NURS6650 Week 4 Assignment 1 (October 2019)

NURS6650 Week 4 Assignment 1 (October 2019)
NURS 6650 Psychotherapy With Groups and Families
Week 4 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.
Note: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided by the Writing Center provides examples of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.
By Day 7
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK4Assgn1+last name+first initial.(extension)” as the name.
Click the Week 4 Assignment 1 Rubric to review the Grading Criteria for the Assignment.
Click the Week 4 Assignment 1 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 “WK4Assgn1+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

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NURS 6650 Psychotherapy With Groups and Families Week 1 Discussion

Legal and Ethical Considerations for Group and Family Therapy

Considering the Health Insurance Portability and Accountability Act (HIPPA), the idea of discussing confidential information with a patient in front of an audience is probably quite foreign to you. However, in group and family therapy, this is precisely what the psychiatric mental health nurse practitioner does. In your role, learning how to provide this type of therapy within the limits of confidentiality is essential. For this Discussion, consider how limited confidentiality and other legal and ethical considerations might impact therapeutic approaches for clients in group and family therapy.
Learning Objectives
Students will:
Compare legal and ethical considerations for group and family therapy to legal and ethical considerations for individual therapy
Analyze the impact of legal and ethical considerations on therapeutic approaches for clients in group and family therapy
Recommend strategies to address legal and ethical considerations for group and family therapy
To prepare:
Review this week’s Learning Resources and consider the insights they provide on group and family therapy.
View the media, Legal and Ethical Issues for Mental Health Professions, Volume I, and reflect on legal and ethical considerations for group and family therapy and individual therapy.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the Post to Discussion Question link and then select Create Thread to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking Submit!
By Day 3
Post an explanation of how legal and ethical considerations for group and family therapy differ from those for individual therapy. Then, explain how these differences might impact your therapeutic approaches for clients in group and family therapy. Support your rationale with evidence-based literature.
By Day 6
Respond to at least two of your colleagues by suggesting strategies to address the legal and ethical considerations your colleagues discussed. Support your responses with evidence-based literature.

NURS 6650 Psychotherapy With Groups and Families Week 3 Discussion

Clinical Supervision

Clinical supervision is an essential component of your development as a psychiatric mental health nurse practitioner. It provides an opportunity for professional collaboration as you share experiences with and gain insights from colleagues. For this clinical supervision Discussion, consider a client family whom you do not think is adequately progressing according to expected clinical outcomes.
Learning Objectives
Students will:
Assess client families presenting for psychotherapy
Evaluate the effectiveness of therapeutic approaches for client families receiving psychotherapy
Apply narrative family therapy concepts to client families with impaired family functioning
To prepare:
Review this week’s media and consider the insights provided on family therapy.
Reflect on the client families you are currently counseling at your practicum site.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the Post to Discussion Question link and then select Create Thread to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking Submit!
Note about Uploading Media: Refer to the Kaltura Media Uploader instructions document located in the menu bar. This provides guidance on how to upload media for the clinical supervision Discussions.
By Day 3
Post a 3- to 5-minute Kaltura video in which you do the following:
Describe a client family you are counseling that you do not think is adequately progressing according to expected clinical outcomes. Note: Do not use the client family members’ actual names.
Explain your therapeutic approach with the client family, including the perceived effectiveness of your approach.
Identify any additional information about this client family that may potentially impact expected outcomes.
Note: Nurse practitioners must have strong oral communication skills. This Discussion is designed to help you hone these skills. When filming your Kaltura video, be sure to dress and speak in a professional manner.
View a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues by providing feedback on each colleague’s therapeutic approach based on a narrative family therapeutic perspective. Support your feedback with evidence-based literature and/or your own experiences with clients.

NURS 6650 Psychotherapy With Groups and Families Week 5 Discussion

Cognitive Behavioral Therapy: Family Settings Versus Individual Settings

Whether used with individuals or families, the goal of cognitive behavioral therapy (CBT) is to modify client behavior. Although CBT for families is similar to CBT for individuals, there are significant differences in their applications. As you develop treatment plans, it is important that you recognize these differences and how they may impact your therapeutic approach with families. For this Discussion, as you compare the use of CBT for families and individuals, consider challenges of applying this therapeutic approach to your own client families.
Learning Objectives
Students will:
Compare the use of cognitive behavioral therapy for families to cognitive behavioral therapy for individuals
Analyze challenges of using cognitive behavioral therapy for families
Recommend effective cognitive behavioral therapy strategies for families
To prepare:
Review the media, Johnson Family Session 3, in this week’s Learning Resources and consider the insights provided on CBT in family therapy.
Reflect on your practicum experiences with CBT in family and individual settings.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the Post to Discussion Question link and then select Create Thread to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking Submit!
By Day 3
Post an explanation of how the use of CBT in families compares to CBT in individual settings. Provide specific examples from your own practicum experiences. Then, explain challenges counselors might encounter when using CBT in the family setting. Support your position with specific examples from this week’s media.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues by recommending CBT strategies to overcome the challenges your colleagues have identified. Support your recommendations with evidence-based literature and/or your own experiences with clients.

NURS 6650 Psychotherapy With Groups and Families Week 8 Discussion

Cognitive Behavioral Therapy: Group Settings Versus Family Settings

As you might recall from Week 5, there are significant differences in the applications of cognitive behavior therapy (CBT) for families and individuals. The same is true for CBT in group settings and CBT in family settings. In your role, it is essential to understand these differences to appropriately apply this therapeutic approach across multiple settings. For this Discussion, as you compare the use of CBT in group settings and family settings, consider challenges of using this approach with your own groups.
Learning Objectives
Students will:
Compare the use of cognitive behavioral therapy for groups to cognitive behavioral therapy for families
Analyze challenges of using cognitive behavioral therapy for groups
Recommend effective strategies in cognitive behavioral therapy for groups
To prepare:
Reflect on your practicum experiences with CBT in group and family settings.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the Post to Discussion Question link and then select Create Thread to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking Submit!
By Day 3
Post an explanation of how the use of CBT in groups compares to its use in family settings. Provide specific examples from your own practicum experiences. Then, explain at least two challenges counselors might encounter when using CBT in the group setting. Support your response with specific examples from this week’s media.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues by recommending strategies to overcome the challenges your colleagues have identified. Support your recommendation with evidence-based literature and/or your own experiences with clients.

NURS 6650 Psychotherapy With Groups and Families Week 10 Discussion

Clinical Supervision

In Week 3, you collaborated with colleagues as you participated in your first clinical supervision. This week, you have the opportunity to continue your collaboration as you reflect on and discuss your experiences with counseling children and adolescents in group settings. Psychotherapy with these clients is often more complex than psychotherapy with the general adult population. Personal reflection and discussion with colleagues are essential to your development and success as a psychiatric mental health nurse practitioner. For this clinical supervision, consider a child or adolescent client you are counseling who you do not think is adequately progressing according to expected clinical outcomes.
Learning Objectives
Students will:
Assess clients presenting for child and adolescent group psychotherapy
Evaluate the effectiveness of therapeutic approaches for clients receiving child and adolescent group psychotherapy
To prepare:
Review this week’s media and consider the insights provided on group therapy with children and adolescents.
Reflect on a child and adolescent group that you are currently counseling at your practicum site.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the Post to Discussion Question link and then select Create Thread to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking Submit!
Note about Uploading Media: Refer to the Kaltura Media Uploader instructions document located in the menu bar. It provides guidance on how to upload media for the Clinical Supervision Discussions.
By Day 3
Post a 3- to 5-minute Kaltura video that addresses the following:
Describe a child and adolescent group you are counseling.
Describe a client from the group who you do not think is adequately progressing according to expected clinical outcomes. Note: Do not use the client’s actual name.
Explain your therapeutic approach with the group, including your perceived effectiveness of your approach with the client you identified.
Identify any additional information about this group and/or client that may potentially impact expected outcomes.
Note: Nurse practitioners must have strong oral communication skills. This Discussion is designed to help you hone these skills. When filming your Kaltura video, be sure to dress and speak in a professional manner.
View a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues by providing constructive feedback concerning their presentations of their client groups and by recommending alternative therapeutic approaches that may be used with the groups. Support your feedback with evidence-based literature and/or your own experiences with clients.

NURS 6650 Psychotherapy With Groups and Families Week 11 Discussion

Group Therapy with Older Adults

As the population continues to age, more and more older adults will require therapy for various mental health issues. While the group setting offers many benefits and makes therapy more accessible to those in need of services, this therapeutic approach may not be effective for all clients. For this Discussion, as you examine your own practicum experiences with older adults in group therapy settings, consider strategies to improve the effectiveness of your sessions.
Learning Objectives
Students will:
Analyze group therapy sessions with older adults
Recommend strategies for improving the effectiveness of group therapy sessions for older adults
To prepare:
Review this week’s Learning Resources, and consider the insights provided on group therapy with older adults.
Reflect on your practicum experiences with older adults in group therapy settings.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the Post to Discussion Question link and then select Create Thread to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking Submit!
By Day 3
Post a description of a group therapy session with older adults, including the stage of the group, any resistances or issues that were present, and therapeutic techniques used by the facilitator. Explain any challenges that may occur when working with this group. Support your recommendations with evidence-based literature.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues by recommending strategies for improving the effectiveness of their group therapy sessions. Support your recommendations with evidence-based literature and your own experiences with clients.

NURS 6650 Psychotherapy With Groups and Families Week 2 Assignment

Hernandez Family Assessment

Assessment is as essential to family therapy as it is to individual therapy. Although families often present with one person identified as the “problem,” the assessment process will help you better understand family roles and determine whether the identified problem client is in fact the root of the family’s issues. As you examine the Hernandez Family: Sessions 1-6 videos in this week’s Learning Resources, consider how you might assess and treat the client family.
Learning Objectives
Students will:
Assess client families presenting for psychotherapy
To prepare:
Review this week’s Learning Resources and reflect on the insights they provide on family assessment.
View the Hernandez Family: Sessions 1-6 videos, and consider how you might assess the family in the case study.
Note: For guidance on writing a comprehensive client assessment, refer to pages 137–142 of Wheeler (2014) in this week’s Learning Resources.
The Assignment
Address in a comprehensive client assessment of the Hernandez family the following:
Demographic information
Presenting problem
History or present illness
Past psychiatric history
Medical history
Substance use history
Developmental history
Family psychiatric history
Psychosocial history
History of abuse and/or trauma
Review of systems
Physical assessment
Mental status exam
Differential diagnosis
Case formulation
Treatment plan
Note: Any item you are unable to address from the video should be marked “needs to be added to” as you would in an actual comprehensive client assessment
By Day 7
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK2Assgn+last name+first initial.(extension)” as the name.
Click the Week 2 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 2 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK2Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.

NURS 6650 Psychotherapy With Groups and Families Week 4 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.
Note: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided by the Writing Center provides examples of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.
By Day 7
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK4Assgn1+last name+first initial.(extension)” as the name.
Click the Week 4 Assignment 1 Rubric to review the Grading Criteria for the Assignment.
Click the Week 4 Assignment 1 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 “WK4Assgn1+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.

NURS 6650 Psychotherapy With Groups and Families Week 4 Assignment 2

Week 1 Journal Entry

As a future advanced practice nurse, it is important that you are able to connect your classroom experience to your practicum experience. By applying the concepts you study in the classroom to clinical settings, you enhance your professional competency. Each week, you complete an Assignment that prompts you to reflect on your practicum experiences and relate them to the material presented in the classroom. This week, you begin documenting your practicum experiences in your Practicum Journal.
Note: Be sure to use the Practicum Journal Template, located in this week’s Learning Resources.
Learning Objectives
Students will:
Analyze nursing and counseling theories to guide practice in psychotherapy*
Summarize goals and objectives for personal practicum experiences*
Produce timelines for practicum activities*
* The Assignment related to this Learning Objective is introduced this week and submitted in Week 3.
In preparation for this course’s practicum experience, address the following in your Practicum Journal:
Select one nursing theory and one counseling theory to best guide your practice in psychotherapy.
Note: For guidance on nursing and counseling theories, refer to this week’s Learning Resources.
Explain why you selected these theories. Support your approach with evidence-based literature.
Develop at least three goals and at least three objectives for the practicum experience in this course.
Create a timeline of practicum activities based on your practicum requirements.

NURS 6650 Psychotherapy With Groups and Families Week 4 Assignment 3

Week 2 Journal Entry

Learning Objectives
Students will:
Apply documentation skills to examine family therapy sessions *
Develop diagnoses for clients receiving family psychotherapy *
Analyze legal and ethical implications of counseling clients with psychiatric disorders *
* The Assignment related to this Learning Objective is introduced this week and submitted in Week 3.
Select two clients you observed or counseled this week during a family therapy session. Note: The two clients you select must have attended the same family session.
Then, address in your Practicum Journal the following:
Using the Group Therapy Progress Note in this week’s Learning Resources, document the family session.
Describe (without violating HIPAA regulations) each client, and identify any pertinent history or medical information, including prescribed medications.
Using the Diagnostic and Statistical Manual of Mental Health Disorders, Fifth Edition (DSM-5), explain and justify your diagnosis for each client.
Explain any legal and/or ethical implications related to counseling each client.

NURS 6650 Psychotherapy With Groups and Families Week 4 Assignment 4

Practicum – Assessing Client Families

Learning Objectives
Students will:
Assess client families presenting for psychotherapy
Develop genograms for client families presenting for psychotherapy
To prepare:
Select a client family that you have observed or counseled at your practicum site.
Review pages 137–142 of Wheeler (2014) and the Hernandez Family Genogram video in this week’s Learning Resources.
Reflect on elements of writing a comprehensive client assessment and creating a genogram for the client you selected.
The Assignment
Part 1: Comprehensive Client Family Assessment
Create a comprehensive client assessment for your selected client family that addresses (without violating HIPAA regulations) the following:
Demographic information
Presenting problem
History or present illness
Past psychiatric history
Medical history
Substance use history
Developmental history
Family psychiatric history
Psychosocial history
History of abuse and/or trauma
Review of systems
Physical assessment
Mental status exam
Differential diagnosis
Case formulation
Treatment plan
Part 2: Family Genogram
Develop a genogram for the client family you selected. The genogram should extend back at least three generations (parents, grandparents, and great grandparents).

NURS 6650 Psychotherapy With Groups and Families Week 6 Assignment

Applying Current Literature to Clinical Practice

Psychiatric mental health nursing practice is one of the newest disciplines to be licensed to provide psychotherapy As such, the majority of psychotherapy research is centered on other disciplines such as psychology, social work, marriage/family therapy, art therapy, psychiatry, and mental health counseling. This makes it essential for you to be able to translate current literature from other disciplines into your own clinical practice. For this Assignment, you practice this skill by examining literature on group work and group therapy and considering its applicability to your own clients.
Learning Objectives
Students will:
Evaluate the application of current literature to clinical practice
To prepare:
Review this week’s Learning Resources and reflect on the insights they provide on group work and group therapy.
Select one of the articles from the Learning Resources to evaluate for this Assignment.
Note: In nursing practice, it is not uncommon to review current literature and share findings with your colleagues. Approach this Assignment as though you were presenting the information to your colleagues.
The Assignment
In a 5- to 10-slide PowerPoint presentation, address the following:
Provide an overview of the article you selected, including answers to the following questions:
What type of group was discussed?
Who were the participants in the group? Why were they selected?
What was the setting of the group?
How often did the group meet?
What was the duration of the group therapy?
What curative factors might be important for this group and why?
What “exclusion criteria” did the authors mention?
Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own client groups. If so, how? If not, why?
Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article.
Note: The presentation should be 5–10 slides, not including the title and reference slides. Include presenter notes (no more than a half page per slide) and use tables and/or diagrams where appropriate. Be sure to support your work with specific citations from the article you selected. Support your presentation with evidence-based literature.
By Day 7
Submit your Assignment.
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.

NURS 6650 Psychotherapy With Groups and Families Week 7 Assignment 1

Group Processes and Stages of Formation

In your role, you must understand group processes and stages of formation, as this will help you develop groups and determine an individual’s appropriateness for group therapy. Whether you are at the beginning stages of group formation or facilitating a session for a developed group, it is important to consider factors that may influence individual client progress. For this Assignment, as you examine the video Group Therapy: A Live Demonstration in this week’s Learning Resources, consider the group’s processes, stages of formation, and other factors that might impact the effectiveness of group therapy for clients.
Learning Objectives
Students will:
Analyze group processes and stages of formation
Analyze curative factors of groups
Analyze the impact of curative factors on client progress
Recommend strategies for managing intragroup conflict
To prepare:
Review this week’s Learning Resources and reflect on the insights they provide on group processes.
View the media, Group Therapy: A Live Demonstration, and consider the group dynamics.
The Assignment
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.

NURS 6650 Psychotherapy With Groups and Families Week 7 Assignment 2

Practicum – Assessing Client Family Progress

Learning Objectives
Students will:
Create progress notes
Create privileged notes
Justify the inclusion or exclusion of information in progress and privileged notes
Evaluate preceptor notes
To prepare:
Reflect on the client family you selected for the Week 3 Practicum Assignment.
The Assignment
Part 1: Progress Note
Using the client family from your Week 3 Practicum Assignment, address in a progress note (without violating HIPAA regulations) the following:
Treatment modality used and efficacy of approach
Progress and/or lack of progress toward the mutually agreed-upon client goals (reference the treatment plan for progress toward goals)
Modification(s) of the treatment plan that were made based on progress/lack of progress
Clinical impressions regarding diagnosis and or symptoms
Relevant psychosocial information or changes from original assessment (e.g., marriage, separation/divorce, new relationships, move to a new house/apartment, change of job)
Safety issues
Clinical emergencies/actions taken
Medications used by the patient, even if the nurse psychotherapist was not the one prescribing them
Treatment compliance/lack of compliance
Clinical consultations
Collaboration with other professionals (e.g., phone consultations with physicians, psychiatrists, marriage/family therapists)
The therapist’s recommendations, including whether the client agreed to the recommendations
Referrals made/reasons for making referrals
Termination/issues that are relevant to the termination process (e.g., client informed of loss of insurance or refusal of insurance company to pay for continued sessions)
Issues related to consent and/or informed consent for treatment
Information concerning child abuse and/or elder or dependent adult abuse, including documentation as to where the abuse was reported
Information reflecting the therapist’s exercise of clinical judgment
Note: Be sure to exclude any information that should not be found in a discoverable progress note.
Part 2: Privileged Note
Based on this week’s readings, prepare a privileged psychotherapy note that you would use to document your impressions of therapeutic progress/therapy sessions for your client family from the Week 3 Practicum Assignment.
In your progress note, address the following:
Include items that you would not typically include in a note as part of the clinical record.
Explain why the items you included in the privileged note would not be included in the client family’s progress note.
Explain whether your preceptor uses privileged notes. If so, describe the type of information he or she might include. If not, explain why.
By Day 7
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK7Assgn2+last name+first initial.(extension)” as the name.
Click the Week 7 Assignment 2 Rubric to review the Grading Criteria for the Assignment.
Click the Week 7 Assignment 2 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 “WK7Assgn2+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.

NURS 6650 Psychotherapy With Groups and Families Week 7 Assignment 3

Week 5 Journal Entry

Learning Objectives
Students will:
Develop effective documentation skills for family therapy sessions *
Develop diagnoses for clients receiving family psychotherapy *
Evaluate the efficacy of solution-focused therapy and cognitive behavioral therapy for families *
Analyze legal and ethical implications of counseling clients with psychiatric disorders *
* The Assignment related to this Learning Objective is introduced this week and submitted in Week 7.
Select two clients you observed or counseled this week during a family therapy session. Note: The two clients you select must have attended the same family session. Do not select the same family you selected for Week 2.
Then, address in your Practicum Journal the following:
Using the Group Therapy Progress Note in this week’s Learning Resources, document the family session.
Describe each client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications.
Using the DSM-5, explain and justify your diagnosis for each client.
Explain whether solution-focused or cognitive behavioral therapy would be more effective with this family. Include expected outcomes based on these therapeutic approaches.
Explain any legal and/or ethical implications related to counseling each client.
Support your approach with evidence-based literature.

NURS 6650 Psychotherapy With Groups and Families Week 9 Assignment

Psychotherapeutic Approaches to Group Therapy for Addiction

When selecting a psychotherapeutic approach for a client, you must consider the unique needs and characteristics of that particular client. The same is true when selecting a psychotherapeutic approach for groups. Not every approach is appropriate for every group, and the group’s unique needs and characteristics must be considered. For this Assignment, you examine psychotherapeutic approaches to group therapy for addiction.
Learning Objectives
Students will:
Evaluate psychotherapeutic approaches to group therapy for addiction
To prepare:
Review this week’s Learning Resources and reflect on the insights they provide on group therapy for addiction.
View the media, Levy Family: Sessions 1-7, and consider the psychotherapeutic approaches being used.
The Assignment
In a 2- to 3-page paper, address the following:
Identify the psychotherapeutic approach that the group facilitator is using, and explain why she might be using this approach.
Determine whether or not you would use the same psychotherapeutic approach if you were the counselor facilitating this group, and justify your decision.
Identify an alternative approach to group therapy for addiction, and explain why it is an appropriate option.
Support your position 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 by the Writing Center provides examples of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.
By Day 7
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK9Assgn+last name+first initial.(extension)” as the name.
Click the Week 9 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 9 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 “WK9Assgn+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.

NURS 6650 Psychotherapy With Groups and Families Week 10 Assignment 1

Practicum – Client Termination Summary

Although termination is an inevitable part of the therapeutic process, it is often difficult for clients. However, by discussing termination throughout therapy, you can better prepare your clients for life without you. Once a client has achieved his or her therapeutic goals, termination sessions should be held and documented in a client termination summary. For this Assignment, you have the opportunity to practice writing a termination summary for a client with whom you have worked during your practicum experience.
Learning Objectives
Students will:
Develop client termination summaries
To prepare:
For guidance on writing a client termination summary, review pages 693–712 of Wheeler (2014) in this week’s Learning Resources.
Identify a client who may be ready to terminate therapy.
The Assignment
Identifying information of client (e.g., hypothetical name and age)
Date the client initially contacted therapist, date therapy began, duration of therapy, and date therapy will end
Total number of sessions, including number of missed sessions
Whether termination was planned or unplanned
Presenting problem
Major psychosocial issues
Types of services rendered (e.g., individual, couple/family therapy, group therapy)
Overview of treatment process
Goal status (goals met, partially met, unmet)
Treatment limitations (if any)
Remaining difficulties and/or concerns
Recommendations
Follow-up plan (if indicated)
Instructions for future contact
Signatures
With the client you selected in mind, address in a client termination summary (without violating HIPAA regulations) the following:
By Day 7
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK10Assgn1+last name+first initial.(extension)” as the name.
Click the Week 10 Assignment 1 Rubric to review the Grading Criteria for the Assignment.
Click the Week 10 Assignment 1 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 “WK10Assgn1+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.

NURS 6650 Psychotherapy With Groups and Families Week 10 Assignment 2

Week 10 Journal Entry
Learning Objectives
Students will:
Develop effective documentation skills to examine group therapy sessions with children and adolescents *
Develop diagnoses for child and adolescent clients receiving group psychotherapy *
Analyze legal and ethical implications of counseling child and adolescent clients with psychiatric disorders *
Select two clients you observed or counseled this week during a group therapy session for children and adolescents. Note: The two clients you select must have attended the same group session. If you select the same group you selected for the Week 8 or Week 9 Journal Entries, you must select different clients.
Then, address in your Practicum Journal the following:
Using the Group Therapy Progress Note in this week’s Learning Resources, document the group session.
Describe each client (without violating HIPAA regulations), and identify any pertinent history or medical information, including prescribed medications.
Using the DSM-5, explain and justify your diagnosis for each client.
Explain any legal and/or ethical implications related to counseling each client.
Support your approach with evidence-based literature.
By Day 7
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK10Assgn2+last name+first initial.(extension)” as the name.
Click the Week 10 Assignment 2 Rubric to review the Grading Criteria for the Assignment.
Click the Week 10 Assignment 2 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 “WK10Assgn2+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.

NURS 6650 Psychotherapy With Groups and Families Week 10 Assignment 3

Practicum – Week 8 Journal Entry
Learning Objectives
Students will:
Develop effective documentation skills for group therapy sessions *
Develop diagnoses for clients receiving group psychotherapy *
Evaluate the efficacy of cognitive behavioral therapy for groups *
Analyze legal and ethical implications of counseling clients with psychiatric disorders *
* The Assignment related to this Learning Objective is introduced this week and submitted in Week 10.
Select two clients you observed or counseled this week during a group therapy session. Note: The two clients you select must have attended the same group session.
Then, in your Practicum Journal, address the following:
Using the Group Therapy Progress Note in this week’s Learning Resources, document the group session.
Describe each client (without violating HIPAA regulations), and identify any pertinent history or medical information, including prescribed medications.
Using the DSM-5, explain and justify your diagnosis for each client.
Explain whether cognitive behavioral therapy would be effective with this group. Include expected outcomes based on this therapeutic approach.
Explain any legal and/or ethical implications related to counseling each client.
Support your approach with evidence-based literature.

NURS 6650 Psychotherapy With Groups and Families Week 6 Midterm Exam

• Question 1
When completing this exam, did you comply with University’s Code of Conduct including the expectations for academic integrity?
• Question 2
The PMHNP is providing narrative therapy to a family. Although each family member assigns a “problem” to another, the PMHNP attempts to separate each person in the family from their problems. The goal is to find something they all have in common so the family can unite. What will the PMHNP do next to help facilitate this goal?
• Question 3 When using a cognitive behavioral approach, a PMHNP says to a group member, “Carla, it sounds like Greg thinks that you might want to try yoga for relaxation.” What would be an appropriate next statement by the PMHNP to Carla?
• Question 4
During a family therapy session, a 10-year-old girl says to her father, “You are at work all the time and are never around.” What is the most appropriate response by the PMHNP to improve communication?
• Question 5
The PMHNP is meeting with a family that consists of a mother and father and their two daughters, ages 8 and 10. During the session, the PMHNP hears one child say, “My sister never gets into trouble because she’s the smart one.” Which family therapy theory is most applicable to this family?
• Question 6
The PMHNP is working with a family composed of two parents and their 16-year-old son. The parents report they have been experiencing conflict regarding the son’s defiant behavior in the home. Which action will the PMHNP employ as part of the early phase of the therapy?
• Question 7
The PMHNP is meeting with two women, ages 35 and 42, who are concerned about their mother’s use of alcohol. During the meeting, what question(s) should the PMHNP ask the mother to help uncover the potential drinking problem?
• Question 8
The PMHNP is meeting with a married couple. The woman feels very insecure, particularly when it comes to her husband working with women in his office. She reports, “My girlfriends say that it’s not attractive to be insecure like I am, so I’m really making the problem worse by being so insecure.” How can the PMHNP externalize the woman’s problem?
• Question 9
During a family therapy session, the PMHNP identifies a significant amount of emotional fusion between the parents and their young adult son. The son admits that he tries to seek distance from his parents. This is why he moved out of state for college, though he still comes back to visit out of obligation. What does the PMHNP interpret about this scenario?
• Question 10
The PMHNP is meeting with a husband and wife and observes that the husband is able to maintain his composure while the wife becomes more teary and emotional throughout the session. Which principle is used to describe this observation?

NURS 6650 Psychotherapy With Groups and Families Week 11 Final Exam

• Question 1
When completing this exam, did you comply with University’s Code of Conduct including the expectations for academic integrity?
• Question 2
Members of group therapy have been meeting for several weeks. The PMHNP often starts sentences with a thank you or compliment such as, “Good observation.” The PMHNP notices that some of the group members having been starting their statements with compliments. To which principle can the PMHNP attribute this process?
• Question 3
A PMHNP notices that adolescents in a therapy group have not been getting along. They are divided into two main groups and each automatically dislikes members of the other group. What is an appropriate step for the PMHNP to take?
• Question 4
Jane has been attending group therapy for the past year; she and the therapist have determined that she has met her goals. Jane has been arriving to group late or not coming to group at all. How does the PMHNP correctly interpret Jane’s behavior?
• Question 5
A PMHNP is leading a group therapy session for patients with substance abuse problems. After one member shares a problem, other members offer support, concern, and observations. The PMHNP points out that the group is offering many truthful reactions and helpful feedback. Which principle does this illustrate?
• Question 6
In the parent consultation session, the parent discusses her son “Blake” who has changed since his 13th birthday. Dr. Carlson discusses the power conflict that the parent appears to be getting into with her son. When they discuss approaches they can use to help Blake experience increased responsibility, Dr. Carlson explains that the parent must make a commitment with her son by agreeing to:
• Question 7
During therapy, a patient named Maria states she is unhappy that other members did not express missing her while she was away the previous week. She confronted the PMHNP by saying, “Nobody here cares about this stupid group!” What might the PMHNP say to increase group cohesiveness?
• Question 8
Gregory is a middle-aged veteran participant in a group led by the PMHNP. Since Gregory has been attending group, he frequently interrupts others and seems to take much of the group time for himself. The PMHNP identifies Gregory as a monopolist and confronts him. She explains that she does not want him to talk less; instead, she actually encourages him to talk more. What is the likely cause of the PMHNP’s explanation?
• Question 9
The homogenous mode of composition involves a theory that relates to group composition. When applying this theory, the PMHNP is aware that the group will most likely consist of which of the following?
• Question 10
A 9-year-old child who witnessed a fatal car accident has come to therapy with her parents to get treatment. The child has been irritable since the event and has not wanted to talk about it. Utilizing a trauma-focused cognitive behavior therapy (TF-CBT) approach, the PMHNP has reviewed skills that the parents may use to help their child at home. Based on the PMHNP’s suggestion, which is a statement the parents might make after the child has a temper tantrum?

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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.

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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.

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 NURS6650 All Assignments (October 2019)

NURS6650 All Assignments (October 2019)
NURS 6650 Psychotherapy With Groups and Families
Week 2 Assignment
Hernandez Family Assessment
Assessment is as essential to family therapy as it is to individual therapy. Although families often present with one person identified as the “problem,” the assessment process will help you better understand family roles and determine whether the identified problem client is in fact the root of the family’s issues. As you examine the Hernandez Family: Sessions 1-6 videos in this week’s Learning Resources, consider how you might assess and treat the client family.
Learning Objectives
Students will:
Assess client families presenting for psychotherapy
To prepare:
Review this week’s Learning Resources and reflect on the insights they provide on family assessment.
View the Hernandez Family: Sessions 1-6 videos, and consider how you might assess the family in the case study.
Note: For guidance on writing a comprehensive client assessment, refer to pages 137–142 of Wheeler (2014) in this week’s Learning Resources.
The Assignment
Address in a comprehensive client assessment of the Hernandez family the following:
Demographic information
Presenting problem
History or present illness
Past psychiatric history
Medical history
Substance use history
Developmental history
Family psychiatric history
Psychosocial history
History of abuse and/or trauma
Review of systems
Physical assessment
Mental status exam
Differential diagnosis
Case formulation
Treatment plan
Note: Any item you are unable to address from the video should be marked “needs to be added to” as you would in an actual comprehensive client assessment
By Day 7
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK2Assgn+last name+first initial.(extension)” as the name.
Click the Week 2 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 2 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK2Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
NURS 6650 Psychotherapy With Groups and Families
Week 4 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.
Note: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided by the Writing Center provides examples of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.
By Day 7
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK4Assgn1+last name+first initial.(extension)” as the name.
Click the Week 4 Assignment 1 Rubric to review the Grading Criteria for the Assignment.
Click the Week 4 Assignment 1 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 “WK4Assgn1+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.
NURS 6650 Psychotherapy With Groups and Families
Week 4 Assignment 2
Week 1 Journal Entry
As a future advanced practice nurse, it is important that you are able to connect your classroom experience to your practicum experience. By applying the concepts you study in the classroom to clinical settings, you enhance your professional competency. Each week, you complete an Assignment that prompts you to reflect on your practicum experiences and relate them to the material presented in the classroom. This week, you begin documenting your practicum experiences in your Practicum Journal.
Note: Be sure to use the Practicum Journal Template, located in this week’s Learning Resources.
Learning Objectives
Students will:
Analyze nursing and counseling theories to guide practice in psychotherapy*
Summarize goals and objectives for personal practicum experiences*
Produce timelines for practicum activities*
* The Assignment related to this Learning Objective is introduced this week and submitted in Week 3.
In preparation for this course’s practicum experience, address the following in your Practicum Journal:
Select one nursing theory and one counseling theory to best guide your practice in psychotherapy.
Note: For guidance on nursing and counseling theories, refer to this week’s Learning Resources.
Explain why you selected these theories. Support your approach with evidence-based literature.
Develop at least three goals and at least three objectives for the practicum experience in this course.
Create a timeline of practicum activities based on your practicum requirements.
NURS 6650 Psychotherapy With Groups and Families
Week 4 Assignment 3
Week 2 Journal Entry
Learning Objectives
Students will:
Apply documentation skills to examine family therapy sessions *
Develop diagnoses for clients receiving family psychotherapy *
Analyze legal and ethical implications of counseling clients with psychiatric disorders *
* The Assignment related to this Learning Objective is introduced this week and submitted in Week 3.
Select two clients you observed or counseled this week during a family therapy session. Note: The two clients you select must have attended the same family session.
Then, address in your Practicum Journal the following:
Using the Group Therapy Progress Note in this week’s Learning Resources, document the family session.
Describe (without violating HIPAA regulations) each client, and identify any pertinent history or medical information, including prescribed medications.
Using the Diagnostic and Statistical Manual of Mental Health Disorders, Fifth Edition (DSM-5), explain and justify your diagnosis for each client.
Explain any legal and/or ethical implications related to counseling each client.
NURS 6650 Psychotherapy With Groups and Families
Week 4 Assignment 4
Practicum – Assessing Client Families
Learning Objectives
Students will:
Assess client families presenting for psychotherapy
Develop genograms for client families presenting for psychotherapy
To prepare:
Select a client family that you have observed or counseled at your practicum site.
Review pages 137–142 of Wheeler (2014) and the Hernandez Family Genogram video in this week’s Learning Resources.
Reflect on elements of writing a comprehensive client assessment and creating a genogram for the client you selected.
The Assignment
Part 1: Comprehensive Client Family Assessment
Create a comprehensive client assessment for your selected client family that addresses (without violating HIPAA regulations) the following:
Demographic information
Presenting problem
History or present illness
Past psychiatric history
Medical history
Substance use history
Developmental history
Family psychiatric history
Psychosocial history
History of abuse and/or trauma
Review of systems
Physical assessment
Mental status exam
Differential diagnosis
Case formulation
Treatment plan
Part 2: Family Genogram
Develop a genogram for the client family you selected. The genogram should extend back at least three generations (parents, grandparents, and great grandparents).
NURS 6650 Psychotherapy With Groups and Families
Week 6 Assignment
Applying Current Literature to Clinical Practice
Psychiatric mental health nursing practice is one of the newest disciplines to be licensed to provide psychotherapy As such, the majority of psychotherapy research is centered on other disciplines such as psychology, social work, marriage/family therapy, art therapy, psychiatry, and mental health counseling. This makes it essential for you to be able to translate current literature from other disciplines into your own clinical practice. For this Assignment, you practice this skill by examining literature on group work and group therapy and considering its applicability to your own clients.
Learning Objectives
Students will:
Evaluate the application of current literature to clinical practice
To prepare:
Review this week’s Learning Resources and reflect on the insights they provide on group work and group therapy.
Select one of the articles from the Learning Resources to evaluate for this Assignment.
Note: In nursing practice, it is not uncommon to review current literature and share findings with your colleagues. Approach this Assignment as though you were presenting the information to your colleagues.
The Assignment
In a 5- to 10-slide PowerPoint presentation, address the following:
Provide an overview of the article you selected, including answers to the following questions:
What type of group was discussed?
Who were the participants in the group? Why were they selected?
What was the setting of the group?
How often did the group meet?
What was the duration of the group therapy?
What curative factors might be important for this group and why?
What “exclusion criteria” did the authors mention?
Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own client groups. If so, how? If not, why?
Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article.
Note: The presentation should be 5–10 slides, not including the title and reference slides. Include presenter notes (no more than a half page per slide) and use tables and/or diagrams where appropriate. Be sure to support your work with specific citations from the article you selected. Support your presentation with evidence-based literature.
By Day 7
Submit your Assignment.
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.
NURS 6650 Psychotherapy With Groups and Families
Week 7 Assignment 1
Group Processes and Stages of Formation
In your role, you must understand group processes and stages of formation, as this will help you develop groups and determine an individual’s appropriateness for group therapy. Whether you are at the beginning stages of group formation or facilitating a session for a developed group, it is important to consider factors that may influence individual client progress. For this Assignment, as you examine the video Group Therapy: A Live Demonstration in this week’s Learning Resources, consider the group’s processes, stages of formation, and other factors that might impact the effectiveness of group therapy for clients.
Learning Objectives
Students will:
Analyze group processes and stages of formation
Analyze curative factors of groups
Analyze the impact of curative factors on client progress
Recommend strategies for managing intragroup conflict
To prepare:
Review this week’s Learning Resources and reflect on the insights they provide on group processes.
View the media, Group Therapy: A Live Demonstration, and consider the group dynamics.
The Assignment
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.
NURS 6650 Psychotherapy With Groups and Families
Week 7 Assignment 2
Practicum – Assessing Client Family Progress
Learning Objectives
Students will:
Create progress notes
Create privileged notes
Justify the inclusion or exclusion of information in progress and privileged notes
Evaluate preceptor notes
To prepare:
Reflect on the client family you selected for the Week 3 Practicum Assignment.
The Assignment
Part 1: Progress Note
Using the client family from your Week 3 Practicum Assignment, address in a progress note (without violating HIPAA regulations) the following:
Treatment modality used and efficacy of approach
Progress and/or lack of progress toward the mutually agreed-upon client goals (reference the treatment plan for progress toward goals)
Modification(s) of the treatment plan that were made based on progress/lack of progress
Clinical impressions regarding diagnosis and or symptoms
Relevant psychosocial information or changes from original assessment (e.g., marriage, separation/divorce, new relationships, move to a new house/apartment, change of job)
Safety issues
Clinical emergencies/actions taken
Medications used by the patient, even if the nurse psychotherapist was not the one prescribing them
Treatment compliance/lack of compliance
Clinical consultations
Collaboration with other professionals (e.g., phone consultations with physicians, psychiatrists, marriage/family therapists)
The therapist’s recommendations, including whether the client agreed to the recommendations
Referrals made/reasons for making referrals
Termination/issues that are relevant to the termination process (e.g., client informed of loss of insurance or refusal of insurance company to pay for continued sessions)
Issues related to consent and/or informed consent for treatment
Information concerning child abuse and/or elder or dependent adult abuse, including documentation as to where the abuse was reported
Information reflecting the therapist’s exercise of clinical judgment
Note: Be sure to exclude any information that should not be found in a discoverable progress note.
Part 2: Privileged Note
Based on this week’s readings, prepare a privileged psychotherapy note that you would use to document your impressions of therapeutic progress/therapy sessions for your client family from the Week 3 Practicum Assignment.
In your progress note, address the following:
Include items that you would not typically include in a note as part of the clinical record.
Explain why the items you included in the privileged note would not be included in the client family’s progress note.
Explain whether your preceptor uses privileged notes. If so, describe the type of information he or she might include. If not, explain why.
By Day 7
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK7Assgn2+last name+first initial.(extension)” as the name.
Click the Week 7 Assignment 2 Rubric to review the Grading Criteria for the Assignment.
Click the Week 7 Assignment 2 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 “WK7Assgn2+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.
NURS 6650 Psychotherapy With Groups and Families
Week 7 Assignment 3
Week 5 Journal Entry
Learning Objectives
Students will:
Develop effective documentation skills for family therapy sessions *
Develop diagnoses for clients receiving family psychotherapy *
Evaluate the efficacy of solution-focused therapy and cognitive behavioral therapy for families *
Analyze legal and ethical implications of counseling clients with psychiatric disorders *
* The Assignment related to this Learning Objective is introduced this week and submitted in Week 7.
Select two clients you observed or counseled this week during a family therapy session. Note: The two clients you select must have attended the same family session. Do not select the same family you selected for Week 2.
Then, address in your Practicum Journal the following:
Using the Group Therapy Progress Note in this week’s Learning Resources, document the family session.
Describe each client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications.
Using the DSM-5, explain and justify your diagnosis for each client.
Explain whether solution-focused or cognitive behavioral therapy would be more effective with this family. Include expected outcomes based on these therapeutic approaches.
Explain any legal and/or ethical implications related to counseling each client.
Support your approach with evidence-based literature.
NURS 6650 Psychotherapy With Groups and Families
Week 9 Assignment
Psychotherapeutic Approaches to Group Therapy for Addiction
When selecting a psychotherapeutic approach for a client, you must consider the unique needs and characteristics of that particular client. The same is true when selecting a psychotherapeutic approach for groups. Not every approach is appropriate for every group, and the group’s unique needs and characteristics must be considered. For this Assignment, you examine psychotherapeutic approaches to group therapy for addiction.
Learning Objectives
Students will:
Evaluate psychotherapeutic approaches to group therapy for addiction
To prepare:
Review this week’s Learning Resources and reflect on the insights they provide on group therapy for addiction.
View the media, Levy Family: Sessions 1-7, and consider the psychotherapeutic approaches being used.
The Assignment
In a 2- to 3-page paper, address the following:
Identify the psychotherapeutic approach that the group facilitator is using, and explain why she might be using this approach.
Determine whether or not you would use the same psychotherapeutic approach if you were the counselor facilitating this group, and justify your decision.
Identify an alternative approach to group therapy for addiction, and explain why it is an appropriate option.
Support your position 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 by the Writing Center provides examples of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.
By Day 7
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK9Assgn+last name+first initial.(extension)” as the name.
Click the Week 9 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 9 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 “WK9Assgn+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.
NURS 6650 Psychotherapy With Groups and Families
Week 10 Assignment 1
Practicum – Client Termination Summary
Although termination is an inevitable part of the therapeutic process, it is often difficult for clients. However, by discussing termination throughout therapy, you can better prepare your clients for life without you. Once a client has achieved his or her therapeutic goals, termination sessions should be held and documented in a client termination summary. For this Assignment, you have the opportunity to practice writing a termination summary for a client with whom you have worked during your practicum experience.
Learning Objectives
Students will:
Develop client termination summaries
To prepare:
For guidance on writing a client termination summary, review pages 693–712 of Wheeler (2014) in this week’s Learning Resources.
Identify a client who may be ready to terminate therapy.
The Assignment
Identifying information of client (e.g., hypothetical name and age)
Date the client initially contacted therapist, date therapy began, duration of therapy, and date therapy will end
Total number of sessions, including number of missed sessions
Whether termination was planned or unplanned
Presenting problem
Major psychosocial issues
Types of services rendered (e.g., individual, couple/family therapy, group therapy)
Overview of treatment process
Goal status (goals met, partially met, unmet)
Treatment limitations (if any)
Remaining difficulties and/or concerns
Recommendations
Follow-up plan (if indicated)
Instructions for future contact
Signatures
With the client you selected in mind, address in a client termination summary (without violating HIPAA regulations) the following:
By Day 7
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK10Assgn1+last name+first initial.(extension)” as the name.
Click the Week 10 Assignment 1 Rubric to review the Grading Criteria for the Assignment.
Click the Week 10 Assignment 1 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 “WK10Assgn1+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.
NURS 6650 Psychotherapy With Groups and Families
Week 10 Assignment 2
Week 10 Journal Entry
Learning Objectives
Students will:
Develop effective documentation skills to examine group therapy sessions with children and adolescents *
Develop diagnoses for child and adolescent clients receiving group psychotherapy *
Analyze legal and ethical implications of counseling child and adolescent clients with psychiatric disorders *
Select two clients you observed or counseled this week during a group therapy session for children and adolescents. Note: The two clients you select must have attended the same group session. If you select the same group you selected for the Week 8 or Week 9 Journal Entries, you must select different clients.
Then, address in your Practicum Journal the following:
Using the Group Therapy Progress Note in this week’s Learning Resources, document the group session.
Describe each client (without violating HIPAA regulations), and identify any pertinent history or medical information, including prescribed medications.
Using the DSM-5, explain and justify your diagnosis for each client.
Explain any legal and/or ethical implications related to counseling each client.
Support your approach with evidence-based literature.
By Day 7
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK10Assgn2+last name+first initial.(extension)” as the name.
Click the Week 10 Assignment 2 Rubric to review the Grading Criteria for the Assignment.
Click the Week 10 Assignment 2 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 “WK10Assgn2+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.
NURS 6650 Psychotherapy With Groups and Families
Week 10 Assignment 3
Practicum – Week 8 Journal Entry
Learning Objectives
Students will:
Develop effective documentation skills for group therapy sessions *
Develop diagnoses for clients receiving group psychotherapy *
Evaluate the efficacy of cognitive behavioral therapy for groups *
Analyze legal and ethical implications of counseling clients with psychiatric disorders *
* The Assignment related to this Learning Objective is introduced this week and submitted in Week 10.
Select two clients you observed or counseled this week during a group therapy session. Note: The two clients you select must have attended the same group session.
Then, in your Practicum Journal, address the following:
Using the Group Therapy Progress Note in this week’s Learning Resources, document the group session.
Describe each client (without violating HIPAA regulations), and identify any pertinent history or medical information, including prescribed medications.
Using the DSM-5, explain and justify your diagnosis for each client.
Explain whether cognitive behavioral therapy would be effective with this group. Include expected outcomes based on this therapeutic approach.
Explain any legal and/or ethical implications related to counseling each client.
Support your approach with evidence-based literature.

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Assignment Week 4 NURS 6501 Advance Pathophysiology

Assignment Week 4 NURS 6501 Advance Pathophysiology

Assignment Week 4 NURS 6501 Advance Pathophysiology

Assignment Week 4 NURS 6501 Advance Pathophysiology

Week 4 Assignment (1- to 2-page case study analysis)
Scenario: 45-year-old woman presents with chief complaint of 3-day duration of shortness of breath, cough with thick green sputum production, and fevers. Patient has history of COPD with chronic cough but states the cough has gotten much worse and is interfering with her sleep. Sputum is thicker and harder for her to expectorate. CXR reveals flattened diaphragm and increased AP diameter. Auscultation demonstrates hyper resonance and coarse rales and rhonchi throughout all lung fields.
In your Case Study Analysis related to the scenario provided, explain the following:
· The cardiovascular and cardiopulmonary pathophysiologic processes that result in the patient presenting these symptoms.
· Any racial/ethnic variables that may impact physiological functioning.
· How these processes interact to affect the patient.
Submit your Case Study Analysis Assignment by Day 7 of Week 4
Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at  /orders/academicguides.waldenu.edu/writingcenter/templates ). All papers submitted must use this formatting.
 

Module 2 Assignment: Case Study Analysis

An understanding of the cardiovascular and respiratory systems is a critically important component of disease diagnosis and treatment. This importance is magnified by the fact that these two systems work so closely together. A variety of factors and circumstances that impact the emergence and severity of issues in one system can have a role in the performance of the other.
Effective disease analysis often requires an understanding that goes beyond these systems and their capacity to work together. The impact of patient characteristics, as well as racial and ethnic variables, can also have an important impact.
 
Photo Credit: yodiyim – stock.adobe.com
An understanding of the symptoms of alterations in cardiovascular and respiratory systems is a critical step in diagnosis and treatment of many diseases. For APRNs this understanding can also help educate patients and guide them through their treatment plans.
In this Assignment, you examine a case study and analyze the symptoms presented. You identify the elements that may be factors in the diagnosis, and you explain the implications to patient health.
To prepare:
By Day 1 of this week, you will be assigned to a specific case study scenario for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.

Assignment (1- to 2-page case study analysis)

In your Case Study Analysis related to the scenario provided, explain the following
· The cardiovascular and cardiopulmonary pathophysiologic processes that result in the patient presenting these symptoms.
· Any racial/ethnic variables that may impact physiological functioning.
· How these processes interact to affect the patient.
 
 

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Assignment: Evidence-Based Project, Part 2: Advanced Levels Of Clinical Inquiry And Systematic Reviews

Assignment: Evidence-Based Project, Part 2: Advanced Levels Of Clinical Inquiry And Systematic Reviews

Assignment: Evidence-Based Project, Part 2: Advanced Levels Of Clinical Inquiry And Systematic Reviews

Assignment: Evidence-Based Project, Part 2: Advanced Levels Of Clinical Inquiry And Systematic Reviews

PLEASE FOLLOW THE INSTRUCTIONS AS INDICATED BELOW:
1). ZERO (0) PLAGIARISM
2). ATLEAST 5 REFERENCES, NO MORE THAN 5 YEARS
3). PLEASE SEE THE FOLLOWING ATTACHED RUBRIC DETAILS.
Thank you.
Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?
In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.
To Prepare:

• Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
• Develop a PICO(T) question to address the clinical issue of interest you identified in Module 2 for the Assignment. This PICOT question will remain the same for the entire course.
• Use the key words from the PICO(T) question you developed and search at least four different databases in the Walden Library. Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses), critically-appraised individual articles (article synopses). The evidence will not necessarily address all the elements of your PICO(T) question, so select the most important concepts to search and find the best evidence available.
• Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.

The Assignment (Evidence-Based Project)
Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews
Create a 6- to 7-slide PowerPoint presentation in which you do the following:

• Identify and briefly describe your chosen clinical issue of interest.
• Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
• Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
• Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article.
• Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.

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  Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews Create a 6- to 7-slide PowerPoint presentation in which you do the following: · Identify and briefly describe your chosen clinical issue of interest. · Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest. · Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected. · Provide APA citations of the four peer-reviewed articles you selected. · Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.	Points: Points Range: 81 (81%) – 90 (90%) The presentation clearly and accurately identifies and describes in detail the chosen clinical issue of interest. The presentation clearly and accurately describes in detail the developed PICO(T) question. The presentation clearly and accurately identifies four or more research databases used to conduct a search for the peer-reviewed articles selected. The presentation clearly and accurately provides full APA citations for at least four peer-reviewed articles selected, including a thorough and detailed explanation of the strengths of using systematic reviews for clinical research. The presentation includes specific and relevant examples that fully support the research. The presentation provides a complete, detailed, and accurate synthesis of two outside resources related to the peer-reviewed articles selected, and fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation. Feedback:	Points: Points Range: 72 (72%) – 80 (80%) The presentation accurately identifies and describes the chosen clinical issue of interest. The presentation accurately describes the developed PICO(T) question focused on the chosen clinical issue of interest. The presentation accurately identifies at least four research databases used to conduct a search for the peer-reviewed articles selected. The presentation accurately provides APA citations for at least four peer-reviewed articles selected, including an adequate explanation of the strengths of using systematic reviews for clinical research. The presentation includes relevant examples that support the research presented. The presentation provides an accurate synthesis of at least one outside resource related to the peer-reviewed articles selected. The response integrates at least one outside resource and two or three course-specific resources that may support the presentation. Feedback:	Points: Points Range: 63 (63%) – 71 (71%) The presentation inaccurately or vaguely identifies and describes the chosen clinical issue of interest. The presentation inaccurately or vaguely describes the developed PICO(T) question focused on the chosen clinical issue of interest. The presentation inaccurately or vaguely identifies at least four research databases used to conduct a search for the peer-reviewed articles selected. The presentation inaccurately or vaguely provides APA citations for at least four peer-reviewed articles selected, including an inaccurate or vague explanation of the strengths of using systematic reviews for clinical research. The presentation includes inaccurate or vague examples to support the research presented. The presentation provides a vague or inaccurate synthesis or outside resources related to the peer-reviewed articles selected. The response minimally integrates resources that may support the presentation. Feedback:	Points: Points Range: 0 (0%) – 62 (62%) The presentation inaccurately and vaguely identifies and describes the chosen clinical issue of interest or is missing. The presentation inaccurately and vaguely describes the developed PICO(T) question, or is missing. The presentation inaccurately and vaguely identifies less than four research databases used to conduct a search for the peer-reviewed articles selected or is missing. The presentation inaccurately and vaguely provides APA citations for at least four peer-reviewed articles selected, including an inaccurate and vague explanation of the strengths of using systematic reviews for clinical research, or is missing. The presentation includes inaccurate and vague examples to support the research presented or is missing. The presentation provides a vague and inaccurate synthesis of no outside resources related to the articles selected and fails to integrate any resources to support the presentation or is missing. Feedback:
  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. A clear and comprehensive purpose statement and introduction is provided, which delineates all required criteria.	Points: Points Range: 5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided, which delineates all required criteria. Feedback:	Points: Points Range: 4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated yet is brief and not descriptive. Feedback:	Points: Points Range: 3.5 (3.5%) – 3.5 (3.5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic. Feedback:	Points: Points Range: 0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion are provided. Feedback:
  Written Expression and Formatting—English Writing Standards: Correct grammar, mechanics, and proper punctuation.	Points: Points Range: 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. Feedback:	Points: Points Range: 4 (4%) – 4 (4%) Contains a few (one or two) grammar, spelling, and punctuation errors. Feedback:	Points: Points Range: 3.5 (3.5%) – 3.5 (3.5%) Contains several (three or four) grammar, spelling, and punctuation errors. Feedback:	Points: Points Range: 0 (0%) – 3 (3%) Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Feedback:

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  Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews Create a 6- to 7-slide PowerPoint presentation in which you do the following: · Identify and briefly describe your chosen clinical issue of interest. · Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest. · Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected. · Provide APA citations of the four peer-reviewed articles you selected. · Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.–

  Levels of Achievement: Excellent 81 (81%) – 90 (90%) The presentation clearly and accurately identifies and describes in detail the chosen clinical issue of interest. The presentation clearly and accurately describes in detail the developed PICO(T) question. The presentation clearly and accurately identifies four or more research databases used to conduct a search for the peer-reviewed articles selected. The presentation clearly and accurately provides full APA citations for at least four peer-reviewed articles selected, including a thorough and detailed explanation of the strengths of using systematic reviews for clinical research. The presentation includes specific and relevant examples that fully support the research. The presentation provides a complete, detailed, and accurate synthesis of two outside resources related to the peer-reviewed articles selected, and fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation. Good 72 (72%) – 80 (80%) The presentation accurately identifies and describes the chosen clinical issue of interest. The presentation accurately describes the developed PICO(T) question focused on the chosen clinical issue of interest. The presentation accurately identifies at least four research databases used to conduct a search for the peer-reviewed articles selected. The presentation accurately provides APA citations for at least four peer-reviewed articles selected, including an adequate explanation of the strengths of using systematic reviews for clinical research. The presentation includes relevant examples that support the research presented. The presentation provides an accurate synthesis of at least one outside resource related to the peer-reviewed articles selected. The response integrates at least one outside resource and two or three course-specific resources that may support the presentation. Fair 63 (63%) – 71 (71%) The presentation inaccurately or vaguely identifies and describes the chosen clinical issue of interest. The presentation inaccurately or vaguely describes the developed PICO(T) question focused on the chosen clinical issue of interest. The presentation inaccurately or vaguely identifies at least four research databases used to conduct a search for the peer-reviewed articles selected. The presentation inaccurately or vaguely provides APA citations for at least four peer-reviewed articles selected, including an inaccurate or vague explanation of the strengths of using systematic reviews for clinical research. The presentation includes inaccurate or vague examples to support the research presented. The presentation provides a vague or inaccurate synthesis or outside resources related to the peer-reviewed articles selected. The response minimally integrates resources that may support the presentation. Poor 0 (0%) – 62 (62%) The presentation inaccurately and vaguely identifies and describes the chosen clinical issue of interest or is missing. The presentation inaccurately and vaguely describes the developed PICO(T) question, or is missing. The presentation inaccurately and vaguely identifies less than four research databases used to conduct a search for the peer-reviewed articles selected or is missing. The presentation inaccurately and vaguely provides APA citations for at least four peer-reviewed articles selected, including an inaccurate and vague explanation of the strengths of using systematic reviews for clinical research, or is missing. The presentation includes inaccurate and vague examples to support the research presented or is missing. The presentation provides a vague and inaccurate synthesis of no outside resources related to the articles selected and fails to integrate any resources to support the presentation or is missing. Feedback:

  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. A clear and comprehensive purpose statement and introduction is provided, which delineates all required criteria.–

  Levels of Achievement: Excellent 5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided, which delineates all required criteria. Good 4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated yet is brief and not descriptive. Fair 3.5 (3.5%) – 3.5 (3.5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic. Poor 0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion are provided. Feedback:

  Written Expression and Formatting—English Writing Standards: Correct grammar, mechanics, and proper punctuation.–

  Levels of Achievement: Excellent 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. Good 4 (4%) – 4 (4%) Contains a few (one or two) grammar, spelling, and punctuation errors. Fair 3.5 (3.5%) – 3.5 (3.5%) Contains several (three or four) grammar, spelling, and punctuation errors. Poor 0 (0%) – 3 (3%) Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Feedback:

  Total Points: 100

  Name: NURS_6052_Module03_Week05_Assignment_Rubric

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Assessment Tools And Diagnostic Tests In Adults And Children

Diagnostic Tests In Adults And Children

Diagnostic Tests In Adults And Children

Diagnostic Tests In Adults And Children

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NURS 6600: CAPSTONE SYNTHESIS PRACTICUM – Discussion 6 (Very Important For Me Please – Need Only A Work On This)

NURS 6600: CAPSTONE SYNTHESIS PRACTICUM – Discussion 6 (Very Important For Me Please – Need Only A Work On This)

NURS 6600: CAPSTONE SYNTHESIS PRACTICUM – Discussion 6 (Very Important For Me Please – Need Only A Work On This)

NURS 6600: CAPSTONE SYNTHESIS PRACTICUM – Discussion 6 (Very Important For Me Please – Need Only A Work On This)

NURS 6600: CAPSTONE SYNTHESIS PRACTICUM – Discussion 6 (Very Important For Me Please – Need Only A Work On This)

NURS 6600: CAPSTONE SYNTHESIS PRACTICUM – Discussion 6 (Very Important For Me Please – Need Only A Work On This)

Discussion: Practicum Professional Development
Objectives: Progress Appraisal
In Week 1, you developed your practicum professional development objectives. How have your experiences thus far in the practicum contributed to your growth as nurse leader-manager or nurse informaticist? What difficulties, if any, have you experienced, and how might this affect the achievement of your objectives?
In this Discussion, you assess your progress toward fulfilling your practicum professional development objectives and consider how you could enhance or alter your activities to achieve your aims.
To prepare:
Reflect on the practicum professional development objectives you developed and outlined in your Practicum Professional Experience Plan in Week 1.
Keeping in mind the practicum activities you have engaged in thus far, consider the following questions:
How have these activities helped to promote your professional development?
Are you satisfied with your progress toward meeting your objectives? If not, what will you do to ensure you achieve them before the end of your Practicum Experience? As a reminder, you must complete all of your practicum hours on or before Day 5 of Week 11.
What challenges or unexpected opportunities have arisen at your practicum site? How has this affected your professional development?
Think about the experiences you may have in the forthcoming weeks. Do you foresee any particular challenges on the horizon? If so, what is your plan for addressing those challenges?
Think about the time you have spent with your Preceptor. How has this time enhanced or changed your understanding of the role and functions of the nurse leader-manager or nurse informaticist?
Post an assessment of your progress toward achieving your practicum professional development objectives, including how your involvement in specific practicum activities has contributed to your development. Explain what you will do to ensure you achieve your objectives by the end of your practicum. Summarize challenges or unexpected opportunities that have arisen, as well as any challenges that you anticipate may arise. Explain how you will address those challenges. Finally, summarize what you have learned about the role and functions related to your specialization through time spent with your Preceptor.
Read a selection of your colleagues’ responses.
Respond to at least two of your colleagues on two different days, using one or more of the following approaches:
Ask a probing question, substantiated with additional background information, evidence, or research.
Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
Validate an idea with your own experience and additional research.
Required Readings
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.
Cipriano, P. F., & Murphy, J. (2011). The future of nursing and health IT: The quality elixir. Nursing Economic$, 29(5), 286–289.
Note: Retrieved from the Walden Library databases.
 
“Technology tools will continue to revolutionize how we plan, deliver, document, review, evaluate, and derive the evidence about care” (p. 289). This article examines how nurses can use information technology to transform nursing and redesign the health care system. It focuses on the use of technology to promote quality and notes that technology can also be used to address challenges in education, research, leadership, and policy.
McKimm, J., & Swanwick, T. (2009). Setting learning objectives. British Journal of Hospital Medicine, 70(7), 406–409.
Note: Retrieved from the Walden Library databases.
 
This article clarifies the terminology associated with learning objectives and explains how learning objectives relate to professional development and the transformation from novice to expert. It also introduces common pitfalls when setting learning objectives and provides suggestions for avoiding them.
Murphy, J. (2011). The nursing informatics workforce: Who are they and what do they do? Nursing Economic$, 29(3), 150–153.
Note: Retrieved from the Walden Library databases.
 
The author examines the nursing informatics workforce, explaining that professionals in this well-established specialty area can play an integral role in transforming health care.
Sørensen, E. E., Delmar, C., & Pedersen, B. D. (2011). Leading nurses in dire straits: Head nurses’ navigation between nursing and leadership roles. Journal of Nursing Management, 19(4), 421–430.
Note: Retrieved from the Walden Library databases.
 
“Successful nursing leaders navigate between nursing and leadership roles while nourishing a double identity” (p. 421). In this article, the authors examine how individuals in key professional roles negotiate between and apply nursing and leadership skills.
Warm, D., & Thomas, B. (2011). A review of the effectiveness of the clinical informaticist role. Nursing Standard, 25(44), 35–38.
Note: Retrieved from the Walden Library databases.
 
The authors investigate the application of specialized knowledge and expertise to facilitate the appropriate use of emerging technologies in clinical settings. They argue for informaticists’ involvement in strategic development and delivery of information management and technology initiatives to promote patient-centered outcomes.
Wilkinson, J. E., Nutley, S. M., & Davies, H. T. O. (2011). An exploration of the roles of nurse managers in evidence-based practice implementation. Worldviews on Evidence-Based Nursing, 8(4), 236–246.
Note: Retrieved from the Walden Library databases.
 
In this article, the authors examine the role nurse managers should play in leading and facilitating evidence-based practice.
Armstrong, P. (2013). Bloom’s taxonomy. Retrieved from http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/
 
Vanderbilt University provides this overview of Bloom’s taxonomy. This site also presents the original and updated versions of the taxonomy along with verb suggestions for each level.
Clark, D. (2013). Bloom’s taxonomy of learning domains. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html
 
This article addresses three domains of learning: cognitive, affective, and psychomotor.
University of Central Florida, Office of Experiential Learning (n.d.). Writing SMART learning objectives, Retrieved from http://explearning.ucf.edu/registered-students/tips-for-success/writing-smart-learning-objectives/195
 
This blog post focuses on the distinction between learning outcomes and objectives. Consider this information as you develop your practicum professional development objectives this week.
The University of North Carolina at Charlotte, Center for Teaching & Learning. (2013). Writing objectives using Bloom’s taxonomy. Retrieved from http://teaching.uncc.edu/articles-books/best-practice-articles/goals-objectives/writing-objectives-using-blooms-taxonomy
 
This resource outlines elements of Bloom’s Taxonomy.
Document: Practicum Professional Experience Plan (Word Document)
 
Use this form to develop your Practicum Professional Experience Plan as outlined this week.
Document: Practicum Professional Experience Plan (Word Document)
 
Use this form to develop your Practicum Professional Experience Plan as outlined this week.
Document: Practicum Journal (Word Document)
 
During your Practicum Experience, you are  required to submit your time log and three journal entries. You will use this  form to complete your journal reflections.
Document: School of Nursing Practicum Manual: Master of Science in Nursing (MSN): Quarter-Based Programs (PDF)
 
This comprehensive manual outlines all of the requirements for the Practicum Experience.
Clinical Resources
Document: Introduction to Clinical Experiences (PowerPoint)
Document: Practicum Manual (PDF)
Wk 6 Discussion
 
I have grown as far as learning how to perform my job in a leadership role, versus a staff nurse on the floor. I have had several opportunities where I had to use critical thinking skills from a managerial standpoint. For instance, there was a situation where a nurse had previously been warned regarding attendance. I was allowed to sit in with the Manager of the unit as we discussed with the employee further disciplinary actions. I asked the employee several questions, and allowed them input, which ultimately, the employee informed both myself and the manager she has been homeless for over a month, and she was trying to deal with the situation without losing her job. In the end, there was a need for a full time nurse, therefore the nurse accepted in hopes this will help with her financial situation.
 
The one difficulty that has arisen thus far has been is that the last two Managers meetings have fell on Wednesdays, which they were originally on Fridays the days I complete my Practicum. Fortunately my Preceptor has been of good help with them allowing a briefing and my having the notes, and agendas from the meetings.
With the activities that have occurred while on my Practicum, I have been fortunate to show the Supervisor of the department of Clinical Education, Staffing Development that I am a team player. She has informed me that by being dedicated, and have a willingness to learn, I would be a great asset to their team. I have been introduced to the Leadership staff, and have been invited to the Leadership Development Institute Seminar that will be held October 13th.
To this point I am satisfied with my progress. I have been making great headway as far as Practicum Project.
The one challenge that has arisen is that one of the Clinical Educators has taken another job in which this puts a little more pressure on my preceptor to now perform orientations in two sections, whereas it was previously done with three nurses. The one good thing is a nurse will be coming this Monday to assist with scheduling and call backs. Because I am available on Mondays and Fridays, I have been able to assist with classes.
At this time I do not foresee any challenges on the horizon.
While spending time with Preceptor I now have a greater understanding of how much is put into the role of a leader. Before now I could do my job, complete the days work, and leave, Now it’s not that simple, I am responsible for how the department flows, how the staff is engaged, as well as having to maintain my home and work life balance.

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NURS3020 (July2 019) Week 4 Discussion

NURS3020 (July2 019) Week 4 Discussion
NURS 3020 Health Assessment
Week 4 Discussion
Promoting Nutrition in Older Adults
Older adults are the fastest growing age group in North America. This demographic is expected to continue for the next several decades and has demanded increased attention to promoting and supporting their health and well-being.
Nurses must be adept in nutrition assessment and education and guiding older adults in their self-management and care activities. Each nurse needs to understand valid information sources as they relate to patient’s health literacy skills.
Patients over the age of 65 are at an increased risk for lower levels of health literacy. Health literacy is believed to be a stronger predictor of health outcomes than are social and economic status, education, gender, and age.
A nurse must know how to overcome multiple barriers when caring for a patient with low health literacy. Mistrust is one barrier. When the nurse is different from the patient in terms of age, ethnicity, education, and socio-economic status, the patient may have difficulty asking questions or be reluctant to disclose personal information.
To Prepare
Review the Week 4 Discussion Rubric provided in the Course Information area.
Review Chapters 11 and 21 in your course text.
Review the Writing Resources and Program Success Tools.
Review this week’s Writing Resources and Program Success Tools.
Using the Nursing Databases in the Library, seek out a professional article that was published within the past 5 years pertaining to one of the three Discussion options below. Some topics to look for might include:
Nutrition and age groups
Abdominal differences
Reaching a higher level of care
Health promotion and patient centered care
Ethics
Population health
From the article, pick out three important key points or “take-a-ways.” Be sure to cite and reference the professional article selected along with other sources of evidence.
By Day 3
Post a substantive response (at least 350 words) to one of the following options. Be sure to use evidence from the readings and include in-text citations. Utilize essay-level writing practice and skills, including the use of transitional material and organizational frames. Use the writing resources and the Discussion Rubric to develop your post.
Evidence
In-text citations
Essay-level
Transitional material
Organizational frames
Option One:
In the text, you read about the various types of nutritional assessments that can be utilized during the health history and assessment process. From a professional article you selected, describe one effective nutritional assessment that can be used specifically for an older individual in outpatient care clinics, hospitals, or long-term facilities.
Option Two:
As older adults live longer, they may have more than one chronic disease. Or, they may have a health problem that can lead to another condition or injury if not properly managed. The older adult requires careful nutritional management to ensure proper care and improve or maintain quality of life. From the professional article you selected, describe the unique nutritional needs of this population.
Option Three:
With the rapid population increase of older adults and the surge in online health information, efforts targeted at older adults and their health literacy are both relevant and crucial to promoting and supporting overall health. From the professional article you selected, describe effective nurse strategies aimed to improving the health literacy of this population.
Use the Writing Center to help you cite correctly: http://academicguides.waldenu.edu/writingcenter/apa/citations
Use the Nursing Research Databases in the Library to search for professional articles: http://academicguides.waldenu.edu/nursingresearch
Learn how to evaluate resources in the Library: http://academicguides.waldenu.edu/library/evaluating
By Day 7
Read two or more of your colleagues’ postings for the Discussion question.
Respond to at least two of your colleagues in one of the following ways:
Expand upon their Discussion.
Suggest an alternative to their viewpoint.
Ask a clarifying question about a colleague’s proposed technique or strategy.
Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.
Provide a Discussion entry on three different days of the week. See the Discussion Rubric for more information.
Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.

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 NURS3020 (July 2019) All Weeks Discussions

NURS3020 (July 2019) All Weeks Discussions
NURS 3020 Health Assessment
Week 2 Discussion
Caring and Ethics in Your Practice
Some things in nursing never change. Caring has been the basic work of nurses from the genesis of nursing.
Caring and nursing are inextricably intertwined. For example, caring is defined as, “feeling and exhibiting concern and empathy for others; showing or having compassion” (The Free Dictionary by Farlex, 2015, para. 2). Nurse is defined by Merriam-Webster (2018) as, “a person who cares for the sick or infirm” (para. 3). As these definitions demonstrate, caring is a feeling that also requires an action.
The theory of the ethics of care has evolved over time between obligation-based ethics and responsibility-based ethics. The former asks, “What obligation, if any, do I have to this person?” In the latter, responsibility-based ethics, the relationship with others is a given. The only question is how to best meet the responsibility for effective care.
According to the Code of Ethics for Nurses, “Optimal nursing care enables the patient to live with as much physical, emotional, social, and religious or spiritual well-being as possible” (American Nurses Association, 2015, p. 2).
Caring is an essential part of patient care. There are four phases of caring. They are attentiveness, responsibility, competence, and responsiveness. Caring requires the nurse to put aside personal biases and prejudices to effectuate the four phases of caring. The four phases of caring suggest that good care demands more than just good intention; good care. It is a practice of combining activities, attitudes, and knowledge of the situation.
To Prepare
Review the Week 2 Discussion Rubric provided in the Course Information area.
Review Chapters 7–10 and 12–16 in the course text.
Review, this week’s Resources.
Review this week’s Writing Resources and Program Success Tools.
Consider types of caring techniques and strategies that can be used during a health assessment.
Think about a time when you had the opportunity to encourage a patient to comply with a health promotion activity, and whether you did so successfully or not.
By Day 3
Post a substantive 2-paragraph response (at least 350 words) to one of the options below. Develop and post cohesive paragraphs, and use evidence to support your ideas.
Cohesive paragraphs
Evidence
What caring techniques/strategy can you use during the health assessment of a patient to encourage the patient’s adherence to a treatment plan?
Describe an instance in your practice when you successfully encouraged a patient to comply with a health promotion activity. If you have not successfully encouraged a patient to comply with a health promotion activity, how might you have done so based on what you know now?
By Day 7
Read two or more of your colleagues’ postings for the Discussion question.
Respond to at least two of your colleagues in one of the following ways:
Expand upon the proposed technique(s).
Suggest an alternative technique to encourage adherence to a treatment plan.
Ask a clarifying question about a colleague’s proposed technique or strategy, or about the instance when your colleague successfully encouraged a patient to comply with a health promotion activity.
Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.
Provide a Discussion entry on three different days of the week. See the Discussion Rubric for more information.
Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.
NURS 3020 Health Assessment
Week 3 Discussion
It’s a Small, Small World
Health conditions, including heart disease and respiratory infections, have no borders. What happens in one part of the world has ripple effects through the other parts, including the United States. Technology has created an even smaller world, with nurses in instant contact and eager to share information.
You and your nursing colleagues live and work around this shrinking professional world. Your nursing experience working with diverse populations presents a rich opportunity to share your international health perspectives. This exercise is a growth opportunity in terms of how we see ourselves, the world, and how we interact with our patients during the health interview and health assessment process.
In this week’s Discussion, your stories will illustrate relevant social and cultural differences among yourselves and your patients. The collective experience will expand your individual nursing knowledge; improve upon our cultural humility and perspectives, in order to foster social and culturally-sensitive health interviews and assessments. This, in turn, contributes to safer and higher quality outcomes for your patients. Consider how your sensitive care is expressed through choice of your words, maintaining a distance that is culturally appropriate, and utilizing other techniques to negotiate through established social and cultural values. This leads to patient trust and comfort and a respectful nurse-patient relationship.
To Prepare
Review the Week 3 Discussion Rubric provided in the Course Information area.
Review Chapters 8 and 18–20 in the course text.
Review the article “Many Faces: Addressing Diversity in Health Care,” provided in this week’s Resources.
Review this week’s Writing Resources and Program Success Tools.
By Day 3
Post a substantive 2-paragraph response (at least 350 words) to one of the options below. Develop and post cohesive paragraphs, and use evidence to support your ideas.
Cohesive paragraphs
Evidence
Complete one of the following options (Option One, Option Two, or Option Three). Use the Discussion Rubric to develop your post.
Reflect on your reading from this week, and then address one of the following:
Option One:
Describe an incident, or incidents, in your own nursing practice in which you expressed social or cultural sensitivity in order to elicit a competent health history or assessment. Explain the positive impact your sensitivity had on patient care or collegial efficacy of patient care.
Option Two:
Describe a situation in which the absence of social or cultural sensitivity adversely impacted patient care or collegial efficacy of patient care. How could the situation been handled to produce a more positive outcome during the health interview or assessment?
Option Three:
Describe one or more situations that illustrate social or cultural humility, or insensitivity, among your colleagues in a manner that fostered improved peer cooperation or efficacy of patient care or impeded such care.
By Day 7
Read two or more of your colleagues’ postings for the Discussion question.
Respond to at least two of your colleagues in one of the following ways:
Expand upon their Discussion.
Suggest an alternative to their viewpoint.
Ask a clarifying question about a colleague’s proposed technique or strategy.
Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.
Provide a Discussion entry on three different days of the week. See the Discussion Rubric for more information.
Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.
NURS 3020 Health Assessment
Week 4 Discussion
Promoting Nutrition in Older Adults
Older adults are the fastest growing age group in North America. This demographic is expected to continue for the next several decades and has demanded increased attention to promoting and supporting their health and well-being.
Nurses must be adept in nutrition assessment and education and guiding older adults in their self-management and care activities. Each nurse needs to understand valid information sources as they relate to patient’s health literacy skills.
Patients over the age of 65 are at an increased risk for lower levels of health literacy. Health literacy is believed to be a stronger predictor of health outcomes than are social and economic status, education, gender, and age.
A nurse must know how to overcome multiple barriers when caring for a patient with low health literacy. Mistrust is one barrier. When the nurse is different from the patient in terms of age, ethnicity, education, and socio-economic status, the patient may have difficulty asking questions or be reluctant to disclose personal information.
To Prepare
Review the Week 4 Discussion Rubric provided in the Course Information area.
Review Chapters 11 and 21 in your course text.
Review the Writing Resources and Program Success Tools.
Review this week’s Writing Resources and Program Success Tools.
Using the Nursing Databases in the Library, seek out a professional article that was published within the past 5 years pertaining to one of the three Discussion options below. Some topics to look for might include:
Nutrition and age groups
Abdominal differences
Reaching a higher level of care
Health promotion and patient centered care
Ethics
Population health
From the article, pick out three important key points or “take-a-ways.” Be sure to cite and reference the professional article selected along with other sources of evidence.
By Day 3
Post a substantive response (at least 350 words) to one of the following options. Be sure to use evidence from the readings and include in-text citations. Utilize essay-level writing practice and skills, including the use of transitional material and organizational frames. Use the writing resources and the Discussion Rubric to develop your post.
Evidence
In-text citations
Essay-level
Transitional material
Organizational frames
Option One:
In the text, you read about the various types of nutritional assessments that can be utilized during the health history and assessment process. From a professional article you selected, describe one effective nutritional assessment that can be used specifically for an older individual in outpatient care clinics, hospitals, or long-term facilities.
Option Two:
As older adults live longer, they may have more than one chronic disease. Or, they may have a health problem that can lead to another condition or injury if not properly managed. The older adult requires careful nutritional management to ensure proper care and improve or maintain quality of life. From the professional article you selected, describe the unique nutritional needs of this population.
Option Three:
With the rapid population increase of older adults and the surge in online health information, efforts targeted at older adults and their health literacy are both relevant and crucial to promoting and supporting overall health. From the professional article you selected, describe effective nurse strategies aimed to improving the health literacy of this population.
Use the Writing Center to help you cite correctly: http://academicguides.waldenu.edu/writingcenter/apa/citations
Use the Nursing Research Databases in the Library to search for professional articles: http://academicguides.waldenu.edu/nursingresearch
Learn how to evaluate resources in the Library: http://academicguides.waldenu.edu/library/evaluating
By Day 7
Read two or more of your colleagues’ postings for the Discussion question.
Respond to at least two of your colleagues in one of the following ways:
Expand upon their Discussion.
Suggest an alternative to their viewpoint.
Ask a clarifying question about a colleague’s proposed technique or strategy.
Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.
Provide a Discussion entry on three different days of the week. See the Discussion Rubric for more information.
Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.
NURS 3020 Health Assessment
Week 5 Discussion
Patient-Centered Care—At First Contact
Nurses and patient-centered care (PCC) go hand-in-hand. Nurses enjoy taking care of patients in a holistic, personalized, relationship-based way that honors the patients’ preferences, needs, and values. In its landmark book, Crossing the Quality Chasm (2001, p. 40), the Institute of Medicine (IOM) defined patient-centered care as “…providing care that is respectful and responsive to individual patient preferences, needs, and values—ensuring that patient values guide all clinical decisions.”
This is the last week in which we are reviewing health assessment techniques. We end by covering cognitive assessments and musculoskeletal and neurological examinations. The purpose of this discussion is for you to reflect on your relationships with your patients and to identify ways that you can strengthen your PCC approaches beyond health interviews and assessments.
As you move forward in the program, you will learn more about encouraging patients to be engaged at every level of care design and implementation within the health care system. After all, PCC is connected to improved quality and patient outcomes, and you will learn more about that too!
To Prepare
Review the Week 5 Discussion Rubric provided in the Course Information area.
Review Chapters 5, 22, and 23 in the course text.
Choose two of the six dimensions of patient-centered care (PCC), listed below, on which to focus for this Discussion.
Think about how you might implement the two dimensions you selected into your health interview and assessment process in order to improve quality in patient collaboration and outcomes.
Respect for patients’ values, preferences, and expressed needs
Coordination and integration of care through collaboration and teamwork
Accessibility and free flow of information, communication, and education
Physical comfort
Sensitivity to non-medical and the spiritual dimension of care (emotional support)
Involvement of family and friends
By Day 3
Post a substantive 3-paragraph response (at least 350 words) discussing the selected dimensions of patient-centered care.
Be sure to use evidence from the readings and include in-text citations. Utilize essay-level writing practice and skills, including the use of transitional material and organizational frames. Use the writing resources and the Discussion Rubric to develop your post.
Evidence
In-text citations
Essay-level
Transitional material
Organizational frames
Define the two dimensions of patient-centered care that you selected.
Describe how your implementation of the two dimensions in your health interview and assessment will improve quality in patient collaboration and outcomes.
By Day 7
Read two or more of your colleagues’ postings for the Discussion question.
Respond to at least two of your colleagues in one of the following ways:
Expand upon their Discussion.
Suggest an alternative to their viewpoint.
Ask a clarifying question about a colleague’s proposed technique or strategy.
Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.
Provide a Discussion entry on three different days of the week. See the Discussion Rubric for more information.
Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.

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Differential Diagnosis For Skin Conditions

The Lab Assignment
Choose one skin condition graphic (identify by number in your Chief Complaint) to document your assignment in the SOAP (Subjective, Objective, Assessment, and Plan) note format rather than the traditional narrative style. Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in this week’s Learning Resources for guidance. Remember that not all comprehensive SOAP data are included in every patient case.
•&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;Use clinical terminologies to explain the physical characteristics featured in the graphic. Formulate a differential diagnosis of three to five possible conditions for the skin graphic that you chose. Determine which is most likely to be the correct diagnosis and explain your reasoning using at least three different references, one reference from current evidence-based literature from your search and two different references from this week’s Learning Resource
Comprehensive SOAP Template
 
Patient Initials: _______ Age: _______ Gender: _______
 
Note: The mnemonic below is included for your reference and should be removed before the submission of your final note.
O = onset of symptom (acute/gradual)
L= location
D= duration (recent/chronic)
C= character
A= associated symptoms/aggravating factors
R= relieving factors
T= treatments previously tried – response? Why discontinued?
S= severity
 
SUBJECTIVE DATA: Include what the patient tells you, but organize the information.
 
Chief Complaint (CC): In just a few words, explain why the patient came to the clinic.
 
History of Present Illness (HPI): This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. You need to start EVERY HPI with age, race, and gender (i.e. 34-year-old AA male). You must include the 7 attributes of each principal symptom:
1. Location
2. Quality
3. Quantity or severity
4. Timing, including onset, duration, and frequency
5. Setting in which it occurs
6. Factors that have aggravated or relieved the symptom
7. Associated manifestations
 
Medications: Include over the counter, vitamin, and herbal supplements. List each one by name with dosage and frequency.
 
Allergies: Include specific reactions to medications, foods, insects, and environmental factors.
 
Past Medical History (PMH): Include illnesses (also childhood illnesses), hospitalizations, and risky sexual behaviors.
 
Past Surgical History (PSH): Include dates, indications, and types of operations.
 
Sexual/Reproductive History: If applicable, include obstetric history, menstrual history, methods of contraception, and sexual function.
 
Personal/Social History: Include tobacco use, alcohol use, drug use, patient’s interests, ADL’s and IADL’s if applicable, and exercise and eating habits.
 
Immunization History: Include last Tdp, Flu, pneumonia, etc.
 
Significant Family History: Include history of parents, Grandparents, siblings, and children.
 
Lifestyle: Include cultural factors, economic factors, safety, and support systems.
 
Review of Systems: From head-to-toe, include each system that covers the Chief Complaint, History of Present Illness, and History (this includes the systems that address any previous diagnoses). Remember that the information you include in this section is based on what the patient tells you. You do not need to do them all unless you are doing a total H&P. To ensure that you include all essentials in your case, refer to Chapter 2 of the Sullivan text.
 
General: Include any recent weight changes, weakness, fatigue, or fever, but do not restate HPI data here.
HEENT:
Neck:
Breasts:
Respiratory:
Cardiovascular/Peripheral Vascular:
Gastrointestinal:
Genitourinary:
Musculoskeletal:
Psychiatric:
Neurological:
Skin: Include rashes, lumps, sores, itching, dryness, changes, etc.
Hematologic:
Endocrine:
Allergic/Immunologic:
 
OBJECTIVE DATA: From head-to-toe, include what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History unless you are doing a total H&P. Do not use WNL or normal. You must describe what you see.
 
Physical Exam:
Vital signs: Include vital signs, ht, wt, and BMI.
General: Include general state of health, posture, motor activity, and gait. This may also include dress, grooming, hygiene, odors of body or breath, facial expression, manner, level of conscience, and affect and reactions to people and things.
HEENT:
Neck:
Chest/Lungs: Always include this in your PE.
Heart/Peripheral Vascular: Always include the heart in your PE.
Abdomen:
Genital/Rectal:
Musculoskeletal:
Neurological:
Skin:
 
ASSESSMENT: List your priority diagnosis(es). For each priority diagnosis, list at least 3 differential diagnoses, each of which must be supported with evidence and guidelines. Include any labs, x-rays, or other diagnostics that are needed to develop the differential diagnoses. For holistic care, you need to include previous diagnoses and indicate whether these are controlled or not controlled. These should also be included in your treatment plan.
 
PLAN: This section is not required for the assignments in this course (NURS 6512), but will be required for future courses.
 
Treatment Plan: If applicable, include both pharmacological and nonpharmacological strategies, alternative therapies, follow-up recommendations, referrals, consultations, and any additional labs, x-ray, or other diagnostics. Support the treatment plan with evidence and guidelines.
 
Health Promotion: Include exercise, diet, and safety recommendations, as well as any other health promotion strategies for the patient/family. Support the health promotion recommendations and strategies with evidence and guidelines.
 
Disease Prevention: As appropriate for the patient’s age, include disease prevention recommendations and strategies such as fasting lipid profile, mammography, colonoscopy, immunizations, etc. Support the disease prevention recommendations and strategies with evidence and guidelines.
 
REFLECTION: Reflect on your clinical experience and consider the following questions: What did you learn from this experience? What would you do differently? Do you agree with your preceptor based on the evidence?
 
 
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