Clinical Supervision

PLEASE FOLLOW THE INSTRUCTIONS BELOW

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ZERO PLAGIARISM

, you collaborated with colleagues as you participated in your first clinical supervision. This week, you have the opportunity to continue your collaboration as you reflect on and discuss your experiences with counseling children and adolescents in group settings. Psychotherapy with these clients is often more complex than psychotherapy with the general adult population. Personal reflection and discussion with colleagues are essential to your development and success as a psychiatric mental health nurse practitioner. For this clinical supervision, consider a child or adolescent client you are counseling who you do not think is adequately progressing according to expected clinical outcomes.

Learning Objectives

Students will:
  • Assess clients presenting for child and adolescent group psychotherapy
  • Evaluate the effectiveness of therapeutic approaches for clients receiving child and adolescent group psychotherapy
To prepare:
  • Review this week’s media and consider the insights provided on group therapy with children and adolescents.
  • Reflect on a child and adolescent group that you are currently counseling at your practicum site.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the Post to Discussion Question link and then select Create Thread to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking Submit!

Note about Uploading Media: Refer to the Kaltura Media Uploader instructions document located in the menu bar. It provides guidance on how to upload media for the Clinical Supervision Discussions.

By Day 3

Post a 3- to 5-minute Kaltura video that addresses the following:

  • Describe a child and adolescent group you are counseling.
  • Describe a client from the group who you do not think is adequately progressing according to expected clinical outcomes. Note: Do not use the client’s actual name.
  • Explain your therapeutic approach with the group, including your perceived effectiveness of your approach with the client you identified.
  • Identify any additional information about this group and/or client that may potentially impact expected outcomes.

Ethical and Legal Implications of Prescribing Drugs

  

Ethical and Legal Implications of Prescribing Drugs

What type of drug should you prescribe based on your patient’s diagnosis? How much of the drug should the patient receive? How often should the drug be administered? When should the drug not be prescribed? Are there individual patient factors that could create complications when taking the drug? Should you be prescribing drugs to this patient? How might different state regulations affect the prescribing of this drug to this patient?

These are some of the questions you might consider when selecting a treatment plan for a patient.  

Photo Credit: Getty Images/Caiaimage

As an advanced practice nurse prescribing drugs, you are held accountable for people’s lives every day. Patients and their families will often place trust in you because of your position. With this trust comes power and responsibility, as well as an ethical and legal obligation to “do no harm.” It is important that you are aware of current professional, legal, and ethical standards for advanced practice nurses with prescriptive authority. Additionally, it is important to ensure that the treatment plans and administration/prescribing of drugs is in accordance with the regulations of the state in which you practice. Understanding how these regulations may affect the prescribing of certain drugs in different states may have a significant impact on your patient’s treatment plan. In this Assignment, you explore ethical and legal implications of scenarios and consider how to appropriately respond.

To Prepare

  • Review the Resources for this module and consider the      legal and ethical implications of prescribing prescription drugs,      disclosure, and nondisclosure.
  • Review the scenario assigned by your Instructor for      this Assignment.
  • Search specific laws and standards for prescribing      prescription drugs and for addressing medication errors for your state or      region, and reflect on these as you review the scenario assigned by your      Instructor.
  • Consider the ethical and legal implications of the      scenario for all stakeholders involved, such as the prescriber,      pharmacist, patient, and patient’s family.
  • Think about two strategies that you, as an advanced      practice nurse, would use to guide your ethically and legally responsible      decision-making in this scenario, including whether you would disclose any      medication errors.

By Day 7 of Week 1

Write a 2- to 3-page paper that addresses the following:

  • Explain the ethical and legal implications of the      scenario you selected on all stakeholders involved, such as the      prescriber, pharmacist, patient, and patient’s family.
  • Describe strategies to address disclosure and      nondisclosure as identified in the scenario you selected. Be sure to      reference laws specific to your state.
  • Explain two strategies that you, as an advanced      practice nurse, would use to guide your decision making in this scenario,      including whether you would disclose your error. Be sure to justify your      explanation. 
  • Explain the process of writing prescriptions, including strategies to minimize medication errors.

Scenario

As a nurse practitioner, you prescribe medications for your patients. You make an error when prescribing medication to a 5-year-old patient. Rather than dosing him appropriately, you prescribe a dose suitable for an adult.

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The College of Nursing Writing Template with Instructions provided at the Walden Writing Center offers an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632). All papers submitted must use this formatting.

Discussion: Cognitive Behavioral Therapy: Family Settings Versus Individual Settings

 Whether used with individuals or families, the goal of cognitive behavioral therapy (CBT) is to modify client behavior. Although CBT for families is similar to CBT for individuals, there are significant differences in their applications. As you develop treatment plans, it is important that you recognize these differences and how they may impact your therapeutic approach with families. For this Discussion, as you compare the use of CBT for families and individuals, consider challenges of applying this therapeutic approach to your own client families. 

Question: Post an explanation of how the use of CBT in families compares to CBT in individual settings. Provide specific examples from your own practicum experiences. Then, explain challenges counselors might encounter when using CBT in the family setting. Support your position with specific examples from this week’s media. 

Rubric:

 

Main Posting: Response to the discusion question is reflecive with critical analysis and synthesis representive of knowledg gained from the course readings for the module and current credible sources.–

Outstanding Performance 44 (44%) – 44 (44%)Excellent Performance 40 (40%) – 43 (43%)Competent Performance 35 (35%) – 39 (39%)Proficient Performance 31 (31%) – 34 (34%)Room for Improvement 0 (0%) – 30 (30%)

Main Posting: Writing–

Outstanding Performance 6 (6%) – 6 (6%)Excellent Performance 5.5 (5.5%) – 5.5 (5.5%)Competent Performance 5 (5%) – 5 (5%)Proficient Performance 4.5 (4.5%) – 4.5 (4.5%)Room for Improvement 0 (0%) – 4 (4%)

Main Posting: Timely and full participation–

Outstanding Performance 10 (10%) – 10 (10%)Excellent Performance 0 (0%) – 0 (0%)Competent Performance 0 (0%) – 0 (0%)Proficient Performance 0 (0%) – 0 (0%)Room for Improvement 0 (0%) – 6 (6%) 

Evidence based practice

 

For  each Barrier to Patient Centered Care, identify facilitators that could  be introduced to balance/offset the barrier. Provide rationale for your  response based on (text books, articles,  practice guidelines, etc) as appropriate:

Barriers:

  1. Competing care obligations (patient–load) interfere with prioritizing discussions of discharge planning with patient/planning.
  2. Discharge communication ranged from simple one-sided instruction to shared decision making.
  3. Patients did not feel prepared for discharge and post-discharge care was not individualized.
  4. Discharge process/decisions affected by pressure for available beds.

Professional Associations Membership

 

Examine the importance of professional associations in nursing. Choose a professional nursing organization that relates to your specialty area, or a specialty area in which you are interested. In a 750‐1,000 word paper, provide a detailed overview the organization and its advantages for members. Include the following:

  1. Describe the organization and its significance to nurses in the specialty area. Include its purpose, mission, and vision. Describe the overall benefits, or “perks,” of being a member.
  2. Explain why it is important for a nurse in this specialty field to network. Discuss how this organization creates networking opportunities for nurses.
  3. Discuss how the organization keeps its members informed of health care changes and changes to practice that affect the specialty area.
  4.  Discuss opportunities for continuing education and professional development.

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

Discussion Topic-Ch 6,7

Read Chapter 6 & 7. Answer each question one by one.

1. Discuss the importance of effective communication in the personal relationship, the therapeutic relationship, and the relationship within the interprofessional health-care team.

2. What similarities and differences can you identify among the above interactions? 

3. Explain the concept of congruence between verbal and nonverbal communication.

4. There are many pitfalls to electronic communication. Identify a situation in which an electronic form of communication may result in miscommunication. What other methods of communication would have been more effective? 

5. How have you seen ISBAR used during your clinical experiences? 

6- Develop a hand-off report for yourself. Include items that you believe are pertinent for safe and effective nursing care. Refer to the information in the chapter for creating this report form. Using the information from the chapter, determine the effectiveness of the system currently in use on your unit for communicating shift-to-shift reports. 

7-Dr. Roberts comes into the nurses’ station demanding, “Where are Mr. Adams’s lab reports? I ordered these stat, and they’re not here! Who’s responsible for this patient?” How would you, as the nurse, respond? 

8-Explain the concept of accountability in the delegation. What are the legal ramifications of accountability in the delegation?

9. Dennie and Elias arrive in the unit for the 7:00 p.m. to 7:00 a.m. shift. Both nurses completed orientation 4 weeks ago. They find that they will be the only two RNs on the floor that night. There is a census of 48 clients. The remaining staff consists of two NAPs/UAPs and one LPN. What are the responsibilities of the RN, NAP/UAP, and LPN? Can Dennie and Elias effectively delegate client care tasks and care safely for all 48 clients? Use the Delegation Tree to make your decisions.

10. Discuss the differences between direct delegation and indirect delegation. 

1. You have to observe delegation procedures in your assigned unit:

A-What considerations does the RN take into account when delegating patient care? 

2-You have to look at the unit census and prioritize patient care:

A- Give the rationale for your choices.

3.Answer the following questions during your clinical experiences:

a. What specific tasks did your patients require that you might have been able to delegate?

b. How effective was your nurse/preceptor in delegating tasks to others? 

c. How did your nurse/preceptor ensure that the tasks were completed safely and appropriately? 

nur512-Reply to this discussion Andree

 

It is important to focus on lesbian, gay, bisexual, transgender, and queer (LGBTQ) health, and the healthcare disparities gap that exist in the LGBTQ community.  Health inequities and poor health outcomes among LBGTQ populations are a result of the adversity experienced by gender and sexually minoritized populations.  For instance, the ways in which LGBTQ health is often conceptualized and measured from a deficit-focused framework can have significant implications for health care access and uptake among LGBTQ populations.  LGBTQ health research has an important role to play in shifting the way that LGBTQ health is understood and measured in health policy and practice, which in turn has significant implications for health promotion strategies targeted at keeping LGBTQ populations healthy across the life course (Colpitts, & Gahagan, 2016).  In the Healthy People 2020, LGBT people are for the first time identified as a United States (U.S.) national health priority, with the Institute of Medicine (2011) concluding that insufficient information exists on the health of LGBT people.  One aspect of social justice is to better understand the social, structural, and institutional elements that create differential access to healthcare and health outcomes in this population.  In fact, there is accumulating evidence of health disparities among LGBT older adults, making LGBT older adults an at-risk population (Emlet, C., A. 2016).  

            Colpitts, & Gahagan, (2016) pointed out that the health needs and experiences of LGBTQ populations have generally been rendered invisible in mainstream health care systems and policies.  This is, in part, because LGBTQ health has traditionally been understood through a heteronormative framework whereby the health needs and experiences of LGBTQ populations are assumed to be similar to those of their age-matched heterosexual and/or cisgender peers.  The invisibility of LGBTQ health needs and experiences has significant implications in terms of the provision of evidence-based, culturally competent health care.  The Virginia Transgender Health Initiative Study found that the health care system was the most commonly cited area where transgender individuals experienced discrimination.  Public health policy and programming interventions have traditionally focused on individual-level indicators of health and on reducing the risk for negative health outcomes by changing individual, ‘lifestyle’ behavior such as diet, exercise, and drug and alcohol use.  Existing LGBTQ health research has demonstrated that social stigma, discrimination and victimization experienced by LGBTQ populations may affect uptake rates of preventative health screening programs and health care services.  It is equally important to note that LGBTQ populations may also experience negative determinants of health such as homelessness, social exclusion and poverty at higher rates than their age-matched heterosexual and/or cisgender peers.  Population-based initiatives that facilitate ‘coming out’ without fear of marginalization or violence are central to promoting the health of LGBTQ populations across the life course (Colpitts, & Gahagan, 2016).  Emlet (2016) stated that there are sub-groups within the LGBT older adult population, including those who identify as bisexual, transgender, older than age 80, and living with HIV infections may be at greatest risk for economic insecurity and a subsequent impact on health and healthcare access, which contributes further to health disparities.  Emlet (2016) added that important disparities have been noted between older and younger adults living with HIV infection as well.   It is said that older adults living with HIV are more likely to live alone and be socially isolated than their younger peers.

            LGBTQ health research has a significant role to play in shifting how LGBTQ health is understood and measured, and, more specifically, the ways in which health research evidence is used to inform health policy and practice.  However, given the longstanding focus on the risks for poor health outcomes among LGBTQ populations, including rates of sexually-transmitted infections (STI) and human immunodeficiency virus (HIV) infection, smoking, obesity and depression/suicidal ideation, a conceptual shift toward health-promoting LGBTQ research approaches is warranted.  According to the World Health Organization, health promotion approaches focus on the “…process of enabling people to increase control over, and improve, their health”, which includes “a wide range of social and environmental interventions”.  It is important to note that health promotion recognizes the significance of both modifiable and non-modifiable determinants of health, and emphasizes upstream, preventative approaches, which include the development of healthy public policy, in contrast to deficit-focused approaches (Colpitts, & Gahagan, 2016).

            People who live in poverty are less healthy than those who are financially better off, regardless of whether the benchmark is mortality, the prevalence of acute or chronic diseases, or mental health.  Approximately 26 percent of adults ages 65 and older in the United States live at or below 200 percent of the federal poverty level.  In contrast, in a national, non-representative sample of LGB older adults (ages 50 and older) Fredriksen-Goldsen and colleagues (2012) found nearly a third of the LGB older adults enrolled in the study lived at or below that economic threshold (Emlet, C., A. 2016).  

            In conclusion, while the needs of this population are receiving additional attention at local, state, and national levels, continued advocacy for improving access to care and working to remove disparities are critical.  An emerging concern for many LGBT older adults is competent and compassionate long-term care.  The future of care and compassionate service delivery for these individuals will require us to learn to identify and build from their naturally emerging strengths (such as community identity, mastery, and social support), improve understanding and competence among providers as to the unique needs and historical consequences of this population, and continually work toward fairness and equity for all older adults (Emlet, C., A. 2016).  Many people do not want the LGBTQ community to have anything because of religious beliefs for instance.  We, as a society, have to do our best in order to close the healthcare disparities gap in the LGBTQ community. 

References

Colpitts, E., & Gahagan, J. (2016). The utility of resilience as a conceptual framework for

            understanding and measuring LGBTQ health. International Journal for Equity in

            Health15, 1–8. doi.org/10.1186/s12939-016-0349-1

Emlet, C., A. (2016). Social, Economic, and Health Disparities Among LGBT Older

            Adults. Generations: Journal of the American Society on Aging40(2), 16.

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