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Home>Homework Answsers>Nursing homework helpNURSENPsee attachment2 years ago31.12.202318Report issuefiles (1)Criticalreflectionofyourgrowthanddevelopmentduringyourpracticumexperienceinaclinicalsettinghasthebenefitofhelpingyouidentifyopportunitiesforimprovement.docxCriticalreflectionofyourgrowthanddevelopmentduringyourpracticumexperienceinaclinicalsettinghasthebenefitofhelpingyouidentifyopportunitiesforimprovement.docxCritical reflection of your growth and development during your practicum experience in a clinical setting has the benefit of helping you identify opportunities for improvement in your clinical skills while also recognizing your clinical strengths and successes.This week, you will write a Journal Entry reflecting on your clinical strengths and opportunities for improvement.Journal Entry (2–3 pages):Based on your experience,· Describe an interesting case or a case that you have never seen before.· Explain what you found challenging.· Explain what you would do differently from your Preceptor.· Explain the cultural differences you found challenging.The case is going to be on a hidradenitis suppurativA 17 year old boy had these sores on his butt and some on his face.Criticalreflectionofyourgrowthanddevelopmentduringyourpracticumexperienceinaclinicalsettinghasthebenefitofhelpingyouidentifyopportunitiesforimprovement.docxCritical reflection of your growth and development during your practicum experience in a clinical setting has the benefit of helping you identify opportunities for improvement in your clinical skills while also recognizing your clinical strengths and successes.This week, you will write a Journal Entry reflecting on your clinical strengths and opportunities for improvement.Journal Entry (2–3 pages):Based on your experience,· Describe an interesting case or a case that you have never seen before.· Explain what you found challenging.· Explain what you would do differently from your Preceptor.· Explain the cultural differences you found challenging.The case is going to be on a hidradenitis suppurativA 17 year old boy had these sores on his butt and some on his face.Bids(50)Miss DeannaMathProgrammingPROF_ALISTERSheryl HoganEmily ClareProf. TOPGRADEfirstclass tutorMUSYOKIONES A+Dr CloverJudithTutorDiscount AssignProWritingGuruDr. Everleigh_JKIsabella HarvardBrilliant GeekTutor Cyrus KenWIZARD_KIMTeacher A+ WorkAshley EllieYoung NyanyaShow All Bidsother Questions(10)Please Reply to the following 2 Discussion posts:How has nursing practice evolved over time? Discuss the key leaders and historical events that have influenced the advancement of nursing, nursing education, and nursing roles that are now part of the contemporary nursing profession.Case studySkills buildingBibleus historyWEEK 4 REPLY 2 Yenela Diazpsy1week 4 assignment him 410Case Study Analysis

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Leading Organizations for Quality Improvement Initiative

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Home>Homework Answsers>Nursing homework helpPart 3Project2 years ago05.01.202430Report issuefiles (9)OverviewofDNPProjec1.docxDescriptionofQualityInitiative.docxPART2_______.docxmeetingsummery.docxApplyingProjectManagementApproachesforaQualityImprovementPracticeGap.docxGap.in.practice.docxToolsforMeasuringQuality.docxPART1______.docxPART3______.docxOverviewofDNPProjec1.docxOverview of DNP ProjectThe DNP program at Walden University is designed to promote student development as a nurse leader and scholar-practitioner. Pursuant to this outcome, graduates are expected to engage in and provide leadership for evidence-based practice in their chosen practice settings, which requires theoretical, empirical, and experiential application of knowledge—including translation of research to practice; evaluation and improvement of healthcare practice and outcomes; and participation in collaborative scholarship. The purpose of the DNP Project is to guide students in designing, developing, implementing, evaluating, and/or translating, as well as subsequently disseminating, scholarship that addresses an evidence-based need or problem in their focused area of practice.Advanced practice nursing students: After finding a preceptor in their specialty area, students may focus their practicum experience on developing and applying new knowledge and expertise in their specialty area along with expanding their responsibilities for managing the care of individuals, families, and communities within systems or organizations. In addition, students may examine the following areas based on their area of expertise: practice trends; possible systemic changes to improve healthcare quality and safety at the organizational or policy level; or improvements in evidence-based practice settings.DescriptionofQualityInitiative.docx21Quality Improvement InitiativeDescription of Quality InitiativeThe quality improvement initiative I selected is healthcare staff education on the essence of patient monitoring before the administration of medicine. This initiative is relevant as it is directly related to the QI improvement gap in my organization, which is medication management lacking consideration for physical monitoring such as vital signs, weight, and blood levels for illicit drugs. Education on the need for patient monitoring will remind the nurses and other healthcare providers of the basics of healthcare provision that they may have forgotten or undermined during their practice. The education initiative will differ from a training program in that it will be a one-time thing for the participants, lasting only a few hours.Handling of Adverse Events in an OrganizationMy organization appreciates that adverse events are normal in healthcare provision and any other practice in different sectors. This appreciation leads it to watch out for potential adverse events for their prevention. When unwanted events do occur, the healthcare organization encourages the staff to report them so that investigations can be done to find out the cause and prevent their occurrence in the future. In this case, the mental health care facility encourages a just culture and ensures that care providers are not victimized when they make mistakes. According to Barkell and Snyder (2021), a just culture balances system and individual accountability and people perceive that they will be handled fairly if they report mistakes done during care provision. When an organization responds to adverse events fairly and systematically the internal and external stakeholders perceive that the care organization provides quality care as it cares for its staff even when mistakes are made and is not thrown into disarray in the process.Error Rate from ArticleThe article I selected is one from Mulac, Taxis, Hagesaether, and Granas (2020), who state that medication errors still occur and cause patient harm despite the global efforts towards their prevention. According to the article, most medication errors occur during administration, accounting for 68% of the errors and the leading types of errors were dosing, omission, and wrong drug errors at 38%, 23%, and 15% respectively (Mulac, Taxis, Hagesaether and Granas, 2020). Furthermore, according to the article, 62% of the errors were harmful, resulting in severe harm or fatal outcomes (Mulac, Taxis, Hagesaether, and Granas, 2020). The error rates from the article relate to my healthcare organization as they reflect the adverse outcomes it may experience if the QI initiative is not undertaken. The mental health patients who visit the facility may suffer severe harm or even die because of the lack of patient monitoring before drug administration by the care provider in the organization.ReferencesMulac, A., Taxis, K., Hagesaether, E., & Granas, A. G. (2020). Severe and fatal medication errors in hospitals: findings from the Norwegian Incident Reporting System. European Journal of Hospital Pharmacy.Barkell, N. P., & Snyder, S. S. (2021, January). Just culture in healthcare: An integrative review. In Nursing Forum (Vol. 56, No. 1, pp. 103-111).PART2_______.docxPART 2CLINICAL ASSIGNMENT 1: DNP PROJECT FACULTY ADVISOR AND SITE IDENTIFICATION—MATCHING REQUEST FORMFor this Assignment, you will:1. Complete the one-page  PROJECT SUMMARY for this assignment including the following information for the planned DNP Project:· Planned Project Title: tangible Virtual Treatment· Organization (site name/type of setting): Virtual Consult MD/Private practice· Location (city, state, and/or country): Norcross, Georgia, USA· Practice gap or practice change: The quality improvement practice gap I have identified in my organization is medication management without physical monitoring of vital signs, weight, or blood levels for illicit drugs.· Proposed Type of Project: Quality improvement initiativeRubricNURS_8302_Week6_Assignment2_RubricNURS_8302_Week6_Assignment2_RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeThis criterion is linked to a Learning Outcome Complete the DNP Project Committee Request Form.20 to >0.0 ptsExcellentA completed DNP Committee Request Form is submitted and includes site and a possible project information.0 ptsFair0 ptsGood0 ptsPoorA DNP Request Form is not submitted, or it is missing information.20 ptsTotal Points: 20image1.jpegmeetingsummery.docxNURS 8302 Leading Organizations for Quality Improvement InitiativesPracticum Assignment:Organization Meeting SummaryPreparation to begin your DNP Project begins with the meeting with an organization to explore a gap in practice or a practice change that you might address as your DNP Project. Preparing for this meeting includes following the instructions in your NURS 8302 course and reviewing the guidelines for your practicum assignment 1. Address the following in a 4–5-page paper using the APA 7 template for writing graduate papers found athttps://academicguides.waldenu.edu/writingcenter/templates/generalIntroduction· Identify the organization, location, and participants at the meeting. Indicate the role each person plays in the organization.· How did you first approach the organization?· Why did you select this organization?· Does the organization have a key person for the organization who oversees students doing DNP projects?· If there is no key person, who represented nursing and/or nursing students at the meeting.Describe the DNP Project· Describe exactly what you did to explain the DNP project process at Walden University.· What questions did the participants have and how did you respond?· How did you and the organization identify possible gaps in practice or practice changes that might be addressed by the DNP project.· Describe the gap or problem and cite two sources that justify the gap or problem in nursing.· What approach (clinical practice guideline, staff education, quality improvement initiative) did you discuss to address a practice gap or practice change?· What questions did the organization representatives have, and what were your responses?· How does the proposed practice change support positive social change, diversity, equity, and inclusion?Project Team· Who would be the key stakeholders and potential team members (e.g. organization leader, project mentor) for a project to address gap in practice or practice change?Next Steps· Describe the information that you provided to the organization regarding the next steps in the process.· What questions were asked?· What responses did you have?· What decisions were made?EvidenceExplore three sources of current evidence (no older than five (5) years) that could support the project initiative. You may include the two citations you cited underthe Describe the DNP Projectsection.CitationEvidence TypeSample, Sample size, SettingFindings that help address the gap in practice or practice changeSummary· Summarize the strengths and weaknesses of the meeting.· What would you have done differently?· What additional information do you need before you meet with your faculty advisor in NURS 8702, project mentoring course.ApplyingProjectManagementApproachesforaQualityImprovementPracticeGap.docx12Applying Project Management Approaches for a Quality Improvement Practice GapQuality Improvement GapThe quality improvement practice gap I have identified in my nursing organization is medication management without physical monitoring of vital signs, weight, or blood levels for illicit drugs. This practice gap is noticeable in my organization and evident in many organizations providing mental health assistance and medical care in general. In research carried out in England, it was found that only 40% of patients on lithium prescriptions in mental hospitals received the necessary checks in primary care (Ayre, Lewis, and Keers, 2023). Many health care providers undermine medication management resulting in medical errors in healthcare settings because of undermining the need for monitoring vital signs and physical patient monitoring.Sapra, Malik, and Bhandari (2020) state that vital signs are important for present and future care and their monitoring at any medical appointment can provide an outlook of the intensity of the medical issue and the body’s ability to cope with the resulting stress on the physiological wellbeing of the patient. Physical patient monitoring is also critical for medication management, especially in my organization, where patients may have indulged in one or more illicit drugs and this may interfere with the medicine, they are to receive for their mental health care.SMART Objectives for Quality Improvement ProjectOne objective for quality improvement for closing the gap in medicine management in mental health practice and my organization specifically is to ensure that the vital signs are checked. Another objective is to ensure the monitoring of the physical factors of patients before the administration of medicine for effective medicine management. The following is the SMART breakdown of the objectives;·Specific-The objectives will target care providers, where nurses like myself and other members of healthcare teams will be expected to carry out vital signs checks before the administration of any medication. Those who fail to monitor patients will be at risk of disciplinary followings to review their conduct in providing mental health services in the organization.·Measurable-To measure whether these objectives are being attained, feedback will be gained from administrative records on checking vital signs and physical patient monitoring. According to the World Health Organization (2019), administrative records are one of the sources of data for identifying quality improvement gaps and quantifying the outcomes of related programs for closing the gaps.·Attainable-The objectives are attainable as they only require the nurses and other care providers in my organization to comply and act accordingly.·Relevant- These objectives will close the practice gap in the care setting thus reducing medical errors and promoting positive care outcomes for patients dealing with mental health issues.·Time Bound- Timing such a change in quality improvement and closing the gap in medication management in my organization will require about 3 months as such time is enough to track the critical changes in the practice gap and any more time will undermine the safety of patients and the quality of care provided in the organization.Activities for Quality Improvement ProjectClosing the practice gap in medicine management in my organization will require consideration of the objectives and the resources at hand. In this case, since the organization is still hiring nurses and other healthcare providers, a relevant activity for the mental health facility will be to hire nurses and other healthcare professionals with consideration and competency for medicine management for the patients. This process will involve finding nurses from reputable institutions who demonstrate appreciation for evidence-based practice through the integrity and reliability of the research projects they undertook while studying the course.The human resource management of the facility will be responsible for this project by thoroughly going through the transcripts and the CVs of the nurse applicants to check for their experience with medicine management. Another activity for closing the gap in medicine management in the organization will be to train the present staff on the need for vital signs and physical patient monitoring before medicine administration. Training the present staff will remind them of the importance of patient monitoring while hiring staff knowledgeable in the same will ensure the culture is retained for closing the gap in the long run.ReferencesAyre, M. J., Lewis, P. J., & Keers, R. N. (2023). Understanding the medication safety challenges for patients with mental illness in primary care: a scoping review.BMC Psychiatry,23(1), 1-17.clinical services (No. WHO/CDS/HIV/19.17). World Health Organization.Sapra, A., Malik, A., & Bhandari, P. (2020). Vital sign assessment.World Health Organization. (2019). Maintaining and improving quality of care within HIVGap.in.practice.docxThis file is too large to display.View in new windowToolsforMeasuringQuality.docxThis file is too large to display.View in new windowPART1______.docxThis file is too large to display.View in new windowPART3______.docxThis file is too large to display.View in new windowPART3______.docxThis file is too large to display.View in new windowOverviewofDNPProjec1.docxOverview of DNP ProjectThe DNP program at Walden University is designed to promote student development as a nurse leader and scholar-practitioner. Pursuant to this outcome, graduates are expected to engage in and provide leadership for evidence-based practice in their chosen practice settings, which requires theoretical, empirical, and experiential application of knowledge—including translation of research to practice; evaluation and improvement of healthcare practice and outcomes; and participation in collaborative scholarship. The purpose of the DNP Project is to guide students in designing, developing, implementing, evaluating, and/or translating, as well as subsequently disseminating, scholarship that addresses an evidence-based need or problem in their focused area of practice.Advanced practice nursing students: After finding a preceptor in their specialty area, students may focus their practicum experience on developing and applying new knowledge and expertise in their specialty area along with expanding their responsibilities for managing the care of individuals, families, and communities within systems or organizations. In addition, students may examine the following areas based on their area of expertise: practice trends; possible systemic changes to improve healthcare quality and safety at the organizational or policy level; or improvements in evidence-based practice settings.DescriptionofQualityInitiative.docx21Quality Improvement InitiativeDescription of Quality InitiativeThe quality improvement initiative I selected is healthcare staff education on the essence of patient monitoring before the administration of medicine. This initiative is relevant as it is directly related to the QI improvement gap in my organization, which is medication management lacking consideration for physical monitoring such as vital signs, weight, and blood levels for illicit drugs. Education on the need for patient monitoring will remind the nurses and other healthcare providers of the basics of healthcare provision that they may have forgotten or undermined during their practice. The education initiative will differ from a training program in that it will be a one-time thing for the participants, lasting only a few hours.Handling of Adverse Events in an OrganizationMy organization appreciates that adverse events are normal in healthcare provision and any other practice in different sectors. This appreciation leads it to watch out for potential adverse events for their prevention. When unwanted events do occur, the healthcare organization encourages the staff to report them so that investigations can be done to find out the cause and prevent their occurrence in the future. In this case, the mental health care facility encourages a just culture and ensures that care providers are not victimized when they make mistakes. According to Barkell and Snyder (2021), a just culture balances system and individual accountability and people perceive that they will be handled fairly if they report mistakes done during care provision. When an organization responds to adverse events fairly and systematically the internal and external stakeholders perceive that the care organization provides quality care as it cares for its staff even when mistakes are made and is not thrown into disarray in the process.Error Rate from ArticleThe article I selected is one from Mulac, Taxis, Hagesaether, and Granas (2020), who state that medication errors still occur and cause patient harm despite the global efforts towards their prevention. According to the article, most medication errors occur during administration, accounting for 68% of the errors and the leading types of errors were dosing, omission, and wrong drug errors at 38%, 23%, and 15% respectively (Mulac, Taxis, Hagesaether and Granas, 2020). Furthermore, according to the article, 62% of the errors were harmful, resulting in severe harm or fatal outcomes (Mulac, Taxis, Hagesaether, and Granas, 2020). The error rates from the article relate to my healthcare organization as they reflect the adverse outcomes it may experience if the QI initiative is not undertaken. The mental health patients who visit the facility may suffer severe harm or even die because of the lack of patient monitoring before drug administration by the care provider in the organization.ReferencesMulac, A., Taxis, K., Hagesaether, E., & Granas, A. G. (2020). Severe and fatal medication errors in hospitals: findings from the Norwegian Incident Reporting System. European Journal of Hospital Pharmacy.Barkell, N. P., & Snyder, S. S. (2021, January). Just culture in healthcare: An integrative review. In Nursing Forum (Vol. 56, No. 1, pp. 103-111).PART2_______.docxPART 2CLINICAL ASSIGNMENT 1: DNP PROJECT FACULTY ADVISOR AND SITE IDENTIFICATION—MATCHING REQUEST FORMFor this Assignment, you will:1. Complete the one-page  PROJECT SUMMARY for this assignment including the following information for the planned DNP Project:· Planned Project Title: tangible Virtual Treatment· Organization (site name/type of setting): Virtual Consult MD/Private practice· Location (city, state, and/or country): Norcross, Georgia, USA· Practice gap or practice change: The quality improvement practice gap I have identified in my organization is medication management without physical monitoring of vital signs, weight, or blood levels for illicit drugs.· Proposed Type of Project: Quality improvement initiativeRubricNURS_8302_Week6_Assignment2_RubricNURS_8302_Week6_Assignment2_RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeThis criterion is linked to a Learning Outcome Complete the DNP Project Committee Request Form.20 to >0.0 ptsExcellentA completed DNP Committee Request Form is submitted and includes site and a possible project information.0 ptsFair0 ptsGood0 ptsPoorA DNP Request Form is not submitted, or it is missing information.20 ptsTotal Points: 20image1.jpegmeetingsummery.docxNURS 8302 Leading Organizations for Quality Improvement InitiativesPracticum Assignment:Organization Meeting SummaryPreparation to begin your DNP Project begins with the meeting with an organization to explore a gap in practice or a practice change that you might address as your DNP Project. Preparing for this meeting includes following the instructions in your NURS 8302 course and reviewing the guidelines for your practicum assignment 1. Address the following in a 4–5-page paper using the APA 7 template for writing graduate papers found athttps://academicguides.waldenu.edu/writingcenter/templates/generalIntroduction· Identify the organization, location, and participants at the meeting. Indicate the role each person plays in the organization.· How did you first approach the organization?· Why did you select this organization?· Does the organization have a key person for the organization who oversees students doing DNP projects?· If there is no key person, who represented nursing and/or nursing students at the meeting.Describe the DNP Project· Describe exactly what you did to explain the DNP project process at Walden University.· What questions did the participants have and how did you respond?· How did you and the organization identify possible gaps in practice or practice changes that might be addressed by the DNP project.· Describe the gap or problem and cite two sources that justify the gap or problem in nursing.· What approach (clinical practice guideline, staff education, quality improvement initiative) did you discuss to address a practice gap or practice change?· What questions did the organization representatives have, and what were your responses?· How does the proposed practice change support positive social change, diversity, equity, and inclusion?Project Team· Who would be the key stakeholders and potential team members (e.g. organization leader, project mentor) for a project to address gap in practice or practice change?Next Steps· Describe the information that you provided to the organization regarding the next steps in the process.· What questions were asked?· What responses did you have?· What decisions were made?EvidenceExplore three sources of current evidence (no older than five (5) years) that could support the project initiative. You may include the two citations you cited underthe Describe the DNP Projectsection.CitationEvidence TypeSample, Sample size, SettingFindings that help address the gap in practice or practice changeSummary· Summarize the strengths and weaknesses of the meeting.· What would you have done differently?· What additional information do you need before you meet with your faculty advisor in NURS 8702, project mentoring course.ApplyingProjectManagementApproachesforaQualityImprovementPracticeGap.docx12Applying Project Management Approaches for a Quality Improvement Practice GapQuality Improvement GapThe quality improvement practice gap I have identified in my nursing organization is medication management without physical monitoring of vital signs, weight, or blood levels for illicit drugs. This practice gap is noticeable in my organization and evident in many organizations providing mental health assistance and medical care in general. In research carried out in England, it was found that only 40% of patients on lithium prescriptions in mental hospitals received the necessary checks in primary care (Ayre, Lewis, and Keers, 2023). Many health care providers undermine medication management resulting in medical errors in healthcare settings because of undermining the need for monitoring vital signs and physical patient monitoring.Sapra, Malik, and Bhandari (2020) state that vital signs are important for present and future care and their monitoring at any medical appointment can provide an outlook of the intensity of the medical issue and the body’s ability to cope with the resulting stress on the physiological wellbeing of the patient. Physical patient monitoring is also critical for medication management, especially in my organization, where patients may have indulged in one or more illicit drugs and this may interfere with the medicine, they are to receive for their mental health care.SMART Objectives for Quality Improvement ProjectOne objective for quality improvement for closing the gap in medicine management in mental health practice and my organization specifically is to ensure that the vital signs are checked. Another objective is to ensure the monitoring of the physical factors of patients before the administration of medicine for effective medicine management. The following is the SMART breakdown of the objectives;·Specific-The objectives will target care providers, where nurses like myself and other members of healthcare teams will be expected to carry out vital signs checks before the administration of any medication. Those who fail to monitor patients will be at risk of disciplinary followings to review their conduct in providing mental health services in the organization.·Measurable-To measure whether these objectives are being attained, feedback will be gained from administrative records on checking vital signs and physical patient monitoring. According to the World Health Organization (2019), administrative records are one of the sources of data for identifying quality improvement gaps and quantifying the outcomes of related programs for closing the gaps.·Attainable-The objectives are attainable as they only require the nurses and other care providers in my organization to comply and act accordingly.·Relevant- These objectives will close the practice gap in the care setting thus reducing medical errors and promoting positive care outcomes for patients dealing with mental health issues.·Time Bound- Timing such a change in quality improvement and closing the gap in medication management in my organization will require about 3 months as such time is enough to track the critical changes in the practice gap and any more time will undermine the safety of patients and the quality of care provided in the organization.Activities for Quality Improvement ProjectClosing the practice gap in medicine management in my organization will require consideration of the objectives and the resources at hand. In this case, since the organization is still hiring nurses and other healthcare providers, a relevant activity for the mental health facility will be to hire nurses and other healthcare professionals with consideration and competency for medicine management for the patients. This process will involve finding nurses from reputable institutions who demonstrate appreciation for evidence-based practice through the integrity and reliability of the research projects they undertook while studying the course.The human resource management of the facility will be responsible for this project by thoroughly going through the transcripts and the CVs of the nurse applicants to check for their experience with medicine management. Another activity for closing the gap in medicine management in the organization will be to train the present staff on the need for vital signs and physical patient monitoring before medicine administration. Training the present staff will remind them of the importance of patient monitoring while hiring staff knowledgeable in the same will ensure the culture is retained for closing the gap in the long run.ReferencesAyre, M. J., Lewis, P. J., & Keers, R. N. (2023). Understanding the medication safety challenges for patients with mental illness in primary care: a scoping review.BMC Psychiatry,23(1), 1-17.clinical services (No. WHO/CDS/HIV/19.17). World Health Organization.Sapra, A., Malik, A., & Bhandari, P. (2020). Vital sign assessment.World Health Organization. (2019). Maintaining and improving quality of care within HIVGap.in.practice.docxThis file is too large to display.View in new windowToolsforMeasuringQuality.docxThis file is too large to display.View in new windowPART1______.docxThis file is too large to display.View in new windowPART3______.docxThis file is too large to display.View in new windowOverviewofDNPProjec1.docxOverview of DNP ProjectThe DNP program at Walden University is designed to promote student development as a nurse leader and scholar-practitioner. Pursuant to this outcome, graduates are expected to engage in and provide leadership for evidence-based practice in their chosen practice settings, which requires theoretical, empirical, and experiential application of knowledge—including translation of research to practice; evaluation and improvement of healthcare practice and outcomes; and participation in collaborative scholarship. The purpose of the DNP Project is to guide students in designing, developing, implementing, evaluating, and/or translating, as well as subsequently disseminating, scholarship that addresses an evidence-based need or problem in their focused area of practice.Advanced practice nursing students: After finding a preceptor in their specialty area, students may focus their practicum experience on developing and applying new knowledge and expertise in their specialty area along with expanding their responsibilities for managing the care of individuals, families, and communities within systems or organizations. In addition, students may examine the following areas based on their area of expertise: practice trends; possible systemic changes to improve healthcare quality and safety at the organizational or policy level; or improvements in evidence-based practice settings.DescriptionofQualityInitiative.docx21Quality Improvement InitiativeDescription of Quality InitiativeThe quality improvement initiative I selected is healthcare staff education on the essence of patient monitoring before the administration of medicine. This initiative is relevant as it is directly related to the QI improvement gap in my organization, which is medication management lacking consideration for physical monitoring such as vital signs, weight, and blood levels for illicit drugs. Education on the need for patient monitoring will remind the nurses and other healthcare providers of the basics of healthcare provision that they may have forgotten or undermined during their practice. The education initiative will differ from a training program in that it will be a one-time thing for the participants, lasting only a few hours.Handling of Adverse Events in an OrganizationMy organization appreciates that adverse events are normal in healthcare provision and any other practice in different sectors. This appreciation leads it to watch out for potential adverse events for their prevention. When unwanted events do occur, the healthcare organization encourages the staff to report them so that investigations can be done to find out the cause and prevent their occurrence in the future. In this case, the mental health care facility encourages a just culture and ensures that care providers are not victimized when they make mistakes. According to Barkell and Snyder (2021), a just culture balances system and individual accountability and people perceive that they will be handled fairly if they report mistakes done during care provision. When an organization responds to adverse events fairly and systematically the internal and external stakeholders perceive that the care organization provides quality care as it cares for its staff even when mistakes are made and is not thrown into disarray in the process.Error Rate from ArticleThe article I selected is one from Mulac, Taxis, Hagesaether, and Granas (2020), who state that medication errors still occur and cause patient harm despite the global efforts towards their prevention. According to the article, most medication errors occur during administration, accounting for 68% of the errors and the leading types of errors were dosing, omission, and wrong drug errors at 38%, 23%, and 15% respectively (Mulac, Taxis, Hagesaether and Granas, 2020). Furthermore, according to the article, 62% of the errors were harmful, resulting in severe harm or fatal outcomes (Mulac, Taxis, Hagesaether, and Granas, 2020). The error rates from the article relate to my healthcare organization as they reflect the adverse outcomes it may experience if the QI initiative is not undertaken. The mental health patients who visit the facility may suffer severe harm or even die because of the lack of patient monitoring before drug administration by the care provider in the organization.ReferencesMulac, A., Taxis, K., Hagesaether, E., & Granas, A. G. (2020). Severe and fatal medication errors in hospitals: findings from the Norwegian Incident Reporting System. European Journal of Hospital Pharmacy.Barkell, N. P., & Snyder, S. S. (2021, January). Just culture in healthcare: An integrative review. In Nursing Forum (Vol. 56, No. 1, pp. 103-111).PART2_______.docxPART 2CLINICAL ASSIGNMENT 1: DNP PROJECT FACULTY ADVISOR AND SITE IDENTIFICATION—MATCHING REQUEST FORMFor this Assignment, you will:1. Complete the one-page  PROJECT SUMMARY for this assignment including the following information for the planned DNP Project:· Planned Project Title: tangible Virtual Treatment· Organization (site name/type of setting): Virtual Consult MD/Private practice· Location (city, state, and/or country): Norcross, Georgia, USA· Practice gap or practice change: The quality improvement practice gap I have identified in my organization is medication management without physical monitoring of vital signs, weight, or blood levels for illicit drugs.· Proposed Type of Project: Quality improvement initiativeRubricNURS_8302_Week6_Assignment2_RubricNURS_8302_Week6_Assignment2_RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeThis criterion is linked to a Learning Outcome Complete the DNP Project Committee Request Form.20 to >0.0 ptsExcellentA completed DNP Committee Request Form is submitted and includes site and a possible project information.0 ptsFair0 ptsGood0 ptsPoorA DNP Request Form is not submitted, or it is missing information.20 ptsTotal Points: 20image1.jpegmeetingsummery.docxNURS 8302 Leading Organizations for Quality Improvement InitiativesPracticum Assignment:Organization Meeting SummaryPreparation to begin your DNP Project begins with the meeting with an organization to explore a gap in practice or a practice change that you might address as your DNP Project. Preparing for this meeting includes following the instructions in your NURS 8302 course and reviewing the guidelines for your practicum assignment 1. Address the following in a 4–5-page paper using the APA 7 template for writing graduate papers found athttps://academicguides.waldenu.edu/writingcenter/templates/generalIntroduction· Identify the organization, location, and participants at the meeting. Indicate the role each person plays in the organization.· How did you first approach the organization?· Why did you select this organization?· Does the organization have a key person for the organization who oversees students doing DNP projects?· If there is no key person, who represented nursing and/or nursing students at the meeting.Describe the DNP Project· Describe exactly what you did to explain the DNP project process at Walden University.· What questions did the participants have and how did you respond?· How did you and the organization identify possible gaps in practice or practice changes that might be addressed by the DNP project.· Describe the gap or problem and cite two sources that justify the gap or problem in nursing.· What approach (clinical practice guideline, staff education, quality improvement initiative) did you discuss to address a practice gap or practice change?· What questions did the organization representatives have, and what were your responses?· How does the proposed practice change support positive social change, diversity, equity, and inclusion?Project Team· Who would be the key stakeholders and potential team members (e.g. organization leader, project mentor) for a project to address gap in practice or practice change?Next Steps· Describe the information that you provided to the organization regarding the next steps in the process.· What questions were asked?· What responses did you have?· What decisions were made?EvidenceExplore three sources of current evidence (no older than five (5) years) that could support the project initiative. You may include the two citations you cited underthe Describe the DNP Projectsection.CitationEvidence TypeSample, Sample size, SettingFindings that help address the gap in practice or practice changeSummary· Summarize the strengths and weaknesses of the meeting.· What would you have done differently?· What additional information do you need before you meet with your faculty advisor in NURS 8702, project mentoring course.ApplyingProjectManagementApproachesforaQualityImprovementPracticeGap.docx12Applying Project Management Approaches for a Quality Improvement Practice GapQuality Improvement GapThe quality improvement practice gap I have identified in my nursing organization is medication management without physical monitoring of vital signs, weight, or blood levels for illicit drugs. This practice gap is noticeable in my organization and evident in many organizations providing mental health assistance and medical care in general. In research carried out in England, it was found that only 40% of patients on lithium prescriptions in mental hospitals received the necessary checks in primary care (Ayre, Lewis, and Keers, 2023). Many health care providers undermine medication management resulting in medical errors in healthcare settings because of undermining the need for monitoring vital signs and physical patient monitoring.Sapra, Malik, and Bhandari (2020) state that vital signs are important for present and future care and their monitoring at any medical appointment can provide an outlook of the intensity of the medical issue and the body’s ability to cope with the resulting stress on the physiological wellbeing of the patient. Physical patient monitoring is also critical for medication management, especially in my organization, where patients may have indulged in one or more illicit drugs and this may interfere with the medicine, they are to receive for their mental health care.SMART Objectives for Quality Improvement ProjectOne objective for quality improvement for closing the gap in medicine management in mental health practice and my organization specifically is to ensure that the vital signs are checked. Another objective is to ensure the monitoring of the physical factors of patients before the administration of medicine for effective medicine management. The following is the SMART breakdown of the objectives;·Specific-The objectives will target care providers, where nurses like myself and other members of healthcare teams will be expected to carry out vital signs checks before the administration of any medication. Those who fail to monitor patients will be at risk of disciplinary followings to review their conduct in providing mental health services in the organization.·Measurable-To measure whether these objectives are being attained, feedback will be gained from administrative records on checking vital signs and physical patient monitoring. According to the World Health Organization (2019), administrative records are one of the sources of data for identifying quality improvement gaps and quantifying the outcomes of related programs for closing the gaps.·Attainable-The objectives are attainable as they only require the nurses and other care providers in my organization to comply and act accordingly.·Relevant- These objectives will close the practice gap in the care setting thus reducing medical errors and promoting positive care outcomes for patients dealing with mental health issues.·Time Bound- Timing such a change in quality improvement and closing the gap in medication management in my organization will require about 3 months as such time is enough to track the critical changes in the practice gap and any more time will undermine the safety of patients and the quality of care provided in the organization.Activities for Quality Improvement ProjectClosing the practice gap in medicine management in my organization will require consideration of the objectives and the resources at hand. In this case, since the organization is still hiring nurses and other healthcare providers, a relevant activity for the mental health facility will be to hire nurses and other healthcare professionals with consideration and competency for medicine management for the patients. This process will involve finding nurses from reputable institutions who demonstrate appreciation for evidence-based practice through the integrity and reliability of the research projects they undertook while studying the course.The human resource management of the facility will be responsible for this project by thoroughly going through the transcripts and the CVs of the nurse applicants to check for their experience with medicine management. Another activity for closing the gap in medicine management in the organization will be to train the present staff on the need for vital signs and physical patient monitoring before medicine administration. Training the present staff will remind them of the importance of patient monitoring while hiring staff knowledgeable in the same will ensure the culture is retained for closing the gap in the long run.ReferencesAyre, M. J., Lewis, P. J., & Keers, R. N. (2023). Understanding the medication safety challenges for patients with mental illness in primary care: a scoping review.BMC Psychiatry,23(1), 1-17.clinical services (No. WHO/CDS/HIV/19.17). World Health Organization.Sapra, A., Malik, A., & Bhandari, P. (2020). Vital sign assessment.World Health Organization. (2019). Maintaining and improving quality of care within HIVGap.in.practice.docxThis file is too large to display.View in new windowToolsforMeasuringQuality.docxThis file is too large to display.View in new windowPART1______.docxThis file is too large to display.View in new windowPART3______.docxThis file is too large to display.View in new window123456789Bids(60)PROVEN STERLINGDr. Ellen RMMathProgrammingabdul_rehman_Emily ClareProf Double RDoctor.NamiraYoung NyanyaSTELLAR GEEK A+Jahky BProWritingGuruSheryl HoganDr M. MichelleAshley EllieTutor Cyrus KenDr. Sophie MilesColeen AndersonIsabella HarvardBrainy BrianPROF_ALISTERShow All Bidsother Questions(10)essay 1.5 pagePCN-521 Week 2 Week 2 Ethical Issues PaperConcept Analysis on Caring in Nursing – NR501CommentsMS6014 M1A2 Discussion – Understanding Financial StatementsExamination of Clinical Psychology PaperFinal Writing AssignmentDiscussion Question 10Need help please last minute help got screwed overEconomics for business paper

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EVIDENCE- BASED PRACTICE AND APPLIED NURSING RESEARCH

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Home>Homework Answsers>Nursing homework helpAPACOMPETENCIES738.2.1:Foundations of InquiryThe learner differentiates between quality improvement processes, evidence-based practice, and research.738.2.2:Literature Review and AnalysisThe learner demonstrates knowledge of the process and outcomes of conducting a literature review.738.2.3:Ethics and ResearchThe learner demonstrates an understanding of the ethics of nursing research particularly human subjects’ protections, informed consent, and alignment with patient and family values and preferences.738.2.4:Patient OutcomesThe learner discriminates between evidence-based standards of practice and conventional practices to improve patient outcomes.738.2.5:Data Collection, Analysis, and DocumentationThe learner describes the process of data collection, analysis, and implementation of evidence that can improve clinical practice from an interprofessional perspective.INTRODUCTIONEvidence-based literature comes from many sources. The discipline of nursing has an abundance of research data and resources to guide clinical decisions. Therefore, it is of pivotal importance to understand the basic tenets of critical appraisal of such evidence for its use in interprofessional healthcare practices.In this task, you will identify a healthcare problem, develop an evidence-based practice (EBP) question, and review selected research-based and non-research-based evidence to find answers to that question.Note that while you will be analyzing only one research-based and one non-research-based article in this task, an actual evidence-based practice change would require the support of many high-quality research studies.REQUIREMENTSYour submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.Tasks maynotbe submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).A.  Submit a copy of your Collaborative Institutional Training Initiative (CITI) certification in either a .jpeg, .png, .bmp, .gif, or .pdf file.B.  Discuss the impact of a clinical practice problem on the patient or patients and the organization it affects.1.  Identifyeachof the following PICO components of the clinical practice problem:•P: patient, population, or problem•I: intervention•C: comparison•O: outcome2.  Develop an evidence-based practice (EBP) question based on the clinical practice problem discussed in part B and the PICO components identified in part B1.Note: Refer to the “Appendix B: Question Development Tool” web link for information on the creation of an EBP question.C.  Select a research-based article that answers your EBP question from part B2 to conduct an evidence appraisal.Note: The article you select should not be more than five years old.1.  Discuss the background or introduction (i.e., the purpose) of the research-based article.2.  Describe the research methodology used in the research-based article.3.  Identify the level of evidence for the research-based article using the Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) model.Note: Refer to the “Appendix E: Research Evidence Appraisal Tool” web link for information on how to level a research-based article.4.  Summarize how the researcher analyzed the data in the research-based article.5.  Summarize the ethical considerations of the research-based article. If none are present, explain why.6.  Identify the quality rating of the research-based article according to the JHNEBP model.Note: Refer to the “Appendix E: Research Evidence Appraisal Tool” web link for information on how to establish the quality rating.7.  Analyze the results or conclusions of the research-based article.a.  Explain how the article helps answer your EBP question.D.  Select a non-research-based article from a peer-reviewed journal that helps to answer your EBP question from part B2 to conduct an evidence appraisal.Note: The article you select should not be more than five years old.1.  Discuss the background or introduction (i.e., the purpose) of the non-research-based article.2.  Describe the type of evidence (e.g., case study, quality improvement project, clinical practice guideline) used in the non-research-based article.3.  Identify the level of evidence in the non-research-based article using the JHNEBP model.Note: Refer to the “Appendix F: Non-Research Evidence Appraisal Tool” web link for information on how to level the non-research-based article.4.  Identify the quality rating of the non-research-based article according to the JHNEBP model.5.  Discuss how the author’s recommendations in the non-research-based article help answer your EBP question.E.  Recommend a practice change that addresses your EBP question usingboththe research-based and non-research-based articles you selected for part C and part D.1.  Explain how you would involvethreekey stakeholders in supporting the practice change recommendation.2.  Discussonespecific barrier you may encounter when implementing the practice change recommendation.3.  Identifyonestrategy that could be used to overcome the barrier discussed in part E2.4.  Identifyoneoutcome (theOcomponent in PICO) from your EBP question that can be used to measure the recommended practice change.F.   Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.G.  Demonstrate professional communication in the content and presentation of your submission.File RestrictionsFile name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )File size limit: 200 MBFile types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7zRUBRICA:CITI CERTIFICATIONNOT EVIDENTA copy of the learner’s CITI certification is not provided.APPROACHING COMPETENCENot applicable.COMPETENTA copy of the learner’s CITI certification is provided.B:CLINICAL PRACTICE PROBLEMNOT EVIDENTThe submission does not identify a clinical practice problem or does not include a discussion of the impact of a clinical practice problem on the patient or patients and the organization it affects.APPROACHING COMPETENCEThe submission includes a discussion of the clinical practice problem but does not logically address its impact on the patient or patients and the organization it affects.COMPETENTThe submission includes a discussion of the clinical practice problem that logically addresses its impact on the patient or patients and the organization it affects.B1:PICO COMPONENTSNOT EVIDENTThe submission does not includeeachof the given PICO components of the clinical practice problem.APPROACHING COMPETENCEThe submission includeseachof the PICO components of the clinical practice problem, but 1 or more of the given components are inaccurate or incomplete.COMPETENTThe submission includeseachof the given PICO components of the clinical practice problem.Eachof the given components is accurate and complete.B2:EVIDENCE-BASED QUESTIONNOT EVIDENTThe submission does not include an EBP question.APPROACHING COMPETENCEThe submission includes an EBP question, but the EBP question does not appropriately address the clinical practice problem or does not includeallthe PICO components.COMPETENTThe submission includes an EBP question that appropriately addresses the clinical practice problem and includesallthe PICO components.C:SELECTION OF A RESEARCH-BASED ARTICLENOT EVIDENTAn article selection is not provided.APPROACHING COMPETENCEThe selected article is not research based or does not answer the EBP question from part B2.COMPETENTThe selected article is research based and answers the EBP question from part B2.C1:BACKGROUND OR INTRODUCTION OF THE RESEARCH-BASED ARTICLENOT EVIDENTThe submission does not include a discussion of the background or introduction of the research-based article.APPROACHING COMPETENCEThe submission does not accurately discuss the background or introduction of the research-based article.COMPETENTThe submission accurately discusses the background or introduction of the research-based article.C2:RESEARCH METHODOLOGY IN THE RESEARCH-BASED ARTICLENOT EVIDENTThe submission does not include a description of the research methodology used in the research-based article.APPROACHING COMPETENCEThe submission includes a description that inaccurately describes the research methodology used in the research-based article.COMPETENTThe submission includes a description that accurately describes the research methodology used in the research-based article.C3:LEVEL OF EVIDENCE IN THE RESEARCH-BASED ARTICLENOT EVIDENTThe submission does not identify the level of evidence for the research-based article.APPROACHING COMPETENCEThe submission identifies the level of evidence for the research-based article that is not accurate according to the JHNEBP model.COMPETENTThe submission accurately identifies the level of evidence for the research-based article that is based on the JHNEBP model.C4:ANALYSIS OF THE DATANOT EVIDENTThe submission does not include a summary of the data analysis in the article.APPROACHING COMPETENCEThe submission includes a summary of the data analysis, but the summary does not accurately describe how the researcher analyzed the data in the article.COMPETENTThe submission includes a summary that accurately describes how the researcher analyzed the data in the article.C5:ETHICAL CONSIDERATIONS OF THE RESEARCH-BASED ARTICLENOT EVIDENTThe submission does not include a summary of ethical considerations. Or the submission does not include an explanation of why no ethical considerations are present in the research-based article.APPROACHING COMPETENCEThe submission includes a summary of ethical considerations, but the summary does not logically describe the ethical considerations of the research-based article. Or, if no ethical considerations are present in the research-based article, the submission does not logically explain why none are present.COMPETENTThe submission includes a summary that logically describes the ethical considerations of the research-based article. Or, if no ethical considerations are present, the submission includes a logical explanation of why none are present.C6:QUALITY RATING OF THE RESEARCH-BASED ARTICLENOT EVIDENTThe submission does not identify a quality rating of the research-based article.APPROACHING COMPETENCEThe submission identifies a quality rating of the research-based article that is not accurate according to the JHNEBP model.COMPETENTThe submission accurately identifies a quality rating of the research-based article according to the JHNEBP model.C7:RESULTS OR CONCLUSIONS OF THE RESEARCH-BASED ARTICLENOT EVIDENTThe submission does not include an analysis of the results or conclusions of the research-based article.APPROACHING COMPETENCEThe submission includes an analysis of the results or conclusions, but the analysis does not logically evaluate the results or conclusions of the research-based article.COMPETENTThe submission includes an analysis that logically evaluates the results or conclusions of the research-based article.C7A:HOW THE ARTICLE ANSWERS THE EBP QUESTIONNOT EVIDENTThe submission does not include an explanation of how the article helps answer the EBP question.APPROACHING COMPETENCEThe submission does not appropriately explain how the article helps answer the EBP question.COMPETENTThe submission appropriately explains how the article helps answer the EBP question.D:SELECTION OF A NON-RESEARCH-BASED ARTICLENOT EVIDENTAn article selection is not provided.APPROACHING COMPETENCEThe selected article is not a non-research-based article or does not answer the EBP question from part B2.COMPETENTThe selected article is a non-research-based article and answers the EBP question from part B2.D1:BACKGROUND OR INTRODUCTION OF THE NON-BASED-RESEARCH ARTICLENOT EVIDENTThe submission does not include a discussion of the background or introduction of the non-research-based article.APPROACHING COMPETENCEThe submission does not accurately address the background or introduction of the non-research-based article.COMPETENTThe submission accurately addresses the background or introduction of the non-research-based article.D2:TYPE OF EVIDENCE IN THE NON-BASED-RESEARCH ARTICLENOT EVIDENTThe submission does not include a description of the type of evidence used in the non-research-based article.APPROACHING COMPETENCEThe submission does not accurately describe the type of evidence used in the non-research-based article.COMPETENTThe submission accurately describes the type of evidence used in the non-research-based article.D3:LEVEL OF EVIDENCE IN THE NON-RESEARCH-BASED ARTICLENOT EVIDENTThe submission does not identify the level of evidence for the non-research-based article.APPROACHING COMPETENCEThe submission identifies the level of evidence for the non-research-based article that is not accurate according to the JHNEBP model.COMPETENTThe submission accurately identifies the level of evidence for the non-research-based article according to the JHNEBP model.D4:QUALITY RATING OF THE NON-RESEARCH-BASED ARTICLENOT EVIDENTThe submission does not identify a quality rating for the non-research-based article.APPROACHING COMPETENCEThe submission identifies a quality rating for the non-research-based article that is not accurate according to the JHNEBP model.COMPETENTThe submission accurately identifies the quality rating for the non-research-based article according to the JHNEBP model.D5:AUTHOR’S RECOMMENDATIONS IN THE NON-RESEARCH-BASED ARTICLENOT EVIDENTThe submission does not include a discussion of the author’s recommendations that help answer the EBP question.APPROACHING COMPETENCEThe submission includes a discussion of the author’s recommendations, but the discussion does not logically explain how the author’s recommendations help answer the EBP question.COMPETENTThe submission includes a discussion that logically explains how the author’s recommendations help answer the EBP question.E:RECOMMENDED PRACTICE CHANGENOT EVIDENTThe submission does not include a practice change recommendation.APPROACHING COMPETENCEThe submission includes a practice change recommendation, but the recommendation does not appropriately address the EBP question. Or the recommendation does not accurately useboththe research-based and non-research-based articles to show how the change should be made.COMPETENTThe submission includes a practice change recommendation that appropriately addresses the EBP question and accurately usesboththe research-based and non-research-based articles to show how the change should be made.E1:INVOLVEMENT OF KEY STAKEHOLDERSNOT EVIDENTThe submission does not include an explanation of 3 key stakeholders’ involvement in the practice change recommendation.APPROACHING COMPETENCEThe submission includes an explanation of 3 key stakeholders’ involvement, but the explanation does not address how 1 or more of the stakeholders would appropriately support the practice change recommendation.COMPETENTThe submission includes an explanation of how 3 key stakeholders would appropriately support the practice change recommendation.E2:BARRIER OF IMPLEMENTING THE PRACTICE CHANGENOT EVIDENTThe submission does not include a discussion of 1 specific barrier that might be encountered when implementing the practice change recommendation.APPROACHING COMPETENCEThe submission includes a discussion of 1 specific barrier that might be encountered, but the barrier discussed is not appropriate for the practice change recommendation, or the barrier discussed would not feasibly be encountered during implementation.COMPETENTThe submission includes a discussion of 1 specific barrier that might feasibly be encountered during implementation, and the barrier discussed is appropriate for the practice change recommendation.E3:STRATEGY FOR OVERCOMING THE BARRIERNOT EVIDENTThe submission does not identify 1 strategy that could be used to overcome the barrier discussed in part E2.APPROACHING COMPETENCEThe submission identifies 1 strategy for overcoming a barrier, but that strategy would not logically be used to overcome the barrier discussed in part E2.COMPETENTThe submission identifies 1 strategy that could logically be used to overcome the barrier discussed in part E2.E4:OUTCOME TO MEASURE THE RECOMMENDED PRACTICE CHANGENOT EVIDENTThe submission does not identify 1 outcome for measuring the recommended practice change.APPROACHING COMPETENCEThe submission identifies 1 outcome from the EBP question, but the outcome does not appropriately measure the recommended practice change.COMPETENTThe submission identifies 1 outcome from the EBP question that appropriately measures the recommended practice change.F:SOURCESNOT EVIDENTThe submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.APPROACHING COMPETENCEThe submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations and/or reference list is incomplete or inaccurate.COMPETENTThe submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.G:PROFESSIONAL COMMUNICATIONNOT EVIDENTContent is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.APPROACHING COMPETENCEContent is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.COMPETENTContent reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.DeboraDangSandraLDea_2018_JohnsHopkinsNursingEvidence-BasedPractic.acsmDeboraDangSandraLDea_2018_JohnsHopkinsNursingEvidence-BasedPractic1.acsmDeboraDangSandraLDea_2018_JohnsHopkinsNursingEvidence-BasedPractic2.acsm2 years ago15.01.202415Report issueBids(64)Dr. Ellen RMMathProgrammingnicohwilliamPROF_ALISTERProf Double RSheryl HoganEmily Clarefirstclass tutorDemi_RoseFiona DavaMUSYOKIONES A+Dr CloverJudithTutorDiscount AssignJahky BTop MalaikaProWritingGuruColeen AndersonDr. Everleigh_JKIsabella HarvardShow All Bidsother Questions(10)changing sentences ( plagiarism)Employee Relations Memodemand vs supplyA+ SolutionAcademicallyHealthcare Marketing Organization/Product Papermarketing homeworkessayDiscussion Question AnswerLEADERSHIP/ PHYLLIS YOUNG

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Nursing ASSIGNMENT

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Home>Homework Answsers>Nursing homework helpNursa year ago19.01.202410Report issuefiles (1)WEEK8PATHASSIGNMENT.docxWEEK8PATHASSIGNMENT.docxTo prepare:By Day 1 of this week, you will be assigned to a specific case study scenario for this Case Study Assignment. Please see the “Announcements” section of the classroom for your assignment from your Instructor.The Assignment (1- to 2-page case study analysis)In your Case Study Analysis related to the scenario provided, explain the following:· The musculoskeletal pathophysiologic processes that would account for the patient presenting these symptoms.· Any racial/ethnic variables that may impact physiological functioning.· How these processes interact to affect the patient.The Assignment (1- to 2-page case study analysis)In your Case Study Analysis related to the scenario provided, explain the following:· The musculoskeletal pathophysiologic processes that would account for the patient presenting these symptoms.· Any racial/ethnic variables that may impact physiological functioning.· How these processes interact to affect the patient.A 64-year-old female presents to the clinic with back pain for the last 3 weeks.  She reports that she has tried ibuprofen and Tylenol without relief of symptoms.  The pain is a 5/10 and is sharp at times.  She has noticed a reduction in her ability to perform ADLs.  She denies any injury.  She denies any burning with urination, numbness to lower extremities, or leg weakness.  The patient has a history of osteoporosis and was prescribed calcium and vitamin D supplements along with Alendronate 10mg po daily. Patient is 5’6” and weighs 175 pounds.  BP is 120/84, pulse is 80, resp 18, regular and non labored, pulse ox 95%, and temp 98.0F. Physical exam reveals no focal motor deficits, DTRs 1+, localized vertebral spinous process tenderness to L2.  Xray:  Vertebral compression fracture of L2 with anterior wedging of thoracic vertebrae.WEEK8PATHASSIGNMENT.docxTo prepare:By Day 1 of this week, you will be assigned to a specific case study scenario for this Case Study Assignment. Please see the “Announcements” section of the classroom for your assignment from your Instructor.The Assignment (1- to 2-page case study analysis)In your Case Study Analysis related to the scenario provided, explain the following:· The musculoskeletal pathophysiologic processes that would account for the patient presenting these symptoms.· Any racial/ethnic variables that may impact physiological functioning.· How these processes interact to affect the patient.The Assignment (1- to 2-page case study analysis)In your Case Study Analysis related to the scenario provided, explain the following:· The musculoskeletal pathophysiologic processes that would account for the patient presenting these symptoms.· Any racial/ethnic variables that may impact physiological functioning.· How these processes interact to affect the patient.A 64-year-old female presents to the clinic with back pain for the last 3 weeks.  She reports that she has tried ibuprofen and Tylenol without relief of symptoms.  The pain is a 5/10 and is sharp at times.  She has noticed a reduction in her ability to perform ADLs.  She denies any injury.  She denies any burning with urination, numbness to lower extremities, or leg weakness.  The patient has a history of osteoporosis and was prescribed calcium and vitamin D supplements along with Alendronate 10mg po daily. Patient is 5’6” and weighs 175 pounds.  BP is 120/84, pulse is 80, resp 18, regular and non labored, pulse ox 95%, and temp 98.0F. Physical exam reveals no focal motor deficits, DTRs 1+, localized vertebral spinous process tenderness to L2.  Xray:  Vertebral compression fracture of L2 with anterior wedging of thoracic vertebrae.Bids(59)MathProgrammingProf Double RSheryl HoganEmily Clarefirstclass tutorFiona DavaMUSYOKIONES A+Dr CloverJudithTutorDiscount AssignJahky BProWritingGuruColeen AndersonDr. Everleigh_JKBrilliant GeekTutor Cyrus KenWIZARD_KIMAshley Elliepacesetters2121American TutorShow All Bidsother Questions(10)FOR Dr.ROCAL ONLY!!!!!!”dr keloki reborn only’ITM 527 Module 2 DiscussionManagement Information Systems unit III assessment and DQ questionW6A BUS670ECO 550 Week_3_Problem_Set_answersM2A1financeAnswer DB Question 1200 Words and 6 References (APA Format) **Follow Rubics**Essay

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Fluid, Electrolyte, and Acid-Base Homeostasis

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Home>Homework Answsers>Nursing homework helpMs. Brown is a 70-year-old woman with type 2 diabetes mellitus who has been too ill to get out of bed for 2 days. She has had a severe cough and has been unable to eat or drink during this time. On admission, her laboratory values show the following:Serum glucose 412 mg/dLSerum sodium (Na+) 156 mEq/LSerum potassium (K+) 5.6 mEq/LSerum chloride (Cl–) 115 mEq/LArterial blood gases (ABGs): pH 7.30; PaCO2 32 mmHg; PaO2 70 mmHg; HCO3– 20 mEq/LCase Study 2 Questions:Based on Ms. Brown admission’s laboratory values, could you determine what type of water and electrolyte imbalance she has? Name all of them based on the lab results and clinical presentation.Describe the signs and symptoms of the different types of water imbalance, and describe the clinical manifestation she might exhibit with the potassium level she has.In the specific case presented which would be the most appropriate treatment for Ms. Brown and why? Include both pharmacologic and non-pharmacologic approaches.What do the ABGs from Ms. Brown indicate regarding her acid-base imbalance?Based on your readings and your research define and describe Anion Gaps and their clinical significance.a year ago23.01.202415Report issueBids(67)Miss DeannaDr. Ellen RMMathProgrammingProf Double RSheryl HoganEmily ClareProf. TOPGRADEDemi_Rosesherry proffMUSYOKIONES A+Dr CloverJudithTutorMISS HILLARY A+Discount AssignTop MalaikaProWritingGuruColeen AndersonIsabella HarvardBrilliant GeekTutor Cyrus KenShow All Bidsother Questions(10)businees performance: Do the acounting partECO 205 Week 1 DQ 2Presentation guidelinesPowerPoint PresentationPlease describe the process you plan to use to conduct research, identify findings, and develop the Comprehensive Project due in Unit 5 and present a brief outline indicating how you intend to organize the project deliverable.BUS 415 Week 5 DQ 1.docratio analysisReflection Paper and Angela Case Studyinterrogations m3Project: Written Speech

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Case study

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Home>Homework Answsers>Nursing homework helpLeadershipwhat is the best way to treat  Asthmaa year ago01.03.202490Report issuefiles (1)DiseaseProcess.docxDiseaseProcess.docxAs anadvanced practice nurseyour ability to apply the concepts of pathophysiology toanalysis of the disease processesis fundamental because the underlying pathophysiology of disease directly correlates to the presenting signs and symptoms and severity of disease.While presenting symptoms may be attributed to one underlying body system, cellular processes often impact multiple related body systems.Based on the knowledge you have gained up to this point, it is time to apply your skills to complete a case study for a patient presenting with asthma exacerbation.Review the Patient Diagnosis Case Study: Asthma.Patient Diagnosis Case Study: AsthmaNancy Smith, a 35-year-old female, presents with an asthma exacerbation. She has had asthma since she was a child for which she was hospitalized several times. Her asthma was well controlled until the past couple of years. She has gone to urgent care a few times over the past year (most recently 4 months ago) and was given a prescription for an inhaled steroid (she never filled), albuterol inhaler, and oral steroids. She had eczema as a child and received allergy shots for many years. Her asthma symptoms flared again 2 weeks ago, and she has been using her albuterol 4 to 5 times a day. She reports that she is very short of breath when climbing stairs or when walking to the mailbox. She has had productive nighttime coughing spells every day during the past week and has had to prop herself up on pillows to breathe. She indicates that she has had similar previous flares in the past.Patient Health InformationMeds: Proair HFA, Claritin, Flonase prn.Pulse ox: 93% on RAAssessment DeliverableWrite a 700- to 1,050-word paper that addresses the following:· Discuss the pathophysiology of asthma including the 3 underlying components occurring in the bronchial mucosa.· Explain how Nancy’s symptoms relate to each of the 3 underlying components of disease pathophysiology.· Describe the risk factors for asthma including genetic/genomic, pharmacogenetic, and environmental exposure.· From a pathophysiological perspective, analyze the concept of “atopy” and how it relates to asthma, allergic rhinitis, and atopic dermatitis.· Describe the chronic pathophysiologic changes that occur in the respiratory system with uncontrolled asthma.· Correlate these pathophysiologic changes to asthma morbidity and mortality.Cite a minimum of 4 scholarly resources to support your answers.Format your paper according to APA guidelines.Submit your assessment.Assessment Support· Visit these websites to find information related to concepts in this assessment:·Centers for Disease Control and Prevention (CDC)·National Heart, Lung, and Blood Institute·Global Initiative for Asthma (GINA)Rubric· athophysiology of asthma15% of total grade· Relating symptoms to the disease pathophysiology15% of total grade· Risk factors15% of total grade· Relating “atopy” to asthma15% of total grade· Impact of chronic uncontrolled asthma15% of total grade· Correlation to morbidity and mortality15% of total grade· Identify the problem5% of total grade· APA, Grammar, and Writing Mechanics3% of total grade· Supporting Evidence2% of total gradeDiseaseProcess.docxAs anadvanced practice nurseyour ability to apply the concepts of pathophysiology toanalysis of the disease processesis fundamental because the underlying pathophysiology of disease directly correlates to the presenting signs and symptoms and severity of disease.While presenting symptoms may be attributed to one underlying body system, cellular processes often impact multiple related body systems.Based on the knowledge you have gained up to this point, it is time to apply your skills to complete a case study for a patient presenting with asthma exacerbation.Review the Patient Diagnosis Case Study: Asthma.Patient Diagnosis Case Study: AsthmaNancy Smith, a 35-year-old female, presents with an asthma exacerbation. She has had asthma since she was a child for which she was hospitalized several times. Her asthma was well controlled until the past couple of years. She has gone to urgent care a few times over the past year (most recently 4 months ago) and was given a prescription for an inhaled steroid (she never filled), albuterol inhaler, and oral steroids. She had eczema as a child and received allergy shots for many years. Her asthma symptoms flared again 2 weeks ago, and she has been using her albuterol 4 to 5 times a day. She reports that she is very short of breath when climbing stairs or when walking to the mailbox. She has had productive nighttime coughing spells every day during the past week and has had to prop herself up on pillows to breathe. She indicates that she has had similar previous flares in the past.Patient Health InformationMeds: Proair HFA, Claritin, Flonase prn.Pulse ox: 93% on RAAssessment DeliverableWrite a 700- to 1,050-word paper that addresses the following:· Discuss the pathophysiology of asthma including the 3 underlying components occurring in the bronchial mucosa.· Explain how Nancy’s symptoms relate to each of the 3 underlying components of disease pathophysiology.· Describe the risk factors for asthma including genetic/genomic, pharmacogenetic, and environmental exposure.· From a pathophysiological perspective, analyze the concept of “atopy” and how it relates to asthma, allergic rhinitis, and atopic dermatitis.· Describe the chronic pathophysiologic changes that occur in the respiratory system with uncontrolled asthma.· Correlate these pathophysiologic changes to asthma morbidity and mortality.Cite a minimum of 4 scholarly resources to support your answers.Format your paper according to APA guidelines.Submit your assessment.Assessment Support· Visit these websites to find information related to concepts in this assessment:·Centers for Disease Control and Prevention (CDC)·National Heart, Lung, and Blood Institute·Global Initiative for Asthma (GINA)Rubric· athophysiology of asthma15% of total grade· Relating symptoms to the disease pathophysiology15% of total grade· Risk factors15% of total grade· Relating “atopy” to asthma15% of total grade· Impact of chronic uncontrolled asthma15% of total grade· Correlation to morbidity and mortality15% of total grade· Identify the problem5% of total grade· APA, Grammar, and Writing Mechanics3% of total grade· Supporting Evidence2% of total gradeBids(61)PROVEN STERLINGMiss DeannaDr. Ellen RMEmily ClareMathProgrammingDr. Aylin JMDr. Sarah BlakeMISS HILLARY A+abdul_rehman_Prof Double RYoung NyanyaSTELLAR GEEK A+ProWritingGuruSheryl HoganDr. Adeline ZoeDr M. MichelleAshley EllieDr. Sophie MilesWIZARD_KIMnicohwilliamShow All Bidsother Questions(10)Managing complexityBUS 520 Case StudyHealthcare hepAction planNetwork Infrastructure #3Business Communications AssignmentooooooneSour grape ice cream case analysisPreeminent Accounting FieldsHUM 130 WEEKS 1-9

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ASSESSING AND DIAGNOSING PATIENTS WITH MOOD DISORDERS

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Home>Homework Answsers>Nursing homework helpplease see attacheda year ago15.03.202430Report issuefiles (3)NRNPPRAC6635ComprehensivePsychiatricEvaluationTemplate.docxNRNP_PRAC_6635_ComprehensivePsychiatricEvaluationExemplar_rev.4.2022.docxASSESSINGANDDIAGNOSINGPATIENTSWITHMOODDISORDERSquestion.docxNRNPPRAC6635ComprehensivePsychiatricEvaluationTemplate.docxNRNP/PRAC 6635 Comprehensive Psychiatric Evaluation TemplateWeek (enter week #): (Enter assignment title)Student NameCollege of Nursing-PMHNP, Walden UniversityNRNP 6635: Psychopathology and Diagnostic ReasoningFaculty NameAssignment Due DateSubjective:CC(chief complaint):HPI:Past Psychiatric History:·General Statement:·Caregivers (if applicable):·Hospitalizations:·Medication trials:·Psychotherapy orPrevious Psychiatric Diagnosis:Substance Current Use and History:Family Psychiatric/Substance Use History:Psychosocial History:Medical History:·Current Medications:·Allergies:·Reproductive Hx:ROS:· GENERAL:· HEENT:· SKIN:· CARDIOVASCULAR:· RESPIRATORY:· GASTROINTESTINAL:· GENITOURINARY:· NEUROLOGICAL:· MUSCULOSKELETAL:· HEMATOLOGIC:· LYMPHATICS:· ENDOCRINOLOGIC:Objective:Physical exam:if applicableDiagnostic results:Assessment:Mental Status Examination:Differential Diagnoses:Reflections:References© 2021 Walden University Page 1 of 3NRNP_PRAC_6635_ComprehensivePsychiatricEvaluationExemplar_rev.4.2022.docxNRNP/PRAC 6635 Comprehensive Psychiatric Evaluation ExemplarINSTRUCTIONS ON HOW TO USE EXEMPLAR AND TEMPLATE—READ CAREFULLYIf you are struggling with the format or remembering what to include, follow theComprehensive Psychiatric Evaluation TemplateANDthe Rubricas your guide. It is also helpful to review the rubric in detail in order not to lose points unnecessarily because you missed something required. Below highlights by category are taken directly from the grading rubric for the assignment in Weeks 4–10. After reviewing the full details of the rubric, you can use it as a guide.In theSubjectivesection, provide:· Chief complaint· History of present illness (HPI)· Past psychiatric history· Medication trials and current medications· Psychotherapy or previous psychiatric diagnosis· Pertinent substance use, family psychiatric/substance use, social, and medical history· Allergies· ROS·Read rating descriptions to see the grading standards!In theObjectivesection, provide:· Physical exam documentation of systems pertinent to the chief complaint, HPI, and history· Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.·Read rating descriptions to see the grading standards!In theAssessmentsection, provide:· Results of the mental status examination,presented in paragraph form.· At least three differentials with supporting evidence. List them from top priority to least priority. Compare theDSM-5-TRdiagnostic criteria for each differential diagnosis and explain whatDSM-5-TRcriteria rules out the differential diagnosis to find an accurate diagnosis.Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.·Read rating descriptions to see the grading standards!Reflect on this case. Include: Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).(The comprehensive evaluation is typically theinitialnew patient evaluation. You will practice writing this type of note in this course. You will be ruling out other mental illnesses so often you will write up what symptoms are present and what symptoms are not present from illnesses to demonstrate you have indeed assessed for all illnesses which could be impacting your patient. For example, anxiety symptoms, depressive symptoms, bipolar symptoms, psychosis symptoms, substance use, etc.)

EXEMPLAR BEGINS HERECC(chief complaint): Abriefstatement identifying why the patient is here. This statement is verbatim of the patient’s own words about why presenting for assessment. For a patient with dementia or other cognitive deficits, this statement can be obtained from a family member.HPI: Begin this section with patient’s initials, age, race, gender, purpose of evaluation, current medication and referral reason. For example:N.M. is a 34-year-old Asian male presents for psychiatric evaluation for anxiety. He is currently prescribed sertraline which he finds ineffective. His PCP referred him for evaluation and treatment.OrP.H., a 16-year-old Hispanic female, presents for psychiatric evaluation for concentration difficulty. She is not currently prescribed psychotropic medications. She is referred by her therapist for medication evaluation and treatment.Then, this section continues with the symptom analysis for your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis.Paint a picture of what is wrong with the patient. First what is bringing the patient to your evaluation. Then, include a PSYCHIATRIC REVIEW OF SYMPTOMS. The symptoms onset, duration, frequency, severity, and impact. Your description here will guide your differential diagnoses. You are seeking symptoms that may align with many DSM-5-TR diagnoses, narrowing to what aligns with diagnostic criteria for mental health and substance use disorders.Past Psychiatric History: This section documents the patient’s past treatments. Use the mnemonicGoChaMP.General Statement: Typically, this is a statement of the patients first treatment experience. For example: The patient entered treatment at the age of 10 with counseling for depression during her parents’ divorce. OR The patient entered treatment for detox at age 26 after abusing alcohol since age 13.Caregivers are listed if applicable.Hospitalizations: How many hospitalizations? When and where was last hospitalization? How many detox? How many residential treatments? When and where was last detox/residential treatment? Any history of suicidal or homicidal behaviors? Any history of self-harm behaviors?Medication trials: What are the previous psychotropic medications the patient has tried and what was their reaction? Effective, Not Effective, Adverse Reaction? Some examples: Haloperidol (dystonic reaction), risperidone (hyperprolactinemia), olanzapine (effective, insurance wouldn’t pay for it)Psychotherapy orPrevious Psychiatric Diagnosis: This section can be completed one of two ways depending on what you want to capture to support the evaluation. First, does the patient know what type? Did they find psychotherapy helpful or not? Why? Second, what are the previous diagnosis for the client noted from previous treatments and other providers. Thirdly, you could document both.Substance Use History:This section contains any history or current use of caffeine, nicotine, illicit substance (including marijuana), and alcohol. Include the daily amount of use and last known use. Include type of use such as inhales, snorts, IV, etc. Include any histories of withdrawal complications from tremors, Delirium Tremens, or seizures.Family Psychiatric/Substance Use History:This section contains any family history of psychiatric illness, substance use illnesses, and family suicides. You may choose to use a genogram to depict this information. Be sure to include a reader’s key to your genogram or write up in narrative form.Social History:This section may be lengthy if completing an evaluation for psychotherapy or shorter if completing an evaluation for psychopharmacology. However, at a minimum, please include:Where patient was born, who raised the patientNumber of brothers/sisters (what order is the patient within siblings)Who the patient currently lives with in a home? Are they single, married, divorced, widowed? How many children?Educational LevelHobbies:Work History: currently working/profession, disabled, unemployed, retired?Legal history: past hx, any current issues?Trauma history: Any childhood or adult history of trauma?Violence Hx:Concern or issues about safety (personal, home, community, sexual (current & historical)Medical History:This section contains any illnesses, surgeries, include any hx of seizures, head injuries.Current Medications: Include dosage, frequency, length of time used, and reason for use. Also include OTC or homeopathic products.Allergies:Include medication, food, and environmental allergies separately. Provide a description of what the allergy is (e.g., angioedema, anaphylaxis). This will help determine a true reaction vs. intolerance.Reproductive Hx:Menstrual history (date of LMP), Pregnant (yes or no), Nursing/lactating (yes or no), contraceptive use (method used), types of intercourse: oral, anal, vaginal, other, any sexual concernsROS: Cover all body systems that may help you include or rule out a differential diagnosis. Please note: THIS IS DIFFERENT from a physical examination!You should list each system as follows:General:Head:EENT: etc. You should list these in bullet format and document the systems in order from head to toe.Example of Complete ROS:GENERAL: No weight loss, fever, chills, weakness, or fatigue.HEENT: Eyes: No visual loss, blurred vision, double vision, or yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose, or sore throat.SKIN: No rash or itching.CARDIOVASCULAR: No chest pain, chest pressure, or chest discomfort. No palpitations or edema.RESPIRATORY: No shortness of breath, cough, or sputum.GASTROINTESTINAL: No anorexia, nausea, vomiting, or diarrhea. No abdominal pain or blood.GENITOURINARY: Burning on urination, urgency, hesitancy, odor, odd colorNEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness, or tingling in the extremities. No change in bowel or bladder control.MUSCULOSKELETAL: No muscle, back pain, joint pain, or stiffness.HEMATOLOGIC: No anemia, bleeding, or bruising.LYMPHATICS: No enlarged nodes. No history of splenectomy.ENDOCRINOLOGIC: No reports of sweating, cold, or heat intolerance. No polyuria or polydipsia.Physical exam (If applicable and if you have opportunity to perform—document if exam is completed by PCP): From head to toe, include what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History.Do not use “WNL” or “normal.” You must describe what you see.Always document in head-to-toe format i.e., General: Head: EENT: etc.Diagnostic results: Include any labs, X-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines).AssessmentMental Status Examination:For the purposes of your courses, this section must be presented in paragraph form and not use of a checklist! This section you will describe the patient’s appearance, attitude, behavior, mood and affect, speech, thought processes, thought content, perceptions (hallucinations, pseudohallucinations, illusions, etc.)., cognition, insight, judgment, and SI/HI. See an example below. You will modify to include the specifics for your patient on the above elements—DO NOT just copy the example. You may use a preceptor’s way of organizing the information if the MSE is in paragraph form.He is an 8-year-old African American male who looks his stated age. He is cooperative with examiner. He is neatly groomed and clean, dressed appropriately. There is no evidence of any abnormal motor activity. His speech is clear, coherent, normal in volume and tone. His thought process is goal directed and logical. There is no evidence of looseness of association or flight of ideas. His mood is euthymic, and his affect appropriate to his mood. He was smiling at times in an appropriate manner. He denies any auditory or visual hallucinations. There is no evidence of any delusional thinking.   He denies any current suicidal or homicidal ideation. Cognitively, he is alert and oriented. His recent and remote memory is intact. His concentration is good. His insight is good.Differential Diagnoses:You must have at least three differentials with supporting evidence. Explain what rules each differential in or out and justify your primary diagnostic impression selection. You will use supporting evidence from the literature to support your rationale. Include pertinent positives and pertinent negatives for the specific patient case.Also included in this section is the reflection.Reflect on this case and discuss whether or not you agree with your preceptor’s assessment and diagnostic impression of the patient and why or why not. What did you learn from this case? What would you do differently?Also include in your reflection a discussion related to legal/ethical considerations (demonstrating critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).References (move to begin on next page)You are required to include at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines which relate to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting.© 2021 Walden University Page 1 of 3ASSESSINGANDDIAGNOSINGPATIENTSWITHMOODDISORDERSquestion.docxThis file is too large to display.View in new windowASSESSINGANDDIAGNOSINGPATIENTSWITHMOODDISORDERSquestion.docxThis file is too large to display.View in new windowNRNPPRAC6635ComprehensivePsychiatricEvaluationTemplate.docxNRNP/PRAC 6635 Comprehensive Psychiatric Evaluation TemplateWeek (enter week #): (Enter assignment title)Student NameCollege of Nursing-PMHNP, Walden UniversityNRNP 6635: Psychopathology and Diagnostic ReasoningFaculty NameAssignment Due DateSubjective:CC(chief complaint):HPI:Past Psychiatric History:·General Statement:·Caregivers (if applicable):·Hospitalizations:·Medication trials:·Psychotherapy orPrevious Psychiatric Diagnosis:Substance Current Use and History:Family Psychiatric/Substance Use History:Psychosocial History:Medical History:·Current Medications:·Allergies:·Reproductive Hx:ROS:· GENERAL:· HEENT:· SKIN:· CARDIOVASCULAR:· RESPIRATORY:· GASTROINTESTINAL:· GENITOURINARY:· NEUROLOGICAL:· MUSCULOSKELETAL:· HEMATOLOGIC:· LYMPHATICS:· ENDOCRINOLOGIC:Objective:Physical exam:if applicableDiagnostic results:Assessment:Mental Status Examination:Differential Diagnoses:Reflections:References© 2021 Walden University Page 1 of 3NRNP_PRAC_6635_ComprehensivePsychiatricEvaluationExemplar_rev.4.2022.docxNRNP/PRAC 6635 Comprehensive Psychiatric Evaluation ExemplarINSTRUCTIONS ON HOW TO USE EXEMPLAR AND TEMPLATE—READ CAREFULLYIf you are struggling with the format or remembering what to include, follow theComprehensive Psychiatric Evaluation TemplateANDthe Rubricas your guide. It is also helpful to review the rubric in detail in order not to lose points unnecessarily because you missed something required. Below highlights by category are taken directly from the grading rubric for the assignment in Weeks 4–10. After reviewing the full details of the rubric, you can use it as a guide.In theSubjectivesection, provide:· Chief complaint· History of present illness (HPI)· Past psychiatric history· Medication trials and current medications· Psychotherapy or previous psychiatric diagnosis· Pertinent substance use, family psychiatric/substance use, social, and medical history· Allergies· ROS·Read rating descriptions to see the grading standards!In theObjectivesection, provide:· Physical exam documentation of systems pertinent to the chief complaint, HPI, and history· Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.·Read rating descriptions to see the grading standards!In theAssessmentsection, provide:· Results of the mental status examination,presented in paragraph form.· At least three differentials with supporting evidence. List them from top priority to least priority. Compare theDSM-5-TRdiagnostic criteria for each differential diagnosis and explain whatDSM-5-TRcriteria rules out the differential diagnosis to find an accurate diagnosis.Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.·Read rating descriptions to see the grading standards!Reflect on this case. Include: Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).(The comprehensive evaluation is typically theinitialnew patient evaluation. You will practice writing this type of note in this course. You will be ruling out other mental illnesses so often you will write up what symptoms are present and what symptoms are not present from illnesses to demonstrate you have indeed assessed for all illnesses which could be impacting your patient. For example, anxiety symptoms, depressive symptoms, bipolar symptoms, psychosis symptoms, substance use, etc.)

EXEMPLAR BEGINS HERECC(chief complaint): Abriefstatement identifying why the patient is here. This statement is verbatim of the patient’s own words about why presenting for assessment. For a patient with dementia or other cognitive deficits, this statement can be obtained from a family member.HPI: Begin this section with patient’s initials, age, race, gender, purpose of evaluation, current medication and referral reason. For example:N.M. is a 34-year-old Asian male presents for psychiatric evaluation for anxiety. He is currently prescribed sertraline which he finds ineffective. His PCP referred him for evaluation and treatment.OrP.H., a 16-year-old Hispanic female, presents for psychiatric evaluation for concentration difficulty. She is not currently prescribed psychotropic medications. She is referred by her therapist for medication evaluation and treatment.Then, this section continues with the symptom analysis for your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis.Paint a picture of what is wrong with the patient. First what is bringing the patient to your evaluation. Then, include a PSYCHIATRIC REVIEW OF SYMPTOMS. The symptoms onset, duration, frequency, severity, and impact. Your description here will guide your differential diagnoses. You are seeking symptoms that may align with many DSM-5-TR diagnoses, narrowing to what aligns with diagnostic criteria for mental health and substance use disorders.Past Psychiatric History: This section documents the patient’s past treatments. Use the mnemonicGoChaMP.General Statement: Typically, this is a statement of the patients first treatment experience. For example: The patient entered treatment at the age of 10 with counseling for depression during her parents’ divorce. OR The patient entered treatment for detox at age 26 after abusing alcohol since age 13.Caregivers are listed if applicable.Hospitalizations: How many hospitalizations? When and where was last hospitalization? How many detox? How many residential treatments? When and where was last detox/residential treatment? Any history of suicidal or homicidal behaviors? Any history of self-harm behaviors?Medication trials: What are the previous psychotropic medications the patient has tried and what was their reaction? Effective, Not Effective, Adverse Reaction? Some examples: Haloperidol (dystonic reaction), risperidone (hyperprolactinemia), olanzapine (effective, insurance wouldn’t pay for it)Psychotherapy orPrevious Psychiatric Diagnosis: This section can be completed one of two ways depending on what you want to capture to support the evaluation. First, does the patient know what type? Did they find psychotherapy helpful or not? Why? Second, what are the previous diagnosis for the client noted from previous treatments and other providers. Thirdly, you could document both.Substance Use History:This section contains any history or current use of caffeine, nicotine, illicit substance (including marijuana), and alcohol. Include the daily amount of use and last known use. Include type of use such as inhales, snorts, IV, etc. Include any histories of withdrawal complications from tremors, Delirium Tremens, or seizures.Family Psychiatric/Substance Use History:This section contains any family history of psychiatric illness, substance use illnesses, and family suicides. You may choose to use a genogram to depict this information. Be sure to include a reader’s key to your genogram or write up in narrative form.Social History:This section may be lengthy if completing an evaluation for psychotherapy or shorter if completing an evaluation for psychopharmacology. However, at a minimum, please include:Where patient was born, who raised the patientNumber of brothers/sisters (what order is the patient within siblings)Who the patient currently lives with in a home? Are they single, married, divorced, widowed? How many children?Educational LevelHobbies:Work History: currently working/profession, disabled, unemployed, retired?Legal history: past hx, any current issues?Trauma history: Any childhood or adult history of trauma?Violence Hx:Concern or issues about safety (personal, home, community, sexual (current & historical)Medical History:This section contains any illnesses, surgeries, include any hx of seizures, head injuries.Current Medications: Include dosage, frequency, length of time used, and reason for use. Also include OTC or homeopathic products.Allergies:Include medication, food, and environmental allergies separately. Provide a description of what the allergy is (e.g., angioedema, anaphylaxis). This will help determine a true reaction vs. intolerance.Reproductive Hx:Menstrual history (date of LMP), Pregnant (yes or no), Nursing/lactating (yes or no), contraceptive use (method used), types of intercourse: oral, anal, vaginal, other, any sexual concernsROS: Cover all body systems that may help you include or rule out a differential diagnosis. Please note: THIS IS DIFFERENT from a physical examination!You should list each system as follows:General:Head:EENT: etc. You should list these in bullet format and document the systems in order from head to toe.Example of Complete ROS:GENERAL: No weight loss, fever, chills, weakness, or fatigue.HEENT: Eyes: No visual loss, blurred vision, double vision, or yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose, or sore throat.SKIN: No rash or itching.CARDIOVASCULAR: No chest pain, chest pressure, or chest discomfort. No palpitations or edema.RESPIRATORY: No shortness of breath, cough, or sputum.GASTROINTESTINAL: No anorexia, nausea, vomiting, or diarrhea. No abdominal pain or blood.GENITOURINARY: Burning on urination, urgency, hesitancy, odor, odd colorNEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness, or tingling in the extremities. No change in bowel or bladder control.MUSCULOSKELETAL: No muscle, back pain, joint pain, or stiffness.HEMATOLOGIC: No anemia, bleeding, or bruising.LYMPHATICS: No enlarged nodes. No history of splenectomy.ENDOCRINOLOGIC: No reports of sweating, cold, or heat intolerance. No polyuria or polydipsia.Physical exam (If applicable and if you have opportunity to perform—document if exam is completed by PCP): From head to toe, include what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History.Do not use “WNL” or “normal.” You must describe what you see.Always document in head-to-toe format i.e., General: Head: EENT: etc.Diagnostic results: Include any labs, X-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines).AssessmentMental Status Examination:For the purposes of your courses, this section must be presented in paragraph form and not use of a checklist! This section you will describe the patient’s appearance, attitude, behavior, mood and affect, speech, thought processes, thought content, perceptions (hallucinations, pseudohallucinations, illusions, etc.)., cognition, insight, judgment, and SI/HI. See an example below. You will modify to include the specifics for your patient on the above elements—DO NOT just copy the example. You may use a preceptor’s way of organizing the information if the MSE is in paragraph form.He is an 8-year-old African American male who looks his stated age. He is cooperative with examiner. He is neatly groomed and clean, dressed appropriately. There is no evidence of any abnormal motor activity. His speech is clear, coherent, normal in volume and tone. His thought process is goal directed and logical. There is no evidence of looseness of association or flight of ideas. His mood is euthymic, and his affect appropriate to his mood. He was smiling at times in an appropriate manner. He denies any auditory or visual hallucinations. There is no evidence of any delusional thinking.   He denies any current suicidal or homicidal ideation. Cognitively, he is alert and oriented. His recent and remote memory is intact. His concentration is good. His insight is good.Differential Diagnoses:You must have at least three differentials with supporting evidence. Explain what rules each differential in or out and justify your primary diagnostic impression selection. You will use supporting evidence from the literature to support your rationale. Include pertinent positives and pertinent negatives for the specific patient case.Also included in this section is the reflection.Reflect on this case and discuss whether or not you agree with your preceptor’s assessment and diagnostic impression of the patient and why or why not. What did you learn from this case? What would you do differently?Also include in your reflection a discussion related to legal/ethical considerations (demonstrating critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).References (move to begin on next page)You are required to include at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines which relate to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting.© 2021 Walden University Page 1 of 3ASSESSINGANDDIAGNOSINGPATIENTSWITHMOODDISORDERSquestion.docxThis file is too large to display.View in new windowNRNPPRAC6635ComprehensivePsychiatricEvaluationTemplate.docxNRNP/PRAC 6635 Comprehensive Psychiatric Evaluation TemplateWeek (enter week #): (Enter assignment title)Student NameCollege of Nursing-PMHNP, Walden UniversityNRNP 6635: Psychopathology and Diagnostic ReasoningFaculty NameAssignment Due DateSubjective:CC(chief complaint):HPI:Past Psychiatric History:·General Statement:·Caregivers (if applicable):·Hospitalizations:·Medication trials:·Psychotherapy orPrevious Psychiatric Diagnosis:Substance Current Use and History:Family Psychiatric/Substance Use History:Psychosocial History:Medical History:·Current Medications:·Allergies:·Reproductive Hx:ROS:· GENERAL:· HEENT:· SKIN:· CARDIOVASCULAR:· RESPIRATORY:· GASTROINTESTINAL:· GENITOURINARY:· NEUROLOGICAL:· MUSCULOSKELETAL:· HEMATOLOGIC:· LYMPHATICS:· ENDOCRINOLOGIC:Objective:Physical exam:if applicableDiagnostic results:Assessment:Mental Status Examination:Differential Diagnoses:Reflections:References© 2021 Walden University Page 1 of 3NRNP_PRAC_6635_ComprehensivePsychiatricEvaluationExemplar_rev.4.2022.docxNRNP/PRAC 6635 Comprehensive Psychiatric Evaluation ExemplarINSTRUCTIONS ON HOW TO USE EXEMPLAR AND TEMPLATE—READ CAREFULLYIf you are struggling with the format or remembering what to include, follow theComprehensive Psychiatric Evaluation TemplateANDthe Rubricas your guide. It is also helpful to review the rubric in detail in order not to lose points unnecessarily because you missed something required. Below highlights by category are taken directly from the grading rubric for the assignment in Weeks 4–10. After reviewing the full details of the rubric, you can use it as a guide.In theSubjectivesection, provide:· Chief complaint· History of present illness (HPI)· Past psychiatric history· Medication trials and current medications· Psychotherapy or previous psychiatric diagnosis· Pertinent substance use, family psychiatric/substance use, social, and medical history· Allergies· ROS·Read rating descriptions to see the grading standards!In theObjectivesection, provide:· Physical exam documentation of systems pertinent to the chief complaint, HPI, and history· Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.·Read rating descriptions to see the grading standards!In theAssessmentsection, provide:· Results of the mental status examination,presented in paragraph form.· At least three differentials with supporting evidence. List them from top priority to least priority. Compare theDSM-5-TRdiagnostic criteria for each differential diagnosis and explain whatDSM-5-TRcriteria rules out the differential diagnosis to find an accurate diagnosis.Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.·Read rating descriptions to see the grading standards!Reflect on this case. Include: Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).(The comprehensive evaluation is typically theinitialnew patient evaluation. You will practice writing this type of note in this course. You will be ruling out other mental illnesses so often you will write up what symptoms are present and what symptoms are not present from illnesses to demonstrate you have indeed assessed for all illnesses which could be impacting your patient. For example, anxiety symptoms, depressive symptoms, bipolar symptoms, psychosis symptoms, substance use, etc.)

EXEMPLAR BEGINS HERECC(chief complaint): Abriefstatement identifying why the patient is here. This statement is verbatim of the patient’s own words about why presenting for assessment. For a patient with dementia or other cognitive deficits, this statement can be obtained from a family member.HPI: Begin this section with patient’s initials, age, race, gender, purpose of evaluation, current medication and referral reason. For example:N.M. is a 34-year-old Asian male presents for psychiatric evaluation for anxiety. He is currently prescribed sertraline which he finds ineffective. His PCP referred him for evaluation and treatment.OrP.H., a 16-year-old Hispanic female, presents for psychiatric evaluation for concentration difficulty. She is not currently prescribed psychotropic medications. She is referred by her therapist for medication evaluation and treatment.Then, this section continues with the symptom analysis for your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis.Paint a picture of what is wrong with the patient. First what is bringing the patient to your evaluation. Then, include a PSYCHIATRIC REVIEW OF SYMPTOMS. The symptoms onset, duration, frequency, severity, and impact. Your description here will guide your differential diagnoses. You are seeking symptoms that may align with many DSM-5-TR diagnoses, narrowing to what aligns with diagnostic criteria for mental health and substance use disorders.Past Psychiatric History: This section documents the patient’s past treatments. Use the mnemonicGoChaMP.General Statement: Typically, this is a statement of the patients first treatment experience. For example: The patient entered treatment at the age of 10 with counseling for depression during her parents’ divorce. OR The patient entered treatment for detox at age 26 after abusing alcohol since age 13.Caregivers are listed if applicable.Hospitalizations: How many hospitalizations? When and where was last hospitalization? How many detox? How many residential treatments? When and where was last detox/residential treatment? Any history of suicidal or homicidal behaviors? Any history of self-harm behaviors?Medication trials: What are the previous psychotropic medications the patient has tried and what was their reaction? Effective, Not Effective, Adverse Reaction? Some examples: Haloperidol (dystonic reaction), risperidone (hyperprolactinemia), olanzapine (effective, insurance wouldn’t pay for it)Psychotherapy orPrevious Psychiatric Diagnosis: This section can be completed one of two ways depending on what you want to capture to support the evaluation. First, does the patient know what type? Did they find psychotherapy helpful or not? Why? Second, what are the previous diagnosis for the client noted from previous treatments and other providers. Thirdly, you could document both.Substance Use History:This section contains any history or current use of caffeine, nicotine, illicit substance (including marijuana), and alcohol. Include the daily amount of use and last known use. Include type of use such as inhales, snorts, IV, etc. Include any histories of withdrawal complications from tremors, Delirium Tremens, or seizures.Family Psychiatric/Substance Use History:This section contains any family history of psychiatric illness, substance use illnesses, and family suicides. You may choose to use a genogram to depict this information. Be sure to include a reader’s key to your genogram or write up in narrative form.Social History:This section may be lengthy if completing an evaluation for psychotherapy or shorter if completing an evaluation for psychopharmacology. However, at a minimum, please include:Where patient was born, who raised the patientNumber of brothers/sisters (what order is the patient within siblings)Who the patient currently lives with in a home? Are they single, married, divorced, widowed? How many children?Educational LevelHobbies:Work History: currently working/profession, disabled, unemployed, retired?Legal history: past hx, any current issues?Trauma history: Any childhood or adult history of trauma?Violence Hx:Concern or issues about safety (personal, home, community, sexual (current & historical)Medical History:This section contains any illnesses, surgeries, include any hx of seizures, head injuries.Current Medications: Include dosage, frequency, length of time used, and reason for use. Also include OTC or homeopathic products.Allergies:Include medication, food, and environmental allergies separately. Provide a description of what the allergy is (e.g., angioedema, anaphylaxis). This will help determine a true reaction vs. intolerance.Reproductive Hx:Menstrual history (date of LMP), Pregnant (yes or no), Nursing/lactating (yes or no), contraceptive use (method used), types of intercourse: oral, anal, vaginal, other, any sexual concernsROS: Cover all body systems that may help you include or rule out a differential diagnosis. Please note: THIS IS DIFFERENT from a physical examination!You should list each system as follows:General:Head:EENT: etc. You should list these in bullet format and document the systems in order from head to toe.Example of Complete ROS:GENERAL: No weight loss, fever, chills, weakness, or fatigue.HEENT: Eyes: No visual loss, blurred vision, double vision, or yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose, or sore throat.SKIN: No rash or itching.CARDIOVASCULAR: No chest pain, chest pressure, or chest discomfort. No palpitations or edema.RESPIRATORY: No shortness of breath, cough, or sputum.GASTROINTESTINAL: No anorexia, nausea, vomiting, or diarrhea. No abdominal pain or blood.GENITOURINARY: Burning on urination, urgency, hesitancy, odor, odd colorNEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness, or tingling in the extremities. No change in bowel or bladder control.MUSCULOSKELETAL: No muscle, back pain, joint pain, or stiffness.HEMATOLOGIC: No anemia, bleeding, or bruising.LYMPHATICS: No enlarged nodes. No history of splenectomy.ENDOCRINOLOGIC: No reports of sweating, cold, or heat intolerance. No polyuria or polydipsia.Physical exam (If applicable and if you have opportunity to perform—document if exam is completed by PCP): From head to toe, include what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History.Do not use “WNL” or “normal.” You must describe what you see.Always document in head-to-toe format i.e., General: Head: EENT: etc.Diagnostic results: Include any labs, X-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines).AssessmentMental Status Examination:For the purposes of your courses, this section must be presented in paragraph form and not use of a checklist! This section you will describe the patient’s appearance, attitude, behavior, mood and affect, speech, thought processes, thought content, perceptions (hallucinations, pseudohallucinations, illusions, etc.)., cognition, insight, judgment, and SI/HI. See an example below. You will modify to include the specifics for your patient on the above elements—DO NOT just copy the example. You may use a preceptor’s way of organizing the information if the MSE is in paragraph form.He is an 8-year-old African American male who looks his stated age. He is cooperative with examiner. He is neatly groomed and clean, dressed appropriately. There is no evidence of any abnormal motor activity. His speech is clear, coherent, normal in volume and tone. His thought process is goal directed and logical. There is no evidence of looseness of association or flight of ideas. His mood is euthymic, and his affect appropriate to his mood. He was smiling at times in an appropriate manner. He denies any auditory or visual hallucinations. There is no evidence of any delusional thinking.   He denies any current suicidal or homicidal ideation. Cognitively, he is alert and oriented. His recent and remote memory is intact. His concentration is good. His insight is good.Differential Diagnoses:You must have at least three differentials with supporting evidence. Explain what rules each differential in or out and justify your primary diagnostic impression selection. You will use supporting evidence from the literature to support your rationale. Include pertinent positives and pertinent negatives for the specific patient case.Also included in this section is the reflection.Reflect on this case and discuss whether or not you agree with your preceptor’s assessment and diagnostic impression of the patient and why or why not. What did you learn from this case? What would you do differently?Also include in your reflection a discussion related to legal/ethical considerations (demonstrating critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).References (move to begin on next page)You are required to include at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines which relate to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting.© 2021 Walden University Page 1 of 3ASSESSINGANDDIAGNOSINGPATIENTSWITHMOODDISORDERSquestion.docxThis file is too large to display.View in new window123Bids(69)PROVEN STERLINGDr. Ellen RMEmily ClareDr. Sarah BlakeMISS HILLARY A+abdul_rehman_Prof Double RDoctor.NamiraYoung NyanyaSTELLAR GEEK A+ProWritingGuruJahky BSheryl HoganDr M. MichelleAshley EllieTutor Cyrus KenDr. Sophie MilesWIZARD_KIMnicohwilliamDr CloverShow All Bidsother Questions(10)AC Circuits Helpweek 5 LEG 100DBMS sql queries for prof NjorahPerformance (3)‏JUST NEED INFO FOR TWO SLIDES, PLUS A REFERENCE PAGE..THANK YOUDQ’SParaphrase Egyptologist Nicolas Reeves’ concern regarding the excavation of the possible tomb.Traditional Healers in Latin American CultureResearch ProposalURGENT HELP! HRM Assignment Revision – DUE FRIDAY, FEBRUARY 5, 2016, NO LATER THAN 6:00 P.M. MST

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Nursing Week 5 – Drop box Assignment – Technology Used in Protocol PowerPoint Presentation Start Assignment

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Home>Homework Answsers>Nursing homework helpPOWERPOINTprojectAssignment Instructions:Consider the following hypothetical scenario:You have been chosen as your nursing unit’s representative for a quality review team at your healthcare system. The team has been asked to review technology used at the hospital in a protocol or process to improve patient outcomes (for example: catheter-associated urinary tract infections (CAUTI), central line-associated bloodstream infection (CLABSI), fall prevention, etc.).When choosing a protocol, think about the types of technologies used to implement and/or perform the protocol. For this assignment, you have been tasked with completing a review of the technologies used within one protocol. You will need to create a PowerPoint presentation which describes the results of the critique you have performed and recommendations to the group.Describe and critique a protocol used on your healthcare unit using the guidelines listed below. Describe the purpose and significance of the protocol and the technologies used. Determine if the technologies used in the protocol communicate. Identify any gaps noted and provide recommendations. Identify other stakeholders within the organization who should receive this feedback.Please note: If you do not work in a healthcare facility, work remotely, or are a home health nurse, consider a process that you carry out to ensure patient safety. What technology do you use in performing this process? Create the PowerPoint presentation based upon the technology you use and follow the guidelines listed below.PowerPoint Guidelines:Application: Use Microsoft PowerPoint 2007 or versions after 2007 (no XP).Length: The PowerPoint slide show is expected to be no more than 15 slides in length (not including the title slide and reference list slide).Submission: Submit your files via the drop box: “Technologies used in Protocol” by 11:59 PM on Sunday of week 5.Technical writing: APA format is required.Submit assignment with your last name in document title; example: “Smith_protocol_week5”Late Submission: See the course policy on late submissions.Tutorial: If needed, Microsoft Office has many templates and tutorials to help you get started.Assignment Guidelines:Your presentation should include a title slide, an introduction slide, summary slide, and reference slide. The title slide, introduction slide, and reference slide do not count towards the presentation slide numbers.The introduction should briefly describe the purpose for this presentation. Identify a protocol used in the healthcare setting you normally practice (if currently not practicing, find a protocol used in a healthcare setting near you). The introduction should establish a professional tone for the presentation.Discuss the following features of the protocol:Provide a general description and significance of the protocol.Describe how the protocol aligns with evidence-based practice (e. identify a minimum of 2 scholarly articles that support/refute actions identified in the protocol)Identify any technologies currently used by healthcare system to complete the actions in the protocolsProvide a brief description of each technology used in the protocolDescribe the purpose for the technology use (g. communication, assess information, etc.)Describe if and how the technologies communicate among each other.Describe how the nurse is able to access the information needed to complete the protocol.What gaps in technology communicating with technology are noted after reviewing this information?Summarize the analysis and offer recommendations to achieve better protocol results and improve the use of technology within the protocol (e. what would one recommend to refine the protocol?)What is the process to provide feedback of the recommendations in addition to your supervisor? (e. practice committee, supervisor/manager, etc.)The following are best practices in preparing this project:Provide a professional presentation.Review directions thoroughly.Cite all sources within the slide show as well as in the reference page.Proofread prior to final submission.Spell check for spelling and grammar errors prior to final submission.Abide by the GCON academic integrity policy.a year ago10.04.202430Report issueBids(62)Dr. Ellen RMEmily ClareDr. Aylin JMMISS HILLARY A+abdul_rehman_Prof Double RSTELLAR GEEK A+Prof. TOPGRADESheryl HoganDr. Adeline ZoeJahky BDr M. MichelleAshley EllieTutor Cyrus KenDr. Sophie MilesDr CloverColeen Andersonfirstclass tutorPROF_ALISTERRihAN_MendozaShow All Bidsother Questions(10)Unit III Article Critiquemotivation atkinson & hilgardStrategic Initiative paper- Urgentdisscussion reply to the question asked from students minimum words count 50 to 75eachM1-Assignment 2: Discussion—Technology Supporting Business ProcessesCommunity Health Assessment ProjectBSHS 382 Week 3 Research Proposal1. Statistically speaking, we are generally agnostic to which is a bigger problem, type I (false positive) errors or type II (false negative) errors. However, in certain circumstances it may be important to try and put more emphasis on avoiding one or theWEEK 4 Dqs AND week 4 EXERCISE – Week 4 DQs DQ1- Post your 150+ word response to the following question: How do over-the-counter calcium carbonate or magnesium carbonate antacid medications work? What are some other examples of medications that perform siNeed Help Here

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Quality

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Home>Homework Answsers>Nursing homework helpGeneral InstructionsConsider the quality measures data currently analyzed at your practice location. If you do not have a current practice location, select a local healthcare facility or provider to answer the questions below.Include the following sections:I.Application of Course Knowledge: Answer all questions/criteria with explanations and detail.·a. As a nurse leader, what strategies can you implement to balance the cost of quality with client outcomes?b. What metrics are used to measure the cost of quality?c. The cost of quality can be a significant barrier to improving client outcomes in resource-limited settings. What innovative cost-saving strategies can be implemented to enhance quality care delivery in such settings?QualityDiscussion.docxa year ago17.04.202412Report issueBids(74)Dr. Ellen RMMISS HILLARY A+Dr. Aylin JMSheryl HoganPROF_ALISTERProf Double REmily ClareProWritingGurufirstclass tutorDoctor.NamiraFiona DavaMUSYOKIONES A+Dr CloverJudithTutorDiscount AssigngrA+de plusJahky BDr. Everleigh_JKIsabella HarvardBrilliant GeekShow All Bidsother Questions(10)Payment MB5742 final exam 2015BE5-1 Pedersen Company income statement_Determine the missing amounts_Answereco paperHealth information managementHuman Resources data-Payment linkHow does the temperature and density of air change as you travel from the surface of the earth into outer…A-plus Writerjava assignmentRatio Analysis

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DISCUSSION: PATIENT PREFERENCES AND DECISION MAKING

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Home>Homework Answsers>Nursing homework helpnursingtheoryTo Prepare:Review the Resources and reflect on a time when you experienced a patient being brought into (or not being brought into) a decision regarding their treatment plan.Review the Ottawa Hospital Research Institute’s Decision Aids Inventory athttps://decisionaid.ohri.ca/Links to an external site..Choose “For Specific Conditions,” thenBrowsean alphabetical listing of decision aids by health topic.After you have chosen a topic (or condition) and a decision aid, consider ifsocial determinants of healthLinks to an external site.were considered in the treatment plan Social determinants of health can affect a patient’s decision as these are conditions in the patient’s environment, such as economic stability, education access, health care access and quality, neighborhood, and social and community context.NOTE:To ensure compliance with HIPAA rules, pleaseDO NOTuse the patient’s real name or any information that might identify the patient or organization/practice.AssignmentPosta brief description of the situation you experienced and explain how incorporating or not incorporating patient preferences,social determinants of healthLinks to an external site., and values impacted the outcome of their treatment plan. Be specific and provide examples. Then, explain how including patient preferences, social determinants of health, and values might impact the trajectory of the situation and how these were reflected in the treatment plan. Finally, explain the value of the patient decision aid you selected and how it might contribute to effective decision making, both in general and in the experience you described. Describe how you might use this decision aid inventory in your professional practice or personal life.(Please Note:The underlined “social determinants of health” in the above content is meant to hotlink to the following Walden webpage and content:Social Determinants of Health – Social Determinants of Health – Academic Guides at Walden Links to an external site.University)a year ago03.05.202410Report issueBids(55)Miss DeannaDr. Ellen RMMISS HILLARY A+nicohwilliamProf Double REmily ClareProWritingGurufirstclass tutorDr. Freya WalkerFiona DavaMUSYOKIONES A+Dr CloverDiscount AssignSheryl HoganPROF_ALISTERJahky BDr. Everleigh_JKIsabella HarvardBrilliant GeekTutor Cyrus KenShow All Bidsother Questions(10)Assignment 2 CIS 500theo7Embellished RésuméJamie Ackeri need this in 1 hr 10 minsFOR MICHAEL SMITHCan Complete?dqphd isaac newton/NSStudent Response

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