Child or youth with a mental health issue research paper

Child or youth with a mental health issue

Child or youth with a mental health

PLEASE DO NOT INCLUDE COVER PAGE JUST CASE STUDY AND REFERENCE PAGE
This is a Case Study because you will be writing about a child or youth with a mental health issue. &#8232;&#8232;TO DO:

&#9702; Create and then describe a child/youth, with a specific mental health concern within the first page or two of your paper.
&#9702; Provide information about age, gender, family members, school/work, friends, hobbies and, of course, the mental health issue he/she has along
with the symptoms that are creating the need for services and support.
&#9702; ( PURPOSE: Your paper will serve as an exploration of the mental health issue in general and then turn to specifics as they relate to and affect
the person you have created. This means that you must write about the impact the illness is having on him/her and then his/her family, friends, teachers, and
etc.
Your paper will conclude with ideas (based in the research) for working/treatment with this child/youth. For a perspective to work from, you could take on
the role of a mental health worker who is putting a plan together for him/her and family.
Be sure to also include research based information related to the following:
1. symptoms, (see above)
2. assessment & diagnosis,
3. treatment interventions,
4. stigma, and
5. strategies for decreasing biases about this disorder.
Remember that this course is child and youth mental health, so be clear about the effects of the illness on children, youth, and their families.
&#9702; Your research paper, using APA style formatting and citations, should be 8-10 pages (not including your cover page or your references page), and
should include at least 6-8 peer reviewed resources including your text.
&#9702; Peer reviewed – what is that?
&#9702; Attach copies of your peer reviewed resources or accessible web address
&#9702; you will lose marks for incorrect APA
To find peer reviewed journal articles, use your access to the College Library Journals. I typically go into the Social Sciences bullet.
Use Google Scholar as a search, but you will find that many journal articles ask you to pay for them. Copy the title that looks good and past it into the
College Library website mentioned above. It’s free.
One excellent and free resource is CMHA’S Journal Visions
Another one is CAMH`S Crosscurrents Journal

We can write this or a similar paper for you! Simply fill the order form!

Back Pain and Cardiac Rehabilitation

Back Pain and Cardiac Rehabilitation Order Instructions: Why we agree that patients at high risk of developing CHD should be referred to Cardiac rehabilitation?

Please make a note- it should be specifically related to this topic only. No introduction or conclusion needed. 4 Apa references not old then 5 years old. journals and articles only

4 APA ref not old then 5 years old and only journals and articles

Back Pain and Cardiac Rehabilitation Sample Answer

Back pain is a common and costly disorder in Australia. Hoy et al., (2014) report that about 25% of Australians suffer from back pain and approximately half of them seek medical attention. The condition is also prevalent within the healthcare professionals where nurses have a higher likelihood of developing back pains unlike individuals from other professions (Buchbinder et al., 2013). In South Australia alone, back injury accounts for over $2 million in every financial year (Lorig et al., 2013). Surveys of patient self-managing their back pain as well as those managed in primary care have indicated that usual care is not often evidence-based hence hindering provision of best outcomes to patients (Dima, 2013, e490).

In the event that self-management of back pain is recommended, especially after an operation, patient education is paramount as records show that chronic back pain must be the eventual impact of such (Blizzard, 2016, p19). An appropriate example where this cannot apply and medical attention is a must is the case of back pain related to spinal stenosis, and degeneration of the left hip (Blizzard, 2016, p19). The authors explain that after a total hip arthroplasty, which according to a follow up done causes degeneration of the lumbar spine and consequential stenosis, patients experience back pain plus other disabling symptoms (Blizzard, 2016, p19).

Consequently, there has been a growing demand to address the ramifications of back pain through changes in health policies, investments, and service delivery. Healthcare providers are charged with the responsibility of ensuring that patients receive effective prevention and treatment strategies to curb this menace. In connection to these arguments, the following is an investigation into a clinical intervention that is expected in clinical physiotherapy for a patient called John, who is reported to be experiencing chronic back pain; encompassing the role of a nurse in the same. The intervention is a multimodal intervention of chronic back pain involving nutrition and dietetics, pharmacology, psychological and physical fitness measures. In this case study, there are a number of activities that a nurse will conduct to examine John’s condition and the proper intervention that he needs for effective management of his condition.

Patient Education

In the initial visit, the nurse will educate John on chronic back pain by highlighting clearly that the condition may arise due to an injury or diseases on different body structures such as the muscles, joints, ligaments, or nerves. According to Traeger et al., (2014), the type of pain varies and can be felt like muscle pain, bone pain, or nerve pain. The nurse will also emphasize that it is important for patients to seek medical attention the moment they have back pains and not wait until the disorder worsens to promote effective management of the condition. At this point, it will be of great significance for the nurse to let John know that he is not the only one suffering from back pain. He should understand that back pain is a massive problem in Australia that sends more people to seek medical attention more than any other condition except the common cold (Driscoll et al., 2014).

Nutrition and Weight loss

Normally, patients who are overweight, such as John, and suffer from back pain, may not be aware their excess weight aggravates their condition (Brady et al., 2016). It is well known that obese patients are at a greater risk for back pain, muscle strain, and joint pain unlike those that are not overweight (Silisteanu, 2015, p1). Moreover, obese patients also complain of fatigue and shortness of breath which makes them refrain from exercises worsening their back pain (Heuch et al., 2013). When patients do not get enough exercise for quite some time, the back’s supporting structures become weak, stiff, and deconditioned which further increases pain (Silisteanu & Covasa, 2015). It is for these reasons that the clinician will encourage John to have a weight loss program which may involve gentle low-impact activities such as walking, jogging, or water therapy. The clinician will also advise John to avoid eating foods with high-fat content. He should also stick to a rational nutrition plan, which involves changes in eating habits as a step toward effective management of his back pain.

During the visit, the healthcare provider will observe John’s posture and position. Reviewing of John’s curvature of the spine, shoulder symmetry, and the iliac crest will also be of great importance. The healthcare provider will conduct a physical examination through palpation of John’s paraspinal muscle to identify any form of tenderness and then initiate proper interventions as per the findings.

Pain Alleviation

For pain reduction, the healthcare provider will encourage John to take timed bed rests and adjust his position to improve flexion of the lumbar region. The nurse will teach him to regulate and adjust the pains that traverse through the respiratory diaphragm. Relaxation can also help in reducing muscle tension that contributes to back pain. John should also adjust his sitting position regularly or even engage in other activities such as reading books, watching a movie or take part in yoga. The nurse will advise John to request his wife, Donna, to gently massage his back. It has been proven by Kumar, Beaton & Hughes, 2013; Schulz et al., (2014) that massage aids in the reduction of muscle spasms, reducing damming, and improve blood circulation.

Depression

Depression is the most common emotion linked to chronic back pain. Patients with chronic back pain have major depression, which is said to be four times greater in such patients than in the general public in Australia. John is not an exception from this statistics since he reports that he is depressed because he can no longer take part in activities such as hiking and cycling that he has always loved. Research has revealed that depression can trigger back pain (Steffens et al., 2012). It affects the intensity, frequency and the rate of healing of back pain. Consequently, the nurse will advise John to communicate about the depression. Mostly, many patients do not talk to their physicians about their depression, anxiety, or stress (Center, 2012). Individuals that are stressed tend to tense their back muscles which in turn trigger the onset of low back pain or make it even worse. They believe that the emotions will go away once the initial pain problem is solved. Therefore, John should regularly keep nurse updated about his feelings so that the nurse may provide desirable care to him. The nurse will also recommend John to interact with other people, for instance, he can occasionally be visiting his daughter or son or play with his grandchild to avoid being lonely and stressed up.

The two activities that the nurse will give priority in the subsequent visits are;

Adherence to Medication

Generally, healthcare providers are aware of the considerable increase in rates of opioid prescribing. Opioids have long been used as pain management agents. However, they are associated with adverse reactions such as nausea, vomiting, constipation, respiratory depression, addiction, and even death. The side effects usually limit their use by patients. Therefore, in the first visit and subsequent visits, this is an issue the nurse will be reviewing. In these visits, the clinician will assess the effectiveness of the prescribed analgesics and inquire from John on whether what he feels after taking the drug. The clinician will then initiate appropriate adjustments according to the patient’s condition for effective pain management. Besides, other pain management therapies such as acupuncture, yoga, chiropractic care, and herbal medicines such as ginger, capsaicin, and feverfew can be used (Ferreira et al., 2014).

ii) Exercise

According to Searle et al., (2015) exercise should be the first treatment choice for a patient with back problems such as John. This is because exercise matches the fact that individuals with chronic back pain should be physically active and involve themselves in their management. Moreover, treatments such as massage, acupuncture, and manipulative therapy are passive hence the patient is not involved in the therapy. Falla et al., (2014) further highlight that exercise provides other health benefits beyond back pain management, for instance, in terms of bone and cardiovascular health. Therefore, the nurse will encourage John to take part in usually low-grade oscillatory exercises such as knees side-to-side rotation, knee to chest stretches, pelvic tilts, and press-ups. The nurse will also help John to come up with an exercise program, a which the nurse will be supervising to ensure he follows it.

There are several forms of exercise and there is no genuine reason for expecting that one approach would be better than the other (O’Sullivan, 2012; Elden et al, 2013). As a result, the nurse will give John a list of beneficial exercises he can engage in and enquire from him which type he would prefer so that it is included in the exercise program. The best form of exercise for any patient is the one they are enthusiastic about and willing to continue with. For instance, John says he likes cycling; an activity that has been recorded to have desirable outcomes in patients with back pains, this can be included in his program. The healthcare provider will advise John not to take part in heavy physical activities, circular motions, and sways which often worsen the condition. Furthermore, the nurse will encourage John to switch activities between sitting, lying or walking for a long time. In summary, there is a specific exercise and posture education that is imparted by a nurse to a patient visiting a clinic for back pain management.

Back Pain and Cardiac Rehabilitation Conclusion

To summarize, the therapeutic intervention of chronic back pain can be applied to both patients with unspecific conditions, and to those in which the condition is the secondary implication of a medical procedure such as surgery. The aspects of this nurse intervention will include patient education, nutrition, and weight loss, pain alleviation and psychological assessment of the pain to check for depression. In order to encourage correct self-management of the chronic back pain, expert advice on adherence to medications given important exercise techniques is offered. This can be named as a multimodal intervention of chronic back pain involving nutrition and dietetics, pharmacology, psychological and physical fitness measures.

To conclude back pain is a common health problem in Australia. However, its prevalence can be reduced significantly if patients and clinicians work together. Patients, for instance, should seek early medical attention and adhere to the prescribed medications and the recommended activities. On the other hand, physicians should keep close surveillance on these patients and ensure that desired patient outcomes are realized.

Back Pain and Cardiac Rehabilitation References

Brady, S. R., Hussain, S., Brown, W. J., Heritier, S., Billah, B., Wang, Y., &Cicuttini, F. M. (2016). Relationships between weight, physical activity and back pain in young adult women. Osteoarthritis and Cartilage, 24, S10-S11.

Blizzard, D. J., Nickel, B. T., Seyler, T. M., & Bolognesi, M. P. (2016). The Impact of Lumbar Spine Disease and Deformity on Total Hip Arthroplasty Outcomes. Orthopedic Clinics of North America, 47(1), 19-28.

Buchbinder, R., Blyth, F. M., March, L. M., Brooks, P., Woolf, A. D., & Hoy, D. G. (2013). Placing the global burden of low back pain in context. Best Practice & Research Clinical Rheumatology, 27(5), 575-589.

Center, C., Relief, P., Covington, L. A., & Parr, A. T. (2012). Caudal epidural injections in the management of chronic low back pain: a systematic appraisal of the literature. Pain Physician, 15, E159-E198.

Cramer, H., Lauche, R., Haller, H., &Dobos, G. (2013). A systematic review and meta-analysis of yoga for low back pain. The Clinical journal of pain, 29(5), 450-460.

Depression Goesling, J., Clauw, D. J., &Hassett, A. L. (2013). Pain and depression: an integrative review of neurobiological and psychological factors. Current psychiatry reports, 15(12), 1-8.

Dima, A., Lewith, G. T., Little, P., Moss-Morris, R., Foster, N. E., & Bishop, F. L. (2013). Identifying patients’ beliefs about treatments for chronic low back pain in primary care: a focus group study. Br J Gen Pract, 63(612), e490-e498.

Driscoll, T., Jacklyn, G., Orchard, J., Passmore, E., Vos, T., Freedman, G., &Punnett, L. (2014). The global burden of occupationally related low back pain: estimates from the Global Burden of Disease 2010 study. Annals of the rheumatic diseases, annrheumdis-2013.

Elden, H., Gutke, A., Kjellby-Wendt, G., FagevikOlsén, M., Stankovic, N., &Östgaard, H. C. (2013). Back pain in relation to pregnancy: A longitudinal 10-year follow-up of 369 women diagnosed with pelvic girdle pain during pregnancy. In Advances in multidisciplinary research for better spinal/pelvic care. The 8th Interdisciplinary World Congress on Low Back & Pelvic Pain, Oct 2013. Dubai.

Falla, D., Gizzi, L., Tschapek, M., Erlenwein, J., &Petzke, F. (2014). Reduced task-induced variations in the distribution of activity across back muscle regions in individuals with low back pain. PAIN®, 155(5), 944-953.

Ferreira, P. H., Ferreira, M. L., Maher, C. G., Refshauge, K. M., Latimer, J., & Adams, R. D. (2013). The therapeutic alliance between clinicians and patients predicts outcome in chronic low back pain. Physical therapy, 93(4), 470-478.

Heuch, I., Heuch, I., Hagen, K., &Zwart, J. A. (2013). Body mass index as a risk factor for developing chronic low back pain: a follow-up in the Nord-Trøndelag Health Study. Spine, 38(2), 133-139.

Hoy, D., March, L., Brooks, P., Blyth, F., Woolf, A., Bain, C., & Murray, C. (2014). The global burden of low back pain: estimates from the Global Burden of Disease 2010 study. Annals of the rheumatic diseases, annrheumdis-2013.

Kumar, S., Beaton, K., & Hughes, T. (2013). The effectiveness of massage therapy for the treatment of nonspecific low back pain: a systematic review of systematic reviews. Int J Gen Med, 6, 733-741.

Lorig, K., Ritter, P. L., Plant, K., Laurent, D. D., Kelly, P., & Rowe, S. (2013). The South Australia health chronic disease self-management Internet trial. Health Education & Behavior, 40(1), 67-77.

O’Sullivan, P. (2012). It’s time for a change with the management of non-specific chronic low back pain. British journal of sports medicine, 46(4), 224-227.

Schulz, C., Leininger, B., Evans, R., Vavrek, D., Peterson, D., Haas, M., &Bronfort, G. (2014). Spinal manipulation and exercise for low back pain in adolescents: study protocol for a randomized controlled trial. Chiropractic & manual therapies, 22(1), 1.

Searle, A., Spink, M., Ho, A., &Chuter, V. (2015). Exercise interventions for the treatment of chronic low back pain: A systematic review and meta-analysis of randomized controlled trials. Clinical Rehabilitation, 29(12), 1155-1167.

Silisteanu, S. C., &Covasa, M. (2015, November). Reduction of body weight through nutrition intervention reduces chronic low back pain. In E-Health and Bioengineering Conference (EHB), 2015 (pp. 1-3). IEEE.

Steffens, D., Ferreira, M. L., Maher, C. G., Latimer, J., Koes, B. W., Blyth, F. M., & Ferreira, P. H. (2012). Triggers for an episode of sudden onset low back pain: study protocol. BMC musculoskeletal disorders, 13(1), 7.

Tekur, P., Nagarathna, R., Chametcha, S., Hankey, A., &Nagendra, H. R. (2012). A comprehensive yoga program improves pain, anxiety, and depression in chronic low back pain patients more than exercise: an RCT. Complementary therapies in medicine, 20(3), 107-118.

Traeger, A. C., Moseley, G. L., Hübscher, M., Lee, H., Skinner, I. W., Nicholas, M. K., & Hush, J. M. (2014). Pain education to prevent chronic low back pain: a study protocol for a randomized controlled trial. BMJ Open,4(6), e005505.

Patients at Risk of CHD Referral to Cardiac Rehabilitation

Patients at Risk of CHD Referral to Cardiac Rehabilitation Order Instructions: Why we agree that patients at high risk of developing CHD should be referred to Cardiac rehabilitation?

Please make a note- it should be specifically related to this topic only. No introduction or conclusion needed. 4 Apa references not old then 5 years old. journals and articles only

4 APA ref not old then 5 years old and only journals and articles

Patients at Risk of CHD Referral to Cardiac Rehabilitation Sample Answer

Patient Education

Nutrition and Weight loss

Normally, patients who are overweight, such as John, and suffer from back pain, may not be aware their excess weight aggravates their condition (Brady et al., 2016).visitIt is well known that obese patients are at a greater risk for back pain, muscle strain, and joint pain unlike those that are not overweight (Silisteanu, 2015, p1). Moreover, obese patients also complain of fatigue and shortness of breath which makes them refrain from exercises worsening their back pain (Heuch et al., 2013). When patients do not get enough exercise for quite some time, the back’s supporting structures become weak, stiff, and deconditioned which further increases pain (Silisteanu&Covasa, 2015). It is for these reasons that the clinician will encourage John to have a weight loss program which may involve gentle low-impact activities such as walking, jogging, or water therapy. The clinician will also advise John to avoid eating foods with high-fat content. He should also stick to a rational nutrition plan, which involves changes in eating habits as a step toward effective management of his back pain.

Pain Alleviation

Depression

Depression is the most common emotion linked to chronic back pain. Patients with chronic back pain have major depression, which is said to be four times greater in such patients than in the general public in Australia. John is not an exception from this statistics since he reports that he is depressed because he can no longer take part in activities such as hiking and cycling that he has always loved. Research has revealed that depression can trigger back pain (Steffens et al., 2012). It affects the intensity, frequency and the rate of healing of back pain. Consequently, the nurse will advise John to communicate about the depression. Mostly, many patients do not talk to their physicians about their depression, anxiety, or stress (Center, 2012). Individuals that are stressed tend to tense their back muscles which in turn trigger the onset of low back pain or make it even worse. They believe that the emotions will go away once the initial pain problem is solved. Therefore, John should regularly keep nurse updated about his feelings so that the nurse may provide desirable care to him. The nurse will also recommend John to interact with other people, for instance, he can occasionally visiting his daughter or son or play with his grandchild to avoid being lonely and stressed up.

The two activities that the nurse will give priority in the subsequent visits are;

Adherence to Medication

ii) Exercise

According to Searle et al., (2015) exercise should be the first treatment choice for a patient with back problems such as John. This is because exercise matches the fact that individuals with chronic back pain should be physically active and involve themselves in their management. Moreover, treatments such as massage, acupuncture, and manipulative therapy are passive hence the patient is not involved in the therapy. Falla et al., (2014) further highlight that exercise provides other health benefits beyond back pain management, for instance, in terms of bone and cardiovascular health. Therefore, the nurse will encourage John to take part in usually low-grade oscillatory exercises such as knees side-to-side rotation, knee to chest stretches, pelvic tilts, and press-ups. The nurse will also help John to come up with an exercise program, a whichthe nurse will be supervising to ensure he follows it.

Patients at Risk of CHD Referral to Cardiac Rehabilitation Conclusion

To summarize, a therapeutic intervention of chronic back pain can be applied to both patients with unspecific conditions, and to those in which the condition is a secondary implication of a medical procedure such as surgery. The aspects of this nurse intervention will include patient education, nutrition, and weight loss, pain alleviation and psychological assessment of the pain to check for depression. In order to encourage correct self-management of the chronic back pain, expert advice on adherence to medications given and important exercise techniques are offered. This can be named as a multimodal intervention of chronic back pain involving nutrition and dietetics, pharmacology, psychological and physical fitness measures.

Patients at Risk of CHD Referral to Cardiac Rehabilitation References

Cramer, H., Lauche, R., Haller, H., &Dobos, G. (2013). A systematic review and meta-analysis of yoga for low back pain. The Clinical journal of pain, 29(5), 450-460.

Depression Goesling, J., Clauw, D. J., &Hassett, A. L. (2013). Pain and depression: an integrative review of neurobiological and psychological factors. Current psychiatry reports, 15(12), 1-8.

Heuch, I., Heuch, I., Hagen, K., &Zwart, J. A. (2013). Body mass index as a risk factor for developing chronic low back pain: a follow-up in the Nord-Trøndelag Health Study. Spine, 38(2), 133-139.

O’Sullivan, P. (2012). It’s time for a change with the management of non-specific chronic low back pain. British journal of sports medicine, 46(4), 224-227.

Health Organization Case Study Assignment Paper

Health Organization Case Study

Order Instructions:

Health Organization Case Study

View Rubric
Due Date: Apr 24, 2016 23:59:59 Max Points: 200

Details:

Research a health care organization or a network that spans several states within the U.S. (Example: United Healthcare, Vanguard, Banner Healthcare, etc.).

Harvard Business Review Online and Hoover’s Company Records, found in the GCU Library, are useful sources. You may also find pertinent information on your organization’s webpage.

Review “Singapore Airlines Case Study.”

Prepare a 1,000-1,250-word paper that focuses on the organization or network you have selected.

Your essay should assess the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade, and include a strategic plan that addresses issues pertaining to network growth, nurse staffing, resource management, and patient satisfaction.

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

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

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin.
NRS 451v.v10R.SingaporeAirlinesCaseStudy_Student.docx

******* RUBRIC*******

Health Organization Case Study

1
Unsatisfactory
0.00%

2
Less than Satisfactory
75.00%

3
Satisfactory
79.00%

4
Good
89.00%

5
Excellent
100.00%

80.0 %Content

40.0 % Case study assesses the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade

Case study assesses the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade is not provided.

Case study assesses the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade is offered; however, relevant information is missing as indicated in the assignment instructions.

Case study assesses the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade meets the basic criteria for the assignment as indicated in the assignment instructions.

Case study assesses the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade meets all criteria for the assignment, as indicated in the assignment instructions, and is offered in detail.

Case study assesses the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade is offered in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought.

10.0 % Case study includes a strategic plan that addresses issues pertaining to network growth

Case study including a strategic plan that addresses issues pertaining to network growth is not provided.

Case study including a strategic plan that addresses issues pertaining to network growth is provided; however, relevant information is missing as indicated in the assignment instructions.

Case study including a strategic plan that addresses issues pertaining to network growth; meets the basic criteria for the assignment as indicated by the assignment instructions.

Case study including a strategic plan that addresses issues pertaining to network growth; meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail.

Case study including a strategic plan that addresses issues pertaining to network growth; is offered in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought.

10.0 % Case study includes a strategic plan that addresses issues pertaining to nurse staffing

Case study including a strategic plan that addresses issues pertaining to nurse staffing is not offered.

Case study including a strategic plan that addresses issues pertaining to nurse staffing is provided; however, relevant information is missing as indicated in the assignment instructions.

Case study including a strategic plan that addresses issues pertaining to nurse staffing meets the basic criteria for the assignment as indicated in the assignment instructions.

Case study including a strategic plan that addresses issues pertaining to nurse staffing meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail.

Case study including a strategic plan that addresses issues pertaining to nurse staffing is offered in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought.

10.0 % Case study includes a strategic plan that addresses issues pertaining to resource management

Case study including a strategic plan that addresses issues pertaining to resource management is not provided.

Case study including a strategic plan that addresses issues pertaining to resource management is provided; however, relevant information is missing as indicated in the assignment instructions.

Case study including a strategic plan that addresses issues pertaining to resource management meets the basic criteria for the assignment as indicated in the assignment instructions.

Case study including a strategic plan that addresses issues pertaining to resource management meets all criteria for the assignment, as indicated by the assignment instructions, and is provided in detail.

Case study including a strategic plan that addresses issues pertaining to resource management is offered in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought.

10.0 % Case study include a strategic plan that addresses issues pertaining to patient satisfaction

Case study including a strategic plan that addresses issues pertaining to patient satisfaction is not provided.

Case study including a strategic plan that addresses issues pertaining to patient satisfaction is provided; however, relevant information is missing as indicated in the assignment instructions.

Case study including a strategic plan that addresses issues pertaining to patient satisfaction meets the basic criteria for the assignment as indicated in the assignment instructions.

Case study including a strategic plan that addresses issues pertaining to patient satisfaction meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail.

Case study including a strategic plan that addresses issues pertaining to patient satisfaction is offered in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought.

15.0 %Organization and Effectiveness

5.0 % Thesis Development and Purpose

Paper lacks any discernible overall purpose or organizing claim.

Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.

Thesis and/or main claim are apparent and appropriate to purpose.

Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.

15.0 %Organization and Effectiveness

5.0 % Paragraph Development and Transitions

Paragraphs and transitions consistently lack unity and coherence. .No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed.

Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.

Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.

A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose.

There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.

15.0 %Organization and Effectiveness

5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register); sentence structure, and/or word choice are present.

Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

Writer is clearly in command of standard, written, academic English.

5.0 %Format

2.0 % Paper Format (use of appropriate style for the major and assignment)

Template is not used appropriately or documentation format is rarely followed correctly.

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

Template is used, and formatting is correct, although some minor errors may be present.

Template is fully used; There are virtually no errors in formatting style.

All format elements are correct.

5.0 %Format

3.0 % Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)

No reference page is included. No citations are used.

Reference page is present. Citations are inconsistently used.

Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.

Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct.

In-text citations and a reference page are complete. The documentation of cited sources is free of error.

100 % Total Weightage

SAMPLE ANSWER

Case Study: Banner Healthcare

Banner Health organization is among the biggest non-profit organization in the USA. Its headquarters is at Phoenix, Arizona. It oversees about twenty nine healthcare facilities including home care programs, family health clinics, and long-term healthcare facilities. Banner Health care delivers its services to nine States in the Western and Mid-Western States (Banner Health, 2015). This organization was established in 1999 through the merging of Samaritan Health Systems and Lutheran Health systems. Currently, the organization has employed about 47,000 people who deliver services to about 300,000 service users (Berlyl Institute, n.d.). This healthcare organization caters for patient’s basic medical costs and emergency healthcare costs. Additionally, the organization covers for specialized healthcare services such as heart transplants, bone marrow transplants, and psychosocial rehabilitative services. This non-profit organization also covers for life threatening healthcare complications such as spinal injuries and Alzheimer disease. It is approximated that the total worth of the organization as 3.1 billion dollars, with an annual return of 2.6 billion dollar (Kuhn and Chuck, 2015).

Banner healthcare has focused its resources into delivery of safety and quality of care. This entails establishing stringent measures that detect mistakes such as patient identification errors, which impede delivery of quality services. The coordinated service improves the organization performance and maintains organization’s integrity as well as improving patient satisfaction (Banner Health, 2015). This has enabled the organization to identify functional areas, which require improvement in order to sustain its performance. This has led to the creation of cross-facility employees, whose role is to deliberate on ideas that ensure new knowledge on organization is gathered and integrated within the organization standards (Armbrister, 2012).

For example, for a very long time Banner health institution overlooked the relationship between organization cultures and its leadership, and ways they influenced the organization performances. The Banner Health organizations works together with other multiple healthcare facilities across the Nation, which makes it challenging to identify a standard policy that would ensure effective delivery of services in each of the healthcare facilities across the miles (Armbrister, 2012). This is attributable to the fact that each of the healthcare facility are in different geographical location, thus, the sociocultural factors differs from one healthcare facility to another. Thus, applying a common method would lead into more challenges. For this reason, the organization has adopted the integration of culture driven policies that would help sustain the organizations success. The organization culture plays an integral role in shaping the organizations performances (Berlyl Institute, n.d.). This includes identification of management themes that put the interests of the service users as the priority. The themes are as shown in the diagram 1.1 below.

The above diagram illustrates the model used at this organization to run its day –to- day practices. The model comprises of four main themes; a) effective communication of the organization vision, b) measurable accountability, c) developing effective leadership and d) sustaining the success. The first theme addresses the role of effective communication, which is one of the main hindrances of success in most of the institution. This model ensures that there is effective communication between the employees and their leaders; thus, the employees work to achieve the organization vision, mission and goals (Kuhn and Chuck, 2015).

The second theme discusses the issue of employee’s responsibility and accountability. The leader’s roles are to ensure that the employee’s accountability is aligned within the organization’s framework. This implies that the leaders acts as role models, and are expected to exemplify the true measure of accountability within their organizations (Armbrister, 2012). Banner Health has established solid metrics (patient’s satisfaction and experiences) systems, which evaluates the accountability and success each healthcare facility. The applications of score cards ensure that each employee is held accountable of their services. The leaders are expected to guide and provide all the resources needed, and to motivate the employees. This is to ensure that Bander’s health mission and vision are articulated effectively (Berlyl Institute, n.d.).

The third theme involves recruitment process and staffing ratios. The banner health has adopted the habit of recruiting leaders who are proactive and are likely to steer success. This is because active leaders ensure that their employee’s skills are improved through refresher courses and internal programs. This ensures that employees’ specific skills and talents are improved, and new skills are developed through continuous learning. The organization promotes teamwork. It is through the teamwork that cultural competencies are developed which ensures that the employees respect each other’s values and beliefs which reduces the incidences of office bickering (Kuhn and Chuck, 2015).

The last strategies used by the organization are by establishing measures that ensures that there are sustainable developments. This is challenging as the healthcare industry is dynamic. Therefore, the organization has recruited research employees whose work is to identify the changes in market demands so that the organization can change its strategies to align with the market demands. This increases their competitive advantages as the organization manages to make changes according to the market demands. This ensures that the organization explores new areas and discovers other opportunities that have not been realized by their competitors. These processes sustain its development effectively (Berlyl Institute, n.d.).

From this discussion, it is evident that these strategic measures are only effective if articulated simultaneously. For example, integrating effective communication within the organization ensures that each employee understands the organization’s visions and missions. This also ensures that the employees understand their responsibilities within the organization (Armbrister, 2012). Working with competent leaders ensures that the team members are committed to achieving the organizations goals. The motivation is transmitted from the top management to employees. The clarity of the organizations directives establishes a foundation that ensures that the employees are held accountable of their actions (Banner Health, 2015).

In summation, Banner Health has sustained their successes by improving the delivery of services. The Banner Health performances have exceeded the internal targets and are reported in the past years to have achieved stretch targets. The organizations financial capacity has been improved such that it can survive any healthcare dynamic trend. Thus, Banner Health is an established and efficient network concerned with improving the community wellbeing (Armbrister, 2012).

References

Armbrister, M. (2012). Just what is Banner Health planning? Northern Colorado Business Report 18(4)p2B-8B

Banner Health (2015). Banner Health Medtrack company profile. Database Business complete. Retrieved from https://www.medtrack.com

Berlyl Institute (n.d.). Banner Health: Best practices in leadership an exceptional patient experience. Retrieved from http://www.theberylinstitute.org/?page=CASE122010

Kuhn, B., and Chuck, L. (2015). Value-based reimbursement: The Banner Health Network Experience. Winter ,Vol 32, 2, p17-31

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Alzheimer Disease Research Assignment Paper

ALZHEIMER DISEASE RESEARCH PAPER

ALZHEIMER DISEASE

Order Instructions:

Base your initial post on the paragraph below, your readings and research on this topic.

Alzheimer’s disease is a condition with increasing incidence in our population. There is no differential diagnosis, so the onset of the disease may go unnoticed by others. By the time the patient reaches the moderate stage of the disease, manifestations are quite apparent to others and the required level of care often places tremendous strain on the caregiver. Caregiver role strain is a nursing diagnosis that is frequently applied in the situation.

After reading the above information, discuss the following points (minimum of 250 words):

Since patient wandering and confusion are common for the patient with moderate-to-severe Alzheimer’s disease, what would the RN teach the family about maintaining a safe environment? Provide three examples.
How would the RN adjust the teaching teaching based on the family’s educational level, socioeconomic status or culture? Provide two examples
What are common symptoms of caregiver role strain?
Provide one nursing diagnosis statement (statement must include an actual nursing diagnosis, related factor and as evidenced by) that may be appropriate for a patient with moderate-to-severe Alzheimer’s disease.

SAMPLE ANSWER

Since patient wandering and confusion are common for the patient with moderate-to-severe Alzheimer’s disease, what would the RN teach the family about maintaining a safe environment? Provide three examples.

The RN should teach the family that patients diagnosed with Alzheimer can comfortably live in their homes, provided the safety measures are put in place. The family members must be educated on ways Alzheimer disease causes changes in the patient’s brain and body functions. This affects the patient reasoning, judgement, physical ability, behaviour, cognitive functions and sense of time (Bridenbaugh, Monsch & Kressig, 2012).

The family should be taught on ways to identify the possible dangers. The hazardous areas should be locked. Drugs and other chemical substances should be stored out of reach, in lockable cupboards. The family must be ready for emergencies. This implies that they should keep emergency phone numbers such as fire departments and local police helplines. The family members should ensure that the safety devices are working. These include smoke detectors and carbon monoxide detectors and fire extinguishers. Walkways should be well lit to prevent falls. All weapons such as guns or other types of weapons must be removed. Basically, the home must be well lit, ventilated and free from hazards. The home should not be too restrictive, but one that encourage social interaction and independence (Schneider, 2011).

To prevent the patient from wandering, the patient’s relatives and care givers should be taught the following strategies. To start with, they should create a daily activity plan. This helps identify the times of the day that wandering occurred. The patient must be reassured whenever they feel lost, disoriented or abandoned. The care giver must refrain from using correcting the patient using harsh voice. All patients’ basic need must be met. They should not allow the patient to go places that trigger confusion and disorientation such as grocery stalls, malls or other venues that are busy. The doors must remain locked, and keys including car keys put out of sight. The patient must never be left alone i.e. they should always be under supervision. If the main issue is night wandering, devices that signal motions should be used (Lacey, Jones, Trigg & Niecko, 2012).
How would the RN adjust the teaching based on the family’s educational level, socioeconomic status or culture? Provide two examples

Despite the increase emphasis on patient centred care, when it comes to coping strategies for Alzheimer, the healthcare provider should focus on family centred care. In this case, the RN must conduct a family assessment to understand patient structure as well as style. This helps RN formulate effective teaching plan (Skoog, 2011).

To begin with, the RN should evaluate the barriers that would hinder the family ability to deliver health care. This includes the ages, sex and health status of the family member. The family socioeconomic status influences the teaching strategy. People from high socioeconomic status are most likely to be educated, thus basic healthcare can be used during the teaching process. However, those from low income households tend to have low level of education which determines people’s attitudes and perceptions of care. Additionally, some family members lack basic knowledge of the disease. Cultural backgrounds could make some patients to believe in folk medicine. These factors must be addressed when teaching the patient’s family members (Trigg, Jones, Lacey & Niecko, 2012).

What are common symptoms of caregiver role strain?

The demands of giving care to Alzheimer patients are very taxing which can lead to care givers strain and burnout. These are manifested through stress, anxiety, exhaustion, and sleep disturbances. Other common symptoms of care giver role strains include changes in appetite, depression, withdrawal and mood swings (Trigg, Jones, Lacey & Niecko, 2012).

Provide one nursing diagnosis statement (statement must include an actual nursing diagnosis, related factor and as evidenced by) that may be appropriate for a patient with moderate-to-severe Alzheimer’s disease.

Anxiety related to stress and situational crisis as evidenced by insomnia, restlessness, memory loss, and cognitive functions deficits.

References

Bridenbaugh, S., Monsch, A., & Kressig, R. (2012). How does gait change as cognitive decline progresses in the elderly?. Alzheimer’s & Dementia, 8(4), P131-P132. http://dx.doi.org/10.1016/j.jalz.2012.05.349

Lacey, L., Jones, R., Trigg, R., & Niecko, T. (2012). Caregiver burden as illness progresses in Alzheimer’s disease (AD): Association with patient dependence on others and other factorsâ€”Results from the Dependence in Alzheimer’s Disease in England (DADE) study. Alzheimer’s & Dementia, 8(4), P248-P249. http://dx.doi.org/10.1016/j.jalz.2012.05.660

Schneider, L. (2011). Agitation and Alzheimer’s disease. Alzheimer’s & Dementia, 7(4), S92. http://dx.doi.org/10.1016/j.jalz.2011.05.223

Skoog, I. (2011). Vascular Disease Risk Factors and Alzheimer’s Disease. Alzheimer’s & Dementia, 7(4), S284. http://dx.doi.org/10.1016/j.jalz.2011.05.822

Trigg, R., Jones, R., Lacey, L., & Niecko, T. (2012). Relationship between patient self-assessed and proxy-assessed quality of life (QoL) and patient dependence on others as illness progresses in Alzheimer’s disease: Results from the Dependence in Alzheimer’s Disease in England (DADE) study. Alzheimer’s & Dementia, 8(4), P250-P251. http://dx.doi.org/10.1016/j.jalz.2012.05.667

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Nursing Assignment Research Paper

Order Instructions:

Follow the directions and grading criteria closely

2. The length of the project report is to be no less than 5 and no greater than 6 pages excluding title page and reference pages.

3. APA (2010) format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):

a. Introduction

b. Description of the 9 NONPF NP Core Competencies

c. Description of the Interview with the APN.

d. Analysis of the discussed APN competencies

e. Conclusion

Preparing the paper

The following are best practices for preparing this project paper:

1. Read “Interview Suggestions and Tips” in Course Resources.

2. Review the 9 NONPF Nurse Practitioner Core Competencies.

3. Identify an APN with whom to conduct an interview. The APN should practice in one of the following roles: CNS, CNP, CNM, or CRNA.

4. When conducting the interview, be sure to identify appropriate background information regarding the interviewee (who, what, where, when, and why).

5. Discuss 4-5 APN core competencies with the interviewee. Be sure to identify appropriate details including relevant practice examples gleaned from the APN leader.

6. When analyzing the discussed APN competencies, be sure to fully address each APN competency discussed in terms of original source and leader’s application to APN role (i.e., Nurse Practitioner Core Competencies [NONPF, 2011]).

7. Conclude the paper with a summary of the main points covered in the paper and the benefits of meeting the competencies within the APN role.

8. MINIMUM OF 5 SCHOLARLY ARTICLES USED TO REFERENCE YOUR WORK (2011-2016)

SAMPLE ANSWER

Introduction

Nursing is a profession that requires the demonstration of expertise, effective communication, leadership and an understanding and application of evidence-based practice. The nurse practitioner core competencies provide nurses with the essential behavior that they are expected to demonstrated when delivering nursing care. Nurses acquire the knowledge of the core competencies throughout their training period which includes the handling of patients. Patients and their kin expect quality care and it is with the provision of quality care, guided by the core competencies, that a strong patient-nurse relationship is formed. The discussion below will focus on the analysis of the nine core competencies in nursing as well as an evaluation of a Clinical Nurse Specialist (CNS) and her demonstration of the core competencies in her day to day nursing activities.

Description of the 9 NONPF NP Core Competencies

The 9 NONPF Nurse Practitioner (NP) Core Competencies highlights the essential behavior that nurse practitioners must demonstrate as they execute their nursing services in the ever changing health care environment. The first core competencies are the scientific foundation competencies that emphasizes on the analysis and use of data to enhance nursing practice. Scientific foundation competencies also emphasizes on developing new practices based on related research and knowledge. The second core competencies are the leadership competencies that call on nurses to embrace advanced leadership responsibilities with the intent to improve healthcare delivery. Quality competencies advocate for nurses to embrace and advocate for quality clinical practice as a strategy of promoting a culture of excellence in the healthcare environment (Thomas, & Nativio, 2011). Practice inquiry competencies advocate for nurses to embrace and translate new knowledge into their practice so as to improve patient outcomes.

Technology and information literacy competencies advocate for the integration of necessary technologies to enhance patience care. Policy competencies involves the demonstration of an understanding of existing policies and their relation/influence to nursing practice and health care delivery. Health delivery system competencies refer to the ability of nurses to understand and apply existing organizational practices and systems to enhance health care delivery. Ethics competencies refer to the ability of nurses to understand existing ethical principles and the ability to apply them in the different health care scenarios. Lastly, the independent practice competencies refer to the nurse’s potential to function as a licensed autonomous practitioner as well as a high standards of accountability (Thomas, & Nativio, 2011).

Description of the Interview with APN

The Advanced Practice Nurse (APN) selected for the interview was Jane, a 45year old Clinical Nurse Specialist (CNS) at St. Louise Hospital. The CNS has over 20 years of nursing experience and has a master’s degree as well as certification indicating advanced knowledge and clinical skills. For 20 years of her nursing profession, Jane has worked directly with patients, implemented treatment plans and mentored fellow nurses who join the profession. The interview focused on understanding the spheres of influence of a clinical nurse specialist. The CNS works directly with the patients with the intent of providing direct patient care across various medical settings. The CNS ensures that she engaged her fellow nurses in determining the ideal care plan for the patients. The CNS also strives to embrace evidence-based practices and recommendation so as to provide patients with quality health care services. The CNS strives to influence the patient outcomes by adopting evidence-based practice into her daily operations. The CNS thus acts a bridge between standard clinical practice and science by translating research into action. The interviewee indicates her determination to change traditions of service delivery and replacing the traditions with recent scientific research (Tuite, & George, 2010). She points out the tendency by health care professionals to maintain the status quo of practices irrespective of the changes in the health care industry.

According to the CNS, she uses her knowledge and expertise to engage in a cost benefit analysis of merging technologies, medical products and interventions. CNS also strives to embrace preventative protocols for purposes of minimizing costs of health care services. The interview also focused on ethics in the nursing profession. CNS Jane also advocates for ethical conduct in health care delivery. The CNS ensures that nurses adhere to the code of ethics. The CNS also mentors, trains and takes other nurses through refresher training on ethical standards in health care delivery.

Analysis of the discussed APN Competencies

Several competencies stand out with regard to the CNS interview. First, the CNS demonstrates independent practice competency. Rather than playing a supervisory and leadership role as the CNS, the CNS also functions as an independent practitioner. The CNS is always assisting where necessary in the diagnosis, treatment and management of patients at the facility. The CNS engages patients in evaluating their illness. The CNS also provides patients with advice on the management of their illness. The CNS is also culture sensitive and strives to integrate the patient’s beliefs and practice in the treatment and recovery plan. The CNS also demonstrates scientific foundation competencies through the adoption and implementation of evidence-based practice (EBP). EBP is all about the utilization of the best evidence. According to Makic (2013), evidence-based nursing focuses on integrating a problem solving angle with regard to patient care.

Evidence-based practice guarantees improved outcomes in the delivery of patient care. The CNS also demonstrates leadership competencies as she executes her nursing role. As a clinical nurse specialist, the CNS supervises nurses on all aspects of patient care. She also oversees health care delivery and ensures that quality is emphasized. Patient satisfaction is achieved with the delivery of quality services. As a leader, the CNS initiates and guides changes that will enhance patient care. The CNS is also the advocate for quality and cost effective service delivery. The CNS thus ensures that the nurses use resources and facilities that will enhance cost effective utilization of resources without jeopardizing on quality.

Leadership competencies also emphasize on effective oral and written communication. Effective communication in nursing is critical in the delivery of quality patient care. Generally, nursing is a profession that involves collaboration with different health care professionals. Communication is thus critical as it enhances information sharing with regard to the patient’s condition, management initiative and treatment. Nurse leaders must enhance communication with their nurses to enhance patient care. Leaders must also demonstrate effective communication with patients so as to enhance patient satisfaction. According to Kourkouta & Papathanasiou (2014), effective communication is critical for the successful outcome of i nursing care. The CNS also demonstrates ethical competence as she integrates ethical principles in every aspect of the decision making process. In nursing, the ethical principles include beneficence ie the aim to do good; non-maleficence ie the aim to do no harm. Patients entrust healthcare providers with the lives and expect that the healthcare professionals will take care of them with the greatest level of professionalism and expertise (Holt, 2012). The application of the principles of beneficence and non-maleficence helps nurses in making ethical decisions that have the patient’s best interest in mind. Nurses also strive to uphold the patient’s autonomy with regard to the medical procedures and treatment that he is expected to undertake. Overall, nurse leader ensure that all nurses adhere to the ethical principles of nursing practice as the ultimate guide to healthcare delivery.

Conclusion

The understanding of the core competencies of nursing is critical in the nursing profession as it ensures that the nurses are able to execute the nursing duties with the professional realms of the profession. Nurses must know and implement in the core competencies in their daily activities in nursing. The core competencies enable nurse practitioners to implement the full scope of nursing practice as licensed independent practitioners. The CNS interviewed demonstrated an understanding as well as the application of the core competencies of nursing. Competencies such as ethics ensure that the nurses are able to execute their duties within the moral frameworks of the profession. Similarly, evidence-based practice ascertains that nurses deliver quality healthcare services to their patients.

Reference

Holt, J. (2012). Ethical practice in nursing care. Journal of nursing standards. Vol. 27:51-56

Kourkouta, L. & Papapthanasiou, I. (2014). Communication in nursing practice. Journal of Academy of medical sciences of Bosnia and Herzegovina. Vol. 26(1): 65-67

Mackic, M. (2013). Putting evidence into nursing practice. American Association of critical care nurse. Vol. 33(2)

Thomas, A. & Nativio, D. (2011). Nurse practitioner core competencies. The National Organization of Nurse practitioner’s faculties

Tuite, P. & George, E. (2010). The role of the clinical nurse specialist in facilitating evidence-based within a university setting. Critical care nursing. Vol. 33(2): 117-25

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Nursing Informatics Assignment Paper

Assignment Paper

Order Instructions:

NR-512 NURSING INFORMATICS
Readings are as follows:
McGonigle, D. & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett.
•Chapter 7: Informatics Roles and the Knowledge Work of Nursing
References
American Association of Colleges of Nursing (AACN). (n.d.). Crosswalk of the master’s essentials with the baccalaureate and DNP essentials. Retrieved from http://www.aacn.nche.edu/faculty/faculty-tool-kits/masters-essentials/Crosswalk-of-Masters.pdf
American Association of Colleges of Nursing QSEN Consortium. (2012). Graduate-level QSEN competencies: Knowledge, skills and attitudes. Retrieved from http://www.aacn.nche.edu/faculty/qsen/competencies.pdf
Institute of Medicine (IOM). (2011). The future of nursing: Leading change, advancing health. Washington, DC: The National Academies Press.
McGonigle, D. & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Sudbury, MA: Jones and Bartlett.
Reay, T., Goodrick, E., Casebeer, A., & Hinings, C. R. (2013). Legitimizing new practices in primary health care. Health Care Management Review, 38(1), 9–19. doi: 10.1097/HMR.0b013e31824501b6
Scott, E. S. & Miles, J. (2013). Advancing leadership capacity in nursing. Nursing Administration Quarterly, 37(1), 77–82. doi:10.1097/NAQ.0b013e3182751998
The TIGER Initiative. (2013). About TIGER: TIGER Vision Statement. Retrieved from http://www.thetigerinitiative.org/about.aspx
The TIGER Initiative. (n.d.). Revolutionary leadership driving healthcare innovation: The TIGER leadership development collaborative report. Retrieved from http://www.thetigerinitiative.org/docs/TigerReport_RevolutionaryLeadership.pdf
The TIGER Initiative. (n.d.). Transforming education for an informatics agenda: TIGER education and faculty development collaborative. Retrieved from http://www.thetigerinitiative.org/docs/TigerReport_EducationFacultyDevelopment_000.pdf
Page or paragraph numbers must be included with quotes per APA. See APA re how to format references and in-text citations i.e. capitalization issues and use of the ampersand versus the word (“and”).
Including at least one in-text citation and matching reference.
Check for grammar and spellings
Discussion- Reflection on Nursing Informatics Competencies (graded)
Reflect on your self-assessment completed in Week 1. How do your current competencies compare to discussions of NI competencies in the published, scholarly literature?
Hello NR 512 nurses! Welcome to the week 4 discussion and exploration of nursing informatics competencies. You all are somewhat familiar with these already as you completed the TIGER competencies in week 1. We are going to dig a bit deeper this week and apply evidence to our discussion.
The course outcome guiding our discussion this week is:
CO #5: Explore various nurse roles, competencies, and skills in informatics. (POs 2, 11)
——-
This week, reflect on your self-assessment completed in Week 1. The question this week is, “Reflect on your self-assessment completed in Week 1. How do your current competencies compare to discussions of NI competencies in the published, scholarly literature?”

In order to fully respond to this question you need to COMPARE your current competencies compare to discussions of Nursing Informatics competencies in the published, scholarly literature. A comparison notes either similarities, or similarities and differences. You might consider comparing by using either the block method or point-by-point method (you can Google these terms to see how they might be used) or any other way you find most effective.

Some other things to consider as you create your post: Have you seen any impact from your current competencies in your daily practice or perhaps even in your continuing work toward your graduate degree? Is there enough literature out there or does more research need to be done in this area? What are your strengths, weaknesses, and where you would like to focus your learning in technology and nursing informatics?

Name: Sophia David

SELF ASSESSMENT OF TIGER NURSING
INFORMATICS COMPETENCIES
For each statement below, please rank your level of competence
Clinical Information Management
Novice Competent Proficient Expert
Capture data and information related to clinical care
0
0
x 0

Update data and information 0
x 0
0

Display on a screen 0
0
x 0

Print standardized (pre-formatted) reports 0
0
x 0

Demonstrate procedures that assure confidentiality
of protected patient health information (PHI) 0
x 0
0

Demonstrate procedures for maintaining security of PHI 0
x 0
0

Demonstrate procedures to maintain security of organizational information 0
0
x 0

Find information stored in the HIS to guide patient care (guidelines, standardized plans of care, protocols, etc.) 0
0
x 0

Communicate electronically with others, such as colleagues 0
0
x 0

Information Literacy
Novice Competent Proficient Expert
Determine the nature and extent of the information needed 0
x 0
0

Describe information need through key concepts and terms 0
0
x 0

Identify keywords, synonyms, and related terms for the information needed 0
0
x 0

Describe the available proprietary information systems (CINAHL, EBSCO, etc.) 0
x 0
0

Determine the most appropriate methods for accessing information electronically : search engines, interfaces (the database screens), and content available through a given system 0
x 0
0

State the risks and constraints of searching the Internet for needed evidence-based information 0
x 0
0

Use appropriate search language and parameters for selected system 0
x 0
0

Assess the quantity, quality, and relevance of the search results to determine whether alternative information retrieval systems or investigative methods should be utilized 0
0
x 0

Evaluate information and its sources critically and incorporates selected information into his or her knowledge base and value system 0
x 0
0

Identify verbatim material that can be appropriately quoted x 0
0
0

Restate in your own words main concepts from a source 0
x 0
0

Compare information from various sources to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias 0
0
x 0

Judge the scholarly nature of a source such as: physical appearance, advertising, peer review, references, footnotes) 0
0
x 0

Analyze the structure and logic of supporting arguments or methods 0
0
x 0

Determine the value added by the new information 0
x 0
0

Synthesize conclusions based upon information gathered 0
x 0
0

Use information effectively to accomplish a specific purpose individually or as a member of a group 0
x 0
0

Articulate knowledge and skills transferred from prior experiences to meet information-need purpose 0
x 0
0

Manipulate digital text, images, and data to transfer from original source into new context 0
0
x 0

Evaluate outcomes of the use of information 0
x 0
0

Describe privacy and security of information 0
x 0
0

Explain free versus fee-based access to information 0
x 0
0

Use approved passwords and other forms of ID for access to information resources 0
x 0
0

Describe how to preserve the integrity of information resources, equipment, systems and facilities 0
0
x 0

Obtain, store, and disseminate text, data, images, or sounds legally 0
0
x 0

Basic Computer Competencies
Novice Competent Proficient Expert
Describe the concepts of uploading and downloading 0
0
x 0

Activate a hyperlink x 0
0
0

Define the term e-learning 0
x 0
0

Name options for recycling computer components, printer cartridges and paper 0
x 0
0

Name ways to protect my computer and information 0
0
x 0

Start the computer and log on securely using a user name and password 0
0
0
x
Restart the computer using an appropriate routine 0
0
0
x
Shut down a non-responding application 0
0
x 0

Shut down the computer using an appropriate routine 0
0
0
x
Use available Help functions 0
0
x 0

View the computer’s basic system information 0
0
0
x
Create a desktop icon 0
0
x 0

Collapse, expand, restore, resize, move, close a window 0
0
x 0

Create a folder and subfolder 0
0
x 0

Identify common file types 0
x 0
0

Use a text editing application 0
x 0
0

Sort files 0
x 0
0

Rename files, folders 0
0
x 0

Move files, folders between folders and between drives 0
x 0
0

Restore files, folders from the recycle bin/wastebasket/trash 0
0
x 0

Use anti-virus software to scan specific drives, folders, files 0
0
x 0

Change the default printer from an installed-printer list 0
x 0
0

Open an application 0
x 0
0

Create a new file 0
x 0
0

Save a file to a location on a drive 0
0
x 0

Close an application 0
0
x 0

Open a file 0
0
x 0

Close a file 0
0
x 0

Switch between open files 0
0
x 0

Copy and paste content between files 0
0
0
x
Display/ hide built-in toolbars 0
0
0
x
Identify risks associated with online 0
0
x 0

Display a web page in a new window, tab. 0
0
0
x
Discuss the main benefits of instant messaging 0
0
x 0

Recognize examples of social networking websites, Internet forums, chat rooms, online computer games 0
0
0
x
Recognize attempted phishing 0
x 0
0

Explain the importance of network etiquette (netiquette) 0
0
x 0

Identify possible problems when sending file attachments 0
0
x 0

Complete the To, Copy (Cc), Blind copy (Bcc), and subject fields in email 0
0
0
x
Insert, remove a file attachment 0
0
0
x
Save a draft of an e-mail 0
0
0
x
Use a spell-checking tool and correct spelling errors 0
0
0
x
Send an e-mail, send an e-mail with a low, high priority. 0
0
0
x
Use the reply, reply to all function 0
0
0
x
Forward an e-mail 0
0
0
x
Add, remove message inbox headings like: sender, subject, date received 0
0
x 0

Apply a setting to reply with, without original message insertion 0
0
x 0

Flag an e-mail. Remove a flag mark from an e-mail 0
0
0
x
Identify an e-mail as read, unread. Mark an e-mail as unread, read 0
0
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SAMPLE ANSWER

Nursing Informatics

There is a number of nursing informatics competencies. These include overarching competency; knowledge and information management; regulatory and professional accountability; and communication and information technologies. Evidently, I am not competent in some of these competencies as I still am incompetent in some of their indicators. In relation to overarching competency, I am able to use communication and information technologies for supporting information synthesis based on regulatory and professional standard in client or patient care delivery (Saba & McCormick, 2015, 38).

Although I am able to use many of the indicators related to knowledge and information management which helps support evidence-based patient care delivery, I have challenges critically evaluating information and data from different sources including relevant websites, practice guidelines, databases, clinical applications and experts, and this hinders proper nursing care delivery as some aspects are missed. One of the indicators for regulatory and professional accountability is recognizing the need to involve nurses in the selection, design, evaluation, and implementation of systems and applications in healthcare (McGonigle & Mastrian, 2012, 19). However, I have not yet been able to be involved adequately, and this makes me feel that I am somehow not sufficiently part of the system. In relation to the communication and information technologies competency, although I can identify the various technologies, demonstrating appropriate use is a challenge since some are not in the department I work in. therefore, while pursuing the graduate degree, I still need to do a lot for total competency to be demonstrated. This will also ensure that I am able to practice professionally and competently in my practice, something that I doubt I am doing correctly at the moment (Mcbride, 2015, 29).

There is a need for more research in this area since there are inconsistencies and the current literature dates a few years back. I am competent in many of the competencies’ indicators but as noted above, there are some where improvements are needed. I have a deep desire to familiarize myself with the various technologies including EMR, HER (electronic health records), point of care systems, devices for monitoring fetal heart, telehomecare, hemodynamic monitoring, and capillary blood glucose (Baker, 2012, 34). I addition, I need to be competent with the decision support tools like critical pathways, clinical reminders and alerts, as well as web-based clinical practice guides. This will promote a practice with safe patient care and clinical judgment.

References

Baker, J. D. (2012). Nursing informatics. Philadelphia, Pa: Saunders.

Mcbride, S. (2015). Nursing informatics for the advanced practice nurse: Patient safety, quality, outcomes, and … interprofessionalism. Place of publication not identified: Springer Publishing.

McGonigle, D., & Mastrian, K. G. (2012). Nursing informatics and the foundation of knowledge. Burlington, MA: Jones & Bartlett Learning.

Saba, V., & McCormick, K. (2015). Essentials of Nursing Informatics, 6th Edition. New York, N.Y: McGraw-Hill Education.

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Diabetes Disease Assignment Research Paper

Diabetes Disease Assignment Research

Diabetes disease Assignment Research

Order Instructions:

This paper is a continuation of 113908, and it would be nice for the same writer to complete this paper as it is a continuation. The writer will respond to the questions below base on the requirements. The writer must also read the uploaded paper so that he can better understand how to respond to this questions in the order form below. The EBP paper we are working as you will see on the uploaded paper is “Lack of proper education on patient with type 2 diabetes”. Base on that the writer will continue this week by responding detail to the questions pose below.

Designing a Practice Change

“Lack of proper education on patient with type 2 diabetes”

During this week’s paper, you will focus on designing a practice change.
Building on work done in the clinical practicum setting this week, and looking toward work with the EBP, address these questions:

1. What is your timeline/schedule for your project?

2. What key personnel (including a change champion) are needed?

3. What supplies are needed (e.g., technology, marketing materials, etc.)?

4. What areas are included for your budget? What is the approximate cost of the entire project?

5. How do items 1-4 above tie directly to the project goals?

SAMPLE ANSWER

Introduction

Trends have indicated an increase in prevalence in diabetes with 42% of the patients with diabetes aged over 65 years (Chen et al., 2012). Projections have been conducted and proved that this ratio will increase to over 60% by 2050. This increase in diabetes prevalence has also impacted related health care costs. For instance, the average acute hospital cost for managing diabetic patient with a diabetic foot was estimated to be $9,900 in the USA (Dabelea et al, 2014). According to Wong et al, this rise in the prevalence of diabetes has made it imperious to offer training and practice care for clinicians to manage diabetes (Wong et al., 2015). This paper is going to focus on the design of Evidence Based Practice training program that will be aimed at training healthcare practitioners on diabetes and improving the outcomes of patients with diabetes.

Timeline

The training module will involve one basic 50-minute presentation which will be conducted by a well-trained diabetes educator and a physician. The presentation will be conducted on Monday, Wednesday and from 0800hrs to 0850hrs for a period of two months. The presentation will be divided into two parts. The first part will concentrate on enlightening the trainees on diabetes, that is, the causes, risk factors, onset, types, signs and symptoms, treatment, and management of this disease. This part will also highlight the complications associated with diabetes. The second part of the presentation will concentrate more on patient education which is an integral component of comprehensive patient care. Several long term care facilities will be contacted as potential recruitment sites. Comprehensive training modules and assessment measures will also be developed to aid in the evaluation of immediate and long term impact of the training project.

Key Personnel

To achieve the educational needs of the clinicians the program will focus on training licensed practical nurses (LPNs), registered nurses (RNs), and physical therapists. The module will conduct a follow-up of learning outcomes in one group (RNs). The training will be designed for a small group of between 20-30 trainees in each session. This will ensure that close interaction is maintained between the participants and the instructors, with time set aside for participant comments and questions.

Supplies Needed

Some of the material that will be required include; PowerPoint presentation, videos, and handouts.

PowerPoint Presentation: Will consist of 40 slides. These slides will entail a brief overview of diabetes, and the associated complications such as foot problems, risk of amputation, blurred vision, and kidney problems. It will also offer information on appropriate history taking, keeping of records, conducting physical examination, and appropriate specialist referral.
Video: This will demonstrate the proper techniques of carrying out patient examination such as conducting a monofilament examination with the aid of a tuning fork.
Handout: Will be issued to the participants for daily patient explaining and for explaining how to conduct physical examination on a patient with diabetes.
An official website that will contain all that will have been taught during this period.

Cost

For successful completion of this module, funds will be used in paying two diabetes instructors, paying the IT technicians who will compile the PowerPoint presentation, the video, creation of website and typing of the handout. Funds will also be used in buying enough training materials such as tuning forks for the monofilament examination and glucometers. All this will be allocated a total of $ 2,000.

How do these items tie up to project goals?

These items will help in achieving the set goal of 10-15% increase in diabetes practice change two month post training. Such training promotes clinical judgment and advance patient care quality. The clinicians will understand how to acquire, interpret, and incorporate the best available research evidence with clinical observations and patient data which are important aspects in clinical practice (Wong et al., 2015).

References

Chen, L., Magliano, D. J., & Zimmet, P. Z. (2012). The worldwide epidemiology of type 2 diabetes mellitus—present and future perspectives. Nature Reviews Endocrinology, 8(4), 228-236.

Dabelea, D., Mayer-Davis, E. J., Saydah, S., Imperatore, G., Linder, B., Divers, J., … & Liese, A. D. (2014). Prevalence of type 1 and type 2 diabetes among children and adolescents from 2001 to 2009. Jama, 311(17), 1778-1786.

Wong, C. K. H., Wong, W. C. W., Wan, Y. F., Chan, A. K. C., Chan, F. W. K., & Lam, C. L. K. (2015). Effect of a Structured Diabetes Education Programme in Primary Care on Hospitalizations and Emergency Department visits among people with type 2 diabetes mellitus: results from the Patient Empowerment Programme. Diabetic Medicine.

Wong, C. K., Wong, W. C., Wan, Y. F., Chan, A. K., Chan, F. W., & Lam, C. L. (2015). Patient Empowerment Programme (PEP) and Risk of Microvascular Diseases Among Patients With Type 2 Diabetes in Primary Care: A Population-Based Propensity-Matched Cohort Study. Diabetes care, 38(8), e116-e117.

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Education on Patients with Type two Diabetes

Education on Patients with Type two Diabetes Order Instructions: For this paper, the writer will read the uploaded paper and give a brief summary of the entire paper.

Education on Patients with Type 2 Diabetes

It is important that the writer carefully read the entire paper and then give a summary that covers the entire paper with a minimum of 3 references. In text citation must be use throughout the entire paper. Proper APA 6th is also require.

Education on Patients with Type two Diabetes Sample Answer

Proper education on patients with Type two Diabetes is of great significance in management of the disease. The urgency for this intervention has been exemplify by the rising number of people with type 2 diabetes and the high risk of complications including kidney disease, blindness, premature death, stroke, heart disease, and limb amputation (Stults-Kolehmainen & Sinha, 2014). In Ontario alone, more than 600,000 have type 2 diabetes, while many others have not been diagnosed.

This research is aimed at providing recommendations to improve the health of type 2 diabetes patients through education and addressing current barriers to effective management of the disease. Given the nature of the disease, a majority of patients are required to manage critical aspects of their health including self-medication and choosing the correct diet to effectively manage their glucose levels (Kapoor and Kleinbart, 2012). Patients need to be educated on treatment options available to them, prescribed medication, disease causes and process, blood glucose monitoring, nutrition and exercise and possible acute complications (Mshunqane, Stewart & Rothberg, 2012).

The research which borrows significantly from the Learning Theory by Bundura establishes that there are numerous barriers towards care of type 2 diabetes including misconceptions about the disease, inaccessibility to care, health beliefs and influence from peers. In order for education to be feasible, it is imperative that existing barriers are identified and addressed. These include the patients’ ability to assimilate the information, especially where there are physical incapacities; and ability of patients to afford the recommended foods. Health care workers must also dispel misconceptions that patients may already have about the disease. Where the patient is elderly, a caregiver should also receive the education in order to offer the needed assistance.

Besides helping patients better execute self management and better understanding of the disease, training plays a great role in reducing prevalence of the disease, eliminating complications, increasing productivity, managing treatment cost and promoting the quality of life (Ruffin, 2016).

Education on Patients with Type two Diabetes References

Kapoor, B., & Kleinbart, M. (April 01, 2012). Building an Integrated Patient Information System for a Healthcare Network. Journal of Cases on Information Technology (jcit), 14, 2, 27-41.

Mshunqane, N., Stewart, A. V., & Rothberg, A. D. (January 01, 2012). Type 2 diabetes management : patient knowledge and health care team perceptions, South Africa : original research. African Primary Health Care and Family Medicine, 4, 1, 1-7.

Ruffin, T. R. (January 01, 2016). Health Information Technology and Change.

Stults-Kolehmainen, M. A., & Sinha, R. (January 01, 2014). The Effects of Stress on Physical Activity and Exercise. Sports Medicine, 44, 1, 81-121.

Drug shortage Assignment Paper

Assignment Paper

Order Instructions:

Initial Discussion Post:

How does the shortage of chemotherapy drugs impact health care?
Are work arounds such as substitute medications a safe alternative? Why or why not?
Identify an intervention that you can implement as the RN to advocate for safe patient care and positive patient outcomes when drug shortages occur.
Base your initial post on your readings and research of this topic.

SAMPLE ANSWER

Drug shortage refers to the balance dynamics between the supply of FDA regulated chemotherapy drugs does not met the demand. The chemotherapy drug shortage adversely impacts the healthcare provider and the service users. The healthcare provider experiences increased workloads associated with unanticipated events of the drug alternatives. On the other hand, the service user’s experiences reduced patient autonomy, treatment delay, or even the cancellation of treatment. The consequences include lengthened hospital stays due to medication errors, anticipated adverse side effects due to toxicities and compromised patient safety (Mayer, 2012).

The works around are not safe substitute because as often lead to increased cost of care. Additionally, the drug substituted efficacy is usually lower as compared to the drugs with shortages; is most likely to have unanticipated side effects. This increases the possibility of putting patient safety in jeopardy, especially if the healthcare providers have lower professional competence with the substitute medication leading to medication errors. This causes compromised clinical outcomes (McKeever, Bloch, Bratic, 2012).

The healthcare providers must work together in order to identify and implement the most effective policies and procedures that would address the issue of drug shortages amicably. The most important role is patient education and patient advocacy. The patient education intervention should consist of open communication with the patient regarding the drugs and treatment that will be used, and estimate the probability of drug shortages affecting the treatment plan. Policies such as drug substitution, conservation and use of triage, and utilization of compounded medication should be addressed. This will help the patient make informed decisions, as to whether delaying of the chemotherapeutic intervention is prudent until the medication become available. The nurse must advocate for patient’s autonomy (McKeever, Bloch, Bratic, 2012).

References

Mayer, D.K. (2012). Anatomy of a drug shortage. Clinical Journal of Oncology Nursing 16 (2 ); 107-108

McKeever, A.E., Bloch, J.R., Bratic, A. (2012). Drug Shortages and the Burden of Access to Care: A Critical Issue Affecting Patients with Cancer. Clinical Journal of Oncology Nursing 17(5); 490-494

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