Nur415 Week 10 Discussion: Appointments

Step 1: Reflect on your personal views related to nurses’ being appointed to boards, organizations or other policy forming entities.

Step 2: Post a response to the discussion board by addressing the following questions:

  1. Why would a nurse want to seek an appointed position in government?
  2. How would you prepare for consideration to an appointed position?
  3. Use research and give examples of how nurses in various appointed positions  can affect public policy .

Cite any sources in 7th ed. APA format.

Select Reply to join the discussion.  See rubric for grading details. You can find this by clicking the three dots to the top right of this thread.

Response Posts: In your responses to your classmates, contribute to the discussion with your own original opinions about why a nurse would seek an appointed position in government and offer other examples of how nurses can affect public policy.

250 word dEVELOPING A PICOT Question Nursing

Due 9/13  6 pm EST

250 WORDS not including references APA

 

According to the American Association of Colleges of Nursing, the Masters prepared nurse “recognizes that the master’s-prepared nurse applies research outcomes within the practice setting, resolves practice problems, works as a change agent, and disseminates results.” Many research ideas emerge from practice and/or the educational environment. Formulating a well-built research question is challenging. Asking the right question facilitates the search process when conducting a review of the literature.

Responses need to address all components of the question, demonstrate critical thinking and analysis, and include peer reviewed journal evidence to support the student’s position.

Please be sure to validate your opinions and ideas with citations and references in APA format.

Organizational Structures: Functional, Service Line, Matrix, & Flat

 

Goal: To analyze the four types of Organizational Structures.

Content Requirements:

  1. Identify and describe each type of organizational structure (functional, service line, matrix and flat)
  2. Create an organizational chart for each organizational structure discussed above and describe which one applies to the clinical site or your work environment.
  3. Develop simple mission statements that could be supported by each type of structure and present a rationale for their selection of the type of structure.

Submission Instructions:

  • is to be clear and concise, and students will lose points for improper grammar, punctuation and misspelling.
  •  is to be 3 – 4 pages in length, excluding the title, and references page.
  • Incorporate a minimum of 2 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.
  • Journal articles and books should be referenced according to current APA style (the library has a copy of the APA Manual).
  •  should be formatted per current APA and references should be current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions)

Nursing

week6- system information

Distractors in our Environments

Discussion

Purpose

This week's graded discussion topic relates to the following Course Outcome (CO).

Preparing the Discussion

· Discussions are designed to promote dialogue between faculty and students, and students and their peers. In discussions students:

· Demonstrate understanding of concepts for the week

· Integrate outside scholarly sources when required

· Engage in meaningful dialogue with classmates and/or instructor

· Express opinions clearly and logically, in a professional manner

· Use the rubric on this page as you compose your answers.

· Best Practices include:

· Participation early in the week is encouraged to stimulate meaningful discussion among classmates and instructor.

· Enter the discussion often during the week to read and learn from posts.

· Select different classmates for your reply each week.

Discussion Question

Distractions are everywhere. They may include cellphones, multiple alarms sounding, overhead paging, monitors beeping, and various interruptions that disrupt your clinical practice.

Give an example of an ethical or legal issue that may arise if a patient has a poor outcome or sentinel event because of a distraction such as alarm fatigue. What does evidence reveal about alarm fatigue and distractions in healthcare when it comes to patient safety?

· EBOOK to use for one citation:

· https://bookshelf.vitalsource.com/reader/books/9781323903148/epubcfi/6/492%5B%3Bvnd.vst.idref%3DP7001015544000000000000000002CB2%5D!/4/2%5BP7001015544000000000000000002CB2%5D/2/2%5BP7001015544000000000000000002CB3%5D/7:6%5B%20In%2Cter%5D

· email:
[email protected]

· Pwd: Leroyismyhero1#

·

let me know if you cannot have access to the ebook

mental health


Rasmussen University – Mental Health Care Plan

A. Patient identifiers:

Age: Gender: Ht: Wt. Code Status:

Isolation:

Development Stage (Erikson): Give the stage and rationale for your evaluation

Health Status

Date of admission:

Activity level: Diet:

Fall risk (indicate reason)

Client’s description of health status

Allergies: (include type of reaction)

Reason for admission:

Past medical history that relates to admission:

Socio-cultural Orientation

Cultural and Ethnic Background with current practices:

Socialization:

Family system: (Support system)

Spiritual:

Occupation: (across the lifespan)

Patterns of living: (define past and current)

Barriers to independent living:

Healthcare systems elements (continued) ALLERGIES:

Medications: List all medications, dosages, classifications and the rational for the medications prescribed for this patient include major considerations for administration and the possible negative outcomes associated with this medication.

DEFINE 1: What the medications Mechanism of Action AND 2: Why the patient is taking the medication?

Medication Classification Dosage Rationale Possible negative outcomes

Psychiatric Diagnosis and DSM 5 Diagnostic Criteria

History of Present Psychiatric Illness

(Presenting signs & symptoms/ Previous Psychiatric Admission / Outpatient Mental Health Services)

CON
CEPT MAP

Pathophysiology – (to the cellular level)

Medical Diagnosis

Clinical Manifestations (all data subjective and objective: labs, radiology, all diagnostic studies) (What symptoms does your client present with?)

Complications

Treatment (Medical, medications, intervention and supportive)

Risk Factors (chemical, environmental, psychological, physiological and genetic)

Nursing Diagnosis

Problem statement: (NANDA)

Related to: (What is happening in the body to cause the issue?)

Manifested by: (Specific symptoms)

General Appearance

Presenting Appearance (nutritional status, physical deformities, hearing impaired, glasses, injuries, cane)
Basic Grooming and Hygiene (clean, disheveled and whether it is appropriate attire for the weather)

Gait and Motor Coordination (awkward, staggering, shuffling, rigid, trembling with intentional movement or at rest),
posture (slouched, erect),
any noticeable mannerisms or gestures

Level of Participation in the Program/Activity (Group attendance and milieu participation, exercise)

Manner and Approach

Interpersonal Characteristics and Approach to Evaluation (oppositional/resistant, submissive, defensive, open and friendly, candid and cooperative, showed subdued mistrust and hostility, excessive shyness)

Behavioral Approach (distant, indifferent, unconcerned, evasive, negative, irritable, depressive, anxious, sullen, angry, assaultive, exhibitionistic, seductive, frightened, alert, agitated, lethargic, needed minor/considerable reinforcement and soothing).
Coping and stress tolerance.

Speech (normal rate and volume, pressured, slow, loud, quiet, impoverished)

Expressive Language (no problems expressing self, circumstantial and tangential responses, difficulties finding words, echolalia, mumbling)

Receptive Language (normal, able to comprehend questions,

Orientation, Alertness, and Thought Process

Recall and Memory (recalls recent and past events in their personal history).
Recalls three words (e.g., Cadillac, zebra, and purple)
Orientation (person, place, time, presidents, your name)

Alertness (sleepy, alert, dull and uninterested, highly distractible)
Coherence (responses were coherent and easy to understand, simplistic and concrete, lacking in necessary detail, overly detailed and difficult to follow)

Concentration and Attention (naming the days of the week or months of the year in reverse order, spelling the word “world”, their own last name, or the ABC's backwards)

Thought Processes (loose associations, confabulations, flight of ideas, ideas of reference, illogical thinking, grandiosity, magical thinking, obsessions, perseveration, delusions, reports of experiences of depersonalization).
Values and belief system

Hallucinations and Delusions (presence, absence, denied visual but admitted olfactory and auditory, denied but showed signs of them during testing, denied except for times associated with the use of substances, denied while taking medications)

Judgment and Insight (based on explanations of what they did, what happened, and if they expected the outcome, good, poor, fair, strong)

Mood and Affect

Mood or how they feel most days (happy, sad, despondent, melancholic, euphoric, elevated, depressed, irritable, anxious, angry).
Affect or how they felt at a given moment (comments can include range of emotions such as broad, restricted, blunted, flat, inappropriate, labile, consistent with the content of the conversation.

Rapport (easy to establish, initially difficult but easier over time, difficult to establish, tenuous, easily upset)
Facial and Emotional Expressions (relaxed, tense, smiled, laughed, became insulting, yelled, happy, sad, alert, day-dreamy, angry, smiling, distrustful/suspicious, tearful, pessimistic, optimistic)

Response to Failure on Test Items (unaware, frustrated, anxious, obsessed, unaffected)
Impulsivity (poor, effected by substance use)
Anxiety (note level of anxiety, any behaviors that indicated anxiety, ways they handled it)

Lab

Range

Value

Reason Obtained

Risk Assessment:

Suicidal and Homicidal Ideation

(ideation but no plan or intent, clear/unclear plan but no intent) Self-Injurious Behavior (cutting, burning) Hypersexual, Elopement, Non-adherence to treatment

Discharge Plans and Instruction: Placement, outpatient treatment, partial hospitalization, sober living, board and care, shelter, long term care facility, 12 step program

Teaching Assessment and Client / Family Education:

(Disease process, medication, coping, relaxation, diet, exercise, hygiene) Include barriers to learning and preferred learning styles

NRS DX:

Problem Statement:

R/T: (What is the cause of the symptom?)

Manifested by: (specific symptoms)

Short term goal: Create a SMART goal that relates to hospital stay.

Long term goal: Create a SMART goal that is appropriate for discharge.

This is specific to the patient that you are caring for. A list of planned actions that will assist the patient to achieve the desired goal. (i.e. obtain foods that the patient can eat/ likes)

Identify what the patients response or “outcome is to the goal or care that you have provided. i.e. patient ate 45% of lunch)

Was it met or not met there is no partially met.

References:

W10 os

 

The surrogate role is not one that is frequently mentioned in recent nursing practice literature.  Is that role as defined by Peplau relevant to nursing practice as currently experienced.  If so, in what way.  If not, why? 

400 word, 1 reference

W7

In 2–3 pages, plus Introduction, conclusion, and references page. APA format and free plagiarism

· Explain the controversy that surrounds your selected disorder.(Antisocial personality disorder )

· Explain your professional beliefs about this disorder, supporting your rationale with at least three scholarly references from the literature.

· Explain strategies for maintaining the therapeutic relationship with a patient that may present with this disorder.

· Finally, explain ethical and legal considerations related to this disorder that you need to bring to your practice and why they are important.

EVIDENCE-BASED PROJECT, PART 3: CRITICAL APPRAISAL OF RESEARCH

EVIDENCE-BASED PROJECT, PART 3: CRITICAL APPRAISAL OF RESEARCH

Realtors rely on detailed property appraisals—conducted using appraisal tools—to assign market values to houses and other properties. These values are then presented to buyers and sellers to set prices and initiate offers.

Research appraisal is not that different. The critical appraisal process utilizes formal appraisal tools to assess the results of research to determine value to the context at hand. Evidence-based practitioners often present these findings to make the case for specific courses of action.

In this Assignment, you will use an appraisal tool to conduct a critical appraisal of published research. You will then present the results of your efforts.

To Prepare:

· Reflect on the four peer-reviewed articles you selected in Module 2 and the four systematic reviews (or other filtered high- level evidence) you selected in Module 3.

· Reflect on the four peer-reviewed articles you selected in Module 2 and analyzed in Module 3.

· Review and download the Critical Appraisal Tool Worksheet Template provided in the Resources.

The Assignment (Evidence-Based Project)

Part 3A: Critical Appraisal of Research

Conduct a critical appraisal of the four peer-reviewed articles you selected by completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template. Choose a total of four peer- reviewed articles that you selected related to your clinical topic of interest in Module 2 and Module 3.

Note: You can choose any combination of articles from Modules 2 and 3 for your Critical Appraisal. For example, you may choose two unfiltered research articles from Module 2 and two filtered research articles (systematic reviews) from Module 3 or one article from Module 2 and three articles from Module 3. You can choose any combination of articles from the prior Module Assignments as long as both modules and types of studies are represented.

Part 3B: Critical Appraisal of Research

Based on your appraisal, in a 1-2-page critical appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research.

LEARNING RESOURCES


Required Readings

· Melnyk, B. M., & Fineout-Overholt, E. (2023). 
Evidence-based practice in nursing & healthcare: A guide to best practice (5th ed.). Wolters Kluwer.

· Chapter 6, “Critically Appraising Quantitative Evidence for Clinical Decision Making” (pp. 189–228)

· Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice step by step: Critical appraisal of the evidence: Part I. 


American Journal of Nursing

Links to an external site.
, 110(7), 47–52. doi:10.1097/01.NAJ.0000383935.22721.9c

· Fineout-Overhold, E., Melnyk, B.M., Stillwell, S.B., & Williamson, K.M. (2010). Evidence-based practice step-by-step: Critical appraisal of the evidence: Part II. 


American Journal of Nursing

Links to an external site.
, 110(7), 47-52

· Fineout-Overholt, E., Melnyk, B., Stillwell, S., & Williamson, K. (2010). Critical appraisal of the evidence: Part III the process of synthesis: Seeing similarities and differences across the body of evidence.

American Journal of NursingLinks to an external site.
, 110(11), 43-51. doi:10.1097/01.NAJ.0000390523.99066.b5

· Williamson, K. M. (2009). Evidence-based practice: Critical appraisal of qualitative evidence. 

Journal of the American Psychiatric Nurses AssociationLinks to an external site.
, 15(3), 202–207. doi:10.1177/1078390309338733

·

Document: Critical Appraisal Tool Worksheet Template (Word document)

m5 diss

 

Sandra is a 27-year-old female admitted with a possible Deep Vein Thrombosis (DVT). She smokes one pack per day and is on birth control. She has a history of hypertension and obesity. She is admitted to the hospital and placed on bedrest. Heparin drip is started per protocol. The Provider is anticipating on sending her home with Coumadin.

  • Can Sandra be placed on Coumadin and Heparin at the same time? Explain your answer.
  • Develop 3 teaching points important for Sandra to know about her medications regimen.
  • What questions would you ask Sandra to verify that she understand the 3 teaching points?