Category: Nursing

Week 1 discussion Role of Research and the Importance of the Searchable Clinical Question The practice of nursing is deeply rooted in nursing knowledge, and nursing knowledge is generated and disseminated through reading, using, and creating nursing research. Professional nurses rely on research findings to inform their practice decisions; they use critical thinking to apply research directly to specific patient care situations. The research process allows nurses to ask and answer questions systematically that will ensure that decisions are based on sound science and rigorous inquiry. Nursing research helps nurses in a variety of settings answer questions about patient care, education, and administration. As you contemplate your role in the research process, read the following article. Kumar, S. (2015). Type 1 diabetes mellitus-common cases. Indian Journal of Endocrinology & Metabolism, 19, S76–S77. doi:10.4103/2230-8210.155409. http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=102354944&site=eds-live (Links to an external site.)Links to an external site. Choose one case study, and formulate one searchable, clinical question in the PICO(T) format. There are several potential questions that could be asked. Identify whether the focus of your question is assessment, etiology, treatment, or prognosis. Remember to integrate references. Week 2 discussion Search for Literature and Levels of Evidence Reflect on your practice, and identify a significant nursing clinical issue or change project that you would like to search for evidence in online sources. Formulate searchable, clinical questions in the PICO(T) format for your nursing clinical issue. Next, review the guidelines for the PICOT Assignment due Week 3. Use your PICOT elements to search for one report of a single, original study that has been published within the last 5 years from the CCN Library that is relevant to your nursing clinical issue. Briefly describe how it is relevant to your nursing clinical issue. Remember to give a complete reference to the study. Week 3 discussion Research Problems, Designs, and Sample This week, we will discuss the research design and sample for your nursing clinical issue. The research design flows from the research question and outlines the plan for the study that will answer the research question. The design identifies the major components of the study. It is important to remember that there is no one best design for a research study. After you review the designs, describe which research design you would expect to find when searching for evidence relevant to your own research question from Week 2. Why? Explain your answer. The most common sampling method is the convenience sample; therefore, many of the studies that you find for evidence use this sampling method. What are the implications for using a convenience sample on the way you interpret and use the findings? Week 4 discussion Ethical and Legal Issues Read one of the following. Stefaniak, M., & Mazurkiewicz, B. (2017). The importance of adhering to high standards of research ethics. British Journal of Nursing, 26(1), 62. http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=120706824&site=eds-live&scope=site (Links to an external site.)Links to an external site. Feeney, S., & Freeman, N. K. (2016). Ethical issues: Responsibilities and dilemmas. YC: Young Children, 71(1), 86. http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=114680496&site=eds-live (Links to an external site.)Links to an external site. Questions for first article: Describe one reason for adhering to high standards in ethics. What are the dangers of conflict of interest? Questions for second article: Discuss the difference between ethical responsibility and ethical dilemma. Share an experience of ethical dilemma or moral distress in nursing today. Week 5 discussion Data Collection and Measurement Access the following information. You may read the PDF online or download it. American Nurses Association. (2014). Fast facts: The nursing workforce 2014: Growth, salaries, education, demographics & trends. ANA. http://nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNursing/workforce/Fast-Facts-2014-Nursing-Workforce.pdf (Links to an external site.)Links to an external site. Review these facts, and describe what the results say about this sample of the nursing workforce. What do you believe was the intent of the researcher who designed the survey? The next process for our study is to collect data. The research design will indicate the best data to be collected. The tools that we use to collect data need to be reliable and valid. Define these terms with respect to research, and explain why they are important. Consider data collection and measurement methods for your nursing clinical issue. Explain how you would collect data and what measurement methods you would use. Week 6 discussion Data Results and Analysis After the data are collected, it is time to analyze the results! Discuss one of the four basic rules for understanding results in a research study. Compare clinical significance and statistical significance. Which one is more meaningful when considering applying evidence to your practice? Compare descriptive statistics and inferential statistics in research. Please give an example of each type that could be collected in a study that would be done on your nursing clinical issue you identified in previous weeks. Week 7 discussion Applying and Sharing Evidence to Practice After the data have been analyzed, conclusions are made regarding what the findings mean. Then, this information must be shared with your healthcare team. Choose one of the articles from the Week 5 RRL assignment, and discuss the findings. Would you apply the evidence found to your practice? Explain your answer. Translating research into practice is the final and most important step in the research process. Review information you found your nursing clinical issue and explain ways in which you would share the research-based evidence with your peers. Week 8 discussion Where Do You Go From Here? Improving patient outcomes is paramount to healthcare improvement today. How has your thinking changed about nursing research and evidence- based practice as the result of this course? Will the information you learned during this course be helpful in your nursing role today?

Baccalaureate prepared registered nurse Advanced Practice Nurse (APN)

Week 1 discussion Discussion Part One Mary, a baccalaureate prepared registered nurse, has been practicing for fifteen years. Throughout her nursing career, she worked in pediatric, surgical, and emergency departments. She worked as a floor nurse, charge nurse, and was recently offered a position as a nursing supervisor. A stipulation for becoming a nursing supervisor is that Mary must attain a Master of Health Administration degree within 2 years of accepting the position. The offer prompted Mary to contemplate her career. She is interested in returning to college, but she realized that she does not want to pursue working in administration and away from patients. Mary decided to become an Advanced Practice Nurse (APN). Mary knows that working as an APN will allow her the opportunity to make a larger contribution to individuals, environment, health, and nursing. She researched graduate nursing programs and discovered that there are four roles of the APN. Mary must choose one role and apply to a program, but she is unsure about the different roles and their individual scopes of practice. Discussion question: How would you decide? Develop a pros and cons list to assist Mary in making her decision. Include each role of the APN on the list and be certain to provide appropriate rationales and citations. Discussion Part Two A clear definition for the various roles of CNM, CNP, CNS, and CRNA has been convoluted by various state definitions that confuse the roles and often obscure their intended meaning. Such state definitions reveal further confusion with regard to role separation, competency, emphasis, approach, and variation. This misunderstanding extends to nurse educators, providers, reimbursement, and even the public. The lack of clarity regarding initial role preparation versus current certification serves to further frustrate accreditors, consumers, and employers alike. Discussion question: How does your state define the role and scope of the CNP? Provide a correctly formatted citation for your reference resource. Discussion Part Three Mary expressed that she wants to work directly with patients. She is familiar with working in a large hospital system, and prefers to remain in her current town when she graduates. She has considerable clinical experience in pediatric, surgical, and emergency nursing. Discussion question: Based on Mary’s experience and interests, which role would you choose for her, and why? Week 2 discussion Discussion Part One Mary, a registered nurse, decided that she wants to become a CNP. She applied and was accepted to the Family Nurse Practitioner program at Chamberlain College of Nursing. She received a course curriculum which outlined the courses necessary to complete her degree. One of the early courses in the program curriculum is NR-501 Theoretical Basis for Advanced Nursing Practice. You are a student colleague of Mary’s enrolled in the same class. On the class Q & A discussion board, Mary posted, “I took nursing theory classes fifteen years ago in my bachelor’s program. I don’t understand why I need to take theory classes again.” Discussion Question: How would you respond? Develop a logical response to Mary’s post. Provide evidence to support your arguments. Discussion Part Two Mary wrote, “All nursing theories are the same and certainly there is no connection to APN practice.” Discussion Question: How would you respond? Develop a logical response to Mary’s post. Provide evidence to support your arguments. Discussion Part Three The following response on the discussion board was posted by the course instructor: “The advanced practice roles of CNM, CNP, CNS, and CRNA require an intensive set of clinical skills, understandings, and integrative abilities that synthesize advanced practice nursing knowledge.” Discussion Question: What does the course instructor mean by “integrative abilities”? Provide evidence to support your response. Week 3 discussion Discussion Part One You are a Family Nurse Practitioner (FNP) employed as a contact employee in a busy primary care practice for two years. The providers in the group include one physician, who is also the owner of the practice, and two other nurse practitioners. The owner of the practice recently made comments about the need to produce more revenue. You relate with his concerns and feel that you have several strategies that could be helpful. Your contract is up for renewal in three months. You are highly satisfied with your job and want to stay in the group. You see 20 patients per day on average, and take call every third weekend. Discussion Question: What negotiation strategies should you use to propose a contract renewal? Use logical reasoning and provide evidence based rationales for your decisions. Keep in mind that your negotiation terms and conditions must be within the legal scope of practice for an ANP. Discussion Part Two As revenue generators, NPs must be aware of how their work contributes to the overall revenue of the clinical practice. You see 20 patients per day on average, and take call every third weekend. According to Buppert (2011), an NP who sees 15 patients per day at $56 per patient visit, on average, brings in $840 per day. Allowing 1 week off for continuing education, 1 week off for illness, and 4 weeks off for vacation, this NP will bring in $193,200 a year, potentially. However, not all bills are paid. With a 90% collection rate—a reasonable collection rate for an efficient practice—this NP actually will bring in $173,800 per year. An NP who sees 24 patients per day will bring in $1344 per day, or $309,120 per year in accounts receivable. With a 90% collection rate, this NP will bring $278,208 to the practice (Buppert, 2011). Discussion Question: In this scenario, what are you “worth” to the practice? Use logical reasoning and provide evidence based rationales for your decisions. Keep in mind that your negotiation terms and conditions must be within the legal scope of practice for an ANP. Discussion Part Three Establishing a salary can be a challenge for NPs. Deducting 40% of the NP’s gross generated income for overhead expenses (rent, benefits, continuing education, supplies, malpractice, lab expenses, and depreciation of equipment) leaves $104,280 for the 15-patient-per-day NP and $166,925 for the 24-patient-per-day NP. Further deducting 15% of that figure to pay a physician for consultation services leaves $88,638 in salary for the 15-patient-per-day NP and $141,887 in salary for the 24-patient-per-day NP. Deducting 10% for employer profit leaves $79,775 in salary for the 15-patient-per-day NP and $127,699 for the 24-patient-per-day NP (Buppert, 2011). Discussion Question: What salary would you propose for the contract renewal? Use logical reasoning and provide evidence based rationales for your decisions. Keep in mind that your negotiation terms and conditions must be within the legal scope of practice for an ANP. Week 4 discussion Discussion Part One You are a Family Nurse Practitioner employed in a busy primary care office. The providers in the group include one physician and three nurse practitioners. The back office staff includes eight medical assistants who assist with patient care as well as filing, answering calls from patients, processing laboratory results and taking prescription renewal requests from patients and pharmacies. Stephanie, a medical assistant, has worked in the practice for 10 years and is very proficient at her job. She knows almost every patient in the practice, and has an excellent rapport with all of the providers. Mrs. Smith was seen today in the office for an annual physical. Her last appointment was a year ago for the same reason. During this visit, Mrs. Smith brought an empty bottle of Amoxicillin with her and asked if she could have a refill. You noted the patient’s name on the label and the date on the bottle was one week ago. You also noted your name printed on the label as the prescriber. The patient admitted that she called last week concerned about her cough and spoke to Stephanie. You do not recall having discussed this patient with Stephanie, nor do the other providers in the practice. Discussion Question: What is your next logically sound course of action? Provide evidence to support your response. Discussion Part Two Upon further investigation, you learn that Stephanie spoke with the patient and called the medication into the patient’s pharmacy without consulting with a provider. Stephanie claimed that the patient was insistent about needing a prescription. Since Mrs. Smith was coming into the office the following week for an appointment, she didn’t think you would mind if the patient received the prescription early. Discussion Question: What are the ethical-legal concerns associated with this situation? Provide evidence to support your response. Discussion Part Three Due to the incident, you are concerned with office policies and procedure. Upon investigation, you find there isn’t a policy in place to address non-urgent patient requests for prescriptions. Discussion Question: What quality improvement strategies might you implement as an APN in this practice to safeguard your role and assure patient safety? Provide evidence to support your response. Week 5 discussion Discussion Part One You are a Family Nurse Practitioner working in an outpatient primary care office of a large hospital system. The practice has been operating for over 15 years, and many of the administrative and clinical staff were hired when the practice opened. You have been in the practice for less than 3 months. In that short amount of time, you have witnessed several of the clinical staff have heated arguments with each other, sometimes in patient areas. Today, one of the back office assistants didn’t come to work. Unfortunately, this pattern of behavior is not unusual in this practice. Your clinical schedule is especially busy. Working without appropriate office staff will negatively influence your ability to spend time with patients, impede the flow of patients through the office, and could impact patient safety. Discussion Question: How should you logically respond in this situation? Provide rationales and evidence to support your decisions. Discussion Part Two Leadership is not random. It is multifaceted and must be communicated as a stated plan to effect a change. Organizational leaders provide a vision and move others toward a common goal. Discussion Question: In this scenario, what evidence-based organizational strategies and management skills might you employ to resolve co-worker conflict? Provide evidence and rationales to support your decisions. Discussion Part Three According to Buppert (2011), quality improvement and patient safety are inextricably intertwined. A work environ­ment that sup­ports teamwork and respect for other people is essential to promote patient safety and quality of care. Unprofessional behavior is disruptive and adversely impacts patient and staff satisfaction, the recruitment and retention of healthcare professionals, communication, teamwork and undermines a culture of safety. Unprofessional behavior is therefore unacceptable. Discussion Question: How does teamwork increase patient safety? Provide evidence and rationales to support your decisions. Week 6 discussion Discussion Part One You are attending a large continuing education conference for primary care providers. In the audience are physicians, nurse practitioners, and physician assistants from all over the country. Seated at your table are physicians and nurse practitioners. Following the lecture on teamwork and interdisciplinary collaboration, a debate ensues at your table. One physician stated: I am against nurse practitioners who want to take my job. There is a huge difference in the two professions. Primary-care physicians receive extensive and diverse medical education and clinical experience. The nurse practitioner should not function as an independent healthcare provider…they should only function in an integrated practice arrangement under the direction and responsible supervision of a practicing, licensed physician. Discussion Question: How would you respond to the physician’s statements? Use logical reasoning and evidence from the literature to support your response. Discussion Part Two A fellow NP at the table responded: An increasing number of practices are scrapping the traditional one-on-one doctor-patient relationship. Instead, patients are receiving care from a group of health professionals who divide up responsibilities that once would have largely been handled by the doctor in charge. While the supervising physician still directly oversees patient care, other medical professionals—nurse practitioners, physician assistants and clinical pharmacists—are performing more functions. These include adjusting medication dosage, ensuring that patients receive tests and helping them to manage chronic diseases. Discussion Question: What are your thoughts on interprofessional collaboration? Provide evidence to support your response. Discussion Part Three The Federal Trade Commission has weighed in on several state battles over scope of practice, arguing that physician groups have no valid reason for blocking such laws other than to thwart competition. Discussion Question: How does “restraint of trade” apply to NP practice limitations? Provide evidence for your response. Week 7 discussion Discussion Part One You have completed your nurse practitioner education, likely one of the most challenging tasks you have ever undertaken. Several of your graduated colleagues live in different states, including California, Washington, and Illinois. After a year of primary care practice in your respective states, you get together for a reunion and share your practice perspectives. It is apparent that your experiences are not equal. Discussion Question: How do licensure, accreditation, certification, and education (LACE) considerations differ for APN clinical roles for these three states: California, Washington and Illinois? Provide evidence for your response. Discussion Part Two Inconsistent regulation of APN role and scope prevent a seamless healthcare system in which APN can practice. Discussion Question: What evidence-based strategies should be implemented to achieve continuity between state regulatory boards? Provide evidence for your response. Discussion Part Three Once a seamless entry into practice is achieved, it will become more likely that independent practice will follow. Discussion Question: Is independent NP practice allowed in your state? Discuss your opinion regarding independent NP practice. Provide evidence for your response. Week 8 discussion Reflection on Achievement of Outcomes Reflect back over the past eight weeks and describe how the achievement of the course outcomes in this course have prepared you to meet the MSN program outcome #5, the MSN Essential IX, and the NP Core Competencies #2. Program Outcome #5 Develop a plan for lifelong personal and professional growth that integrates professional values regarding scholarship, service and global engagement. MSN Essential IX: Master’s-Level Nursing Practice Recognizes that nursing practice, at the master’s level, is broadly defined as any form of nursing intervention that influences healthcare outcomes for individuals, populations, or systems. Master’s-level nursing graduates must have an advanced level of understanding of nursing and relevant sciences as well as the ability to integrate this knowledge into practice. Nursing practice interventions include both direct and indirect care components. Week 6 assignment APN Professional Development Plan Purpose The purpose of this application is to provide the student an opportunity to explore the role of the advanced practice nurse (APN) and develop an APNprofessional development plan. Course Outcomes Through this assignment, the student will demonstrate the ability to: CO1: Synthesize knowledge and concepts from advanced practice nursing with supporting disciplines as a foundation for APN/specialty nurse practitioner practice that is culturally competent and population-specific (PO #1). CO3: Assimilate primary care competencies into APN/specialty nurse practitioner practice that exemplify professional values, scholarship, service, and culturally competent global awareness and support ongoing professional and personal development.(PO #5) CO5: Contribute to the body of advanced practice nursing knowledge through participation in systematic inquiry, utilization of evidence-based practice, and dissemination of findings to support high-quality care and healthcare innovation.(PO #9) CO9: Evaluate strategies for contract negotiation, CV/resume writing, credentialing, national board certification, hospital privileges, and reimbursement (PO #8). CO 10: Develop visionary leadership skills that combine best evidence with nursing expertise to support quality improvement, safety, and change across healthcare organizations and systems (PO #1, 3, 8, and 9). CO 11: Differentiate leadership strategies that strengthen interprofessional collaboration and incorporate an ethic of care, values, and ethical principles into the role of the nurse leader across healthcare organizations and systems (PO #2, 4, 5, 6, and 7). Due Date: Sunday 11:59 p.m. MT at the end of Week6 Total Points Possible: 200 REQUIREMENTS: 1. To complete this application, you will need to access to the following databases: CINAHL, MEDLINE, Cochrane Library, and the Joanna Briggs Institute. You may access these databases through the Chamberlain College of Nursing Online Library. 2. The APN Professional Development Plan paper is worth 200 points and will be graded on quality of information, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric. 3. Create your manuscript using Microsoft Word 2007 (a part of Microsoft Office 2007), which is the required format for all Chamberlain College of Nursing documents. You can tell that the document is saved as a MS Word 2007 document because it will end in “.docx” 4. Follow the directions and grading criteria closely. Any questions about this paper may be posted under the Q & A Forum. 5. The length of the paper is to be no less than 6 and no greater than 8 pages excluding title page and reference pages. 6. 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 to the APN professional development plan b. APN Scope of Practice c. Personal Assessment d. Networking and Marketing Strategies e. Conclusion PREPARING THE PAPER The following are best practices for preparing this paper: 1. Review Chapter 30- Role Transition: Strategies for Success in the Marketplace in DeNisco and Barker (2015). 2. Nurse practitioners need to take into account the state rules and regulations that guide advanced practice. Research and review the Nurse Practice Act and APN scope of practice guidelines in your particular state.Identify information regarding educational requirements, licensure and regulatory requirements, as well as practice environment details. Review information regarding full, limited, or restricted practice limitations as well as prescriptive authority. 3. Review Guidelines for APN Role Transition Using Benner’s Self-Assessment Tool inCourse Resources. Prior to engaging in pursuit for employment, APNs should complete a comprehensive, honest, affirmative personal assessment to identify their strengths and weaknesses as well as their goals and objectives. Research assessment tools, conduct a personal assessment, and reflect upon your strengths, weaknesses, goals, and objectives. 4. To complete the transition from students to expert nurse practitioners working in the healthcare field, graduating APN students will need to secure their first position. Research local and national professional organizations that advertise employment opportunities for APNs. Identify networking and marketing strategies and provide a rationale for your selections. 5. Write your Curriculum Vitae (CV). Refer to the template on pages 772-773 in DeNisco and Barker (2015). Your CV should not exceed 2 pages in length. 6. When concluding the paper, summarize important aspects of the APN professional development plan. Category Points % Description Introduction to the APN professional development plan 20 10% Introduces the purpose of the paper and addresses all background information elements (who, what, where, when, and why) for the APN professional development plan. APN Scope of Practice 35 18% Provide detailed information regarding education, licensure, and regulatory requirements, as well as practice environment details. Include information regarding full, limited, or restricted practice limitations as well as prescriptive authority. Personal Assessment 25 12% Perform a personal assessment and reflect upon your strengths, weaknesses, goals, and objectives. Networking and Marketing Strategies 25 12% Provide detailed information regarding local and national professional organizations that advertise employment opportunities for APNs. Identify networking and marketing strategies and provide a rationale for your selections Curriculum Vitae 35 18% Provide accurate information regarding the nurse practitioner’s abilities, skills, and accomplishments. Conclusion 20 10% An effective conclusion identifies the main ideas and major conclusions from the body of your manuscript. Minor details should not be included. Summarize important aspects of the APN professional development plan. Clarity of writing 20 10% Use of standard English grammar and sentence structure. No spelling errors or typographical errors. Organized around the required components using appropriate headers. APA format 20 10% All information taken from another source, even if summarized, must be appropriately cited in the manuscript and listed in the references using APA (6th ed.) format: 1. Document setup 2. Title and reference pages 3. Citations in the text and references. Total 200 100 A quality assignment will meet or exceed all of the above requirements

Epidemiological event or accomplishment in healthcare essay discussions

Week 1 discussion Discussion Part One Discuss one historical epidemiological event or accomplishment that has left an impact on healthcare as we know it. Clearly identify, describe, and define key points or people in the event or accomplishment. Discussion Part Two How might such an event have an impact on the goals and objectives of Healthy People 2020? Discussion Part Three Please provide a summary of the case or information you have discussed this week. Week 2 discussion Discussion Part One Shelby is a 32-year-old mother of two, who has smoked 1 pack-per-day for the last 15 years, and who comes to see you today for her yearly well-woman exam in your family practice clinic. She has a family history, in a single paternal grandmother of breast cancer at age 52. She also has a history of an abnormal cervical cancer screening three years ago requiring colposcopy. Given her history please consider the following: Choose one screening test that might be considered either now or in the next few years of Shelby’s care. Define the test, its positive predictive value, reliability and validity. Discussion Part Two Upon the course of your history you find out that Shelby has a great aunt on her mother’s side who died of ‘some woman cancer in her stomach’ and an uncle on her father’s side who died of pancreatic cancer. Her mother and older sisters are all in good health. Does this information change your recommendations for screening? Why or why not? Discussion Part Three Please provide a summary of the case or information you have discussed this week. Week 3 discussion Discussion Part One Risk and Cohort Study Design As an Advanced Practice Nurse, you will care for patients who are at risk for specific diseases. Please pick one chronic or infectious disease specific to a population in your geographic area and provide evidence of risk, relative risk, and odds ratio in relation to that disease, and specific risks in the population you identified. Discussion Part Two Now that you have identified the disease and risk, what is one evidence-based action that you could take within your local community or patient population to prevent this risk? Discussion Part Three Please provide a summary of the case or information you have discussed this week. Week 4 discussion Discussion Part One Disease Causation Steve, a 54-year-old Caucasian male, presents for a first time visit to your clinic. His history includes five sexual partners in the last 25 years, two of those within the last twelve months, lack of physical activity of any kind as he is an over-the-road truck driver, 25-year history of smoking 1 pack per day, and no immunizations of any kind that he can recall since high school. His father died of a myocardial infarction at age 62. His mother is alive and has hypertension, hyperlipidemia, and Type 2 Diabetes. His BMI is 31 and his blood pressure is 142/90. Name one disease he is at risk for and provide evidence on how one of his risk factors is tied to causation of that disease. Discussion Part Two Create a plan of care based on the disease risk you chose and define whether steps of that plan of care are primary, secondary, or tertiary prevention. Discussion Part Three Please provide a summary of the case or information you have discussed this week. Week 5 discussion Discussion Part One Epidemiologic Sub-fields Pick a disease in your geographic area and identify how it is tied to either infectious, chronic, gynecological or sexually transmitted infection (STI), environmental, cultural or geographic causation. Discussion Part Two Provide the specific descriptive epidemiological aspects of this disease as it relates to your geographic area. Discussion Part Three Please provide a summary of the case or information you have discussed this week. Week 6 discussion Discussion Part One Genetics and Epidemiology Pick one friend or family member and gather their family health history. Pick one possible genetic risk for disease in that person and provide the following: Gender, age Genetic risk for a specific disease Define the disease Evidence to link risk to development Identify if genetics is confounded or linked to any other epidemiological risk factors for disease development that might be modified in this patient. Discussion Part Two Discuss screening tools that might be an option for this person and why or why you would not recommend them at this time. Remember to provide evidence to support your answer. Discussion Part Three Please provide a summary of the case or information you have discussed this week. Week 7 discussion Discussion Part One As an Advanced Practice Nurse, you will care for patients who are at risk for opioid abuse or addiction. Please research and present the incidence of opioid abuse specific to your geographic area and provide evidence of risk, relative risk, and odds ratio in relation to opioid abuse, and if specific risks have been identified for a specific population(s). Discussion Part Two Please identify one local prevention or screening program tied specifically to opioid abuse / addiction and provide a brief overview of the purpose, program, and ongoing surveillance or evaluation of success. Discussion Part Three Please provide a summary of the case or information you have discussed this week and how you will incorporate these findings in your practice as an APRN. Week 1 assignment Key Concepts Worksheet Key Concepts Worksheet Guidelines& Grading Rubric Purpose The purpose of this assignment is to identify key concepts in epidemiology that will assist the student in understanding the purpose of epidemiology as it relates to clinical practice, surveillance and prevention of disease, and healthcare research.You will work on building a foundation of definitions and an understanding of how they apply to monitoring disease in populations. Course Outcomes Through this assignment, the student will demonstrate the ability to: (CO#1) Define key terms in epidemiology, community health, and population-based research. Due Date: Sunday 11:59 p.m. (MT) at the end of Week 1 Total Points Possible:50 REQUIREMENTS: 1. Complete the Epidemiological Key Concepts Worksheet. 2. For each question identify the correct answer and cite the source used to answer the questions 3. Submit the worksheet to the DropBox by 11:59 p.m. MT Sunday of Week 1 Course Information Worksheet Prior to completing this worksheet, review the Week 1 lecture and reading assignments (Chapters 1-4 of your course text). Provide a complete answer to each question. Each question is worth 5 points. Please cite the source of each answer below the answer as in the example provided below. EXAMPLE: Question: Modes of indirect common vehicle disease transmission include single exposure,multiple exposures, and continuous exposure. Source: Gordis, L. (2014). Epidemiology (5thed.). Philadelphia, PA: Elsevier. Chapter 2, p. 20. 1. Define Primary, Secondary, and Tertiary prevention. 2. True or False: Prevention and treatment of a single specific disease are exclusive activities that do not occur together when providing care to a patient. 3. The ________________ Concept is important because in counting incidence and prevalence of disease it is not sufficient to count only clinically apparent cases, but those who are asymptomatic or exposed without infection. 4. Please define the following: Clinical Disease – Preclinical Disease – Subclinical Disease – Persistent (Chronic) Disease – Latent Disease – 5. Match the following terms with their definition: ____ Pandemic A. Habitual presence of a disease within a geographic area. ____ Endemic B. Occurrence of a disease in a community/geographic area in excess of normal expectancy. ____ Common-Vehicle Exposure C. Resistance of a group of people to a disease because a large portion of the population is immune. ____ Epidemic D. An excessive occurrence of disease present globally. ____ Herd Immunity E. When a group of people are exposed to a substance or organism that causes common illness. 6. What is the one medical advance that is associated with the Black Death in Europe in the late 1300’s? 7. This is a two part question: A. Define, through a fractional representation, what attack rate is. B. After a large wedding reception several people develop symptoms of acute gastroenteritis. It appeared to be tied to eating a specific seafood salad sered. Using the following 2 by 2 table, numerically represent the attack rate for wedding attendies who ate the seafood salad Ate Seafood Salad Did not eat Seafood Salad Gastroenteritis symptoms 72 15 No gastroenteritis symptoms 24 135 8. Define the following: active surveillance, passive surveillance, incidence rate,and prevalence rate. 9. There are two parts to this question: A. What are two reasons that the prevalence rate of a disease I a community could decrease? B. What are age-adjusted death rates used for? 10. Name and define at least two measures of mortality as fractional representations. Week 3 assignment Relative Risk Calculations Worksheet Guidelines& Grading Rubric Purpose The purpose of this assignment is to help you to begin to understand and apply the important counts, ratios, and statistics presented in healthcare and epidemiological research. Remember to use the list of formulas presented prior to the problems and to carefully consider the purpose of each calculation and how it is interpreted. Course Outcomes Through this assignment, the student will demonstrate the ability to: (CO #3) Identify appropriate outcome measures and study designs applicable to epidemiological subfields such as infectious disease, chronic disease, environmental exposures, reproductive health, and genetics. (CO #4) Apply commonly used measures of health risk. (CO #6) Identify important sources of epidemiological data. Due Date: Sunday 11:59 p.m. (MT) at the end of Week 3 Total Points Possible:50 REQUIREMENTS: 1. Complete the Risk Calculation Worksheet located in Course Resources. 2. For each question identify the correct answer. 3. Submit the worksheet to the DropBox by 11:59 p.m. MT Sunday of Week 3 Epidemiological Formulas and Statistics Parameter Definition Formula Incidence (exposed) Incidence of new cases of disease in persons who were exposed number (exposed with disease)/Total number of exposed Incidence (unexposed) Incidence of new cases of disease in persons who were not exposed number (unexposed with disease)/Total number of unexposed Incidence of Disease Measure of risk. Total number in a population with a disease divided by the total number of the population. Number with the disease/ Total population number Relative Risk Risk of disease in one group versus another. Risk of developing a disease after exposure. If this number is one, it means there is no risk. R(exposed)/Risk (unexposed) (# exposed with disease(divided by)/total of all exposed) (# of non-exposed with disease/(divided by)total of all non exposed) Odds Ratio A measure of exposure and disease outcome commonly used in case control studies. R(exposed) / R (unexposed) 1- R(exposed) 1-R(unexposed) Prevalence The number of cases of a disease in a given time regardless of when it began. (new and old cases) (Persons with the disease/ Total population) X 1000 Attributable Risk The difference in disease in those exposed and unexposed and is calculated from prospective data. Directly attributed to exposure (if exposure gone, disease would be gone) R(exposed) – R(unexposed) Crude Birth Rate The number of live births per 1,000 people in the population (# of births/estimated mid-year population) X 1000 Crude Death Rate The number of deaths per 1,000 people in the population (# of deaths/estimated mid-year population) X 1000 Fetal Death Rate The number of fetal deaths (20 weeks or more gestation) per 1,000 live births. (# of fetal deaths/ # of live births + fetal deaths) X 1000 Annual Mortality Rate Usually an expression of a specific disease or can be all causes per 1,000 people for a year. (# of deaths of all causes (or a specific disease)/Mid-year population) X 1000 Case Fatality Rate The parentage of individuals who have a specific disease and die within a specific time after diagnosis. (# of persons dying from a disease after diagnosis or set period/ # of persons with the disease) X 100 Relative Risk Calculation Worksheet Prior to completing this worksheet, review the lessons, reading and course text up to this point. Also review the tables of calculations. Each question is worth five (5) points. There is only one right answer for each of the ten problems. 1. The population in the city of Springfield, Missouri in March, 2014 was 200,000. The number of new cases of HIV was 28 between January 1 and June 30th 2014. The number of current HIV cases was 130 between January 1 and June 30th 2014. The incidence rate of HIV cases for this 6 month period was: A. 7 per 100,000 population B. 14 per 100,000 population C. 28 per 100,000 population D. 85 per 100,000 population 2. The prevalence rate of HIV cases in Springfield, Missouri as of June 30, 2014 was: A. 14 per 100,000 population B. 28 per 100,000 population C. 79 per 100,000 population D. 130 per 100,000 population 3. In a North African country with a population of 5 million people, 50,000 deaths occurred during 2014. These deaths included 5,000 people from malaria out of 10,000 persons who had Malaria. What was the total Annual Mortality Rate for 2014 for this country? (please show your work) 4. What was the cause-specific mortality rate from malaria? (please show your work) 5. What was the case-fatality percent from malaria? 6. Fill in and total the 4 X 4 table for the following disease parameters: Total number of people with lung cancer in a given population = 120 Total number of people with lung cancer who smoked = 90 Total number of people with lung cancer who did not smoke = 30 Total number of people who smoked = 150 Total number of people in the population = 350 Fill in the missing parameters based on the above. YES LUNG CANCER NO LUNG CANCER TOTALS YES SMOKING NO SMOKING TOTALS 7. From Question 6, what is the total number of people with no lung cancer? 8. From question 6, what is the total number of people who smoked, but did not have lung cancer? 9. Set up the problem for relative risk based on the table in #6. 10. Calculate the relative risk. Week 6 assignment Evaluation of Epidemiological Problem Guidelines& Grading Rubric PURPOSE The purpose of this assignment is to • Provide learners with the opportunity to integrate knowledge and skills learned throughout this course • Directly apply principles and knowledge learned in the course to problem solving of population health problems in their own geographic areas. COURSE OUTCOMES This assignment enables the student to meet the following course outcomes: 1. Define key terms in epidemiology, community health, and population-based research. 2. Compare study designs used for obtaining population health information from surveillance, observation, community, and control trial based research. 3. Identify appropriate outcome measures and study designs applicable to epidemiological subfields such as infectious disease, chronic disease, environmental exposures, reproductive health, and genetics. 4. Apply commonly used measures of health risk. 5. Examine current ethical/legal issues in epidemiology. 6. Identify important sources of epidemiological data. 7. Evaluate a public health problem in terms of magnitude, person, time, and place. DUE DATE Submit to Dropbox by 11:59 p.m. MT Sunday of Week 6 TOTAL POINTS POSSIBLE: 200 REQUIREMENTS This paper should clearly and comprehensively identify the disease or population health problem chosen. The problem must be an issue in your geographic area and a concern for the population you will serve upon graduation with your degree. The paper should be organized into the following sections: 1. Introduction with a clear presentation of the problem as well as significance and a scholarly overview of the paper. 2. Background of the disease including definition, description, signs and symptoms, and current incidence and/or prevalence statistics current state, local, and national statistics pertaining to the disease. (Include a table of incidence or prevalence rates by your geographic county, state, and national statistics.) 3. A review of current surveillance methods and any mandated reporting or methods for reporting the disease for providers. 4. Conduct descriptive epidemiology analysis of the disease including who is more frequently affected and characteristics of the population that might help in creating a prevention plan. Include costs (both financial and social) associated with the disease or problem. 5. Review how the disease is diagnosed, current national standards for screening or prevention, and pick one screening test and review its sensitivity, specificity, positive predictive value, cost and any current national guidelines for conducting which patients to conduct this test on. 6. Provide a brief plan of how you will address this epidemiological disease in your practice once you are finished with school. Provide three actions you will take along with how you will measure outcomes of your actions. 7. Conclude in a clear manner with a brief overview of key points of the entire disease, PREPARING THE PAPER • Page length: 7-10 pages, excluding title/cover page • APA format 6th edition • Include references when necessary. • Include at least one table to present information somewhere in the paper.

Significance of Nursing Concepts within the Nursing Profession

This discussion considers the metaparadigm of nursing and the four concepts of the nursing profession—person, environment, health and nursing profession. Select a practice area of the nursing profession (i.e. education, executive, informatics, healthcare policy, and advanced clinical practice) and apply EACH of the four concepts to the selected area. Be sure to apply EACH of the four concepts and include an example that demonstrates the application to the practice area. Don’t forget to support your initial posting with scholarly references.

Pro Magnet Status Hospitals

Debate  on Pro Magnet Status Hospitals

Activity Perspective   articulation Argument/Rebuttal

Argument – using theories   & principals-  2.0/4.0

Conclusion – 2.0/2.0

Rebuttal– 2.0/2.0

Week 1 discussion The Affordable Care Act Healthcare reform is a term that is ever present in our practice settings and will not disappear any time soon. Share with the class implementation of the Affordable Care Act in your organization. (If you are not working as a nurse, think about what was happening when you were a prelicensure student). How did your fellow healthcare workers react to implementation of the ACA? How were citizens in your community impacted? Week 2 discussion AACN Essentials Self-Assessment and Patient-Centered Care Week 2: The AACN Essentials of Baccalaureate Education for Professional NursingSelf-Assessment Understanding the competencies related to the AACN Essentials of Baccalaureate Education for Professional Nursing Practice provides you with valuable information as you begin to study this course. Complete this self-assessment, which is based on The Essentials of Baccalaureate Education for Professional Nursing from the American Association of Colleges of Nursing (2008) prior to posting to the discussion on this topic Place a check mark or X in the column that best describes your current level of competency or understanding of the Essential’s statement. There are no incorrect answers. After you have completed the assessment, total the number of points that you earned. Record this number in a location where you will be able to retrieve it at the end of the course, when it will serve as the basis for a future discussion. AACN (American Association of Colleges of Nursing) Baccalaureate Essentials Poor 1 Good 2 Very Good 3 Excellent 4 Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient Safety Apply leadership concepts, skills, and decision-making in the provision of high qualitynursing care, healthcare team coordination, and the oversight and accountability for care delivery in a variety of settings. Demonstrate leadership and communication skills to effectively implement patientsafety and quality improvement initiatives within the context of the interprofessional team. Participate in quality and patient safety initiatives, recognizing that these are complex systemissues, which involve individuals, families, groups, communities, populations, and other members of the healthcare team. Employ principles of quality improvement, healthcare policy, and cost-effectiveness to assist in the development and initiation of effective plans for the microsystem and system-wide practice improvements that will improve the quality of healthcare delivery. Essential V: Healthcare Policy, Finance, and Regulatory Environments Demonstrate basic knowledge of healthcare policy, finance, and regulatory environments, including local, state, national, and global healthcare trends. Explore the impact of sociocultural, economic, legal, and political factors influencing healthcare delivery and practice. Examine the roles and responsibilities of the regulatory agencies and their effect on patient care quality, workplace safety, and the scope of nursing and other health professionals’ practice. Advocate for consumers and the nursing profession. Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcomes Use inter and intrarofessional communication and collaborative skills to deliver evidence-based, patient-centered care. Incorporate effective communication techniques, including negotiation and conflict resolution to produce positive professional working relationships. Demonstrate appropriate teambuilding and collaborative strategies when working with interprofessional teams. Advocate for high-quality and safe patient care as a member of the interprofessional team Essential VIII: Professionalism and Professional Values Demonstrate the professional standards of moral, ethical, and legal conduct. Promote the image of nursing by modeling the values and articulating the knowledge, skills, and attitudes of the nursing profession. Reflect on one’s own beliefs and values as they relate to professional practice. Articulate the value of pursuing practice excellence, lifelong learning, and professional engagement to foster professional growth and development. Total for each column Grand total (add all columns) Source: American Association of Colleges of Nursing (AACN). (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: AACN. Retrieved from http://www.aacn.nche.edu/education-resources/baccessentials08.pdf/ After you have completed your self-assessment, answer the following questions: If you are willing, please share your total score on the AACN Essentials Self-Assessment. If you do not wish to share your score, give a general description of your current KSA levels. Candidly identify and share with your classmates areas where knowledge, skills or abilities (KSAs) are lacking? Describe the relationship between the AACN Essentials and your new-found knowledge about Patient Centered Care. Are there opportunities for you to improve? Week 3 discussion Conflict and Collaboration Please watch the video and listen to the dialogue before posting. Second Life Video (Links to an external site.)Links to an external site. Transcript (Links to an external site.)Links to an external site. At times the needs of our families conflict with our work responsibilities. Could this possibly be the underlying issue here? Explain the conflict resolution skills displayed by the leader in the scenario. On a scale of 1-10, how would you rate those of the leader. How might earlier collaboration have been beneficial? Some organizations utilize non Registered Nurses in the Case Manager role. What additional skills, knowledge and attributes would the BSN-prepared Registered Nurse bring to case management in this scenario? Week 4 discussion Transformational Nursing Leaders Review Appendix A, Sections I–V in Finkelman (2016). Select one of the sections and share how your chief nurse executive demonstrates expertise in these competencies. Your comments should be about the “highest nursing leader” in your organization. Typically this is the leader who represents nurses and nursing to the governing board. In your own words, explain the differences between a transactional nursing leader and a transformational nursing leader. What one is more like your Nurse Executive? Describe how the Nurse Executive “leads the charge” for transformational leadership in an organization where you work or have done prelicensure clinical experiences. Week 5 discussion Patient Outcomes Review the story at the link below before posting to the discussion: Rau, J. (2015). Half of nation’s hospitals fail again to escape Medicare’s readmission penalties. Kaiser Health News. Retrieved from http://khn.org/news/half-of-nations-hospitals-fail-again-to-escape-medicares-readmission-penalties/ (Links to an external site.)Links to an external site. After you have finished, consider how you would respond to the following situation: Your local hospital has received notice from CMS (Centers for Medicare and Medicaid) regarding their readmission rates. As a BSN prepared nurse, you have been asked to serve as a consultant to suggest a new Quality (Performance) Improvement process for ONE of the areas of deficiency. Write some brief steps (suggestions) for improvement as you contemplate accepting the consulting opportunity. Share practice improvements utilized from your own clinical nursing experiences that have led to enhanced patient outcomes. Week 6 discussion Civility in the Workplace Complete the Clark Workplace Civility Index Assessment (Links to an external site.)Links to an external site.. After you are finished, read the assigned article: Lachman, V. D. (2015). Ethical issues in the disruptive behaviors of incivility, bullying, and horizontal/lateral violence. Urologic Nursing, 35(1), 39-42. Retrieved from http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=c9h&AN=100927729&site=eds-live&scope=site (Links to an external site.)Links to an external site. Next watch the video by clicking on the link below. Video (Links to an external site.)Links to an external site. Transcript (Links to an external site.)Links to an external site. Reflect on what you observed in the video as you answer the following: Based on what you observed, what leadership skills should you, as Masaya’s preceptor, model for your fellow coworkers to promote his acceptance into the work-group or team. Does incivility seem to be an issue in the scenario? Describe any common themes you discovered among the article, the video and the Civility Index Share how you may improve your score on the index based on what you have read. Week 7 discussion Our Future Leaders In Huston’s (2010) brief, but impressive article (required reading this week), the author outlines several leadership competencies that EVERY nurse leader will need for 2020. That year is not too far in the future, is it? Select one of the eight leadership competencies Huston described and relate it to your own leadership of nurses and nursing. This should promote a robust discussion as we come from different clinical and nonclinical perspectives. Discuss how the BSN-prepared nurse can assist a nurse leader in the budgeting process by contributing data readily available to the staff nurse. Huston, C. (2010). What skills will the nurse leaders of 2020 need? (2010). Kai Tiaki Nursing New Zealand, 16(6), 14–15. Retrieved from http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105060080&site=ehost-live (Links to an external site.) Week 8 discussion Closing the Loop Complete the Week 8 AACN Essentials Self-Assessment (Links to an external site.)Links to an external site.. Compare your scores from Week 2 to Week 8. Describe how far have you come and how much further do you wish to go in improving your competencies during the next two years of practice. Next, review the Course Outcomes as listed in the Syllabus. Select one of the course outcomes and share with your classmates how you feel you have achieved the outcome and how you will utilize the essentials and course outcomes in your practice setting. Week 3: Conflict Resolution Paper Purpose The purpose of this assignment is to learn how to identify and effectively manage conflicts that arise in care delivery settings resulting in better management of patient care, including appropriate delegation. You will gain insight into conflict management strategies and develop a plan to collaborate with a potential nurse leader about the conflict and its impact in a practice setting. Course Outcomes Completion of this assignment enables the student to meet the following course outcomes. CO1: Apply leadership concepts, skills, and decision making in the provision of high-quality nursing care, healthcare team management, and the oversight and accountability for care delivery in a variety of settings. (PO2) CO3: Participate in the development and implementation of imaginative and creative strategies to enable systems to change. (PO7) CO6: Develop a personal awareness of complex organizational systems, and integrate values and beliefs with organizational mission. (PO7) CO7: Apply leadership concepts in the development and initiation of effective plans for the microsystems and system-wide practice improvements that will improve the quality of healthcare delivery. (POs 2 and 3) Week 5: Nursing Care Models Paper Purpose The purpose of this assignment is to identify nursing care models utilized in today’s various health care settings and enhance your knowledge of how models impact the management of care and may influence delegation. You will assess the effectiveness of models and determine how you would collaborate with a nurse leader to identify opportunities for improvement to ensure quality, safety and staff satisfaction. Course Outcomes Completion of this assignment enables the student to meet the following course outcomes. CO1: Apply leadership concepts, skills, and decision making in the provision of high quality nursing care, healthcare team management, and the oversight and accountability for care delivery in a variety of settings. (PO2) CO2: Implement patient safety and quality improvement initiatives within the context of the interprofessional team through communication and relationship building. (PO3) CO3: Participate in the development and implementation of imaginative and creative strategies to enable systems to change. (PO7) CO6: Develop a personal awareness of complex organizational systems and integrate values and beliefs with organizational mission. (PO7) CO7: Apply leadership concepts in the development and initiation of effective plans for the microsystems and/or system-wide practice improvements that will improve the quality of healthcare delivery. (PO2, and 3) CO8: Apply concepts of quality and safety using structure, process, and outcome measures to identify clinical questions as the beginning process of changing current practice. (PO8) Week 6: Performance Measurement PowerPoint Slide Show Purpose The purpose of this PowerPoint presentation is to locate and compare performance measurement data on common health conditions for the hospitals in your area. You will investigate the Centers for Medicare and Medicaid Services websites and locate hospital compare data for hospitals within a 50-mile radius of the community where you are working or had your prelicensure clinical experiences. You will prepare a PowerPoint presentation and share the results of your findings. Opportunities for improving performance measurement indicators will be shared. Course Outcomes Completion of this assignment enables the student to meet the following course outcomes. CO1: Apply leadership concepts, skills, and decision making in the provision of high-quality nursing care, healthcare team management, and the oversight and accountability for care delivery in a variety of settings. (PO2) CO2: Implement patient safety and quality improvement initiatives within the context of the interprofessional team through communication and relationship building. (PO3) CO3: Participate in the development and implementation of imaginative and creative strategies to enable systems to change. (PO7) CO7: Apply leadership concepts in the development and initiation of effective plans for the microsystems and system-wide practice improvements that will improve the quality of healthcare delivery. (POs 2 and 3) CO8: Apply concepts of quality and safety using structure, process and outcome measures to identify clinical questions as the beginning process of changing current practice. (PO8)

Comprehensive Patient Assessment Paper

When completing practicum requirements in clinical settings, you and your Preceptor might complete several patient assessments in the course of a day or even just a few hours. This schedule does not always allow for a thorough discussion or reflection on every patient you have seen. As a future advanced practice nurse, it is important that you take the time to reflect on a comprehensive patient assessment that includes everything from patient medical history to evaluations and follow-up care. For this Comprehensive Patient Assessment Paper Assignment, you begin to plan and write a comprehensive assessment paper that focuses on one female patient from your current practicum setting.

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This Assignment is due. It is highly recommended that you begin planning and working on this Assignment as soon as it is viable.

To prepare

Reflect on your Practicum Experience and select a female patient whom you have examined with the support and guidance of your Preceptor.

Think about the details of the patient’s background, medical history, physical exam, labs and diagnostics, diagnosis, treatment and management plan, as well as education strategies and follow-up care.

To complete

Write an 8- to 10-page Comprehensive Patient Assessment  paper that addresses the following:

Age, race and ethnicity, and partner status of the patient

Current health status, including chief concern or complaint of the patient

Contraception method (if any)

Patient history, including medical history, family medical history, gynecologic history, obstetric history, and personal social history (as appropriate to current problem)

Review of systems

Physical exam

Labs, tests, and other diagnostics

Differential diagnoses

Management plan, including diagnosis, treatment, patient education, and follow-up care

Note:
 
Refer to the Comprehensive Write-up Guide in this week’s Learning Resources for a detailed outline with additional guidance.

Note:
 
The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at
http://writingcenter.waldenu.edu/57.htm
). All papers submitted must use this formatting.

FOLLOW THIS GUIDE. HEADINGS SHOULD BE LIKE ITS ON THE GUIDE. SETTING IS A OB/GYN OFFICE. SO SCENARIO HAS TO BE OB/GYN RELATED

Comprehensive Write-up Guide

Week 2 Comprehensive Patient Assessment Paper Assignment:

Comprehensive Patient Assessment When completing practicum requirements in clinical settings, you and your Preceptor might complete several patient assessments in the course of a day or even just a few hours. This schedule does not always allow for a thorough discussion or reflection on every patient you have seen. As a future advanced practice nurse, it is important that you take the time to reflect on a comprehensive patient assessment that includes everything from patient medical history to evaluations and follow-up care. For this Assignment, you begin to plan and write a comprehensive assessment paper that focuses on one female patient from your current practicum setting. To complete: Write an 8- to 10-page comprehensive paper that addresses the following:

1. General patient information a. Age b. Race/ethnicity c. Partner status

2. Current health status a. Chief concern/complaint and history of present illness (include a complete symptom analysis of chief complaint(s) utilizing OLDCART for a sick/problem focused visit) b. Last menstrual period or year of menopause c. DES exposure (if born between 1948 and 1971) d. Sexual activity status e. Barrier prevention f. Sexual preference g. Satisfaction with sexual relations

 

3. Contraception method (if any)

4. Patient history a. Past medical history • Major medical events (including pediatric events) • Psychological and mental health • Surgeries and/or hospitalizations if pertinent • Medications, including prescriptions, over-the-counter medications, home and herbal remedies, calcium, and vitamin supplements • Allergies, including drug, food, and environment © 2013 Laureate Education, Inc. 2 • Health maintenance/screenings, including results of patient’s last Pap and mammogram as appropriate, as well as previous vaccinations (HPV, MMR, hepatitis B, last dT, and pneumovax/influenza as appropriate) b. Family medical history c. Gynecologic history • Nullipara vs. multipara • History of sexually transmitted infections and sexually transmitted diseases • Menarche and menstrual patterns • Menopause or peri-menopausal symptoms (if applicable) d. Obstetric history • Gravida and parity status (TPAL) • Pregnancy history, including history of preterm or low birth weight, other pregnancy complications, history of sexually transmitted diseases, and any pertinent negatives e. Personal social history (as appropriate to the current problem) • Cultural background • Education and economic condition • Abuse history including assault and forced sex (past and current) • Occupational health patterns • Environment • Current health habits and/or risk factors • Substance use (must include for every patient) • Tobacco including frequency and longevity • Alcohol including results of CAGE unless patient has never used • Recreational drug use (past and current) • Exercise and physical activity • Diet and nutrition • Sleep • Caffeine

5. Review of systems (ROS) a. Must include reproductive system as well as other pertinent systems (systems relevant to HPI should be included under HPI)

6. Physical exam a. General exam, including vital signs, height, weight, and BMI on every patient b. Physical exam focused on episodic complaint (include numbers of weeks gestation, fundal height, and fetal heart tones for OB patients)

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7. Labs, tests, and other diagnostics © 2013 Laureate Education, Inc. 3 a. Pertinent labs, test, and other diagnostics (include routine tests such as triple screen and urine dip for OB patients) in your Comprehensive Patient Assessment Paper

8. Differential diagnoses a. Explain why this set of differential diagnoses should be considered and why each diagnosis should be ruled in or ruled out.

9. Management plan a. Diagnosis b. Treatment c. Patient education d. Follow-up care .

Reminder: The School of Nursing requires that any Comprehensive Patient Assessment Paper submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting. Please contact the course Instructor with any questions regarding this Comprehensive Patient Assessment PaperAssignment.

Nursing Essay Discussion Papers

Week 3: Conflict Resolution Paper

The purpose of this assignment is to learn how to identify and effectively manage conflicts that arise in care delivery settings resulting in better management of patient care, including appropriate delegation. You will gain insight into conflict management strategies and develop a plan to collaborate with a potential nurse leader about the conflict and its impact in a practice setting. Course Outcomes Completion of this assignment enables the student to meet the following course outcomes. CO1: Apply leadership concepts, skills, and decision making in the provision of high-quality nursing care, healthcare team management, and the oversight and accountability for care delivery in a variety of settings. (PO2) CO3: Participate in the development and implementation of imaginative and creative strategies to enable systems to change. (PO7) CO6: Develop a personal awareness of complex organizational systems, and integrate values and beliefs with organizational mission. (PO7) CO7: Apply leadership concepts in the development and initiation of effective plans for the microsystems and system-wide practice improvements that will improve the quality of healthcare delivery. (POs 2 and 3)

Week 5: Nursing Care Models Paper

The purpose of this assignment is to identify nursing care models utilized in today’s various health care settings and enhance your knowledge of how models impact the management of care and may influence delegation. You will assess the effectiveness of models and determine how you would collaborate with a nurse leader to identify opportunities for improvement to ensure quality, safety and staff satisfaction. Course Outcomes Completion of this assignment enables the student to meet the following course outcomes. CO1: Apply leadership concepts, skills, and decision making in the provision of high quality nursing care, healthcare team management, and the oversight and accountability for care delivery in a variety of settings. (PO2) CO2: Implement patient safety and quality improvement initiatives within the context of the interprofessional team through communication and relationship building. (PO3) CO3: Participate in the development and implementation of imaginative and creative strategies to enable systems to change. (PO7) CO6: Develop a personal awareness of complex organizational systems and integrate values and beliefs with organizational mission. (PO7) CO7: Apply leadership concepts in the development and initiation of effective plans for the microsystems and/or system-wide practice improvements that will improve the quality of healthcare delivery. (PO2, and 3) CO8: Apply concepts of quality and safety using structure, process, and outcome measures to identify clinical questions as the beginning process of changing current practice. (PO8)

Week 6: Performance Measurement PowerPoint Slide Show

The purpose of this PowerPoint presentation is to locate and compare performance measurement data on common health conditions for the hospitals in your area. You will investigate the Centers for Medicare and Medicaid Services websites and locate hospital compare data for hospitals within a 50-mile radius of the community where you are working or had your prelicensure clinical experiences. You will prepare a PowerPoint presentation and share the results of your findings. Opportunities for improving performance measurement indicators will be shared. Course Outcomes Completion of this assignment enables the student to meet the following course outcomes. CO1: Apply leadership concepts, skills, and decision making in the provision of high-quality nursing care, healthcare team management, and the oversight and accountability for care delivery in a variety of settings. (PO2) CO2: Implement patient safety and quality improvement initiatives within the context of the interprofessional team through communication and relationship building. (PO3) CO3: Participate in the development and implementation of imaginative and creative strategies to enable systems to change. (PO7) CO7: Apply leadership concepts in the development and initiation of effective plans for the microsystems and system-wide practice improvements that will improve the quality of healthcare delivery. (POs 2 and 3) CO8: Apply concepts of quality and safety using structure, process and outcome measures to identify clinical questions as the beginning process of changing current practice. (PO8)

Surveillance Data and Health Implications essay

Surveillance systems are crucial in identifying trends both for infectious diseases and chronic diseases. The CDC maintains the Surveillance Resource Center that provides the most up-to-date data on numerous topics. Health educators and public health professionals can use this data to establish the need for health promotion programs to reduce the incidence of disease.

From the assigned readings this week, review the following Web site:

Centers for Disease Control and Prevention (CDC). (2010). 
CDC Surveillance Resource Center.
 Retrieved from 
http://www.cdc.gov/surveillancepractice/

Using the above CDC Web site, select a health topic from the interactive database system that is of interest to you. Based on this Web site and the data you have reviewed, respond to the following:

Briefly describe the various study designs, statistical findings, and their application in current public health topics.

Examine the trends you have noticed for your selected topic.

Recommend the type of health promotion program that would be effective in meeting the needs of the target population of your selected topic.

Performance Measurement PowerPoint Slide Show

The purpose of this PowerPoint presentation is to locate and compare performance measurement data on common health conditions for the hospitals in your area. You will investigate the Centers for Medicare and Medicaid Services websites and locate hospital compare data for hospitals within a 50-mile radius of the community where you are working or had your prelicensure clinical experiences. You will prepare a PowerPoint presentation and share the results of your findings. Opportunities for improving performance measurement indicators will be shared. Course Outcomes Completion of this assignment enables the student to meet the following course outcomes. CO1: Apply leadership concepts, skills, and decision making in the provision of high-quality nursing care, healthcare team management, and the oversight and accountability for care delivery in a variety of settings. (PO2) CO2: Implement patient safety and quality improvement initiatives within the context of the interprofessional team through communication and relationship building. (PO3) CO3: Participate in the development and implementation of imaginative and creative strategies to enable systems to change. (PO7) CO7: Apply leadership concepts in the development and initiation of effective plans for the microsystems and system-wide practice improvements that will improve the quality of healthcare delivery. (POs 2 and 3) CO8: Apply concepts of quality and safety using structure, process and outcome measures to identify clinical questions as the beginning process of changing current practice. (PO8)