Research and organize literature for the Interdisciplinary 

Incorporate health outcomes of the health promotion, detection of disease and disease prevention.  Organize an interdisciplinary plan of care for your client and the delivery of safe and effective care. Choose a patient, a gender, a medical condition and a situation of patient condition and their disease process and apply standards that are evidenced based which help support for the protection of your client. 

Incorporate concepts from Care of the Aging weekly powerpoints and the book-Gerontological Nursing and Healthy Aging (Toughy & Jett, 2018).

Paper should be 3 pages not including title and reference page. 

Paper should follow APA guidelines with a minimum of 5 references within 5 year span.

1) Minimum 9  full pages (Follow the 3 x 3 rule: minimum three paragraphs per part)

2)¨******APA norms, please use headers

          All paragraphs must be narrative and cited in the text- each paragraphs

          Bulleted responses are not accepted

          Dont write in the first person 

          Dont copy and pase the questions.

          Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph

         Submit 1 document per part

3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks) 

********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)

4) Minimum 6 references not older than 5 years

5) Identify your answer with the numbers, according to the question.

Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

6) You must name the files according to the part you are answering: 

Example:

Part 1.doc 

Part 2.doc 

__________________________________________________________________________________

Hypertension:

1. Abstract (Introduction)  (A brief overview of the background of the topic are provided) (1/2 page)

2. Create a case study using the system is presented and discussed about a patient with Hypertension

3. Describe Pathophysiology of the System of  Hypertension  according to the case

4. Describe the clinical Manifestations  of according to the case

5. What are the diagnostic Studies/ Laboratories for  Hypertension . Explain them

6. Clinical Management/ Treatment Modalities for  Hypertension 

7. Evaluation of Treatments 

8. Patient Education and Safety (QSEN) 

9. Make a questionare for Class discussion (6 questions)

Peers’  Response:

 From the video speech by Graham Hill: Why I am a weekday vegetarian, the main topic of discussion is why I am a weekday vegetarian where the speaker talks about a program to reduce a footprint. From the speech, the targeted audiences are the people willing to change to be vegetarians too. That is maybe the people who like other foodstuffs other than vegetables but are willing to turn back to veg. this is because of his program promotion of weekday veg. on the other hand, the thesis of the speaker’s topic is how human beings can slowly give up on the life of eating meat daily and change to be vegetarians in their life. The speaker vividly used the logos in the speech where he, first of all, considered both sides that is; he checked into the life of vegetables and the life of meat then decided to propose the vegetable life. On the other side, the speaker also has applied the use of ethos when he gave the research where he found that people taking hamburgers are getting closer to their grave by 1/3 and this shows how he is contented with the topic of speech. Pathos was also well applied where he talks about the slaughter of animals. One of the persuasive techniques used by the speaker is when he mentioned that if I don’t stop using humbugged, then I’m moving next to mu grave by a third. The speaker did not use the aids of visual, however; he used facial expressions to show how he felt about meat. The defective persuasion used by the speaker is when he left the audience with an option to choose between veg and meat. He persuaded me to listen to the speech just by saying some words like eating hamburger increases the risk of death. This made me to be so much keen on the speech. 

In the response post, based on your classmate’s review of the speech, include the following:

• Was the speaker’s use of ethos, logos, and pathos effective?
• How did the speaker use presentation aids?
• Was the delivery of the speech effective? Why or why not?
• Were you convinced?

Please be sure to validate your opinions and ideas with citations and references in APA format

 I NEED A RESPONSE TO THIS ASSIGNMENT

2 REFERENCES

What the practitioner did well

In this week’s media, the therapist interviewed an adolescent male referred for a mental health evaluation due to anger management issues. The therapist discussed the client’s rights and limitations in privacy and confidentiality at the beginning of the session. As part of the informed consent process, the therapist was correct to clarify confidentiality and the roles, responsibilities, and expectations at the outset of treatment (American Psychological Association [APA], 2010). Transparency in treatment helps build the foundation for a strong therapeutic alliance. The therapist briefly inquired about the reason for the visit but shifted his attention to discussing the client’s school and leisure activities. He also asked about the client’s established support system. This informs the therapist that the client has other people that he can confide in and seek support. By delaying conversations about the problem, the adolescent client and therapist can get better acquainted, which reduces the development of resistance and reluctance in the client. The “warm-up” questioning allows the young male client to become acclimated to the back-and-forth verbal exchanges of therapy before discussing deeply personal or potentially threatening topics (Barrett & Rappaport, 2011). The therapist successfully paraphrased and reflected to understand the client’s experience of and feelings towards his mother. 

Areas the practitioner could improve

The therapist had missed opportunities to gather essential details from the adolescent client. The client expressed disdain for school. Key areas that the therapist missed with that revelation are how long the client had negative feelings towards school, what led to this feeling, how his grades, and his disciplinary actions at school. The therapist was correct to inquire about the client’s understanding of the reason for his visit, but he asked in a manner that caused the client to react defensively. The statement “she must have a reason” should be omitted. After that statement, the client looked away, crossed his arms, shrugged his shoulders, and told him to “ask her.” If the adolescent client feels judged and misunderstood, he will be reluctant to engage in treatment. The therapist’s mission is to help the teen divulge as much helpful information as possible to assess, diagnose, and treat properly. This mission is most effectively accomplished when therapists build a strong therapeutic relationship that represents respect and empathy for their clients’ problems (Ucar, 2017). 

Compelling concerns 

The client began to discuss the cause of his frustration with his mother. He expressed feeling “annoyed” because she persistently “nags” to share his feelings, making him hostile and resistant. Dysfunction within the family structure creates and maintains emotional and psychological issues in individuals. Unhealthy family dynamics negatively influence the way adolescents view themselves, others, and the environment, leading to poor interpersonal interactions (Al Ubaidi, 2017). Understanding and altering the household dynamic is critical to the success of the adolescent client’s treatment. 

Next question to ask and why

The next question to ask the client would be about his major stressors and how he tries to cope. Adolescents have varying life experiences and challenges. Assessing the client’s stressors gives me insight into his cognitive, physical, and social functioning. Significant life events and stressors have been linked to mental health and behavioral problems in adolescents. How the client copes or adapts determines his experience of distress and the ability to function. Revealing the client’s previous coping skills allows me to identify emotional issues and maladaptive patterns that perpetuate his problems.

References

Al Ubaidi, B. A. (2017). Cost if growing up in dysfunctional family. Journal of Family 

     Medicine and Disease Prevention, 3(3), 1-6.

American Psychological Association. (2010). Ethical principles of psychologists and code 

     of conduct. Retrieved on 11-30-20, from http://www.apa.org/ethics

Barrett, J., & Rappaport, N. (2011). Keeping it real: Overcoming resistance in adolescent 

     males mandated into treatment. Adolescent Psychiatry, 1, 28-34.

Ucar, S. (2017). Reluctance and resistance: Challenges to change in psychotherapy. Journal 

 PLEASE FOLLOW THE INSTRUCTIONS BELOW

5 REFERENCES

ZERO PLAGIARISM

As you might recall from Week 5, there are significant differences in the applications of cognitive behavior therapy (CBT) for families and individuals. The same is true for CBT in group settings and CBT in family settings. In your role, it is essential to understand these differences to appropriately apply this therapeutic approach across multiple settings. For this Discussion, as you compare the use of CBT in group settings and family settings, consider challenges of using this approach with your own groups.

Learning Objectives

Students will:

• Compare the use of cognitive behavioral therapy for groups to cognitive behavioral therapy for families
• Analyze challenges of using cognitive behavioral therapy for groups
• Recommend effective strategies in cognitive behavioral therapy for groups

To prepare:

• Reflect on your practicum experiences with CBT in group and family settings.

 Post an explanation of how the use of CBT in groups compares to its use in family settings. Provide specific examples from your own practicum experiences. Then, explain at least two challenges counselors might encounter when using CBT in the group setting. Support your response with specific examples from this week’s media. 

Instructions:

Case scenario to be completed:

–APA Format.

-Introduction or abstract page

-Summary or Conclusion page

–Four Pages Minimum, not included Introduction or abstract, Conclusion or Summary , and Bibliographic pages.

–Completely unacceptable Copy and Paste from Internet, or other resources.

– Bibliographic have to be in APA Format, minimum 3 references citations with 3 years old or less.

Learning Resources

Required Readings

Kaltiala-Heino, R. (2010). Involuntary commitment and detainment in adolescent psychiatric inpatient care. Social Psychiatry Epidemiology, 45(8), 785-793. doi: 10.1007/s00127-009-0116-3.

Lindsey, M. A., Joe, S., Muroff, J., & Ford, B. E. (2010). Social and clinical factors associated with psychiatric emergency service use and civil commitment among African-American youth. General Hospital Psychiatry, 32(3), 300-309. doi:10.1016/j.genhosppsych.2010.01.007

McGavey, E. L., Leon-Verdin, M., Wancheck, T. N., & Bonnie, R. J. (2013). Decisions to initiate involuntary commitment: The role of intensive community services and other factors. Psychiatric Services, 64(2), 120-126.

In this Assignment, you investigate your state’s laws concerning voluntary and involuntary commitment. You also analyze a case to determine if the client is eligible for involuntary commitment.

Scenario for Week 7 Case:

You are a PMHNP working in a large intercity hospital. You receive a call from the answering service informing you that a “stat” consult has been ordered by one of the hospitalists in the ICU. Upon arriving in the ICU, you learn that your consult is a 14 year old male who overdosed on approximately 50 Benadryl (diphenhydramine hydrochloride) tablets in an apparent suicide attempt. At the scene, a suicide note was found indicating that he wanted to die because his girlfriend’s parents felt that their daughter was too young to be “dating.” The client stated in the suicide note that he could not “live without her” and decided to take his own life. Although he has been medically stabilized and admitted to the ICU, he has been refusing to talk with the doctors or nurses. The hospital staff was finally able to get in touch with the clients parents (using contact information retrieved from the 14 year old’s cell phone). Unbeknown to the hospital staff, the parents are divorced, and both showed up at the hospital at approximately the same time, each offering their own perspectives on what ought to be done. The client’s father is demanding that the client be hospitalized because of the suicide, but his mother points out that he does not have “physical custody” of the child. The client’s mother demands that the client be discharged to home with her stating that her son’s actions were nothing more than a “stunt” and “an attempt at manipulating the situation that he didn’t like.” The client’s mother then becomes “nasty” and informs you that she works as a member of the clerical staff for the state board of nursing, and if you fail to discharge her child “right now” she will make you “sorry.” How would you proceed?

Learning Objectives

Students will:

• Evaluate clients for voluntary commitment
• Evaluate clients for involuntary commitment based on state laws
• Recommend actions for supporting parents of clients not eligible for involuntary commitment
• Recommend actions for treating clients not eligible for involuntary commitment

To Prepare for this Practicum:

• Review the Learning Resources concerning voluntary and involuntary commitment.
• Read the Week 7 Scenario in your Learning Resources.
• Research your state’s laws concerning voluntary and involuntary commitment.

The Assignment (2–3 pages):

• Based on the scenario, would you recommend that the client be voluntarily committed? Why or why not?

• Based on the laws in your state, would the client be eligible for involuntary commitment? Explain why or why not.

• Did understanding the state laws confirm or challenge your initial recommendation regarding involuntarily committing the client? Explain.

• If the client were not eligible for involuntary commitment, explain what actions you may be able to take to support the parents for or against voluntary commitment.

• If the client were not eligible for involuntary commitment, explain what initial actions you may be able to take to begin treating the client.

Each week you will be expected to provide the following information to your community practice instructor through your journal entries:

1. What are your upcoming week’s specific learning goals and objectives?
2. What is your upcoming week’s detailed schedule at your community practice experience placement?
3. Were there any placement items/issues that occurred this week that you feel your instructor should be aware of that are private in nature and are more appropriately shared here than in the discussion board with your classmates?
4. Give a brief description of an objective you worked on this week. Make sure to cite at least one reference showing how your objective relates to the public health knowledge you’ve studied during this course or the public health course. You may choose to reference your e-text, journal articles, or videos you’ve studied during these courses or you may find an outside reference on your own to further enhance your public health knowledge and practices.

Remember, your journal entries are an important aspect of clinical learning as they serve to help you reflect upon and get the most out of your community practice experience. Therefore, your journal entry should include the who, what, where, and when of your community practice experience. Remember, this should simulate a dialogue that would normally take place face-to-face with your community practice experience instructor.

Bi-weekly Practicum Journaling

Every two weeks, you will submit a reflective journal to the discussion forum for review by course faculty and your classmates. All are expected to engage and support one another by sharing these experiences in a supportive, constructive, professional environment. Journaling is an active learning technique that is meant to enhance reflective practice (Blake, 2005). Reflective practice involves looking back over what has happened in the practice setting in an effort to improve performance or to encourage professional growth (Ruth-Sahd, 2003).

Your Weekly Practicum Journal is:

• A personal, introspective subjective account of your practicum experience and how your practicum experience relates to Healthy People 2020 and course objectives. Include events that occurred in your practicum experience, and be sure to describe your thoughts and feelings about those events.  How did your perceptions change? What did you learn that was unexpected? Describe your thinking about your thoughts and feelings regarding the new learning you experienced.
• Connected to South University’s College of Nursing Conceptual Framework Pillars (Caring, Communication, Critical Thinking, Professionalism, and Holism)
• Connected to prior coursework and experiences through reflective analysis.
• Written in a scholarly, academic style using APA style format. Two or three sentences are not sufficient nor are daily logs/reports of activities.

As in all assignments, cite your sources in your work and provide references for the citations in APA format. Support your work, using your course lectures and textbook readings. Helpful APA guides and resources are available in the South University Online Library. Below are guides that are located in the library and can be accessed and downloaded via the South University Online Citation Resources: APA Style page. The American Psychological Association website also provides detailed guidance on formatting, citations, and references at APA Style.

• APA Citation Helper
• APA Citations Quick Sheet
• APA-Style Formatting Guidelines for a Written Essay
• Basic Essay Template

References:

Blake, T. K. (2005). Journaling; An active learning technique. International Journal of Nursing Education Scholarship, 2(1), Article 7. doi: 10.2202/1548-923X.1116

Ruth-Sahd, L. (2003). Reflective practice: A critical analysis of data based studies and implications for nursing education. Journal of Nursing Education, 23(11), 488–497.

United States Department of Health and Human Services, Healthy People 2020. (2011). Retrieved from http://www.healthypeople.gov/2020/topicsobjectives2020/overview.aspx?topicid=8

As a nurse, how often have you thought to yourself, If I had anything to do about it, things would work a little differently? Increasingly, nurses are beginning to realize that they do, in fact, have a role and a voice.

Many nurses encounter daily experiences that motivate them to take on an advocacy role in hopes of impacting policies, laws, or regulations that impact healthcare issues of interest. Of course, doing so means entering the less familiar world of policy and politics. While many nurses do not initially feel prepared to operate in this space effectively, the reward is the opportunity to shape and influence future health policy.

To Prepare:

• Select a bill that has been proposed (not one that has been enacted) using the congressional websites provided in the Learning Resources.

The Assignment: (1- to 2-page Comparison Grid; 1-page Legislation Testimony/Advocacy Statement)

Part 1: Legislation Comparison Grid

Based on the health-related bill (proposed, not enacted) you selected, complete the Legislation Comparison Grid Template. Be sure to address the following:

• Determine the legislative intent of the bill you have reviewed.
• Identify the proponents/opponents of the bill.
• Identify the target populations addressed by the bill.
• Where in the process is the bill currently? Is it in hearings or committees?

Part 2: Legislation Testimony/Advocacy Statement

Based on the health-related bill you selected, develop a 1-page Legislation Testimony/Advocacy Statement that addresses the following:

• Advocate a position for the bill you selected and write testimony in support of your position.
• Describe how you would address the opponent to your position. Be specific and provide examples.