Q&A

  

1 A 45-year-old male comes to the clinic with a chief complaint
QUESTION 1 A 45-year-old male comes to the clinic with a chief complaint of epigastric abdominal pain that has persisted for 2 weeks. He describes the pain as burning, non-radiating and is worse after meals. Also, he denies nausea, vomiting, weight loss or obvious bleeding. Finally, he admits to bloating and frequent belching.
PMH-+ for osteoarthritis, seasonal allergies with frequent sinusitis infections.
Meds-Zyrtec 10 mg po daily and takes it year-round, ibuprofen 400-600 mg po prn pain
Family Hx-non contributary
Social history-recently divorced and expressed concern at how expensive it is to support 2 homes. Works as a manager at a local tire and auto company. He has 25 pack/year history of smoking, drinks 2-3 beers/day, and drinks 5-6 cups of coffee per day. He denies illicit drug use, vaping or unprotected sexual encounters.
Breath test in the office revealed + urease.
The healthcare provider suspects the client has peptic ulcer disease.
1 of 2 Questions:
What factors may have contributed to the development of PUD?

2 of 2 Questions:How do these factors contribute to the formation of peptic ulcers?

QUESTION 3 A 36-year-old morbidly obese female comes to the office with a chief complaint of “burning in my chest and a funny taste in my mouth”. The symptoms have been present for years but patient states she had been treating the symptoms with antacid tablets which helped until the last 4 or 5 weeks. She never saw a healthcare provider for that. She says the symptoms get worse at night when she is lying down and has had to sleep with 2 pillows. Says she has started coughing at night which has been interfering with her sleep. Also, denies palpitations, shortness of breath, or nausea.
PMH-HTN, venous stasis ulcers, irritable bowel syndrome, osteoarthritis of knees, morbid obesity (BMI 48 kg/m2)
Family history-non contributary
Medications-amlodipine 10 mg po qd, dicyclomine 20 mg po, ibuprofen 600 mg po q 6 hr prn
Social hx- 15 pack/year history of smoking, occasional alcohol use, denies vaping
The health care provider diagnoses the patient with gastroesophageal reflux disease (GERD).
Question:
The client asks the APRN what causes GERD. What is the APRN’s best response?

 

QUESTION 4 A 34-year-old construction worker presents to his Primary Care Provider (PCP) with a chief complaint of passing foul smelling dark, tarry stools. He stated the first episode occurred last week, but it was only a small amount after he had eaten a dinner of beets and beef. The episode today was accompanied by nausea, sweating, and weakness. He states he has had some mid epigastric pain for several weeks and has been taking OTC antacids. The most likely diagnosis is upper GI bleed which won’t be confirmed until further endoscopic procedures are performed.
Question:
What factors can contribute to an upper GI bleed?

 

Question 5 A 64-year-old steel worker presents to his Primary Care Provider (PCP) with a chief complaint of passing bright red blood when he had a bowel movement that morning. He stated the first episode occurred last week, but it was only a small amount after he had eaten a dinner of beets and beef. The episode today was accompanied by nausea, sweating, and weakness. He states he has had some left lower quadrant pain for several weeks but described it as “coming and going”. He says he has had a fever and abdominal cramps that have worsened this morning. The likely diagnosis is lower GI bleed secondary to diverticulitis.
Question:
What can cause diverticulitis in the lower GI tract?

 

QUESTION 6 A 48-year-old man presents to his gastroenterologist for increasing abdominal girth and increasing jaundice. He has a long history of alcoholic cirrhosis and has multiple admissions for encephalopathy and GI bleeding from esophageal varices. He has been diagnosed with portal hypertension and tells the APRN that he was told he had chronic, non-curable cirrhosis.
Question:
How does cirrhosis cause portal hypertension?

 

QUESTION 7 A 48-year-old man presents to his gastroenterologist for increasing abdominal girth and increasing jaundice. He has a long history of alcoholic cirrhosis and has multiple admissions for encephalopathy and GI bleeding from esophageal varices. He has been diagnosed with portal hypertension. The increased abdominal girth has been progressive, and he says it is getting hard to breathe. The APRN reviews his last laboratory data and notes that the total protein is 4.6 gm/dl and the albumin is 2.9 g/dl. Upon exam, he has icteric sclera, jaundice, and abdominal spider angiomas. There is a significant fluid wave when percussed. The APRN tells the patient that he has ascites.Question:Discuss how ascites develops as a result of portal hypertension.

 

QUESTION 8 A 45-year-old man with known alcoholic cirrhosis, portal hypertension, and ascites is brought to the ED by his family due to increasing confusion. The family states that he had been stumbling for several days but had not fallen. The family also noted that he had been “flapping his hands” as well. Labs in the ED reveal Hgb 9.4 g/dl, Hct 28.0 %, ammonia (NH3) level is 159 μmol/L. The APRN informs the family that the patient has developed hepatic encephalopathy (HE).
Question:
Explain how hepatic encephalopathy develops in patients with cirrhosis of the liver.

 

QUESTION 9 A 65-year-old man with a history of atrial fibrillation presents to his PCP’s office 2 months after suffering from a myocardial infarction.  He declined anticoagulation due to fear he would bleed to death. Has had sudden-onset, moderately severe diffuse abdominal pain that began 18 . Has been vomiting, and he has had several episodes of diarrhea, the last of which was bloody. He has a fever of 100.9 ˚ F. CBC reveals WBC of 15,000/mm3.
Question:
What is the most likely mechanism behind his current symptoms?

 

QUESTION 10 A 46-year-old Caucasian female presents to the PCP’s office with a chief complaint of severe, intermittent right upper quadrant pain for the last 3 days. The pain is described as sharp and has occurred after eating french fries and cheeseburgers and radiates to her right shoulder. She has had a few episodes of vomiting “green stuff”. States had fever and chills last night which precipitated her trip to the office. She also had some dark orange urine, but she thought she was dehydrated.
Physical exam: slightly obese female with icteric sclera as well as generalized jaundice. Temp 101˚F, pulse 108, respirations 18. Abdominal exam revealed rounded abdomen with slightly hypoactive bowel sounds. + rebound tenderness on palpation of right upper quadrant. No tenderness or rebound in epigastrium or other quadrants. Labs demonstrate elevated WBC, elevated serum alanine aminotransferase (ALT) and aspartate aminotransferase (AST) levels. Serum bilirubin (indirect) 2.5 mg/dl.  Abdominal ultrasound demonstrated enlarged gall bladder, dilated common bile duct and multiple stones in the bile duct. The APRN diagnoses the patient with acute cholecystitis and refers her to the ED for further treatment.
Question 1 of 2:
Describe how gallstones are formed and why they caused the symptoms that the patient presented with.

 

QUESTION 11 A 46-year-old Caucasian female presents to the PCP’s office with a chief complaint of severe, intermittent right upper quadrant pain for the last 3 days. The pain is described as sharp and has occurred after eating french fries and cheeseburgers and radiates to her right shoulder. She has had a few episodes of vomiting “green stuff”. States had fever and chills last night which precipitated her trip to the office. She also had some dark orange urine, but she thought she was dehydrated.
Physical exam: slightly obese female with icteric sclera as well as generalized jaundice. Temp 101˚F, pulse 108, respirations 18. Abdominal exam revealed rounded abdomen with slightly hypoactive bowel sounds. + rebound tenderness on palpation of right upper quadrant. No tenderness or rebound in epigastrium or other quadrants. Labs demonstrate elevated WBC, elevated serum alanine aminotransferase (ALT) and aspartate aminotransferase (AST) levels. Serum bilirubin (indirect) 2.5 mg/dl.  Abdominal ultrasound demonstrated enlarged gall bladder, dilated common bile duct and multiple stones in the bile duct. The APRN diagnoses the patient with acute cholecystitis and refers her to the ED for further treatment.
Question 2 of 2:
Explain how the patient became jaundiced.

 

QUESTION 12 Ruth is a 49-year-old office worker who presents to the clinic with a chief complaint of abdominal pain x 2 days. The pain has significantly increased over the past 6 hours and is now accompanied by nausea and vomiting. The pain is described as “sharp and boring” in mid epigastrum and radiates to the back. Ruth admits to a long history of alcohol use, and often drinks up to a fifth of vodka every day.
Physical Exam:
Temp 102.2F, BP 90/60, respirations 22. Pulse Oximetry 92% on room air.
General: thin, pale white female in obvious pain and leaning forward. Moving around on exam table and unable to sit quietly.
CV-tachycardic. RRR without gallops, rubs, clicks or murmurs
Resp-decreased breath sounds in both bases with poor inspiratory effort
Abd- epigastric guarding with tenderness. No rebound tenderness. Negative Cullen’s and + Turner’s signs observed.  Hypoactive bowel sounds x 2 upper quadrants, and no bowel sounds heard in both lower quadrants.
The APRN makes a tentative diagnosis of acute pancreatitis based on history and physical exam and has the patient transferred to the ER where laboratory and radiographic exams reveal acute pancreatitis.
Question:
Explain how pancreatitis develops and the role alcohol played in this patient’s case.

 

QUESTION 13 A 23-year-old bisexual man with a history of intravenous drug abuse presents to the clinic with a chief complaint of fever, fatigue, loss of appetite, nausea, vomiting, abdominal pain, and dark urine. He says the symptoms started about a month ago and have gotten steadily worse. He admits to reusing needles and had unprotected sexual relations with a man “a couple months ago”.
PMH-noncontributory.
Social/family history-works occasionally as a night clerk in a hotel. Parents without illnesses. Admits to bisexual sexual relations and intravenous heroin use. He has refused drug rehabilitation. 3 year/pack history of tobacco but denies vaping.
Physical exam unremarkable except for palpable liver edge 2 fingerbreadths below costal margin. No ascites or jaundice appreciated.
The APRN suspects the patient has Hepatitis B given the strong history of risk factors. She orders a hepatitis panel which was positive for acute Hepatitis B.
Question:
What are the important hepatitis markers that indicated the patient had acute hepatitis B?

 

QUESTION 14 Hannah is a 19-year-old college sophomore who came to Student Health with a chief complaint of lower abdominal pain. She says the pain has been present for 2 months and she has had multiple episodes of diarrhea alternating with constipation, and anorexia. She says she has lost about 10 pounds in these 2 months without dieting. The abdominal pain has gotten worse in the last 2 hours, but she thought she had “the GI bug” like other students at her Synagogue had.
Physical exam-noncontributory except for the abdomen which was lightly distended with no visible masses. Normoactive BS x 4. Diffuse tenderness throughout but increased pain on deep palpation LUQ & LLQ. Slight guarding but no rebound tenderness or rigidity.
Rectal-tight anal sphincter and patient grimacing in pain during exam. Slightly + guaiac stool.
Based on her history and current symptoms, the APN arranges for a consult with a gastroenterologist who diagnoses Hannah with ulcerative colitis (UC).
Question:
How does ulcerative colitis develop in a susceptible person?

 

QUESTION 15 A 64-year-old woman with long standing coronary artery disease presents to the clinic with lower extremity swelling, abdominal distension, and shortness of breath. Patient states she has a 30-pound weight gain in 6 weeks and is now requiring 3 pillows to sleep.
On physical exam the patient is a well-developed, well-nourished female exhibiting signs of respiratory distress with use of accessory muscles. Blood pressure 150/80, pulse 105, respirations 28 and labored. Body weight 89 kg. HEENT was unremarkable. Cardiac exam had an S1, S2 and S3 without S4 or murmur. Respiratory exam was positive for bilateral rales 1/2 up both lung fields. Abdomen was enlarged with a positive fluid wave. Lower extremities were remarkable for 3+ pitting edema.
Laboratory data was significant for an increase in K+ from 3.4 mmol/l to 6.1 mmol/l in 2 weeks, BUN increased from 18 mg/dl to 104 mg/dl, and creatinine increased from 0.8 mg/dl to 6.9 mg/dl.
CXR revealed congestive heart failure. The APRN calls the cardiologist on call who admits the patient to the hospital and orders a nephrology consult.
She was diagnosed with exacerbation of congestive heart failure (CHF) and acute kidney injury (AKI).
Question:
What type of acute kidney injury does the patient have and what factors contributed to this diagnosis?

 

QUESTION 16 The APRN is giving a pathophysiology lecture to APRN students on renal blood flow, related hormones, and glomerular filtration rate.
Question: What would be the most important concept of glomerular filtration rate that the APRN should address?

 

QUESTION 17 The APRN is giving a pathophysiology lecture to APRN students on renal blood flow, glomerular filtration rate, autoregulation, and related hormone factors regulating renal blood flow
Question:
What would be the most important concept of autoregulation that the APRN should address?

 

QUESTION 18 The APRN is giving a pathophysiology lecture to APRN students on renal blood flow, glomerular filtration rate, autoregulation, and also related hormone factors regulating renal blood flow
Question:
What would be the most important concept of hormonal regulation that the APRN should address?

 

QUESTION 19 A 28-year-old female comes to the clinic with a chief complaint of right flank pain, urinary frequency, and foul-smelling urine. The symptoms have been present for 3 days but this morning, the patient states she had a fever of 101 F and thought she should get it checked out. Physical exam noncontributory with the exception of right costovertebral angle (CVA) tenderness upon percussion. Urine dipstick shows + blood, + bacteria and + white blood cells. Renal ultrasound reveals right staghorn renal calculus and the patient was diagnosed with acute pyelonephritis.
Question:
How does a renal calculi calculus contribute to acute pyelonephritis?

 

QUESTION 20 Mr. Kent is a 45-year-old African American male with a history of Type 2 diabetes, hypertension, and hyperlipidemia. His renal function has slowly decreased over the past 4 years and his nephrologist has told him that his GFR has decreased to 15cc ml/min and will soon need renal dialysis for chronic renal failure.
Question:
How does chronic renal failure develop?

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Diversity#1

  Watch this short video on Maintaining Cultural Humility.

Discuss healthcare implications for the following group ( Buddhism ) that you learned about using Culture Vision.  

Reference must be within 5 years

Word count: 300-500
References in APA 7th Edition

Plagiarism receipt 

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Discussion 2: Your Leadership Profile

Discussion 2: Your Leadership Profile

Do you believe you have the traits to be an effective leader? Perhaps you are already in a supervisory role, but as has been discussed previously, appointment does not guarantee leadership skills.

How can you evaluate your own leadership skills and behaviors? You can start by analyzing your performance in specific areas of leadership. In this Discussion, you will complete Gallup’s StrengthsFinder assessment. This assessment will identify your personal strengths, which have been shown to improve motivation, engagement, and academic self-conference. Through this assessment, you will discover your top five themes—which you can reflect upon and use to leverage your talents for optimal success and examine how the results relate to your leadership traits.

To Prepare:

Complete the StrengthsFinder assessment instrument, per the instructions found in this Module’s Learning Resources.

Please Note: This Assessment will take roughly 30 minutes to complete.

  • Once you have completed your assessment, you will receive your “Top 5 Signature Themes of Talent” on your screen.
  • Click the Download button below Signature Theme Report, and then print and save the report. We also encourage you to select the Apply tab to review action items.

NOTE: Please keep your report. You will need your results for future courses. Technical Issues with Gallup:
If you have technical issues after registering, please contact the Gallup Education Support group by phone at +1.866-346-4408. Support is available 24 hours/day from 6:00 p.m. Sunday U.S. Central Time through 5:00 p.m. Friday U.S. Central Time.

  • Reflect on the results of your Assessment, and consider how the results relate to your leadership traits.
  • Download your Signature Theme Report to submit for this Discussion.
By Day 3 of Week 5

Post a brief description of your results from the StrengthsFinder assessment. Then, briefly describe two core values, two strengths, and two characteristics that you would like to strengthen based on the results of your StrengthsFinder assessment. Be specific. Note: Be sure to attach your Signature Theme Report to your Discussion post. 

By Day 6 of Week 5

Respond to at least two of your colleagues on two different days by making recommendations for how they might strengthen the leadership behaviors profiled in their StrengthsFinder assessment, or by commenting on lessons to be learned from the results that can be applied to personal leadership philosophies and behaviors.

Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.

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Module 6 assignment

 

Based on what you have learned so far in this course, create a PowerPoint presentation that addresses each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Support your content with at least four (4) citations throughout your presentation. Make sure to reference the citations using the APA writing style for the presentation. Include a slide for your references at the end. Follow best practices for PowerPoint presentations related to text size, color, images, effects, wordiness, and multimedia enhancements.

  1. Title Slide (1 slide)
  2. Traditional Authority, Legal-Rational Authority, and Charismatic Authority (3-4 slides).
  3. Stable democracy (3-4 slides)
  4. What are the issues surrounding implementation of a new policy? Discuss the opportunities and risks faced by school leaders. (1-2 slides)
  5. Special-interest group, public-interest group, and political-action committee (3-5 slides)
  6. Made in the USA (1-2 slides)
  7. References (1 slide)

– Explain the difference between Traditional Authority, Legal-Rational Authority, and Charismatic Authority. Explain an event in the past or present that would be an example of each authority.

– This module explains three factors that promote a social climate favorable to a stable democracy. What are these three factors? If they are present today, explain how they function. If not, explain what can be done to make them more present.

– No matter what news channel you watch it seems there is some sort of group lobbying for or against a potential right. Name a special-interest group, public-interest group, and political-action committee in today’s news and explain how each is prevalent in today’s democracy.

– Very few products we buy today have “Made in the USA” on the label or tag. Explain, in your opinion, why this is true.

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Health Assessment 6

 

Case Study- J.P. is a 15-year-old boy who presents to the pediatric office for his annual visit.

Subjective Data

  • Lives with mother and father, both present for visit 
  • Attends high school
  • Only child
  • No smokers in home
  • No weapons in home

Objective Data

  • Vital signs within normal limits
  • Height and weight within normal limits
  • Immunizations up to date 
  • No medications
  • No allergies
  • Physical exam within normal limits

Write an essay of 1000-1250 words and address each of the questions below. Be sure to completely answer all parts in each prompt. Support your answers with reasoning and evidence from the data provided. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Make sure to reference three (3) citations using the APA writing style for each reference. Include a title page and a reference page, which do not count towards the minimal word amount.

Questions

  1. What special considerations should the nurse keep in mind regarding the physical exam with this age group?
  2. What information can you get from the teen? (Eating, sleeping and physical activity habits, drug or alcohol use, sexual activity) Why are each of these important?
  3. What should be included in your safety assessment? Why?

Assignment Expectations-

Length: 1000 – 1250 words; answers must thoroughly address the questions in a clear, concise manner. 
Structure: Include a title page and reference page in APA style. These do not count towards the minimal word count for this assignment.
References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least three (3) scholarly sources to support your claims.
Format: Save your assignment as a Microsoft Word document (.doc or .docx).
File name: Name your saved file according to your first initial, last name, and the assignment number (for example, “RHall Assignment 1.docx”)

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Discussion Board 1

  

This is a graded discussion: 50 points possible

due Jan 6, 2021

Week 1: Comparison of the DNP and PhD Roles in Nursing

Only in collaboration, can DNP and PhD scholars support the delivery of safe, cost efficient, evidence-based quality health care. Reflect upon the roles of the practice and research scholar to answer the following questions.

  1. Compare and contrast      the roles of the practice (DNP) and research (PhD) scholar.
  2. How do these roles complement      one another in translating research into practice?
  3. How could these roles add      value in addressing a practice problem at your workplace?
  4. Please review the Graduate      Discussion Grading Guidelines and Rubric (Links to an external site.)for complete discussion requirements.

  

DNP Discussion Guidelines and Rubric

Purpose

The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared.

Due Date 

The initial posting to the graded collaborative discussions is due by Wednesday, 11:59 p.m. MT. Peer and faculty responses are due by Sunday, 11:59 p.m. MT. All posts for Week 8 are due by the close of class on Saturday, 11:59 p.m. MT. Please note that the late assignment policy does not apply to the collaborative discussions.

Discussion Criteria 

I. Application of Course Knowledge: The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question.

II. Engagement in Meaningful Dialogue: The student responds to a student peer and course faculty to further dialogue.

a. Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion. 

· A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.

• The peer response must occur on a separate day from the initial posting. 

• The peer response must occur before Sunday, 11:59 p.m. MT. 

• The peer response does not require a scholarly citation and reference unless the information is summarized and/or direct quotes are used, in which APA style standards then apply.

b. Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class. 

· A post of “I agree” with a repeat of the faculty’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.

· The faculty response must occur on a separate day from the initial posting. 

· Responses to the faculty member must occur by Sunday, 11:59 p.m. MT. 

· This response does not require a scholarly citation and reference unless the information is summarized and/or direct quotes are used, in which APA style standards then apply.

III. Integration of Evidence: 

The student post provides support from a minimum of at least three (3) sources which may include assigned readings, or weekly module content, or outside scholarly sources. The scholarly source when used is: 1) evidence-based, 2) scholarly in nature, 3) published within the last 5 years, and 4) an in-text citation. The student initial response to the graded discussion must include at least 1 source. Responses to peer and/or faculty, citations and references are included when information is summarized/synthesized and/or direct quotes are used, in which APA style standards then apply. 

1. It is important that student utilizes support from the literature that is grounded in the literature providing sources relevant to the discussion posting. One source may come from the online weekly content. 

2. Scholarly Sources

• Two (2) scholarly sources should be used in the discussion board assignments across the week. 

• These include peer-reviewed publications. 

• Textbooks are not considered scholarly sources. However, in some assignments, support from textbooks may be used on a limited basis when accompanied with additional scholarly sources if specified in the assignment guidelines or with instructor approval. 

• Scholarly sources may be present in the weekly readings and students may choose to utilize these. 

• Wikipedia, Wikis, .com website or blogs should not be used. 

• Sources should be no more than five years old unless they are historical or seminal references or approved by your instructor. 

3. Literature Sources:

• Grey literature is scholarly but not peer-reviewed. These resources can be used but do not meet requirements for peer-reviewed sources. 

• Refer to the assignment guidelines to determine which grey literature sources (e.g., professional organization website, white papers) are appropriate to be used for discussions or assignments and would constitute receiving full credit for using this resource in the paper or discussion. 

• Government reports are actually part of the grey literature – they are not peer reviewed and the government’s main purpose is not the publication of literature. 

• Internet resources on dissertations, a form of grey literature, provide additional views on the scholarly level of this literature

• Papers written for Chamberlain College of Nursing should be the student’s original work and contain no more than one short quotation for every three pages or as designated in the assignment guidelines. Quotations should be avoided if possible. 

(Chamberlain Guidelines for Writing Professional Papers, 2018)

IV. Professionalism in Communication: The post presents information in logical, meaningful, and understandable sequence, and is clearly relevant to the discussion topic. Grammar, spelling, and/or punctuation are accurate.

V. Wednesday Participation Requirement: The student provides a substantive response to the graded discussion question(s) or topic(s), posted by the course faculty (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.

VI.   Total Participation Requirement: The student provides at least three substantive posts (one to the initial question or topic, one to

 a student peer, and one to a faculty question) on two different days during the week.

  

Discussion Criteria

Highest Level of Performance

A

Very Good or High Level of Performance

B

Acceptable Level of Performance

C

Failing Level of Performance

F

 

10 points

9 points

8 points

0 points

 

Application of Course   Knowledge:

Answers the initial discussion question(s)/topic(s), demonstrating   knowledge and understanding of the concepts for the week.

Addresses all aspects of   the initial discussion question(s) applying experiences, knowledge, and   understanding.

Addresses most aspects of   the initial discussion question(s) applying experiences, knowledge, and   understanding.

Addresses some aspects of   the initial discussion question(s) applying experiences, knowledge, and   understanding.

Does   not address the initial question(s).

 

10 points

9 points

8 points

0 points

 

Engagement in   Meaningful Dialogue With Peers and Faculty: 

The student responds to a student peer and course faculty to further   dialogue. 

Responds to a student peer AND   course faculty furthering the dialogue by   providing more information and clarification, thereby adding much depth to the discussion. 

Responds to a student peer AND   course faculty furthering the dialogue by adding some depth to the discussion. 

Responds to a student peer and/or   course faculty, adding minimal depth   to the discussion.

No response post to another student or course faculty.

 

10 points

9 points

8 points

0 points

 

Integration of Evidence: 

Includes assigned readings, or   weekly module content, or outside   scholarly sources. 

Includes three sources to support concepts for the week. 

A scholarly source is defined on page 2 of these guidelines. These sources   may be evident across the 3 postings. 

Sources   are credited.*

At least 3 sources to support posts.

Sources are credited.* 

At least 2 sources to   support posts.

Sources are credited.*

At least 1 source to support posts.

No scholarly source provided to support posts. 

 

10 points

9 points

8 points

0 points

 

Professionalism   in Communication

Presents   information using clear and concise language in an organized manner (0–1 error   patterns in English grammar, spelling, syntax, and punctuation).

Presents   information using clear and concise language   in an organized manner (2–3 error patterns in English grammar, spelling, syntax, and punctuation).

Presents   information using understandable language; information is not organized 

4-5 error patterns   in English grammar, spelling, syntax, and punctuation).

Presents   information that is not clear, logical, professional, or organized to the   point that the reader has difficulty understanding the post 6 or more error   patterns in English grammar, spelling, syntax, and/or punctuation).

 

5 points 

0 points 

 

Participation Wednesday Response: Responds to initial discussion question(s) by Wednesday, 11:59 p.m. MT.

Posts a substantive response to   the initial discussion question(s) by Wednesday, 11:59 p.m. MT.

Does not post a substantive   response to the initial discussion question(s) by Wednesday, 11:59 p.m. MT.

 

5 points 

0 points 

 

Total Participation   

Responses:

Participates in the discussion thread at least   three times on at least 2 different days.

Posts in the discussion at least   three times 

AND 

on two different days during the   discussion week.

Posts fewer than three times 

OR 

does not participate on at least two different days during the   discussion week.

 

NOTE: To   receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by   the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Saturday.

A zero is   the lowest score that a student can be assigned.

Faculty may submit   any collaborative discussion posting to Turnitin in order to verify   originality.

* Using APA style and formatting, in text citations are included for   all sources. Matching references are included for all in-text citations. Due   to the formatting constraints of Canvas, references included in the   discussion must include complete information. Canvas will not allow a hanging   indent; it is not required.

(Rev 6_5 Subcommittee,  Rev 10/9/19 faculty/subcommittee, Rev 10/23/19 DNP Faculty meeting )

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American Government 3

Being the President of the United States is a very powerful and influential position. This week we will discuss education reform and welfare reform. Identify one (1) President of the United States and write a two (2) page paper discussing the following. Each section of your paper should have a section header. 1- Explain why you selected the President? 2- Give some historical background about the President. 3- Identify and discuss an initiative accomplished by the President which relates to welfare, health, education, and/or environmental reform. APA format and at least 2 academic resources (your textbook and one other source)

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Post a brief description of your results from the StrengthsFinder assessment.

  

Then, briefly describe two core values, two strengths, and two characteristics that you would like to strengthen based on the results of your StrengthsFinder assessment. Be specific.

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ESSAY

  

Tell us why you should receive the Grubhub Driver Grant

 essay should share how you’ve made a positive impact in your community, how driving with Grubhub fits into your larger mission in life, and what goals you’d pursue with this grant.

 write an essay that is 500 words or less that includes:

• How you’ve made a positive impact in your community

• How driving with Grubhub fits into your larger mission in life

• What goals you’d pursue with this grant

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Clinical Supervision gr

I NEED A RESPONSE FOR THIS ASSIGNMENT

2 REFERENCES 

Cognitive Behavior Therapy

Cognitive behavior therapy (CBT) is a practical therapeutic approach to psychotherapy. According to Eidelmen et al. (2019), CBT effectively treats 50-60 % of individuals with depression and anxiety, sustainably decreasing their symptoms by targeted therapeutic approaches. CBT is a form of psychotherapy that provides clients with the insight that thoughts, feelings, and behavior are connected and teaches clients how to change negative cognition that leads to psychopathology(Tovote et al., 2017).

Contrasting CBT

Spillane-Grieco (2000) noted that in contrasting CBT with families to CBT with individuals, CBT with families focuses on cognition, beliefs, perception, behavior, and current interaction between family members, which overlap and affect how the family functions. On the other, In CBT with individuals, the therapist works with the client to set and achieve specific goals and explore how the client’s behavior, thoughts, and feelings contribute to the difficulties the client is currently facing.

An example from my practicum experience is a couple presenting for psychotherapy due to marital challenges because of the husband’s mother’s strong involvement in the marriage, which displease the wife and causes strife. This family’s treatment goal was to help the couple describe a healthy and positive relationship in their family systems and rebuild essential family relationships.

Stigma

Stigma is a challenge mental health counselor can encounter in CBT with families. According to Halder and Mahato (2019), although awareness of mental health continues to increase, some families remain in denial of the mental health illness of their family members and can blame their ward, not giving them the attention needed and not developing real insight concerning the challenges their ward faces. For instance, in this week’s video resource, some female group members talked about stigma, feeling blame, and being blamed by others even though they were dealing with very severe traumatic experiences. In conclusion, CBT is a useful tool for both families and individuals; however, healthcare providers must recognize the difference and its impact when treating families or individuals.

References

Eidelman, P., Jensen, A., & Rappaport, L. M. (2019). Social support, negative social exchange, and response to case formulation-based cognitive behavior therapy. Cognitive Behavior Therapy, 48(2), 146–161. https://doi-org.ezp.waldenulibrary.org/10.1080/16506073.2018.1490809

Halder, S., & Mahato, A. (2019). Cognitive behavior therapy for children and adolescents: Challenges and gaps in practice. Indian Journal of Psychological Medicine, 41(3), 279–283. https://doi-org.ezp.waldenulibrary.org/10.4103/IJPSYM.IJPSYM_470_18

Hauksson, P., Ingibergsdóttir, S., Gunnarsdóttir, T., & Jónsdóttir, I. H. (2017). Effectiveness of cognitive behavior therapy for treatment-resistant depression with psychiatric comorbidity: comparison of individual versus group CBT in an interdisciplinary rehabilitation setting. Nordic Journal of Psychiatry, 71(6), 465–472. https://doi-org.ezp.waldenulibrary.org/10.1080/08039488.2017.1331263

Shryane, N., Drake, R., Morrison, A., & Palmier-Claus, J. (2020). Is cognitive-behavioral therapy effective for individuals experiencing thought disorder? Psychiatry Research, 285. https://doi-org.ezp.waldenulibrary.org/10.1016/j.psychres.2020.112806

Spillane-Grieco, E. (2000). Cognitive-Behavioral Family Therapy with a Family in High-Conflict Divorce: A Case Study. Clinical Social Work Journal, 28(1), 105–119.

Tovote, K., Schroevers, M., Snippe, E., Emmelkamp, P., Links, T., Sanderman, R., & Fleer, J. (2017). What works best for whom? Cognitive Behavior Therapy and Mindfulness-Based Cognitive Therapy for depressive symptoms in patients with diabetes. PLoS ONE, 12(6), 1–16. https://doi-org.ezp.waldenulibrary.org/10.1371/journal.pone.0179941

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