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active planning and development   stages

Max Points: 100

Details:
While the implementation plan prepares students to apply their   research to the problem or issue they have identified for their   capstone change proposal project, the literature review enables   students to map out and move into the active planning and development   stages of the project.

A literature review analyzes how current research supports the   PICOT, as well as identifies what is known and what is not known in   the evidence. Students will use the information from the earlier PICOT   Statement Paper and Literature Evaluation Table assignments to develop   a 750-1,000 word review that includes the following sections:

  1. Title page
  2. Introduction section
  3. A comparison     of research questions
  4. A comparison of sample   populations
  5. A comparison of the limitations of the study
  6. A conclusion section, incorporating recommendations for further   research

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 turn-it in. Please refer   to the directions in the Student Success Center.

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gate control theory

See attached the chapter needed for the paper. must used info attached.

Review gate control theory on pp. 349–350 in Ch. 15 of Theoretical Basis for Nursing.

1-Write a 200-word message describing how you might apply gate control theory to the management of pain.

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diagnosis

Clearly, diagnosis is a critical aspect of healthcare. However, the ultimate purpose of a diagnosis is the development and application of a series of treatments or protocols. Isolated recognition of a health issue does little to resolve it.

In this module’s Discussion, you applied the Clark Healthy Workplace Inventory to diagnose potential problems with the civility of your organization. In this Portfolio Assignment, you will continue to analyze the results and apply published research to the development of a proposed treatment for any issues uncovered by the assessment.

To Prepare:

  • Review the Resources and examine the Clark Healthy Workplace Inventory, found on page 20 of Clark (2015).
  • Review the Work Environment Assessment Template.
  • Reflect on the output of your Discussion post regarding your evaluation of workplace civility and the feedback received from colleagues.
  • Select and review one or more of the following articles found in the Resources:
    • Clark, Olender, Cardoni, and Kenski (2011)
    • Clark (2018)
    • Clark (2015)
    • Griffin and Clark (2014)

The Assignment (3-6 pages total):

Part 1: Work Environment Assessment (1-2 pages)

  • Review the Work Environment Assessment Template you completed for this Module’s Discussion.
  • Describe the results of the Work Environment Assessment you completed on your workplace.
  • Identify two things that surprised you about the results and one idea you believed prior to conducting the Assessment that was confirmed.
  • Explain what the results of the Assessment suggest about the health and civility of your workplace.

Part 2: Reviewing the Literature (1-2 pages)

  • Briefly describe the theory or concept presented in the article(s) you selected.
  • Explain how the theory or concept presented in the article(s) relates to the results of your Work Environment Assessment.
  • Explain how your organization could apply the theory highlighted in your selected article(s) to improve organizational health and/or create stronger work teams. Be specific and provide examples.

Part 3: Evidence-Based Strategies to Create High-Performance Interprofessional Teams (1–2 pages)

  • Recommend at least two strategies, supported in the literature, that can be implemented to address any shortcomings revealed in your Work Environment Assessment.
  • Recommend at least two strategies that can be implemented to bolster successful practices revealed in your Work Environment Assessment.

Work Environment Assessment- this is my discussion

Using the Clark Healthy Workplace Inventory (Clark, 2015) my workplace ranks 90, or very healthy.  Why it ranks as healthy or civil is that between units of the hospital there is great communication between units, to the extent that is a need on one unit as far as staffing, another unit will offer to help, this is the norm, and not the exception for our hospital. We also feel supported by management during times of crisis, I work in two distinct areas where things can escalate very quickly, both in inpatient psych, and Children pavilion for adolescent psych patients. We know we will always get backup from other building staff and security if things get escalated where there is danger to patients or staff.

Success in an organization comes from hardworking people who have a strong mission and vision with great strategies in place. This depends greatly on the leadership, management, and the team. To put things in perspective, the introduction of the workplace health status would give a broader picture. To be discussed below is a brief description of the results of the Work Environment Assessment at Chicago Lakeshore Hospital and based on the results, the explanation of how civil is this place with the reasons behind the claim. Also, this discussion includes a description of a situation where incivility in the workplace has happened and how was it addressed.

Workplace health is the status of the workplace concerning the workers, how civil is the place, and the overall environment safety for the employees. Lack of civility at the workplace contributes to poor employees’ job satisfaction, lack of courtesy and respect among peers, and it leads to poor patient outcomes (Tips to Improve Civility in the Workplace, 2017). Incivility at workplaces has the potential to emotional and physical distress to the workers and that can cause poor quality care and patient outcomes (Armstrong, 2017). To assess the civility of the workplaces, researchers have discovered tools to help assess the workplaces and the Work Environment Assessment is one of the tools.

Using the Work Environment Assessment tool to assess Chicago Lakeshore Hospital revealed 90 which is a moderately healthy place. This means, in this organization, people live by the shared mission and vision, there is trust and respect among the workers, and communication at all levels is clear (Clark Healthy Workplace Inventory – americannursetoday.com. [n.d.]). The result assures the presence of teamwork and high levels of employees’ satisfaction. The workload is distributed equal and the organization offers competitive salaries. Based on my hospital workplace assessment results, the majority of the employees would recommend the place as a good place to work and overall there are high levels of employee satisfaction, therefore better outcomes (Clark Healthy Workplace Inventory – americannursetoday.com. [n.d.]).

Incivility incident at the workplace

Courtesy and respect are not only meant for people of a certain rank within the organizations. These basic values and others are for everyone. Clark (2017), emphasizes all nurses have the obligation to foster healthy workplaces with an atmosphere of dignity, professionalism, and respect. Unfortunately, studies reveal incivility at workplaces, bullying, and lack of mutual respect (Armstrong, 2017). Incivility at the workplace has been linked to poor performance which impacts patient safety and the quality of patient outcomes (Armstrong, 2017). Marshall and Broome (2017) state that “workplace violence, incivility, and bullying are barriers to developing safe environments for providers and can occur in any setting” (p.261). The American Nurses Association (ANA; n.d.) defines incivility as “one or more rude, discourteous, or disrespectful actions that may or may not have a negative intent behind them” (para.2).  This brings back the memory of my former workplace. Doctors were very much valued and respected, but the nurses did not receive the same respect from the doctors. At times, nurses were hesitant to call the doctors for notification of patient condition change simply because of the fear of the expected response. There was no mutual respect. I am not sure how did this problem resolve after leaving the place but a few years down, the hospital was sold out to another company.

Conclusion

Civility at the workplace is not only important for the workers’ feelings it also influences overall performance, productivity, and patient outcomes. The consequences of incivility at workplaces “can result in life-threatening mistakes, preventable complications, and harm or even death of a patient” (Clark, 2017). It is with that intensity that the workplace health assessment should be one of our priorities. Despite the individual differences, we must find a way to improve civility at our workplaces. The first step towards improvement is to assess the current status and the Work Environment Assessment is a great tool.

References

Armstrong, N. E. (2017). A Quality Improvement Project Measuring the Effect of an Evidence-

Based Civility Training Program on Nursing Workplace Incivility in a Rural Hospital Using Quantitative Methods. Online Journal of Rural Nursing & Health Care17(1), 100–137. https://doi-org.ezp.waldenulibrary.org/10.14574/ojrnhc.v17i1.438

Clark, C. M. (2017). An Evidence-Based Approach to Integrate Civility, Professionalism, and

Ethical Practice Into Nursing Curricula. NURSE EDUCATOR42(3), 120–126. https://doi-org.ezp.waldenulibrary.org/10.1097/NNE.0000000000000331

Clark Healthy Workplace Inventory – americannursetoday.com. (n.d.). Retrieved from

https://americannursetoday.com/wp-content/uploads/2015/11/Clark-Healthy-Workplace-Inventory.pdf.

Marshall, E., & Broome, M. (2017). Transformational leadership in nursing: From expert clinician to influential leader (2nd ed.). New Tork, NY: Springer.

Tips to Improve Civility in the Workplace. (2017). AACN Bold Voices, (1), 18. Retrieved from

https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=edsovi&AN=edsovi.01436852.201701000.00025&site=eds-live&scope=site

Rubric:

 

Part 1: Work Environment Assessment

·  Complete the Work Environment Assessment Template.
·   Describe the results of the Work Environment Assessment you completed on your workplace.
·   Identify two things that surprised you about the results and one idea that you believed prior to conducting the assessment that was confirmed.
·   Explain what the results of the assessment suggests about the health and civility of your workplace.
–Levels of Achievement:Excellent 45 (45%) – 50 (50%)
An accurate, detailed, and completed Work Environment Assessment Template is provided.

The responses accurately and thoroughly describe in detail the results of the Work Environment Assessment completed on a workplace.

The responses accurately and clearly identify two surprising things about the results and thoroughly describe in detail at least one idea that was believed prior to conducting the assessment that was confirmed.

The responses accurately and thoroughly explain in detail what the results of the assessment suggests about the health and civility of a workplace.
Good 40 (40%) – 44 (44%)
An accurate and completed Work Environment Assessment Template is provided.

The responses accurately describe the results of the Work Environment Assessment completed on a workplace.

The responses accurately identify two surprising things about the results and describe at least one idea that was believed prior to conducting the assessment that was confirmed.

The responses accurately explain what the results of the assessment suggests about the health and civility of a workplace.
Fair 35 (35%) – 39 (39%)
A completed Work Environment Assessment Template that is vague or inaccurate is provided.

The responses describe the results of the Work Environment Assessment completed on a workplace that is vague or inaccurate.

The responses identify two surprising things about the results and describe at least one idea that was believed prior to conducting the assessment that was confirmed that is vague or inaccurate.

The responses explain what the results of the assessment suggests about the health and civility of a workplace that is vague or inaccurate.
Poor 0 (0%) – 34 (34%)
A vague and inaccurate Work Environment Assessment Template is provided, or is missing.

The responses describe the results of the Work Environment Assessment completed on a workplace that is vague and inaccurate, or is missing.

The responses identify two surprising things about the results and describe at least one idea that was believed prior to conducting the assessment that was confirmed that is vague and inaccurate, or is missing.

The responses explain what the results of the assessment suggest about the health and civility of a workplace that is vague and inaccurate, or is missing.Feedback:

Part 2: Reviewing the Literature

·   Briefly describe the theory or concept presented in the article you selected.
·   Explain how the theory or concept presented in the article relates to the results of your Work Environment Assessment.
·   Explain how your organization could apply the theory highlighted in your selected article to improve organizational health and/or stronger work teams. Be specific and provide examples.–Levels of Achievement:Excellent 14 (14%) – 15 (15%)
The responses accurately and thoroughly describe the theory or concept presented in the article selected.

The responses accurately and completely explain in detail how the theory or concept presented in the article relates to the results of the Work Environment Assessment.

The responses accurately and thoroughly explain in detail how an organization could apply the theory highlighted in the selected article to improve organizational health and/or stronger work teams.

Specific and detailed examples are provided which fully support the responses.
Good 12 (12%) – 13 (13%)
The responses accurately describe the theory or concept presented in the article selected.

The responses accurately explain how the theory or concept presented in the article relates to the results of the Work Environment Assessment.

The responses accurately explain how an organization could apply the theory highlighted in the selected article to improve organizational health and/or stronger work teams.

Specific examples are provided which may support the responses.
Fair 11 (11%) – 11 (11%)
The responses describe the theory or concept presented in the article selected that is vague or inaccurate.

The responses explain how the theory or concept presented in the article relates to the results of the Work Environment Assessment that is vague or inaccurate.

The responses explain how an organization could apply the theory highlighted in the selected article to improve organizational health and/or create stronger work teams that is vague or inaccurate.

Vague or inaccurate examples are provided which may support the responses.
Poor 0 (0%) – 10 (10%)
The responses describe the theory or concept presented in the article selected that is vague and inaccurate, or is missing.

The responses explain how the theory or concept presented in the article relates to the results of the Work Environment Assessment that is vague and inaccurate, or is missing.

The responses explain how an organization could apply the theory highlighted in the selected article to improve organizational health and/or create stronger work teams that is vague and inaccurate, or is missing.

Specific examples are not provided to support the responses.Feedback:

Part 3: Evidence-Based Strategies to Create High-Performance Interprofessional Teams

·   Recommend at least two strategies, supported in the literature, that can be implemented to address any shortcomings revealed in your Work Environment Assessment.
·   Recommend at least two strategies that can be implemented to bolster successful practices revealed in your Work Environment Assessment.–Levels of Achievement:Excellent 18 (18%) – 20 (20%)
The responses clearly and thoroughly recommend in detail at least two strategies that can be implemented to address any shortcomings revealed in the Work Environment Assessment.

The responses clearly and thoroughly recommend in detail at least two strategies that can be implemented to bolster successful practices revealed in the Work Environment Assessment.
Good 16 (16%) – 19 (19%)
The responses accurately recommend at least two strategies that can be implemented to address any shortcomings revealed in the Work Environment Assessment.

The responses accurately recommend at least two strategies that can be implemented to bolster successful practices revealed in the Work Environment Assessment.
Fair 14 (14%) – 15 (15%)
The responses recommend at least two strategies that can be implemented to address any shortcomings revealed in the Work Environment Assessment that is vague or inaccurate, or only recommends one strategy.

The responses recommend at least two strategies that can be implemented to bolster successful practices revealed in the Work Environment Assessment that is vague or inaccurate, or only recommends one strategy.
Poor 0 (0%) – 13 (13%)
The responses recommend at least two strategies that can be implemented to address any shortcomings revealed in the Work Environment Assessment that is vague and inaccurate, only recommends one strategy, or is missing.

The responses recommend at least two strategies that can be implemented to bolster successful practices revealed in the Work Environment Assessment that is vague and inaccurate, only recommends one strategy, or is missing.Feedback:

Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.–Levels of Achievement:Excellent 5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.
Good 4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.
Fair 3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.
Poor 0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion was provided.Feedback:

Written Expression and Formatting – English writing standards:

Correct grammar, mechanics, and proper punctuation–Levels of Achievement:Excellent 5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
Good 4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors.
Fair 3.5 (3.5%) – 3.5 (3.5%)
Contains several (3 or 4) grammar, spelling, and punctuation errors.
Poor 0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.Feedback:

Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.–Levels of Achievement:Excellent 5 (5%) – 5 (5%)
Uses correct APA format with no errors.
Good 4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors.
Fair 3.5 (3.5%) – 3.5 (3.5%)

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therapeutic theory

Assignment 4: Practicum – Week 10 Journal Entry

Reflect on your overall practicum experience in this course. Then, address the following in your Practicum Journal.

: Explain whether your therapeutic theory has changed as a result of your

practicum experiences. Recall the theories you selected in Week 1 which is (Psychodynamic

Theory & Cognitive Theory)

: Explain how you integrated the therapeutic approaches from this course in your

clinical practice. Include how this helped you achieve the goals and objectives

you developed in Week 1 ( For this assignment, just make up any goals)

: Explain how you might impact social change through your work with clients who

have mental health issues.

: Support your approach with evidence-based literature.

NOTE: PLEASE SEE AND PAY ATTENTION TO THE ATTACHED Practicum Journal Template AND JOURNAL SAMPLE (TIME LOG & JOURNAL ENTRIES) FOR WRITING THIS ASSIGNMENT…..ALSO FOR THE TIME LOG AND JOURNAL ENTRIES, JUST MAKE UP A REASONABLE INFORMATION AND CLIENT INFORMATION IN MENTAL HEALTH NURSING AND INCLUDE REFERENCES

                                                                Learning Resources

Required Readings

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company. Chapter 17, “Psychotherapy With Children” (pp. 597–624)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

Bass, C., van Nevel, J., & Swart, J. (2014). A comparison between dialectical behavior therapy, mode deactivation therapy, cognitive behavioral therapy, and acceptance and commitment therapy in the treatment of adolescents. International Journal of Behavioral Consultation and Therapy, 9(2), 4–8. doi:10.1037/h0100991

Koocher, G. P. (2003). Ethical issues in psychotherapy with adolescents. Journal of Clinical Psychology, 59(11), 1247–1256. PMID:14566959

McLeod, B. D., Jensen-Doss, A., Tully, C. B., Southam-Gerow, M. A., Weisz, J. R., &

Kendall, P. C. (2016). The role of setting versus treatment type in alliance within youth therapy. Journal of Consulting and Clinical Psychology, 84(5), 453–464. doi:10.1037/ccp0000081

Zilberstein, K. (2014). The use and limitations of attachment theory in child psychotherapy. Psychotherapy, 51(1), 93–103. doi:10.1037/a0030930

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Case Study

Case Study 1

Ms. A. is an apparently healthy 26-year-old white woman. Since the beginning of the current golf season, Ms. A has noted increased shortness of breath and low levels of energy and enthusiasm. These symptoms seem worse during her menses. Today, while playing in a golf tournament at a high, mountainous course, she became light-headed and was taken by her golfing partner to the emergency clinic. The attending physician’s notes indicated a temperature of 98 degrees F, an elevated heart rate and respiratory rate, and low blood pressure. Ms. A states, “Menorrhagia and dysmenorrheal have been a problem for 10-12 years, and I take 1,000 mg of aspirin every 3 to 4 hours for 6 days during menstruation.” During the summer months, while playing golf, she also takes aspirin to avoid “stiffness in my joints.”

Laboratory values are as follows:

Hemoglobin = 8 g/dl

Hematocrit = 32%

Erythrocyte count = 3.1 x 10/mm

RBC smear showed microcytic and hypochromic cells

Reticulocyte count = 1.5%

Other laboratory values were within normal limits.

Question

Considering the circumstances and the preliminary workup, what type of anemia does Ms. A most likely have? In an essay of 500-750 words, explain your answer and include rationale.

____In a short essay (500-750 words), answer the Question at the end of Case Study 1. Cite references to support your positions.

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.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

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Course Outcomes

Purpose

The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR3065C course.

Course Outcomes

This assignment provides documentation of student ability to meet the following course outcomes:

– Apply the assessment component of the nursing process

– Demonstrate critical thinking and documentation skills in order to perform his/her nursing duties with appropriate judgment.

Points

This assignment is worth a total of 100 points (10%).

Due Date

Submit your completed assignment under the Assignment tab by Sunday 11:59 p.m. EST of Week 15 as directed.

Requirements

1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.

2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.

3. The length of the reflection is to be within three to six pages excluding title page and reference pages.

4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):

Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).

a. Course Reflection

b. Conclusion

Preparing Your Reflection

The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR3065C course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:

1. “Conduct comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in patients, using developmentally and culturally appropriate approaches.

2. Recognize the relationship of genetics and genomics to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness, using a constructed pedigree from collected family history information as well as standardized symbols and terminology.

3. Implement holistic, patient­ centered care that reflects an understanding of human growth and development, pathophysiology, pharmacology, medical management, and nursing management across the health­ illness continuum, across the lifespan, and in all healthcare settings.

4. Communicate effectively with all members of the healthcare team, including the patient and the patient’s support network.

5. Deliver compassionate, patient­ centered, evidence-based care that respects patient and family preferences.

6. Implement patient and family care around resolution of end ­of ­life and palliative care issues, such as symptom management, support of rituals, and respect for patient and family preferences.

7. Provide appropriate patient teaching that reflects developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations to foster patient engagement in their care.

8. Implement evidence-based nursing interventions as appropriate for managing the acute and chronic care of patients and promoting health across the lifespan.

9. Monitor client outcomes to evaluate the effectiveness of psychobiological interventions.

10. Facilitate patient­ centered transitions of care, including discharge planning and ensuring the caregiver’s knowledge of care requirements to promote safe care.

11. Provide nursing care based on evidence that contributes to safe and high-quality patient outcomes within healthcare microsystems.

12. Create a safe care environment that results in high quality patient outcomes.

13. Revise the plan of care based on an ongoing evaluation of patient outcomes.

14. Demonstrate clinical judgment and accountability for patient outcomes when delegating to and supervising other members of the healthcare team.

15. Manage care to maximize health, independence, and quality of life for a group of individuals that approximates a beginning practitioner’s workload

16. Demonstrate the application of psychomotor skills for the efficient, safe, and compassionate delivery of patient care.

17. Develop a beginning understanding of complementary and alternative modalities and their role in health care.

18. Develop an awareness of patients as well as healthcare professionals’ spiritual beliefs and values and how those beliefs and values impact health care.

19. Manage the interaction of multiple functional problems affecting patients across the lifespan, including common geriatric syndromes.

20. Understand one’s role and participation in emergency preparedness and disaster response with an awareness of environmental factors and the risks they pose to self and patients

21. Engage in caring and healing techniques that promote a therapeutic nurse patient relationship.

22. Demonstrate tolerance for the ambiguity and unpredictability of the world and its effect on the healthcare system as related to nursing practice.” (pp. 31-32).

Reference:

American Association of Colleges of Nursing [AACN]. (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author.

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  Comprehensive Integrated Psychiatric

Comprehensive Integrated Psychiatric Assessment

The comprehensive integrated psychiatric assessment of a child or adolescent consists of gathering information from not only the child but from several sources, most notably the family members, caregivers, and the child’s teacher or school counselor. Because of this, the diagnostic assessment becomes more complicated. Issues of confidentiality, privacy, and consent must be addressed. Also, the PMHNP must take into consideration the impact of culture on the child.

In this Discussion, you review and critique the techniques and methods of a mental health professional as he or she completes a comprehensive integrated psychiatric assessment of an adolescent.

                                               To Prepare for the Assignment:

· Review the Learning Resources concerning the comprehensive integrated psychiatric assessment.

· Watch the Mental Status Examination video.

· Watch the two YMH Bostonvideos.

                                                           Assignment 

Based on the YMH Boston Vignette 4 video, post answers to the following questions:

· What did the practitioner do well?

· In what areas can the practitioner improve?

· At this point in the clinical interview, do you have any compelling concerns? If so, what are they?

· What would be your next question, and why?

PLEASE, INCLUDE INTRODUCTION, CONCLUSION, 3 OR MORE REFERENCES LESS THAN 5 YEARS OLD, AND ANSWER ALL THE QUESTIONS AS INSTRUCTED

Learning Resources

Required Readings

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.

  • Chapter 5, “Examination and      Diagnosis of the Psychiatric Patient” (pp. 192–289)
  • Chapter 31, “Child Psychiatry” (pp. 1082–1107)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

  • “Introduction”
  • “Use of the Manual”
  • “Cultural Formulation”

Kaplan, C. (2017). Ethical dilemmas. Advanced Healthcare Network. Retrieved from http://nurse-practitioners-and-physician-assistants.advanceweb.com/Article/Ethical-Dilemmas-2.aspx

Pumariega, A. J., Rothe, E., Mian, A., Carlisle, L., Toppelberg, C., Harris, T., . . .  Smith, J. (2013). Practice parameter for cultural competence in child and adolescent psychiatric practice. Journal of the American Academy of Child & Adolescent Psychiatry52(10), 1101–1115. Retrieved from http://www.jaacap.com/article/S0890-8567(13)00479-6/pdf

American Academy of Child & Adolescent Psychiatry (AACAP). (2012a). Practice parameter for psychodynamic psychotherapy with children. Journal of the American Academy of Child & Adolescent Psychiatry51(5), 541–557. Retrieved from http://www.jaacap.com/article/S0890-8567(12)00141-4/pdf

American Psychological Association. (2017). Code of Ethics. Retrieved from http://www.apa.org/ethics/code/

 

Required Media

Gajbhare, P. (2014, March 8). Mental status examination [Video file]. Retrieved from https://www.youtube.com/watch?v=VjWVYgf2UcU

Note: The approximate length of this media piece is 36 minutes.

YMH Boston. (2013a, May 22). Vignette 1 – Introduction to a preventive services visit [Video file]Retrieved from https://www.youtube.com/watch?v=pQy-jwiu7gM

Note: The approximate length of this media piece is 3 minutes.

YMH Boston. (2013c, May 22). Vignette 4 – Introduction to a mental health assessment [Video file]Retrieved from https://www.youtube.com/watch?v=JCJOXQa9wcE

Note: The approximate length of this media piece is 4 minutes.

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intermittent diarrhea

Jordan is a 35-year-old woman who presents with intermittent diarrhea with cramping that is relieved by defecation. The diarrhea is not bloody or accompanied by nausea and vomiting. Review of past medical history includes some childhood “stomach issues”, HTN, and a recent cholecystectomy. She works in the environmental department of a large hotel. . She denies alcohol and cigarette.

Diagnosis: Irritable Bowel Syndrome (IBS)

I.      Discuss the epidemiology of IBS?

II.     What is your treatment goals for this patient?

III.    Discuss First line and second line drug therapy for IBS. Please include pharmacotherapeutic information.

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Patient’s Spiritual Needs: Case Analysis

Benchmark – Patient’s Spiritual Needs: Case Analysis

In addition to the topic study materials, use the chart you completed and questions you answered in the Topic 3 about “Case Study: Healing and Autonomy” as the basis for your responses in this assignment.

Answer the following questions about a patient’s spiritual needs in light of the Christian worldview.

  1. In 200-250 words, respond to the following: Should the physician allow Mike to continue making decisions that seem to him to be irrational and harmful to James, or would that mean a disrespect of a patient’s autonomy? Explain your rationale.
  2. In 400-500 words, respond to the following: How ought the Christian think about sickness and health? How should a Christian think about medical intervention? What should Mike as a Christian do? How should he reason about trusting God and treating James in relation to what is truly honoring the principles of beneficence and nonmaleficence in James’s care?
  3. In 200-250 words, respond to the following: How would a spiritual needs assessment help the physician assist Mike determine appropriate interventions for James and for his family or others involved in his care?

Remember to support your responses with the topic study materials.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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 LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

This benchmark assignment assesses the following competencies:

BS Nursing (RN to BSN)

5.2: Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.

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literature review article

Requirements:

– 2-3 page (that means a minimum of 2 full pages and no longer than 3 full pages) paper (in APA format with no direct quotes- all writing must be in your own words) with the following:

1. Topic: Anxiety

2. Attached will be ONE peer-reviewed article in EACH of the above three article types about your topic (so three articles total- One study article, one literature review article, one meta analysis article).

3. For each article, describe the following:

– Purpose of the article

– Format of the article (i.e. length, subheadings, etc.)

– What did you learn about your topic from this kind of article?

4. Finally, address the following:

– Which article seems the most informative about your topic overall?

– Which article was easiest to read? Which was the most difficult?

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