Interpore Org & Sys Leadership

NURS – 6053N: Interprof Org & Sys Leadership
DISCUSSION #1
Organizational Foundations/nurs6630-full-course-latest-2018-june-week-1-discussion-discussion-foundational-neuroscience/
As you strive to grow in your leadership skills and abilities, you will find that the context in which you work influences your motivation and areas of focus. In a similar vein, your commitment to developing professionally can contribute toward organizational effectiveness.
To that end, it is critical to recognize the importance of organizational culture and climate. In particular, through this week’s Learning Resources, you may consider several questions: How do an organization’s mission, vision, and values relate to its culture? What is the difference between culture and climate? Moreover, how are culture and climate manifested within the organization?
For this Discussion, you explore the culture and climate of your current organization or one with which you are familiar. You also consider decisions and day-to-day practices and the way they relate to the organization’s mission, vision, and values.
 
To prepare:
· Review the information related to planning and decision making in health care organizations presented in the textbook, Leadership Roles and Management Functions in Nursing: Theory and Application. Consider how planning and decision making relate to an organization’s mission, vision, and values, as well as its culture and its climate.
· Familiarize yourself with the mission, vision, and values of your organization or one with which you are familiar. Consider how the statements and actions of leaders and others within the organization support or demonstrate the organizational mission, vision, and values. In addition, note any apparent discrepancies between word and deed. Think about how this translates into expectations for direct service providers. Note any data or artifacts that seem to indicate whether behaviors within the organization are congruent with its mission, vision, and values.
· Begin to examine and reflect on the culture and climate of the organization. How do culture and climate differ?
· Why is it important for you, as a master’s-prepared nurse leader, to be cognizant of these matters?
 
Post a description of your selected organization’s mission, vision, and values. Describe relevant data, or artifacts, words, and actions of leaders and others in the organization that support, or perhaps appear to contradict the organization’s mission, vision, and values statement. In addition, discuss the organization’s culture and its climate, differentiating between the two. Explain why examining these matters is significant to your role as a nurse leader.
 
Learning Resources
Required Readings
Marquis, B. L., & Huston, C. J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
· Chapter 1, “Decision Making, Problem Solving, Critical Thinking, and Clinical Reasoning: Requisites for Successful Leadership and Management”
 
Chapter 1 provides information relevant to this week’s Discussion and serves as a foundation for topics explored in future weeks of the course. The authors note that decision making, problem solving, critical thinking, and critical reasoning are integral to both leadership and management and beneficial as one examines leadership and management issues. As you read this chapter, focus primarily on the “Decision Making in Organizations” section.
 
· Chapter 7, “Organizational Planning”
 
This chapter introduces planning and highlights some of the trends that are likely to impact health care organizations now and in the future. It also addresses vision and mission statements, which are essential for guiding planning and decision making in health care settings.
 
· Chapter 12, “Organizational Structure”
 
This chapter addresses organizational culture.
 
Business Dictionary.com. (2013) Organizational culture: Definition. Retrieved from http://www.businessdictionary.com/definition/organizational-culture.html
 
Nelson, W. A., & Gardent, P. B. (2011). Organizational values statements. Healthcare Executive, 26(2), 56–59.
Retrieved from the Walden Library databases.
 
This article focuses on the impact that organizational values statements have on an organization’s mission. For employees to follow value statements, leaders must effectively model those values day in and day out.
Plath, D. (2013). Organizational processes supporting evidence-based practice. Administration in Social Work, 37(2), 171–188. doi:10.1080/03643107.2012.672946
Retrieved from the Walden Library databases.
Rai, G. S. (2013). Job satisfaction among long-term care staff: Bureaucracy isn’t always bad. Administration in Social Work, 37(1), 90–99. doi:10.1080/03643107.2012.657750
Retrieved from the Walden Library databases.
 
Watkins, M. (2013, May). What is organizational culture? Retrieved from /orders/hbr.org/2013/05/what-is-organizational-culture
 
This site offers several descriptions of organizational culture. These perspectives provide the kind of holistic, nuanced view of organizational culture that is needed by leaders in order to truly understand their organizations—and to have any hope of changing them for the better.
 
Online Assessments
Note:  Results from the following assessment are required for the course.
 
Keirsey Temperament Sorter (KTS-II). (n.d.). Retrieved from http://www.keirsey.com/
 
Please complete the online assessment and receive a free mini report. Additionally, more extensive reports are available for purchase and are optional. You should complete the Keirsey Temperament Sorter assessment early in the course so you will be prepared to discuss the results in Week 9.
 
Required Media
 
Laureate Education (Producer). (2012e). Foundations of an organization and organizational assessment. Baltimore, MD: Author.
 
In this week’s media presentation, experts from a diverse group of health care organizations share insights on how an organization’s mission, vision, and values influence its daily practices.
 
Laureate Education (Producer). (2012c). Factors that influence organizational cultures: Coastal Medical Associates, Salisbury, MA. Baltimore, MD: Author.
Laureate Education (Producer). (2012d). Factors that influence organizational cultures: Huntington Hospital, Pasadena, CA. Baltimore, MD: Author.
Optional Resources
You may find the following online assessments useful as you proceed through the course:
 
Appraisal 360. (n.d.). Retrieved from http://www.appraisal360.co.uk/
 
HumanMetrics. (n.d.). Jung Typology Test. Retrieved from http://www.humanmetrics.com/cgi-win/jtypes2.asp
 
Leadership-Tools.com. (2012). 360 degree feedback leadership tool. Retrieved from http://www.leadership-tools.com/360-degree-feedback-leadership.html
 
Union Rescue Mission. (Executive Producer). (2012). Stories from Skid Row [Video file]. Retrieved from http://urm.org/solution/stories-from-skid-row/
 
DISCUSSION # 2
Transitioning From Closed to Open Systems
How do effective nurse leaders and others approach problem solving and decision making in organizations? As suggested in this week’s Learning Resources, systems theory provides a valuable way to assess situations and prepare to address problems.
For this week’s Discussion, you identify an issue or process that could be improved and apply knowledge and strategies related to systems theory.
 
To prepare:
· Review the information presented in this week’s Learning Resources on systems theory and the difference between open and closed systems.
· Reflect on the practices and processes with which you are familiar in your organization. Identify one problematic issue or process that could be improved.
· Consider the problem from a closed-system perspective. Then think about how the issue or process you selected could be addressed by viewing it from an open-system perspective. How would the transition from a closed- to an open-system view help you and others to address the problem and improve outcomes?
 
Post a description of the problem that you identified in your selected organization. Explain the problem from a closed-system perspective. Then, describe how the problem could be addressed by viewing it from an open-system perspective, and explain how this modification would help you and others improve health care outcomes.
 
Learning Resources
Required Readings
Marquis, B. L., & Huston, C. J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
· Review Chapter 7, “Organizational Planning”
 
See especially Figure 7.1.
 
· Chapter 8, “Planned Change”
 
· Organizational Change Associated With Nonlinear Dynamics
 
Read this section of Chapter 8 on planned change. Consider the role of leaders in effectively managing planned change.
 
· Chapter 12, “Organizational Structure”
 
· “Organizational Culture”
 
There are many structures organizations take, and these structures influence how the organization functions. This chapter discusses many different organizational structures and provides insights into how these structures influence the change process, as well as leadership and management.
 
Johnson, J. K., Miller, S. H., & Horowitz, S. D. (2008). Systems-based practice: Improving the safety and quality of patient care by recognizing and improving the systems in which we work. Retrieved from http://www.ahrq.gov/downloads/pub/advances2/vol2/Advances-Johnson_90.pdf
 
This article addresses the importance of systems-based practice (SBP) in health care workplaces. The authors state that SBP knowledge is one of six core competencies that physicians have to know in order to provide safe and proper care for their patients.
 
Manley, K., O’Keefe, H., Jackson, C., Pearce, J., & Smith, S. (2014). A shared purpose framework to deliver person-centred, safe and effective care: Organisational transformation using practice development methodology. FoNS 2014 International Practice Development Journal 4-(1).
Retrieved from the Walden Library databases.
Meyer, R. M., & O’Brien-Pallas, L. L. (2010). Nursing services delivery theory: An open system approach. Journal of Advanced Nursing, 66(12), 2828–2838.
Retrieved from the Walden Library databases.
 
In this article, the authors examine the effects of nursing services delivery theory in large-scale organizations. Among other benefits, this theory supports multilevel phenomena and cross-level studies, and it can guide future research and the management of nursing services.
Optional Resources
 
Glennister, D. (2011, July). Towards a general systems theory of nursing: A literature review. Paper presented at the 55th Annual Meeting of the International Society for the System Sciences, Hull, United Kingdom. Retrieved from http://journals.isss.org/index.php/proceedings55th/article/viewFile/1717/569
 
Hayajneh, Y. (2007). Management for health care professionals series: Systems & systems theory. Retrieved from http://www.hayajneh.org/a/readings/Systems-Theory.pdf
 
 
DISCUSSION # 3
Organizational Structures and Leadership
In most health care settings, it is unlikely that you would hear the terms “ad hoc” or “matrix” as you walk down the hallway. Although it is helpful for any organization to delineate pathways of responsibility and authority in an organizational chart, the lived experience of these structures is most apparent through the inquiries and behaviors people share everyday.
In your own workplace, you may find yourself wondering, who should I turn to when I have a practice dilemma? or Where can I go to learn more about this issue? These questions speak to the intricacies of formal and informal organizational structure and leadership.
 
To prepare:
· Review the information presented in Chapter 12 of the course text. Focus on the information about formal versus informal structure as well as the types of organizational structures.
· Consider the overall structure or hierarchy of your organization or one with which you are familiar. Which organizational structure best describes your organization—line (or bureaucratic), ad hoc, matrix, service line, or flat? Note: It is possible to have a combination of structures in one organization. Is decision making centralized or decentralized in this organization?
· What is the role of committees, task forces, and councils in the organization, and who is invited to join? Consider how this relates to formal and informal leadership.
· Reflect on how decisions are made within a specific department or unit. Which stakeholders provide input or influence the decision-making process? Assess this in terms of formal and informal leadership.
· To support your analysis, consider your own experiences and investigate these matters by speaking with others at the organization and reviewing available documents. Be sure to consider how the concepts of formal and informal structure and leadership relate to one another and are demonstrated in the organization and in the particular department or unit.
Post a depiction of your organization’s formal structure, indicating whether it is best described as line, ad hoc, matrix, service line, flat, or a combination. Describe how decisions are made within the organization and within one department or unit in particular, noting relevant attributes of centralized/decentralized decision making. Explain the influence of formal and informal leadership on decision making within this department or unit.
 
Learning Resources
 
Required Readings
Marquis, B. L., & Huston, C. J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
· Chapter 2, “Classical Views of Leadership and Management”
 
The information introduced through this chapter relates to this week’s Discussion, and will also be referred to in future weeks of the course.
 
· Chapter 3, “Twenty-First Century Thinking About Leadership and Management”
 
This chapter examines new thinking about leadership and management and how this may influence the future of nursing.
 
· Review Chapter 12, “Organizational Structure”
Allmark, P., Baxter, S., Goyder, E., Guillaume, L. & Crofton-Martin, G. (2013), Assessing the health benefits of advice services: Using research evidence and logic model methods to explore complex pathways. Health & Social Care in the Community, 21, 59–68. doi:10.1111/j.1365-2524.2012.01087.x
 
This manuscript examines causal pathways between the provision of advice services and improvements in health. It may also be useful to commissioners and practitioners in making decisions regarding development and commissioning of advice services.
Downey, M., Parslow, S., & Smart, M. (2011). The hidden treasure in nursing leadership: Informal leaders. Journal of Nursing Management, 19(4), 517–521.
Retrieved from the Walden Library databases.
 
Informal leaders can have a strong impact in the workplace. This article explores the value informal leaders can provide.
Stetler, C. B., Ritchie, J. A., Rycroft-Malone, J., & Charns, M. P. (2014). Leadership for evidence-based practice: strategic and functional behaviors for institutionalizing EBP. Worldviews on Evidence-Based Nursing, 11(4), 219–226. doi:10.1111/wvn.12044
Retrieved from the Walden Library databases.
Required Media
Laureate Education (Producer). (2012a). Diverse organizational structures. Baltimore, MD: Author.
 
DISCUSSION # 4
Critiquing a Change Effort
As a nurse leader, you need to have the skills and knowledge to collaborate and communicate with those who plan for and manage change. This capacity is valuable in any health care setting and for many different types of change. Furthermore, it is essential to be able to evaluate a change effort and determine if it is promoting improved outcomes and making a positive difference within the department or unit, or for the organization as a whole.
To prepare:
· Review Chapters 7 and 8 in the course text. Focus on the strategies for planning and implementing change in an organization, as well as the roles of nurses, managers, and other health care professionals throughout this process.
· Reflect on a specific change that has recently occurred in your organization or one in which you have worked previously. What was the catalyst or purpose of the change?
· How did the change affect your job and responsibilities?
· Consider the results of the change and whether or not the intended outcomes have been achieved.
· Was the change managed skillfully? Why or why not? How might the process have been improved?
By Day 3
Post a summary of a specific change within an organization and describe the impact of this change on your role and responsibilities. Explain the rationale for the change, and whether or not the intended outcomes have been met. Assess the management of the change, and propose suggestions for how the process could have been improved.
 
Learning Resources
 
Required Readings
Marquis, B. L., & Huston, C. J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
· Review Chapter 7, “Strategic and Operational Planning”
· Chapter 8, “Planned Change”
 
This chapter explores methods for facilitating change and the theoretical underpinnings of implementing effective change
McAlearney, A., Terris, D., Hardacre, J., Spurgeon, P. Brown, C.,  Baumgart, A.,  Nyström, M. (2014). Organizational coherence in health care organizations: Conceptual guidance to facilitate quality improvement and organizational change. Quality Management in Health Care, 23(4), 254–267 doi: 10.1097/QMH.0b013e31828bc37d
 
An international group of investigators explored the issues of organizational culture and Quality Improvement (QI) in different health care contexts and settings. The aim of the research was to examine if a core set of organizational cultural attributes are associated with successful QI systems.
Mitchell, G. (2013). Selecting the best theory to implement planned change. Nursing Management – UK, 20(1), 32–37. doi: 10.7748/nm2013.04.20.1.32.e1013
Retrieved from the Walden Library databases.
Shirey, M. R. (2013). Lewin’s Theory of Planned Change as a strategic resource. The Journal of Nursing Administration, 43(2), 69–72. doi:10.1097/NNA.0b013e31827f20a9
Retrieved from the Walden Library databases.
Required Media
Laureate Education (Producer). (2012g). Organizational dynamics: Planned change and project planning. Baltimore, MD: Author.
Optional Resources
Marquis, B. L., & Huston, C. J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
· Chapter 9, “Time Management”
Batras, D., Duff, C., & Smith, B. J. (2014). Organizational change theory: implications for health promotion practice. Health Promotion International, Retrieved from MEDLINE with Full Text, EBSCOhost
 
This article reviews select organizational change models to identify the most pertinent insights for health promotion practitioners.
 
 
 
DISCUSSION # 5
Groups
The dynamic and increasingly complex world of health care often requires nurses to work collaboratively on interprofessional teams. In the group environment, individuals with unique skills and expertise come together to focus on a common goal; however, groups must become cohesive before they can become effective.
Your experiences working with groups—whether you perceive them as positive, negative, or neutral—can be used to facilitate insight and development. Health care, with its focus on interprofessional teamwork and collaboration, offers ample opportunities and an imperative for continuous learning.
For this Discussion, you focus on strategies for facilitating the group process.
 
To prepare:
· Review the information in this week’s Learning Resources regarding the stages of group formation, problematic roles individuals play in groups, and strategies for facilitating and maintaining positive group collaboration. In particular, review Learning Exercise 19.14 of the course text.
· Reflect on various groups with which you have been or are currently involved. Select one specific group to analyze for the purposes of this Discussion. Identify the purpose or task that the group is or was meant to perform.
· Consider the four stages of group formation (forming, storming, norming, and performing). How would you describe the progression between stages? Is there a stage in which you believe your group is or was “stuck”?
· Consider the task or group-building role you normally play in a group setting. How could you apply the information from the Learning Resources to improve your group participation and facilitation, as well as the functioning of the group as a whole?
· In addition, think about which individuals within your group (including yourself) may fall into problematic roles such as the Dominator, the Aggressor, or the Blocker. How have you and your group members addressed the enactment of these roles and its impact on interactions? With information from the Learning Resources in mind, what strategies would you apply now or going forward?
 
Post a description of a group with which you have been or are currently involved. Assess where the group is in terms of the four stages of group formation. If you are reflecting on a past experience, explain if your group moved through all four stages. Describe the task or group-building role you typically play, or played, in this group. Then, explain what strategies you, as a leader, can apply to better facilitate the group process and address any problematic individual roles in the group.
Learning Resources
Required Readings
Marquis, B. L., & Huston, C. J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
· Chapter 19 “Organizational, Interpersonal, and Group Communication”
 
Chapter 19 covers many aspects of the communication process, including group communication. As you read this chapter, focus on the stages of group development (forming, storming, norming, performing) and group dynamics (group task roles, group building and maintenance roles, problematic roles). Consider how you can apply these concepts as you engage in group work.
Adams, S. L., & Anantatmula, V. (2010). Social and behavioral influences on team process. Project Management Journal, 41(4), 89–98.
Retrieved from the Walden Library databases.
 
In this article, the authors report on the effects of individual behaviors on project teams and provide a model that identifies the progress of social and behavioral development. For each stage, the authors provide recommendations for managing team members.
Chun, J. S., & Choi, J. N. (2014). Members’ needs, intragroup conflict, and group performance. The Journal Of Applied Psychology, 99(3), 437–450. doi:10.1037/a0036363
 
This study theorizes and empirically investigates the relationships among the psychological needs of group members, intragroup conflict, and group performance.
Haynes, J., & Strickler, J. (2014). TeamSTEPPS makes strides for better communication. Nursing,44(1), 62–63. doi:10.1097/01.NURSE.0000438725.66087.89
 
Teamwork and communication are the focus of this article and include the use of the TeamStepps model for Quality Improvement.
Hogg, M. A., Van Knippenberg, D., & Rast, D. E., III. (2012). Intergroup leadership in organizations: Leading across group and organizational boundaries. Academy of Management Review, 37(2), 232–255.
Retrieved from the Walden Library databases.
 
The authors of this article introduce a theory on intergroup leadership that is based on social theory and intergroup relations. This theory purports that intergroup performance relies on a leader’s capacity to create intergroup relational identities.
Kaufman, B. (2012). Anatomy of dysfunctional working relationships. Business Strategy Series, 13(2), 102–106.
Retrieved from the Walden Library databases.
 
Kaufman examines the impact of dysfunctional working relationships in an organization. She provides managers with tips that will allow them to identify early warning signs of dysfunctional behavior and to minimize its effects in the workplace.
 
Mind Tools. (2012). Forming, storming, norming and performing: Helping new teams perform effectively, quickly. Retrieved from http://www.mindtools.com/pages/article/newLDR_86.htm
 
This web article discusses stages of team development and provides strategies for moving through the early stages effectively.
 
Mind Tools. (2009). Team charters. Retrieved from http://www.mindtools.com/pages/article/newTMM_95.htm
 
This web page features helpful information about team charters. Before you begin work on the Week 7 Assignment, you may find it helpful to create a charter that can guide your group’s work together.
 
Ortega, A., Sánchez-Manzanares, M., Gil, F., & Rico, R. (2013). Enhancing team learning in nursing teams through beliefs about interpersonal context. Journal Of Advanced Nursing, 69(1), 102–111. doi:10.1111/j.1365-2648.2012.05996.x
 
This article examines the relationship between team-level learning and performance in nursing teams, and the role of beliefs about the interpersonal context in this relationship.
 
Table Group. (n.d.). Retrieved July 24, 2012, from http://www.tablegroup.com/
 
Patrick Lencioni is recognized worldwide for his work on teams. Under the Patrick Lencioni link, download and read articles related to addressing team dysfunctions.
 
Optional Resources
Marquis, B. L., & Huston, C. J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
· Chapter 16, “Socializing and Educating Staff for Team Building in a Learning Organization”
 
DISCUSSION # 6
Power Dynamics
Bring to mind a nurse whose words, behaviors, or reputation convey power. What is it about this individual that suggests power? How does your perception of this person relate to your view of yourself as a nurse leader and the image you associate with nursing?
Learning Resources
 
Required Readings
Marquis, B. L., & Huston, C. J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
· Chapter 13, “Organizational, Political, and Personal Power”
 
Chapter 13 delves into different types of power. As you read, consider how you see power demonstrated within your own organization.
Leach, L. S., & McFarland, P. (2014). Assessing the professional development needs of experienced nurse executive leaders. Journal of Nursing Administration, 44(1), 51–62.
Retrieved from the Walden Library databases.
 
McMurry, T. B. (2011). The image of male nurses and nursing leadership mobility. Nursing Forum, 46(1), 22–28.
 
This article discusses the underrepresentation of males in nursing and the advantages and difficulties faced by men in the nursing profession.
 
Rao, A. (2012). The contemporary construction of nurse empowerment. Journal of Nursing Scholarship, 44(4), 396–402.
Retrieved from the Walden Library databases.
Spence Laschinger, H. K., & Fida, R. (2014). New nurses burnout and workplace wellbeing: The influence of authentic leadership and psychological capital. Burnout Research. 1(1), 19–28.
Retrieved from the Walden Library databases.
Tost, L. P. (2015). When, why, and how do powerholders “feel the power”? Examining the links between structural and psychological power and reviving the connection between power and responsibility. Research in organizational behavior, 35, 29–56.
Retrieved from the Walden Library databases.
Required Media
Laureate Education (Producer). (2012h). Personal power plan. Baltimore, MD: Author.
 

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Assignment: Evidence-Based Project Part 1 And Part 2

Assignment

Assignment

Assignment

Assignment

Assignment

Is there a difference between “common practice” and “best practice”?
When you first went to work for your current organization, experienced colleagues may have shared with you details about processes and procedures. Perhaps you even attended an orientation session to brief you on these matters. As a “rookie,” you likely kept the nature of your questions to those with answers that would best help you perform your new role.
Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry.
Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it. Do they know why it is done this way, or is it just because we have always done it this way? Is it a common practice or a best practice?
In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed.
To Prepare:
· Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
· Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest. You should not be using systematic reviews for this assignment, select original research articles.
· Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.
· Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.
Part 1: An Introduction to Clinical Inquiry
Create a 4- to 5-slide PowerPoint presentation in which you do the following:
· Identify and briefly describe your chosen clinical issue of interest. This clinical issue will remain the same for the entire course and will be the basis for the development of your PICOT question
· Describe how you used keywords to search 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.
Part 2: Identifying Research Methodologies
After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:
· The full citation of each peer-reviewed article in APA format.
· A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.
· A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.
· A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.
· A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected
 

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Identifying Research Methodologies EBP Part 1

Identifying Research Methodologies EBP Part 1

Is there a difference between “common practice” and “best practice”?
When you first went to work for your current organization, experienced colleagues may have shared with you details about processes and procedures. Perhaps you even attended an orientation session to brief you on these matters. As a “rookie,” you likely kept the nature of your questions to those with answers that would best help you perform your new role.
Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry.
Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it. Do they know why it is done this way, or is it just because we have always done it this way? Is it a common practice or a best practice?
In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed.
To Prepare:

• Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry. Keep in mind that the clinical issue you identify for your research will stay the same for the entire course.
• Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest. You should not be using systematic reviews for this assignment, select original research articles.
• Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.
• Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.

Part 1: Identifying Research Methodologies

After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:

• 1. The full citation of each peer-reviewed article in APA format.
• 2. A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest. 
• 3. A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.
• 4. A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.
• 5. A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.

Matrix Worksheet Template

Use this document to complete Part 2 of the Module 2 Assessment, Evidence-Based Project, Part 1: An Introduction to Clinical Inquiry and Part 2: Research Methodologies

THE KEYWORDS I USED WAS NURSING AND WORKPLACE VIOLENCE, I ALSO ATTACHED THE TEMPLATE THAT THE DIRECTIONS REQUIRED.

References

Crawford, C. L., Chu, F., Judson, L. H., Cuenca, E., Jadalla, A. A., Tze-Polo, L., … Garvida Jr, R. (2019). An Integrative Review of Nurse-to-Nurse Incivility, Hostility, and Workplace Violence: A GPS for Nurse Leaders. Nursing Administration Quarterly, 43(2), 138–156. /orders/doi-org.ezp.waldenulibrary.org/10.1097/NAQ.0000000000000338

Sauer, P. A. (2017). Workplace violence: Not part of the job. Western Journal of Nursing Research, 39(12), 1531–1532. /orders/doi-org.ezp.waldenulibrary.org/10.1177/0193945917729622

Bambi, S., Guazzini, A., Piredda, M., Lucchini, A., De Marinis, M. G., & Rasero, L. (2019). Negative interactions among nurses: An explorative study on lateral violence and bullying in nursing work settings. Journal of Nursing Management (John Wiley & Sons, Inc.), 27(4), 749–757. /orders/doi-org.ezp.waldenulibrary.org/10.1111/jonm.12738

Ramacciati, N., Gili, A., Mezzetti, A., Ceccagnoli, A., Addey, B., & Rasero, L. (2019). Violence towards Emergency Nurses: The 2016 Italian National Survey—A cross‐sectional study. Journal of Nursing Management (John Wiley & Sons, Inc.), 27(4), 792–805. /orders/doi-org.ezp.waldenulibrary.org/10.1111/jonm.12733

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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• Discussion Questions (DQ)

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

• Weekly Participation

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

• APA Format and Writing Quality

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

• Use of Direct Quotes

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

• LopesWrite Policy

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

• Late Policy

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

• Communication

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

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DSM-5/ ICD Coding Assignment

WK2 Assgn 1NRNP 6675
Insurance coding and billing is complex, but it boils down to how to accurately apply a code, or CPT (current procedural terminology), to the service that you provided. The payer then reimburses the service at a certain rate. As a provider, you will have to understand what codes to use and what documentation is necessary to support coding.
For this Assignment, you will review evaluation and management (E/M) documentation for a patient and perform a crosswalk of codes from DSM-5 to ICD-10.
The Assignment

• Assign DSM-5 and      ICD-10 codes to services based upon the patient case scenario. 

Then, in 1–2 pages address the following. You may add your narrative answers to these questions to the bottom of the case scenario document and submit them all together as one document.

• Explain what pertinent information, generally, is required in documentation to support DSM-5 and ICD-10 coding.
• Explain what pertinent documentation is missing from the case scenario, and what other information would be helpful to narrow your coding and billing options.
• Finally, explain how to improve documentation to support coding and billing for maximum reimbursement.

*******NOTE
The case scenario is inside the sample evaluation template.
The answer goes into the attached sample evaluation template.
(The parts printed in red).
 
(WAlden University, LLC Student Name College of Nursing-PMHNP, Walden University NRNP 6675: PMHNP Care Across the Lifespan II Faculty Name Assignment Due Date )
Pathways Mental Health
Psychiatric Patient Evaluation

Narrative Answers

 
 
References

[Add APA-formatted citations for any sources you referenced]

 
Delete instructions and placeholder text when you add your citations.

 
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Evidence Based Project

Evidence Based Project

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.
Is there a difference between “common practice” and “best practice”?
When you first went to work for your current organization, experienced colleagues may have shared with you details about processes and procedures. Perhaps you even attended an orientation session to brief you on these matters. As a “rookie,” you likely kept the nature of your questions to those with answers that would best help you perform your new role.
Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry.
Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it. Do they know why it is done this way, or is it just because we have always done it this way? Is it a common practice or a best practice?
In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed.
To Prepare:

• Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry. Keep in mind that the clinical issue you identify for your research will stay the same for the entire course.
• Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest. You should not be using systematic reviews for this assignment, select original research articles.
• Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.
• Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.

Part 1: Identifying Research Methodologies
After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:

• The full citation of each peer-reviewed article in APA format.
• A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.
• A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.
• A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.
• A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.
  

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  Name: NURS_6052_Module02_Week03_Assignment_Rubric

   

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  	Excellent	Good	Fair	Poor
  Part 1: Identifying Research Methodologies After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following: *The full citation of each peer-reviewed article in APA format. *A brief statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest. *A brief description of the aims of the research of each peer-reviewed article. *A brief description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.	Points: Points Range: 81 (81%) – 90 (90%) The response accurately and clearly provides a full citation of each article in APA format. The responses accurately and thoroughly explain the selection of these articles and/or how they relate to a clinical issue of interest, including a detailed explanation of the ethics of research. The responses accurately and clearly describe the aims of the research. The responses accurately and clearly describe the research methodology used, and clearly identify the type of methodology used with specific and relevant examples. The responses accurately and clearly describe the strengths of each of the research methodologies used, including a detailed explanation of the reliability and validity of how the methodology was applied in each of the articles selected. The responses provide a complete, detailed, and specific synthesis of two outside resources related to the selection of articles and two or three course-specific resources. Feedback:	Points: Points Range: 72 (72%) – 80 (80%) The response accurately provides a citation of each peer-reviewed article in APA format. The responses accurately explain the selection of these peer-reviewed articles and/or how they relate to a clinical issue of interest, including an accurate explanation of ethics. The responses accurately describe the aims of the research of each peer-reviewed article. The responses accurately describe the research methodology used and type of methodology used with some examples. The responses accurately describe the strengths of each of the research methodologies used, including an explanation of the reliability and validity of how the methodology was applied in each of the peer-reviewed articles selected. The responses provide an accurate synthesis of at least one outside resource related to the selection of the peer-reviewed articles. The response integrates at least one outside resource and two or three course-specific resources. Feedback:	Points: Points Range: 63 (63%) – 71 (71%) The response inaccurately or vaguely provides a citation of each peer-reviewed article in APA format. The responses inaccurately or vaguely explain the selection of these articles and/or how they relate to a clinical issue of interest, including the explanation of the ethics. The responses inaccurately or vaguely describe the aims of the research of each article. The responses inaccurately or vaguely describe the research methodology used and the type of methodology used, with only some examples. The responses inaccurately or vaguely describe the strengths of each of the research methodologies used, including the explanation of the reliability and validity of how the methodology was applied in each of the articles selected. The responses provided vaguely or inaccurately synthesize outside resources related to the selection of the articles. The response minimally integrates resources that may support the responses provided. Feedback:	Points: Points Range: 0 (0%) – 62 (62%) The response inaccurately and vaguely provides a citation of each peer-reviewed article in APA format or is missing. The responses inaccurately & vaguely explain the selection of these articles and/or how they relate to a clinical issue, including the explanation of ethics of research, or they are missing. The responses inaccurately and vaguely describe the aims of the research, or they are missing. The responses inaccurately and vaguely describe the research methodology used, the type of methodology used with no examples present, or they are missing. The responses inaccurately and vaguely describe the strengths of each of the methodologies used, including the explanation of the reliability and validity of the methodology, or they are missing. The responses provide a vague and inaccurate synthesis of outside resources related to the selection of the articles and fail to integrate any resources to support the responses provided, 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 are stated but are 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 less than 60% of the time. No purpose statement, introduction, or conclusion is provided. Feedback:
  Written Expression and Formatting—English Writing Standards: Correct grammar, mechanics, and proper punctuation.	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%) 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 1: Identifying Research Methodologies After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following: *The full citation of each peer-reviewed article in APA format. *A brief statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest. *A brief description of the aims of the research of each peer-reviewed article. *A brief description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.–

  Levels of Achievement: Excellent 81 (81%) – 90 (90%) The response accurately and clearly provides a full citation of each article in APA format. The responses accurately and thoroughly explain the selection of these articles and/or how they relate to a clinical issue of interest, including a detailed explanation of the ethics of research. The responses accurately and clearly describe the aims of the research. The responses accurately and clearly describe the research methodology used, and clearly identify the type of methodology used with specific and relevant examples. The responses accurately and clearly describe the strengths of each of the research methodologies used, including a detailed explanation of the reliability and validity of how the methodology was applied in each of the articles selected. The responses provide a complete, detailed, and specific synthesis of two outside resources related to the selection of articles and two or three course-specific resources. Good 72 (72%) – 80 (80%) The response accurately provides a citation of each peer-reviewed article in APA format. The responses accurately explain the selection of these peer-reviewed articles and/or how they relate to a clinical issue of interest, including an accurate explanation of ethics. The responses accurately describe the aims of the research of each peer-reviewed article. The responses accurately describe the research methodology used and type of methodology used with some examples. The responses accurately describe the strengths of each of the research methodologies used, including an explanation of the reliability and validity of how the methodology was applied in each of the peer-reviewed articles selected. The responses provide an accurate synthesis of at least one outside resource related to the selection of the peer-reviewed articles. The response integrates at least one outside resource and two or three course-specific resources. Fair 63 (63%) – 71 (71%) The response inaccurately or vaguely provides a citation of each peer-reviewed article in APA format. The responses inaccurately or vaguely explain the selection of these articles and/or how they relate to a clinical issue of interest, including the explanation of the ethics. The responses inaccurately or vaguely describe the aims of the research of each article. The responses inaccurately or vaguely describe the research methodology used and the type of methodology used, with only some examples. The responses inaccurately or vaguely describe the strengths of each of the research methodologies used, including the explanation of the reliability and validity of how the methodology was applied in each of the articles selected. The responses provided vaguely or inaccurately synthesize outside resources related to the selection of the articles. The response minimally integrates resources that may support the responses provided. Poor 0 (0%) – 62 (62%) The response inaccurately and vaguely provides a citation of each peer-reviewed article in APA format or is missing. The responses inaccurately & vaguely explain the selection of these articles and/or how they relate to a clinical issue, including the explanation of ethics of research, or they are missing. The responses inaccurately and vaguely describe the aims of the research, or they are missing. The responses inaccurately and vaguely describe the research methodology used, the type of methodology used with no examples present, or they are missing. The responses inaccurately and vaguely describe the strengths of each of the methodologies used, including the explanation of the reliability and validity of the methodology, or they are missing. The responses provide a vague and inaccurate synthesis of outside resources related to the selection of the articles and fail to integrate any resources to support the responses provided, 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 are stated but are 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 less than 60% of the time. No purpose statement, introduction, or conclusion is provided. Feedback:

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

  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%) 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_Module02_Week03_Assignment_Rubric

   

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 Patient Preferences and Decision Making

Evidence – Based Project

Changes in culture and technology have resulted in patient populations that are often well informed and educated, even before consulting or considering a healthcare need delivered by a health professional. Fueled by this, health professionals are increasingly involving patients in treatment decisions. However, this often comes with challenges, as illnesses and treatments can become complex.
What has your experience been with patient involvement in treatment or healthcare decisions?
In this Discussion, you will share your experiences and consider the impact of patient involvement (or lack of involvement). You will also consider the use of a patient decision aid to inform best practices for patient care and healthcare decision making.
To Prepare:
· Review the Resources and reflect on a time when you experienced a patient being brought into (or not being brought into) a decision regarding their treatment plan.
· Review the Ottawa Hospital Research Institute’s Decision Aids Inventory at /orders/decisionaid.ohri.ca/.
o Choose “For Specific Conditions,” then Browse an alphabetical listing of decision aids by health topic.
NOTE: To ensure compliance with HIPAA rules, please DO NOT use the patient’s real name or any information that might identify the patient or organization/practice.
By Day 3 of Week 8
Post a brief description of the situation you experienced and explain how incorporating or not incorporating patient preferences and values impacted the outcome of their treatment plan. Be specific and provide examples. Then, explain how including patient preferences and values might impact the trajectory of the situation and how these were reflected in the treatment plan. Finally, explain the value of the patient decision aid you selected and how it might contribute to effective decision making, both in general and in the experience you described. Describe how you might use this decision aid inventory in your professional practice or personal life.
Assignment: Evidence-Based Project, Part 5: Recommending an Evidence-Based Practice Change
The collection of evidence is an activity that occurs with an endgame in mind. For example, law enforcement professionals collect evidence to support a decision to charge those accused of criminal activity. Similarly, evidence-based healthcare practitioners collect evidence to support decisions in pursuit of specific healthcare outcomes.
In this Assignment, you will identify an issue or opportunity for change within your healthcare organization and propose an idea for a change in practice supported by an EBP approach.
To Prepare:
· Reflect on the four peer-reviewed articles you critically appraised in Module 4.
· Reflect on your current healthcare organization and think about potential opportunities for evidence-based change.
The Assignment: (Evidence-Based Project)
Part 5: Recommending an Evidence-Based Practice Change
Create an 8- to 9-slide PowerPoint presentation in which you do the following:
· Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.)
· Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.
· Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered.
· Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.
· Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change.
· Be sure to provide APA citations of the supporting evidence-based peer reviewed articles you selected to support your thinking.
· Add a lessons learned section that includes the following:
o A summary of the critical appraisal of the peer-reviewed articles you previously submitted
o An explanation about what you learned from completing the evaluation table (1 slide)
o An explanation about what you learned from completing the levels of evidence table (1 slide)
o An explanation about what you learned from completing the outcomes synthesis table (1 slide)
Required Readings
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.

• Chapter 7, “Patient Concerns, Choices and      Clinical Judgement in Evidence-Based Practice” (pp. 219–232)

Hoffman, T. C., Montori, V. M., & Del Mar, C. (2014). The connection between evidence-based medicine and shared decision making. Journal of the American Medical Association, 312(13), 1295–1296. doi:10.1001/jama.2014.10186. Retrieved from /orders/jamanetwork.com/journals/jama/article-abstract/1910118
Note: You will access this article from the Walden Library databases.
Kon, A. A., Davidson, J. E., Morrison, W., Danis, M., & White, D. B. (2016). Shared decision making in intensive care units: An American College of Critical Care Medicine and American Thoracic Society policy statement. Critical Care Medicine, 44(1), 188–201. doi:10.1097/CCM.0000000000001396. Retrieved from /orders/www.ncbi.nlm.nih.gov/pmc/articles/PMC4788386/
Note: You will access this article from the Walden Library databases.
Opperman, C., Liebig, D., Bowling, J., & Johnson, C. S., & Harper, M. (2016). Measuring return on investment for professional development activities: Implications for practice. Journal for Nurses in Professional Development, 32(4), 176–184. doi:10.1097/NND.0000000000000483
Note: You will access this article from the Walden Library databases.
Schroy, P. C., Mylvaganam, S., & Davidson, P. (2014). Provider perspectives on the utility of a colorectal cancer screening decision aid for facilitating shared decision making. Health Expectations, 17(1), 27–35. doi:10.1111/j.1369-7625.2011.00730.x
Note: You will access this article from the Walden Library databases

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Assessment Tools And Diagnostic Tests In Adults And Children

When seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools; however, different factors affect the validity and reliability of the results produced by these tests or tools. Nurses must be aware of these factors in order to select the most appropriate test or tool and to accurately interpret the results.
Not only do these diagnostic tests affect adults, body measurements can provide a general picture of whether a child is receiving adequate nutrition or is at risk for health issues. These data, however, are just one aspect to be considered. Lifestyle, family history, and culture—among other factors—are also relevant. That said, gathering and communicating this information can be a delicate process.
For this Assignment, you will consider the validity and reliability of different assessment tools and diagnostic tests. You will explore issues such as sensitivity, specificity, and positive and negative predictive values. You will also consider examples of children with various weight issues. You will explore how you could effectively gather information and encourage parents and caregivers to be proactive about their children’s health and weight.

To Prepare

· Review this week’s Learning Resources and consider factors that impact the validity and reliability of various assessment tools and diagnostic tests. You also will review examples of pediatric patients and their families as it relates to BMI.
· By Day 1 of this week, you will be assigned to one of the following Assignment options by your Instructor: Adult Assessment Tools or Diagnostic Tests (option 1), or Child Health Case (Option 2). Note: Please see the “Course Announcements” section of the classroom for your assignments from your Instructor.
· Search the Walden Library and credible sources for resources explaining the tool or test you were assigned. What is its purpose, how is it conducted, and what information does it gather?
· Also, as you search the Walden library and credible sources, consider what the literature discusses regarding the validity, reliability, sensitivity, specificity, predictive values, ethical dilemmas, and controversies related to the test or tool.
· If you are assigned Assignment Option 2 (Child), consider what health issues and risks may be relevant to the child in the health example.
o Based on the risks you identified, consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion.
o Consider how you could encourage parents or caregivers to be proactive toward the child’s health.
The Assignment: My assignment topic this week is: mammograms 
Assignment (3–4 pages, not including title and reference pages):
Assignment Option 1: Adult Assessment Tools or Diagnostic Tests:
Include the following:
· A description of how the assessment tool or diagnostic test you were assigned is used in healthcare.
o What is its purpose?
o How is it conducted?
o What information does it gather?
· Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values. Include references in appropriate APA formatting.
Required readings
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.
Chapter 3, “Examination Techniques and Equipment”
This chapter explains the physical examination techniques of inspection, palpation, percussion, and auscultation. This chapter also explores special issues and equipment relevant to the physical exam process.
Chapter 8, “Growth and Nutrition”
In this chapter, the authors explain examinations for growth, gestational age, and pubertal development. The authors also differentiate growth among the organ systems.
Chapter 5, “Recording Information” (Previously read in Week 1)
This chapter provides rationale and methods for maintaining clear and accurate records. The text also explores the legal aspects of patient records.
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Student checklist: Health history guide. In Seidel’s guide to physical examination (9th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.
Centers for Disease Control and Prevention. (2018). Childhood overweight and obesity. Retrieved from http://www.cdc.gov/obesity/childhood
This website provides information about overweight and obese children. Additionally, the website provides basic facts about obesity and strategies to counteracting obesity.
Chaudhry, M. A. I., & Nisar, A. (2017). Escalating health care cost due to unnecessary diagnostic testing. Mehran University Research Journal of Engineering and Technology, (3), 569.
This study explores the escalating healthcare cost due the unnecessary use of diagnostic testing. Consider the impact of health insurance coverage in each state and how nursing professionals must be cognizant when ordering diagnostics for different individuals.
Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.
Chapter 1, “Clinical Reasoning, Evidence-Based Practice, and Symptom Analysis”
This chapter introduces the diagnostic process, which includes performing an analysis of the symptoms and then formulating and testing a hypothesis. The authors discuss how becoming an expert clinician takes time and practice in developing clinical judgment.
Gibbs , H., & Chapman-Novakofski, K. (2012). Exploring nutrition literacy: Attention to assessment and the skills clients need. Health, 4(3), 120–124.
This study explores nutrition literacy. The authors examine the level of attention paid to health literacy among nutrition professionals and the skills and knowledge needed to understand nutrition education.
Martin, B. C., Dalton, W. T., Williams, S. L., Slawson, D. L., Dunn, M. S., & Johns-Wommack, R. (2014). Weight status misperception as related to selected health risk behaviors among middle school students. Journal of School Health, 84(2), 116–123. doi:10.1111/josh.12128
Credit Line: Weight status misperception as related to selected health risk behaviors among middle school students by Martin, B. C., Dalton, W. T., Williams, S. L., Slawson, D. L., Dunn, M. S., & Johns-Wommack, R., in Journal of School Health, Vol. 84/Issue 2. Copyright 2014 by Blackwell Publishing. Reprinted by permission of Blackwell Publishing via the Copyright Clearance Center.
Noble, H., & Smith, J. (2015) Issues of validity and reliability in qualitative research . Evidence Based Nursing, 18(2), pp. 34–35.
Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). History subjective data checklist. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Mosby’s Guide to Physical Examination, 7th Edition by Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2011 by Elsevier. Reprinted by permission of Elsevier via the Copyright Clearance Center.
This History Subjective Data Checklist was published as a companion to Seidel’s Guide to Physical Examination (8th ed.) by Ball, J. W., Dains, J. E., & Flynn, J.A. Copyright Elsevier (2015). From /orders/evolve.elsevier.com
Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.
Chapter 2, “The Comprehensive History and Physical Exam” (Previously read in Week 1)
Chapter 5, “Pediatric Preventative Care Visits” (pp. 91

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Global Healthcare Comparison Matrix And Narrative Statement

Global Healthcare Comparison Matrix And Narrative

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APA format. There are 2 parts to this assignment. I have attach all the information for part 1 and part 2 all the references. Please ask any questions.
Part 1: (1-2 page, single or double space) 1-2-page Global Health Comparison Matrix
Part 2: (1-page double space)

• Title Page
• Introductory paragraph. State the purpose of the paper in the last sentence.
• Response based on criteria in assignment and grading rubric (1-page double space)
• One paragraph conclusion
• References

Note:  The title page, introduction paragraph, conclusion paragraph, and reference page does not count toward the 2-3-page limit. At least 1 complete page is required for both Part 1 and Part 2. Up to ½ page over is acceptable for both Part 1 and Part 2.
Review the requirements for submitting Assignments posted in a previous Announcement.
Use APA format for all parts of the Assignment including for the title page, references in text, and reference list.
The purpose of the paper must be stated in one concise statement and is specific to the assignment.
Include a conclusion at the end of your paper before your reference page.
1.Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurse’s guide (6th ed.). Burlington, MA: Jones & Bartlett Learning.
· Chapter 11, “The Impact of Globalization: Nurses Influencing Global Health Policy” (pp. 194–208)
2. Corless, I. B., Nardi, D., Milstead, J. A., Larson, E., Nokes, K. M., Orsega, S., Kurth, A. E., … Woith, W. (2018). Expanding nursing’s role in responding to global pandemics. Nursing Outlook, 66(4), 412–415. doi:10.1016/j.outlook.2018.06.003
Note: You will access this article from the Walden Library databases.
3. Donkin, A., Goldblatt, P., Allen, J., Nathanson, V., & Marmot, M. (2017). Global action on the social determinants of health. BMJ Global Health, 3(1). doi:10.1136/bmjgh-2017-000603
Note: You will access this article from the Walden Library databases.
4. Sandoval-Almazana, R., & Gil-Garcia, J. R. (2011). Are government internet portals evolving towards more interaction, participation, and collaboration? Revisiting the rhetoric of e-government among municipalities. Government Information Quarterly, 29(Suppl. 1), S72–S81. doi:10.1016/j.giq.2011.09.004
Note: You will access this article from the Walden Library databases.
5. World Health Organization (WHO). (n.d.). Global health agenda . Retrieved September 20, 2018, from http://www.who.int/about/vision/global_health_agenda/en/

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Health Assessment

55-year-old Asian female living in a high-density public housing complex .
Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient.
RE: Discussion – Week 1- Building a Health History
COLLAPSE
Top of Form
Building a Health History
Patient Scenario
55-year-old Asian female living in a high-density public housing complex
 
Summary of Interview
Obtaining information about a patient is effective to provide pertinent information primarily via patient interview. The process of patient interview can be very effective when individualized, as with 55-year-old Asian female living in a high-density public housing complex.
Ball et al., suggests that building a history with a patient is essential in gaining the patient’s trust and to obtain adequate and pertinent information. They further suggest that patients from different backgrounds can be misunderstood, and efforts should be made to discern their world (Ball et al., 2019).
Even though the interview process with this patient is individualized it was conducted systematically. Effective communication considered a prime strategy for establishing good rapport. First, identify and introduce self to the patient, and address her by name, and try to remove barriers for patient to be more comfortable. Platt and Gordon believe that exchanging names, sitting down, choosing a seat in reach of patient, maintaining eye contact, and creating an environment free from obstacles, or other distractions helps to maintain comfort to execute a successful interview (Platt & Gordon, 2004).
After establishing rapport, clarifying the patient’s agenda by obtaining the patient’s concerns for discussion, for example precise symptoms, requests, and expectation. Effective listening skills was employed which allowed for patient to express herself freely and being nonjudgmental and the same time. During the interview periods of silence was observed for patient to adequately decipher what she wanted to communicate next, or just to reflect. Ball et al., agrees that the interviewer should be nonjudgmental, be an alert listener, also to respect silence which is a productive tool (Ball et al., 2019).
The interview continued with gaining detailed information about current symptoms. This was obtained by asking open ended questions about physical, medical, surgical emotional, family, economic, social and psychosocial history. With each stage or phase of her history, pertinent information was repeated for confirmation. Wu and Orlando believe that information gained on health risk assessment is helpful to identify risks for common and chronic illnesses (Wu & Orlando, 2015).
The interview ended successfully with a summary confirmation of discussion and evaluating the patient’s understanding. The opportunity was extended for patient to ask questions, expressed fears and concerns. Arrangements made for follow up plans. I also extended gratitude to my patient for her time and for accommodating this interview.
Risk Assessment Tool
The health risk assessment tool was employed for this patient. This tool was considered fitting for this patient because of her age, race coupled with her socioeconomic status of living in a high- density public complex. Because of her status, patients in this category are mainly concerned with getting by daily with little or no thoughts of developing or being at risk for being diseased.
Wu & Orlando believes that the state of progressing from health to disease, several changes transpire, that is from being healthy to presymptomatic while feeling well and totally unaware of the condition. They further believe that this risk assessment tool helps to assess an individual’s risk for the development of chronic conditions, while permitting health care providers to develop tailored care plans, preventive care, initiating tests and screening according to the developmental level of individuals, to sustain and maintain adequate health. For example, mammogram, blood works for HIV, hepatitis, cardiac profile, and other relevant tests for middle aged women (Wu & Orlando, 2015).
 
Targeted Questions
Thiago et al., believe that CHD and cerebrovascular accidents results from unhealthy eating habits sedentary lifestyle, smoking, and excessive drinking alcohol which contributes to almost 80% of the risk factors (Tiago et al., 2015).
Targeted questions were developed from the following based on the patient’s history, her age and lifestyle:
1. Lifestyle behaviors on tobacco, alcohol, drug use, exercise and eating habits.
2. Physical health relative to weight, blood pressure, cholesterol
3. Preventive health screenings for breast, colon cancer, heart disease, hepatitis and HIV
4. Employment, financial and insurance status
5. Emotional awareness- coping with stress, depression, expression of feelings, maintaining healthy relationships
 
 
 
References
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.
Platt, F. W., & Gordon, G. H. (2004). Field guide to the difficult patient interview. Lippincott Williams & Wilkins. Retrieved from /orders/search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=cat06423a&AN=wal.EBC2032578&site=eds-live&scope=site
Thiago, V. J., Lima Sousa, A. L., Thais Inacio, R. P., Weimar Kunz, S. B., Chinem, B., Jardim, L., . . . Paulo Cesar Brandao, V. J. (2015). The natural history of cardiovascular risk factors in health professionals: 20-year follow-up. BMC Public Health, 15 Retrieved from /orders/ezp.waldenulibrary.org/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F1779676185%3Faccou
Wu, R. R., & Orlando, L. A. (2015). Implementation of health risk assessments with family health history: Barriers and benefits. Postgraduate Medical Journal, 91(1079), 508. doi:http://dx.doi.org.ezp.waldenulibrary.org/10.1136/postgradmedj-2014-133195

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Assignment: Lab Assignment: Assessing The Genitalia And Rectum

Assignment: Lab Assignment: Assessing The Genitalia And Rectum

Assignment: Lab Assignment: Assessing The Genitalia And Rectum

Assignment: Lab Assignment: Assessing The Genitalia And Rectum

Episodic/Focused SOAP Note Template
 
Patient Information:
Initials, Age, Sex, Race
S.
CC (chief complaint) a BRIEF statement identifying why the patient is here – in the patient’s own words – for instance “headache”, NOT “bad headache for 3 days”.
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. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example:
Location: head
Onset: 3 days ago
Character: pounding, pressure around the eyes and temples
Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia
Timing: after being on the computer all day at work
Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better
Severity: 7/10 pain scale
Current Medications: include dosage, frequency, length of time used and reason for use; also include OTC or homeopathic products.
Allergies: include medication, food, and environmental allergies separately (a description of what the allergy is ie angioedema, anaphylaxis, etc. This will help determine a true reaction vs intolerance).
PMHx: include immunization status (note date of last tetanus for all adults), past major illnesses and surgeries. Depending on the CC, more info is sometimes needed Soc Hx: include occupation and major hobbies, family status, tobacco & alcohol use (previous and current use), any other pertinent data. Always add some health promo question here – such as whether they use seat belts all the time or whether they have working smoke detectors in the house, living environment, text/cell phone use while driving, and support system.
Fam Hx: illnesses with possible genetic predisposition, contagious or chronic illnesses. Reason for death of any deceased first degree relatives should be included. Include parents, grandparents, siblings, and children. Include grandchildren if pertinent.
ROS: cover all body systems that may help you include or rule out a differential diagnosis You should list each system as follows: General: Head: EENT: etc. You should list these in bullet format and document the systems in order from head to toe.
Example of Complete ROS:
GENERAL:  No weight loss, fever, chills, weakness or fatigue.
HEENT:  Eyes:  No visual loss, blurred vision, double vision or yellow sclerae. Ears, Nose, Throat:  No hearing loss, sneezing, congestion, runny nose or sore throat.
SKIN:  No rash or itching.
CARDIOVASCULAR:  No chest pain, chest pressure or chest discomfort. No palpitations or edema.
RESPIRATORY:  No shortness of breath, cough or sputum.
GASTROINTESTINAL:  No anorexia, nausea, vomiting or diarrhea. No abdominal pain or blood.
GENITOURINARY:  Burning on urination. Pregnancy. Last menstrual period, MM/DD/YYYY.
NEUROLOGICAL:  No headache, dizziness, syncope, paralysis, ataxia, numbness or tingling in the extremities. No change in bowel or bladder control.
MUSCULOSKELETAL:  No muscle, back pain, joint pain or stiffness.
HEMATOLOGIC:  No anemia, bleeding or bruising.
LYMPHATICS:  No enlarged nodes. No history of splenectomy.
PSYCHIATRIC:  No history of depression or anxiety.
ENDOCRINOLOGIC:  No reports of sweating, cold or heat intolerance. No polyuria or polydipsia.
ALLERGIES:  No history of asthma, hives, eczema or rhinitis.
O.
Physical exam: 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. Do not use “WNL” or “normal.” You must describe what you see. Always document in head to toe format i.e. General: Head: EENT: etc.
Diagnostic results: Include any labs, x-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines)
A .
Differential Diagnoses (list a minimum of 3 differential diagnoses).Your primary or presumptive diagnosis should be at the top of the list. For each diagnosis, provide supportive documentation with evidence based guidelines.
P. 
This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.
References
You are required to include at least three evidence based peer-reviewed journal articles or evidenced based guidelines which relates to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 6th edition formatting.