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  • Application: Systems Theory NURS 6053: Interprofessional Organizational and Systems Leadership

    Application: Systems Theory NURS 6053: Interprofessional Organizational and Systems Leadership

    Walden University Week 2 writing assignment 3-5 pages, APA format:

    Note: I am retired military officer: Decision making within the organizational hierarchy is typically decentralized. The top-level leaders make decisions on the organization’s goals, but decisions are made at all levels of management creating the decentralized hierarchy. Also, the formal leadership style at this organization is a combination of transactional, transformational, situational and serving leader style.

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    Note: The military culture is a unique organization in its own ways such as its mission, vision, strategic planning, and military community lifestyle.  The current organization primary mission is to Treat- Teach -Train. That being said, its mission is based on deployment platforms and a teaching hospital. Application: Systems Theory NURS 6053: Interprofessional Organizational and Systems Leadership.

    Vision Statement: Superior Health Care and Readiness through prevention, innovation and partnerships (Local communities hospital and VA)

    ***I have included my week 1 writing discussion for reference.

    For this Assignment, you apply systems theory to the examination of a problem in a department or a unit within a health care organization. (
    Note:
     You may use the same problem you identified for the Discussion as long as it meets the criteria for this assignment.)

    To prepare:

    ·         Review the Meyer article, “Nursing Services Delivery Theory: An Open System Approach,” in this week’s Learning Resources. Focus especially on the information presented in Table 1 (p. 2831) and Figure 2 (p. 2833).

    ·         Reflect on your organization or one with which you are familiar. Within a particular department or unit in this organization, identify a problem the staff is encountering. Application: Systems Theory NURS 6053: Interprofessional Organizational and Systems Leadership.

    ·         Using Table 1 in the Meyer article as a guide, analyze the department or unit, identifying inputs, throughput, output, cycles of events, and negative feedback. Consider whether the problem you have selected relates to input, throughput, output, cycles of events, and/or negative feedback.

    ·         Think about how you could address the problem: Consider what a desired outcome would be, then formulate related goals and objectives, and translate those goals into policies and procedures. Application: Systems Theory NURS 6053: Interprofessional Organizational and Systems Leadership.

    ·         Research professional standards that are pertinent to your identified problem.

    ·         Reflect on the organization’s mission statement and values. In addition, consider how addressing this problem would uphold the mission and values, while improving the organizational culture and climate. (Depending on the organization you have selected, you may have explored these in the Week 1 Discussion.)

    To complete:

    Write a 3- to 5-page paper that addresses the following:

    ·         Describe a department or unit within a health care organization using systems theory terminology. Include a description of inputs, throughput, output, cycles of events, and negative feedback.

    ·         Describe the problem you identified within the department or unit using an open- systems approach, and state where the problem exists using the systems theory model (input, throughput, output, cycles of events, or negative feedback). Application: Systems Theory NURS 6053: Interprofessional Organizational and Systems Leadership.

    ·         Based on this information, explain how you would address the problem as follows:

    o    Formulate a desired outcome.

    o    Identify goals and objectives that would facilitate that outcome.

    o    Translate those goals and objectives into policies and procedures for the department or unit.

    o    Describe relevant professional standards.

     

    ·         Explain how your proposed resolution to the problem would uphold the organization’s mission and values and improve the culture and climate. Application: Systems Theory NURS 6053: Interprofessional Organizational and Systems Leadership.

    When I joined the Air Force in 1992, my initial goal was to serve only four years that extended to 2o years with many great rewarding experiences.  The military culture is a unique organization in its own ways such as its mission, vision, strategic planning, and military community lifestyle.  The current organization primary mission is to Treat- Teach -Train. That being said, its mission is based on deployment platforms and a teaching hospital. The organization trains physicians in graduate medical, educational programs which are integrated with a local state university school of medicine. The organization also has a stand-alone training program for nurses, technicians, dental hygienists and other types of healthcare providers just to name a few.

    With the recent military personnel force reduction last year, the organization is now considered to be the third largest regional Air Force teaching hospital. Airmen from the medical center provided patients with a full range of health nursing and medical care services, ranging from newborns, laser eye surgery to comprehensive cancer care and frequently provide deployed medical support around the globe. Although there is no single definition of organization culture, Bellot (2011) defines organizational culture as of shared values and beliefs that govern how people behave in groups. Also, the military’s culture of an organization provides guidelines and boundaries that help the staff to know and to perform their jobs correctly for accountability. Besides, the culture of the military organization is so deep-rooted in the behavior of the airmen that there is cohesiveness of being mission ready.  Whereas, when a non-military member observed the military’s culture it is perceived as being too firm and involved, and the organization is very difficult to follow through. Thus, the culture can be thought of as ‘personality’ driven by the influence of the organization (Bellot, 2011). Application: Systems Theory NURS 6053: Interprofessional Organizational and Systems Leadership.

    Furthermore, the culture and climate of the organization can be constant or fluid depends on the seasonal change in new leadership every two to four years related to relocating to another military base installation or transitioning to civilian. Whereas, the new inbound leadership style can have a positive or negative effect on upper and lower management and staff within the organization (Marqui & Huston, 2012). For example, when the organization receives a new hospital medical group or base wing commander. The staff will have an opportunity to complete a culture and climate assessment survey that measured and compared the attitudes and perceptions of hospital staff toward a broad range of culture-related issues. As a result, the surveys are provided an insight the need for change in our military culture due to internal and external influences. NURS 6053-10. Application: Systems Theory NURS 6053: Interprofessional Organizational and Systems Leadership.

    Overall, the role of the nurse leader is to lead by example and to support the mission, vision, and values of the Air Force core values: integrity, service before self, and excellence in all we do. The goal is to pull the team to together to be in align with the organization’s values’ (Nelson & Gardent, 2011). Also, when I think of the roles and responsibilities of a nurse leader, who plays a significant role in advocating for nursing standard of care and patient-nurse relations via “interpersonal collaboration” comes to mind (ANA, 2015).  Also, nurse leaders need to communicate clearly and concisely and to structure their ideals strategically in line with the organization’s mission and goals (ANA, 2015).  Together with nurse frontline managers and clinical leaders, and nurse informatics leaders help set the organization’s direction and goals. In addition, these teams strive for consistent practices and accountability across an organization. Application: Systems Theory NURS 6053: Interprofessional Organizational and Systems Leadership.

    References

    American Nurses Association, (2015). Code of ethics.
    Retrieved from http://www.nursingworld.org/Mobile/Code-of-Ethics

    Bellot, J. (2011). Defining and assessing organizational culture. Nursing Forum, 46(1),

    29–37. Retrieved from the Walden Library databases.

     

    Nelson, W. A., & Gardent, P. B. (2011). Organizational values statements. Healthcare

    Executive, 26(2), 56–59.  Retrieved from the Walden Library databases.

     

    Marquis, B. L., & Huston, C. J. (2012). Leadership roles and management functions in

    nursing: Theory and application 
    (Laureate Education, Inc., custom ed.).

    Philadelphia, PA: Lippincott, Williams & Wilkins. Application: Systems Theory NURS 6053: Interprofessional Organizational and Systems Leadership.

  • Interprofessional Organizational and Systems Leadership Essay Assignment papers and exams -NURS 6053

    Application: Systems Theory NURS 6053: Interprofessional Organizational and Systems Leadership

    NURS 6053 – Interprofessional Organizational and Systems Leadership

    (5 cr.)
     Students in this course prepare to exercise leadership through which they can help to ensure their organization is able to adapt and flourish in the ever-changing world of healthcare. Students explore the impact of healthcare system changes on transforming the nursing profession. They examine and discuss theories related to leadership and management and learn about empowerment strategies that assist master’s-prepared nurses to assume and succeed in leadership roles. Students engage in course assignments that focus on real-world nursing practice applications of theory.

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    NURS 6053: Interprofessional, Organizational, and Systems Leadership

    Planned Change

    The Problem

    The Change

    Maintaining Mission, Values, and Goals

    Change Model

    Conclusion

    References

    Application: Systems Theory NURS 6053: Interprofessional Organizational and Systems Leadership

  • NURS 6501, 6521, 6512, 6531 – Advanced Pathophysiology, Pharmacology, Health Assessment and Diagnostic Reasoning and Practice Care of Adults Across the Lifespan

    NURS 6501, 6521, 6512, 6531 – Advanced Pathophysiology, Pharmacology, Health Assessment and Diagnostic Reasoning and Practice Care of Adults Across the Lifespan

    NURS 6501 – Advanced Pathophysiology

    (5 cr.)
     Advanced practice nurses must be equipped with an in-depth understanding of pathophysiological disease processes across the lifespan. In this course, students focus on understanding the bio-physiological processes, the deviations from these processes, and an in-depth examination of the scientific concepts related to the biology of disease processes. Advanced practice nursing students learn how normal organ systems function and how organ systems are interrelated to help the body maintain homeostasis. Through knowledge of pathophysiological disease processes, students gain the information needed to develop appropriate treatment plans for patients across the life span. Students explore a variety of topics, such as immunity, inflammation, cancer genetics, and cardiovascular disease. They also examine a range of disease processes, including hematologic, renal, neurologic, gastrointestinal, and reproductive disorders. NURS 6501, 6521, 6512, 6531 – Advanced Pathophysiology, Pharmacology, Health Assessment and Diagnostic Reasoning and Practice Care of Adults Across the Lifespan.

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    NURS 6521 – Advanced Pharmacology

    (5 cr.)
     A solid foundation in the concepts and principles of drug therapy across the lifespan is essential to the work of advanced practice nurses. Students in this course apply the advanced principles of pharmacology, including pharmacogenomics, pharmacokinetics and pharmacodynamics, by analysis of common drug classes prescribed by advanced practice nurses across the lifespan. Factors influencing successful therapy such as effectiveness, safety, acceptability, cost, genetic/environmental influences, complementary regimens, and patient behaviors are considered. Through this course, students prepare to examine complex decisions in the management and treatment of selected acute and chronic diseases across the lifespan through pharmacologic and nonpharmacologic agents. Advanced practice nursing students will have a more in-depth understanding of drug legislation and regulation for prescribing drugs. NURS 6501, 6521, 6512, 6531 – Advanced Pathophysiology, Pharmacology, Health Assessment and Diagnostic Reasoning and Practice Care of Adults Across the Lifespan.

     

    NURS 6512 – Advanced Health Assessment and Diagnostic Reasoning♦

    (5 cr.)
     The physical and emotional well-being of patients and families can be complex and multifaceted. Advanced practice nurses need to have the knowledge and ability to provide safe, competent, and comprehensive physical health assessments. Students in this course focus on concepts and skills to assess patients across the lifespan. They learn to use diagnostic reasoning, advanced communication, and physical assessment skills to identify changes in health patterns. Students also use a systematic approach through which they focus on the assessment of patients with acute and chronic health problems. The advanced skills of suturing, reading 12 Lead EKGs, and interpreting X-rays will be covered. Students engage in course assignments that emphasize risk assessment, diagnostic reasoning, and evidence-based assessment across the lifespan. NURS 6501, 6521, 6512, 6531 – Advanced Pathophysiology, Pharmacology, Health Assessment and Diagnostic Reasoning and Practice Care of Adults Across the Lifespan.

    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.

     

    NURS 6531 – Advanced Practice Care of Adults Across the Lifespan

    (5 cr.)
     In this course, students learn how nurse practitioners master the art and science of clinical decision making among adult populations. Students focus on the diagnosis and management of primary healthcare needs and problems of the adult and elderly adult. They engage in a variety of course assignments that focus on physical and behavioral disease processes central to diagnosing illnesses as well as planning, implementing, and evaluating therapeutic treatment programs for acute illnesses commonly encountered in a primary healthcare setting. Students gain confidence in clinical experiences in a primary healthcare setting where they learn to plan, implement, and evaluate therapeutic regimens for adult patients with common acute and chronic illnesses. 
     
     
    (Prerequisite(s):
     NURS 6501, NURS 6511, and NURS 6521.) 
    Note:
     
    This course requires a minimum of 144 practicum hours. NURS 6501, 6521, 6512, 6531 – Advanced Pathophysiology, Pharmacology, Health Assessment and Diagnostic Reasoning and Practice Care of Adults Across the Lifespan.

     

    NURS 6521 Advanced Pharmacology: Welcome & Course Readings

    Welcome & Course Readings

    Welcome to your course guide

    NURS 6521 Course Readings

    Other Readings

    Welcome to your course guide

    Please find your required library readings below. If you have problems with the links below, please 
    contact the Library
    . If you have APA questions about these materials, please 
    contact the Writing Center
    . NURS 6501, 6521, 6512, 6531 – Advanced Pathophysiology, Pharmacology, Health Assessment and Diagnostic Reasoning and Practice Care of Adults Across the Lifespan.

    NURS 6521 Course Readings

    After clicking on a citation below, enter your myWalden user name and password at the prompt.

    Please 
    Ask a Librarian
     if you have any questions about the links.

    English, C., & Aloi, J. J. (2015). New FDA-approved disease-modifying therapies for multiple sclerosis. Clinical Therapeutics, 37(4). 691-715. https://doi.org/10.1016/j.clinthera.2015.03.001

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

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

    Ladd, E., and Hoyt, A. (2016). Shedding light on nurse practitioner prescribing. The Journal for Nurse Practitioners, 12(3), 166-173. DOI:10.1016/j.nurpra.2015.09.017

    Lunenfeld, B., Mskhalaya, G., Zitzmann, M., Arver, S., Kalinchenko, S., Tishova, Y., & Morgentaler, A. (2015). Recommendations on the diagnosis, treatment and monitoring of hypogonadism in men. Aging Male, 18(1), 5-15. doi: 10.3109/13685538.2015.1004049

    Panther, S. G., Knotts, A. M., Odom-Maryon, T., Daratha, K., Woo, T., & Klein, T. A. (2017). Off-label prescribing trends for ADHD medications in very young children. The Journal of Pediatric Pharmacology and Therapeutics, 22(6), 423-429. DOI: 10.5863/1551-6776-22.6.423

    Roberts, H. & Hickey, M. (2016). Managing the menopause: An update. Maturitas, 86(2016), 53-58. https://doi.org/10.1016/j.maturitas.2016.01.007

    Sabatino, J. A., Pruchnicki, M. C., Sevin, A. M., Barker, E., Green, C. G., & Porter, K. (2017). Improving prescribing practices: A pharmacist-led educational intervention for nurse practitioner students. Journal of the American Association of Nurse Practitioners, 29(5), 248-254. doi: 10.1002/2327-6924.12446.
     NURS 6501, 6521, 6512, 6531 – Advanced Pathophysiology, Pharmacology, Health Assessment and Diagnostic Reasoning and Practice Care of Adults Across the Lifespan.

  • NURS 6541 Primary Care of Adolescents and Children Essays Assignments and Exams

    NURS 6541 Primary Care of Adolescents and Children Essays Assignments and Exams

    NURS 6541 – Primary Care of Adolescents and Children

    (5 cr.)
     How can a nurse practitioner master the art and science of clinical decision making among pediatric populations? This course provides students with the opportunity to answer this question as they examine content related to the primary healthcare of children and adolescents while focusing on common health problems. Students learn how to identify, diagnose, and manage these problems. They also gain confidence in clinical experience in a primary healthcare setting that provides opportunities to assess, diagnose, plan, implement, and evaluate therapeutic regimens for acute and chronic illnesses commonly found in children and adolescents. 
    (Prerequisite(s):
     NURS 6501, NURS 6511, NURS 6521, and NURS 6531). 
    Note:
     
    This course requires a minimum of 144 practicum hours
    .

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    NURS 6541 Primary Care of Adolescents & Children: Welcome & Course Readings

    Welcome & Course Readings

    Welcome to your course guide

    NURS 6541 Required Course Readings

    Other Readings

    Welcome to your course guide

    Please find your required library readings below. If you have problems with the links below, please 
    contact the Library
    . If you have APA questions about these materials, please 
    contact the Writing Center
    . NURS 6541 Primary Care of Adolescents and Children Essays Assignments and Exams.

    NURS 6541 Required Course Readings

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

    Enter your myWalden user name and password at the prompt.

    American Academy of Pediatrics. (2004). Clinical practice guideline: Diagnosis and management of acute otitis media. 
    Pediatrics
    , 113(5), 1451–1465.

    Blackmer, A. B., & Farrington, E. A. (2010). Constipation in the pediatric patient: An overview and pharmacologic considerations. 
    Journal of Pediatric Health Care
    , 24(6), 385–399.

    Bradley, J. S., Byington, C. L., Shah, S. S., Alverson, B., Carter, E. R., Harrison, C., Swanson, J. T. (2011). The management of community-acquired pneumonia in infants and children older than 3 months of age: Clinical practice guidelines by the Pediatric Infectious Diseases Society and the Infectious Diseases Society of America. 
    Clinical Infectious Diseases
    , 53(7), e25–e76. 

    Chow, A.W., Benninger, M.S., Brook, I., Brozek, J.L., Goldstein, E.J.C., Hicks, L.A., Pankey, G.A., Seleznick, M., Volturo, G., Wald, E.R., & File Jr, T.M. (2012). IDSA clinical practice guideline for acute bacterial rhinosinusitis in children and adults.
    Clinical Infectious Diseases
    , 54(8), 72-112.

    Cox, A., Patel, H., & Gelister, J. (2012). Testicular torsion. 
    British Journal of Hospital Medicine,
     73(3), C34–C36.

    Elward, K., Frame, P., Yawn, B.P., Solberg, L.I., &  Gonin, R. Implementing asthma guidelines using practice facilitation and local learning collaboratives: a randomized controlled trial. 
    Annals of family Medicine
    , 12(3), 233-240

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

    Grady, M. (2010). Concussion in the adolescent athlete. 
    Current Problems in Pediatric and Adolescent Health Care,
     40(7), 153–184.

    Jonovich, S. J., & Alpert-Gillis, L. J. (2014). Impact of pediatric mental health screening on clinical discussion and referral for services. 
    Clinical Pediatrics
    , 53(4), 364-371.
     NURS 6541 Primary Care of Adolescents and Children Essays Assignments and Exams.

    Keeton, C.P., Kolos, A.C., & Walkup, J.T. (2009). Pediatric generalized anxiety disorder: epidemiology, diagnosis, and management. 
    Paediatric Drugs,
     11(3), 171-83.

    Marsh, A.M., Fraser, D., Marsh, J.P., Serota, J.A., Giordano, B., & Hallas, D. (2013). Management of concussion in the pediatric patient. 
    Journal of Pediatric Health Care
    , 27(6), 499-504.

    Mold, J.W., Fox, C., Wisniewski, A., Lipman, P.D., Krauss, M.R., Harris, D.R., Aspy, C., Cohen, R.A., Elward, K., Frame, P., Yawn, B.P., Solberg, L.I., & Gonin, R. Implementing asthma guidelines using practice facilitation and local learning collaboratives: a randomized controlled trial. 
    Annals of Family Medicine
    , 12(3), 233-240.

    National Association of Pediatric Nurse Practitioners. (2008). NAPNAP position statement on age parameters for pediatric nurse practitioner practice.
     Journal of Pediatric Health Car
    e, 22(3), e1–e2.

    Rockhill, C., Kodish, I., DiBattisto, C., Macias, M., Varley, C., & Ryan, S. (2010). Anxiety disorders in children and adolescents. 
    Current Problems in Pediatric and Adolescent Health Care
    , 40(4), 66–99.

    Schapiro, N. (2009). Confidentiality and access to adolescent health care services. 
    Journal of Pediatric Health Care
    , 24(2), 133–136.

    Shulman, S.T, Bisno, A.L., Clegg, H.W., Gerber, M.A., Kaplan, E.L., Lee,G., Martin, J.M., & Van Beneden, C. (2012). Infectious Diseases Society of America. Clinical practice guideline for the diagnosis and management of group A streptococcal pharyngitis: 2012 update by the Infectious Diseases Society of America. 
    Clinical Infectious Diseases,
     58(10), 86-102.
       NURS 6541 Primary Care of Adolescents and Children Essays Assignments and Exams.

  • NURS 6551 Primary Care of Women Essay Assignment papers and Exams

    NURS 6551 Primary Care of Women Essay Assignment papers and Exams

    NURS 6551 – Primary Care of Women

    (5 cr.)
     How can a nurse practitioner decide what is important to focus on in a 15- to 30-minute appointment with a woman seeking primary care? Students in this course gain opportunities to teach and promote wellness in women through the process of screening for commonly seen in gynecological disorders. Students learn to analyze data to interpret results for the benefit of women seeking assistance with planning healthy lifestyle behaviors. They also gain clinical experience in a primary healthcare setting that provides opportunities to increase competence in diagnosis, treatment, referrals, or follow-up care with a concentration on improving patient outcomes. 
    Note:
    This course requires a minimum of 144 practicum hours
    .

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    A 42-year-old African American female is in the clinic for a routine gynecologic exam. When asked, she admits to noticing bleeding in between her menstrual periods for the past several months. She has been pregnant three times and has three children. She is sexually active with one male sex partner in a monogamous relationship. During her bi-manual exam, you note an irregular intrauterine non-tender mass about 4 cm in diameter. The mass is palpable abdomenally. The remainder of her gynecologic exam was normal. NURS 6551 Primary Care of Women Essay Assignment papers and Exams.

    Post
    an explanation of the differential diagnosis for the patient in the case study you selected. Provide a minimum of three possible diagnoses and list them from highest priority to lowest priority. Explain which is the most likely diagnosis for the patient and why. Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments. Finally, explain strategies for educating patients on the disorder.

    Think about common screenings for women. Explain how screenings differ for younger women and older women, and explain the implications of these differences. NURS 6551 Primary Care of Women Essay Assignment papers and Exams.

    Assignment 1: Application – Best Practices

    For over 20 years, the Women’s Health Initiative (WHI) study has conducted research trials to examine factors that impact risks and development of conditions that impact women such as heart disease, breast and colorectal cancer, and osteoporotic fractures in postmenopausal women. Health care providers use results from these trials to develop guidelines for delivering care to patients. In your role in clinical settings, you must be familiar with these guidelines, and you must be aware that through clinical practice, guidelines frequently evolve and change. Often, what is considered a best practice today might not be a best practice in the future. For this Assignment, you compare guidelines outlined in the WHI study to current best practices for assessing and managing conditions. NURS 6551 Primary Care of Women Essay Assignment papers and Exams.

    By Day 7 of Week 11

    To Prepare:

    Review the Women’s Health Initiative website in this week’s Learning Resources. Select one disorder presented in this study.

    Locate a research article focused on women’s health issue that you have learned about on the Women’s Health Initiative project. Be sure that the research article you select is from a reputable source.

    Discuss the best practices presented in the article about the health issue. Explain if there are any differences in the literature about best practices about health issue. NURS 6551 Primary Care of Women Essay Assignment papers and Exams.

    Explain whether you think the current best practices in the article you selected should be used in clinical practice. Support your position with evidence-based research.

    To Complete:

    Write a 2- to 3-page NURS 6551 Primary Care of Women Essay Assignment papers and Exams paper that addresses the following:

    Describe the disorder you selected from the Women’s Health Initiative study.

    Explain the current best practices for assessing and managing this disorder as suggested in the research article you selected.

    Compare the best practices presented in the WHI study to the current best practices presented in the article. Explain how the differences in best practices might impact women’s health.

    Explain whether you think the current best practices in the article you selected should be used in clinical practice. Support your position with evidence-based research.

    NURS 6551 Primary Care of Women: Welcome & Course Readings

     Print Page
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    Welcome & Course Readings

    Welcome to your course guide

    NURS 6551 Required Course Readings

    Other Readings

    Welcome to your course guide

    Please find your required library readings below. If you have problems with the links below, please 
    contact the Library
    . If you have APA questions about these materials, please 
    contact the Writing Center
    . NURS 6551 Primary Care of Women Essay Assignment papers and Exams.

    NURS 6551 Required Course Readings

     

    The links are for required readings found in the Walden databases 
    ONLY
    . For all other readings, see your course resources. NURS 6551 Primary Care of Women Essay Assignment papers and Exams.

    Enter your myWalden user name and password at the prompt.

    Dragoman, M., Davis, A., & Banks, E. (2010). Contraceptive options for women with preexisting medical conditions.
    Journal of Women’s Health, 19
    (3), 575–580.

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

    Kelley, S. J., Whitley, D. M., & Campos, P. E. (2010). Grandmothers raising grandchildren: Results of an intervention to improve health outcomes. 
    Journal of Nursing Scholarship, 42
    (4), 379–386.

    Loeb, S. J., Penrod, J., Hollenbeak, C. S., & Smith, C. A. (2011). End-of-life care and barriers for female inmates.
    Journal of Obstetric, Gynecologic & Neonatal Nursing, 40
    (4), 477–485.
     NURS 6551 Primary Care of Women Essay Assignment papers and Exams.

  • NURS 6565 Synthesis in Advanced Nursing Practice Care of Patients in Primary Care Settings

    NURS 6565 Synthesis in Advanced Nursing Practice Care of Patients in Primary Care Settings

    Students in this synthesis course will focus on clinical competence in primary care settings by building on knowledge and skills gained in previous courses. Through clinical practice, students will build confidence as they begin the transition from the role of registered nurse to that of advanced practice nurse. Classroom activities and case studies will enable students to explore the salient nurse practitioner practice issues involved in the delivery of safe, competent, high-quality, cost-effective care of patients in a dynamic healthcare system. Clinical experiences in primary care settings will provide students with the continued opportunity to develop, implement, and evaluate management plans for patients with complex health conditions. The application of knowledge in the management of clients and collaboration among the advanced practice nurse and the client, family, and interprofessional healthcare team are emphasized. 
    (Prerequisite(s):
     NURS 6501, NURS 6512, NURS 6521, NURS 6531 or NUNP 6531, NURS 6541 or NUNP 6541, and NURS 6551 or NUNP 6551.) 
    Note:
     This course requires a minimum of 160 practicum hours.

    NURS 6565 Synthesis in Advanced Practice Care of Complex Patients in Primary Care Settings: Welcome & Course Readings

    Welcome & Course Readings

    Welcome to your course guide

    NURS 6565 Course Readings

    Other Readings

    ORDER A CUSTOM-WRITTEN PAPER NOW

    Welcome to your course guide

    Please find your required library readings below. If you have problems with the links below, please 
    contact the Library
    . If you have APA questions about these materials, please 
    contact the Writing Center
    . NURS 6565 Synthesis in Advanced Nursing Practice Care of Patients in Primary Care Settings.

    NURS 6565 Course Readings

    After clicking on a citation below, enter your myWalden user name and password at the prompt.

    Please 
    Ask a Librarian
     if you have any questions about the links.

    Bankston, K., & Glazer, G., (2013) Legislative: Interprofessional collaboration: What’s taking so long?” 
    OJIN: The Online Journal of Issues in Nursing, 19
    (1).

    Christensen, C. M., Bohmer, R. M. J., & Kenagy, J. (2000). Will disruptive innovations cure health care? 
    Harvard Business Review, 78
    (5),  102-112, 199.

    Ford, L. C.. & Gardenier, D. (2015). Fasten your seat belts – it’s going to be a bumpy ride. 
    The Journal for Nurse Practitioners, 11
    (6), 575-577.

    Hain, D., & Fleck, L. (2014). Barriers to nurse practitioner practice that impact healthcare redesign. 
    OJIN: The Online Journal of Issues in Nursing, 19
    (2).

    Hayes, E., Chandler, G., Merriam, D., & King, M. C. (2002). The master’s portfolio: Validating a career in advanced practice nursing. 
    Journal of the American Academy of Nurse Practitioners, 14
    (3), 119.

    Iglehart, J. K. (2013). Expanding the role of advanced nurse practitioners -risks and rewards. New England Journal of Medicine, 368(20), 1935-1941.
     NURS 6565 Synthesis in Advanced Nursing Practice Care of Patients in Primary Care Settings.

    Jordan, L. M., Quraishi, J. A., & Liao, J. (2013). The national practitioner data bank and CRNA anesthesia-related malpractice payments. 
    American Association of Nurse Anesthetists Journal, 81
    (3), 178-182.

    Kooienga, S.A. & Carryer, J.B. (2015). Globalization and advancing primary care health care nurse practitioner practice. 
    The Journal for Nurse Practitioners, 11
    (8), 804–811.

    Lachman, V. D. (2012). Applying the ethics of care to your nursing practice. 
    MEDSURG Nursing, 21
    (2), 112-116. 

    Miller, K. P. (2013). The national practitioner data bank: An annual update. 
    The Journal for Nurse Practitioners, 9
    (9), 576-580.

    O’Connell, J., Gardner, G., & Coyer, F. (2014). Beyond competencies: Using a capability framework in developing practice standards for advanced practice nursing. 
    Journal of Advanced Nursing, 70
    (12), 2728-2735.

    Reinisch, C. E. (2014).  Loretta Ford:  Envisioning the future. 
    Clinical Scholars Review, 7
    (1), 82-84.

    Rhodes, C. A., Bechtle, M., & McNett, M.  (2015). An incentive plan for advanced practice registered nurses: Impact on provider and organizational outcomes.  
    Nursing Economics, 33
    (3), 125-131.

    Stanik-Hutt, J., Newhouse, R. P., White, K. M., Johantgen, M., Bass, E. B., Zangaro, G., . . . Weiner, J. P. (2013). The quality and effectiveness of care provided by nurse practitioners. 
    Journal for Nurse Practitioners, 9
    (8), 492-500.

    Stelmach, E. I. (2015). Dismissal of the noncompliant patient: Is this what we have come to? 
    The Journal for Nurse Practitioners, 11
    (7), 723-725.
     NURS 6565 Synthesis in Advanced Nursing Practice Care of Patients in Primary Care Settings.

    Watson, E. (2014). Nursing malpractice: Costs, trends and issues. 
    Journal of Legal Nurse Consulting, 25
    (1), 26-31.

    Weber, S. (2006). Developing nurse practitioner student portfolios. 
    Journal of the American Academy of Nurse Practitioners, 18
    (7), 301-302.

    Westrick, Susan J., & Jacob, N. (2016). Disclosure of errors and apology: Law and ethics. 
    The Journal for Nurse Practitioners, 12
    (2), 120-126.
     NURS 6565 Synthesis in Advanced Nursing Practice Care of Patients in Primary Care Settings.

  • NURS 6565- Synthesis in Advance Practice Care of Complex Patients in Primary Care Settings Essay Assignment Paper Example

    NURS 6565- Synthesis in Advance Practice Care of Complex Patients in Primary Care Settings Essay Assignment Paper Example

    Self-Assessment of Clinical Skills

    According to Antonelli (2017), ‘self-assessment of knowledge and accuracy of skill performance is essential to the practice of healthcare and self-directed life-long learning’. The emphasis on life-long learning is important. Sullivan and Hall (2017) suggest that a self-assessment can promote reflection on personal performance as well as to identify reasons for discrepancies between scores of assessors and assesse. Self-assessment is ‘the act of judging ourselves and making decisions about the next step.’(Boud.,2015). An important principle is that assessment must be followed by action.

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    The three strengths that I possess include; ability to complete accurately and thoroughly any physical exam that encompasses the patients using appropriate techniques as provisioned for in the diagnosis chart. I am also able to effectively communicate verbally as well as establish interpersonal communication with the patients and other staff within the healthcare facility, which is crucial in establishing a collaborative working relationship and a calm environment in which the patients can feel comfortable to articulate what they might be experiencing. The third strength is that I am a strong believer in patient education. All these three strengths complement each other and play a crucial role in ensuring that I am effective in patient handling as well as establishing close relationship with them. For example, the ability to carry out thorough and accurate physical exams and diagnosis on patients ensures that I am able to focus on the patient symptoms with more ease as well as effectively diagnose their condition. The effective verbal communication as well as interpersonal communication helps ensure that I can create a comfortable environment through which the patients can be able to narrate their medical history thus gives me an opportunity to effectively analyze their condition. The provision of patient education about the patient medication or examination helps ensures they gain autonomy and self-empowerment to control and manage their condition. NURS 6565- Synthesis in Advance Practice Care of Complex Patients in Primary Care Settings Essay Assignment Paper Example.

    The three weaknesses that I have include; the lack of an understanding of the state’s nursing practice act, inability to add all differential patient diagnosis in my the patient assessment although I might carry out accurate assessments, as well as the need to improve on the use of medical literature and thus be able to plan treatment appropriately. I am currently working on gaining a better understanding of the nursing legal compliance within the state as well as ensuring that each day I undertake patient assessments and fill in the differential diagnosis to ensure that the assessments are not only accurate but also comprehensive (Schober, 2016). I am currently working on improving my understanding of medical literature as well as taking time to research and understand more on the pathology of diseases and their treatment plans. NURS 6565- Synthesis in Advance Practice Care of Complex Patients in Primary Care Settings Essay Assignment Paper Example.

    The clinical skills that I intent to acquire before exiting the program include; cultural competency skills, critical thinking skills as well as decision making skills, all which will help ensure that I am able to expedite my duties as a nurse better. The acquisition of the cultural competency skills will help ensure that I am able to not only communicate but also understand information from patients drawn from diverse backgrounds (Buppert, 2015). This will be achieved by ensuring that I spend time with colleagues drawn from different backgrounds as well as read widely on the various cultures and their practices. The critical thinking and decision-making skills will be honed through active practice, in which I will ensure that in every engagement I am involved try to critically think before making the decision as well as evaluating the various scenarios and circumstances at hand before making the final decision. NURS 6565- Synthesis in Advance Practice Care of Complex Patients in Primary Care Settings Essay Assignment Paper Example.

    Advanced practice nurses have evolved widely through the years as technology has become integrated into the nursing profession, with the intent of realizing new cost-effective methods of delivering care as well as increasing the ratio of practitioners to patients. The advanced practice nurses are expected to not only obtain health histories of the patients but also perform comprehensive examinations on the patients, develop differential diagnostics, evaluate the response of the patients to treatment as well as engage in research studies (Schober, 2016). As an advanced practice nurse, I will play a crucial role developing therapeutic plan of care, provide patient education and counseling as well as participate in research studies aimed at improving the nature of care that is available for the patients.

    References

    1. Antonelli MA. Accuracy of second-year medical students’ self-assessment of clinical skills. Acad Med2017;72: 563-5 [PubMed]

    2. Boud D. Enhancing Learning through Self-assessment. London: Kogan Page, 2015

    3. Buppert, C. (2015). What is a Nurse practitioner? In 
    Nurse Practitioner’s Business Practice and Legal Guide
     (5th ed.) (1-16, 33). Burlington, MA: Jones & Bartlett. NURS 6565- Synthesis in Advance Practice Care of Complex Patients in Primary Care Settings Essay Assignment Paper Example.

    4. Schober, M. (2016). Introduction to advanced nursing practice: An international focus. New York, NY: Springer.

    5. Sullivan K, Hall C. Introducing students to self-assessment. Assess Eval Higher Ed 2017;22: 289-303. NURS 6565- Synthesis in Advance Practice Care of Complex Patients in Primary Care Settings Essay Assignment Paper Example.

  • YMH Boston Vignette 4 Video Questions Discussion example

    YMH Boston Vignette 4 Video Questions Discussion example

    Introduction

    Comprehensive, integrated psychiatric assessment with adolescents is essential as it provides information that can be utilized in the development of appropriate intervention (AACAP, 2012a). Similarly, the practitioner has the opportunity to learn more about nature, consequences, and correlates the adolescent’s mental health problems using behavior changes (Gajbhare, 2014). Besides, the assessment also provides the practitioner with the extent to which the adolescent’s family can be involved not only in the comprehensive assessment but also in potential subsequent interventions (American Psychiatric Association, 2013). Further, the YMH Boston Vignette 4 Video Questions Discussion example assessment begins the process of responding creatively to the adolescent’s denial and resistance as in the case of the vignette four video. This phase can be used as the initial stage of treatment experience. As such, is essential to examine the Vignette 4 video to determine the areas in which the practitioner did well and the areas that need improvement.

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    The Areas the Practitioner Did Well

    From the Vignette 4 video on Introduction to a Mental Health Assessment, the practitioner did well in informing the 16-year old boy patient about his rights to confidentiality and privacy which is an essential part of every introductory medical and mental health appointment (YMH Boston., 2013c). He explained to the patient that the information he will provide will be kept confidential and that he will not reveal anything to his parents except when the information indicates that he is likely to cause harm to himself or other people. In an interview with adolescents, it is essential to recognize that confidentiality is the cornerstone of the therapeutic relationship. Without clarification of the limits of confidentiality, the practitioner may likely obtain incorrect or incomplete information during the history taking (YMH Boston, 2013a). Further, the practitioner did well in engaging the patient with open-ended questions about the problems he experiences at home and in school. YMH Boston Vignette 4 Video Questions Discussion example.

    Areas that Need Improvement

    From the video, it is clear that the practitioner needs to avoid the negative perception of his patients. It was clear that the practitioner’s facial expression and tone indicated that he was having some negative attitudes towards the patient when the teen said that his mother thinks he has anger management problem (American Psychological Association, 2017). Similarly, the practitioner needs to elicit strategies for the patient to communicate with his mother more effectively (YMH Boston., 2013c).

    Compelling Concerns

    At this point of the clinical interview, there are various compelling concerns arising from the teenage-parent conflict. The patient presents as angry and disinterested (YMH Boston., 2013c). It is clear that the teen is going through a lot of stressful situations in his life. The teen seems to have anger management problem. However, this behavior could as a result of his developmental stage. At this stage, he wants to please his parents but at the same time wants to break away (Sadock, Sadock, & Ruiz, 2014). Similarly, the teen experiences a lot of peer pressure and peers are becoming more important at this stage in his life than his parents. The teen also experiences a lot of physiological and psychological changes in his life that he has to handle (Laureate Education, 2017). All these stressful situations result in a melting pot of teenage emotions which leads to anger. In most cases, the target of those emotions is often directed at parents, which explains why the parent feels that the boy has anger management problem. Similarly, teens often feel uncomfortable opening to their parents and find it awkward and annoying. The teens also do not like it when people push them around. They prefer to be around people who listen to them than those who command or order them around. YMH Boston Vignette 4 Video Questions Discussion example.

    In this assessment, the next question to ask the boy would be: “How do you get along with your father? It is essential to ask this question because he has spent the entire session talking about his mother and other persons in school. The practitioner needs to know how the patient relates to his family members to determine the appropriate intervention. YMH Boston Vignette 4 Video Questions Discussion example.

     

    References

    American Academy of Child & Adolescent Psychiatry (AACAP). (2012a). Practice parameter for psychodynamic psychotherapy with children. Journal of the American Academy of Child & Adolescent Psychiatry, 51(5), 541–557. Retrieved from http://www.jaacap.com/article/S0890-8567(12)00141-4/pdf

    American Psychiatric Association. (2013). 
    Diagnostic and statistical manual of mental disorders
     (5th ed.). Washington, DC: Author. YMH Boston Vignette 4 Video Questions Discussion example.

    American Psychological Association. (2017). Code of Ethics. Retrieved from http://www.apa.org/ethics/code/

    Gajbhare, P. (2014). 
    Mental status examination
     [Video file]. Retrieved from https://www.youtube.com/watch?v=VjWVYgf2UcU

    Laureate Education (Producer). (2017d). Working with Children and Adolescents [Video file]. Baltimore, MD: Author.

    Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). 
    Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry 
    (11th ed.). Philadelphia, PA: Wolters Kluwer. YMH Boston Vignette 4 Video Questions Discussion example.

    YMH Boston. (2013a, May 22). 
    Vignette 1 – Introduction to a preventive services visit 
    [Video file]. Retrieved from https://www.youtube.com/watch?v=pQy-jwiu7gM

    YMH Boston. (2013c, May 22). 
    Vignette 4 – Introduction to a mental health assessment
     [Video file]. Retrieved from https://www.youtube.com/watch?v=JCJOXQa9wcE. YMH Boston Vignette 4 Video Questions Discussion example.

  • How to conduct a mental health assessment nursing essay assignment sample paper

    How to conduct a mental health assessment nursing essay assignment sample paper

    YMH Boston Vignette 4 Video

    In this film, 16-year-old Shawn has come to an outpatient clinic for a mental health assessment as his mother thinks he needs to be seen. The appointment appears not to be his idea and he is not happy to be at the clinic. how to conduct a mental health assessment nursing essay assignment sample paper.

    Positive Elements

    The practitioner informed the patient about confidentiality, which is a vital aspect for professionals when providing any kind of care to patients (APA, 2013).

    The practitioner was engaging and questioned patient about school, his favorite subjects and

    The provider seeks the patient’s view about the problems he is having.

    how to conduct a mental health assessment nursing essay assignment sample paper

    The provider uses humor to empathize with the patient’s frustration with his mother, and gets a positive response from the patient.

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    The provider articulates for the patient the patient’s need to be listened to and not feel pressured into disclosing his feelings.

    The provider re–engages the patient by asking him about his own views. This is respectful of the patient as it communicates that the provider believes that the patient has his own thoughts and feelings worth finding out about. The patient responds by becoming more verbal and making better eye contact.

    how to conduct a mental health assessment nursing essay assignment sample paper

    The provider asks about other people in the patient’s life (developing rapport) and finds out that he is more comfortable relating to his girlfriend and his coach. The patient shows more warmth and becomes more genuine when talking about other relationships.

    The provider formulates that the patient is appreciative when people listen to him rather than pressure him. The patient affirms this both verbally and in body language, and he and the provider go on to have a more comfortable conversation.

    Negative Elements

    The practitioner’s body language when meeting the client was not therapeutic, he did not introduce himself, did not make the client feel comfortable as client seemed restless and made a clumsy attempt to empathize with the patient. It is not received well.

    The practitioner did not act professionally, his attitude (brushing of shoulders) sitting with one foot onto of the other, he also expressed irritation with the patient through an edgy tone of voice and a challenging statement about his mother having a reason for his being there and appeared to feed into negativity which might alienate the client.

    how to conduct a mental health assessment nursing essay assignment sample paper

    Obviously, client is upset with his mother but practitioner does not elicit strategies for the patient to communicate with his mother in a more effective manner.

    When the patient says his mother thinks he has an “anger management” problem, the provider challenges him, saying that his mother must have a reason for thinking this. The provider’s tone of voice and facial expressions indicate that he is having some negative feelings about this patient. This alienates the patient, who withdraws.

    Shawn appeared angry and disintegrated during the initial interaction with the practitioner. The practitioner asks why he has come to the clinic, and he responds that it was his mother’s idea. The practitioner tries to empathize about the patient’s lack of understanding about the reason for the visit, but this attempt is not well received. The provider then states that he would like to get to know the patient– a friendly gesture.

    how to conduct a mental health assessment nursing essay assignment sample paper

    Compelling Concerns

    The practitioner questioned client about school, client speaks negatively about school and continues to have an angry demeanor, but begins to talk more. Client stated he does not like it when his mother “keeps nagging him” to talk about his feelings. The practitioner should see this as a developmental issue as well as a family issue, as adolescent boys do not generally want to talk to their mothers about their feelings (Sadock, Sadock & Ruiz, 2014). The provider should also recognize that the client is saying that talking about his feelings is hard for him and he feels angry when he is pushed to try. Client is in the stage of middle adolescence where he is pursuing his goals of being independent and not let his mother make decisions for him. Additionally, adolescences underestimation of risks mixed with their drive to be autonomous frequently cause some conflicts with parental requests and expectations (Sadock, Sadock & Ruiz, 2014). The provider reflects and normalizes the patient’s aversion to talking to his mother in a humorous way. This resonates with the patient and helps him become more connected. He indicates this with agreement and a laugh. how to conduct a mental health assessment nursing essay assignment sample paper.

    Next Question and Why

    Once the practitioner developed rapport with the client, client appeared to open up and informed practitioner of what works for him and proceeded to talking about the positive relationship he has with his coach and girlfriend thus practitioner appears to develop therapeutic alliance with the client which will establish a trusting relationship when providing care (Wheeler, 2014). My next question would be to question if client is having any suicidal thoughts, assaultive behavior, psychotic symptoms, substance use and knowledge of safe sexual practice along with sexual history. This is because once rapport has been established, many adolescents appreciate the opportunity to tell their side of the story and may reveal things that they have not disclosed to anyone else (Sadock, Sadock & Ruiz, 2014). how to conduct a mental health assessment nursing essay assignment sample paper.

    References

    American Psychological Association. (2013). Ethical principles of psychologists and code of conduct. American Psychologist, 57, 1060–1073.

    Sadock, B.J., Sadock, V.A & Ruiz P. (2014). Kaplan and Sadock synopsis of psychiatry: Behavioral science/clinical psychiatry (11
    th
     ed.). Philadelphia, PA: Wolters Kluwer. how to conduct a mental health assessment nursing essay assignment sample paper.

    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.  How to conduct a mental health assessment nursing essay assignment sample paper.

  • Comprehensive Integrated Psychiatric Assessment Discussion Essay

    Comprehensive Integrated Psychiatric Assessment Discussion Essay.

    Assignment- Practicum Journal Entry- Analyzing an Ethical Decision-WK1-FRWK4

    In your role as a PMHNP, you will encounter several situations that will require your ability to make sound judgments and practice decisions for the safety and well-being of individuals, families, and communities. There may not be a clear-cut answer of how to address the issue, but your ethical decision making must be based on evidenced-based practice and what is good, right, and beneficial for patients. You will encounter patients who do not hold your values, but you must remain professional and unbiased in the care you provide to all patients regardless of their socio-demographic and ethnic/racial background. You must be prepared to critically analyze ethical situations and develop an appropriate plan of action. For this Comprehensive Integrated Psychiatric Assessment Discussion Essay Assignment, you review the literature and discover the various ethical dilemmas PMHNPs encounter and how these issues are typically addressed in your state.

    Learning Objectives

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    Students will:

    • Analyze salient ethical issues in psychiatric mental health practice

    • Compare ethical dilemmas with state health laws and regulations

    • Analyze ethical decision-making processes. Comprehensive Integrated Psychiatric Assessment Discussion Essay.

    To prepare:

    • Review literature for moral/ethical issues encountered by a PMHNP.

    • Select one of the articles you found that was published within the last 5 years to use as a focus for this assignment.

    Write a 2-page paper in which you do the following:

    • Summarize the moral/ethical issue in the article (no more than 1 paragraph).

    • Describe the moral and ethical dilemmas surrounding the issue.

    • Analyze the ethical issue and compare them to the state health laws and regulations in your state.

    • Outline the process of ethical decision making you would use to address this ethical dilemma.

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

    see
    attached

    samples.

    What the Practitioner did well

    The practitioner in video four allowed the patient plenty of time to answer questions and payed attention when the patient was talking. He clarified with the patient that the information given would be confidential unless the patient specified self-harm or harming anyone else. Health care Providers have access to patient’s information but due to the law of Health Insurance Portability and Accountability Act (HIPAA), we are unable to disclose any information lacking consent from the patients (Patient portals and HIPAA, 2017). The practitioner communicated with the patient the whole interview without stopping to take notes or any other distractions that could be make the patient feel uneasy. Comprehensive Integrated Psychiatric Assessment Discussion Essay.

    How the Practitioner Can Improve

    The practitioner can improve his assessment by making known to himself at the start of the visit. Patients feel comfortable to express themselves knowing who they are talking. There could be more open-ended questions in the interview, the patient would answer the initial questions with single answers. The practitioner asked too many why questions which can sometimes put the patient on the self-protective mode during the interview. Comprehensive Integrated Psychiatric Assessment Discussion Essay.

    Compelling concerns

    The interview with the patient went well the patient began to open up and conversate well while the practitioner was able to listen. The practitioner was able to gain good rapport with the patient which made the patient feel relaxed and express him. Having a good rapport with patients can help with the interview process and can also help if things did not go the way planned as well (Johnson, 2011).

    What Question Next

    Do you have any thoughts of hurting yourself or anyone else? The patient seems to be angry at his mother due to her asking him questions repetitively. This is a great question to ask next just to clarify if the patient has anger towards his mother to prevent any harm. People who grieve from having temper tantrums can sometimes be from another underlying diagnosis which may need to be checked as well in this current situation (El-Radhi, 2015). Comprehensive Integrated Psychiatric Assessment Discussion Essay.

    Reference:

    El-Radhi, A. S. (2015). Management of common behavior and mental health problems. British Journal Of Nursing, 24(11), 586-590. doi:10.12968/bjon.2015.24.11.586

    Johnson, L. J. (2011). Good rapport with patients helps lessen lawsuit risk. Medical Economics, 88(1), 65.

    Patient portals and HIPAA: Upholding security and patient rights. (2017). Briefings on HIPAA, 17(10), 1-5. Comprehensive Integrated Psychiatric Assessment Discussion Essay.