NURSE PRACTITIONER JOB OPENING

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Obtain a recent advertisement for a Nurse Practitioner job opening and submit with this assignment. The job must be primary care job that related to your specialty of study (AGNP or FNP), and open to new grad NPs.  Write a list of 10 questions you would ask the interviewer at an interview and give hypothetical answers and submit through this assignment link.  The questions should be in depth, can’t be all about benefit questions.Part 2 (10% course grade)A. Find an advertisement for a primary care (must be primary care) Nurse Practitioner position in ANY CURRENT publication. (New York Times, Nursing Spectrum, online ads, etc.) Bring to the professor for approval.  Failing to show instructor the ads might result in failing grade for the project. (P/F)B. Write a comprehensive list of questions (at least 10) that you would need to ask the interviewer at the interview and answer them hypothetically according to your interpretation of the NP role base on the advertisement and your research of the employer and NP role.

 
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see below

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Follow the rubric to develop your SOAP notes for this term.The focus is on your ability to integrate your subjective and objective information gathering into formulation of diagnoses and development of patient-centered, evidence-based plans of care for patients of all ages with multiple, complex mental health conditions.

 
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Critical analysis of the liden 2015 (qualitative)

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Just read the pdf file and answer the question given in assignment 1(a).

 
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part 3 mindful

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thank you

 
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Please Answer According The Comments. Thanks. Remember 100 Words For Each. Reference Between 2013-2018.

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Comment 1I work on a Labor and Delivery/Postpartum unit. I work the night shift for the past 19 years and I have seen the high rate of nurse turnover and struggle with nurse retention. Of the varied reasons for discord is the perception and role that the new nurses are expected to jump into after a harried orientation. I also see the inability to conform or endure the role of a night nurse on a very busy unit.Expectations seem to be unrealistic and not well defined when progressing through the orientation process that begins on the “day” shift when a orientee is hired for a night shift position.  According to Mazhindu, D. M., Griffiths, L., Pook, C., Erskine, A., Ellis, R., & Smith, F. (2016), the resilience and devotion to performing the job hired for is not clear or misinterpreted. Also the financial aspect of training or orienting nurses is always increasing. According to Colosi (2018), the 2018 National Health Care Retention & RN Staffing Report shows that the average cost of RN turnover ranges from $38,000 to $61,000 which translates into the hospital cost for turnover  ranging from $4.4M – $7.0M.Comment 2I currently work in a sub-acute unit of a long term care center. The center has two units, the senior nursing facility (SNF) and sub-acute unit. My unit is very different from the SNF side because they all have tracheotomies, require total care, most of them have PEG tubes, and their acuity is higher. It is a 27-bed unit and each nurse is usually responsible for 6-8 patients over an 8 hour shift. The unit is divided into four different carts and some carts are more difficult than others. We are not only responsible for medication pass, but we also need to assist our CNAs with ADLs. A major problem the organization is facing is the high turn-over rate. I have only worked at the facility for a year and it took me about 4 months to finally get used to the unit. It is a very difficult unit to work on and many nurses have quit because they are not adequately trained. The length of training is only 1-2 weeks and at most 8 shifts total. Most of the time it is usually less until the nurse is put on the floor by themselves. Luckily, most of the nurses are very nice and helpful, but everyone is busy so it can be hard to stop what you’re doing to help the new nurse. The major problem is the inadequate training that new nurses receive.Two implications for nursing involve adequately training nurses to improve retention. Providing adequate training to new nurses is vital because not only increases their chances of staying with the organization, but improves their competency in giving their patients the most appropriate care. Another implication is the cost for turn-over and according to Maryniak, Markantes, & Murphy (2017), the cost of turn-over for a clinical RN ranges from $37,700 to $58,400. Training new nurses is not only very costly, but also time consuming as well. Fixing the problem of inadequate training of nurses is vital because if a nurse feels overwhelmed, they are more likely to leave and find a place that prepares them better.Comment 3 (Abigail)2 DQ 2I think that the main issue that my organization is addressing is providing patient safety through quality care. There have been many in-services dedicated to making sure that we keep our patients safe by making sure we follow correct protocols in regards to moving and transferring. The also made sure that the residents that are a fall risk have an armband. Some of them even have mats placed by the bedside as well. According to van Gaal, Schoonhoven, Vloet, Minties, Borm, Koopman, & Achterberg (2010), educating staff and about proper interventions increases patient safety. They also mentioned that passive education (written material and large-scale educational meetings) is less effective than education that is personal and interactive. A great way for an organization to address and resolve patient safety and quality care issues, would be to require the employees to stay-up-to date on evidence-based practices. This can be accomplished by providing the information and requiring them to read the material, answer some questions based on the material, and go through a skills check off list and demonstrate how tasks should be completed. This way, the employee will read the information, be able to write or say the answers based on questions, and implement them in a clinical setting.

 
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The DNP Project: Educating and Engaging Stakeholders

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The DNP Project: Educating and Engaging StakeholdersIn this program, nurses are expected to care for patients. Nurses should have adequate knowledge regarding any given subject before teaching patients. Therefore, it will not be assumed that nurses understand the DNP program. Instead, nurses will first be educated on the DSMES program before teaching patients. In this project, only two nurses have been selected. Thus, the education process will focus on teaching the two nurses about the project. The Centers for Disease Control and Prevention website will be used to guide the educational intervention and will be supported by the evidence-based literature to validate the program. For example, the DMSES program has various topics on physical activity, healthy diet, and medication compliance (Tschida et al., 2021; Powers et al., 2020). The significance of these topics will be outlined for the nurses. Then, various articles, such as the one written by Goff et al. (2021), will be used to support the significance of each intervention in the DSMES program. The educated nurses will then create an educational plan for the patients. The nurses will then teach patients about the DSMES program and evaluate their understanding of it. Overall, nurses will be prepared to provide standardized and relevant information to patients.This program will be implemented in two phases. The first phase will entail selecting and educating nurses. Nursing education will entail using only PowerPoint presentations. PowerPoint presentations have been selected as they facilitate interactions to help learners understand the content (Mai et al., 2019). Therefore, the sessions will involve presentations and an opportunity for questions and answers to nurses’ concerns. All nurses must have qualified from a nursing training institution. Thus, it will be assumed that nurses have adequate background information about diabetes. The educational intervention will only serve as an update of what they already know using the evidence. The second phase is patient education. The two nurses will first create an educational plan, which will have different DSMES topics. The educational plan should be simplified to help patients with low health literacy and those with less education to understand the program. For example, nurses will not use terms such as glycemic level and glycemic control. Instead, they will use blood sugar level and blood sugar control terms. The simplified language will help patients understand the information well. Considerably, my plan that begins with educating nurses will ensure that appropriate stakeholders, who include nurses and patients, understand the DMSES program and its effect on the blood sugar level.I will foster and continue enthusiasm for the intervention using formative evaluation. According to Andreassen and Malling (2019), formative evaluation is significant as it provides ongoing feedback regarding any given project. Therefore, it can help in identifying gaps in the training process and determining the areas to be improved.The project is now at the stage of organizing the intervention, including plans to be made for educating the stakeholders. This week, success in identifying various aspects of the DSMES program using the CDC website was witnessed. The source will be significant in organizing the intervention. The only challenge has been identifying the appropriate nurses to participate in the program. The nurses will teach patients and should be identified early enough to prepare them for the task. I plan to engage the leader of the healthcare setting to help identify nurses who will help implement the project. Overall, no barrier was identified since I received all the feedback I needed regarding the project and made necessary adjustments.ReferencesAndreassen, P., & Malling, B. (2019). How are formative assessment methods used in the clinical setting? A qualitative study. International Journal of Medical Education, 10, 208–215.https://doi.org/10.5116/ijme.5db3.62e3 (Links to an external site.)Goff, L. M., Rivas, C., Moore, A., Beckley-Hoelscher, N., Reid, F., & Harding, S. (2021). Healthy eating and active lifestyles for diabetes (HEAL-D), a culturally tailored self-management education and support program for type 2 diabetes in black-British adults: A randomized controlled feasibility trial. BMJ Open Diabetes Research & Care, 9(1), e002438.https://doi.org/10.1136/bmjdrc-2021-002438 (Links to an external site.)Mai, C. L., Minehart, R. D., & Pian-Smith, M. C. (2019). Seven tips for giving an engaging and memorable presentation. BJA Education, 19(9), 274–275.https://doi.org/10.1016/j.bjae.2019.05.002 (Links to an external site.)Powers, M. A., Bardsley, J. K., Cypress, M., Funnell, M. M., Harms, D., Hess-Fischl, A., Hooks, B., Isaacs, D., Mandel, E. D., Maryniuk, M. D., Norton, A., Rinker, J., Siminerio, L. M., & Uelmen, S. (2020). Diabetes self-management education and support in adults with type 2 diabetes: A consensus report of the american diabetes association, the association of diabetes care & education specialists, the academy of nutrition and dietetics, the american academy of family physicians, the american academy of pas, the american association of nurse practitioners, and the american pharmacists association. Diabetes Care, 43(7), 1636–1649.https://doi.org/10.2337/dci20-0023 (Links to an external site.)Tschida, S., Flood, D., Guarchaj, M., Milian, J., Aguilar, A., Fort, M. P., Guetterman, T., Montano, C. M., Miller, A., Morales, L., & Rohloff, P. (2021). Implementation of a diabetes self-management education and support intervention in rural Guatemala: A mixed-methods evaluation using the RE-AIM framework. Preventing Chronic Disease, 18, E100.https://doi.org/10.5888/pcd18.210259ABOUT THIS DISCUSSION BOARD MY PROFESSOR ASK ME1-Simplifying language is an excellent approach to teaching your stakeholders. How will you verify understanding of the content?PLEASE ANSWER THIS QUESTION

 
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type 2 diabetes diet

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A 60-year-old man was recently diagnosed with type 2 diabetes mellitus. During a visit to the patient’s home, the home care nurse sees the patient eating a large, unhealthy breakfast. When asked about his eating habits, the patient says that he is not very good about keeping his records up to date and that he is just happy that he will never have to give himself insulin shots.What type of patient teaching should be done here, and how could the nurse encourage patient compliance?

 
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Integumentary Function:

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Integumentary Function:K.B. is a 40-year-old white female with a 5-year history of psoriasis. She has scheduled an appointment with her dermatologist due to another relapse of psoriasis. This is her third flare-up since a definitive diagnosis was made. This outbreak of plaque psoriasis is generalized and involves large regions on the arms, legs, elbows, knees, abdomen, scalp, and groin. K.B. was diagnosed with limited plaque-type psoriasis at age 35 and initially responded well to topical treatment with high-potency corticosteroids. She has been in remission for 18 months. Until now, lesions have been confined to small regions on the elbows and lower legs.Case Study Questions1. Name the most common triggers for psoriasis and explain the different clinical types.2. There are several types of treatments for psoriasis, explain the different types and indicate which would be the most appropriate approach to treat this relapse episode for K.B. Also include non-pharmacological options and recommendations.3. Included in question 24. A medication review and reconciliation are always important in all patient, describe and specify why in this particular case is important to know what medications the patient is taking?5. What others manifestation could present a patient with Psoriasis?Sensory Function:C.J. is a 27-year-old male who started to present crusty and yellowish discharged on his eyes 24 hours ago. At the beginning he thought that washing his eyes vigorously the discharge will go away but by the contrary increased producing a blurry vision specially in the morning. Once he clears his eyes of the sticky discharge her visual acuity was normal again. Also, he has been feeling throbbing pain on his left ear. His eyes became red today, so he decided to consult to get evaluated. On his physical assessment you found a yellowish discharge and bilateral conjunctival erythema. His throat and lungs are normal, his left ear canal is within normal limits, but the tympanic membrane is opaque, bulging and red.Case Study Questions1. Based on the clinical manifestations presented on the case above, which would be your eyes diagnosis for C.J. Please name why you get to this diagnosis and document your rational.2. With no further information would you be able to name the probable etiology of the eye affection presented? Viral, bacterial, allergic, gonococcal, trachoma. Why and why not.3. Based on your answer to the previous question regarding the etiology of the eye affection, which would be the best therapeutic approach to C.J problem.

 
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Please help with homework

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Managed Care ModelsManaged care’s level of control and relationships with medical service providers has been described on a continuum of control from the least controlled managed care model to the most restrictive as:Tighter elements of control over health care deliveryMore direct interaction with providersIncreased overhead cost and complexityGreater control of utilizationIncreased control on qualityThe continuum of managed care models helps to understand the level of control for access, quality, and costs for each model. It is also true that managed care models are influenced by the market they serve. The geographic region impacts the design of managed care models. On the basis of what you learned in your readings of this week and the information provided in this assignment, answer the following questions:Examine the importance of the continuum in understanding the differences among managed care plans.Identify an MCO functioning in both your area and in some other parts of the country (for example, BCBS of California and BCBS of Georgia). Compare the organizations relative to the type of managed care products each offers.Compare and contrast your findings with what you learned in readings this week.If you were an employer looking for a managed care product for your employees, which of these three: HMO, PPO, or CDHP would you choose and why?After answering the above questions, read the following information:There are several key elements required in a physician’s contract with an MCO. A typical contract between an MCO and a physician specifies the types of services offered, the number of members or lives covered in the plan, the standards and credentials needed to be maintained by the provider, and, of course, compensation. Utilize your readings and search the South University Online library or the Internet to answer the following questions:Explain the key elements of the physician’s contract.Examine the common clauses and provisions of the physician’s contract.Explain the contract negotiation and credentialing process.please cite all sources

 
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Study Daily

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Study daily 05/ Unit 2 Ass.Question: Provide a summary conclusion of the screening guideline, general benefit to the individual, and why it is important.Directions:Include the introduction and conclusionUse five or more credible peer-reviewed sources.You will demonstrate understanding and correct interpretations of preventive screening guidelines. You should be able to apply this knowledge to your specialty focus (NP), as it relates to health promotion and epidemiology.

 
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