Obesity Discrimination

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Obesity Discrimination

Obesity is defined as having excess body fat. According to the most recent statistics available, more than one-third of all adults in the United States are considered obese. Over the past 20 years, there has been a dramatic increase in obesity in the United States. You can visit http://www.cdc.gov/obesity/data/adult.html to read more about the facts of adult obesity. There are considerable medical, social, and financial costs to being obese.

Topic 1: Obesity Discrimination

For this week’s Discussion, read the articles on obesity discrimination as well as the position statement from the Weight Bias Task Force.

Discuss the following in your initial post:

After reading the articles, explore your opinion on obesity by answering the following questions. Remember, you should remain professional at all times and outline your opinions in a respectful manner. Feel free to do some further reading or research in the Kaplan Library.

1. Are obese men subject to the same levels of discrimination as obese women? Why or why not?

2. What age group suffers the most from this discrimination? Why do you think it is so?

3. What advice would you give a friend who struggles with obesity and obesity discrimination?

Remeto get involved throughout the entire week

· to contribute in a way that adds to the discussion and moves it forward in an original fashion

· to use the course content to form your posts and responses

As a guideline, should be at least 150 words

Keep in mind that when you post, you should include references such as the textbook and articles found online. The class is enhanced by sharing knowledge, so use Discussions as a way of creating a community resource for yourself and your classmates.

Textbook Reference:

Grosvenor, M., & Smolin, L. (2015). Visualizing nutrition: Everyday choices, (3rd ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Website Reference:

Centers for Disease Prevention and Control. (2015, September 2015). Adult obesity facts. Retrieved from http://www.cdc.gov/obesity/data/adult.html

 
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Multi-Generational Workforce

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Question description

Module 2 – Case

Online Training

ASSIGNMENT OVERVIEW

Multi-Generational Workforce

Over the past sixty years, there have been three generations, the Baby Boomer Generation, Generation X, and most currently Generation Y, also known as Millennials. As these various generations work side-by-side in the workplace, organizational behavior has changed to adapt to each generation. Managers are dealing with a generation that has a unique work ethic when compared to their more experienced colleagues. Interestingly enough, organizations and researchers are just now beginning to address issues related to generational differences that may have a significant impact on the leadership and success of the organization. It becomes imperative to learn as much about the Millennial Generation as possible. Thus, this study strives to learn more about millennial job satisfaction and organizational commitment levels based upon gender and whether or not Millennials with a graduate level degree are more likely to stay with an organization than Millennials without a graduate level degree. Baby Boomers are starting to retire and as a result more Millennials are being hired throughout the nation. As such, the differences among the generations in the workforce can create some problems for managers who are responsible for making sure that tasks are being completed. As a matter of fact, differences create problems among team members that ultimately result in reduced effectiveness. The following table depicts the three different generations currently in the workforce and when they were born.

Three Generations in the Workforce

Generation Date of Birth
Baby Boomers 1946-1964
Generation X 1965-1980
Generation Y or Millennials After 1980
 
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Research assignment 5

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Research assignment 5

Question descriptionDetails:

Prepare this assignment as a 1,500-1,750 word paper using the instructor feedback from the Topic 1, 2, and 3 assignments and the guidelines below.

PICOT Statement

Revise the PICOT statement you wrote in the Topic 1 assignment. Topic 1 Assignment attached

The final PICOT statement will provide a framework for your capstone project (the project students must complete during their final course in the RN-BSN program of study).

Research Critiques

In the Topic 2 and Topic 3 assignments you completed a qualitative and quantitative research critique. Use the feedback you received from your instructor on these assignments to finalize the critical analysis of the study by making appropriate revisions. Topic 2 and 3 assignment attached

The completed analysis should connect to your identified practice problem of interest that is the basis for your PICOT statement.

Refer to “Research Critique Guidelines.” Questions under each heading should be addressed as a narrative in the structure of a formal paper.

Proposed Evidence-Based Practice Change

Discuss the link between the PICOT statement, the research articles, and the nursing practice problem you identified. Include relevant details and supporting explanation and use that information to propose evidence-based practice changes.

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 rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Guideline attached

Read the lecture and incorporate it in the research paper and also follow the rubric below the attached assignment and also pay attention on the instructor feedback

Characteristics of Nursing Research Utilization and Evidence-Based Practice

Introduction

Research utilization and evidence-based practice (EBP) are regularly used within the nursing profession in developing positive changes for patient outcomes. Although both research methods provide results beneficial to the nursing community, each method approaches nursing research in a different manner. Research utilization focuses on implementation of the results after a study is conducted whereas EBP incorporates the research directly into the clinical decision-making process (Polit & Beck, 2006).

Characteristics of Research Utilization

In the previous lessons, the focus has been on the language and components of research. In this lesson, the focus is on how to apply research findings to improve patient outcomes. Over the past 40 years, the concept of research utilization has been described in the literature. In the nursing community, the long-held tradition has been to utilize research, through findings, to impact health changes within the profession. In order for this process to be successfully implemented into application, the research analysis would be compounded upon multiple studies within a specific nursing area. Furthermore, through the presentation of correlated findings and possibly similar results, health care professionals will have an accurate knowledge in order to influence patient and system outcomes.

Over time, issues have been raised about research utilization being affected. The key to research utilization is not only the acknowledgment and review of the findings but the implementation of those results into practice. In order for this to occur, nurses need to be active participants in evaluating current research and utilizing the results within their normal practice (Polit & Beck, 2006).

The majority of nurses in the United States are initially educated at the Associate Degree level. In these programs, the concepts of nursing research are often not discussed. Similarly, most registered nurses are not taught how to evaluate advanced nursing science, or how such advances will improve outcomes. Research utilization and evidenced-based practice principles put emphasis on these skills.

Evidence-Based Practice

Recently, a movement has been made toward evidence-based practice (EBP) research. The purpose behind this method is to implement a solution to an evidence-based problem. To accomplish this goal, registered nurses must become experts in not only reading research articles, but also in collecting relevant research findings to help them make clinical decisions. After the fundamental information is collected about a health care topic, the researcher can utilize it in creating the design and framework for the necessary research. In essence, the search for the best possible information from top-quality research, which is integrated with clinical expertise, available resources, and the needs and desires of the patient, is the basis for EBP in nursing.

The skills associated with EBP research place emphasis on diagnosis, therapy, etiology, prognosis, or prevention. EBP has been developed to provide a method for practicing nurses to understand research in a way that allows them to incorporate it into improved patient care. One skill that is helpful is the PICO method, which allows practitioners to formulate research questions. By formulating a PICO question, nurses are making the first step in preparing for their capstone project.

 
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Describe how clinical information technologies are and will impact nursing practice. A hospital is looking to implement an EHR.

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Describe how clinical information technologies are and will impact nursing practice. A hospital is looking to implement an EHR.

Describe how clinical information technologies are and will impact nursing practice. A hospital is looking to implement an EHR. It has been suggested that an INS be hired. This position does not involve direct patient care and the administration is struggling with how to justify the position. How can this position be justified?
Describe how clinical information technologies are and will impact nursing practice. A hospital is looking to implement an EHR. It has been suggested that an…

Describe how clinical information technologies are and will impact nursing practice.
A hospital is looking to implement an EHR. It has been suggested that an INS be hired. This position does not involve direct patient care and the administration is struggling with how to justify the position. How can this position be justified?
Using reference:
McGonigle, D., & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones & Bartlett. (ISBN 978-1-284-04351-8)
>300 words, will be check for plagiarism by Turniton
HERE IS THE RESOURCES GIVEN:
Course Title: B404 Nursing Informatics
Learning Goals/Outcomes
Upon completion, the student will be able to:
Analyze the sciences underpinning nursing informatics and their relationship to nursing informatics practice.
Discuss the evolving roles and competencies of nursing informatics practice.
Describe how clinical information technologies are and will impact nursing practice.
Explore how nurses can create and derive clinical knowledge from information systems.
Speculate on the future of nursing in the context of health informatics.
Required Resources
Read chapter 6, 7, 8 of your McGonigle and Mastrian textbook.
View Youtube video: Interview with a Nurse Informatics Specialists (Links to an external site.)

 

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Competency 1: Describe the importance of effective scholarship and evidence-based information to advance the profession of nursing

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Information Systems In Nursing

Write 3–5 pages in which you discuss how a current information system used in the delivery of patient care contributes to improved patient outcomes.

In using information system technology, nurses are able to track and measure data to improve patient outcomes.

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

  • Competency 1: Describe the importance of effective scholarship and evidence-based information to advance the profession of nursing.
    • Describe how an information system used in nursing contributes to evidence-based nursing practices.
  • Competency 2: Identify strategies and best practices for using informatics in nursing and health care.
    • Describe how a nurse researcher uses information technology to define patient safety within the context of outcomes.
  • Competency 3: Explain the use of information management tools and technologies to monitor and improve health care delivery and patient outcomes.
    • Describe how nurse leaders and nurse informaticists use technology and evidence-based practice to contribute to improved patient outcomes.
  • Competency 4: Communicate in a manner that is consistent with the expectations of a nursing professional.
    • Write coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics.
 
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The Nurse’s Role in Supporting the Organization’s Strategic Agenda

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THE NURSE’S ROLE IN SUPPORTING THE ORGANIZATION’S STRATEGIC AGENDA

The Nurse’s Role in Supporting the Organization’s Strategic Agenda

As hospitals seek to reduce the incidence of Never Events and improve the overall quality of health care provided, it is apparent that ultimate success will require the effort of the entire medical staff. Consider the nurse’s role in supporting the organization’s strategic agenda as it relates to improving clinical outcomes.
For this application you are asked to interview a quality manager in an acute care or long-term care agency of your choice. Your goal is to determine the manager’s view regarding the impact of the direct care nurse’s role in clinical outcomes for the organization. How does this influence the ability of the organization to achieve its strategic agenda? Before you attend the interview, create a list of relevant questions that will help you better understand the effect a nurse can have on the successful treatment of the patient.

Write a 2- to 3-page paper discussing what you learned from this interview. How will what you learned impact how you approach your nursing responsibilities?

 
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Accreditation enhances the centrality of nursing for the benefit of the public and assists in the maintenance and improvement of quality in education through an ongoing process of self assessment and planning.

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Accreditation enhances the centrality of nursing for the benefit of the public and assists in the maintenance and improvement of quality in education through an ongoing process of self assessment and planning.

Introduction
Accreditation enhances the centrality of nursing for the benefit of the public and assists in the maintenance and improvement of quality in education through an ongoing process of self assessment and planning. It serves as an indicator to the general public and the education society that nursing has definite and appropriate objectives which they strive to achieve. A lot of attention is drawn to the nursing program and its adherence to set standards and criteria in relation to its mission current and future nursing practice. Learning institutions in conjunction with accreditation bodies are responsible for the development of criteria policies standards and procedures. The NLNAC promotes development and strengthening of specialized accreditation among peer groups as a fundamental tool of public accountability and improvement. The medical act gives the general medical council the powers to set standards of training. Goals to be achieved must be demonstrated before a medical practitioner can be registered (General Medical Council 2010). Specialized accreditation dictates standards for programs accreditation reviews encouragement of effective education curriculum and program improvement.
Discussion
Accreditation and medical bodies identify and make critical analysis of the general health care needs. The need may be specific to a given problem or group. It also encompasses the needs of the society such as need for more health practitioners. Good problem identification makes reference to the current approaches in the medical education system patient and practitioners. This is then followed by formulation of an ideal approach of addressing the need. They set targets and assess the needs. It involves investigation the needs of a targeted group and the medical institutions learning environment which may not correspond to the needs of the medical institutions and scholars. After identifying the needs of the targeted scholars goals and objectives of the proposed curriculum are drafted. After confirmation of objectives content of the curriculum is selected and educational methods chosen to encourage the attainment of educational objectives. Case-based activities that actively engage leaners are strategies that are better in improving and enhancing learning (Kern Thomas & Hughes 2009).
During the implementation of curriculum the accreditation bodies perform various functions such as lobbying for public support identifying and addressing limitations of implementation and carrying out pilot studies on the viability of the curriculum among others. Accreditation bodies carry out constant evaluation of the current curriculum to provide feedback so as to improve the curriculum and leaners experience. They also evaluate for the purpose of grading vetting and checking general performance. Evaluation is also done to lobby for support and allocation of resources to medical training institutions and encourage research (Kern Thomas & Hughes 2009).
Medical bodies such as the General Medical Council GMC carry out regulation on medical training and education. This is done through quality assurance programs for all medical institutions to ensure that the set medical standards and outcomes are realized. The GMC emphasizes that the general basic aims of the assessment system should be well recorded documented and availed for public scrutiny. The requirements of each and every part of the assessment system should be clearly stated and communicated to instructors learners learning institutions regulatory bodies and the public. GMC holds that the assessment must exhaustively sample the whole content relevant to the levels of training in relation to common and critical clinical challenges that the trainees may face at the work place and to a broader base of attitudes knowledge and skills shown through conduct that medical practitioners need (General Medical Council 2010).
Conclusion
Accreditation bodies play an integral part in the standardization and regulation of medical practices. In view of this the state should allocate a larger proportion of its budget to such bodies which will go a long way in assisting research evaluation and assessment.

 

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Describe a public-health policy issue with which you have personal and/or professional experience, and about which you are interested, familiar, and passionate.

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Describe a public-health policy issue with which you have personal and/or professional experience, and about which you are interested, familiar, and passionate.

Describe a public-health policy issue with which you have personal and/or professional experience, and about which you are interested, familiar, and passionate. Why is this issue of particular interest/importance to you and to the profession of nursing

Formulating a Healthcare Policy

Worksheet #1 (ungraded)

Overview

The purpose of the three ungraded worksheets for this course is to assist the student in identifying the key pieces of information necessary for completing the assignments and meeting the course outcomes.

For this course, the student must first select a policy priority issue. The issue must be a public-health policy issue. Students may not use issues relevant for private organizations or institutions, such as internal policy issues. The goal of this course is to get the student involved in healthcare-policy issues that impact the general public. This will involve a telephone call or meeting with local policymakers such as city, county, and school-board officials. Students are free to work at the state or federal level as well. Students must carefully consider their particular policy issue, applicable level of government involved, course time constraints, and objectives/outcomes of the assignments.

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Students are to select a policy issue, research the issue including policy analysis, plan the policy, and plan a call or meeting with a policymaker for the purpose of presenting the issue, proposing recommendations and asking questions about how change can occur. The student will reflect on the experience, develop plans for follow-up with the policymaker as needed, and consider ways in which advocacy efforts can continue.

 

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Create a PICOT/PICo question using the PICOT/PICo format for quantitative and PICo for qualitative approaches.

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The focus for Week 2 is on questions: PICOT/PICo and practice questions.

  • Using the area of interest from Week 1, identify the following.
    • Will you be using a quantitative or qualitative approach for your EBP project proposal?
    • Explain why this approach is the best one to provide information for your area of interest.
    • Create a PICOT/PICo question using the PICOT/PICo format for quantitative and PICo for qualitative approaches.
    • Identify your practice question, being sure to include the following.
      • For a quantitative approach
        • A questioning part such as “what is,” “what are,” “is there,” or “are there”
        • Population being studied
        • Variables being studied
        • Suggestion of the relationship between variables
      • For a qualitative approach
        • Phenomenon or concept of interest
        • Group or population of interest
        • Suggestion of which qualitative research design is being used
 
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Assessing and Treating Clients with With Bipolar Disorder Essay Assignment Paper

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Assessing and Treating Clients with With Bipolar Disorder Essay Assignment Paper

Week 4: Bipolar Therapy

Jay, an 18-year-old high school senior, presents with symptoms of difficulty sleeping and feeling sad, which results in an initial diagnosis of depression. His mother later reports, however, that Jay exhibits symptoms of irritability and risk-taking behaviors. (His little brother reported to his mother that they were driving over 90 miles an hour on the highway.) After further evaluation, Jay’s psychiatric mental health nurse practitioner diagnosed him with bipolar disorder.

Cases like this are not uncommon with bipolar disorder, as initial assessments rarely provides all the information needed. In your role, as a psychiatric mental health nurse practitioner, you must develop strategies for properly assessing and diagnosing these clients because treatments for bipolar disorder are significantly different than treatments for depression or other mood disorders.

This week, as you examine bipolar therapies, you explore the assessment and treatment of clients with bipolar disorder. You also consider ethical and legal implications of these therapies.

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Assignment: Assessing and Treating Clients with With Bipolar Disorder

Bipolar disorder is a unique disorder that causes shifts in mood and energy, which results in depression and mania for clients. Proper diagnosis of this disorder is often a challenge for two reasons: 1) clients often present as depressive or manic, but may have both; and 2) many symptoms of bipolar disorder are similar to other disorders. Misdiagnosis is common, making it essential for you to have a deep understanding of the disorder’s pathophysiology. For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat clients presenting with bipolar disorder. Assessing and Treating Clients with With Bipolar Disorder Essay Assignment Paper.

Learning Objectives

Students will:
  • Assess client factors and history to develop personalized plans of bipolar therapy for clients
  • Analyze factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring bipolar therapy
  • Evaluate efficacy of treatment plans
  • Analyze ethical and legal implications related to prescribing bipolar therapy to clients across the lifespan

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.

Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.

 

To access the following chapters, click on the Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter. Assessing and Treating Clients with With Bipolar Disorder Essay Assignment Paper.

  • Chapter 6, “Mood Disorders”
  • Chapter 8, “Mood Stabilizers”

Stahl, S. M., & Ball, S. (2009b). Stahl’s illustrated mood stabilizers. New York, NY: Cambridge University Press.

 

To access the following chapters, click on the Illustrated Guides tab and then the Mood Stabilizers tab.

  • Chapter 4, “Lithium and Various Anticonvulsants as Mood Stabilizers for Bipolar Disorder”
  • Chapter 5, “Atypical Antipsychotics as Mood Stabilizers for Bipolar Disorder”

Vitiello, B. (2013). How effective are the current treatments for children diagnosed with manic/mixed bipolar disorder? CNS Drugs, 27(5), 331-333. doi:10.1007/s40263-013-0060-3

Note: Retrieved from Walden Library databases.

Chen, R., Wang, H., Shi, J., Shen, K., & Hu, P. (2015). Cytochrome P450 2D6 genotype affects the pharmacokinetics of controlled-release paroxetine in healthy Chinese subjects: comparison of traditional phenotype and activity score systems. European Journal of Clinical Pharmacology, 71(7), 835-841. doi:10.1007/s00228-015-1855-6

Note: Retrieved from Walden Library databases.

Required Media

Laureate Education. (2016f). Case study: An Asian American woman with bipolar disorder[Interactive media file]. Baltimore, MD: Author. Assessing and Treating Clients with With Bipolar Disorder Essay Assignment Paper.

 

Note: This case study will serve as the foundation for this week’s Assignment.

Optional Resources

Mostafavi, A., Solhi, M., Mohammadi, M., Hamedi, M., Keshavarzi, M., & Akhondzadeh, S. (2014). Melatonin decreases olanzapine induced metabolic side-effects in adolescents with bipolar disorder: a randomized double-blind placebo-controlled trial. Acta Medica Iranica, 52(10), 734-739.
Retrieved from http://acta.tums.ac.ir/index.php/acta

To prepare for this Assignment:

  • Review this week’s Learning Resources. Consider how to assess and treat clients requiring bipolar therapy.

The Assignment

Examine Case Study: An Asian American Woman With Bipolar Disorder. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes. Assessing and Treating Clients with With Bipolar Disorder Essay Assignment Paper.

At each decision point stop to complete the following:

  • Decision #1
    • Which decision did you select?
    • Why did you select this decision? Support your response with evidence and references to the Learning Resources.
    • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
    • Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
  • Decision #2
    • Why did you select this decision? Support your response with evidence and references to the Learning Resources.
    • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
    • Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
  • Decision #3
    • Why did you select this decision? Support your response with evidence and references to the Learning Resources.
    • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
    • Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different? Assessing and Treating Clients with With Bipolar Disorder Essay Assignment Paper.

Also include how ethical considerations might impact your treatment plan and communication with clients.

Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Save your Assignment using the naming convention “WK4Assgn+last name+first initial.(extension)” as the name.
  • Click on the Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click on the Week 4 Assignment link. Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK4Assgn+last name+first initial.(extension)” and click on Open.
  • If applicable: From the Plagiarism Tools area, click in the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Grading Criteria

To access your rubric:

Week 4 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 4 Assignment draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 4 Assignment

Now that you have:

  • Assessed clients presenting with bipolar disorder
  • Developed personalized plans of bipolar therapy for clients
  • Examined factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring bipolar therapy. Assessing and Treating Clients with With Bipolar Disorder Essay Assignment Paper.
  • Explored ethical and legal implications of prescribing bipolar therapy to clients

Next week, you will build on your assessment and treatment skills as you examine clients presenting for anxiolytic therapy and PTSD treatment. Assessing and Treating Clients with With Bipolar Disorder Essay Assignment Paper

 
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