Tag: Clinical-Nursing

Project Assignment – Outline of the Project (comments from instructor)You have a start to your outline. You need to provide details/specifics.(Please review the assignment and links, and see the Course Announcement on outlines, and resubmit this. Please go over the assignment in detail. Please follow the link to what a “good” outline looks like. (below). While I am not looking for all of the details of your final project, I AM looking for basic information. For instance, don’t just have: 5. Treatment options  A. Surgery  B. MedicationOr (worse yet)5. Treatment Options  A. One treatment option  B. Another treatment optionI want you to provide more details, such as listing out the types of surgeries, or the medication classifications.
i.

The more information like this that your provide, the better your final project will be. Ignore the ?one page? limit if you need to! I am more concerned about quality and sufficient information, and less about length!ii.

You are also welcome to change aspects of your outline if, as you do more research, you discover a treatment option that is in the experimental phase, or is newer, and that you didn’t know about. Your plans for your paper may change as you research!

Below is the example of how the right outline should be.
The most common type of outline is an
alphanumeric outline
, or an outline that uses letters and numbers in the following order:I.     Roman NumeralsA.    I, II, III, IV, V, VI, VII, VIII, IX, X, etc.B.    Represent main ideas to be covered in the paper in the order they will be presentedII.    Uppercase LettersA.   A, B, C, D, E, F, G, H, I, J, K, L, etc.B.    Represent subtopics within each main ideaIII.      Arabic Numbers  A.    1, 2, 3, 4, 5, 6, 7, 8, 9, 10, etc.  B.    Represent details or subdivisions within subtopicsIV.    Lowercase Letters  A.    a, b, c, d, e, f, g, h, i, j, l, m, etc.  B.    Represent details within subdivisionsOutline with
main ideas, subtopics, subdivisions and details
:Thesis: Drugs should be legalized.  I. Legalization of drugs would reduce crime ratesA. Prohibition  1. Before Prohibition, crime rate related to alcohol were low-to-medium  2. During Prohibition, crime rates related to alcohol were higha. Arrests for drunkenness and disorderly conduct increase 41%  b. Federal prison population increased 366%  3. After Prohibition, crime rates related to alcohol were very low B. Amsterdam/Netherlands 1. Before Amsterdam had legalized marijuana, drug-related crime rates were high2. After Amsterdam had legalized marijuana, drug-related crime rates droppedII. Legalization of drugs would benefit the economyA. Taxes1. Local taxes 2. State taxes 3. Federal taxesB. Business Owners1. Drug production  2. Drug quality testing  3. Drug salesIII. Legalization of drugs would benefit public healthA. Quality of drugs would increase1. Fake/dangerous drugs eliminated2. Fake/placebo drugs eliminated3. Amount of active ingredient standardized and stabilizedB. Drug users with addiction issues would get more help1. Hospitals2. Clinics3. Public health clinicsC. Your people would be less likely to start drugs
Full-sentence outline
:

Each roman numeral (I, II, III, IV…) indicates the      start of a new paragraph. So I. is the first sentence of the introduction,      II. is the first sentence of the first paragraph of the body, III. is the      first sentence of the second paragraph of the body, and so on.

Each capital letter (A, B, C, D…) indicates a      main point within the structure of the paragraph. So in our introduction,      A. is the attention getter, B. is another attention getter, C. describes a      point that makes the topic personal, and D. is the thesis statement.

Each Arabic numeral (1, 2, 3, 4…) indicates a sentence      or piece of supporting evidence for each main point. So in the first body      paragraph (II.), point A. is a general statement that needs some      additional support, so 1. provides a supporting statement of fact and the      citation of where that information came from. 2. provides another sentence      with supporting evidence, as does 3.

Example of a full-sentence outline:
Warming Our World and Chilling Our FutureThesis Statement: Today I want to share what I have learned about global warming and its causes.I. Global warming is alive and well and thriving in Antarctica.     A. In winter 1995, an iceberg the size of Rhode Island broke off.     B. In October 1998, an iceberg the size of Delaware broke off.     C. All of us have a lot at stake.           1. Now, I am what you call a “country mouse.”           2. I love the outdoors.           3. You can be a “city mouse,” and like clean air, good water, and not having to worry about sun.     D. Today I want to share what I have learned about global warming and its causes.II. Global warming is a gradual warming of the Earth from human activities (citation).     A. It is characterized by a high concentration of carbon dioxide in the atmosphere.           1. Each year five tons of CO2 are pumped into the atmosphere (citation).           2. The carbon dioxide traps heat.           3. 1998 set temperature records (citation).     B. Carbon pollutants also eat a hole in the ozone layer (citation).           1. In 1998 this hole set a size record.           2. This allows more ultraviolet radiation to reach Earth.     C. If this problem is not corrected; we may see disastrous results (citation).           1. There could be dramatic climate changes.                 a. There could be drought in the middle of continents.                 b. There could be many severe storms.                 c. There could be rising sea levels that would destroy coastal areas.           2. There could be serious health problems.                 a. There could be an increase in skin cancer.                 b. There could be an increase in cataracts.                 c. There could be damaged immune systems.     D. Now that you understand what global warming is and why it is important, let’s examine its major causes.III. The loss of woodlands adds to global warming (citation).             …..IV. Industrial emissions accelerate global warming (citation).             …..V. Personal energy consumption magnifies global warming (citation).             …..VI. In conclusion, if you want to know why we have global warming, listen for the falling trees, watch the industrial smokestacks darkening the sky, and smell the exhaust fumes we are pumping into the air.       A. Gore told a story on how global warming can sneak up on us.       B. Addressing the National Academy of Sciences, the vice president said, “If dropped into a pot of boiling water….”       C. The more we know about global warming, the more likely we are to jump and the less likely we are to be cooked.   

Prepare a presentation of the policy proposal you developed in Assessment 2 for one of the stakeholder groups identified in your proposal. Inform the group about the future of organizational policy and practices, the current performance shortfalls, and the rationale for why the new policy and practices are needed. In addition, explain how the group will benefit from this change in order to obtain their buy-in and support.

Note:
Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

An important aspect of change leadership is the ability to address diverse groups of stakeholders and create buy-in and support for your ideas and proposals for change. This assessment provides you with an opportunity to demonstrate and hone these skills.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Analyze the effects of health care policies, laws, and regulations on organizations, interprofessional teams, and personal practice.

Explain how a proposed change in institutional policy or practice guidelines related to an existing health care policy or law would affect a stakeholder group.

Competency 3: Lead the development and implementation of ethical and culturally sensitive policies that improve health outcomes for individuals, organizations, and populations.

Propose an institutional policy or practice guidelines related to an existing local, state, or federal health care policy or law.

Explain how  proposed change in policy or practice guidelines would improve the quality of work and outcomes for a particular stakeholder group.

Competency 4: Evaluate relevant indicators of performance, such as benchmarks, research, and best practices, for health care policies and law for patients, organizations, and populations.

Interpret for stakeholders the relevant benchmark metrics that illustrate the need for a policy or practice guidelines.

Competency 5: Develop strategies to work collaboratively with policy makers, stakeholders, and colleagues to address environmental (governmental and regulatory) forces.

Propose strategies for collaborating with a stakeholder group to implement and apply proposed institutional policy or practice guidelines related to a local, state, or federal health care policy or law.

Competency 6: Apply various methods of communicating with policy makers, stakeholders, colleagues, and patients to ensure that communication in a given situation is professional, clear, efficient, and effective.

Apply persuasive and effective communication strategies when presenting to a group of stakeholders.

Context

Improving quality and outcomes is a key focus for health care organizations. With a focus on quality, the Centers for Medicare and Medicaid Services (CMS) publish publically reported data online and update it quarterly, which allows patients to compare hospitals on a wide range of metrics. These metrics can also be used to inform policy changes at local, state, and federal levels.

It is important that health care leaders be able to clearly articulate policy positions and recommendations and garner buy-in and support from stakeholder groups for policy and practice changes in their organizations. Unfortunately, there is often a lack of effective communication. Consequently, it is important for health care leaders, when leading change, to ensure that clear and open communication is ongoing and informative.

Toggle Drawer

Questions to Consider

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

 

How would you ensure that a policy proposal you are presenting to stakeholders is effective for obtaining their support?

What strategic planning model would you adopt for setting compliance, quality improvement, and implementation goals for your proposed policy?

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Resources

Suggested Resources

The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
NHS-FP6004 – Health Care Policy and Law Library Guide
can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

Capella Resources

PowerPoint Presentations guide
.

Capella Multimedia

Building Buy-In and Communicating with Stakeholders
| 
Transcript

This media simulation enables you to walk through the preparation and communication steps that should be completed prior to delivering a presentation to a group of stakeholders. It also provides an opportunity to reflect on stakeholders’ wants and needs, as well as how to craft a message that will resonate with specific stakeholders.

Capella University Library Resources

This resource addresses future financial issues in health care delivery:

Tordrup, D., Angelis, A., & Kanavos, P. (2013).
Preferences on policy options for ensuring the financial sustainability of health care services in the future: Results of a stakeholder survey
.
Applied Health Economics and Health Policy, 11
(6), 639–52.

These resources explore leadership models in health care settings:

Trastek, V. F., Hamilton, N. W., & Niles, E. E. (2014).
Leadership models in health care-A case for servant leadership
.
Mayo Clinic Proceedings, 89
(3), 374–81.

Vestal, K. (2014).
Change fatigue: A constant leadership challenge
.
Nurse Leader, 11
(5), 10–11.

Internet Resources

These resources link to nursing leadership information that may of interest:

American Nurses Association. (2016).
Policy and Leadership
[Search results]. Retrieved from http://www.nursingworld.org/search.aspx?SearchPhrase=policy%20and%20leadership

The search results shown on this page for “policy + leadership” provide an extensive list of resources. You may choose to browse this list or modify the search terms to narrow the search.

(2016).
ICN-International Council of Nurses
. Retrieved from https://www.linkedin.com/company/icn-international-council-of-nurses

You may need to log in to LinkedIn to access the group page. LinkedIn membership is free of charge.

This resource links to the NCHL health leadership competency model:

National Center for Healthcare Leadership. (2016).
NCHL health leadership competency model
. Retrieved from http:\nchl.org/static.asp?path=2852%2C3238

In this assessment, you will build on the policy proposal work you completed in Assessment 2.

Preparation

The policy proposal you developed was well received by senior leadership. As a result, they have asked you to put together a presentation for one of the stakeholder groups that you identified in your proposal.

Your deliverable for this assessment is a slide deck to support your presentation. You may use Microsoft PowerPoint or any other suitable presentation software. Please use the notes section of each slide to develop your talking points and reference your sources, as appropriate.

If you choose to use PowerPoint and need help designing your presentation, a link to Microsoft tutorials is provided in the Supplemental Resources in the left-hand navigation pane of your FlexPathcourseroom. An additional PowerPoint guide is linked in the Resources.

The design and organization of your presentation will determine how many slides you need. However, in this instance, senior leaders have suggested that 8–12 slides is a reasonable expectation for this presentation.

Presentation Requirements

Note:
The tasks outlined below correspond to grading criteria in the scoring guide.

In your presentation, in an order that makes sense for your presentation, senior leaders have asked that you:

Interpret for stakeholders the relevant benchmark metrics that illustrate the need for a change in organizational policy and practice.

Provide a brief review of the metrics you are trying to improve for this stakeholder group, based on the dashboard benchmark evaluation you completed in Assessment 1.

Be sure to interpret the dashboard metrics in a way that is understandable and meaningful to the stakeholder group to which you are presenting.

Explain your proposed change in policy and practice guidelines and how it relates to applicable local, state, or federal health care laws or policies.

What specific changes are you proposing?

How will these changes help drive performance improvement?

Why are policy and practice guidelines important, from an organizational standpoint?

What is the overall goal of the proposed policy or practice guidelines?

Explain how your proposed change in policy or practice guidelines will affect the tasks and responsibilities of the stakeholder group to which you are presenting.

How might your proposal change what tasks the stakeholder group performs or how they currently perform them?

How might your proposal affect the stakeholder group’s workload?

How might your proposal alter the responsibilities of the stakeholder group?

How might your proposal improve working conditions for the stakeholder group?

Explain how your proposed change in policy or practice guidelines will improve the quality of work and outcomes for the stakeholder group to which you are presenting.

How will your proposed changes improve the group’s quality of work?

How will your proposed change improve outcomes for the group?

How will these improvements enable the stakeholder group to be more successful?

Explain your strategies for collaborating with the stakeholder group to implement your proposed change in policy or practice guidelines.

What role will the stakeholder group play in implementing your proposal?

How could the stakeholder group collaborate with you and others during the implementation of your proposal?

Why is the stakeholder group’s collaboration important to successful implementation of your proposal?

Design your presentation to be persuasive and effective in communicating with the stakeholder group.

Is your presentation logically organized, clear, and professional?

Presentation Design

Being able to effectively address any audience is a necessary leadership skill. Remember that you are the speaker, not a projectionist. Your purpose is not to present a slide show. Your audience is there to listen to what you have to say, not read your slides—or worse, listen to you read them. Design your presentation slides to compliment and reinforce your message and engage your listeners.

The following tips will help you create presentation slides that work to your advantage:

Focus on the content of your presentation and the development of your main points. Remember that your purpose is to deliver a message on ethics that is clear, well organized, and engaging.

Consider your intended audience and how best to communicate effectively with them.

Create slides that
support
your presentation. They should not
be
your presentation.

Use a professional presentation template, or one used in your organization.

Ensure that your slide background provides sufficient visual contrast for your text and graphics.

Avoid filling your slides with text. Use speaker notes to record the details you want to communicate to your audience.

Be judicious in your use of bulleted lists. Consider a separate slide for each point.

Use images and graphics, when appropriate, to illustrate information and make your points. Presentation slides are a visual medium. Images are more effective than text at capturing viewers’ attention.

Avoid using images that are simply decorative. They can be a visual distraction and do not contribute to your message.

Avoid using flashy slide transitions and animations. They can be both distracting and annoying. Keep your slide transitions consistent throughout the presentation.

Add a slide to the end of your presentation to prompt questions from the audience.

Using your current organization or an organization with which you are familiar, use the 
Rate the Organization’s Readiness for Change
 media tool the organization’s readiness for change. Score your selected organization for each section and summarize the results. Determine if your selected organization is ready for change and suggest at least one strategy that organizational leaders can use to better prepare the organization for change.

As part of an Independent Investigation project, i need a literature review using 5 current peer reviewed journals on the topic of congestive heart failure (CHF).

Submit a 2-3 page paper plus a Reference list, formatted in APA style, which summarizes each of the five pieces of literature you have reviewed.

NURS 6650: Psychotherapy With Groups and Families Outcomes and Alignment Chart

University Outcomes

1. Facilitate positive social change where they work, in their communities, and in

society.

2. Use their knowledge to positively impact their profession, communities, and

society.

3. Demonstrate a commitment to lifelong learning.

4. Apply their learning to specific problems and challenges in their workplace and

professional settings.

5. Demonstrate information literacy.*

*Information literacy is defined as the ability to know when there is a need for information, and

being able to identify, locate, evaluate, and effectively use that information for the issue or

problem at hand.

6. Demonstrate an understanding of the methods of inquiry used in their

professional or academic field.

7. Practice legal and ethical integrity in their professional work.

8. Effectively communicate their ideas and the rationale behind them to others.

9. Support diversity and multiculturalism within their profession, communities, and

society.

Program Outcomes

1. Synthesize organizational/systems leadership for cost-effective specialist nursing

practice that contributes to high-quality healthcare delivery, advancement of the

nursing profession, and social change.

2. Critique evidence-based literature drawing from diverse theoretical perspectives

and pertinent research to guide decision making that demonstrates best

practices for specialist nursing practice in a global society.

3. Integratively assess, diagnose, plan, implement, and evaluate cost-effective

healthcare strategies that reduce health disparities by patient/population

advocacy for access to specialist nursing care.

4. Demonstrate the ability to effectively communicate using audience-specific oral,

written, and information technology for professional delivery of specialist nursing

care.

5. Evaluate health needs of diverse populations for necessary teaching/coaching

functions based on specialist nursing knowledge to restore/promote health and

prevent illness/injury.

6. Exhibit ongoing commitment to professional development and value of nursing

theories/ethical principles (altruism, autonomy, human dignity, integrity, social

justice) in accordance with ethically responsible, legally accountable, specialist

nursing practice.

7. Implement specialist nursing roles to promote quality improvement of patientcentered

care in accordance with professional practice standards that transform

health outcomes for diverse populations.

Course Outcomes

1. Evaluate evidence-based psychotherapeutic counseling theories for groups and

families

2. Apply psychotherapeutic counseling techniques and methods for groups and

families

3. Assess clients presenting for group and family psychotherapy

4. Develop psychiatric diagnoses for clients across the lifespan

5. Analyze ethical and legal implications of counseling clients presenting for group

and family psychotherapy

Weekly Objectives Alignment Chart

Week 1: Legal and Ethical

Considerations for Group and

Family Therapy

Met In

(D#/A#

/Other)

Course Outcome(s) Program Outcome(s)

University Outcome(s)

Compare legal and ethical

considerations for group and

family therapy to legal and

ethical considerations for

individual therapy

D 5 PO: 2, 3, 4, 6

UO: 4, 5, 8

Analyze the impact of legal

and ethical considerations on

therapeutic approaches for

clients in group and family

therapy

D 5 PO: 2, 3, 4, 6

UO: 4, 5, 8

Recommend strategies to

address legal and ethical

considerations for group and

family therapy

D 5 PO: 2, 3, 4, 6

UO: 4, 5, 8

Week 2: Family Assessment

and Phases of Family Therapy

Met In

(D#/A#

/Other)

Course Outcome(s) Program Outcome(s)

University Outcome(s)

Assess client families

presenting for psychotherapy

A 1, 3 PO: 2, 3, 4, 5

UO: 4, 5, 8

Week 3: Experiential and

Narrative Family Therapy

Met In

(D#/A#

Course Outcome(s) Program Outcome(s)

University Outcome(s)

© 2017 Laureate Education, Inc. Page 3 of 7

/Other)

Assess client families

presenting for psychotherapy

D, P 1, 3 PO: 2, 3, 4, 5

UO: 4, 5, 8

Evaluate the effectiveness of

therapeutic approaches for

client families receiving

psychotherapy

D 1, 3 PO: 2, 3, 4, 5

UO: 4, 5, 8

Apply narrative family therapy

concepts to client families with

impaired family functioning

D 1, 3 PO: 2, 3, 4, 5

UO: 4, 5, 8

Week 4:Structural and

Strategic Family Therapy

Met In

(D#/A#

/Other)

Course Outcome(s) Program Outcome(s)

University Outcome(s)

Compare structural family

therapy to strategic family

therapy

A 1 PO: 2, 7

UO: 4, 5, 8

Create structural family maps A 2 PO: 2, 4

UO: 4, 5, 8

Justify recommendations for

family therapy

A 3 PO: 2, 7

UO: 4, 5, 8

Develop genograms for client

families presenting for

psychotherapy

P 1, 3 PO: 2, 3, 4, 5

UO: 4, 5, 8

Analyze nursing and

counseling theories to guide

practice in psychotherapy

P 1 PO: 2, 3, 4

UO: 4, 5, 8

Summarize goals and

objectives for personal

practicum experiences

P 2 PO: 2, 3, 4

UO: 4, 5, 8

Produce timelines for

practicum activities

P 2 PO: 4

UO: 4, 5, 8

Apply documentation skills to

examine family therapy

sessions

P 2 PO: 4

UO: 4, 5, 8

Develop diagnoses for clients

receiving family psychotherapy

P 1, 4 PO: 2, 3, 4, 5

UO: 4, 5, 8

Analyze legal and ethical

implications of counseling

P 5 PO: 3, 4, 5, 6

UO: 4, 5, 7, 8

© 2017 Laureate Education, Inc. Page 4 of 7

clients with psychiatric

disorders

Analyze practicum

experiences involving family

therapy sessions

P 1 PO: 4

UO: 4, 8

Week 5: Solution-Focused and

Cognitive Behavioral Family

Therapy

Met In

(D#/A#

/Other)

Course Outcome(s) Program Outcome(s)

University Outcome(s)

Compare the use of cognitive

behavioral therapy for families

to cognitive behavioral therapy

for individuals

D 1 PO: 2, 3, 4

UO: 4, 5, 8

Analyze challenges of using

cognitive behavioral therapy

for families

D 1, 3 PO: 2, 3, 4, 5

UO: 4, 5, 8

Recommend effective

cognitive behavioral therapy

strategies for families

D 1 PO: 2, 3, 4, 5

UO: 4, 5, 8

Week 6: Foundations of Group

Work and Types of Groups

Met In

(D#/A#

/Other)

Course Outcome(s) Program Outcome(s)

University Outcome(s)

Evaluate the application of

current literature to clinical

practice

A 1 PO: 2, 4

UO: 4, 5, 8

Assess knowledge of concepts

and principles related to the

psychotherapy of groups and

families

E 1, 3, 4, 5 PO: 2, 3, 4, 5, 6

UO: 4, 5, 8

Week 7: Group Processes Met In

(D#/A#

/Other)

Course Outcome(s) Program Outcome(s)

University Outcome(s)

Analyze group processes and

stages of formation

A 1 PO: 2, 3, 4

UO: 4, 5, 8

Analyze curative factors of

groups

A 1, 3 PO: 2, 3, 4, 5

UO: 4, 5, 8

Analyze the impact of curative

factors on client progress

A 1, 3 PO: 2, 3, 4, 5

UO: 4, 5, 8

Recommend strategies for

managing intragroup conflict

A 1 PO: 2, 3, 4, 5

UO: 4, 5, 8

Create progress notes P 3 PO: 2, 3, 4, 5

UO: 4, 5, 8

Create privileged notes P 3 PO: 2, 3, 4, 5

UO: 4, 5, 8

Justify the inclusion or

exclusion of information in

P 3 PO: 2, 3, 4, 5

UO: 4, 5, 8

© 2017 Laureate Education, Inc. Page 5 of 7

progress and privileged notes

Evaluate preceptor notes P 1 PO: 4

UO: 4, 8

Develop effective

documentation skills for family

therapy sessions

P 2 PO: 4

UO: 4, 5, 8

Develop diagnoses for clients

receiving family psychotherapy

P 1, 4 PO: 2, 3, 4, 5

UO: 4, 5, 8

Evaluate the efficacy of

solution-focused therapy and

cognitive behavioral therapy

for families

P 1 PO: 2, 3, 4, 5

UO: 4, 5, 8

Analyze legal and ethical

implications of counseling

clients with psychiatric

disorders

P 5 PO: 3, 4, 5, 6

UO: 4, 5, 7, 8

Analyze practicum

experiences involving group

therapy sessions

P 1 PO: 4

UO: 4, 8

Week 8: Cognitive Behavioral

Therapy for Groups

Met In

(D#/A#

/Other)

Course Outcome(s) Program Outcome(s)

University Outcome(s)

Compare the use of cognitive

behavioral therapy for groups

to cognitive behavioral therapy

for families

D 1 PO: 2, 3, 4

UO: 4, 5, 8

Analyze challenges of using

cognitive behavioral therapy

for groups

D 1, 3 PO: 2, 3, 4, 5

UO: 4, 5, 8

Recommend effective

strategies in cognitive

behavioral therapy for groups

D 1 PO: 2, 3, 4, 5

UO: 4, 5, 8

Week 9: Group Therapy for

Addiction

Met In

(D#/A#

/Other)

Course Outcome(s) Program Outcome(s)

University Outcome(s)

Evaluate psychotherapeutic

approaches to group therapy

for addiction

A 1, 3 PO: 2, 3, 4, 5

UO: 4, 5, 8

Week 10: Group Therapy with

Children and Adolescents

Met In

(D#/A#

/Other)

Course Outcome(s) Program Outcome(s)

University Outcome(s)

Assess clients presenting for

child and adolescent group

psychotherapy

D 1, 3 PO: 2, 3, 4, 5

UO: 4, 5, 8

Evaluate the effectiveness of

therapeutic approaches for

D 1, 3 PO: 2, 3, 4, 5

UO: 4, 5, 8

© 2017 Laureate Education, Inc. Page 6 of 7

clients receiving child and

adolescent group

psychotherapy

Develop client termination

summaries

P 1, 3 PO: 2, 3, 4, 5

UO: 4, 5, 8

Develop effective

documentation skills for group

therapy sessions

P 2 PO: 4

UO: 4, 5, 8

Develop diagnoses for clients

receiving group psychotherapy

P 1, 4 PO: 2, 3, 4, 5

UO: 4, 5, 8

Evaluate the efficacy of

cognitive behavioral therapy

for groups

P 1 PO: 2, 3, 4, 5

UO: 4, 5, 8

Analyze legal and ethical

implications of counseling

clients with psychiatric

disorders

P 5 PO: 3, 4, 5, 6

UO: 4, 5, 7, 8

Develop effective

documentation skills to

examine group therapy

sessions with children and

adolescents

P 2 PO: 4

UO: 4, 5, 8

Develop diagnoses for child

and adolescent clients

receiving group psychotherapy

P 1, 4 PO: 2, 3, 4, 5

UO: 4, 5, 8

Analyze legal and ethical

implications of counseling child

and adolescent clients with

psychiatric disorders

P 5 PO: 3, 4, 5, 6

UO: 4, 5, 7, 8

Week 11: Group Therapy with

Older Adults

Met In

(D#/A#

/Other)

Course Outcome(s) Program Outcome(s)

University Outcome(s)

Analyze group therapy

sessions with older adults

D 1 PO: 2, 3, 4

UO: 4, 5, 8

Recommend strategies for

improving the effectiveness of

group therapy sessions for

older adults

D 1 PO: 2, 3, 4

UO: 4, 5, 8

Assess knowledge of concepts

and principles related to the

psychotherapy of groups and

families

E 1, 3, 4, 5 PO: 2, 3, 4, 5, 6

UO: 4, 5, 8

Legend

D = Discussion

© 2017 Laureate Education, Inc. Page 7 of 7

A = Assignment

P = Practicum

Psychotherapy with Groups and Families (NURS – 6650) – Walden University

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Which Psychotherapy with Groups and Families (NURS – 6650) – Walden University topic/Week do you need help in? We have everything covered from the first week to the eleventh one. Just give us the instructions and relax.

Week 1 – Legal and Ethical Considerations for Group and Family Therapy

Week 2 – Family Assessment and Phases of Family Therapy

Week 3 – Experiential and Narrative Family Therapy

Week 4 – Structural and Strategic Family Therapy

Week 5 – Solution-Focused and Cognitive Behavioral Family Therapy

Week 6 – Foundations of Group Work and Types of Groups

Week 7 – Group Processes

Week 8 – Cognitive Behavioral Therapy for Groups

Week 9 – Group Therapy for Addiction

Week 10 – Group Therapy With Children and Adolescents

Week 11 – Group Therapy With Older Adults

This Psychotherapy with Groups and Families (NURS – 6650) – Walden University course emphasizes the concept of treatment of groups and families. Group and family dynamics and benefits associated with group and family therapy are also emphasized along with introducing the learner to techniques that can be used in group and family therapy settings. Practicum experiences focus on the treatment of the family unit as well as the provision of group psychotherapy. Managed care has ushered in a new era of effective mental health services. To that end, the psychiatric mental health nurse practitioner must know how to optimize not only his or her time, but also the treatment benefits associated with family and group therapy.

For help handling Psychotherapy with Groups and Families (NURS – 6650) – Walden University or any other course, just get in touch, we are the experts.

Walden University NURS – 6650N – 2 Psychotherapy with Groups and Families

Are you looking for someone to handle the following for you?

Discussions
– initial posting and/or response postings to colleagues?

Assignments
– someone to handle your weekly assignments and guarantee you quality and plagiarism free papers?

Midterm and final exams
– Someone to handle the online exams?

Practicum Journal Entries and assignments
 – Who do you trust to write your papers?

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Which Walden University NURS – 6650N – 2 Psychotherapy with Groups and Families  topic/Week do you need help in? We have everything covered, from the first week to the eleventh one.

Week 1 – Legal and Ethical Considerations for Group and Family Therapy

Week 2 – Family Assessment and Phases of Family Therapy

Week 3 – Experiential and Narrative Family Therapy

Week 4 – Structural and Strategic Family Therapy

Week 5 – Solution-Focused and Cognitive Behavioral Family Therapy

Week 6 – Foundations of Group Work and Types of Groups

Week 7 – Group Processes

Week 8 – Cognitive Behavioral Therapy for Groups

Week 9 – Group Therapy for Addiction

Week 10 – Group Therapy With Children and Adolescents

Week 11 – Group Therapy With Older Adults

This Walden University NURS – 6650N – 2 Psychotherapy with Groups and Families course emphasizes the concept of treatment of groups and families. Group and family dynamics and benefits associated with group and family therapy are also emphasized along with introducing the learner to techniques that can be used in group and family therapy settings. Practicum experiences focus on the treatment of the family unit as well as the provision of group psychotherapy. Managed care has ushered in a new era of effective mental health services. To that end, the psychiatric mental health nurse practitioner must know how to optimize not only his or her time, but also the treatment benefits associated with family and group therapy.

PLACE YOUR ORDER FOR A CUSTOM-WRITTEN PAPER

With the growing demand for more accessible and cost-efficient mental health care, group and family therapy is becoming an increasingly popular treatment option. As a psychiatric mental health nurse practitioner, you must be prepared to facilitate group and family therapy sessions using evidence-based techniques. This course is designed to develop your understanding of these therapies and techniques and the disorders they are used to treat.

 

In this Walden University NURS – 6650N – 2 Psychotherapy with Groups and Families course, you explore psychotherapy with groups and families. Through Discussions, Assignments, and practicum experiences, you apply psychotherapeutic counseling theories, techniques, and tools for groups and families to assess, diagnose, and treat clients with mental health disorders. You also examine the efficacy of therapies and explore their ethical and legal implications. Walden University NURS – 6650N – 2 Psychotherapy with Groups and Families .

Final Exam – NURS 6650 – Psychotherapy for families and groups – Online Exam Answers

Do you need someone to sit for your online Psychotherapy with Groups and Families (NURS – 6650N – 2) or are you looking for the answers to the the mid term or Final Exam – NURS 6650 – Psychotherapy for families and groups – Online Exam Answers?

We have the answers and a team of professionals to sit for the online exam and ensure you pass with an A. Just get in touch with us, place your order and relax, we will do the rest.

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Also, are you looking for someone to handle the following for you?

Discussions
–
initial posting and/or 
response postings to colleagues?

Assignments
– someone to handle your weekly assignments and guarantee you quality and plagiarism free papers?

Midterm and final exams
– Someone to handle the online exams?

Practicum Journal Entries and assignments
 – Who do you trust to write your papers?

Which topic/Week do you need help in? We have everything covered from the first to the eleventh week.

Week 1 – Legal and Ethical Considerations for Group and Family Therapy

Week 2 – Family Assessment and Phases of Family Therapy

Week 3 – Experiential and Narrative Family Therapy

Week 4 – Structural and Strategic Family Therapy

Week 5 – Solution-Focused and Cognitive Behavioral Family Therapy

Week 6 – Foundations of Group Work and Types of Groups

Week 7 – Group Processes

Week 8 – Cognitive Behavioral Therapy for Groups

Week 9 – Group Therapy for Addiction

Week 10 – Group Therapy With Children and Adolescents

Week 11 – Group Therapy With Older Adults

We understand what is expected of you, so lets help you out on Final Exam – NURS 6650 – Psychotherapy for families and groups – Online Exam Answers or other coursework that you may require.

This course emphasizes the concept of treatment of groups and families. Group and family dynamics and benefits associated with group and family therapy are also emphasized along with introducing the learner to techniques that can be used in group and family therapy settings. Practicum experiences focus on the treatment of the family unit as well as the provision of group psychotherapy. Managed care has ushered in a new era of effective mental health services. To that end, the psychiatric mental health nurse practitioner must know how to optimize not only his or her time, but also the treatment benefits associated with family and group therapy.

PLACE YOUR ORDER FOR A CUSTOM-WRITTEN PAPER

With the growing demand for more accessible and cost-efficient mental health care, group and family therapy is becoming an increasingly popular treatment option. As a psychiatric mental health nurse practitioner, you must be prepared to facilitate group and family therapy sessions using evidence-based techniques. This course is designed to develop your understanding of these therapies and techniques and the disorders they are used to treat.

 

In this course, you explore psychotherapy with groups and families. Through Discussions, Assignments, and practicum experiences, you apply psychotherapeutic counseling theories, techniques, and tools for groups and families to assess, diagnose, and treat clients with mental health disorders. You also examine the efficacy of therapies and explore their ethical and legal implications.Final Exam – NURS 6650 – Psychotherapy for families and groups – Online Exam Answers.

Develop Diagnoses for Clients Receiving Psychotherapy

Mr. W is a 48 year old single dad with a 19 year old daughter A.W who he petitioned.

Chief Compliant:

Petitioned by father who reports patient thinks she is going “crazy” and she tried to cut herself and makes threats to kill self.

History of Present Illness (HPI):

Patient says she has too much “crap” going on and she can’t take it anymore.  She was in an emotionally abusive relationship with her boyfriend. She denies physical at all.  He was controlling and picked on everything she did. She walked on egg shells so she wouldn’t do anything to upset him so he would not yell at her.  She became really depressed an anxious.  She quit going to work because she couldn’t handle it.  She would break down and cry.  She admitted herself into a local hospital in April.  She was not suicidal but she knew she needed help.  Prior to that her PCP had her on Paxil, Ativan and trazodone.  The hospital did not change her medications and did not give her a follow-up. She moves out to get away from it all.  She had hoped to “free herself” being here and get better.  Her dad lives with his own mother and her 2 half- siblings.  Her father is an alcoholic- he has no job no car and lives off his mother’s money.  Pt feels she has had to become an “alcoholic watcher” and has to take care of her younger siblings because her dad is too drunk to care for them.  She has been here 5 weeks now.  She wants to go back to Prescott but she feels too guilty to leave her siblings alone with the father.  She needs a job but can’t figure out how to get her CNA license renewal.  “I’m not smart and I need help with these things and no one will help me.”  She wants to go back to Prescott to be near her mom.

 

Allergies:
NKDA

 

Psychiatric history
: anxiety

 

Medical History:
None

 

Medications:
Paxil 20mg, Ativan 1 mg, Trazadone 50 mg.

 

Substance abuse:
Marijuana, drinks occasionally, denies tobacco and denies illicit drugs

 

Social History:
 Parents divorced when she was 3.  Dad remarried and has 2 kids and lives with his mother in Prescott

 

Dad comes in for family counseling and he presents with complaints of feeling really depressed about family situation especially his daughter. He wants therapy to help with the communication between him and his daughter. Mr W. has also complaints of weight gain, low energy, and loss of interest, decreased appetite, and insomnia. Dad is an alcoholic and does not currently have a job.

 

 

Case Formulation
: 19 years old with a recent onset of depression and anxiety with prior superficial cuts to the arm.

 

Plan and Recommendations:
Continue Paxil and raise dose.

 

Both Mr. W and A.W were assessed with the Questionnaire -9(PHQ-9) scales Mr. W. had MDD moderate and AW has depression and anxiety. MDD, anxiety were based on the DSM-5 criteria symptoms

 

 

Differential Diagnosis:

Depressive disorder, depressed mood

Anhedonia (diminished loss of interest or pleasure in almost all activities)

Significant weight or appetite disturbance

Sleep disturbance

Psychomotor agitation or retardation (a speeding or slowing of muscle movement)

Loss of energy or fatigue

Feelings of worthlessness (low self-esteem)

Diminished ability to think, concentrate and make decisions

Recurrent thoughts of death, dying or suicide

Longstanding interpersonal rejection ideation (others would be better off without me); specific suicide plan; suicide attempt(APA, 2013)

 

 

Anxiety Disorder disorders that share features of excessive fear and anxiety and related behavioral disturbances.

Edginess or restlessness.

Tiring easily; more fatigued than usual.

Impaired concentration or feeling as though the mind goes blank.

Irritability (which may or may not be observable to others).

Increased muscle aches or soreness.

Difficulty sleeping (due to trouble falling asleep or staying asleep, restlessness at night, or unsatisfying sleep)(APA, 2013).

 

DSM-5:
Depressive Disorder 311, Generalized Anxiety disorder 300.02

 

ICD Codes
:

 

Depressive disorder ICD 10-CM Diagnosis Code F33, mental, behavioral and neurodevelopment disorder. Anxiety Disorder ICD-10 CM Diagnosis Code F41.9 Generalized anxiety disorder. Mental, behavioral and neurodevelopment disorders

 

Depressive disorders as evidenced by feelings of worthlessness, diminished ability to think, concentrate and make decision, attempted to commit suicide. Anxiety disorder as evidenced by impaired concentration, fear and behavioral disturbances (APA, 2013).

 

The five core ethical and clinical questions counselors need to consider, when treating patients with a psychiatric illness is to first know that patient rights are within the psychology. Each patient has the right to treatment, confidentiality, competence of counselor, professional boundaries and informed consent (Howe, E.2013). This includes whether counselor should tell patients their diagnosis and what they should tell them about their suicide risk. In addition, counselors should ask whether or not are available by phone, when they should hospitalize these patients involuntarily, and how they should respond after these patients have attempted suicide and return for further care (Howe, E. 2013).

The ethical components are to optimize ethical and clinical interventions; in some cases they may overlap. These interventions may maximize the autonomy patients with mental illness disorder and, at the same time, be clinically optimal, thus increasing a sense of self-efficacy and patient-counselor trust in the patients (Howe, E. 2013. In treating these clients included an inform consent from both parties. I employed non maleficence and beneficence to Mr. W and AW. The treatment goal is to improve therapeutic communication between the two. Goal treatment was to provide therapeutic communication between the two.

 

 

 

 

 

 

 

 

 

 

 

 

References

 

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental

 

disorders (5th ed.). Washington, DC: Author.

 

 

Howe, E. (2013). Five ethical and clinical challenges psychiatrists may face when treating

 

Patients with borderline personality disorder with are or may become suicidal. Retrieved

 

from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3579480/

 

 

Nichols, M., & Tafuri, S. (2013). Techniques of structural family assessment: A qualitative

 

analysis of how experts promote a systemic perspective.
Family Process, 52
(2), 207–215.

 

doi:10.1111/famp.12025. Retrieved from Walden Library databases.

 

 

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

 

 

 

 

Wheeler, K. (Eds.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A

 

how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer

 

Publishing Company.

How technology can be incorporated into an Implementation Plan Design an Evaluation Plan Design

APA Implementation Plan Design

Propose strategies for leading, managing, and implementing professional nursing practices to ensure inter-professional collaboration during the implementation of an intervention plan.

Analyze the implications of change associated with proposed strategies for improving the quality and experience of care while controlling costs.

Propose appropriate delivery methods to implement an intervention which will improve the quality of the project.

Evaluate the current and emerging technological options related to the proposed delivery methods.

Analyze stakeholders, regulatory implications, and potential support that could impact the implementation of an intervention plan.

Propose existing or new policy considerations that would support the implementation of an intervention plan.

Propose a timeline to implement an intervention plan with reference to specific factors that influence the timing of implementation.

Integrate resources from diverse sources that illustrate support for all aspects of an implementation plan for a planned intervention.

Communicate implementation plan in a way that clearly illustrate the importance of inter-professional collaboration to create buy-in from the audience.

———————————————————————————————————————-

Address this discussion separately from paper.This is two topics (Implementation and Evaluation). At least 2 paragraphs and 2 references.  Address bold items on both topics; implementation & evaluation

Explain the ways in which you incorporated technology into your Implementation Plan Design and your Evaluation Plan Design assignment.

What specific piece or pieces of technology did or do you proposed using?

How will the type of technology you chose to utilize impact the development of your implementation plan?

How do you expect the incorporation of technology will make your implementation plan more successful?