Tag: Clinical-Nursing

Health Care Management Homework

Here is the assignment:

Get out your ACA One-Pager you completed before Fall Break. Review the three (3) covered services      you chose for each of the three (3) groups: Services for Adults; Services for Women,      Including Pregnant Women and Services for Children. Next, pick out any state in the United      States and report a health status indicator associated with each of the      three (3) services you chose. Try      to use the most current secondary health data you can find.

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For the United States I suggest using the website below:

http://www.americashealthrankings.org/

http://www.countyhealthrankings.org/

-health status associated with the Service for Adults; (10 points)

-health status associated with the Service for Women; and, (10 points)

-health status associated with the Service for Children. (10 points)

What is your state doing (what is going on in your state or a local      community/ies) to promote the utilization of each of the Preventive Health      Services you chose and are covered in the Affordable Care Act?

-health status associated with the Service for Adults; (20 points)

-health status associated with the Service for Women; and, (20 points)

-health status associated with the Service for Children. (20 points)

Provide a 3-5 minute presentation in class (10 points)

Psychopharmacology – Psychiatry Questions and Answers

1. 
Tricyclic antidepressants are contraindicated in:

A. Glaucoma

B. Brain tumour

C. Bronchial asthma

D. Essential hypertension

 

2. 
Which of the antipsychotic drugs has a prolonged action?

A. Trifluperazine

B. Thioridazine

C. Penfluridol

 

D. Fluphenazine

3. 
The congenital anomaly produced by lithium therapy is:

A. Limb shortening

B. Anencephaly

C. Heart block

D. Renal agenesis

About 10 percent of newborns exposed in 1st tri­mester of pregnancy had major congenital malforma­tions. The most common is Epstein’s anomaly of the tricuspid valves. Lithium is not indicated in a lactating woman. Signs of is toxicity in infants include lethargy, cyanosis, abnormal reflexes, rarely hepatomegaly.

4. 
All the following are side-effects of Fluoxetine, except:

A. Weight gain

B. Sweating

C. Urinary retention

D. Diarrhea

 

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5. 
Akathisia is treated by all the following, except:

A. Trihexyphenidyl

B. Diazepam

C. Haloperidol

D. Promethazine

6. 
Prophylactic maintenance of serum level of lithium is:

A. 0.2-0.8 mEq/L

B. 0.7-1.2 mEq/L

C. 1.2-2.0 mEq/L

D. 2.0-2.5 mEq/L

7. 
The treatment of choice in depression with suicidal ten­dencies is:

A. Tricyclic antidepressants

B. MAO inhibitors

C. Fluoxetine

D. Electroconvulsive therapy

The first and most important indication for ECT is depression with suicidal tendencies.

8. 
The drug not used for prophylaxis of MDP is:

A. Carbamazepine

B. Sodium valproate

C. Chlorpromazine

D. Lithium

Antipsychotics are used as adjuvant in the treatment of mood disorders.

9. All the following are true about clozapine, except:

A. Used in schizophrenia

B. Precipitates seizures

C. Agranulocytosis

D. Extra pyramidal side-effects

The only FDA approved indication for clozapine is as a therapy for treatment resistant schizophrenia. Clozapine suppresses the abnormal movements of TD (Tardive dyskinesia) as does treatment with conventional antipsychotics.

Other indication: Clozapine may treat the movement disorder. Clozapine is more potent on Dl, D3, D4, and 5HT2 receptors in comparison to other typical antipsychotic which are more potent over D2 receptors. Animal models show that clozapine is more active over meso-limbic pathway than nigro- striatal pathway because of which we notice less EPS.

10. 
Which of the following is not an antidepressant?

A. Trazodone

B. Amitriptyline

C. Fluoxetine

D. Pimozide

11. 
Carbamazepine is used in all the following except:

A. Mania

B. Alcohol withdrawal

C. Schizophrenia

D. Trigeminal neuralgia

But recent data indicates that CB2 can be used in schizophrenia and Schizo-affective disorders. Other indications are:

Recurrent depressive disorder

Impulse control disorder v

PTSD (post-traumatic stress disorder)

Alcohol /benzodiazepine withdrawal

Severe blood dyscrasias occur in about 1 in 125,000 pts treated with Carbamazepine.

12. 
A patient of schizophrenia treated for 5 years, developed abnormal movement. The patient has:

A. Tardive dyskinesia

B. Muscular dystonia

C. Akathisia

D. Malignant neuroleptic syndrome

TD delayed effects of antipsychotic caused by dopamine receptor super sensitivity in basal ganglia. Serotonin – dopamine antagonists may be used in pts with TD.

13. 
The mechanism of action of Fluoxetine is:

A. Serotonin reuptake inhibitor

B. MAO-B inhibitor

C. Nor adrenaline reuptake inhibitor

D. Benzodiazepine antagonist Other SSRI are:

Fluvoxamine Sertraline

Paroxetine

Citalopram

Escitalopram

Serotonin norepinephrine reuptake

Inhibitors:

1. Venlafaxine

2. Sibutramine

Atypical antipsychotics: (serotonin dopamine antagonists)

Risperidone

Olanzapine

Quetiapin

Sertindole

Ziprasidone

Clozapine (dibenzodiazepine)

Central presynaptic 2 – adrenergic receptor antagonist – clonidine

Mirtazapine (tetracyclic antidepressant)

14. 
An irritable urge to move about with inner restlessness is called:

A. Akathisia

B. Akinesia

C. Hyperkinesia

D. Dyskinesia

15. 
The drug of choice for rapid cycle MDP is:

A. Lithium

B. Carbamazepine

C. Sodium Valproate

D. Haloperidol

16. 
A 35-year-old female on chlorpromazine for 10 years schizophrenia complains of hearing voices. The loud­ness of the voices of taking chlorpromazine but not stop completely. The best treatment is:

A. Clozapine

B. Haloperidol

C. Tianeptine

D. Sulpiride

Clozapine, the only FDA approved drug for treatment resistant schizophrenia.

17. Tianeptine is a:

A. Selective serotonin reuptake enhancer »

B. Selective serotonin reuptake inhibitor.

C. Selective norepinephrine reuptake inhibitor

D. Norepinephrine agonist

Tianeptine – Norepinephrine serotonin selective reuptake enhancers

Venlafaxine – Norepinephrine serotonin reuptake inhibitor

MAOI-Hydroxide – a. Phenelezine b. isocarboxazide Norhydroxide – a. tranylcypromine Reversible selective

MAOls

MAOI – B – Selegiline

MAOI – A – Moclobamide

Broforamine Irreversible selective MAOI: clorgyline

Sympathomimetic stimulants:

1. Dextroamphetamine

2. Methylphenidate

Mood Stabilizers:

1. Lithium

2. Carbamazepine

3. Sodium valproate

4. Topiramate

5. Lamotrigine

6. Clonazepam

18. 
A 50-year-old man has presented with pain in back, lack of interest in recreational activities, low mood, lethargy, decreased sleep, and appetite for 2 months. There is no history suggestive of delusions or hallucinations. He did not suffer from any chronic medical illness. There was no family history of psychiatric illness. Routine investi­gations including hierogram, renal function tests, elec­trocardiogram, did not reveal any abnormality. This pa­tient should be treated with:

A. Haloperidol

B. Sertraline

C. Alprazolam

D. Olanzapine

(The only antidepressant in this group)

Clinical history suggests that the patient is depressed.

19. 
Carbamazepine was first used in:

A. Depression

B. MDP

C. Anxiety

D. All of the above

Carbamazepine is an antimonies and mood stabilizing agent. It is a tricyclic compound synthesized in 1953 by Schindler.

20. 
The treatment of choice for acute or abrupt onset de­pression includes:

A. Lithium

B. Tricyclic antidepressants

C. MAO inhibitors

D. Electroconvulsive therapy

21. 
In acute mania, the therapeutic serum level of lithium
 includes:

A. 0.2 – 0.5 mEg/L

B. 0.8-1.5 mEq/L

C. 1-2 mEq/L

D. 2-5 mEQ/L

22. 
Antipsychotic drug to be avoided especially in first tri­mester of pregnancy:

A. Chlorpromazine

B. Haloperidol

C. Carbamazepine

D. Lithium

i. Neurological – Tremor, muscle weakness, cogwheel rigidity, seizures, neurotoxicity.

ii. Renal – Polyuria, polydipsia, tubular changes nephrogenic diabetes insipid nephritic syndrome.

iii. CVS – Hypokalemia, T wave depression.

iv. Endocrine – Goiter, hypothyroidism, abnormal thyroid function, weight gain.

v. GIT – Nausea, vomiting, diarrhea, abdominal pain, metallic taste.

vi. Dermatological-Acne form eruptions, popular eruptions, exacerbation of psoriasis.

vii. During pregnancy of lactation-teratogenic, increased incidence of Ebstein’s anomaly also created in milk with 30 to 100 percent of maternal blood hi level. Cause toxicity in infant. Contraindications of lithium we are cardio renal, thyroid, neurological dys­function blood dyscrasias, during first traumata of pregnancy and lactation, concomitant administration of theorize diuretics, tetracycline, or anesthetics.

23. Lithium is used in psychiatry to treat:

A. Hysteria

B. Phobia

C. Mood disorders

D. Acute organic brain syndrome Indications of lithium in psychiatry:

Acute mania

Prophylaxis of bipolar mood disorders

Schizoaffective disorder

Impulsive aggression.

24. 
Clozapine is a:

A. Atypical antipsychotic

B. Anti-anxiety drug

C. Used in dementia

D. Also known as disulfiram

Other atypical antipsychotics – Risperidone, olanzapine, ziprasidone.

Also remember – Clozapine is the drug of choice in treatment-resistant schizophrenia.

25. 
Paroxetine is a:

A. Antipsychotic drug

B. Used in opiate poisoning

C. Tricyclic antidepressant

D. Selective serotonin reuptake inhibitor

Others SSRI’s

Paroxetine, fluvoxamine, fluoxetine, sertraline, citalopram

Also remember –

SSRI with longest half-life-fluoxetine

SSRI with shortest half-life-fluvoxamine

26. 
Imipramine is mainly used as a:

A. Sedative

B. Tranquilizer

C. Antidepressant

D. All of the above

Remember – imipramine is the first antidepressant to be introduced.

27. 
Nausea is a troublesome side effect of the following an­tidepressant:

A. Doxepine

B. Fluoxetine

C. Trazodone

D. Mianserin

Other side effects: Insomnia, akathisia, loss of appetite, sexual dysfunction.

28. 
Which antidepressant found to be associated with tar­dive dyskinesia and narcoleptic malignant syndrome?

A. Amoxapine

B. Trazodone

C. Fluoxetine

D. Amineptin

This is because of blockade of dopamine receptors in the striatum.

29. 
Blood levels of neuroleptics are useful to check the fol­lowing:

A. Toxicability

B. Therapeutic levels

C. Resistance

D. All of the above

Clozapine and haloperidol levels are important to monitor toxicities.

30. 
The drug of first choice in weight reduction programme
 is:

A. Amphetamine

B. Phenylethlamine

C. Fenfluramine

D. Diethyl propion

31. 
Therapeutic range of lithium is:

A. 0.5 to 1 mmol/1

B. 0.8 to 1.4 mmol/1

C. 1.4 to 2.5 mmol/1

D. 1.0-2.6 mmol/1

Remember toxicity – if level > 2.0 mEq/1

Life threatening intoxication – > 3.5 mEq/1

32. 
Akathisiais:

A. Neurotic disease

B. Seen in schizophrenia

C. Side effect of lithium

D. Side effect of antipsychotic drugs.

Akathisia manifests as motor restlessness. It is due to blockade of dopamine type-2 receptors in striatum.

33. 
Neuroleptic malignant syndrome is characterized:

A. Bradycardia

B. Labile hypertension

C. Hypotonia

D. Hypothermia

Feature of NMS – fever, elevated, EPS, catatonic symptoms, autonomic dysfunction

34. 
Akathisia is treated by:

A. Haloperidol

B. Fluoxetine

C. Propranolol

D. Lithium

Drug of choice – Propranolol. Benzodiazepines are useful.

35. 
Feature of akathisia is:

A. Cogwheel rigidity

B. Oculogyric crisis

C. Restlessness

D. Periodic movements

Motor restlessness is the key feature of akathesia Cogwheel rigidity occurs in parkinsonism Oculogyric crises is an acute dystonia Perioral movements could be rabbit syndrome or Tardier dyskinesia.

36. 
Malignant neuroleptic syndrome is treated by:

A. Dantrolene

B. Diazepam

C. Haloperidol

D. Chlorpromazine Bromocriptine can also be used.

37. 
Side effect of clozapine is:

A. Within one week – neutropenia

B. Dl- ve, D2 +ve

C. Agranulocytosis

D. Excitement

Clozapine must be stopped immediately.

38. 
The drug of choice for obsessive-compulsive disorder is:

A. Haloperidol

B. Clomipramine

C. Amitryptilline

D. Diazepam

Dose of Clomipramine – 75 to 300 mg 1 day.

39. 
Lithium is used in all except:

A. Endogenous depression

B. Recurrent attacks of mania

C. Schizoaffective psychosis

D. Paranoid psychosis

40. 
Side effect of chlorpromazine for which anti cholinergic is used:

A. Blurred vision

B. Oculogyric crises

C. Hypotension

D. Dry mouth

41. 
Newer nonsedative, nonhypnotic anxiolytic is:

A. Alprazolam

B. Buspirone

C. Lorazepam

D. Diazepam

Buspirone acts as a partial against at 5HTIA receptor. It doesn’t have anticonvulsant and muscle relaxant properties.

42. 
The drug of choice for panic disorders is:

A. Imipramine

B. Nitrazepam

C. Clonidine

D. Diazepam

Small doses of antidepressants are used (imipramine and fluoxetine).

136 Psychiatry Question Bank for PG Entrance Exams

43. 
In drug induced parkinsonism, benzhexol has got no role
 in:

A. Sialorrhea

B. Tremor

C. Akathisia

D. Rigidity

Akathisia is treated with P blockers and benzodiazepines (propranolol).

44. 
In fluoxetine and imipramine, the main difference is in:
 –

A. Less side effects

B. Onset of action

C. Effect of OCD

D. Duration of action

 

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45. 
Which of the following drug has the minimum extra py­ramidal side effect?

A. Clozapine

B. Metoclopramide

C. Reserpine

D. Trifluperazine

46. 
Which of the following drugs produce rapid induction of sleep with least influence of sleep architecture?

A. Zaleplon

B. Diazepam

C. Chlorpromazine

D. Haloperidol

Dosage of zaleplon 5 to 10 mg

As it has a half-life of one hour it is useful in initial insomnia

47. 
All of the following are antidepressants, except:

A. Imipramine

B. Amitryptilline

C. Risperidone

D. Citalopram

Imipramine and amitryptilline are tricyclic anti­depressants; citalopram is a SSRI risperidone is an atypical antipsychotic.

48. 
Which of the following side effects of chlorpromazine are ameliorated by anticholinergic antiparkinson medi­cation?

A. Confusion

B. Hypotension

C. Blurred vision

D. Oculogyric crisis

49. 
Lithium is used to treat:

A. Hysteria

B. Phobia

C. Mood disorders

D. Acute organic brain syndrome

50. 
Lithium is used in:

A. Acute mania

B. Depression

C. Hyperkinetic disorder

D. All of the above.

51. 
The least affected organ in lithium toxicity is:

A. Liver

B. Heart

C. Kidney

D. Brain

There is no hepatic metabolism for lithium in body.

52. 
Treatment of Panic attack includes the use of:

A. Diazepam

B. Imipramine

C. Fluoxetine

D. Clonazepam

E. Bothb + c

Both imipramine and fluoxetine in small doses are useful in treating panic disorder

53. 
All the following are anxiolytic except:

A. Fluoxetine

B. Buspirone

C. Diazepam

D. Nitrazepam

Fluoxetine is an antidepressant. It acts by selecting serotonin reuptake inhibition

54. 
Lithium is treatment of choice for:

A. Unipolar MDP prophylaxis

B. Bipolar MDP

C. Schizophrenia

D. Acute mania

Lithium is indicated in prophylaxis of bipolar MAP and acute mania.

55. 
The most useful drug in enuresis is:

A. Haloperidol

B. Diazepam

C. Imipramine

D. Chlorpromazine

Imipramine is the drug of choice in nonorganic enuresis usual dose range is 25 to 75 mg 1 day.

56. 
The least extra pyramidal effect is seen with:

A. Haloperidol

B. Thioridazine

C. Clozapine

D. Chlorpromazine

Drugs with minimal EPS are clozapine, quetipin sulpiride and ziprasidone.

Drugs useful in Heroin withdrawal are clonidine, methadone, buprenorphin, LAAM, and dextropropoxyphene.

57. 
Long-term therapy of lithium causes:

A. Neutropenia

B. Hypothyroidism

C. Hepatotoxicity

D. Bone narrow depression

Long-term lithium use causes renal side-effects also.

58. 
All of the following are selective serotonin (5HT) reuptake inhibitors, except:

A. Fluvoxamine

B. Fluoxetine

C. Paroxetine

D. Olanzapine

SSRI’s are fluoxetine, fluvoxamine, paroxetine, sertraline, citalopram.

59. 
A psychiatric patient on tricyclic antidepressants presents with bradycardia, hypotension, decreased sweating, and retention of urine. The most likely drug used is:

A. Amitryptilline

B. Fluoxetine

C. Selegiline

D. Lithium

Decreased sweating, retention of urine, bradycardia are anticholinergic side effects of amitryptilline, hypotension is due to Ll-adrenergic blockade.

60. 
A 63-year-old man who is taking amitryptilline suddenly develops confusion, urinary retention and blurring of vi­sion. The cause is:

A. Anticholinergic side-effects

B. Reactive depression

C. Emergence of negative symptoms

D. CVA

61. 
A patient was found stuporous and he did not eat or sleep the whole day. On examination, he was found to be con­scious. The treatment should be: (AIIMS-2000)

A. ECT

B. Antipsychotics

C. Antidepressants

D. Neuroleptic

62. 
30-year-old Bano Begum was brought to the casualty is a state of altered sensorium. She was on lithium treat­ment for the affective disorder and suffered an attack of epileptic fits. On examination she has tremors, increased deep tension reflexives, and insentience of urine. She also had undergone an episode of severe gash enteritis 2 days ago. Lithium level in the serum is 1.95 mEq/l. The most likely cause is:

A. lithium toxicity

B. severe dehydration

C. Manic stupor

D. Epileptic fits

63. 
The most common cardiac abnormality associated with use of lithium in 1st trimester of pregnancy:

A. Deacon’s syndrome

B. Epstein’s anomaly of tricuspid valve

C. PDA

D. Coarctation of aorta

In Epstein’s anomaly there is a distortion and down ward displacement of tricuspid valve. Use of lithium is contraindicated in the 1st trimester of pregnancy.

64. 
Vasanti, 45-year-old, was brought to casualty with ab­normal movements which included persistent deviation of the meek to the right side. One day earlier, she had been prescribed haloperidol 5mg three times daily by the psychiatrist. She also had an altercation with her bush and recently. Which of the following is the most likely cause for her symptoms?

A. Acute drug dystonia

B. Conversion reaction

C. Acute psychosis

D. Cerebrovascular accident.

Acute dystonia is an acute extra pyramidal symptom caused by antipsychotic medication. In this case, the neck muscles are affected by dystonia.

65. Contraindications to lithium administration include:

A. An administration in combination with chlorpromazine

B. The presence of renal disease

C. Any occurrence of the symptoms of schizophrenia

D. The presence of depression

E. An administration in combination with imipramine.

 

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Kidney Stone Pathophysiology Essay – Porth’s Pathophysiology: Concepts of Altered Health States

Fred, a fit and healthy 44-year-old, was working outside one warm summer afternoon. When he returned home by the end of the day, his lower back felt sore and he felt nauseated. His wife made him dinner, but he was not hungry and chose to go to bed instead. Fred’s symptoms progressed, and soon he was rolling on the bed with excruciating pain. He said his back hurt as well as his stomach and groin area. The pain would ease off only to return a short while later, and when it did, Fred would begin to sweat and run to the bathroom to vomit. His wife became concerned and she helped him into the car and rushed him to the hospital.

Please answer the following questions and submit your assignment via Blackboard by the due date.

1. At the hospital, an abdominal radiograph showed the presence of renal calculi in Fred’s right ureter (urolithiasis).  What is the pathophysiological mechanism of stone formation in the kidney?

2. In the hospital, Fred’s urine is being strained for the presence of stones that he may have passed. What is the importance of this action?

3. What are the 4 primary types of renal calculi and what are the risk factors for each of these types of renal calculi?

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4. Hydronephrosis can be a complication of renal calculi. Why is hydronephrosis such a serious complication?

5. View the following youtube video entitled “How do kidney stones form?”   

Identify two key points that you learned about renal calculi in the video?

This is the grading  criteria : 

Grading:
Subject Knowledge and Accuracy (6 points)

Normal physiological principles, processes, and mechanisms are explained at the molecular, cellular, and organ levels.

Physiological processes and mechanisms relating to the pathology are clearly explained.

Answers focus on substantive ideas that are supported by relevant facts and examples.

Explanations are clear and incorporate appropriate vocabulary.

Thoughtful and convincing responses clearly demonstrate depth of subject knowledge.

Information is derived from good quality, credible sources.

All questions are answered completely.

All content is current and accurate.

Bibliography / Citations / Writing (3 points)

Two (2) or more sources used for the assignment (your textbook can be one of the sources).

All material that is not considered “common knowledge” is cited.

All quotations and/or paraphrasing are cited according to APA format.

The full reference for each citation is found in the bibliography.

References are listed alphabetically at end of assignment in the bibliography.

Bibliography and citations follow APA format.

Writing is free of grammatical errors.

Sentences are complete, clear, and concise.

Spelling is correct.

This book should be used as reference also:

Porth’s Pathophysiology: Concepts of Altered Health States (9th edition) 
ISBN-13:
 978-1451146004
ISBN-10:
 1451146000

Answers

1.A 2.D 3.C 4.A 5.C 6.B 7.D 8.C 9.D 10.D 11.C 12.A 13.A 14.A 15.A 16.A 17.A 18.B 19.B 20.A 21.B 22.D 23.C 24.A 25.D 26.C 27.B 28.A 29.A 30.D 31.B 32.D 33.B 34.C 35.C 36.A 37.C 38.B 39.D 40.B 41.B 42.A 43.C 44.A 45.A 46.A 47.C 48.D 49.C 50.A 51.A 52.E 53.A 54.D 55.C 56.C 57.B 58.D 59.A 60.A 61.C 62.A 63.B 64.A 65.B

Psychiatry deals withe diagnosis, treatment and prevention of mental, emotional and behavioral disorders among humans.

A psychiatrist is the medical professional who specializes in psychiatry, i.e. mental health of patients, which includes those caused by substance use. Psychiatrists do not access the mental  aspects of psychological problems but the physical aspects as well. Psychiatric problems can be both sudden and/ or more long term.

Diagnosing Psychiatric Patients

Psychiatrists are physicians and can order or perform medical laboratory and psychological tests which, combined with discussions with patients, help understand the condition of the patients. Their taining empowers them to understand the relationship that exist between emotional and other medical illnesses and the relationships with genetics and family history, to diagnose psychiatric conditions.

What Treatments Do Psychiatrists Use?

Depending on the patients needs, psychiatrists use various treatments  such as psychotherapy, medications, psychosocial interventions and other treatments.

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Psychotherapy, also known as talk therapy, involves a therapist talking to a patient and treats various mental and emotional problems. Depending on the extent of the problem, treatment may take just a few sessions over a week or two or may take many sessions over a period of years. Psychotherapy can be done individually, as a couple, with a family, or in a group.

There are many forms of psychotherapy. There are psychotherapies that help patients change behaviors or thought patterns, psychotherapies that help patients explore the effect of past relationships and experiences on present behaviors, and psychotherapies that are tailored to help solve other problems in specific ways. Cognitive behavior therapy is a goal-oriented therapy focusing on problem solving. Psychoanalysis is an intensive form of individual psychotherapy which requires frequent sessions over several years.

Most medications are used by psychiatrists in much the same way that medications are used to treat other illnesses. Patients on long-term medication treatment will need to meet with their psychiatrist periodically to monitor the effectiveness of the medication and any potential side effects.

Class of Medications

Antidepressants –
 used to treat depression, panic disorder, PTSD, anxiety, obsessive-compulsive disorder, borderline personality disorder and eating disorders.

Antipsychotic medications –
 used to treat psychotic symptoms (delusions and hallucinations), schizophrenia, bipolar disorder.

Sedatives and anxiolytics –
 used to treat anxiety and insomnia.

Hypnotics –
 used to induce and maintain sleep.

Mood stabilizers –
 used to treat bipolar disorder.

Stimulants –
 used to treat ADHD.

Psychiatrists often prescribe medications in combination with psychotherapy.

Other treatments are also sometimes used. Electroconvulsive therapy (ECT), a medical treatment that involves applying electrical currents to the brain, is used most often to treat severe depression that has not responded to other treatments. Deep brain stimulation (DBS), vagus nerve stimulation (VNS), and transcranial magnetic stimulation (TMS) are a few of the newer therapies being used to treat some mental disorders. Light therapy is used to treat seasonal depression.

Psychiatric Training

To become a psychiatrist, a person must complete medical school and take a written examination for a state license to practice medicine, and then complete four years of psychiatry residency.

After completing residency training, most psychiatrists take a voluntary written and oral examination given by the American Board of Psychiatry and Neurology to become a “board certified” psychiatrist. They must be re-certified every 10 years.

Some psychiatrists also complete additional specialized training after their four years of general psychiatry training. They may become certified in:

Child and adolescent psychiatry

Psychosomatic (mind and body) medicine

Sleep medicine

Forensic (legal) psychiatry

Addiction psychiatry

Pain medicine

Geriatric psychiatry

Some psychiatrists choose additional training in psychoanalysis or in psychiatric research.

NURS 6201: Leadership in Nursing and Healthcare Strategic Planning for Change

Overview

For this Assignment, you explore one challenge that you would like to see addressed in your organization or one with which you are familiar. You will continue to work on this Assignment over the next several weeks. You will prepare an outline for this assignment due day 7 of week 5. This outline will help organize your work toward this assignment.

This NURS 6201: Leadership in Nursing and Healthcare Strategic Planning for Change Assignment also serves as your Portfolio Assignment.

To prepare:

• Identify a problem that you would like to investigate for this Assignment. Consider the resources and discussion about strategic planning and models that guide change such as SWOT, Balanced Scorecard, or Six Sigma and lean principles. Review evidence-based literature for data related to your selected problem. You will need to use at least five current (not more than five years old), peer-reviewed articles. If you cannot find adequate evidence, you may need to refine your topic. Your Instructor may provide some guidance for your literature search.

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By Day 7 of Week 2, enter your selected problem in the Strategic Planning for Change Forum of the Discussion Board.

Your Instructor will approve your selected problem or provide feedback to help you refine your focus for this NURS 6201: Leadership in Nursing and Healthcare Strategic Planning for Change Assignment.

While this portion of the Assignment is not graded, it is required.

Once you have received feedback/approval of your selected problem:

• Reflect on the topics you are examining in this course and consider how they relate to your selected problem. Plan to analyze the problem using principles, theories, and concepts related to leadership and management, as well as other pertinent course themes.

• Review evidence-based literature for data related to your selected problem. You will need to use at least five current (not more than five years old), peer-reviewed articles. Your Instructor may provide some guidance for your literature search.

• Synthesize findings from the research literature and/or drawn from other sources of evidence.

• Develop evidence-based recommendations for addressing the problem.

Write a 6-page NURS 6201: Leadership in Nursing and Healthcare Strategic Planning for Change paper (not including title page, references, or any appendix) that addresses the following:

• Introduction/Statement of the problem (1/2 page)

• Review of the literature for potential solutions to the identified problem

• Synthesis of the evidence as applied to the stated problem.

• Strategic plan for suggested courses of action based on your evidence and including application of a change theory.

• Conclusion/Summary

Reminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The NURS 6201: Leadership in Nursing and Healthcare Strategic Planning for Change Sample Paper provided at the Walden Writing Center provides an example of those required elements. All papers submitted must use this formatting.

TOPIC- LEADERSHIP IN NURSING AND HEALTHCARE 

Review the information in the Learning Resources, including Learning Exercise 8.8 on pages 177–178 of the textbook. How would you apply insights related to complexity science and chaos theory to this scenario? Consider the implications for a nurse executive, nurse manager, charge nurse, and an informal team leader.

Bring to mind a related example from your organization or one with which you are familiar.

As you think about these examples, consider the relevance of complexity science and chaos theory to the organization and, specifically, for nurses in various roles who have differing responsibilities (e.g., a nurse executive versus a unit–level manager).

By Day 3

Post a Leadership in Nursing and Healthcare description of the relevance of complexity science and chaos theory to a specific situation in your organization or one with which you are familiar. Explain how you would use this knowledge base to be most effective in various nursing leadership and management roles (e.g., as a nurse executive, unit–level manager, charge nurse, team leader).

References

Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

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Chapter 8, “Planned Change”

  Chapter 8 focuses on leading planned change. Consider how you might apply the concepts in your own work setting or how the strategies presented could facilitate the change process.

Note: You are required to read at least two of the following articles. Additional reading will increase your understanding of these theories and strategic planning tools.

Martin, C. M. and Félix–Bortolotti, M. (2014), Person–centred health care: a critical assessment of current and emerging research approaches. Journal of Evaluation in Clinical Practice, 20, 1056–1064. DOI: 10.1111/jep.12283

Copyright 2014 by John Wiley & Sons – Journals. Reprinted by permission of John Wiley & Sons – Journals via the Copyright Clearance Center.

Mitchell, G. (2013). Selecting the best theory to implement planned change. Nursing Management–UK, 20(1), 32–37. Retrieved from the Walden Library databases.

Radtke, K., (2013). Improving patient satisfaction with nursing communication using bedside shift report. Clinical Nurse Specialist, 27(1), 19–25. Retrieved from the Walden Library databases.

Salmela, S., Eriksson, K., & Fagerström, L. (2013). Nurse leaders’ perceptions of an approaching organizational change. Qualitative Health Research, 23(5), 689–699. Retrieved from the Walden Library databases.

Shirey, M. R. (2013). Lewin’s theory of planned change as a strategic resource. The Journal of Nursing Administration 43(2), 69–72. Retrieved from the Walden Library databases. Leadership in Nursing and Healthcare.

Reiman, T., Rollenhagen, C., Pietikäinen, E., Heikkilä, J. (2015). Principles of adaptive management in complex safety–critical organizations. Safety Science, 71, 80–92. Retrieved from the Walden Library databases.

NURS 6201 – Leadership in Nursing and Healthcare

This course sets the foundational stage for the Leadership and Management specialty track. Students focus on theoretical and practical aspects of leadership and management functions in healthcare administration, and they discuss standards of practice for nursing administration. They explore a range of topics, including roles and responsibilities, quality improvements, strategic planning and management, regulations, accreditation, and information systems. Through this course, students learn the goals of the nurse leader, including ways to facilitate efficient, quality healthcare delivery to achieve excellence in patient care and services.

NURS 6201 – Leadership in Nursing and Healthcare Required Course Readings

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

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Enter your  user name and password at the prompt to access NURS 6201 – Leadership in Nursing and Healthcare content.

Abraham, M., & Moretz, J. (2012). Implementing patient- and family-centered care: Part I—Understanding the challenges. 
Pediatric Nursing, 38
(1), 44–47.

Auer, C., Schwendimann, R., Koch, R., De Geest, S., & Ausserhofer, D. (2014). How hospital leaders contribute to patient safety through the development of trust. Journal of Nursing Administration, 44(1), 23–29. 

Daly, R. (2014). Building blocks for organizational change. Healthcare Financial Management: Journal of the Healthcare Financial Management Association, 68(5), 68–73.

Davis, P., Milne, B., Parker, K., Hider, P., Lay-Yee, R., Cumming, J., and Graham, P. (2013). Efficiency, effectiveness, equity (E3). Evaluating hospital performance in three dimensions. Health Policy, 112, 19–27

Dekker, S. & Nyce, J. (2013). Just culture: “Evidence, power and algorithms. Journal of Hospital Administration, 2(3), 73–78.

Falkheimer, J. (2014). The power of strategic communication in organizational development. International Journal of Quality and Service Sciences, 6(2/3), 124–133. 

Faulkner, J., & Laschinger, H. (2008). The effects of structural and psychological empowerment on perceived respect in acute care nurses. Journal of Nursing Management, 16(2), 214–221. 

Fry, B. (2013). Power up your leadership: Straight talk for nurse managers. Canadian Nurse, 109(5), 32–33.

Gittner, L.S.,Husaini, B.A., Hull, P.C., Emerson, J.S., Tropez-Sims, S. Reece, M., Zoorah, R. and Levine, R.S. (2015). Use of Six Sigma for eliminating missed opportunities for prevention services.Journal of Nursing Care Quality. DOI: 10.1097/NCQ.0000000000000113

Gleich, S.J.M.,Nemergut, M.E., Stans, A.A.,  Haile, D.T.,  Feigal, S.A.,  Heinrich, A.L., Bosley, C.L., Wardand, J.W., and  Tripathi, S.. (2015). Lean Six Sigma handoff process between operating room and pediatric ICU: improvement in patient safety, efficiency and effectiveness. Critical Care 2015, 19 (Suppl 1): P523. DOI:10.1186/cc14603

Groysberg, B., & Slind, M. (2012). Leadership is a conversation. Harvard Business Review, 90(6), 76–84. 

Huston, C. J. (2013, May 2013). The impact of emerging technology on nursing care: Warp speed ahead.The Online Journal of Issues in Nursing, 18(2) Manuscript 1. DOI: 10.3912/OJIN.Vol18No02Man01.

Kumar, S., Deshmukh, V., & Adhish, V. S. (2014). Building and Leading Teams. Indian Journal of Community Medicine : Official Publication of Indian Association of Preventive & Social Medicine, 39(4), 208–213. doi:10.4103/0970-0218.143020

Leach, L., & McFarland, P. (2014). Assessing the professional development needs of experience nurse executive leader. Journal of Nursing Administration 44(1), 51062. 

Mclean, C. (2011). Change and transition: Navigating the journey. British Journal of School Nursing,6(3), 141–145.

Mitchell, G. (2013). Selecting the best theory to implement planned change. Nursing Management-UK, 20(1), 32–37. 

Ng, G., Leung, G., Johston, J., and Cowling, B. (2013). Factors affecting implementation of accreditation programmes and the impact of the accreditation process on quality improvement in hospitals: a SWOT analysis. Hong Kong Medical Journal, 19, 434–46. DOI: 10.12809/hkmj134063

Perkins, M., Grey, A., and Remmers, H. (2013). What do we really mean by “Balanced Scorecard”? International Journal of Productivity and Performance Management, 63(2). DOI 10.1108/IJPPM-11-2012-0127

Radtke, K., (2013). Improving patient satisfaction with nursing communication using bedside shift report.Clinical Nurse Specialist, 27(1), 19–25.

Reiman, T., Rollenhagen, C., Pietikäinen, E., Heikkilä, J. (2015). Principles of adaptive management in complex safety–critical organizations. Safety Science, 71, 80–92.

Salmela, S., Eriksson, K., & Fagerström, L. (2013). Nurse leaders’ perceptions of an approaching organizational change. Qualitative Health Research, 23(5), 689–699.

Shirey, M. R. (2012). Cultivating strategic thinking skills. JONA: The Journal of Nursing Administration, 42(6), 311–314. 

Shirey, M. R. (2013). Lewin’s theory of planned change as a strategic resource. The Journal of Nursing Administration 43(2), 69–72.

Simons, T., & Leroy, H. (2014). Issues in researching leadership in health care organizations. Leading in Health Care Organizations: Improving Safety, Satisfaction and Financial Performance (Advances in Health Care Management, Volume 14) Emerald Group Publishing Limited, 14, 221–234. 

Spreitzer, G., & Porath, C. (2012). Creating sustainable performance. Harvard Business Review, 90(1/2), 92–99. 

Stetler, C. B., Ritchie, J. A., Rycroft‐Malone, J., & Charns, M. P. (2014). Leadership for Evidence‐Based Practice: Strategic and Functional Behaviors for Institutionalizing EBP. Worldviews on Evidence‐Based Nursing, 11(4), 219–226.

Top, M., Akdere, M., & Tarcan, M. (2014). Examining transformational leadership, job satisfaction, organizational commitment and organizational trust in Turkish hospitals: public servants versus private sector employees. The International Journal of Human Resource Management, (ahead-of-print), 1–24. 

Trivella, P., Gerogiannis, V., & Svarna, S. (2013). Exploring Workplace Implications of Emotional Intelligence (WLEIS) in Hospitals: Job Satisfaction and Turnover Intentions. Procedia-Social and Behavioral Sciences 73(27). 701–709.

van der Kam, N. A., van der Vegt, G. S., Janssen, O., & Stoker, J. I. (2014). Heroic or hubristic? A componential approach to the relationship between perceived transformational leadership and leader–member exchanges. European Journal of Work and Organizational Psychology, (ahead-of-print), 1–16.

Van der Linden, D., Tsaousis, I., & Petrides, K. V. (2012). Overlap between General Factors of Personality in the Big Five, Giant Three, and trait emotional intelligence. Personality and Individual Differences, 53(3), 175–179.

Wong, C. A., Cummings, G. G., & Ducharme, L., (2013). The relationship between nursing leadership and patient outcomes: a systematic review update. Journal of Nursing Management, 21(5), 709–724.

NURS 6600: Capstone Synthesis Practicum Discussion: Preparing for Professional Transitions

Consider the following scenario:

Marcus recalls the beginning of his career, when he started as a nurse at Grand View Hospital. He had heard the organization was soliciting proposals from various companies so they could weigh the pros and cons associated with adopting a new health information technology system. He has been curious about the request for proposal (RFP) process ever since. Now, as he looks forward to new professional opportunities, he would like to ensure that he develops the skills and expertise needed to formulate an RFP.

What are your professional aims? How can you apply what you have learned in your coursework to your practicum setting? How will you leverage your experiences in the practicum to facilitate your development as a nurse leader-manager or informaticist?

In this

NURS 6600: Capstone Synthesis Practicum Discussion, you reflect on your aspirations and consider the transitions that may be required to achieve them. You identify professional development objectives and evaluate opportunities for achieving them through your experiences in the practicum.

Think about the professional role changes you have been undergoing or that you may undertake following completion of this MSN program.

Review the information related to professional development and role change in the Learning Resources, and conduct additional research as necessary to address any questions or concerns you may have.

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Consider the following questions:

What types of professional positions interest you? Are they significantly different from the types of positions you have held in the past? If so, how?

What challenges are you likely to encounter as you transition into a new role?

What resources could help you to manage this change? Consider your inner resources (e.g., drawing on previous experiences, stress management), resources available to you through your relationships with others, and institutional supports.

Consider how you could use this Practicum Experience to apply what you have learned and enhance or acquire specialization skills and knowledge, regardless of whether you intend to change roles or stay in your current position for the time being.

Review the NURS 6600 Course Outcomes listed in the Syllabus. Determine how your experiences in the practicum could help you to achieve one or more of these outcomes.

Review the information in the Introduction to the Practicum (in this week’s Practicum area) and the School of Nursing Practicum Manual as necessary to ensure you have a clear understanding of the practicum requirements.

Review the suggestions for developing effective learning objectives provided in the Learning Resources.

Think of two or three objectives that could help guide your professional development during your practicum. These objectives, referred to as your practicum professional development objectives, must be:

Specific

Measurable

Attainable

Results-focused

Time-focused

Reflective of the higher-order domains of Bloom’s Taxonomy (i.e., Application level and above)

Select one or more practicum professional development objectives to focus on for this Discussion. (You may continue to hone these objectives as you work on this week’s Application Assignment.)

Reflect on how you could achieve each objective through your Practicum Experience.

Post an explanation of your professional aspirations and how you intend to use the Practicum Experience to promote career change and/or enhance your performance. Describe at least one objective to facilitate your professional growth, and explain the steps you could take to achieve the objective(s) during your Practicum Experience. Support your response with examples from the literature.

Read a selection of your colleagues’ responses.

Respond to at least two of your colleagues on two different days, using one or more of the following approaches:

Suggest strategies for using the Practicum Experience to deepen or broaden their knowledge.

Offer suggestions for refining their practicum professional objective(s).

NURS 6600: Capstone Synthesis Practicum Discussion Required Readings

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Cipriano, P. F., & Murphy, J. (2011). The future of nursing and health IT: The quality elixir. Nursing Economic$, 29(5), 286–289.

Note: Retrieved from the Walden Library databases.

“Technology tools will continue to revolutionize how we plan, deliver, document, review, evaluate, and derive the evidence about care” (p. 289). This article examines how nurses can use information technology to transform nursing and redesign the health care system. It focuses on the use of technology to promote quality and notes that technology can also be used to address challenges in education, research, leadership, and policy.

McKimm, J., & Swanwick, T. (2009). Setting learning objectives. British Journal of Hospital Medicine, 70(7), 406–409.

Note: Retrieved from the Walden Library databases.

This article clarifies the terminology associated with learning objectives and explains how learning objectives relate to professional development and the transformation from novice to expert. It also introduces common pitfalls when setting learning objectives and provides suggestions for avoiding them.

Murphy, J. (2011). The nursing informatics workforce: Who are they and what do they do? Nursing Economic$, 29(3), 150–153.

Note: Retrieved from the Walden Library databases.

The author examines the nursing informatics workforce, explaining that professionals in this well-established specialty area can play an integral role in transforming health care.

Sørensen, E. E., Delmar, C., & Pedersen, B. D. (2011). Leading nurses in dire straits: Head nurses’ navigation between nursing and leadership roles. Journal of Nursing Management, 19(4), 421–430.

Note: Retrieved from the Walden Library databases.

“Successful nursing leaders navigate between nursing and leadership roles while nourishing a double identity” (p. 421). In this article, the authors examine how individuals in key professional roles negotiate between and apply nursing and leadership skills.

Warm, D., & Thomas, B. (2011). A review of the effectiveness of the clinical informaticist role. Nursing Standard, 25(44), 35–38.

Note: Retrieved from the Walden Library databases.

The authors investigate the application of specialized knowledge and expertise to facilitate the appropriate use of emerging technologies in clinical settings. They argue for informaticists’ involvement in strategic development and delivery of information management and technology initiatives to promote patient-centered outcomes.

Wilkinson, J. E., Nutley, S. M., & Davies, H. T. O. (2011). An exploration of the roles of nurse managers in evidence-based practice implementation. Worldviews on Evidence-Based Nursing, 8(4), 236–246.

Note: Retrieved from the Walden Library databases.

In this article, the authors examine the role nurse managers should play in leading and facilitating evidence-based practice.

 Armstrong, P. (2013). Bloom’s taxonomy. Retrieved from 
http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/

Vanderbilt University provides this overview of Bloom’s taxonomy. This site also presents the original and updated versions of the taxonomy along with verb suggestions for each level.

 Clark, D. (2013). Bloom’s taxonomy of learning domains. Retrieved from 
http://www.nwlink.com/~donclark/hrd/bloom.html
Â

This article addresses three domains of learning: cognitive, affective, and psychomotor.

 University of Central Florida, Office of Experiential Learning (n.d.). Writing SMART learning objectives, Retrieved from 
http://explearning.ucf.edu/registered-students/tips-for-success/writing-smart-learning-objectives/195

This blog post focuses on the distinction between learning outcomes and objectives. Consider this information as you develop your practicum professional development objectives this week.

 The University of North Carolina at Charlotte, Center for Teaching & Learning. (2013). Writing objectives using Bloom’s taxonomy. Retrieved from 
http://teaching.uncc.edu/articles-books/best-practice-articles/goals-objectives/writing-objectives-using-blooms-taxonomy

This resource outlines elements of Bloom’s Taxonomy.

 Document: Practicum Professional Experience Plan (Word Document)

Use this form to develop your Practicum Professional Experience Plan as outlined this week.

 Document: Practicum Professional Experience Plan (Word Document)

Use this form to develop your Practicum Professional Experience Plan as outlined this week.

 Document: Practicum Journal (Word Document)

During your Practicum Experience, you are  required to submit your time log and three journal entries. You will use this  form to complete your journal reflections.

 Document: School of Nursing Practicum Manual: Master of Science in Nursing (MSN): Quarter-Based Programs (PDF)

This comprehensive manual outlines all of the requirements for the Practicum Experience.

Clinical Resources

 Document: Introduction to Clinical Experiences (PowerPoint)

 Document: Practicum Manual (PDF)

Required Media

 Laureate Education (Producer). (2012a). Professional behavior in the practicum setting [Interactive media].Â

Note: Retrieved from the Walden Library databases.

In this audio presentation, Dr. Jeanne Morrison discusses topics that demonstrate professional behavior in the practicum setting, such as dressing professionally, punctuality, and communication.

Please click here for the Transcript (PDF).

 Laureate Education (Producer). (2012b). Professional best practices [Interactive media].

Note: Retrieved from the Walden Library databases.

In this audio segment, Dr. Jeanne Morrison provides an overview of best practices and tips for students engaged in the Practicum Experience. She discusses what activities are included in practicum hours, the importance of staying in touch with your Preceptor, and strategies for dealing with stress.

Please click here for the Transcript (PDF).

 Laureate Education (Producer). (2012c). Professionalism and the practicum experience [Interactive media].

Note: Retrieved from the Walden Library databases.

What is the Practicum Experience all about? What are the roles of the Faculty Member and the Preceptor? In this media presentation, Dr. Jeanne Morrison discusses these and other critical aspects of the Practicum Experience. She also provides an overview of the professional demeanor expected of all students throughout the Practicum Experience.

NURS 6600: CAPSTONE SYNTHESIS PRACTICUM Discussion: Practicum Professional Development

Objectives: Progress Appraisal

In Week 1, you developed your practicum professional development objectives. How have your experiences thus far in the practicum contributed to your growth as nurse leader-manager or nurse informaticist? What difficulties, if any, have you experienced, and how might this affect the achievement of your objectives?

In this Discussion, you assess your progress toward fulfilling your practicum professional development objectives and consider how you could enhance or alter your activities to achieve your aims.

To prepare:

Reflect on the practicum professional development objectives you developed and outlined in your Practicum Professional Experience Plan in Week 1.

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Keeping in mind the practicum activities you have engaged in thus far, consider the following questions:

How have these activities helped to promote your professional development?

Are you satisfied with your progress toward meeting your objectives? If not, what will you do to ensure you achieve them before the end of your Practicum Experience? As a reminder, you must complete all of your practicum hours on or before Day 5 of Week 11.

What challenges or unexpected opportunities have arisen at your practicum site? How has this affected your professional development?

Think about the experiences you may have in the forthcoming weeks. Do you foresee any particular challenges on the horizon? If so, what is your plan for addressing those challenges?

Think about the time you have spent with your Preceptor. How has this time enhanced or changed your understanding of the role and functions of the nurse leader-manager or nurse informaticist?

Post an assessment of your progress toward achieving your practicum professional development objectives, including how your involvement in specific practicum activities has contributed to your development. Explain what you will do to ensure you achieve your objectives by the end of your practicum. Summarize challenges or unexpected opportunities that have arisen, as well as any challenges that you anticipate may arise. Explain how you will address those challenges. Finally, summarize what you have learned about the role and functions related to your specialization through time spent with your Preceptor.

Read a selection of your colleagues’ responses.

Respond to at least two of your colleagues on two different days, using one or more of the following approaches:

Ask a probing question, substantiated with additional background information, evidence, or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Validate an idea with your own experience and additional research.

Required Readings

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Cipriano, P. F., & Murphy, J. (2011). The future of nursing and health IT: The quality elixir. Nursing Economic$, 29(5), 286–289.

Note: Retrieved from the Walden Library databases.

“Technology tools will continue to revolutionize how we plan, deliver, document, review, evaluate, and derive the evidence about care” (p. 289). This article examines how nurses can use information technology to transform nursing and redesign the health care system. It focuses on the use of technology to promote quality and notes that technology can also be used to address challenges in education, research, leadership, and policy.

McKimm, J., & Swanwick, T. (2009). Setting learning objectives. British Journal of Hospital Medicine, 70(7), 406–409.

Note: Retrieved from the Walden Library databases.

This article clarifies the terminology associated with learning objectives and explains how learning objectives relate to professional development and the transformation from novice to expert. It also introduces common pitfalls when setting learning objectives and provides suggestions for avoiding them.

Murphy, J. (2011). The nursing informatics workforce: Who are they and what do they do? Nursing Economic$, 29(3), 150–153.

Note: Retrieved from the Walden Library databases.

The author examines the nursing informatics workforce, explaining that professionals in this well-established specialty area can play an integral role in transforming health care.

Sørensen, E. E., Delmar, C., & Pedersen, B. D. (2011). Leading nurses in dire straits: Head nurses’ navigation between nursing and leadership roles. Journal of Nursing Management, 19(4), 421–430.

Note: Retrieved from the Walden Library databases.

“Successful nursing leaders navigate between nursing and leadership roles while nourishing a double identity” (p. 421). In this article, the authors examine how individuals in key professional roles negotiate between and apply nursing and leadership skills.

Warm, D., & Thomas, B. (2011). A review of the effectiveness of the clinical informaticist role. Nursing Standard, 25(44), 35–38.

Note: Retrieved from the Walden Library databases.

The authors investigate the application of specialized knowledge and expertise to facilitate the appropriate use of emerging technologies in clinical settings. They argue for informaticists’ involvement in strategic development and delivery of information management and technology initiatives to promote patient-centered outcomes.

Wilkinson, J. E., Nutley, S. M., & Davies, H. T. O. (2011). An exploration of the roles of nurse managers in evidence-based practice implementation. Worldviews on Evidence-Based Nursing, 8(4), 236–246.

Note: Retrieved from the Walden Library databases.

In this article, the authors examine the role nurse managers should play in leading and facilitating evidence-based practice.

Armstrong, P. (2013). Bloom’s taxonomy. Retrieved from http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/

Vanderbilt University provides this overview of Bloom’s taxonomy. This site also presents the original and updated versions of the taxonomy along with verb suggestions for each level.

Clark, D. (2013). Bloom’s taxonomy of learning domains. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html

This article addresses three domains of learning: cognitive, affective, and psychomotor.

University of Central Florida, Office of Experiential Learning (n.d.). Writing SMART learning objectives, Retrieved from http://explearning.ucf.edu/registered-students/tips-for-success/writing-smart-learning-objectives/195

This blog post focuses on the distinction between learning outcomes and objectives. Consider this information as you develop your practicum professional development objectives this week.

The University of North Carolina at Charlotte, Center for Teaching & Learning. (2013). Writing objectives using Bloom’s taxonomy. Retrieved from http://teaching.uncc.edu/articles-books/best-practice-articles/goals-objectives/writing-objectives-using-blooms-taxonomy

This resource outlines elements of Bloom’s Taxonomy.

Document: Practicum Professional Experience Plan (Word Document)

Use this form to develop your Practicum Professional Experience Plan as outlined this week.

Document: Practicum Professional Experience Plan (Word Document)

Use this form to develop your Practicum Professional Experience Plan as outlined this week.