Category: Nursing

NURS 6540 – Advanced Practice Care of Frail Elders Discussion Essay Assignments and Question and Answer Quizzes

The frail elderly are a subpopulation characterized by inactivity and weight loss. In this course, students focus on the complex healthcare and management needs of the frail elderly by advanced nurse practitioners in community settings. Students learn to plan, implement, and evaluate therapeutic regimens through the analysis of case studies and the actual care of frail elderly in various settings. Additionally, students examine content related to end-of-life care and caregiver issues to gain the knowledge and sensibilities needed to implement positive change for the quality of life available to this vulnerable population. 
(Prerequisite(s):
 NURS 6501, NURS 6511, NURS 6521, and NURS 6531). 
Note:
 
This course requires a minimum of 144 practicum hours
.

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NURS 6540 – Advanced Practice Care of Frail Elders Discussion Essay Assignments and Question and Answer Quizzes

NURS 6540 – Advanced Practice Care of Frail Elders Required Course Readings

The links are for required readings found in the Walden databases ONLY. For all other readings, see your course resources.

Enter your myWalden user name and password at the prompt.

Alfonso, H. (2009). The importance of living wills and advance directives. 
Journal of Gerontological Nursing
, 35(10), 42–45.

Alsop, A. (2010). Collaborative working in end-of-life care: Developing a guide for health and social care professionals.
International Journal of Palliative Nursing
, 16(3), 120–125.

Arbaje, A., Maron, D., Yu, Q., Wendel, V., Tanner, E., Boult, C., & … Durso, S. (2010). The geriatric floating interdisciplinary transition team. 
Journal of the American Geriatrics Society,
 58(2), 364–370.   Not available in the library.

Budnitz, D., Lovegrove, M., Shehab, N., & Richards, C. (2011). Emergency hospitalizations for adverse drug events in older Americans. 
The New England Journal of Medicine
, 365(21), 2002–2012.

Burr, S. (2012). Identifying common lesions and rashes in the elderly. 
Nursing & Residential Care
, 14(5), 239–242.

Casey, D. A., & Walker, D. M. (2011). The clinical realities of advance directives. 
Widener Law Review
, 17(2), 429–442.

Dilworth-Anderson, P., Pierre, G., & Hilliard, T. S. (2012). Social justice, health disparities, and culture in the care of the elderly.
Journal of Law, Medicine & Ethics
, 40(1), 26–32.

Don’t miss underlying reason for elder’s fall: Perform a functional assessment. (2010).
 ED Nursing
, 13(5), 58–59.

Ehlenbach, W. J., Barnato, A. E., Curtis, J. R., Kreuter, W., Koepsell, T., Deyo, R., & Stapleton, R. (2009). Epidemiologic study of in-hospital cardiopulmonary resuscitation in the elderly. 
The New England Journal of Medicine,
 361(1), 22–31.

Gagan, M. (2009). The SOAP format enhances communication. 
Nursing New Zealand
, 15(5), 15.

Hoskins, B. L. (2011). Safe prescribing for the elderly. 
Nurse Practitioner
, 36(12), 47–52.

Houde, S., & Melillo, K. (2009). Caring for an aging population.
 Journal of Gerontological Nursing
, 35(12), 8–13.

Kohn, R., & Verhoek-Oftedahl, W. (2011). Caregiving and elder abuse. 
Medicine & Health Rhode Island
, 94(2), 47–49.

McGowan, C. M. (2011). Legal Issues. Legal aspects of end-of-life care. 
Critical Care Nurse
, 31(5), 64–69.

Panel on Prevention of Falls in Older Persons, American Geriatrics Society, and British Geriatrics Society. (2011). Summary of the updated American Geriatrics Society/British Geriatrics Society clinical practice guideline for prevention of falls in older persons. 
Journal of the American Geriatrics Society
, 59(1), 148–157. Not available in the library

Rosen, S., & Reuben, D. (2011). Geriatric assessment tools. 
The Mount Sinai Journal of Medicine, New York,
 78(4), 489–497.

Watkins, L., Hall, C., & Kring, D. (2012). Hospital to home: A transition program for frail older adults. 
Professional Case Management,
 17(3), 117–125.

Watson, E. (2010). Advance directives: Self-determination, legislation, and litigation issues. 
Journal of Legal Nurse Consulting
, 21(1), 9–14.

NURS 6540 – Advanced Practice Care of Frail Elders Discussion Essay Assignments and Question and Answer Quizzes

NURS 6531 – Advanced Practice Care of Adults Across the Lifespan

In this course, students learn how nurse practitioners master the art and science of clinical decision making among adult populations. Students focus on the diagnosis and management of primary healthcare needs and problems of the adult and elderly adult. They engage in a variety of course assignments that focus on physical and behavioral disease processes central to diagnosing illnesses as well as planning, implementing, and evaluating therapeutic treatment programs for acute illnesses commonly encountered in a primary healthcare setting. Students gain confidence in clinical experiences in a primary healthcare setting where they learn to plan, implement, and evaluate therapeutic regimens for adult patients with common acute and chronic illnesses. 
 
 
(Prerequisite(s):
 NURS 6501, NURS 6511, and NURS 6521.) 
Note:
 
This course requires a minimum of 144 practicum hours.

NURS 6531 – Advanced Practice Care of Adults Across the Lifespan

NURS 6521 – Advanced Pharmacology Discussion Essay Assignments and Question and Answer Quizzes

A solid foundation in the concepts and principles of drug therapy across the lifespan is essential to the work of advanced practice nurses. Students in this course apply the advanced principles of pharmacology, including pharmacogenomics, pharmacokinetics and pharmacodynamics, by analysis of common drug classes prescribed by advanced practice nurses across the lifespan. Factors influencing successful therapy such as effectiveness, safety, acceptability, cost, genetic/environmental influences, complementary regimens, and patient behaviors are considered. Through this course, students prepare to examine complex decisions in the management and treatment of selected acute and chronic diseases across the lifespan through pharmacologic and nonpharmacologic agents. Advanced practice nursing students will have a more in-depth understanding of drug legislation and regulation for prescribing drugs.

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NURS 6521 – Advanced Pharmacology Discussion Essay Assignments and Question and Answer Quizzes

NURS 6521 Advanced Pharmacology Required Course Readings

 

Bazzano, A. T, Mangione-Smith, R., Schonlau, M., Suttorp, M. J., & Brook, R. H. (2009). Off-label prescribing to children in the United States outpatient setting. 
Academic Pediatrics, 9
(2), 81–88.

Ben-Zacharia, A. (2011). Therapeutics for multiple sclerosis symptoms. 
The Mount Sinai Journal of Medicine, 78
(2), 176–191.

Crigger, N., & Holcomb, L. (2008). Improving nurse practitioner practice through rational prescribing. 
The Journal for Nurse Practitioners, 4
(2), 120–125.

Hilmer, S. N., McLachlan, A. J., & Le Couteur, D. G. (2007). Clinical pharmacology in the geriatric patient. 
Fundamental & Clinical Pharmacology, 21
(3), 217–230.

Holloway, D. (2010). Clinical update on hormone replacement therapy. 
British Journal of Nursing, 19
(8), 496–504.

Kargiotis, O., Paschali, A., Messinis, L., & Papathanasopoulos, P. (2010). Quality of life in multiple sclerosis: Effects of current treatment options. 
International Review of Psychiatry, 22
(1), 67–82.

Krummenacher, I., Cavassini, M., Bugnon, O., & Schneider, M. (2011). An interdisciplinary HIV-adherence program combining motivational interviewing and electronic antiretroviral drug monitoring. 
AIDS Care, 23
(5), 550–561.

Mäkinen, J. I., & Huhtaniemi, I. (2011). Androgen replacement therapy in late-onset hypogonadism: Current concepts and controversies—A mini-review. 
Gerontology, 57
(3), 193–202.

Mayhew, M. (2009). Off-label prescribing. 
The Journal for Nurse Practitioners, 5
(2), 122–123.

Peterson, K., Silverstein, J., Kaufman, F., & Warren-Boulton, E. (2007). Management of type 2 diabetes in youth: An update. 
American Family Physician, 76
(5), 658–664.

Philipsen, N. C., & Soeken, D. (2011). Preparing to blow the whistle: A survival guide for nurses. 
The Journal for Nurse Practitioners, 7
(9), 740–746.

Scourfield, A., Waters, L., & Nelson, M. (2011). Drug combinations for HIV: What’s new? 
Expert Review of Anti-Infective Therapy, 9
(11), 1001–1011.

Starr, S., & Raines, D. (2011). Cirrhosis: Diagnosis, management, and prevention. 
American Family Physician, 84
(12), 1353–1359.

NURS 6512 – Advanced Health Assessment and Diagnostic Reasoning Discussion Essay Assignments and Question and Answer Quizzes

The physical and emotional well-being of patients and families can be complex and multifaceted. Advanced practice nurses need to have the knowledge and ability to provide safe, competent, and comprehensive physical health assessments.

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Students in this course focus on concepts and skills to assess patients across the lifespan. They learn to use diagnostic reasoning, advanced communication, and physical assessment skills to identify changes in health patterns. Students also use a systematic approach through which they focus on the assessment of patients with acute and chronic health problems. The advanced skills of suturing, reading 12 Lead EKGs, and interpreting X-rays will be covered. Students engage in course assignments that emphasize risk assessment, diagnostic reasoning, and evidence-based assessment across the lifespan.

♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. 

NURS 6512 – Advanced Health Assessment and Diagnostic Reasoning Discussion Essay Assignments and Question and Answer Quizzes

NURS 6501 – Advanced Pathophysiology Discussion Essay Assignments and Question and Answer Quizzes

Advanced practice nurses must be equipped with an in-depth understanding of pathophysiological disease processes across the lifespan. In this course, students focus on understanding the biophysiological processes, the deviations from these processes, and an in-depth examination of the scientific concepts related to the biology of disease processes. Advanced practice nursing students learn how normal organ systems function and how organ systems are interrelated to help the body maintain homeostasis.

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Through knowledge of pathophysiological disease processes, students gain the information needed to develop appropriate treatment plans for patients across the lifespan. Students explore a variety of topics, such as immunity, inflammation, cancer genetics, and cardiovascular disease. They also examine a range of disease processes, including hematologic, renal, neurologic, gastrointestinal, and reproductive disorders.

♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. 

NURS 6501 – Advanced Pathophysiology Discussion Essay Assignments and Question and Answer Quizzes

NURS 6501 – Advanced Pathophysiology Essay Assignment papers

Advanced practice nurses must be equipped with an in-depth understanding of pathophysiological disease processes across the lifespan. In this course, students focus on understanding the biophysiological processes, the deviations from these processes, and an in-depth examination of the scientific concepts related to the biology of disease processes. Advanced practice nursing students learn how normal organ systems function and how organ systems are interrelated to help the body maintain homeostasis. Through knowledge of pathophysiological disease processes, students gain the information needed to develop appropriate treatment plans for patients across the lifespan. Students explore a variety of topics, such as immunity, inflammation, cancer genetics, and cardiovascular disease. They also examine a range of disease processes, including hematologic, renal, neurologic, gastrointestinal, and reproductive disorders.

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NURS 6501 – Advanced Pathophysiology Quiz Questions and Answers and Discussion Assignment Essays

Question 1

1 out of 1 points

A 25-year-old female has a heavy menses during which she loses a profuse amount of blood. Which of the following adaptations should the nurse expect?

Selected Answer:

d.

Peripheral vasoconstriction

Correct Answer:

d.

Peripheral vasoconstriction

Question 2

1 out of 1 points

A 58-year-old female presents in the clinic presenting with fatigue, weight loss, and tingling in her fingers. Laboratory findings show low hemoglobin and hematocrit, a high mean corpuscular volume, and normal plasma iron. These assessment findings are consistent with which type of anemia?

Selected Answer:

b.

Pernicious anemia

Correct Answer:

b.

Pernicious anemia

Question 3

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1 out of 1 points

A newborn is diagnosed with congenital intrinsic factor deficiency. Which of the following types of anemia will the nurse see documented on the chart?

Selected Answer:

b.

Pernicious anemia

Correct Answer:

b.

Pernicious anemia

Question 4

1 out of 1 points

A group of cells isolated in the laboratory have membrane-bound granules in their cytoplasm and they show phagocytic activity. Which of the following cells is most similar?

Selected Answer:

d.

Eosinophils

Correct Answer:

d.

Eosinophils

Question 5

1 out of 1 points

A nurse is caring for a patient who cannot clot. Which end product of the clotting cascade is this patient unable to make?

Selected Answer:

d.

Fibrin

Correct Answer:

d.

Fibrin

Question 6

1 out of 1 points

A 40-year-old male vegetarian is diagnosed with folate deficiency anemia. He reports that he is an alcoholic. Which of the following factors put him at greatest risk for developing his disease?

Selected Answer:

b.

Being alcoholic

Correct Answer:

b.

Being alcoholic

Question 7

1 out of 1 points

A 21-year-old female was recently diagnosed with iron deficiency anemia. In addition to fatigue and weakness, which of the following clinical signs and symptoms would she most likely exhibit?

Selected Answer:

b.

Spoon-shaped nails

Correct Answer:

b.

Spoon-shaped nails

Question 8

1 out of 1 points

A 60-year-old female emphysema patient experiences a rapid and pounding heart, dizziness, and fatigue with exertion. Which of the following respiratory assessment findings indicate the respiratory system is compensating for the increased oxygen demand?

Selected Answer:

b.

Increased rate and depth of breathing

Correct Answer:

b.

Increased rate and depth of breathing

Question 9

1 out of 1 points

A 34-year-old male presents in the emergency room with extreme fatigue and shortness of breath. His skin and sclera appear to have a yellowish discoloration. These assessment findings are consistent with which type of anemia?

Selected Answer:

d.

Hemolytic anemia

Correct Answer:

d.

Hemolytic anemia

Question 10

1 out of 1 points

A 10-year-old male is diagnosed with leukemia. The nurse assesses for which other condition that could be associated with his disease?

Selected Answer:

a.

Down syndrome

Correct Answer:

a.

Down syndrome

Question 11

1 out of 1 points

Which of the following individuals should the nurse assess first for a vitamin B12 deficiency anemia?

Selected Answer:

c.

47-year-old male who had a gastrectomy procedure (removal of the stomach)

Correct Answer:

c.

47-year-old male who had a gastrectomy procedure (removal of the stomach)

Question 12

1 out of 1 points

A 5-year-old female is diagnosed with acute leukemia. The nurse will most likely treat this patient with:

Selected Answer:

c.

Chemotherapy

Correct Answer:

c.

Chemotherapy

Question 13

0 out of 1 points

A staff member wants to know where the greatest proportion of iron is located. How should the nurse respond? The greatest proportion of total body iron is located in the:

Selected Answer:

c.

Bone marrow

Correct Answer:

a.

Erythrocytes

Question 14

1 out of 1 points

A 5-year-old male was diagnosed with normocytic-normochromic anemia. Which of the following anemias does the nurse suspect the patient has?

Selected Answer:

b.

Hemolytic anemia

Correct Answer:

b.

Hemolytic anemia

Question 15

1 out of 1 points

While checking lab results, the nurse remembers the normal leukocyte count is:

Selected Answer:

b.

5,000-10,000/mm
3

Correct Answer:

b.

5,000-10,000/mm
3

Question 16

1 out of 1 points

A 62-year-old female tells her health care provider she has been experiencing regular night sweats that cause her to wake up drenched. She also remarks that she has been unintentionally losing weight. Physical exam reveals enlarged lymph nodes on her neck that do not appear to be painful. She should be screened for which of the following cancers?

Selected Answer:

b.

Hodgkin lymphoma

Correct Answer:

b.

Hodgkin lymphoma

Question 17

1 out of 1 points

When a nurse is reviewing lab results and notices that the erythrocytes contain an abnormally low concentration of hemoglobin, the nurse calls these erythrocytes:

Selected Answer:

b.

Hypochromic

Correct Answer:

b.

Hypochromic

Question 18

1 out of 1 points

A 10-year-old male is diagnosed with sickle cell anemia. When the parents ask who is responsible for this disease, what is the nurse’s best response? He most likely inherited it from:

Selected Answer:

c.

Both his mother and father

Correct Answer:

c.

Both his mother and father

Question 19

NURS 6501 – Advanced Pathophysiology Quiz Questions and Answers and Discussion Assignment Essays

0 out of 1 points

A 20-year-old female undergoes lab testing for anemia. Results show high iron, bilirubin, and transferrin and low hemoglobin and hematocrit. Which of the following is the most likely diagnosis to be documented on the chart?

Selected Answer:

d.

Sideroblastic anemia

Correct Answer:

a.

Pernicious anemia

Question 20

1 out of 1 points

A 45-year-old female undergoes a splenectomy to remove a tumor. Which of the following assessment finding is most likely to occur following surgery?

Selected Answer:

a.

Leukocytosis

Correct Answer:

a.

Leukocytosis

Question 21

0 out of 1 points

A hematologist is discussing hematopoiesis. Which information should be included? ________ participate in hematopoiesis.

Selected Answer:

d.

Neutrophils

Correct Answer:

a.

Colony-stimulating factors (CSFs)

Question 22

1 out of 1 points

In disseminated intravascular coagulation (DIC), the nurse assesses for active bleeding after intravascular clotting because:

Selected Answer:

b.

Clotting factors are depleted.

Correct Answer:

b.

Clotting factors are depleted.

Question 23

1 out of 1 points

During an infection, the nurse assesses the lymph nodes. Lymph nodes enlarge and become tender because:

Selected Answer:

a.

Lymphocytes are rapidly dividing.

Correct Answer:

a.

Lymphocytes are rapidly dividing.

Question 24

1 out of 1 points

A 52-year-old male IV drug user was diagnosed with hepatitis C 5 years ago. He is now experiencing impaired blood clotting. The nurse suspects a decrease in which of the following vitamins?

Selected Answer:

a.

K

Correct Answer:

a.

K

Question 25

0 out of 1 points

A 65-year-old male experienced loss of appetite, weight loss, lemon-yellow skin, liver enlargement, and a beefy red tongue shortly before his death. Autopsy suggested pernicious anemia, and the cause of death would most likely reveal:

Selected Answer:

b.

Liver hypoxia

Correct Answer:

c.

Heart failure

Question 26

1 out of 1 points

For a patient experiencing hypersplenism, the nurse expects the erythrocytes to be:

Selected Answer:

c.

Sequestered

Correct Answer:

c.

Sequestered

Question 27

1 out of 1 points

A 10-year-old male presents with abdominal swelling, night sweats, fever, and weight loss. He is diagnosed with Burkitt lymphoma. Upon obtaining the history, which of the following is the most likely cause?

Selected Answer:

d.

Epstein-Barr virus (EBV)

Correct Answer:

d.

Epstein-Barr virus (EBV)

Question 28

1 out of 1 points

The people from which country have the lowest risk for Hodgkin lymphoma?

Selected Answer:

b.

Japan

Correct Answer:

b.

Japan

Question 29

1 out of 1 points

A 50-year-old female is diagnosed with primary thrombocythemia. A nurse would expect the blood smear to reveal _____ platelets.

Selected Answer:

d.

Overproduced

Correct Answer:

d.

Overproduced

Question 30

1 out of 1 points

A 45-year-old male is diagnosed with macrocytic, normochromic anemia. The nurse suspects the most likely cause of this condition is:

Selected Answer:

a.

Defective DNA synthesis

Correct Answer:

a.

Defective DNA synthesis

Question 31

1 out of 1 points

A 15-year-old male with infectious mononucleosis is being given instructions on how to prevent the spread of this infection to others. Which statement represents a correct instruction?

Selected Answer:

b.

Do not share drinking glasses or eating utensils.

Correct Answer:

b.

Do not share drinking glasses or eating utensils.

Question 32

1 out of 1 points

A 35-year-old female is diagnosed with vitamin B12 deficiency anemia (pernicious anemia). How should the nurse respond when the patient asks what causes pernicious anemia? A decrease in ______ is the most likely cause.

Selected Answer:

c.

Intrinsic factor

Correct Answer:

c.

Intrinsic factor

Question 33

0 out of 1 points

A nurse is teaching the staff about platelets. Which information should the nurse include? In addition to playing a role in hemostasis, platelets have the ability to:

Selected Answer:

c.

Undergo cell division in response to bleeding

Correct Answer:

b.

Release biochemical mediators of inflammation

Question 34

1 out of 1 points

A newborn baby is diagnosed with a blood disorder in which her platelet count is low. Which of the following does the nurse suspect could be the reason?

Selected Answer:

c.

Decreased thrombopoietin

Correct Answer:

c.

Decreased thrombopoietin

Question 35

0 out of 1 points

A 67-year-old female has chronic gastrointestinal bleeding. A nurse recalls the primary cause of her anemia is:

Selected Answer:

a.

Vitamin B
12
 deficiency

Correct Answer:

b.

Iron deficiency

 

NURS 6501 – Advanced Pathophysiology Quiz Questions and Answers and Discussion Assignment Essays

NURS 6620 Family Nurse Practitioner (FNP) Diagnosis and Management for Aging Families Essay Assignments and Exam Questions and Answers

NURS 6620-001 Family Nurse Practitioner (FNP) Diagnosis and Management for Aging Families: Clinical Application

All students are responsible for checking their UTHSCSA Livemail account regularly (i.e., daily or several times every week) to obtain Official University Communication regarding their courses, program and student status.

Clinical Orientation will take place on Tuesday, May 12, 2015 from 2:00 PM – 4:00 PM. Room TBA.

Class Meetings:

Tuesday, May 12, 2015 (2:00 PM – 4:00 PM)

Tuesday, June 9, 2015 (2:00 PM – 4:00 PM )

Tuesday, July 14, 2015 (1:00 PM – 5:00 PM ) HESI EXAM

Tuesday, August 4, 2015 (2:00 PM – 5:00 PM) Patient Management Case  Presentations

Clinical hours may begin on May 11, 2015 as long as an IOR has been completed. All clinical hours must be completed by Friday, August 14, 2015.

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FACULTY CONTACT INFORMATION

John B. Chavez, DNP, RN, APRN, FNP-BC (Course Coordinator)

E-Mail: chavezj2@uthscsa.edu

Phone: 210-567-5885

Office: 2.374

Office Hours: By Appointment

Family & Community Health Systems

Rebecca Rokosky, MSN, RN, FNP-BC

E-mail: Rokosky@uthscsa.edu

Office Phone:

Office: TBA

Office Hours: By Appointment

Family & Community Health Systems

Tamika Sanchez-Jones, PhD, RN, FNP-BC

E-mail: SanchezJones@uthscsa.edu

Office Phone: (210) 567-5785

Office: NS 2.

Office Hours: By Appointment

Family & Community Health Systems

Cristina Winters, DNP, RN,FNP-C

E-mail: winterscl@uthscsa.edu

Phone: (210) 567-5848

Office: 2.366

Office Hours: By Appointment

Family & Community Health Systems

TBA

COURSE DESCRIPTION

The focus of this course is integration of the Family Nurse Practitioner’s (FNP) core knowledge in health promotion and diagnosis and management in the care of the mature and aging patient and families in the primary healthcare setting. Emphasis is placed on the care of mature and aging patients and families with acute and chronic complex health problems. In addition, the family nurse practitioner as a collaborative member of the interprofessional team will be emphasized.

CREDIT AND TIME ALLOCATION

Credit hour allocation: 6 semester credit hours

Clock hour allocation: 300 clock hours clinical practicum; 15 clock hours seminar

PREREQUISITES

NURS 6451 FNP Diagnosis and Management of Young Families: Concepts and Theory

NURS 6452 FNP Diagnosis and Management of Aging Families: Concepts and Theory

PROGRAM OUTCOMES

Upon completion of the Master of Science in Nursing Program (MSN) students will:

Integrate scientific findings from nursing and related sciences, including genetics and genomics, into the delivery of advanced nursing care to populations in diverse settings.

Demonstrate organizational and systems leadership to assure ethical and critical decision-making at all systems’ levels for quality and patient safety.

Incorporate performance improvement strategies for quality, safety, and patient-centered care delivery.

Use improvement science to achieve optimal patient care and care environment outcomes.

Integrate meaningful and usable information systems and healthcare technologies to support safe, quality patient care and healthcare systems effectiveness.

Advocate for policy changes that influence healthcare at appropriate levels.

Lead interprofessional teams using collaborative strategies to effect quality patient care and population health outcomes.

Analyze and incorporate broad ecological and social health determinants to design and deliver evidence-based clinical prevention and population healthcare and services to individuals, families, and aggregates/identified populations.

Integrate the advanced competencies expected of a master’s prepared nurse to design, deliver, and evaluate outcomes of systems of care for individuals, families, and diverse populations.

CLINICAL OUTCOMES

Provide patient-centered care with emphasis on health promotion, disease prevention, health protection, anticipatory guidance, counseling, disease management, and palliative care to mature and aging patients and families during transitions and life-style adjustments as an integral member of the interprofessional team (
Essentials I, VIII, IX).

Apply knowledge of acute and chronic illnesses to diagnose and manage mature and aging patients and families as health status varies (
Essentials I, IV, IX).

Use evidenced-based guidelines related to patient health, disease management and prevention to impact health outcomes in this diverse population (Essentials I, IV, IX).

Use advanced diagnostic reasoning and differential diagnosis for disease management of the mature and aging patients and family (Essentials I, IV, IX).

Integrate history and physical exam data with the knowledge of pathophysiology of acute and chronic diseases to develop appropriate differential diagnoses and initiate appropriate patient-centered interventions in this diverse population (Essentials I, IX).

Incorporate traditional and complementary pharmacological interventions into the treatment and management of illnesses (
Essentials I, IX).

Integrate social, cultural, explanatory models and spiritual components in patient-centered plans of care for mature and aging patients and families (Essentials I, IX).

Integrate ethical principles in decision-making and demonstrate core professional values in the implementation of the nurse practitioner role (Essentials I, VIII, IX).

Create a climate of patient-centered care to include confidentiality, privacy, comfort, emotional support, education, mutual trust and respect (Essentials II, IX).

Use self-reflection to evaluate progress in professional development as an integral member of the interprofessional team (Essential II, VII, IX).

CRITERIA FOR EVALUATION / GRADES

NURS 6620 Family Nurse Practitioner (FNP) Diagnosis and Management of Aging Families: Clinical Application

Course Description:

This course focuses on the primary care experience in health promotion, disease prevention, and diagnosis and management of acute and chronic illness in patients across the reproductive continuum and the health and illness from birth to adolescents. Additionally, this course emphasizes collaborative partnership development among patients, families, and interprofessional teams.

Credit Hour Allocation Clock Hour Allocation:

6 semester hours-

300 clock hours clinical practicum

15 clock hours seminar

Pre-requisites:

NURS 6451 FNP Diagnosis and Management of Young Families: Concepts and Theory

NURS 6452 FNP Diagnosis and Management of Aging Families: Concepts and Theory

Course Outcomes:

1.Provide patient-centered care with emphasis on health promotion, disease prevention, health protection, anticipatory guidance, counseling, disease management, and palliative care to patients across the reproductive continuum and from birth to adolescents during developmental transitions and life-style adjustments as an integral member of the interprofessional team. (Essentials I, VIII, IX).

2.Apply knowledge of acute and chronic illness to diagnose and manage patients across the reproductive continuum and from birth to adolescents as health status varies. (Essentials I, IV, IX)

3.Integrate anticipatory guidance into the comprehensive treatment plans for both primary and secondary prevention for patients across the reproductive continuum and from birth to adolescents. (Essentials I, VIII and IX).

4.Integrate history and physical examination data with the knowledge of pathophysiology of acute and chronic diseases to develop appropriate differential diagnoses, and initiate appropriate customized interventions for this diverse population (Essentials I, IX).

5.Incorporate traditional and complementary pharmacological interventions into the treatment and management of illness for this diverse population. (Essentials I, IX).

6.Integrate social, cultural, explanatory models, and spiritual components in patient-centered plans of care for patients across the reproductive continuum and from birth to adolescents. (Essentials I, IX)

7.Evaluate the relationships among access, cost, quality, and safety and their influence on health care.(Essentials I, III).

8.Integrate ethical principles in decision-making and demonstrate core professional values in the implementation of the nurse practitioner role.(Essentials I, VIII, IX).

9.Create a climate of patient-centered care to include confidentiality, privacy, comfort, emotional support, education, mutual trust and respect. (Essential II, IX)

10.Use self-reflection to evaluate progress in professional development as an integral member of the interprofessional team. (Essential II, VII, VIII, IX)

Clinical:

100 hours Adult Primary Care

100 hours Geriatric Care

100 hours Sub-specialty Care and/or Family Practice

300 Clinical Hours Total

Criteria for Evaluation/Grades

Component/Item – Weighting Percent of Final Grade – Due Date & Time

Reflective Journal Entries (3) – Pass/Fail – Three Entries Total

(Due dates will be listed on course calendar)

SOAP Notes (3) – Pass/Fail – Three Notes Total

(Due dates will be listed on course calendar)

Patient Management Paper – Pass/Fail – Must earn 80% or better on Paper to pass

Preceptor Evaluation(s) (One to be completed by each Preceptor at the end of each rotation. If you have only one preceptor the whole semester, then have the preceptor do a Midterm & Final Evaluation) – Pass/Fail – To be submitted by the Preceptor through Project Concert.

Faculty Evaluation(s) – Pass/Fail – One clinical site visit will be conducted during the semester. An additional site visit may be conducted if the need is determined by the clinical faculty.

Patient Management Presentation – Pass/Fail – Presentation is on Patient used for Patient Management Paper

Final Grade -Pass/Fail

Clinical Experience is Pass/Fail

No clinical can be started at any clinical site until an Intent of Relationship (IOR) is completed, submitted to the course coordinator in hand, email or fax, and approved by the faculty. Clinical practicum may start on May 11,2015 if the IOR is completed, submitted and approved but not before. All clinical practicum hours must be completed by August 14, 2015. The student must pass the clinical experience in order to pass the course regardless of the numeric grade earned.

Clinical Practicum

The student will complete 300 hours of clinical practicum with their assigned preceptor(s) once the Intent of Relationship (IOR) agreement is completed by the student and preceptor, signed, faxed to the School of Nursing, and approved by the graduate faculty. Students are expected to dress in business casual and present a professional appearance while in the clinical setting. The clinical practicum must be completed no later than the end of the course. There are no extensions for completing hours therefore the student must plan ahead when negotiating clinical hours with the preceptor.

Clinical Site Visits:

Students will have one to two scheduled site visits by their assigned faculty.

Preceptor and Faculty Evaluation (pass/fail):

Students must pass clinical to pass the course. A written evaluation from the student’s preceptor(s) is/are required at the end of the rotation with the preceptor.Each preceptor is required to sit down with the student to go over the evaluation. At least one written evaluation will also be completed by the faculty for each student during the semester.

Class Attendance:

Students are required to attend all clinical experiences. Students are to be prompt, prepared,and appropriately attired. A student who is unable to attend a clinical experience must contact the clinical faculty personally prior to the beginning of the clinical experience. Leaving a message or e-mail for the faculty is not acceptable. Professional role behavior is expected. The graduate student will notify the clinical agency and preceptor that she/he is unable to attend.

Practicum Course Policies:

Students are encouraged to have a variety of clinical experiences that will encompass all aspects of their advanced practice role and expose them to patients within different clinic settings.

1. Students may not have a clinical preceptorships at a practice setting where he/she is currently employed, nor may they be paid for clinical as part of their working hours.

2. Students may not have a clinical preceptorship with a provider with whom they are a patient of that provider.

3. The majority of clinical experiences during the clinical preceptorship must be at the participation level or higher. Total observation is not acceptable at this level in the program.

4. Students must receive “Passing” on all clinical evaluations from faculty during clinical site visits (Standardized Patient observation may serve as a clinical site visit.)

5. The preceptorship component must be successfully completed in order to pass the course, regardless of grades received on the didactic components. The preceptorship component consists of:

A. One clinical evaluation through observation by the clinical course faculty and additional clinical evaluations by each preceptor, with each documenting on the clinical evaluation form, and;

B. Clinical log documentation of student’s experiences.

C. Students who are deemed unsafe or fail to meet the expected clinical course outcomes and clinical competencies in any clinical course in the required program of study will receive a course grade of “F”. Behaviors constituting clinical failure include, but are not limited to, the following:

a. Request for removal from clinical site for cause by a clinical agency

b. Demonstrates unsafe performance and makes questionable decisions

c. Lacks insight and understanding of own behaviors and behavior of others

d. Needs continuous specific and detailed supervision

e. Has difficulty in adapting to new ideas and roles

f. Fails to submit required written clinical assignments

g. Falsifies documents

D. Procedure: A student who fails a clinical course maybe placed on probation or be dismissed from the program in accordance with set criteria.

6. There are NO in completes for clinical courses except for a major health problem. All clinical hours must be completed by the last official class day of the semester. NO extensions for unmet clinical hours will be granted. Failure to complete all clinical hours or falsification of clinical hours will result in failure of the course.

7.It is expected that all scholarly papers will be written using APA Format 6thEdition.

Practicum:

300 clock hour practicum in a community-based, preferably medically underserved, clinic will be selected, working with a clinical preceptor on site. The focus is the health of populations across the lifespan. The practicum will be supervised by a faculty member.

The 300 clock hour practicum will be coordinated by and under the supervision of the UT Health Science Center School of Nursing Clinical Liaison with physicians, physician assistants and nurse practitioner preceptors.

Project Concert Tracking:

Each student is required to maintain an electronic record of patient encounters using Project Concert. The student will document patient encounters in Project Concert in a timely fashion, and as soon as feasible following the clinical experience, but no less than once per week. The student is responsible for accurate and complete records in Project Concert. The student is required to submit Project Concert tracking reports at regular intervals during the semester. The clinical log must be submitted in order to pass the clinical practicum.

Written Assignments:

1.If written assignments are made in a course they are required.

2.Students are expected to submit written work on the scheduled date and time.

3.The student must notify the course coordinator prior to the scheduled due date and time if they are unable to submit the written work as scheduled. Failure to make this notification in advance will result in a “zero” for that written work.

4.If the excuse is accepted as reasonable and necessary, arrangements will be made for an alternative due date and time.

5.Each student is responsible for making sure that he or she has completed the written work prior to submission.

6.Late work will be accepted up to 72 hours after the due date with consequences. Five percent will be deducted for each day an assignment is late (up to 15%). After 72 hours, late assignments will not be accepted.

7.Students must earn an 80% or better on all written assignments.

APA Guidelines:

Effective Fall 2010, the APA Publication Manual 6th edition is required for use in all nursing school programs.

Scholastic Dishonesty:

Students are expected to be above reproach in all scholastic activities. Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and dismissal from the university. “Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, and submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts.” Regents Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2, Subdivision 3.22.

ADA Accommodations

Any student seeking ADA Accommodations under the American with Disabilities Act should contact the Associate Dean for Admissions and Student Services within the first week of the semester so that appropriate accommodations may be arranged. A Request for Accommodations (Form 100) must be completed. These forms are available in the Office for Students Room: NS 1.106.

CLASSROOM ATTENDANCE

Attendance in class is an expectation of each student.

WRITTEN ASSIGNMENTS

If written assignments are made in a course they are required.

Students are expected to submit written work on the scheduled date and time.

The student must notify the course coordinator prior to the scheduled due date and time if they are unable to submit the written work as scheduled. Failure to make this notification in advance will result in a “zero” for that written work.

If the excuse is accepted as reasonable and necessary, arrangements will be made for an alternative due date and time.

Each student is responsible for making sure that he or she has completed the written work prior to submission.

Late work will be accepted with consequences as outlined per course syllabi.

APA GUIDELINES

The APA Publication Manual 6th edition is required for use in all nursing school programs.

SCHOLASTIC DISHONESTY

Students are expected to be above reproach in all scholastic activities. Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and dismissal from the university. “Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, and submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts.” 
Regents Rules and Regulations
, Part One, Chapter VI, Section 3, Subsection 3.2, Subdivision 3.22.

ADA ACCOMMODATIONS

Any student seeking reasonable accommodations through the Americans with Disabilities Act (ADA) should contact either the Associate Dean for Admissions and Student Services within the first week of the semester or schedule a meeting with the UTHSCSA ADA Compliance Office so that appropriate accommodations may be arranged. A request for accommodations (Form ADA-100: http://uthscsa.edu/eeo/form100-Faculty-student-resident.pdf) must be completed and submitted to the Executive Director of the ADA Compliance Office before accommodations can be provided. Additional information can be provided in the Student Success Center, Room 1.118 or through the ADA Compliance Office website: http://uthscsa.edu/eeo/request.asp.

REQUIRED TEXT / REFERENCE

Text books from previous semesters may be used as references during your clinical practicum.

RECOMMENDED (OPTIONAL) TEXT / REFERENCE

Text books from previous semesters may be used as references during your clinical practicum.

CONTENT OUTLINE

Clinical:

100 hours Adult Primary Care

100 hours Geriatric Care

100 hours Sub-specialty Care and/or Family Practice

300 Clinical Hours Total

NURS 6620 Family Nurse Practitioner (FNP) Diagnosis and Management for Aging Families Essay Assignments and Exam Questions and Answers

APA Referencing and Citation Style Format Example Nursing Paper Template Doc and Pdf

APA Referencing and Citation Style Template with Explanations

The above template in word has the explanations below or APA referencing, paper structure and all that you need to know about APA referencing style.

 

Cover Paper – See attached document

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Abstract

This is the abstract, which is typed in block format with no indentation. The abstract briefly summarizes your paper in 120 words or less. Through your abstract, your readers should be able to fully understand the content and the implications of the paper. Also, note that writing this section after the paper itself may be helpful. See section 2.04 APA for tips and more information on writing abstracts. This template was updated April 25, 2016.

 

 

 

Title of the Paper

 

This template’s margins, page numbers, and page breaks are set for you, and you do not need to change them. Do not add any extra spaces between the heading and the text (you may want to check
Spacing
under
Format
,
Paragraph
in your word processor, and make sure that it is set to 0”). Instead, just double space as usual, indent a full ½ inch (preferably using the tab button), and start typing. The introduction should receive no specific heading because readers assume that the first section functions as your paper’s introduction.

After considering these formatting issues, you will need to construct a thesis statement, which lets readers know how you synthesized the literature into a treatise that is capable of advancing a new point of view. This statement provides readers with a lens for understanding the forthcoming research presented in the body of your essay (after all, each piece of literature should support and apply to this thesis statement).

Once you have established your thesis, begin constructing the introduction. An easy template for writing an introduction follows:

Start with what has been said or done regarding the topic.

Explain the problem with what has been said or done.

Offer a solution in a concise thesis statement that can be supported by the literature.

Explain how the thesis brings about social change.

Level 1 Heading

This text will be the beginning of the body of the essay. Even though this section has a new heading, make sure to connect this section to the previous one so readers can follow along with the ideas and research presented. The first sentence in each paragraph should transition from the previous paragraph and summarize the main point in the paragraph. Make sure each paragraph contains only one topic, and when you see yourself drifting to another idea, make sure you break into a new paragraph. Also, avoid long paragraphs (more than three-fourths of a page) to help hold readers’ attention; many shorter paragraphs are better than a few long ones. In short, think this: new idea, new paragraph.

Another Level 1 Heading

Here is another Level 1 heading. Note that, when you add additional headings, you should use the APA levels available in the Styles area of your toolbar. If you enter them manually instead, you may need to delete the automatic indent that appears because Word thinks you are beginning a new paragraph. Again, the topic sentence of this section should explain how this paragraph is related or a result of what you discussed in the previous section. Consider using transitions between sentences to help readers see the connections between ideas. Below are a few examples of how to transition from one statement to another (or in some cases, one piece of literature to another):

Many music teachers at Olson Junior High are concerned about losing their jobs (J. Thompson, personal communication, July 3, 2013), largely due to the state’s recent financial cutbacks of fine arts programs (Babar, 2007).

Obesity affects as much as 17% of the total population of children, an increase which may lead to other chronic health problems (Hera, 2008; Sinatra, 2008).

For more examples, see some of the transitions handouts on the Writing Center’s website.

Level 2 Heading

The Level 2 heading designates a subsection of the previous section. Using headings is a great way to organize a paper and increase its readability, so be sure to review heading rules on APA 3.02 and 3.03 in order to format them correctly. For shorter papers, using one or two levels is all that is needed. You would use Level 1 (centered, bold font with both uppercase and lowercase) and Level 2 (left aligned, bold, both uppercase and lowercase). This template provides examples of APA’s four heading levels, but remember that at least two headings on the same level are needed before the next heading level. For example, a paper must have at least two level 3 headings before a level 4 heading.

Level 3 heading.
Note that you should write Level 3 and 4 headings in sentence case, meaning that only the first word and any proper nouns are capitalized. The number of headings needed in a particular paper is not set, but longer papers may benefit from another heading level, such as this Level 3 heading (which is an indented, bold, lowercase paragraph heading).

Level 4 heading.
One crucial area in APA is learning how to cite in academic work. Make sure to cite source information throughout your paper to avoid plagiarism. This practice is critical: you need to give credit to your sources and avoid copying others’ work at all costs. Look at APA starting at 6.01 for guidelines on citing source information in your text.

Level 4 heading.

You will want to include at least two of each kind of heading in your paper, hence this additional paragraph modeling effective heading usage. See below for further tips on using headings effectively.

Level 3 heading.
Again, if you choose to use Level 3 or 4 headings, at least two of each heading level should appear in the paper. Otherwise, if only one heading appears, your readers may question the need for a heading at all. If you find yourself questioning whether or how to use headings, consider consulting your instructor or committee chair for his or her input.

Level 1 Heading

APA can seem difficult to master, but following the general rules becomes easier with use. The Writing Center also offers numerous resources on its website and by email to help.

And so forth until the conclusion…..

Level 1 Heading

The conclusion section should recap the major points of your paper. However, perhaps more importantly, the conclusion should also interpret what you have written and what it means in the bigger picture. To help write your concluding remarks, consider asking yourself these questions: What do you want to happen with the information you have provided? What do you want to change? What is your ultimate goal in using this information? What would it mean if the suggestions in your paper were taken and used?

 

References

(Please note that the following references are intended as examples only. Also, these illustrate different types of references but are not all cited in the text. In your paper, be sure every reference entry matches a citation, and every citation refers to an item in the reference list.)

Alexander, G., & Bonaparte, N. (2008). My way or the highway that I built.
Ancient Dictators
,
25
(7), 14–31. doi:10.8220/CTCE.52.1.23-91

Babar, E. (2007). The art of being a French elephant.
Adventurous Cartoon Animals,

19
, 4319–4392. Retrieved from http://www.elephants104.ace.org

Bumstead, D. (2009). The essentials: Sandwiches and sleep.
Journals of Famous Loafers
,
5
, 565–582. doi:12.2847/CEDG.39.2.51-71

Hansel, G., & Gretel, D. (1973).
Candied houses and unfriendly occupants.
Thousand Oaks, CA: Fairy Tale Publishing.

Hera, J. (2008). Why Paris was wrong.
Journal of Greek Goddess Sore Spots
,
20
(4), 19-21. doi: 15.555/GGE.64.1.76-82

Laureate Education, Inc. (Producer). (2007).
How to cite a video: The city is always Baltimore
[DVD]. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2010).
Name of program
[Video webcast]. Retrieved from http://www.courseurl.com

Sinatra, F. (2008). Zing! Went the strings of my heart.
Making Good Songs Great, 18
(3), 31–22. Retrieved from http://articlesextollingrecordingsofyore.192/fs.com

Smasfaldi, H., Wareumph, I., Aeoli, Q., Rickies, F., Furoush, P., Aaegrade, V., … Fiiel, B. (2005).
The art of correcting surname mispronunciation.
New York, NY: Supportive Publisher Press. Retrieved from http://www.onewaytociteelectronicbooksperAPA7.02.com

White, S., & Red, R. (2001).
Stop and smell the what now? Floral arranging for beginners
(Research Report No. 40-921). Retrieved from University of Wooded Glen, Center for Aesthetic Improvements in Fairy Tales website: http://www.uwg.caift/~40_921.pdf

APA Referencing and Citation Style Format Example Nursing Paper Template Doc and Pdf

Psychotherapy with Groups and Families – NURS 6650 Walden University – Exam Questions and Answers

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NURS 6650 MIDTERM EXAM STUDY GUIDE

The mid-term exam will cover the following topics, which relate to psychotherapy with groups and families:

• Introductory concepts related to group and family therapy

• Family assessment and phases of family therapy

• Experiential and narrative family therapy

• Structural and strategic family therapy

• Solution-focused and cognitive behavioral family therapy

Wheeler, K. (Eds.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer Publishing Company.

• Chapter 11, “Group Therapy” (pp. 407-428)

• Chapter 12, “Family Therapy” (pp. 429-468)

Nichols, M. (2014). The essentials of family therapy (6th ed.). Boston, MA: Pearson.

• Chapter 1, “The Foundations of Family Therapy” (pp. 1-6)

• Chapter 2, “The Evolution of Family Therapy” (pp. 7-28)

• Chapter 3, “Basic Techniques of Family Therapy” (pp. 29-48)

• Chapter 4, “The Fundamental Concepts of Family Therapy” (pp. 49- 68)

• Chapter 5, “Bowen Family Systems Therapy” (pp. 69-88)

• Chapter 6, “Strategic Family Therapy” (pp. 89-109)

• Chapter 7, “Structural Family Therapy” (pp. 110-128)

• Chapter 8, “Experiential Family Therapy” (pp. 129-147)

• Chapter 10, “Cognitive-Behavior Family Therapy” (pp. 166-189)

• Chapter 12, “Solution-Focused Therapy” (pp. 225-242)

• Chapter 13, “Narrative Therapy” (pp. 243-258)

NURS 6650 FINAL EXAM STUDY GUIDE

The final exam will cover the following topics, which relate to psychotherapy with groups and families:

Foundations of Group Work and Types of Groups

Group Processes

Cognitive Behavioral Therapy for Groups

Group Therapy for Addiction

Group Therapy with Children and Adolescents

Group Therapy with Older Adults

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Wheeler, K. (Eds.). (2014).
Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice
. New York, NY: Springer Publishing Company.

Chapter 11, “Group Therapy” (pp. 407-428)

Chapter 12, “Family Therapy” (pp. 429-468)

Chapter 16, “Psychotherapeutic Approaches for Addictions and Related Disorders” (pp. 565-596)

Chapter 17, “Psychotherapy with Children” (pp. 597-624)

Chapter 18, “Psychotherapy with Older Adults” (pp. 625-660)

Yalom, I. D., & Leszcz, M. (2005).
The theory and practice of group psychotherapy
(5th ed.). New York, NY: Basic Books.

Chapter 1, “The Therapeutic Factors” (pp. 1-18)

Chapter 2, “Interpersonal Learning” (pp. 19-52)

Chapter 3, “Group Cohesiveness” (pp. 53-76)

Chapter 5, “The Therapist: Basic Tasks” (pp. 117-140)

Chapter 8, “The Selection of Clients” (pp. 231-258)

Chapter 9, “The Composition of Therapy Groups” (pp. 259-280)

Chapter 11, “In the Beginning” (pp. 309-344)

Chapter 12, “The Advanced Group” (pp. 345-390)

Chapter 13, “Problem Group Members” (pp. 391-428)

Video
Leading Groups with Adolescents
by Janice DeLucia-Waack, PhD & Allen Segrist, PhD

 

NURS 6650 Course Readings

 

Allyn & Bacon (Producer). (2000). Motivational interviewing [Video file]. Mill Valley, CA: Psychotherapy.net.

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

Bélanger, C., Laporte, L., Sabourin, S., & Wright, J. (2015). The effect of cognitive-behavioral group marital therapy on marital happiness and problem solving self-appraisal. American Journal of Family Therapy, 43(2), 103-118. doi:10.1080/01926187.2014.956614

Bjornsson, A. S., Bidwell, L. C., Brosse, A. L., Carey, G., Hauser, M., Mackiewicz Seghete, K. L., & … Craighead, W. E. (2011). Cognitive-behavioral group therapy versus group psychotherapy for social anxiety disorder among college students: A randomized controlled trial. Depression and Anxiety, 28(11), 1034-1042. doi:10.1002/da.20877

Bond, C., Woods, K., Humphrey, N., Symes, W., & Green, L. (2013). Practitioner review: The effectiveness of solution focused brief therapy with children and families: A systematic and critical evaluation of the literature from 1990-2010. Journal of Child Psychology & Psychiatry, 54(7), 707-723. doi:10.1111/jcpp.12058

Bonhote, K., Romano-Egan, J., & Cornwell, C. (1999). Altruism and creative expressions in a long-term older adult psychotherapy group. Issues in Mental Health Nursing, 20(6), 603-617.  doi:10.1080/016128499248394

Cheston, R., & Jones, R. (2009). A small-scale study comparing the impact of psycho-education and exploratory psychotherapy groups on newcomers to a group for people with dementia. Aging & Mental Health, 13(3), 420-425. doi:10.1080/13607860902879409

Cohn, A. S. (2014). Romeo and Julius: A narrative therapy intervention for sexual-minority couples. Journal of Family Psychotherapy, 25(1), 73-77. doi:10.1080/08975353.2014.881696

Conoley, C., Graham, J., Neu, T., Craig, M., O’Pry, A., Cardin, S., & … Parker, R. (2003). Solution-focused family therapy with three aggressive and oppositional-acting children: An N=1 empirical study. Family Process, 42(3), 361-374.  PMID: 14606200

Crane-Okada, R. (2012). The concept of presence in group psychotherapy: An operational definition. Perspectives in Psychiatric Care, 48(3), 156-164. doi:10.1111/j.1744-6163.2011.00320.x

de Castro, S., & Guterman, J. (2008). Solution-focused therapy for families coping with suicide. Journal of Marital & Family Therapy, 34(1), 93-106. doi: 10.111/j.1752-0606.2008.00055.x.

Escudero, V., Friedlander, M. L., Boogmans, E., & Loots, G. (2012). Alliance rupture and repair in conjoint family therapy: An exploratory study. Psychotherapy, 49(1), 26-37. doi:10.1037/a0026747

Freedman, J. (2014). Witnessing and positioning: Structuring narrative therapy with families and couples. Australian & New Zealand Journal of Family Therapy, 35(1), 20-30. doi:10.1002/anzf.104

Freedman, J. (2014). Witnessing and positioning: Structuring narrative therapy with families and couples. Australian & New Zealand Journal of Family Therapy, 35(1), 20-30. doi:10.1002/anzf.1043

Gamble, J., & O’ Lawrence, H. (2016). An overview of the efficacy of the 12-step group therapy for substance abuse treatment. Journal of Health & Human Services Administration, 39(1), 142-160.

Governors State University (Producer). (2009). Emotionally focused couples therapy [Video file]. Chicago, IL: Author.

Himelhoch, S., Medoff, D., & Oyeniyi, G. (2007). Efficacy of group psychotherapy to reduce depressive symptoms among HIV-infected individuals: A systematic review and meta-analysis. AIDS Patient Care & Stds, 21(10), 732-739.

Khawaja, I. S., Pollock, K., & Westermeyer, J. J. (2011). The diminishing role of psychiatry in group psychotherapy: A commentary and recommendations for change. Innovations in Clinical Neuroscience, 8(11), 20-23.

Kim, J. W., Choi, Y. S., Shin, K. C., Kim, O. H., Lee, D. Y., Jung, M. H., & … Choi, I. (2012). The effectiveness of continuing group psychotherapy for outpatients with alcohol dependence: 77-month outcomes. Alcoholism: Clinical & Experimental Research, 36(4), 686-692. doi:10.1111/j.1530-0277.2011.01643.x

Koukourikos, K., & Pasmatzi, E. (2014). Group therapy in psychotic inpatients. Health Science Journal, 8(3), 400-408.

Krishna, M., Honagodu, A., Rajendra, R., Sundarachar, R., Lane, S., & Lepping, P. (2013). A systematic review and meta-analysis of group psychotherapy for sub-clinical depression in older adults. International Journal of Geriatric Psychiatry, 28(9), 881-888. doi:10.1002/gps.3905

Krishna, M., Jauhari, A., Lepping, P., Turner, J., Crossley, D., & Krishnamoorthy, A. (2011). Is group psychotherapy effective in older adults with depression? A systematic review. International Journal of Geriatric Psychiatry, 26(4), 331-340. doi:10.1002/gps.2546

L’Abate, L. (2015). Highlights from 60 years of practice, research, and teaching in family therapy. American Journal of Family Therapy, 43(2), 180-196. doi:10.1080/01926187.2014.100236

Lego, S. (1998). The application of Peplau’s theory to group psychotherapy. Journal of Psychiatric and Mental Health Nursing, 5(3), 193-196. doi:10.1046/j.1365-2850.1998.00129.x

Lerner, M. D., McLeod, B. D., & Mikami, A. Y. (2013). Preliminary evaluation of an observational measure of group cohesion for group psychotherapy. Journal of Clinical Psychology, 69(3), 191-208. doi:10.1002/jclp.21933

Leszcz, M., & Kobos, J. C. (2008). Evidence-based group psychotherapy: Using AGPA’s practice guidelines to enhance clinical effectiveness. Journal of Clinical Psychology, 64(11), 1238-1260. doi:10.1002/jclp.2053

Marmarosh, C. L. (2014). Empirical research on attachment in group psychotherapy: Moving the field forward. Psychotherapy, 51(1), 88-92. doi:10.1037/a003252

McGillivray, J. A., & Evert, H. T. (2014). Group cognitive behavioural therapy program shows potential in reducing symptoms of depression and stress among young people with ASD. Journal of Autism and Developmental Disorders, 44(8), 2041-2051. doi:10.1007/s10803-014-2087-9. Psychotherapy with Groups and Families – NURS 6650 Walden University – Exam Questions and Answers

McNeil, S. N., Herschberger, J. K., & Nedela, M. N. (2013). Low-income families with potential adolescent gang involvement: A structural community family therapy integration model. American Journal of Family Therapy, 41(2), 110-120. doi:10.1080/01926187.2011.649110

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