Nursing  project

While treating the chronically ill, a major challenge is developing a plan of care that addresses the specific needs of a patient and a caregiver. You need to be in close touch with patients and their support group, family and peers, to come up with an ideal plan.In this course project, you are going to develop a plan of care for a chronic illness group of your choice using the Healthy People 2020 topics. While executing the tasks of this project, remember that while you need to give a general overview of the biomedical considerations of the case, the focus should always be on the psychosocial elements. Your perspective in this care plan should be the patient’s goals rather than those of the medical team.Each week, you will complete a part of this project, submitting the final project in Week 5.Identifying a GroupIdentify a chronic illness of specific interest to you that is also identified as a Healthy People 2020 topic (healthypeople.gov). In a Microsoft Word document of 4-5 pages formatted in APA style, address the following criteria:Identify a chronic illness and rationale for choice.Develop a questionnaire by utilizing your knowledge of health and illness, with the aim of acquiring all information you need from patients to prepare a plan of care for the specific illness group.Discuss morbidity and comorbidity of the disease.Discuss the impact of the chronic illness and patient morbidity on overall health of the nation.Incorporate Healthy People 2020 goals and objectives for the specific illness group.Support your responses with examples and information from library resources, textbook and lectures.On a separate reference page, cite all sources using APA format. Please note that the title and reference pages should not be included in the total page count of your paper.Use this APA Citation Helper as a convenient reference for properly citing resources.This handout will provide you the details of formatting your essay using APA style.You may create your essay in this APA-formatted template.Submission DetailsName your document SU_NSG4055_W1_Project_LastName_FirstInitial.doc.Submit your document to the Submissions Area by the due date assigned.

 
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Nursing  community crisis

These questions deal with hurricane Katrina vs hurricane Harvey:How a Crisis Situation Affects Community HealthExplains how a crisis situation affects community health, in both the short-term and the long-term.Different Approaches for Responding to a Community CrisisCompares and contrasts different approaches for responding to a community crisis, and identifies key lessons learned that can be applied to similar situations.Obstacles to Providing Health Care Services Related To a Community CrisisDescribes obstacles to providing health care services related to a community crisis, and identifies strategies for overcoming obstacles.Recommend an Evidence-Based Nursing Response for Providing Health Care Services Related To Community CrisesRecommends an evidence-based nursing response for providing health care services related to community crises, and clearly shows how the response will be effective and efficient.Current Practices for Providing Health Care Services Related To Community CrisesExplains current practices for providing health care services related to community crises, and identifies key areas for improvement.

 
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Nursing  Nursing Theory and Health Care Policy (Due 20 hours)

1) Minimum 4 full pages (No word count per page)- Follow the 3 x 3 rule: minimum three paragraphs per pageParts 1 and 2 have the same questions, however, you must answer the questions with different wording, but objectively addressing the question.Parts  3 and 4 have the same questions, however, you must answer the questions with different wording, but objectively addressing the question.Similar responses are not allowed in writingThe same references are not supportedPart 1: minimum 1 pagePart 2: minimum 1 pagePart 3: minimum 1 pagePart 4: minimum 1 pageSubmit 1 document per part2)¨******APA normsAll paragraphs must be narrative and cited in the text- each paragraphBulleted responses are not acceptedDon’t write in the first personDon’t copy and paste the questions.Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraphSubmit 1 document per part3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks)********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)4) Minimum 3 references per part not older than 5 years  (Journals, books) (No websites)All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed.5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the nextExample:Q 1. Nursing is XXXXXQ 2. Health is XXXX6) You must name the files according to the part you are answering:Example:Part 1.docPart 2.doc__________________________________________________________________________________Part 1: Nursing Theory1. How does the concept of Modeling & Role Modeling apply to nursing?2. How would the Theory of Integral Nursing benefit our community?Part 2: Nursing Theory1. How does the concept of Modeling & Role Modeling apply to nursing?2. How would the Theory of Integral Nursing benefit our community?Part 3: Health Care Policy1. Name the first Registered Nurse elected to Congress , name the state affiliated2.  List at least one contribution (Policy) enacted since holding office.3. Name at least one nurse legislator  and name the state affiliated4. List at least one contribution (Policy) enacted since holding office.Part 4: Health Care Policy1. Name the first Registered Nurse elected to Congress , name the state affiliated2.  List at least one contribution (Policy) enacted since holding office.3. Name at least one nurse legislator  and name the state affiliated4. List at least one contribution (Policy) enacted since holding office.

 
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Nursing  NURS 6221: MANAGING HUMAN RESOURCES – Discussion 11 -2 (Grading Rubic and Media Attached)

Discussion 2: Managing Conflict in the WorkplaceHigh-pressure environments, life-or-death implications, constant change, and long days of exhausting work … It is not surprising that conflicts arise in health care settings. In the fast-paced environment in which nurses work, small differences in decision making, processes, work ethic, and personal characteristics can quickly escalateAs a nurse manager, you need to develop and model skills that effectively address conflict situations. Stephen Covey, author of The 7 Habits of Highly Effective People, offers sound advice that can be applied to conflict management and resolution. In Habit 4, Think Win-Win, Covey (2004) explains, “[m]any people think in terms of either/or: either you’re nice or you’re tough. Win-win requires that you be both. It is a balancing act between courage and consideration.” Ultimately, how you manage conflict in your setting will determine whether you foster an environment that breeds contempt or one that fosters growth.Conflict abounds in any workplace; it is a normal part of organizational life. Instead of avoiding or ignoring conflict, the role of the nurse manager is to coach employees through conflict situations and to exercise judgment on how and when to intervene. When managed effectively and focused on substantive issues, conflict can actually lead to better outcomes. However, when interpersonal conflicts go unaddressed, employee morale and engagement–two factors that can seriously impact quality of patient care—will dwindle.When nurse managers observe employees engaging in toxic or inappropriate workplace behaviors, they must prepare to give difficult feedback. Delivering difficult feedback can be challenging for nurse managers, as they must address employees in a way that is authoritative, supportive, and resolute. One strategy nurse managers can use to deliver difficult feedback is to employ the scripting framework. In this week’s Discussion, you gain experience with using the scripting framework to resolve a conflict situation that you have observed in your past or present workplace.To prepareReview this week’s Learning Resources, focusing on the various forms of conflict that can occur in the workplace.Consider the types of conflict, including bullying, horizontal violence, toxic and disruptive employees, misuse of social media, unbalanced power, harassment, and favoritism, that exist in your current organization or past place of employment.Select one type of conflict you have observed. How has conflict impacted your work environment? How have nurse mangers attempted to address conflict situations?Examine the six-step scripting framework for delivering difficult feedback in Chapter 7 of the course text, From Management to Leadership: Strategies for Transforming Health Care. Then, use this framework to script a conversation between you and the employee(s) involved in the conflict situation you selected.When drafting your script, reflect on how HR might be able to help you in addressing this issue, both before you talk to this employee and if the problem continues to exist.Post a brief overview of the conflict you selected and how this specific type of conflict has impacted the work environment. Share the script you drafted and explain at least one way you would enlist HR’s help in managing this situation. Support your response by referencing authentic examples from the workplace and the Learning Resources as applicable.Read a selection of your colleagues’ responses.Managing conflict effectively includes receiving feedback on your own performance. As such, respond on or before Day 6 to at least two of your colleagues on two different days using the following approach:Critically appraise the effectiveness of your colleague’s script by placing yourself in the position of the employee receiving this difficult feedback. How would you feel if a manager said this to you? Would this conversation prompt you to change your behavior? Why or why not? What strengths did the script have, and where might clarification be needed?Required ReadingsManion, J. (2011). From management to leadership: Strategies for transforming health care (3rd ed.). San Francisco, CA: Jossey-Bass.Chapter 7, “Coaching and Developing Others” (pp. 339–341)Review the scripting model on these pages. In this chapter, Manion discusses motivation and explains how leaders can make the most of it through coaching. She explains the leader’s role, the coaching role, and the difference between coaching and being a coach.Alichnie, C. (2012). Social media and nursing. Pennsylvania Nurse, 67(1), 3–10.Retrieved from the Walden Library databases.This article discusses the use of social media in nursing. The author determines that social media can be a means to an end if it’s used wisely, professionally, and within legal and ethical boundaries.Barrett, A., Piatek, C., Korber, S., & Padula, C. (2009). Lessons learned from a lateral violence and team-building intervention. Nursing Administration Quarterly, 33(4), 342–351.Retrieved from the Walden Library databases.This study focuses on nurse interaction in relation to lateral violence. The authors conclude that the key to a cohesive work environment is a nurse leader who is able to drive and sustain change.Barton, S. A., Alamri, M. S., Cella, D., Cherry, K. L., Curll, K., Hallman, B. D., et al. (2011). Dissolving clique behavior. Nursing Management, 42(8), 32–37.Retrieved from the Walden Library databases.This article addresses clique behavior in health care settings. The argument is that the current economic climate encourages regression in health care workers.Brinkert, R. (2010). A literature review of conflict communication causes, costs, benefits and interventions in nursing. Journal of Nursing Management, 18(2), 145–156.Retrieved from the Walden Library databases.The author assesses the effects of conflict communication on nursing. The study concludes that conflict will always be a part of nursing but that it can be mitigated if nurse managers use employee-effective intervention methods.Cronquist, R., & Spector, N. (2011). Nurses and social media: Regulatory concerns and guidelines. Journal of Nursing Regulation, 2(3), 37–40.Retrieved from the Walden Library databases.Cronquist and Spector’s article provides nurses with social media guidelines. They also give the reader examples of what happens when social media is used outside of professional, legal, and ethical boundaries.Greenlund, L. (2011). ED violence: Occupational hazard? Nursing Management, 42(7), 28–32.Retrieved from the Walden Library databases.This article analyzes the effects of workplace violence on hospitals’ productivity. Because workplace violence can be costly, the author provides prevention methods.Hader, R. (2009). Tweeting—not just for the birds. Nursing Management, 40(12), 6.Retrieved from the Walden Library databases.This article focuses on what nurse leaders should do about social media in the workplace. New leadership challenges have risen because of this form of communication. Nurse leaders need to ensure that their employees are not violating a patient’s rights to privacy.Issues & answers. Social media: Implications for nursing: Nursing Practice Statement NP 85. (2011). Ohio Nurses Review, 86(2), 6–7.Retrieved from the Walden Library databasesThis article informs the reader about the laws and rules that apply to nursing and social media. The authors take a stance on the use of social media and list its benefits and drawbacks.Kuhns, K. A. (2012). Social media and professional nursing: Friend or foe? Pennsylvania Nurse, 67(1), 4–8.Retrieved from the Walden Library databases.Kuhn’s article introduces the reader to the many different types of social media and argues that there is more to social media than Facebook and Twitter. The article then goes on to discuss the pros and cons of the use of social media in the workplace.Macleod, L. (2011). Avoiding “group think”: A manage’s challenge. Nursing Management, 42(10), 44–48.Retrieved from the Walden Library databases.Macleod’s article focuses on the increasing costs of health care. He says that changes need to happen both within and outside of health care settings for this change to be sustainable.Robinson, M.-A. (2012). Closing perspectives: Navigating the world of social media. Alberta RN, 67(6), 42.Retrieved from the Walden Library databases.Robinson’s article addresses the hesitation that many organizations have with social networking. While there are professional benefits, there are also risks and new challenges.

 
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Nursing  Colleagues Response week 8

Assignment:Respond to at least two of your colleagues by comparing the differential diagnostic features of the disorder you were assigned to the diagnostic features of the disorder your colleagues were assigned.Support your responses with evidence-based literature with at least two references in each colleague’s response with proper citation in APA Format.Colleagues Respond # 1Criteria for Alzheimer’s DiseaseAlzheimer’s disease is a slowly progressing disorder where the individual may be asymptomatic for many years in preclinical phase, followed by a period called mild cognitive impairment without functional deficit, and finally leading to dementia or neurocognitive syndrome with cognitive deficits, functional decline with neuropsychiatric symptoms (Gabbard 2014).According to American psychiatric association (2013), neurocognitive disorders can be either major or mild neurocognitive disorder. To diagnose Alzheimer’s disease, the DSM-5 has given criteria as follows.Major neurocognitive disorder due to Alzheimer’s disease are diagnosed either as probable and possible Alzheimer’s disease (American psychiatric association 2013). Probable Alzheimer’s disease is diagnosed if either of the following are present otherwise, possible Alzheimer’s disease is diagnosed.1.Evidence of a causative Alzheimer’s disease genetic mutation from family history or genetic testing2. All three of the following such as a) Clear evidence of decline in memory and learning and at least one other cognitive domain based on detailed history or serial neuropsychological testing, b) Steadily progressive, gradual decline in cognition, without extended plateaus, c) No evidence of mixed etiology such as absence of other neurodegenerative or cerebrovascular disease, or another neurological, mental, or systemic disease or condition likely contributing to cognitive declineMild neuro cognitive disorder due to Alzheimer’s disease can be either Probable or possible Alzheimer’s disease (American Psychiatric association 2013).Probable Alzheimer’s disease is diagnosed if there is evidence of a causative Alzheimer’s disease genetic mutation from either genetic testing or family history. Possible Alzheimer’s disease is diagnosed if there is no evidence of a causative Alzheimer’s disease genetic mutation from either genetic testing or family history, and all three of the following are present such as a) clear evidence of decline in memory and learning, b) steadily progressive, gradual decline in cognition, without extended plateaus, no evidence of mixed etiology such as absence of other condition likely contributing to cognitive decline. c) The disturbance is not better explained by cerebrovascular disease, another neurodegenerative disease, the effects of a substance, or another mental, neurological, or systemic disorder.Psychopharmacological TreatmentIt is important to minimize or eliminate medications that impair cognition such as anticholinergics, opioid analgesics and benzodiazepines before starting pharmacological treatment for Alzheimer’s disease (AD) (Gabbard 2014). The general treatment for AD are anticholinesterase inhibitors (AChEI) and Memantine (Gabbard 2014). Acetylcholinesterase inhibitors reversibly inhibit the activity of acetylcholinesterase, the enzyme responsible for synaptic metabolism of acetylcholine; their administration thereby increases levels of synaptic acetylcholine (Gabbard 2014).  The usual AChEI are Donepezil, Galantamine, and Rivastigmine. Donepezil is an oral dissolving tablet and once daily dosing (Gabbard 2014). It is used in mild, moderate and severe AD and it may take up to 6 weeks to have baseline memory improvement (Stahl 2014). The initial dose is 5 mg /day and can reach a target dose of 10 mg /day (Gabbard 2014). Galantamine is a AChEI and allosteric nicotinic receptor modulator and is used in mild to moderate AD (Stahl 2014). The initial dose is 4 mg /Bid for immediate release and 8 mg/day for the extended release with a target dose of 8-12 mg Bid for immediate release and 16-24 mg/day for extended release (Gabbard 2014). It may take up to 6 weeks for improvement in any baseline memory (Stahl 2014). It has reported side effects of bradycardia. Rivastigmine is a AChEI and butyryl cholinesterase (BuChEI) with an initial dose of 1.5 mg Bid (Oral) or 4.6 mg/day transdermal to reach a target dose of 3-6 mg bid oral or 9.6 mg /day transdermal (Gabbard 2014). It is used in mild to moderate AD and may take up to 6 weeks for improvement in mild to moderate memory (Stahl 2014). The transdermal administration decreases GI side effects (Gabbard 2014).Another medication used to treat AD is Memantine which is a NMDA receptor antagonist. It interferes with postulated persistent activation of NMDA receptors by excessive glutamate release in AD (Stahl 2014). The dosage is 5mg /day (initial) and 10 mg Bid (Gabbard 2014). Memory improvement is not expected with the treatment and takes many months in for stabilization of degenerative course (Stahl 2014). Decreased creatinine clearance is a side effect and dose adjustment is required if it occurs (Gabbard 2014).PsychotherapyA research study by Forstmeier et al. (2015) has concluded that cognitive behavior therapy has shown benefit to both the individual with Alzheimer’s disease having neuropsychiatric symptoms and to the care giver where it helps reduce the use of medication and delayed nursing home placement. insight oriented therapy and less verbal therapies such as music therapy and art therapy can be helpful in alleviating negative emotions and minimizing problematic behaviors (Betty 1994)Supportive treatment such as education, counseling about diagnosis and prognosis, comfort, and emotional support including instructions on safe and effective caregiving, problem solving, and crisis intervention are important for patients and caregivers (Gabbard 2014). It is also important to consider safety concerns, including driving (and its eventual restriction), living independently, medication administration, and fall risks (Gabbard 2014). They can be helped with a safe predictable place to live with support for activities of daily living, assistance with managing medical comorbidities, and assistance with advanced planning and end-of-life decisions (Gabbard 2014)Benefits and Risks of Neurocognitive TherapiesThe treatments for Alzheimer’s disease are anticholinesterase inhibiters and memantine. These medications are not expected to cure the disease but the beneficial part of the treatment is that it helps delay the progression of neurocognitive and physical decline. There are some side effects for Donepezil (which is a acetylcholinesterase inhibitor ) such as atrioventricular block, decreased appetite, diarrhea, dizziness, headache, hypertension, nausea, syncope, torsades de pointes, vomiting, weight loss are the major side effects (Boice, Dunay, Epperly 2017). Galantamine has additional side effects such as nausea, vomiting and weight loss and Rivastigmine side effects are Abdominal pain, atrial fibrillation, atrioventricular block, decreased appetite, diarrhea, dizziness, headache, myocardial infarction, nausea, vomiting (Boice, Dunay, Epperly 2017). The side effects of Memantine are confusion, constipation, diarrhea, dizziness, vomiting; rarely, cerebrovascular event or acute kidney injury (Boice, Dunay, Epperly 2017Differential Diagnostic Features of Alzheimer’s DiseaseAlmost 80% of dementia in older people are related to Alzheimer’s disease, however the diagnosis can be difficult where the patients may exhibit similar pathologies and symptoms (Alzheimer’s association n. d). Based on the major clinical differences between major dementias, a correct diagnosis can be made. The common dementias with similar symptoms are Frontotemporal dementia, Levy body disease, vascular dementia, Creutzfeldt-Jakob Disease and Alzheimer’s disease (Alzheimer’s association n. d). Vascular dementia is related to cerebral vascular disease and are seen in patients with preexisting hypertension or other cardiovascular risk factors (Ruiz, Sadock & Sadock 2014). Frontotemporal dementia is characterized by preponderance of atrophy in the frontotemporal regions (Ruiz et al., 2014). In Levy body disease the patients often have cap grass syndrome in addition to hallucination and parkinsonian features (Ruiz et al., 2014).Colleagues Respond # 2Diagnosis of DementiaDementia is a general term used for loss of problem-solving, language, memory, and other thinking capabilities, which are severe and have the intensity to affect an individual’s daily life. The most common cause of dementia is Alzheimer’s (Mosk et al., 2017). It can be challenging diagnosing dementia. Individuals with this condition have a cognitive impairment, and they have lost the ability to attend to their daily duties such as driving safely, paying bills, and their medications. During the diagnosis, the doctor must recognize the oaters for the loss of functions and skills and determine what the person can do at that moment. Recently there has been a more accurate diagnosis from the biomarkers of Alzheimer’s disease. The doctors do cognitive and neuropsychological tests to evaluate the patient’s thinking. Several tests involve measuring thinking skills, language skills, judgments, reasoning, orientation, and attention. Neurological evaluation is where the doctor will evaluate attention, visual perception, memory, language, senses, and movements, balance, problem-solving, and reflexes, among other areas. Brain scans include CT or MRI, which checks the evidence of bleeding, tumor or stroke, or hydrocephalus. PET scans checks on the patterns of the brain. Laboratory tests include blood samples to determine the physical problems that can affect the brain functioning, such as deficiency of vitamin B-12 or thyroid gland underactive.Treatment of DementiaPsychopharmacologic treatment includes the use of the following: cholinesterase inhibitors, which include galantamine (Razadyne), donepezil (Aricept), and rivastigmine (Exelon) which works by boosting the levels of chemical messenger which are involved in judgment and memory.  They are used to treat Alzheimer’s disease in the primary case. Doctors might be prescribed these drugs to other dementias, including Lewy body dementia, Parkinson’s disease dementia, and vascular dementia. There are side effects of these drugs that include diarrhea, vomiting, and nausea.  Memantine (Namenda) regulates the activity of glutamate, which is a chemical messenger involved in brain functions such as memory and learning. This can also be prescribed with a cholinesterase inhibitor and had dizziness as one of the most common side effects. Psychotherapy includes occupational therapy, which teaches one coping behaviors and ensures that one is home safer. This prevents accidents and manages behaviors as well as preparing one for the dementia progression. Modifying the environment is another psychotherapy that reduces noise and clutter, making it easier for dementia to function and focus (Carrion et al., 2018). This involves hiding objects that threaten the safety and monitoring system, alerting when a person with dementia wanders. Simplifying tasks will break tasks into smaller portions and hence make one focus on success and not a failure. Routine and structure also help to reduce confusion among people with dementia.Research has identified several risks involved in the treatment of patients with dementia. Many of the patients have been prescribed some medications which act on the nervous system and the brain, but they are not meant to treat dementia. These kinds of interventions have special risks for older people (Gnjidic et al., 2018). These drugs have been linked with worse cognitive symptoms in older adults. Depressants do not treat dementia, but most doctors prescribe these drugs nearly triple to the older adults. These have negative impacts and mild side effects on the patients.

 
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Nursing  Policy Analysis Summary

Policy Analysis SummaryHealth care policy can facilitate or impede the delivery of services. For the past several weeks, you have been engaging in an authentic activity by critically analyzing a specific health care policy and various aspects of the impact associated with its implementation. A critical step in the policy process is communicating your findings with others. This week, you will share information from your policy analysis and its implications.To prepare:Briefly      summarize your policy analysis, focusing on the implications for clinical      practice that may be most relevant or interesting for your colleagues.      Include how evidence-based practice influenced the policy, policy options,      or solutions.By tomorrow 05/08/2018 10 pm, write a minimum of 250 words in APA format with at least 3 scholarly references from the list of required readings below. Include the level one headings as numbered below”Post a 2-paragraph succinct summary of your policy analysis paper.Include at least twoof the options or solutions for addressing the policy and the resulting implications for nursing practice and health care consumers.Required ReadingsBodenheimer, T., & Grumbach, K. (2016). Understanding health policy: A clinical approach (7th ed.). New York, NY: McGraw-Hill Medical.Chapter      17, “Conclusion: Tensions and Challenges”This chapter concludes with final thoughts on the challenge of providing      quality health care and controlling health care costs. The solution is      likely to be resolved only by a collaborative approach, involving all      health care stakeholders, and by health professionals taking the lead.Howard, J., Levy, F., Mareiniss, D. P., Craven, C. K., McCarthy, M., Epstein-Peterson, Z. D., & et al. (2010). New legal protections for reporting patient errors under the Patient Safety and Quality Improvement Act: A review of the medical literature and analysis. Journal of Patient Safety, 6(3), 147-152.The authors studied the dissemination of information on the Patient Safety and Quality Improvement Act (PSQIA), a federal act that affords protection to those reporting medical errors. They found medical literature to be inadequate in this regard, and as a result, medical personnel were uninformed on their legal protections. This lack of information has become a barrier to policy implementation.Jacobson, N., Butterill, D., & Goering, P. (2003). Development of a framework for knowledge translation: Understanding user context. Journal of Health Services Research & Policy, 8(2), 94–99.Lau, B., San Miguel, S., & Chow, J. (2010). Policy and clinical practice: Audit tools to measure adherence. Renal Society of Australasia Journal, 6(1), 36–40.The authors study the compliance to renal-care policies by health care professionals. They conclude with the necessity for nurses to support evidence-based protocols as well as to obtain continuing education on new protocols.McCracken, A. (2010). Advocacy: It is time to be the change. Journal of Gerontological Nursing, 36(3), 15-17.The author proposes that nurses, as patient advocates, need to be more involved in the making of health care policy instead of reacting to policies that are constantly changing. The article provides a guide to help organize initial policy efforts.Nannini, A., & Houde, S. C. (2010). Translating evidence from systematic reviews for policy makers. Journal of Gerontological Nursing, 36(6), 22–26.The article cites geronotological nurses as examples of those who are able to translate research into policy briefs that can be clearly understood by policy makers. Geronotological nurses are in this unique position because of their clinical experience and educational background.Paterson, B. L., Duffet-Leger, L., & Cuttenden, K. (2009). Contextual factors influencing the evolution of nurses’ roles in a primary health care clinic. Public Health Nursing, 26(5), 421-429.This article provides details on a study conducted in a nurse-managed clinic related to the changing roles of nurses. The authors found that nurses, in response to social, political, and economic forces, became involved in advocacy for the clinic through political action, government funding issues, and media relations roles.Sistrom, M. (2010). Oregon’s Senate bill 560: Practical policy lessons for nurse advocates. Policy, Politics, & Nursing Practice, 11(1), 29-35. doi: 10.1177/1527154410370786The author uses the efforts by a nurse advocate in lobbying for an Oregon bill related to healthy food in public schools to illustrate nurse advocacy and policy making. The bill, developed in response to childhood obesity, did not immediately become law. The author concludes with the importance of considering the political environment when creating successful policy.Spenceley, S. M., Reutter, L., & Allen, M. N. (2006). The road less traveled: Nursing advocacy at the policy level. Policy, Politics, & Nursing Practice, 7(3), 180-194. doi: 10.1177/1527154410370786Nurses have always been advocates at the patient-level of care, but the authors of this article promote the need for all nurses to become advocates at the policy level as well. They discuss factors that have kept nurses from getting involved with policy making and they provide strategies to resolve these challenges.Wyatt, E. (2009). Health policy advocacy: Oncology nurses make a difference. ONS Connect, 24(10), 12-15.The author presents information on two nurses who have become health care policy advocates—one as a policy maker and one as an elected legislator. Both have been able to use their perspectives from their nursing careers to affect health policy.Zomorodi, M., & Foley, B. J. (2009). The nature of advocacy vs. paternalism in nursing: Clarifying the ‘thin line.’ Journal of Advanced Nursing, 65(8), 1746-1752.The authors attempt to distinguish the concepts of advocating for a patient and paternalism, or overriding a patient’s wishes. They provide clinical examples to illustrate the differences between these concepts, and they conclude with strategies to use in practice.Required MediaLaureate Education, Inc. (Executive Producer). (2011). Healthcare policy and advocacy: Advocating through policy. Baltimore: Author.Note: The approximate length of this media piece is 7 minutes.In this media presentation, Dr. Joan Stanley and Dr. Kathleen White discuss how nurses can influence practice and engage in advocacy through the policy process.Optional ResourcesBirnbaum, D. (2009). North American perspectives: POA, HAC and never events. Clinical Governance: An International Journal, 14(3), 242–244.

 
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Nursing  cognitive behaviour

For the purpose of this assessment you are required to research ONE of the following therapies;Mindfulness ORCognitive Behavioral therapy ORMotivational InterviewingFollowing your research, you are required to discuss and display (tell me about your chosen topic) your learnt knowledge (i.e. what do you now know that you didn’t prior to the assessment task) presented in Essay format (Introduction, body and conclusion)  you are to support this knowledge with appropriate academic references (peer reviewed journals, text books not web pages/sites and definitely not Wikipedia) in APA format.The required length of this assessment is 1000 words including your intext referencing however excluding your reference list.  You can use headings (Introduction, body and conclusion) to keep you on track. Please remember to use a cover page as per University assessment requirements.RubricTherapeutic Interventions EssayTherapeutic Interventions EssayCriteriaRatingsPtsThis criterion is linked to a learning outcomeIntroductionIntroduction (remember the word count for this assignment is 1000 words in total, your introduction will need to be concise and yet informative. Include in-text citations where necessary)10.0 PtsFull marks0.0 PtsNo marks10.0 ptsThis criterion is linked to a learning outcomeBody/DiscussionDemonstrates and applies knowledge and understanding of:- Discuss an overview of the chosen therapeutic intervention- The chosen therapeutic intervention and how it is applicable in the clinical setting with support from contemporary evidence .- Discusses in detail what has been learnt about the chosen intervention- Uses APA referencing to support discussion (a minimum of 10 references)30.0 PtsFull marks0.0 PtsNo marks30.0 ptsThis criterion is linked to a learning outcomeConclusion and Academic requirementsDisplays an ability to Draw some concluding points from your discussion. Uses scholarly principles of using evidence to inform writing, and academic integrity, include in text citations drawing on relevant peer reviewed evidence in the published literature to support your ideas and claims. Structure and present your work using academic writing conventions. Utilises APA referencing throughout essay10.0 PtsFull marks0.0 PtsNo marks10.0 ptsTotal points: 50.0

 
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Nursing  obstetrics

Discussion: Health Promotion During PregnancyWhen caring for pregnant women, it is important to care for the whole person. This means you not only manage the pregnancy and treat conditions, but you also promote healthy behaviors and good lifestyle choices. Through health promotion, you can help to ensure the safety of both the mother and the baby. Your role in health promotion is to identify health risks that might result in pregnancy complications, educate patients on these risks, and provide the necessary support to help patients mitigate these risks. In this Discussion, you examine implications of drug use, alcohol consumption, dietary habits, and environmental exposures during pregnancy, and you consider ways to educate pregnant women about such risks.To prepare:Review Chapter 2 of the Tharpe et al. text and the article from the Centers for Disease Control and Prevention in this week’s Learning Resources.Consider lifestyle changes that pregnant women must make in relation to smoking, drinking, taking drugs (legal and illegal), eating habits, and caring for pets. Select one of these topics to be the focus of an educational media piece you would create for health promotion during pregnancy.Think about the patient population that you treat within your practicum setting. Consider ways to educate these patients on health promotion as it relates to the topic you selected. Then, consider the types of educational pieces, such as flyers, posters, public service announcements, or other media, that might be most effective with your patient population.By Day 3Post a detailed description of the educational media piece you would create for health promotion during pregnancy. Explain why you selected the particular topic, as well as why you selected the type of media and how and why it is suitable for your patient population.

 
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Nursing  Schipper and colleagues study of the Smart forms application

Discuss how the PSQRD framework might have been better used during this project’s planning phase to identify strategies that promote the adoption and use of the technology.·        How might this framework have led to more significantly improved patient outcomes?

 
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Nursing  Soap Note

Soap Note 1 Acute ConditionsFollow the MRU Soap Note Rubric as a guide:Use APA format and must include minimum of 2 Scholarly Citations.Soap notes will be uploaded to Moodle and put through TURN-It-In (anti-Plagiarism program)Turn it in Score must be less than 50% or will not be accepted for credit, must be your own work and in your own words. You can resubmit, Final submission will be accepted if less than 50%. Copy paste from websites or textbooks will not be accepted or tolerated. Please see College Handbook with reference to Academic Misconduct Statement.Must use the sample templates for your soap note, keep this template for when you start clinicals.The use of tempates is ok with regards of Turn it in, but the Patient History, CC, HPI, The Assessment and Plan should be of your own work and individualized to your made up patient.Pathologies that could select:Guillain-Barré Syndrome • HIV/AIDS • HodgkinLymphoma • Leukemia • Lupus • MultipleMyelomaAcute Coronary Syndrome • Anemia • Aneurysm of the Abdominal Aorta (Triple A) • AtrialFibrillation&Flutter • Carotid Stenosis • Deep VeinThrombosis • Endocarditis • Heart Failure • Hemophilia • Heparin-Induced

 
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