Tag: Nursing

  • [Solved] disc 4 601

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    – ## TeachingPlanexample_JanetHuxley.docx – disc4601.png – disc46012.png – rubricfordisc601.png **## TeachingPlanexample_JanetHuxley.docx** | | | | | | | | — | — | — | — | — | — | | Teaching Plan | | Objectives | Content Outline | Methods of Teaching | Time Allotted | Instructional mat…

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    – ## TeachingPlanexample_JanetHuxley.docx

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    **## TeachingPlanexample_JanetHuxley.docx**

    | | | | | | |
    | — | — | — | — | — | — |
    | Teaching Plan |
    | Objectives | Content Outline | Methods of Teaching | Time Allotted | Instructional materials | Evaluation Methods |
    | Following a 20-minute teaching session, the learner will be able to:<br>List at least three examples of types of exercise that can be done outside work. (cognitive) | Examples of simple, everyday ways to increase exercise (e.g., taking stairs rather than an elevator) | 1:1 instruction | 5 minutes | “Physical Activity” poster showing practical ways to increase activity | Question and answers |
    | Recognize barriers that interfere with remaining active. (affective) | Common barriers and ways to deal with them | Discussion | 5 minutes | CDC website article: “Make Your Workout Work for You” | Describes barriers and ways to avoid interference |
    | Demonstrate four exercises that can be completed inside the home. (psychomotor) | How to perform sit-ups, lunges, wall sits, and using stairs | Demonstration/return demonstration | 10 minutes | Space for performing exercises | Demonstrates correct performance of each exercise |

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    **## TeachingPlanexample_JanetHuxley.docx**

    | | | | | | |
    | — | — | — | — | — | — |
    | Teaching Plan |
    | Objectives | Content Outline | Methods of Teaching | Time Allotted | Instructional materials | Evaluation Methods |
    | Following a 20-minute teaching session, the learner will be able to:<br>List at least three examples of types of exercise that can be done outside work. (cognitive) | Examples of simple, everyday ways to increase exercise (e.g., taking stairs rather than an elevator) | 1:1 instruction | 5 minutes | “Physical Activity” poster showing practical ways to increase activity | Question and answers |
    | Recognize barriers that interfere with remaining active. (affective) | Common barriers and ways to deal with them | Discussion | 5 minutes | CDC website article: “Make Your Workout Work for You” | Describes barriers and ways to avoid interference |
    | Demonstrate four exercises that can be completed inside the home. (psychomotor) | How to perform sit-ups, lunges, wall sits, and using stairs | Demonstration/return demonstration | 10 minutes | Space for performing exercises | Demonstrates correct performance of each exercise |

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    **## TeachingPlanexample_JanetHuxley.docx**

    | | | | | | |
    | — | — | — | — | — | — |
    | Teaching Plan |
    | Objectives | Content Outline | Methods of Teaching | Time Allotted | Instructional materials | Evaluation Methods |
    | Following a 20-minute teaching session, the learner will be able to:<br>List at least three examples of types of exercise that can be done outside work. (cognitive) | Examples of simple, everyday ways to increase exercise (e.g., taking stairs rather than an elevator) | 1:1 instruction | 5 minutes | “Physical Activity” poster showing practical ways to increase activity | Question and answers |
    | Recognize barriers that interfere with remaining active. (affective) | Common barriers and ways to deal with them | Discussion | 5 minutes | CDC website article: “Make Your Workout Work for You” | Describes barriers and ways to avoid interference |
    | Demonstrate four exercises that can be completed inside the home. (psychomotor) | How to perform sit-ups, lunges, wall sits, and using stairs | Demonstration/return demonstration | 10 minutes | Space for performing exercises | Demonstrates correct performance of each exercise |

    **disc4601.png**

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  • [Solved] assign 4 601

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    – ## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx – assign4601.png – assign46012.png **## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx** | | | | | | | — | — | — | — | — | | Intussusception | | What is it? | Intussusception occurs when a portion of the intestine …

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    – ## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx

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    **## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx**

    | | | | | |
    | — | — | — | — | — |
    | Intussusception |
    | What is it? | Intussusception occurs when a portion of the intestine folds like a telescope, with one segment slipping inside another segment. It can occur anywhere in the intestines. This causes an obstruction, preventing the passage of food that is being digested through the intestine. |
    | Etiology | The cause of intussusception is not known. Though rare, an increased incidence of developing intussusception may be seen in children:<br>· Who have abdominal or intestinal tumors or masses<br>· Who have appendicitis |
    | Occurrence/Epidemiology | Children less than 3 years old, can also occur in older children, teenagers, and adults.<br>· Intussusception occurs more often in boys than girls. |
    | Clinical Presentation <br>_(subjective and physical examination)_ | Subjective: Pain, Sudden loud crying, Straining, Draw knees up, Irritable. | Objective: red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. |
    | Diagnostic Testing | X-Ray: may demonstrate an elongated soft tissue mass with a bowel obstruction proximal to it. | Ultrasound: ‘Target Sign’<br>also known as the doughnut sign or bull's eye sign. appearance is generated by concentric alternating echogenic and hypoechogenic bands. | Upper & Lower GI Series (Barium Swallow & Enema): giving the "coiled spring” appearance |
    | 3 Differential Diagnosis <br>_(include difference between each differential diagnosis & the main diagnosis)_ | Intussusception:<br>Pain, sudden crying, red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. | Gastroenteritis: vomiting that are typically nonbilious, often with anorexia, fever, lethargy, and diarrhea.<br> <br>**No jelly like stool** | Gastric Volvulus: Epigastric pain tenderness and distention, vomiting, bloody diarrhea<br> <br>**No jelly like stool** | Appendicitis: abdominal pain that has migrated from a periumbilical position to the right lower quadrant.<br> <br>**No jelly like stool or masses.** |
    | Non-Pharmacologic Management | There are currently no nonpharmacological treatments. |
    | Pharmacologic Management | May fix itself while being diagnosed with barium enema. Air enema (aids in moving intestines back). <br>Antibiotics if infection present<br>Surgery: push the telescoped intestine back out. Rare cases a resection of intestines may happen, and stoma created. |
    | Follow Up | With toleration of diet, patients treated with nonoperative reduction are usually discharged 12-18 hours after the therapeutic enema. After operative reduction, postoperative progress dictates the length of stay. |
    | References |
    | Blanco, F. C., Chahine, A. A., King, L., & Wilkes, G. (2017, July 3). Intussusception: Practice Essentials, Background, Etiology and Pathophysiology. Retrieved from <br>[http://emedicine.medscape.com/article/930708-overview#a1](http://emedicine.medscape.com/article/930708-overview)<br>Crawford, E. (2015). NP-Family Specialty Review and Study Guide: A Series from StatPearls. Retrieved from <br>[https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s](https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s)<br>Epocrates. (2017). Intussusception Differential Diagnosis – Epocrates Online. Retrieved from <br>[https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis](https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis)<br>Shah, V., & Amini, B. (2017). Intussusception | Radiology Reference Article | Radiopaedia.org. Retrieved from https://radiopaedia.org/articles/intussusception |

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    **## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx**

    | | | | | |
    | — | — | — | — | — |
    | Intussusception |
    | What is it? | Intussusception occurs when a portion of the intestine folds like a telescope, with one segment slipping inside another segment. It can occur anywhere in the intestines. This causes an obstruction, preventing the passage of food that is being digested through the intestine. |
    | Etiology | The cause of intussusception is not known. Though rare, an increased incidence of developing intussusception may be seen in children:<br>· Who have abdominal or intestinal tumors or masses<br>· Who have appendicitis |
    | Occurrence/Epidemiology | Children less than 3 years old, can also occur in older children, teenagers, and adults.<br>· Intussusception occurs more often in boys than girls. |
    | Clinical Presentation <br>_(subjective and physical examination)_ | Subjective: Pain, Sudden loud crying, Straining, Draw knees up, Irritable. | Objective: red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. |
    | Diagnostic Testing | X-Ray: may demonstrate an elongated soft tissue mass with a bowel obstruction proximal to it. | Ultrasound: ‘Target Sign’<br>also known as the doughnut sign or bull's eye sign. appearance is generated by concentric alternating echogenic and hypoechogenic bands. | Upper & Lower GI Series (Barium Swallow & Enema): giving the "coiled spring” appearance |
    | 3 Differential Diagnosis <br>_(include difference between each differential diagnosis & the main diagnosis)_ | Intussusception:<br>Pain, sudden crying, red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. | Gastroenteritis: vomiting that are typically nonbilious, often with anorexia, fever, lethargy, and diarrhea.<br> <br>**No jelly like stool** | Gastric Volvulus: Epigastric pain tenderness and distention, vomiting, bloody diarrhea<br> <br>**No jelly like stool** | Appendicitis: abdominal pain that has migrated from a periumbilical position to the right lower quadrant.<br> <br>**No jelly like stool or masses.** |
    | Non-Pharmacologic Management | There are currently no nonpharmacological treatments. |
    | Pharmacologic Management | May fix itself while being diagnosed with barium enema. Air enema (aids in moving intestines back). <br>Antibiotics if infection present<br>Surgery: push the telescoped intestine back out. Rare cases a resection of intestines may happen, and stoma created. |
    | Follow Up | With toleration of diet, patients treated with nonoperative reduction are usually discharged 12-18 hours after the therapeutic enema. After operative reduction, postoperative progress dictates the length of stay. |
    | References |
    | Blanco, F. C., Chahine, A. A., King, L., & Wilkes, G. (2017, July 3). Intussusception: Practice Essentials, Background, Etiology and Pathophysiology. Retrieved from <br>[http://emedicine.medscape.com/article/930708-overview#a1](http://emedicine.medscape.com/article/930708-overview)<br>Crawford, E. (2015). NP-Family Specialty Review and Study Guide: A Series from StatPearls. Retrieved from <br>[https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s](https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s)<br>Epocrates. (2017). Intussusception Differential Diagnosis – Epocrates Online. Retrieved from <br>[https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis](https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis)<br>Shah, V., & Amini, B. (2017). Intussusception | Radiology Reference Article | Radiopaedia.org. Retrieved from https://radiopaedia.org/articles/intussusception |

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    **## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx**

    | | | | | |
    | — | — | — | — | — |
    | Intussusception |
    | What is it? | Intussusception occurs when a portion of the intestine folds like a telescope, with one segment slipping inside another segment. It can occur anywhere in the intestines. This causes an obstruction, preventing the passage of food that is being digested through the intestine. |
    | Etiology | The cause of intussusception is not known. Though rare, an increased incidence of developing intussusception may be seen in children:<br>· Who have abdominal or intestinal tumors or masses<br>· Who have appendicitis |
    | Occurrence/Epidemiology | Children less than 3 years old, can also occur in older children, teenagers, and adults.<br>· Intussusception occurs more often in boys than girls. |
    | Clinical Presentation <br>_(subjective and physical examination)_ | Subjective: Pain, Sudden loud crying, Straining, Draw knees up, Irritable. | Objective: red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. |
    | Diagnostic Testing | X-Ray: may demonstrate an elongated soft tissue mass with a bowel obstruction proximal to it. | Ultrasound: ‘Target Sign’<br>also known as the doughnut sign or bull's eye sign. appearance is generated by concentric alternating echogenic and hypoechogenic bands. | Upper & Lower GI Series (Barium Swallow & Enema): giving the "coiled spring” appearance |
    | 3 Differential Diagnosis <br>_(include difference between each differential diagnosis & the main diagnosis)_ | Intussusception:<br>Pain, sudden crying, red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. | Gastroenteritis: vomiting that are typically nonbilious, often with anorexia, fever, lethargy, and diarrhea.<br> <br>**No jelly like stool** | Gastric Volvulus: Epigastric pain tenderness and distention, vomiting, bloody diarrhea<br> <br>**No jelly like stool** | Appendicitis: abdominal pain that has migrated from a periumbilical position to the right lower quadrant.<br> <br>**No jelly like stool or masses.** |
    | Non-Pharmacologic Management | There are currently no nonpharmacological treatments. |
    | Pharmacologic Management | May fix itself while being diagnosed with barium enema. Air enema (aids in moving intestines back). <br>Antibiotics if infection present<br>Surgery: push the telescoped intestine back out. Rare cases a resection of intestines may happen, and stoma created. |
    | Follow Up | With toleration of diet, patients treated with nonoperative reduction are usually discharged 12-18 hours after the therapeutic enema. After operative reduction, postoperative progress dictates the length of stay. |
    | References |
    | Blanco, F. C., Chahine, A. A., King, L., & Wilkes, G. (2017, July 3). Intussusception: Practice Essentials, Background, Etiology and Pathophysiology. Retrieved from <br>[http://emedicine.medscape.com/article/930708-overview#a1](http://emedicine.medscape.com/article/930708-overview)<br>Crawford, E. (2015). NP-Family Specialty Review and Study Guide: A Series from StatPearls. Retrieved from <br>[https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s](https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s)<br>Epocrates. (2017). Intussusception Differential Diagnosis – Epocrates Online. Retrieved from <br>[https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis](https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis)<br>Shah, V., & Amini, B. (2017). Intussusception | Radiology Reference Article | Radiopaedia.org. Retrieved from https://radiopaedia.org/articles/intussusception |

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  • [Solved] week 3

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    Follow these guidelines when completing each component of the discussion. Contact your course faculty if you have questions. **General Instructions** The purpose of this discussion is to examine an assigned disease process and determine which disease process explored in the discussion Janessa, the c…

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    Assignment Prompt & Instructions

    Follow these guidelines when completing each component of the discussion. Contact your course faculty if you have questions.
    **General Instructions**
    The purpose of this discussion is to examine an assigned disease process and determine which disease process explored in the discussion Janessa, the client, is experiencing. Follow the instructions below and your faculty member will reveal which disease process Janessa is experiencing at the end of the discussion week.
    **Step 1:** Review the following client scenario:
    _Janessa, a 41-year-old female client, presents to the NP complaining of shortness of breath, weakness, and dizziness for “about a month.” She denies having a cough or recent illness. She has a history of endometriosis, and her physical assessment reveals her lungs are clear to auscultation bilaterally, and her mucous membranes are pale._
    **Step 2:** Review your assigned disease process from the chart below. Your assigned disease process is based on the first letter of your last name.
    **Last Name Disease Process**
    A – H Condition: Anemia
    I – P Condition: Heart Failure
    Q – Z Condition: Asthma
    **Step 3:** Review your assigned disease process and answer the discussion prompts below with explanation and detail, providing complete references for all citations.
    **Step 4:** Reply to a peer with a different assigned condition.
    Include the following sections:
    1. **Application of Course Knowledge:** Answer all questions/criteria with explanations and detail.
    1. Discuss the underlying pathophysiological mechanisms of your assigned disease process. Which clinical manifestations observed in Janessa’s case could be explained by the pathophysiological mechanisms?
    2. Analyze Janessa’s clinical manifestations in the context of your assigned disease process. Do these findings support a diagnosis of your assigned disease process? Why or why not?
    3. Identify and justify the diagnostic tests (including labs, imaging, or other diagnostic tests) that would be most appropriate for investigating a diagnosis of your assigned disease process in Janessa. What could the results of these tests look like in your assigned disease process?
    4. Compare and contrast your response with a peer who was assigned a different condition. Does their condition fit Janessa’s case? Why or why not?

  • [Solved] Nursing nursing assignment

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    In-depth study guidance and analytical solution covering Nursing nursing assignment.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Scholarly Article Review

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    ## Scholarly Article Review article included – ## GuidelinesandRubricmental.pdf – EBSCO-FullText-07_13_2025.pdf **## GuidelinesandRubricmental.pdf** NR326 Mental Health Nursing RUA: Scholarly Article Review Guidelines Purpose The student will review, summarize, and critique a scholarly article rel…

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    ## Scholarly Article Review article included

    – ## GuidelinesandRubricmental.pdf

    – EBSCO-FullText-07_13_2025.pdf

    **## GuidelinesandRubricmental.pdf**

    NR326 Mental Health Nursing

    RUA: Scholarly Article Review Guidelines
    Purpose
    The student will review, summarize, and critique a scholarly article related to a mental health topic.

    Course outcomes: This assignment enables the student to meet the following course outcomes.

    (CO 4) Utilize critical thinking skills in clinical decision-making and implementation of the nursing process for
    psychiatric/mental health clients. (PO 4)

    (CO 5) Utilize available resources to meet self-identified goals for personal, professional, and educational
    development appropriate to the mental health setting. (PO 5)

    (CO 7) Examine moral, ethical, legal, and professional standards and principles as a basis for clinical decision-making.
    (PO 6)

    (CO 9) Utilize research findings as a basis for the development of a group leadership experience. (PO 8)

    Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to
    this assignment.

    Total points possible: 100 points

    Preparing the assignment
    1) Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.

    a. Select a scholarly nursing or research article, published within the last five years, related to mental health
    nursing. The content of the article must relate to evidence-based practice.
    • You may need to evaluate several articles to find one that is appropriate.

    b. Ensure that no other member of your clinical group chooses the same article, then submit your choice for
    faculty approval.

    c. The submitted assignment should be 2-3 pages in length, excluding the title and reference pages.
    2) Include the following sections (detailed criteria listed below and in the Grading Rubric must match exactly).

    a. Introduction (10 points/10%)
    • Establishes purpose of the paper
    • Captures attention of the reader

    b. Article Summary (30 points/30%)
    • Statistics to support significance of the topic to mental health care
    • Key points of the article
    • Key evidence presented
    • Examples of how the evidence can be incorporated into your nursing practice

    c. Article Critique (30 points/30%)
    • Present strengths of the article
    • Present weaknesses of the article
    • Discuss if you would/would not recommend this article to a colleague

    d. Conclusion (15 points/15%)
    • Provides analysis or synthesis of information within the body of the text
    • Supported by ides presented in the body of the paper
    • Is clearly written

    e. Article Selection and Approval (5 points/5%)
    • Current (published in last 5 years)
    • Relevant to mental health care
    • Not used by another student within the clinical group
    • Submitted and approved as directed by instructor

    f. APA format and Writing Mechanics (10 points/10%)

    NR326 Mental Health Nursing

    RUA: Scholarly Article Review Guidelines

    NR326_RUA_Scholarly_Article_Review_V4b_FINAL_MAY21 2

    • Correct use of standard English grammar and sentence structure
    • No spelling or typographical errors
    • Paper is 2-3 pages, excluding title and reference pages.
    • Citations in the text and reference page

    For writing assistance (APA, formatting, or grammar) visit the APA Citation and Writing page in the online library.

    Please note that your instructor may provide you with additional assessments in any form to determine that you fully
    understand the concepts learned in the review module.

    NR326 Mental Health Nursing

    RUA: Scholarly Article Review Guidelines

    NR326_RUA_Scholarly_Article_Review_V4b_FINAL_JULY24 3

    Grading Rubric Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

    Assignment Section and
    Required Criteria

    (Points possible/% of total points available)

    Highest Level of
    Performance

    High Level of
    Performance

    Satisfactory Level
    of Performance

    Unsatisfactory
    Level of

    Performance

    Section not
    present in paper

    Introduction
    (10 points/10%)

    10 points 8 points 0 points

    Required criteria
    1. Establishes purpose of the paper
    2. Captures attention of the reader

    Includes 2 requirements for section. Includes 1
    requirement for

    section.

    No requirements for this section presented.

    Article Summary
    (30 points/30%)

    30 points 25 points 24 points 11 points 0 points

    Required criteria
    1. Statistics to support significance of the topic to

    mental health care
    2. Key points of the article
    3. Key evidence presented
    4. Examples of how the evidence can be incorporated

    into your nursing practice

    Includes 4

    requirements for
    section.

    Includes 3

    requirements for
    section.

    Includes 2

    requirements for
    section.

    Includes 1

    requirement for
    section.

    No requirements for

    this section
    presented.

    Article Critique
    (30 points/30%)

    30 points 25 points 11 points 0 points

    Required criteria
    1. Present strengths of the article
    2. Present weaknesses of the article

    3. Discuss if you would/would not recommend this
    article to a colleague

    Includes 3 requirements for section. Includes 2
    requirements for

    section.

    Includes 1
    requirement for

    section.

    No requirements for
    this section

    presented.

    Conclusion
    (15 points/15%)

    15 points 11 points 6 points 0 points

    1. Provides analysis or synthesis of information within

    the body of the text
    2. Supported by ides presented in the body of the paper
    3. Is clearly written

    Includes 3 requirements for section. Includes 2

    requirements for
    section.

    Includes 1

    requirement for
    section.

    No requirements for

    this section
    presented.

    Article Selection and Approval
    (5 points/5%)

    5 points 4 points 3 points 2 points 0 points

    1. Current (published in last 5 years)

    2. Relevant to mental health care
    Includes 4 Includes 3 Includes 2 Includes 1 No requirements for

    NR326 Mental Health Nursing

    RUA: Scholarly Article Review Guidelines

    NR326_RUA_Scholarly_Article_Review_V4b_FINAL_JULY24 4

    3. Not used by another student within the clinical group
    4. Submitted and approved as directed by instructor

    requirements for
    section.

    requirements for
    section.

    requirements for
    section.

    requirement for
    section.

    this section
    presented.

    APA Format and Writing Mechanics
    (10 points/10%)

    10 points 8 points 7 points 4 points 0 points

    1. Correct use of standard English grammar and

    sentence structure
    2. No spelling or typographical errors
    3. Paper is 2-3 pages, excluding title and reference

    pages.

    4. Citations in the text and reference page

    Includes 4

    requirements for
    section.

    Includes 3

    requirements for
    section.

    Includes 2

    requirements for
    section.

    Includes 1

    requirement for
    section.

    No requirements for

    this section
    presented.

    Total Points Possible = 100 points

    **EBSCO-FullText-07_13_2025.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-07-13-2025-pdf)

    **EBSCO-FullText-07_13_2025.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-07-13-2025-pdf)

    **## GuidelinesandRubricmental.pdf**

    NR326 Mental Health Nursing

    RUA: Scholarly Article Review Guidelines
    Purpose
    The student will review, summarize, and critique a scholarly article related to a mental health topic.

    Course outcomes: This assignment enables the student to meet the following course outcomes.

    (CO 4) Utilize critical thinking skills in clinical decision-making and implementation of the nursing process for
    psychiatric/mental health clients. (PO 4)

    (CO 5) Utilize available resources to meet self-identified goals for personal, professional, and educational
    development appropriate to the mental health setting. (PO 5)

    (CO 7) Examine moral, ethical, legal, and professional standards and principles as a basis for clinical decision-making.
    (PO 6)

    (CO 9) Utilize research findings as a basis for the development of a group leadership experience. (PO 8)

    Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to
    this assignment.

    Total points possible: 100 points

    Preparing the assignment
    1) Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.

    a. Select a scholarly nursing or research article, published within the last five years, related to mental health
    nursing. The content of the article must relate to evidence-based practice.
    • You may need to evaluate several articles to find one that is appropriate.

    b. Ensure that no other member of your clinical group chooses the same article, then submit your choice for
    faculty approval.

    c. The submitted assignment should be 2-3 pages in length, excluding the title and reference pages.
    2) Include the following sections (detailed criteria listed below and in the Grading Rubric must match exactly).

    a. Introduction (10 points/10%)
    • Establishes purpose of the paper
    • Captures attention of the reader

    b. Article Summary (30 points/30%)
    • Statistics to support significance of the topic to mental health care
    • Key points of the article
    • Key evidence presented
    • Examples of how the evidence can be incorporated into your nursing practice

    c. Article Critique (30 points/30%)
    • Present strengths of the article
    • Present weaknesses of the article
    • Discuss if you would/would not recommend this article to a colleague

    d. Conclusion (15 points/15%)
    • Provides analysis or synthesis of information within the body of the text
    • Supported by ides presented in the body of the paper
    • Is clearly written

    e. Article Selection and Approval (5 points/5%)
    • Current (published in last 5 years)
    • Relevant to mental health care
    • Not used by another student within the clinical group
    • Submitted and approved as directed by instructor

    f. APA format and Writing Mechanics (10 points/10%)

    NR326 Mental Health Nursing

    RUA: Scholarly Article Review Guidelines

    NR326_RUA_Scholarly_Article_Review_V4b_FINAL_MAY21 2

    • Correct use of standard English grammar and sentence structure
    • No spelling or typographical errors
    • Paper is 2-3 pages, excluding title and reference pages.
    • Citations in the text and reference page

    For writing assistance (APA, formatting, or grammar) visit the APA Citation and Writing page in the online library.

    Please note that your instructor may provide you with additional assessments in any form to determine that you fully
    understand the concepts learned in the review module.

    NR326 Mental Health Nursing

    RUA: Scholarly Article Review Guidelines

    NR326_RUA_Scholarly_Article_Review_V4b_FINAL_JULY24 3

    Grading Rubric Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

    Assignment Section and
    Required Criteria

    (Points possible/% of total points available)

    Highest Level of
    Performance

    High Level of
    Performance

    Satisfactory Level
    of Performance

    Unsatisfactory
    Level of

    Performance

    Section not
    present in paper

    Introduction
    (10 points/10%)

    10 points 8 points 0 points

    Required criteria
    1. Establishes purpose of the paper
    2. Captures attention of the reader

    Includes 2 requirements for section. Includes 1
    requirement for

    section.

    No requirements for this section presented.

    Article Summary
    (30 points/30%)

    30 points 25 points 24 points 11 points 0 points

    Required criteria
    1. Statistics to support significance of the topic to

    mental health care
    2. Key points of the article
    3. Key evidence presented
    4. Examples of how the evidence can be incorporated

    into your nursing practice

    Includes 4

    requirements for
    section.

    Includes 3

    requirements for
    section.

    Includes 2

    requirements for
    section.

    Includes 1

    requirement for
    section.

    No requirements for

    this section
    presented.

    Article Critique
    (30 points/30%)

    30 points 25 points 11 points 0 points

    Required criteria
    1. Present strengths of the article
    2. Present weaknesses of the article

    3. Discuss if you would/would not recommend this
    article to a colleague

    Includes 3 requirements for section. Includes 2
    requirements for

    section.

    Includes 1
    requirement for

    section.

    No requirements for
    this section

    presented.

    Conclusion
    (15 points/15%)

    15 points 11 points 6 points 0 points

    1. Provides analysis or synthesis of information within

    the body of the text
    2. Supported by ides presented in the body of the paper
    3. Is clearly written

    Includes 3 requirements for section. Includes 2

    requirements for
    section.

    Includes 1

    requirement for
    section.

    No requirements for

    this section
    presented.

    Article Selection and Approval
    (5 points/5%)

    5 points 4 points 3 points 2 points 0 points

    1. Current (published in last 5 years)

    2. Relevant to mental health care
    Includes 4 Includes 3 Includes 2 Includes 1 No requirements for

    NR326 Mental Health Nursing

    RUA: Scholarly Article Review Guidelines

    NR326_RUA_Scholarly_Article_Review_V4b_FINAL_JULY24 4

    3. Not used by another student within the clinical group
    4. Submitted and approved as directed by instructor

    requirements for
    section.

    requirements for
    section.

    requirements for
    section.

    requirement for
    section.

    this section
    presented.

    APA Format and Writing Mechanics
    (10 points/10%)

    10 points 8 points 7 points 4 points 0 points

    1. Correct use of standard English grammar and

    sentence structure
    2. No spelling or typographical errors
    3. Paper is 2-3 pages, excluding title and reference

    pages.

    4. Citations in the text and reference page

    Includes 4

    requirements for
    section.

    Includes 3

    requirements for
    section.

    Includes 2

    requirements for
    section.

    Includes 1

    requirement for
    section.

    No requirements for

    this section
    presented.

    Total Points Possible = 100 points

    **EBSCO-FullText-07_13_2025.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-07-13-2025-pdf)

    **## GuidelinesandRubricmental.pdf**

    NR326 Mental Health Nursing

    RUA: Scholarly Article Review Guidelines
    Purpose
    The student will review, summarize, and critique a scholarly article related to a mental health topic.

    Course outcomes: This assignment enables the student to meet the following course outcomes.

    (CO 4) Utilize critical thinking skills in clinical decision-making and implementation of the nursing process for
    psychiatric/mental health clients. (PO 4)

    (CO 5) Utilize available resources to meet self-identified goals for personal, professional, and educational
    development appropriate to the mental health setting. (PO 5)

    (CO 7) Examine moral, ethical, legal, and professional standards and principles as a basis for clinical decision-making.
    (PO 6)

    (CO 9) Utilize research findings as a basis for the development of a group leadership experience. (PO 8)

    Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to
    this assignment.

    Total points possible: 100 points

    Preparing the assignment
    1) Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.

    a. Select a scholarly nursing or research article, published within the last five years, related to mental health
    nursing. The content of the article must relate to evidence-based practice.
    • You may need to evaluate several articles to find one that is appropriate.

    b. Ensure that no other member of your clinical group chooses the same article, then submit your choice for
    faculty approval.

    c. The submitted assignment should be 2-3 pages in length, excluding the title and reference pages.
    2) Include the following sections (detailed criteria listed below and in the Grading Rubric must match exactly).

    a. Introduction (10 points/10%)
    • Establishes purpose of the paper
    • Captures attention of the reader

    b. Article Summary (30 points/30%)
    • Statistics to support significance of the topic to mental health care
    • Key points of the article
    • Key evidence presented
    • Examples of how the evidence can be incorporated into your nursing practice

    c. Article Critique (30 points/30%)
    • Present strengths of the article
    • Present weaknesses of the article
    • Discuss if you would/would not recommend this article to a colleague

    d. Conclusion (15 points/15%)
    • Provides analysis or synthesis of information within the body of the text
    • Supported by ides presented in the body of the paper
    • Is clearly written

    e. Article Selection and Approval (5 points/5%)
    • Current (published in last 5 years)
    • Relevant to mental health care
    • Not used by another student within the clinical group
    • Submitted and approved as directed by instructor

    f. APA format and Writing Mechanics (10 points/10%)

    NR326 Mental Health Nursing

    RUA: Scholarly Article Review Guidelines

    NR326_RUA_Scholarly_Article_Review_V4b_FINAL_MAY21 2

    • Correct use of standard English grammar and sentence structure
    • No spelling or typographical errors
    • Paper is 2-3 pages, excluding title and reference pages.
    • Citations in the text and reference page

    For writing assistance (APA, formatting, or grammar) visit the APA Citation and Writing page in the online library.

    Please note that your instructor may provide you with additional assessments in any form to determine that you fully
    understand the concepts learned in the review module.

    NR326 Mental Health Nursing

    RUA: Scholarly Article Review Guidelines

    NR326_RUA_Scholarly_Article_Review_V4b_FINAL_JULY24 3

    Grading Rubric Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

    Assignment Section and
    Required Criteria

    (Points possible/% of total points available)

    Highest Level of
    Performance

    High Level of
    Performance

    Satisfactory Level
    of Performance

    Unsatisfactory
    Level of

    Performance

    Section not
    present in paper

    Introduction
    (10 points/10%)

    10 points 8 points 0 points

    Required criteria
    1. Establishes purpose of the paper
    2. Captures attention of the reader

    Includes 2 requirements for section. Includes 1
    requirement for

    section.

    No requirements for this section presented.

    Article Summary
    (30 points/30%)

    30 points 25 points 24 points 11 points 0 points

    Required criteria
    1. Statistics to support significance of the topic to

    mental health care
    2. Key points of the article
    3. Key evidence presented
    4. Examples of how the evidence can be incorporated

    into your nursing practice

    Includes 4

    requirements for
    section.

    Includes 3

    requirements for
    section.

    Includes 2

    requirements for
    section.

    Includes 1

    requirement for
    section.

    No requirements for

    this section
    presented.

    Article Critique
    (30 points/30%)

    30 points 25 points 11 points 0 points

    Required criteria
    1. Present strengths of the article
    2. Present weaknesses of the article

    3. Discuss if you would/would not recommend this
    article to a colleague

    Includes 3 requirements for section. Includes 2
    requirements for

    section.

    Includes 1
    requirement for

    section.

    No requirements for
    this section

    presented.

    Conclusion
    (15 points/15%)

    15 points 11 points 6 points 0 points

    1. Provides analysis or synthesis of information within

    the body of the text
    2. Supported by ides presented in the body of the paper
    3. Is clearly written

    Includes 3 requirements for section. Includes 2

    requirements for
    section.

    Includes 1

    requirement for
    section.

    No requirements for

    this section
    presented.

    Article Selection and Approval
    (5 points/5%)

    5 points 4 points 3 points 2 points 0 points

    1. Current (published in last 5 years)

    2. Relevant to mental health care
    Includes 4 Includes 3 Includes 2 Includes 1 No requirements for

    NR326 Mental Health Nursing

    RUA: Scholarly Article Review Guidelines

    NR326_RUA_Scholarly_Article_Review_V4b_FINAL_JULY24 4

    3. Not used by another student within the clinical group
    4. Submitted and approved as directed by instructor

    requirements for
    section.

    requirements for
    section.

    requirements for
    section.

    requirement for
    section.

    this section
    presented.

    APA Format and Writing Mechanics
    (10 points/10%)

    10 points 8 points 7 points 4 points 0 points

    1. Correct use of standard English grammar and

    sentence structure
    2. No spelling or typographical errors
    3. Paper is 2-3 pages, excluding title and reference

    pages.

    4. Citations in the text and reference page

    Includes 4

    requirements for
    section.

    Includes 3

    requirements for
    section.

    Includes 2

    requirements for
    section.

    Includes 1

    requirement for
    section.

    No requirements for

    this section
    presented.

    Total Points Possible = 100 points

    **EBSCO-FullText-07_13_2025.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-07-13-2025-pdf)

    – 1
    – 2

  • [Solved] WK 9 DIS

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## WK9DISCUSSION.docx **## WK9DISCUSSION.docx** 3 [Back to Week at a Glance](https://waldenu.instructure.com/courses/175732/modules/items/6883511) Ethics, Cyber Ethics, and Security ![A close-up of a lock AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-9-dis) In rec…

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    – ## WK9DISCUSSION.docx

    **## WK9DISCUSSION.docx**

    3

    [Back to Week at a Glance](https://waldenu.instructure.com/courses/175732/modules/items/6883511)

    Ethics, Cyber Ethics, and Security

    ![A close-up of a lock AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-9-dis)

    In recent years, hackers have targeted medical records, from hospitals and other healthcare institutions, across the country. These records contain personal information, contact information, and most importantly, for the hackers, information that may prove useful in stealing an identity. Thus, healthcare organizations have made it a priority to protect patient records and privacy. However, with the influx of technological advancements and hacker determination, there is no perfect way to ensure that all records are secure and safe.

    In addition to medical records, privacy concerns are relevant with any patient chart in any setting. For example, a chart left open on a computer monitor in a patient room, employee passwords and log-in information, and new employee access and screening all represent other ways in which ethics and security merge in healthcare and nursing practice.

    For this Discussion, you will consider the importance of ethics as it relates to security. You will also reflect on how these topics might affect clinical practice and the connection to nursing informatics.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/175732/modules/items/6883520)

    [Required Readings](https://waldenu.instructure.com/courses/175732/pages/week-9-learning-resources?module_item_id=6883520)

    · American Nurses Association. (2015).
    [_Nursing informaticsLinks to an external site._](https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1021761&site=eds-live&scope=site&authtype=shib&custid=s6527200) _: Scope and standards of practice_  (2nd ed.).

    · “Ethics in Nursing Informatics” (pp. 49–52)

    · “Standard 6: “Evaluation” (p. 78)

    · “Standard 7: “Ethics” (pp. 79–80)

    · “Standard 11: “Communication” (p. 86)

    · “Standard 12: “Leadership” (pp. 87–88)

    · Beckmann, M., Dittmer, K., Jaschke, J., Karbach, U., Köberlein-Neu, J., Nocon, M., Rusniok, C., Wurster, F., & Pfaff, H. (2021).
    [Electronic patient record and its effects on social aspects of interprofessional collaboration and clinical workflows in hospitals (eCoCo): A mixed methods study protocolLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=mnh&AN=33892703&site=eds-live&scope=site&authtype=shib&custid=s6527200).
    _BMC Health Services Research, 21_ (377). https://doi.org/10.1186/s12913-021-06377-5

    · Goodman K. W. (2020).
    [Ethics in health informaticsLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7442522).
    _Yearbook of Medical Informatics_,
    _29_(1), 26–31. https://doi.org/10.1055/s-0040-1701966

    [Required Media](https://waldenu.instructure.com/courses/175732/pages/week-9-learning-resources?module_item_id=6883520)

    · TEDx Talks. (2023, July 7).
    [_Navigating the AI future of health care | Benjamin Collins | TEDx Vanderbilt University_ Links to an external site.](https://youtu.be/gsAlpElHyN0?si=wbomeiUQAlRdFeyk) [Video]. YouTube. https://youtu.be/gsAlpElHyN0?si=wbomeiUQAlRdFeyk

    [Optional Resources](https://waldenu.instructure.com/courses/175732/pages/week-9-learning-resources?module_item_id=6883520)

    · Simplilearn. (2020, June 10).
    [_Cyber security in 7 minutes_ | \
    _What is cyber security: How it works?_ | \
    _Cyber security_ | \
    _Simplilearn_ Links to an external site.](https://www.youtube.com/watch?v=inWWhr5tnEA)
    [Video]. YouTube. https://www.youtube.com/watch?v=inWWhr5tnEA

    To Prepare

    · Review the Learning Resources associated with the topics of ethics, cyber ethics, and security.

    · Consider the role of each of these topics for clinical practice, as well as the importance of understanding each of these topics.

    By Day 3 of Week 9

    **Post** a cohesive response to the following:

    · What are the key challenges that healthcare practitioners encounter when balancing patient care with the requirement for stringent data protection? How can healthcare organizations ensure patient confidentiality while effectively leveraging digital tools to enhance care delivery?

    By Day 6 of Week 9

    **Read** a selection of your colleagues’ responses and
    **respond** to
    **at least two** of your colleagues on
    **two different days** by expanding upon their responses or sharing additional or alternative perspectives.

    RESPOND TO THIS DISCUSSION POST

    Martha E

    **Balancing Patient Care and Data Protection in Clinical Practice**

    As healthcare becomes more digitized, clinicians face the dual responsibility of delivering efficient care while safeguarding patient health information (PHI). Technologies like electronic health records and telehealth improve access but introduce risks such as unauthorized access and data breaches (U.S. Department of Health and Human Services [HHS], 2023). The challenge lies in maintaining confidentiality without compromising timely care.

    Key obstacles include role-based access limitations, which may delay treatment, and vulnerabilities to cyberattacks resulting from outdated systems and insufficient staff training (Ibrahim et al., 2024). Additionally, third-party applications and mobile tools may lack compliance with HIPAA standards, placing patient data at risk. Patients also need greater transparency about how their data are used, particularly with emerging technologies such as AI (EasyPractice, n.d.).

    To address these challenges, healthcare organizations must implement encryption, access controls, and data masking protocols while embedding Privacy by Design into IT systems (Ibrahim et al., 2024). Regular staff training and transparent communication with patients are essential to build trust and prevent errors. Innovative technologies like blockchain can further enhance PHI security. Al Amin et al. (2024) highlight how smart contracts can ensure data is accessed only by authorized personnel, aligning confidentiality with care delivery.

    In sum, safeguarding PHI requires a multifaceted approach combining technology, policy, and education. Healthcare systems must protect data integrity while leveraging digital tools to enhance equitable, effective patient care.

    **References**

    Al Amin, M., Tummala, H., Shah, R., & Ray, I. (2024).
    _Balancing patient privacy and health data security: The role of compliance in protected health information (PHI) sharing_. arXiv.
    [https://arxiv.org/abs/2407.02766Links to an external site.](https://arxiv.org/abs/2407.02766)

    EasyPractice. (n.d.).
    _Patient confidentiality in healthcare: What you need to know_. https://easypractice.net/patient-confidentiality/

    Ibrahim, A. M., Adegboyega, A., Bello, M., Chen, M., & Zhang, Y. (2024). Balancing confidentiality and care coordination: Challenges in patient privacy.
    _Journal of Health Information Management_, 39(2), 101–109.

    U.S. Department of Health and Human Services. (2023).
    _Health Insurance Portability and Accountability Act of 1996 (HIPAA)_. https://www.hhs.gov/hipaa/index.html

    ## image1.jpeg

    **## WK9DISCUSSION.docx**

    3

    [Back to Week at a Glance](https://waldenu.instructure.com/courses/175732/modules/items/6883511)

    Ethics, Cyber Ethics, and Security

    ![A close-up of a lock AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-9-dis)

    In recent years, hackers have targeted medical records, from hospitals and other healthcare institutions, across the country. These records contain personal information, contact information, and most importantly, for the hackers, information that may prove useful in stealing an identity. Thus, healthcare organizations have made it a priority to protect patient records and privacy. However, with the influx of technological advancements and hacker determination, there is no perfect way to ensure that all records are secure and safe.

    In addition to medical records, privacy concerns are relevant with any patient chart in any setting. For example, a chart left open on a computer monitor in a patient room, employee passwords and log-in information, and new employee access and screening all represent other ways in which ethics and security merge in healthcare and nursing practice.

    For this Discussion, you will consider the importance of ethics as it relates to security. You will also reflect on how these topics might affect clinical practice and the connection to nursing informatics.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/175732/modules/items/6883520)

    [Required Readings](https://waldenu.instructure.com/courses/175732/pages/week-9-learning-resources?module_item_id=6883520)

    · American Nurses Association. (2015).
    [_Nursing informaticsLinks to an external site._](https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1021761&site=eds-live&scope=site&authtype=shib&custid=s6527200) _: Scope and standards of practice_  (2nd ed.).

    · “Ethics in Nursing Informatics” (pp. 49–52)

    · “Standard 6: “Evaluation” (p. 78)

    · “Standard 7: “Ethics” (pp. 79–80)

    · “Standard 11: “Communication” (p. 86)

    · “Standard 12: “Leadership” (pp. 87–88)

    · Beckmann, M., Dittmer, K., Jaschke, J., Karbach, U., Köberlein-Neu, J., Nocon, M., Rusniok, C., Wurster, F., & Pfaff, H. (2021).
    [Electronic patient record and its effects on social aspects of interprofessional collaboration and clinical workflows in hospitals (eCoCo): A mixed methods study protocolLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=mnh&AN=33892703&site=eds-live&scope=site&authtype=shib&custid=s6527200).
    _BMC Health Services Research, 21_ (377). https://doi.org/10.1186/s12913-021-06377-5

    · Goodman K. W. (2020).
    [Ethics in health informaticsLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7442522).
    _Yearbook of Medical Informatics_,
    _29_(1), 26–31. https://doi.org/10.1055/s-0040-1701966

    [Required Media](https://waldenu.instructure.com/courses/175732/pages/week-9-learning-resources?module_item_id=6883520)

    · TEDx Talks. (2023, July 7).
    [_Navigating the AI future of health care | Benjamin Collins | TEDx Vanderbilt University_ Links to an external site.](https://youtu.be/gsAlpElHyN0?si=wbomeiUQAlRdFeyk) [Video]. YouTube. https://youtu.be/gsAlpElHyN0?si=wbomeiUQAlRdFeyk

    [Optional Resources](https://waldenu.instructure.com/courses/175732/pages/week-9-learning-resources?module_item_id=6883520)

    · Simplilearn. (2020, June 10).
    [_Cyber security in 7 minutes_ | \
    _What is cyber security: How it works?_ | \
    _Cyber security_ | \
    _Simplilearn_ Links to an external site.](https://www.youtube.com/watch?v=inWWhr5tnEA)
    [Video]. YouTube. https://www.youtube.com/watch?v=inWWhr5tnEA

    To Prepare

    · Review the Learning Resources associated with the topics of ethics, cyber ethics, and security.

    · Consider the role of each of these topics for clinical practice, as well as the importance of understanding each of these topics.

    By Day 3 of Week 9

    **Post** a cohesive response to the following:

    · What are the key challenges that healthcare practitioners encounter when balancing patient care with the requirement for stringent data protection? How can healthcare organizations ensure patient confidentiality while effectively leveraging digital tools to enhance care delivery?

    By Day 6 of Week 9

    **Read** a selection of your colleagues’ responses and
    **respond** to
    **at least two** of your colleagues on
    **two different days** by expanding upon their responses or sharing additional or alternative perspectives.

    RESPOND TO THIS DISCUSSION POST

    Martha E

    **Balancing Patient Care and Data Protection in Clinical Practice**

    As healthcare becomes more digitized, clinicians face the dual responsibility of delivering efficient care while safeguarding patient health information (PHI). Technologies like electronic health records and telehealth improve access but introduce risks such as unauthorized access and data breaches (U.S. Department of Health and Human Services [HHS], 2023). The challenge lies in maintaining confidentiality without compromising timely care.

    Key obstacles include role-based access limitations, which may delay treatment, and vulnerabilities to cyberattacks resulting from outdated systems and insufficient staff training (Ibrahim et al., 2024). Additionally, third-party applications and mobile tools may lack compliance with HIPAA standards, placing patient data at risk. Patients also need greater transparency about how their data are used, particularly with emerging technologies such as AI (EasyPractice, n.d.).

    To address these challenges, healthcare organizations must implement encryption, access controls, and data masking protocols while embedding Privacy by Design into IT systems (Ibrahim et al., 2024). Regular staff training and transparent communication with patients are essential to build trust and prevent errors. Innovative technologies like blockchain can further enhance PHI security. Al Amin et al. (2024) highlight how smart contracts can ensure data is accessed only by authorized personnel, aligning confidentiality with care delivery.

    In sum, safeguarding PHI requires a multifaceted approach combining technology, policy, and education. Healthcare systems must protect data integrity while leveraging digital tools to enhance equitable, effective patient care.

    **References**

    Al Amin, M., Tummala, H., Shah, R., & Ray, I. (2024).
    _Balancing patient privacy and health data security: The role of compliance in protected health information (PHI) sharing_. arXiv.
    [https://arxiv.org/abs/2407.02766Links to an external site.](https://arxiv.org/abs/2407.02766)

    EasyPractice. (n.d.).
    _Patient confidentiality in healthcare: What you need to know_. https://easypractice.net/patient-confidentiality/

    Ibrahim, A. M., Adegboyega, A., Bello, M., Chen, M., & Zhang, Y. (2024). Balancing confidentiality and care coordination: Challenges in patient privacy.
    _Journal of Health Information Management_, 39(2), 101–109.

    U.S. Department of Health and Human Services. (2023).
    _Health Insurance Portability and Accountability Act of 1996 (HIPAA)_. https://www.hhs.gov/hipaa/index.html

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    Reply to the following discussion, APA style, plag less than 20 %, 2 citations, NO AI **Effectiveness of Alternative and Complementary Medicine** Complementary and alternative medicine is a broad group of resources that often has roots linked to local cultures and established healthcare systems (Cas…

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    **Effectiveness of Alternative and Complementary Medicine**
    Complementary and alternative medicine is a broad group of resources that often has roots linked to local cultures and established healthcare systems (Casini et al., 2023; Murat-Ringot et al., 2021). However, it is important to understand that although they are often used interchangeably, complementary and alternative medicine have substantial differences (Casini et al., 2023; Murat-Ringot et al., 2021). Complementary medicine is used as a supplement to standard therapy, focusing primarily on symptom relief, improving the therapeutic environment, and optimizing healing capacity (Casini et al., 2023). In contrast, alternative medicine seeks to replace conventional therapy (Casini et al., 2023). According to Murat-Ringot et al. (2021) and Dawczak-Dębicka et al. (2022), replacing standard therapy poses a potentially life-threatening risk to patients. Some of the therapies included in the complementary and alternative medicine category are herbalism, vitamin therapy, prayer, meditation, yoga, acupuncture, tai chi, massage, chiropractic, Reiki, Qi Gong, Ayurvedic medicine, and traditional Chinese medicine (Casini et al., 2023; Murat-Ringot et al., 2021).
    A review of the literature reveals diverse criteria regarding the effectiveness of alternative and complementary medicine, with very few techniques presenting solid evidence to justify their application, which has generated intense debate in the scientific community (Casini et al., 2023; Dawczak-Dębicka et al., 2022). According to Casini et al. (2023), alternative and traditional medicine practices have helped relieve symptoms in pediatric cancer patients, reducing the intensity and frequency of nausea, vomiting, weight loss, anxiety, and pain. An extensive systematic review involving more than 24 randomized clinical trials concluded that massage was highly effective in reducing anxiety in children with cancer (Casini et al., 2023). Yoga has demonstrated high safety and efficacy in managing pain in patients undergoing chemotherapy and in reducing blood pressure in hypertensive patients (Casini et al., 2023). A small but promising study showed that small infusions of vitamin C are capable of reducing the adverse reactions of chemotherapy (Dawczak-Dębicka et al., 2022). According to Casini et al. (2023), osteopathic manipulation appears to be useful in improving the motor skills of children with cerebral palsy and moderate to severe spasticity. Although there is evidence supporting the use of alternative and complementary medicine in certain scenarios, the vast majority of therapies have not been adequately tested for safety (Casini et al., 2023; Dawczak-Dębicka et al., 2022). Several herbal products, such as butterbur, have caused severe cases of hepatotoxicity (Casini et al., 2023). Vitamin C infusions are contraindicated in patients with glucose-6-phosphate dehydrogenase deficiency and patients predisposed to kidney stones (Dawczak-Dębicka et al., 2022). Hemp can cause tachycardia, hypotension, anxiety, and cognitive impairment (Dawczak-Dębicka et al., 2022). Despite variable and contradictory evidence, some practices are recognized as effective and solid scientific evidence supports their use, such as acupuncture, yoga, therapeutic massage, mindfulness, and selective phytotherapy; however, these techniques should be complementary, individualized, and never the basis of treatment (Casini et al., 2023; Dawczak-Dębicka et al., 2022).
    Allopathic medicine is the conventional or dominant medical system, based on scientific evidence (Gumede et al., 2024). In clinical practice, it is not uncommon to encounter patients whose beliefs incline them toward alternative practices, rejecting conventional therapy, or even worse, using alternative practices without informing their provider. According to Casini et al. (2023), up to 40% of patients do not inform their physician about the use of these practices. For this reason, it is necessary to establish functional communication with the patient and a critical eye that is capable of identifying these scenarios. It is the provider's responsibility to provide all information to the patient, including evidence-based risks and benefits of the conventional and alternative therapies under discussion, so that the patient can make an informed choice (Gumede et al., 2024).

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