Tag Archive for: nursing

Applying Current Literature

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Assignment 1: Applying Current Literature to Clinical Practice

Literature in psychotherapy differs from other areas of clinical practice. Generally, there are no clinical trials in psychotherapy because it is often neither appropriate nor ethical to have controls in psychotherapy research. This sometimes makes it more difficult to translate research findings into practice. In your role, however, you must be able to synthesize current literature and apply it to your own clients. For this Assignment, you begin practicing this skill by examining current literature on psychodynamic therapy and considering how it might translate into your own clinical practice.

To prepare:

· Review this week’s Learning Resources and reflect on the insights they provide.

· Select one of the psychodynamic therapy articles from the Learning Resources to evaluate for this Assignment.

Note: In nursing practice, it is not uncommon to review current literature and share findings with your colleagues. Approach this Assignment as though you were presenting the information to your colleagues.

The Assignment

In a 5- to 10-slide PowerPoint presentation, address the following:

· Provide an overview of the article you selected.

o What population is under consideration?

o What was the specific intervention that was used? Is this a new intervention or one that was already used?

o What were the author’s claims?

· Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own clients. If so, how? If not, why?

· Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article. Support your position with evidence-based literature.

Note: The presentation should be 5–10 slides, not including the title and reference slides. Include presenter notes (no more than ½ page per slide) and use tables and/or diagrams where appropriate. Be sure to support your work with specific citations from the article you selected. Support your approach with evidence-based literature.

certification exams

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Compare your home state’s laws(texas) in regards to Advanced Practice Nursing Practice to an alternate state with a less or more restrictive practice environment.

To prepare:

•Consider the differences in certification exams options for your specialty (FNP)

•Reflect on how to approach relocating licensure from one state to another Write a 3 page paper which summarizes the following:

•Identify the certification exam you selected and explain why(There is two certification exam AANP FNP and ANCC FNP. The one I am planning to take is the AANP exam).

•Outline your plan for passing the appropriate National Certification Exam(AANP)

•Describe the NP Practice environment for your home state(texas) highlighting restrictions or limitations for practice

•Describe 3 strengths identified from the FHEA Exit Exam

•Describe 3 areas of weakness identified by the FHEA Exit Exam and develop a study plan for addressing these areas of weakness

APA format, 4 references within the last 5 years

defining the word

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PART1

Directions: Below are terms built from word parts. Analyze each term by listing and defining the word parts used to build it.

Medical Term

1. subiliac

2. carpal

3. humeral

4. clavicular

5. fibular

6. atherosclerosis

7. atrioventricular

8. cardiogram

9. cardiomegaly

10. cardiomyopathy

PART2

Word Parts Assignment (Part 2): Unscramble

Directions: Unscramble each medical term below. A definition for the term is given below each scrambled term.

1. aaihhmrrty

Irregular heartbeat

2. lyrdipoucmanora

Pertaining to heart and lungs

3. aeiimhsc

4 Loss of blood supply from occlusion

olbniliatifr

Abnormal quivering of heart

5. yresoneintph

High blood pressure

6. lucvilarac

Pertaining to the collar bone

7. lisocoiss

Abnormal lateral curvature of the spine

8. paraiordhgy

Imaging procedure using x-rays

9. octuranrtec

Abnormal shortening of muscle fibers

10. srtosioh

Externally applied splint or brace

PART3

Abbreviations (Part 3):

Directions: Please define each of the following abbreviations in the space provided.

1. AK

2. BDT

3. B

4. BMD

5. C1

6. PVD

7. SK

8. TEE

9. V Fib

10. V-tach

PART 4

Case Study Assignment (Part 4):

Directions: Below is a case study presentation of a patient with a condition covered in Chapter 7. Read the case study, and answer the questions below. Some questions will ask for information not included within this chapter. Use your textbook, a medical dictionary, or any other reference material you choose to answer these questions.

Mr. Thomas is a 62-year-old man who has been diagnosed with an acute myocardial infarction with the following symptoms and history. His chief complaint is a persistent, crushing chest pain that radiates to his left arm, jaw, neck, and shoulder blade. He describes the pain, which he has had for the past 12 hours, as a squeezing sensation around his heart. He also reports nausea and dyspnea. He has a low-grade temperature, and his blood pressure is within a normal range at 130/82. He states that he smokes two packs of cigarettes a day, is overweight by 50 pounds, and has a family history of hypertension and coronary heart disease. He leads a relatively sedentary life style.

1.What is the common name for Mr. Thomas’ condition? Look this condition up in a reference source and include a short description of it.

2.What is the medical term for this patient’s chief complaint?

3.List and define each of the patient’s additional symptoms in your own words. These terms appear in other chapters of your textbook.

4.Mr. Thomas does not have hypertension. According to your textbook, what is the blood pressure that is usually considered high?

5.Review the diagnostic heart tests described in Chapter 7. Which ones could be ordered to diagnose heart abnormalities or damage?

6What are Mr. Thomas’ risk factors for heart disease? What can he change?

 

cultural differences

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Purpose

The Course Outcomes covered this week are CO2 and CO4.

CO2: Describe cultural differences related to drugs.

CO4: Perform a culturally competent nursing assessment. (PO7)

CO6: Identify personal opportunities for improvement in providing culturally competent care based on Andrew/ Boyle’s Transcultural Nursing Assessment Skills Self-Assessment (PO8)

Discussion

Nurses complete assessments on individuals on a daily basis. Self-assessments are in order before considering our abilities to provide culturally competent nursing care.

Professor’s comment: Hello All,

Looking forward to your completing the Transcultural Nursing Skills Self-Assessment Form.  . (Links to an external site.)So, how many No answers did you have  in your self-assessment?  Share one or two of your No answers with your classmates and I and describe how you will convert the No to a Yes over the next few weeks. I look forward to hearing what sort of interventions you will do to help the no turn to a yes!

Dr.

references: American Psychological Association. (2010). Publication Manual of the American Psychological Association (6th ed.).

Andrews, M. M., & Boyle, J. S. (2016). Transcultural concepts in nursing care (7th ed.). Philadelphia: PA: Wolters Kluwer.

Demonstration of Proficiency

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Develop a health promotion plan, 2-3 pages in length, addressing a specific health concern within your community. Then, enlist the participation of a selected individual or group in an educational session about that health concern and associated health improvement strategies.

For this assessment, you will plan for and enlist the participation of an individual or group in a clinical learning activity based on a health promotion plan addressing a particular health concern affecting members of your community.

Professional Context

The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation.

Demonstration of Proficiency

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

  • Competency 1: Analyze health risks and health care needs among distinct populations.
    • Analyze a community health concern that is the focus of a health promotion plan.
  • Competency 2: Propose health promotion strategies to improve the health of populations.
    • Explain why a health concern is important for health promotion within a specific population.
    • Establish agreed-upon health goals in collaboration with participants.
  • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
    • Write clearly and concisely in a logically coherent and appropriate form and style.

Note: Assessment 1 must be completed first before you are able to submit Assessment 4.

Preparation

The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. This assessment MUST be satisfactorily completed to complete Assessment 4 (live face-to-face presentation of the plan). These assessments (Assessment 1 and 4) meet the three-hour clinical learning experience required in this course.

To prepare for the assessment, consider various health concerns that you would like to be the focus of your plan, the populations potentially affected by that concern, and individuals or groups in your community who may be willing to take part in a presentation about that concern and suggested strategies for health improvement.

As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Effective Interpersonal Communications activity. The information gained from completing this activity will help you succeed with the assessment. Completing activities is also a way to demonstrate engagement.

Consider inviting a community member or group to participate. Possible health concerns include, but are not limited to:

  • Bullying.
  • Medication reconciliation to prevent readmission.
  • Individual or family disaster preparedness.
  • Medication safety.
  • Home safety.
  • Depression management.
  • Fall prevention.
  • Pain management.
  • Immunizations.
  • Heart disease prevention (high blood pressure, stroke, heart failure).
  • Tobacco use (vaping, e-cigarettes, hookah, chewing tobacco, or smoking) cessation.

In addition, you are encouraged to:

  • Complete the Vila Health: Effective Interpersonal Communications simulation.
  • Review the health promotion plan assessment and scoring guide to ensure that you understand the work you will be asked to complete.
  • Review the MacLeod article, “Making SMART Goals Smarter.”

Note: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking Tutoring for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Instructions

Complete this assessment in two parts.

Part 1: Health Promotion Plan
  • Choose a specific health concern as the focus of your health promotion plan. Then, investigate your chosen concern and best practices for health improvement, based on supporting evidence.
  • Identify populations potentially affected by this health concern. Determine what their related concerns may be and explain why addressing this health concern is important for health promotion.
Part 2: Individual or Group Activity Participant Recruitment
  • Identify an individual or group among the affected population who may be willing to participate in an educational session about your chosen health concern and associated health improvement strategies. Then, research and document their potential learning needs and health promotion goals. Participants may include individuals, groups, or other community members.
  • Contact the selected individual or group and secure their agreement to participate in the educational session.
    • Meet with the individual or group to describe the session and collaborate in setting expectations for session outcomes, establishing agreed-upon goals, and suggesting possible revisions to the plan.
    • Confirm, with the individual or group, a date and time for the educational session and document the name and contact information (e-mail or phone) of the individual or group representative.
Document Format and Length

Your health promotion plan should be 2–3 pages in length. In a separate section of the plan, identify any participants and be sure to include their contact information.

Supporting Evidence

Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2020 resources. Cite at least three credible sources.

Graded Requirements

The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

  • Analyze the health concern that is the focus of your health promotion plan.
    • Consider underlying assumptions and points of uncertainty in your analysis.
  • Explain why a health concern is important for health promotion within a specific population.
    • Examine current population health data.
    • Consider the factors that contribute to health, health disparities, and access to services.
  • Establish agreed-upon health goals in collaboration with participants.
  • Write clearly and concisely in a logically coherent and appropriate form and style.
    • Write with a specific purpose and audience in mind.
    • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

Before submitting your assessment for grading, proofread it to minimize errors that could distract readers and make it difficult for them to focus on the substance of your plan.

CORE ELMS

Important Note: The time you spend securing individual or group participation (Assessment 1) and the time you spend presenting your final health promotion plan to the selected individual or group (Assessment 4) must total three hours, or more. Be sure to log your time in the CORE ELMS system. The CORE ELMS link is located in the left-hand navigation pane.

Portfolio Prompt: Remember to save the assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.

Childhood Obesity

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In this assignment, students will pull together the change proposal project components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. At the conclusion of this project, the student will be able to apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice.

Students will develop a 1,500-1,750 word paper that includes the following information as it applies to the problem(Childhood Obesity), issue, suggestion, initiative, or educational need profiled in the capstone change proposal:

  1. Background
  2. Problem statement
  3. Purpose of the change proposal
  4. PICOT
  5. Literature search strategy employed
  6. Evaluation of the literature
  7. Applicable change or nursing theory utilized
  8. Proposed implementation plan with outcome measures
  9. Identification of potential barriers to plan implementation, and a discussion of how these could be overcome
  10. Appendix section, if tables, graphs, surveys, educational materials, etc. are created

Review the feedback from your instructor on the Topic 3 assignment, PICOT Statement Paper, and Topic 6 assignment, Literature Review. Use the feedback to make appropriate revisions to the portfolio components before submitting.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

Networking Opportunities

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Discussion – Week 1 COLLAPSE Networking Opportunities This week you begin to lay the foundation for your academic and professional success. Your efforts begin with a vision, which includes your own definition of success. Your vision may vary from those of your colleagues, but this does not mean you have to take these first steps alone. Walden University and the School of Nursing (SON) also have a vision and mission, which include helping you to make your own vision a reality. Members of your new academic community, such as faculty, support teams, and fellow students, can also be helpful. Current practitioners and other members of the professional community can also help you to clarify your vision. This week’s Discussion asks you to think about how the Walden mission and vision and the School of Nursing (SON) mission and vision apply to your professional and academic goals. You will also begin to identify individuals and teams that can help you along the way, as you begin to design the “blueprint”—your Academic Success and Professional Development Plan—that will guide you toward your own vision for academic and professional success. To Prepare: Review the Walden and the School of Nursing (SON) mission and vision statements, Walden’s goals and University Outcomes, and the MSN Program Learning Outcomes presented in this week’s Learning Resources. Reflect on your professional and academic goals as they relate to your program/specialization. Consider how the information in these resources fit with your own goals and to your becoming a scholar-practitioner. Also consider academic and professional individuals and teams that you may collaborate with in support of your efforts as a student at the University and as a professional within your organization and career. By Day 3 Post a brief post introducing yourself to your colleagues. Include an explanation for how Walden’s vision, mission, goals, and social change initiatives relate to your professional and academic goals and to your becoming a scholar-practitioner. Also include an explanation for how the Walden MSN program outcomes and perspectives relate to your professional and academic goals and to your becoming a scholar-practitioner. Then, post a draft of Part 1 of your Academic Success and Professional Development Plan Template indicating at least two academic and at least two professional individuals or teams that you would like to collaborate with to be successful in your MSN program and as a practicing nurse along with an explanation for your selections. Academic and Professional Success Plan Template Prepared by:   This document is to be used for NURS 6002 Foundations of Graduate Study to complete Assessments 1-6. Just as importantly the document serves to organize your thoughts about planning for your academic and professional success. For specific instructions see the weekly assessment details in the course, or ask your instructor for further guidance.   Week 1 | Part 1: My Academic and Professional Network • Clearly and accurately identify at least two academic individuals or teams to collaborate with to be successful in the MSN program and as a practicing nurse. • Clearly and accurately identify at least two professional individuals or teams to collaborate with to be successful in your MSN program and as a practicing nurse. • Clearly and thoroughly explain in detail why the academic and professional individuals/teams were selected to support success in the MSN program and as a practicing nurse. • Clearly and accurately explain how the academic and professional individuals/teams will support success in the MSN program and as a practicing nurse. Remember to include an introduction paragraph which contains a clear and comprehensive purpose statement which delineates all required criteria, and end the assignment Part with a conclusion paragraph. NETWORK MEMBER 1 Name: Title: Organization: Academic or Professional: Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse: Notes:   NETWORK MEMBER 2 Name: Title: Organization: Academic or Professional: Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse: Notes:   NETWORK MEMBER 3 Name: Title: Organization: Academic or Professional: Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse: Notes:   NETWORK MEMBER 4 Name: Title: Organization: Academic or Professional: Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse: Notes: See less

Diabetes

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Identify a research or evidence-based article that focuses comprehensively on a specific intervention or new diagnostic tool for the treatment of diabetes in adults or children.

In a paper of 750-1,000 words, summarize the main idea of the research findings for a specific patient population. Research must include clinical findings that are current, thorough, and relevant to diabetes and the nursing practice.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Part 2 of assignment

Based on the summary of research findings identified from the Evidence-Based Project—Paper on Diabetes that describes a new diagnostic tool or intervention for the treatment of diabetes in adults or children, complete the following components of this assignment:

Develop a PowerPoint presentation (a title slide, 6-12 slides, and a reference slide; no larger than 2 MB) that includes the following: Presentation Notes A Must

  1. A brief summary of the research conducted in the Evidence-Based Project – Paper on Diabetes.
  2. A descriptive and reflective discussion of how the new tool or intervention may be integrated into practice that is supported by sound research.

dementia, delirium, or depression.

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A PICO analysis is used to pose a focused clinical question to which you find appropriate evidence-based answers. The PICO question should include the patient or population (P), anticipated intervention (I), comparison group or current standard (C), and outcome desired (O). In this Assignment, you develop a question related to dementia, delirium, or depression. Through your PICO analysis, you explore various resources and examine current evidence to answer the question you develop.

To prepare:

  • Select one of the following disorders as your topic: dementia, delirium, or depression.
  • Review the guidelines in the “Literature Review Matrix” document in this week’s Learning Resources.
  • Think about a research question around your issue as indicated in Part I: PICO Analysis of Research Topic.
  • Consider the resources you will use, search terms and criteria, and Boolean search strings as indicated in Part II: Search Strategy.
  • Using the Walden Library and other appropriate databases, locate five articles related to your PICO question. At least one article must be a systematic review. All of the articles should be primary sources.
  • Reflect on the five articles you selected as indicated in Part III: Analysis of Literature. Consider the conceptual framework/theory, main finding, research method, strengths of study, weaknesses, and level of evidence for each article.
  • Consider how to use the summaries in Part III to create an evidence table. Use this evidence table to determine appropriate treatment options for patients who present with the disorder you selected as your topic.

To complete:

  • Formulate a question around the disorder you selected as indicated in Part I: PICO Analysis of Research Topic.
  • Identify the resources you will use, search terms and criteria, and Boolean search strings as indicated in Part II: Search Strategy.
  • Summarize the five articles you selected as indicated in Part III: Analysis of Literature. Describe the conceptual framework/theory, main finding, research method, strengths of study, weaknesses, and level of evidence for each article.
  • Create an evidence table based on the article summaries in Part III. Describe appropriate treatment options for patients based on this evidence table.

Neurologic Disorders”

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Musculoskeletal and neurologic disorders can present complications for pediatric patients from infancy to adolescence. These disorders affect patients physically and emotionally and often impact a patient’s ability to participate in or carry out everyday activities. Patients with these disorders frequently need long-term treatment and care requiring extensive patient management and education plans. Musculoskeletal and neurologic disorders present various symptoms because they affect multiple parts of a patient’s body. Consider treatment, management, and education plans for the patients in the following three case studies.

Case Study 1:

Clay is a 7-year-old male who presents in your office with complaints of right thigh pain and a limp. The pain began approximately 1 week ago and has progressively worsened. There is no history of trauma. Physical examination is negative except for pain with flexion and internal rotation of the right hip and limited abduction of the right hip. Limb lengths are equal.

Case Study 2:

Trevon is an 18-month-old with a 3-day history of upper-respiratory-type symptoms that have progressively worsened over the last 8 hours. His immunizations are up to date. Mom states he spiked a fever to 103.2°F this morning and he has become increasingly fussy. He vomited after drinking a cup of juice this afternoon and has refused PO fluids since then. Pertinent physical exam findings include negative abdominal exam, marked irritability with inconsolable crying, and he cries louder with pupil examination and fights head and neck assessment. You are unable to elicit Kernig’s or Brudzinski’s signs due to patient noncompliance.

Case Study 3:

Molly is a 12-year-old who comes to your office after hitting her head on the ground during a soccer game. Her mother reports that she did not lose consciousness, but that she seems “loopy” and doesn’t remember what happened immediately following her fall. She was injured when she collided with another player and fell backward, striking her head on the ground. She has no vomiting and denies diplopia but complains of significant headache. Physical examination is negative except for the presence of slight nystagmus. All other neurologic findings including fundoscopic examination are normal.

To prepare:

  • Review “Neurologic Disorders” and “Musculoskeletal Disorders” in the Burns et al. text.
  • Review and select one of the three provided case studies. Analyze the patient information.
  • Consider a differential diagnosis for the patient in the case study you selected. Think about the most likely diagnosis for the patient.
  • Think about a treatment and management plan for the patient. Be sure to consider appropriate dosages for any recommended pharmacologic and/or non-pharmacologic treatments.
  • Consider strategies for educating patients and families on the treatment and management of the musculoskeletal or neurologic disorder.

By Day 3

Post an explanation of the differential diagnosis for the patient in the case study you selected. Explain which is the most likely diagnosis for the patient and why. Include an explanation of unique characteristics of the disorder you identified as the primary diagnosis. Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments. Finally, explain strategies for educating patients and families on the treatment and management of the musculoskeletal or neurologic disorder.