Monthly Archives: May 2023

How does data become knowledge and finally wisdom? Explain the relationship between knowledge acquisition, knowledge processing, knowledge generation, knowledge dissemination, and wisdom. Then provide examples from your clinical practice (or past work experiences) according to the following:

a. Examples of knowledge acquisition

b. Examples of knowledge generation

c. Examples of knowledge processing

d. Examples of knowledge dissemination

e. Examples of the use of feedback

All examples form nursing field.

 Ethics are important in any area but particularly in healthcare. Every patient population has their own specific ethical considerations. Post a brief description of your population and the plan idea you have for addressing their health needs. This time also describe the ethical issues involved in serving your population. 

 Geriatric is my population 

Implicit bias involves associations outside conscious awareness that leads to a negative evaluation of a person on the basis of irrelevant characteristics such as race, age or gender.  The assignment is to take any one of the Implicit Association Tests (IAT) to measure attitudes and beliefs you may not know about consciously.  The IAT may be especially interesting if it shows that you have an implicit bias attitude that you did not know about.  For example, you may believe that women and men should be equally associated with science, but your automatic associations could show that you (like many others) associate men with science more than you associate women with science 

1.Log on to the Implicit Project:

https://implicit.harvard.edu/implicit/takeatest.html

2.  Follow the directions and take an IAT on a topic of your choice

3.  What did you discover about yourself?

4.  Were you aware of the implicit bias you had toward the characteristic you selected?

5.  How will you use this information to guide your nursing practice?

The first step of the evidence-based practice process is to evaluate a nursing practice environment to identify a nursing problem in the clinical area. When a nursing problem is discovered, the nurse researcher develops a clinical guiding question to address that nursing practice problem.

For this assignment, you will create a clinical guiding question know as a PICOT question. The PICOT question must be relevant to a nursing practice problem. To support your PICOT question, identify six supporting peer-revised research articles, as indicated below. The PICOT question and six peer-reviewed research articles you choose will be utilized for subsequent assignments.

Use the “Literature Evaluation Table” to complete this assignment.

1. Select a nursing practice problem of interest to use as the focus of your research. Start with the patient population and identify a clinical problem or issue that arises from the patient population. In 200–250 words, provide a summary of the clinical issue.
2. Following the PICOT format, write a PICOT question in your selected nursing practice problem area of interest. The PICOT question should be applicable to your proposed capstone project (the project students must complete during their final course in the RN-BSN program of study).
3. The PICOT question will provide a framework for your capstone project.
4. Conduct a literature search to locate six research articles focused on your selected nursing practice problem of interest. This literature search should include three quantitative and three qualitative peer-reviewed research articles to support your nursing practice problem.

Note: To assist in your search, remove the words qualitative and quantitative and include words that narrow or broaden your main topic. For example: Search for diabetes and pediatric and dialysis. To determine what research design was used in the articles the search produced, review the abstract and the methods section of the article. The author will provide a description of data collection using qualitative or quantitative methods. Systematic Reviews, Literature Reviews, and Metanalysis articles are good resources and provide a strong level of evidence but are not considered primary research articles.  Therefore, they should not be included in this assignment.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. 

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Case Study 1 & 2 Lyme Disease and Peripheral Vascular Disease 

The answers must be in your own words with reference to journal or book where you found the evidence to your answer. Do not copy paste or use a past students work as all files submited in this course are registered and saved in turn it in program.

Turn it in Score must be less than 50% or will not be accepted for credit, must be your own work and in your own words. You can resubmit, Final submission will be accepted if less than 50%. Copy paste from websites or textbooks will not be accepted or tolerated. Please see College Handbook with reference to Academic Misconduct Statement.

All answers to case studies must have reference cited in text for each answer and minimum of 2 Scholarly References (Journals, books) (No websites)  per case Study

1. Your community is at risk for a specific type of natural disaster (e.g., tornado, flood, hurricane, earthquake). Use Nightingale’s principles and observations to develop an emergency plan for one of these events. Outline the items you would include in the plan.

2. Using Nightingale’s concepts of ventilation, light, noise, and cleanliness, analyze the setting in which you are practicing nursing as an employee or student.

3. You are participating in a quality improvement project in your work setting. Share how you would develop ideas to present to the group based on a Nightingale approach

Explain in 3 paragraphs total

I NEED A RES

ZERO PLAGIARISM

3 REFERENCES

Cognitive Behavioral Therapy: Group Settings Versus Family Settings

Cognitive Behavior Therapy (CBT) has proven to be an effective evidenced based psychotherapy for many individuals with psychological and emotional disorders in both family and group therapy settings as it is in individual settings (Landa, Mueser, Wyka, Shreck, Jespersen, Jacobs, … Walkup, 2016; Patterson, 2014). The paramount goal of CBT is to modify the maladaptive thinking of individual in the group so that they can better adjust in their perceptual, affective, and behavioral domains, interaction, and relationships (Wheeler, (Ed.), 2014). However, unlike in individual psychotherapy, where an individual’s thinking can be challenged directly, family and group sessions presents the dilemma of involvement of others whose definition of a problem may be at variance (Yalom and Leszcz, 2005). Furthermore, the issues of privacy, confidentiality, and honest exchange can present additional obstacles (Patterson, 2014; Wheeler, (Ed.), 2014).

In the light of this, determining if family or group CBT is appropriate for any individual or groups of individuals should be based on thorough assessment of the environment or contest in which communication take place (Wheeler, (Ed.), 2014; Yalom and Leszcz, 2005). The family provide the primary socializing environment for people of all cultures. Maladaptive behaviors in individuals can therefore be seen as a product of that family dysfunction (Gomes, Cordioli, Bortoncello, Braga, Gonçalves, Heldt, 2016). Family structure, hierarchy, alliances, boundaries, and communication patterns provide the context in which interaction that provide a feedback loop (negative or positive) take place (Selles, Belschner, Negreiros, Lin, Schuberth, McKenney, … Stewart, 2018; Gomes et al, 2016; Landa et al, 2016). Family CBT may be useful in families with multigenerational dysfunctional thinking patterns, feeling of a sense of guilt for the suffering of another, severe differentiation, triangulation of members, or role conflict, such as in post-traumatic stress disorder (PTSD), Obsessive compulsive disorders (OCD), and psychosis (Selles et al, 2018; Gomes et al, 2016; Landa et al, 2016).

A combination of cognitive and behavior approach is used to redirect the thinking of family members in more realistic way about the peculiar dysfunctions of the family, such as role differentiation, obsessions, entrenched behavioral responses, structures and subsystems, and communication patterns to produce second-order changes. Methods may include cybernetics, role reversal, acting out an escalation of dysfunction or the desired state, and exploiting the family feelings and reaction. When family members accept certain symptoms as normal, this may in effect reestablish dynamic family equilibrium in interaction (Sheehan and Friedlander, 2015),

Group CBT on the other hand can be used for therapeutic and preventive intervention in varying populations. Often shared symptomatology or diagnosis are the bases for group formation. At other times, groups may be formed around sociocultural identities. Whatever is the underlying reason for the group formation, proper assessment is necessary for setting, group membership, ground rules, development of goals and objectives (Selles, Belschner, Negreiros, Lin, Schuberth, McKenney, … Stewart, 2018). Psychoeducation of group members is done to introduce member to issues of rules, norms, gals, privacy, confidentiality and the limitation thereof (Mulia, Keliat, and Wardani, 2017). Unlike in family therapy, where embers have shared concerns and relative involvement in each others life, members of the group may not see how the group may be helpful to them.

It is therefore the responsibility of the leader or therapist to ensure that curative/therapeutic factors, such as, building hope, encouraging and guiding group interaction, emotional expression, real time awareness of the impact of interaction and communication patterns on individual in the session are addressed in a way that real but non-patronizing way (Patterson, 2014; Wheeler, (Ed.), 2014; Yalom and Leszcz, 2005).  During psychoeducation, integrative factors including group cohesion, universality of issues and cohesiveness should be emphasized.  Conflicts which may arise in groups should be considered as unique opportunity for social learning (Mulia, Keliat, and Wardani, 2017; Patterson, 2014; Yalom and Leszcz, 2005).

In a small-scale study conducted by Landa, Mueser, Wyka, Shreck, Jespersen, Jacobs, … Walkup, they found that group CBT did not only reduce psychotic symptoms in adolescents with predisposition to psychosis, but the “family members showed significant improvements in use of CBT skills, enhanced communication with their offspring, and greater confidence in their ability to help” (2016, p. 511). Another study by Mulia, Keliat, and Wardani (2017), showed significant improvement in anxiety in drug addicted inmates, using the Hamilton Anxiety Scale (HAM-A) post treatment with CBT compared to routine nursing intervention.

The media from Week 5 highlights some of the challenges of using cognitive behavioral therapy for groups. The clients (Ms. Johnson) who had been traumatized by sexual abuse could not at the time see the usefulness of therapy despite reassurance from peers. Self-blame was a central team for members of the group and that can be confronted with CBT.

I attended  a group therapy session where, a patient  was prematurely discharged from group therapy due to inability to follow rules. He has dysfunctional overcompensation for his internalized self-blame and maladaptive response to deal with his anger and feeling of inadequacy (Webb, Hirsch, Visser, and Brewer, 2013). His daughter was sexually abused by his younger brother while he was incarcerated, and he has not forgiven himself or his brother for what happened to his only daughter. Presently, he is overprotective of his daughter and excessively tax himself financially and otherwise to meet and exceed every irrationally perceived need of his daughter. Family CBT was recommended for him and his daughter before his premature discharge from the group therapy session.

In such situation a dyad type family CBT can be more beneficial than a group CBT therapy.

References:

Gomes, J. B., Cordioli, A. V., Bortoncello, C. F., Braga, D. T., Gonçalves, F., & Heldt, E. (2016). Impact of cognitive-behavioral group therapy for obsessive-compulsive disorder on family accommodation: A randomized clinical trial. Psychiatry Research, 246, 70–76. https://doi-org.ezp.waldenulibrary.org/10.1016/j.psychres.2016.09.019

Landa, Y., Mueser, K. T., Wyka, K. E., Shreck, E., Jespersen, R., Jacobs, M. A., … Walkup, J. T. (2016). Development of a group and family-based cognitive behavioural therapy program for youth at risk for psychosis. Early Intervention in Psychiatry, 10(6), 511–521. https://doi-org.ezp.waldenulibrary.org/10.1111/eip.12204

Laureate Education (Producer). (2013c). Johnson family session 3 [Video file]. Author: Baltimore, MD.

Mulia, M., Keliat, B. A., & Wardani, I. Y. (2017). Cognitive behavioral and family psychoeducational therapies for adolescent inmates experiencing anxiety in a narcotics correctional facility. Comprehensive Child & Adolescent Nursing, 40, 152–160. https://doi-org.ezp.waldenulibrary.org/10.1080/24694193.2017.1386984

Patterson, T. (2014). A Cognitive Behavioral Systems Approach to Family Therapy. Journal of Family Psychotherapy, 25(2), 132–144. https://doi-org.ezp.waldenulibrary.org/10.1080/08975353.2014.910023

Selles, R. R., Belschner, L., Negreiros, J., Lin, S., Schuberth, D., McKenney, K., … Stewart, S. E. (2018). Group family-based cognitive behavioral therapy for pediatric obsessive compulsive disorder: Global outcomes and predictors of improvement. Psychiatry Research, 260, 116–122. https://doi-org.ezp.waldenulibrary.org/10.1016/j.psychres.2017.11.04

Sheehan, A. H., & Friedlander, M. L. (2015). Therapeutic alliance and retention in brief strategic family therapy: A mixed-methods study. Journal of Marital and Family Therapy, 41(4), 415–427. doi:10.1111/jmft.12113

Time to explore! Find a communication message about a health outbreak (this can be past or present) and include the link in your post. What is the health issue, why is this important, who was at risk, how effective was this communication message (think the type of communication, health literacy, cultural competence, etc.), could it be improved? Explain your answers, provide evidence-informed information, and explain how you could improve the message knowing what you know now. 

Your post needs to be at least 350 words and provide at least 3 references. Respond to 2 peers. 

please read before you start writing the response on the attachment, which talk about the Texas Board of Nursing restrictions or protection for each. 

write at least 100 word, APA format.