet All 8 Components Of HEDIS Comprehensive Diabetes Care.

One example of a measurement tool is the Healthcare Effectiveness Data and Information Set (HEDIS) comprehensive care measures. Review the eight components of HEDIS comprehensive diabetes care; then consider the following scenario.
You are a staff nurse working in a private primary care practice. It is a small practice with 2 MDs (internists), 2 nurses, 1 medical assistant, and an office staff for billing. There are approximately 1,000 patients in the practice. You have had no EHR until the last year, but all charts are manual, historically. Your physicians are starting to inquire about quality incentives, particularly regarding patients with diabetes.
By Day 3
Take on the role of the staff nurse in the scenario, and post an explanation of how you would go about finding out how many diabetics are in your practice and how many meet all 8 components of HEDIS comprehensive diabetes care.
Support your response with references from the professional nursing literature. Your posts need to be written at the capstone level (see checklist).
Notes Initial Post: This should be a 3-paragraph (at least 350 words) response. Be sure to use evidence from the readings and include in-text citations.

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Personal Leadership Philosophies

Personal Leadership Philosophies

Personal Leadership Philosophies

Personal Leadership Philosophies

Personal Leadership Philosophies

Develop and submit a personal leadership philosophy that  reflects what you think are characteristics of a good leader. Use the  scholarly resources on leadership you selected to support your  philosophy statement. Your personal leadership philosophy should include  the following:

• A description of your core values
• A personal mission/vision statement
• An analysis of your CliftonStrengths Assessment summarizing the results of your profile
• A description of two key behaviors that you wish to strengthen
• A development plan that explains how you plan to improve upon  the two key behaviors you selected and an explanation of how you plan to  achieve your personal vision. Be specific and provide examples.
• Be sure to incorporate your colleagues’ feedback on your CliftonStrengths Assessment from this Module’s Discussion 2.My Post
  \ Leadership Profile
   
  Several scholarly articles identify characteristics of good nurse leaders but offer only a few means by which such individuals could cultivate them (Scully, 2014). Being able to identify one’s strengths could help a leader improve his leadership traits. In this week’s discussion, the Gallup’s (2019) StrengthsFinder assessment revealed five themes of my strengths as a leader. The five themes were achiever, empathy, includer, connectedness, and learner. As a clinical educator in the emergency department of my facility, the position may not be considered a leadership role, but being able to identify my strengths is vital as an informal leader to the nurses in the department.
  Strengths
  The two strengths from the CliftonStrengths report that I would like to improve upon are learner and connectedness (Gallup, 2019). Learners, according to Gallup (2019) have a great desire to know more and continuously improve. As an educator, learning is a steady process for me, and is something that I need to continuously work upon. Nursing competencies are based on the knowledge and skills taught to them (Jamshidi, Molazem, Sharif, Torabizadeh, & Kalyani, 2016), thus, to be able to effectively teach the staff nurses, it is crucial that I enhance my skill and trait as a learner. Meanwhile, connectedness, according to Gallup (2019) means having faith in the links among all things. A leader with this strength believes there are only a few coincidences, and that every event has a meaning (Gallup, 2019). By nurturing this strength, I could help individuals realize that teamwork and group efforts are important in accomplishing tasks, which is important in a busy emergency department like ours.
  Core Values
  Nursing core values are standard components in all clinical and educational nursing settings. The core values guide and motivate the professional behaviors of nurses in their respective work areas (Poorchangizi, Farokhzadian, Abbaszadeh, Mirzaee, & Borhani, 2017). Sherman (2015) enumerated some examples or nursing leadership core values and two that I would like to strengthen are the willingness to tolerate differences in opinions, and a commitment to a caring-based approach to leadership. The two core values will strongly influence the includer and empathy themes identified in the strength assessment report discussed.
  Characteristics
  Two characteristics that I would like to strengthen are adaptability and individualization. Adaptability is not viewing the future as a fixed destination, but a place to create out of the choices that one makes right now (Gallup, 2019). In the emergency department, it is important that nurses adapt to the stressful situations occurring daily in the department. Being able to show to my clinical staff that I can adapt to the various stressors in our unit as a role model could help them feel that they are not alone. Adaptive leadership is a trait that needs to be cultivated because even stable situations can become unstable when faced with new challenges. Another characteristic that I would like to strengthen is individualization. The individualization theme allows a leader to be intrigued by the unique qualities of each person (Gallup, 2019). As an educator, I tend to see them as a group of individuals. It is necessary that I pay more attention to their individual skills, attitudes, and interests to draw out their uniqueness and bring out their highest potential.
  References
  Gallup. (2019). Clifton StrengthsFinder 2.0. Retrieved from /orders/walden.gallup.com
  Jamshidi, N., Molazem, Z., Sharif, F., Torabizadeh, C., & Kalyani, M. N. (2016). The challenges of nursing students in the clinical learning environment: A qualitative study. Scientific World Journal. doi: 10.1155/2016/1846178
  Poorchangizi, B., Farokhzadian, J., Abbaszadeh,, A., Mirzaee, M., & Borhani, F. (2017). The importance of professional values from clinical nurses’ perspective in hospitals of a medical university in Iran. BioMed Central Medical Ethics, 18(20). doi:10.1186/s12910-017-0178-9
  Scully, N. J. (2015). Leadership in nursing: The importance of recognizing inherent values and attributes to secure a positive future for the profession. Collegian, 22(4), 239-244. /orders/doi.org/10.1016/j.colegn.2014.09.004
  Sherman, R. O. (2015). Nursing leadership core values. Retrieved from /orders/www.emergingrnleader.com/nursing-leadership-core-values
  Responses to my post
   
  Thank you for your post, it sounds like you have wonderful leadership qualities.  I wonder if you have heard or utilize trauma informed care in your nursing practice?  I believe that trauma informed care can help develop all your strengths.
  Trauma informed care is a treatment framework that focuses on the widespread impact of trauma.  Many individuals in the healthcare field are exposed to secondary trauma while working with patients, this treatment framework applies nicely to our interactions with staff as well as patients.  Understanding that everyone has a past, and their current behavior or actions are possibly due to a traumatic event that someone was subjected to brings a perspective that allows people to take a step back and see peoples suffering instead of their undesirable behaviors.  Trauma has a complex effect on patients and providers, and it is important for leaders to understand the effects of trauma can be unpredictable and long lasting (Menschner & Maul, 2016).  Key components to trauma informed care are empowerment, choices, collaboration, safety, and trustworthiness. When our colleagues feel we provide these components to them in their work environment communicating about current opportunities for growth or proactive planning to ensure an optimal learning environment for those who need different accommodations to want to develop themselves.
  Studies show that the implementation of these components leads to positive patient outcomes and happier, more productive work environments (Menschner & Maul, 2016).  Transformational leaders recognize the importance of these characteristics and encourage colleagues to understand that cultures of empowerment, choices, collaboration, safety, and trustworthiness is essential to a well-run healthcare system (Riggio, 2016).
  Understanding trauma informed care helps us better understand ourselves and the reasons for our own behaviors. It has helped me recognize my reactions to situations and their differences depending on the environment or people present.  It really helps create a picture of hope and empowerment for colleagues when one focuses on strengths and can help a person recognize and build off them.  Respect, support, a manageable amount of conflict, consistency, accountability, and open communication yield positive results in a healthcare system. Organizations tend to focus on implementing trauma informed care for patients, but I think utilizing this concept in every interaction helps one recognize where a person is at and helps adapt the leadership or teaching style to fit the other person’s needs.
  Thanks again! -Kerry
   
  References
  Menschner, C, & Maul, A. (2016). Key Ingredients for Successful Trauma-Informed Care Implementation. Retrieved from http://www.chcs.org/media/Brief-Key-Ingredients-for-TIC-Implementation-1.pdf
  Riggio, R. (2014). What Is Authentic Leadership? Do You Have It? Retrieved from /orders/www.psychologytoday.com/us/blog/cutting-edge-leadership/201401/what-is-authentic-leadership-do-you-have-it

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