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Identify and introduce the lifespan you will be focusing on, to include why this lifespan could be impacted by the variability (for example in neonates, the liver is immature).     

March 24, 2023/in Uncategorized /by admin
  1. Create a PowerPoint presentation that is a slide show
  2. APA 7th ed. formatted title slide
  3. Identify and introduce the lifespan you will be focusing on, to include why this lifespan could be impacted by the variability (for example in neonates, the liver is immature).
  4. Identify and explain the variability you will be focusing on
  5. Identify and explain a medication you will focus on (pharmacotherapeutics)
  6. Discuss pharmacokinetics as it relates to your selected lifespan. For example, how is an older adult with hypertension affected by the variability you selected, when taking calcium channel blockers?
  7. Include the consequences of the variability’s effect on the lifespan- for example, if there is impaired excretion, will there be drug accumulation?
  8. Present an action you, as a RN, would take, or suggest taking, to address the consequences of the variability
  9. Identify at least two education points to include for this patient population related to the medication and the identified variability
  10. Identify lab values that would need to be monitored in your identified lifespan, to include reference range used at your organization
  11. Briefly summarize the medication, the lifespan and the variability
  12. Include at least 2 scholarly studies for support during the presentation – reference slide, APA 7th ed formatted
  13. Presentation should be 12 – 16 slides long
  14. Attach a transcript of your presentation, use the closed caption tool, or ensure your slides have notes discussing each slide
 

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A day-care institution that shelter underprivileged, special needs and abused children, and provide protection, personalized attention to these needy children, besides taking care of their education, food, and other basic needs

March 24, 2023/in Uncategorized /by admin

Personal Goals & Objectives-Each student is required to submit at least one goal and at least 3 typewritten personal behavioral objectives to his/her clinical facility. Behavioral objectives may be in the cognitive, affective, and psychomotor domains. One or more of each is preferable.  Min: 2 pages

Facility:

Bethany Child Development CenterBethany Child Development Center

A day-care institution that shelter underprivileged, special needs and abused children, and provide protection, personalized attention to these needy children, besides taking care of their education, food, and other basic needs

Directions

The Big Goal

To develop the Goals and Objectives for the Community Teaching project follows the following steps:

1. Analyze the problem or the issue

2. Find out what is causing concern, and break the issue down into its components, example “Patients with Diabetes.”

3. Identified the Stakeholders (‘key players’ or main stakeholders and invite them to be part of the project) “Talk to the Diabetes educator”

4. Know your target group (a group, for example, adolescents with Type I DM)

5. Understand the characteristics of your target group “recently diagnosed diabetes patient” “Pre-menopausal women at risk for diabetes.”

6. Determine the goals and objectives

7. Determine the result you want from your community education project. Define this in terms of a goal, educational objectives, and desired outcomes

8. The goal or aim of your project is a broad statement of what you want to achieve

Example: My goal this semester is to develop an educational project to assist newly diagnosed diabetic patients in managing their nutrition and glucose monitoring.”

Objectives

Define your educational objectives in terms of the knowledge, skills, values, beliefs, and practices you want the target group to adopt to achieve the goal.

Educational objectives:

At the end of the project, participants will:

1. verbalize increased knowledge and understanding of the diabetes disease process.

2. be able to identify the signs and symptoms of hyper and hypoglycemia.

3. be able to identify solutions to the environmental impacts

4. develop an appreciation for glycemic diet and the importance of monitoring blood glucose.

5. use of the American Diabetes Association guidelines for blood glucose control.

Design your educational project (based on evidence)

1. Make an action plan and implement it

2. Evaluate the objectives by testing or surveying the knowledge and attitudes of the participants concerning the purposes.

Consider This:

SMART:

1. Specific: Clearly state the issue, the target group, the time and place of the activity.

2. Measurable: Be clear in the objective of what will be changed and by how much. Setting this clearly at the start makes it easier to evaluate: Example of a measurable goal “within the next six weeks, I will develop a health literacy program for at-risk of amputation diabetic patients in the community. I will survey at the end of the program, 80% of participants will answer at least five questions correctly in the survey.”

3. Achievable: Be realistic about what the project achieves in terms of the scale/scope of what is being done, time, and resources available.

4. Relevant: Objectives need to relate to and be relevant to the goals. Remember objectives are the building blocks/steps toward meeting the goals

5. Time Specific: Be clear in the objectives about the timeframe in which the program/activities, as well as expected changes, will take place

Remember that the rest of the course will be used to accomplish your goal by having a clear goal.

1. Goal statements “identify” the specific target group and provide the “what” information as distinct from the “how” the goal will be achieved or when it will come about.

2. Objectives are the building blocks or steps towards achieving a program’s goals. Objectives are specific and concise statements that state who will make what change, by how much, where, and by when.

Identifies the target group

States the result (change)

Specifies the degree of change in measurable terms (degree)

Identifies when the will happen (time)

 

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Stopbullying.gov is an online platform developed by the United States Department of Health and Human Services to prevent and treat bullying. The website offers a wealth of resources for parents, educators, and adolescents on how to avoid and successfully respond to bullying.

March 24, 2023/in Uncategorized /by admin

1.  Liset

Stopbullying.gov is an online platform developed by the United States Department of Health and Human Services to prevent and treat bullying. The website offers a wealth of resources for parents, educators, and adolescents on how to avoid and successfully respond to bullying. The Bullying Prevention Training Module, a free online training course targeted for educators, is one of the resources offered on the website. The lesson gives an introduction of bullying and its impacts, prevention techniques, and advice on how to respond to bullying events. The Bullying Prevention Fact Sheet is another resource on the website that gives an overview of the bullying problem, including information on prevalence, risk factors, and repercussions. The fact sheet also explains how to spot the indications of bullying, how to prevent bullying, and how to properly respond to it.

The resources provided by stopbullying.gov for parents are comprehensive and aim to equip them with the knowledge and skills necessary to support their children who may be experiencing bullying. The Parent Guide, for example, provides practical advice on how to talk to children about bullying and how to recognize the signs that a child may be experiencing bullying. Additionally, the guide provides tips on how to communicate effectively with school officials and work collaboratively with other parents to prevent bullying. These resources can be invaluable for parents who may feel unsure about how to approach the issue of bullying with their children and how to advocate for their child’s well-being in the school environment.

The resources provided by stopbullying.gov for youth who have been bullied are diverse and tailored to different needs. The It Gets Better Project, for example, is an initiative that aims to provide encouragement and support to lesbian, gay, bisexual, and transgender (LGBT) youth who may be facing bullying. The project features videos and stories from individuals who have overcome adversity and found happiness and success in life. Additionally, the website provides information on hotlines and support groups that youth can reach out to for immediate help and guidance. These resources can be crucial for youth who may feel isolated or helpless in the face of bullying, providing them with a sense of community and hope for the future. In conjunction to these resources, the website offers advise on how to build a safe and supportive school climate, as well as how to develop and execute effective bullying prevention school policies. The website also explains how to collaborate with neighborhood groups and other stakeholders to avoid bullying and promote good youth development.

Lastly, the website includes resources for academics and policymakers, such as connections to studies on bullying prevention and information on federal and state bullying prevention regulations. These materials can aid in the creation of successful methods for avoiding bullying and assisting bullied kids. Ultimately, stopbullying.gov provides an extensive array of materials for avoiding bullying and aiding mistreated children. These tools are intended to be user-friendly and accessible, and they may be used by parents, educators, and adolescents to address the issue of bullying and its effects.

Reference

Health Resources and Services Administration (HRSA). (2022, October 12). Stop Bullying Home Page. StopBullying.gov. https://www.stopbullying.gov/

2. Livan

Bullying among children who share different settings such as school or neighborhoods where they live is a present issue in current life with a tendency to increase reports of cases that have had serious consequences and even suicide in children and adolescents. Many studies worldwide try to find the causes of this type of behavior that affects children and their families so much, most of these investigations agree that the cruel behaviors present in some young people and children are of multifactorial origin, many related to situations experienced in the family environment such as violence, parental divorce, abandonment or lack of family attention to their children and even the uncontrolled and unsupervised use of technology, widely accessible audiovisual materials on internet platforms not suitable for minors age or video games where violence is explicit. The truth is that we are facing a real problem of coexistence with catastrophic results for the victims who may present serious mental health problems such as depression, anxiety, low self-esteem, insecurity and fear, school rejection and even suicide. (Cowie, H. 2021)

Addressing a case of intimidation implies the evaluation of both the harasser and his victim; both personalities require attention and professional evaluation. While the harasser can escalate to aberrational and even criminal social behaviors, her victims can grow up as depressed, insecure, and psychologically damaged people that interfere in both their family and professional lives. (Downes, P. 2022)

The most important point right now is prevention. Avoiding bullying is an obvious need and this implies the collaboration of teachers, parents, and other factors in the community. Many actions and measures are put into practice with different results and impacts but all with their advantages. Talk about the subject with the students, show its consequences, do group activities always with supervision. Identify both bullies and their victims. Be aware of the most difficult cases to identify, such as mockery without physical aggression. Early identification of young people with potential personalities and traits to be abused, such as those who are part of the LGTB community, immigrants, or those with low economic resources. (Foody, M. et al. 2019) Teach, educate children and their parents on the subject, guide them on the importance of asking for help, how to do it and who to go to. Parents must learn to listen to their children, show support and trust. Monitor their school progress and behavior. It is important to instill in children that revenge is not a way, that running away from dangerous situations can save your life or that feelings can be expressed without aggression. Safety in schools and the work being supervised by teachers and caregivers must be strict. Homes and schools must work together in this scenario and learn about the many organizations that exist to help eradicate this harsh reality. Put into practice the keys to preventing bullying, which consists of establishing rules, recognizing, and identifying potential bullies and their victims, responding with specific actions, and publicly rejecting those behaviors to create an anti-bullying culture in the school environment. (Keating, S. et al. 2021)

References

Cowie, H. (2021). Peer support schemes. In P. K. Smith & J. O’Higgins Norman (Eds.), The Wiley Blackwell Handbook of bullying: A comprehensive and international review of research and intervention (pp. 317-332).

Downes, P. (2022). Framing early school leaving and bullying prevention as issues of concentric inclusive systems in a global context. In R. Baikady, S. M. Sajid, J. Przeperski, & M. R. Islam (Eds.), The Palgrave handbook of global social problems. Palgrave Macmillan.

Foody, M., McGuire, L., Kuldas, S., & O’Higgins Norman, J. (2019). Friendship quality and gender differences in association with cyberbullying involvement and psychological well-being. Frontiers in Psychology, 10(1723), 1–13.

Keating, S., & Collins, B. (2021). Bullying prevention through curriculum and classroom resources. In P. K. Smith & J. O’Higgins Norman (Eds.), The Wiley Blackwell Handbook of bullying: A comprehensive and international review of research and intervention (pp. 278-302).

 

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Write a 3-4 page paper to analyze the scope of change in medical education from the 1800s to today, the apprenticeship and academic models, and the importance of understanding the history in order to help improve medical education in the future.

March 24, 2023/in Uncategorized /by admin

Assessment 2 Instructions: Changes in Medical Education

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· Write a 3-4 page paper to analyze the scope of change in medical education from the 1800s to today, the apprenticeship and academic models, and the importance of understanding the history in order to help improve medical education in the future.

Jake is seeking a position in health care recruiting and human capital management. He is examining the many different professional roles that make up the health care workforce in the United States. He finds that clinical and administrative roles are significantly different today than those in the 18th, 19th, and early 20th centuries. Physicians, nurses, technologists, and many of the administrative positions today require state licensure, periodic revalidation, certifications, recertification, or registration in order to practice their profession.

Throughout the ages there have been many landmark studies, reports, and events that have changed the course of history in medicine and medical education. The Flexner Report (1910) reformed medical education and brought it to where it is today (Young & Kroth, 2018). This report was the catalyst that pushed for legislation requiring physicians to be licensed. The report called for formalizing medical education and increasing the length of time in structured, formal medical programs. This report has influenced medical education and licensing for all of the many different types of clinical, technical, and administrative health care disciplines of today.

For your assessment, think about the evolution of health care education and its effect on the various clinical and administrative roles. Where does provider credentialing fit into the scheme of things, and why is it so important in health care today? How does today’s fellowship training experience compare with the previous apprenticeship training experience? What are the innovative technological advancements that have elevated the health care professions and the clinics and hospitals that these professionals work in today?

Reference

Young, K. M., & Kroth, P. J. (2018).  Sultz & Young’s health care USA: Understanding its organization and delivery (9th ed.). Jones & Bartlett Learning.

Scenario

Imagine you are a medical apprentice in the 1800s. Envision your medical training during this era under the apprenticeship model. Jump to the 1960s and envision your training under the academic model. Finally, think of what your medical school training might look like today.

Of particular interest for today’s training are the many technology innovations for learning in medical schools, including augmented reality (AR), virtual reality (VR), robotic-assisted surgery, and minimally or noninvasive procedure technologies. Today’s training features remote patient monitoring (RPM) and telemedicine through a virtual model of care (VMC), as well as learning to use the human genome for more accurate diagnosing and patient-specific treatments.

Instructions

Write a 3–4 page paper to analyze the scope of change in medical education from the 1800s to today, the apprenticeship and academic models, and the importance of understanding the history in order to help improve medical education in the future.

Do the following:

1. The textbook is suggested as the most efficient resource for this assessment, or use other resources from those provided with this assessment. You may also use resources you find on your own from the  History of Health Care Research  tab in the  Health Care Administration Undergraduate Library Research Guide  to research the history of medical education from the 1800s, 1960s, early 2000s, and today.

1. You will need to include four references in your paper, one of which can be your textbook.

1. Use the course resources provided for the remaining references, or locate your own resources.

. Write an introduction to your paper using the  Changes in Medical Education Template [DOCX] .

2. Include a brief explanation of the purpose of the paper and its main ideas.

2. Refer to the  Writing Support  page on Campus for resources to help you as you write and revise your paper.

. In The Changing Scope of Medical Education section of the assessment template, analyze the scope of the changes in medical education from the 1800s to today.

3. How widespread are the newer technologies impacting medical training?

3. Have there been mandated changes or have there been cultural changes that have impacted medical education?

. In the Apprenticeship Model vs. Academic Model section of the assessment template, compare and contrast the apprenticeship and academic models of medical education in the 1800s, 1960s, 2000s, and today.

4. Describe the apprenticeship model and the academic model.

4. Compare and contrast the similarities and differences in their features.

4. Analyze how the models have evolved over time and the impact the evolution of these models has had on the quality of patient care.

. In the Importance of Understanding History of Medicine section of the assessment template, explain the importance of understanding the history of medical education in order to help improve medical education in the future.

. Write a conclusion to your paper in which you summarize the main themes you addressed.

. Cite all the resources you used in your paper in APA format. Refer to  Evidence and APA  in the Capella Writing Center for help with using APA style.

Additional Requirements

· Your paper should be 3–4 pages, in addition to the title page and references page.

· Double space and use Times New Roman, 12-point font, as is provided in the template.

· Use a minimum of four resources; you may include the textbook and other course resources.

· Respond to all parts of the template, using the headings provided.

· Support all points with credible evidence, in the form of APA citations.

· Include a references page in APA format with appropriate citations.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

· Competency 3: Analyze the development of medical education in the United States.

. Analyze the scope of change in medical education from the 1800s to today.

. Compare and contrast the apprenticeship model and the academic model of medical education.

. Analyze the impact of the evolution of the models on patient care.

. Analyze why it is important to understand the history of medicine in order to improve medical education.

· Competency 4: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others.

. Articulates meaning relevant to the main topic, scope, and purpose of the prompt.

. Applies APA formatting to in-text citations and references.

· SCORING GUIDE

Use the scoring guide to understand how your assessment will be evaluated.

 

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https://mynursingpaperhelp.com/wp-content/uploads/2021/07/nurse-logo-300x75.png 0 0 admin https://mynursingpaperhelp.com/wp-content/uploads/2021/07/nurse-logo-300x75.png admin2023-03-24 11:06:402023-03-24 11:06:40Write a 3-4 page paper to analyze the scope of change in medical education from the 1800s to today, the apprenticeship and academic models, and the importance of understanding the history in order to help improve medical education in the future.

Choose a nursing theory. Using the nursing theory and the change management theory you selected, describe how you will formulate a strategy for leading, managing, stewarding, and collaborating within the context of your DPI Project. How will your strategy support coalition building and health advocacy?

March 24, 2023/in Uncategorized /by admin

2

 

DNP-840A- Leadership for Advanced Nursing Practice

Assessment Description

Choose a nursing theory. Using the nursing theory and the change management theory you selected, describe how you will formulate a strategy for leading, managing, stewarding, and collaborating within the context of your DPI Project. How will your strategy support coalition building and health advocacy?

RESPONSES

Professor’s Response & Follow-Up Question

Dr. Guelsy Diaz

Hello, thank you for sharing an insightful post. Benner’s Novice to Expert Theory is very well known and designed to make the transitioning of a new nurse to a proficient one. However, change is ever occurring and continuous, therefore, there will always be room to learn and for improvement. Patricia Benner’s model stands on how a nurse develop nursing knowledge, skill, clinical competence and comprehension of patient care through complete theoretical training and experiential learning from novice stage to expert stage (Ozdemir, 2019).

QUESTION: What do you foresee learning more about, while utilizing this theory, once you complete your DPI?

Reference

Ozdemir, N. G. (2019). The development of nurse’s individualized care perceptions and practices: Benner’s Novie to Expert perspective. International Journal of Caring Sciences, 12(2), 1279-1285.

 

Shabnampreet Kaur

The goal attainment theory by King Imogen is one of the most commonly used theories in nursing. King Imogen developed the theory in the 1970s based on the idea that nurses can set realistic goals with their patients and help them meet them using collaboration and good communication (Gonzalo,2021). The three main concepts on which the theory is based are communication, interaction, and perception. Perception refers to the individual’s beliefs about health and how they perceive their ability to meet the goals related to health. Communication is the exchange of thoughts, ideas, and information between the nurse and the patient. Interaction s the way in which the nurse and patient work together towards achieving the goals. Understanding patients’ perceptions of health is essential; all three concepts are vital (Karota et al., 2020). King Imogene’s theory of goal attainment uses a patient-centered approach to meeting the desired health goals. The theory also explains the barriers in nurse-patient relationships, such as stress, a difference of opinion, lack of communication, and religious/cultural beliefs. King described the concept of environment, nursing, patient s individual health, human behavior affecting health, and interpersonal relationships. The three interacting systems defined by the theory of goal attainment are personal, interpersonal, and social. The personal system is about the patient and includes his thoughts, beliefs, behavior, choices, and preferences. The interpersonal method involves interaction between the nurse and the patient and the patient and his environment. The social system includes society, caregivers, family members, and other associations/organizations. King Imogen’s theory explains the nursing steps: assessment, nursing diagnosis, planning, implementation, and evaluation.

The ACE star model is a framework used to guide and evaluate the implementation of evidence-based practice in healthcare. The model explains five critical stages for knowledge transformation knowledge discovery, evidence synthesis, translation into practice recommendations, implementation into practice, and evaluation(Zarchi, 2020). The ACE Star Model is designed to provide a systematic and comprehensive approach to implementing evidence-based practices in healthcare settings, focusing on ensuring that the most appropriate and effective solutions are selected and implemented in a way tailored to the specific context and needs of the target population. It is widely used in healthcare settings to guide quality improvement initiatives and promote evidence-based practices to improve patient outcomes.

The learner will integrate the nursing theory and ACE star model to lead, manage, steward, and collaborate within the context of the tai chi fall prevention project by:

· Assessing the situation: this will be done by evaluating the situation at the practice site, including the target population, incidents of falls, and current fall prevention strategies. Gathering data on the incidents of falls and ee=ffectivenes of previous fall prevention measures. For example, the recent site for the learner’s DPI project is a home-care setting with a Licensed home care agency, and the fall data for the previous eight weeks(people aged 65 years and above) is 147/1000 patients, which is alarming. The data in the month of December was 158/1000 patients. After gathering the realistic data, the learner has assessed the situation, which provides a comprehensive background for leading the fall prevention project.

· Clarifying the roles and responsibilities, and goals for the project. The learner will establish goals for the project and formulate a clinical project team defining roles and responsibilities. The learner looks forward to formulating a team of RNs and a compliance manager at the new practice site. The goal of the project will be to reduce the incidence of falls.

· The project will be enveloped using the ACE Star Model, including the goals, objectives, timeline, resources needed, and evaluation method. The learner will ensure the plan aligns with the organization’s mission and vision and the goals are realistic.

· Implementation of the project will be done as identified in the project plan. The project team will be provided with comprehensive training to deliver the interventions.

· The project evaluation will be done using the ACE star model. Data will be collected pre and post-implementation, and this data will be used to measure the effectiveness of the interventions and overall impact on patient outcomes.

· The learner will facilitate sound communication among the involved stakeholder.s Regular in-person and virtual meetings will be conducted, and the project team will be engaged and informed.

·  The learner will ensure the project is sustained over time by establishing a system for ongoing monitoring, evaluation, and quality improvement. The learner will develop a plan to disseminate the project’s findings to the stakeholders and share best practices.

Expanding public health advocacy education across all disciplines and within the nursing profession is essential (Morris et al., 2019). The strategy discussed above supports coalition building and health advocacy by emphasizing collaboration among the team members, good communication networks among the stakeholders, data collection and evaluation, stewardship by the learner which is critical for sustaining the health advocacy efforts over time, and dissemination of findings by sharing information and expertise which builds a broader coalition of support for fall prevention techniques and promotes health advocacy.

References

Gonzalo, A. B. (2021, March 5). Imogene King: Theory of goal attainment. Nurseslabs. https://nurseslabs.com/imogene-m-kings-theory-goal-attainment/

Karota, E., Purba, J. M., Simamora, R. H., L., & Siregar, C. T. (2020). Use of King’s theory to improve diabetics self-care behavior. Enfermería Clínica, 30, 95–99. https://doi.org/10.1016/j.enfcli.2019.12.035

Morris, H., Hagen, L., Hyshka, E., & Francescutti, L. H. (2019). Empowering Students and Influencing Policy Change Through Experiential Public Health Advocacy Education. Journal of Nursing Education, 58(12), 698–703. https://doi.org/10.3928/01484834-20191120-04

Zarchi, T. (2020). Intent of health care providers to adopt a clinical decision support tool in the management of minor pediatric head injuries. Journal of the American Association of Nurse Practitioners, 32(2), 168–175. https://doi.org/10.1097/jxx.0000000000000208

Bonnie Flores

A nursing theory helps guide nurses in laying the foundation for care. Duffy’s Quality Caring Model will be used as the theoretical framework for this learner’s direct practice improvement (DPI) project as it focuses on the nurse-patient relationship. There are eight caring behaviors associated with this theory, and it is through these behaviors that nurses can build connections with the patient (Duffy, 2005). This model places the patient at the center of care, and it is the relationships between the healthcare team and family that act as support for the patient to improve (Duffy, 2005). The eight tenets of the model are appreciation of unique meanings, encouraging manner, human respect, attentive reassurance, mutual problem solving, affiliation needs, basic human needs, and a healing environment (Compton et al., 2018). This is a perfect model for this learner’s DPI as it will enable the nurse to collaborate with other disciplines when leading the care for mechanically ventilated patients. The nurse is the leader of care and creates a healing environment of support while using mutual problem-solving and encouragement to help the patient believe they have the strength to improve (Duffy, 2005).

Lewin’s Change Model will be used in conjunction with Duffy’s Quality Caring Model. Lewin’s Change Model was chosen as it has the potential to help the group work cohesively for the good of the patient. The three-step change process begins when the current practice is unfrozen, the change happens, and the new process is frozen into place (Lewin, 1947). During the first step, the doctoral leader will educate staff on the project and outline the new interventions, during the second step, change will begin, and the third and final step will be when the new process becomes the standard of practice in the unit (Burnes, 2020).

When both are used together, the group will work to improve the patient. Though there may be times that the group is challenged and resistant, it is the caring behaviors and looking to what benefits the patient that will be the overriding determinator. As a doctoral leader, this learner will lead by role modeling and through exemplary communication skills. Education will be provided to staff on their role as a leader in bringing the interdisciplinary team together to support the patient in the Intensive Care Unit (ICU) Liberation Bundle to help get patients off the ventilator sooner; thus, leading to improved patient outcomes (DeMellow et al., 2020). It will be through refocusing the team on the patient and reminding them to keep the patient at the center that will be the common purpose of the group. The leader helps build coalitions by bringing all the right people together who share the same goal and have the knowledge and skills to improve outcomes for groups of patients (DeNisco, 2021). The nurse leader can advocate for the health and well-being of the patient and build a coalition of people who share the same goals in pursuit of reduced ventilator days. The physicians, respiratory therapists, dieticians, nurses, and support staff rally around the patient and family as a support system to get them back to their optional functioning; patients can better adhere to the treatment plan when they feel supported (Duffy, 2005).

References

Burnes, B. (2020). The origins of Lewin’s three-step model of change.  The Journal of Applied Behavioral Science,  56(1), 32-59.

Compton, E. K., Gildemeyer, K., Mason, T. M., Hartranft, S. R., & Sutton, S. K. (2018). Nurses’ caring behaviors: The perception of patients with cancer at the time of discharge after surgery.  Clinical Journal of Oncology Nursing,  22(2), 169–174. https://doi.org/10.1188/18.CJON.169-174

DeMellow, J. M., Kim, T. Y., Romano, P. S., Drake, C. & Balas, M. C. (2020). Factors associated with ABCDE bundle adherence in critically ill adults requiring mechanical ventilation: An observational design. Intensive & Critical Care Nursing, 60. https://doi.org/10.1016/j.iccn.2020.102873 

Duffy, J. R. (2005). Implementing the Quality-Caring Model in acute care. JONA, 35(1), 4-6. https://www.nursingcenter.com/pdfjournal?AID=539833&an=00005110-200501000-00002&Journal_ID=54024&Issue_ID=539826

DeNisco, S. M. (2021).  Advanced Practice Nursing: Essential Knowledge for the Profession. (4th ed.). Jones & Bartlett.

Lewin, K. (1947). Frontiers in group dynamics: Concept, method and reality in social science; social equilibria and social change. Human Relations, 1, 5-41. https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1997-97489-023&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1

 

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For week 3, you will develop a full 6-page APA paper discussing how you will disseminate and apply relevant findings from your evidence-based practice and research to 1) enhance practice guidelines at the immersion site and 2) enrich practice leading to improved healthcare outcomes at the immersion site.

March 24, 2023/in Uncategorized /by admin

EXTENSION COURSE

Please use the information in the student’s project ATTACHED to complete the assignment. Project is already completed; therefore, information CANNOT be different from what us already written in the project. PLEASE SEE ATTACHED PROJECT.

Project Dissemination Paper -6 FULL PAGES

For week 3, you will develop a full 6-page APA paper discussing how you will disseminate and apply relevant findings from your evidence-based practice and research to 1) enhance practice guidelines at the immersion site and 2) enrich practice leading to improved healthcare outcomes at the immersion site. 3) Discuss which conferences would be the best to present your findings. Compare and contract podium presentation verses poster presentation of your project. What is the process of submitting an abstract to present? 4) Discuss publication of your project in a scholarly journal. Which scholarly journals would be the best to submit to and why? Include author submission guidelines and the process of publication.

 

Use five to six scholarly, academic references to support your paper that are less than 5 years old.

 

Consultation with Experts Regarding Nursing Practice Paper- 6 FULL PAGES

For week 6, you will develop a full 8-page APA paper after interviewing and consulting with three nurse experts regarding nursing practice. Interview one nurse leader from a health care organization that is at the C-Level or Executive Level, one nursing leader from your State Nurses Association (New York) and one nurse leader who has published (either a textbook or in a scholarly peer reviewed journal article).

Ask them their ‘story ‘and describe their involvement and responsibilities in their nursing practice. Ask them for their best advice for you as a nurse leader and DNP graduate. Summarize these interviews in your paper.

Use four to five scholarly, academic references to support your paper that are less than 5 years old.

 

 

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Therapy Modalities

March 24, 2023/in Uncategorized /by admin

1

Therapy Modalities

Therapy Modality Focus Points

Week X

 

 

Therapy Modality:

 

Creator:

 

Therapy used for what DSM5 Diagnoses:

(support with APA reference)

 

Emphasis of Therapy Modality:

 

Goals of Therapy Modality:

 

Notes:

 

 

References

  • NU672-7A
  • Assignments
  • Unit 8 Assignment – Clinical Preparation Journal

Immersive Reader

 

Unit 8 Assignment – Clinical Preparation Journal

Start Assignment

Instructions

As you have learned from several of your readings, choosing a therapy modality is not always an easy or straightforward process. Multiple observations and assessment methods are often employed to reach a diagnosis and then match a therapy that has been shown to be effective.

Each week as assigned, you will record specific components of the therapy modality/modalities we are learning for the week. This will help solidify your new knowledge and allow you to make correlations between therapy modalities and to which diagnoses they can be applied or when they can be utilized in practice.

Assignment Instructions

For each therapy modality you will identify the following:

Therapy criteria:

  • Identify the therapy modality by name.
  • Identify the originator (creator) of the specific modality.
  • Identify a specific diagnosis or population this modality is especially helpful with.
  • Note specific focus, emphasis, and/or goals of this modality.

Therapy modalities (define criteria for each modality):

  • Narrative Therapy
  • Feminist Therapy

Use the Portfolio Template Therapy Modalities to complete your portfolio assignments. Your information can be in a bulleted format or just a couple sentences for each criterion listed. However, you must use APA citations. You are NOT required to write this in a paper format. Turn in one document for each of this 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 once you begin clinicals and practice.)

Use the grading rubric. ALL criteria must be present to receive credit.

Assignment File(s)

 

Therapy Modality Focus Points

Week X

 

 

Therapy Modality:

 

Creator:

 

Therapy used for what DSM5 Diagnoses:

(support with APA reference)

 

Emphasis of Therapy Modality:

 

Goals of Therapy Modality:

 

Notes:

 

 

 

 

References

 

 

 

Required Readings

  • Shea, S. C. (2017). Psychiatric interviewing: The art of understanding (3rd ed.) Elsevier.
    • Chapter 13. Personality Disorders: Before the Interview Begins – Core Concepts
    • Chapter 14. “Personality Disorders: How to Sensitively Arrive at a DSM-5 Diagnosis”
    • Chapter 15. Understanding and Effectively Engaging People with Difficult Personality Disorders: the Psychodynamic Lens
  • Behavioral Tech. (2020). What is Dialectical Behavior Therapy (DBT)Links to an external site.?Linehan Institute Training Company. https://behavioraltech.org/resources/faqs/dialectical-behavior-therapy-dbt/

Lecture/Videos

Required

  • Shea, S. C. (2017). Psychiatric interviewing: The art of understanding(3rd ed.) Elsevier.
    • Video Module 14.1: Sensitively Uncovering Criteria for Antisocial Personality Disorder,
    • Video Module 5.4: Interviewing Techniques for Uncovering Malingering
  • DBT Therapy. https://behavioraltech.org/resources/faqs/dialectical-behavior-therapy-dbt/Links to an external site.
    • Watch the following videos:
      • Individual therapy
      • What is the D in DBT?
      • What is the B in DBT?
      • The Science Behind DBT
      • Core Assumptions

 

 

 

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Discuss specific examples of “never events” and their impact in your workplace.

March 23, 2023/in Uncategorized /by admin

The Centers for Medicare & Medicaid Services (CMS) formed its no-pay policy based on the growing work of National Quality Forum (NQF) of “never events.” Meaning, CMS will no longer pay for certain conditions that result from what might be termed poor practice or events that should never have occurred while a patient was under the care of a healthcare professional.

  • Discuss specific examples of “never events” and their impact in your workplace.
  • What issues are you considering for your clinical project and why?
 

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Assignment: Reducing Bias in Healthcare

March 23, 2023/in Uncategorized /by admin

Professionalism

Assignment: Reducing

Bias in Healthcare

Sentinel City® Review: Strategy to Address

Unconscious Bias: P.A.U.S.E.

Watch: Trevor Maber: Rethinking

Thinking

4 hours in

simulation

4 hours real-

world

connections

Assignment Instructions

Enter Sentinel City® and visit your assigned neighborhood.

Nightingale Square

Acer Tech Center

Casper Park District

Industrial Heights

Lake View Suburb

Examine a data set and the demographics in that neighborhood.

Answer the following questions:

What is the first thing you notice about the data?

Is the data just as you suspected (this can be confirmation bias)?

What did you feel when you looked at the data (this can be emotional bias)?

Did you filter the data through recent information you accessed (this can be availability bias)?

Did you think the data is socially or morally correct (this can be social desirability bias)?

Did you think about how the neighborhood demographics set the data (this can be anchoring

bias)?

How much did other people share your opinion on the data (this can be consensus bias)?

Contemplate how the different biases can affect your use of the data.

Will this alter your course of care or interactions with the citizens?

What can you do to keep bias out of your care?

Present your findings.

For questions, please reach out to your instructor.

 

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