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NUR-647 Cognitive Developmental Patterns and Individual Learning Styles

As faculty members, you have been asked to design a 4-hour Leadership Strategies course that would accommodate the learning styles for a selected 10 students. The students have all completed a learning style inventory in which three of the students are determined visual learners, four are kinesthetic learners, and the rest are auditory learners. NUR-647 Cognitive Developmental Patterns and Individual Learning Styles Note: The intended audience for the course can be either newly graduated nurses or experienced staff nurses as you choose.

Compose a 1,000-1,250-word paper which describes your plan to accommodate the learning styles of each student. This plan starts with defining course objectives; use the “A-B-C-D Method of Writing Objectives” resource as a guide. The objectives should incorporate Bloom’s taxonomy, be written at the appropriate level for the audience, and include at least two learning domains (cognitive, psychomotor, and affective). Make sure to include the following:

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An outline of the course content and agenda that will be covered.

Descriptions of the learning activities and the rationale for the learning activities selected

Strategies to assess learning, based on the learner objectives

Use at least three scholarly, peer-reviewed resources less than 5 years old in addition to the course materials. NUR-647 Cognitive Developmental Patterns and Individual Learning Styles.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.

Refer to “Learning Styles Rubric,” prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Learning Styles Rubric

NUR-647 Cognitive Developmental Patterns and Individual Learning Styles

Criteria

% Value

No Submission

1: Unsatisfactory0-75%

2: Less Than Satisfactory76-80%

3: Satisfactory81-88%

4: Good89-92%

5: Excellent93-100%

% Scaling

0%

75%

80%

88%

92%

100%

Content – 75% NUR-647 Cognitive Developmental Patterns and Individual Learning Styles

Designed a 4 hour class that would accommodate the learning style of each of the students

15%

None

Barely designs a 4 hour class that does not accommodate the learning style of each student.

Minimally designs a 4 hour class that would accommodate the learning style of each student.

Designs a 4 hour class but does not clearly accommodate the learning style of each student.

Clearly designs a 4 hour class but does not clearly accommodate the learning style of each student.

Clearly designs a 4 hour class that would clearly accommodate the learning style of each student.

Composed the learner objectives for the course

15%

None

Incorrectly composes the learner objectives for the class design. Uses Blooms taxonomy and the A, B, C, D format for objectives with many errors.

Minimally composes the learner objectives for the class design. Uses Blooms taxonomy and the A, B, C, D format for objectives with some errors.

Composes the learner objectives for the class design. Uses Blooms taxonomy and the A, B, C, D format for objectives with few errors.

Clearly composes the learner objectives for the class design. Uses Blooms taxonomy appropriately and the A, B, C, D format for objectives, but not expertly.

Clearly composes the learner objectives for the class design. Expertly uses Blooms taxonomy appropriately and the A, B, C, D format for objectives.

Outline the class content and agenda

10%

None

Barely outlines the class content and agenda – substantially unorganized.

Minimally outlines the class content and agenda – somewhat unorganized.

Outlines the class content and agenda, but neither is clear.

Clearly outlines the class content or agenda, but not both.

Clearly outlines the class content and agenda.

Describe the learning activities and the rationale for the learning activities selected for the group of students

15%

None

NUR-647 Cognitive Developmental Patterns and Individual Learning Styles

Barely describes the learning activities and explains the rationale for the learning activities you have selected for your group of students.

Minimally describes the learning activities and explains the rationale for the learning activities you have selected for your group of students.

Describes the learning activities and explains the rationale for the learning activities you have selected for your group of students.

Clearly describes the learning activities and explains the rationale for the learning activities you have selected for your group of students. Description is not always comprehensive.

Clearly and comprehensively describes the learning activities and explains the rationale for the learning activities you have selected for your group of students.

Describe the strategies to assess learning based on the learner objectives

15%

None

Barely describes the strategies to assess learning based on the learner objectives. There is no logical connection between the assessment strategies and the learner objectives.

Minimally describes the strategies to assess learning based on the learner objectives. There is little logical connection between the assessment strategies and the learner objectives.

Describes the strategies to assess learning based on the learner objectives. There is a logical connection between the assessment strategies and the learner objectives.

Clearly describes the strategies to assess learning based on the learner objectives. Description is not always comprehensive.  There is a logical connection between the assessment strategies and the learner objectives, although the connection is not evident without description.

Clearly and comprehensively describes the strategies to assess learning based on the learner objective. There is a clearly evident logical connection between the assessment strategies and the learner objectives.

Scholarly references Utilizes at least 3 scholarly, peer-reviewed resources less than 5 years old other in addition to course materials

3%

None

Selected literature is irrelevant and insufficient. Does not meet stated criteria. Does not use evidence-based sources when available. Uses only course materials.

Weak selection of sufficient and relevant literature (less than 5 years old) no scholarly, peer-reviewed references used – other than course materials) Uses only course materials.

Fair selection of sufficient and relevant literature (less than 5 years old) at least 1 scholarly, peer-reviewed references used – other than course materials) Does not use evidence-based sources when available.

Partial selection of sufficient and relevant literature (less than 5 years old) at least 2 scholarly, peer-reviewed references used – other than course materials) Uses evidence-based sources when available.

Excellent selection of sufficient and relevant literature (less than 5 years old) at least 3 scholarly, peer-reviewed references used – other than course materials) Uses evidence-based sources when available.

Length

2%

None

Unacceptable adherence to assignment length criteria (less than or more than 50 percent of stated criteria).

Poor adherence to assignment length criteria (within 50 percent of stated criteria).

Weak adherence to assignment length criteria (within 25 percent of stated criteria)
.

Adequate adherence to assignment length criteria (within 10 percent of stated criteria).

Excellent adherence to assignment length criteria (within stated criteria).

Organization and Effectiveness – 20%

Thesis Development and Purpose

8%

None

Paper lacks any discernible overall purpose or organizing claim.

The main thesis claims are insufficiently developed and/or vague; purpose is not clear.

The main thesis claims are apparent and appropriate to purpose.

The main thesis claims are clear and forecast the development of the paper.  It is descriptive, reflective of the arguments, and appropriate to the purpose.

The main thesis claims are comprehensive; contained within the thesis is the essence of the paper.  Thesis statement makes the purpose of the paper clear.

Paragraph Development and Transitions

7%

None

Paragraphs and transitions consistently lack unity and coherence.  No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope.  Organization is disjointed.

Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness.  Some degree of organization is evident.

Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.

A logical progression of ideas between paragraphs is apparent.  Paragraphs exhibit a unity, coherence, and cohesiveness.  Topic sentences and concluding remarks are appropriate to purpose.

There is a sophisticated construction of paragraphs and transitions.  Ideas progress and relate to each other.  Paragraph and transition construction guide the reader.  Paragraph structure is seamless.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5%

None

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and sentence construction are used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and word choice are present.

Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

Writer is clearly in command of standard, written, academic English.

Format – 5% NUR-647 Cognitive Developmental Patterns and Individual Learning Styles

APA Format

4%

None

Correct APA format is not evident in the paper.

Correct APA format is infrequently used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA.

Correct APA format is inconsistently used in the paper: cover page, margins, double-spacing, and all other elements of APA.

Correct APA format is mostly used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA.

Correct APA format is consistently used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA. Such as headings and pagination.

Research Citations         (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)

1%

None

No reference page is included. No citations are used.

Reference page is present. Citations are inconsistently used.

Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.

Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct.

In-text citations and a reference page are complete. The documentation of cited sources is free of error.

NUR-647 Cognitive Developmental Patterns and Individual Learning Styles

Shattuck Lecture: A Successful and Sustainable Health System — How to Get There From Here

QUESTION 1: The Author Of The Assigned Article, “Shattuck Lecture:

This is a discussion post, ABOUT
250 WORDS
, tittle page not require In- text citation is required original work please, 
scholarly references
 are required for this assignment, 
website source strongly preferred
.

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QUESTION 1:
 The author of the assigned article, “Shattuck Lecture:

The author of the assigned article, “Shattuck Lecture: A Successful and Sustainable Health System — How to Get There From Here”

(
https://lopes.idm.oclc.org/login?url=https://search-proquest-com.lopes.idm.oclc.org/docview/929159711?accountid=7374
) maintains that a sustainable health system has three key attributes. What are these three key attributes and what recommendations are offered to ensure efficiency, sustainability, and optimal functioning? 
A minimum of THREE academic references from credible sources are required for this assignment

Shattuck Lecture: A Successful and Sustainable Health System — How to Get There From Here

Week 5 Patient’s Spiritual Needs: Case Analysis

In addition to the topic study materials, use the chart you completed and questions you answered in the Topic 3 about “Case Study: Healing and Autonomy” as the basis for your responses in this assignment.

Answer the following questions about a patient’s spiritual needs in light of the Christian worldview.

In 200-250 words, respond to the following:      Should the physician allow Mike to continue making decisions that seem to      him to be irrational and harmful to James, or would that mean a disrespect      of a patient’s autonomy? Explain your rationale.

In 400-450 words, respond to the following: How      ought the Christian think about sickness and health? How should a      Christian think about medical intervention? What should Mike as a      Christian do? How should he reason about trusting God and treating James      in relation to what is truly honoring the principles of beneficence and      nonmaleficence in James’s care? Patient’s Spiritual Needs: Case Analysis.

In 200-250 words, respond to the following: How      would a spiritual needs assessment help the physician assist Mike      determine appropriate interventions for James and for his family or others      involved in his care?

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Remember to support your responses with the topic study materials.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. You are required to submit this assignment to LopesWrite. Patient’s Spiritual Needs: Case Analysis.

Rubric:

1. Decisions that need to be made by the physician and the father are analyzed from both perspectives with a deep understanding of the complexity of the principle of autonomy. Analysis is supported by the case study, topic study materials, or Topic 3 assignment responses. 20%

2. Decisions that need to be made by the physician and the father are analyzed with deep understanding of the complexity of the Christian perspective, as well as with the principles of beneficence and nonmaleficence. Analysis is supported by the case study, topic study materials, or Topic 3 assignment responses. 20% Patient’s Spiritual Needs: Case Analysis

3. How a spiritual needs assessment would help the physician assist the father determine appropriate interventions for his son, his family, or others involved in the care of his son is clearly analyzed with a deep understanding of the connection between a spiritual needs assessment and providing appropriate interventions. Analysis is supported by the case study, topic study materials, or Topic 3 assignment responses. 30%

4. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. 7%

5. Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. 8%

6. Writer is clearly in command of standard, written, academic English. 5%

7. All format elements are correct. 5% Patient’s Spiritual Needs: Case Analysis

8. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. 5%

 

There are three different parts to this paper:

· 
Part one deals with Mike’s decision-making capabilities. 

· 
Part two deals with how to think issues related to sickness and health.

· 
Part three deals with a spiritual assessment.

Read “Doing a Culturally Sensitive Spiritual Assessment: Recognizing Spiritual Themes and Using the HOPE Questions,” by Anandarajah, from 
AMA Journal of Ethics
(2005).

https://journalofethics.ama-assn.org/article/doing-culturally-sensitive-spiritual-assessment-recognizing-spiritual-themes-and-using-hope/2005-05

Read “End of Life and Sanctity of Life,” by Reichman, from 
American Medical Association Journal of Ethics
, formerly 
Virtual Mentor
(2005). Patient’s Spiritual Needs: Case Analysis.

http://journalofethics.ama-assn.org/2005/05/ccas2-0505.html

EBP process: PICOT Statement And Literature Search

Details:

The first step of the EBP process is to develop a question from the nursing practice problem of interest.

Select a practice problem of interest to use as the focus of your research.

Start with the patient and identify the clinical problems or issues that arise from clinical care.

Following the PICOT format, write a PICOT statement in your selected practice problem area of interest, which is applicable to your proposed capstone project.

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The PICOT statement will provide a framework for your capstone project (the project students must complete during their final course in the RN-BSN program of study).

Conduct a literature search to locate research articles focused on your selected practice problem of interest. This literature search should include both quantitative and qualitative peer-reviewed research articles to support your practice problem. EBP process: PICOT Statement And Literature Search.

Select six peer-reviewed research articles which will be utilized through the next 5 weeks as reference sources. Be sure that some of the articles use qualitative research and that some use quantitative research. Create a reference list in which the six articles are listed. Beneath each reference include the article’s abstract. The completed assignment should have a title page and a reference list with abstracts.

Suggestions for locating qualitative and quantitative research articles from credible sources:

Use a library database such as CINAHL Complete for your search.

Using the advanced search page check the box beside “Research Article” in the “Limit Your Results” section.

When setting up the search you can type your topic in the top box, then add quantitative or qualitative as a search term in one of the lower boxes. Research articles often are described as qualitative or quantitative. EBP process: PICOT Statement And Literature Search.

To narrow/broaden your search, remove the words qualitative and quantitative and include words that narrow or broaden your main topic. For example: Diabetes and pediatric and dialysis. To determine what research design was used, review the abstract and the methods section of the article. The author will provide a description of data collection using qualitative or quantitative methods.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. EBP process: PICOT Statement And Literature Search.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. EBP process: PICOT Statement And Literature Search.

NR507 Week 3 Quiz

Question

Question 1

2 / 2 pts

In hemolytic anemia, jaundice occurs only when

the patient has elevations in aspartate transaminase (AST) and alanine transaminase (ALT).

heme destruction exceeds the liver’s ability to conjugate and excrete bilirubin.

the erythrocytes are coated with an immunoglobulin. NR507 Week 3 Quiz.

erythrocytes are destroyed in the spleen.

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Question 2

2 / 2 pts

Symptoms of polycythemia vera are mainly the result of

destruction of erythrocytes.

neurologic involvement.

increased blood viscosity.

a decreased erythrocyte count.

Question 3

2 / 2 pts

The underlying disorder of _____ anemia is defective secretion of intrinsic factor, which is essential for the absorption of vitamin B12. NR507 Week 3 Quiz

pernicious

microcytic

hypochromic

hemolytic

Question 4

2 / 2 pts

Pernicious anemia generally requires continued therapy lasting

8 to 12 months.

the rest of one’s life.

until the iron level is normal.

6 to 8 weeks.

Question 5

2 / 2 pts

In some anemias, the erythrocytes are present in various sizes, which is referred to as

microcytosis.

poikilocytosis.

isocytosis.

anisocytosis.

Question 6

2 / 2 pts

Untreated pernicious anemia is fatal, usually because of

renal failure.

heart failure.

brain hypoxia.

liver hypoxia.

Question 7

0 / 2 pts

Local signs and symptoms of Hodgkin disease–related lymphadenopathy are a result of

inflammation and ischemia.

obstruction and pressure.

ischemia and pressure.

pressure and obstruction.

Question 8

2 / 2 pts

What is the most common cause of vitamin K deficiency?

An IgG-mediated autoimmune disorder

Liver failure NR507 Week 3 Quiz

Total parenteral nutrition (TPN) with antibiotic therapy

Administration of warfarin (Coumadin)

Question 9

2 / 2 pts

Heparin-induced thrombocytopenia (HIT) is described as a(n)

IgG immune-mediated adverse drug reaction that reduces circulating platelets.

hematologic reaction to heparin in which the bone marrow is unable to produce sufficient platelets to meet the body’s needs.

cell-mediated drug reaction in which macrophages process the heparin and platelet complexes that are then destroyed by activated cytotoxic T cells.

IgE-mediated allergic drug reaction that reduces circulating platelets.

Question 10

2 / 2 pts

Which proinflammatory cytokines are responsible for the development and maintenance of DIC?

Tumor necrosis factor-alpha (TNF-a); IL-1, IL-6, and IL-8; and platelet-activatingfactor (PAF)

Granulocyte-macrophage colony-stimulating factor (GM-CSF); IL-3, IL-5, and IL-9, and IFN-?

Granulocyte colony-stimulating factor (G-CSF); IL-2, IL-4, and IL-10; and IFN-?

Macrophage colony-stimulating factor (M-CSF); IL-7, IL-11, and IL-14; and PAF

Question 11

2 / 2 pts

G6PD and sickle cell disease are

diagnosed equally in men and women.

inherited autosomal recessive disorders.

inherited X-linked recessive disorders.

disorders initiated by hypoxemia and acidosis.

Question 12

2 / 2 pts

The sickle cell trait differs from sickle cell disease in that the child with sickle cell trait

has the mildest form of the disease with normal hemoglobin and hemoglobin F, which prevents sickling.

has a mild form of sickle cell disease that causes sickling during fever and infection, but not during acidosis or hypoxia, whereas the child with sickle cells disease develops sickling during each of these conditions.

has a milder form of the disease that is characterized by vaso-occlusive crises and is believed to result from higher hemoglobin values and viscosity.

inherited normal hemoglobin A from one parent and Hb S from the other parent, whereas the child with sickle cell disease has Hb S from both parents.

NR507 Week 3 Quiz Question 13

2 / 2 pts

Hemolytic disease of the newborn can occur if the mother is

type AB blood and the fetus has type B.

Rh-positive and the fetus is Rh-negative.

Rh-negative and the fetus is Rh-positive.

type A blood and the fetus has type O.

Question 14

2 / 2 pts

What is the name of the disorder in which levels of bilirubin remain excessively high in the newborn and are deposited in the brain?

Icterus gravis neonatorum

Jaundice

Kernicterus

Icterus neonatorum

Question 15

2 / 2 pts

In a full-term infant, the normal erythrocyte life span is _____ days, whereas the adult is _____ days.

30 to 50; 80

60 to 80; 120

120 to 130; 150

90 to 110; 140

Question 16

0 / 2 pts

Idiopathic thrombocytopenic purpura (ITP) is an autoimmune process involving antibodies against

eosinophils.

basophils.

neutrophils.

platelets.

Question 17

2 / 2 pts

Cardiac cells can withstand ischemic conditions and still return to a viable state for how many minutes?

15

10

25

20

Question 18

0 / 2 pts

The risk of developing coronary artery disease is increased up to threefold by

obesity.

hypertension.

high alcohol consumption.

diabetes mellitus.

Question 19

0 / 2 pts

What alteration occurs in injured endothelial cells that contributes to atherosclerosis?

They are unable to make the normal amount of vasodilating cytokines.

They produce an increased amount of antithrombotic cytokines.

They develop a hypersensitivity to homocysteine and lipids.

They release toxic oxygen radicals that oxidize low-density lipoproteins (LDLs).

NR507 Week 3 Quiz Question 20

2 / 2 pts

In systolic heart failure, what effect does angiotensin II have on stroke volume?

Increases preload and decreases afterload

Increases preload and increases afterload

Decreases preload and decreases afterload

Decreases preload and increases afterload

Question 21

2 / 2 pts

What is the most important clinical manifestation of aortic coarctation in the neonate?

Congestive heart failure (CHF)

Cor pulmonale

Cerebral hypertension

Pulmonary hypertension

Question 22

2 / 2 pts

When does most cardiovascular development occur?

Between the 12th and 14th weeks of gestation

Between the eighth and 10th weeks of gestation

By the 28th day of gestation

Between the fourth and seventh weeks of gestation

Question 23

2 / 2 pts

Which heart defect produces a systolic ejection murmur at the right upper sternal border that transmits to the neck and left lower sternal border with an occasional ejection click?

Pulmonic stenosis

Hypoplastic left heart syndrome

Aortic stenosis

Coarctation of the aorta

Question 24

2 / 2 pts

Which congenital heart defects occur in trisomy 13, trisomy 18, and Down syndrome?

Coarctation of the aorta and pulmonary stenosis

Tetralogy of Fallot and persistent truncus arteriosus

Atrial septal defect and dextrocardia

Ventricular septal defect and patent ductus arteriosus

NR507 Week 3 Quiz Question 25

2 / 2 pts

The foramen ovale is covered by a flap that creates a check valve allowing blood to flow unidirectionally from the _____ to the _____.

right atrium; left atrium

right atrium; right ventricle

right ventricle; left ventricle

left atrium; left ventricle

NR507 Week 3 Quiz

Discussion: Professional Development and Certification Essay

Consider the following scenario:

Isabel recently earned certifications offered by the American Association of Critical Care Nurses and the American Organization of Nurse Executives for nurse managers and leaders. She was especially proud of this accomplishment and was confident it would serve her well as she continued her career. At a conference last week, she had found herself talking with a colleague about certification. To her surprise, her colleague suggested that she look into certification through the Project Management Institute. It had not occurred to Isabel that she might need or want that type of certification, but upon further reflection she could see how important it was to be able to manage projects effectively. Professional Development and Certification Essay. She wondered how pursuing this type of certification might further her professional development and lead to new opportunities down the road. At the very least, she decided it was worth exploring further.

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As you are aware, numerous nursing organizations offer opportunities for professional development, community service, and information gathering. There are also many certifications you can obtain through professional societies or organizations. Certifications recognize an individual’s specialty area knowledge and skills and can lead to professional empowerment. By obtaining certifications, you can help improve your quality of practice and increase your earning potential. Professional Development and Certification Essay.

In this Discussion, you consider development opportunities afforded through professional associations and examine how earning certifications can advance your career. Discussion: Professional Development and Certification

To prepare FOR Discussion: Professional Development and Certification:

Reflect on your professional goals. These goals may relate to the practicum professional development objectives you established in Week 1 (Document Attached), but you are encouraged to take a broader view of what you would like to accomplish in the immediate future, as well as five or 15 years from now. Identify at least one goal that is especially important to you.

Think about the benefits of becoming involved in professional organizations and obtaining certifications.

If you already have a specialty or clinical certification, reflect on how this has impacted the achievement of your professional goals thus far.

Review information about two or more of the professional organizations listed in the Learning Resources. Consider the following questions:

As you explore each organization’s website, review the mission, vision, and value statements. Also examine the strategic plan, if possible. How do these align with your interests and your professional goals? Professional Development and Certification Essay.

Investigate whether the organization offers networking opportunities with fellow professionals. Is there a local or regional chapter you could join?

What are the potential benefits of obtaining a certification through each organization? Examine the criteria for certification.

Evaluate your readiness and desire to become certified through each organization. What hesitations, if any, do you have?

How and why might this certification be useful to you and/or enhance your professional development? Professional Development and Certification Essay.

Post a description of one or more of your professional goals. Explain a certification provided by a professional organization that would be of interest to you. Explain how and why this additional certification would be useful to you and/or enhance your professional development. Evaluate your readiness to obtain this certification, noting any reservations you may have.

Read a selection of your colleagues’ responses.

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

Ask a probing question, substantiated with additional background information, evidence, or research. Professional Development and Certification Essay.

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

Validate an idea with your own experience and additional research.

Discussion: Professional Development and Certification Required Readings (Please use all references mentioned below)

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

Reminder: Review resources from previous courses as necessary.

Shekleton, M. E., Preston, J. C., & Good, L. E. (2010). Growing leaders in a professional membership organization. Journal of Nursing Management, 18(6), 662–668.

Matthews, J. H. (2012). Role of professional organizations in advocating for the nursing profession. Online Journal of Issues in Nursing, 17(1), 1. Professional Development and Certification Essay.

Discussion: Professional Development and Certification Note: Retrieved from the Walden Library databases.

The author addresses the importance of involvement in professional organizations for nursing professionals.

Discussion: Professional Development and Certification Note: Retrieved from the Walden Library databases.

“In order to grow leaders an organization must make a commitment to develop and maintain an infrastructure that supports leadership development activities” (Shekleton, Preston, & Good, 2010, p. 667). The authors discuss findings from a leadership development program.

American Association of Critical Care Nurses. (n.d.). Certification for nurse managers and leaders. Retrieved May 20, 2013, from 
http://www.aacn.org/wd/certifications/content/cnmlhome.pcms?menu=certification

The American Association of Critical Care Nurses Certification Corporation, in collaboration with the AONE credentialing center, offers certification for the nurse leader-manager.

American Medical Informatics Association. (2011). Clinical informatics becomes a board-certified medical subspecialty following ABMS vote. Retrieved from 
http://www.amia.org/news-and-publications/press-release/ci-is-subspecialty

 
This article addresses the movement to recognize clinical informatics as a subspecialty.

American Nurses Association. (2013). Leadership. Retrieved from 
http://www.nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNursing/Leadership

The ANA offers a leadership institute for professional development. Professional Development and Certification Essay.

American Nurses Credentialing Center. (2013). ANCC certification center. 
Retrieved from http://www.nursecredentialing.org/certification.aspx

The ANCC is the largest and most prestigious credentialing organization. View the certifications available by specialty area.

American Organization of Nurse Executives. (2012). AONE credentialing center. Retrieved from 
http://www.aone.org/resources/certification/about_certifications.shtml

The AONE credentialing center, in collaboration with American Association of Critical Care Nurses Certification Corporation, offers certification for the nurse leader-manager.

Healthcare Information and Management Systems. (2013). Health IT certifications. Retrieved from 
http://www.himss.org/health-it-certification?navItemNumber=13588

The Office of the National Coordinator for Health Information Technology has specified certification criteria for electronic health records. Professional Development and Certification Essay.

NMA. (2012). Welcome to NMA! Retrieved from 

Home

This organization promotes the development of leadership competencies and interpersonal skills.

Project Management Institute. (2013). What are PMI certifications? Retrieved from 
http://www.pmi.org/Certification/What-are-PMI-Certifications.aspx

PMI recognizes that many professionals of varying skill and education levels are or will be involved with projects. The organization offers certification for professionals involved in project management. Discussion: Professional Development and Certification. Professional Development and Certification Essay.

Assessing Clients With Addictive Disorders

Addictive disorders can be particularly challenging for clients. Not only do these disorders typically interfere with a client’s ability to function in daily life, but they also often manifest as negative and sometimes criminal behaviors. Sometime clients with addictive disorders also suffer from other mental health issues, creating even greater struggles for them to overcome. In your role, you have the opportunity to help clients address their addictions and improve outcomes for both the clients and their families. For this Assignment, as you examine the 
Levy Family
 video in this week’s Learning Resources, consider how you might assess and treat clients presenting with addiction.

N: B EACH OF THE 5 EPISODES TO WATCH (REQIURED MEDIA) FOR THIS ASSIGNGMENT IS DOWNLOADEDN IN WORD FORMAT AS A TRANSCRIPT AND ATTACHED TO THIS ASSIGNMENT. 

Learning Objectives

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Students will:

· Assess clients presenting with addictive disorders

· Analyze therapeutic approaches for treating clients with addictive disorders

· Evaluate outcomes for clients with addictive disorders

To prepare:

· Review this week’s Learning Resources and consider the insights they provide.

· Review the 
Levy Family
video Episodes 1 through 5. Assessing Clients With Addictive Disorders

The Assessing Clients With Addictive Disorders Assignment

In a 2- to 3-page paper, address the following:

· After watching Episode 1, describe:

o What is Mr. Levy’s perception of the problem?

o What is Mrs. Levy’s perception of the problem?

o What can be some of the implications of the problem on the family as a whole?

· After watching Episode 2, describe:

o What did you think of Mr. Levy’s social worker’s ideas?

o What were your thoughts of her supervisor’s questions about her suggested therapies and his advice to Mr. Levy’s supervisor? Assessing Clients With Addictive Disorders

· After watching Episode 3, discuss the following:

o What were your thoughts about the way Mr. Levy’s therapist responded to what Mr. Levy had to say?

o What were your impressions of how the therapist worked with Mr. Levy? What did you think about the therapy session as a whole?

o Informed by your knowledge of pathophysiology, explain the physiology of deep breathing (a common technique that we use in helping clients to manage anxiety). Explain how changing breathing mechanics can alter blood chemistry.

o Describe the therapeutic approach his therapist selected. Would you use exposure therapy with Mr. Levy? Why or why not? What evidence exists to support the use of exposure therapy (or the therapeutic approach you would consider if you disagree with exposure therapy)?

· In Episode 4, Mr. Levy tells a very difficult story about Kurt, his platoon officer.

o Discuss how you would have responded to this revelation. Assessing Clients With Addictive Disorders

o Describe how this information would inform your therapeutic approach. What would you say/do next?

· In Episode 5, Mr. Levy’s therapist is having issues with his story.

o Imagine that you were providing supervision to this therapist, how would you respond to her concerns?

· Support your approach with evidence-based literature. AND INCLUDE INTRODUCTION, CONCLUSION WITH REFERENCES.

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 7, “Motivational Interviewing” (pp. 299–312)

Chapter      16, “Psychotherapeutic Approaches for Addictions and Related Disorders”      (pp. 565–596)

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

Albrecht, U., Kirschner, N. E., & Grusser, S. M. (2007). Diagnostic instruments for behavioral addiction: An overview. 
German Medical Science Psycho-Social-Medicine
, 4, 1–11. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2736529/

Fisher, M. A. (2016). The ethical ABCs of conditional confidentiality. In 
Confidentiality limits in psychotherapy: Ethics checklists for mental health professionals
 (pp. 13–25). Washington, DC: American Psychological Association. doi:10.1037/14860-002

Required Media
 

N: B EACH OF THE 5 EPISODES TO WATCH (REQIURED MEDIA) FOR THIS ASSIGNGMENT IS DOWNLOADEDN IN WORD FORMAT AS A TRANSCRIPT AND ATTACHED TO THIS ASSIGNMENT. 

Laureate Education (Producer). (2013c). 
Levy family: Episodes 1
 [Video file]. Baltimore, MD: Author.

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

Laureate Education (Producer). (2013c). 
Levy family: Episodes 2
 [Video file]. Baltimore, MD: Author.

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

Laureate Education (Producer). (2013c). 
Levy family: Episodes 3
 [Video file]. Baltimore, MD: Author.

Note: 
The approximate length of this media piece is 6 minutes.

Laureate Education (Producer). (2013c). 
Levy family: Episodes 4
[Video file]. Baltimore, MD: Author. Assessing Clients With Addictive Disorders

Note: 
The approximate length of this media piece is 5 minutes.

Laureate Education (Producer). (2013c). 
Levy family: Episodes 5
 [Video file]. Baltimore, MD: Author.

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

Laureate Education (Producer). (2012c). 
In their own words
 [Video file]. Baltimore, MD: Author.

Note: 
The approximate length of this media piece is 23 minutes. Assessing Clients With Addictive Disorders.

Week 5: Patient Outcomes

Review the story at the link below before posting to the discussion:

Rau, J. (2015). Half of nation’s hospitals fail again to escape Medicare’s readmission penalties. Kaiser Health News. Retrieved from http://khn.org/news/half-of-nations-hospitals-fail-again-to-escape-medicares-readmission-penalties/ (Links to an external site.)Links to an external site.

After you have finished, consider how you would respond to the following situation:

Your local hospital has received notice from CMS (Centers for Medicare and Medicaid) regarding their readmission rates. Patient Outcomes.

As a BSN prepared nurse, you have been asked to serve as a consultant to suggest a new Quality (Performance) Improvement process for ONE of the areas of deficiency. Write some brief steps (suggestions) for improvement as you contemplate accepting the consulting opportunity.

Share practice improvements utilized from your own clinical nursing experiences that have led to enhanced patient outcomes. Patient Outcomes.

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Collapse SubdiscussionDesirae Freeze

Desirae Freeze

Friday Sep 22 at 4:30pm

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You may begin posting to this discussion on: Sunday, September 24, 2017

Class,

All healthcare professionals, including nurses, must be actively involved in the continuous improvement of patient care. Quality improvement provides an opportunity to improve patient care at the unit level. Most of these improvements concentrate energies on factors that are most important to patient quality and safety. Proactive management of quality supports continuous improvement of patient care. Patient Outcomes.

What improvement method has been initiated at your facility? What data was gathered? How was this done? What outcomes were measured and how was change implemented to improve the quality of care and patient outcomes?

Thanks,

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Collapse SubdiscussionPamela Gould

Pamela Gould

2:12pm Sep 25 at 2:12pm

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Professor Freeze and class,

Patient Outcomes

HCA 340 – Health Care Management

Discussion Board Assignment #5

Chapter 6 – Medical Education and the Changing Practice of Medicine

Answer the following questions:

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The Flexner Report of 1910 is described by the authors as “an accurate and searing description of abuses in the medical schools.” Describe some of the major shortcomings of medical education cited by the Flexner report and the corrective measures that resulted.

Academic medical centers were formed by the union of medical schools through affiliations with hospitals that provided clinical experience for medical students. These affiliations were later broadened into academic health centers. Describe the components of the academic health centers and their significance to the evolution of the university-based health professional education complex. HCA 340 – Health Care Management.

The health care delivery system now with ACA mandates, places increased emphasis on maintaining wellness and on promoting disease avoidance through healthy behaviors and lifestyles. What are some challenges this new orientation poses for our existing system of medical education and training?

In what ways did physicians’ relationships with hospitals change as a result of health care industry reforms? Discuss the consequences of these changes for physicians’ roles and responsibilities in relationship to hospitals.

The dispute over exposing the comparative performance of physicians on a wide spectrum of variables has been resolved in favor of the consumers of health care with requirements such as “Physician Compare.”  A number of states have passed legislation that gives the public access to physician information, including disciplinary records, malpractice actions, and whether a physician has lost hospital privileges. Are these fair and balanced bases on which consumers should make decisions about their choice of physicians?

Given the new role of hospitalists in patient care, identify some issues raised by this new brand of physician for the primary physician and patient. HCA 340 – Health Care Management.

Development Of Health Care In The Chinese And Guatemalan Heritage And Their Similarity Between Both Cultures Regarding Health Care.

1.  In your own words discuss and compare the development of health care in the Chinese and Guatemalan heritage.

2.  Describe if there is any similarity  between both culture regarding the health care beliefs.

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– APA format

– A minimum of 500 words are required.

– A minimum of 2 evidence based references no older than 5 years.

Development of health care in the Chinese and Guatemalan heritage and health care beliefs