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Supportive and Interpersonal Psychotherapy Essay

Amelia, a 16-year-old high school sophomore, presents with symptoms of weight loss and a very obvious concern for her weight. She has made several references to being “fat” and “pudgy” when, in fact, she is noticeably underweight. Her mother reports that she is quite regimented in her eating and that she insists on preparing her own meals as her mother “puts too many fattening things in the food” that she cooks. After discovering that during the past 3 months Amelia has lost 15 pounds and is well under body weight for someone of similar age/sex/developmental trajectory, the psychiatric mental health nurse practitioner diagnosed Amelia with anorexia nervosa.

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Evidence-based research shows that clients like Amelia may respond well to supportive psychotherapy and interpersonal psychotherapy. So which approach might you select? Are both equally effective for all clients? In practice, you will find that many clients may be candidates for both of these therapeutic approaches, but factors such as a client’s psychodynamics and your own skill set as a therapist may impact their effectiveness. Supportive and Interpersonal Psychotherapy Essay.

This week, you continue exploring therapeutic approaches and their appropriateness for clients as you examine supportive psychotherapy and interpersonal psychotherapy. You also assess progress for a client receiving psychotherapy and develop progress and privileged psychotherapy notes for the client.

Photo Credit: Laureate Education

Supportive and Interpersonal Psychotherapy Essay Learning Resources

Required Readings

Wheeler, K. (Ed.). (2014).
Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice
(2nd ed.). New York, NY: Springer Publishing Company.

Chapter 5, “Supportive and Psychodynamic Psychotherapy” (pp. 238–242)

Chapter 9, “Interpersonal Psychotherapy” (pp. 347–368)

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

 

Note:
You will access this text from the Walden Library databases.

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

 

Note:
You will access this resource from the Walden Library databases.

Cameron, S., & Turtle-Song, I. (2002). Learning to write case notes using the SOAP format.
Journal of Counseling and Development
, 80(3), 286–292. Retrieved from the Academic Search Complete database. (Accession No. 7164780). Supportive and Interpersonal Psychotherapy Essay.

 

Note:
You will access this article from the Walden Library databases.

Nicholson, R. (2002). The dilemma of psychotherapy notes and HIPAA.
Journal of AHIMA
, 73(2), 38–39. Retrieved from http://library.ahima.org/doc?oid=58162#.V5J0__krLZ4http://library.ahima.org/doc?oid=58162#.V5J0__krLZ4

U.S. Department of Health & Human Services. (n.d.).
HIPAA privacy rule and sharing information related to mental health
. Retrieved from http://www.hhs.gov/hipaa/for-professionals/special-topics/mental-health/

Required Media

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

 

Note:
For this week, view Reality Therapy, Feminist Therapy, and Solution-Focused Therapy only. You will access this media from the Walden Library databases.

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

 

Note:
You will access this media from the Walden Library databases. The approximate length of this media piece is 110 minutes.

Assignment 1: Supportive Psychotherapy Versus Interpersonal Psychotherapy

Although supportive psychotherapy and interpersonal psychotherapy share some similarities, these therapeutic approaches have many differences. When assessing clients and selecting therapies, it is important to recognize these differences and how they may impact your clients. For this Assignment, as you compare supportive and interpersonal psychotherapy, consider which therapeutic approach you might use with your clients. Supportive and Interpersonal Psychotherapy Essay.

Learning Objectives

Students will:

Compare supportive psychotherapy and interpersonal psychotherapy

Recommend therapeutic approaches for clients presenting for psychotherapy

To prepare:

Review the media in this week’s Learning Resources.

Reflect on supportive and interpersonal psychotherapeutic approaches.

The Assignment

In a 1- to 2-page paper, address the following:

Briefly describe how supportive and interpersonal psychotherapies are similar.

Explain at least three differences between these therapies. Include how these differences might impact your practice as a mental health counselor.

Explain which therapeutic approach you might use with clients and why. Support your approach with evidence-based literature.

Note:
 The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at 
http://academicguides.waldenu.edu/writingcenter/templates
 ). All papers submitted must use this formatting.

By Day 7

Submit
 your Supportive and Interpersonal Psychotherapy Essay Assignment.

Submission and Grading Information

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

Please save your Assignment using the naming convention “WK7Assgn1+last name+first initial.(extension)” as the name.

Click the 
Week 7 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 7 Assignment 1 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK7Assgn1+last name+first initial.(extension)” and click 
Open
.

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

Click on the 
Submit
 button to complete your submission. Supportive and Interpersonal Psychotherapy Essay.

Grading Criteria

To access your rubric:

Week 7 Assignment 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 7 Assignment draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 7 Assignment 1

Assignment 2: Practicum – Assessing Client Progress

Learning Objectives

Students will:

Assess progress for clients receiving psychotherapy

Differentiate progress notes from privileged notes

Analyze preceptor’s use of privileged notes

To prepare:

Reflect on the client you selected for the Week 3 Practicum Assignment.

Review the Cameron and Turtle-Song (2002) article in this week’s Learning Resources for guidance on writing case notes using the SOAP format. Supportive and Interpersonal Psychotherapy Essay.

The Assignment

Part 1: Progress Note

Using the client from your Week 3 Assignment, address the following in a progress note (without violating HIPAA regulations):

Treatment modality used and efficacy of approach

Progress and/or lack of progress toward the mutually agreed-upon client goals (reference the Treatment plan—progress toward goals)

Modification(s) of the treatment plan that were made based on progress/lack of progress

Clinical impressions regarding diagnosis and/or symptoms

Relevant psychosocial information or changes from original assessment (i.e., marriage, separation/divorce, new relationships, move to a new house/apartment, change of job, etc.)

Safety issues

Clinical emergencies/actions taken

Medications used by the patient (even if the nurse psychotherapist was not the one prescribing them)

Treatment compliance/lack of compliance

Clinical consultations

Collaboration with other professionals (i.e., phone consultations with physicians, psychiatrists, marriage/family therapists, etc.)

Therapist’s recommendations, including whether the client agreed to the recommendations

Referrals made/reasons for making referrals

Termination/issues that are relevant to the termination process (i.e., client informed of loss of insurance or refusal of insurance company to pay for continued sessions)

Issues related to consent and/or informed consent for treatment

Information concerning child abuse, and/or elder or dependent adult abuse, including documentation as to where the abuse was reported

Information reflecting the therapist’s exercise of clinical judgment

Note:
 Be sure to exclude any information that should not be found in a discoverable progress note. Supportive and Interpersonal Psychotherapy Essay.

Part 2: Privileged Note

Based on this week’s readings, prepare a privileged psychotherapy note that you would use to document your impressions of therapeutic progress/therapy sessions for your client from the Week 3 Practicum Assignment.

The privileged note should include items that you would not typically include in a note as part of the clinical record.

Explain why the items you included in the privileged note would not be included in the client’s progress note.

Explain whether your preceptor uses privileged notes, and if so, describe the type of information he or she might include. If not, explain why.

By Day 7

Submit
 your Supportive and Interpersonal Psychotherapy Essay Assignment.

Submission

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

Please save your 
Assignment
 using the following naming convention: “
WK7Assgn2+lastname+first initial
”.

Click the 
Week 7 Assignment 2
 link.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “
WK7Assgn2+last name+first initial.(extension)
” and click 
Open
. If you are submitting multiple files, repeat until all files are attached.

Click on the 
Submit
 button to complete your submission. Supportive and Interpersonal Psychotherapy Essay.

Grading Criteria

To access your rubric:

Week 7 Assignment 2 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 7 Assignment draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 7 Assignment 2

Assignment 3: Practicum – Week 5 and Week 6 Journal Submission

Learning Objectives

Students will:

Develop diagnoses for clients receiving psychotherapy*

Evaluate the efficacy of therapeutic approaches for clients*

Analyze legal and ethical implications of counseling clients with psychiatric disorders*

By Day 7

Submit
 your 
Journal Entries for Week 5 and Week 6
. Refer to Week 5 and Week 6 for additional guidance.

Submission

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

Please save your 
Assignments
 using the following naming convention: 
WK7Journal1+lastname+first initial,
” and “
WK7Journal2+lastname+firstinitial.”

Click the 
Week 7 Assignment 3
 link.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “
WK7Assgn3+last name+first initial.(extension)
” and click 
Open
. Repeat for each of the Practicum Journal submissions. If you are submitting multiple files, repeat until all files are attached.

Click on the 
Submit
 button to complete your submission. Supportive and Interpersonal Psychotherapy Essay.

Grading Criteria

To access your rubric:

Week 7 Assignment 3 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 7 Assignment draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 7 Assignment 3

Assignment 4: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.

These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. Supportive and Interpersonal Psychotherapy Essay.

You can access Board Vitals through the link sent to you in email or by following the link below:

https://www.boardvitals.com/

By Day 7

Complete
 the Board Vitals questions.

Practicum Reminder

Time Logs

You are required to keep a log of the time you spend related to your practicum experience 
and enter every patient you see each day
. You can access your time log from the Welcome Page in your Meditrek account. You will track time individually for each patient you work with. Please make sure to continuously input your hours throughout the term.

 

Week in Review

Now that you have:

Compared supportive psychotherapy and interpersonal psychotherapy

Recommended therapeutic approaches for clients presenting for psychotherapy

Assessed progress for clients receiving psychotherapy

Differentiated progress notes from privileged notes

Analyzed preceptor’s use of privileged notes

Supportive and Interpersonal Psychotherapy Essay

Next week, you will:

Assess clients presenting for psychotherapy

Evaluate the effectiveness of therapeutic approaches for clients receiving psychotherapy

Apply existential-humanistic therapy to clients with psychiatric disorders

Develop diagnoses for clients receiving psychotherapy

Evaluate the efficacy of existential-humanistic therapy for clients

Analyze legal and ethical implications of counseling clients with psychiatric disorders

Analyze clinical supervision experiences

Supportive and Interpersonal Psychotherapy Essay

Looking Ahead: Week 8 Clinical Supervision Discussion

Week 8 Discussion:
 In 3- to 5-minute Kaltura video, you will discuss a client you have observed and/or counseled during your practicum experience. Be sure to make arrangements with your preceptor so you can fulfill the requirements of the Discussion. Refer to the Week 8 Discussion for additional guidance. v.

Existential-Humanistic Therapy Essay

“It is the client who knows what hurts, what directions to go, what problems are crucial, what experiences have been deeply buried.”

–Carl Rogers, from 
On Becoming a Person

This client-centered perspective is the cornerstone of existential-humanistic therapy, which requires therapists to “attempt to receive clients with curiosity and openness, endeavor to grasp their subjective world, and believe that clients are the experts on their own experience” (Wheeler, 2014, p. 373). As the psychiatric mental health nurse practitioner, it is important to understand that the effectiveness of this approach is dependent on your relationship with clients, as well as your beliefs on holism and human nature. Existential-Humanistic Therapy Essay.

This week, as you explore existential-humanistic therapy, you assess clients and consider the appropriateness of various therapeutic approaches. You also develop diagnoses for clients receiving psychotherapy and consider legal and ethical implications of counseling these clients.

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Existential-Humanistic Therapy Essay Learning Resources

Required Readings

Wheeler, K. (Ed.). (2014).
Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice
(2nd ed.). New York, NY: Springer Publishing Company. Existential-Humanistic Therapy Essay.

Chapter 10, “Humanistic-Existential and Solution-Focused Approaches to Psychotherapy” (Review pp. 369–406)

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

 

Note:
You will access this text from the Walden Library databases.

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

 

Note:
You will access this text from the Walden Library databases.

Required Media

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

 

Note:
For this week, view Existential Therapy, Person-Centered Therapy, and Gestalt Therapy only. You will access this media from the Walden Library databases

Laureate Education (Producer). (2012b).
Clinical supervision follow-up
[Video file]. Baltimore, MD: Author. Existential-Humanistic Therapy Essay.

 

Note:
This is a follow-up to the Thompson family media piece in Week 5. The approximate length of this media piece is 9 minutes.

 

Accessible player
 
–Downloads–
Download Video w/CC
Download Audio
Download Transcript

Laureate Education (Producer). (2015d).
On a hamster wheel
[Video file]. Baltimore, MD: Author.

 

Note:
The approximate length of this media piece is 2 minutes.

 

Accessible player
 
–Downloads–
Download Video w/CC
Download Audio
Download Transcript

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

 

Note:
You will access this media from the Walden Library databases. The approximate length of this media piece is 108 minutes. Existential-Humanistic Therapy Essay.

Optional Resources

May, R. (n.d.).
Rollo May on existential psychotherapy
[Video file]. Mill Valley, CA: Psychotherapy.net.

 

Note:
You will access this media from the Walden Library databases. The approximate length of this media piece is 61 minutes.

Steinert , T. (2016, October 3). Ethics of coercive treatment and misuse of psychiatry.
Psychiatric Services
. doi:10.1176/appi.ps.201600066. Retrieved from http://ps.psychiatryonline.org/doi/10.1176/appi.ps.201600066

Existential-Humanistic Therapy Essay Discussion: Clinical Supervision

Clinical Supervision is an essential component of your development as a psychiatric mental health nurse practitioner. It provides an opportunity for professional collaboration as you share experiences with and gain insights from colleagues. For this Clinical Supervision, consider a client whom you do not think is adequately progressing according to expected clinical outcomes.

Learning Objectives

Students will:

Assess clients presenting for psychotherapy

Evaluate effectiveness of therapeutic approaches for clients receiving psychotherapy

Apply existential-humanistic therapy to clients with psychiatric disorders

To prepare:

Review this week’s media and consider the insights provided.

Reflect on the clients you are currently counseling at your practicum site.

Note:
 For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click Submit, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking 
Submit!

By Day 3

Post
 a 3- to 5-minute Kaltura video that addresses the following:

Describe a client you are counseling whom you do not think is adequately progressing according to expected clinical outcomes.

Note:
 Do not use the client’s actual name.

Explain your therapeutic approach with the client, including the perceived effectiveness of your approach.

Identify any additional information about this client that may potentially impact expected outcomes.

Note:
 Nurse practitioners must have strong oral communication skills. This Discussion is designed to help you hone these skills. When filming your Kaltura video, be sure to dress and speak in a professional manner. Existential-Humanistic Therapy Essay.

View
 a selection of your colleagues’ responses.

By Day 6

Respond
 to at least 
two
 of your colleagues by providing feedback based on an existential-humanistic therapeutic perspective. Support your feedback with evidence-based literature and/or your own experiences with clients.

Note about uploading media:
 Refer to the 
Kaltura Media Uploader
 instructions document, which provides guidance on how to upload media for the Clinical Supervision Discussions. Existential-Humanistic Therapy Essay.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 8 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 8 Discussion

Assignment 1: Practicum – Week 8 Journal Entry

This week, you complete a two-part journal entry.

Learning Objectives

Students will:

Develop diagnoses for clients receiving psychotherapy*

Evaluate efficacy of existential-humanistic therapy for clients*

Analyze legal and ethical implications of counseling clients with psychiatric disorders*

Analyze clinical supervision experiences*

Existential-Humanistic Therapy Essay

* The Assignment related to this Learning Objective is introduced this week and submitted in Week 10.

For 
Part 1
, select a client whom you observed or counseled this week (other than the client used for this week’s Discussion). Then, address the following in your Practicum Journal:

Describe the client and identify any pertinent history or medical information, including prescribed medications.

Using the DSM-5, explain and justify your diagnosis for this client.

Explain whether existential-humanistic therapy would be beneficial with this client. Include expected outcomes based on this therapeutic approach. Existential-Humanistic Therapy Essay.

Explain any legal and/or ethical implications related to counseling this client.

Support your approach with evidence-based literature.

For 
Part 2
, reflect on your clinical supervision experiences. Then, address the following in your Practicum Journal:

How often are you receiving clinical supervision from your preceptor?

What are the sessions like?

What is the preceptor bringing to your attention?

How are you translating these sessions to your clinical practice?

By Day 7 of Week 10

Submit
 your Assignment.

Assignment 2: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.

These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. Existential-Humanistic Therapy Essay.

You can access Board Vitals through the link sent to you in email or by following the link below:

https://www.boardvitals.com/

By Day 7

Complete
 the Board Vitals questions.

Week in Review

Now that you have:

Assessed clients presenting for psychotherapy

Evaluated the effectiveness of therapeutic approaches for clients receiving psychotherapy

Applied existential-humanistic therapy to clients with psychiatric disorders

Developed diagnoses for clients receiving psychotherapy

Evaluated the efficacy of existential-humanistic therapy for clients

Analyzed legal and ethical implications of counseling clients with psychiatric disorders

Analyzed clinical supervision experiences

Existential-Humanistic Therapy Essay

Next week, you will:

Assess clients presenting with disruptive behavior

Analyze therapeutic approaches for treating clients presenting with disruptive behavior

Evaluate outcomes for clients presenting with disruptive behavior

Develop diagnoses for clients receiving psychotherapy

Analyze legal and ethical implications of counseling clients with psychiatric disorders

Existential-Humanistic Therapy Essay

Psychotherapy With Children, Adolescents and Older Adults Essay

Week 9: Psychotherapy With Children and Adolescents

Approximately 1 in 5 children and adolescents have a mental health disorder, which may lead to issues at home, school, and other areas of their lives (Prout & Fedewa, 2015). When working with this population, it is important to recognize that children and adolescents are not “mini adults” and should not be treated as such. Psychotherapy with these clients is often more complex than psychotherapy with the general adult population, particularly in terms of communication. As a result, strong therapeutic relationships are essential to success. Psychotherapy With Children, Adolescents and Older Adults Essay.

This week, as you explore psychotherapy with children and adolescents, you assess clients presenting with disruptive behaviors. You also examine therapies for treating these clients and consider potential outcomes. Finally, you develop diagnoses for clients receiving psychotherapy and consider legal and ethical implications of counseling these clients.

ORDER A PLAGIARISM-FREE PAPER HERE

Learning Resources

Required Readings

Wheeler, K. (Ed.). (2014).
Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice
(2nd ed.). New York, NY: Springer Publishing Company.

Chapter 17, “Psychotherapy With Children” (pp. 597–624)

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author. Psychotherapy With Children, Adolescents and Older Adults Essay.

Note:
You will access this text from the Walden Library databases.

Bass, C., van Nevel, J., & Swart, J. (2014). A comparison between dialectical behavior therapy, mode deactivation therapy, cognitive behavioral therapy, and acceptance and commitment therapy in the treatment of adolescents.
International Journal of Behavioral Consultation and Therapy, 9
(2), 4–8. doi:10.1037/h0100991

 

Note:
You will access this article from the Walden Library databases.

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

 

Note:
You will access this article from the Walden Library databases.

McLeod, B. D., Jensen-Doss, A., Tully, C. B., Southam-Gerow, M. A., Weisz, J. R., & Kendall, P. C. (2016). The role of setting versus treatment type in alliance within youth therapy.
Journal of Consulting and Clinical Psychology, 84
(5), 453–464. doi:10.1037/ccp0000081. Psychotherapy With Children, Adolescents and Older Adults Essay.

Note:
You will access this article from the Walden Library databases.

Zilberstein, K. (2014). The use and limitations of attachment theory in child psychotherapy.
Psychotherapy, 51
(1), 93–103. doi:10.1037/a0030930

 

Note:
You will access this article from the Walden Library databases.

Required Media

Laureate Education (Producer). (2013a).
Disruptive behaviors – Part 1
[Multimedia file]. Baltimore, MD: Author.

Laureate Education (Producer). (2013a).
Disruptive behaviors – Part 2
[Multimedia file]. Baltimore, MD: Author.

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

 

Note:
You will access this media from the Walden Library databases. The approximate length of this media piece is 95 minutes. Psychotherapy With Children, Adolescents and Older Adults Essay.

Optional Resources

Bruce, T., & Jongsma, A. (2010a).
Evidence-based treatment planning for disruptive child and adolescent behavior
[Video file]. Mill Valley, CA: Psychotherapy.net.

 

Note:
You will access this media from the Walden Library databases. The approximate length of this media piece is 63 minutes.

Psychotherapy With Children, Adolescents and Older Adults Essay Discussion: Counseling Adolescents

The adolescent population is often referred to as “young adults,” but in some ways, this is a misrepresentation. Adolescents are not children, but they are not yet adults either. This transition from childhood to adulthood often poses many unique challenges to working with adolescent clients, particularly in terms of disruptive behavior. In your role, you must overcome these behaviors to effectively counsel clients. For this Discussion, as you examine the 
Disruptive Behaviors
 media in this week’s Learning Resources, consider how you might assess and treat adolescent clients presenting with disruptive behavior. Psychotherapy With Children, Adolescents and Older Adults Essay.

Learning Objectives

Students will:

Assess clients presenting with disruptive behavior

Analyze therapeutic approaches for treating clients presenting with disruptive behavior

Evaluate outcomes for clients presenting with disruptive behavior

To prepare:

Review this week’s Learning Resources and reflect on the insights they provide.

View the media, 
Disruptive Behaviors
. Select one of the four case studies and assess the client.

For guidance on assessing the client, refer to pages 137-142 of the Wheeler text in this week’s Learning Resources.

Note:
 To complete this Discussion, you must assess the client, but you are not required to submit a formal Comprehensive Client Assessment. Psychotherapy With Children, Adolescents and Older Adults Essay.

Note:
 For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click Submit, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking 
Submit!

By Day 3

Post
 an explanation of your observations of the client in the case study you selected, including behaviors that align to the criteria in DSM-5. Then, explain therapeutic approaches you might use with this client, including psychotropic medications if appropriate. Finally, explain expected outcomes for the client based on these therapeutic approaches. Support your approach with evidence-based literature. Psychotherapy With Children, Adolescents and Older Adults Essay.

Read
 a selection of your colleagues’ responses.

By Day 6

Respond
 to at least 
two
 of your colleagues by providing one alternative therapeutic approach. Explain why you suggest this alternative and support your suggestion with evidence-based literature and/or your own experiences with clients.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 9 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 9 Discussion

Assignment 1: Practicum – Week 9 Journal Entry

Learning Objectives

Students will:

Develop diagnoses for clients receiving psychotherapy*

Analyze legal and ethical implications of counseling clients with psychiatric disorders*

* The Assignment related to this Learning Objective is introduced this week and submitted in Week 10.

Select a child or adolescent client whom you observed or counseled this week. Then, address the following in your Practicum Journal: Psychotherapy With Children, Adolescents and Older Adults Essay.

Describe the client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications.

Using the DSM-5, explain and justify your diagnosis for this client.

Explain any legal and/or ethical implications related to counseling this client.

Support your position with evidence-based literature.

By Day 7 of Week 10

Submit
 your Assignment.

Assignment 2: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.

These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. Psychotherapy With Children, Adolescents and Older Adults Essay.

You can access Board Vitals through the link sent to you in email or by following the link below:

https://www.boardvitals.com/

By Day 7

Complete
 the Board Vitals questions.

Week in Review

Now that you have:

Assessed clients presenting with disruptive behavior

Analyzed therapeutic approaches for treating clients presenting with disruptive behavior

Evaluated outcomes for clients presenting with disruptive behavior

Developed diagnoses for clients receiving psychotherapy

Analyzed legal and ethical implications of counseling clients with psychiatric disorders

Psychotherapy With Children, Adolescents and Older Adults Essay

Next week, you will:

Assess clients presenting for psychotherapy

Evaluate the effectiveness of therapeutic approaches for clients receiving psychotherapy

Develop client termination summaries

Analyze how nursing and counseling theories guided personal practice in psychotherapy

Evaluate goals and objectives for personal practicum experiences

Analyze the impact of psychotherapy on social change

Psychotherapy With Children, Adolescents and Older Adults Essay

Looking Ahead: Week 10 Clinical Supervision Discussion

Week 10 Discussion:
 In 3- to 5-minute Kaltura video, you will discuss an older adult client you have observed and/or counseled during your practicum experience. Be sure to make arrangements with your preceptor so you can fulfill the requirements of the Discussion. Refer to the Week 10 Discussion for additional guidance.

Week 10: Psychotherapy With Older Adults

According to the Institute of Medicine, more than 20% of the growing older adult population has a mental health disorder (IOM, 2012). In the past, many older adults avoided psychotherapy because of the associated social stigma, but with the growing acceptance of therapy and awareness of mental health issues, more of this population is seeking the help they need. In your role, as the psychiatric mental health nurse practitioner, you have the opportunity to help these older adult clients overcome challenges that may have plagued them for a lifetime. Psychotherapy With Children, Adolescents and Older Adults Essay.

This week, as you explore psychotherapy with older adults, you assess clients and consider the appropriateness of various therapeutic approaches. You also examine the theories, goals, and objectives that guided your practicum experience throughout this course.

Photo Credit: [diego_cervo]/[iStock / Getty Images Plus]/Getty Images

Learning Resources

Required Readings

Wheeler, K. (Ed.). (2014).
Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice
(2nd ed.). New York, NY: Springer Publishing Company.

Chapter 18, “Psychotherapy With Older Adults” (pp. 625–660)

Chapter 20, “Termination and Outcome Evaluation” (pp. 693–712)

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author. Psychotherapy With Children, Adolescents and Older Adults Essay.

Note:
You will access this text from the Walden Library databases.

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

 

Note:
You will access this article from the Walden Library databases.

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

 

Note:
You will access this resource from the Walden Library databases.

Psychotherapy With Children, Adolescents and Older Adults Essay Discussion: Clinical Supervision

Personal reflection and discussion with colleagues is essential to your development as a psychiatric mental health nurse practitioner. In Week 8, you collaborated with colleagues as you participated in your first Clinical Supervision. This week, you have the opportunity to continue your collaboration as you reflect on and discuss your experiences with counseling older adults. Keep in mind that although there may be challenges to counseling this population, these clients offer unique learning opportunities. For this Clinical Supervision, consider an older client you are counseling whom you do not think is adequately progressing according to expected clinical outcomes. Psychotherapy With Children, Adolescents and Older Adults Essay.

Learning Objectives

Students will:

Assess clients presenting for psychotherapy

Evaluate effectiveness of therapeutic approaches for clients receiving psychotherapy

To prepare:

Review this week’s media and consider the insights provided.

Reflect on the clients you are currently counseling at your practicum site.

Note:
 For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click Submit, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking 
Submit!

By Day 3

Post
 a 3- to 5-minute Kaltura video that addresses the following:

Describe an older client you are counseling whom you do not think is adequately progressing according to expected clinical outcomes. Psychotherapy With Children, Adolescents and Older Adults Essay.

Note:
 Do not use the client’s actual name.

Explain your therapeutic approach with the client, including the perceived effectiveness of your approach.

Identify any additional information about this client that may potentially impact expected outcomes.

Note:
 Nurse practitioners must have strong oral communication skills. This Discussion is designed to help you hone these skills. When filming your Kaltura video, be sure to dress and speak in a professional manner.

View
 a selection of your colleagues’ responses.

By Day 6

Respond
 to at least 
two
 of your colleagues by sharing additional insights or alternative perspectives. Support your feedback with evidence-based literature and/or your own experiences with clients. Psychotherapy With Children, Adolescents and Older Adults Essay.

Note about uploading media:
 Refer to the 
Kaltura Media Uploader
 instructions document, which provides guidance on how to upload media for the Clinical Supervision Discussions.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 10 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 10 Discussion

Assignment 1: Practicum – Client Termination Summary

Learning Objectives

Students will:

Develop client termination summaries

To prepare:

For guidance on writing a Client Termination Summary, review pages 693–712 of the Wheeler text in this week’s Learning Resources.

Identify a client who may be ready to complete therapy.

Psychotherapy With Children, Adolescents and Older Adults Essay

The Assignment

With the client you selected in mind, address the following in a client termination summary (without violating HIPAA regulations):

Identifying information of client (i.e., hypothetical name, age, etc.)

Date initially contacted therapist, date therapy began, duration of therapy, and date therapy will end

Total number of sessions, including number of missed sessions

Termination planned or unplanned

Presenting problem

Major psychosocial issues

Types of services rendered (i.e., individual, couple/family therapy, group therapy, etc.)

Overview of treatment process

Goal status (goals met, partially met, unmet)

Treatment limitations (if any)

Remaining difficulties and/or concerns

Recommendations

Follow-up plan (if indicated)

Instructions for future contact

Signatures

By Day 7

Submit
 your Assignment.

Submission

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

Please save your 
Assignment
 using the following naming convention: “
WK10Assgn1+lastname+first initial
”. Psychotherapy With Children, Adolescents and Older Adults Essay.

Click the 
Week 10 Assignment 1
 link.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “
WK10Assgn1+last name+first initial.(extension)
” and click 
Open
. If you are submitting multiple files, repeat until all files are attached. Psychotherapy With Children, Adolescents and Older Adults Essay.

Click on the 
Submit
 button to complete your submission.

Grading Criteria

To access your rubric:

Week 10 Assignment 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 10 Assignment draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 10 Assignment

Assignment 2: Practicum – Week 8 Journal Entry

Learning Objectives

Students will:

Develop diagnoses for clients receiving psychotherapy

Evaluate the efficacy of existential-humanistic therapy for clients

Analyze legal and ethical implications of counseling clients with psychiatric disorders

Analyze clinical supervision experiences

Analyze how nursing and counseling theories guided personal practice in psychotherapy

Analyze goals and objectives for personal practicum experiences

Analyze the impact of psychotherapy on social change

Psychotherapy With Children, Adolescents and Older Adults Essay

The Learning Objectives are related to the Practicum Journal Assignments presented in 
Weeks 8, 9, and 10
.

Week 10 Journal Entry

Reflect on your overall practicum experience in this course. Then, address the following in your Practicum Journal:

Explain whether your therapeutic theory has changed as a result of your practicum experiences. 
Recall the theories you selected in Week 1. Psychotherapy With Children, Adolescents and Older Adults Essay.

Explain how you integrated the therapeutic approaches from this course in your clinical practice. Include how this helped you achieve the goals and objectives you developed in Week 1.

Explain how you might impact social change through your work with clients who have mental health issues.

Support your approach with evidence-based literature. Psychotherapy With Children, Adolescents and Older Adults Essay.

Note:
 Be sure to use the Practicum Journal Template, located in the Learning Resources.

By Day 7

Submit
 your Practicum Journal entries for 
Weeks 8, 9, and 10
. Refer to the weekly instructions for additional guidance.

Submission

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

Please save your 
Assignments
 using the following naming convention: “
WK10Journal1+lastname+first initial,
” “
WK10Journal2+lastname+first initial,
” and “
WK10Journal3+lastname+first initial.
”

Click the 
Week 10 Assignment 2
 link.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “
WK10Journal1+last name+first initial.(extension)
” and click 
Open
. Repeat for each of the Practicum Journal submissions. Psychotherapy With Children, Adolescents and Older Adults Essay.

Click on the 
Submit
 button to complete your submission.

Grading Criteria

To access your rubric:

Week 10 Assignment 2 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 10 Assignment draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 10 Assignment 2

Assignment 3: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point. Psychotherapy With Children, Adolescents and Older Adults Essay.

These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. Psychotherapy With Children, Adolescents and Older Adults Essay.

You can access Board Vitals through the link sent to you in email or by following the link below:

https://www.boardvitals.com/

By Day 7

Complete
 the Board Vitals questions.

Practicum Reminder

Time Logs

You are required to keep a log of the time you spend related to your practicum experience 
and enter every patient you see each day
. You can access your time log from the Welcome Page in your Meditrek account. You will track time individually for each patient you work with. Please make sure to continuously input your hours throughout the term. Psychotherapy With Children, Adolescents and Older Adults Essay.

Week in Review

Now that you have:

Assessed clients presenting for psychotherapy

Evaluated the effectiveness of therapeutic approaches for clients receiving psychotherapy

Developed client termination summaries

Analyzed how nursing and counseling theories guided personal practice in psychotherapy

Evaluated goals and objectives for personal practicum experiences

Analyzed the impact of psychotherapy on social change

Next week, you will:

Analyze therapeutic approaches to treating clients with personality disorders

Assess knowledge of concepts, principles, and theories

Psychotherapy With Children, Adolescents and Older Adults Essay

Psychotherapy With Personality Disorders Essay

Since personality represents who someone is at the deepest level, it is understandable that many people with personality disorders resist the idea that they have a fundamental dysfunction with their personality. Even when clients acknowledge that their personality problems are at the heart of their interpersonal problems, they often find it difficult to change. As the mental health professional, how do you overcome this challenge and effectively counsel these clients?

This week, as you explore psychotherapy with personality disorders, you examine therapeutic approaches to treating clients with personality and interpersonal problems. You also develop a client termination summary for a client who may be ready to complete therapy.

Photo Credit: [Tempura]/[E+]/Getty Images

Psychotherapy With Personality Disorders Essay Learning Resources

Required Readings

Wheeler, K. (Ed.). (2014).
Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice
(2nd ed.). New York, NY: Springer Publishing Company.

Chapter 20, “Termination and Outcome Evaluation” (Review pp. 693–712)

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

 

Note:
You will access this text from the Walden Library databases.

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

 

Note:
You will access this text from the Walden Library databases.

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

 

Note:
You will access this text from the Walden Library databases. Psychotherapy With Personality Disorders Essay.

Paris, J. (2004). Personality disorders over time: Implications for psychotherapy.
American Journal of Psychotherapy, 58
(4), 420–429. PMID: 15807086

 

Note:
You will access this text from the Walden Library databases.

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

 

Note:
You will access this text from the Walden Library databases.

Optional Resources

Dorr, D. (1999). Approaching psychotherapy of the personality disorders from the Millon perspective.
Journal of Personality Assessment
, 72(3), 407–425. PMID: 10491846

Bach, B., Lee, C., Mortensen, E. L., & Simonsen, E. (2016). How do DSM-5 personality traits align with schema therapy constructs?
Journal of Personality Disorders, 30
(4), 502–529. doi:10.1521/pedi_2015_29_212

Walden University. (2016).
ASC success strategies: Studying for and taking a test
. Retrieved from http://academicguides.waldenu.edu/ASCsuccess/ASCtesting

Psychotherapy With Personality Disorders Essay Discussion: Therapy for Clients With Personality Disorders

Clients with personality disorders often find it difficult to overcome their problems and function in daily life. Even when these clients are aware that they have a dysfunction with their personality and are open to counseling, treatment can be challenging for both the client and the therapist. For this Discussion, as you examine personality disorders, consider therapeutic approaches you might use with clients. Psychotherapy With Personality Disorders Essay.

Learning Objectives

Students will:

Analyze therapeutic approaches to treating clients with personality disorders

To prepare:

Review this week’s Learning Resources and reflect on the insights they provide.

Select one of the personality disorders from the DSM-5.

Note:
 For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click Submit, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking 
Submit!

By Day 3

Post
 a description of the personality disorder you selected. Explain a therapeutic approach (including psychotropic medications if appropriate) you might use to treat a client presenting with this disorder, including how you would share your diagnosis of this disorder to the client in order to avoid damaging the therapeutic relationship. Support your approach with evidence-based literature. Psychotherapy With Personality Disorders Essay.

Read
 a selection of your colleagues’ responses.

By Day 6

Respond
 to at least 
two
 of your colleagues by providing one alternative therapeutic approach. Explain why you suggest this alternative and support your suggestion with evidence-based literature and/or your own experiences with clients.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 11 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 11 Discussion

Psychotherapy With Personality Disorders Essay Assignment: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.

These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. Psychotherapy With Personality Disorders Essay.

You can access Board Vitals through the link sent to you in email or by following the link below:

https://www.boardvitals.com/

By Day 7

Complete
 the Board Vitals questions.

Exam: Final Exam

Learning Objectives

Students will:

Assess knowledge of concepts, principles, and theories related to the psychotherapy of individuals

This exam is a test of your knowledge in preparation for your certification exam. 
No outside resources
 including books, notes, websites, or any other type of resource are to be used to complete this exam. You are expected to
comply with Walden University’s Code of Conduct. Psychotherapy With Personality Disorders Essay.

This exam will cover the following topics from the Wheeler textbook, which relate to psychotherapy of individuals:

Supportive and Psychodynamic Psychotherapy

Interpersonal Psychotherapy

Humanistic-Existential and Solution-Focused Approaches to Psychotherapy

Psychotherapy With Children

Psychotherapy With Older Adults

Termination and Outcome Evaluation

By Day 7

Complete
 the Final Exam. Prior to starting the exam, you should review all of your materials. There is a 2-hour time limit to complete this 76-question exam. You may only attempt this exam once. Psychotherapy With Personality Disorders Essay.

Biopsychosocial Concepts for Advanced Nursing Practice Essay Assignment Papers

Develop a data table that illustrates one or more underperforming clinical outcomes in a care environment of your choice. Write an assessment (3–5 pages) in which you set one or more quantitative goals for the outcomes and propose a change plan that is designed to help you achieve the goals.

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

Knowing what is the best practice for our patients is very important in providing safe and effective care. Understanding best practices can help nurses identify areas of care that need to be improved. To identify areas of need, nurses must use evidence from various sources, such as the literature, clinical practice guidelines (CPG), professional organization practice alerts or position papers, and protocols. These sources of evidence can also be used to set goals for improvement and best practices with an eye toward improving the care experience or outcomes for patients. Biopsychosocial Concepts for Advanced Nursing Practice Essay Assignment Papers.

ORDER A CUSTOM-WRITTEN PAPER NOW

The challenge facing many care environments and health care practitioners is how to plan for change and implement changes. For, if we cannot effectively implement changes in practice or procedure, than our goals of improving care will likely amount to nothing. This assessment focuses on allowing you to practice locating, assessing, analyzing, and implementing change strategies in order to improve patient outcomes related to one or more clinical goals.

This assessment will take the form of a data table to identify areas for improvement and to set one or more outcome goals, as well as a narrative describing a change plan that would help you to achieve the goals you have set.

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

Competency 1: Design patient-centered, evidence-based, advanced nursing care for achieving high-quality patient outcomes.

Develop a data table that accurately reflects the current and desired states of one or more clinical outcomes.

Competency 2: Develop change strategies for improving the care environment.

Propose change strategies that will help to achieve the desired state of one or more clinical outcomes.

Justify the specific change strategies used to achieve desired outcomes.

Competency 3: Apply quality improvement methods to practice that promote safe, equitable quality of care.

Explain how change strategies will lead to quality improvement with regard to safety and equitable care.

Competency 4: Evaluate the efficiency and effectiveness of interprofessional care systems in achieving desired health care improvement outcomes. Biopsychosocial Concepts for Advanced Nursing Practice Essay Assignment Papers.

Explain how change strategies will utilize interprofessional considerations to ensure successful implementation.

Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.

Communicate change plan in a way that makes the data and rationale easily understood and compelling.

Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

One area in health care that it is necessary to consider is the environment in which the nurse works. It is important that this environment evolves and changes so that all patients are adequately supported. For this assessment, you will develop a change strategy to improve the health care environment. These changes can be rooted in a desire to improve clinical outcomes and data related to assessment accuracy, drug administration, disease recovery rates, or another relevant metric or outcome. A key skill for master’s-level nurses is to be able to evaluate clinical data and create a change plan to help drive improvements in the data to reach set goals.

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

The assessment will be based on one or more outcomes that you would like to see improve. Think about experiences you have had working on setting goals for outcomes or using data to identify areas of need. Part of achieving your goal will be your ability to implement change in pursuit of improving outcomes. The Vila Health: Using Evidence to Drive Improvement simulation may be helpful in this regard.

Where do you look for resources and evidence to help you get started when treating a specific condition?

Where do you look for resources and evidence to help you get started when setting clinical goals?

When there are no guidelines or policies for setting clinical goals, where do you look for resources and evidence to help you get started? Biopsychosocial Concepts for Advanced Nursing Practice Essay Assignment Papers.

How do you use these resources and evidence to begin constructing evidence-based treatment, or developing evidence-based goals?

What data do you plan to use as a basis for setting improved outcome goals?

What care environment do you envision using as the context of your assessment?

How would change models, strategies, or theories need to be applied to help ensure achievement of your outcome goals?

Which change models, strategies, or theories seem to be the best fit for your goals and environments. Why?

Scenario

Consider the current environment. This could be your current care setting, the care settings presented in the Vila Health: Using Evidence to Drive Improvement or Vila Health: Concept Maps as Diagnostic Tools media, or a care setting in which you are interested in working.

For the setting that you choose you will need to have a data set that depicts sub-optimal outcomes related to a clinical issue. This data could be from existing sources in the course (Vila Health: Using Evidence to Drive Improvement), a relevant data set that already exists (a data set from the case study you used as a basis for your Concept Map assessment, or from your current place of practice), or an appropriate data set that you have created yourself. (Note: if you choose to create your own data set, check with your instructor first for approval and guidance.)

After you have selected an appropriate data set, use your understanding of the data to create at least one realistic goal (though you may create more) that will be driven by a change strategy appropriate for the environment and goal. Biopsychosocial Concepts for Advanced Nursing Practice Essay Assignment Papers.

Potential topics for this assessment could be:

Consider ways to help minimize the rate of secondary infections related to the condition, disease, or disorder that you focused on for your Concept Map assessment. As a starting point you could ask yourself, ”What could be changed to facilitate safety and minimize risks of infection?”

Consider how to help a patient experiencing traumatic stress or anxiety over hospitalization. As a starting point you could ask yourself, ”How could the care environment be changed to enhance coping?”

Once you determine the change you would like to make, consider the following:

What data will you use to justify the change?

How can the team achieve this change with a reasonable cost?

What are the effects on the workplace?

What other implementation considerations do you need to consider to ensure that the change strategy is successful?

How does your change strategy address all aspects of the Quadruple Aim, especially the well-being of health care professionals?

Once the change strategy is implemented, how would you evaluate the efficiency and effectiveness of the care system if the desired outcomes are met? Biopsychosocial Concepts for Advanced Nursing Practice Essay Assignment Papers.

Instructions

Your assessment submission should include a data table that illustrates the current and desired states of the clinical issue you are attempting to improve through your application of change strategies. Additionally, you will need to explain the rationale for your decisions around your chosen change strategies, as well as how the change strategies will be successfully implemented. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your change strategy addresses all of them. You may also want to read the Change Strategy and Implementation scoring guide and Guiding Questions: Change Strategy and Implementation to better understand how each grading criterion will be assessed.

Develop a data table that accurately reflects the current and desired states of one or more clinical outcomes.

Propose change strategies that will help to achieve the desired state of one or more clinical outcomes.

Justify the specific change strategies used to achieve desired outcomes.

Explain how change strategies will lead to quality improvement with regard to safety and equitable care.

Explain how change strategies will utilize interprofessional considerations to ensure successful implementation.

Communicate the change plan in a way that makes the data and rationale easily understood and compelling.

Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

Additional Requirements

Length of submission: 3–5 double-spaced, typed pages, not including the title and reference pages. Your plan should be succinct yet substantive.

Number of references: Cite a minimum of 3–5 sources of scholarly or professional evidence that supports your goal setting, proposed change strategies, quality improvement, and interprofessional considerations. Resources should be no more than five years old. Biopsychosocial Concepts for Advanced Nursing Practice Essay Assignment Papers.

APA formatting: Use the APA Paper Template linked in the Resources. An APA Template Tutorial is also provided to help you in writing and formatting your analysis. No abstract is required.

Suggested Resources

The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN-FP6021 – Biopsychosocial Concepts for Advanced Nursing Practice I Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you. Biopsychosocial Concepts for Advanced Nursing Practice Essay Assignment Papers.

Assessment

Komenan, K., Elidjé, E. J., Ildevert, G. P., Yao, K. I., Kanga, K., Kouamé, K. A., . . . Kanga, J. (2013). Multifocal buruli ulcer associated with secondary infection in HIV positive patient. Case Reports in Medicine, 2013, 1–4. Retrieved from https://www.hindawi.com/journals/crim/2013/348628/

Biopsychosocial

Scaramuzzo, L. A., Gordils-Perez, J., & Cullen, P. M., (2014). Getting patients active: Using national data to drive practice. Clinical Journal of Oncology Nursing, 18, 41–43.

Change

Eads, V., & Maruzzella, G. (2016). The clinical nurse as an agent of change. Medsurg Nursing, 25(3), 173–175.

Heinig, M. J. (2010). Using data to drive and shape change. Journal of Human Lactation, 26(4), 359–361.

Nundy, S., Mishra, A., Hogan, P., Lee, S. M., Solomon, M. C., & Peek, M. E. (2014). How do mobile phone diabetes programs drive behavior change? Evidence from a mixed methods observational cohort study. The Diabetes Educator, 40(6), 806–819.

Evidence and Goal Setting

Ahrens, S., & Johnson, C. S. (2013). Finding the way to evidence-based practice. Nursing Management, 44(5), 15–19.

Taylor, M. V., Priefer, B. A., & Alt-White, A. C. (2016). Evidence-based practice: Embracing integration. Nursing Outlook, 64(6), 575–582. Biopsychosocial Concepts for Advanced Nursing Practice Essay Assignment Papers.

View the simulation Vila Health: Using Evidence to Drive Improvement | Transcript.

Pathophysiology

Li, Y., Lu, Z., Zhang, X., Yu, H., Kirkwood, K. L., Lopes-Virella, M. F., & Huang, Y. (2015). Metabolic syndrome exacerbates inflammation and bone loss in periodontitis. Journal of Dental Research, 94(2), 362–370.

Mocan Hognogi, L. D., & Simiti, L. V. (2016). The cardiovascular impact of visfatin – An inflammation predictor biomarker in metabolic syndrome. Clujul Medical, 89(3), 322–326. Biopsychosocial Concepts for Advanced Nursing Practice Essay Assignment Papers.

Pharmacology

Sharmila, V., & Babu, T. (2015). Oral contraceptive pills induced hemichorea in an adolescent female with polycystic ovarian disease. Indian Journal of Pharmacology, 47(2), 232–233. Biopsychosocial Concepts for Advanced Nursing Practice Essay Assignment Papers.

Argosy University – PSY210 assignment quiz

1. Question : Identify each of the following as examples of nominal, ordinal, interval, or ratio scales of measurement. (4 points each)

1. A poll of registered voters in Florida asking which candidate they support

2. The length of time required for a wound to heal when using a new medicine

3. The number of telephone calls arriving at a switchboard per five-minute period

4. The distance first-year college football players can kick a ball

5. Mental health diagnoses present in an elderly population

6. The rankings of employees on their job performance

2. Question : Two hundred raffle tickets are sold. Your friend has five people in her family who each bought two raffle tickets. What is the probability that someone from her family will win the raffle? Argosy University – PSY210 assignment quiz.

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3. Question : Jolie has 45 minutes to do her statistics homework. If the mean is 38 minutes and the standard deviation is 3, calculate Jolie’s z score. Once calculated, interpret your findings in terms of Jolie’s performance.

(HINT: use the normal distribution and the probability that other students performed better or worse.)Argosy University – PSY210 assignment quiz.

4. Question : A psychologist measures units of change for a memory test after students are given an opportunity to sleep only four hours. The following change units were obtained: 7, -12, 4, -7, 3, -10. Find the a) mean, b) median, c) mode, d) standard deviation, e) range, and f) variance.

5. Question : A student scored 81 on a chemistry test and 75 on a history test. For the chemistry test, the mean was 70 and the standard deviation was 20. For the history test, the mean was 65 and the standard deviation was 8. Did the student do better on the chemistry test or the history test? Explain your answer. Argosy University – PSY210 assignment quiz.

6. Question : Suppose you want to figure out what to do with your degree in psychology. You ask some fellow students from your psychology program who recently graduated to find out what they are doing with their degree and how much it pays. What type of sampling is this? What are the limitations of this sampling approach? Argosy University – PSY210 assignment quiz,

7. Question : Variables in which the values are categories are known as

Student Answer: Interval variables

Nominal variables

Ordinal variables

Ratio variables

8. Question : Before the researcher can conduct a statistical test, the research question must be translated into

Student Answer: A testable hypothesis

Additional observations

Mathematical symbols

Numbers

9. Question : The hypothesis stating that there are no differences, effects, or relationships is

Student Answer: The alternative hypothesis. Argosy University – PSY210 assignment quiz.

The baseline hypothesis

The null hypothesis

The reasonable hypothesis

Points Received: 4 of 4

Comments:

10. Question : A group of students made the following scores on a 10-item quiz in psychological statistics: {5, 6, 7, 7, 7, 8, 8, 9, 9, 10, 10} What is the mean score? Argosy University – PSY210 assignment quiz.

Student Answer: 6.6

7.2

7.8

8.7

Points Received: 4 of 4

Comments:

11. Question : A group of students made the following scores on a 10-item quiz in psychological statistics: {5, 6, 7, 7, 7, 8, 8, 9, 9, 10, 10} What is the median score?

Student Answer: 6

7

8

9

Points Received: 4 of 4

Comments:

12. Question : A group of students made the following scores on a 10-item quiz in psychological statistics: {5, 6, 7, 7, 7, 8, 8, 9, 9, 10, 10} What is the mode? Argosy University – PSY210 assignment quiz.

Student Answer: 5

7

8

9

Points Received: 4 of 4

Comments:

13. Question : A group of students made the following scores on a 10-item quiz in psychological statistics: {5, 6, 7, 7, 7, 8, 8, 9, 9, 10, 10} What is the range of scores?

Student Answer: 5

6

7

11

Points Received: 4 of 4

Comments:

14. Question : A group of students made the following scores on a 10-item quiz in psychological statistics: {5, 6, 7, 7, 7, 8, 8, 9, 9, 10, 10} What is the variance, treating these scores as a sample? Argosy University – PSY210 assignment quiz.

Student Answer: 1.53

1.60

2.33

2.56

Points Received: 4 of 4

Comments:

15. Question : The standard normal distribution has all the following properties EXCEPT:

Student Answer: The mean, mode, and median are all equal

The total area under the curve equals 1

The curve is specified by two parameters, the mean and the standard deviation

The curve extends to + and – 3 standard deviations from the mean

Points Received: 4 of 4

Comments:

16. Question : According to the Empirical Rule, approximately _______% of the data in a normal distribution will fall within ±1 standard deviation of the mean.

Student Answer: 34

68

95

99.7

Points Received: 4 of 4

Comments:

17. Question : In statistical computations, the number of values that are free to vary is known as

Student Answer: Degrees of freedom. Argosy University – PSY210 assignment quiz.

Freedom factor

Variability index

Variation quotient

Points Received: 4 of 4

Comments:

18. Question : Which of the following reflects a Type I error?

Student Answer: Rejecting the null hypothesis when in reality the null hypothesis is true

Rejecting the null hypothesis when in reality the null hypothesis is false

Accepting the null hypothesis when in reality the null hypothesis is true

Accepting the null hypothesis when in reality the null hypothesis is false

Points Received: 4 of 4

Comments:

19. Question : Which type of sampling is used when the experimenter asks 5 area doctors to refer pregnant women to his study and accepts all women who offer to be in his study? Argosy University – PSY210 assignment quiz.

Student Answer: purposive sampling

convenience sampling

cluster sampling

stratified sampling

Points Received: 4 of 4

Comments:

20. Question : In our statistics equations, n refers to:

Student Answer: mean

standard deviation

normal distribution

number of subjects

Points Received: 4 of 4

Comments:

21. Question : Which of the following is true regarding alpha?

Student Answer: it is also known as the level of significance

value is set by the researcher,

value is equal to the probability of a type I error

all of the above are true

Points Received: 4 of 4

Comments:

22. Question : Macy proposes that boys who play sports are viewed as more attractive than boys who do not play sports. What is her null hypothesis?

Student Answer: Boys who play sports are not viewed as more attractive than boys who do not play sports

Playing sports will influence how attractively boys are viewed

Boys who play sports are more attractive than girls who play sports

There can be no null hypothesis

Points Received: 0 of 4

Comments: the answer is a

23. Question : You calculate a t of 2.38 and note that the tabled value for .01 is 3.22 and for .05 is 2.19. You would conclude that the null hypothesis can be: Argosy University – PSY210 assignment quiz.

Student Answer: Accepted at the .05 level

Rejected at the .01 level

Rejected at the .05 level

None of the above

Points Received: 4 of 4

Comments:

24. Question : A researcher is studying political conservatism among 11 engineering students and 11 humanities students. The number of degrees of freedom for a t test is:

Student Answer: 22

20

11

10

Points Received: 4 of 4

Comments:

25. Question : A t test for dependent groups should be used instead of a t test for independent samples:

Student Answer: If each participant is measured twice

Whenever there are equal numbers of subjects in each group

Whenever there are only two groups

All of the above

Points Received: 0 of 4

Comments: the answer is a

26. Question : In a normal distribution, what percent of the population falls within one and two standard deviations of the mean? Argosy University – PSY210 assignment quiz.

Student Answer: 34%

68%

95%

cannot tell from the information given

Points Received: 4 of 4

Comments:

27. Question : Which of the following is more affected by extreme scores?

Student Answer: Mode

Mean

Median

None of the above are affected

Points Received: 4 of 4

Comments:

28. Question : On a histogram, what does the vertical (y) axis refer to?

Student Answer: Individual scores

Frequencies

Means

Deviation scores

Points Received: 4 of 4

Comments:

29. Question : Which statistic refers to the average amount by which the scores in the sample deviate from the mean?

Student Answer: Range

Standard deviation

Median

Mode

Points Received: 4 of 4

Comments:

30. Question : Assume a normal distribution for N = 300. How many cases would one expect to find between +1 and -1 standard deviations around the mean? Argosy University – PSY210 assignment quiz.

Student Answer: 102

285

150

204

Points Received: 4 of 4

Comments:

31. Question : A z score of zero tells us that the score is at the________of the distribution.

Student Answer: Mean

Very top

Very bottom

None of the above since z cannot be zero

Points Received: 4 of 4

Comments:

32. Question : In a unit normal curve, what goes on the x axis?

Student Answer: Frequencies

Observed scores

z scores

Area

Points Received: 0 of 4

Comments: the answer is c

33. Question : Which of the following is a measure of variability?

Student Answer: Mean

Range

Interval

All of the above

Points Received: 4 of 4

Comments:

34. Question : The only measure of central tendency that can be found for nominal data is the

Student Answer: Mean

Median

Mode

Midrange

Points Received: 4 of 4

Comments:

35. Question : If the probability of event A is 0.45 and the probability of event B is 0.35 and the probability of A and B occurring together is 0.25, then the probability of A OR B is: Argosy University – PSY210 assignment quiz.

Student Answer: 0.8

1.8

0.1575

0.55

Points Received: 4 of 4

Comments:

36. Question : A researcher knows that the average distance commuting students live from campus was previously 8.2 miles. Because of the rising prices of gasoline, the research wants to test the claim that commuting students now live closer to campus. What is the correct alternative hypothesis?

Student Answer: The new mean distance is 8.2 miles.

The new mean distance is less than or equal to 8.2 miles.

The new mean distance is less than 8.2 miles.

The new mean distance is greater than or equal to 8.2 miles.

Points Received: 4 of 4

Comments:

* Times are displayed in (GMT-07:00) Mountain Time (US & Canada). Argosy University – PSY210 assignment quiz.

NSG 6999 Graduate Project in Nursing

Week 1 discussion

To complete this week, after reading chapter one in Melnyk and reviewing the lectures you need to consider the topic of interest to you. List a ONE to two-word topic that you want to explore further and why you are interested in this topic. This topic encompasses the question that you have been generating throughout your program. NSG 6999 Graduate Project in Nursing.

As an example I may choose the topic of depression, as I am interested in all of the depression I am seeing in the primary care office. Next week I will explore the background of this topic and this will lead to my PICOT question.

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As you work on your capstone project proposal, you will want to share your progress with your peers and instructor and seek or provide guidance or share insights. By the due date assigned, go to the Discussion Area and post responses to the discussion question. All responses should be posted to the appropriate topic in this Discussion Area. It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. Include the South University online library in your research activities utilizing not only the nursing resource database, but also those pertaining to education, business, and human resources. NSG 6999 Graduate Project in Nursing.

Supporting one—Challenging one.

By the end of the week, comment on the responses of at least two other students by supporting a minimum of one post and challenging a minimum of one post. You will want to focus on their point of view, asking pertinent questions, adding to the responses by including information from other sources, and respectfully challenging a point of view, supported by references to other sources. Be objective, clear, and concise. Always use constructive language. All comments should be posted to the appropriate topic in this Discussion Area. Please only start a new thread with your original post. Hit reply to respond to a peer. NSG 6999 Graduate Project in Nursing.

Week 2 discussion

Post your background question and your strategy for getting a comprehensive understanding of the clinical issue. NSG 6999 Graduate Project in Nursing. As you work on your capstone project proposal, you will want to share your progress with your peers and instructor and seek or provide guidance or share insights. By the due date assigned, go to the Discussion Area and post responses to the discussion question. All responses should be posted to the appropriate topic in this Discussion Area. It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. Include the South University online library in your research activities utilizing not only the nursing resource database, but also those pertaining to education, business, and human resources. NSG 6999 Graduate Project in Nursing.

Supporting one—Challenging one.

By the end of the week comment on the responses of at least two other students by supporting a minimum of one post and challenging a minimum of one post. You will want to focus on their point of view, asking pertinent questions, adding to the responses by including information from other sources, and respectfully challenging a point of view, supported by references to other sources. Be objective, clear, and concise. Always use constructive language. All comments should be posted to the appropriate topic in this Discussion Area. Please only start a new thread with your original post. Hit reply to respond to a peer. NSG 6999 Graduate Project in Nursing.

Week 3 discussion

State your PICOT question.

Indicate in parentheses after each segment, what part of PICOT the preceding words represent.

For example: In patients recently discharged from the hospital following care for heart failure (P), do hand-off calls by the nurse to the primary care provider using the SBAR format (situation, background, assessment, recommendation) (I) compared to no calls (C) decrease readmission rates (O) over a one year period (T).

Provide feedback to your classmates that focuses on:

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

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

Provide feedback to your classmates that focuses on:

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

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

Support a minimum of one and challenge a minimum of one.

As you work on your capstone project proposal, you will want to share your progress with your peers and instructor and seek or provide guidance or share insights. By the due date assigned, go to the Discussion Area and post responses to the discussion question. All responses should be posted to the appropriate topic in this Discussion Area. It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. Include the South University online library in your research activities utilizing not only the nursing resource database, but also those pertaining to education, business, and human resources. NSG 6999 Graduate Project in Nursing.

Supporting one—Challenging one.

By the due date assigned comment on the responses of at least two other students by supporting a minimum of one post and challenging a minimum of one post. You will want to focus on their point of view, asking pertinent questions, adding to the responses by including information from other sources, and respectfully challenging a point of view, supported by references to other sources. Be objective, clear, and concise. Always use constructive language. All comments should be posted to the appropriate topic in this Discussion Area. Please only start a new thread with your original post. Hit reply to respond to a peer. NSG 6999 Graduate Project in Nursing.

Week 4 discussion

Using the following table—search the 5 databases based on your PICOT Question—under findings note the number of relevant articles found—under features discuss what you liked about that database. ON the discussion board summarize your search—attach your chart for those that would like to see your search.

Exploring the Literature

Picot Question:

Research Tool

Search Tips

Search Terms & Limits

Findings

Features

CINAHL

CINAHL is an SSU subscription-only resource that offers full text access to;336 scholarly journals and indexes over 3,000 journals from the fields of nursing and allied health. NSG 6999 Graduate Project in Nursing.

Look at the Major Subject Heading in the Full Record

Use the Limits Feature:

Example: Publication Type=Systematic Review

Try the CINAHL Heading search:

Keyword search:

Limits:

CINAHL Heading search:

Limits:

PubMed

PubMed is a free health science citation & abstracts index from the National Center for Biotechnology Information at the U.S. National Library of Medicine.

Look at MeSH Terms in Full Record

Use the Limits Feature:

Examples: Article Type=Meta-Analysis; Age=All Adult

Look for the open access Free articles!

Keyword search:

Limits:

MESH search:

Limits:

Cochrane Library

Cochrane Library provides access to the Cochrane Library of Systematic Reviews.Full text of reviews are subscription only.Index/summaries are a public resource. NSG 6999 Graduate Project in Nursing.

Use the Simple Search and the Advance Search Features

Allows you to search with MeSH Terms

Check out the New Reviews

Browse reviews by topic

Keyword search:

Limits:

MESH search:

Limits:

National Guidelines

Clearinghouse

The National Guideline Clearinghouse™ (NGC) is a public resource for evidence- based clinical practice guidelines.

Detailed search provides limits and advance search features

Browse by Disease/Condition or Treatment/Intervention

Add guidelines to “My Collection” and select Compare Guidelines to view side-by-side comparisons of principle data

Keyword search:

Also browse by:

TRIP Database

TRIP is a clinical search engine to locate publicly available clinical evidence.

Limit to:

Systematic Reviews

Guidelines-US

Keyword search:

Limits:

Other Databases:

As you work on your capstone project proposal, you will want to share your progress with your peers and instructor and seek or provide guidance or share insights. By the due date assigned, go to the Discussion Area and post responses to the discussion question. All responses should be posted to the appropriate topic in this Discussion Area. It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. Include the South University online library in your research activities utilizing not only the nursing resource database, but also those pertaining to education, business, and human resources. NSG 6999 Graduate Project in Nursing.

Supporting one—Challenging one.

By the end of the week, comment on the responses of at least two other students by supporting a minimum of one post and challenging a minimum of one post. You will want to focus on their point of view, asking pertinent questions, adding to the responses by including information from other sources, and respectfully challenging a point of view, supported by references to other sources. Be objective, clear, and concise. Always use constructive language. All comments should be posted to the appropriate topic in this Discussion Area. Please only start a new thread with your original post. Hit reply to respond to a peer.

Week 5 discussion

We will be reviewing a “keeper study” this week—evaluate an article by working through the following 7 question

Again, keeper studies can be identified using handy Rapid Critical Appraisal checklists consisting of a set of simple but important questions. Below are sample questions developed for use with quantitative studies that are applicable to most appraisal situations (it’s important to note that qualitative evidence, if it’s relevant to the clinical question, should not be dismissed):

Why was the study done? Make sure the study is directly relevant to the clinical question.

What is the sample size? Size can and should vary according to the nature of the study. Since determining a valid minimum sample size in a single study can be difficult, taking into account multiple studies is beneficial.

The answer to this question alone should not remove a study from the appraisal process.

Are instruments of the variables in the study clearly defined and reliable? Make sure the variables were consistently applied throughout the study and that they measured what the researchers said they were going to measure. NSG 6999 Graduate Project in Nursing.

How was the data analyzed?

Make sure that any statistics are relevant to the clinical question.

Were there any unusual events during the study? If the sample size changed, for example, determine whether that has ramifications if you wish to replicate the study.

How do the results fit in with previous research in this area? Make sure the study builds on other studies of a similar nature.

What are the implications of the research for clinical practice? Ask whether the study addresses a relevant and important clinical issue. NSG 6999 Graduate Project in Nursing.

As you work on your capstone project proposal, you will want to share your progress with your peers and instructor and seek or provide guidance or share insights. By the due date assigned, go to the Discussion Area and post responses to the discussion question. All responses should be posted to the appropriate topic in this Discussion Area. It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. Include the South University online library in your research activities utilizing not only the nursing resource database, but also those pertaining to education, business, and human resources. NSG 6999 Graduate Project in Nursing.

Supporting one—Challenging one.

By the end of the week, comment on the responses of at least two other students by supporting a minimum of one post and challenging a minimum of one post. You will want to focus on their point of view, asking pertinent questions, adding to the responses by including information from other sources, and respectfully challenging a point of view, supported by references to other sources. Be objective, clear, and concise. Always use constructive language. All comments should be posted to the appropriate topic in this Discussion Area. Please only start a new thread with your original post. Hit reply to respond to a peer. NSG 6999 Graduate Project in Nursing.

Week 6 discussion

On the discussion board, using a minimum of two articles that are supporting your PICOT question, submit one paragraph synthesizing the research into clear, concise statements without separately reviewing each of the studies in the paragraph—but by paraphrasing and synthesizing the work that was done.

As you work on your capstone project proposal, you will want to share your progress with your peers and instructor and seek or provide guidance or share insights. By due date assigned , go to the Discussion Area and post responses to the discussion question. All responses should be posted to the appropriate topic in this Discussion Area. It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. Include the South University online library in your research activities utilizing not only the nursing resource database, but also those pertaining to education, business, and human resources.

Supporting one—Challenging one.

By the end of the week, comment on the responses of at least two other students by supporting a minimum of one post and challenging a minimum of one post. You will want to focus on their point of view, asking pertinent questions, adding to the responses by including information from other sources, and respectfully challenging a point of view, supported by references to other sources. Be objective, clear, and concise. Always use constructive language. All comments should be posted to the appropriate topic in this Discussion Area. Please only start a new thread with your original post. Hit reply to respond to a peer. NSG 6999 Graduate Project in Nursing.

Week 7 discussion

This week you will be creating an Implementation Plan that will be attached to your final EBP. For the discussion board this week—outline your implementation steps 1-2-3. NSG 6999 Graduate Project in Nursing.

As you work on your capstone project proposal, you will want to share your progress with your peers and instructor and seek or provide guidance or share insights. By the due date assigned, go to the Discussion Area and post responses to the discussion question. All responses should be posted to the appropriate topic in this Discussion Area. It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. Include the South University online library in your research activities utilizing not only the nursing resource database, but also those pertaining to education, business, and human resources.

Supporting one—Challenging one.

By the end of the week , comment on the responses of at least two other students by supporting a minimum of one post and challenging a minimum of one post. You will want to focus on their point of view, asking pertinent questions, adding to the responses by including information from other sources, and respectfully challenging a point of view, supported by references to other sources. Be objective, clear, and concise. Always use constructive language. All comments should be posted to the appropriate topic in this Discussion Area. Please only start a new thread with your original post. Hit reply to respond to a peer. NSG 6999 Graduate Project in Nursing.

Week 8 discussion

This week you will be working on an evaluation plan that will be attached to your EBP in Week 9. Submit your Evaluation Plan to the DB –listed as 1-2-3…

As you work on your capstone project proposal, you will want to share your progress with your peers and instructor and seek or provide guidance or share insights. By due date assigned, go to the Discussion Area and post responses to the discussion question. All responses should be posted to the appropriate topic in this Discussion Area. It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. Include the South University online library in your research activities utilizing not only the nursing resource database, but also those pertaining to education, business, and human resources. NSG 6999 Graduate Project in Nursing.

Supporting one—Challenging one.

By the end of the week , comment on the responses of at least two other students by supporting a minimum of one post and challenging a minimum of one post. You will want to focus on their point of view, asking pertinent questions, adding to the responses by including information from other sources, and respectfully challenging a point of view, supported by references to other sources. Be objective, clear, and concise. Always use constructive language. All comments should be posted to the appropriate topic in this Discussion Area. Please only start a new thread with your original post. Hit reply to respond to a peer.

Week 9 discussion

Post your Presentation of your EBP on Discussion Board for feedback before final submission in Week 10.

Provide Feedback to 2 Peers–

As you work on your capstone project proposal, you will want to share your progress with your peers and instructor and seek or provide guidance or share insights. By due date assigned , go to the Discussion Area and post responses to the discussion question. All responses should be posted to the appropriate topic in this Discussion Area. It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. Include the South University online library in your research activities utilizing not only the nursing resource database, but also those pertaining to education, business, and human resources. NSG 6999 Graduate Project in Nursing.

Supporting one—Challenging one.

By the end of the week , comment on the responses of at least two other students by supporting a minimum of one post and challenging a minimum of one post. You will want to focus on their point of view, asking pertinent questions, adding to the responses by including information from other sources, and respectfully challenging a point of view, supported by references to other sources. Be objective, clear, and concise. Always use constructive language. All comments should be posted to the appropriate topic in this Discussion Area. Please only start a new thread with your original post. Hit reply to respond to a peer.

Week 10 discussion

Post Final EBP presentation to DB. As you work on your capstone project proposal, you will want to share your progress with your peers and instructor and seek or provide guidance or share insights. By the due date assigned, go to the Discussion Area and post responses to the discussion question. All responses should be posted to the appropriate topic in this Discussion Area. It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. Include the South University online library in your research activities utilizing not only the nursing resource database, but also those pertaining to education, business, and human resources. NSG 6999 Graduate Project in Nursing.

Supporting one—Challenging one.

By the end of the week, comment on the responses of at least two other students by supporting a minimum of one post and challenging a minimum of one post. You will want to focus on their point of view, asking pertinent questions, adding to the responses by including information from other sources, and respectfully challenging a point of view, supported by references to other sources. Be objective, clear, and concise. Always use constructive language. All comments should be posted to the appropriate topic in this Discussion Area. Please only start a new thread with your original post. Hit reply to respond to a peer.

Week 3 Project

To complete this week, after reading chapter two in Melnyk and reviewing the lectures you submit a 2-3 page paper that explores the background of your issue. For this paper #1 you will be defining this issue or disease using the literature. It will end with the PICOT question. The parts of your paper should include:NSG 6999 Graduate Project in Nursing.

Introduction

Definition

Epidemiology

Clinical Presentation

Complications

Diagnosis

Conclusion with PICOT Question

If you are not on a clinical tract (NP) you will explore the issue extensively to define the problem or issue you are interested in.

Submission Details: Submit your document to the Submissions Area by the due date assigned. NSG 6999 Graduate Project in Nursing.

Week 6 Project

Complete Evidence Table as described in the Evidence Table Worksheet. Include Week 4 worksheet with completed Evidence Table.

Evidence Table Worksheet

I. PICOT Question:

plus

1. Will you have a comparison group or will subjects be their own controls?

2. Is a ‘time’ appropriate with your question—why or why not?

II. Evidence Synthesis

(database) ex: Study #1

Study #2

Study #3

Study #4

Study #5

Synthesis

Cochran

(p) Population

(i)

Intervention

(c)

Comparison

(o) Outcome

(t)time

III. Evaluation Table

Citation

Design

Sample size:

Major

Study

Level of

Evidence

Adequate?

Variables:

findings:

evidence

Synthesis

Strengths and

Independent

weaknesses

Dependent

Week 9 Project

Submit EBP project with Implementation Plan and Evaluation Plan. Note EBP plan should resemble plan on page 248 of the Melnyx text. NSG 6999 Graduate Project in Nursing.

Week 10 Project

Post EBP Presentation to Discussion Board and Project. NSG 6999 Graduate Project in Nursing.

NR 601 Discussion

B.J., a 70-year-old black female has been seen in the clinic several times. The last time she was in for a check-up was 6 months ago to get her prescriptions refilled. She has returned to the clinic today because she “ran out of blood pressure medicine” and would like to get her prescriptions renewed. She has not taken any prescription medicine in approximately 6 months

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Background:

The patient indicates that she has noticed shortness of breath, especially when she is playing with her grandchildren. But, it goes away once she sits down to rest. She reports that she is also bothered by shortness of breath that wakes her up at night, but it resolves after sitting upright on 3 pillows. She also tells you that “I noticed over the last week that my legs and ankles have been swollen”. She also indicates that she often feels light headed and faint while going up the stairs, but it subsides after sitting down to rest. NR 601 Discussion.

PMH:

Hypertension

Previous history of MI in 2010

Current medications:

Coreg 6.25 mg PO BID

Colace 100 mg PO BID

K-dur 20 mEq PO QD

Furosemide 40 mg PO QD

Surgeries:

2010-Left Anterior Descending (LAD) cardiac stent placement

Allergies
: Amoxicillin

Vaccination History:

She receives an annual flu shot. Last flu shot was this year

Has never had a Pneumovax

Has not had a Td in over 20 years

Has not had the herpes zoster vaccine

Other:

Last colorectal screening was 11 years ago

Last mammogram was 5 years ago

Has never had a DEXA/Bone Density Test

Last dilated eye exam was 4 years ago

Labs from last year’s visit: Hgb 12.2, Hct 37%, K+ 4.2,

Na+140 Cholesterol 186, Triglycerides 188, HDL 37, LDL 190, TSH 3.7

Blood pressure on day of visit: 150/90

Social history:

She graduated from high school, and thought about college, but got married right away and then had kids a short time later. Her son lives in another state,

Family history:

Both parents are deceased. Father died of a heart attack; mother died of natural causes. She had one brother who died of a heart attack 20 years ago at the age of 52. NR 601 Discussion.

Habits:

She drinks one 4-ounce glass of red wine daily. She is a former smoker that stopped 20 years ago.

Discussion Part One:

• Summarize the important data from the patient’s history and reason for the visit today.

• Provide a minimum of three differential diagnoses (DD) with rationale for the chief complaint.

• Include OLDCARTS and additional ROS questions needed to develop DD. NR 601 Discussion.

• Based on the LDL level above, indicate if you need to order a statin for this patient? Provide a rationale for your decision based on evidence based clinical guidelines.

• What other patient risk factors put the patient at risk for arteriosclerotic coronary vascular disease (ASCVD)? Reference the guidelines in your response.

• Based on the patient data provided, choose two geriatric assessment tools that would be appropriate to use in conducting a thorough geriatric assessment. Provide a rationale on why you are choosing these particular tools. NR 601 Discussion.

Physical Exam

Vital signs
: BP 138/88; HR 88 (regular), RR 18, T 98.8 height 5’7″, weight 175 pounds

General appearance:
Thin and mildly dyspneic

Lungs
: Mild end-expiratory wheezing. Pursed-lip breathing noted and has a prolonged expiratory phase. Heart: S1 and S2 RRR with distant heart tones. No murmurs

Abdomen:
Soft, non-tender with positive bowel sounds. No abdominal bruits

Extremities:
Full ROM of all extremities. No edema. All pulses 2+

Labs/diagnostics:
Chest x-ray shows pulmonary hyperinflation, flattening of the diaphragm; Pulmonary function test:

Prebronchodilation:
FEV1/FVC ratio 53%, FEV1 50% of predicted value

Postbronchodilation
with 2 puffs albuterol—FEV1/FVC ratio 0.60, FEV1 60% of predicted value

Discussion Questions Part Two:

Post your SOAP note for this patient’s encounter.

Review the SOAP note format for the course. Summarize the history and results of the physical exam. Include one evidence-based journal article that supports your rationale for all diagnoses with ICD 10 codes and include a complete treatment plan that include medications, further diagnostics, patient education, referral and plan for follow-up. Each step of the plan must include an in-text citation to a scholarly source. Review the Reference Guidelines document in Course Resources. NR 601 Discussion.

Cervicitis PowerPoint presentation

SUMMARY

Sexually transmitted infections (STIs) continue to present major health, social, and economic problems in the developing world. Gonococcal infections and their complications are amongst the most frequent communicable diseases in many countries (Muthusamy & Elangovan, 2017). This presentation narrated a clinical presentation of a young female,  who is seeking medical care with urinary symptomatology. The presentation relevant physical exam findings, differential diagnosis, laboratory test, definitive diagnosis,  management and patient education.

HPI

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Chief Complaint: “Pain with urination”

HPI: Ms. Campbell is a 25-year-old woman who presents with a 3-day history of dysuria, increases urinary frequency and yellow, kind of creamy vaginal discharge. She is sexually active, with recent, unprotected vaginal intercourse, and multiples sexual partners. Her past medical history is remarkable for urinary tract infection and candidiasis last year. Physical exam demonstrated cervical friability and discharge from the os; with a normal bimanual exam. Cervicitis PowerPoint presentation.

MEDICAL HISTORY

Medications:

Ibuprofen OTC for menstrual pain and headache.

Past Medical History (PMH)

Allergies
: None

Medication Intolerance
: None

Chronic health problems
: None

Major traumas
:  None

Hospitalizations/Surgeries:
None

Family history

SOCIAL HISTORY

ROS

R.O.S

Physical Exam

Physical Exam

Lab Tests

Lab Tests

Human Immunodeficiency virus (HIV) antibody: Negative

Human Chorionic Gonadotropin (hCG), plasma: Negative

Cervicitis

Chlamydia culture
.: Negative

Neisseria gonorrhea culture: Positive

Cervical swab/Gram stain

Amine/whiff test

Urinary tract infection :

Urine culture: no bacterial growth.

Urinalysis: positive

PRIMARY DIAGNOSIS

CERVICITIS:
supported by the presence of recent history of dysuria, increases urinary frequency and yellow, kind of creamy vaginal discharge. Physical examination revealed a mucopurulent discharge from os cervix with a normal bimanual exam. Laboratory test confirmation. Cervicitis PowerPoint presentation.

DIFFERENTIAL DIAGNOSIS
:

1. URINARY TRACT INFECTION

2. PELVIC INFLMATORY DISEASE

3. BACTERIAL VAGINOSIS.

u
MANAGEMENT/PLAN

Medication:

Ceftriaxone 250 mg IM x 1 dose

Azithromycin 1000 mg orally x 1 dose

Non-medication treatment

Avoid sexual activity during the treatment. Use condom on the future.

tests ordered: No further test needed.

Education: Contact and treatment of recent sexual partners, Counseling regarding use of barrier protection and risk of STIs, recommend pap smears per current guidelines, Recommend HIV, Hep B, and syphilis screening, and recommend HPV vaccination, as this patient is less than 26 years old. Cervicitis PowerPoint presentation.

Follow-up/: in 2 weeks to evaluate medication effectiveness.

Referral: None

Evidence-based articles

Title, author, and year of article:
Update on treatment options for gonococcal infections. Lancaster, J. W., Mahoney, M. V., Mandal, S., & Lawrence, K. R. (2015). Cervicitis PowerPoint presentation.

Brief summary / purpose of the study
: The incidence of 
Neisseria gonorrhoeae
 infections in the United States has grown over the past decade. The most recent data provided by the Centers for Disease Control and Prevention (CDC) indicate that reported cases have increased by almost 10% over the last 5 years. In conjunction with this rise, the presence of multidrug-resistant strains of 
N. gonorrhoeae
 has also emerged. The 2015 CDC guidelines recommend dual therapy with intramuscular ceftriaxone and oral azithromycin as first-line treatment, although components of this regimen are met with a high level of resistance. Although ceftriaxone resistance has not yet been reported in the United States, it is only a matter of time before such isolates are detected, thus ushering in a new era of difficult-to-manage uncomplicated gonococcal infection. The potential public health crisis and patient-associated sequelae (e.g., pelvic inflammatory disease, epididymitis, and human immunodeficiency virus infection) linked with untreatable gonorrhea are cause for great concern. To try to stem this tide, a number of new agents targeted against 
N. gonorrhoeae
 are being investigated in clinical trials. This article, we review the various agents, both currently available and under clinical investigation, and provide recommendations for the management of gonococcal infections. Cervicitis PowerPoint presentation.

How did the study support Ms. Campbell’s case: This study is a good resource to create a plan of treatment for Ms. Campbell.

Evidence-based articles

Title, author, and year of article:
A systematic review and appraisal of the quality of practice guidelines for the management of Neisseria gonorrhoeae infections. Dickson, C., Arnason, T., Friedman, D. S., Metz, G., & Grimshaw, J. M. (2017). Cervicitis PowerPoint presentation.

Brief summary / purpose of the study
:  Clinical guidelines help ensure consistent care informed by current evidence. As shifts in antimicrobial resistance continue to influence first-line treatment, up-to-date guidelines are important for preventing treatment failure. This study was conducted to assess the quality of current gonorrhea guidelines’ development processes. Multiple databases was used. As a result, the author identified 10 guidelines meeting the inclusion criteria. The quality of the gonorrhea treatment guidelines varied. The 
WHO Guidelines for the Treatment of Neisseria gonorrhoeae
 and 
UK National Guideline for the Management of Gonorrhea in Adults
 scored the highest on 
Rigour of Development
. Methods to address conflicts of interest were often not described in the materials reviewed. By limiting the study to English-language guidelines, a small number of guidelines we identified were excluded. The author concluded that Gonorrhoea treatment guidelines may slow antimicrobial resistance. Many current guidelines are not in line with the current guideline development best practices; this might undermine the perceived trustworthiness of guidelines. By identifying current limitations, this study can help improve the quality of future guidelines. Cervicitis PowerPoint presentation.

How did the study support Ms. Campbell’s case: This study is a good resource to create a plan of treatment for Ms. Campbell.

Evidence-based articles

Title, author, and year of article:
Gonorrhea treatment practices in the STD Surveillance Network, 2010–2012. Kerani, R. P., Stenger, M. R., Weinstock, H., Bernstein, K. T., Reed, M., Schumacher, C., … & Golden, M. (2015).

Brief summary / purpose of the study
:
Neisseria
 
gonorrhoeae
 has retained antimicrobial resistance to drugs previously recommended for first-line empiric treatment of gonorrhea, and resistance to ceftriaxone, the last option for monotherapy, is evolving. Crucial actions to combat this developing situation include implementing response plans; considering use of dual antimicrobial regimens; enhancing surveillance of gonorrhea, gonococcal antimicrobial resistance, treatment failures and antimicrobial use/misuse and improving prevention, early diagnosis, contact tracing and treatment. The ways forward also include an intensified research to identify novel antimicrobial resistance determinants and develop and evaluate appropriate use of molecular antimicrobial resistance testing, ideally point-of-care and with simultaneous detection of gonococci, to supplement culture-based methods and ideally guide tailored treatment. Cervicitis PowerPoint presentation. Replacing oral treatments with ceftriaxone is a central component of public health efforts to slow the emergence of cephalosporin-resistant 
Neisseria gonorrhoeae
 in the United States. Six city and state health departments contributed data on all gonorrhea cases reported in 101 counties and independent cities. Treatment data were obtained through local public health surveillance and interviews with a random sample of patients. Cases were weighted to adjust for site-specific sample fractions and for differential nonresponse by age, sex, and provider type. From 2010 to 2012, 135,984 gonorrhea cases were reported in participating areas, 15,246 (11.2%) of which were randomly sampled. Of these, 7,851 (51.5%) patients were interviewed. Among patients with complete treatment data, 76.8% received ceftriaxone, 16.4% received an oral cephalosporin, and 6.9% did not receive a cephalosporin; 51.9% of persons were treated with a regimen containing ceftriaxone and either doxycycline or azithromycin. Ceftriaxone treatment increased significantly by year (64.1% of patients in 2010, 79.3% in 2011, 85.4% in 2012; 
P
 = 0.0001). Ceftriaxone use varied widely by STD Surveillance Network site (from 44.6% to 95.1% in 2012). Most persons diagnosed as having gonorrhea between 2010 and 2012 in the United States received ceftriaxone, and its use has increased since the release of the 2010 Centers for Disease Control and Prevention STD Treatment Guidelines. Cervicitis PowerPoint presentation.

How did the study support Ms. Campbell’s case: This study is a good resource to create a plan of treatment for Ms. Campbell
.

uEvidence-based articles

Title, author, and year of article:
Cervicitis: a prospective observational study of empiric azithromycin treatment in women with cervicitis and non-specific cervicitis. Lusk, M. J., Garden, F. L., Cumming, R. G., Rawlinson, W. D., Naing, Z. W., & Konecny, P. (2017).Cervicitis PowerPoint presentation.

Brief summary / purpose of the study
: Treatment with 1 G azithromycin was observed prospectively in 130 women with cervicitis enrolled in a cervicitis etiology study of 558 women at three sexually transmitted infection clinics in Sydney, Australia. Two overlapping groups of women with cervicitis were considered: ‘cervicitis group 1’ (n = 116) excluded women with 
Trichomonas vaginalis
 and a subgroup of this, ‘cervicitis group 2’ (non-specific cervicitis) (n = 96) further excluded women with 
Neisseria
gonorrhoea
, 
Chlamydia trachomatis
 and 
Mycoplasma genitalium
 at enrolment. Testing for 
Chlamydia trachomatis
, 
Mycoplasma genitalium
 and 
Trichomonas vaginalis
 was by PCR and 
Neisseria
gonorrhoea
 by PCR and culture. Treatment outcomes were cervicitis or vaginal symptoms at follow-up. Effect on cervicitis at follow-up was also assessed after additional reported partner treatment. In ‘cervicitis group 1’ where prevalence of 
Mycoplasma genitalium
 and/or 
Chlamydia trachomatis
 was 23/116 (19.8%), azithromycin reduced cervicitis at follow-up (RR = 0.62 (95% CI 0.39–0.97) 
p
 = 0.035), but there was no significant effect in non-specific cervicitis (‘cervicitis group 2’) (RR = 0.60 (95% CI 0.35–1.01) 
p
 = 0.056).  Empiric treatment did not reduce vaginal symptoms at follow-up in either group. No effect of empiric partner treatment was seen. The conclusion was that empiric azithromycin treatment of cervicitis reduces cervicitis at follow-up in populations with high prevalence of 
Chlamydia trachomatis
 and/or 
Mycoplasma genitalium
. There are no benefits of empiric azithromycin for non-specific cervicitis or empiric partner treatment. Cervicitis PowerPoint presentation.

.
How did the study support Ms. Campbell’s case: This study is a good resource to follow appropriate treatment for Ms. Campbell.

uEvidence-based articles

Title, author, and year of article:
Screening for gonorrhea and chlamydia: an update for the US Preventive Services Task Force. Zakher, B., Cantor, A. G., Pappas, M., Daegas, M., & Nelson, H. D. (2014).

Brief summary / purpose of the study
: Objective: Observational studies about screening effectiveness, test accuracy, and screening harms was conducted to update the 2005 and 2007 systematic reviews for the U.S. Preventive Services Task Force on screening for gonorrhea and chlamydia in men and women, including pregnant women and adolescents. Data Sources revised included MEDLINE, and Cochrane databases, including only randomized, controlled trials (RCTs) and controlled observational studies. In 10 new studies of asymptomatic patients, nucleic acid amplification tests demonstrated sensitivity of 86% or greater and specificity of 97% or greater for diagnosing gonorrhea and chlamydia, regardless of specimen type or test. The target populations included asymptomatic, sexually active men and women, including pregnant women and adolescents. There were few relevant studies of screening benefits and harms. Only screening tests and methods cleared by the U.S. Food and Drug Administration for current clinical practice were included to determine diagnostic accuracy. As a conclusion, Chlamydia screening in young women may reduce the incidence of pelvic inflammatory disease. Nucleic acid amplification tests are accurate for diagnosing gonorrhea and chlamydia in asymptomatic persons.  Gonorrhea Tests for women included 4 studies testing endocervical specimens using transcription-mediated amplification (TMA); polymerase chain reaction (PCR), including a new rapid test (27); or strand displacement amplification (SDA) reported sensitivities ranging from 90.0% to 100.0%. Sensitivity using self-collected vaginal specimens obtained in a clinician’s office was 98.0% by TMA (26) and 100% by PCR (27). Results of female urine specimens using TMA, PCR, or SDA ranged from 78.6% to 100% (24, 25, 27). However, the study reporting the lowest sensitivities for urine used urine volumes larger than recommended by the manufacturer of the screening test. Chlamydia Tests Among 5 studies of endocervical specimens, sensitivity of TMA was 89.0% to 97.1%, SDA was 86.4% to 96.2%, and PCR was 86.4% to 95.8% (24, 27, 28, 30, 31). Clinician-collected vaginal swabs tested with TMA and PCR provided sensitivities of 89.9% and 98.8% (28), and self-collected vaginal swabs from clinical settings provided sensitivities of 97.0% with TMA (31) and 90.7% (28) and 98.0% (27) with PCR. Cervicitis PowerPoint presentation.

How did the study support Ms. Campbell’s case: This study is a good resource to order the right laboratory test to confirm diagnosis in  Ms. Campbell.

Cervicitis PowerPoint presentation

References

Dickson, C., Arnason, T., Friedman, D. S., Metz, G., & Grimshaw, J. M. (2017). A systematic review and appraisal of the quality of practice guidelines for the management of Neisseria gonorrhoeae infections. 
Sex
Transm
Infect
, sextrans-2016

uKerani, R. P., Stenger, M. R., Weinstock, H., Bernstein, K. T., Reed, M., Schumacher, C., … & Golden, M. (2015). Gonorrhea treatment practices in the STD Surveillance Network, 2010–2012. 
Sexually transmitted diseases
, 
42
(1), 6-12. Cervicitis PowerPoint presentation.

uLancaster, J. W., Mahoney, M. V., Mandal, S., & Lawrence, K. R. (2015). Update on treatment options for gonococcal infections. 
Pharmacotherapy: The Journal of Human Pharmacology and Drug Therapy
, 
35
(9), 856-868.

u  Lusk, M. J., Garden, F. L., Cumming, R. G., Rawlinson, W. D., Naing, Z. W., & Konecny, P. (2017). Cervicitis: a prospective observational study of empiric azithromycin treatment in women with cervicitis and non-specific cervicitis. Cervicitis PowerPoint presentation.

uMuthusamy, S., & Elangovan, S. (2017). A study on prevalence and antibiotic sensitivity testing methods for Neisseria gonorrhoeae isolates among female outpatients of sexually transmitted infection clinic. 
International Journal of Health & Allied Sciences
, 
6
(1), 11.

uZakher, B., Cantor, A. G., Pappas, M., Daegas, M., & Nelson, H. D. (2014). Screening for gonorrhea and chlamydia: an update for the US Preventive Services Task Force. 
Ann Intern Med
, 
23
. Cervicitis PowerPoint presentation.

NSG6430 Women’s Health Case Study assignment

Week 7 assignment case study

Women’s Health Case Study

General Guidelines for Comprehensive Case Study – the due date assigned

You will complete the iHuman case, “Nancy Campbell”. NSG6430 Women’s Health Case Study assignment.

After completing the iHuman case, you will present the case and supporting evidence in a PowerPoint presentation with the following components:

ORDER A PLAGIARISM-FREE PAPER HERE

Slide 1: Title, Student Name, Course, Date

Slide 2: Summary or synopsis of Ms. Campbell’s case

Slide 3: HPI

Slide 4: Medical History

Slide 5: Family History

Slide 6: Social History

Slide 7: ROS

Slide 8: Examination

Slide 9: Labs (In-house)

Slide 10: Primary Diagnosis and 3 Differential Diagnoses – ranked in priority

Primary Diagnosis should be supported by data in the patient’s history and exam

Slide 11: Management Plan: medication (dose, route, frequency), non-medication treatment, tests ordered, education, follow-up/referral. NSG6430 Women’s Health Case Study assignment.

Slide 12-17: An evaluation of 5 evidence-based articles applicable to Ms. Campbell’s case: evaluate 1 article per slide

Include title, author, and year of article

Brief summary / purpose of the study

How did the study support Ms. Campbell’s case?

Course texts will not count as a scholarly source; if using data from websites you must go back to the literature source for the information-no secondary sources are allowed, i.e. Medscape, UptoDate, etc. NSG6430 Women’s Health Case Study assignment.

Slide 18: Reference List

You will submit the PowerPoint presentation in the Submissions Area by the due date assignbedName your Case Study Presentation SU_NSG6430_W7_A2_lastname_firstinitial.doc. NSG6430 Women’s Health Case Study assignment.