What are Red’s strengths? 

  Red Yoder is an 80-year-old farmer who lives alone in the farmhouse where he grew up. It is located 20 miles outside of town. Red has been a widower for 10 years. His son Jon manages the farm now, but Red is still involved in the decision making. Red’s current medical problems include insulin dependent diabetes complicated by an open foot wound. He also has some incontinence and difficulty sleeping. 

Red is awaiting a visit from the home health nurses. He relates that he has an open wound on his big toe that developed after walking in a new pair of shoes. When his daughter-in-law Judy saw the wound, she called the family doctor, who suggested a visit by the wound care nurse who works with the home health agency. Red agreed as long as his VA benefits cover the costs. Red is aware that his son and daughter-in-law have concerns about him living alone, but Red insists that while he needs a little help from Jon and Judy at times, he is still capable of caring for himself. 

I understand you want to hear my story; well I’m not much for talking, but I can give you the highlights. There’s a lot that’s happened over my 80 years. From the top. My name is Sherman Yoder, but I answer to “Red.” No one around here even remembers my real name. I was born in this house in the downstairs bedroom. Mom had already delivered six kids and there was no way I was waiting for Dad to finish feeding the hogs and get Mom to town before I come out. Mom used to love to tell that story. Dad bought this farmhouse and the first hundred acres right before he went off to WWI. The folks saw good times and bad in this ol’ place and so have I. All my brothers and sisters left the land as soon as they could. I was the only one of the lot to care about this place and want to carry on what Dad started. I really haven’t gone far from this spot in my entire life. The one time I got it in my head to try something different; I wound up in Korea with an Army uniform on. I was glad to get back to this place after that stint and here I’ve been ever since. Married the neighbor girl Bessie when I got back. Her dad wasn’t so sure that it would work out since she was 8 years younger than me and she intended to go off to the state college. We sure did prove him wrong; we celebrated our 50th anniversary the week before Bessie died. The ladies at the church had the hall all decorated up and we brought Bessie home from the hospital for the afternoon. She was bound and determined to live for that day; no way did she want her friends to go to that much work for her to not show up. I couldn’t believe it when the ladies had to prepare for the reception after we buried Bessie in that same hall one week later. We had such a good life together. That was 10 years ago. I don’t do much of the farm work anymore. Our son Jon takes care of the crops and the few animals we have. I still go out to the hen house every morning to collect the eggs. I’m a little stiff in the morning, but I get loosened up enough to walk out to gather some fresh eggs to go with my bacon for breakfast. I get in to town at least once a week; on Monday morning me and my buddies meet at the VFW for our coffee and donut break. I get caught up on all the town gossip and we laugh and bellyache about what’s going on in the world. Three weeks ago I celebrated my 80th birthday. My daughter in law, Judy, organized a big “to do” at the church after the Sunday service with cake and ice cream and all the fixins’ for my party. I had a big piece of cake but skipped the ice cream. Doc Baker was there and I knew he would scold me about too much sugar. Six months ago he told me I had diabetes and I started taking a pill for it, but a few weeks ago he put me on insulin. I figure I should be able to eat what I want; come on, I’m not going to live forever, and it was my favorite cake, German chocolate. I ate it in the kitchen so the Doc wouldn’t see me; wouldn’t you know, his office nurse Helen came in the kitchen with a load of dishes just as I was putting the last bite in my mouth. She just winked at me and smiled. After the party I went out to the mall with Jon and the grandkids. I’m not one for shopping much, but I needed a new ink cartridge for my printer and the computer store is the one place I like to look around in. Too bad we parked clear on the other end of the mall so the kids could go by their favorite stores for Grandpa to buy them a little something. Jon got real mad at me when I asked if I could sit and rest for a while, so I just kept walking. I guess my new shoes were a little tight; I didn’t feel anything but when I got home there was some blood on my sock, and then I saw a sore on my big toe. It must not be too bad since it’s not hurting except when I try to put my shoes on. I showed the sore to Jon and Judy the other day and Judy said she would call the doctor to see what she should put on it. Jon gets so irritated when I need extra help; I hope I can just continue to soak my foot in hot water to clean it out. Judy was a nursing assistant out at the old folk’s home for many years; I’m hoping she will be able to help me with this. I like the idea of the home nurses coming out here as long as my VA benefits pay for it. That way they can see that I’m doing just fine living here on my own. I was searching on the Internet for the best way to treat this sore; there are so many sites that talk about foot sores if you’re a diabetic. Some of those pictures are pretty scary; I can’t sleep at night thinking about what could happen if this doesn’t heal. Of course I haven’t slept through the night for years. Even the couple of beers I have at night when I’m on the computer don’t seem to be helping anymore. Judy sometimes gives the kids Benadryl to help them sleep so I’ve been taking a couple when I go to bed; they seem to help me sleep a little better. As a matter of fact, I need to wrap this up now. I promised Jack, my grandson in college, that I’d Skype him in a few minutes. He just started the agronomy program at the university. I love to hear about what he’s learning and give him encouragement to come back to the farm.

1. What are Red’s strengths? 

2. What are your concerns for this patient? 

3. What is the cause of your concern? 

4. What information do you need? 

5. What are you going to do about it?

6. What is Red experiencing? 

Second monologue: Occurs two weeks later. “As much as I hate to miss it, I don’t think I’ll go into town today. I never miss Monday morning coffee at the VFW with my buddies. Sometimes my friends worry about me; they will probably wonder where I am. I know it’s only 20 miles, but I just haven’t felt like eating the last couple of days; maybe I’ve got the flu that’s going around. I’m not sure if I should take my insulin because I’m not eating, but my blood sugar was 203 when I poked my finger this morning. How can that be when I’m not eating? Wow! I just took of my sock to check on my sore and my whole foot is red and big. I haven’t looked at it for a few days; it was just a little pink the last time I checked it. I should have paid closer attention to those pills I was supposed to take, that antibiotic. The nurse wanted to make sure I didn’t get an infection in that toe. She comes tomorrow to change the bandage; I’d better make sure to take the antibiotic today.”

1. What are Red’s strengths? 

2. What are your concerns for this patient? 

3. What is the cause of your concern? 

4. What information do you need? 

5. What are you going to do about it? 

6. What is “Red” experiencing?

Give an example of nursing language and describe how it is effective for nursing communication. 

Read Chapter 14 in Alligood (2022).  Orem states there is a need for a nursing language that is enabling for thinking nursing and articulating with other disciplines and for communicating nursing to others in nursing practice situations.

Describe what you think it means to “think nursing?” 

Give an example of nursing language and describe how it is effective for nursing communication. 

What barriers have you experienced in communicating nursing to others?  

Read Chapter 15 in Alligood (2022).    King discusses the goal setting process.

Share a clinical experience where goal setting was or would have been helpful. 

What consequences did you experience because of missed goals? 

What level of insistence can a nurse use for pursuit of a goal? 

Reference in APA format and use NARRATIVE FORM. PLEASE USE RUBIC

Reference

Alligood, M.R. (2022). Nursing theorists and their work (10th ed.).  Elsevier.

NUR – 600Discussion Forum Rubric

CriteriaRatings
Quality of First Post50 pts – Full CreditInformation clearly relates to the main topic and adds new concepts, information, it includes several supporting details and/or examples25 pts – Partial CreditInformation relates to the main topic, but lacking detail, depth, and/or examples0 pts – No CreditInformation has little or nothing to do with the main topic or simply restates the main concept without supporting details/examples
Professional Language and Writing5 pts – Full CreditProfessional vocabulary, correct grammar, and correct spelling are consistently used throughout the discussion2 pts – Partial CreditThree or less errors in professional vocabulary, grammar and spelling are identified in the discussion post0 pts – No CreditFour of more errors in professional vocabulary, grammar and spelling are identified in the discussion post
APA Format10 pts – Full CreditCorrect APA format consistently used throughout discussion posts5 pts – Partial CreditNo more than two errors in APA format are identified in the discussion posts0 pts – No CreditThree or more errors in APA format are identified within the discussion posts or no reference list is provided
Quality of Second Post30 pts – Full CreditInformation clearly relates to the main topic (original students post) and adds new concepts, information, and includes several supporting details and/or examples15 pts – Partial CreditInformation relates to the main topic (original students post) but lacking detail, depth, and/or examples0 pts – No CreditInformation has little or nothing to do with the main topic (original students post) or simply restates the main concept without supporting details/examples
Professional Language and Writing5 pts – Full CreditProfessional vocabulary, correct grammar, and correct spelling are consistently used when commenting on another student’s response2 pts – Partial CreditProfessional vocabulary, correct grammar, and correct spelling are consistently used when commenting on another student’s response0 pts – No CreditFour or more errors in professional vocabulary, grammar and spelling are identified when commenting on another student’s response
Timeliness0 pts – Full Credit0 pts – Partial Credit0 pts – No Credit
Total Points: 100

Determine communication strategies to promote quality improvement of interprofessional care.

Data Analysis and Quality Improvement Initiative Proposal

Prepare an 8-page data analysis and quality improvement initiative proposal based on a health issue of interest. Include internal and external benchmark data, evidence-based recommendations to improve health care quality and safety, and communication strategies to gain buy-in from all interprofessional team members responsible for implementing the initiative.

Instructions

Use your current role as Director of Nursing. Choose a quality improvement initiative of professional interest to you. Your current organization is probably working on quality improvement initiatives that can be evaluated, so consider starting there.

To develop your proposal, you will:

· Gather internal and external benchmark data about your quality improvement initiative proposal.

· Analyze the data you have collected.

· Make evidence-based recommendations about how to improve health care quality and safety relating to your chosen issue.

Remember, your initiative’s success depends on the interprofessional team’s commitment to the QI initiative. Think carefully about these stakeholders and how you plan to include them in the process, as they will help you develop and implement ideas and sustain outcomes. Also, remember how important external stakeholders, such as patients and other health care delivery organizations, are to the process. As you are preparing this assessment, consider carefully the communication strategies you will employ to include the perspectives of all internal and external stakeholders in your proposal.

The following numbered points correspond to the grading criteria in the scoring guide. The bullets below each grading criterion further delineate tasks to fulfill the assessment requirements. Be sure that your proposal addresses all of the content below. You may also want to read the scoring guide to better understand the performance levels related to each grading criterion.

1. Analyze data to identify a health care issue or area of concern.

. Identify the type of data you are analyzing from your institution or from the Vila Health activity.

. Explain why data matters. What does data show related to outcomes?

. Analyze the dashboard metrics. What else could the organization measure to enhance knowledge?

. Present dashboard metrics related to the selected issue that are critical to evaluating outcomes.

. Assess the institutional ability to sustain processes or outcomes.

. Evaluate data quality and its implications for outcomes.&

· Determine whether any adverse event or near-miss data needs to be factored in to outcomes and recommendations.

. Examine the nursing process for variations or performance failures that could lead to an adverse event or near miss.

. Identify trends, measures, and information needed to critically analyze specific outcomes.

. Specify desired outcomes related to prevention of adverse events and near misses.

. Analyze which metrics indicate future quality improvement opportunities.

· Develop a QI initiative proposal based on a selected health issue and supporting data analysis.

. Determine benchmarks aligned to existing QI initiatives set by local, state, or federal health care policies or laws.

. Identify any internal existing QI initiatives in your practice setting or organization related to the selected issue. Explain why they are insufficient.

. Evaluate external national or international QI initiatives on the selected health issue with existing quality indicators from other facilities, government agencies, and nongovernmental bodies on quality improvement.

. Define target areas for improvement and the processes to be modified to improve outcomes.

. Propose evidence-based strategies to improve quality.

. Analyze challenges that meeting prescribed benchmarks can pose for a health care organization and the interprofessional team.

· Communicate QI initiative proposal based on interdisciplinary team input to improve patient safety and quality outcomes and work-life quality.

. Define interprofessional roles and responsibilities relating to data and the QI initiative.

. Explain how to ensure all relevant interprofessional roles are fully engaged in this effort.

. Identify how outcomes will be measured and data used to inform interprofessional team performance related to specific tasks.

. Reflect on the impact of the proposed initiative on work-life quality of the interprofessional team.

. Describe how the initiative enhances work-life quality due to improved strategies supporting efficiency.

· Determine communication strategies to promote quality improvement of interprofessional care.

. Identify interprofessional communication strategies that will help to promote and ensure the success of the QI initiative.

. Identify communication models, such as SBAR and CUS, to include in your proposal.

. SBAR stands for Situation, Background, Assessment, Recommendation.

. CUS stands for “I am Concerned about my resident’s condition; I am Uncomfortable with my resident’s condition; I believe the Safety of the resident is at risk.”

· Communicate QI initiative proposal in a professional, effective manner, writing clearly and logically, with correct use of grammar, punctuation, and spelling.

· Integrate relevant sources to support arguments, correctly formatting citations and references using APA style.

Explain signs and symptoms of mood and anxiety disorders in children and adolescents

NRNP/PRAC 6665 & 6675 Comprehensive Focused SOAP Psychiatric Evaluation Template

Week 5: Mood and Anxiety Disorders in Children and Adolescents

School and going out with my friends used to be fun, but not anymore. Mom keeps telling me just to go out and have fun, but I don’t see the point of trying. All my friends are better than I am. I keep having these headaches and just feel worthless. I used to get As and Bs in school, but not anymore. I can’t concentrate at school. I would rather be at home sleeping.

—Madison, age 16

Mood and anxiety disorders can be particularly challenging to address in childhood and adolescence for many reasons. Children may not be able to fully express or understand their feelings and behaviors. Parents may misattribute or not recognize signs and symptoms. The symptoms of disorders also vary when present in children as opposed to adults. The PMHNP needs to know how to diagnose these conditions and must understand the importance of integrating medication management strategies with both individual and family therapy to optimize treatment outcomes.

Learning Objectives

Students will:

· Explain signs and symptoms of mood and anxiety disorders in children and adolescents

· Explain the pathophysiology of mood and anxiety disorders in children and adolescents

· Explain diagnosis and treatment methods for mood and anxiety disorders in children and adolescents

· Develop patient education materials for mood and anxiety disorders in children and adolescents

Learning Resources

Required Readings (click to expand/reduce)

Hilt, R. J., & Nussbaum, A. M. (2016). DSM-5 pocket guide for child and adolescent mental health. American Psychiatric Association Publishing.

· Chapter 3, “Common Clinical Concerns”

· Chapter 7, “A Brief Version of DSM-5″

· Chapter 8, “A stepwise approach to Differential Diagnosis”

· Chapter 10, “Selected DSM-5 Assessment Measures”

· Chapter 11, “Rating Scales and Alternative Diagnostic Systems”

Shoemaker, S. J., Wolf, M. S., & Brach, C. (2014). The patient education materials assessment tool (PEMAT) and user’s guide. Agency for Healthcare Research and Quality. https://www.ahrq.gov/sites/default/files/publications/files/pemat_guide.pdf

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). Rutter’s child and adolescent psychiatry (6th ed.). Wiley Blackwell.

· Chapter 60, “Anxiety Disorders”

· Chapter 61, “Obsessive Compulsive Disorder”

· Chapter 62, “Bipolar Disorder in Childhood”

· Chapter 63, “Depressive Disorders in Childhood and Adolescence” 

Required Media (click to expand/reduce)

Center for Rural Health. (2020, May 18). Disruptive mood dysregulation disorder & childhood bipolar disorder [Video]. YouTube. https://youtu.be/tSfYXkst1vM

Mood Disorders Association of BC. (2014, November 20). Children in depression [Video]. YouTube. https://youtu.be/Qg-BBKB1nJc

Psych Hub Education. (2020, January 7). LGBTQ youth: Learning to listen. [Video]. YouTube. https://www.youtube.com/watch?v=Wn4AVjMMYX4

Medication Review

Review the FDA-approved use of the following medicines related to treating mood and anxiety disorders in children and adolescents.

Bipolar depressionBipolar disorder
lurasidone (age 10–17) olanzapine-fluoxetine combination (age 10–17) aripiprazole (age 10–17) asenapine  (for mania or mixed episodes, age 10–17) lithium (for mania, age 12–17) olanzapine (age 13–17) quetiapine (age 10–17) risperidone (age 10–17)
Generalized anxiety disorderDepression
duloxetine (age 7–17)escitalopram (age 12–17) fluoxetine (age 8–17)
Obsessive-compulsive disorder
clomipramine (age 10–17) fluoxetine (age 7–17) fluvoxamine (age 8–17) sertraline (age 6–17)

Assignment: Patient Education for Children and Adolescents

Patient education is an effective tool in supporting compliance and treatment for a diagnosis. It is important to consider effective ways to educate patients and their families about a diagnosis—such as coaching, brochures, or videos—and to recognize that the efficacy of any materials may differ based on the needs and learning preferences of a particular patient. Because patients or their families may be overwhelmed with a new diagnosis, it is important that materials provided by the practitioner clearly outline the information that patients need to know.

Photo Credit: Getty Images

For this Assignment, you will pretend that you are a contributing writer to a health blog. You are tasked with explaining important information about an assigned mental health disorder in language appropriate for child/adolescent patients and/or their caregivers. 

To Prepare

· By Day 1, your Instructor will assign a mood or anxiety disorder diagnosis for you to use for this Assignment.

· Research signs and symptoms for your diagnosis, pharmacological treatments, nonpharmacological treatments, and appropriate community resources and referrals.

The Assignment

In a 300- to 500-word blog post written for a patient and/or caregiver audience, explain signs and symptoms for your diagnosis, pharmacological treatments, nonpharmacological treatments, and appropriate community resources and referrals. Although you are not required to respond to colleagues, collegial discussion is welcome. 

Week 5: Mood and Anxiety Disorders in Children and Adolescents

School and going out with my friends used to be fun, but not anymore. Mom keeps telling me just to go out and have fun, but I don’t see the point of trying. All my friends are better than I am. I keep having these headaches and just feel worthless. I used to get As and Bs in school, but not anymore. I can’t concentrate at school. I would rather be at home sleeping.

—Madison, age 16

Mood and anxiety disorders can be particularly challenging to address in childhood and adolescence for many reasons. Children may not be able to fully express or understand their feelings and behaviors. Parents may misattribute or not recognize signs and symptoms. The symptoms of disorders also vary when present in children as opposed to adults. The PMHNP needs to know how to diagnose these conditions and must understand the importance of integrating medication management strategies with both individual and family therapy to optimize treatment outcomes.

Learning Objectives

Students will:

· Explain signs and symptoms of mood and anxiety disorders in children and adolescents

· Explain the pathophysiology of mood and anxiety disorders in children and adolescents

· Explain diagnosis and treatment methods for mood and anxiety disorders in children and adolescents

· Develop patient education materials for mood and anxiety disorders in children and adolescents

Learning Resources

Required Readings (click to expand/reduce)

Hilt, R. J., & Nussbaum, A. M. (2016). DSM-5 pocket guide for child and adolescent mental health. American Psychiatric Association Publishing.

· Chapter 3, “Common Clinical Concerns”

· Chapter 7, “A Brief Version of DSM-5″

· Chapter 8, “A stepwise approach to Differential Diagnosis”

· Chapter 10, “Selected DSM-5 Assessment Measures”

· Chapter 11, “Rating Scales and Alternative Diagnostic Systems”

Shoemaker, S. J., Wolf, M. S., & Brach, C. (2014). The patient education materials assessment tool (PEMAT) and user’s guide. Agency for Healthcare Research and Quality. https://www.ahrq.gov/sites/default/files/publications/files/pemat_guide.pdf

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). Rutter’s child and adolescent psychiatry (6th ed.). Wiley Blackwell.

· Chapter 60, “Anxiety Disorders”

· Chapter 61, “Obsessive Compulsive Disorder”

· Chapter 62, “Bipolar Disorder in Childhood”

· Chapter 63, “Depressive Disorders in Childhood and Adolescence” 

Required Media (click to expand/reduce)

Center for Rural Health. (2020, May 18). Disruptive mood dysregulation disorder & childhood bipolar disorder [Video]. YouTube. https://youtu.be/tSfYXkst1vM

Mood Disorders Association of BC. (2014, November 20). Children in depression [Video]. YouTube. https://youtu.be/Qg-BBKB1nJc

Psych Hub Education. (2020, January 7). LGBTQ youth: Learning to listen. [Video]. YouTube. https://www.youtube.com/watch?v=Wn4AVjMMYX4

Medication Review

Review the FDA-approved use of the following medicines related to treating mood and anxiety disorders in children and adolescents.

Bipolar depressionBipolar disorder
lurasidone (age 10–17) olanzapine-fluoxetine combination (age 10–17) aripiprazole (age 10–17) asenapine  (for mania or mixed episodes, age 10–17) lithium (for mania, age 12–17) olanzapine (age 13–17) quetiapine (age 10–17) risperidone (age 10–17)
Generalized anxiety disorderDepression
duloxetine (age 7–17)escitalopram (age 12–17) fluoxetine (age 8–17)
Obsessive-compulsive disorder
clomipramine (age 10–17) fluoxetine (age 7–17) fluvoxamine (age 8–17) sertraline (age 6–17)

Assignment: Patient Education for Children and Adolescents

Patient education is an effective tool in supporting compliance and treatment for a diagnosis. It is important to consider effective ways to educate patients and their families about a diagnosis—such as coaching, brochures, or videos—and to recognize that the efficacy of any materials may differ based on the needs and learning preferences of a particular patient. Because patients or their families may be overwhelmed with a new diagnosis, it is important that materials provided by the practitioner clearly outline the information that patients need to know.

Photo Credit: Getty Images

For this Assignment, you will pretend that you are a contributing writer to a health blog. You are tasked with explaining important information about an assigned mental health disorder in language appropriate for child/adolescent patients and/or their caregivers. 

To Prepare

· By Day 1, your Instructor will assign a mood or anxiety disorder diagnosis for you to use for this Assignment.

· Research signs and symptoms for your diagnosis, pharmacological treatments, nonpharmacological treatments, and appropriate community resources and referrals.

The Assignment

In a 300- to 500-word blog post written for a patient and/or caregiver audience, explain signs and symptoms for your diagnosis, pharmacological treatments, nonpharmacological treatments, and appropriate community resources and referrals. Although you are not required to respond to colleagues, collegial discussion is welcome. 

© 2021 Walden University Page 1 of 3

Discuss the functional anatomy and physiology of a psychiatric mental health patient

Response must be at least 510 words written in current APA format with at least two academic references cited. References must be within the last five years. 

  1. Discuss the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of the patient you selected.
  2. Utilizing the five assessment domains, which ones would you utilize on your patients in conducting a comprehensive nutritional assessment.
  3. Discuss the functional anatomy and physiology of a psychiatric mental health patient. Which key concepts must a nurse know in order to assess specific functions?

Patient is a 23-year-old Native American male comes in to see you because he has been having anxiety and wants something to help him. He has been smoking “pot” and says he drinks to help him too. He tells you he is afraid that he will not get into Heaven if he continues in this lifestyle. He came in for an annual physical. Patient has no past medical or surgical history, has no known drug allergies, and isn’t currently taking any medication.

He has a family history of diabetes, hypertension, and alcoholism. No recent weight gains of losses, fatigue, fever, or chills. No chest discomfort or palpitations, history of eczema, no syncopal episodes or dizziness, no change in memory or thinking patterns; no twitches or abnormal movements. Patient’s vital signs are as followed: B/P 158/90; Pulse 88; RR 18; Temp 99.2; Ht 5,7; wt 208; BMI 32.6.

Patient developed and well-nourished. He is anxious – pacing in the room and fidgeting, but in no acute distress.

Identify an assessment/diagnosis instrument

Choose one diagnosis from the Anxiety Disorders group 

· American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing, Inc. 

· Scan Pages 189-233 

Overview  

As you will learn throughout the program, the diagnosis of a variety of psychiatric illnesses is not always an easy or straightforward process. Multiple observations and assessment methods are often employed to reach a diagnosis. This approach can include the use of standardized assessment instruments.  This then aids you in defining a treatment plan and choosing specific treatment plans to use in the care of your clients.  

You are tasked with identifying a standardized assessment instrument/tool to measure the disorders listed for each week. You will keep these instruments in the form of a “portfolio” that you can use in your clinical practice to assess clients who present with a variety of symptoms.  

Instructions:  

Instrument/ Tool criteria:  

For each assessment, you are tasked with selecting, you will identify an instrument and:  

1. List what DSM diagnosis the tool/instrument is used for  

2. Identify an assessment/diagnosis instrument 

3. Appraise a scholarly, peer-reviewed article that addresses the use of the instrument to support your choice as an evidence-based instrument for practice.  

4. Evaluate the instrument’s appropriateness for diagnosing the condition it is designed to assess or if the developers of the instrument reported that the instrument is only part of a comprehensive assessment for the disorder.  

5. Describe whether or not the instrument can be used to measure patient response to therapy/treatment or if it is strictly for assessment and diagnosis.  

6. Discuss the psychometrics/scoring of the instrument, including reliability and validity.  

7. Discuss any limitations associated with the use of the instrument. 

8. Include a link to view the assessment if possible.

Use the following template in completing your portfolio assignments. Your information can be in bulleted format or just a couple of sentences for each criterion listed above. However, you must use APA citations.  You are NOT required to write this in a paper format.  Turn in one document for each week’s topics.  (However, create a file on your desktop to compile your portfolio as you move through the term.)  This will ensure you can have easy access to show the full portfolio and once you begin clinicals and practice.  Throughout the program, you will continue to add to the portfolio in each course. 

Discuss the role of HCAHPS and HAIs in creating quality indicators and how they contribute to the quality improvement process.

he purpose of this assignment is to examine how publicly reported data influence internal quality improvement initiatives.

Identify a specific health care organization of your choice. Review its Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) scores and Hospital Acquired Infections (HAIs) reports.

In a 1,250-1,500-word paper, discuss your findings on the HCAHPS scores and HAIs for the health care organization you selected. Include the following in your paper:

Describe the health care organization you have selected.

Discuss the role of HCAHPS and HAIs in creating quality indicators and how they contribute to the quality improvement process.

Discuss how the HCAHPS and HAIs data of your selected organization compare to national benchmarks.

Discuss the role of consumer satisfaction in quality improvement.

Describe the intent and outcomes of public reporting.

Discuss what actions leadership could take at your selected organization based on the reported HCAHPS and HAIs data.

This assignment requires four to six scholarly resources.

Prepare this assignment according to the guidelines 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.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

Rubric

A description of the selected health care organization is thorough.

A discussion of the role of HCAHPS and HAIs in creating quality indicators and how they contribute to the quality improvement process is thorough.

A discussion of how the HCAHPS and HAIs data of the selected organization compare to national benchmarks is thorough.

A discussion of the role of consumer satisfaction in quality improvement is thorough.

A description of the intent and outcomes of public reporting is thorough.

A discussion of the actions that leadership could take at the selected organization based on the reported HCAPHS and HAIs data is thorough.

Discuss how health promotion relates to morality.

Case 1

J.J is a nurse practitioner who works in a primary care facility. He believes that one of the most important aspects of his work is to foster a therapeutic relationship with his clients. He is using effective communication techniques.

Many of his clients have altered sensory perception such as blindness and deafness. Because of these conditions, He has to be extremely patient with his clients. J.J. also finds that the use of respect and humor help him bond more readily with his clients.

Questions for the case

For better results with his clients, J.J must secure trust with his patients. Discuss strategies that promote trust between patients and health care providers.

Once you received your case number; answer the specific question on the table above. Then, continue to discuss the 3 topics listed below for your case:

  1. Moral distress is a frequent situation where health care providers should face. Please define and discuss a personal experience where you have faced Moral distress in your practice.
  2. Discuss how health promotion relates to morality.
  3. Discuss your insights about your own communication strengths and weaknesses. Identify situations in which it may be difficult for you to establish or terminate a therapeutic relationship.

Your initial post should be at least 550 words, formatted and cited in current APA style with support from at least 3 academic sources.

chat

Explain how theories and models provide a framework to guide projects, including your DNP Project or dissertation

  • chat0

Application Of Theories In Project Management

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DNPnursingdiscussion post

 The importance of utilizing a theoretical framework in a dissertation study cannot be stressed enough. The theoretical framework is the foundation from which all knowledge is constructed (metaphorically and literally) for a research study. It serves as the structure and support for the rationale for the study, the problem statement, the purpose, the significance, and the research questions. The theoretical framework provides a grounding base, or an anchor, for the literature review, and most importantly, the methods and analysis. 

There are many theories that apply to project management as well as the dissertation process; therefore, it is important to understand the theories to determine which might most apply to your nursing practice and research. The specific theories and models utilized not only drive a study, but they also shape how the reviewer will interpret the results.

For this Discussion, you will explore various theories or models related to change theory and systems thinking in your healthcare organization or nursing practice. You will consider how the tenets of these theories might apply to your organization and practice, as well as consider how these theories might solve potential practice gaps.

Reference:
Grant, C., & Osanloo, A. (2014). Understanding, selecting, and integrating a theoretical framework in dissertation research: Creating the blueprint for your “house.” Administrative Issues Journal, 4(2), 12–26. doi:10.5929/2014.4.2.9

To Prepare

  • Review this week’s Lewin’s change theory media resource.
  • Consider the importance of change theory, as well as reflect on the application of these theories to your healthcare organization or nursing practice.
  • Research and select two additional theories or models related to change theory and systems thinking to focus on for this Discussion.
By Day 4 of Week 4

Post a response to each of the following:

  • Describe the importance and application of Change Theory and Systems Thinking for healthcare organizations and nursing practice. Be specific.
  • List two additional theories or models that you selected and explain how these might be applied in research. Be specific and provide examples.
  • Explain how theories and models provide a framework to guide projects, including your DNP Project or dissertation.

What do you see as the benefits and challenges of group therapy?  

Assignment: Analyzing Group Techniques

Group therapy can alleviate feelings of isolation and foster a supportive and collaborative environment for sharing difficult feelings in order to facilitate healing. For many people, being part of a group that has a shared understanding of a struggle provides a unique opportunity to gain understanding of their own experiences.

As you examine one of the group therapy demonstrations from this week’s Learning Resources, consider the role and efficacy of the leader and the reasons that specific therapeutic techniques were selected.

To prepare:

· Select one of the group therapy video demonstrations from this week’s required media Learning Resources.

The Assignment

In a 3- to 4-page paper, identify the video you selected and address the following:

· What group therapy techniques were demonstrated? How well do you believe these techniques were demonstrated?

· What evidence from the literature supports the techniques demonstrated? 

· What did you notice that the therapist did well?

· Explain something that you would have handled differently.

· What is an insight that you gained from watching the therapist handle the group therapy?

· Now imagine you are leading your own group session. How would you go about handling a difficult situation with a disruptive group member? How would you elicit participation in your group? What would you anticipate finding in the different phases of group therapy? What do you see as the benefits and challenges of group therapy?  

· Support your reasoning with at least three peer-reviewed, evidence-based sources, and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

Submit your Assignment. 

Reminde r  The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.

NB: THE VIDEO IS ON YOUTUBE. YOU CAN TYPE THE BELOW YOUTUBE CHANNEL TO GET THE VIDEO.

Gerber, B. (2013, November 21). Psychotherapy group for schizophrenia [Video]. YouTube. https://www.youtube.com/watch?v=t8Dzus8WGqA