Posts in category: Uncategorized

Post a Psychiatric case studies a brief summary of patient visit and demographic at least 2 psychiatric diagnosis for each case, and therapeutic intervention for each case.  5 or more cases for one page. 

 Purpose

The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared. 

Activity Learning Outcomes 

Through this discussion, the student will demonstrate the ability to: 

1. Examine roles and competencies of advanced practice nurses essential to performing as leaders and advocates of holistic, safe, and quality care (CO1) 
2. Apply concepts of person-centered care to nursing practice situations (CO2) 
3. Analyze essential skills needed to lead within the context of complex systems (CO3) 
4. Explore the process of scholarship engagement to improve health and healthcare outcomes in various settings (CO4) 

I.   Application of Course Knowledge: of Course Knowledge: 

The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question. 

Integration of Evidence: The student post provides support from a minimum of one scholarly in-text citation with a matching reference AND assigned readings OR online lessons, per discussion topic per week.

1. What is a scholarly resource? A scholarly resource is one that comes from a professional, peer-reviewed publication (e.g., journals and government reports such as those from the FDA or CDC).
   • Contains references for sources cited
   • Written by a professional or scholar in the field and indicates credentials of the author(s)
   • Is no more than 5 years old for clinical or research article
2. What is not considered a scholarly resource?
   • Newspaper articles and layperson literature (e.g., Readers Digest, Healthy Life Magazine, Food, and Fitness)
   • Information from Wikipedia or any wiki
   • Textbooks
   • Website homepages
   • The weekly lesson
   • Articles in healthcare and nursing-oriented trade magazines, such as Nursing Made Incredibly Easy and RNMagazine (Source: What is a scholarly article.docx; Created 06/09 CK/CL Revised: 02/17/11, 09/02/11 nlh/clm)
3. Can the lesson for the week be used as a scholarly source?
   • Information from the weekly lesson can be cited in a posting; however, it is not to be the sole source used in the post.
4. Are resources provided from CU acceptable sources (e.g., the readings for the week)?
   • Not as a sole source within the post. The textbook and/or assigned (required) articles for the week can be used, but another outside source must be cited for full credit. Textbooks are not considered scholarly sources for the purpose of discussions.
5. Are websites acceptable as scholarly resources for discussions?
   • Yes, if they are documents or data cited from credible websites. Credible websites usually end in .gov or .edu; however, some .org sites that belong to professional associations (e.g., American Heart Association, National League for Nursing, American Diabetes Association) are also considered credible websites. Websites ending with .com are not to be used as scholarly resources

IV.  Professionalism in Communication: The post presents information in logical, meaningful, and understandable sequence, and is clearly relevant to the discussion topic. Grammar, spelling, and/or punctuation are accurate.

resources:

DeNisco, S.M. & Barker, A. M. (2015). Advanced practice nursing: Essential knowledge for the profession (3rd ed.). Jones & Bartlett Learning.

• Chapter 5: Influencing and Leading Change in the Complex Healthcare Environment: The Role of the Advanced Practice Nurse p. 110-116.
• Chapter 6: Interprofessional Collaboration for Improving Patient and Population Health p. 123-135
• Chapter 7: An Overview of U.S. Healthcare Delivery p. 174- 176 The Systems Framework

Lis, G. A., Hanson, P., Burgermeister, D., & Banfield, B. (2014). Transforming graduate nursing education in the context of complex adaptive systems: Implications for master’s and DNP curricula. Journal of Professional Nursing, 30(6), 456—462. https://doi.org/10.1016/j.profnurs.2014.05.003 003 

Research Critique Paper (Nursing)

Please follow APA 7th edition 

Attached:

Instructions, Rubric and Articles for reference and citation. 

• Develop effective documentation skills for group therapy sessions *
• Develop diagnoses for clients receiving group psychotherapy *
• Evaluate the efficacy of cognitive behavioral therapy for groups *
• Analyze legal and ethical implications of counseling clients with psychiatric disorders *

Select two clients you observed or counseled this week during a group therapy session. Note: The two clients you select must have attended the same group session.

Then, in your Practicum Journal, address the following:

• Using the Group Therapy Progress Note in this week’s Learning Resources, document the group session.
• Describe each 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 each client.
• Explain whether cognitive behavioral therapy would be effective with this group. Include expected outcomes based on this therapeutic approach.
• Explain any legal and/or ethical implications related to counseling each client.
• Support your approach with evidence-based literature.

Peer 1 

My practicum takes place at a child daycare center. This past week I spent time with the four and five year- old children. We talked about our teeth. When asked to raise their hand if they brushed their teeth, I was surprised to find that out of fifteen children, only eight had. This provided a good teaching opportunity about the function of our teeth.

We looked at pictures of teeth and learned that they help us bite, chew, talk, and help us smile. Then I read the book Why Should I Brush My Teeth. They were so enthralled with the twelve-page story. Afterward, I answered some of their questions about their teeth.

One of the Healthy People 2020 goals is to prevent dental caries. I believe that childcare centers can serve as educators for oral health. This can be achieved by offering water instead of fruit juice and sending home flyers to parents about healthy foods. 

I learned that I must shorten my lessons. Children ask a lot of questions, and I felt as if I needed to answer them all. My preceptor kept pointing to her watch. I do not know why I thought this would be easy.

Office of Disease Prevention and Health Promotion. (2014). Oral Health. Healthy People 2020. Retrieved from https://www.healthypeople.gov/2020/topics-objectives/topic/oral-health

Peer 2

This week was rather interesting. Just a reminder I am doing my capstone at A.L.I.C.E hope a non-profit organization that helps people deal with different trauma they are going through with the main one being domestic violence. My preceptor asked me to attend a banquet where she was getting honored for all her work within the community. This week my preceptor went met with different community leaders to discuss a plan to help victims of domestic violence. She also told me that she is a two-time survivor of domestic violence and that this is something close to her heart and she wanted women to know that they can get away and feel safe.

We had a client call and said she was feeling really down and felt like everywhere she went her partner was following her. She said she started receiving calls and when she answered the person hung up in her face. She said she felt like she can’t live like this anymore. We met up with her and helped get her numbers changed. We also set her up with temporary housing with a security system so she feels a little safer. My preceptor also talked with her to see where her mind was because she knew other women that committed suicide and did not want this to happen. The lady says he feels safer and is going to set up an appointment with the therapist. At that moment I never realized how traumatic or emotionally draining. This made me want to help even more. Everyone deserves to feel safe at home and not constantly looking over their shoulder. Women who have dealt with domestic violence may have depression or even experience PTSD. October is domestic violence awareness month and my preceptor mentioned to me that many people think domestic violence is only physical and she says that a myth. She said domestic violence is physical, mental, verbal, emotional, financial, and psychological abuse. 

References 

DomesticShelters.org. (2020, October 14). Domestic Violence Survivors at Higher Risk for Suicide. Retrieved October 15, 2020, from https://www.domesticshelters.org/articles/health/domestic-violence-survivors-at-higher-risk-for-suicide

 Step 1: Pull out your food journal (Assignment 2.1)

Using your own diet analysis,  set up a dietary consultation as if you were with a client. The client may be fictional or yourself

• Create a clear goal for your “client”.  Weight loss or weight gain.  It can be a made up goal or one that you have for yourself. 
• Analyze your diet by looking at the food entries in the and exercise over the duration of your journal (Are there too many carbs? Too few calories? Too much junk food? ) . Where is your client now and how can you optimize their health SPECIFICALLY! I need the details. 

Some things to include:

• Determine any dietary suggestions to get your client to their goal. What are the changes you suggest to get them to their ideal weight. 
• Does the client (or you) eat more or less over the weekend?
• Does the client (or you) eat more or less during the week?
• Do your exercise patterns change during the week compared to the weekend?
• Does the macronutrient content (Fat, Protein, and Carbohydrates Percentages) work towards the overall goal for yourself or your “client”? If yes, Explain why.  If no, How can you improve to meet the nutritional goal?
• Based on your Food log, clients body composition, and overall health goal- determine if the goal was realistic to achieve.  If yes, explain why.  If not, how would you help them to create a realistic goal. 
• When might you check or reassess your client to see if your plan is working?

Your food/life changes recommendations paper should be a minimum of 2-3 pages in length total, APA formatted, properly cited reference page, 12 point font

Step 2: Create a Food Journal Portfolio

Include:

• Title page
• Personal Food Journal
• Food Journal Analysis
• Food Recommendations for a fictional client or yourself
• Reference Page

All components to your portfolio must be presented in essay style APA format, include properly cited reference page, title page, and 12 point font

After reading the profiles of the healthcare administrators provided in Chapter 4 of the course text as well as reviewing the challenges and changes described in Chapter 5, please respond to the following:

• Discuss the key themes discovered among the profiles of the healthcare administrators/managers.
• Evaluate the growth/changes described in healthcare management. What will be the impact on the health system (both direct and non-direct) of these changes?

1000 words , atleast 3 peer reviewed sources in APA format

i need a profile essay done

As a practice scholar, the interdisciplinary team you are leading develops the below two practice questions in PICOT format to drive practice change.

Practice Question 1: Does motivational interviewing during a regularly scheduled well-child visit for children between 5-19 years with a BMI of 30 and above as compared to practice as usual, influence BMI, BP, quality of life, and daily physical activity over 8-10 weeks?

• Identify the PICOT elements.
• What are key search terms identified in the practice question?

Conduct a library search using these search terms to locate a research study addressing this practice problem and consider the following.

• What is the research-evidence based intervention addressed in the study?
• What is the quantifiable outcome(s)? How will the outcome(s) be measured? What potential reliable and valid measurements/tools may be used to measure this quantifiable data?
• Is this practice question answerable within 8-10 weeks? Why or why not?

Practice Question 2: In the adult critical care population, does a research-based skin care integrity bundle, compared to standard care, influence the incidence of hospital-acquired pressure injuries over an 8-10 week time period?

• Identify the PICOT elements.
• What are key search terms identified in the practice question?

Conduct a library search using these search terms to locate a research study addressing this practice problem and consider the following.

• What is the research-evidence based intervention in the study?
• What is the quantifiable outcome(s)? How will the outcome(s) be measured? What potential reliable and valid measurements/tools may be used to measure this quantifiable data?
• Is this practice question answerable within 8-10 weeks? Why or why not?

 Describe the fundamental principles of servant leadership. Present two qualities of servant leadership and explain how they support interprofessional communication in providing patient care.