Assignment: Focused SOAP Note for Anxiety, PTSD, and OCD.
In assessing patients with anxiety, obsessive-compulsive, and trauma and stressor-related disorders, you will continue the practice of looking to understand chief symptomology in order to develop a diagnosis. With a differential diagnosis in mind, you can then move to a treatment and follow-up plan that may involve both psychopharmacologic and psychotherapeutic approaches. as
Case Study—-Dev Coddoba- See Video transcription
In assessing patients with anxiety, obsessive-compulsive, and trauma and stressor-related disorders, you will continue the practice of looking to understand chief symptomology in order to develop a diagnosis. With a differential diagnosis in mind, you can then move to a treatment and follow-up plan that may involve both psychopharmacologic and psychotherapeutic approaches. a
In this Assignment, you use a case study to develop a focused SOAP note based on evidence-based approaches.
To Prepare
Review this week’s Learning Resources. Consider the insights they provide about assessing and diagnosing anxiety, obsessive compulsive, and trauma-related disorders.
Review the video, Case Study: Dev Cordoba. You will use this case as the basis of this Assignment. In this video, a Walden faculty member is assessing a mock patient. The patient will be represented onscreen as an avatar.
Consider what history would be necessary to collect from this patient.
Consider what interview questions you would need to ask this patient.
The Assignment
Develop a Focused SOAP Note, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template:
Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
Objective: What observations did you make during the psychiatric assessment?
Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
Plan: What is your plan for psychotherapy? What is your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters, as well as a rationale for this treatment and management plan. Also incorporate one health promotion activity and one patient education strategy.
Reflection notes: What would you do differently with this patient if you could conduct the session again? Discuss what your next intervention would be if you could follow up with this patient. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion, and disease prevention, taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).
Provide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old).
I want this assignment asap -PLAGIARISM MUST BE LESS THAN 10%
sychosis and schizophrenia greatly impact the brain’s normal processes, which interferes with the ability to think clearly. When symptoms of these disorders are uncontrolled, clients may struggle to function in daily life. However, clients often thrive when properly diagnosed and treated under the close supervision of a psychiatric mental health practitioner. For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat clients presenting with psychosis and schizophrenia.
Learning Objectives
Students will:
Assess client factors and history to develop personalized plans of antipsychotic therapy for clients
Analyze factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring antipsychotic therapy
Evaluate efficacy of treatment plans
Analyze ethical and legal implications related to prescribing antipsychotic therapy to clients across the lifespan
To prepare for this Assignment:
Review this week’s Learning Resources. Consider how to assess and treat clients requiring anxiolytic therapy.
The Assignment Examine Case Study: Pakistani Woman with Delusional Thought Processes. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
Decision #1
Which decision did you select?
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
Decision #2
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
Decision #3
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
SAMPLE ONLY
NURS 6630
WEEK SEVEN Case 2:Volume 2, Case #11: The figment of a man who looked upon the lady
Introduction
Briefly, this is a scenario of a 42 year- old woman with a complex psychiatric history extending from depression, posttraumatic stress disorder, insomnia, visual hallucinations (little man)and impaired behavior with aggression. In the course of more than 36 months, the client was treated with Paroxetine (SSRI), Bupropion ( NDRI), Tiagabine, Ramelteon and , but finally a combination of Lexapro, Bupropion and quetiapine was able to decrease her symptoms . The client’s medical history includes diabetes, hypertension, CAD, hyperlipidemia, COPD, OSA, GERD, Glaucoma, overweight and a remote history of substance abuse. Related Professional Questions
Certain medications or supplements can cause symptoms of mental illness and also due to her extensive medical history and usage of multiple medications I would ask the following questions:
1. Do you take any over -the – counter, herbal supplements or remedies and I would check for interactions with current medication regimen?
2. When and how often do you use your albuterol inhaler ? Some of the side effects of albuterol include anxiety, nervousness, and insomnia ( Cunha, 2016)
Sleep Hygiene: Do you keep regular sleep schedule ? Do you drink caffeine beverages close to bedtime? Patient History
The patient may not be a reliable source of information, particularly that she has a significant mental illness that affects her functioning, hence verifying her responses with her direct family members, and mental social workers to get clues to the underlying or precipitating causes of mental crisis. Also checking facility records from previous encounters, or any psychiatric hospitalizations would be useful. Diagnostics Testing
1. Thyroid Stimulating Hormone (TSH). Based on recent evidence, the prevalence of depressive symptoms in hypothyroidism was nearly 50%, and clinical depression occurs in more than 40% of people suffering from hypothyroidism ( Bhagwat, 2017) 2. Electrocardiogram (ECG) The client has cardiovascular diseases ( HTN, CAD), with risks of cardio complications. In the setting of taking antidepressants and antipsychotics, baseline ECG and possibly every three to six months would be appropriate. Several atypical antipsychotics including quetiapine (Seroquel) are known to cause prolongation of the QT interval, hypothesized to occur via direct inhibition of the cardiac delayed potassium rectifier channel, which extends the ventricular repolarization process (Zhai et al., 2017) Differential Diagnoses 1.Posttraumatic Stress Disorder ( PTSD)_ 2.Major Depressive Disorder (MDD) 3.Insomnia Disorder. Pharmacotherapy Options for Sleep/ Wake cycle
1. Zolpidem (Ambien) 5mg oral at bedtime for Seven days.
Zolpidem is nonbenzodiazepine hypnotic, it works by enhancing GABA inhibitory actions that provide sedative hypnotic effects more selectively than other actions of GABA (Stahl, 2017). With its side effects of sedation, low dose prescribed as the client has respiratory problems (sleep apnea OSA)). Studies have shown that Zolpidem did not significantly worsen OSA as measured by the numbers and duration of pauses in breathing during sleep, but in one trial, it significantly lowered minimum oxygen levels during the night when compared with placebo ( Mason & Smith, 2015).
2. Trazadone 25 mg oral at bedtime for Thirty days.
Trazadone is a serotonin 2 antagonist/reuptake inhibitor, used in management of depression and insomnia. It is absorbed well, metabolized by CYP 450 3A4 with average half life of 6hrs. It has less side sedative effects compared to zolpidem (Stahl, 2017)
The best choice for the client would be Trazadone as there is no reliable evidence of dependence or withdraws and it can also work for the client’s depression. Conclusion
The case was a perfect example how it is sometimes difficult to find effective pharmacological treatments of psychiatric illnesses. In the course of four years, the client was prescribed 5-6 medications targeting different neurotransmitters to improve the symptoms. Client’s polypharmacy increased risks of drug-drug interactions, and her medical comorbidities increased risks of adverse reactions. Lesson learned from this study was that treatment should be optimally initiated after diagnosis, and augment or switching to a new agent must be carefully done in consideration of possible side effects and better outcomes.
References
Bhagwat, N., Tayde, P., Sharma, P., Sharma, B., Dalwadi, P., Sonawane, A., … Varthakavi, P. (2017). Hypothyroidism and depression: Are cytokines the link? Indian Journal of Endocrinology and Metabolism, 21(6), 886. Retrieved from /orders/web-b-ebscohost-com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=7&sid=aeb79c1d-68dc-40a4-bd10-f956796bc9e8%40sessionmgr101
Cunha, J. (2016). Common Side Effects of Ventolin HFA (Albuterol Sulfate Inhalation Aerosol) Drug Center – RxList. Retrieved from /orders/www.rxlist.com/ventolin-hfa-side-effects-drug-center.htm
Mason, M., & Smith, I. (2015). Effects of opioid, hypnotic and sedating medications on obstructive sleep apnoea (OSA) in adults with known OSA | Cochrane. Retrieved from http://www.cochrane.org/CD011090/AIRWAYS_effects-opioid-hypnotic-and-sedating-medications-obstructive-sleep-apnoea-osa-adults-known-osa
Zhai, D., Lang, Y., Dong, G., Liu, Y., Wang, X., Zhou, D., … Zhang, R. (2017). QTc interval lengthening in first-episode schizophrenia (FES) patients in the earliest stages of antipsychotic treatment. Schizophrenia Research, 179, 70-74. Retrieved from /orders/resolver-ebscohost-com.ezp.waldenulibrary.org/openurl?ID=pmid%3a27727006&genre=article&atitle=QTc+interval+lengthening+in+first-episode+schizophrenia+(FES)+patien
Architect Daniel Libes kind is credited with saying “To provide meaningful architecture is not to parody history, but to articulate it.” The suggestion is that his work does not copy the efforts of others but relies on it.
Understanding the work of others is critically important to new work. Contributions to the nursing body of knowledge can happen when you are able to analyze and articulate the efforts of previous research. Hence research analysis skills are critical tools for your toolbox.
In this Assignment, you will locate relevant existing research. You also will analyze this research using a tool helpful for analysis.
To Prepare:
Reflect on the strategies presented in the Resources this week in support of locating and analyzing research.
Use the Walden Library to identify and read one peer-reviewed research article focused on a topic of interest to you in your specialty field.
Review the article you selected and reflect on the professional practice use of theories/concepts as described by the article
The Assignment:
Using the ‘Week 4 | Part 4’ section of your Academic Success and Professional Development Plan Template presented in the Resources, conduct an analysis of the elements of the research article you identified. Be sure to include the following:
The topic of interest you have selected
Correctly formatted APA citation of the article you selected, along with link or search details
Identify a professional practice use of the theories/concepts presented in the article.
Analysis of the article using the Research Analysis Matrix section of the template
Write a 1-paragraph justification explaining whether or not you would recommend the use of this article to inform professional practice
Write a 2- to 3-paragraph summary that you will add to your Academic Success and Professional Development Plan that includes the following:
Describe your approach to identifying and analyzing peer-reviewed research
Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research
Identify at least one resource you intend to use in the future to find peer-reviewed research Note: Add your work for this Assignment to the original document you began in the Week 1 Assignment, which was built off the Academic Success and Professional Development Plan Term
Introduction to the Practicum Project & the Professional Portfolio
1. In Week 1, you began preparing for your practicum as an avenue for professional growth and development. This week, you finalize your professional development objectives and submit your Professional Experience Plan.
As part of your practicum, you will also develop and implement a Practicum Project. Your project will address an authentic problem, situation, issue, or potential area for improvement that is significant to your practicum setting. It is your chance to apply and analyze evidence-based change within a healthcare organization. This week, you consult with your practicum Faculty Member and Preceptor to identify a focus for your project.
Additionally, you begin to compile your Professional Portfolio, due in Week 10, which represents your academic and professional growth as a nurse executive. This week, you examine the guidelines for this Portfolio.
Learning Objectives
Students will:
· Construct measurable professional development objectives to be accomplished during the practicum experience
· Organize practicum hours and experiences to meet professional development objectives.
Learning Resources
Cope, V., & Murray, M. (2018, March 2). Use of professional portfolios in nursing. Nursing Standard, 32(30), 55-63. /orders/doi.org/10.7748/ns.2018.e10985.
Hannans, J., &Olivo, Y. (2017, November 28). Craft a positive nursing digital identity with an eportfolio. American Nurse Today. /orders/wwww.americannursetoday.com/craft-a-positive-nursing-digital-identity-with-an-eportfolio/
Schneider,A. (2016). Building a professional nursing portfolio. /orders/www.rn.com/nursing-news-building-professional-nursing-portfolio/
Webb, T.,Diamond-Wells, T., & Jeffs, D. (2017). Career mapping for professional development and succession planning. Journal for Nurses in Professional Development, 33(1), 25-32. /orders/doi.org/10.1097/NND.0000000000000317.
Document: Professional Experience Plan Template Plan (Word document).
Document: Guide to Creating the Professional Portfolio (PDF).
Document: Practicum Project Plan Overview (PDF).
Required Media
The Importance of Professionalism & Communication
What does it mean to exhibit professional behavior and appearance in the practicum Setting? Drs. Lynn Parsons and Jeanne Morrison provide tips for respecting the health care site’s culture through appropriate dress, mindset, and communication, (5m).
The transcript
Female Speaker: I always tell students that when they’re out in the practicum setting, they may be looking for their future job. But those professionals that they’re working with are also looking at them. It’s very important to know what the culture is of the organization, especially if you’re going into the organization for the first time. So, the relationship between you and your preceptor is extremely important. Ask your preceptors what are the accepted practices in this organization? Know what the dress code policy is. If you’re working in mental health, it might be off-putting to wear a lab coat, whereas if you’re working with a nurse exec in the operating room setting, you might be expected to wear scrubs.
Female Speaker: We’ve always heard it’s a cliché-dress for success. But that is so important. You are a guest at the facility, and they’re going to be looking at you.
Female Speaker: It’s always in good taste not to wear loud makeup and big jewelry. Know what the policy is for piercings and nail polish. That shows respect of the organization and understanding their culture and ways of doing things.
Female Speaker: When you go into that site, you are a guest in that facility. Your behaviors and what you do in that facility in a reflection on not only on you. But on Walden. When you tell somebody, you’re going to be there, be there on time. When you’re not going to be there, let them know as well. Think of it as a job. Many of you may not even know the people at the site. Some of you , it’s your place that you work, but you’re on a different unit.
So everything you do is a reflection on you and possibly may affect even how you get employment if you are wanting employment in that facility. Be respectful. Remember, these people don’t know you. So when they ask you do something, work it out and help them out. Also, be motivated. Look for experiences that will help you achieve your objectives.
Female Speaker: Early in the course, there will be a call conference between the students, the preceptor, and the professor. And the main purpose of this call is to refine what your project focus will be. So when you’re on the call is to refine what your project focus will be. So when you’re on the call, know in advance what you want to do.
Because after that call is done, you’ll have approval to move forward on your project. And you don’t want to waste time saying, oh, I have three ideas. Come to the table with what you really want your idea to be. Already have a conversation with your preceptor so when the calls is over, you’ll know what you’re doing.
Female speaker: To talk about what it’s like to be a student at Walden, what you’re going to be learning in the practicum experience. Many of your preceptors have never taken an online course or even taught in an online course, So we must want to make sure they understand the process. During the practicum experience, communication is so valuable between the preceptor, the student, and the faculty member.
Female Speaker: The instructor has established office hours, know what those office hours are and follow them. Also, share those hours with your preceptor along with your professor’s contact information.
Female Speaker: Your faculty member also can set up a time to talk with you at a regularly scheduled time or an approved time by your faculty member. Your preceptor- you should be keeping in constant contact with them. Every time you’re on-site, let them know. Stop by their office. Let them know you’re there.
Female Speaker: I like receiving emails from students. If they’re stuck, that’s a very quick way to get in touch with me or any professor. Another mode of communication the student might want to look at is some professors like text messaging. I like that myself. If it’s not office hours, and it’s an emergent situation, or if you’re stuck and just having a simple question answer would allow you to move forward with your work, go ahead and call your professor. They might have a few minutes to speak with you. And if they can’t, they’ll call you back.
Female Speaker: Communication between the three individuals is so important because this is teamwork. This isn’t just the student, the faculty, or the preceptor. It’s all three of you working together.
The Practicum Project
The Practicum Project offers an Opportunity to examine a problem or issue in the practicum setting. Drs Lynn Parsons and Jeanne Morrison share successfully topic ideas from the past and recommendations for carrying out a truly useful project within the time frame. (3m).
The Transcript
Practicum Project
Female Speaker 1: It’s a win-win situation for the site and it’s a win-win situation for the student.
Music Playing: I don’t know of any leader that works in a hospital or a clinic or a health care facility that doesn’t have a stack of to do list. So ask the preceptor, what do you have that I could help you win? Needs to be a leadership project and it needs to be beneficial for you as well, but start with your preceptor. Ask your preceptor.
To give you just a few short examples of projects I can do- I’ve seen nurses look at decreasing pain medication. What can we do other than just give pain medication? Students have looked at that. We’ve seen students look at the transport from maybe emergency room and how fast it gets to the floor. There’s also rounding. There’s also communication, there’s staff scheduling, there’s all kinds of things.
Female Speaker 2: Developing mentor programs for new graduate nurses, handoff communication, retention initiatives for nurses in practice, developing new job descriptions for positions such as director of the operation room suite. The possibilities are endless. Talk to your preceptor. The preceptor will have an idea of what needs to be done for the organization.
Female Speaker 1: You will be doing this project in about 9 to 10 weeks, so don’t think of an big global project like you’re going to write the whole accreditation process, you’re going to solve the nursing shortage around the world. Think specific.
Female Speaker 2: You’re going to want to have something that’s doable within a reasonable time frame, so I would avoid and recommend that the students stay away from projects that need IRB approvals. Because IRB approvals sometimes can take months and you don’t have months to work with.
A great practicum is one that the organization can use. You don’t want to do something theoretical that they can take and work with and put into practice.
Assignment 1 Part: Identifying a Focus for the Practicum Project (Conference Call) 2 Pages APA Format 7th ed.
Consider the following scenario:
1. MSN student Maria entered her practicum unsure of what her project would be. At her site, she noticed that shift changes were challenging for the hospital staff nurses, particularly because of the patient care and risk information that needed to be conveyed to multiple people during this time. It seemed like shift changes were prolonged and inefficient. Moreover, the site had recently experienced a safety incident because vital information had been missed during transition of care. Earlier in her program, Maria had read about huddling as an evidence-based method for improving quality and safety. She wondered if huddling would work as an initiative in her practicum setting to address these issues.
Photo Credit: Getty Images
2. What needs do you see at your practicum site? How might you improve care for patients? What inefficiencies or redundancies do you observe? What does the nursing research say about an issue? What kinds of topics are you passionate about? Each one of these questions could be a pathway for your Practicum Project. For this Assignment, you will coordinate a conference call with your Preceptor and Faculty Member to discuss the practicum and ideas for your Practicum Project.
To prepare for the call:
· Review the information related to the Practicum Project in the College of Nursing Practicum Manual for MSN Specializations. The project may take up to half of your practicum hours to complete, and it must be completed on or before Day 7 of Week 9. Due to the limited time frame, your project should not include surveys, focus groups, collection of data, or any activities that require Institutional Review Board (IRB) approval.
· Think about the current circumstances at your practicum site. What problems, situations, issues, or potential areas for improvement would you like to address through your Practicum Project?
· Discuss your Practicum Project ideas with your Preceptor and select one to discuss with your practicum Faculty Member at the call conference. The topic should relate to a specific, significant need at your practicum setting. Remember, when considering a project topic, you should also be able to identify a body of literature that will guide and support your work.
· Prepare any questions that you or your Preceptor have about practicum expectations and be ready to discuss them on the call. Questions may relate to Assignments, use of the Meditrek system, and communications among student, Preceptor, and Faculty as the term progresses.
· Coordinate a conference call with your Preceptor and Faculty. Reach out to your Faculty for alternative arrangements as needed.
Assignment 2 Part: Professional Experience Plan(2pages) APA 7th ed.
1. For this Assignment, you develop a Professional Experience Plan (PEP) to outline how your involvement in the practicum will contribute to your growth as a professional and allow you to hone your specialization knowledge and skills. The PEP consists of two or three objectives related to professional development that you will address during your practicum experience.
Photo Credit: Getty Images/iStockphoto
To prepare:
· As necessary, review the information related to developing objectives provided in last week’s Learning Resources.
· Revisit the objective(s) you crafted for last week’s Discussion, and reflect on the ideas exchanged in the forum. Refine the objective(s) as needed for the practicum experience, making sure they reflect the higher order domains of Bloom’s Taxonomy (i.e., Application level and above). Note: You will be submitting two to three professional development objectives as part of this Assignment.
· Think more deeply about areas for which you would like to gain Application-level experience and/or continued professional growth. How can your experiences in the practicum help you achieve these aims?
· Discuss your professional aims and your proposed practicum professional development objectives with your Preceptor to ascertain if the necessary resources are available at your practicum site.
· Download and save the Professional Experience Plan Template provided in this week’s Learning Resources.
To complete your Professional Experience Plan:
· Record the required information in each area of the Professional Experience Plan Template, including two or three objectives you will use to facilitate your professional development during the practicum. Include your intended Practicum Project focus.
· Include the breakdown of the 144 hours between the practicum experience and the project. Consult your Faculty and Preceptor if less than 50% of the hours is needed for either the practicum or the project.
· As the term progresses and the hours between the practicum and project need to be adjusted, consult your Faculty. Include the rationale for editing hours in the Practicum Experience Journal.
By Day 7
Submit your completed Professional Experience Plan (PEP) for Faculty review and approval.
Once approved, you may download a copy of the PEP for your records. You can share an approved copy with your Preceptor. The Preceptor is not required to sign this form.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK2Assgn2+last name+first initial. (extension)” as the name.
Click the Week 2 Assignment 2 Rubric to review the Grading Criteria for the Assignment.
Click the Week 2 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 “WK2Assgn2+last name+first initial.(extension)” and click Open.
Click on the Submit button to complete your submission.
Grading Criteria
To access your rubric:
Week 2 Assignment 2 Rubric
Submit Your Assignment by Day 7
To participate in this Assignment: Week 2 Assignment
Assignment: Change Implementation and Management Plan
It is one of the most cliché of clichés, but it nevertheless rings true: The only constant is change. As a nursing professional, you are no doubt aware that success in the healthcare field requires the ability to adapt to change, as the pace of change in healthcare may be without rival.
As a professional, you will be called upon to share expertise, inform, educate, and advocate. Your efforts in these areas can help lead others through change. In this Assignment, you will propose a change within your organization and present a comprehensive plan to implement the change you propose. To Prepare:
Review the Resources and identify one change that you believe is called for in your organization/workplace.
This may be a change necessary to effectively address one or more of the issues you addressed in the Workplace Environment Assessment you submitted in Module 4. It may also be a change in response to something not addressed in your previous efforts. It may be beneficial to discuss your ideas with your organizational leadership and/or colleagues to help identify and vet these ideas.
Reflect on how you might implement this change and how you might communicate this change to organizational leadership.
The Assignment (5-6-minute narrated PowerPoint presentation): Change Implementation and Management Plan
Create a narrated PowerPoint presentation of 5 or 6 slides with video that presents a comprehensive plan to implement the change you propose.
Your narrated presentation should be 5–6 minutes in length.
Your Change Implementation and Management Plan should include the following:
An executive summary of the issues that are currently affecting your organization/workplace (This can include the work you completed in your Workplace Environment Assessment previously submitted, if relevant.)
A description of the change being proposed
Justifications for the change, including why addressing it will have a positive impact on your organization/workplace
Details about the type and scope of the proposed change
Identification of the stakeholders impacted by the change
Identification of a change management team (by title/role)
A plan for communicating the change you propose
A description of risk mitigation plans you would recommend to address the risks anticipated by the change you propose
Learning Resources
Required Readings
Marshall, E., & Broome, M. (2017). Transformational leadership in nursing: From expert clinician to influential leader (2nd ed.). New York, NY: Springer.
Chapter 8, “Practice Model Design, Implementation, and Evaluation” (pp. 195–246)
Pollack, J., & Pollack, R. (2015). Using Kotter’s eight stage process to manage an organizational change program: Presentation and practice. Systemic Practice and Action Research, 28(1), 51-66. Note: You will access this article from the Walden Library databases.
Seijts, G. H., & Gandz, J. (2016). Transformational change and leader character. Business Horizons, 61(2), 239-249. /orders/doi.org/10.1016/j.bushor.2017.11.005 Note: You will access this article from the Walden Library databases.
Assignment: Evidence-Based Project, Part 1: Identifying Research Methodologies
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.
Team Project Part 2: Define the Work Breakdown Structure (WBS)
In Part 2 of your Project, you will develop a work breakdown structure (WBS) that must be accomplished in order to complete the Casino Medical Center project. Use the Team Project Scenario document in this week’s Learning Resources to help define your deliverables. (SEE ATTACHED FILE FOR TEAM PROJECT SCENARIO)
Begin by deciding, with your team, the approach to developing a work breakdown structure you wish to use (WE WILL USE THE TABULAR BREAKDOWN STRUCTURE). This approach will guide your process and the final design of the WBS. Your team will identify project deliverables that need to be accomplished to achieve the project’s goals. For each deliverable, relevant subtasks or activities must be identified (the work that needs to be done). Using these activities, you create a WBS. This WBS will be the basis for creating a project plan and schedule in Microsoft Project.
You and your team are not expected to know all of the deliverables and sub-activities that need to occur, but you should be able to use your combined experience, knowledge, and research to identify many of the necessary deliverables and supporting activities. Be sure to utilize course resources, as these resources should provide information on what to include in this part of the Team Project.
As you and your team address the discussion question below, you will be able to write and submit
a 2- to 3-page team paper that summarizes the group’s work and that includes WBS diagrams of at least five high-level deliverables.
Deliverables to consider in defining the activities and tasks for the hypothetical project are included here. Your team will identify the unique deliverables for your project. Use specific names for the deliverables that reflect the project’s purpose.
Project Deliverables
Selection: Request for information & Request for Proposal
Installation: Hardware & Application
Configuration: Screens, Interfaces, & Reports
Tested system: Test Scenarios, Integration test, & Customer acceptance test
New workflow: Policies & Procedures
and a
Work Breakdown Structure diagram (Tabular Model)
To prepare:
Review this week’s Learning Resources on work breakdown structures.
Thoroughly examine the Team Project Overview document in this week’s Learning Resources to familiarize yourself with the requirements of this Assignment.
Engage in discussion with your team members on how you will collaborate, distribute work, and submit the Assignment.
To complete Part 2 of your Team Project:
Collaborate on a 2 to 3-page paper that summarizes the group’s work and includes a WBS diagram of at least five high-level deliverables and a list of relevant tasks and subtasks. Based on the Team Project Scenario(SEE ATTACHED FILE)
Project Deliverables
Selection: Request for information & Request for Proposal
Installation: Hardware & Application
Configuration: Screens, Interfaces, & Reports
Tested system: Test Scenarios, Integration test, & Customer acceptance test
New workflow: Policies & Procedures
and
Work Breakdown Structure diagram (Tabular Model)
Required Readings
Biafore, B. (2010). Microsoft Project 2010: The missing manual. Sebastopol, CA: O’Reilly.
Chapter 4, “Breaking Work Into Task-Sized Chunks” (pp. 77–100)
This chapter explains how to create a work breakdown structure and how to import a work breakdown structure into Microsoft Project.
Coplan, S., & Masuda, D. (2011). Project management for healthcare information technology. New York, NY: McGraw-Hill.
Chapter 3, “Project Management”
“Prepare Work Breakdown Structure and WBS Dictionary” (pp. 53–56)
This section of Chapter 3 reviews the core processes of preparing a work breakdown structure (WBS). The chapter provides an example of a WBS and details its essential components.
Project Management Institute. (2013). A guide to the project management body of knowledge (PMBOK guide) (5th ed.). Newtown Square, PA: Author.
Chapter 5, “Project Scope Management”
5.3, “Create WBS” (pp. 125–132)
This section of Chapter 5 reviews the process of creating a work breakdown structure. Specifically, the chapter examines how to determine inputs, WBS tools and techniques, and outputs.
Kendrick, T. (2009). Identifying & managing project risk: Essential tools for failure-proofing your project(2nd ed., Ebrary version). New York, NY: AMACOM.
Retrieved from the Walden Library databases.
Chapter 3, “Identifying Project Scope Risk” (pp. 40–69)
This chapter examines methods of identifying scope risks and the types of scope risks pertaining to project deliverables. The chapter highlights a variety of sources of scope risk as well.
Shirey, M. R. (2008). Project management tools for leaders and entrepreneurs. Clinical Nurse Specialist, 22(3), 129–131.
Retrieved from the Walden Library databases.
The author of this article introduces project management tools that clinical nurse specialists may use to coordinate team work. The article highlights the usage of one such tool, the Gantt chart.
Thomas, M., Jacques, P. H., Adams, J. R., & Kihneman-Wooten, J. (2008). Developing an effective project: Planning and team building combined. Project Management Journal, 39(4), 105–113.
Retrieved from the Walden Library databases.
This article analyzes project planning and control and the process of developing a project plan. The article also reports the results of research that sought to determine 137 organizations’ approaches to establishing projects.
U.S. Government Accountability Office. (2009, March 2). Work breakdown structure. GAO Reports, 65–78.
Retrieved from the Walden Library databases.
This article examines the importance of a work breakdown structure (WBS) in project management. The chapter demonstrates how a WBS assists in resource identification, cost estimation, and risk determination.
Wu, Z., Schmidt, L. P., & Wigstrom, M. S. (2010). Product development workflow management based on work breakdown structure. IIE Annual Conference. Proceedings, 1–5.
Retrieved from the Walden Library databases.
The authors of this article highlight the usage of WBS in managing complex product development projects. The authors examine how a WBS helps represent and manage the intricacies of tasks and activity relationships.
Mathis, M. (n.d.). Work breakdown structure: Purpose, process and pitfalls. Retrieved March 13, 2013, from http://www.projectsmart.co.uk/work-breakdown-structure-purpose-process-pitfalls.html
This article provides a general review of the WBS. The author focuses on the purpose, process, and pitfalls of a WBS.
Document: Team Project Scenario (See ATTACHED PDF IN FILE AREA)
This document presents a scenario your team will use for the Team Project
Required Media Laureate Education (Producer). (2013c). Planning, part I: Defining project scope and activities [Video file]. Retrieved from /orders/class.waldenu.edu Note: The approximate length of this media piece is 6 minutes.
In this presentation, the participants discuss defining project scope and project activities, using the work breakdown structure, and managing project risk through SWOT analysis.
Legal And Ethical Considerations For Group And Family Versus Individual Therapies
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.
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.
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.
Required Readings
American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author.
· Standard 5A “Coordination of Care” (page 54)
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer.
· Chapter 11, “Group Therapy” (pp. 407–428)
Nichols, M. (2014). The essentials of family therapy (6th ed.). Boston, MA: Pearson.
· Chapter 1, “The Foundations of Family Therapy” (pp. 1–6)
· Chapter 2, “The Evolution of Family Therapy” (pp. 7–28)
Breeskin, J. (2011). Procedures and guidelines for group therapy. The Group Psychologist, 21(1). Retrieved from http://www.apadivisions.org/division-49/publications/newsletter/group-psychologist/2011/04/group-procedures.aspx
Khawaja, I. S., Pollock, K., & Westermeyer, J. J. (2011). The diminishing role of psychiatry in group psychotherapy: A commentary and recommendations for change. Innovations in Clinical Neuroscience, 8(11), 20–23. Retrieved from http://innovationscns.com/
Koukourikos, K., & Pasmatzi, E. (2014). Group therapy in psychotic inpatients. Health Science Journal, 8(3), 400–408. Retrieved from http://www.hsj.gr/medicine/group-therapy-in-psychotic-inpatients.php?aid=2644
Laureate Education (Producer). (2017). Introduction to psychotherapy with groups and families [Video file]. Baltimore, MD: Author.
Lego, S. (1998). The application of Peplau’s theory to group psychotherapy. Journal of Psychiatric & Mental Health Nursing, 5(3), 193–196. doi:10.1046/j.1365-2850.1998.00129.x Note: You will access this article from the Walden Library databases.
McClanahan, K. K. (2014). Can confidentiality be maintained in group therapy? Retrieved from http://nationalpsychologist.com/2014/07/can-confidentiality-be-maintained-in-group-therapy/102566.html
U.S. Department of Health & Human Services. (2014). HIPAA privacy rule and sharing information related to mental health. Retrieved from http://www.hhs.gov/sites/default/files/ocr/privacy/hipaa/understanding/special/mhguidancepdf.pdf
Sommers, G., Feldman, S., & Knowlton, K. (Producers). (2008a). Legal and ethical issues for mental health professionals, volume 1: Confidentiality, privilege, reporting, and duty to warn [Video file]. Mill Valley, CA: Psychotherapy.net.
Sommers, G., Feldman, S., & Knowlton, K. (Producers). (2008b). Legal and ethical issues for mental health professionals, volume 2: Dual relationships, boundaries, standards of care and termination [Video file]. Mill Valley, CA: Psychotherapy.net.
Interprofessional organization and systems leadership nurs6053 Wk2Assignment: Analysis of a Pertinent Healthcare Issue/organization-leadership-characteristics-and-traits/ No plagiarism.
The Quadruple Aim provides broad categories of goals to pursue to maintain and improve healthcare. Within each goal are many issues that, if addressed successfully, may have a positive impact on outcomes. For example, healthcare leaders are being tasked to shift from an emphasis on disease management often provided in an acute care setting to health promotion and disease prevention delivered in primary care settings. Efforts in this area can have significant positive impacts by reducing the need for primary healthcare and by reducing the stress on the healthcare system.
Changes in the industry only serve to stress what has always been true; namely, that the healthcare field has always faced significant challenges, and that goals to improve healthcare will always involve multiple stakeholders. This should not seem surprising given the circumstances. Indeed, when a growing population needs care, there are factors involved such as the demands of providing that care and the rising costs associated with healthcare. Generally, it is not surprising that the field of healthcare is an industry facing multifaceted issues that evolve over time.
In this module’s Discussion, you reviewed some healthcare issues/stressors and selected one for further review. For this Assignment, you will consider in more detail the healthcare issue/stressor you selected. You will also review research that addresses the issue/stressor and write a white paper to your organization’s leadership that addresses the issue/stressor you selected. To Prepare:
· Review the national healthcare issues/stressors presented in the Resources and reflect on the national healthcare issue/stressor you selected for study.
· Reflect on the feedback you received from your colleagues on your Discussion post for the national healthcare issue/stressor you selected.
· Identify and review two additional scholarly resources (not included in the Resources for this module) that focus on change strategies implemented by healthcare organizations to address your selected national healthcare issue/stressor. The Assignment (3-4 Pages): Analysis of a Pertinent Healthcare Issue
Develop a 3- to 4-page paper, written to your organization’s leadership team, addressing your selected national healthcare issue/stressor and how it is impacting your work setting. Be sure to address the following:
· Describe the national healthcare issue/stressor you selected and its impact on your organization. Use organizational data to quantify the impact (if necessary, seek assistance from leadership or appropriate stakeholders in your organization).
· Provide a brief summary of the two articles you reviewed from outside resources on the national healthcare issue/stressor. Explain how the healthcare issue/stressor is being addressed in other organizations.
· Summarize the strategies used to address the organizational impact of national healthcare issues/stressors presented in the scholarly resources you selected. Explain how they may impact your organization both positively and negatively. Be specific and provide examples. Looking Ahead The paper you develop in Module 1 will be revisited and revised in Module 2. RUBRIC
Develop a 3- to 4-page paper, written to your organization’s leadership team, addressing the selected national healthcare issue/stressor and how it is impacting your work setting. Be sure to address the following: · Describe the national healthcare issue/stressor you selected and its impact on your organization. Use organizational data to quantify the impact (if necessary, seek assistance from leadership or appropriate stakeholders in your organization).
23 (23%) – 25 (25%)
The response accurately and thoroughly describes in detail the national healthcare issue/stressor selected and its impact on an organization. The response includes accurate, clear, and detailed data to quantify the impact of the national healthcare issue/stressor selected.
20 (20%) – 22 (22%)
The response describes the national healthcare issue/stressor selected and its impact on an organization. The response includes accurate data to quantify the impact of the national healthcare issue/stressor selected.
18 (18%) – 19 (19%)
The response describes the national healthcare issue/stressor selected and its impact on an organization that is vague or inaccurate. The response includes vague or inaccurate data to quantify the impact of the national healthcare issue/stressor selected.
0 (0%) – 17 (17%)
The response describes the national healthcare issue/stressor selected and its impact on an organization that is vague and inaccurate, or is missing. The response includes vague and inaccurate data to quantify the impact of the national healthcare issue/stressor selected, or is missing.
· Provide a brief summary of the two articles you reviewed from outside resources, on the national healthcare issue/stressor and explain how the healthcare issue/stressor is being addressed in other organizations.
27 (27%) – 30 (30%)
A complete, detailed, and specific synthesis of two outside resources reviewed on the national healthcare issue/stressor selected is provided. The response fully integrates at least 2 outside resources and 2 or 3 course-specific resources that fully support the summary provided. The response accurately and thoroughly explains in detail how the healthcare issue/stressor is being addressed in other organizations.
24 (24%) – 26 (26%)
An accurate synthesis of at least one outside resource reviewed on the national healthcare issue/stressor selected is provided. The response integrates at least 1 outside resource and 2 or 3 course-specific resources that may support the summary provided. The response explains how the healthcare issue/stressor is being addressed in other organizations.
21 (21%) – 23 (23%)
A vague or inaccurate summary of outside resources reviewed on the national healthcare issue/stressor selected is provided. The response minimally integrates resources that may support the summary provided. The response explains how the healthcare issue/stressor is being addressed in other organizations that is vague or inaccurate.
0 (0%) – 20 (20%)
A vague and inaccurate summary of no outside resources reviewed on the national healthcare issue/stressor selected is provided, or is missing. The response fails to integrate any resources to support the summary provided.
· Summarize the strategies used to address the organizational impact of national healthcare issues/stressors presented in the scholarly resources you selected and explain how they may impact your organization both positively and negatively. Be specific and provide examples.
27 (27%) – 30 (30%)
A complete, detailed, and accurate summary of the strategies used to address the organizational impact of the national healthcare issue/stressor is provided. The response accurately and thoroughly explains in detail how the strategies may impact an organization both positively and negatively, with specific and accurate examples.
24 (24%) – 26 (26%)
An accurate summary of the strategies used to address the organizational impact of the national healthcare issue/stressor is provided. The response explains how the strategies may impact an organization both positively and negatively. May include some specific examples.
21 (21%) – 23 (23%)
A vague or inaccurate summary of the strategies used to address the organizational impact of the national healthcare issue/stressor is provided. The response explains how the strategies may impact an organization both positively and negatively that is vague or inaccurate. May include some vague or inaccurate examples.
0 (0%) – 20 (20%)
A vague and inaccurate summary of the strategies used to address the organizational impact of the national healthcare issue/stressor is provided, or is missing. The response explains how the strategies may impact an organization both positively and negatively that is vague and inaccurate, or is missing. Does not include any examples.
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.
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.
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.
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.
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 was provided.
Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3 or 4) grammar, spelling, and punctuation errors.
0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.
5 (5%) – 5 (5%)
Uses correct APA format with no errors.
4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3 or 4) APA format errors.
0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors.
Total Points: 100
Name: NURS_6053
Readings
Marshall, E., & Broome, M. (2017). Transformational leadership in nursing: From expert clinician to influential leader (2nd ed.). New York, NY: Springer.
· Chapter 2, “Understanding Contexts for Transformational Leadership: Complexity, Change, and Strategic Planning” (pp. 37–62)
· Chapter 3, “Current Challenges in Complex Health Care Organizations: The Triple Aim” (pp. 63–86)
Read any TWO of the following (plus TWO additional readings on your selected issue):
Auerbach, D. I., Staiger, D. O., & Buerhaus, P. I. (2018). Growing ranks of advanced practice clinicians—Implications for the physician workforce. New England Journal of Medicine, 378(25), 2358–2360. doi:10.1056/NEJMp1801869
Gerardi, T., Farmer, P., & Hoffman, B. (2018). Moving closer to the 2020 BSN-prepared workforce goal. American Journal of Nursing, 118(2), 43–45. doi:10.1097/01.NAJ.0000530244.15217.aa
Jacobs, B., McGovern, J., Heinmiller, J., & Drenkard, K. (2018). Engaging employees in well-being: Moving from the Triple Aim to the Quadruple Aim. Nursing Administration Quarterly, 42(3), 231–245. doi:10.1097/NAQ.0000000000000303
Norful, A. A., de Jacq, K., Carlino, R., & Poghosyan, L. (2018). Nurse practitioner–physician comanagement: A theoretical model to alleviate primary care strain. Annals of Family Medicine, 16(3), 250–256. doi:10.1370/afm.2230
Palumbo, M., Rambur, B., & Hart, V. (2017). Is health care payment reform impacting nurses’ work settings, roles, and education preparation? Journal of Professional Nursing, 33(6), 400–404. doi:10.1016/j.profnurs.2016.11.005
Note: You will access this article from the Walden Library databases.
Park, B., Gold, S. B., Bazemore, A., & Liaw, W. (2018). How evolving United States payment models influence primary care and its impact on the Quadruple Aim. Journal of the American Board of Family Medicine, 31(4), 588–604. doi:10.3122/jabfm.2018.04.170388
Pittman, P., & Scully-Russ, E. (2016). Workforce planning and development in times of delivery system transformation. Human Resources for Health, 14(56), 1–15. doi:10.1186/s12960-016-0154-3. Retrieved from /orders/human-resources-health.biomedcentral.com/track/pdf/10.1186/s12960-016-0154-3
Poghosyan, L., Norful, A., & Laugesen, M. (2018). Removing restrictions on nurse practitioners’ scope of practice in New York state: Physicians’ and nurse practitioners’ perspectives. Journal of the American Association of Nurse Practitioners, 30(6), 354–360. doi:10.1097/JXX.0000000000000040
Ricketts, T., & Fraher, E. (2013). Reconfiguring health workforce policy so that education, training, and actual delivery of care are closely connected. Health Affairs, 32(11), 1874–1880. doi:10.1377/hlthaff.2013.0531
Assignment: Academic Success and Professional Development Plan Part 3: Strategies to Promote Academic Integrity and Professional Ethics
Nurse-scholars have a significant obligation to their community as well. Their work must have academic and professional integrity. Their efforts are designed to add to the body of knowledge, advance the profession, and ultimately help in the care of patients. Work that lacks integrity is subject to quickly erode…or worse.
Fortunately, there are strategies and tools that can help ensure integrity in academic and professional work. This Assignments asks you to consider these and how you might apply them to your own work.
In this Assignment you will continue developing your Academic Success and Professional Development Plan by appending the original document you began in the previous assignment. To Prepare:
Reflect on the strategies presented in the Resources for this week in support of academic style, integrity, and scholarly ethics.
Also reflect on the connection between academic and professional integrity.
The Assignment: Part 3, Section 1: Writing Sample: The Connection Between Academic and Professional Integrity
Using the Academic and Professional Success Development Template you began in Week 1 and continued working on in Week 2, write a 2- 3-paragraph analysis that includes the following:
Clearly and accurately explains in detail the relationship between academic integrity and writing.
Clearly and accurately explains in detail the relationship between professional practices and scholarly ethics.
Accurately cite at least 2 resources that fully support your arguments, being sure to use proper APA formatting.
Use Grammarly and SafeAssign to improve the product.y
Clearly and accurately describe in detail how Grammarly, SafeAssign, and paraphrasing contributes to academic integrity. Include sufficient evidence that Grammarly and SafeAssign were utilized to improve responses. Part 3, Section 2: Strategies for Maintaining Integrity of Work
Expand on your thoughts from Section 1 by:
Clearly identifying and accurately describing strategies you intend to pursue to maintain integrity and ethics of your 1) academic work while a student of the MSN program, and 2) professional work as a nurse throughout your career.
Include a clearly developed review of resources and approaches you propose to use as a student and a professional.
Note:Add your work for this Assignment to the original document you began in the Week 1 Assignment, which was built off the Academic Success and Professional Development Plan Template.
By Day 7
Submit both Section 1 and Section 2 of Part 3.
Remember to include an introduction paragraph which contains a clear and comprehensive purpose statement which delineates all required criteria, and end the assignment Part with a conclusion paragraph.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK1Assgn+last name+first initial.(extension)” as the name.
Click the Week 3 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 3 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 “WK3Assgn+last name+first initial.(extension)” and click Open.NURS 6002: Foundations of Graduate Study
Academic and Professional Success Plan Template
Prepared by:
IFEOMA ABOLARIN
This document is to be used for NURS 6002 Foundations of Graduate Studyto complete Assessments 1-6. Just as importantly the document serves to organize your thoughts about planning for your academic and professional success.
For specific instructions see the weekly assessment details in the course, or ask your instructor for further guidance.
Week 1 | Part 1: My Academic and Professional Network
It is critical for me to create a professional network, so that when I find a job, I have other professionals that I can rely on to help me navigate my new profession. Schmidt (n.d.) recommends that developing a professional network is the single best way to ensure that you get to work in your chosen specialty or in a field you are truly interested in. This starts at the academic level, but then follows one throughout their professional career. Thus, it is important to identify what members are only members of an academic network, and while can be converted to part of a professional network, at a later date.
This can also be related to Walden’s goals and University Outcomes. The first goal is to “provide multi-contextual educational opportunities for career learners” which is increasingly possible thought networking, because it provides access to those multiple contexts. In other words, the more people, in multiple situations, that I know, the more opportunities that I have to learn from those contexts. This also helps expand my understanding of different cultures and contexts. This directly connects with other goals like innovation, learning, and accessing diverse learning processes. Thus, I will focus on building networks in order to support my educational goals, and my professional goals.
NETWORK MEMBER 1
Name: The Faculty in the Walden University Program of Study
Title: My Professors
Organization: Walden University
Academic or Professional: Academic
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
I have selected Walden University as the place that I will study nursing,and get my degree. The university has an excellent reputation, and so the staff offers expertise that will help me prepare for my chosen career path. Phyllis Morgan (Laureate Education, 2018) states that the staff at Walden university are passionate about teaching and student success, and that they want to see students succeed. This makes them an important part of my academic network and my path toward success. I can use them as a resource when I am struggling in my classes, and they have a responsibility and a desire to help me overcome those obstacles, in order to be a success in that setting.
NETWORK MEMBER 2
Name: Robert Harper
Title: Academic Advisor
Organization: Walden University
Academic or Professional: Academic
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
This person is responsible for helping me chart my path through the University phase of my educational life. He helps me set my schedule, determine which instructors would be the best fit for certain classes and more. From my first semester, this person, as an academic advisor, has had resources to help me be more successful in my chosen course of study. He has also helped me navigate various elements of the academic setting, like the online resources, how to get into Canvas and other programs. Professionally he has and will continue to help me find practicum locations that are suitable to my professional goals.
NETWORK MEMBER 3
Name: Blue Pipes
Title: Medical Online Networking
Organization: Professional
Academic or Professional: Professional
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
it is important, in this modern age, to determine the best way to communicate with a wide variety of professionals in the field of medicine online. This offers a unique way to get in contact with diverse people and have informal conversations, that helps me begin to build those professional networking connections with a large number of people. Wafford (2018) encourages the use of social media as a way to build a professional network. Blue Pipes has a large built in network and will allow me to make the connections I need for both placement during my practicum, and long-term within the professional network to get the jobs I most want.
NETWORK MEMBER 4
Name: Modupe Adefeso BSN, RN
Title: Fellow Nursing Student at Walden University (MSN Candidate)
Organization: Walden University
Academic or Professional: Professional and Academic
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse: Building friendships with peers who are working on the same level as you are important. Modupe has been my study partner throughout my experience here at Walden, and that makes it an important part of Academic network. However, as we move into the clinical phase of our education, it is clear to me that she will remain one of my professional network members as we begin practicing professionally. We will be able to talk about cases, share ideas, and more.
References:
Laureate Education, Inc. (Executive Producer). (2018). The Walden Journey to a Masters in Nursing: The Journey Begins [Video file]. Baltimore, MD: Author.
Schmidt, K. (n.d.). 5 reasons nurses should engage in professional networking [Blog post]. Retrieved April 8, 2019, from /orders/blog.bluepipes.com/5-reasons-nurses-should-take-professional-networking-seriously/
Wofford, P. (2018, May 24). 10 networking tips for nurses who hate networking. Retrieved from /orders/nurse.org/articles/tips-for-nurse-networking/ ADDITIONAL NETWORK MEMBERS
Week 2 | Part 2: Academic Resources and Strategies
· Clearly identify and accurately describe in detail at least three academic resources or strategies that can be applied to the MSN program.
· Clearly identify and accurately describe in detail at least three professional resources that can be applied to success in the nursing practice in general or in a specialty.
· Clearly and thoroughly explain in detail how you intend to use these resources, and how they might benefit you academically and professionally. Remember to include an introduction paragraph which contains a clear and comprehensive purpose statement which delineates all required criteria, and end the assignment Part with a conclusion paragraph.
Academic Resource/Strategy 1
Academic Resource/Strategy 2
Academic Resource/Strategy 3
Professional Resource/Strategy 1
Professional Resource/Strategy 2
Professional Resource/Strategy 3
ADDITIONAL RESOURCES/STRATEGIES
Week 3 | Part 3: Strategies to Promote Academic Integrity and Professional Ethics
I have analyzed the relationship between academic integrity and writing, as well as the relationship between professional practices and scholarly ethics. I have also identified strategies I intend to pursue to maintain integrity and ethics of my academic work while a student of the MSN program, as well as my professional work as a nurse throughout my career. The results of these efforts are shared below.
Directions: In the space below craft your analysis/writing sample, including Part 1 (The Connection Between Academic and Professional Integrity) and Part 2 (Strategies for Maintaining Integrity of Work). Utilize headings formatted in proper APA throughout each Part to clearly identify key topic area requirements. Remember to include an introduction paragraph which contains a clear and comprehensive purpose statement which delineates all required criteria, and end the assignment Part with a conclusion paragraph.
Part 1: Writing Sample: The Connection Between Academic and Professional Integrity
In the space below write a 2- 3-paragraph analysis that includes the following:
· Clearly and accurately explains in detail the relationship between academic integrity and writing.
· Clearly and accurately explains in detail the relationship between professional practices and scholarly ethics.
· Accurately cite at least 2 resources that fully support your arguments, being sure to use proper APA formatting.
· Use Grammarly and SafeAssign to improve the product.
· Clearly and accurately describe in detail how Grammarly, SafeAssign, and paraphrasing contributes to academic integrity. Include sufficient evidence that Grammarly and SafeAssign were utilized to improve responses.
PART 2: Strategies for Maintaining Integrity of Work
Expand on your thoughts from Part 1 by:
· Clearly identifying and accurately describing strategies you intend to pursue to maintain integrity and ethics of your 1) academic work while a student of the MSN program, and 2) professional work as a nurse throughout your career.
· Include a clearly developed review of resources and approaches you propose to use as a student and a professional.
Week 4 | Part 4: Research Analysis
I have identified one topic of interest for further study. I have researched and identified one peer-reviewed research article focused on this topic and have analyzed this article. The results of these efforts are shared below.
Directions: Complete Step 1 by using the table and subsequent space below identify and analyze the research article you have selected. Complete Step 2 by summarizing in 2-3 paragraphs the results of your analysis using the space identified.
Remember to include an introduction paragraph which contains a clear and comprehensive purpose statement which delineates all required criteria, and end the assignment Part with a conclusion paragraph.
Step 1: Research Analysis Complete the table below
Topic of Interest:
Research Article:Include full citation in APA format, as well as link or search details (such as DOI)
Professional Practice Use: One or more professional practice uses of the theories/concepts presented in the article
Research Analysis Matrix Add more rows if necessary
Strengths of the Research
Limitations/Weaknesses of the Research
Relevancy to Topic of Interest
Notes
Step 2: Summary of Analysis
· Write a 2- to 3-paragraph summary that you will add to your Academic Success and Professional Development Plan that includes the following:
· Clearly and accurately describe in detail your approach to identifying and analyzing peer-reviewed research.
· Clearly identify and accurately describe in detail at least two strategies that you would use that you found to be effective in finding peer-reviewed research.
· Provide a complete, detailed, and specific synthesis of at least one resource you intend to use in the future to find peer-reviewed research.
· Integrate at least one outside resource and 2-3 course specific resources to fully support your summary. Week 5 | Part 5: Professional Development
I have developed a curriculum vitae to capture my academic and professional accomplishments to date. I have also developed a statement identifying one or more professional development goals, and a statement proposing how I might align one or more of these professional development goals with the University’s emphasis on social change.
The results of my efforts are below.
Directions: Complete Step 1 by developing (or copying and pasting) a curriculum vitae (CV) in the space provided. Complete Step 2 by clearly identifying and accurately stating in detail your professional development goals. Complete Step 3 by clearly and accurately stating in detail how to accurately and appropriately align one or more of your professional development goals with the University’s emphasis on social change.
Remember to include an introduction paragraph which contains a clear and comprehensive purpose statement which delineates all required criteria, and end the assignment Part with a conclusion paragraph. Step 1: Curriculum Vitae (CV) Use the space below to create a fully developed and accurate curriculum vitae (CV) based on your current education and professional background. Alternatively, you may write this in a separate document and copy/paste the results below. NOTE: If needed there are a variety of online resources available with tips and samples of graduate nurse CVs. Step 2: Professional Development Goals
Step 3: Alignment with Social Change .
Week 6 | Part 6: Finalizing the Plan
I have considered various options for my nursing specialty, including a close look at my selected (or currently preferred) specialty and second-preferred specialty. I have also developed a justification of my selected (or preferred) specialty. Lastly, I have examined one professional organization related to my selected or preferred specialty and considered how I can become a member of this organization.
The results of my efforts are below.
Directions: Complete Step 1 by writing 2-3 paragraphs in the space below comparing the nursing specialty you have selected – or the one you prefer if your choice is still under consideration – to your second preference. Identify each specialty and describe the focus and the role that graduates are prepared for. Identify any other differentiators you feel are significant, especially those that helped or may help you reach a decision.
Complete Step 2 by writing a paragraph identifying and justifying your reasons for choosing your MSN specialization. Be sure to incorporate any feedback you received from colleagues in this week’s Discussion Forum.
Complete Step 3 by examining and identifying one professional organization related to your selected or preferred specialty. Explain how you can become a member of this organization.
Remember to include an introduction paragraph which contains a clear and comprehensive purpose statement which delineates all required criteria, and end the assignment Part with a conclusion paragraph.