Tag Archive for: nursing

culture, ethnicity, race, and socioeconomic status

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Read the Case Story of A Day in the Sleep Clinic http://support.mchtraining.net/national_ccce/case5/case.html

After reading the story, click on the Activities link on the left side. Review Activity #1.

Address the following in a paper:

  1. What aspects of Dr. Williams’ behavior influence the decisions of the families he works with and possibly influence the ultimate health outcomes of their children?
  2. What roles do culture, ethnicity, race, and socioeconomic status play in families’ experiences in the health care system?
  3. What factors, other thanRead the Case Story of A Day in the Sleep Clinic http://support.mchtraining.net/national_ccce/case5/case.html

    After reading the story, click on the Activities link on the left side. Review Activity #1.

    Address the following in a paper:

    1. culture, ethnicity, race, and socioeconomic status
    2. What roles do culture, ethnicity, race, and socioeconomic status play in families’ experiences in the health care system?
    3. What factors, other than provider-patient communication, influence disparities in health outcomes?

    Assignment Expectations

    Length: 2–3 pages (excluding the cover page and the reference list).

    , influence disparities in health outcomes?

Assignment Expectations

Length: 2–3 pages (excluding the cover page and the reference list).

best qualitative method

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.1- Propose a research question related to your potential research project that would require a qualitative research approach. Select the best qualitative method that could answer the research question proposed? What are the strengths and weaknesses of that method?

2-Identify a practice issue that would benefit from utilizing a mixed methods approach. Discuss how the quantitative and qualitative data would complement one another and add strength to the study. Discuss the challenges that you might encounter in using a mixed methods approach. Support your discussion using current mixed methods research articles.

(Essentials I-IX)

Working With Children and Adolescents Versus Adults

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Discussion: Working With Children and Adolescents Versus Adults

Infant, childhood, and adolescent development are a continual interplay between nature (genetic or biologic predisposition) and nurture (environmental experiences). The nature/nurture continuum and debate will always be a part of your career as a PMHNP.  Knowing common developmental milestone is important in the role as a child provider. Not only is it essential to the diagnostic process, but it is also important to the interdisciplinary interactions with other mental health professionals. The study of normal developmental processes, however, is only one tool that allows the mental health professional to understand the child being evaluated. There are many different assessment instruments and interviewing techniques that PMHNPs can have in their toolkit when working with children and adolescents.

In this Discussion, you examine the differences in assessing and treating children and adolescents versus adults. You take into consideration your own clinical experiences, as well as your experiences in your clinical rotation, and the information from the readings thus far.

Learning Objectives

Students will:

· Analyze the importance of developmental assessments

· Analyze assessment instruments used for evaluating children and adolescents

· Analyze treatment options used for children and adolescents

· Analyze roles parents play in assessment and treatment

To Prepare for the Discussion

· Review the Learning Resources concerning psychiatric assessments and assessment tools.

Post your answers to the following:

· Explain why a developmental assessment of children and adolescents is important.

· Describe two assessment instruments and explain why they are used for children and adolescents but not adults.

· Describe two treatment options for children and adolescents that may not be used when treating adults.

· Explain the role parents play in assessment and treatment.

Business Planning

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Business Planning

Program planning, strategic planning, business planning. This Discussion asks you to consider the relationships and intersections between these essential forms of planning.

All programs should have a strategic plan, as well as a sound business plan to guide their endeavors. Although completing a robust business plan (or a strategic plan) is beyond the scope of this course, it is beneficial to understand how and why such a plan could be useful for your program. Give some thought to this as you engage in this Discussion with your colleagues.

To prepare:

Review the information in the Learning Resources, focusing on Chapter 4 of Assessment and Planning in Health Programs (for the logic model), as well as additional resources on business planning such as the U.S. Small Business Administration website.
Conduct additional research on your own regarding the relationship between strategic planning and business planning and consider how these relate to program planning.
By tomorrow Tuesday 01/08/2019 6 pm post a minimum of 550 words essay in APA format with a minimum of three or more scholarly references from the list or required readings below; INCLUDE the level one headers as numbered below:

Post a cohesive scholarly response that addresses the following:

1) What is the prospective impact of a business plan on the strategic planning of a program? Support your response with references to the logic model and program theory models.

2) How does business planning relate to program planning? Support your response with an example from the literature.

Required Readings

Hodges, B. C., & Videto, D. M. (2011). Assessment and planning in health programs (2nd ed.). Sudbury, MA: Jones & Bartlett Learning.

· Review Chapter 4, “Program Planning: The Big Picture”

· Review Chapter 5, “Social Marketing, Program Planning, and Implementation”

As you review Chapter 4, focus on the budgeting information presented on pp. 113–115.

Kettner, P. M., Moroney, R. M., & Martin, L. L. (2017). Designing and managing programs: An effectiveness-based approach (5th ed.). Thousand Oaks, CA: Sage.

· Chapter 12, “Budgeting for Financial Control, Management, and Planning”

· Chapter 13, “Developing Line-Item, Functional, and Program Budgeting Systems”

Chapter 12 introduces budgeting as an important part of the planning process, noting that it also serves essential management and control functions for programs. Chapter 13 addresses three systems of budgeting—line item, functional, and program—each of which has a distinct focus.

Gaskin, J., Rennie, C., & Coyle, D. (2015). Reducing periconceptional methylmercury exposure: Cost-utility analysis for a proposed screening program for women planning a pregnancy in Ontario, Canada. Environmental Health Perspectives, 123(12), 1337–1344 doi.org/10.1289/ehp.1409034.

Palumbo, M.V., Sikorski, E.A. & Liberty, B.C. (2013). Exploring the cost-effectiveness of unit-based health promotion activities for nurses. Workplace Health & Safety, 61(12), 514–520.

U.S. Small Business Administration. (n.d.). Writing a business plan. Retrieved December 12, 2011, from http://www.sba.gov/category/navigation-structure/starting-managing-business/starting-business/writing-business-plan

The “Writing a Business Plan” section of this website introduces elements of a good business plan, which is an essential document for any program. Investigate the information presented. In addition, see the “Preparing Your Finances” section for information on break-even analysis and other budgeting-related matters.

Optional Resources

Dirubbo, N. E. (2006). Break-even analysis: Can I afford to do this? Nurse Practitioner, 31(7), 11.

This article briefly explains break-even analysis and its use in initiating new programs.

McBryde-Foster, M. J. (2005). Break-even analysis in a nurse-managed center. Nursing Economic$, 23(1), 31–34

This article explains how break-even analysis can be used in a nursing environment and how to apply it for program proposals.

socioeconomic and racial/ethnic disparities

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Question 1

  1. In the United States, research has documented socioeconomic and racial/ethnic disparities in residential exposures to _______________.
[removed] air pollution
[removed] hazardous waste sites
[removed] industrial facilities
[removed] all of the above

1 points

Question 2

  1. In the context of ionizing radiation, the term relative biological effectiveness describes _______________, per unit of radiation energy absorbed by the body.
[removed] the relative damage caused by different types of ionizing radiation
[removed] the relative impact of acute versus chronic exposure to ionizing radiation
[removed] the relative risk of birth defects caused by exposure early versus late in pregnancy

1 points

Question 3

  1. Which of the following occupations is not particularly associated with high exposure to asbestos?
[removed] Insulation Workers
[removed] Oil Workers
[removed] Shipbuilding Workers

1 points

Question 4

  1. Which of the following diseases is a sentinel illness for asbestos exposure?
[removed] Fibrosis
[removed] Lung cancer
[removed] Mesothelioma

1 points

Question 5

  1. The half-life of a radioactive element is the time it takes for half the atoms in a sample to _______________.
[removed] become non-radioactive
[removed] lose an electron
[removed] undergo radioactive decay

1 points

Question 6

  1. Which of the following is not a syndrome associated with acute high-level exposure to ionizing radiation?
[removed] Bone marrow syndrome
[removed] Central nervous system syndrome
[removed] Gastrointestinal syndrome
[removed] Respiratory syndrome

1 points

Question 7

  1. Occupational exposure to cotton dust causes _______________.
[removed] byssinosis
[removed] lacrimosis
[removed] tinnitus

1 points

Question 8

  1. Which of the following types of radiation is not ionizing?
[removed] Beta radiation
[removed] Gamma radiation
[removed] Infrared radiation

1 points

Question 9

  1. Which type of radiation is most penetrating, if a person is exposed from a source outside the body?
[removed] Alpha radiation
[removed] Beta radiation
[removed] Gamma radiation

1 points

Question 10

  1. Nanoparticles are in the same size range as __________________ particulates.
[removed] fine
[removed] respirable
[removed] ultrafine

1 points

Question 11

  1. Asbestos is a _______________ hazard.
[removed] biological
[removed] chemical
[removed] physical

1 points

Question 12

  1. Which of the following is not a documented health effect of noise in the workplace?
[removed] Cognitive failures
[removed] Coronary heart disease
[removed] Decrease in immune system function

1 points

Question 13

  1. Today, with asbestos exposures in the United States largely controlled, deaths from malignant melanoma in the country are _______________.
[removed] declining
[removed] holding steady
[removed] rising

1 points

Question 14

  1. Radioactive decay occurs when an atom of a radioactive isotope _______________.
[removed] Absorbs a burst of energy
[removed] Ejects part of its nucleus
[removed] undergoes fusion of the particles in its nucleus

1 points

Question 15

  1. In the United States, research on burdens of BPA, PFCs, and PBDEs in people’s bodies or in their microenvironments has shown:
[removed] consistently higher burdens in lower-socioeconomic-status and/or minority populations.
[removed] consistently lower burdens in lower-socioeconomic-status and/or minority populations.
[removed] variation in demographic patterns in body burdens.

Planning for the Practicum

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Assignment: Practicum: Planning for the Practicum

The practicum experience provides a significant opportunity to cultivate your professional growth and development. What skills, attributes, or categories of knowledge do you most need or want to nurture? How would improving in these areas enable you to be a more effective leader? And how would that allow you to facilitate the translation of evidence into practice?

This course includes a 216-hour practicum as part of the 1,000 clinical hours that are required for the DNP credential. In your practicum experience for this course, you will examine the change process as it relates to the translation of evidence into practice. In addition, throughout your practicum experience you will pay close attention to the role of leadership in such endeavors and reflect on your own development of leadership competencies.

This week you develop a plan for your practicum.

Note: If you have not already done so, formalize the relationship with your practicum mentor.

To prepare:

  • Review      the information presented in the Learning Resources, and consider what      approach you would use (including specific steps of the process) to plan      for and implement an aggregate-level change that facilitates the      translation of evidence into practice. Begin with the analytical process      required to identify the change that needs to be made.
  • Think      about learning objectives that would guide your practicum hours, as well      as the activities you will undertake to achieve those objectives. Draft      two or three learning objectives that are related to the AACN DNP      Essentials, your practice area specialty competencies, and the focus of      this course—planning for and implementing a sustainable change related to      the translation of evidence into practice, as well as the development of      leadership competencies to facilitate this.
  • Refer      to the Practicum Time Log and Journal document      (see attached file).
  • Develop      a time line for your practicum experience. Note: You will      submit your time log and a journal entry by the end of Weeks 3, 7, and 11.

Note: It is important to formulate a big-picture view of this process. In Weeks 2 and 3, you will work with your practicum mentor to examine a change already underway or previously accomplished, and identify an additional aggregate-level change you would like to propose. You are not required to implement this change, but you do need to select an idea that is feasible, based on evidence, and appropriate for your practicum setting.

By Wednesday 2/27/19 before midnight, write a 3-page essay in APA format with at least 5 scholarly references from the list of required readings below. Include the level one headers as numbered below. 

To complete:

Write a 3-page paper that includes the following:

1) An outline or visual representation indicating how you would guide planning for and implementing change related to the translation of evidence into practice for your practicum setting

2) Three learning objectives for your practicum hours that are aligned to the AACN Essentials, your specialty area competencies, and the focus of this course (i.e., systems-related issues, translation of evidence into practice, intentional change, and leadership) (refer to the attached AACN Essential IV [Nursing Informatics]).

3) Key leadership and other activities you will undertake to fulfill your identified learning objectives

4) A proposed time line for accomplishing your practicum hours (divide 216 hours in 10 weeks to come up with how many hours per weeks in order to makeup the required 216 hours for this semester).

By Wednesday 2/27/19 before midnight

Submit this Assignment.

Required Readings

White, K. M., Dudley-Brown, S., & Terharr, M. F. (2016). Translation of evidence into nursing and health care practice (2nd ed.). New York, NY: Springer.

· Review Chapter 3, “Change Theory and Models: Framework for Translation”

As you review this chapter (assigned in a previous course), consider the foundational information about change. Also, pay attention to the frameworks and processes described, as they will be valuable as you proceed through this course. What insights arise regarding how you might be able to guide the implementation of change?

American Association of Colleges of Nursing (AACN). (2006). The essentials of doctoral education for advanced nursing practice. Retrieved from http://www.aacn.nche.edu/publications/position/DNPEssentials.pdf (see attached file).

Use the information in this report to guide the formulation of goals for your practicum experience.

Bleich, M. R. (2011). IOM report, The Future of Nursing: Leading Change, Advancing Health: milestones and challenges in expanding nursing science. Research in Nursing & Health, 34(3), 169-170. doi:10.1002/nur.20433 (see attached file)

​IOM report, The Future of Nursing: Leading Change, Advancing Health: milestones and challenges in expanding nursing science. Research in Nursing & Health by Bleich, M. R., in Research in Nursing & Health, Vol. 34/Issue 3. Copyright 2011 by John Wiley & Sons – Journals. Reprinted by permission of John Wiley & Sons – Journals via the Copyright Clearance Center.

Pritham, U. P. (2016). Assessing DNP impact using program evaluations to capture healthcare system change. The Nurse Practitioner, (4), 44.

Kotter, J. P. (2007). Leading change: Why transformation efforts fail. Harvard Business Review, 85(1), 96-103. Retrieved from https://cb.hbsp.harvard.edu/cbmp/pl/76758028/76758030/42e82c2469b7f33387aa79dc5736bb1f

In this foundational reading, Dr. John Kotter discusses errors commonly made as organizations undergo change, and he recommends steps leaders can take to help avoid them (see attached file).

Moriber, N. A., Wallace-Kazer, M., Shea, J., Grossman, S., Wheeler, K., & Conelius, J. (2014). Transforming Doctoral Education Through the Clinical Electronic Portfolio. Nurse Educator, 39(5), 221-226. doi:10.1097/NNE.0000000000000053

Murphy, M. P., Staffileno, B. A., & Carlson, E. (2015). Original Article: Collaboration Among DNP- and PhD-Prepared Nurses: Opportunity to Drive Positive Change. Journal of Professional Nursing,31388-394. doi: 10.1016/j.profnurs.2015.03.001

Sherrod, B., & Goda, T. (2016). DNP-Prepared leaders guide healthcare system change. Nursing Management, (9). 13.

Optional Resources

Osters, S., & Tiu, F. S. (n.d.). Writing measurable learning outcomes. Retrieved from http://www.gavilan.edu/research/spd/Writing-Measurable-Learning-Outcomes.pdf (see attached file).

literary elements

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The first person narrative is a powerful tool not only to give a person voice but also to present powerful social justice, environmental, or cultural messages to the audience. The story is a powerful testimony to creating positives out of negatives, to taking physical challenges and turning them into strengths, to serving one community in order to benefit the greater community.   Watch the video Man and Beast by Alan Rabinowitz being aware of how the presentation connects to Topics 1, 2, and 3 of Unit 7.

Please address the following:

  • WhatThe first person narrative is a powerful tool not only to give a person voice but also to present powerful social justice, environmental, or cultural messages to the audience. The story is a powerful testimony to creating positives out of negatives, to taking physical challenges and turning them into strengths, to serving one community in order to benefit the greater community.   Watch the video Man and Beast by Alan Rabinowitz being aware of how the presentation connects to Topics 1, 2, and 3 of Unit 7.

    Please address the following:

    • What literary elements did you find in this story (tone, setting, theme, etc.)  How did these impact your understanding of voice?
    • The video used multiple elements of storytelling.  Discuss one or more ‘tips’ from Topic 3 that you found represented in the video.
    • What aspect of your own story would you like to give voice?  How might you connect that to the needs of your community (neighborhood, church/mosque/temple/community group, workplace, etc.)?
    • In a separate paragraph tell us the story of how you became a part of the Herzing University community.

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

    did you find in this story (tone, setting, theme, etc.)  How did these impact your understanding of voice?

  • The video used multiple elements of storytelling.  Discuss one or more ‘tips’ from Topic 3 that you found represented in the video.
  • What aspect of your own story would you like to give voice?  How might you connect that to the needs of your community (neighborhood, church/mosque/temple/community group, workplace, etc.)?
  • In a separate paragraph tell us the story of how you became a part of the Herzing University community.

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

Master Essential.

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Prepare a 350-word draft of a clinical problem that you would like to use for your Research project. There should be an introduction to the problem (as to why it is a problem) that is documented with literature, a clear problem statement (one declarative sentence that begins with “The problem is…”, and a purpose to your project. Post this as your Initial response. (Essential I-IX).

Discussion Rubric attached, Research project attached and Master Essential.

 

This week the focus is the trustworthiness of qualitative research and validity.  The term trustworthiness of qualitative research can sometimes be interpreted as a detrimental factor in qualitative research because it based on opinions and experiences rather than on numbers on quantifiable data. Validity represents that the research findings represent the truth about the phenomenon being studied. Therefore, is extremely important in quantitative research. Please make sure to study both concepts by reading the chapters assigned and reading articles that contain those terms.  This week objectives are to demonstrate understanding of the above concepts as they relate to nursing research.

operational decisions

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Analyze operational decisions of healthcare organizations and the impact on business performance outcomes.

Instructions

New changes in healthcare are causing rising concerns with how healthcare organizations may be performing. With that being stated, you will focus on the following areas as to explain and evaluate operational performance and market trends in this 21st-century healthcare dynamics.

Create a 2-4 page detailed research paper that provides at least 1-3 or more examples or explanations that will address the following healthcare issues:

Examine the importance of business ethics vs. social responsibility.

Ex. Developing codes of conduct that is adverse to corporate social responsibility.

Compare and Contrast the use of data analytics in a data-driven society without the use of a proper IT software program to collect business intelligence.

Ex. Some providers are not using current and more applicable software programs to analyze their data; instead, they are relying on memory and checking hard copies folders to analyze patient outcomes.

Explain the gap in making decisions and the validity of healthcare trends on performance without the correct data.

Ex. Lack of using EMR or EHR may cause gaps in decision-making and accuracy of collecting appropriate data, which may subsequently impact performances and trends.

NOTE – APA formatting and proper grammar, punctuation, and form are required.

mechanisms of action

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Unit 3 Quiz Study Guide

 

 

 

What are the mechanisms of action/physiologic and biologic effects of drugs such as loperamide (Imodium) used to treat diarrhea.

 

 

 

What are the physiological/ biological actions of the condition GERD and what are the common treatments and their mechanism of action. What are the common medications that would be contraindicated in patients with Gastroesophageal reflux disease (GERD)

 

 

 

When treating with the topical tretinoin for acne.  What would be the appropriate patient education and care for her?

 

 

 

When treating with the topical penciclovir (Denavir) for the treatment of herpes labialis (cold sores) what is the mechanism of action/physiologic and biologic effects and relevant patient education

 

 

 

What are the mechanisms of action/physiologic and biologic effects of peptic ulcer disease with positive H. pylori test and what are the first-line treatment/s

 

What are the mechanisms of action of drugs used to treat Glaucoma such as betaxolol ophthalmic drops and what negative mechanism of action should patients be counseled on.

 

 

 

What are the untoward or undesired effects of antacids such as calcium carbonate antacids and what patient education about these agents and their effects would be appropriate.

 

 

 

What are the mechanisms of action/physiologic and biologic effects of chronic long-term proton pump inhibitor therapy

 

 

 

When treating common conditions such as scabies with the medication permethrin 5% cream (Elimite) the patient education that minimizes the spread of the condition would include: