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Reflection Paper

The IOM published report, “Future of Nursing: Leading Change, Advancing Health,” makes recommendations for lifelong learning and achieving higher levels of education.

In 1,000-1,250 words, examine the importance of nursing education and discuss your overall educational goals.

Include the following:

1. Discuss your options in the job market based on your educational level.
2. Review the IOM Future of Nursing Recommendations for achieving higher levels of education. Describe what professional certification and advanced degrees (MSN, DNP, etc.) you want to pursue and explain your reasons for wanting to attain the education. Discuss your timeline for accomplishing these goals.
3. Discuss how increasing your level of education would affect how your competitiveness in the current job market and your role in the future of nursing.
4. Discuss the relationship of continuing nursing education to competency, attitudes, knowledge, and the ANA Scope and Standards for Practice and Code of Ethics.
5. Discuss whether continuing nursing education should be mandatory. Provide support for your response.

You are required to cite to a minimum of three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.  

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. 

Minimum of 250 words with at least one peer review reference in 7th edition apa style

 Analyze leadership strengths, personality characteristics, and leadership effectiveness.  

Change. See attached

Research the health-illness continuum and its relevance to patient care. In a 750-1,000 word paper, discuss the relevance of the continuum to patient care and present a perspective of your current state of health in relation to the wellness spectrum. Include the following:

1. Examine the health-illness continuum and discuss why this perspective is important to consider in relation to health and the human experience when caring for patients.
2. Explain how understanding the health-illness continuum enables you, as a health care provider, to better promote the value and dignity of individuals or groups and to serve others in ways that promote human flourishing.
3. Reflect on your overall state of health. B. Discuss what behaviors support or detract from your health and well-being. C. Explain where you currently fall on the health-illness continuum.
4. Discuss the options and resources available to you to help you move toward wellness on the health-illness spectrum. B. Describe how these would assist in moving you toward wellness (managing a chronic disease, recovering from an illness, self-actualization, etc.).

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. 

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Benchmark Information

This benchmark assesses the following competency:

RN-BSN

For this three-part assessment you will create a histogram or bar graph for a data set, perform assumption and correlation tests, and interpret your graphic and test results in a 2-to-3 page paper.

In this unit we focus on whether two or more groups have important differences on a single variable of interest. For example, for the dependent variable stress score, we may want to know if there is a difference in stress between males and females, or maybe we would like to know if there is a difference in stress levels between people who drink chamomile tea and those who do not, or maybe we would like to determine if a group of expectant parents is less anxious (this is the dependent variable) about the birthing experience after a series of discussions with experienced parents. In each of these examples we have two groups (two groups being compared or the same group being compared before and after), and one dependent variable that is being compared in each group. In this unit you will begin exploring popular statistical techniques (and their assumptions) that are used to compare two or more groups.

The independent t-test, also called unpaired t-test, is typically used in health care to compare two groups of individuals that are entirely unrelated to each other (that is, independent), thus the one group cannot influence the other group. For example, we may wish to compare a drug treatment group to a control group (those not receiving drug treatment) for a specific clinical characteristic (dependent variable) that can be measured at the interval or ratio level (such as cholesterol, depression scale, or memory test).

The dependent t-test, also called paired t-test, compares two groups for a dependent variable measured at the interval or ratio level as well; however, these two groups are in reality just one group. But because they are measured before and after an intervention, we consider them as two groups for analytical purposes. This group is considered dependent because nothing is expected to vary in the nature of the individuals being measured except as a result of the intervention, as the group is composed of the same individuals.

Overview

One of the most important steps along the researcher’s path to data analysis is to become familiar with the character of the raw data collected for the project. Before weaving the strands of data into an analytical story that is related to a study’s goals, researchers typically inspect the completeness and quality of the data with various visualization techniques (graphics), summary tables, and mathematical tests of quality (assumption tests), as discussed in Assessment 2. One of these latter tests is a correlation analysis. With this approach, the researcher performs a very basic series of exploratory tests on variable pairs to identify any potentially interesting (yet unknown) relationships between groups of data (variables). Correlational analyses are often later performed as part of the predetermined data analysis plan to answer a specific research question.

Demonstration of Proficiency

By successfully completing this assessment you will address the following scoring guide criteria, which align to the indicated course competencies.

• Competency 1: Describe underlying concepts and reasoning related to the collection and evaluation of quantitative data in health care research. 
  • Interpret the overall clinical meaning and limitations of the relationship of two variables, based on a correlation analysis and literature regarding age and stress.
• Competency 2: Apply appropriate statistical methods using common software tools in the collection and evaluation of health care data. 
  • Create a histogram and scatter plot for variables tested for normal distribution.
  • Perform a normal distribution assumption test for two variables to determine if data is normally distributed.
  • Perform an appropriate correlation test to determine the direction and strength or magnitude of the relationship between two variables.
• Competency 3: Interpret the results and practical significance of statistical health care data analyses. 
  • Interpret the effect size for correlation analysis results.
• Competency 5: Address assignment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences. 
  • Articulate meaning relevant to the main topic, scope, and purpose of the prompt. 
  • Apply APA formatting to in-text citations and references.

Instructions

For this three-part assessment, complete the following, referring to Yoga Stress (PSS) Study Data Set [XLSX], which you have used previously, as needed.

Software

The following statistical analysis software is required to complete your assessments in this course:

• IBM SPSS Statistics Standard or Premium GradPack, version 22 or higher, for PC or Mac.

You have access to the more robust IBM SPSS Statistics Premium GradPack.

Please refer to the Statistical Software page on Campus for general information on SPSS software, including the most recent version made available to Capella learners.

Part 1: Graphic Representation of the Data from the Yoga Stress (PSS) Study Data Set

1. Create a histogram or bar graph (according to the measurement level of the data) of the following variables: Age, Education, Pre-intervention Psychological Stress Score (PSS). 
   • Refer to the following resources as needed while creating your histogram: 
     • SPSS Tutorials. (n.d.). What is a histogram? Retrieved from https://www.spss-tutorials.com/histogram-what-is-it/
     • SPSS Tutorials. (n.d.). Creating histograms in SPSS. Retrieved from https://www.spss-tutorials.com/creating-histograms-in-spss/
     • Creating Histograms in SPSS.
2. Create a scatter plot of the following pair of variables: Age versus Pre-intervention Psychological Stress Score (PSS). 
   • Refer to the following resources, as needed, while creating your scatterplot: 
     • Displaying Relationships: Scatterplot.
     • Interpreting Scatterplots.

Part 2: Statistical Tests

1. Perform a preanalysis assumption test for a normal distribution test to determine if the data you intend to use for the correlation tests passes the assumption of being normally distributed. 
   • You will use this test for Age and Pre-intervention Psychological Stress Score (PSS).
2. Perform the appropriate correlation test to determine the direction and strength or magnitude of the relationship between these two variables from Step 1. 
   • Remember, we are not concerned about causation at this point and want to determine only if there is a statistical association.

Part 3: Yoga Stress (PSS) Study Paper

• Include the histogram and scatter plot graphics you created earlier for Age and Pre-intervention Psychological Stress Score (PSS). 
  • Provide an interpretation for these graphics.
• Report the statistical outcome of the correlation analysis using appropriate scholarly style, including a brief interpretation of the effect size of the correlation.
• Interpret the practical, real-world meaning (and limitations of the interpretation) of the relationship of these two variables based on the correlation analysis you performed.
• Include the SPSS “.sav” output file that shows your programming and results from Parts 1 and 2 for this assessment.
• Provide at least one evidence-based scholarly or peer-reviewed article that supports your interpretation.

Number 1

1. Describe at least five populations who are vulnerable to PTSD

2. What are eight DSM5 criteria for PTSD

3. Describe possible signs and symptoms a client experiencing PTSD could exhibit

4. Describe at least five triggers and how they can be manifested in client experiencing PTSD

5. Describe five treatment options for clients experiencing PTSD

Number 2

1) Describe some day to day challenges that face people who are voice hearers

2) Explain the subjective experience of hearing voices that are disturbing

3) Describe cultural humility for people who hear distressing voices through self-reflection, self-awareness and self-critique

4) What other conditions can stimulate or trigger hearing voices in the mind? 

Reflect upon the selected practice problem in Weeks 1 and 2 and consider the following. Practice Problem is Diabetes Mellitus

• What are the common barriers to evidence translation in addressing this problem?
• What strategies might you adopt to be aware of new evidence?
• How will you determine which evidence to implement?
• How will you ensure continuation or sustainability of the change?

HA3220D – Health Information Systems

Assignment 07: Training Plan

Develop a training plan and evaluation of training for a hospital that is implementing a new health care information system. 

1. Training Plan In a roughly 1 page double-spaced training plan, include:

Introduction What will this training cover? In what mode/format will occur?  

Training Strategies What training strategies will you use, and why do you feel they will be effective for a system implementation training program?

Probable Issues / Roadblocks to System Implementation and how you will use the training process to reduce their likelihood.

Key Elements that must be included in training for users of a health care information system.

This training plan should be a minimum of 1 page double-spaced in Times New Roman or similar 12-point font.

2. Create an evaluation tool to measure user satisfaction with the training process. You may model it on common questions asked on a customer satisfaction survey, but you should also create questions that can be used to improve the training process and learn more about users’ needs, knowledge, and skills.

• Record a slide presentation with Script for the presentation, supported by 8–12-slides, for one of the stakeholder groups identified in your Assessment 2 Policy Proposal, which addresses current performance shortfalls, the reasons why new policy and practice guidelines are needed to eliminate those shortfalls, and how the group’s work will benefit from the changes.
  It is important that health care leaders be able to clearly articulate policy positions and recommendations and garner buy-in and support from stakeholder groups for policy and practice changes in their organizations. Unfortunately, effective communication is often lacking. Consequently, it is important for health care leaders, when leading change, to ensure that clear and open communication is ongoing and informative.
• An important aspect of change leadership is the ability to address diverse groups of stakeholders and create buy-in and support for your ideas and proposals for change. This assessment provides you with an opportunity to demonstrate and hone these skills.
• Assessment Instructions
• Record a slide presentation, with audio voiceover, for one of the stakeholder groups you identified in your Assessment 2 Policy Proposal. Inform the group of current performance shortfalls, introduce the proposed policy, explain why the policy is needed, and present policy-driven practice guidelines to resolve the performance issue. You must also obtain buy-in from the group by explaining the positive effects of the policy and practice guidelines on their work.
  Note: Remember that you can submit all, or a portion of, your draft presentation to Smarthinking for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.
  Requirements
  The presentation requirements outlined below correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements for presentation format and length and for supporting evidence.
  • Summarize your proposed organizational policy and practice guidelines.
    • Identify applicable local, state, or federal health care policy or law that prescribes relevant performance benchmarks that your policy proposal addresses.
    • Keep your audience in mind when creating this summary.
  • Interpret, for stakeholders, the relevant benchmark metrics that illustrate the need for the proposed policy and practice guidelines.
    • Make sure this is a brief review of the evaluation you completed in your Assessment 1 Dashboard Metrics Evaluation.
    • Make sure you are interpreting the dashboard metrics in a way that is understandable and meaningful to the stakeholders to whom you are presenting.
  • Explain how your proposed policy and practice guidelines will affect how the stakeholder group does its work.
    • How might your proposal alter certain tasks or how the stakeholder group performs them?
    • How might your proposal affect the stakeholder group’s workload?
    • How might your proposal alter the responsibilities of the stakeholder group?
    • How might your proposal improve working conditions for the stakeholder group?
  • Explain how your proposed policy and practice guidelines will improve quality and outcomes for the stakeholder group.
    • How are your proposed changes going to improve the quality of the stakeholder group’s work?
    • How will these improvements enable the stakeholder group to be more successful?
    • What evidence supports your conclusions or presents alternative perspectives?
  • Present strategies for collaborating with the stakeholder group to implement your proposed policy and practice guidelines.
    • What role will the stakeholder group play in implementing your proposal?
    • Why is the stakeholder group and their collaboration important for successful implementation?
  • Deliver a persuasive, coherent, and effective audiovisual presentation.
    • Address the anticipated needs and concerns of your audience.
    • Stay focused on key policy provisions and the impact of practice guidelines on the group.
    • Adhere to presentation best practices.
    • Proofread your presentation slides to minimize errors that could distract the audience and make it more difficult for them to focus on the substance of your proposed policy and practice guidelines.
  • Example Assessment: You may use the Assessment 3 Example [PDF] to give you an idea of what a Proficient or higher rating on the scoring guide would look like.
    Presentation Format and Length
    You may use Microsoft PowerPoint or other suitable presentation software to create your slides. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.
    If using PowerPoint to create your presentation slides, you may use the SoNHS Professional Presentation Guidelines [PPTX] as a template.
    Be sure that your slide deck includes the following slides:
  • Title slide.
    • Presentation title.
    • Your name.
    • Date.
    • Course number and title.
  • References (at the end of your presentation). Apply current APA formatting to all citations and references.
  • Your slide deck should consist of 8–12 slides, not including a title and references slide.
    Note: If you have technical difficulties in recording your audio, you may, in place of the audio, provide a complete script of what you intended to say in the notes section of each slide. If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact [email protected] to request accommodations.
    Supporting Evidence
    Cite 3–5 sources of scholarly, professional, or policy evidence to support your analysis and recommendations.
    Portfolio Prompt: You may choose to save your presentation to your ePortfolio.
    Competencies Measured
    By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
  • Competency 1: Analyze relevant health care laws, policies, and regulations; their application; and their effects on organizations, interprofessional teams, and professional practice.
    • Explain how a proposed policy and practice guidelines will affect how a stakeholder group does its work.
  • Competency 2: Lead the development and implementation of ethical and culturally sensitive policies that improve health outcomes for individuals, organizations, and populations.
    • Summarize a proposed organizational policy and practice guidelines.
    • Explain how a proposed policy and practice guidelines will improve quality and outcomes for a stakeholder group.
  • Competency 3: Evaluate relevant indicators of performance, such as benchmarks, research, and best practices, to inform health care laws and policies for patients, organizations, and populations.
    • Interpret, for stakeholders, the relevant benchmark metrics that illustrate the need for a proposed policy and practice guidelines.
  • Competency 4: Develop strategies to work collaboratively with policy makers, stakeholders, and colleagues to address environmental (governmental and regulatory) forces.
    • Present strategies for collaborating with a stakeholder group to implement a proposed policy and practice guidelines.
    • Deliver a persuasive, coherent, and effective audiovisual presentation.

List 8  PROGRESS NOTES in SOAP format of the   Psychiatric Mental Health Nurse Practitioner Role  with  Child and Adolescents  . Describe the   activities you completed during this   time   period with patients.

NOTE: ( The progress notes has to be related with what the    Psychiatric Mental Health Nurse Practitioner do with Child and    adolescents with different psychiatric conditions). 8 different notes    with different patients scenarios.