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NURS 4105: Advocacy through Healthcare Policy

Now that you have analyzed many different aspects of health care policy, you are better able to form a comprehensive evidence-based opinion on its effectiveness. The policy you chose to focus on, like all policy, as you now well know, is a conglomeration of many different facets. Each of those facets is integral to the policy’s success, efficiency, and value.

As a nursing professional and advocate for change, having an all-inclusive understanding of health care policy is extremely important. Nurses have a tremendous amount of untapped power to make positive changes. Your knowledge of policy is just a first step. With this new process of breaking down and analyzing each of the pieces of health care policy, you have added another tool to your toolkit.
To complete this Assignment, consider all of your findings from the Discussion in Week 1 and the Assignments in Weeks 2 and 3. Analyze your research on the policy, including costs, quality, and/or safety issues.
Address the following:

1. Introduce the topic by drawing from your previous work. Introduce the policy by providing an overview of the suggested or implemented policy: background of the topic, including main elements of the policy, costs, and quality/safety. Assert your main thesis statement.
2. Offer an evidence-based, informed opinion in support of the suggested or implemented policy. Describe at least two major contributions that this policy makes to health care, nursing, or health outcomes. Provide support with at least three sources of evidence.
3. Discuss at least one opposing opinion to the suggested or implemented policy. Provide evidence and/or data to support the counterargument.
4. Present a final position on the policy. Support the final defensible argument with current literature.
5. Conclusion:
   A. Restate your argument.
   B. Provide a plan of action, but do not introduce new information. In total, your paper will be 4–5 pages in length, not including the title page or reference page.

Assignment: Addressing Patient Safety and Quality of Care through Policy

NURS 4105: Advocacy through Healthcare Policy
Maria Pribe
Walden University
September 15, 2019
Addressing Patient Safety and Quality of Care through Policy
The legalization of the policy relating to the use of Marijuana in Michigan for adults aged 21 years and older removes criminal and monetary penalties for the possession, use, and supply of the drug for recreational purposes (Todd, 2018). The Michigan Medical Marihuana Act legalized the growth, possession, and use of marijuana. A 21 year and older will be allowed to possess 2.5 ounces of marijuana and grow up to 12 plants in an enclosed area (Michigan Regulation and Taxation of Marihuana Act, Initiated Law 1, 2018). The aim of writing this paper is to address patient safety and quality of care through policy.
Ways that the Policy Addresses Safety, Quality, and its Implications Triple Aim Initiative
Medical cannabis products acquired from dispensaries and state programs follow the specified Michigan requirements of growing, formulation, manufacturing, marketing, and distribution (Thomas & ElSohly, 2016). In the United States (US), there is an increase in errors in the chemical content and inaccuracies in the labeling of products purchased from medical cannabis markets. According to Thomas and ElSohly (2016), an analysis of the tetrahydrocannabinol (THC) content on 75 products from 47 brands indicated that 17% were accurately labeled, 23% had inadequate descriptions, and 60% had an increase in classifications. Additionally, the FDA reported that in the US, firms were marketing cannabidiol-containing drugs that had not been approved thus indicating a decrease in quality control measures. Also, edibles that resemble sugars may increase intoxication or unintentional consumption. Therefore, the risk of overdosing is exacerbated by the absence of appropriate labeling and the lack of an FDA-approved antagonist that reverses the effects of the drug (Thomas & ElSohly, 2016).
States that have legalized the use of marijuana have laws requiring product safety testing for contaminants, pesticides, and cannabinoids before selling (Klieger et al., 2017). Consequently, the labeling rules outline the need to indicate the health risks, the strain of marijuana used, product potency, and proof of contaminant testing. Due to the concerns of accidental ingestions of edibles by children, manufacturers are required to have child-resistant packaging and labeling (Pacula & Smart, 2017).
To address safety and quality, the state of Michigan has regulations that outline the standards of testing, packaging, and labeling of products (Michigan Regulation and Taxation of Marihuana Act, Initiated Law 1, 2018). It is also a requirement that for marihuana-infused products, the maximum level of THC and the amount of marihuana concentrate is specified on the product label. Also, a sample of the product needs to be tested by a marihuana safety compliance facility before distribution (Michigan Regulation and Taxation of Marihuana Act, Initiated Law 1, 2018). Consequently, restrictions have been made on advertising, marketing, and display of marihuana to protect adolescents and children from early exposure to the drug.
The Institute for Healthcare Improvement (IHI) developed a framework that illustrates the efficient approach to optimizing health system performance (The IHI Triple Aim Initiative, n.d.). The objective of IHI Triple Aim is to improve the quality and experience of care offered to the patient, enhance the health of the population, and reduce the per capita cost of accessing health care. Communities that accomplish the Triple Aim have populations with improved health because of designing policies that identify healthcare problems and provide solutions to them.
The medical cannabis programs achieve the objectives of the IHI Triple Aim because the interdisciplinary services of medical cannabis programs improve the patient healthcare experience. Furthermore, medical cannabis was found to be effective in managing cancer and opioid addiction, therefore, it improves the health of the population because patients are offered coordinated care that decreases the illness (The IHI Triple Aim Initiative, n.d.). Additionally, economic benefits have been observed in states with medical cannabis programs such as reduced Medicare Part D spending and increased taxation profits. Hence, a reduction in the per capita cost of care for populations reduces publicly funded health care budgets.
The Effectiveness of the Policy on Improved Outcomes of Care for Patients
States that have legalized the use of medical marijuana to treat chronic pain have reduced opioid overdose deaths and untreated use disorder (Lucas & Walsh, 2017; Todd, 2018). In states that have legalized medical marijuana, the overdose death rates reduced by 25%. Legal access to marijuana has also caused a reduction in opioids dependence or hospitalization because of abusing the drug by 23% (Todd, 2018). Studies show that patients use marijuana to reduce the use of opioids for mental health and pain-related conditions (Todd, 2018). The increased rate of substitution for prescription drugs among the patients suggests that medical cannabis may be an effective treatment for the conditions (Lucas & Walsh, 2017).
Cannabinoids regulate crucial cell signaling pathways that are involved in its survival, angiogenesis, invasion, and metastasis. A research conducted by Orellana-Serradell et al. (2015) detected the presence of cannabinoid receptors on prostatic cancer and then assessed the effects of the in vitro use of synthetic cannabis analogs. The study established that there is a presence of a dose-dependent inhibitory effect that included an increase in the levels of activated caspase-3 and a decrease of Bcl-2, confirming the activation of apoptosis. The researchers also observed an endocannabinoid-modulated activation of the ERK path-way and a concurrent reduction in the AKT pathway activation. This observation suggests that endocannabinoids may impact the treatment of prostate cancer (Orellana-Serradell, 2015).
Role of the Nurse in Addressing the Quality and Safety Standards within the Policy
In the United States, the federal government classifies cannabis as a schedule 1 controlled substance with increased chances for abuse and no accepted medical value. Nurses are important in providing quality care in the health care system because of their frequent interactions with patients (Mason, Gardner, Outlaw, & O’Grady, 2016). Therefore, nurses may influence practice standards and processes to ensure the quality of care through policy work. Nurses are required to have practical information to effectively care for the increasing number of patients using cannabis through the medical marijuana program and those who self-administer the drug for recreational purposes or treatment of different conditions (National Council of State Boards of Nursing [NCSBN], 2018).
A nurse requires to know the current state of legalization and the jurisdiction of medical and recreational cannabis (NCSBN, 2018). An understanding of the endocannabinoid system, cannabinoid receptors, pharmacology, and the research associated with the medical use of cannabis. Additionally, nurses need to identify the safety considerations for patient use of cannabis to treat the patient without judging their choice of treatment (NCSBN, 2018). These principles provide the nurse with the essential knowledge for providing safety and quality care for the patients using medical or recreational marijuana.
Opinion about the Policy
I support the policy on the legalization of Marijuana in Michigan state for adults 21 years and older because of its therapeutic benefits. Studies show that cannabinoid-based medications are effective in the treatment and management of chronic pain and cancer (Orellana-Serradell, 2015; Lucas & Walsh, 2017). However, nurses lack evidence-based resources when caring for patients who use medical or recreational marijuana because of its classification as a schedule 1 controlled substance (NCSBN, 2018).
References
Klieger, S. B., Gutman, A., Allen, L., Pacula, R. L., Ibrahim, J. K., & Burris, S. (2017). Mapping medical marijuana: State laws regulating patients, product safety, supply chains and dispensaries. Addiction, 112(12), 2206–2216. doi:10.1111/add.13910
Lucas, P., & Walsh, Z. (2017). Medical cannabis access, use, and substitution for prescription opioids and other substances: A survey of authorized medical cannabis patients. International Journal of Drug Policy, 42, 30–35. doi:10.1016/j.drugpo.2017.01.011
Mason, D. J., Gardner, D. B., Outlaw, F. H., & O’Grady, E. T. (2016). Policy & politics in nursing and health care (7th ed.). St. Louis, MO: Elsevier.
Michigan Regulation and Taxation of Marihuana Act, Initiated Law 1 (2018). Retrieved from /orders/www.legislature.mi.gov/(S(r03jnxzfjaqkfrcvnkpajhxx))/documents/mcl/pdf/mcl-Initiated-Law-1-of-2018.pdf
National Council of State Boards of Nursing (2018). The NCSBN national nursing guidelines for medical marijuana. Journal of Nursing Regulation, 9(2). Retrieved from /orders/www.ncsbn.org/The_NCSBN_National_Nursing_Guidelines_for_Medical_Marijuana_JNR_July_2018.pdf
Orellana-Serradell, O., Poblete, C. E., Sanchez, C., Castellón, E. A., Gallegos, I., Huidobro, C., . . . Contreras, H. R. (2015). Proapoptotic effect of endocannabinoids in prostate cancer cells. Oncology Reports, 33(4), 1599–1608. doi:10.3892/or.2015.3746
Pacula, R. L., & Smart, R. (2017). Medical marijuana and marijuana legalization. Annual Review of Clinical Psychology, 13(1), 397–419. doi:10.1146/annurev-clinpsy-032816-045128
Institute for Healthcare Improvement. (n.d.). Retrieved from http://www.ihi.org/Engage/Initiatives/TripleAim/Pages/default.aspx
Thomas, B. F., & ElSohly, M. A. (2016). The Analytical Chemistry of Cannabis: Quality Assessment, Assurance, and Regulation of Medicinal Marijuana and Cannabinoid Preparations (pp.83–99). St. Louis, MO: Elsevier. http://dx.doi.org/10.1016/B978-0-12-804646-3.00005-9
Todd, T. (2018). The benefits of marijuana legalization and regulation. Berkeley Journal of Criminal Law, 23(1), Article 6. /orders/doi.org/10.15779/Z38NK3652D

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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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. NURS 4105: Advocacy through Healthcare Policy

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

• Late Policy

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

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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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Discussion: Using Emotional Intelligence And Appreciative Inquiry To Promote Quality

Through communication—inquiry and dialogue—every person makes a contribution, and by being involved in the process, people can shift their attention and action away from a problem-oriented focus to dreams that are worthy to them and to productive possibilities for the future.
—Watkins & Mohr, 2001

Without a doubt, promoting health care quality and patient safety presents a meaningful aim.
To achieve this goal, nurse leader-managers need to be able to evaluate a situation from many different viewpoints and frame questions that elicit valuable insights. They must be able to promote skillful problem solving and interdisciplinary teamwork.
In this Discussion, you examine how you can use emotional intelligence and appreciative inquiry to facilitate positive changes that lead to improved quality and safety.
To prepare:

• Review the information on emotional intelligence and appreciative inquiry presented in this week’s Learning Resources.
• If you have not already done so, follow the instructions in the course text, Emotional Intelligence 2.0 to complete the online assessment.
• Consider the results of the assessment. Review your strengths and opportunities for growth related to self-awareness, self-management, social awareness, and relationship management. What insights, questions, or concerns arise as you think about these results?
• Think about how your identified emotional intelligence strengths and opportunities for growth relate to your current role as a leader-manager and to the professional contributions that you hope to make now and in the future. Give focused attention to patient safety and health care quality. How and why is emotional intelligence valuable for promoting optimal patient outcomes and creating systems-level change?
• As indicated on pages 53–55 of the Bradberry and Greaves text, develop a plan for improving your skills in one area of emotional intelligence. Evaluate strategies for applying your strengths in the workplace. Identify at least two that you can use to add value to a team or workgroup to improve quality and safety.
• Also review the information on appreciative inquiry in this week’s Learning Resources. Have you used appreciative inquiry before? If so, how? How does the application of appreciative inquiry relate to your role as nurse leader-manager and/or to efforts to promote health care quality?
• Reflect on your experiences working in health care and identify an issue or problem that required, or requires, a change. Consider how you could apply emotional intelligence and appreciative inquiry strategies to this situation to facilitate positive results that lead to improved quality.

By Day 3

Post a brief description of an issue or problem in a health care setting that required, or requires, a change. Explain how you, as a nurse leader-manager, could apply both emotional intelligence and appreciative inquiry strategies to address this issue and facilitate positive results that lead to improved quality.
Read a selection of your colleagues’ responses.

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Bradberry, T., & Greaves, J. (2009). Emotional intelligence 2.0. San Diego, CA: TalentSmart.
Chapter 1, “The Journey” (pp. 1–12)
Chapter 2, “The Big Picture” (pp. 13–22)
Chapter 3, “What Emotional Intelligence Looks Like: Understanding the Four Skills” (pp. 23–50)The first three chapters of this book introduce foundational concepts related to emotional intelligence, and provide the background for the online assessment that you will take in preparation for this week’s Discussion. In addition to these chapters, you should read the rest of the book once you have completed the assessment.
Note: You must purchase a new, unopened copy of this book in order to acquire the access code that you will need to complete the online assessment.

Sadeghi, S., Barzi, A., Mikhail, O., & Shabot, M. M. (2013). Integrating quality and strategy in health care organizations, Burlington, MA: Jones & Bartlett Publishers.
Chapter 1, “Understanding the U.S. Healthcare System” (pp. 1–30)
This chapter sets the context for understanding quality-related issues within the U.S. health care system (macroenvironment). The authors discuss health care access and costs, which may be viewed as part of a triad with quality.

Ingram, J., & Cangemi, J. (2012). Emotions, emotional intelligence and leadership: A brief, pragmatic perspective. Education, 132(4), 771–778.
Retrieved from the Walden Library databases.

Nel, H., & Pretorius, E. (2012). Applying appreciative inquiry in building capacity in a nongovernmental organization for youths: An example from Soweto, Gauteng, South Africa. Social Development Issues, 34(1), 37–55.
Retrieved from the Walden Library databases.
This article examines how appreciative inquiry can be used to foster meaningful change in organizations. It outlines the principles of appreciative inquiry and the four phases: discovery, dream, design, and delivery.

Sadri, G. (2012). Emotional intelligence and leadership development. Public Personnel Management, 41(3), 535–548.
Retrieved from the Walden Library databases.
Emotional intelligence has been proposed as a key element of leadership. This article examines that argument, with attention to how and why it has been challenged.

Copperrider, D. L., & Godwin, L. N. (2010). Positive organization development: Innovation-inspired change in an economy and ecology of strengths. Retrieved from http://appreciativeinquiry.case.edu/intro/comment.cfm
The authors present a framework for Innovation-Inspired Positive Organization Development (IPOD), which draws from appreciative inquiry. 

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Assignment: Using Variance Analysis In Decision Making

Having a budget is critical for the financial stability of an organization. Keeping track of how well the organization is actually adhering to the budget, and subsequent identification of why the budget numbers are being missed is equally important. Without this critical “why” piece, it is difficult to make the necessary adjustments to the budget or to organizational behavior that might be promoting overspending.
A good budget is built with thoughtful consideration of future costs and revenue. Though your budget is formulated with expected figures in mind, the actual resulting values may vary considerably. This variance–from projected to actual–can be a pleasant surprise or a fiscal nightmare and can make financial decision making difficult. Fortunately, variance analysis can enable management to determine why variance occurred and what can be done to mitigate its effects.
For those not comfortable with the use of Microsoft Excel, this week’s Optional Resources suggest several tutorials.
To prepare:

• Review the information in this week’s Learning Resources dealing with variance analysis, how it is calculated, and how it can be used in decision making.
• View the video  Week 8 Application Assignment Tutorial: Variance Analysis, provided in this week’s Learning Resources.
• Use the Week 8 Application Assignment Template, provided in this week’s Learning Resources, to complete this assignment.   Carefully examine the information in each of the scenarios and provide the necessary calculations.  Using this information will help you answer the questions.

Note: For those Assignments in this course that require you to perform calculations you must:
Use the Excel spreadsheet template for the Week 8 assignment
Show all your calculations and formulas in the spreadsheet.
Answer any questions included with the problems (as text in the Excel spreadsheet).

Salary Variance Scenario

For this Assignment run a variance analysis. Based on the information you obtain: assess the results of the analysis, suggest potential causes of the budget variances and an explanation for addressing the situation.
Using the following performance data calculate the volume adjusted labor rate variance and volume adjusted efficiency variance. Your Variable Expense Factor is 40% and your Volume Change Factor is 50%.

Note: Submit the Excel spreadsheet containing your Salary Variance Scenario calculations to the Assignment submission link.

 
In the past, students expressed confusion on which cells to complete on the week 8 assignment. To reassure you and perhaps, make it simpler, I have highlighted all cells that should have data in them on this assignment. That data may be simply transferred from data provided, or require you to complete a formula. I hope this helps.
Week 8 highlighted template Weatherspoon.xls
On your Excel assignments with a narrative, I have a request.
Please click on the narrative cell box (where you will write your answer; then look at the tool bar on top- click Wrap Text.  This will keep your narrative answer in a viewable box. Otherwise it runs off the screen. This is a big help to me as I can grade the assignment within the Blackboard system. If it is not done I have to download and expand that box (using wrap text) then reupload it again.  This prevents me from putting feedback directly into the grading tool on your assignment. Here is a screenshot:

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Pharmacotherapy For Cardiovascular Disorders

Consider the following case study:
Patient AO has a history of obesity and has recently gained 9 pounds. The patient has been diagnosed with hypertension and hyperlipidemia. Drugs currently prescribed include the following:
· Atenolol 12.5 mg daily
· Doxazosin 8 mg daily
· Hydralazine 10 mg qid
· Sertraline 25 mg daily
· Simvastatin 80 mg daily
To prepare:

• Review      this week’s media presentation on hypertension and hyperlipidemia, as well      as Chapters 19 and 20 of the Arcangelo and Peterson text.
• Select      one one the following factors: genetics, gender, ethnicity, age, or      behavior factors.
• Reflect      on how the factor you selected might influence the patient’s      pharmacokinetic and pharmacodynamic processes.
• Consider      how changes in the pharmacokinetic and pharmacodynamic processes might      impact the patient’s recommended drug therapy.
• Think      about how you might improve the patient’s drug therapy plan based on the      pharmacokinetic and pharmacodynamic changes. Reflect on whether you would      modify the current drug treatment or provide an alternative treatment      option for the patient.

With these thoughts in mind:
Post an explanation of how the factor you selected might influence the pharmacokinetic and pharmacodynamic processes in the patient from the case study. Then, describe how changes in the processes might impact the patient’s recommended drug therapy. Finally, explain how you might improve the patient’s drug therapy plan.
– This work should have Introduction and conclusion
– This work should have at 3 to 5current references (Year 2012 and up)
– Use at least 2 references from class Learning Resources
The following Resources are not acceptable:
1. Wikipedia
2. Cdc.gov- nonhealthcare professionals section
3. Webmd.com
4. Mayoclinic.com
Required Readings
**Arcangelo, V. P., Peterson, A. M., Wilbur, V., & Reinhold, J. A. (Eds.). (2017). Pharmacotherapeutics for advanced practice: A practical approach (4th ed.). Ambler, PA: Lippincott Williams & Wilkins.

• Chapter 19, “Hypertension”      (pp. 257-272)
  This chapter examines the relationships between the cardiovascular,      nervous, and renal systems. It then describes diagnostic criteria for      hypertension patients, drugs used to treat hypertension and possible      adverse reactions, monitoring patient response, and patient education.
• Chapter 20, “Hyperlipidemia”      (pp. 275-286)
  This chapter explores causes of hyperlipidemia, treatments for      hyperlipidemia patients, and methods for monitoring patient response. It      also reviews strategies for risk assessment and patient education.
• Chapter 21, “Chronic Stable      Angina” (pp. 289-303)
  This chapter begins by exploring factors that contribute to chronic stable      angina, types of drugs used in treatment, and diagnostic criteria for      initiating drug therapy. It also examines methods for monitoring patient      response to treatment and educating patients on self-care.
• Chapter 22, “Heart Failure”      (pp. 305-322)
  This chapter examines the process of prescribing drugs to treat heart      failure and explores effects of prescribed drugs, proper dosages, and      possible adverse reactions.
• Chapter 50, “Pharmacotherapy      for Venous Thromboembolism Prevention and Treatment, Stroke Prevention in      Atrial Fibrillation, and Thromboembolism Prevention with Mechanical Heart      Valves” (pp. 863-886)

This chapter covers drug therapy options for three disorders requiring anticoagulants: venous thromboembolism, atrial fibrillation, and ischemic stroke. It also explains the process of initiating and managing drug therapy for patients with these disorders.
**Drugs.com. (2012). Retrieved from http://www.drugs.com/
This website presents a comprehensive review of prescription and over-the-counter drugs including information on common uses and potential side effects. It also provides updates relating to new drugs on the market, support from health professionals, and a drug-drug interactions checker.
Required Media
Laureate Education, Inc. (Executive Producer). (2012). Hypertension and hyperlipidemia. Baltimore, MD: Author.
This media presentation outlines hypertension and hyperlipidemia including contributing factors, evaluation, treatment, and implications.

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NURS 6053 WEEK 4 Discussion 1

NURS 6053 WEEK 4 Discussion 1

            Change has become inevitable in an increasingly global society. Different sectors have accommodated the advantages associated with change, particularly in the healthcare industry, arguing that the benefits are likely to restructure how people view health. The Ask 3, Teach 3 program purposed to elucidate the name, purpose, and side effects associated with administering various medications. I believe that the program is a step towards increasing the nature of accuracy related to the administration of medication. The program also seeks to enhance the association between professionals within the healthcare sector that includes doctors and nurses as part of the process of building a leadership culture (Marquis & Huston, 2017). Documenting channels of change for the program appeal highly to various players by ensuring that it guides leadership in learning.

            An alternative to the Ask 3, Teach 3 program would be the computerized provider-order entry systems that aim to eliminate any errors performed through handwritten orders. In the digital approach, practitioners are required to enter medication orders and prescriptions into a computerized system with an objective of spearheading accuracy (Mitchell, 2013). One of the impacts of the automated order system is the integration of clinical decision-support systems with patient medical history to determine the applicability of various medications at specific doses. While it controls the amount and monitors the types of medication offered to patients, the provider-order entry systems offers an opportunity where practitioners can assess allergies, practice antimicrobial stewardship, and check for replacement therapies and drug-drug contact. A significant catalyst for change, in this case, would be the adoption of technology-based proponents that have become widely used in the contemporary healthcare sector (McAlearney et al., 2014). To ascertain the quality of the provider-order entry system, practitioners need to update, improve, and tailor the methods to fit each organization’s particular needs and practice technique.

References

Marquis, B. L., & Huston, C. J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.). Philadelphia, PA: Lippincott, Williams, & Wilkins.

McAlearney, A. S., Terris, D., Hardacre, J., Spurgeon, P., Brown, C., Baumgart, A., & Nyström, M. E. (2014). Organizational coherence in health care organizations: conceptual guidance to facilitate quality improvement and organizational change. Quality Management in Healthcare, 23(4), 254-267.

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

Discussion 1: Leadership Theories in Practice

A walk through the Business section of any bookstore or a quick Internet search on the topic will reveal a seemingly endless supply of writings on leadership. Formal research literature is also teeming with volumes on the subject.
However, your own observation and experiences may suggest these theories are not always so easily found in practice. Not that the potential isn’t there; current evidence suggests that leadership factors such as emotional intelligence and transformational leadership behaviors, for example, can be highly effective for leading nurses and organizations.
Yet, how well are these theories put to practice? In this Discussion, you will examine formal leadership theories. You will compare these theories to behaviors you have observed firsthand and discuss their effectiveness in impacting your organization.

To Prepare:
· Review the Resources and examine the leadership theories and behaviors introduced.
· Identify two to three scholarly resources, in addition to this Module’s readings, that evaluate the impact of leadership behaviors in creating healthy work environments.
· Reflect on the leadership behaviors presented in the three resources that you selected for review.
By Day 3 of Week 4
Post two key insights you had from the scholarly resources you selected. Describe a leader whom you have seen use such behaviors and skills, or a situation where you have seen these behaviors and skills used in practice. Be specific and provide examples. Then, explain to what extent these skills were effective and how their practice impacted the workplace.

Discussion 2: Your Leadership Profile

Do you believe you have the traits to be an effective leader? Perhaps you are already in a supervisory role, but as has been discussed previously, appointment does not guarantee leadership skills.

How can you evaluate your own leadership skills and behaviors? You can start by analyzing your performance in specific areas of leadership. In this Discussion, you will complete Gallup’s StrengthsFinder assessment. This assessment will identify your personal strengths, which have been shown to improve motivation, engagement, and academic self-conference. Through this assessment, you will discover your top five themes—which you can reflect upon and use to leverage your talents for optimal success and examine how the results relate to your leadership traits.

To Prepare:

Complete the StrengthsFinder assessment instrument, per the instructions found in this Module’s Learning Resources.

Please Note:  This Assessment will take roughly 30 minutes to complete.

· Once you have completed your assessment, you will receive your “Top 5 Signature Themes of Talent” on your screen.

· Click the Download button below Signature Theme Report, and then print and save the report. We also encourage you to select the Apply tab to review action items.

NOTE: Please keep your report. You will need your results for future courses. Technical Issues with Gallup:

If you have technical issues after registering, please contact the Gallup Education Support group by phone at +1.866-346-4408. Support is available 24 hours/day from 6:00 p.m. Sunday U.S. Central Time through 5:00 p.m. Friday U.S. Central Time.

· Reflect on the results of your Assessment, and consider how the results relate to your leadership traits.

· Download your Signature Theme Report to submit for this Discussion.

By Day 3 of Week 5

Post a brief description of your results from the StrengthsFinder assessment. Then, briefly describe two core values, two strengths, and two characteristics that you would like to strengthen based on the results of your StrengthsFinder assessment. Be specific. Note: Be sure to attach your Signature Theme Report to your Discussion post.

Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Name: NURS_6053_Module03_Week05_Discussion_Rubric

Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Name: NURS_6053_Module03_Week04_Discussion_Rubric

NURS_6053_Module03_Week04_Discussion_Rubric

ADDITIONAL INSTRUCTIONS FOR THE CLASS

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – NURS 6053 WEEK 4 Discussion 1

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

• Discussion Questions (DQ)

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

• Weekly Participation

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

• APA Format and Writing Quality

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

• Use of Direct Quotes

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

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score. NURS 6053 WEEK 4 Discussion 1

• 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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We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

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Mother And Daughter Cultural Tale In Alexander Street 2003

Must use psychiatric evaluation template. google the above to watch the video.
 

• View the Mother and Daughter: A Cultural Tale video and consider how you might assess the family in the case study.

The Assignment

Document the following for the family in the video, using the Comprehensive Evaluation Note Template:

• Chief complaint
• History of present illness
• Past psychiatric history
• Substance use history
• Family psychiatric/substance use history
• Psychosocial history/Developmental history
• Medical history
• Review of systems (ROS)
• Physical assessment (if applicable)
• Mental status exam
• Differential diagnosis—Include a minimum of three differential diagnoses and include how you derived each diagnosis in accordance with DSM-5 diagnostic criteria
• Case formulation and treatment plan
• Include a psychotherapy genogram for the family

Note: For any item you are unable to address from the video, explain how you would gather this information and why it is important for diagnosis and treatment planning.
NRNP/PRAC 6645 Comprehensive Psychiatric Evaluation Template
Week (enter week #): (Enter assignment title)
Student Name
College of Nursing-PMHNP, Walden University
NRNP 6635: Psychopathology and Diagnostic Reasoning
Faculty Name
Assignment Due Date
Subjective:
CC (chief complaint):
HPI:
(include psychiatric ROS rule out)
Past Psychiatric History:
· General Statement:
· Caregivers (if applicable):
· Hospitalizations:
· Medication trials:
· Psychotherapy or Previous Psychiatric Diagnosis:
Substance Current Use and History:
Family Psychiatric/Substance Use History:
Psychosocial History:
Medical History:
· Current Medications:
· Allergies:
· Reproductive Hx:
Objective:
Diagnostic results:
Assessment:
Mental Status Examination:
Differential Diagnoses:
Reflections:
Case Formulation and Treatment Plan:
References

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Week 4 – Assignment 2 – Tina Jones Health Assessment

Please review the complete instructions, resources and documentation tutorial.
Also, use the transcript and information provided and complete the health assessment on the attached template.
Name:
Section:
 
Week 4
Shadow Health Digital Clinical Experience Health History Documentation
 
SUBJECTIVE DATA: Include what the patient tells you, but organize the information.
 
Chief Complaint (CC):
History of Present Illness (HPI):
Medications:
Allergies:
Past Medical History (PMH):
Past Surgical History (PSH):
Sexual/Reproductive History:
Personal/Social History:
Immunization History:
Health Maintenance:
Significant Family History (Include history of parents, maternal/paternal Grandparents, siblings, and children):
 
Review of Systems: From head-to-toe, include each system that covers the Chief Complaint, History of Present Illness, and History). Remember that the information you include in this section is based on what the patient tells you. To ensure that you include all essentials in your case, refer to Chapter 2 of the Sullivan text.
 
General: Include any recent weight changes, weakness, fatigue, or fever, but do not restate HPI data here.
HEENT:
Neck:
Breasts:
Respiratory:
Cardiovascular/Peripheral Vascular:
Gastrointestinal:
Genitourinary:
Musculoskeletal:
Psychiatric:
Neurological:
Skin:
Hematologic:
Endocrine:
 
 
 
© 2021 Walden University Page 1 of 1
 /the-nurses-role-in-promoting-quality-health-care/
 

NURS 6241: STRATEGIC PLANNING IN HEALTH CARE ORGANIZATIONS – Final Complete Project

Section 5: Proposed Core Team of Change Champions
In Week 4, you examined the benefits of stakeholder involvement and the negative consequences that may arise if this is not sufficiently addressed during strategic planning. This week you have been considering how to leverage the influence of change champions and facilitate team building to promote the successful implementation of a proposed change.
How would you create a core team of change champions for the change you are proposing through your Course Project?
 
To prepare:/walden-nurs6053-all-weeks-discussions/
 
Reflect on the results of your SWOT analysis (submitted in Week 7) and other elements of your strategic plan.
Think about how effective stakeholder involvement would promote the successful adoption and implementation of your proposed change.
 
Consider the following:
 
What strategies would help you to develop a core team to generate buy-in for this change?
Which stakeholders should be included in the process as change champions? How and when should they become involved?
Begin to write a 1- to 2-page description of your core team of change champions.
 
Section 6: Evaluation Plan
 
Creating an evaluation plan is a critical part of developing a strategic plan. How would evaluation allow you to determine the cost benefits and effectiveness of your proposed change?
 
To prepare:
 
Reflect on the elements of your Course Project that you have developed thus far. Review the information on evaluation presented in the Learning Resources, and reflect on any insights you have gained from this week’s Discussion. (Week 11 Discussion)
How would you evaluate the implementation of your strategic plan? Develop an evaluation plan that includes a timeline for evaluation. Be sure to incorporate refreezing.
 
To complete:
 
Write a 1- to 3-page explanation of your evaluation plan. Include the timeline for evaluation, and explain how you will incorporate refreezing.
Note: This will be submitted as part of your Course Project this week.
 
Section 7: Executive Summary
 
As your development of a strategic plan comes to a conclusion, it is time to develop foundational pieces for your Course Project, including an executive summary.
An executive summary provides an overview of your proposed change and allows your target audience to become acquainted with the essential elements of the strategic plan. Your executive summary should be informative and persuasive, delineating the business case for your proposed change.
 
To prepare:
 
Review the information in the Learning Resources related to developing an executive summary.
Craft an executive summary that appeals to your target audience and presents key information related to your strategic plan. Be sure to describe the unmet need you are addressing and convey the urgency or significance of this problem. Clearly state your proposed change and substantiate your recommendation.
 
To complete:
 
Write an executive summary for your strategic plan.
Note: This will be submitted as part of your Course Project this week.
 
Section 8: References
 
The inclusion of a reference list not only allows you to credit others’ work appropriately but also provides the information readers would need to read resources of interest to them and learn more about the underpinnings of your strategic plan.
 
To prepare:
 
Develop and/or refine the list of the resources cited in your strategic plan.
 
To complete:
 
Create your reference list to accompany your strategic plan.
 
 
Comprehensive Course Project: Developing a Strategic Plan
 
Over the past several weeks of this course, you have been developing elements of a strategic plan. As you prepare to submit your Course Project, reflect on what you have learned throughout this process. Also think about how you would like to convey the results of your analysis and planning to your target audience.
 
Your Course Project must include information related to each section of the Course Project assigned in Weeks 6–11; however, you have some flexibility in terms of how you present it. You may wish to compare strategic plans from various groups and organizations and then develop a format that best suits your plan.
Note: Your comprehensive Course Project serves as your Portfolio Assignment for this course.
 
To complete:
 
Create a strategic plan that includes essential information related to the following:
Section 1: Summary of the Issue
Section 2: SWOT Analysis
Section 3: Balanced Scorecard
Section 4: Budgeting and Timeline Tools
Section 5: Proposed Core Team of Change Champions
Section 6: Evaluation Plan
Section 7: Executive Summary
Section 8: References
 
SECTION 1 – 2 – 3 – 4 are attached.
 
PLEASE COMPLETE OTHER SECTIONS and need one comprehensive project submitted including each section.
 
THis paper is worth 500 points and depending on this paper is my pass or fail.
Running head: STRATEGIC PLANNING 1
STRATEGIC PLANNING 5
Addressing an Unmet Need through Strategic Planning
NURS 6241: STRATEGIC PLANNING IN HEALTH CARE ORGANIZATIONS
Addressing an Unmet Need through Strategic Planning
Introduction
It is the expectation of any health ministry to have its professionals competent with the latest trends in technology. The motivation of this is that technology continually changes and is used in the high skilled intervention process. Henderson, Davis, Smith and King (2014) state that it is a phenomenon that is not permanent, and each day there is an emergence of one form of technology that is aimed to improve the quality of performance of a previous form of technology. Nurses and other medical practitioners are expected to, therefore, be knowledgeable of the types and varieties of technology that emerge (Cappelli, 2015). Despite this expectation, the situation is the reverse of its expectations. Based on this the paper below defines the need with a standpoint of using strategic management to address the unmet need of technological gap.
Unmet Need
The strategic planning process for this unmet need and gap identified would start by identification of the unmet need as well those that are directly affiliated with it. Balicer et al. (2011) state that as planning is started with needs identification, it is significant to establish the affected group that will later on in the project implementation be used in planning and intervention delivery. The mission of any health care facility is often to provide safe health care and disease intervention strategies that work towards promoting improved quality of life and value placed on the life of the patient (Henderson et al., 2014). The strategic process, therefore, translates to taking these factors, identifying the needs and coming up with a solution(s) that addresses the needs with the aim of realizing the mission and vision of health care provision. In this case study, the specific unmet need is the gap in knowledge of technological advancement. While it is expected that health care personnel to be conversant with the latest trends in technology to facilitate effectiveness of service the reality is that most of them lack these skills. It is therefore necessary for them to improve on these skills and become more proficient.
Broader Issues and Stakeholder Involvement
When addressing the issue, it would be critical to look at the broader issues surrounding the need. In this scenario, these are factors that include the costs associated with the project implementation, the willingness of the health care practitioner to indulge in the process of technological knowledge acquisition and the possible impact that the project will have on the organization, individual nurse, and the patients. Levin, Harper and Barr (2015,) state that the issue of technological gaps has been addressed on a case-by-case basis as opposed to uniformly among health care workers. Purnell (2014) asserts that there are no present universal policies that govern the way that professionals must handle their ignorance. After the incompetence in technology has been identified, the sorting for a solution is often left to the individual. It is therefore imperative that there be the involvement of policy makers and administrators that will see to it that the process is adequately addressed and implemented. The policy maker may be critical in offering a universal solution that covers all health professional in significant ways such as offering sponsorships and scholarships for skill development.
Addressing the Need at a System’s Level
Why should the identified need be addressed? The impact of unskilled nurses and other medical professionals results in a change in care delivery and quality of services (Cappelli, 2015). Just as technology is constantly evolving and making health care easier to engage in, the professionals should be well updated with these techniques. Without doing this the professional places the patients at high risk as technology use increases chances of proper health care. Better health care translates to improved care quality that eventually means improved health on the side of the patient. With such trends, it is likely that the future spells inadequacy as fewer nurses will have the necessary skills and therefore cause the shortage of qualified professionals (Henderson et al., 2014). One strategic goal, therefore, is to increase knowledge, proficiency and skills in technological awareness by the nurses within health care facilities level. Within the system, the best strategy would be used to address the need is to ensure that there is the acquisition of skills beyond the basic knowledge of professional technology.
In conclusion, there is definite need to increase the level of competence in the use of technology by the nurses at the health care level. This is best identified through the changing and implementation of policies that translate to increased technological awareness. The right identification and use of policy makers is one such approach as it not only covers the institutions but tries to uniformly apply laws that will affect the entire local stakeholders who are vital in the solution phase. Finally, by analyzing the past experiences one can easily formulate an effective path to be used in addressing the inadequacies realized.
References
Balicer, R. D., Shadmi, E., Lieberman, N., Greenberg-Dotan, S., Goldfracht, M., Jana, L., . . . Jacobson, O. (2011). Reducing health disparities: Strategy planning and implementation in Israel’s largest health care organization. Health Services Research, 46(4), 1281–1299. Retrieved from the Walden Library databases.
Cappelli, P. H. (2015). Skill gaps, skill shortages, and skill mismatches: Evidence and arguments for the United States. ILR Review, 68(2), 251-290.
Henderson, K., Davis, T. C., Smith, M., & King, M. (2014). Nurse practitioners in telehealth: bridging the gaps in healthcare delivery. The Journal for Nurse Practitioners, 10(10), 845-850.
Laureate Education (Producer). (2013d). Elements of a strategic plan model [Video file]. Retrieved from /orders/class.waldenu.edu
Lavin, M., Harper, E., & Barr, N. (2015). Health information technology, patient safety, and professional nursing care documentation in acute care settings. OJIN: The Online Journal of Issues in Nursing, 20(2).
Purnell, L. D. (2014). Guide to culturally competent health care. FA Davis.

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Applying Current Literature

Applying Current Literature To Clinical Practice

Assignment 1: Applying Current Literature to Clinical Practice

Literature in psychotherapy differs from other areas of clinical practice. Generally, there are no clinical trials in psychotherapy because it is often neither appropriate nor ethical to have controls in psychotherapy research. This sometimes makes it more difficult to translate research findings into practice. In your role, however, you must be able to synthesize current literature and apply it to your own clients. For this Assignment, you begin practicing this skill by examining current literature on psychodynamic therapy and considering how it might translate into your own clinical practice.

Learning Objectives

Students will:

· Evaluate the application of current literature to clinical practice

To prepare:

· Review this week’s Learning Resources and reflect on the insights they provide.

· Select one of the psychodynamic therapy articles from the Learning Resources to evaluate for this Assignment. PSYCHOANALYSIS ON THE INTERNET: ( {see attachment} Migone, P. (2013). Psychoanalysis on the Internet: A discussion of its theoretical implications for both online and offline therapeutic technique. Psychoanalytic Psychology, 30(2), 281–299. /orders/doi-org.ezp.waldenulibrary.org/10.1037/a0031507)

Note:  In nursing practice, it is not uncommon to review current literature and share findings with your colleagues. Approach this Assignment as though you were presenting the information to your colleagues.

The Assignment

In a 5- to 10-slide PowerPoint presentation, address the following:

· Provide an overview of the article you selected.

· What population is under consideration?

· What was the specific intervention that was used? Is this a new intervention or one that was already used?

· What were the author’s claims?

· Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own clients. If so, how? If not, why?

· Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article. Support your position with evidence-based literature.

Note:  The presentation should be 5–10 slides, not including the title and reference slides. Include presenter notes (no more than ½ page per slide) and use tables and/or diagrams where appropriate. Be sure to support your work with specific citations from the article you selected. Support your approach with evidence-based literature.

Reference

· Migone, P. (2013). Psychoanalysis on the Internet: A discussion of its theoretical implications for both online and offline therapeutic technique. Psychoanalytic Psychology, 30(2), 281–299. /orders/doi-org.ezp.waldenulibrary.org/10.1037/a0031507)

Applying Current Literature to Clinical Practice

Students will:

· Evaluate the application of current literature to clinical practice

To prepare:

· Review this week’s Learning Resources and reflect on the insights they provide on group work and group therapy.

· Select one of the articles from the Learning Resources to evaluate for this Assignment.

Note: In nursing practice, it is not uncommon to review current literature and share findings with your colleagues. Approach this Assignment as though you were presenting the information to your colleagues.

The Assignment

In a 5- to 10-slide PowerPoint presentation, address the following:

· Provide an overview of the article you selected, including answers to the following questions. ( see Articles Below)

o What type of group was discussed?

o Who were the participants in the group? Why were they selected?

o What was the setting of the group?

o How often did the group meet?

o What was the duration of the group therapy?

o What curative factors might be important for this group and why?

o What “exclusion criteria” did the authors mention?

· Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own client groups. If so, how? If not, why?

· Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article.

Note: The presentation should be 5–10 slides, not including the title and reference slides. Include presenter notes (no more than a half page per slide) and use tables and/or diagrams where appropriate. Be sure to support your work with specific citations from the article you selected. Support your presentation with evidence-based literature.

Learning Resources

Required Readings

You will select one of the following articles on group therapy to evaluate for this week’s Assignment. ( below)

Bélanger, C., Laporte, L., Sabourin, S., & Wright, J. (2015). The effect of cognitive-behavioral group marital therapy on marital happiness and problem solving self-appraisal. American Journal of Family Therapy, 43(2), 103-118. doi:10.1080/01926187.2014.956614

Himelhoch, S., Medoff, D., & Oyeniyi, G. (2007). Efficacy of group psychotherapy to reduce depressive symptoms among HIV-infected individuals: A systematic review and meta-analysis. AIDS Patient Care & Stds, 21(10), 732-739. doi:10.1089/apc.2007.0012

Pessagno, R. A., & Hunker, D. (2013). Using short-term group psychotherapy as an evidence-based intervention for first-time mothers at risk for postpartum depression. Perspectives in Psychiatric Care, 49(3), 202-209. doi:10.1111/j.1744-6163.2012.00350.x

Sayın, A., Candansayar, S., & Welkin, L. (2013). Group psychotherapy in women with a history of sexual abuse: What did they find helpful? Journal of Clinical Nursing, 22(23/24), 3249-3258. doi:10.1111/jocn.12168 

Yildiran, H., & Holt, R. R. (2015). Thematic analysis of the effectiveness of an inpatient mindfulness group for adults with intellectual disabilities. British Journal of Learning Disabilities, 43(1), 49-54. doi:10.1111/bld.12085

Reference ( Need 3 refrences).

Leszcz, M., & Kobos, J. C. (2008). Evidence-based group psychotherapy: Using AGPA’s practice guidelines to enhance clinical effectiveness. Journal of Clinical Psychology, 64(11), 1238-1260. doi:10.1002/jclp.20531

Marmarosh, C. L. (2014). Empirical research on attachment in group psychotherapy: Moving the field forward. Psychotherapy, 51(1), 88-92. doi:10.1037/a0032523

Microsoft. (2017). Basic tasks for creating a PowerPoint presentation. Retrieved from /orders/support.office.com/en-us/article/Basic-tasks-for-creating-a-PowerPoint-2013-presentation-efbbc1cd-c5f1-4264-b48e-c8a7b0334e36

Tasca, G. A. (2014). Attachment and group psychotherapy: Introduction to a special section. Psychotherapy, 51(1), 53-56. doi:10.1037/a0033015 

Tasca, G. A., Francis, K., & Balfour, L. (2014). Group psychotherapy levels of interventions: A clinical process commentary. Psychotherapy, 51(1), 25-29. doi:10.1037/a0032520 

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” (Review pp.      407–428.)

Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books.

• Chapter 1, “The Therapeutic Factors” (pp. 1–18)

Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books.

• Chapter 2, “Interpersonal Learning” (pp. 19–52)

Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books.

• Chapter 3, “Group Cohesiveness” (pp. 53–76)

ADDITIONAL INSTRUCTIONS FOR THE CLASS

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – Applying Current Literature

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

• Discussion Questions (DQ)

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

• Weekly Participation

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

• 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. Applying Current Literature

• 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. Applying Current Literature

• Communication

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

• Guarantee

  

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Lab Assignment: Assessing The Abdomen

A woman went to the emergency room for severe abdominal cramping. She was diagnosed with diverticulitis; however, as a precaution, the doctor ordered a CT scan. The CT scan revealed a growth on the pancreas, which turned out to be pancreatic cancer—the real cause of the cramping.
Because of a high potential for misdiagnosis, determining the precise cause of abdominal pain can be time consuming and challenging. By analyzing case studies of abnormal abdominal findings, nurses can prepare themselves to better diagnose conditions in the abdomen.
In this Lab Assignment, you will analyze an Episodic note case study that describes abnormal findings in patients seen in a clinical setting. You will consider what history should be collected from the patients as well as which physical exams and diagnostic tests should be conducted. You will also formulate a differential diagnosis with several possible conditions.
To Prepare
Review the Episodic note case study your instructor provides you for this week’s Assignment. Please see the “Course Announcements” section of the classroom for your Episodic note case study.
· With regard to the Episodic note case study provided:
o Review this week’s Learning Resources, and consider the insights they provide about the case study.
o Consider what history would be necessary to collect from the patient in the case study.
o Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?
o Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.
The Assignment
1. Analyze the subjective portion of the note. List additional information that should be included in the documentation.
2. Analyze the objective portion of the note. List additional information that should be included in the documentation.
3. Is the assessment supported by the subjective and objective information? Why or why not?
4. What diagnostic tests would be appropriate for this case, and how would the results be used to make a diagnosis?
5. Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least three different references from current evidence-based literature.
 
Remember you MUST complete a FULL abdominal exam.
Please write this up as a narrative so that you are able to correctly explain your analysis.
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 6, “Vital Signs and Pain Assessment”
This chapter describes the experience of pain and its causes. The authors also describe the process of pain assessment.
Chapter 18, “Abdomen”
In this chapter, the authors summarize the anatomy and physiology of the abdomen. The authors also explain how to conduct an assessment of the abdomen.
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 3, “Abdominal Pain”
This chapter outlines how to collect a focused history on abdominal pain. This is followed by what to look for in a physical examination in order to make an accurate diagnosis.
Chapter 10, “Constipation”
The focus of this chapter is on identifying the causes of constipation through taking a focused history, conducting physical examinations, and performing laboratory tests.
Chapter 12, “Diarrhea”
In this chapter, the authors focus on diagnosing the cause of diarrhea. The chapter includes questions to ask patients about the condition, things to look for in a physical exam, and suggested laboratory or diagnostic studies to perform.
Chapter 29, “Rectal Pain, Itching, and Bleeding”
This chapter focuses on how to diagnose rectal bleeding and pain. It includes a table containing possible diagnoses, the accompanying physical signs, and suggested diagnostic studies.
Colyar, M. R. (2015). Advanced practice nursing procedures. Philadelphia, PA: F. A. Davis.
Credit Line: Advanced practice nursing procedures, 1st Edition by Colyar, M. R. Copyright 2015 by F. A. Davis Company. Reprinted by permission of F. A. Davis Company via the Copyright Clearance Center.
These sections below explain the procedural knowledge needed to perform gastrointestinal procedures.
Chapter 107, “X-Ray Interpretation: Chest (pp. 480–487)
Chapter 115, “X-Ray Interpretation of Abdomen” (pp. 514–520)
Note: Download this Student Checklist and Abdomen Key Points to use during your practice abdominal examination.
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Abdomen: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (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.
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Abdomen: Key points. In Seidel’s guide to physical examination: An interprofessional approach (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.

• Week 6: Assessment of the Abdomen and Gastrointestinal System
• © 2019 Walden University. All Rights Reserved
   
  Week 6: Assessment of the Abdomen and Gastrointestinal System
  ABDOMINAL ASSESSMENT Subjective:
  • CC: “My stomach hurts, I have diarrhea and nothing seems to help.” • HPI: JR, 47 yo WM, complains of having generalized abdominal pain that started
  3 days ago. He has not taken any medications because he did not know what to take. He states the pain is a 5/10 today but has been as much as 9/10 when it first started. He has been able to eat, with some nausea afterwards.
  • PMH: HTN, Diabetes, hx of GI bleed 4 years ago • Medications: Lisinopril 10mg, Amlodipine 5 mg, Metformin 1000mg, Lantus 10
  units qhs • Allergies: NKDA • FH: No hx of colon cancer, Father hx DMT2, HTN, Mother hx HTN,
  Hyperlipidemia, GERD • Social: Denies tobacco use; occasional etoh, married, 3 children (1 girl, 2 boys)
  Objective:
  • VS: Temp 99.8; BP 160/86; RR 16; P 92; HT 5’10”; WT 248lbs • Heart: RRR, no murmurs • Lungs: CTA, chest wall symmetrical • Skin: Intact without lesions, no urticaria • Abd: soft, hyperactive bowel sounds, pos pain in the LLQ • Diagnostics: None
  Assessment:
  • Left lower quadrant pain • Gastroenteritis
  PLAN: This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.
   
   
   
  • Week 6: Assessment of the Abdomen and Gastrointestinal System

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