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• Select a bill that has been proposed (not one that has been enacted) using the congressional websites provided in the Learning Resources.

The Assignment: (1- to 2-page Comparison Grid; 1-page Legislation Testimony/Advocacy Statement)

Part 1: Legislation Comparison Grid

Based on the health-related bill (proposed, not enacted) you selected, complete the Legislation Comparison Grid Template. Be sure to address the following:

• Determine the legislative intent of the bill you have reviewed.
• Identify the proponents/opponents of the bill.
• Identify the target populations addressed by the bill.
• Where in the process is the bill currently? Is it in hearings or committees?

Part 2: Legislation Testimony/Advocacy Statement

Based on the health-related bill you selected, develop a 1-page Legislation Testimony/Advocacy Statement that addresses the following:

• Advocate a position for the bill you selected and write testimony in support of your position.
• Describe how you would address the opponent to your position. Be specific and provide examples.

Two nursing students cheated on several assignments.  Although the evidence is irrefutable, both students deny cheating.  Discuss these students in terms of virtue ethics.  

1. Do these students have integrity? 
2. Do these students have the character to become good nurses?
3. Should the instructor allow them another chance?

 Patient safety culture remains the number one concern for all facilities. How can you ensure that patient safety is maintained on a unit where you are the nurse leader? 

Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).

Read

• Meiner, S.E., Yeager, J.J. (2019).
  • Chapter 15
    Chapter_015.pptx
  • Chapter 16
    Chapter_016.pptx

Watch

• Health Care in Danger: Why medical ethics matters (Part 2/3) (2:13)
  International Committee of the Red Cross (ICRC). (2014, May 8). Health Care in Danger: Why medical ethics matters (Part 2/3) [Video]. YouTube. Health Care in Danger: Why medical ethics matters (Part 2/3) (Links to an external site.)

Minimum of 350 words with at least two peer review reference in 7th edition apa style.

 Members of the interdisciplinary team are frustrated because two members are providing patient counsel contrary to the agreed upon plan of care. Consider this scenario and address the following.

In a two-paragraph email to your supervisor, explain how you will lead toward effective management to address the issue. Include the theory or framework underpinning your action, as well as any micro, meso, or macro level interventions. Remember, this is in the format of an email; therefore, it should be concise with a summarized action plan.

zero plagiarism

five references

please follow the information below

Students will:

• Create progress notes
• Create privileged notes
• Justify the inclusion or exclusion of information in progress and privileged notes
• Evaluate preceptor notes

To prepare:

• Reflect on the client family you selected for the Week 3 Practicum Assignment.

Assignment

Part 1: Progress NoteUsing the client family from your Week 3 Practicum Assignment, address in a progress note (without violating HIPAA regulations) the following:

• Treatment modality used and efficacy of approach
• Progress and/or lack of progress toward the mutually agreed-upon client goals (reference the treatment plan for progress toward goals)
• Modification(s) of the treatment plan that were made based on progress/lack of progress
• Clinical impressions regarding diagnosis and or symptoms
• Relevant psychosocial information or changes from original assessment (e.g., marriage, separation/divorce, new relationships, move to a new house/apartment, change of job)
• Safety issues
• Clinical emergencies/actions taken
• Medications used by the patient, even if the nurse psychotherapist was not the one prescribing them
• Treatment compliance/lack of compliance
• Clinical consultations
• Collaboration with other professionals (e.g., phone consultations with physicians, psychiatrists, marriage/family therapists)
• The therapist’s recommendations, including whether the client agreed to the recommendations
• Referrals made/reasons for making referrals
• Termination/issues that are relevant to the termination process (e.g., client informed of loss of insurance or refusal of insurance company to pay for continued sessions)
• Issues related to consent and/or informed consent for treatment
• Information concerning child abuse and/or elder or dependent adult abuse, including documentation as to where the abuse was reported
• Information reflecting the therapist’s exercise of clinical judgment

Note: Be sure to exclude any information that should not be found in a discoverable progress note.

Part 2: Privileged NoteBased on this week’s readings, prepare a privileged psychotherapy note that you would use to document your impressions of therapeutic progress/therapy sessions for your client family from the Week 3 Practicum Assignment.In your progress note, address the following:

• Include items that you would not typically include in a note as part of the clinical record.
• Explain why the items you included in the privileged note would not be included in the client family’s progress note.
• Explain whether your preceptor uses privileged notes. If so, describe the type of information he or she might include. If not, explain why.

There has been a health outbreak! Choose an at-risk population, an epidemic, and respond to the following objectives from the CDC Epidemic Intelligence Service. You are to write a 2- 3 page paper, in APA format, include at least 5 references, and address the objectives below. You will include the primary NCHEC Area of Responsibility and Competency you are addressing in this assignment as a title on the first page of your document. What is the epidemic, who does it adversely affect, what is the first response to this epidemic, etc. 

After you complete the paper, create a 1-page outbreak communication flyer, radio announcement, commercial transcript, etc. to release to the public (this is the presentation portion and is a separate submission) (follow the CDC and WHO outline for help, located in the Module 5 Resources). 

Possible Epidemics in the US:

• Salmonella
• Lung injury associated with e-cigarette use or vaping
• Listeria
• Brucella
• Measles
• Hepatitis A
• Hurricane

Possible Epidemics Outside the US:

• Dengue
• Polio
• Chikungunya
• Typhoid fever (drug-resistant)
• Hurricane

Situational Awareness

At the start of an investigation, you will need to assess the situation (11). The following steps will help you perform this task quickly:

• Identify affected or potentially affected populations (i.e., target audiences). Ask yourself, “Who is most at risk by the outbreak or public health threat?” “What populations are most vulnerable or at the highest risk and need to be reached first?”
• Identify behavioral factors that might place persons at risk. Ask yourself, “Are behavioral factors placing persons at risk?” If so, “What are they?” Can you recommend actions that persons and healthcare providers can take to confront these behavioral factors and thus reduce their risk (e.g., get vaccinated or wash their hands frequently)? If the risk is unknown, can you provide information to the public and media about what is being done in the investigation to identify what places persons at risk?
• Identify partners who might be able to reach affected persons or populations. In an ideal situation, strong relationships will exist. However, if such relationships do not yet exist, quickly identify what relationships are crucial for containing and stopping the outbreak. Ask yourself, “Are healthcare providers available who might reach the affected persons or populations quickly?” “Who are the community leaders who can help reach the affected persons or populations?” “Will the public look to specific partners or persons for advice or direction (e.g., religious leaders or local thought leaders)?” Decide who should talk with those influential persons and what the timing should be for doing so.
• Identify perceptions in the community that might affect communications. Listen to community members. Work to get a better understanding of how local authorities, affected persons, and community leaders perceive the situation (7). Listen to concerns, critiques, and fears. When possible, have a discussion before issuing directives. Gain an understanding of what community members might know and believe about the illness and potential cause. Also work to understand the language, culture, and socioeconomic factors in the community that should be considered. Use this information to refine your communication efforts.
  • Tailor health-related recommendations or guidance and ensure that it is written in plain language to be more easily adopted or adhered to by the affected population and public health or healthcare entities.
  • Build strong relationships with key persons in the community who can help you contain or stop the outbreak and can provide ongoing insights.
  • Ensure that messages to the media and public resonate. The communications team will want to identify reliable information sources that can provide an ongoing assessment of current perceptions in the community (e.g., social media monitoring) (12). When you have this feedback loop in place, work to integrate the findings into ongoing decision making.

Communication Resources and Tools Often Used for Outbreak Responses

• Internet site. The response effort might need an Internet site to convey relevant and rapidly changing information about the outbreak. The site should be the main repository of scientific facts, data, and resources. All other communications should be based on the content of that site. Key information for the site might include the following:
  • Data or case counts;
  • Maps of the affected area;
  • Guidance for affected populations, the public, travelers to or from the region, and healthcare providers who are caring for the affected persons;
  • A section highlighting the newest information; and
  • A multimedia section for the media and the general public.
• Call center. The response effort might benefit from having a call center equipped to answer inquiries from the affected population, the worried well, and healthcare providers seeking information. Guidance is available for entities that are establishing a call center during an outbreak response.
• Social media messages. Create social media messages from Internet site content. Communications staff should monitor social media regularly to identify and dispel myths and misperceptions.
• Clinician outreach resources. The response might require substantial communications with healthcare providers. Webinars, conference calls with partner organizations, videos for online clinical communities, or other forums might be considered to allow healthcare providers to access up-to-date information, ask questions, and obtain advice from other clinicians associated with the response.
• Digital press kit for the news media. A digital press kit with photos, videos, quotations from spokespersons, the latest data or information (e.g., graphics, charts, or maps), and information about how to obtain an interview is always helpful for reporters during an outbreak investigation.
• Tailor communication resources. The response might require translation for specific audiences, and communication materials might need to be tailored for reaching affected populations. Some responses use photo novellas, simple line art, text messaging, or community events to convey important information for specific audiences.

What to Include When Developing Outbreak-Related Messages

• Expression of empathy.
• What’s known and a call for action, including Who? What? When? Where? Why? How?
• What’s known and what’s not known, and how answers will be obtained for what’s not yet known
• Explanations of what public health actions are being taken and why.
• A statement of commitment.
• When additional information will be provided.
• Where to find more information in the meantime.

• After reviewing the FEMA website, select an area that you think is the most helpful for a public health nurse to use. Explain your choice.
• 1page

assignment mental health disorders

A 38-year-old woman presents to the office with complaints of weight

loss, fatigue, and insomnia of 3-month duration. She reports that she has

been feeling gradually more tired and staying up late at night because

she can’t sleep. She does not feel that she is doing as well in her occupation

as a secretary and states that she has trouble remembering things.

She does not go outdoors as much as she used to and cannot recall the

last time she went out with friends or enjoyed a social gathering. She

feels tired most of the week and states she feels that she wants to go to

sleep and frequently does not want to get out of bed. She denies any

recent medication, illicit drug, or alcohol use. She feels intense guilt

regarding past failed relationships because she perceives them as faults.

She states she has never thought of suicide, but has begun to feel increasingly

worthless.

Her vital signs and general physical examination are normal, although

she becomes tearful while talking. Her mental status examination is significant

for depressed mood, psychomotor retardation, and difficulty attending

to questions. Laboratory studies reveal a normal metabolic panel, normal

complete blood count, and normal thyroid functions.

Questions:

➤ What is the most likely diagnosis?

➤ What is your next step?

➤ What are important considerations and potential complications of

management?

Professional plan development