NRS-427 Functional Health Patterns Community Assessment Essay Assignment Papers

NRS-427 Functional Health Patterns Community Assessment Essay Assignment Papers

Details:
This is a Collaborative Learning Community assignment.
The instructor will assign you to a CLC group.
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities. NRS-427 Functional Health Patterns Community Assessment Essay Assignment Papers.
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This NRS-427 Functional Health Patterns Community Assessment Essay Assignment Papers consists of both an interview and a PowerPoint (PPT) presentation.
Assessment/Interview
Select a community of interest. It is important that the community selected be one in which a CLC group member currently resides. Students residing in the chosen community should be assigned to perform the physical assessment of the community.

  1. Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.”
  2. Interview a community health and public health provider regarding that person’s role and experiences within the community. NRS-427 Functional Health Patterns Community Assessment Essay Assignment Papers.

Interview Guidelines
Interviews can take place in-person, by phone, or by Skype. Complete the “Provider Interview Acknowledgement Form” and submit with the group presentation.
Develop one set of interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community.
Compile key findings from the interview, including the interview questions used, and submit with the group presentation.
PowerPoint Presentation
Within your group, create a PowerPoint presentation of 15-20 slides (slide count does not include title and reference slide) describing the chosen community interest. NRS-427 Functional Health Patterns Community Assessment Essay Assignment Papers.
Include the following in your presentation:

  1. Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level, ethnic, and phenomenological features of the community as well as types of social interactions, common goals and interests, barriers, and challenges, including any identified social determinates of health.
  2. Summary of community assessment: (a) funding sources and (b) partnerships.
  3. Summary of interview with community health/public health provider.
  4. Identification of an issue that is lacking or an opportunity for health promotion. The issue identified can be used for the Community Teaching Plan: Community Teaching Work Plan Proposal assignment.
  5. A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community.

In addition to submitting this assignment in the LoudCloud dropbox, email a copy of your submission to RNBSNclientcare@gcu.edu.
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. NRS-427 Functional Health Patterns Community Assessment Essay Assignment Papers.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to Turnitin. NRS-427 Functional Health Patterns Community Assessment Essay Assignment Papers.
When submitting this assignment, include the interview questions, the interview findings, completed “Provider Interview Acknowledgement Form,” and the community assessment PPT presentation.
NRS-427V.R.ProviderInterviewAcknowledgementForm_10-14-13.docNRS427V.R.FunctionalHealthPatternsCommAssessment_Student_10-14-13.doc NRS-427 Functional Health Patterns Community Assessment Essay Assignment Papers

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Ventilatory circuit related problems

Learning Objectives Covered:
1. Identify changes in ventilator graphics based on the patient’s lung condition
2. Identify changes in ventilator graphics caused by inappropriate ventilator settings or equipment or device malfunctions
Background
Ventilator graphics provides the clinician with a valuable monitoring and diagnostic tool to help them achieve the best possible patient outcomes.  Though mechanical ventilators measure various lung pressures, volumes and mechanics these values within themselves are not enough to give us a complete understanding of the various changes that can occur within a patient’s lungs. The values measured and provided by ventilators are invaluable; however, these values are enhanced when we also consider ventilator graphics. Let’s look at an example of how graphics work. We take a patient’s blood pressure which gives us a digital numerical display of the pressures within the blood vessels and the rate of their heartbeat. Assessing a patient’s blood pressure and heart rate helps us to evaluate the rate and strength of their heartbeat. However, what if we were to perform an EKG or place a patient on a heart monitor? Not only will we assess their heart rate and the strength of their heartbeat but it will also provide us with valuable insight into the heart’s rhythm. The heart is electrically conducted so being able to view the heart’s function during each heartbeat provides us with more information. It also gives us an opportunity to identify many more abnormalities that we would otherwise overlook.
Instead of only looking at numerical values to help us understand patient-ventilator interaction, ventilators incorporate graphical displays (waveforms) which give us greater insight into the changes that occur in a patient’s lung mechanics over a period of time. Ventilator waveforms are a useful tool in detecting abnormalities such as
Abnormal ventilatory parameters/lung mechanics
· Alveolar overdistention
· Auto-PEEP (air trapping)
Patient-ventilator Interaction
· Patient-ventilator dyssynchrony
· Flow starvation
· Auto-triggering
Ventilatory circuit related problems
· Auto-cycling
· Secretion buildup in the ventilator circuit
Interpreting ventilator waveforms takes practice so don’t become discouraged if you don’t become an expert by the end of this course (I don’t expect you to).
As we previously discussed there are two types of ventilator waveforms: scalars and loops. Scalars are waveform representations of pressure, flow or volume on the y- axis vs. time on the x- axis. Loops are representations of pressure vs. volume or flow vs. volume.
Let’s take a closer look at recognizing lung overdistention. There are many waveforms we can look at to recognize lung overdistention but let’s take a look specifically at a pressure-volume loop. Since lung overdistention can be caused by the delivery of too much pressure or volume during inspiration then the pressure-volume loop is ideal. A normal pressure-volume loop is shown below.
 
Now notice below what can happen when we deliver high tidal volumes during volume ventilation or too much pressure during pressure- controlled ventilation.
Correcting lung overdistention is done by first recognizing that it is occurring and secondly by decreasing either tidal volume (if in volume control ventilation) or peak inspiratory pressure (if in pressure control ventilation).
Prompt
For this assignment, you will provide detailed responses to the following questions:
Pressure-volume loops assess compliance, which is measured by the change in volume for a given change in pressure. Another benefit of pressure-volume loops is the assessment of PEEP during mechanical ventilation. Application of PEEP may increase compliance.
1. How does the addition of PEEP increase compliance and affect the pressure-volume loop?
2. How are pressure-volume loops useful in determining optimal PEEP levels?
Use a pressure-volume image in your responses that illustrate your response. Be sure to cite your source.
Flow volume loops are used to obtain information about airway resistance.
3. List and describe at least two conditions that are easily recognized with flow volume loops.
Use a flow-volume image for each condition in your response. Be sure to cite your source.
Submit your answers in at least 500 of your own words on a Word document. You must cite at least three references in APA format to defend and support your position.
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Strategies for Change and Macro-Level Interventions

Strategies for Change and Macro-Level Interventions

· Identify one global issue currently in the news that might benefit from a macro-level intervention that includes a psychologist.
· Think about one bottom-up change strategy a psychologist might use to intervene and address the issue, one middle-out strategy, and one top-down strategy.
· For each strategy, consider which specific change strategy might be the most effective in addressing the issue you selected.
The Assignment (3–4 pages):
· Describe the global issue you selected.
· Determine the macro-level intervention (that includes a psychologist) that you assert will work best in this situation. Explain why you believe this intervention will work best.
· Provide examples of how a psychologist may use each of the following change strategies to address the situation:
· Bottom-up
· Middle-out
· Top-down
· Explain which change strategy or which combination of strategies you believe would be the most effective in addressing the situation and why.

·
Identify one global issue currently in the news that might benefit from
a macro
–
level
intervention that includes a psychologist.
·
Think about one bottom
–
up change strategy a psychologist might use to intervene and
address the issue, one middle
–
out strategy, and one top
–
down strategy.
·
For each strategy, consider which specific
change strategy might be the most effective
in addressing the issue you selected.
The Assignment (3
–
4 pages):
·
Describe the global issue you selected.
·
Determine the macro
–
level intervention (that includes a psychologist) that you assert will
work best in th
is situation. Explain why you believe this intervention will work best.
·
Provide examples of how a psychologist may use each of the following change
strategies to address the situation:
o
Bottom
–
up
o
Middle
–
out
o
Top
–
down
·
Explain which change strategy or which co
mbination of strategies you believe would be
the most effective in addressing the situation and why.
 Identify one global issue currently in the news that might benefit from a macro-level
intervention that includes a psychologist.
 Think about one bottom-up change strategy a psychologist might use to intervene and
address the issue, one middle-out strategy, and one top-down strategy.
 For each strategy, consider which specific change strategy might be the most effective
in addressing the issue you selected.
The Assignment (3–4 pages):
 Describe the global issue you selected.
 Determine the macro-level intervention (that includes a psychologist) that you assert will
work best in this situation. Explain why you believe this intervention will work best.
 Provide examples of how a psychologist may use each of the following change
strategies to address the situation:
o Bottom-up
o Middle-out
o Top-down
 Explain which change strategy or which combination of strategies you believe would be
the most effective in addressing the situation and why.
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& DISEASE MANAGEMENTTHERE ARE MANY FACTORS THAT AFFECT CHRONIC ILLNESSCHRONIC PAIN, STIGMA, SOCIAL ISOLATION, ALTERED MOBILITY, OR FATIGUE

ILLNESS & DISEASE MANAGEMENTTHERE ARE MANY FACTORS THAT AFFECT CHRONIC ILLNESSCHRONIC PAIN, STIGMA, SOCIAL ISOLATION, ALTERED MOBILITY, OR FATIGUE.

 NO COMMENTS
Two Nursing DiscussionsDiscussion Question 2: Illness & Disease ManagementThere are many factors that affect chronic illnesschronic pain, stigma, social isolation, altered mobility, or fatigue. Utilizing your learning from your readings and the South University Online Library resources, respond to the following questions:1. Based on the research, which of these factors have the greatest impact on a patient? Why? Contrast at least two ways the factors would affect a twelve-year-old with the way they would affect a seventy-five-year-old.2. Consider the twelve-year-old and the seventy-five-year-old have a chronic illness. How does the chronically ill patient’s illness trajectory influence the plan of care?3. Review Healthypeople.gov website. Discuss how you feel these goals will impact the health of the nation. Briefly discuss how you could incorporate these goals/objectives into your day-to-day nursing practice.All questions must be answered in complete sentences and detailed. Word count must be 400 or more words, At least 4 APA style references within the last 7 years ONLY! In-text citation where needed.Will need each discussion respond in its own document, meaning TWO word documents with the heading being the title of the discussion itself. No plagiarism and must be completed in a timely fashion. No title page needed, just references for each discussion.
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Hypothesis testing

Hypothesis testing
4-Each alpha level is dependent on the circumstance that surrounds a particular study. The significance level(alpha) is the probability of committing a type 1 error. A type 1 error is committed when the researcher falsely rejects the null hypothesis. A significance level of 0.05 is the standard situation, most especially in the field science.
There are some experiments where you would most likely want to lower the type 1 error rate such as experiment that affects human health, like drug research or studies of psychological treatment. For some experiments, if the consequence of applying null hypothesis is extremely serious, for instance, if null hypothesis applies, there may be death, or serious injury, then you want to try your best to avoid the type I error. That means you must avoid the situation that null hypothesis is true but you reject it. As the significance level is the probability, you will make the type 1 error. So, for such experiments with serious results, we want to make the level smaller than standard situation. So, for such experiments, if you can’t tolerate a 5% chance of being wrong, use a lower significance level, 0.01 for example. 0.01 is common if there’s a possibility of death or serious disease or injury.
If the consequences of being wrong are especially minor such as political research or animal migration studies. you might use a higher significance level, such as 0.1, but this is rare in practice. That is, it may be common that we make the significance level much smaller than 0.05, but we rarely make the level larger than 0.05.
Reference
Hypothesis Testing (cont…) |n.d.| Access Retrieved on 08/08/2018 from https://statistics.laerd.com/statistical-guides/hypothesis-testing-3.php
The idea of significance test. Retrieved on 08/08/2018 from https://www.khanacademy.org.
 
5-The alpha is the level of statistical significance. It can be any number between 0-1. 0.10, 0.05 and 0.01 are most commonly used. A situation where we would want to accept a higher alpha level is with medical testing. We would much rather have false positive test results that would lead to additional testing, even though it is going to give our patients an insane amount of anxiety. It is better than a false negative where no further testing or treatment would be indicated, and the patient would go untreated.
References
Taylor, C. (2013, March 20). What Level of Alpha Determines Statistical Significance? Retrieved from https://www.thoughtco.com/what-level-of-alpha-determines-significance-3126422
6-Not all results of hypothesis tests are equal. A hypothesis test or test of statistical significance typically has a level of significance attached to it. This level of significance is a number that is typically denoted with eh Greek letter alpha Many journals throughout different disciplines define that statistically significant results are those for which is equal to 0.05 or 5%.
The number represented by  is a probability, so it can take a value of any nonnegative real number less than one. Although in theory any number between 0 and 1 can be used for , when it comes to statistical practices this is not the case. Of all levels of significance, the values of 0.10, 0.05, and 0.01 are the most commonly used .
In medical screening for a disease, consider the possibilities of a test that falsely tests positive for a disease with one that falsely tests negative for a disease; a false positive will result in anxiety for our patient but will lead to other tests that will determine that verdict of our test was indeed incorrect; a false negative will give our patient the incorrect assumption that he does not have a disease when he in fact does. The result is that the disease will not be treated; given the choice, scientists would rather have conditions that result in a false positive than a false negative.
Reference
What Level Of Alpha Determines Statistical Significance? |June 25, 2018| Access Date| August 6, 2018 from
Courtney Taylor – https://www.thoughtco.com/what-level-of-alpha-determines-significance-3126422
Hypothesis Testing (cont…) |n.d.| Access Date August 6, 2018| from
https://statistics.laerd.com/statistical-guides/hypothesis-testing-3.php

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THE THEORIES AND PRINCIPLES OF NURSING AND RELATED DISCIPLINES TO INDIVIDUALS, FAMILIES

THE THEORIES AND PRINCIPLES OF NURSING AND RELATED DISCIPLINES TO INDIVIDUALS, FAMILIES
 NO COMMENTS

Design for Change Proposal Guidelines

 
Purpose
You are to create a Design for Change proposal inclusive of your PICO and evidence appraisal information from your Capstone Project Milestone #1. Your plan is to convince your management team of a nursing problem you have uncovered and you feel is significant enough to change the way something is currently practiced. In the event you are not currently working as a nurse, please use a hypothetical clinical situation you experienced in nursing school, or nursing education issue you identified in your nursing program.
 
Course Outcomes
This assignment enables the student to meet the following course outcomes.
 
CO1: Applies the theories and principles of nursing and related disciplines to individuals, families, aggregates, and communities from entry to the healthcare system through long-term planning. (PO #1)
 
CO2: Proposes leadership and collaboration strategies for use with consumers and other healthcare providers in managing care and/or delegating responsibilities for health promotion, illness prevention, health restoration and maintenance, and rehabilitative activities. (PO #2)
 
 
Milestone #2 consists of the proposal for your Design for Change Capstone Project.
 
Points
 
Milestone #2 is worth 225 points.
 
Directions
 

  1. Create a proposal for your Design for Change Capstone Project. Open the template in Doc Sharing. You will include the information from Milestone #1, your PICO question, and evidence appraisal, as you compose this proposal. Your plan is to convince your management team of a nursing problem you have uncovered and you feel is significant enough to change the way something is currently practiced.
  2. The format for this proposal will be a paper following the Publication manual of APA6thedition.
  3. The paper is to be four- to six-pages excluding the Title page and Reference page.
  4. As you organize your information and evidence, include the following topics.
    1. Introduction:Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63). Introduce the reader to the plan with evidence-based problem identification and solution.
    2. Change Plan: Write an overview using the John Hopkins Nursing EBP Model and Guidelines (2012)
      1. Practice Question
      2. Evidence
      3. Translation
    3. Summary
  5. Citations and References must be included to support the information within each topic area. Refer to the APA manual, Chapter 7, for examples of proper reference format. In-text citations are to be noted for all information contained in your paper that is not your original idea or thought. Ask yourself, “How do I know this?” and then cite the source. Scholarly sources are expected, which means using peer-reviewed journals and credible websites.
  6. Tables and Figures may be added as appropriate to the project. They should be embedded within the body of the paper (see your APA manual for how to format and cite). Creating tables and figures offers visual aids to the reader and enhances understanding of your literature review and design for change.

 
Grading Criteria: Design for Change Capstone Project
 

Category

Points

%

Description
Introduction 25 11% Introduction to the plan is nursing focused, with evidence-based problem identification and potential solutions clearly identified.
Change Plan; Practice Question (Steps 1–5) 50 22% Activities to achieve the first steps of change are fully described in detail and are based on the first five steps of the John Hopkins EBP Process; Practice Question.
Change Plan; Evidence (Steps 6–10) 50 22% Activities to achieve steps six through ten of the John Hopkins EBP Process are fully described in detail; Evidence.
Change Plan; Translation(Steps 11–18) 50 22% Activities to achieve the final steps of change are fully described in detail and are based on steps 11 through 18 of the John Hopkins EBP Process; Practice Question.
Summary 25 11% Clear, solid summary summarizing the key points and steps of the change plan is included; ways to maintain the change plan are described.
APA Format 25 11% Minimal errors.
Total 225 points 100%

 
 
 
Grading Rubric: Capstone Project Milestone #2
 

Assignment Criteria

Outstanding or Highest Level of Performance

A (92–100%)

Very Good or High Level of Performance

B (84–91%)

Competent or Satisfactory Level of Performance

C (76–83%)

Poor, Failing or Unsatisfactory Level of Performance

F (0–75%)

Total
Introduction25 points Introduction to the plan is nursing focused, with evidence-based problem identification and potential solutions clearly identified.23–25 points Introduction to the plan is nursing focused, with evidence to support the problem and potential solution identified but convincing areas are missing.21–22 points Introduction to the plan is provided; however, evidence to support the problem and potential solution is not convincing.19–20 points Introduction lacks evidence to support need for change and/or potential solution is not realistic.0–18 points /25
Change Plan PracticeQuestion(Steps 1–5)
50 points		 Activities to achieve the first five steps of change are fully described in detail and are based on the first section of the John Hopkins EBP Process:*Practice question is identified.
*Scope of the problem discussed (including supportive statistics).
*Stakeholders identified.
*Team is identified.
46–50 points		 Activities to achieve the first five steps of change are fully described, not in detail but are based on the first section of the John Hopkins EBP Process:*Practice question is identified.
*Scope of the problem discussed (including supportive statistics).
*Stakeholders identified.
*Team is identified.
42–45 points		 Activities to achieve the first five steps of change are vague. The first section of the John Hopkins EBP Process is not clearly identified.*Practice question is identified.
*Scope of the problem does not contain statistics to support the problem.
*Stakeholders are identified but not appropriate or missing key members.
*Team members are identified but not appropriate or missing key members.
38–41 points		 Activities to address and support change are not specifically addressed. Portions of the first five steps are missing or absent.0–37 points /50
Change Plan Evidence(Steps 6–10)
50 points		 Activities to achieve steps six through ten of change are fully described in detail and are based on the first section of the John Hopkins EBP Process: Evidence is identified.*At least four reliable sources are used, three of which are peer-reviewed.
*Summary of evidence is thorough and detailed.
*Strength of evidence is discussed.
*Recommendation for change is based on evidence and is thorough.
46–50 points		 Activities to achieve steps six through ten of change are vague and are based on the first section of the John Hopkins EBP Process: Evidence is identified.*At least four reliable sources are used, three of which are peer-reviewed.
*Summary of evidence is vague.
*Strength of evidence is discussed.
*Recommendation for change is based on evidence but connection is vague.
42–45 points		 Activities to achieve steps six through ten of change are vague and are based on the first section of the John Hopkins EBP Process: Evidence is identified.*At least four reliable sources are used but less than three are peer-reviewed. *Summary of evidence is vague.
*Strength of evidence is not discussed.
*Recommendation for change is present but not weak connection to the evidence.
38–41 points		 Activities to achieve steps six through ten of change may be missing or absent.*Less than four reliable sources are used.
*Summary of evidence is not present or missing important elements.
*Strength of evidence is missing.
*Recommendation for change lacks support from evidence.
0–37 points		 /50
Change Plan Translation(Steps 11–18)
50 points		 Activities to achieve the last steps of change are fully described in detail and are based on the last steps of the John Hopkins EBP Process:Translation. *Action plan is well-developed with specific timeline in place to include all elements of the plan.
*Measurable outcomes and way to report results are discussed in detail.
*Plan for implementation is thoroughly discussed.
*Ways to communicate findings (internally and externally) are discussed.
46–50 points		 Activities to achieve the last steps of change are described and are based on the last steps of the John Hopkins EBP Process:Translation.
*Action plan is developed with specific timeline in but some elements of the timeline are missing.
*Outcomes are present but not measurable. Ways to report results are discussed in detail.
*Plan for implementation is discussed.
*Communication of findings is present but does not address both internal and external ways.
42–45 points		 Activities to achieve the last steps of change are vague.*Action plan is developed but timeline is missing.
*Outcomes are vague and not measurable. Ways to report results are discussed but not in detail.
*Plan for implementation is vague.
*Communication of findings is missing.
38–41 points		 Activities to achieve the last steps of change are vague or missing.*Action plan is not well-developed or missing.
*Outcomes are vague or not present. Ways to report results are discussed but not in detail.
*Plan for implementation is not present.
*Communication of findings is missing.
0–37 points		 /50
Summary25 points Clear, solid summary of the key points and the change plan are included; ways to maintain the change plan are described.23–25 points A clear summary of the key points and part of the change plan are provided; ways to maintain the change plan are mentioned, but not in detail.21–22 points A summary is present but is vague; parts of the change plan are highlighted; ways to maintain the change plan are not clear.19–20 points A summary is difficult to determine or absent. Key points of the change plan are not recapped or are absent.0–18 points /25
APA formatting, scholarly writing25 points APA format  sixth edition: third person, grammar, sentence structure, punctuation, and spelling; sources correctly cited and referenced; title page, headers, and page numbers. No errors to one error.23–25 points Two to three errors.21–22 points Four to five errors.19–20 points Multiple errors0–18 points /25
  Total Points   /225
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REFINEMENT OF A NURSING CONCERN

WEEK 2: REFINEMENT OF A NURSING CONCERN

 NO COMMENTS
Week 2: Refinement of a Nursing Concern into an
Evidence-based Practice Proposal Using the Research Process
Purpose
This assignment
provides the opportunity for the student to continue work on a previously
identified area or phenomenon of interest related to their MSN specialty track.
Week Twos assignment builds upon the identified area of interest by developing
an overview of the evidence-based practice (EBP) project and the PCIOT/PICo
question. This assignment initiates the
evidence-based practice proposal that is continued throughout the entire course
with each assignment adding components of the research process.
Course Outcomes
This assignment
enables the student to meet the following course outcomes:
CO#1 Integrate evidence-based practice and research to
support advancement of holistic nursing care in diverse healthcare settings. PO 1
CO#2 Integrate knowledge related to evidence-based practice
and person-centered care to improve healthcare outcomes. PO 2, 5
CO#4 Develop knowledge related to research and
evidence-based practice as a basis for designing and critiquing research
studies. PO 1, 2, 3, 5
Due Date: Sunday 11:59 PM MT at the end of Week Two
Total Points Possible:150 points
Requirements
Description of the Assignment
This assignment builds on the identification of a
nursing concern from NR 500 and the application of a nursing theory to the
selected concern from NR 501. For this
course, the selected concern and nursing theory then serve as a foundation to
the identification of PICOT/PICo. Identification
of the literature search strategy is also required.
Criteria for Content
1. Overview of Selected Evidenced-based Practice Project: This section provides a foundation to the MSN
EBP scholarly project. It should contain
the following elements:
Explain the relationship between research and
evidenced-based practice (EBP)
Distinguish how EBP is different from research
Explain the contribution of EBP to professional
nursing
Identify your MSN Program Specialty Track and
practice focus
Explain how EBP promotes change within your
future practice setting
2. Identification of the Nursing Concern to be Improved: This
section provides a comprehensive discussion of the selected nursing
concern. It should contain the following
elements:
Explain the selected nursing concern in
detail
Identify how frequently the selected
concern occurs within your specialty track setting
Identify the stakeholders impacted by
the concern
Identify the consequences of the
selected concern
Identify your proposed solution to the
selected concern
Identify a purpose statement for this
EBP proposal
3. PICOT/PICo question and Literature Search Process: This section identifies the PICOT/PICo
question that will used for this EBP proposal.
The literature search parameters will also be identified. It should contain the following elements:
Identify the question in correct format with all
required elements
o
PICOT for quantitative research approach
o
PICo for qualitative research approach
Identify how the expected outcome will be useful
to your future practice setting
Discuss the purpose of conducting a literature review
and the contribution it will provide to this EBP proposal
Identify the steps used to conduct a literature review
for this EBP proposal by including:
o
The specific library databases used
o
The key search terms and phrases used
o
The minor (additional) search terms and phrases
used
o
Identify any specialty organization that is
relevant to this EBP proposal
4. Theoretical
Framework: This section presents the
theoretical framework that will used in this EBP project. It should contain the following section:
Explain the theoretical framework to be used in
this EBP proposal
Describe how the identified theoretical
framework is applied to this EBP proposal
Preparing the Assignment
Criteria for Format and Special Instructions
1. The paper (excluding the title page and reference page) should be at
least 5, but no more than 8 pages. Points will be lost for not meeting these
length requirements.
2. Title page, running head, body of paper, and reference page must follow
APA guidelines as found in the 6th edition of the manual. This
includes the use of headings for each section of the paper except for the
introduction where no heading is used.
3. A minimum of 6 (six) appropriate
research-based scholarly references must be used. Required textbook for this course, dictionary
and Chamberlain College of Nursing lesson information may NOT be used as scholarly references for this assignment. For additional assistance regarding scholarly
nursing references, please see What is a scholarly source located in the
Course Resources tab. Be aware that
information from .com websites may be incorrect and should be avoided. References are current – within a 5-year time
frame unless a valid rationale is provided and the instructor has approved them
prior to submission of the assignment.
4. Ideas and information from scholarly, peer reviewed, nursing sources
must be cited and referenced correctly.
5. Rules of grammar, spelling, word usage, and punctuation are followed and
consistent with formal, scientific writing.
Directions and Assignment Criteria
Assignment Criteria
Points
%
Description
Overview of Selected Evidenced-based Practice
Project
25
17
Required content for this
section includes:
Explain the relationship between research and
evidenced-based practice (EBP)
Distinguish how EBP is different from research
Explain the contribution of EBP to professional
nursing
Identify your MSN Program Specialty Track and
practice focus
Explain how EBP promotes change within your
future practice setting
Identification of the Nursing Concern to be
Improved
25
17
Required
content for this section includes:
Explain the selected nursing concern
in detail
Identify how frequently the selected
concern occurs within your specialty track
Identify the stakeholders impacted by
the concern
Identify the consequences of the
selected concern
Identify your proposed solution to
the selected concern
Identify a purpose statement for this
EBP proposal
PICOT/PICo question and Literature Search Process
20
13
The required content for this section includes:
Identify
the question in correct format with all required elements:
PICOT for quantitative research approach
PICo for qualitative research approach
Identify how the expected outcome will be
useful to your future practice setting
Discuss the purpose of conducting a literature
review and the contribution it will provide to this EBP proposal
o
Identify the steps used to conduct a literature
review for this EBP proposal by including:
o
The specific library databases used
o
The key search terms and phrases used
o
The minor (additional) search terms and
phrases used
o
Identify any specialty organization that is relevant
to this EBP proposal
Theoretical
Framework
20
16
The
required content for this section includes:
Explain the theoretical framework to be used
in this EBP proposal
Describe how the identified theoretical
framework is applied to this EBP proposal
Paper Specifications
10
8
Paper meets length requirements of 5 to 8 pages.
Minimum of 6
(six)appropriate research scholarly
nursing references
A dictionary, required textbook for this course
and Chamberlain College of Nursing lesson information, may NOT be used as scholarly references
for this assignment.
References are
current – within a 5-year time frame unless a valid rationale is provided and
the instructor has approved them prior to assignment submission.
APA Format (6th edition)
25
17
Title page,
running head, body of paper, and reference page must follow APA guidelines as
found in the 6th edition of the manual. This includes the use of
headings for each section of the paper except for the introduction where no
heading is used.
One deduction for
each type of APA style error
Citations in Text
10
7
Ideas and
information that come from readings must be cited and referenced correctly.
Writing Mechanics
15
10
Rules of
grammar, spelling, word usage, and punctuation are followed and consistent
with formal written work as found in the 6th edition of the APA
manual.
Total
150
100 %
Week 2: Refinement of a Nursing Concern into an
Evidence-based Practice Proposal Using the Research ProcessThis assignment
provides the opportunity for the student to continue work on a previously
identified area or phenomenon of interest related to their MSN specialty track.
Week Twos assignment builds upon the identified area of interest by developing
an overview of the evidence-based practice (EBP) project and the PCIOT/PICo
question. This assignment initiates the
evidence-based practice proposal that is continued throughout the entire course
with each assignment adding components of the research process. This assignment
enables the student to meet the following course outcomes: CO#1 Integrate evidence-based practice and research to
support advancement of holistic nursing care in diverse healthcare settings. PO 1CO#2 Integrate knowledge related to evidence-based practice
and person-centered care to improve healthcare outcomes. PO 2, 5CO#4 Develop knowledge related to research and
evidence-based practice as a basis for designing and critiquing research
studies. PO 1, 2, 3, 5Due Date: Sunday 11:59 PM MT at the end of Week TwoTotal Points Possible:150 points Description of the AssignmentThis assignment builds on the identification of a
nursing concern from NR 500 and the application of a nursing theory to the
selected concern from NR 501. For this
course, the selected concern and nursing theory then serve as a foundation to
the identification of PICOT/PICo. Identification
of the literature search strategy is also required. Criteria for Content1. Overview of Selected Evidenced-based Practice Project: This section provides a foundation to the MSN
EBP scholarly project. It should contain
the following elements:
Explain the relationship between research and
evidenced-based practice (EBP)
Distinguish how EBP is different from research
Explain the contribution of EBP to professional
nursing
Identify your MSN Program Specialty Track and
practice focus
Explain how EBP promotes change within your
future practice setting2. Identification of the Nursing Concern to be Improved: This
section provides a comprehensive discussion of the selected nursing
concern. It should contain the following
elements:
Explain the selected nursing concern in
detail
Identify how frequently the selected
concern occurs within your specialty track setting
Identify the stakeholders impacted by
the concern
Identify the consequences of the
selected concern
Identify your proposed solution to the
selected concern
Identify a purpose statement for this
EBP proposal3. PICOT/PICo question and Literature Search Process: This section identifies the PICOT/PICo
question that will used for this EBP proposal.
The literature search parameters will also be identified. It should contain the following elements:
Identify the question in correct format with all
required elementso
PICOT for quantitative research approacho
PICo for qualitative research approach
Identify how the expected outcome will be useful
to your future practice setting
Discuss the purpose of conducting a literature review
and the contribution it will provide to this EBP proposal
Identify the steps used to conduct a literature review
for this EBP proposal by including:o
The specific library databases usedo
The key search terms and phrases usedo
The minor (additional) search terms and phrases
usedo
Identify any specialty organization that is
relevant to this EBP proposal4. Theoretical
Framework: This section presents the
theoretical framework that will used in this EBP project. It should contain the following section:
Explain the theoretical framework to be used in
this EBP proposal
Describe how the identified theoretical
framework is applied to this EBP proposalCriteria for Format and Special Instructions1. The paper (excluding the title page and reference page) should be at
least 5, but no more than 8 pages. Points will be lost for not meeting these
length requirements.2. Title page, running head, body of paper, and reference page must follow
APA guidelines as found in the 6th edition of the manual. This
includes the use of headings for each section of the paper except for the
introduction where no heading is used.3. A minimum of 6 (six) appropriate
research-based scholarly references must be used. Required textbook for this course, dictionary
and Chamberlain College of Nursing lesson information may NOT be used as scholarly references for this assignment. For additional assistance regarding scholarly
nursing references, please see What is a scholarly source located in the
Course Resources tab. Be aware that
information from .com websites may be incorrect and should be avoided. References are current – within a 5-year time
frame unless a valid rationale is provided and the instructor has approved them
prior to submission of the assignment.4. Ideas and information from scholarly, peer reviewed, nursing sources
must be cited and referenced correctly.5. Rules of grammar, spelling, word usage, and punctuation are followed and
consistent with formal, scientific writing.Assignment CriteriaPoints%DescriptionOverview of Selected Evidenced-based Practice
Project2517 Required content for this
section includes:
Explain the relationship between research and
evidenced-based practice (EBP)
Distinguish how EBP is different from research
Explain the contribution of EBP to professional
nursing
Identify your MSN Program Specialty Track and
practice focus
Explain how EBP promotes change within your
future practice settingIdentification of the Nursing Concern to be
Improved2517Required
content for this section includes:
Explain the selected nursing concern
in detail
Identify how frequently the selected
concern occurs within your specialty track
Identify the stakeholders impacted by
the concern
Identify the consequences of the
selected concern
Identify your proposed solution to
the selected concern
Identify a purpose statement for this
EBP proposalPICOT/PICo question and Literature Search Process
2013The required content for this section includes: Identify
the question in correct format with all required elements:
PICOT for quantitative research approach
PICo for qualitative research approach
Identify how the expected outcome will be
useful to your future practice setting
Discuss the purpose of conducting a literature
review and the contribution it will provide to this EBP proposalo
Identify the steps used to conduct a literature
review for this EBP proposal by including:o
The specific library databases usedo
The key search terms and phrases usedo
The minor (additional) search terms and
phrases usedo
Identify any specialty organization that is relevant
to this EBP proposalTheoretical
Framework 2016The
required content for this section includes:
Explain the theoretical framework to be used
in this EBP proposal
Describe how the identified theoretical
framework is applied to this EBP proposalPaper Specifications108Paper meets length requirements of 5 to 8 pages.Minimum of 6
(six)appropriate research scholarly
nursing referencesA dictionary, required textbook for this course
and Chamberlain College of Nursing lesson information, may NOT be used as scholarly references
for this assignment.References are
current – within a 5-year time frame unless a valid rationale is provided and
the instructor has approved them prior to assignment submission.APA Format (6th edition)2517Title page,
running head, body of paper, and reference page must follow APA guidelines as
found in the 6th edition of the manual. This includes the use of
headings for each section of the paper except for the introduction where no
heading is used.One deduction for
each type of APA style errorCitations in Text107Ideas and
information that come from readings must be cited and referenced correctly.Writing Mechanics1510Rules of
grammar, spelling, word usage, and punctuation are followed and consistent
with formal written work as found in the 6th edition of the APA
manual.Total 150 100 %
/by

Community Teaching Work Plan Proposal

This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:

  1. Summary of teaching plan
  2. Epidemiological rationale for topic
  3. Evaluation of teaching experience
  4. Community response to teaching
  5. Areas of strengths and areas of improvement

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the 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.
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
83.00%
4
Good
94.00%
5
Excellent
100.00%
80.0 %Content
30.0 %Comprehensive Summary of Teaching Plan With Epidemiological Rationale for Topic
Summary of community teaching plan is not identified or missing.
Summary of community teaching plan is incomplete.
Summary of community teaching plan is offered but some elements are vague.
Focus of community teaching is clear with a detailed summary of each component. Rationale is not provided.
Focus of community teaching is clear, consistent with Functional Health Patterns (FHP) assessment findings and supported by explanation of epidemiological rationale.
50.0 %Evaluation of Teaching Experience With Discussion of Community Response to Teaching Provided. Areas of Strength and Areas of Improvement Described
Evaluation of teaching experience is omitted or incomplete.
Evaluation of teaching experience is unclear and/or discussion of community response to teaching is missing.
Evaluation of teaching experience is provided with a brief discussion of community response to teaching.
A detailed evaluation of teaching experience with discussion of community response to teaching and areas of strength/improvement is provided.
Comprehensive evaluation of teaching experience with discussion of community response provided along with a detailed description of barriers and strategies to overcome barriers is provided.
15.0 %Organization and Effectiveness
5.0 %Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis is insufficiently developed and/or vague; purpose is not clear.
Thesis is apparent and appropriate to purpose.
Thesis is clear and forecasts the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.
Thesis is comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
5.0 %Paragraph Development and Transitions
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.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or 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.
5.0 %Format
2.0 %Paper Format
Template is not used appropriately or documentation format is rarely followed correctly.
Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
Template is used, and formatting is correct, although some minor errors may be present.
Template is fully used; There are virtually no errors in formatting style.
All format elements are correct.
3.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)
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 style guide is usually correct.
In-text citations and a reference page are complete. The documentation of cited sources is free of error.
100 %Total Weightag

Community Teaching Work Plan Proposal
Directions: Develop an educational series proposal for your community using one of the following four topics:
1) Bioterrorism/Disaster
2) Environmental Issues
3) Primary Prevention/Health Promotion
4) Secondary Prevention/Screenings for a Vulnerable Population
Planning Before Teaching:

Name and Credentials of Teacher:
Estimated Time Teaching Will Last:
2 hours		 Location of Teaching:
Supplies, Material, Equipment Needed:
Soaps, pamphlets		 Estimated Cost:
Community and Target Aggregate:
150 people
Topic:
Primary health prevention

Epidemiological Rationale for Topic (statistics related to topic):
Various researches undertaken have discovered that majority of stomach problems affecting individuals are cause by poor sanitation. It is also identified that 50 % of such ailments can be prevented through washing hands. Also, it has been identified that 16% of respiratory infections can also be reduced through hand washing practices. Proper handwashing practices can be undertaken through the use of regular hand washing using sanitizers such as alcohol. This practice as utilized in elementary schools is stated to effectively reduce human infections by 19.8% (WHO, 2014).
Nursing Diagnosis:
Most of the risk factors are associated with human attributes such as:
1. Age
2. Inadequate information
Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.
These project will seek various indications which will show the readiness of the people to learning. Such indications will include;
1. Their readiness to undertaking the lesson
2. Asking the learners questions concerning their hand washing practices and their infection prevention practices.
3. Giving the learners time to present their ideas and ensuring that the correct practice is utilized.
Learning Theory to Be Utilized: Explain how the theory will be applied.
The learning process will involve the use of handouts where the learners will be issued with the materials before the lesson is administered. These handouts will be detailed with the relevant information about the numerous diseases that are caused as a result of poor handwashing practices, best hand washing practices, best detergents to use and the importance of hand washing (Luby et al, 2005). It will also include an explanation of how undertaking the practice wills enhance the fight against infections.
Goal: Healthy People 2020 (HP2020) objective(s) utilized as the goal for the teaching. Include the appropriate objective number and rationale for using the selected HP2020 objective (use at least one objective from one of the 24 focus areas). If an HP2020 objective does not support your teaching, explain how your teaching applies to one of the two overarching HP2020 goals.
. This article enhances two main objectives which include; the prevention and eradication of human infections and secondly it promotes the aspect of human respiratory problems through the enhancement of proper human practices. The prevention measures utilized include routine checkups as well as undertaking early treatment in case one gets infected (US Dept. of Health and Human Services, 2000).
Handwashing is considered one of the first step towards enhancing proper heath practices since it prevents the spread of numerous infections. Various researches have argued that the practice of washing hands is one of the most effective practices which are used in the process of mitigating human infections (Pessoa-Silva et al. (2007). This is due to the fact that healthcare infections cause most of human complications. Therefore, the prevention of such infection will enable the government to save a lot of money which in most cases is used to cater for these infections.
How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives (See page 116 in the textbook)?
The Alma-Ata’s declaration of 1978 stated that it is a human right to ensure that a human body should maintain a health which is free from diseases and it should have both physical as well as mental well-being (Van Lerberghe, 2008). Therefore, individuals should ensure that they maintain a healthy life. Also it stated the need for social and economic sectors should enhance their efforts in boosting the health sector (World Health Organization (WHO), 2014). Such efforts are made to bridge the disparity in the health status between the developed and the developing states.
Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:

Behavioral Objective and Domain
Example – Third-grade students will name one healthy food choice in each of the five food groups by the end of the presentation. (Cognitive Domain)		 Content (be specific)
Example – The Food Pyramid has five food groups which are….
Healthy foods from each group are…. Unhealthy foods containing a lot of sugar or fat are….		 Strategies/Methods
(label and describe)
Example – Interactive poster presentation of the Food Pyramid. After an explanation of the poster and each food category, allow students to place pictures of foods on the correct spot on the pyramid. Also, have the class analyze what a child had for lunch by putting names of foods on the poster and discussing what food group still needs to be eaten throughout day.
1. When should people wash their hands? 1. after they visit the loos and before they start eating and 1. showing them pictures of how people contact infections when they fail to wash their hands
2. State one disease that can be prevented when an individual wash their hands? 2. stomach infections 2. state the importance of washing hands.
3. What is the best method of washing hands? 3. showing them how to wash hands practically
 3. Allow them to demonstrate how to wash hands.
4. Benefits observed when people always wash their hands 4. how hand washing prevent infections 4. give the learners time to go through the pamphlets to be conversant with hand washing instructions

Creativity: How was creativity applied in the teaching methods/strategies?
The teaching strategy involved the use of pamphlets with different images showing the process of germ contamination.
Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.
Measure the understating of the subject through asking questions on the subject
Observe the way they practically manifest the learned concept through practically involving them in the process
Observe their reaction and expression after the hand washing lesson
Observe the number of questions they raise after the lesson.
Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan.
Engage them in the hand washing process and observe how they wash their hands and also answer any question that they may raise in the process.
Planned Evaluation of Lesson and Teacher (Process Evaluation):
The lesson was effective despite the low turnout. Those who availed themselves were cooperative and they enhanced effective communication through asking questions which bothered them as the lesson was undertaken. The lesson also attained its objective since the learners were attentive throughout the lesson and then they actively participated in the practical handwashing process where most stated that they will actively convince other community members to utilize hand washing processes as a measure of controlling different infections which affected them.
Barriers: What are potential barriers that may arise during teaching and how will those be handled?
One of the main barriers observed was lack of cooperation form the community members who did not turn up in large numbers. This had an implication that many people do not enhance hand washing practices since they could not be convinced of its relevance (WHO, 2014).
Communication: How will you begin your presentation (hook them in)? How will you end your presentation (go out with a bang)? What nonverbal communication techniques will you employ?
The presentation will involve the acknowledgment of the learners to the lesson and then they will be issued with the pictured pamphlets to gain their attention. Different gestures will be used to explain the different handwashing practices to enhance their understanding. The presentation will end by giving tokens such as handwashing soap to different learners who will answer summative questions correctly.
References
Luby, S. P., Agboatwalla, M., Feikin, D. R., Painter, J., Billhimer, W., Altaf, A., & Hoekstra, R. M. (2005). Effect of handwashing on child health: a randomised controlled trial. The Lancet, 366(9481), 225-233.
Pessoa-Silva, C. L., Hugonnet, S., Pfister, R., Touveneau, S., Dharan, S., Posfay-Barbe, K., & Pittet, D. (2007). Reduction of health care–associated infection risk in neonates by successful hand hygiene promotion. Pediatrics, 120(2), e382-e390.
US Department of Health and Human Services. (2000). Office of disease prevention and health promotion. Healthy people 2020. Nasnewsletter, 15(3), 3.
Van Lerberghe, W. (2008). The world health report 2008: primary health care: now more than ever. World Health Organization.
© 2014. Grand Canyon University. All Rights Reserved.

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Group Therapy With Older Adults Essay Assignment Papers

Group Therapy With Older Adults Essay Assignment Papers

Week 11: Group Therapy With Older Adults

Group therapy with older adults, like group therapy with children and adolescents, presents unique challenges. Many older adults have had a lifetime of not sharing their inner feelings with others, and they are often fearful of being judged. However, when the group setting is properly facilitated, older adults may embrace the setting, find comfort in their peers, and benefit from this therapeutic approach. In your role, how might you maximize the benefits of group therapy for your older adult clients?
This week, as you explore group therapy with older adults, you examine your own group therapy sessions with older adult clients. You also recommend strategies for improving the effectiveness of this therapeutic approach.

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Learning Resources

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.

Required Readings

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

  • Chapter 18, “Psychotherapy with Older Adults” (pp. 62–660)

Bonhote, K., Romano-Egan, J., & Cornwell, C. (1999). Altruism and creative expressions in a long-term older adult psychotherapy group. Issues in Mental Health Nursing, 20(6), 603–617. doi:10.1080/016128499248394
Note: Retrieved from Walden Library databases.

Cheston, R., & Jones, R. (2009). A small-scale study comparing the impact of psycho-education and exploratory psychotherapy groups on newcomers to a group for people with dementia. Aging & Mental Health, 13(3), 420–425. doi:10.1080/13607860902879409
Note: Retrieved from Walden Library databases.

Krishna, M., Honagodu, A., Rajendra, R., Sundarachar, R., Lane, S., & Lepping, P. (2013). A systematic review and meta-analysis of group psychotherapy for sub-clinical depression in older adults. International Journal of Geriatric Psychiatry, 28(9), 881–888. doi:10.1002/gps.3905
Note: Retrieved from Walden Library databases.

Krishna, M., Jauhari, A., Lepping, P., Turner, J., Crossley, D., & Krishnamoorthy, A. (2011). Is group psychotherapy effective in older adults with depression? A systematic review. International Journal of Geriatric Psychiatry, 26(4), 331–340. doi:10.1002/gps.2546. Group Therapy With Older Adults Essay Assignment Papers.
Note: Retrieved from Walden Library databases.

Rice, A. (2015). Common therapeutic factors in bereavement groups. Death Studies, 39(3), 165–172. doi:10.1080/07481187.2014.946627
Note: Retrieved from Walden Library databases.

Wang, C., Tzeng, D., & Chung, W. (2014). The effect of early group psychotherapy on depressive symptoms and quality of life among residents of an apartment building for seniors. Psychogeriatrics: The Official Journal of the Japanese Psychogeriatric Society, 14(1), 38–46. doi:10.1111/psyg.12037
Note: Retrieved from Walden Library databases. Group Therapy With Older Adults Essay Assignment Papers.

Watkins, R., Cheston, R., Jones, K., & Gilliard, J. (2006). ‘Coming out’ with Alzheimer’s disease: Changes in awareness during a psychotherapy group for people with dementia. Aging & Mental Health, 10(2), 166–176. doi:10.1080/13607860500312209
Note: Retrieved from Walden Library databases.

As the population continues to age, more and more older adults will require therapy for various mental health issues. While the group setting offers many benefits and makes therapy more accessible to those in need of services, this therapeutic approach may not be effective for all clients. For this Discussion, as you examine your own practicum experiences with older adults in group therapy settings, consider strategies to improve the effectiveness of your sessions. Group Therapy With Older Adults Essay Assignment Papers.

Learning Objectives

Students will:
  • Analyze group therapy sessions with older adults
  • Recommend strategies for improving the effectiveness of group therapy sessions for older adults

To prepare:

  • Review this week’s Learning Resources, and consider the insights provided on group therapy with older adults.
  • Reflect on your practicum experiences with older adults in group therapy settings.

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

By Day 3

Post a description of a group therapy session with older adults, including the stage of the group, any resistances or issues that were present, and therapeutic techniques used by the facilitator. Explain any challenges that may occur when working with this group. Support your recommendations with evidence-based literature.
Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues by recommending strategies for improving the effectiveness of their group therapy sessions. Support your recommendations with evidence-based literature and your own experiences with clients. Group Therapy With Older Adults Essay Assignment Papers.

Submission and Grading Information

Grading Criteria

To access your rubric:
Week 11 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:
Week 11 Discussion

Assignment: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.
These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. Group Therapy With Older Adults Essay Assignment Papers.
You can access Board Vitals through the link sent to you in email or by following the link below:

https://www.boardvitals.com/

By Day 7
Complete the Board Vitals questions.

Final Exam

In order to become a practicing psychiatric mental health nurse practitioner (PMHNP), you are required to acquire and maintain active certification as a PMHNP. Currently, the American Nurses Credentialing Center (ANCC) is the only certification exam available to PMHNPs. This final exam is designed to help you prepare for the ANCC certification exam. Group Therapy With Older Adults Essay Assignment Papers.

Note: As always, you are responsible for being aware of your own state’s licensing requirements.

Learning Objectives

Students will:
  • Assess knowledge of concepts and principles related to the psychotherapy of groups and families

This exam will cover topics related to psychotherapy with groups and families, as follows:

  • Foundations of group work and types of groups
  • Group processes
  • Cognitive behavioral therapy for groups
  • Group therapy for addiction
  • Group therapy with children and adolescents
  • Group therapy with older adults

By Day 7

Complete the midterm exam. Prior to starting the exam, you should review all of your materials. There is a 2-hour time limit to complete this 76-question exam. You may only attempt this exam once.
This exam is a test of your knowledge in preparation for your certification exam. No outside resources including books, notes, websites, or any other type of resource are to be used to complete this exam. You are expected to comply with Walden University’s Code of Conduct. Group Therapy With Older Adults Essay Assignment Papers

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different types of healthcare organizations and facilities

Health Qs

For Each Question, Please Write AT LEAST 100 Words Per Question. Please Cite All Sources Used.
1. Chapter 3 in your text lists the many different types of healthcare organizations and facilities in which a coder/biller, or IT health systems technician could be employed. From your text, select, and rank order the top three organizations/facilities you would like to work for and explain why, including if you have any personal or work experience with the three you selected.  Be sure to include references for any sources that you have utilized for your response. Please explore a website affiliated with your top three healthcare organization and be sure to provide references at the end of your forum post.
2. Chapter 6 in your text outlines the Patient Self Determination Act (PDSA) of 1990, types of advance directive forms, and that AD laws and forms required, vary by state. Using the Internet, research the advance directive laws and forms required to be used in the state in which you live, identify your state and provide a summary of those laws, and copy and paste in the URL address(s) that support(s) the information in your post. Share if you do or don’t currently have a legal advance directive, and why or why not? If you so wish, you may also share if your family has had any experiences with family members being critically ill with or without advance directives and what your family would or would not do differently if a similar situation arose.
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