Posts in category: Nursing Papers

NURS 8201 Week 5 Discussion t-Tests and ANOVA in Clinical Practice

NURS 8201 Week 5 Discussion t-Tests and ANOVA in Clinical Practice

• Consider some of the important issues in healthcare delivery or nursing practice today. Bring to mind the topics to which you have been exposed through previous courses in your program of study, as well as any news items that have caught your attention recently. Select one topic to focus on for this Discussion.
• Review journal, newspaper, and/or internet articles that may provide credible information on your selected topic. Then, select one research article to focus on for this Discussion that used inferential statistical analysis (either a t-test or ANOVA) to study the topic.
•  evaluate the purpose and value of the research study discussed in your selected article and consider the following questions:
  • Who comprised the sample in this study?
  • What were the sources of data?
  • What inferential statistic was used to analyze the data collected (t-test or ANOVA)?
  • What were the findings?
• Ask yourself: How did using an inferential statistic bring value to the research study? Did it increase the study’s application to evidence-based practice?

QUESTION

Provide a brief description of the topic that you selected for this Discussion. Summarize the study discussed in your selected research article and provide a complete APA citation. Be sure to include a summary of the sample studied, data sources, inferential statistic(s) used, and associated findings. Then, evaluate the purpose and value of this particular research study to the topic. Did using inferential statistics strengthen or weaken the study’s application to evidence-based practice? Why or why not? Be specific and provide examples.

Therapy for Pediatric Clients With Mood Disorders Case Study

Therapy for Pediatric Clients With Mood Disorders Case Study

Therapy for Pediatric Clients with Mood Disorders An African American Child Suffering From Depression

BACKGROUND INFORMATION

The client is an 8-year-old African American male who arrives at the ER with his mother. He is exhibiting signs of depression.

·  Client complained of feeling “sad”

·  Mother reports that teacher said child is withdrawn from peers in class

·  Mother notes decreased appetite and occasional periods of irritation

·  Client reached all developmental landmarks at appropriate ages

·  Physical exam unremarkable

·  Laboratory studies WNL

·  Child referred to psychiatry for evaluation

MENTAL STATUS EXAM

Alert & oriented X 3, speech clear, coherent, goal directed, spontaneous. Self-reported mood is “sad”. Affect somewhat blunted, but child smiled appropriately at various points throughout the clinical interview. He denies visual or auditory hallucinations. No delusional or paranoid thought processes noted. Judgment and insight appear to be age-appropriate. He is not endorsing active suicidal ideation, but does admit that he often thinks about himself being dead and what it would be like to be dead.

You administer the Children’s Depression Rating Scale, obtaining a score of 30 (indicating significant depression)

RESOURCES

§ Poznanski, E., & Mokros, H. (1996). Child Depression Rating Scale–Revised. Los Angeles, CA: Western Psychological Services.

Decision Point One

Begin Zoloft 25 mg orally daily

RESULTS OF DECISION POINT ONE

·  Client returns to clinic in four weeks

·  No change in depressive symptoms at all

Decision Point Two

Increase dose to 37.5 mg orally daily

RESULTS OF DECISION POINT TWO

·  Client returns to clinic in four weeks

·  Depressive symptoms decrease by 20%. Client reports feeling a little bit better

Decision Point Three

Maintain current dose

Guidance to Student At this point, sufficient symptom reduction has not been realized. Should either increase dose or consider different SSRI. At 8 weeks post-initiation of therapy, there should have been a significant (as defined as 50%) decrease in symptoms. This would be considered an adequate trial of antidepressant and change in dose or to a different agent would be appropriate.

Write a 2-page narrative in APA format that addresses the following:

· Explain the circumstances under which children should be prescribed drugs for off-label use. Be specific and provide examples.

· Describe strategies to make the off-label use and dosage of drugs safer for children from infancy to adolescence. Include descriptions and names of off-label drugs that require extra care and attention when used in pediatrics.

Rosenthal, L. D., & Burchum, J. R. (2021). Lehne’s pharmacotherapeutics for advanced practice nurses and physician assistants (2nd ed.) St. Louis, MO: Elsevier.

· Chapter 9, “Drug Therapy in Pediatric Patients” (pp. 58—60)

Corny, J., Lebel, D., Bailey, B., & Bussieres, J. (2015). Unlicensed and off-label drug use in children before and after pediatric governmental initiatives. The Journal of Pediatric Pharmacology and Therapeutics, 20(4), 316–328. Retrieved from /orders/www.ncbi.nlm.nih.gov/pmc/articles/PMC4557722/

This article highlights pediatric governmental initiatives to prevent unlicensed and off-label drug use in children. Review these initiatives and guidelines and how they might impact your practice as an advanced practice nurse.

Panther, S. G., Knotts, A. M., Odom-Maryon, T., Daratha, K., Woo, T., & Klein, T. A. (2017). Off-label prescribing trends for ADHD medications in very young children. The Journal of Pediatric Pharmacology and Therapeutics, 22(6), 423–429. doi:10.5863/1551-6776-22.6.423

This study examines the frequency of off-label prescribing to children and explores factors that impact off-label prescribing. This study also examines off-label prescribing to children with ADHD.

NURS 6521 Week 1 Discussion

NURS 6521 Week 1 Discussion

NURS 6521 Week 1 Discussion: Pharmacokinetics and Pharmacodynamics

Discussion: Pharmacokinetics and Pharmacodynamics
As an advanced practice nurse assisting physicians in the diagnosis and treatment of disorders, it is important to not only understand the impact of disorders on the body, but also the impact of drug treatments on the body. The relationships between drugs and the body can be described by pharmacokinetics and pharmacodynamics.
Pharmacokinetics describes what the body does to the drug through absorption, distribution, metabolism, and excretion, whereas p harmacodynamics describes what the drug does to the body.
 
Photo Credit: Getty Images/Ingram Publishing
When selecting drugs and determining dosages for patients, it is essential to consider individual patient factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes. These patient factors include genetics, gender, ethnicity, age, behavior (i.e., diet, nutrition, smoking, alcohol, illicit drug abuse), and/or pathophysiological changes due to disease.
For this Discussion, you reflect on a case from your past clinical experiences and consider how a patient’s pharmacokinetic and pharmacodynamic processes may alter his or her response to a drug.
To Prepare
· Review the Resources for this module and consider the principles of pharmacokinetics and pharmacodynamics.
· Reflect on your experiences, observations, and/or clinical practices from the last 5 years and think abo out how pharmacokinetic and pharmacodynamic factors altered his or her anticipated response to a drug.
· Consider factors that might have influenced the patient’s pharmacokinetic and pharmacodynamic processes, such as genetics (including pharmacogenetics), gender, ethnicity, age, behavior, and/or possible pathophysiological changes due to disease.
· Think about a personalized plan of care based on these influencing factors and patient history in your case study.
By Day 3 of Week 1
Post a description of the patient case from your experiences, observations, and/or clinical practice from the last 5 years. Then, describe factors that might have influenced pharmacokinetic and pharmacodynamic processes of the patient you identified. Finally, explain details of the personalized plan of care that you would develop based on influencing factors and patient history in your case. Be specific and provide examples
SAMPLE
Pharmacokinetics and Pharmacodynamics
As a psychiatric and mental health nurse for the past several years, I have been involved in caring and the treatment of patients. The most prevalent mental and neurological disorders among those aged 60 years or older are risk factors for anxiety, depression, and dementia. Most older adults are reluctant to seek help regarding mental illness, which leads to reasons behind the inadequate recognition and treatment of mental disorders among older adults (Tampi & Tampi,2020). The relationship between body, drug, and disease is impacted by age, gender, ethicality, and some pathophysiological changes that occur due to an illness. The purpose of this discussion is to reflect on a patient’s case from past clinical experiences and consider how a patient’s pharmacokinetic and pharmacodynamic processes may alter his or her response to a drug. Also, to develop a personalized plan of care based on influencing factors and patient history.
The case that I am presenting involves a 65-year-old Caucasian male with recent diagnosis of Neurocognitive disorder. No known allergy. History of hypertension and benign prostate hyperplasia. The patient has a family history of Alzheimer’s from his mother’s side. The patient lives alone with wife of 40 years and has grown children. Patients’ wife reported an increase in anxiety, agitation, and confusion. Prescribed medication includes Seroquel 12.5 mg PO bid, Norvasc 5mg once daily, Flomax 0.4once daily. Namenda 5 mg PO daily and Remeron 7.5 PO PRN at bedtime. Upon assessment, the patient was very agitated and aggressive at the beginning of the shift, including physical aggression towards staff and other patients. He was redirected to his room and was give his scheduled medication, fluid intake, and some snacks. An hour later, the patient’s response was the same, which pose a severe risk to the milieu as a whole. The patient’s recent Urine analysis was negative for urinary tract infection (UTI). An on-call physician was notified, and the patient was ordered to have Zyprexa Zaydis 5mg PRN every 6hours as needed.   Shortly after administration. The patient became sleepy and was noted to have unsteady gait; he was assisted to room, bed low and lock, and the bed alarm was activated. The patient remained on close Observation.
The neurocognitive disorder is most common in older adults; it affects the cognitive capacity, which causes a problem with intricate attention, learning, memory, perceptual-motor abilities and causes significant changes in behavior (Jenson & Padilla,2017). Pharmacokinetics and pharmacodynamics are the relationships between drugs and the body. Pharmacokinetics describes what the body does to the drug through absorption, distribution, metabolism, and excretion. In contrast, pharmacodynamics describes what the drug does to the body (Rosenthal & Burchum, 2021). Older adults have a slow metabolism. Therefore, a decrease in gastric emptying increases gastric PH, which changes drug absorption in most older adults.
Furthermore, the effects of similar drug concentrations at the site of action in older adults may be greater or smaller than those in younger people.  In older adults with delirium, H2‐receptor antagonists remain on the list of medications to avoid. Besides, nonbenzodiazepine, benzodiazepine receptor agonist hypnotics should be avoided in older adults with delirium (Frick et al.,2019).
The Plan of care for the patient includes ongoing monitoring and reassessment. Initiating the fall protocols by accompanying the patient to the bathroom, and communication of fall status among staff. Assessment of the patient for sedation and antipsychotic adverse effects. Additionally, initiating a therapeutic environment by providing other non-pharmacological methods to address agitations and lessen the patient’s aggressive behavior for the safety of the patient and others.
 
References
Fick, D. M., Semla, T. P., Steinman, M., Beizer, J., Brandt, N., Dombrowski, R.,
DuBeau, C. E., Pezzullo, L., Epplin, J. J., Flanagan, N., Morden, E., Hanlon, J., Hollmann, P., Laird, R., Linnebur, S., & Sandhu, S. (2019). American Geriatrics Society 2019 Updated AGS Beers Criteria® for Potentially Inappropriate Medication Use in Older Adults. Journal of the American Geriatrics Society, 67(4), 674–694. /orders/doi-org.ezp.waldenulibrary.org/10.1111/jgs.15767
 
Jensen, L., & Padilla, R. (2017). Effectiveness of Environment-Based Interventions
That Address Behavior, Perception, and Falls in People with Alzheimer’s Disease and Related Major Neurocognitive Disorders: A Systematic Review. American Journal of Occupational Therapy, 71(5), 1–10. /orders/doi-org.ezp.waldenulibrary.org/10.5014/ajot.2017.027409
Nightingale, G., Schwartz, R., Kachur, E., Dixon, B. N., Cote, C., Barlow, A.,
Barlow, B., & Medina, P. (2019). Clinical pharmacology of oncology agents in older adults: A comprehensive review of how chronologic and functional age can influence treatment-related effects. Journal of Geriatric Oncology, 10(1), 4–30. /orders/doi-org.ezp.waldenulibrary.org/10.1016/j.jgo.2018.06.008
 
Rosenthal, L. D., & Burchum, J. R. (2021). Lehne’s pharmacotherapeutics for
advanced practice nurses and physician assistants (2nd ed.) St. Louis, MO: Elsevier.
Tampi, R. R., & Tampi, D. J. (2020). The Most Prevalent Psychiatric Disorder in
Older Adults. Psychiatric Times, 37(7), 44–45.

DQ-W11 Discussion: What Can Nurses Do?

DQ-W11 Discussion: What Can Nurses Do?

Many people, most of them in tropical countries of the Third World, die of preventable, curable diseases. . . . Malaria, tuberculosis, acute lower-respiratory infections—in 1998, these claimed 6.1 million lives. People died because the drugs to treat those illnesses are nonexistent or are no longer effective. They died because it doesn’t pay to keep them alive.
–Ken Silverstein, Millions for Viagra. Pennies for Diseases of the Poor, The Nation, July 19, 1999
Unfortunately, since 1998, little has changed. For many individuals living in impoverished underdeveloped countries, even basic medical care is difficult to obtain. Although international agencies sponsor outreach programs and corporations, and although nonprofit organizations donate goods and services, the level of health care remains far below what is necessary to meet the needs of struggling populations. Polluted water supplies, unsanitary conditions, and poor nutrition only exacerbate the poor health prevalent in these environments. Nurses working in developed nations have many opportunities/advantages that typically are not available to those in underdeveloped countries.

What can nurses do to support their international colleagues and advocate for the poor and underserved of the world?

In this Discussion, you will consider the challenges of providing health care for the world’s neediest citizens, as well as how nurses can advocate for these citizens.
To prepare:
Consider the challenges of providing health care in underdeveloped countries.
Conduct research in the Walden Library and other reliable resources to determine strategies being used to address these challenges.
Using this week’s Learning Resources, note the factors that impact the ability of individuals in underdeveloped nations to obtain adequate health care.
Consider strategies nurses can use to advocate for health care at the global level. What can one nurse do to make a difference?
CITE AT LEAST 3 REFERENCES
Required Readings
Knickman, J. R., & Kovner, A. R. (Eds.). (2015). Health care delivery in the united states (11th ed.). New York, NY: Springer Publishing.
Chapter 4, “Comparative Health Systems” (pp. 53–72)
The chapter showcases different models of health care systems in order to help policymakers and managers critically assess and improve health care in the United States.
Chapter 10, “The Health Workforce” (pp. 213–225)
Review this section of Chapter 10, which details health workforce issues for nurses and nurse practitioners.
Milstead,  J. A. (2019). Health policy and politics: A nurse’s guide (6th ed.).  Burlington, MA: Jones and Bartlett Publishers.
Chapter 11, “The Impact of Globalization: Nurses Influencing Global Health Policy” (pp. 192-204)
This chapter addresses how the health status of individuals and populations around the world can affect policymaking in a country.
Bloch, G., Rozmovits, L., & Giambrone, B. (2011). Barriers to primary care responsiveness to poverty as a risk factor for health. BMC Family Practice, 12(1), 62–67.
Retrieved from the Walden Library databases.
 
This article details a qualitative study that was conducted to explore the barriers to primary care responsiveness to poverty. The authors explicate a variety of health impacts attributable to poverty.
Harrowing, J. N. (2009). The impact of HIV education on the lives of Ugandan nurses and nurse-midwives. Advances in Nursing Science, 32(2), E94–E108.
Retrieved from the Walden Library databases.
 
This article explores the impact of an HIV/AIDS education program for Ugandan nurses and nurse-midwives. The author details the motivations behind the program and recommendations for the future.
Koplan, J. P., Bond, C., Merson, M. H., Reddy, K. S., Rodriquez, M. H., Sewankambo, N. K., & Wasserheit, J. N. (2009). Towards a common definition of global health. The Lancet, 373(9679), 1993–1995.
Retrieved from the Walden Library databases.
 
This article provides a full description of the components that comprise global health care in detail.
Gapminder. (2011). Retrieved from http://www.gapminder.org
 
This website explains statistical graphs and tables of life expectancy and incomes around the world.
Global Health Council. (2012). Retrieved from http://www.globalhealth.org
 
This website houses the productivity and efforts of the Global Health Council as the world’s largest alliance dedicated to improving health throughout the world.
Henry J. Kaiser Family Foundation: U.S. Global Health Policy. (2010). Retrieved from http://kff.org/globaldata/
 
This website focuses on major health care issues facing the United States, as well as the U.S. role in global health policy.
International Council of Nurses. (2011). Retrieved from http://www.icn.ch/
 
This website documents the efforts of the International Council of Nurses to ensure quality nursing care for all, as well as sound health policies globally through the advancement of nursing knowledge and presence worldwide.
United Nations Statistics Division. (2011). Retrieved from http://unstats.un.org/unsd/default.htm
 
This website examines global statistical information compiled by the United Nations Statistics Division.
University of Pittsburgh Center for Global Health. (2009). Retrieved from http://www.globalhealth.pitt.edu/
 
This website analyzes health issues that affect populations around the globe through research at the University of Pittsburgh.
The World Bank (n.d.) The costs of attaining the millennium development goals. Retrieved from http://www.nationalacademies.org/hmd/Global/News%20Announcements/Crossing-the-Quality-Chasm-The-IOM-Health-Care-Quality-Initiative.aspx.
 
This article states that many countries will have to reform their policies and improve service delivery to make additional spending effective because the additional aid for education and health with not be enough.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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• Discussion Questions (DQ)

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

• Weekly Participation

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

• 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. DQ-W11 Discussion: What Can Nurses Do?

• LopesWrite Policy

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

• Late Policy

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

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. DQ-W11 Discussion: What Can Nurses Do?

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Assignment 2: Assessing Client Progress – Practicum

Assignment 2: Assessing Client Progress – Practicum

Assignment Instructions. Please read carefully to the end before starting

Assignment 2: Practicum – Assessing Client Progress

To prepare:

· Reflect on the client you selected for the Week 3 (See the attached case study for client selected in week 3) Practicum Assignment.

· Review the Cameron and Turtle-Song (2002) article in this week’s Learning Resources for guidance on writing case notes using the SOAP format (See attached resource).

The Assignment

Part 1: Progress Note

Using the client from your Week 3 Assignment, address the following in a progress note (without violating HIPAA regulations): (See sample paper)

Treatment modality used and efficacy of approach

Progress and/or lack of progress toward the mutually agreed-upon client goals (reference the Treatment plan—progress toward goals)

Modification(s) of the treatment plan that were made based on progress/lack of progress

Clinical impressions regarding diagnosis and/or symptoms

Relevant psychosocial information or changes from original assessment (i.e., marriage, separation/divorce, new relationships, move to a new house/apartment, change of job, etc.)

Safety issues

Clinical emergencies/actions taken

Medications used by the patient (even if the nurse psychotherapist was not the one prescribing them)

Treatment compliance/lack of compliance

Clinical consultations

Collaboration with other professionals (i.e., phone consultations with physicians, psychiatrists, marriage/family therapists, etc.)

Therapist’s recommendations, including whether the client agreed to the recommendations

Referrals made/reasons for making referrals

Termination/issues that are relevant to the termination process (i.e., client informed of loss of insurance or refusal of insurance company to pay for continued sessions)

Issues related to consent and/or informed consent for treatment

Information concerning child abuse, and/or elder or dependent adult abuse, including documentation as to where the abuse was reported

Information reflecting the therapist’s exercise of clinical judgment

Note:  Be sure to exclude any information that should not be found in a discoverable progress note.

Part 2: Privileged Note

Based on this week’s readings, prepare a privileged psychotherapy note that you would use to document your impressions of therapeutic progress/therapy sessions for your client from the Week 3 Practicum Assignment.

The privileged note should include items that you would not typically include in a note as part of the clinical record.

Explain why the items you included in the privileged note would not be included in the client’s progress note.

Explain whether your preceptor uses privileged notes, and if so, describe the type of information he or she might include. If not, explain why.

References

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.

· Chapter 5, “Supportive and Psychodynamic Psychotherapy” (pp. 238–242)

· Chapter 9, “Interpersonal Psychotherapy” (pp. 347–368)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

Note: You will access this text from the Walden Library databases.

Abeles, N., & Koocher, G. P. (2011). Ethics in psychotherapy. In J. C. Norcross, G. R. VandenBos, D. K. Freedheim, J. C. Norcross, G. R. VandenBos, & D. K. Freedheim (Eds.), History of psychotherapy: Continuity and change (pp. 723–740). Washington, DC: American Psychological Association. doi:10.1037/12353-048

Note: You will access this resource from the Walden Library databases.

Cameron, S., & Turtle-Song, I. (2002). Learning to write case notes using the SOAP format. Journal of Counseling and Development, 80(3), 286–292. Retrieved from the Academic Search Complete database. (Accession No. 7164780)

Note: You will access this article from the Walden Library databases.

Nicholson, R. (2002). The dilemma of psychotherapy notes and HIPAA. Journal of AHIMA, 73(2), 38–39. Retrieved from http://library.ahima.org/doc?oid=58162#.V5J0__krLZ4http://library.ahima.org/doc?oid=58162#.V5J0__krLZ4

U.S. Department of Health & Human Services. (n.d.). HIPAA privacy rule and sharing information related to mental health. Retrieved from http://www.hhs.gov/hipaa/for-professionals/special-topics/mental-health/

Required Media

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2013). Counseling and psychotherapy theories in context and practice [Video file]. Mill Valley, CA: Psychotherapy.net.

Client from Week 3 Assignment: Comprehensive Client Family Assessment

Demographic Information

Date of assessment: 09/14/2018. DOB: 011/01/1970. Age: 48. Race: Black.

SSN: 000000001. Ethnicity: African American. Address: On file. Tel: 972-000-0000.

Residential Status: Homeless. County: 9K. Military Status: None.

Language: English. Interpreter Needed: No. Primary Insurance: Uninsured.

Annual Gross Income: $0. Employment Status: Unemployed.

Number of people in the household: 1. Highest Grade: 11.

School Attendance for the past 3 Months: None.

Arrival Time: 1000 Time Disposition Completed: 1100

Location of client: Lake Worth Nursing Home

Presenting Problem

“My meds are not working.”

History of Present Illness

The patient is presenting with suicidal ideation with a plan and intent to jump off the bridge or self-stabs with a knife. The patient complained about his medication, Latuda is no longer working. Currently homeless with no job or income. Though calm, polite, and cooperative with organized thoughts, patient reports depression and anxiety (American Psychiatric Association, 2013).

Past psychiatric history

1- Major Depressive disorder, Recurrent Episode with psychotic features

2- Alcohol use disorder; severe

3- Bipolar I Disorder most recent episode depressed Severe

Medical history

None Reported

Substance use history

Alcohol Abuse: began drinking at age 15 and drinks 8 to 10 bottles of beer daily, yesterday was his last time he drank.

Developmental history

None Reported

Family psychiatric history

Positive for family history of mental illness on the paternal side.

Psychosocial history

The patient is unemployed and enjoys hanging out with fellow drunkards on the street with drinks, a living condition currently unstable as the patient is homeless.

History of abuse/trauma

The patient suffered abuse paternal uncle at age 12.

Review of systems

General: significant weight gain recently, positive with fatigue, but no fever or a cough.

HEENT: vision and hearing changes not reported at this time, no history of glaucoma, cataracts, diplopia, floaters, excessive tearing or photophobia, last eye exam four years ago. No ear infections, tinnitus or discharges in the ear, have no problems with smell, and taste. Denies epistaxis or nasal drainage, no any loose teeth, mouth sores or bleeding gum when brushing teeth. No difficulty with chewing or swallowing.

Neck: positive for JVD, no bruits

Respiratory: Denies shortness of breath, labored breathing, cough, but could be exposed to TB.

Cardiovascular: S1 and S2, RRR. No Shortness of breath reported, denies chest pain, palpitations, No difficulty during exercise.

GI: No nausea, vomiting, heartburn, indigestion.  No changes in bowel/bladder pattern, bowel sounds present on all four quadrants.

GU: No change in urinary pattern, hematuria or dysuria.

Musculoskeletal: WNL, No joint pain or swelling.

Psych: Positive for the history of mental health, reports anxiety, depression suicidal ideation but no homicidal thoughts.

Neuro: Alert, oriented x 3, no fainting, dizziness, or loss of coordination, positive for weakness.

Skin: warm to touch and moist, denies any skin changes, rashes or raised lesions, no itching, no history of skin disorders or cancers, no swelling.

Hematologic: No bleeding disorders or clotting issues, no history of anemia or blood transfusions.

Allergic/Immunologic: Penicillin- rash and seasonal allergies, Sulfa drugs – rash.

Physical assessment

Vital signs: B/P 130/78; P 70 regular; T 98.4 orally; RR 20 non-labored; RBS 100mgdl; Wt: 140 lbs.; Ht: 5’6; BMI 22.6.

Mental status exam

The level of consciousness: cerebral perfusion, coherent thought, concise responses.

Mood: Depressed and sad.

Behavior: Appropriate/Normal and cooperative.

Cognition: displays signs of hallucination and compulsion.

Personal hygiene and grooming: deteriorated grooming and personal hygiene.

Memory and attention: AO x 3.

Differential diagnosis

1- Major Depressive disorder, Recurrent Episode with psychotic features

2- Alcohol use disorder; severe

3- Bipolar I Disorder most recent episode depressed Severe

4- Recurrent Episode with psychotic features (DSM-5, 2018).

Columbia Suicide Severity Rating Scale:

1- Wish to be dead: Yes

2- Suicidal thoughts: yes

3- Suicidal thoughts with method (with a specific plan and intend to act): Yes

4- Suicidal Intend (with particular plan): Yes

5- Suicidal Intend with a specific plan; Yes

6- Suicidal behavior question: Yes

If yes to 6, how long ago did you do any of these: Over a year ago (American Psychiatric Association, 2013).

Case formulation

The patient is presenting with suicidal ideation with a plan and intent to jump off the bridge or self-stabs with a knife. The patient complained about his medication, Latuda is no longer working. Currently homeless with no job or income. Though calm, polite, and cooperative with organized thoughts, patient reports depression and anxiety (American Psychiatric Association, 2013).

Treatment plan

The client will begin an antidepressant Sertraline (Zoloft) 25 mg PO daily for the next four week and monitor progress. Start patient on an alcohol detox program to help with dependency and encourage to client join the alcohol anonymous (AA) group for support (Wheeler, K., 2014).

Assignment 2: Assessing Client Progress Sample Paper

Name:

Course:

Professor:

School:

City and State:

Date:

Question: Differentiate progress notes from privileged notes

Privileged records is a set of information which involves only two parties, the client and the therapist and this information remains confidential, and even the law does not permit forceful disclosure of the content. On the other hand, a progress note is a medical record where a medical practitioner or psychiatrist records details of a patient, the clinical status and the progress they have made during therapy.

Question

• Reflect on the client you selected for the Practicum Assignment.

• Review the Cameron and Turtle-Song (2002) article on this week’s Learning Resources for guidance on writing case notes using the SOAP format.

Progress Note

Name of Patient:

Date:

Subjective

Amabella suffers from mental distress as a result of being in an abusive marriage for almost fifteen years. Due to the constant abuse, she has developed mild depression as well as anger issues. Her health has deteriorated which has led to weight loss caused by malnutrition.

I have gone through her past medical history in an attempt to investigate any medications she has been under in the past. I have also enquired about any family or social history that would have led to her condition. (Dick, S, 1999, 41)

Objective

Her physical exam findings show that her body is bruised and full of stubborn scars which are a result of being forcefully grabbed or hit with blunt objects. Her neck also reveals that she has been chocked severally. Also, there is a fresh wound cut on her face.

Assessment

The therapeutic sessions have been productive. Amabella is collaborative and is improving. She is open when talking about why she thinks her husband is an animal and whether he can change or not. She does not get as angry and aggressive as she used to when our treatment sessions began. She is now calm, lively and happier. Her health is also improving.

Plan

I have found it very useful to involve a marriage counselor during the therapy to assist because marital issues are beyond my level. I recommended it to her, and she agreed. Afterwards, I have helped Amabella get a competent divorce lawyer who has legally advised her about the whole divorce process as well as her rights upon leaving the toxic marriage. She agrees to this for it is good for the safety of the children and her too. The divorce papers will be ready soon, and she will be moving to her new apartment in a few days.

Privileged Note

Question: Based on this week’s readings, prepare a privileged psychotherapy note that you would use to document your impressions of therapeutic progress/therapy sessions for your Answer

My client was troubled at the beginning of our sessions. She disclosed that apart from physical torture from the husband, she was also sexually abused. In fact, the children know what their dad was doing to their mother. She was almost reaching her breaking point, but after completing her therapy, her attitude has changed. Her being able to open up helped a lot.

The above-privileged note includes vital information about abuse in Amabella’s marriage. Sensitive issues like rape are covered, which should be regarded as highly confidential information which should not be disclosed to any other party. (Steen, B, 1999,37)

My preceptor uses privileged notes because I prefer to discuss my issues with him alone because I like my right to privacy to be respected. If other people know my problems, it would increase my mental illness.

References

Dick, R, Steen, E (Editors): 1991. The Computer Based Patient Record; Washington DC, National Academy Press.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – Assignment 2: Assessing Client Progress – Practicum

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. Assignment 2: Assessing Client Progress – Practicum

• 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. Assignment 2: Assessing Client Progress – Practicum

• LopesWrite Policy

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

• Late Policy

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

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Assignment 2: Assessing Client Progress – Practicum

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Work Breakdown Structure – Project

Work Breakdown Structure – Project

Work Breakdown Structure – Project Overview and RBS

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

1. Selection: Request for information & Request for Proposal

2. Installation: Hardware & Application

3. Configuration:  Screens, Interfaces, & Reports

4. Tested system: Test Scenarios, Integration test, & Customer acceptance test

5. 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

1. Selection: Request for information & Request for Proposal

2. Installation: Hardware & Application

3. Configuration:  Screens, Interfaces, & Reports

4. Tested system: Test Scenarios, Integration test, & Customer acceptance test

5. 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.

NURS 6441 Team Project Scenario

Casino Medical Center (CMC) in Las Vegas, a 600-bed hospital, has expanded significantly over the past 3 years. In an effort to respond to the increased workload of all hospital staff, the chief information officer (CIO) and the vice president of patient care services (VP-PCS) at CMC determined the need to analyze hospital processes throughout the organization. The CMC organizational analysis revealed a number of areas that needed improvement. At the same time, broad changes in regulatory requirements required immediate adjustments in processes.

The organizational analysis was conducted across all departments and found the following organization-wide issues.

 Quality reviews discovered a hospital-wide medication administration error rate of 20% with some tasks identified as redundant tasks.

 Complying with new federal reporting requirements has increased the time needed to complete the medication administration process.

CMC responded to the problem by purchasing an enterprise-wide health care information system from Topmost, one of the leading enterprise-software vendors in the country. The functionality of the system directly addresses the medication administration issues found in the organizational analysis. Several modules of an electronic health record system (EHRS) have already been implemented, as shown in the table below. As employees of Topmost, you and your team are charged with implementing this medication administration system for CMC, the final phase of the EHRS project. This medication administration system includes an electronic medication administration record (eMAR), Barcode Medication Administration (BCMA), and physical administration of medication. Note: For the remainder of this scenario, this whole process will be referred to as the Medication Administration System (MAS).

Module Implementation Status

Module in the HIS System

Status of Module Implementation

Fully implemented

Partially implemented

In pilot Not yet implemented

ADT (Accounting System) X

Order Entry/Results Reporting OE/RR)

X

Billing and Financials X

Ambulatory and Acute Care Clinical Documentation System

Module in the HIS System

Status of Module Implementation

Fully implemented

Partially implemented

In pilot Not yet implemented

Laboratory X

Medication Administration System (MAS)

Note that the Medication Administration System (MAS) module has not been implemented.

The CIO and VP-PCS relate that there are a number of challenges associated with the CMC health care information system program, including the MAS project. One risk is that the initial implementation of the MAS may result in a temporary increase in medication errors. Another risk is that staff resistance to the new workflows and processes brought about by the MAS may cause delays in the completion of the implementation.

In meetings with the CIO and VP, they state that the first task for the team is to develop the project charter. The MAS team is assigned specific elements to be included in the project charter: the mission of the project, the problem statement, the project objectives, key stakeholders, milestones, and risks for the project. A list of the team members and the team’s plan for collaboration on this project also will be integrated into the charter.

A new chief medical information officer (CMIO) has been hired. This CMIO does not have the informatics expertise required to lead this critical and large project. However, the CMIO has gained solid experience on small-scale decision-support projects at a former institution while studying informatics in graduate school. The CMIO is looking forward to learning from you and your team.

The budget for the MAS project is approved up to $1 million. If more than $1 million is needed to implement the project, the additional expenditure must be justified in a project plan that key stakeholders approve. The software application for the Medication Administration System and necessary hardware have already been purchased, but they ha

Work Breakdown Structures

ADDITIONAL INSTRUCTIONS FOR THE CLASS

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – Work Breakdown Structure – Project

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. Work Breakdown Structure – Project

• 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. Work Breakdown Structure – Project

• 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. Work Breakdown Structure – Project

• Guarantee

  

• Zero Plagiarism
• On-time delivery
• A-Grade Papers
• Free Revision
• 24/7 Support
• 100% Confidentiality
• Professional Writers

• Services Offered

• Custom paper writing
• Question and answers
• Essay paper writing
• Editing and proofreading
• Plagiarism removal services
• Multiple answer questions

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.

Looking for a Similar Assignment? Order a custom-written, plagiarism-free paper

NURS6001 Week 1 Quiz

NURS6001 Week 1 Quiz

NURS6001 Week 1 Quiz

QUESTION 1
When will you lose access to your completed courses (excluding this Student Readiness Orientation)?
a. Never
b. 30 days after the course end date
c. 60 days after the course end date
d. 120 days after the course end date
1 points Save Answer
QUESTION 2
When you submit an assignment, when should you have the assignment complete by on the day assigned?
a. 11:59 p.m. Mountain Time (MT)—which is 1:59 a.m. Eastern Time (ET) the next day; the time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone
b. 11:59 p.m. Central Time (CT)—which is 10:59 p.m. Mountain Time (MT); the time stamp in the classroom will reflect Mountain Time (MT), regardless of your time zone
c. 11:59 p.m. Eastern Time (ET)—which is 8:59 p.m. Pacific Time (PT); the time stamp in the classroom will reflect Pacific Time (PT), regardless of your time zone
d. 10:59 p.m. Mountain Time (MT)—which is 12:59 a.m. Eastern Time (ET) the next day; the time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone
1 points Save Answer
QUESTION 3
Where in your online course will you find the contact information for your Instructor?
a. Syllabus
b. Student Support
c. Contact the Instructor
1 points Save Answer
QUESTION 4
If you are having trouble accessing your online classroom, what should you do first?
a. Clean your browser’s cookies and cache
b. Check firewall settings
c. Deactivate pop-up blockers
1 points Save Answer
QUESTION 5
In an online course, students can participate in the online classroom and submit assignments whenever it is convenient for them to do so.
True
False
1 points Save Answer
QUESTION 6
In which area will you retrieve written assignments with comments from your instructor?
a. Discussion
b. My Grades area
c. Assignment Link
1 points Save Answer
QUESTION 7
If you have a question about which courses you should register for next term, who should you contact?
a. Student Support Team
b. One of your current instructors
c. Your Academic Advisor
1 points Save Answer
QUESTION 8
As long as you save your work to your home computer’s hard drive, you are safe.
True
False
1 points Save Answer
QUESTION 9
When sending and e-mail to your Instructor or any Walden staff, your e-mail should:
a. Include color stationary as a background
b. USE ALL CAPITAL LETTERS SO THEY KNOW YOUR EMAIL IS IMPORTANT
c. Include your full legal name, your program or course, and your Walden ID Number
1 points Save Answer
QUESTION 10
The online classroom area where you can post an assignment and have your classmates and instructor respond to your ideas is called:
a. My Grades area
b. Discussion
c. Assignment Link
1 points Save Answer
QUESTION 11
Students can always edit their posting in Discussion.
True
False
1 points Save Answer
QUESTION 12
Who should you contact with questions about online classroom technical concerns?
a. Your Instructor
b. Walden Academic Advisor
c. Student Support
d. Program Director
1 points Save Answer
QUESTION 13
Since your online classroom could unexpectedly time out on occasion, what should you do before submitting a long Discussion posting?
a. Type and save the assignment as a word-processed document first.
b. Tell your instructor you are going to submit an assignment.
c. Create a new topic.
d. Call the Student Support Team for help.
1 points
Save Answer
QUESTION 14
Students should avoid referencing Wikipedia as a scholarly resource in their assignments.
True
False
1 points Save Answer
QUESTION 15
Online students are expected to behave with academic integrity and honesty.
True
False

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ADDITIONAL INSTRUCTIONS FOR THE CLASS

Who We Are 

We are a professional custom writing website. If you have searched for a question and bumped into our website just know you are in the right place to get help with your coursework.

Do you handle any type of coursework?

Yes. We have posted our previous orders to display our experience. Since we have done this question before, we can also do it for you. To make sure we do it perfectly, please fill out our Order Form. Filling the order form correctly will assist our team in referencing, specifications, and future communication.

Is it hard to Place an Order?

• 1. Click on “Order Now” on the main Menu and a new page will appear with an order form to be filled.
• 2. Fill in your paper’s requirements in the “PAPER INFORMATION” section and the system will calculate your order price/cost.
• 3. Fill in your paper’s academic level, deadline, and the required number of pages from the drop-down menus.
• 4. Click “FINAL STEP” to enter your registration details and get an account with us for record-keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.
• 5. From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – 

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

• Discussion Questions (DQ)

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

• Weekly Participation

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

• APA Format and Writing Quality

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

• Use of Direct Quotes

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

• LopesWrite Policy

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

• Late Policy

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

• Communication

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

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NURS 6051 Assignment 2

NURS 6051 – Assignment Week 2

NURS 6051- Assignment 3

Assignment: The Impact of Nursing Informatics on Patient Outcomes and Patient Care Efficiencies

In the Discussion for this module, you considered the interaction of nurse informaticists with other specialists to ensure successful care. How is that success determined?

Patient outcomes and the fulfillment of care goals is one of the major ways that healthcare success is measured. Measuring patient outcomes results in the generation of data that can be used to improve results. Nursing informatics can have a significant part in this process and can help to improve outcomes by improving processes, identifying at-risk patients, and enhancing efficiency.

To Prepare:

• Review the concepts of technology application as presented in the Resources.

• Reflect on how emerging technologies such as artificial intelligence may help fortify nursing informatics as a specialty by leading to increased impact on patient outcomes or patient care efficiencies.

The Assignment: (4-5 pages)

In a 4- to 5-page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project for your organization that you advocate to improve patient outcomes or patient-care efficiency. Your project proposal should include the following:

• Describe the project you propose.

• Identify the stakeholders impacted by this project.

• Explain the patient outcome(s) or patient-care efficiencies this project is aimed at improving and explain how this improvement would occur. Be specific and provide examples.

• Identify the technologies required to implement this project and explain why.

• Identify the project team (by roles) and explain how you would incorporate the nurse informaticist in the project team.

By Day 7 of Week 3

Submit your completed Project Proposal.

Important: i need to submit this assignment on Sunday 12/15/19 11:00pm

– Please add a minimum of three references.

Walden NURS6521 Week 9 Quiz

Question 1 A nurse educator who coordinates the staff education on an oncology unit is conducting an inservice on targeted therapies. What potential benefit of targeted therapies should the nurse highlight in this education session?
A) Targeted therapies achieve the therapeutic benefits of traditional chemotherapy with no risk of adverse effects.
B) Targeted therapies have the potential to provide prophylactic protection against neoplasia in high-risk individuals.
C) Targeted therapies are significantly more cost-effective than traditional chemotherapeutic drugs.
D) Targeted therapies have the potential to damage cancerous cells while leaving normal body cells less affected.
Question 2 An oncology nurse is aware of the risks for injury that exist around the preparation, transportation, and administration of chemotherapeutic agents. In order to reduce these risks of injury, the nurse should take which of the following actions?
A) Dispose of intravenous lines used for chemotherapy administration in a covered trash can in the patient’s room.
B) Use an IV system for administration that includes needles to reduce the risk of accidental spills.
C) Prime the IV tubing with an approved IV solution rather than with the drug itself.
D) Encourage patients who have been receiving chemotherapy to use a bedside commode rather than a toilet.
Question 3 A patient has just received her first dose of imatinib and the nurse on the oncology unit is amending the patient’s care plan accordingly. What nursing diagnosis is most appropriate in light of this addition to the patient’s drug regimen?
A) Risk for Infection related to bone marrow suppression
B) Risk for Acute Confusion related to adverse neurological effects of imatinib
C) Risk for Impaired Skin Integrity related to exaggerated inflammatory response
D) Risk for Deficient Fluid Volume related to changes in osmotic pressure
Question 4 A nurse has administered filgrastim to a diverse group of patients in recent months. Which of the following patients should the nurse observe for extremely elevated white blood cell counts following administration of the drug?
A) A 19-year-old male receiving radiotherapy
B) A 25-year-old female with a diagnosis of congenital neutropenia
C) A 39-year-old female with a nonmyeloid malignancy
D) A 47-year-old male with aplastic anemia
Question 5 A patient with chronic lymphocytic leukemia (CLL) will imminently begin a course of treatment with rituximab. In order to minimize the risk of adverse effects, what strategy for administration will be adopted?
A) Admitting the patient to the intensive care unit in anticipation of the initial bolus of the drug
B) Administering diphenhydramine 30 minutes prior to the initial dose of rituximab
C) Administering the drug by slow infusion to two peripheral IV sites simultaneously
D) Administering the initial doses by slow infusion while observing for adverse reactions
Question 6 A 45-year-old woman with acute leukemia is going to begin chemotherapy with vincristine. The nurse is aware that vincristine must always be administered
A) at a rapid infusion rate.
B) at a slow infusion rate.
C) through an IV line primed with vincristine.
D) through a central line.
Question 7 Mr. Singh is a 66-year-old man who is receiving chemotherapy for the treatment of lung cancer that has metastasized to his liver. In an effort to prevent infection, Mr. Singh has been prescribed filgrastim (Neupogen). Which of the nurse’s following assessment questions most directly addresses a common adverse effect of filgrastim?
A) “Have you noticed any bleeding in your gums or cheeks?”
B) “Do you feel like you’re having any pain in your bones?”
C) “Are you experiencing any waves of cool, clammy skin?”
D) “Have you had any shortness of breath lately?”
Question 8 A 67-year-old man who is being treated for prostate cancer is taking epoetin alfa. The nurse will instruct the patient to
A) stop taking the drug after a 2-week period.
B) schedule an appointment to measure hemoglobin twice a week for at least 2 to 6 weeks.
C) schedule an appointment to check if the patient has a high WBC count.
D) begin taking a calcium channel blocker to treat hypertension, which usually develops as an adverse effect of epoetin alfa therapy.
Question 9 A male patient is receiving heparin by continuous intravenous infusion. The nurse will instruct the patient and family members to report which of the following should it occur?
A) A skin rash
B) Sudden occurrence of sleepiness and drowsiness
C) Dizziness
D) Presence of blood in urine or stools
abcd
Question 10 A nurse is caring for a 64-year-old female patient who is receiving IV heparin and reports bleeding from her gums. The nurse checks the patient’s laboratory test results and finds that she has a very high aPTT. The nurse anticipates that which of the following drugs may be ordered?
A) Coumadin
B) Alteplase
C) Ticlopidine
D) Protamine sulfate
Question 11 A nurse has been assigned to a 55-year-old woman who has a malignant brain tumor. The patient is receiving her first dose of carmustine. It will be critical for the nurse to observe for which of the following?
A) Nausea and vomiting
B) Respiratory difficulty
C) Inability to drink fluids for 6 hours
D) Reddish urine
Question 12 A nurse is assessing a patient who has chronic lymphoblastic myelogenous leukemia. The treatment plan includes hydroxyurea (Hydrea). The nurse will assess the patient for which of the following?
A) Diabetes mellitus
B) Hypertension
C) Leukopenia
D) Hypoglycemia
Question 13 A patient’s current course of cancer treatment involves the administration of a conjugated monoclonal antibody. What characteristic of the drug is specified by the fact that it is classified as a conjugated drug?
A) The drug is derived from nonhuman sources.
B) The targeted therapy is combined with another substance that causes cell death.
C) The targeted therapy is combination of a monoclonal antibody, a kinase inhibitor, and an inorganic cytotoxin.
D) The drug is able to adapt its pharmacokinetics to the etiology of the patient’s cancer.
Question 14 An oncology nurse is reviewing the pathophysiology of cancer and is discussing with a colleague the factors that contribute to the success or failure of a patient’s chemotherapy. Which of the following cancerous cells is most susceptible to the effects of chemotherapeutic drugs?
A) Cells with a long generation time
B) Cells that lack contact inhibition
C) Cells that have a rapid mitotic rate
D) Cells that lack a blood supply
Question 15 A patient receiving high-dose cisplatin therapy exhibits symptoms of hypomagnesemia. Which of the following should the nurse suggest to help offset the magnesium losses from the cisplatin therapy?
A) Consuming dairy products
B) Consuming chocolates
C) Drinking 2 to 3 liters of fluid a day
D) Consuming potassium-rich foods
Question 16 An older adult woman has been diagnosed with acute lymphoblastic leukemia (ALL) and her care team has identified potential benefits of imatinib. Which of the following characteristics of this patient’s current health status may preclude the use of imatinib?
A) The patient has type 2 diabetes mellitus that is controlled using diet and oral antihyperglycemics.
B) The patient has chronic heart failure resulting in significant peripheral edema.
C) The patient experienced a mild ischemic stroke several years ago and had transient ischemic attacks last year.
D) The patient had a total knee arthroplasty several months earlier.
Question 17 A female patient is prescribed oprelvekin therapy to treat thrombocytopenia. Which of the following should the nurse continuously monitor to determine the efficacy and duration of the oprelvekin therapy?
A) Weight gain
B) Platelet count
C) Red and white blood cell count
D) Cardiac arrhythmias
Question 18 During ongoing assessment of a patient receiving 5-FU therapy, the nurse finds the patient’s platelet count to be 92,000 cells/mm3. The nurse should do which of the following?
A) Consult the prescriber for an increase in dosage
B) Consult the prescriber for a decrease in dosage
C) Consult the prescriber for discontinuation of the drug
D) Continue the therapy as prescribed
Question 19 A nurse has been assigned to a female patient who is to begin chemotherapy. The nurse will initiate the prescribed oprelvekin therapy
A) 6 to 24 hours after chemotherapy.
B) 2 days after chemotherapy.
C) 6 days after chemotherapy.
D) 10 days after chemotherapy.
Question 20 A patient with a recent diagnosis of chronic myelogenous leukemia (CML) is discussing treatment options with his care team.What aspect of the patient’s condition would contraindicate the use of cyclophosphamide for the treatment of leukemia?
A) The patient has a diagnosis of type 2 diabetes and takes oral antihyperglycemics.
B) The patient has had a history of nonadherence to medical treatment.
C) The patient’s bone marrow function is significantly depressed.
D) The patient has decreased renal function.
Question 21 A female patient has follicular non-Hodgkin’s lymphoma and is receiving thalidomide (Thalomid). It will be most important for the nurse to monitor this patient for which of the following?
A) Angina
B) Fever
C) Chills and rigors
D) Bleeding
Question 22 When planning care for a patient who is receiving filgrastim (Neupogen) for a nonmyeloid malignancy, the nurse should formulate which of the following patient outcomes? (Select all that apply.)
A) The patient will not develop an infection.
B) The patient will not experience bone pain.
C) The patient will be able to self-administer filgrastim at home.
D) The patient will not develop febrile neutropenia.
E) The patient will not retain fluid.
Question 23 A nurse is to use a single-dose 1 mL vial to administer 0.5 mL of epoetin alfa to a 39-year-old woman who is being treated for chemotherapy-induced anemia. Which of the following will the nurse do with the unused portion of the drug?
A) Refrigerate the medication for a future use.
B) Discard the unused portion of the drug.
C) Store the medication in the drug cart for the next dose.
D) Put the medication in the freezer compartment of the refrigerator.
Question 24 nurse is discussing oprelvekin therapy with a male patient. Which of the following will the nurse tell the patient is the most common adverse effect of the drug?
A) Medullary bone pain
B) Papilledema
C) Fluid retention/weight gain
D) Atrial arrhythmia
Question 25 A patient with chronic heart failure has begun treatment with epoetin alfa, which she will receive in her own home from a home health nurse. The nurse should teach the patient to supplement this treatment with a diet that is high in
A) iron-rich foods such as beans and leafy green vegetables.
B) complex carbohydrates and vegetable-source proteins.
C) calcium, such as dairy products, fish and vegetables.
D) protein and low in carbohydrates.
Question 26 A nurse is administering rituximab to a patient via the IV route. The nurse will set the IV pump at 50 mg/hour for the first half hour of the initial infusion. If there are not apparent reactions after 30 minutes of the infusion, the nurse will increase the dosage every 30 minutes by 50 mg/hour until the maximum infusion rate reaches which of the following?
A) 250 mg/hour
B) 300 mg/hour
C) 400 mg/hour
D) 500 mg/hour
Question 27 A 62-year-old patient taking tamoxifen exhibits increased bone and tumor pain along with a local disease flare. The nurse interprets this as an indication of which of the following?
A) A hypersensitivity reaction
B) The tumor responding to treatment
C) Nephrotoxic effects of tamoxifen
D) Cardiomyopathy
Question 28 A male patient is receiving rituximab therapy for non-Hodgkin’s lymphoma. Which of the following would be a priority nursing intervention to reduce the risk for cytotoxicity and tumor lysis syndrome?
A) Ensure that the patient maintains a normal breathing pattern.
B) Ensure that the patient maintains a normal fluid and electrolyte balance.
C) Protect the patient from exposure to infections.
D) Monitor the patient for deterioration in renal function.
Question 29 A patient with a diagnosis of chronic myeloid leukemia has met with her oncologist, who has recommended treatment with the kinase inhibitor imatinib. What route of administration should the nurse explain to the patient?
A) Daily intramuscular injections throughout the course of treatment
B) Peripheral IV administration three times a day for 7 to 10 days
C) Weekly IV infusions over 6 to 8 hours through a central line
D) Oral administration of imatinib in a home setting
Question 30 A 60-year-old patient experienced a sudden onset of chest pain and shortness of breath and was subsequently diagnosed with a pulmonary embolism in the emergency department. The patient has been started on an intravenous heparin infusion. How does this drug achieve therapeutic effect?
A) By promoting the rapid excretion of vitamin K by the gastrointestinal mucosa
B) By inhibiting the action of vitamin K at its sites of action
C) By inhibiting platelet aggregation on vessel walls and promoting fibrinolysis
D) By inactivating clotting factors and thus stopping the coagulation cascade
Question 31 A male patient has been on long-term bicalutamide (Casodex) therapy. In order to assess adverse effects of the drug therapy, the nurse will closely monitor which of the following?
A) Visual function
B) Blood counts
C) Pap test results
D) Liver function
Question 32 Intravenous carmustine has been prescribed for a patient with cancer. The nurse should help relieve the discomfort of pain and burning during the infusion by
A) slowing the infusion.
B) decreasing the volume used for dilution.
C) decreasing the total volume of the primary IV infusion.
D) administering a dose of 2 units of bleomycin before carmustine.
Question 33 A middle-aged patient has received a diagnosis of GI stromal tumor following an extensive diagnostic workup. Imatinib has been recommended as a component of the patient’s drug regimen. What patient education should the nurse provide to this patient?
A) “It’s important that you let us know if you develop any significant swelling or puffiness.”
B) “Try to keep your PICC line dressing as dry as possible at all times.”
C) “You’ll likely experience a lot of dry mouth while you’re taking this drug, so it’s helpful to chew ice chips.”
D) “If you experience significant nausea after taking a dose, stop taking the drug and schedule an appointment at the clinic.”
Question 34 A nurse has completed a medication reconciliation of a patient who has been admitted following a motor vehicle accident. Among the many drugs that the patient has received in the previous year is rituximab. The nurse would be justified in suspecting the patient may have received treatment for which of the following diseases?
A) Non-Hodgkin’s lymphoma
B) Malignant melanoma
C) Nonsmall cell lung cancer
D) Renal cell carcinoma
Question 35 Mr. Lepp is a 63-year-old man who was diagnosed with colon cancer several weeks ago and who is scheduled to begin chemotherapy.He reports to the nurse that he read about the need for erythropoietin in an online forum for cancer patients and wants to explore the use of epoetin alfa with his oncologist. Which of the following facts should underlie the nurse’s response to Mr. Lepp?
A) Epoetin alfa is normally contraindicated in patients who are receiving radiotherapy or chemotherapy.
B) Treatment with epoetin alfa will likely begin 4 to 6 days before Mr. Lepp’s first round of chemotherapy and continue indefinitely.
C) The potential benefits of epoetin alfa must be weighed carefully against the potential adverse effects in cancer patients.
D) Mr. Lepp’s oncologist should have begun treatment with epoetin alfa immediately after he was diagnosed

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5. From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Who We Are 

We are a professional custom writing website. If you have searched for a question and bumped into our website just know you are in the right place to get help with your coursework.

Do you handle any type of coursework?

Yes. We have posted our previous orders to display our experience. Since we have done this question before, we can also do it for you. To make sure we do it perfectly, please fill out our Order Form. Filling the order form correctly will assist our team in referencing, specifications, and future communication.

Is it hard to Place an Order?

• 1. Click on “Order Now” on the main Menu and a new page will appear with an order form to be filled.
• 2. Fill in your paper’s requirements in the “PAPER INFORMATION” section and the system will calculate your order price/cost.
• 3. Fill in your paper’s academic level, deadline, and the required number of pages from the drop-down menus.
• 4. Click “FINAL STEP” to enter your registration details and get an account with us for record-keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.
• 5. From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – 

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

• Discussion Questions (DQ)

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

• Weekly Participation

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

• APA Format and Writing Quality

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

• Use of Direct Quotes

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

• LopesWrite Policy

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

• Late Policy

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

• Communication

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

• Guarantee

• Zero Plagiarism
• On-time delivery
• A-Grade Papers
• Free Revision
• 24/7 Support
• 100% Confidentiality
• Professional Writers

• Services Offered

• Custom paper writing
• Question and answers
• Essay paper writing
• Editing and proofreading
• Plagiarism removal services
• Multiple answer questions

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS

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

Looking for a Similar Assignment? Order a custom-written, plagiarism-free paper