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Assignment: “Yes, I’m Serious” Campaign

Aiding important initiatives to gain state and national attention is an important part of professional nursing advocacy. One way to ensure effective advocacy is to contact and enlist the support of those in positions of power. In this Assignment, you will be presented with a typical “fill-in-the-blank” letter that often comes across the desks of those in the nursing profession. You will use this template to help further the “Yes, I’m Serious” Campaign and practice your skills in advocacy.

To prepare for this Assignment, review the following in this week’s Resources:

• The Week 4 Assignment: “Yes, I’m Serious” Campaign Word document

• The readings for this week, gleaning facts that would further your cause

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To complete the Assignment:

• Read through and fill out the designated parts of the ”Yes, I’m Serious” Campaign letter.

• Include relevant facts and opinions based on the Resources and your professional experiences.

• Include at least one scholarly reference within your letter. Assignment: “Yes, I’m Serious” Campaign.

Note: The “Yes, I’m Serious” Campaign is fictional, and letters should not be mailed.

Assignment Rubric:

1. First paragraph includes personal information and why this topic is of interest.

2. Second Paragraph includes facts. Facts supported by examples about the impact of the topic.

3. Third paragraph states the request. Concluding paragraph states what the writer would like to see as the outcome of the letter.

4. Include at least one scholarly reference within your letter.

 

Week 4 Assignment: “Yes, I’m Serious” Campaign

Having staffing issues in your facility? Get serious and take a stand!

You are receiving this letter as a dedicated nursing professional. We know you want to do the right thing for your patients, but time and the number of patients does not always allow for good-quality care. Please take a few minutes out of your hectic day and let your elected officials know—your patients deserve better care and you want to be able to provide that care for them. Complete the letter attached to this e-mail and submit it to your elected official. Yes, we can make a difference and, yes, we can improve the quality of the care we give. Let’s make nursing’s voice heard—loudly and clearly—let them know, “Yes, I’m Serious!”

Continue to page 2….

 

Yes, I’m Serious Campaign

 

Sample Letter to Representative or Senator

 

Date

Your Name

Your Address

Your City, State, Zip Code

Your E-mail

Your Phone Number

 

The Honorable_________________________

House of Representatives or United States Senate

Office Address of Representative or Senator

 

Dear Representative/Senator ____________________,

(
In your first paragraph include personal information and why this topic is of interest to you
) I am very fortunate to have been provided with an excellent education that prepared me for the future. I currently work as an (emergency room nurse) in your district and have seen the impact of a decrease in staffing in my (emergency room) and in (my hospital). Recently, I have become very concerned about the legislative impact of not having enough staff members to care for individuals obtaining (emergency room services). Nurses want to provide safe, quality care to the patients that entrust us with their lives. As a government official, I am sure that you share many of these concerns. Assignment: “Yes, I’m Serious” Campaign.

 

(
Include facts
) Research has shown that individuals experiencing a current change in health status may experience anxiety as well as the (emergent condition). For example, in (Iowa), it was found that an individual experiencing (chest pain) waited for (30 minutes to obtain emergency services in an emergency room bay); however, the heart attack was too far extended for the emergency room personnel to be able to save this individual’s life. The availability of adequate numbers of professional emergency room nurses to reach individuals in need of care, and begin to assist them as soon as they reach the emergency room, may save lives. Similar findings have been made in many other states across our country.

 

(
State what you are asking for
) I ask that you support the Yes, I’m Serious Campaign. In supporting this bill, funding will be provided that will support increased nurse staffing in all areas of hospitals, outpatient facilities, and nursing homes, as well as in other places where nurses practice. This is a very small price to invest in the future of our nation. All individuals should have the opportunity for needed health care services in a timely and effective manner and not be expected to wait once they reach (emergency services) to receive needed health care. I believe that in supporting this bill you will impact the lives of countless members of our community. Assignment: “Yes, I’m Serious” Campaign.

 

Sincerely,

 

(
Signature
)

Your Name

Assignment: “Yes, I’m Serious” Campaign

Discussion: Issues in Health Care Essay

Professional nursing associations are critical to the formation, continuation, and termination of health care policy. In addition, interprofessional groups within practices examine implementation of policy and take into account the efficacy of policies and practices. Consider your collaboration with either a professional association or an interprofessional group in your practice. How can you be influential in advocating on behalf of a profession and in serving as an activist for policy?

To prepare for this Discussion, review the following:

• Discussion Rubric, provided in the Course Information area

• This week’s Writing Resources and Program Success Tools (link to e-guide) Discussion: Issues in Health Care Essay

• This week’s readings in the Resources pertaining to various and changing health advocacy and health policy initiatives

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Post a response to one of the following options:

Option 1: Consider an interprofessional group trying to solve a common care coordination problem in your practice.

• Who are the main individuals involved?

• Where are the gaps or barriers in collaboration with other health care professionals in your practice?

• What suggestions have been offered to improve the gaps or barriers?

Option 2: Consider the viewpoints of a local nursing association working on drafting health care policy legislation.

• What is the main issue being considered?

• How successful has the group been up to this point? Discussion: Issues in Health Care Essay

• What gaps and barriers exist?

Note Initial Post: A 3-paragraph (at least 350 words) response. Be sure to use evidence from the readings and include in-text citations. Utilize essay-level writing practice and skills, including the use of transitional material and organizational frames. Avoid quotes; paraphrase to incorporate evidence into your own writing. A reference list is required. Use the most current evidence (usually less than or equal to 5 years old).

Discussion Rubric: Required Content: Identifies the main health care professionals involved in care coordination. Analyzes the gaps or barriers in collaboration with other health care professionals in your practice. Analyzes suggestions offered to improve the gap or barrier in interprofessional practice Discussion: Issues in Health Care Essay

Women’s and Men’s Health, Infections, and Hematologic Systems

Review the Resources for this module and reflect on the different health needs and body systems presented.

Consider how you will practice critical decision making for prescribing appropriate drugs and treatment to address the complex patient health needs in the patient r patient’s health needs from the patient case study you assigned. Be specific. Then, explain the type of treatment regimen you would recommend for treating your patient, including the choice or pharmacotherapeutics you would recommend and explain why. Be sure to justify your response. Explain a patient education strategy you might recommend for assisting your patient with the management of their health needs. Be specific and provide examples. Women’s and Men’s Health, Infections, and Hematologic Systems.

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HH is a 68 yo M who has been admitted to the medical ward with community-acquired

pneumonia for the past 3 days. His PMH is significant for COPD, HTN, hyperlipidemia,

and diabetes. He remains on empiric antibiotics, which include ceftriaxone 1 g IV qday

(day 3) and azithromycin 500 mg IV qday (day 3). Since admission, his clinical status

has improved, with decreased oxygen requirements. He is not tolerating a diet at this

time with complaints of nausea and vomiting.

Ht: 5’8” Wt: 89 kg

Allergies: Penicillin (rash) Women’s and Men’s Health, Infections, and Hematologic Systems

Week 3 | Part 3: Strategies to Promote Academic Integrity and Professional Ethic Essay

 

I have analyzed the relationship between academic integrity and writing, as well as the relationship between professional practices and scholarly ethics. I have also identified strategies I intend to pursue to maintain integrity and ethics of my academic work while a student of the MSN program, as well as my professional work as a nurse throughout my career. The results of these efforts are shared below.

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Directions: In the space below craft your analysis/writing sample, including Part 1 (The Connection Between Academic and Professional Integrity) and Part 2 (Strategies for Maintaining Integrity of Work). Utilize headings formatted in proper APA throughout each Part to clearly identify key topic area requirements. Strategies to Promote Academic Integrity and Professional Ethic Essay.

Remember to include an introduction paragraph which contains a clear and comprehensive purpose statement which delineates all required criteria, and end the assignment Part with a conclusion paragraph. 

 

Part 1: Writing Sample: The Connection Between Academic and Professional Integrity

 

In the space below write a 2- 3-paragraph analysis that includes the following:

 

Clearly and accurately explains in detail the relationship between academic integrity and writing.

Clearly and accurately explains in detail the relationship between professional practices and scholarly ethics.

Accurately cite at least 2 resources that fully support your arguments, being sure to use proper APA formatting.

Use Grammarly and SafeAssign to improve the product.

Clearly and accurately describe in detail how Grammarly, SafeAssign, and paraphrasing contributes to academic integrity. Include sufficient evidence that Grammarly and SafeAssign were utilized to improve responses.

 

PART 2: Strategies for Maintaining Integrity of Work

Expand on your thoughts from Part 1 by:

Clearly identifying and accurately describing strategies you intend to pursue to maintain integrity and ethics of your 1) academic work while a student of the MSN program, and 2) professional work as a nurse throughout your career.

Include a clearly developed review of resources and approaches you propose to use as a student and a professional.

 

Week 3 | Part 3: Strategies to Promote Academic Integrity and Professional
Ethics

 

I have analyzed the relationship between academic integrity and writing, as well as the relationship between professional practices and scholarly ethics. I have also identified strategies I intend to pursue to maintain integrity and ethics of my academic work while a student of the MSN program, as well as my professional work as a nurse throughout my career. The results of these efforts are shared below. Strategies to Promote Academic Integrity and Professional Ethic Essay.

Directions: In the space below craft your analysis/writing sample, including Part 1 (The Connection Between Academic and Professional Integrity) and Part 2 (Strategies for Maintaining Integrity of Work). Utilize headings formatted in proper APA throughout each Part to clearly identify key topic area requirements.

Remember to include an introduction paragraph which contains a clear and comprehensive purpose statement which delineates all required criteria, and end the assignment Part with a conclusion paragraph. Strategies to Promote Academic Integrity and Professional Ethic Essay

Clinical Lab Simulation

Clinical Lab/SIM

Simulation can be an excellent exercise in helping students identifying their strengths and weakness in terms of clinical care. Though simulation can be a source of stress for the students involved, the benefits may bear fruit once they are in clinical. Learners are varied and simulation can provide an environment where different learning style may be accommodated (Gaberson, K. B., Oermann, M. H., & Shellenbarger, T., 2015, p. 182). Simulation before clinical may be used as a measurement of student ability, but a clinical laboratory can help to improve different nursing skills before an actual rotation. Patient care can be replicated, but the physical and mental aspect of caring for a unique individual may not be easily replicated Clinical Lab Simulation. After having experience is a different conversation altogether. A study of various nursing professionals on performing a perioperative simulation scenario revealed that these individuals stated they were able to apply what was learned to their current practice (Whelan et al., 2018). A survey was sent to the individual’s post-simulation and 86% indicated they were satisfied with the intended results of the exercise. For students, simulation can build upon skills learned during clinical and address areas of potential weakness. Simulation can’t replace live patient experience, but it may be an asset for their development Clinical Lab Simulation.

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Expectations

Expectations for clinical learning depend on the level and year of the learner. A clinical cohort for fundamental would have vastly different expectations than a final practicum student. The author’s specific cohort are first-semester nursing students and their level generally reflects basic nursing knowledge. Expectations would be conveyed pre-conference on each clinical site visit. This can assure there is a goal each time students begin their day and progress as the semester continues. If expectations are not met, students can be addressed by individuals or as a group to help voice concerns. Even as an educator, the expectation may need to be adjusted if they are not appropriate for the learner’s level. Simulation can also be an option to help improve areas of concern as well. A study was conducted with nursing students to improve the safe administration of medication pre and post-simulation (Green, 2018) Students were anxious throughout, but the results showed improve skills in the safety of administrating medication (Green, 2018). Setting expectations for students requires a thorough assessment of the students, educators, and even the facilities in use. There are options to address goals not being met to improve both students and educators alike. Clinical Lab Simulation.

Conference/Off Floor

Pre-conference

Pre-conference can be used as a way to voice expectations, early anxiety, and how to improve upon earlier encounters. Students should enter clinical knowing what to expect, what areas of improvement that need to be addressed, and which staff to be assigned too. Educators may also look at the patients on the unit in which they will be practicing and assign students based on skills and experience they need to encounter.

Post-conference

Post-conference serves as a reflection of the experience and dialogue to begin. Development of problem-solving, critical thinking, and clinical, debriefing of clinical experiences, development of cooperative learning, group process skills, assessment of own learning, and development of oral communication skills can all take place during post-conference and be developed during each site visit Gaberson, K. B.,Oermann, M. H., & Shellenbarger, T. ,2015, p. 246). The events of the day must be addressed with students and any goals not met to voiced as well Clinical Lab Simulation. The goal of the post-conference is to confirm the purpose of the site visit was achieved and students can build upon the experience.

Off-unit experiences

Off-Unit experiences serve to expand the clinical site visit for the student. Off-unit experiences can have a relation to their patients if it involves a procedure, imaging, or other clinically relevant events. They serve to help students see the clinical processes involved in patient care and how truly collaborative nursing is with other disciplines. The importance of communication can be echoed through this exercise as well as what the patient may go through when facing uncertainty with imaging or invasive procedures. It also can serve as a break from everyday clinical for students and as a stress relief that comes with it.

 

 

Gaberson, K. B., Oermann, M. H., & Shellenbarger, T. (2015). Clinical teaching strategies in nursing. New York, NY: Springer Publishing Company, LLC. Clinical Lab Simulation

GREEN, D. (2018). Medication Simulation: Enhancing Nursing Students’ Clinical Environmental Awareness through Self-Care and Promotion of Patient Safety. Whitireia Nursing & Health Journal, 25, 37–51. Retrieved from http://search.ebscohost.com.ezproxy.fiu.edu/login.aspx?direct=true&db=rzh&AN=138594530&site=eds-live

Whelan, T., Xinzhe Shi, Andony, K., Yorke, S., & Poonai, S. (2018). Evaluating Learners’ Satisfaction Following Perioperative Nursing Simulation Training. ORNAC Journal, 36(3), 12–16. Retrieved from
http://search.ebscohost.com.ezproxy.fiu.edu/login.aspx?direct=true&db=rzh&AN=131531246&site=eds-live (Links to an
Clinical Lab Simulation

Psychotherapeutic Approaches to Group Therapy for Addiction

To prepare:

Review this week’s Learning Resources and reflect on the insights they provide on group therapy for addiction.

View the media, Levy Family: Sessions 1-7, and consider the psychotherapeutic approaches being used.

The Assignment

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

Identify the psychotherapeutic approach that the group facilitator is using, and explain why she might be using this approach.

Determine whether or not you would use the same psychotherapeutic approach if you were the counselor facilitating this group, and justify your decision. Psychotherapeutic Approaches to Group Therapy for Addiction.

Identify an alternative approach to group therapy for addiction, and explain why it is an appropriate option.

Support your position with evidence-based literature.

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Required Media

Allyn & Bacon (Producer). (2000). Motivational interviewing [Video file]. Mill Valley, CA: Psychotherapy.net.

Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 102 minutes.

Laureate Education (Producer). (2013d). Levy family: Sessions 1-7 [Video file]. Baltimore, MD; Author.

Psychotherapy.net (Producer). (2015). Group therapy for addictions: An interpersonal relapse prevention approach [Video file]. Mill Valley, CA: Author.

Psychotherapy.net (Producer). (2015). Group therapy for addictions: An interpersonal relapse prevention approach [Video file]. Mill Valley, CA: Author. Psychotherapeutic Approaches to Group Therapy for Addiction.

Optional Resources

Psychotherapy.net (Producer). (2000a). Cognitive therapy for addictions [Video file]. Mill Valley, CA: Author.

Required Readings

American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author.

Standard 6 “Evaluation” (pages 65-66)

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

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

Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books.

Chapter 13, “Problem Group Members” (pp. 391–427) Psychotherapeutic Approaches to Group Therapy for Addiction

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

Note: Retrieved from Walden Library databases.

Gamble, J., & O’ Lawrence, H. (2016). An overview of the efficacy of the 12-step group therapy for substance abuse treatment. Journal of Health & Human Services Administration, 39(1), 142–160. Retrieved from http://jhhsa.spaef.org/

Note: Retrieved from Walden Library databases.

Kim, J. W., Choi, Y. S., Shin, K. C., Kim, O. H., Lee, D. Y., Jung, M. H., … Choi, I. (2012). The effectiveness of continuing group psychotherapy for outpatients with alcohol dependence: 77-month outcomes. Alcoholism: Clinical & Experimental Research, 36(4), 686–692. doi:10.1111/j.1530-0277.2011.01643.x

Note: Retrieved from Walden Library databases. Psychotherapeutic Approaches to Group Therapy for Addiction

NURS 6003, WK 9 Assignment, Topic:Assignment: Academic Success and Professional Development Plan

Assignment: Academic Success and Professional Development Plan

Part 5: Professional Development

In this Module’s Discussion, you were introduced to the concept of an academic portfolio to begin building your own brand. However, portfolios have value that goes beyond brand building. An academic and professional portfolio can also help you to build your own vision and mission and establish your development goals. In this regard, a portfolio becomes yet another tool in your toolbox as you build your success.

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In this Assignment you will continue developing your Academic Success and Professional Development Plan by developing the fifth component–a portfolio for your academic and professional efforts. NURS 6003, WK 9 Assignment, Topic:Assignment: Academic Success and Professional Development Plan.

To Prepare:

Consider your goals for academic accomplishments while a student of the MSN program.

The Assignment:

Using the Academic Success and Professional Development Plan Template document that you began to work on in Module 1 and have continued expanding throughout this course, you will develop a curriculum vitae (CV) in Part 5 based on your current education and professional background.

Write a statement identifying your professional development goals.

Write a statement proposing how you might align one or more of your professional development goals with the university’s emphasis on social change.

Note: Add your work for this Assignment to the original document you began in the Module 1 Assignment, which was built from the Academic Success and Professional Development Plan Template. My goal is to be PMHNP ( Psychiatric Mental Health Nurse Practitioner NURS 6003, WK 9 Assignment, Topic:Assignment: Academic Success and Professional Development Plan

Dashboard Benchmark Evaluation

Professional Context

In the era of health care reform, many of the laws and policies set by government at the local, state, and federal levels have specific performance benchmarks related to care delivery outcomes that organizations need to achieve. It is critical for organizational success that the interprofessional care delivery team to be able to understand reports and dashboards that display the metrics related to performance and compliance benchmarks.

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Scenario

This assignment can be based on the dashboard presented in the Dashboard and Health Care Benchmark Evaluation simulation. The writing that you did as part of that simulation could serve as a starting point to build upon for this assignment, or you may instead choose another setting from your professional practice. (Bear in mind that if you choose to use another setting for this assignment, you will need to include the health care setting size and its specific type of care delivery, as well as diversity, ethnicity, and socioeconomic demographics for the population served by your chosen organization or setting.) Dashboard Benchmark Evaluation

Instructions

Review the simulation dashboard, as well as relevant local, state, and federal law and policy. Consider the metrics that are falling short of the prescribed benchmarks. For this assignment, you will create a report for a senior leader that communicates your evaluation of the current state of organizational performance. You will also advocate for a metric to target improvement and explain its potential to improve the overall quality of the care and performance of the organization or team relevant to the dashboard.

If you have a sophisticated understanding of dashboards that are relevant to your own personal practice, you may use a hypothetical dashboard from that setting (be sure your data complies with the Health Insurance Portability and Accountability Act (HIPAA); do not use any easily identifiable organization or patient information) Dashboard Benchmark Evaluation. These hypothetical dashboards must present at least four different metrics, of which at least two must be underperforming the relevant benchmark set forth by a federal, state, or local policy or law. Along with the dashboard, you should also provide a brief description of the health care organization that the dashboard is reporting on, including the information noted above.

Structure your report so that it will be easy for a colleague or supervisor to locate the information they need. You will want to be sure that you are citing relevant local, state, or federal health care policies or laws when evaluating metric performance toward benchmarks. Additionally, cite 2–4 outside sources to support your analysis of challenges, evaluation of potential for improvement, and your advocacy for ethical action.

While creating your report it is important to address the following. Note: The bullet points below correspond to grading criteria in the scoring guide. Be sure your report is, at minimum, addressing each of the bullets. You may also want to read the Guiding Questions: Dashboard Benchmark Evaluation (linked in Resources) and review the Dashboard Benchmark Evaluations Scoring Guide to better understand how each criterion will be assessed:

Evaluate dashboard metrics with regard to benchmarks set by local, state, or federal health care policies or laws.

Analyze challenges that meeting prescribed benchmarks can pose for a heath care organization or an interprofessional team.

Evaluate a benchmark underperformance in a heath care organization or an interprofessional team that has the potential for greatly improving overall quality or performance Dashboard Benchmark Evaluation.

Advocate for ethical action in addressing a benchmark underperformance, directed toward an appropriate group of stakeholders.

Communicate evaluation and analysis in a professional and effective manner, writing content clearly and logically with correct use of grammar, punctuation, and mechanics.

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

Submission Requirements

Length of report: 2–4 double-spaced, typed pages. Your report should be succinct yet substantive.

Please include a title page and a reference list in addition to your 2–4 page report.

Number of references: Cite a minimum of 2–4 sources of scholarly, professional, or policy evidence to support your analysis and advocacy.

APA formatting: Resources and citations are formatted according to current APA style.

Resources

Dashboard Benchmark Evaluation Scoring Guide.

Guiding Questions: Dashboard Benchmark Evaluation [DOC].

APA Style Paper Tutorial [DOCX].

APA Style Paper Template [DOCX].

Dashboard and Health Care Benchmark Evaluation Dashboard Benchmark Evaluation.

To prepare for this Assessing and Treating Clients With ADHD Decision tree case study Assignment:

This case study will serve as the foundation for this week’s Assignment.

Attention Deficit Hyperactivity Disorder

A Young Girl With ADHD

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BACKGROUND

Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition. Assessing and Treating Clients With ADHD Decision tree case study.

The parents give the PMHNP a copy of a form titled “Conner’s Teacher Rating Scale-Revised”. This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. The teacher opined that she lacks interest in school work and is easily distracted. Assessing and Treating Clients With ADHD Decision tree case study. Katie is also noted to start things but never finish them, and seldom follows through on instructions and fails to finish her school work.

Katie’s parents actively deny that Katie has ADHD. “She would be running around like a wild person if she had ADHD” reports her mother. “She is never defiant or has temper outburst” adds her father.

SUBJECTIVE

Katie reports that she doesn’t know what the “big deal” is. She states that school is “OK”- her favorite subjects are “art” and “recess.” She states that she finds her other subjects boring, and sometimes hard because she feels “lost”. She admits that her mind does wander during class to things that she thinks of as more fun. “Sometimes” Katie reports “I will just be thinking about nothing and the teacher will call my name and I don’t know what they were talking about.” Assessing and Treating Clients With ADHD Decision tree case study

Katie reports that her home life is just fine. She reports that she loves her parents and that they are very good and kind to her. Denies any abuse, denies bullying at school. Offers no other concerns at this time.

MENTAL STATUS EXAM

The client is an 8 year old Caucasian female who appears appropriately developed for her age. Her speech is clear, coherent, and logical. She is appropriately oriented to person, place, time, and event. She is dressed appropriately for the weather and time of year. She demonstrates no noteworthy mannerisms, gestures, or tics. Self-reported mood is euthymic. Affect is bright. Katie denies visual or auditory hallucinations, no delusional or paranoid thought processes readily appreciated. Attention and concentration are grossly intact based on Katie’s attending to the clinical interview and her ability to count backwards from 100 by serial 2’s and 5’s. Insight and judgment appear age appropriate. Katie denies any suicidal or homicidal ideation. Assessing and Treating Clients With ADHD Decision tree case study

Diagnosis: Attention deficit hyperactivity disorder, predominantly inattentive presentation

RESOURCES

§ Conners, C. K., Sitarenios, G., Parker, J. D. A., & Epstein, J. N. (1998). Revision and restandardization of the Conners’ Teacher Rating Scale (CTRS-R): Factors, structure, reliability, and criterion validity. Journal of Abnormal Child Psychology, 26, 279-291.

The Assignment:

Examine Case Study: A Young Caucasian Girl With ADHD You will be asked to make three decisions concerning the medication to prescribe to this client Assessing and Treating Clients With ADHD Decision tree case study. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.

At each decision point stop to complete the following:

Decision #1

Which decision did you select?

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?

Decision #2

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?

Decision #3

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

Also include how ethical considerations might impact your treatment plan and communication with clients Assessing and Treating Clients With ADHD Decision tree case study

Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders

As an advanced practice nurse, you will likely experience patient encounters with complex comorbidities. For example, consider a female patient who is pregnant who also presents with hypertension, diabetes, and has a recent tuberculosis infection. How might the underlying pathophysiology of these conditions affect the pharmacotherapeutics you might recommend to help address your patient’s health needs? What education strategies might you recommend for ensuring positive patient health outcomes?

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For this Discussion, you will be assigned a patient case study and will consider how to address the patient’s current drug therapy plans. You will then suggest recommendations on how to revise these drug therapy plans to ensure effective, safe, and quality patient care for positive patient health outcomes. Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders

Photo Credit: Getty Images

To Prepare

Review the Resources for this module and reflect on the different health needs and body systems presented.

Review the complex case asisgned by your Instructor for this Discussion.

Consider how you will practice critical decision making for prescribing appropriate drugs and treatment to address the complex patient health needs in the patient case study you selected.

By Day 3 of Week 9

Post
a brief description of your patient’s health needs from the patient case study you assigned. Be specific. Then, explain the type of treatment regimen you would recommend for treating your patient, including the choice or pharmacotherapeutics you would recommend and explain why. Be sure to justify your response. Explain a patient education strategy you might recommend for assisting your patient with the management of their health needs. Be specific and provide examples. Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders