Category: Nursing

  • NURS 6630 – Psychopharmacologic Approaches to Treatment of Psychopathology

    Psychiatric and Mental Health Nurse Practitioner – NURS 6630 – Psychopharmacologic Approaches to Treatment of Psychopathology

    The Psychiatric and Mental Health Nurse Practitioner (PMHNP) is an advanced practice registered nurse trained to provide a wide range of mental health services to patients and families in a variety of settings. PMHNPs diagnose, conduct therapy, and prescribe medications for patients who have psychiatric disorders, medical organic brain disorders, or substance abuse problems. They are licensed to provide emergency psychiatric services, conduct psychosocial and physical assessment of their patients, develop and manage treatment plans, and provide ongoing manage patient care. They may also serve as consultants or as educators for families and staff. The PMHNP has a focus on making a psychiatric diagnosis, differentiates between medical disorders with psychiatric symptoms, and orders appropriate medications to treat various psychiatric disorders. A PMHNP can often practice autonomously, depending on state licensure laws.

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    NURS 6630 – Psychopharmacologic Approaches to Treatment of Psychopathology Course Readings

    After clicking on a citation below, enter your myWalden user name and password at the prompt.

    Please 
    Ask a Librarian
     if you have any questions about the links.

     

    American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

    Bui, Q. (2012). Antidepressants for agitation and psychosis in patients with dementia. American Family Physician, 85(1), 20-22.

    Crocker, A. G., Prokić, A., Morin, D., & Reyes, A. (2014). Intellectual disability and co-occurring mental health and physical disorders in aggressive behaviour. Journal of Intellectual Disability Research, 58(11), 1032-1044.

    Erickson, S. C., Le, L., Zakharyan, A., Stockl, K. M., Harada, A. M., Borson, S., & … Curtis, B. (2012). New-onset treatment-dependent diabetes mellitus and hyperlipidemia associated with atypical antipsychotic use in older adults without schizophrenia or bipolar disorder. Journal of the American Geriatrics Society, 60(3), 474-479.

    Howland, R. H. (2008). Sequenced Treatment Alternatives to Relieve Depression (STAR*D). Part 1: Study design. Journal of Psychosocial Nursing and Mental Health Services, 46(9), 21-24.

    Howland, R. H. (2008). Sequenced Treatment Alternatives to Relieve Depression (STAR*D). Part 2: Study outcomes. Journal of Psychosocial Nursing and Mental Health Services, 46(10), 21-24.

    Hulvershorn, L. A., Schroeder, K. M., Wink, L. K., Erickson, C. A., & McDougle, C. J. (2015). Psychopharmacologic treatment of children prenatally exposed to drugs of abuse. Human Psychopharmacology, 30(3), 164-172.

    Malhotra, A. K., Zhang, J., & Lencz, T. (2012). Pharmacogenetics in psychiatry: Translating research into clinical practice. Molecular Psychiatry, 17(8), 760-769.

    Naber, D., & Lambert, M. (2009). The CATIE and CUtLASS studies in schizophrenia: Results and implications for clinicians. CNS Drugs, 23(8), 649-659.

    Rao, U. (2013). Biomarkers in pediatric depression. Depression & Anxiety, 30(9), 787-791.

    Stahl, S. M. (2013). 
    Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications
     (4th ed.). New York, NY: Cambridge University Press. 
    Please use the link provided directly in your 
    classroom for all content from this resource.

    Strawn, J. R., Wehry, A. M., DelBello, M. P., Rynn, M. A., & Strakowski, S. (2012). Establishing the neurobiologic basis of treatment in children and adolescents w

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

  • NURS 6640 – Psychotherapy With Individuals

    Psychiatric and Mental Health Nurse Practitioner -NURS 6640 – Psychotherapy With Individuals

    The Psychiatric and Mental Health Nurse Practitioner (PMHNP) is an advanced practice registered nurse trained to provide a wide range of mental health services to patients and families in a variety of settings. PMHNPs diagnose, conduct therapy, and prescribe medications for patients who have psychiatric disorders, medical organic brain disorders, or substance abuse problems. They are licensed to provide emergency psychiatric services, conduct psychosocial and physical assessment of their patients, develop and manage treatment plans, and provide ongoing manage patient care. They may also serve as consultants or as educators for families and staff. The PMHNP has a focus on making a psychiatric diagnosis, differentiates between medical disorders with psychiatric symptoms, and orders appropriate medications to treat various psychiatric disorders. A PMHNP can often practice autonomously, depending on state licensure laws.

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    NURS 6640 – Psychotherapy With Individuals Course Readings

    After clicking on a citation below, enter your user name and password at the prompt.

    Please 
    Ask a Librarian
     if you have any questions about the links.

    Abeles, N., & Koocher, G. P. (2011). Ethics in psychotherapy. In J. C. Norcross, G. R. VandenBos, D. K. Freedheim, J. C. Norcross, G. R. VandenBos, & D. K. Freedheim (Eds.), History of psychotherapy: Continuity and change (pp. 723–740). Washington, DC: American Psychological Association. doi:10.1037/12353-048

    American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

    Aznar-Martinez, B., Perez-Testor, C., Davins, M., & Aramburu, I. (2016). Couple psychoanalytic psychotherapy as the treatment of choice: Indications, challenges, and benefits. Psychoanalytic Psychology, 33(1), 1–20. doi:10.1037/a0038503

    Bass, C., van Nevel, J., & Swart, J. (2014). A comparison between dialectical behavior therapy, mode deactivation therapy, cognitive behavioral therapy, and acceptance and commitment therapy in the treatment of adolescents. International Journal of Behavioral Consultation and Therapy, 9(2), 4-8.

    Beck, A. (1994). Aaron Beck on cognitive therapy [Video file]. Mill Valley, CA: Psychotherapy.net.

    Bugental , J. (n.d.). Existential-humanistic psychotherapy [Video file]. Mill Valley, CA: Psychotherapy.net.

    Cameron, S., & Turtle-Song, I. (2002). Learning to write case notes using the SOAP format. Journal of Counseling and Development, 80(3), 286-292.

    Dixon-Gordon, K. L., Turner, B. J., & Chapman, A. L. (2011). Psychotherapy for personality disorders. International Review Of Psychiatry (Abingdon, England), 23(3), 282-302. doi:10.3109/09540261.2011.586992

    Eysenck, H. (n.d.). Hans Eysenck on behavior therapy [Video file]. Mill Valley, CA: Psychotherapy.net.

    Fisher, M. A. (2016). The ethical ABCs of conditional confidentiality. In Confidentiality limits in psychotherapy: Ethics checklists for mental health professionals (pp. 13–25). Washington, DC: American Psychological Association. doi:10.1037/14860-002

    Holttum, S. (2014). When bad things happen our brains change but psychotherapy and support can help the recovery of our brains and our lives. Mental Health and Social Inclusion, 18(2), 52
    . NURS 6640 – Psychotherapy With Individuals

    Karbelnig, A. M. (2016). “The analyst is present”: Viewing the psychoanalytic process as performance art. Psychoanalytic Psychology, 33(supplement 1), S153–S172. doi:10.1037/a0037332

    Kernberg, O. (n.d.). Psychoanalytic psychotherapy [Video file]. Mill Valley, CA: Psychotherapy.net.

    Koocher, G. P. (2003). Ethical issues in psychotherapy with adolescents. Journal of Clinical Psychology, 59(11), 1247–1256. PMID:14566959

    LaMothe, R. (2015). A future project of psychoanalytic psychotherapy: Revisiting the debate between classical/commitment and analytic therapies. Psychoanalytic Psychology, 32(2), 334–351. doi:10.1037/a0035982 

    Linehan, M. M. (n.d.). Dialectical behavior therapy [Video file]. Mill Valley, CA: Psychotherapy.net.

    Lorentzen, S., Ruud, T., Fjeldstad, A., & Høglend, P. A. (2015). Personality disorder moderates outcome in short- and long-term group analytic psychotherapy: A randomized clinical trial. British Journal of Clinical Psychology, 54(2), 129-146. doi:10.1111/bjc.12065

    McGuire, J. (2009). Ethical considerations when working with older adults in psychology. Ethics & Behavior, 19(2), 112–128. doi:10.1080/10508420902772702

    McLeod, B. D., Jensen-Doss, A., Tully, C. B., Southam-Gerow, M. A., Weisz, J. R., & Kendall, P. C. (2016). The role of setting versus treatment type in alliance within youth therapy. Journal of Consulting and Clinical Psychology, 84(5), 453-464.

    Migone, P. (2013). Psychoanalysis on the Internet: A discussion of its theoretical implications for both online and offline therapeutic technique. Psychoanalytic Psychology, 30(2), 281–299. doi:10.1037/a0031507 

    Montefiore Medical Center and Educational Broadcasting Corporation. (2006). Keeping kids healthy: Recognizing borderline personality disorder in children [Video file].

    Nagy, T. F. (2011). Ethics in psychotherapy. In Essential ethics for psychologists: A primer for understanding and mastering core issues (pp. 185–198). Washington, DC: American Psychological Association. doi:10.1037/12345-010

    Ochberg, F. (2012). Psychotherapy for chronic PTSD [Video file]. Mill Valley, CA: Psychotherapy.net.

    Paris, J. (2004). Personality disorders over time: implications for psychotherapy. American Journal Of Psychotherapy, 58(4), 420-429.

    Sommers-Flanagan, J., & Sommers-Flanagan, R. (2012). Clinical interview: Intake, assessment, & therapeutic alliance [Video file]. Mill Valley, CA: Psychotherapy.net.

    Sommers-Flanagan, J., & Sommers-Flanagan, R. (2013). Counseling and psychotherapy theories in context and practice [Video file]. Mill Valley, CA: Psychotherapy.net.

    Steinert, T. (2016). Ethics of coercive treatment and misuse of psychiatry. Psychiatric Services in Advance. doi:10.1176/appi.ps.201600066

    Stuart, S. (2010). Interpersonal psychotherapy: A case of postpartum depression [Video file]. Mill Valley, CA: Psychotherapy.net.

    Swift, J. K., & Greenberg, R. P. (2015). What is premature termination, and why does it occur? In Premature termination in psychotherapy: Strategies for engaging clients and improving outcomes (pp. 11–31). Washington, DC: American Psychological Association. doi:10.1037/14469-002

    Tummala-Narra, P. (2013). Psychoanalytic applications in a diverse society. Psychoanalytic Psychology, 30(3), 471–487. doi:10.1037/a0031375

    Walker, R. (n.d.). Making child therapy work [Video file]. Mill Valley, CA: Psychotherapy.net.

    Zilberstein, K. (2014). The use and limitations of attachment theory in child psychotherapy. Psychotherapy, 51(1), 93-103
    . NURS 6640 – Psychotherapy With Individuals.

  • Evaluation of Epidemiological Problem Paper

    Evaluation of Epidemiological Problem Paper

    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 Evaluation of Epidemiological Problem Paper 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.

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    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 Evaluation of Epidemiological Problem 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 Evaluation of Epidemiological Problem 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.

    Directions and Grading Criteria

    Category

    Points

    Possible

    Points Earned

    Comments

    Scholarly Introduction (clear presentation of problem)

    20

    Background and significance of the disease (includes incidence or prevalence statistics)

    30

    Current surveillance methods

    30

    Descriptive epidemiological analysis (includes characteristics of the at-risk population and/or those affected by the disease and costs of the disease)

    30

    Screening and diagnosis (includes review of current guidelines for screening and diagnosis of the disease. In-depth review of statistics one screening or diagnostic test provided)

    30

    Plan of action (includes at least three evidenced based actions, supported by literature, that the student will take in their own practice and how outcomes will be measured)

    30

    Conclusion

    20

    Mechanics of writing, APA

    10

    Total

    200

    Total Points earned =

    A quality paper will meet or exceed all of the criteria requirements.

  • Evidence-Based Practice (EBP)

    Evidence-Based Practice (EBP)

    Course Project: Introduction to Course Project

    Evidence-based practice involves a great deal more than simply reading nursing periodicals on a regular basis. Nurses can take a more proactive approach to evidence-based practice by identifying authentic problems and concerns, and then using that to guide their inquiries into current research. In this way, nurses can connect the results of relevant research studies to their nursing practice.

    For the Course Project, you identify and apply relevant research to a specific nursing topic or problem. You begin by formulating an answerable question that is relevant to nursing and evidence-based practice. In later weeks of this course, you continue the Course Project by conducting a literature review and then determining how the evidence from the literature can be applied to nursing practice.

    Before you begin, review the Course Project Overview document located in this week’s Learning Resources.

    Course Project: Part 1—Identifying a Researchable Problem

    One of the most challenging aspects of EBP is to actually identify the answerable question.

    —Karen Sue Davies

    Formulating a question that targets the goal of your research is a challenging but essential task. The question plays a crucial role in all other aspects of the research, including the determination of the research design and theoretical perspective to be applied, which data will be collected, and which tools will be used for analysis. It is therefore essential to take the time to ensure that the research question addresses what you actually want to study. Doing so will increase your likelihood of obtaining meaningful results.

    In this first component of the Course Project, you formulate questions to address a particular nursing issue or problem. You use the PICOT model—patient/population, intervention/issue, comparison, and outcome—outlined in the Learning Resources to design your questions.

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    To prepare:

    Review the article, “Formulating the Evidence Based Practice Question: A Review of the Frameworks,” found in the Learning Resources for this week. Focus on the PICOT model for guiding the development of research questions.

    Review the section beginning on page 71 of the course text, titled, “Developing and Refining Research Problems” in the course text, which focuses on analyzing the feasibility of a research problem.

    Reflect on an issue or problem that you have noticed in your nursing practice. Consider the significance of this issue or problem.

    Generate at least five questions that relate to the issue which you have identified. Use the criteria in your course text to select one question that would be most appropriate in terms of significance, feasibility, and interest. Be prepared to explain your rationale.

    Formulate a preliminary PICO question—one that is answerable—based on your analysis. What are the PICO variables (patient/population, intervention/issue, comparison, and outcome) for this question?

    Note: Not all of these variables may be appropriate to every question. Be sure to analyze which are and are not relevant to your specific question.

    Using the PICOT variables that you determined for your question, develop a list of at least 10 keywords that could be used when conducting a literature search to investigate current research pertaining to the question.

    To complete:

    Write a 3- to 4-page paper that includes the following:

    A summary of your area of interest, an identification of the problem that you have selected, and an explanation of the significance of this problem for nursing practice

    The 5 questions you have generated and a description of how you analyzed them for feasibility

    Your preliminary PICOT question and a description of each PICOT variable relevant to your question

    At least 10 possible keywords that could be used when conducting a literature search for your PICOT question and a rationale for your selections

    By Day 7

    WEEK 5

    Course Project: Part 2—Literature Review

    This is a continuation of the Course Project presented in Week 2. Before you begin, review the Course Project Overview document located in the Week 2 Resources area.

    The literature review is a critical piece in the research process because it helps a researcher determine what is currently known about a topic and identify gaps or further questions. Conducting a thorough literature review can be a time-consuming process, but the effort helps establish the foundation for everything that will follow. For this part of your Course Project, you will conduct a brief literature review to find information on the question you developed in Week 2. This will provide you with experience in searching databases and identifying applicable resources.

    To prepare:

    Review the information in Chapter 5 of the course text, focusing on the steps for conducting a literature review and for compiling your findings.

    Using the question you selected in your Week 2 Project (Part 1 of the Course Project), locate 5 or more full-text research articles that are relevant to your PICOT question. Include at least 1 systematic review and 1 integrative review if possible. Use the search tools and techniques mentioned in your readings this week to enhance the comprehensiveness and objectivity of your review. You may gather these articles from any appropriate source, but make sure at least 3 of these articles are available as full-text versions through Walden Library’s databases.

    Read through the articles carefully. Eliminate studies that are not appropriate and add others to your list as needed. Although you may include more, you are expected to include a minimum of five articles. Complete a literature review summary table using the Literature Review Summary Table Template located in this week’s Learning Resources.

    Prepare to summarize and synthesize the literature using the information on writing a literature review found in Chapter 5 of the course text.

    To complete:

    Write a 3- to 4-page literature review that includes the following:

    A synthesis of what the studies reveal about the current state of knowledge on the question that you developed

    Point out inconsistencies and contradictions in the literature and offer possible explanations for inconsistencies.

    Preliminary conclusions on whether the evidence provides strong support for a change in practice or whether further research is needed to adequately address your inquiry

    Your literature review summary table with all references formatted in correct APA style

    wEEK 7

    Assignment: Critiquing Quantitative, Qualitative, or Mixed Methods Studies

    Critiquing the validity and robustness of research featured in journal articles provides a critical foundation for engaging in evidence-based practice. In Weeks 5 and 6, you explored quantitative research designs. In Week 7, you will examine qualitative and mixed methods research designs. For this Assignment, which is due by Day 7 of Week 7, you critique a quantitative and either a qualitative or a mixed methods research study and compare the types of information obtained in each.

    To prepare:

    Select a health topic of interest to you that is relevant to your current area of practice. The topic may be your Course Portfolio Project or a different topic of your choice.

    Using the Walden Library, locate two articles in scholarly journals that deal with your portfolio topic: 1) Select one article that utilizes a quantitative research design and 2) select a second article that utilizes either a qualitative OR a mixed methods design. These need to be single studies not systematic or integrative reviews (including meta-analysis and metasynthesis). You may use research articles from your reference list. If you cannot find these two types of research on your portfolio topic, you may choose another topic.

    Locate the following documents in this week’s Learning Resources to access the appropriate templates, which will guide your critique of each article:

    Critique Template for a Qualitative Study

    Critique Template for a Quantitative Study

    Critique Template for a Mixed-Methods Study

    Consider the fields in the templates as you review the information in each article. Begin to draft a paper in which you analyze the two research approaches as indicated below. Reflect on the overall value of both quantitative and qualitative research. If someone were to say to you, “Qualitative research is not real science,” how would you respond?

    To complete this Assignment:

    Complete the two critiques using the appropriate templates.

    Write a 2- to 3-page paper that addresses the following:

    Contrast the types of information that you gained from examining the two different research approaches in the articles that you selected.

    Describe the general advantages and disadvantages of the two research approaches featured in the articles. Use examples from the articles for support.

    Formulate a response to the claim that qualitative research is not real science. Highlight the general insights that both quantitative and qualitative studies can provide to researchers. Support your response with references to the Learning Resources and other credible sources.

    As you complete this Assignment, remember to:

    Submit your paper to Grammarly and SafeAssign through the Walden Writing Center. Based on the Grammarly and SafeAssign reports, revise your paper as necessary.

    Reminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The School of Nursing Sample Paper provided at the Walden Writing Center provides an example of those required elements (available from the Walden University website found in this week’s Learning Resources). All papers submitted must use this formatting.

    Combine all three parts of this assignment into one Word document including both critique templates and the narrative with your references. Submit this combined document.

    week 10

    Course Project

    By Day 7

    Submit your Course Project. Reminder: You will combine Parts 1, 2, and 3 of your Course Project (assigned in Weeks 2, 4, and 8 respectively) into one cohesive and cogent paper.

    Note: In addition, include a 1-page summary of your project.

    For this final iteration you will need to:

    Submit your paper to Grammarly and SafeAssign through the Walden Writing Center. Based on then Grammarly and SafeAssign reports, revise your paper as necessary.

    Reminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The School of Nursing Sample Paper provided at the Walden Writing Center provides an example of those required elements (available from the Walden University website found in this week’s Learning Resources). All papers submitted must use this formatting.

    Note: The Course Project will be your Portfolio Assignment for this course.

    Submission and Grading Information

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

    Please save your Project using the naming convention “WK10Proj+last name+first initial.(extension)” as the name.

    Click the Week 10 Project Rubric to review the Grading Criteria for the Project.

    Click the Week 10 Project link. You will also be able to “View Rubric” for grading criteria from this area.

    Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK10Proj+last name+first initial.(extension)” and click Open.

    If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.

    Click on the Submit button to complete your submission.

  • Rasmussen NUR 2058 Dimensions of Nursing Practice Modules Discussions

    Rasmussen NUR 2058 Dimensions of Nursing Practice Modules Discussions

    Module 01 Discussion – Why Nursing Standards of Practice

    After reviewing the Nursing Standards of Practice, describe three reasons why these are important to nursing practice, safety, and achieving good client outcomes.

    Please make your initial post by midweek, and respond to at least two other student’s post by the end of the week. Please check the Course Calendar for specific due dates.

    Module 03 Discussion – Agencies and Who They Serve – Rasmussen NUR 2058 Dimensions of Nursing Practice Modules Discussions 

    For this discussion, review the various healthcare settings in your reading (such as hospital, community health center, etc.) and select one. Once selected, research the internet to identify a facility that represents your selected healthcare delivery setting. Review their website and determine:

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    Location and size

    Mission and values

    Accreditation and awards

    How long they have been serving their target population

    Whether they are part of a system or a single institution

    Are they for profit or not-for profit

    The target populations they serve

    The clinical and client services they provide

    The type of staff who work in the setting

    Contributions to the community

    In a two to three paragraph discussion post, identify key aspects of the selected healthcare setting, how their mission and values compare with the services they provide and their target populations, the type of staff who work there, any special or unique aspects of the healthcare setting, and your impression of the healthcare setting after reviewing their website. You don’t need to identify the name of the healthcare setting just the type.

    Please make your initial post by midweek, and respond to at least two other student’s post by the end of the week. Please check the Course Calendar for specific due dates.

    Module 04 Discussion – Comparing and Contrasting Theories – Rasmussen NUR 2058 Dimensions of Nursing Practice Modules Discussions 

    For this discussion, in three to four paragraphs, contrast two nursing models and theories found in your reading. Discuss how they are similar or different in the way the define/discuss health and wellness, illness, the client, the environment, and nursing. Summarize by selecting the one model or theory that aligns best with your beliefs and then describe how this would affect the way in which you would practice nursing.

    Please make your initial post by midweek, and respond to at least two other student’s post by the end of the week. Please check the Course Calendar for specific due dates

    Module 05 Discussion – Ethical Nursing Practice  – Rasmussen NUR 2058 Dimensions of Nursing Practice Modules Discussions 

    For this discussion you will be examining ethical nursing practice. In three to five paragraphs answer the following questions.

    Define in your own words “ethical nursing practice.”

    Describe the basis or framework you used for your definition.

    Explain the difference between legal and ethical nursing practice.

    Discuss one ethical or bioethical dilemma a nurse may encounter and describe how it could be handled.

    Please make your initial post by midweek, and respond to at least two other student’s post by the end of the week. Please check the Course Calendar for specific due dates.

    Module 06 Discussion – Developing Clinical Judgment – Rasmussen NUR 2058 Dimensions of Nursing Practice Modules Discussions 

    One of the most important skills a nurse needs is clinical judgment. This is a skill that can be learned. Reflect on your own ability to critically think and the reading for this module.

    When see yourself as a nurse and giving care, discuss what qualities and behaviors you possess that make you a person that would have good clinical judgment. What three strategies can you use to develop better clinical judgment? As a nurse, what areas of the nursing process do you think might be more challenging to you given the critical thinking and clinical judgment skills you have now?

    Please make your initial post by midweek, and respond to at least two other student’s post by the end of the week. Please check the Course Calendar for specific due dates

    Module 08 Discussion – Communicating Non-Verbally – Rasmussen NUR 2058 Dimensions of Nursing Practice Modules Discussions 

    For this discussion, describe how you typically communicate nonverbally?

    Do you have particular or unique patterns of nonverbal communication?

    What have others said to you about your non-verbal communication?

    How do you think your non-verbal communication impacts your effectiveness as a communicator?

    In what ways do you think your non-verbal communication patterns will influence your ability to provide client-centered care?

    Please make your initial post by midweek, and respond to at least two other student’s post by the end of the week. Please check the Course Calendar for specific due dates.

    Module 09 Discussion – Culture of Safety – Rasmussen NUR 2058 Dimensions of Nursing Practice Modules Discussions 

    In this discussion, emphasis is on awareness of client quality and safety and in particular what is a “culture of safety.”

    Based on the review of the following websites at the Institute of Healthcare Improvement and Agency for Healthcare Research and Quality answer the following questions.

    What values ensure a culture of safety?

    How can healthcare facilities establish a culture of safety?

    What is the nurse’s role in maintaining a culture of safety?

    Please make your initial post by midweek, and respond to at least two other student’s post by the end of the week. Please check the Course Calendar for specific due dates.

  • Self-care Nursing for Patients with Type 2 Diabetes Mellitus

    Self-care Nursing for Patients with Type 2 Diabetes Mellitus – REVISON

    This assignment is a
    revision
    of previous assignments. It includes revising highlighted areas done by my professor.  Documents to be revised PICOT , quantitative, and qualitative research critiques(each document attached separately). After revision to be placed in one attachment. Will be submitted to turnitin.
    Rubric
    , and assignment
    requirements
    attached.

     

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    Self-care Nursing for Patients with Type 2 Diabetes Mellitus

     

     

    Background of the Study

    The type 2 diabetes mellitus (DM) fall under the chronic metabolic disorders. Over the years, the prevalence of the disorder has been gaining a steady rise all over the world. Due to this trend, the type 2 diabetes is increasingly becoming a major epidemic in some regions across the globe. Another factor contributing to the epidemic is the rise in the aging population. This has added to a lot of pressure on the already burdened healthcare providers and facilities. For this reason, it is important for patients suffering from type 2 DM to adopt self-care nursing or self-monitoring of the level of glucose level in the blood to help control the disorder (Malanda, et al., 2012).

    Due to the increase in the number of patients suffering from diabetes type 2, it is important to come up with better countermeasures to ensure that there are proper controls in place before it turns into a full-blown epidemic. Self-monitoring of the levels of glucose in the blood is one of the efficient countermeasures for dealing with type 2 DM. According to Malanda and colleagues (2012), SMBG (Self-monitoring of blood glucose) has proven to be one of the most effective measures for dealing with diabetes type 1 as well as diabetes type 2 for those patients who are using insulin.

    The purpose of the study conducted by Malanda and colleagues (2012), was to establish the effectiveness of SMBG (Self-monitoring of blood glucose) among patients who have diabetes type 2 and are not induced with insulin. There has been an increase in evidence indicating that a well-programmed Self-monitoring of blood glucose levels can be effective in managing diabetes mellitus type 2 in all the patients with the chronic metabolic disorder irrespective of whether they are using insulin or not (Malanda, et al., 2012).

    The aim of the study
    carried by Malanda and colleagues was, therefore,
    to illustrate the benefits of SMBG as a countermeasure for type 2 diabetes. In addition to this, the research is aimed at creating awareness on SMBG since people are not aware of it in several countries across the globe. The research question that guided the study conducted by Malanda and colleagues is: What impact does SMBG have on the treatment of patients with type 2 DM who are not induced with insulin? This study question relates to the purpose of the study because it is aimed at establishing the effectiveness of SMBG in controlling type 2 diabetes.

    Methods of Study

    The main benefit of participation in the in the study was that the participants stood a good a chance of controlling their blood sugar levels. However, the main risk was that this was a trial method and therefore there was the possibility of failure in some of the patients or all of them. The study was based on quantitative research done by other authors in the field. Therefore, there was informed consent on the part of the participants in the study.

    Furthermore, it appeared that the respondents participated voluntarily in the study because the sources used was approved by the trials pursuit controller, that is, the Cochrane Metabolic and Endocrine Disorders (Malanda, et al., 2012). All the trials were also supported and approved by the Cochrane Metabolic and Endocrine Disorders through their reviews of the data being used.

    The study

    The data
    in the study were collected
    from included sources (secondary sources) after which they were evaluated to eliminate the risk of biases (Malanda, et al., 2012). The rationale behind using this data collection method is that it is time and cost effective. The data collection method took a period of 12 months. During this period, comparisons were done in the first 6 months of data collection.

    Analysis of the data in the study was done through meta-analysis to find out whether they were adequately homogeneous. This method of data analysis entailed a statistical evaluation that pools the findings of numerous scientific studies. A thorough comparison of the collected data was done to ensure that the information is free biases. Furthermore, to prevent researcher bias, two independent researchers were tasked with data analysis and collection to ensure accuracy (Malanda, et al., 2012).

    Results of the Study

    The finding from the research was that, when the
    duration of diabetes in a patient is over 12 months, the overall impact of SMPG on diabetes type 2 patients that are not induced with insulin is minimum up to 6 months after initiation and diminishes after 1 year (Malanda, et al., 2012).

    The findings are accurate because they were carried over a long period of time. The researchers were also involved in a rigorous analysis of the data collected to ensure that fallacies and biases are eliminated. In addition to this, the research was based on numerous reviewed secondary sources.

    The limitations indicated by the researchers include methodological limitations in the secondary used as well as lack of comparability between the various published trial data on SMPG. Malanda and colleagues (2012), provided a coherent presentation of their findings by using a clear and precise summary of their findings in a comprehensible manner.

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    The findings by the researchers have major implications in nursing. This is so because it provides the timelines in which SMPG can be used to effectively control type 2 DM in those patients that are not induced with insulin. However, the researchers do not provide suggestions for further study in this field.

    Ethical Considerations

    The study by Malanda and colleagues (2012), was supported and approved by the Cochrane Metabolic and Endocrine Disorders through their evaluation and coordination board (Malanda, et al., 2012). Patient privacy was protected since throughout the study, no patient was mentioned by name. There were ethical considerations in place regarding patient treatment. This is so because there were several trial groups in the studies used with each respondent participating voluntarily in his or her designated group.

    Conclusion

    Diabetes mellitus is a serious chronic metabolic disorder which requires intensive care to curb the negative consequences that it might bring. One of the methods that offer a solution to the control of diabetes is the Self-monitoring of blood glucose (SMBG) method. SMBG influences the quality of life of a patient with type 2 DM and therefore increasing the chances of living a better life with the disorder. The study provides timelines in which this method proves to be effective in controlling diabetes. This information can be used in nursing to help control diabetes in patients especially during the early stages. From the study, it is evident that SMBG is a cost-effective method that can work effectively in self-care nursing to control type 2 DM. Self-care Nursing for Patients with Type 2 Diabetes Mellitus.

     

    References

    Malanda, U., Welschen, L., Riphagen, Dekker, J., Nijpels, G., & Bot, S. (2012). Self-monitoring of blood glucose in patients with type 2 diabetes mellitus who are not using insulin.
    The Cochrane Library
    .

  • NSG6999 Graduate Project in Nursing Discussion Assignments

    NSG6999 Graduate Project in Nursing Discussion Assignments

    Week 1 -Assignment 2 Discussion

    Melynk and Fineout-Overholt (2011) note that there are seven steps to the evidence-based practice (EBP) process
    .
     The first step is to cultivate a spirit of inquiry
    .
     To encourage this spirit of inquiry, you are asked in this discussion to:

    Identify a problem or issue from within your specialty area that you feel needs to be improved upon
    .
     The Doctor of Nursing Practice site (http://www
    .
    doctorsofnursingpractice
    .
    org/resources/dnp-scholarly-projects/) provides many examples of these projects
    .
     The list below may help focus your thoughts
    .

    Educational program

    Evidence-based healthcare policy change

    Evidence-based clinical issue or protocol for specific disease/condition

    Discuss the relevance of the issue from your perspective (not the literature at this juncture) in relation to your selected advanced role option
    .

    What piqued your interest about this issue or problem?

    How does it relate to your area of specialization?

    What gave you the idea that evidence exists to support this change? See “note” below
    .

    Provide a rationale as to why this will be an evidence-based project to improve outcomes and not generate new evidence (research)
    .

    Please remember that the project will not be implemented during this course and no data will be collected
    .
     The outcome of this course is to complete a project proposal only
    .

    NSG6999 Graduate Project in Nursing Discussion Assignments – Week 2 – Assignment 1 Discussion

    Melynk and Fineout-Overholt (2011) note that there are seven steps to the evidence-based practice (EBP) process
    .
     The first step is to cultivate a spirit of inquiry
    .
     To encourage this spirit of inquiry, you are asked in this discussion to:

    Briefly describe the problem or issue that you have decided to be the topic for your project proposal in order to orient your classmates and faculty

    Indicate how it relates to your area of specialization

    State your PICOT question
    .
     Indicate in parentheses after each segment, what part of PICOT the preceding words represent
    .
     For example: In patients recently discharged from the hospital following care for heart failure (P), do hand-off calls by the nurse to the primary care provider using the SBAR format (situation, background, assessment, recommendation) (I) compared to no calls (C) decrease readmission rates (O) over a one year period (T)
    .

    Discuss which process model resonates with you and will help keep you focused during the project
    .
     Process models included in your text (Melnyk & Fineout-Overholt, 2011) are:

    Clinical scholar model

    Stetler model of evidence-based practice

    Iowa model of evidence-based practice to promote quality care

    Model for evidence-based practice change by Rosswurm and Larrabee

    Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) Model

    Provide feedback to your classmates that focuses on:

    The use of correct PICOT format for the question to guide the literature search
    .

    Does the question reflect a clinical research question or one appropriate for an evidence-based practice project?

    NSG6999 Graduate Project in Nursing Discussion Assignments – Week 3 – Assignment 1 Discussion

    In this discussion, you will share your search strategies that you have employed to find evidence for your study
    .
     For this discussion:

    State your PICOT question
    .
     Did using the terms used in this question lead you to useful research studies?

    What MESH terms have you tried? Did they help you find additional studies? Are you finding MESH terms useful to expand or delimit your search?

    Are you finding relevant articles? If not, how did you modify your search to increase productivity?

    Indicate which databases you used—those you found useful and those that were not
    .

    What levels of evidence do the studies you are finding represent?

    Post any questions or concerns you may have and provide feedback and recommendations to your classmates
    .
     Working together and sharing search strategies is very helpful
    .

    Use the Search Tracker to keep track of search terms
    .

    Using the appropriate Rapid Clinical Appraisal (RCA) Tools, appraise one or two articles and add the information to your Evaluation Table to receive feedback from faculty
    .
     At this juncture, your table is a work in progress
    .
     You will complete it in Week 4
    .
     The RCA Tools and Evaluation Table in Word for you to complete can be found in the Week 3 Overview section
    .

    NSG6999 Graduate Project in Nursing Discussion Assignments – Week 4 – Assignment 1 Discussion

    Discuss your experience completing the rapid critical appraisal process
    .

    Was it really “rapid” or was it more of a laborious process?

    Did reading the abstract help you make quick decisions about including or excluding the study?

    What worked best for you in terms of the approach you decided to use to complete the appraisal and Evaluation Table? What didn’t work?

    Post any questions or concerns you may have and provide feedback and recommendations to your classmates
    .
     Working together and sharing search strategies is very helpful
    .

    NSG6999 Graduate Project in Nursing Discussion Assignments – Week 5 – Assignment 1 Discussion

    This week the discussion focuses on creating a Synthesis Table(s) as a means to summarize and organize the body of evidence from the Evaluation Table
    .
    The Synthesis tables will be included in your formal proposal in the Appendix
    .
     In the body of the paper, you will describe the “keeper” studies in narrative format
    .

    For this discussion, include the following:

    Share your approach to synthesizing the evidence
    .
     What were the variables of interest you identified?

    Learning to write in a scholarly fashion requires that you are able to succinctly summarize an article in a sentence or two and cite it appropriately using APA format
    .
     In this discussion, practice summarizing 2 articles you have identified from the Synthesis Table as pertinent to your proposal
    .
     Include the level of evidence, study design, and evidence of rigor
    .
     Use appropriate APA citation in text and references
    .
     Incorporate feedback from peers and faculty in your Dropbox assignment for this week
    .

    In addition to research studies, patient preference and clinical expertise should also be considered
    .
     Discuss how you will incorporate these important perspectives into your project proposal
    .

    NSG6999 Graduate Project in Nursing Discussion Assignments – Week 6 – Assignment 1 Discussion

    For this week’s discussion, please address the following:

    Briefly describe the clinical issue or problem for your project, the setting, and population of interest to orient classmates and faculty

    Write your clinical question

    Describe the intervention you plan to test

    What type of study will you conduct? Will it be experimental? Quasi-experimental? Provide a rationale for your answer
    .

    Provide feedback on the clinical questions of your colleagues

    NSG6999 Graduate Project in Nursing Discussion Assignments – Week 7 – Assignment 1 Discussion

    This discussion will focus on the measurement tools you will use to evaluate change from the intervention
    .
     The purpose of this discussion is to fine-tune your thinking about evaluation by receiving feedback from colleagues and faculty
    .
     Include in your discussion:

    Write a brief description of your project that starts by stating your clinical question and succinctly explaining your planned intervention in order to orient everyone
    .

    Will you need to develop your own evaluation tools or are valid and reliable tools available?

    If you create your own tools, what are your thoughts on pilot testing them? How will you go about this?

    Will you gather baseline data? Will you use pre- and posttests? How will you measure change?

    How will you identify the participants for your study? How does the sampling method chosen further define the type of study you will be doing?

    How will you ensure confidentiality of study participants?

    NSG6999 Graduate Project in Nursing Discussion Assignments – Week 8 – Assignment 1 Discussion

    The discussion for this week will revolve around the analysis phase of your project
    .
     Include the following points in your discussion:

    Begin with a brief description of your project that includes your clinical question, your planned intervention, the type of study you will conduct and how you plan to evaluate the outcomes
    .

    What type of statistical analysis will be done?

    What is a reasonable timeline for your project?

    What expenses should be considered? Include both obvious expenses, such as materials, as well as those that are hidden, such as time, which equates to part of your salary
    .

    Will you need to consider a funding source for your project?

    NSG6999 Graduate Project in Nursing Discussion Assignments – Week 9 – Assignment 1 Discussion

    Although you will not implement your project during this course, it is important that you understand the various steps that are necessary to do so
    .
     As you begin to formulate your strategic plan for implementing your change project, discuss the following specific to your proposed project:

    Who are the stakeholders? Please identify them by role or job within the organization, not by name
    .
     Can you identify any “champions” or people within your organization that you can convert to champions?

    What potential barriers do you foresee and what strategies do you envision to prevent or overcome these barriers?

    What change theory will you use to guide you?

    NSG6999 Graduate Project in Nursing Discussion Assignments – Week 10 – Assignment 1 Discussion

    For this discussion question, you are asked to review the student learning outcomes for this course and discuss how you met these outcomes
    .
     The intention here is to provide you an opportunity to “reflect” on the learning achieved during this term and how you successfully met these learning outcomes
    .
     If you do not feel you successfully met the objective, discuss your plans to successfully complete the objective in the future
    .

    By the end of the course, the student should be able to:

    Demonstrate synthesis of the knowledge and skills acquired in preceding graduate nursing core and specialty curriculum content
    .

    Evaluate current health policy and legal and ethical considerations in addressing the health promotion and disease prevention of a target population
    .

    Integrate this synthesis in the creation of a scholarly project of either an evidenced-based practice proposal or a research proposal that generates new nursing knowledge
    .

    Disseminate significant components of the project through a written paper and oral presentation
    .

  • Role of Nurses in Self-care for Patients with Type 2 Diabetes

    Role of Nurses in Self-care for Patients with Type 2 Diabetes

    This Role of Nurses in Self-care for Patients with Type 2 Diabetes assignment is a revision of previous assignments. It includes revising highlighted areas done by my professor.  Documents to be revised PICOT , quantitative, and qualitative research critiques(each document attached separately). After revision to be placed in one attachment. Will be submitted to turnitin.
    Rubric
    , and assignment
    requirements
    attached.

     

    Role of Nurses in Self-care for Patients with Type 2 Diabetes

    Somewhere here you need to let your reader know what your paper is about. You started with the background of the study but did not le the reader know that you were doing a critique of an article.

    Background of the Study

    Over the year there has been an increase in the number of diabetes patients. Diabetes mellitus (DM) can be can be categorized as either Type 1 or Type 2 diabetes mellitus. DM is a chronic metabolic disorder which is progressive nature. The disease is characterized by hyperglycemia which comes as result of the deficiency or lack of the insulin hormone. While much is known about diabetes mellitus, people are not aware of how the patients with type 2 diabetes deal with a nurse-led self-care program (Moser et al., 2008).

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    Self-care nursing is one of the efficient methods that can be used to curb the risk of the negative impacts of the disorder on the patients who already have it. There are several self-care services that the nurses can assist with to ensure that the type 2 diabetes mellitus is kept under control. These include healthy eating, risk-reduction behaviors, being physically active, and monitoring the blood sugar levels among others (Moser et al., 2008). This study is mainly based on the roles that nurses play in the self-care for patients with type 2 diabetes mellitus.

    Moser and colleagues (2008), based their research on finding out the self-care techniques that patients with type 2 diabetes use to manage the disorder in a nurse-led environment. The aim of the research was to expound on these methods since a good number of individuals are not aware of these methods yet they are a necessity in self-care control of diabetes. Furthermore, the number of patients with type 2 DM is on the rise with, for instance, it accounts for 90% of individuals with diabetes in Netherlands. Therefore there is a need for people to be aware of self-care methods in a nurse-led program so has to deal with the disorder (Moser et al., 2008). The research questions in the study conducted by Moser and colleagues is: What are the factors that need more attention for patients with type 2 diabetes to have autonomy in self-care nursing? The research question conforms to the purpose of the study by trying to find out the ideal factors for self-care nursing for patients with type 2 diabetes.

    Method of Study

    I am not sure why there are so many paragraphs here. Also, a paragraph has to be at least 3 sentences in length. Please combine some of this information.

    The research relied on qualitative data. For this reason, the researcher used the descriptive research design. Considering the nature of the study, this research method was appropriate. The selected research method provided the researchers with a chance to explain the study in a detailed and accurate manner. This research method effectively provided necessary data for answering the research question.

    The authors developed the study from the perspective of the research respondents. This means that they attempted to provide answers to the research question by relying on the opinions of the selected respondents. The respondents were adult patients with diabetes mellitus 2 in a care-shared, nurse-led context.

    Additionally, the authors relied on previous research. They cited both quantitative and qualitative research. The studies added insight into the available information regarding diabetes mellitus 2 and self-care. Other than the studies, the authors also derived information from published books.

    The researchers used both current and old sources. Some of the resources used were more than ten years old at the time. However, since the research was qualitative, the sources were appropriate for the study. They were used to provide qualitative data, which is of significance in the research even if it is old.

    The research points out the weaknesses of the literature from which the data was derived. The authors analyze these weaknesses and explain why they made the research inadequate. Thus, the authors acknowledged the parts of the study that had been previously left out and needed to be looked into.

    The study provided an adequate literature review. The authors organized the information in a flowing manner and provided the required information to answer the research question. The literature covered the important aspects of the research.

    The researchers used a table to present the findings of their study. The table showed the activities in self-management. The table was based on the information acquired from the diabetes mellitus patients.

    Results of Study

               
    The key finding of the study was that there are three principal methods used for self-care processes by the individuals with type 2 diabetes. These process or methods include preventive, off-course, daily. The stages for the preventive method from the study by Moser and colleagues (2008), are undergoing, learning, being careful, and acting.  The phases for the daily self-care are observing, familiarizing, and acting habitually. The stages for off-course self-care, on the other hand, are reasoning, determining, taking action, and assessing. All these steps from the three methods are interlinked and are recurring in nature (Moser et al., 2008).

    The study result is very crucial for the nursing profession. The reason this is that it provides specific methods which nurses can use when conducting self-care nursing. The methods are mainly aimed at assisting those patients with type 2 diabetes. The research method could be termed as a breakthrough in nursing since it provides comprehensive steps for supporting patients with type 2 diabetes. The finding from the research can be used several areas in nursing with the main areas being the administration of self-care services and education on carrying out the entire process.

    Ethical Considerations

    This study was approved by the Maastricht University Hospital ethics committee. It further achieved ethical approval from Maastricht University (Moser et al., 2008). After receiving the approvals of the hospital and the university, the researchers proceeded to gather detailed information on the area of study and engaging the research respondents. The respondents provided written consent before the interviews. They were guaranteed that the data collected during the interviews would data would be dealt with in confidence. The anonymity of those who took part in the interviews was protected through code-numbering all the interviews (Moser et al., 2008).

    Conclusion

    Self-care is a vital element in achieving patient autonomy for those dealing with diabetes mellitus (DM). To achieve autonomy, there are three methods that must be adhered to, these are, preventive, off-course, and daily self-care controls. These methods are all interlinked since they complement each other for an individual an individual with diabetes to achieve self-care. The methods are highly reliable for the patients with type 2 diabetes. Self-care is deeply entrenched in an individual’s distinct life situation (Moser et al., 2008). The support from the nurses is therefore of great significance since it is through the support that the patients can achieve effective and efficient self-care. This is especially true for the type 2 diabetes patients. Role of Nurses in Self-care for Patients with Type 2 Diabetes.

     

     

    References

    Moser, A., Bruggen, H. v., Widdershoven, G., & Spreeuwenberg, C. (2008). Self-management of type 2 diabetes mellitus: a qualitative investigation from the perspective of participants in a nurse-led, shared-care programme in the Netherlands.
    BMC
    . Where did you retrieve this article?

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    Incorrect APA reference. This is an article from a journal.

    Please see this url

    https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2292711/pdf/1471-2458-8-91.pdf

    Good job on the content. There were some issues with the format of the paper. I am not sure why you had so many paragraphs that could have been combined. Please look at that. Please look at comments/suggestions. For the space above your first heading of Background of Study, you could let the reader know what the paper was about. Three sentences would be fine to give your reader a quick introduction to what they will be reading.

    Professor Farley

  • South NSG 6999 Evidence Based Project Proposal

    South NSG 6999 Evidence Based Project Proposal

    For this week’s Dropbox assignment, you will complete Part 2 of your project proposal, the evidence review and synthesis section
    .
     This section consists of narrative descriptions of each study that forms the body of evidence
    .
     The length of this section will vary based on the number of studies that you include
    .
    The paper should be written in a scholarly fashion using APA format
    .
     For each article include in the narrative:

    Authors’ names, date of publication (included in the citation)
    .

    Quality and level of evidence

    How significant (or not) the evidence is and why you think so
    .
     How are these articles relevant to change practice or policy for your specific practice site and population? If a study is not significant and you have included it, mention how your clinical expertise was involved in this decision
    .

    Your summary the synthesis section should clearly indicate the intervention you plan to use in your project proposal
    .
     You will discuss this in greater detail in the next section, but do leave the reader with the understanding of the intervention you chose
    .

    You will also turn in your completed Synthesis Table(s) that will become part of your Appendix in your final paper
    .

  • Role of Nurses in Self-Care

    Role of Nurses in Self-Care

    This Role of Nurses in Self-Care assignment is a revision of previous assignments. It includes revising highlighted areas done by my professor.  Documents to be revised PICOT , quantitative, and qualitative research critiques(each document attached separately). After revision to be placed in one attachment.  Will be submitted to turnitin.
    Rubric
    , and assignment
    requirements
    attached.

     

     

     NRS-433V Introduction to Nursing Research

    Role of Nurses in Self-Care

    Based on evidence-based practice (EBP) and PICOT analysis, the research question to be evaluated is as follows:

    Do Type 2 Diabetes Mellitus patients assisted by nurses under self-care have high chances of glycemic control than those not assisted by nurses in their diabetic self-care? (Please revise this questions.. Your patient population is (For patients diagnosed with Type 2 Diabetes Mellitus does the addition of a nurse-led ….. or something to that effect. I think what you are asking if there if periodic monitoring of the patient will that effect glycemic control. If I am let me know) Please search the literature to see if you can find research articles that provide positive results of nurse-led intervention to improve glycemic control. You do have one article. There is a lot of information regarding this subject. If you have any questions, please let me know. Professor Farley

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    The practice research question for the consequent capstone research can be broken down into components of the PICO (T) as follows:

    Patient Population
    : Type 2 Diabetes Mellitus patients.

    Intervention
    : Assistance of nurses in self-care of glycemic control.

    Comparison
    : Type 2 Diabetes Mellitus patients under self-care programs but lack the assistance of nurses.

    Outcome
    : Improvements in glycemic control.

     

    Role of Nurses in Self-Care References

    Chlebowy, D. O., Hood, S., & LaJoie, A. S. (2010). Facilitators and barriers to self-management of type 2 diabetes among urban African American adults focus group findings. 
    The diabetes educator
    , 
    36
    (6), 897-905.

    Abstract

    Purpose

    The purpose of this study was to identify facilitators and barriers to self-management of type 2 diabetes mellitus (T2DM) among urban African American adults.

    Methods

    Thirty-eight African American adults with T2DM were recruited from 1 of 3 health care agencies in a midsized city in the southeastern United States. Qualitative data were obtained using focus groups, wherein each participant engaged in a 60- to 90-minute audio-recorded session. Focus group data were transcribed and analyzed using Atlas ti 6 ® data analysis software. Demographic and medical history information was also collected.

    Results

    Factors relating to external locus of control primarily facilitated adherence to T2DM self-management behaviors. Support from family, peers, and health care providers positively influenced adherence behaviors by providing cues to action, direct assistance, reinforcement, and knowledge. Internal factors were primarily described as barriers to self-management behaviors and included fears associated with glucose monitoring, lack of self-control over dietary habits, memory failure, and perceived lack of personal control over diabetes.

    Conclusions

    African Americans perceived external factors as facilitators of their T2DM management behaviors and internal factors as barriers to self-management. Further research is necessary to design and test interventions that capitalize on the external facilitators while helping African Americans to overcome perceived barriers identified in this study.

     

    Goetz, K., Szecsenyi, J., Campbell, S., Rosemann, T., Rueter, G., Raum, E., … & Miksch, A. (2012). The importance of social support for people with type 2 diabetes–a qualitative study with general practitioners, practice nurses and patients. 
    GMS Psycho-Social-Medicine
    , 
    9
    .

    Abstract

    Objective:
     Social support is an important element of family medicine within a primary care setting, delivered by general practitioners and practice nurses in addition to usual clinical care. The aim of the study was to explore general practitioner’s, practice nurse’s and people with type 2 diabetes’ views, experiences and perspectives of the importance of social support in caring for people with type 2 diabetes and their role in providing social support.

    Methods:
     Interviews with general practitioners (n=10) and focus groups with practice nurses (n=10) and people with diabetes (n=9). All data were audio-recorded, fully transcribed and thematically analysed using qualitative content analysis by Mayring.

    Results:
     All participants emphasized the importance of the concept of social support and its impacts on well-being of people with type 2 diabetes. Social support is perceived helpful for people with diabetes in order to improve diabetes control and give support for changes in lifestyle habits (physical activity and dietary changes). General practitioners identified a lack of information about facilities in the community like sports or self-help groups. Practice nurses emphasized that they need more training, such as in dietary counselling.

    Conclusions:
     Social support given by general practitioners and practice nurses plays a crucial role for people with type 2 diabetes and is an additional component of social care. However there is a need for an increased awareness by general practitioners and practice nurses about the influence social support could have on the individual’s diabetes management.

    Keywords: 
    social support, type 2 diabetes, qualitative approach, primary health care, Role of Nurses in Self-Care

     

    Malanda, U. L., Welschen, L., Riphagen, I. I., Dekker, J. M., Nijpels, G., & Bot, S. D. (2012). Self‐monitoring of blood glucose in patients with type 2 diabetes mellitus who are not using insulin. 
    The Cochrane Library
    . We still need the Journal, volume, issue and page numbers to complete this reference.

    Abstract

    Background

    Self-monitoring of blood glucose (SMBG) has been found to be effective for patients with type 1 diabetes and for patients with type 2 diabetes using insulin. There is much debate on the effectiveness of SMBG as a tool in the self-management for patients with type 2 diabetes who are not using insulin.(this is talking about self care)

    Objectives

    To assess the effects of SMBG in patients with type 2 diabetes mellitus who are not using insulin.

    Search methods

    Multiple electronic bibliographic and ongoing trial databases were searched supplemented with handsearches of references of retrieved articles (date of last search: 07 July 2011).

    Selection criteria

    Randomised controlled trials investigating the effects of SMBG compared with usual care, self-monitoring of urine glucose (SMUG) or both in patients with type 2 diabetes who where not using insulin. Studies that used glycosylated haemoglobin A
    1c
     (HbA
    1c
    ) as primary outcome were eligible for inclusion. Role of Nurses in Self-Care.

    Data collection and analysis

    Two authors independently extracted data from included studies and evaluated the studies’ risk of bias. Data from the studies were compared to decide whether they were sufficiently homogeneous to pool in a meta-analysis. Primary outcomes were HbA
    1c
    , health-related quality of life, well-being and patient satisfaction. Secondary outcomes were fasting plasma glucose level, hypoglycaemic episodes, morbidity, adverse effects and costs.

    Main results

    Twelve randomised controlled trials were included and evaluated outcomes in 3259 randomised patients. Intervention duration ranged from 6 months (26 weeks) to 12 months (52 weeks). Nine trials compared SMBG with usual care without monitoring, one study compared SMBG with SMUG, one study was a three-armed trial comparing SMBG and SMUG with usual care and one study was a three-armed trial comparing less intensive SMBG and more intensive SMBG with a control group. Seven out of 11 studies had a low risk of bias for most indicators. Meta-analysis of studies including patients with a diabetes duration of one year or more showed a statistically significant SMBG induced decrease in HbA
    1c
     at up to six months follow-up (-0.3; 95% confidence interval (CI) -0.4 to -0.1; 2324 participants, nine trials), yet an overall statistically non-significant SMBG induced decrease was seen at 12 month follow-up (-0.1; 95% CI -0.3 to 0.04; 493 participants, two trials). Qualitative analysis of the effect of SMBG on well-being and quality of life showed no effect on patient satisfaction, general well-being or general health-related quality of life. Two trials reported costs of self-monitoring: One trial compared the costs of self-monitoring of blood glucose with self-monitoring of urine glucose based on nine measurements per week and with the prices in US dollars for self-monitoring in 1990. Authors concluded that total costs in the first year of self-monitoring of blood glucose, with the purchase of a reflectance meter were 12 times more expensive than self-monitoring of urine glucose ($481 or 361 EURO [11/2011 conversion] versus $40 or 30 EURO [11/2011 conversion]). Another trial reported a full economical evaluation of the costs and effects of self-monitoring. At the end of the trial, costs for the intervention were £89 (104 EURO [11/2011 conversion]) for standardized usual care (control group), £181 (212 EURO [11/2011 conversion]) for the less intensive self-monitoring group and £173 (203 EURO [11/2011 conversion]) for the more intensive self-monitoring group. Higher losses to follow-up in the more intensive self-monitoring group were responsible for the difference in costs, compared to the less intensive self-monitoring group.

    There were few data on the effects on other outcomes and these effects were not statistically significant. None of the studies reported data on morbidity.

    Authors’ conclusions

    From this review, we conclude that when diabetes duration is over one year, the overall effect of self-monitoring of blood glucose on glycaemic control in patients with type 2 diabetes who are not using insulin is small up to six months after initiation and subsides after 12 months. Furthermore, based on a best-evidence synthesis, there is no evidence that SMBG affects patient satisfaction, general well-being or general health-related quality of life.
    This does not seem favorable to your question. I think you are looking for a studies related to nurses overseeing these patients periodically  
    More research is needed to explore the psychological impact of SMBG and its impact on diabetes specific quality of life and well-being, as well as the impact of SMBG on hypoglycaemia and diabetic compl

     

    Moser, A., van der Bruggen, H., Widdershoven, G., & Spreeuwenberg, C. (2008). Self-management of type 2 diabetes mellitus: a qualitative investigation from the perspective of participants in a
    nurse-led, shared-care programme

    (I think this is the topic you are looking for)
    in the Netherlands. 
    BMC public health
    , 
    8
    (1), 91.

    Abstract

    Background

    Diabetes mellitus is a major public health problem. Little is known about how people with type 2 diabetes experience self-management in a nurse-led, shared-care programme. The purpose of this article is to report an empirically grounded conceptualization of self-management in the context of autonomy of people with type 2 diabetes.

    Methods

    This study has a qualitative descriptive, and exploratory design with an inductive approach. Data were collected by means of in-depth interviews. The sample consisted of older adults with type 2 diabetes in a nurse-led, shared-care setting. The data analysis was completed by applying the constant comparative analysis as recommended in grounded theory.

    Results

    People with type 2 diabetes use three kinds of self-management processes: daily, off-course, and preventive. The steps for daily self-management are adhering, adapting, and acting routinely. The steps for off-course self-management are becoming aware, reasoning, deciding, acting, and evaluating. The steps for preventive self-management are experiencing, learning, being cautious, and putting into practice. These processes are interwoven and recurring.

    Conclusion

    Self-management consists of a complex and dynamic set of processes and it is deeply embedded in one’s unique life situation. Support from diabetes specialist nurses and family caregivers is a necessity of self-managing diabetes.

     

    ORDER A PERFECT ASSIGNMENT HERE THAT WILL REQUIRE NO REVISION

     

    Oftedal, B., Karlsen, B., & Bru, E. (2010). Perceived support from healthcare practitioners among adults with type 2 diabetes. 
    Journal of advanced nursing
    , 
    66
    (7), 1500-1509.

    Abstract

    Title. Perceived support from healthcare practitioners among adults with type 2 diabetes.

    Aim. 
     This paper is a report of a study of how adults with type 2 diabetes perceive different attributes of support provided by healthcare practitioners and how various attributes of support can influence people’s motivation to self-manage their disease. This qualitative study appears to be beneficial to your question because it is asking whether the patient feels that support may or may not influence their self-management.

    Background. 
     Motivational problems seem to be a major reason for poor diabetes management. According to well-known theories of motivation, expectations of being able to perform certain behaviours are a key element. Different attributes of support from healthcare practitioners are likely to influence such expectations. To date, no researchers have specifically examined how people with type 2 diabetes perceive different attributes of support from healthcare practitioners and how these may influence their motivation to manage their disease themselves.

    Methods. 
     A descriptive/explorative qualitative design and focus groups were used to collect data. The sample consisted of 19 adults with type 2 diabetes, and the data were collected in 2007 and analysed using qualitative content analysis.

    Findings. 
     Five themes were identified, reflecting perceived attributes of support from healthcare practitioners: (1) an empathetic approach, (2) practical advice and information, (3) involvement in decision-making, (4) accurate and individualized information and (5) ongoing group-based support.

    Conclusion.  Healthcare practitioners may strengthen the self-management motivation among adults with type 2 diabetes by enhancing expectations of being able to perform the necessary diabetes care, and through the provision of empathetic, individualized, practical and ongoing group-based support. Role of Nurses in Self-Care

     
    Stellefson, M., Dipnarine, K., & Stopka, C. (2013). Peer reviewed: The chronic care model and diabetes management in US primary care settings: A systematic review. 
    Preventing chronic disease
    , 
    10
    .

    Abstract

    Introduction

    The Chronic Care Model (CCM) uses a systematic approach to restructuring medical care to create partnerships between health systems and communities. The objective of this study was to describe how researchers have applied CCM in US primary care settings to provide care for people who have diabetes and to describe outcomes of CCM implementation.

    Methods

    We conducted a literature review by using the Cochrane database of systematic reviews, CINAHL, and Health Source: Nursing/Academic Edition and the following search terms: “chronic care model” (and) “diabet*.” We included articles published between January 1999 and October 2011. We summarized details on CCM application and health outcomes for 16 studies.

    Results

    The 16 studies included various study designs, including 9 randomized controlled trials, and settings, including academic-affiliated primary care practices and private practices. We found evidence that CCM approaches have been effective in managing diabetes in US primary care settings. Organizational leaders in health care systems initiated system-level reorganizations that improved the coordination of diabetes care. Disease registries and electronic medical records were used to establish patient-centered goals, monitor patient progress, and identify lapses in care. Primary care physicians (PCPs) were trained to deliver evidence-based care, and PCP office–based diabetes self-management education improved patient outcomes. Only 7 studies described strategies for addressing community resources and policies. This would be appropriate for your question.

    Conclusion

    CCM is being used for diabetes care in US primary care settings, and positive outcomes have been reported. Future research on integration of CCM into primary care settings for diabetes management should measure diabetes process indicators, such as self-efficacy for disease management and clinical decision making. Role of Nurses in Self-Care. Role of Nurses in Self-Care. Role of Nurses in Self-Care. Role of Nurses in Self-Care.