Monthly Archives: May 2023

Please do the following in its entirety: 

Answer all question please. 

Please  sure to use a cover sheet and please submit a reference page with  your assignment. Late assignments will not be accepted. NO EXCEPTIONS PLEASE!!!!

1.Apatient is having cardiac enzymes drawn to rule out a Myocardial Infarction.

  a) What are the clinical indication and nursing implications for the following enzymes and their importance as a marker for Myocardial Infarction?

    CK 

    CK-MB 

     Myoglobin and Troponin 1.

2.A patient has chest pains and is worried of having a second Myocardial Infarction.

     a) What are the discriminating differences between chest pains from angina pectoris  versus the pain associated with Myocardial Infarction.

 COMPETENCIES

1013.1.1 : Self-Discovery and Mindfulness

The graduate evaluates and displays behaviors consistent with the process of self-discovery and mindfulness.

1013.1.3 : Effective Communication

The graduate demonstrates appropriate patterns of effective communication.

INTRODUCTION

Communication requires both parties to make choices. These choices determine if the conversation will create value or create waste. These choices mostly consist of recognizing when a bioreaction occurs, how it impacts listening, and being aware of listening differently.

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. 

Select a conversation where you had a disagreement that had an impact on you and triggered a bioreaction. The conversation could have been a long time ago or recently.

A.  Explain what happened during the disagreement by answering the following questions:

•  Describe the situation that led to the conversation.

•  When did you realize that there was a disagreement during the conversation?

•  Describe a bioreaction(s) that was experienced during the disagreement.

•  How did the conversation end?
 

B.  Analyze the conversation by answering the following questions:

•  Using the four levels of the conversation meter, what level were you listening at, and what level was the other person listening at?

•  Give examples of two factors that describe how you and they were listening in at these levels in the conversation meter: feelings, behaviors, language, or tone.

•  What were your points of alignment or disagreement?
 

C.  Reflect on how the conversation encouraged you to listen differently by answering the following questions:

•  How could you have listened differently moving up the conversation meter, and what effect would that have had on the disagreement?

•  How could you incorporate listening for needs, purpose, or concern to create value in the conversation (including describing what that would look like)?

•  What have you learned about accuracy and authenticity that could be used to improve the conversation?
 

D.  Demonstrate professional communication in the content and presentation of your submission.

File RestrictionsFile name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRICA. DESCRIPTION OF CONVERSATION:

NOT EVIDENT

An explanation of what happened during the disagreement is not provided.

APPROACHING COMPETENCE

The explanation is missing or unclear details of what occurred during the disagreement. Or the description of the situation or bioreaction(s) is unclear or includes minimal details of when the disagreement occurred. Or the explanation is missing the conclusion of the conversation.

COMPETENT

The explanation includes contextual details of what occurred during the disagreement, including a clear description of the situation and bioreaction(s) experienced, the realization that there was disagreement, and the conclusion of the conversation.

B. ANALYSIS OF CONVERSATION:

NOT EVIDENT

An analysis of the conversation is not provided.

APPROACHING COMPETENCE

An analysis of the conversation includes an unclear description of the listening levels of both parties, or it does not reference the four levels of conversation meter. Examples of specific behaviors, language, and tone are poorly detailed or insufficiently support the listening levels identified for either parties; or the analysis includes an unspecific or missing discussion of point(s) of alignment or disagreement.

COMPETENT

The analysis of the conversation includes a description of the listening levels of both parties, according to the four levels of conversation meter. Examples of specific feelings, behaviors, language, or tone are well detailed and support the level of listening identified for both parties. The analysis also includes an appropriate discussion of point(s) of alignment or disagreement.

C. IMPACT OF CONVERSATION:

NOT EVIDENT

A reflection on how the conversation encouraged the candidate to listen differently is not provided.

APPROACHING COMPETENCE

The reflection demonstrates a lack of, or unclear, understanding of the effect of listening differently during the disagreement, including an impractical explanation of how accuracy and authenticity can be used to improve the conversation. The reflection includes unclear insights of how incorporating listening for needs, purpose, and concern can create value in a conversation, or it does not address how that would look in practice.

COMPETENT

The reflection on how the conversation encouraged the candidate to listen differently demonstrates a thorough understanding of the effect of listening differently during the disagreement, including a feasible explanation of how accuracy and authenticity could be used to improve the conversation. The reflection includes insights on how incorporating listening for needs, purpose, or concern create value in a conversation and what that looks like in practice.

D. PROFESSIONAL COMMUNICATION:

NOT EVIDENT

Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.

APPROACHING COMPETENCE

Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.

COMPETENT

Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.

 Zero plagiarism

5 references

Learning Objectives

Students will:

• Analyze nursing and counseling theories to guide practice in psychotherapy
• Develop goals and objectives for personal practicum experiences
• Create timelines for practicum activities
• Develop diagnoses for clients receiving psychotherapy
• Analyze legal and ethical implications of counseling clients with psychiatric disorders
• Develop diagnoses for clients receiving psychotherapy
• Evaluate the efficacy of cognitive behavioral therapy for clients
• Analyze legal and ethical implications of counseling clients with psychiatric disorders

The Learning Objectives are related to the Practicum Journal Assignments presented in Weeks 1, 2, and 4.

Week 4 Journal Entry
Select a client that you observed or counseled this week. Then, address the following in your Practicum Journal:

• Describe the client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications.
• Using the DSM-5, explain and justify your diagnosis for this client.
• Explain whether cognitive behavioral therapy would be effective with this client. Include expected outcomes based on this therapeutic approach. Support your approach with evidence-based literature.
• Explain any legal and/or ethical implications related to counseling this client.

Community Health Assessment and Health Promotion-1000 words-due 9/23/2020

In 1000 words respond to each question below. Use the textbook and source to support statements 

1. Elaborate on the effectiveness of children immunization program as a primary community health diseases prevention method within the Peoria Illinois  community. 

2. Identify at least 2 immunization health promotion program and initiatives within the Peoria Illinois community. 

3. What are current population trends and attitudes regarding immunization? 

4. Elaborate on the obesity epidemic and its public health impact. 

5. Speak on at least two programs or initiative/programs that community and  public health officials have taken to reduce the prevalence of obesity within the Peoria Illinois community. 

Cite all source with credible scholarly articles. Use at least 3 reference.  Sources must be 5 years old or less. Use APA format 7th edition. Use statistical data to support each question. 

Capstone Project Topic Selection and Approval (the topic chosen is After discharge follow up, the facility is Jackson Memorial Perdue Medical Center located in Miami, most of the population in the facility are Haitian and African American with history of stroke, CVA, and accident related injuries. Collaboration with social worker is needed for placement after discharge since most residents are homeless and undocumented, poor class with history of substance abuse)

In collaboration with the approved course preceptor, students will identify a specific evidence-based topic for the capstone project change proposal. Students should consider the clinical environment in which they are currently employed or have recently worked. The capstone project topic can be a clinical practice problem, an organizational issue, a leadership or quality improvement initiative, or an unmet educational need specific to a patient population or community. The student may also choose to work with an interprofessional collaborative team.

Students should select a topic that aligns to their area of interest as well as the clinical practice setting in which practice hours are completed.

Write a 500-750 word description of your proposed capstone project topic. Include the following:

1. The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal.
2. The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed.
3. A description (providing a high level of detail) regarding the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.
4. Effect of the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.
5. Significance of the topic and its implications for nursing practice.
6. A proposed solution to the identified project topic with an explanation of how it will affect nursing practice.

You are required to cite to a minimum of eight peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice. Plan your time accordingly to complete this assignment.

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

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This week we are move to learning more about the influences of social determinants of health and the impact of illnesses on population health.  I wanted to include a prezi presentation on social determinants of health to help add to your learning experience.  This presentation ( https://prezi.com/view/nw4a58n819Nci6P2wScA/ ) will give you an outline of the following:  

Social determinants of health (SDOH) and Outcomes: 

·  Defining SDOH and health disparities

·  Outlining the 5 key components of SDOH and impact on health and illness 

·  Timeline view of policies encacted to address health disparities and access to care

Community Health Assessment:

·  Call to Action- an assessment of resources in a county (Mecklenburg County, North Carolina-geopolitical/phenomenological), stakeholders (advisory committee), interventions by health care organizations (community resource) to combat health disparities 

·  Comparison of policies at competing organizations for recommending policy change

Recommendation:

·  In this presentation a model of care was utilized to help prioritize care and needs assessment

·  Healthcare organization in this presentation offers access to hospital and primary care services

·  Healthcare organization policy recommendation to revise policy to reach the masses of patients that fall in the gap still needing access to health care

This presentation is a supplement to your text.  It is optional to view, and post a substantive response for participation credit.  The idea of the presentation is to bridge the gap of last week’s lesson and introduce this week’s lesson.  Please remember to read and use your book and supplemental resources in the syllabus as a resource for learning.  As always, I am here as a resource as well.  

Wednesday 23

N492 Discussion Mod 2:

Discuss the concept of life review. What are the goals and benefits of a life review? How is life review similar and different than ordinary remembering?

Your initial posting should be at least 400 words in length and utilize at least one scholarly source other than the textbook.

This week, reflect on your perception of healthcare delivery models and the nurse’s role in public health programs as it has evolved over the course of your RN-BSN program at WCU. Identify specific healthcare delivery models you support, and compare and contrast public health programs you are familiar with. How does your academic work support evidence of meeting the following?

Essential III: Scholarship for Evidence-Based Practice

• Outcome #2: Demonstrate an understanding of the basic elements of the research process and models for applying evidence to clinical practice.
• Outcome #5: Participate in the process of retrieval, appraisal, and synthesis of evidence in collaboration with other members of the healthcare team to improve patient outcomes.
• Outcome #6: Integrate evidence, clinical judgment, interprofessional perspectives, and patient preferences in planning, implementing, and evaluating outcomes of care.
• Outcome #7: Collaborate in the collection, documentation, and dissemination of evidence.

Review your past academic work, evaluate your effectiveness at meeting this program essential, and ponder the impact that this proficiency will have on your future.

Identify how you met the essential by referring to the assignment(s) specifically in your response. Additionally, reflect on and make connections between your academic experience and real-world applications. 

Recommended: Refer to work you completed for NURS 561 Health Promotion and Disease Prevention and NURS 350 Research in Nursing, as well as other courses, to gather academic examples and evidence of having met this essential.

Your reflection should be 1-1/2  and APA formatted. Cite at least 1 reference .

Please provide statistical and mathematical answers for each question from 1-6.

After each answer provide 100 words explanation for each response as to how you derived that answer. MUST HAVE EXPLANATION FOR EACH ANSWER. Due in 3 hrs from now. 

the document is attached to this email. THANK YOU.

Closing the knowledge gap is an essential skill for the DNP practice scholar. Reflect upon your application of evidence-based practice and professional formation to consider the following.

• What process do you employ to identify knowledge gaps in your nursing practice (HOSPICE CARE)?
• What strategies will you use to overcome these knowledge gaps?
• As a leader in healthcare, how will you maximize others’ potential as they overcome knowledge gaps?
• How will you lead evidence-based practice at your workplace?  
•  This week our objectives and content focus on learning the difference in types of inquiry, research, QI, and evidence-based practice literature. How does understanding and using the new information you are learning in this course contribute to your practice readiness as a DNP-prepared nurse?  

Instructions:

Use an APA style and a minimum of 350 words. Provide support from a minimum of at least three (3) scholarly sources. The scholarly source needs to be: 1) evidence-based, 2) scholarly in nature, 3) Sources should be no more than five years old (published within the last 5 years), and 4) an in-text citation. citations and references are included when information is summarized/synthesized and/or direct quotes are used, in which APA style standards apply. 

• Textbooks are not considered scholarly sources. 

• Wikipedia, Wikis, .com website, or blogs should not be used.