Assessing and Treating Adult and Geriatric Clients With Mood Disorders Essay Assignment Paper

Assessing and Treating Adult and Geriatric Clients With Mood Disorders Essay Assignment Paper

Week 3: Adult and Geriatric Antidepressant Therapy

The National Institute of Mental Health estimates that approximately 15.7 million adults in the United States have depression (NIMH, 2014), making depression one of the most common disorders you will treat in practice. Although this disorder is so prevalent, antidepressant therapy must be as unique as each individual you treat. There are dozens of antidepressant medications on the market, and you must be able to identify which medication or combinations of medications will result in the best outcomes for your clients.
This week, as you study antidepressant therapies, you examine the assessment and treatment of clients with mood disorders. You also explore ethical and legal implications of these therapies.

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Discussion: The Impact of Ethnicity on Antidepressant Therapy

Major depressive disorder is one of the most prevalent disorders you will see in clinical practice. Treatment for this disorder, however, can vary greatly depending on client factors, such as ethnicity and culture. As a psychiatric mental health professional, you must understand the influence of these factors to select appropriate psychopharmacologic interventions. For this Discussion, consider how you might assess and treat the individuals in the case studies based on the provided client factors, including ethnicity and culture.

Learning Objectives

Students will:
  • Assess client factors and history to develop personalized plans of antidepressant therapy for adult and geriatric clients
  • Analyze factors that influence pharmacokinetic and pharmacodynamic processes in adult and geriatric clients requiring antidepressant therapy
  • Analyze the impact of ethnicity on antidepressant therapy
  • Evaluate efficacy of treatment plans
  • Apply knowledge of providing care to adult and geriatric clients presenting for antidepressant therapy

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

Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.

Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.
 
Note: To access the following chapters, click on the Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.

  • Chapter 7, “Antidepressants”

Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press.
 
Note: To access the following medications, click on the The Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the appropriate medication.
 
Review the following medications:

  • amitriptyline
  • bupropion
  • citalopram
  • clomipramine
  • desipramine
  • desvenlafaxine
  • doxepin
  • duloxetine
  • escitalopram
  • fluoxetine
  • fluvoxamine
  • imipramine
  • ketamine
  • mirtazapine
  • nortriptyline
  • paroxetine
  • selegiline
  • sertraline
  • trazodone
  • venlafaxine
  • vilazodone
  • vortioxetine

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Note: Retrieved from Walden Library databases.

Howland, R. H. (2008a). Sequenced treatment alternatives to relieve depression (STAR*D). Part 1: Study design. Journal of Psychosocial Nursing and Mental Health Services, 46(9), 21–24. doi:10.3928/02793695-20080901-06
Note: Retrieved from Walden Library databases.

Howland, R. H. (2008a). Sequenced treatment alternatives to relieve depression (STAR*D). Part 2: Study outcomes. Journal of Psychosocial Nursing and Mental Health Services, 46(19), 21–24. doi:10.3928/02793695-20081001-05
Note: Retrieved from Walden Library databases.

Yasuda, S.U., Zhang, L. & Huang, S.-M. (2008). The role of ethnicity in variability in response to drugs: Focus on clinical pharmacology studies. Clinical Pharmacology & Therapeutics, 84(3), 417–423. Retrieved from https://web.archive.org/web/20170809004704/https://www.fda.gov/downloads/Drugs/ScienceResearch/…/UCM085502.pdf

To prepare for this Discussion:

Note: By Day 1 of this week, your Instructor will have assigned you to one of the following case studies to review for this Discussion. To access the following case studies, click on the Case Studies tab on the Stahl Online website and select the appropriate volume and case number.

Case 1: Volume 1, Case #1: The man whose antidepressants stopped working
Case 2: Volume 1, Case #7: The case of physician do not heal thyself
Case 3: Volume 1, Case #29: The depressed man who thought he was out of options

  • Review this week’s Learning Resources and reflect on the insights they provide.
  • Go to the Stahl Online website and examine the case study you were assigned.
  • Take the pretest for the case study.
  • Review the patient intake documentation, psychiatric history, patient file, medication history, etc. As you progress through each section, formulate a list of questions that you might ask the patient if he or she were in your office.
  • Based on the patient’s case history, consider other people in his or her life that you would need to speak to or get feedback from (i.e., family members, teachers, nursing home aides, etc.).
  • Consider whether any additional physical exams or diagnostic testing may be necessary for the patient.
  • Develop a differential diagnoses for the patient. Refer to the DSM-5 in this week’s Learning Resources for guidance.
  • Review the patient’s past and current medications. Refer to Stahl’s Prescriber’s Guide and consider medications you might select for this patient.
  • Review the posttest for the case study.

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 on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

By Day 3

Post a response to the following:

  • Provide the case number in the subject line of the Discussion thread.
  • List three questions you might ask the patient if he or she were in your office. Provide a rationale for why you might ask these questions.
  • Identify people in the patient’s life you would need to speak to or get feedback from to further assess the patient’s situation. Include specific questions you might ask these people and why.
  • Explain what physical exams and diagnostic tests would be appropriate for the patient and how the results would be used.
  • List three differential diagnoses for the patient. Identify the one that you think is most likely and explain why.
  • List two pharmacologic agents and their dosing that would be appropriate for the patient’s antidepressant therapy based on pharmacokinetics and pharmacodynamics. From a mechanism of action perspective, provide a rationale for why you might choose one agent over the other.
  • For the drug therapy you select, identify any contraindications to use or alterations in dosing that may need to be considered based on the client’s ethnicity. Discuss why the contraindication/alteration you identify exists. That is, what would be problematic with the use of this drug in individuals of other ethnicities?
  • If your assigned case includes “check points” (i.e., follow-up data at week 4, 8, 12, etc.), indicate any therapeutic changes that you might make based on the data provided.
  • Explain “lessons learned” from this case study, including how you might apply this case to your own practice when providing care to patients with similar clinical presentations

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues who were assigned to a different case than you. For example, if you were assigned to Case Study 1, respond to one colleague assigned to Case Study 2 and one colleague assigned to Case Study 3. Explain how you might apply knowledge gained from your colleagues’ case studies to you own practice in clinical settings.

  • If your colleagues’ posts influenced your understanding of these concepts, be sure to share how and why. Include additional insights you gained.
  • If you think your colleagues might have misunderstood these concepts, offer your alternative perspective and be sure to provide an explanation for them. Include resources to support your perspective.

Submission and Grading Information

Grading Criteria

To access your rubric:
Week 3 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:
Week 3 Discussion

Assignment: Assessing and Treating Adult and Geriatric Clients With Mood Disorders

Advances in genetics and epigenetics have changed the traditional understanding of mood disorders, resulting in new evidence-based practices. In your role as a psychiatric mental health nurse practitioner, it is essential for you to continually educate yourself on new findings and best practices in the field. For this Assignment, you consider best practices for assessing and treating adult and geriatric clients presenting with mood disorders.

Learning Objectives

Students will:
  • Assess client factors and history to develop personalized plans of antidepressant therapy for adult and geriatric clients
  • Analyze factors that influence pharmacokinetic and pharmacodynamic processes in adult and geriatric clients requiring antidepressant therapy
  • Evaluate efficacy of treatment plans
  • Analyze ethical and legal implications related to prescribing antidepressant therapy to adult and geriatric clients

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

Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.

Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.
 
Note: To access the following chapters, click on the Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.

  • Chapter 6, “Mood Disorders”

Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press.
 
Note: To access the following medications, click on the The Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the appropriate medication.
 
Review the following medications:

  • amitriptyline
  • bupropion
  • citalopram
  • clomipramine
  • desipramine
  • desvenlafaxine
  • doxepin
  • duloxetine
  • escitalopram
  • fluoxetine
  • fluvoxamine
  • imipramine
  • ketamine
  • mirtazapine
  • nortriptyline
  • paroxetine
  • selegiline
  • sertraline
  • trazodone
  • venlafaxine
  • vilazodone
  • vortioxetine

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Note: Retrieved from Walden Library databases.

Montgomery, S. A., & Asberg, M. (1979). A new depression scale designed to be sensitive to change. British Journal of Psychiatry, 134, 382-389. Retrieved from https://www.researchgate.net/profile/Marie_Asberg/publication/22697065_A_New_Depression_Scale_Designed_to_be_Sensitive_to_Change/links/09e41513f85c708fee000000.pdf

Required Media

Laureate Education. (2016g). Case study: An elderly Hispanic man with major depressive disorder [Interactive media file]. Baltimore, MD: Author.
 
Note: This case study will serve as the foundation for this week’s Assignment.

To prepare for this Assignment:

  • Review this week’s Learning Resources. Consider how to assess and treat adult and geriatric clients requiring antidepressant therapy.

The Assignment
Examine Case Study: An Elderly Hispanic Man With Major Depressive Disorder. You will be asked to make three decisions concerning the medication to prescribe to this client. 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.

Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.

By Day 7

Submit your Assignment.

Submission and Grading Information

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

  • Please save your Assignment using the naming convention “WK3Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 3 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 3 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK3Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.
Grading Criteria

To access your rubric:
Week 3 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:
Submit your Week 3 Assignment draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:
Week 3 Assignment

Making Connections

Now that you have:

  • Assessed adult and geriatric clients presenting with mood disorders
  • Developed personalized plans of antidepressant therapy for adult and geriatric clients
  • Examined factors that influence pharmacokinetic and pharmacodynamic processes in adult and geriatric clients requiring antidepressant therapy
  • Explored ethical and legal implications of prescribing antidepressant therapy to adult and geriatric clients

Next week, you will build on your assessment and treatment skills as you examine clients presenting for bipolar therapy.
Assessing and Treating Adult and Geriatric Clients With Mood Disorders Essay Assignment Paper

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Nursing Journal Assignment

Nursing Journal Assignment
Purpose:
Scholarly writing is part of becoming a professional and obtaining your advanced degree. The goal is to express your speech, thoughts, actions, and written communication in a professional manner. Throughout your MSN program studies, you will produce papers in APA format, a standardized style authored by the American Psychological Association. This Journal Assignment will provide you with an opportunity to write in APA style and get feedback from your instructor.
Directions:
Briefly describe the historical development of one the four advanced practice roles. From an historical perspective, identify the forces that have influenced the development of each of these roles. From your perspective, which of these forces do you view as having the most significant impact and why?
Journal Requirements:
As this Assignment is a Journal entry and not a formal paper, it may at times be difficult to follow the organization, style, and formatting of the APA 6th Edition Manual. Despite this, your Journal Assignment should:

  • be no more than 1–2 paragraphs (less than 1 page) in length
  • clearly establish and maintain the viewpoint and purpose of the Assignment;
  • follow the conventions of Standard American English(correct grammar, punctuation, etc.);
  • be well ordered, logical,and unified, as well as original and insightful; and
  • display superior content, organization, style,and mechanics.

References may be included and if references are used, the references should be prepared in APA format.

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Create an action plan for implementation.

Psychology homework help
Your recommendation in the policy brief you presented, in Topic 5, has been accepted by the committee, taken through the legislative process, and is now ready for implementation. Create an action plan for implementation. Once you have your ideas outlined you will prepare an implementation presentation for the legislator to communicate to all stakeholders. Your 10 slide presentation should include:
Any stakeholders (any individual or group that would be impacted by the policy)
Required resources and who provides them (what is needed to implement the policy)
Challenges that might be encountered
Time Frame (time frame should be reasonable)
Evaluation processes ( how will you ensure the policy is effective)
Summarize how agencies, personnel, and public involved in the implementation of the policy will be impacted. Include a description of the considerations needed for seamless implementation of the policy for all stakeholders.
Use three to five scholarly resources to support your explanations.
Include speaker notes below each content-related slide that represent what would be said if giving the presentation in person. Expand upon the information included in the slide and do not simply restate it. Please ensure the speaker notes include 50-75 words per slide.
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Philosophical Differences Between Qualitative and Quantitative Paradigms and Approaches

Philosophical Differences Between Qualitative and Quantitative Paradigms and Approaches
Prior to beginning work on this discussion, read Chapter 1 in the Frost e-book, Qualitative Research Methods in Psychology, and the required journal articles for this week. Also review last week’s PSY635 Week Two Discussion Scenario (Links to an external site.)Links to an external site.. In that scenario, the three instructors realized there are limits to the insights they can gain through anonymous counting of discussion posts. The instructors would like to answer two additional research questions: (a) How do their students actually feel about the intervention? and (b) How do students view the influence of the intervention on their learning inside and outside of the classroom (if applicable)?
In your initial post, compare the characteristics of appropriate research designs and recommend a qualitative research design that would facilitate answering the instructors’ additional questions. Explain the philosophical paradigm underlying the recommended approach. Evaluate the required articles for this week and describe the  assumptions the instructors might have to set aside as they enter into a qualitative research study. Be sure to identify any ethical issues that may apply to the research. Review the characteristics of the quantitative approach you described in the Week Two discussion. Explain the ways in which the quantitative approach and paradigm differs from the qualitative approach and paradigm you have recommended here.
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Communication Skills

Communication Skills

Resources

  • Discussion Participation Scoring Guide.

The final step of the multidisciplinary approach focuses on the ability to communicate with diverse sets of stakeholders about a problem, course of action, and recommendations. Use the Capella University Library to find two articles that address best practices for communicating information to both individuals and groups, then:

  • Summary the key points of each article.
  • Summarize the differences between the articles, including focus and conclusions.
  • Describe how you might apply at least two key points from these articles to the communication of your course of action in the case you are addressing in your project.
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Solution for teen obesity rates

Scientist Research Paper

Lit Review Outline Directions with Examples

APA FORMAT

Role: Scientist
Goal: Solution for teen obesity rates
The purpose of this milestone is to begin the process of becoming an expert on your topic.
Begin to brainstorm about a taskforce name for your group
a. Extinction of bees caused by pesticides – The Sting without the Buzz / A Different Kind of Buzz
b. Loss of sustainability through Corporate Ownership– Farmageddon / Make Faming Great Again
c. Plastic Pollution and hormone Disruption: Save the Jugs / Plus Sized Plastic / Bottles Swimmers
2. List out 6 subtopics that will help create a comprehensive review of the literature on your topic. Find at least 15 articles that are related to your topic and specific role. You will need three references for each subtopic. References can be reused for more than one subtopic. Create a literature review outline. For each reference list a minimum of 3 relevant, specific and detailed pieces of information rewritten in your own words, that will be helpful as you progress through the course (relevant statistics, current treatment, legislation, history). 10 of these must be peer reviewed academic journal articles. The more extensive your outline the easier the writing process will be next week. Do more than the minimum.
3. Submit using APA citation for each reference
Look for
1. Articles published by non-profit, health, agricultural and environmental organizations or coalitions that are already involved in your topic.
2. Published articles by investigative journals like BBC, PBS, NPR, Huffington Post, the Guardian, New York Times or Washington Post can also help you to get your feet wet. Often these sources reference studies that are peer reviewed or governmental agency reports. Those are the real sources you want.
3. Information on current legislation and laws related to your topic
4. Peer reviewed academic journal articles
a. Pubmed
i. https://www.ncbi.nlm.nih.gov/pubmed/
ii. Best matches
iii. Click on full free articles
iv. If you find an article of interest , but it is not available, Google the title
b. Library data base
i. https://www.kaltura.com/index.php/extwidget/preview/partner_id/1969571/uiconf_id/32631872/entry_id/0_j9qpv7rk/embed/iframe?&flashvars%5bstreamerType%5d=auto
ii. Interlibrary loan- go speak with the librarian about a request
5. Absolutely no dot coms

Example

Topic: Wildfires: Let it burn
Role: Public Health Educator
1. What is a Wildfire? A History on Wildfires.
National Park Service. Wildland Fire: Wildfire Causes. (n.d.). Retrieved from https://www.nps.gov/fire/wildland-fire/learning-center/fire-in-depth/wildfire- causes.cfm
i. As many as 90 percent of wildland fires in the United States are caused by humans.
ii. Some human-caused fires result from campfires left unattended, the burning of debris, negligently discarded cigarettes and intentional acts of arson.
iii. Scientists found that 33 native plant species in Everglades National Park depend on fire for long-term survival.
iv. Research in Yosemite National Park showed that white fir trees act as ladders that fire can climb to the crowns of giant sequoia trees.
Urban Institute. (2016). Wildfires in the United States (Research report). Washington, DC: Brusentsev, V., & Vroman, W.
i. This study contains graphs and data that analyzes the growth in land and property damage related to extreme wildfires.
ii. Analyzes unexpected before in wildfires in areas like the West South Central, West North Central, Mountain, and Pacific regions.
iii. Federal fire suppression costs averaged $371 million a year during 1985–1989 but $1,548 million a year during 2009–2013.
Morton, D. C., Roessing, M. E., Camp, A. E., & Tyrrell, M. L. (2003). Assessing the Environmental, Social, and Economic Impacts of Wildfire. Retrieved from http://gisf.yale.edu/sites/default/files/files/wildfire_report(1).pdf
i. This study focuses on the economic impacts wildfires have contributed to over the past few decades.
ii. California social impact on wildfires includes, the average cost of homes lost to wildfire is $163 million per year.
iii. Emergency rehabilitation programs allow the rebuilding of federal land after a wildfire.
2. Current Evacuation Plans & Wildfire Response.
National Park Service. (n.d.). Wildland Fire: Fire Suppression. Retrieved from https://www.nps.gov/fire/wildland-fire/learning-center/fire-in-depth/fire- suppression.cfm
i. To suppress wildfire, oxygen, fuel, or fire must be removed.
ii. Details methods firefighters take to assess best possible strategy to suppress fire.
iii. Communication and team work key factors in fire suppression.
USDA. (n.d.). The Fire Danger Rating System. Retrieved from https://www.fs.usda.gov/detail/inyo/home/?cid=stelprdb5173311
i. The National Fire Danger Rating System (NFDRS) is a system that allows fire managers to estimate today’s or tomorrow’s fire danger for a given area.
ii. Fire dangers are rated from low to extreme.
iii. Measured by fuels, weather, topography and risks.
iv. Engages homeowners of weather conditions as a method to avoid any potential spreading of fires.
FEMA. (2014). How to prepare for a wildfire. Retrieved from https://www.fema.gov/media-library…/how_to_prepare_wildfire_033014_508.pdf
i. Details families can take to prepare themselves for wildfires.
ii. Discusses landscaping zoning, which allow firefighters to combat blazes.
iii. Educates residents on measures they can take to reduce wildfires in their areas.
CHA Hospital Preparedness program. Hospital Evacuation. (n.d.). Retrieved from https://www.calhospitalprepare.org/evacuation
i. Details common procedures for hospitals in California if there is need for evacuation.
ii. Provides training for emergency scenarios for hospital staff.
iii. No statewide procedure advised, hospital responsible for finding shelter.
3. Effects of Smoke Inhalation
California Wildfires of 2008: Coarse and Fine Particulate Matter Toxicity Wegesser, Teresa C; Pinkerton, Kent E; Last, Jerold A Environmental Health Perspectives; Jun 2009; 117, 6; ProQuest pg. 893
i. Conducts a study on mice to analyze the effects of particle matter on lung function.
ii. Decrease in cell population of neutrophils.
iii. Wildfire particle matter contain chemical factors toxic to the lungs.
USDA. (2013). Wildland Firefighter smoke exposure. Retrieved from https://www.fs.fed.us/t-d/pubs/pdfpubs/pdf13511803/pdf13511803dpi100.pdf
i. Firefighters are exposed carbon monoxide, aldehydes, particulate matter, crystalline silica, and polycyclic aromatic hydrocarbons.
ii. There are two primary classes of particulates: fine particles with a mean aerodynamic diameter of less than 2.5 micrometers (µm) and coarse particulates which have a mean aerodynamic diameter less than 10 micrometers (PM10).
iii. Analyzes the bodies response when exposed to either fine particles or course particles.
Youssouf, H., Liousse, C., Roblou, L., Assamoi, E., Salonen, R. O., Maesano, C., Annesi- Maesano, I. (2014). Non-accidental health impacts of wildfire smoke. International Journal of Environmental Research and Public Health, 11(11), 11772-11804. Retrieved from https://search-proquest.com.westcoastuniversity.idm.oclc.org/
i. Increase in hospital admissions for respiratory conditions during wildfires.
ii. Analyzes exposure to populations such as the elderly, and pregnant.
iii. Analyzes acute inflammatory effects on firefighters.
4. Climate Change Effects on Wildfires
Abatzoglou, J. T., & Williams, A. P. (2016). Impact of anthropogenic climate change on wildfire across western US forests. Proceedings of the National Academy of Sciences, 113(42), 11770-11775. doi:10.1073/pnas.1607171113
i. Increased forest fire activity across the western United States in recent decades has contributed to widespread forest mortality, carbon emissions, periods of tainted air quality, and substantial fire suppression expenses.
ii. Climate water deficit, fire danger indices, and increase in vapor pressure deficit create an argument that climate change has impacted wildfires over the past few decades.
iii. Strong correlation between fuel aridity and anthropogenic climate change.
Wotton, B. M., Flannigan, M. D., & Marshall, G. A. (2017). Potential climate change impacts on fire intensity and key wildfire suppression thresholds in Canada. Environmental Research Letters, 12(9), 095003. doi:10.1088/1748-9326/aa7e6e
i. An analysis of wildfire activity in Canada over a 20-year time span.
ii. Increase in fireline intensity and dry air.
iii. This trend extends past 2020 to the end of the century.
Forest Foundation. (n.d.). Wildfires and climate change. Retrieved from https://www.forestfoundation.org/wildfires-and-climate-change
i. Description of the effects wildfires have on the climate.
ii. Wildfires emit greenhouse gases and methane.
iii. It takes decades for forests to reach pre-wildfire levels of air quality.
5. Forest Management
The National Strategy: The final phase in the development of the National cohesive wildland fire management strategy. (2014). Retrieved from www.forestsandrangelands.gov/strategy/documents/strategy/CSPhaseIIINationalStr ategyApr2014.pdf
i. In the Federal Land Assistance, Management, and Enhancement Act of 2009 (FLAME Act), Congress mandated the development of a national cohesive wildland fire management strategy to comprehensively address wildland fire management across all lands in the United States.
ii. Three goals of this act include: restore and maintain landscapes, develop fire-adapted communities, and improve wildfire response by making jurisdictions participate in creating and implementing safe, effective, efficient risk-based wildfire management decisions.
iii. Management options include: managing fires for resource objectives, prescribed fires, and fuel treatments using biological or chemical methods.
Alvarez, K., & Gomez, E. (2009). Forest Fires: Detection, Suppression and Prevention. New York: Nova Science Publishers, Inc.
i. Discusses the use of polymers to aid firefighters suppress flames.
ii. Superabsorbent polymers hold up to 300-400 times their weight in water.
iii. Details use of computer models to improve track of fires.
Hughes, R., & Mercer, D. (2009). Planning to Reduce Risk: The Wildfire Management Overlay in Victoria, Australia. Geographical Research, 47(2), 124-141. doi:10.1111/j.1745-5871.2008.00556.x
i. Strategies to reduce risk to protected land areas.
ii. Creates methods to reduce wildfire risks in areas most prevalent.
iii. Communication and education are key to resolving wildfire issues.
Simeoni, A & C Owens, Zachary & W Christiansen, Erik & Kemal, Abid & Gallagher, Michael & L Clark, Kenneth & Skowronski, Nicholas & V Mueller, Eric & C Thomas, Jan & Santamaria, Simon & Hadden, Rory. (2017). A preliminary study of wildland fire pattern indicator reliability following an experimental fire. Journal of Fire Sciences. 35. 359-378. 10.1177/0734904117720674.
i. This experiment details fire patterns and their unpredictability.
ii. Climate changes has influenced the predictability of fires.
iii. Fire pattern indicators alone create solid fire management.
6. Firefighter Shortage
USDA. (2010). Forest Service’s Firefighting Succession Planning Process. Retrieved from https://www.usda.gov/oig/webdocs/08601-54-SF.pdf
i. This article discusses firefighter shortages and methods to reduce the problem.
ii. Creates a plan to offset the number of retiring firefighters.
iii. Discusses methods to engage volunteer firefighters.
Lowe, J. (2017). The Incarcerated Women Who Fight California’s Wildfires. Retrieved from https://www.nytimes.com/2017/08/31/magazine/the-incarcerated-women-who- fight-californias-wildfires.html
i. This article discusses the CDCR program and their employment and training of incarcerated women to combat wildfires.
ii. This program helps with the fire fighter shortage California is experiencing.
iii. The women work for minimal wage; this program does not offer employment to women once they are released.
Geiling, N. (2015). Thousands of Firefighters in California Are Inmates, Being Paid $1 An Hour on The Line. Retrieved from https://thinkprogress.org/thousands-of- firefighters-in-california-are-inmates-being-paid-1-an-hour-on-the-line- 3301b600ff4b/
i. This article again focuses on the inmate program.
ii. The state saves close to 80 million dollars a year for taxpayers.
iii. Inmates cost significantly less than firefighters.
NFPA. (n.d.). Statistics about the fire service. Retrieved from http://www.nfpa.org/News- and-Research/Fire-statistics-and-reports/Fire-statistics/The-fire-service
i. This provides statistics regarding the number of firefighters that are injured on duty.
ii. Provides statistics for volunteer and career firefighters.
iii. Website also provides information regarding safety equipment and safety for firefighters.

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Why is a null hypothesis required in research?

Psychology homework help
Assignment 3: Course Project Task I
Research Question and Hypothesis
After reading the feedback on your proposed quantitative research question in M1 Assignment 2, provide your revised quantitative research question. Next, develop a hypothesis for the research question (Include a null and an alternative hypothesis for your question.).
Keep in mind that a hypothesis is a specific statement of prediction. A hypothesis describes in concrete (rather than theoretical) terms what you expect will happen in your study. It should be testable and often mirrors the research question in the way that it is written.
For example, there is a positive correlation between having an alcoholic parent and alcoholism in adulthood.
Once you have clearly stated your research question and hypothesis, discuss the following (in 1–2 pages):
· Why is a null hypothesis required in research? How is the null hypothesis used when drawing conclusions from the collected data?
· What is the relationship of your hypothesis to the identified problem?
· How is your hypothesis feasible?
· How is your hypothesis measurable and testable?
Submission Details:
· By the due date assigned, save your hypothesis and supporting discussion as M1_A3_Lastname_Firstname.doc and submit it to the Submissions Area.

Assignment 3 Grading Criteria Maximum Points
Clearly stated the quantitative research question and the hypothesis (both alternative and null). 20
Explained the need for the null hypothesis in research as well as its role in drawing conclusions from the collected data. 12
Identified and described the relationship of the hypothesis to the identified problem. 16
Explained the feasibility of the hypothesis. 16
Identified how your hypothesis is measurable and testable. 12
Used scientific terminology in writing the hypothesis. 8
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation. 16
Total: 100


Assignment
3:
Course
Project
Task
I
Research Question and Hypothesis
After reading the feedback on your proposed quantitative research
question in
M1
Assignment
2
, provide your revised quantitative
research question. Next, develop a hypothesis for the research question
(Include a null and an alternative hypothesis for your question.).
Keep in mind that a hypothesis is a specific statement of prediction. A
hypothesi
s describes in concrete (rather than theoretical) terms what you
expect will happen in your study. It should be testable and often mirrors
the research question in the way that it is written.
For example, there is a positive correlation between having an a
lcoholic
parent and alcoholism in adulthood.
Once you have clearly stated your research question and hypothesis,
discuss the following (in 1
–
2 pages):
·
Why is a null hypothesis required in research? How is the null hypothesis
used when drawing conclusions f
rom the collected data?
·
What is the relationship of your hypothesis to the identified problem?
·
How is your hypothesis feasible?
·
How is your hypothesis measurable and testable?

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How to develop a community health nursing intervention and evaluation tool

How to develop a community health nursing intervention and evaluation tool

Develop a community health nursing intervention and evaluation tool for your identified community health problem (described in Milestone 2: Assessment and Diagnosis) and identify the components of the nursing process as it applies to a community or population. Course Outcomes Scenario You are a Community/Public Health Nurse (C/PHN) working in your setting of choice. You have identified a community health problem and have analyzed the data collected from your windshield survey and assessment & diagnosis assignments (the first two milestones). You have decided on one nursing intervention and need your organization’s approval for funding of this intervention. Your leadership team has agreed to listen to your proposal. Directions · Choose a community health nurse setting. Some examples of settings are school nurse, parish nurse, home health nurse, nurse working in the health department (be specific to what area in the health department, e.g., WIC, STD clinic, health promotion, maternal-child health, etc.) · Introduction: Introduce the identified problem, the purpose of the presentation, and reiterate at least one or two important findings that demonstrate this problem in your community (average of 1–2 slides) · Proposed Intervention: Propose one community health nursing intervention that would address one or more of the major direct or indirect factors that contribute to the problem. Keep in mind the Public Health Intervention Wheel (Nies & McEwen, p. 14, figure 1-3) as your framework (average of 3-4 slides). Your intervention needs to be specific:
o Who is your target population? o Where is this intervention taking place?
o Will it take place one time or multiple times?
o How will you reach out to your target population? § How will you get your target population involved?
o What is the CH Nurses role in this intervention? o Will you collaborate with anyone (e.g., physician’s office, church, local resources, etc.?)
o Is anyone else involved besides yourself (C/PHN)? § If yes, are they paid or volunteers?
o What level(s) of prevention is your intervention addressing (primary, secondary and/or tertiary prevention)?
· Intervention Justification: Justify why the problem and your nursing interventions should be a priority.
o Based on what you have found in the literature, discuss why these interventions are expected to be effective. Include summarized information from at least two professional scholarly sources related to your interventions (average of 2-3 slides). · Proposed Evaluation: Your presentation must include at least one proposed quantitative or qualitative evaluation method that you would use to determine whether your intervention is effective. It should include the method you would use along with desired outcomes. Outcome measurement is a crucial piece when implementing interventions. There is a helpful tool in Doc Sharing to assist you with understanding qualitative and quantitative methods of evaluation. (average of 2-3 slides) o Include discussion about the long-term and short-term impact on your community if the intervention is successful. Keep in mind your desired outcomes when analyzing the evaluation. · Summary: The summary should reiterate the main points of the presentation and conclude with what you are asking to be accomplished, e.g., “Based on ABC, it is imperative our community has XYZ. Thank you for your consideration.” · In addition to the slides described above, your presentation should include a title slide, and reference slide. Remember, you are presenting to your leadership team, so the slides should include the most important elements for them to know in short bullet pointed phrases. You may add additional comments in the notes section to clarify information for your instructor.

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DETERMINE SPECIFIC INTERNAL THAT ORGANIZATIONS LEADERS NEED TO CONSIDER IN PREPARING FOR THE FUTURE OF HEALTH CARE

DETERMINE SPECIFIC INTERNAL THAT ORGANIZATIONS LEADERS NEED TO CONSIDER IN PREPARING FOR THE FUTURE OF HEALTH CARE.

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Due Week 4 and worth 300 points
For all assignments assume that you are the administrator of a fictitious organization of your choice.  The organization can be any type of health care organization such as a hospital, nursing home, rehabilitation center, clinic, etc. As the administrator, you are faced with the challenges of declining reimbursements from insurance providers and increasing demands for patient services due to dramatic changes in the external environment. Such changes include those imposed by the Patient Protection and Affordable Care Act.
Your first step in evaluating the position of your organization will be conducting an environmental analysis. The purpose of this is to determine your organization’s ability to continue to provide quality care and remain financially solvent in the face of these challenges.
Write a six to eight (6-8) page paper in which you:
Determine two (2) specific forces in the external environment that will have the most impact on your organization. Provide a rationale for your decision.
Determine two (2) specific internal factors that the organization’s leaders need to consider in preparing for the future of health care and the future of the organization. Provide a rationale for your decision.
Discuss the impact of both the identified internal and external forces on the organization’s ability to develop a competitive strategy.
Recommend one (1) strategy that involves the organization’s managers in implementing and maintaining the momentum of the strategic plan.
Use at least three (3) quality academic resources in this assignment. Note: Wikipedia and other Websites to not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Differentiate between strategic management, strategic thinking, strategic planning, and managing strategic momentum.
Analyze the significance of the external environment’s impact on health care organizations.
Examine the purpose and importance of service area competitor analysis.
Examine the role of internal environmental analysis in identifying the basis for sustained competitive advantage.
Use technology and information resources to research issues in the strategic management of health care organizations.
Write clearly and concisely about strategic management of health care organizations using proper writing mechanics
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Philosophy of Nursing

Philosophy of Nursing
Write a Philosophy of Nursing Essay in which you describe your professional moral compass. As you write your paper, include the following: 1.What personal, cultural, and spiritual values contribute to your worldview and philosophy of nursing? How do these values shape or influence your nursing practice? 2.Define values, morals, and ethics in the context of your obligation to nursing practice. Explain how your personal values, philosophy, and worldview may conflict with your obligation to practice, creating an ethical dilemma. 3.Reflect and share your own personal thoughts regarding the morals and ethical dilemmas you may face in the health care field. How do your personal views affect your behavior and your decision making?
Do not be concerned with the use of ethical terminology for this paper.
Prepare this assignment according to the APA 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.

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