Posts in category: Nursing Papers

NURS 6512 Week 9 SHADOW HEALTH DOCUMENTATION

NURS 6512 Week 9 SHADOW HEALTH DOCUMENTATION

Name:

Comprehensive Assessment

Vitals

Health History

Identifying Data

General Survey

Reason for Visit

History of Present Illness

Medications

Allergies

Medical History

Health Maintenance

Family History

Social History

Mental Health History

Review of Systems – General

Objective

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. NURS 6512 Week 9 SHADOW HEALTH DOCUMENTATION

• APA Format and Writing Quality

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

• Use of Direct Quotes

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

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score. NURS 6512 Week 9 SHADOW HEALTH DOCUMENTATION

• 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. NURS 6512 Week 9 SHADOW HEALTH DOCUMENTATION

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Using the Data,Information,Knowledge and Wisdom Continuum

Using the Data/Information/Knowledge/Wisdom Continuum

Stanley Okeyemi

Walden University

NURS 6051: Transforming Nursing and Healthcare through Technology

December 25^th, 2016

The purpose of this paper is to develop a research question relevant to my area of practice, and then relate how the information gathered would progress through the Data, Information, Knowledge and Wisdom continuum.

According to McGonigle and Mastrian (2015), the foundation of research and many tasks we perform in nursing starts with the collection of data. Data represents the basis of collective information nurses depends on to propel their actions to interventions. We can somewhat correlate this instance to the nursing process, whereby the diagnosing, planning, implementing, and evaluating steps in this process, is preceded by an assessment. An assessment can be termed a collection of data objectively and subjectively used to generate an idea of the intervention necessary for us to make on a patient. For the purpose of this paper, the goal is to finally use this raw data, to attain knowledge and Wisdom.

Developing a Clinical Question and Data Collection

Safety and time management are two essential factors that nurses pay or need to pay attention to in delivering quality care to patients. One of the safety measures that nurses are less scrutinized for in an occurrence is patient falls. Compared to other safety measures implemented in a clinical setting that nurses are reprimanded for, such as medication errors, unprofessional conduct, abuse, neglect and a host of other negative work ethics, patient falls has acquired less attention of accountability on caregivers. Although, many falls in hospitals are underreported due to fear, ignorance, or inefficient time of nurses to undergo the post-fall procedures which could average about 30 minutes to one hour on the floor where I currently work for, but may vary on other floors and institutions. The topic I came up with, and would like to explore for this paper is fall awareness and communication on continuous care routine. The clinical question I formulated for this topic was; does Q-shift fall risk assessment, and effective communication minimizes falls among the patient population? To locate some data for this topic, the literature search was limited to keyword searches on falls, patient safety, nursing, and communication. The Data –base used was CINAHL Plus with the Full-Text database in the Walden University Library. To transform this data into information, one needs to process and arrange it into more manageable structures, while interpreting the meanings of individual data points (Laureate, 2012a). The step of acquiring data was carefully and systematically carried out to be sure about the facts generated from the articles I selected.

The Transformation of Data to Information

The goal of medical institutions shoots to ensure and improve quality care and patient safety. According to the Joint Commission Sentinel Event Alert 55, any patient of any age or physical ability can be at risk for a fall due to physiological changes due to a medical condition, medications, surgery, procedures, or diagnostic testing that can leave them weakened or confused. Many research articles and reports reveal that patient falls have been an alarming rate. Lopez, Gerling, Cary, and Kanak (2010) in their work, stated that “patient falls are adverse events that are largely preventable. The magnitude of adverse events in US hospitals was described in the Institute of Medicine’s (IOM) report of healthcare errors, which estimated that 48 000 to 98 000 patient deaths occur yearly due to preventable medical errors”. These authors recognize fall as a healthcare error that is predictable, and simple patient risk assessment tools can predict over 70%. It is estimated that 15-30% of patient falls causes fractures requiring a cast, traction or surgery, but these estimates do not include other serious injuries and, in some cases, death related to falls (Lopez, Gerling, Cary, and Kanak 2010). Sand-Jecklin and Sherman (2014), stated the Joint Commission identified miscommunication as one of the responsible factors for sentinel events, with a majority of miscommunications occurring during the handoff of a patient to another nurse. Adopting a fall awareness and communication on continuous care management routine ensures that accurate information about a patient is passed on to another nurse, thus providing an opportunity for the caregivers to render the best quality care to patients entrusted to their care.

The Progression of Information to Knowledge

According to McGonigle and Mastrian (2015), Knowledge is the fusion of information gathered to detect and formalize a relationship. With these information collected about the estimated deaths and fractures occurring from falls, and also the predictability of the event, not also forgetting my personal experiences with fall preventions and outcomes, it is now knowledgeable to me that falls cannot be eradicated, but can be contained and reduced with better communication among caregivers and completing a Q-shift fall assessment risk. In developing knowledge about an issue, one must recognize patterns, contrasts, abnormalities, and historical facts, based on the juxtaposition of separate sets of information (Laureate Education, 2012a). During my research, brainstorming played a key factor in analyzing what would be beneficial for a therapeutic outcome of patients prone to falls, while also considering some factors that might impact nurses in successfully performing this task to expectation, like for instance, in the work of Lopez, Gerling, Cary, and Kanak (2010), on fall prevention, it was stated that “throughout this study the nurses reported high levels of temporal demand, effort, and frustration in their workload. One component of workload is staffing”.

The Progression of Knowledge to Wisdom

According to McGonigle and Mastrian (2015), Wisdom is the appropriate application of knowledge to the management and solution of human problems.” With substantial evidence gathered from the data, information, and knowledge phase, progressing to wisdom, I conclude that Q-shift fall risk assessment and effective communication reduces falls among patient population due to some simple rectifiable factors in conjunction with some complex systematic ones. Lopez, Gerling, Cary, and Kanak (2010) in their work to reduce falls stated, some of the factors identified can be rectified rather simply, as in the case of standardizing hand-offs between nurses and nurse assistants. Other factors such as limitations in the physical environment, lack of capability in the MIS, ineffective bed alarms, and unique aspects of nursing workload are more systemic and require complex solutions. These factors were narrowed down and complimented, as I reviewed the article of Neiman, Rannie, Thrasher, Terry, and Kahn (2011), stating that incorporating the fall-risk assessment into an existing electronic nursing documentation system likely enhances the acceptance of and compliance with the risk assessment tool and interventions.

Summary

McGonigle and Mastrian (2015) states, an understanding of the interaction between nurses and technology makes it possible for nurses to generate knowledge, and transform that knowledge into their daily nursing practice The concept of managing and communicating data, information, knowledge, and wisdom continuum as a guide for nursing research plays a significant role in nurse intervention in informatics. According to Godlock (2016), although all inpatient falls may not be preventable, impact can be made by raising situational awareness, increasing mutual support, engaging leaders, encouraging open communication, and providing frontline staff education and involvement. The wisdom to bring into meaning the elements gathered from the inception of group data for my research topic has brought into light that Q-shift fall risk assessment and effective communication minimizes falls among patient population, hence promoting a safer nursing practice.

References

McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge

            (3rd ed.). Burlington, MA: Jones and Bartlett Learning

Laureate Education, Inc. (Executive Producer). (2012a). Data, information, knowledge, and

            Wisdom continuum. Baltimore, MD: Author.

Sentinel Event Alert 55: Preventing falls and fall-related injuries in health care facilities

/orders/www.jointcommission.org/sea_issue_55/

Lopez, K. D., Gerling, G. J., Cary, M. P., & Kanak, M. F. (2010). Cognitive work analysis to

evaluate the problem of patient falls in an inpatient setting. Journal Of The American Medical Informatics Association: JAMIA, 17(3), 313-321. doi:10.1136/jamia.2009.000422

Sand-Jecklin, K., & Sherman, J. (2014). A quantitative assessment of patient and nurse outcomes

of bedside nursing report implementation. Journal of Clinical Nursing, 23(19/20), 2854-2863. doi:10.1111/jocn.12575

Neiman, J., Rannie, M., Thrasher, J., Terry, K., & Kahn, M. G. (2011). Development,

implementation, and evaluation of a comprehensive fall risk program. Journal For Specialists In Pediatric Nursing, 16(2), 130-139. doi:10.1111/j.1744-6155.2011.00277.x

Godlock, G. (2016). Implementation of an Evidence-Based Patient Safety Team to Prevent Falls in Inpatient Medical Units. MEDSURG Nursing, 25(1), 17-23.

Assignment 2: Middle Range or Interdisciplinary Theory Evaluation

As addressed this week, middle range theories are frequently used as a framework for exploring nursing practice problems. In addition, theories from other sciences, such as sociology and environmental science, have relevance for nursing practice. For the next few weeks you will explore the use of interdisciplinary theories in nursing.
This Assignment asks you to evaluate two middle range or interdisciplinary theories and apply those theories to a clinical practice problem. You will also create a hypothesis based upon each theory for an evidence-based practice project to resolve a clinical problem.
Note: This Assignment will serve as your Major Assessment for this course.
 
To prepare:
 
Review strategies for evaluating theory presented by Fawcett and Garity in this week’s Learning Resources (see under list of Required Readings and attached pdf file)
Select a clinical practice problem that can be addressed through an evidence-based practice project. Note: You may continue to use the same practice problem you have been addressing in earlier Discussions and in Week 7 Assignment 1.
Consider the middle range theories presented this week, and determine if one of those theories could provide a framework for exploring your clinical practice problem. If one or two middle range theories seem appropriate, begin evaluating the theory from the context of your practice problem.
Formulate a preliminary clinical/practice research question that addresses your practice problem. If appropriate, you may use the same research question you formulated for Assignment #4.
Write a 10- to 12-page paper (including references) in APA format and a minimum of 8 references or more, using material presented in the list of required readings to consider interdisciplinary theories that may be appropriate for exploring your practice problem and research question (refer to the sample paper attached as “Assignment example”). Include the level one headings as numbered below:
1) Introduction with a purpose statement (e.g. The purpose of this paper is…)
2) Briefly describe your selected clinical practice problem.
3) Summarize the two selected theories. Both may be middle range theories or interdisciplinary theories, or you may select one from each category.
4) Evaluate both theories using the evaluation criteria provided in the Learning Resources.
5) Determine which theory is most appropriate for addressing your clinical practice problem. Summarize why you selected the theory. Using the propositions of that theory, refine your clinical / practice research question.
6) conclusion
MY PRACTICE PROBLEM IS AS FOLLOWED:
 
P: Patients suffering from Type 2 Diabetes Mellitus
 
I: Who are involved in diabetic self-care programs
 
C: Compared to those who do not participate in self-care programs
 
O: Are more likely to achieve improved glycemic control
 
THE THEORIES USED FOR THIS MODEL ARE:
Dorothea Orem Self-Care Theory and The Self-Efficacity in nursing Theory by Lenz & Shortridge-Baggett, or the Health Promotion Model by Pender, Murdaugh & Parson (Pick 2)
 
Required Readings
 
McEwin, M., & Wills, E.M. (2014). Theoretical basis for nursing. (4th ed.). Philadelphia, PA: Wolters Kluwer Health.
Chapter 10, “Introduction to Middle Range Nursing Theories”
Chapter 10 begins the exploration of middle range theories and discusses their development, refinement, and use in research.
Chapter 11, “Overview of Selected Middle Range Nursing Theories”
Chapter 11 continues the examination of middle range theories and provides an in-depth examination of a select set of theories
· Chapter 15, “Theories from the Biomedical Sciences”
Chapter 15 highlights some of the most commonly used theories and principles from the biomedical sciences and illustrates how they are applied to studies conducted by nurses and in nursing practice.
· Chapter 16, “Theories, Models, and Frameworks from Administration and Management”
Chapter 16 presents leadership and management theories utilized in advanced nursing practice.
· Chapter 18, “Application of Theory in Nursing Practice”
Chapter 18 examines the relationship between theory and nursing practice. It discusses how evidence-based practice provides an opportunity to utilize research and theory to improve patient outcomes, health care, and nursing practice.
 
 
Gray, J.R., Grove, S.K., & Sutherland, S. (2017). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Saunders Elsevier.
Chapter 6, “Objectives, Questions, Variables, and Hypotheses”
Chapter 6 guides nurses through the process of identifying research objectives, developing research questions, and creating research hypotheses.
· Review Chapter 2, “Evolution of Research in Building Evidence-Based Nursing Practice”
· Chapter 19, “Evidence Synthesis and Strategies for Evidence-Based Practice”
This section of Chapter 19 examines the implementation of the best research evidence to practice.
 
 
 
Fawcett, J., & Garity, J. (2009). Chapter 6: Evaluation of middle-range theories. Evaluating Research for Evidence-Based Nursing. Philadelphia, Pennsylvania: F. A. Davis.
Note: You will access this article from the Walden Library databases.
This book chapter evaluates the use and significance of middle-range theories in nursing research and clinical practice.
 
DeSanto-Madeya, S., & Fawcett, J. (2009). Toward Understanding and Measuring Adaptation Level in the Context of the Roy Adaptation Model. Nursing Science Quarterly, 22(4), 355–359.
Note: You will access this article from the Walden Library databases.
This article describes how the Roy Adaptation Model (RAM) is used to guide nursing practice, research, and education in many different countries.
Jacelon, C., Furman, E., Rea, A., Macdonald, B., & Donoghue, L. (2011). Creating a professional practice model for postacute care: Adapting the Chronic Care Model for long-term care. Journal of Gerontological Nursing, 37(3), 53–60.
Note: You will access this article from the Walden Library databases.
This article addresses the need to redesign health care delivery to better meet the needs of individuals with chronic illness and health problems.
 
Murrock, C. J., & Higgins, P. A. (2009). The theory of music, mood and movement to improve health outcomes. Journal of Advanced Nursing, 65 (10), 2249–2257. doi:10.1111/j.1365-2648.2009.05108.x
Note: You will access this article from the Walden Library databases.
This article discusses the development of a middle-range nursing theory on the effects of music on physical activity and improved health outcomes.
 
Amella, E. J., & Aselage, M. B. (2010). An evolutionary analysis of mealtime difficulties in older adults with dementia. Journal of Clinical Nursing, 19(1/2), 33–41. doi:10.1111/j.1365-2702.2009.02969.x
Note: You will access this article from the Walden Library databases.
This article presents findings from a meta-analysis of 48 research studies that examined mealtime difficulties in older adults with dementia.
 
Frazier, L., Wung, S., Sparks, E., & Eastwood, C. (2009). Cardiovascular nursing on human genomics: What do cardiovascular nurses need to know about congestive heart failure? Progress in Cardiovascular Nursing, 24(3), 80–85.
Note: You will access this article from the Walden Library databases.
This article discusses current genetics research on the main causes of heart failure.
 
Mahon, S. M. (2009). Cancer Genomics: Cancer genomics: Advocating for competent care for families. Clinical Journal of Oncology Nursing, 13(4), 373–3 76.
Note: You will access this article from the Walden Library databases.
This article advocates for nurses to stay abreast of the rapid changes in cancer prevention research and its application to clinical practice.
 
Mayer, K. H., Venkatesh, K. K. (2010). Antiretroviral therapy as HIV prevention: Status and prospects. American Journal of Public Health, 100(10), 1867–1 876. doi: 10.2105/AJPH.2009.184796
Note: You will access this article from the Walden Library databases.
This article provides an in-depth examination of potential HIV transmission prevention.
 
Pestka, E. L., Burbank, K. F., & Junglen, L. M. (2010). Improving nursing practice with genomics. Nursing Management, 41(3), 40–44. doi: 10.1097/01.NUMA.0000369499.99852.c3
Note: You will access this article from the Walden Library databases.
This article provides an overview of genomics and how nurses can apply it in practice.
 
Yao, L., & Algase, D. (2008). Emotional intervention strategies for dementia-related behavior: A theory synthesis. The Journal of Neuroscience Nursing, 40(2), 106–115.
Note: You will access this article from the Walden Library databases.
This article discusses a new model that was developed from empirical and theoretical evidence to examine intervention strategies for patients with dementia.
 
Fineout-Overholt, E., Williamson, K., Gallagher-Ford, L., Melnyk, B., & Stillwell, S. (2011). Following the evidence: Planning for sustainable change. The American Journal Of Nursing, 111(1), 54–60.
This article outlines the efforts made as a result of evidence-based practice to develop rapid response teams and reduce unplanned ICU admissions.
 
Kleinpell, R. (2010). Evidence-based review and discussion points. American Journal of Critical Care, 19(6), 530–531.
This report provides a review of an evidence-based study conducted on patients with aneurismal subarachnoid hemorrhage and analyzes the validity and quality of the research.
 
Koh, H. (2010). A 2020 vision for healthy people. The New England Journal Of Medicine, 362(18), 1653–1656.
This article identifies emerging public health priorities and helps to align health-promotion resources, strategies, and research.
 
Moore, Z. (2010). Bridging the theory-practice gap in pressure ulcer prevention. British Journal of Nursing, 19(15), S15–S18.
This article discusses the largely preventable problem of pressure ulcers and the importance of nurses being well-informed of current prevention strategies.
 
Musker, K. (2011). Nursing theory-based independent nursing practice: A personal experience of closing the theory-practice gap. Advances In Nursing Science, 34(1), 67–77.
This article discusses how personal and professional knowledge can be used in concert with health theories to positively influence nursing practice.
 
Roby, D., Kominski, G., & Pourat, N. (2008). Assessing the barriers to engaging challenging populations in disease management programs: The Medicaid experience. Disease Management & Health Outcomes, 16(6), 421–428.
This article explores the barriers associated with chronic illness care and other factors faced by disease management programs for Medicaid populations.
 
Sobczak, J. (2009). Managing high-acuity-depressed adults in primary care. Journal of the American Academy of Nurse Practitioners, 21(7), 362–370. doi: 10.1111/j.1745-7599.2009.00422.x
This article discusses a method found which positively impacts patient outcomes used with highly-acuity-depressed patients.
 
Thorne, S. (2009). The role of qualitative research within an evidence-based context: Can metasynthesis be the answer? International Journal of Nursing Studies, 46(4), 569–575. doi: 10.1016/j.ijnurstu.2008.05.001
The article explores the use of qualitative research methodology with the current evidence-based practice movement.
 
 
 
Optional Resources
 
McCurry, M., Revell, S., & Roy, S. (2010). Knowledge for the good of the individual and society: Linking philosophy, disciplinary goals, theory, and practice. Nursing Philosophy, 11(1), 42–52.
 
Calzone, K. A., Cashion, A., Feetham, S., Jenkins, J., Prows, C. A., Williams, J. K., & Wung, S. (2010). Nurses transforming health care using genetics and genomics. Nursing Outlook, 58(1), 26–35. doi: 10.1016/j.outlook.2009.05.001
 
McCurry, M., Revell, S., & Roy, S. (2010). Knowledge for the good of the individual and society: Linking philosophy, disciplinary goals, theory, and practice. Nursing Philosophy, 11(1), 42–52.

Discussion: Cognitive Behavioral Therapy – Family Settings Versus Individual Settings

Individual vs. Family CBT

Cognitive behavioral therapy is short-term psychotherapy that emphasizes the need for attitude change in order to maintain and promote behavior modification (Nichols, 2014). Cognitive behavior therapy (CBT) has been found to be effective in a broad range of disorders. CBT can be done as an individual treatment or in a family setting. Individual CBT has a broadly defined framework with an emphasis on harm-reduction, especially with clients that have anxiety and substance abuse (Wheeler, 2014).
Cognitive-behavioral therapy for families is also brief and is solution-focused. Family CBT is focused on supporting members to act and think in a more adaptive manner, along with learning to make better decisions to create a friendlier, calmer family environment (Nichols, 2014). An example from practicum is a male (T.M) that participates in individual CBT once a week and family CBT once a week. T.M is struggling with alcoholism.
He originally presented for individual CBT because he had been “told by his wife” that he had a problem with alcohol. He reported that he drank “a few vodka drinks” three times a week but none for six weeks. Individual CBT therapy is a collaborative process between the therapist and client that takes schemas and physiology into consideration when deciding the plan of care (Wheeler, 2014). We worked with him using open-ended questions to assist with obtaining cognitive and situational information.  He would become angry easily and it was a felt that he was not being truthful about his alcohol use. Each time he was questioned about it, the story would change. He attended two individual sessions and it was then recommended he begin family CBT with his significant other (S.M) because “things were not going well at home.”
With family CBT, cognitions, emotions, and behaviors are seen as having a mutual influence on one another (Nichols, 2014). The first session was stressful, to say the least. T.M began talking about his alcohol use. S.M interrupted and said, “what about that one-time last month at the hotel. You were seeing things.” He became defensive, raised his voice, and said, “I was drugged. It had nothing to do with drinking.” She then looked down and was tearful. When he left the room to use the bathroom, S.M questioned if he could be tested for alcohol. This led the therapist to believe that T.M’s last use was not six weeks ago.
T.M’s automatic thoughts were that his alcoholism was not a problem in the marriage or in life. One of the core principles in using CBT for SUDs is that the substance of abuse serves as a reinforcement of behavior (McHugh et al., 2010). Over time, the positive and negative reinforcing agents become associated with daily activities. CBT tries to decrease these effects by improving the events associated with abstinence or by developing skills to assist with reduction (McHugh et al., 2010).
It was noticed that when T.M was alone, his stories would change. But when his wife was in the room, he would look at her while he spoke to ensure what he was saying was accurate. The therapist informed the client that it would be appropriate to continue individual therapy and family CBT once a week with the recommendation of joining the ready for change group. The CBT model for substance use states that, when a person is trying to maintain sobriety or reduce substance use, they are likely to have a relapse (Morin et al., 2017).
Ready for change meetings was recommended because like this week’s media showed, clients may relate to others that are going through similar situations. Getting T.M to realize that his alcohol use is a problem, is the primary goal currently. This example was shared because it shows the difficulties that may be encountered with psychotherapy and that both individual and family may be needed to ensure that goals are met. Some challenges that counselors face when using CBT in the family setting are wondering if the structure of the session and if the proper techniques were effective (Ringle et al., 2015). Evaluating and consulting with peers may also assist with meeting client and family goals.
References
McHugh, R. K., Hearon, B. A., & Otto, M. W. (2010). Cognitive behavioral therapy for substance use disorders. The Psychiatric clinics of North America, 33(3), 511-25. doi:10.1016/j.psc.2010.04.012
Morin, J., Harris, M., & Conrod, P.  (2017, October 05). A Review of CBT Treatments for Substance Use Disorders. Oxford Handbooks Online. Ed.  Retrieved fromhttp://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199935291.001.0001/oxfordhb-9780199935291-e-57.
Nichols, M. (2014). The essentials of family therapy (6th ed.). Boston, MA: Pearson.
Patterson, T. (2014). A Cognitive-Behavioral Systems Approach to Family Therapy. Journal of Family Psychotherapy, 25(2), 132–144. /orders/doi-org.ezp.waldenulibrary.org/10.1080/08975353.2014.910023
Ringle, V. A., Read, K. L., Edmunds, J. M., Brodman, D. M., Kendall, P. C., Barg, F., & Beidas, R. S. (2015). Barriers to and Facilitators in the Implementation of Cognitive-Behavioral Therapy for Youth Anxiety in the Community. Psychiatric services (Washington, D.C.), 66(9), 938-45. doi:10.1176/appi.ps.201400134
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to
guide for evidence-based practice. New York, NY: Springer.
POST 2
 
Cognitive Behavioral Therapy is one of the most effective psychotherapy approaches, whether it be used in group, family, or individual treatment. It is important to understand the purpose of it what its process consists off. It can be used to treat different mental health conditions, ranging from addiction to more severe illnesses. Its approach is to work with the patient into strategizing ways to change unhealthy thoughts and behaviors. Throughout the process, the patient not only learns solving skills, but also to re-evaluate and learn how to understand other’s perspectives, skill that helps build their confidence.
Some believe group therapy is more effective than individual therapy, as established by Kellett, Clarke, and Matthews (2007, p. 211). It has been established that CBT in general can be effective, but based on the Johnson Family Session video, it leads me to believe that either group/family or individual would be effective depending on the condition that is being treated. It is clear from the video that the girl who had been sexually assaulted at the fraternity does not believe talking or sharing her experience, even if it is with other girls who went through the same experience, will help in any way. She still has some internal issues that need to be addressed individually in order to make progress and get her to a place where she can participate in group/family therapy with an awareness that it will help her and purpose to it. Another important aspect of having a client be committed to the treatment is that research has showed “Poor compliance can adversely affect the remaining group members who may become worried or insecure” (Söchting, Lau, Ogrodniczuk, 2018, p. 185).
An example during practicum that supports my belief is the case of a terminally ill patient who had been recommended comfort care through hospice. She was ready to do so, understood and accepted her prognosis, but her daughters and husband were in denial. Every time they participated in a family session the patient held back on her wishes and verbalized whatever their wishes were as if they were her own. When treated as an individual client, she would express her concerns of not being able to “disappoint and abandon my family”. She had suffered all her life from anxiety, insecurities, severe depression, and low self-esteem. Those were issues that should have been addressed individually before she could fully engage in a family session in a healthy and productive way, if she would’ve had the time. CBT would have still been the choice of treatment for individual therapy for this client, as evidenced by Driessen et al. who stated it “is the psychotherapy method with the best evidence-base in the treatment of depression” (2017, p. 654). Not being fully engaged in the program, or believing the treatment will not help, or having other issues that need to be addressed on an individual basis, are all challenges presented in a family setting when relying on CBT.
References
Kellett, S., Clarke, S., & Matthews, L. (2007). Delivering Group Psychoeducational CBT in
Primary Care: Comparing Outcomes with Individual CBT and Individual
Psychodynamic-Interpersonal Psychotherapy. British Journal of Clinical Psychology,
           46(2).
Söchting, I., Lau, M., & Ogrodniczuk, J. (2018). Predicting Compliance in Group CBT Using the
Group Therapy Questionnaire. International Journal of Group Psychotherapy, 68(2).
Driessen,E., Van, H. L., Peen, J., Don, F. J., Twisk, J. W. R., Cuijpers, P., & Dekker, J. J. M.
(2017). Cognitive-Behavioral Versus Psychodynamic Therapy for Major Depression:
Secondary Outcomes of a Randomized Clinical Trial. Journal of Consulting Clinical
Psychology, 85)7).

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SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – Discussion: Cognitive Behavioral Therapy – Family Settings Versus Individual Settings

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• 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. Discussion: Cognitive Behavioral Therapy – Family Settings Versus Individual Settings

• 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. Discussion: Cognitive Behavioral Therapy – Family Settings Versus Individual Settings

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PICOT STATEMENT- Formulate a PICOT statement for your capstone project

Formulate a PICOT statement for your capstone project

Capstone PICOT Statement Sample

PICOT Statement: Childhood Obesity

P-I-C-O-T Statement

P- Patients who suffer from obesity (BMI of more than 30)

I- Undertaking nutritional education, diet, and exercise

C- Comparison to nutritional education, endoscopic bariatric surgical intervention

O- Improved health outcomes in terms of overall weight

T – A year’s time limit

PICOT Statement: Childhood Obesity

Introduction

Childhood obesity poses serious health problems in the US as the number of overweight and obese population increases at a rapid pace every year. The effects of this problem have arrested the attention of policymakers, societal members, and government agencies. This has resulted in ranking childhood obesity as a national health concern. The adverse impacts of this disease go beyond the health realms to include economic burden on both personal and national budgets. While there are numerous risk factors and various evidence-based interventions to address this challenge, no single approach is consistently efficacious in curbing the disease. Consequently, it is imperative that efficacious initiatives and policies be developed to address the never-ending problem of childhood obesity. Multidisciplinary approaches are often broad and cut across all dimensions of personal health problems. Instead of placing emphasis solely on biomedical models, health care professionals should also seek to promote behavior change among obesity patients and their family members. A PICOT statement can be utilized as an effective tool to seek interventions of addressing childhood obesity.

PICOT Statement

Population

In the US, obesity prevalence is highest among children aged from 6 to 11 years (Cheung et al. 2016). The disease has tripled among this age group from 4.2 percent to 15.3 percent from 1963 to 2012. In the last three decades, increased cases of obesity prevalence have been noted among children of all ages, although the differences in obesity prevalence have been recorded in terms of age, race, ethnicity, and gender (Cheung et al. 2016). In this respect, children from socioeconomically disadvantaged families and some racial and ethnic minorities experience the higher median score on obesity than the dominant white population. Higher obesity rates are often recorded among blacks and Hispanics compared to whites. For instance, a survey on girls in the Southwest revealed that the yearly cases of obesity stood at 4.5 percent among Blacks, 2 percent among Hispanics, and 0.7 percent among white girls aged from 13 to 17 years (Cheung et al. 2016). For low-income earners, American Indians rank highest at 6.3 percent, followed closely by Hispanics at 5.5 percent.

Intervention

Evidence-based interventions that seek to reduce childhood obesity incidences in the country should target two major areas: prevention and treatment. High-quality RCT has been proven as one of the most effective preventative intervention, especially in schools (Reilly, 2006). Such interventions involve making changes on the school curriculum by introducing and improving physical education, changing school meal provisions, and reducing the television viewing hours. Schools should also engage in promotional campaigns that encourage walking form home to school (Ickes, McMullen, Haider & Sharma, 2014). This intervention has been successful in most cases involving girls in the sense that the risks of becoming obese are significantly lowered. Treatment interventions should be limited to motivated families and communities, in which the child and parents perceive obesity as a problem. From a theoretical perspective, treatments should be continued for longer periods such as months to years. Diets should be modified, especially with the use of regimen such as traffic light diet. Television viewing habits should also be reduced (Ickes et al. 2014). Furthermore, treatment should be aimed at encouraging families to self-monitor their lifestyle. Finally, more time should be offered for consulting with family members.

Comparison

Being a member of a multidisciplinary team, the nurse practitioner performs the task of offering standardized care and advocacy support for healthy community environments. In addition, the nurse helps to ensures that there is proper coverage, access to, and incentives for regular obesity prevention, screening, diagnosis and treatment (Vine et al. 2013). There is also need to promote active living and healthy eating at work. Finally, focus should be on promoting healthy living during weight gain. There is also need to expand the role of health care providers, in childhood obesity prevention.

Outcome

When a nurse is involved as one of the primary members in the multidisciplinary team approach, the child should be guaranteed of better continuity of care. The outcomes of interventions should include reduced obesity risks and curriculum adjustments for sustainable change to make it cost-effective (Ross et al. 2010). The curriculum modifications should be generalizable. One of the leading causes of failure of previous interventions is that they targeted modifications at the micro levels. This means that targeting individual children, families, or schools make it harder to have positive outcomes or impacts on the many other influences on weight status that affect the environment at the macro levels. Obesity control efforts that are successful should require a more macro-environmental strategy in addition to the micro level behavioral adjustments.

Time

Obesity treatment and management should be a process that takes months to years. This is because the focus should not just be on the individual level, but also on the general behavioral patterns of a person’s family, friends, and society at large (Ross et al. 2010). Therefore, interventions should be multidisciplinary and aim at changing the behavior of the patient by promoting long term positive outcomes. Precautions to monitor blood pressure can be done every two weeks or on a monthly basis. Medications such as sibutramine can be utilized for periods of up to one year. However, its use should be discontinued in patients whose weight loss stabilizes at less than five percent of their initial body weight.

References

Cheung, P. C., Cunningham, S. A., Narayan, K. M., & Kramer, M. R. (2016). Childhood Obesity Incidence in the United States: A Systematic Review. Childhood obesity (Print), 12(1), 1–11. /orders/doi.org/10.1089/chi.2015.0055

Ickes, M. J., McMullen, J., Haider, T., & Sharma, M. (2014). Global school-based childhood obesity interventions: a review. International journal of environmental research and public health, 11(9), 8940–8961. /orders/doi.org/10.3390/ijerph110908940

McGrath, Sandra McGrath, “Childhood Obesity Comorbitities Awareness Hospital-based Education” (2017). Walden Dissertations and Doctoral Studies. 3458. /orders/scholarworks.waldenu.edu/dissertations/3458

Reilly J. J. (2006). Obesity in childhood and adolescence: evidence based clinical and public health perspectives. Postgraduate medical journal, 82(969), 429–437. /orders/doi.org/10.1136/pgmj.2005.043836

Ross, M. M., Kolbash, S., Cohen, G. M., & Skelton, J. A. (2010). Multidisciplinary treatment of pediatric obesity: nutrition evaluation and management. Nutrition in clinical practice : official publication of the American Society for Parenteral and Enteral Nutrition, 25(4), 327–334. /orders/doi.org/10.1177/0884533610373771

Details: A PICOT starts with a designated patient population in a particular …..(childhood obesity)

Review the Topic Materials and the work completed in NRS-433V to formulate a PICOT statement for your capstone project.

A PICOT starts with a designated patient population in a particular clinical area and identifies clinical problems or issues that arise from clinical care. The intervention should be an independent, specified nursing change intervention. The intervention cannot require a provider prescription. Include a comparison to a patient population not currently receiving the intervention, and specify the timeframe needed to implement the change process.

Formulate a PICOT statement using the PICOT format provided in the assigned readings. The PICOT statement will provide a framework for your capstone project.

In a paper of 500-750 words, clearly identify the clinical problem and how it can result in a positive patient outcome.

Make sure to address the following on the PICOT statement:

1. Evidence-Based Solution

2. Nursing Intervention

3. Patient Care

4. Health Care Agency

5. Nursing Practice

solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, you are required to retrieve and assess a minimum of 8 peer-reviewed articles. an abstract is not required, CITE WEBSITE SOURCE.

NRS-490 Capstone Project Topic Selection and Approval

According to the American Heart Association (2018), one third of the children and adolescents are affected by obesity in the United States. Going into the millennium, its prevalence had tripled so much so that it is regarded as the number one health concerns among parents today. In other parts of the world, the problem is rapidly growing, and it affects middle class and low-income countries alike. A research conducted by Karnik & Kanekar (2012) estimated that over 41 million children in Africa and Asia under the age of five were found to be obese. Of these, it has been estimated that over 116,000 die each year. Comment by Melissa Reedy: This is a little awkward as written but contains great information, perhaps write it as a more of a comparative type of paragraph where you are introducing the issue of obesity in America but comparing to the fact that it is also an issue worldwide

Children with obesity have a higher risk of getting serious diseases like high blood pressure, high cholesterol, Diabetes type II, coronary heart disease, respiratory and stroke problems (Hales, Carroll, Fryar & Ogden, 2017). Additionally, most of them grow up with the condition, which results to more health issues that are psychological in nature, including low self-esteem, negative body image and sometimes depression. It is also true that excessive body weight is greatly associated with earlier risk of obesity-related induced disease and death in adulthood (Cunningham, Kramer & Narayan, 2014).

The occurrence of obesity in the United states of American can be attributed to the availability of “good- tasting” food with high calorie. Furthermore, these foods are not expensive, yet their health effects are disastrous. This, accompanied with a lack of physical activity and inactive behavior results to childhood obesity. All these factors are imparted by family characteristics and environmental factors. For instance, if parents cultivate the culture of eating junk food at home from a young age, chances are that their child will become obese. Watching TV and other inactive activities should also be discouraged lest children become dormant. Advertisements that encourage the consumption of junk food also attracts children into poor eating habits. It is also important to note that genetic factors of the family can also contribute to child obesity (Ebbeling, Pawlak, & Ludwig, 2002) Comment by Melissa Reedy: Capitalize Comment by Melissa Reedy: Calories and then comma Comment by Melissa Reedy: In

The impact of Child obesity goes beyond health-related issues as it can negatively impact the child’s social status. More often it brings anxiety, self- esteem and depression because obese children tend to be more vulnerable than the normal kids in school (Ludwig, 2018). It is also associated with eating disorders such as Bulimia Nervosa. All these affect the health of the child, its wellbeing and leads to poor performance because of the low quality of life the child is experiencing (Reilly, & Kelly, 2011). Comment by Melissa Reedy: No capitalization Comment by Melissa Reedy: I don’t know that I would use normal here because really what defines normal? Comment by Melissa Reedy: A child is not an it

Clearly, so much needs to be done to address this issue. First, environmental change is inevitable, and perhaps the key and solution to obesity in children. Instead of having vending machines in schools that are full of ‘junk’ foods, parents and schools should opt for healthier food options, emphasize on physical activities and constantly remind kids about the effects of unhealthy eating habits. The government should set tighter rules and regulation on advertisements of fast-foods by limiting them. All said and done, obtaining and maintaining an appropriate body weight is extremely important and the best way to achieve this is by doing it gradually. Children and adolescents should measure their weight relative to their height using the Body Mass Index (BMI) (Ogden, Carroll, Kit, & Flegal, 2014).

In conclusion, families and the health care professionals should understand that childhood obesity is a serious issue in the society today. We ought to know that there is no approved medication for childhood obesity in American, for fact, the American association of pediatrician deter the use of such medication to control the weight in children. The current efforts to help tame it cannot be disregarded, but more needs to be done. Its effects are long lasting, meaning that it is threatening the future of millions of children that can easily be avoided. All healthcare practitioners should therefore join hands and fight it with all available means such as educating parents on how to promote healthy lifestyle for a greater future (Bleich, Segal, Wilson, & Wang, 2013).

Dami remember to include this in this paper:

1. The problem, issue, suggestion, initiative, or educational need that will be the focus of the project-you have well defined the issue and yes, some solutions but not YOUR solution-remember this is YOUR project-you need to define your problem and come up a solution to this problem that YOU are going to implement.

2. The setting or context in which the problem, issue, suggestion, initiative, or educational need can be observed-you need to give a specific setting-do you work in a school where you are noticing and increase in childhood obesity and you are going to tackle making the vending machines have more healthy choices?? You need to define your setting

3. A description providing a high level of detail regarding the problem, issue, suggestion, initiative, or educational need.

4. Impact of the problem, issue, suggestion, initiative, or educational need on the work environment, the quality of care provided by staff, and patient outcomes.

5. Significance of the problem, issue, suggestion, initiative, or educational need and its implications to nursing.

6. A proposed solution to the identified project topic-you need to be specific to what you are going to do for your proposed issue.

References

Bleich, S. N., Segal, J., Wu, Y., Wilson, R., & Wang, Y. (2013). Systematic review of community-based childhood obesity prevention studies. Pediatrics, 132(1), e201-e210.

Cunningham, S. A., Kramer, M. R., & Narayan, K. V. (2014). Incidence of childhood obesity in the United States. New England Journal of Medicine, 370(5), 403-411.

Ebbeling, C. B., Pawlak, D. B., & Ludwig, D. S. (2002). Childhood obesity: public-health crisis, common sense cure. The lancet, 360(9331), 473-482.

Hales, C. M., Carroll, M. D., Fryar, C. D., & Ogden, C. L. (2017). Prevalence of obesity among adults and youth: United States, 2015-2016. US Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Health Statistics.

Han, J. C., Lawlor, D. A., & Kimm, S. Y. (2010). Childhood obesity. The Lancet, 375(9727), 1737-1748.

Karnik, S., & Kanekar, A. (2012). Childhood obesity: a global public health crisis. International journal of preventive medicine, 3(1), 1.

Ludwig, D. S. (2018). Epidemic Childhood Obesity: Not Yet the End of the Beginning. Pediatrics, e20174078.

Ogden, C. L., Carroll, M. D., Kit, B. K., & Flegal, K. M. (2014). Prevalence of childhood and adult obesity in the United States, 2011-2012. Jama, 311(8), 806-814.

Reilly, J. J., & Kelly, J. (2011). Long-term impact of overweight and obesity in childhood and adolescence on morbidity and premature mortality in adulthood: systematic review. International journal of obesity (2005), 35(7), 891–898. /orders/doi.org/10.1038/ijo.2010.222

ADDITIONAL INSTRUCTIONS FOR THE CLASS

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – Formulate a PICOT statement for your capstone 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.

• 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. Formulate a PICOT statement for your capstone project

• 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. Formulate a PICOT statement for your capstone 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. Formulate a PICOT statement for your capstone project

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• 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.

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NURS 6051 Discussion: Interaction Between Nurse Informaticists and Other Specialists Samples Included

NURS 6051 Discussion: Interaction Between Nurse Informaticists and Other Specialists Sample 1

Nurse informaticists routinely make sure all systems are maintained, and able to be utilized properly (McGonigle & Mastrian, 2017, p. 313). Within the Washington Health System, the nurse informaticists help with the orientation of new staff members. All workers who will be utilizing the computers go through their orientation. This orientation helps workers learn the computer system utilized and how to log on to the computer. They provide direct supervision while the staff performs tasks on the computer. There is a packet of step-by-step instructions on how to access and chart in the Sunrise computer system. These individuals interact directly with those who will be using the computers for their job. When the organization implements new technology nurse informaticists are on the floor, directly showing nurses how it operates. This direct observation helps nurses feel more comfortable with new technology and provides resources for questions. Nurse informaticists are focused on creating solutions to improve overall patient care (Mosier et al., 2019). They are responsible for making technology user friendly and without errors. Interaction Between Nurse Informaticists and Other Specialists

One new technology advancement that we have had issues with is the ViTrac. When staff calls the technical support for the hospital, they try to address the issue over the phone. It would be easier if we could show them the issues we are experiencing. Having a person come over in person is less frustrating and many individuals feel heard. This is one strategy to improve the relationships between the different departments.

Technology is always changing. Healthcare especially, is seeing advancements in technology to help better care for the patient. The use of mobile phone and telehealth is becoming more common. Health apps are being utilized to help lower readmission rates for designated diseases (Ng et al., 2018). Nursing informaticists play a key role in the development and execution of healthcare-based technology. This specialty is becoming more essential every year as technology advances. We need these individuals to help advance technology services we can provide to patients. As new technology is developed every year, this role is crucial. I believe the advancement of new technologies will expand the current professional interactions. It will allow for physicians to remotely connect with other professionals to better care for the patient. The evolution of this role allows for more professional interactions to occur. It will also cause many professional interactions to occur remotely. While this aspect can be positive in many ways, the lack of actual in person communication is lost. Especially during these times, many people need some form of human interaction after quarantining for months. Nurse informaticists are a great tool for advancing healthcare and improving care for patients.

References

McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Jones & Bartlett Learning.

Mosier, S., Roberts, W. D., & Englebright, J. (2019). A system-level method for developing nursing informatics and solutions: The role of executive leadership. The Journal of Nursing Administration, 49(11), 543-548. 10.1097/NNA.0000000000000815

Ng, Y. C., Alexander, S., & Frith, K. H. (2018). Integration of mobile health applications in health information technology initiatives: Expanding opportunities for nurse participation in population health. Computers, Informatics, Nursing, 36(5), 209-213. 10.1097/CIN.0000000000000445

response post

I agree that nursing informatics is a necessary tool for the advancement of the quality of care and the nursing profession in its’ entirety. Recently, we have seen a huge shift in the healthcare with telehealth coming to the forefront due to the Affordable Care Act and more recently the coronavirus pandemic. There are several advantages to providing services remotely such as: convenience, cost savings, the ability to provide care to those who are immunocompromised or with mobility issues, and accessibility for those that live in rural areas.

According to Harvard Health, almost three-quarters of Americans surveyed said the pandemic has made them more eager to try virtual care, and one in four Americans over the age of 50 have had a virtual health visit during the first three months of the pandemic (2020). Telehealth is an umbrella term that covers telemedicine and a variety of nonphysician services, including telenursing and telepharmacy (Weinstein et al., 2014). Telehealth fundamentally changes the way patient care is delivered. Telephonic or virtual nursing allows nurses to monitor and deliver care to patients remotely. Nurse informaticists combine clinical and technical expertise to determine how to best meet the needs of the patient and organization. Nurse informaticists are critical in the success of telehealth as they play a significant role in the design and implementation of the systems utilized as well as the education of healthcare workers regarding the technology and biometric data that is used in order to treat patients virtually. As the population’s life expectancy continues to grow, the role of telehealth will become increasingly important as will the ability to utilize the technology in order to assess, communicate, and provide care for out patients virtually.

References

Harvard Health. (2020). Telehealth: The advantages and disadvantages. /orders/www.health.harvard.edu/staying-healthy/telehealth-the-advantages-and-disadvantages. Interaction Between Nurse Informaticists and Other Specialists

Weinstein, R. L., Lopez, A. M., Jospeh, B., Erps, K., Holcomb, M., Barker , G., & Krupinski, E. (2014, March). Telemedicine, Telehealth, and Mobile Health Applications That Work: Opportunities and Barriers. The American Journal of Medicine . http://scholar.google.com/scholar_url?url=http://www.academia.edu/download/42581191/Applications_that_work.pdf&hl=en&sa=X&ei=m43bX7j2GY-Ny9YPt6-10Ac&scisig=AAGBfm31zNtLDXJT_2-7S7hftARrTGuYww&nossl=1&oi=scholarr. Interaction Between Nurse Informaticists and Other Specialists

Interaction Between Nurse Informaticists and Other Specialists Sample 2

Information about Covid-19 is being intensely scrutinized throughout not only the healthcare organization that I work for, but also throughout the world, in an attempt to coordinate a massive response to try to contain the spread of the disease.  Data is being gathered by multiple professions and disciplines and analyzed with the intention of sharing the resulting knowledge with people and agencies responsible for making decisions regarding steps to take to protect the public from the disease.  Data that is being collected and shared on a regular basis at my place of work includes results from weekly staff and patient Covid-19 testing, daily staff and patient symptom reports, daily bed counts, and patient temperatures and vital signs each shift.  Interaction Between Nurse Informaticists and Other Specialists The information is gathered by nurses on the inpatient unit, it is shared verbally and electronically with doctors, administrators, building supervisors, and public health officials to make decisions regarding patient care and staffing.

One way to improve the efficient distribution of the information that is gathered on the inpatient unit would be to ensure that information is shared between disciplines and professions with compatible organizational approaches (Nordsteien & Bystrom, 2018).  Nursing on the inpatient unit needs to be aware of what specific information is being requested, and it must be reported in a manner that is accessible and easily understood by those requesting it.  Providing unnecessary information will only slow the analysis of information and delay effective interventions (Skiba, 2017) Interaction Between Nurse Informaticists and Other Specialists.

As nursing informatics continues to evolve into a nursing specialty, nurse’s interactions with other professionals will take on a collaborative role in the quest for improved patient outcomes.  Knowledge will be created from data, analyzed, shared among professions, and incorporated into the practice of multiple disciplines (McGonigle & Mastrian, 2017).

References

McGonigle, D., & Mastrian, K. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Jones & Bartlett Learning. Interaction Between Nurse Informaticists and Other Specialists

Nordsteien, A., & Bystrom, K. (2018). Transitions in workplace information practices and culture: The influence of newcomers on information use in healthcare. Journal of Documentation, 74(4), 827–843. www.emeraldinsight.com/0022-0418.htm

Skiba, D. J. (2017). Nursing informatics education: From automation to connected care. In Forecasting informatics competencies for nurses in the future of connected health (pp. 9–19). IMIA; IOS Press. /orders/doi.org/10.3233/978-1-61499-738-2-9   Interaction Between Nurse Informaticists and Other Specialists

Discussion: Interaction Between Nurse Informaticists and Other Specialists

Nature offers many examples of specialization and collaboration. Ant colonies and bee hives are but two examples of nature’s sophisticated organizations. Each thrives because their members specialize by tasks, divide labor, and collaborate to ensure food, safety, and general well-being of the colony or hive. Interaction Between Nurse Informaticists and Other Specialists

Of course, humans don’t fare too badly in this regard either. And healthcare is a great example. As specialists in the collection, access, and application of data, nurse informaticists collaborate with specialists on a regular basis to ensure that appropriate data is available to make decisions and take actions to ensure the general well-being of patients.

In this Discussion, you will reflect on your own observations of and/or experiences with informaticist collaboration. You will also propose strategies for how these collaborative experiences might be improved. Interaction Between Nurse Informaticists and Other Specialists

To Prepare:

• Review the Resources and reflect on the evolution of nursing informatics from a science to a nursing specialty.
• Consider your experiences with nurse Informaticists or technology specialists within your healthcare organization.

By Day 3 of Week 3

Post a description of experiences or observations about how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization. Suggest at least one strategy on how these interactions might be improved. Be specific and provide examples. Then, explain the impact you believe the continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions. Interaction Between Nurse Informaticists and Other Specialistsv

By Day 6 of Week 3

Respond to at least two of your colleagues* on two different days, offering one or more additional interaction strategies in support of the examples/observations shared or by offering further insight to the thoughts shared about the future of these interactions.

NURS 6051 Week 3 Media: Data, Information, Knowledge, and Wisdom Continuum

Information technology is transforming the health care field with a plethora of new tools, software, and devices. This transformation has especially affected nurses, which is why health care information technology is often referred to as “nursing informatics.”
Nursing informatics is used in practice settings to help organize and apply data, information, knowledge, and wisdom. The continuum of data, information, knowledge, and wisdom shows how nurses use facts to make decisions and provide care. This continuum provides insight for how nursing informatics contribute to different levels of understanding, decision-making, and evidence-based practice.
The lowest level on the continuum is data. The term “data” refers to discrete sets of details related to a specific situation, patient, or population. You can think of data as isolated islands of facts that any observer would be able to view and objectively identify.
The next level on the continuum, directly above data, is information. Information is the result of processing and organizing data into more manageable structures, and interpreting the meanings of individual data points. Information systems, such as electronic health records (EHRs), compile data and support nurses at the information level of the continuum.
After information, the next level up is knowledge. Knowledge arises when information is synthesized into formal relationships and interconnections. Knowledge involves recognizing patterns and abnormalities based on separate sets of information. Nursing informatics that operate at the knowledge level are called decision-support systems.
Finally, the highest level of the continuum is wisdom. Wisdom is the application of knowledge to addressing clinical problems and complex patient health issues with compassion and regard for ethics and quality of life.
Let’s explore a clinical example of how data, information, knowledge, and wisdom build on each other. Consider a 48-year-old male patient of average height who is slightly overweight. The patient’s recent blood test indicates that he has impaired glucose tolerance and slightly high cholesterol. All of these initial facts about the patient represent data.
The nurse discusses the results of the blood test with the patient, and invites him to return for a follow-up visit. The second blood test indicates higher glucose levels and the same high cholesterol. These serialized blood test results represent information.
The nurse then takes this information, refers to the patient’s electronic health record, and discovers that the patient has a family history of diabetes. This data, added to the information from the blood tests, allows the nurse to determine that the patient has type 2 diabetes. This diagnosis is knowledge.
Finally, the nurse uses wisdom to determine the most appropriate strategy for addressing this patient’s diabetes. Because the patient does not have a personal history with diabetes and is relatively young, the nurse discusses lifestyle interventions to manage his glucose levels. If after six months, the patient’s glucose is not within the normal range, the nurse and the physician will consider medications and other treatment options.

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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.

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

• 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.

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• Late Policy

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

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

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The Systems Development Life Cycle And The Nurse Informaticist

The Systems Development Life Cycle and the Nurse Informaticist

The systems development life cycle (SDLC) is a model for planning and implementing change within an organization. It is important for many individuals to be represented in the process, especially the end users of the system or the employees who must live with the change. As informatics become more and more widespread throughout the health care field, collaboration between information technology (IT) professionals and health care practitioners is becoming increasingly important. The nurse informaticist is able to combine the perspective of the information technology side with the clinical nursing perspective.
 
While the titles and specific responsibilities of nurse informaticists vary across organizations and practice settings, the fundamental purpose of the role remains the same. Nurse informaticists synthesize their knowledge of how technology can improve health care with an understanding of clinical practice and workflow. This is why nurse informaticists can be instrumental in facilitating the SDLC for informatics in health care. For this Discussion, you examine the relationship between the nurse informaticist and the use of the SDLC.
 
To prepare:
 

• Review the information in this week’s Learning Resources on the SDLC and the role of the nurse informaticist. Reflect on Chapter 1 of the Dennis, Wixom, and Roth course text and consider how the information about the systems analyst role translates into nursing and health care.
• Consider a recent change in your organization related to the implementation of a new technology or system. How was this change handled? What was the general SDLC process? Who was involved, and what were the outcomes?
• Identify whether your organization (or one with which you are familiar) has a formal title or position for the nurse informaticist. This position may be called by a different name, such as nurse informatics specialist or informatics analyst, so be sure to review the position description.
• If your organization has a position for the nurse informaticist, what are the responsibilities of that position? If your organization does not have such a position, conduct research in the Walden Library and at credible online sources on the role of the nurse informaticist.
• Reflect on the role of the nurse informaticist in the overall health care field. How is this position connected to the SDLC? Assess the benefits of having this specialized position within health care organizations and involving the nurse informaticist in the SDLC.
   
  Post by tomorrow 8/30/16 550 words in APA format with a minimum of 3 references from the list provided under Required Readings. Apply the level 1 headings as numbered below:
  1) A description of how the systems development life cycle is utilized in your organization (Hospital), or in one with which you are familiar, and assess its effectiveness.
   
  2)  Assess the role of the nurse informaticist in your organization. If the nurse informaticist is not a current position within your organization, provide a description of the generally accepted role of the nurse informaticist based on this week’s Learning Resources and your own research.
   
  3)  Explain why it is important for the nurse informaticist to be involved in the SDLC process and the overall organizational benefits of having such involvement.
   
   
  Required Readings
   
  Dennis, A., Wixom, B. H., & Roth, R. M. (2015). Systems analysis and design (6th ed.). Hoboken, NJ: Wiley.

• Chapter 1, “The Systems Analyst and Information Systems Development” (pp. 1–34)

 
In this chapter, the authors clarify the relationship between systems analysts and information systems development. The chapter also covers the basic business applications of information systems.
 

McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.
 

• Chapter 10, “Systems Development Life Cycle: Nursing Informatics and Organizational Decision Making”

• Chapter 11, “Administrative Information Systems”

 
Quality, organizational decision making is a requisite to successful advancements in technology. This chapter explores how workplaces respond to the necessity for improved information systems.
 
 
Anderson, C., & Sensmeier, J. (2011). Nursing informatics scope of practice expands, salaries increase. Computers, Informatics, Nursing, 29(5), 319–320.
 
Retrieved from the Walden Library databases.
 
This article assesses the growing need for informaticists in the health care industry. The combination of clinical and information technology experience that informaticists possess makes them invaluable in assisting in the health care industry’s transition into a heavier use of information systems.
 
 
Houston, S. M. (2012). Nursing’s role in IT projects. Nursing Management, 43(1), 18–19.
 
Retrieved from the Walden Library databases.
 
The societal advancements of information technology (IT) are major factors in the governance of health care organizations. This article gives an overview of how nurse informaticists blend their clinical know-how with IT to improve workflow and patient care.
 
 
 
McLane, S., & Turley, J. P. (2011). Informaticians: How they may benefit your healthcare organization. The Journal of Nursing Administration, 41(1), 29–35.
 
Retrieved from the Walden Library databases.
 
Nursing informaticists help guide the implementation of information systems into health care organizations. The authors of this article evaluate how informaticists effect change in management and improve meaningful use in nursing practice.
 
Prestigiacomo, J. (2012). The rise of the senior nurse informaticist. Healthcare Informatics, 29(2), 38–43.
 
Retrieved from the Walden Library databases.
 
The author of this article highlights the conditions of the health care industry and its growing reliance on data-driven decision making. Nurse informaticists are important in this transition, playing a major role in the development and utilization of electronic health records (EHRs).
 
Warm, D., & Thomas, B. (2011). A review of the effectiveness of the clinical informaticist role. Nursing Standard, 25(44), 35–38.
 
Retrieved from the Walden Library databases.
 
Health care organizations rely heavily on information management and technology for organizational maintenance and patient care. This article examines the clinical informaticist’s role in facilitating the implementation of health information technology and spearheading clinical risk management.

SOCW 6202 Discussion: Trends in Addiction Treatment

SOCW 6202 Discussion: Trends in Addiction Treatment