I need 6 Discussions. Make sure you provide 2 references and utilize APA style.. . Discussion Rubric

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Watch the videos listed below and answer the questions that follow:

Adolescents & Addiction: 

https://youtu.be/MDh2tclDfSI

Adolescent Drug Addiction

https://youtu.be/-mUcMrzXq_U

The Science of Relapse

https://youtu.be/WXxxcElL7Cs

Brain imaging on drugs

https://youtu.be/f2e98k0sTag

Please answer the following questions and indicate what videos helped you answer the question. 

  1. Discuss three things new to you or that stood out to you from watching the videos. 
  2. Identify at least two biases you may have regarding persons with a substance use disorder and how this may affect your work/treatment. (Note if your preferences changed after reviewing this week’s material). 
  3. How vital is substance/addiction education for your PMHNP/future career? 
  4. What is one specific thing that you can do to increase your knowledge of substance use disorders? 
  5. Find one online video that discusses the effects of drugs on the brain. Choose one type of drug (i.e. stimulants) and briefly describe how it affects the brain.

Theoretical framework

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Please see the attachment for instructions

Nursing

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NR341 Max Cook Student Instructions
© 2021 Chamberlain University. All Rights Reserved.

Revised 4.1.2021 1

Student Instructions for i-Human Virtual Simulation
NR341 Max Cook

PURPOSE:
The following information is to be used in guiding your preparation and participation in the virtual simulation
scenario for this course. This document will provide applicable course outcomes in preparation for your
simulation.

SCENARIO OVERVIEW:
Max Cook is a 74-year-old male who presented to the emergency department (ED) 24 hours ago with
complaints of shortness of breath, decreased energy level, and fever. He had not been feeling well for several
days when he went to primary care provider who began treatment for pneumonia. Patient reported that he
did not feel that antibiotic was helping him, so he stopped taking his med 2 days ago. His overall health
declined rapidly over past 48 hours. Mr. Cook’s wife called the ambulance for transport to ED at Chamberlain
Hospital. He was admitted to the Medical Intensive Care Unit (ICU).

LEARNER OBJECTIVES:

1. Utilize clinical reasoning skills to perform a health history and physical assessment on an adult patient.
(CO 1, 3, 4, 6)

2. Construct a plan of care based by prioritizing assessment findings and nursing diagnoses (CO 1, 3, 4, 6, 7)
3. Evaluate patient outcomes to determine the effectiveness of nursing interventions and need for ongoing

care (CO 1, 4, 6)
4. Communicate and collaborate with the patient, family and interdisciplinary healthcare team members

(CO 1, 3, 6, 7)

STUDENT ROLES DURING SIMULATION:

You are the staff nurse at the hospital who will be conducting a comprehensive assessment. After completing
your assessment, you are expected to document your findings as a nurses note in SBAR format.

KEY FEATURES OF i-HUMAN:

• As the nurse, you are expected to complete the case scenario using the following tabs: EHR,
History, Physical, Nursing Notes, Summary

• Gear Heads: These are icons that open required questions and/or additional information
related to the case. The questions, information, and videos must be reviewed prior to
progressing to the next tab.

• Nursing Notes: At the end of the simulation, you will document your assessment findings using ISBAR.

NR341 Max Cook Student Instructions
© 2021 Chamberlain University. All Rights Reserved.

Revised 4.1.2021 2

Confidentiality:
To preserve the educational value, integrity and safety of the learning environment, you agree to maintain strict
confidentiality about the proceedings of the simulation session, details of the training scenarios and the
performance of all participants. You acknowledge that this expectation aligns with the guidelines related to the
Health Insurance Portability and Accountability Act (HIPAA) as well as laws governing Protected Health
Information (PHI) in client care environments.

You will not view, discuss, share, record or disclose any confidential information pertaining to the
session. You understand that lapses in confidentiality are considered academic misconduct and could result in
dismissal from the academic program.

Fiction Agreement:
You will suspend judgment of realism for any given simulation in exchange for the promise of learning new
knowledge and skills, treating the simulated patients with the same care due an actual patient, act with a
genuine desire to learn even when it may be difficult to do so.

DUE DATE:
The virtual simulation is assigned to be completed during Week 4 prior to your scheduled debriefing with
faculty/peers.

SIMULATION TIMING:

• Pre-simulation preparation: 30-60 minutes
• Pre-brief: 30 minutes
• Run Time: 2-2.5 hours
• Debriefing: 60 minutes

NR341 Max Cook Student Instructions
© 2021 Chamberlain University. All Rights Reserved.

Revised 4.1.2021 3

ASSESSMENT & EVALUATION
Faculty will utilize your participation measurements in the i-Human case, and debriefing discussions to identify
areas of opportunity for enhancement of your clinical growth. Your experiences in i-Human will contribute to
your overall completion of clinical requirements for the course as documented on the Clinical Learning Evaluation
tool.

i-Human Evaluation – What does my total score mean?

NR341 Max Cook Student Instructions
© 2021 Chamberlain University. All Rights Reserved.

Revised 4.1.2021 4

REVIEW AND COMPLETE PRIOR TO THE START OF THE VIRTUAL SIMULATION:

In order to prepare for the simulation, you are required to complete the pre-simulation questions below and
submit this prework to the faculty via uploading your responses in Canvas prior to the start of the virtual
simulation. If you do not complete the pre-simulation questions and upload them, you will not be able to
access or participate in the simulation.

1. Compare/contrast systemic inflammatory response syndrome (SIRS) and sepsis.

2. What are key nursing interventions when caring for patient on a ventilator?

3. Describe the purpose for the following types of vascular access devices: central venous catheter &
arterial line.

4. A patient is experiencing worsening hypotension and is prescribed norepinephrine continuous
infusion.

a. Prescription: Start Norepinephrine (levophed) 0.5 mcg/min and titrate to maximum of 12
mcg/min to maintain mean arterial pressure great than 65.

b. Pharmacy has mixed the drip as Norepinephrine 4mg in 250mL of D5W.
c. How many mL/hr should the nurse program the pump to deliver 0.5mcg/min?

**Immediately following the completion of the virtual simulation, you will complete the evaluation of the
simulation using the link provided.

  • SCENARIO OVERVIEW:
  • LEARNER OBJECTIVES:
  • You are the staff nurse at the hospital who will be conducting a comprehensive assessment. After completing your assessment, you are expected to document your findings as a nurses note in SBAR format.
  • ASSESSMENT & EVALUATION
  • Faculty will utilize your participation measurements in the i-Human case, and debriefing discussions to identify areas of opportunity for enhancement of your clinical growth. Your experiences in i-Human will contribute to your overall completion of cl…
  • i-Human Evaluation – What does my total score mean?
  • REVIEW AND COMPLETE PRIOR TO THE START OF THE VIRTUAL SIMULATION:

No plagiarism, 7th ed APA style

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EVIDENCE BASE IN DESIGN

When politics and medical science intersect, there can be much debate. Sometimes anecdotes or hearsay are misused as evidence to support a particular point. Despite these and other challenges, however, evidence-based approaches are increasingly used to inform health policy decision-making regarding causes of disease, intervention strategies, and issues impacting society. One example is the introduction of childhood vaccinations and the use of evidence-based arguments surrounding their safety.

In this Discussion, you will identify a recently proposed health policy and share your analysis of the evidence in support of this policy.

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources. 

WEEKLY RESOURCES

·  Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurse’s guide (6th ed.). Jones & Bartlett Learning.

o  Chapter 5, “Public Policy Design” (pp. 87–95 only)

o  Chapter 8, “The Impact of EHRs, Big Data, and Evidence-Informed Practice” (pp. 137–146)

o  Chapter 9, “Interprofessional Practice” (pp. 152–160 only)

o  Chapter 10, “Overview: The Economics and Finance of Health Care” (pp. 183–191 only)

·  American Nurses Association (ANA). (n.d.). AdvocacyLinks to an external site.. Retrieved September 20, 2018, from https://www.nursingworld.org/practice-policy/advocacy/

·  Centers for Disease Control and Prevention (CDC). (n.d.). Step by step: Evaluating violence and injury prevention policies: Brief 4: Evaluating policy implementationLinks to an external site.. Retrieved from https://www.cdc.gov/injury/pdfs/policy/Brief%204-a.pdf

·  Congress.govLinks to an external site.. (n.d.). Retrieved September 20, 2018, from https://www.congress.gov/

·  Klein, K. J., & Sorra, J. S. (1996). The challenge of innovation implementationLinks to an external site.. Academy of Management Review, 21(4), 1055–1080.

·  Sacristán, J., & Dilla, T. D. (2015). No big data without small data: Learning health care systems begin and end with the individual patientLinks to an external site.. Journal of Evaluation in Clinical Practice, 21(6), 1014–1017.

·  Tummers, L., & Bekkers, V. (2014). Policy implementation, street level bureaucracy, and the importance of discretionLinks to an external site.. Public Management Review, 16(4), 527–547.

To Prepare:

·  Review the Congress website provided in the Resources and identify one recent (within the past 5 years) proposed health policy.

·  Review the health policy you identified and reflect on the background and development of this health policy.

·  Post a description of the health policy you selected and a brief background for the problem or issue being addressed. Which social determinant most affects this policy? Explain whether you believe there is an evidence base to support the proposed policy and explain why. Be specific and provide examples.

questions

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Original Work, No Plagiarism, Cite and Reference

Hugo is a graduate student working on a research study that is seeking to explore the efficacy of a new medicine for the prevention of chemotherapy-induced peripheral neuropathy.  As part of his duties, he is asked to make himself available during participant recruitment to clarify any questions that the recruitment personnel or the participants may have. On one of these occasions, a research nurse named Phoebe is obtaining informed consent from a young adult named Simon. 

The informed consent form includes information on the purpose of the study, a double-blinded, randomized intervention trial to test the efficacy of a medicine for the prevention of chemotherapy-induced peripheral neuropathy.  The form explains the risks and benefits of participation at length, including the anticipated side effects of the new medicine. 

The benefits are thought to outweigh the risks.  The participants in the treatment arm of the study may benefit from the medicine's hypothesized prevention of chemotherapy-induced peripheral neuropathy. Participants in both groups will receive close monitoring of neuropathy symptoms and evidence-based care while being in the study. Finally, the form explains that the information collected may help to lead to the discovery of an agent that may reduce chemotherapy-induced peripheral neuropathy, of which there are currently no none effective preventative treatments. 

As Phoebe is reviewing the informed consent form, Simon appears somewhat uncomfortable and apprehensive. Hugo thinks that his response may be related to the surroundings and/or situation. They are sitting in the exam room shortly after Simon learned of the treatment options for advanced stage colorectal cancer and the doctor left without answering all of his questions. Simon also has additional oncology appointments shortly after the consent discussion. 

Hugo is also struck by Simon's interaction with Phoebe. He nods and his occasional brief responses sound more like someone receiving a set of instructions than an indication of understanding.

During the time it takes to complete the informed consent form, which is quite lengthy, Hugo begins to wonder whether Simon truly understands the research study and his part in it.  Hugo also questions whether Simon understands what randomization is and how this technique will affect him as a research participant. Hugo is distracted from his thoughts by movement from across the room. Simon is ready to place his signature on the informed consent form. He seems to be eager to do so. The form states that study subjects have the right to refuse to participate and that they may withdraw at any time, but Hugo begins to question whether Simon truly has a choice in giving his consent. Do the benefits from this study, overwhelm any concerns he may feel regarding being in the study?

Hugo is unsure how to address his discomfort with the informed consent process that he has just witnessed and he begins to deliberate about what course of action he should take to address his concerns.

Discussion Questions:

1. How could the informed consent form or the process of obtaining informed consent be modified to address Hugo's concerns?

2. What types of questions or techniques could have Phoebe provided to assess Simon's understanding of the study?

3. How would you describe “randomization” to a prospective study participant?

4. How would you respond to a participant who says “can we skip the rest of this and sign the form” during the informed consent discussion?

 

w8

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In 2–3 pages, plus introduction and references pages.APA format and free plagiarism

Submit your Assignment. Attach copies of or links to the suicide and violence risk assessments you selected.

· Explain your state laws (FLORIDA) for involuntary psychiatric holds for child and adult psychiatric emergencies. Include who can hold a patient and for how long, who can release the emergency hold, and who can pick up the patient after a hold is released.

· Explain the differences among emergency hospitalization for evaluation/psychiatric hold, inpatient commitment, and outpatient commitment in your state.

· Explain the difference between capacity and competency in mental health contexts.

· Select one of the following topics, and explain one legal issue and one ethical issue related to this topic that may apply within the context of treating psychiatric emergencies: patient autonomy, EMTALA, confidentiality, HIPAA privacy rule, HIPAA security rule, protected information, legal gun ownership, career obstacles (security clearances/background checks), and payer source.( choose the one you want.)

· Identify one evidence-based suicide risk assessment that you could use to screen patients.

· Identify one evidence-based violence risk assessment that you could use to screen patients.

english

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NO AI APPLICATIONS

INSTRUCTIONS

Write a paper in APA Style that discusses each of the AACN Essentials and describe how you met each essential. Incorporate evidence from your previous Nursing Evolution assignments, as well as detailed examples from your didactic, skills lab, and clinical rotations.

For each essential include the following:

· A brief summary explanation of the essential that is cited with at least one scholarly source

· At least one example of how you met the essential during your nursing program

·
Paragraph #1: Provides a summary explanation of the essential.  Be sure to reference at least one scholarly source such as the AACN

·
Paragraph #2: Provides specific examples demonstrating how you met each AACN

 
Essential during your nursing program by providing specific examples from clinical rotations, theory courses, skills lab, etc.

PAPER OUTLINE

· Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice
First Paragraph for each Essential: The student provides an accurate and concise summary
paragraph for each Essential. All summary descriptions expertly identify key aspects of each essential. Every
essential is supported with at least one scholarly source. You need to cite your source(s) like the ACCN
Essentials pdf that was provided.
Second Paragraph for each Essential: At least one detailed and explicit example of how the
student met each essential during the nursing program is provided for all nine Essentials. The student expertly
synthesizes and incorporates significant feedback, concepts, and ideas from the week's discussion into the
assignment. It is evident that the student has thoroughly reflected upon and met the nine essentials.
Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient
Safety
Essential III: Scholarship for Evidence Based Practice
Essential IV: Information Management and Application of Patient Care Technology
Essential V: Healthcare Policy, Finance, and Regulatory Environments
Essential VI: Interprofessional Communication and Collaboration for Improving Patient
Health Outcomes
Essential VII: Clinical Prevention and Population health
Essential VIII: Professionalism and Professional Values
Essential IX: Baccalaureate Generalist Nursing Practice

· AACN ESSENTIALS SUMMARY PAPER 3

·

Response TO WEEK 8 DISC 2

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PLEASE RESPOND TO THE FOLLOWING IN 50 WORDS OR MORE:

Since Week 1, I have learned a lot. My perspective on the concepts of trends in nursing has changed to say the least. This class has helped me build and evolve the way of thinking that nurses have to deal with low pay, lateral violence, long hours, not being heard etc, just because it’s part of our job. There are ways for us to use our voice and join different groups to help us be heard in the healthcare field. Discussion 6 I thought was especially important because it shows different ways for nurses to get involve and advocate for nurses. Trends and issues in nursing is something we can overcome with time and effort. Providing the right care and education in all aspects of nursing will help change the view people have of nursing and the believe that nursing is a just a job and not a profession.

Healthy People 2030

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Students will select a topic from Healthy People 2030 relevant to women’s health status of a pregnant or nonpregnant client.  Research and review the topic, current approaches to meeting this objective, and suggest approaches that a Family Nurse Practitioner can take.

Assignment Criteria:

1. Select and summarize one objective from the chosen topic

1. Discuss the reason for selection of the objective

2. Discuss how the objective pertains to women’s health

3. Examine potential impact on the future of health care in the nation.

2. Identify evidence-based and cost-effective interventions related chosen objective.

1. Evaluate whether the interventions have or have not been successful.

2. Determine the stakeholders that may benefit from the interventions.

3. Propose clinical prevention education related to the selected objective to improve or maintain health.

4. The scholarly paper should be in narrative format, 3 to 4 pages excluding the title and reference page.

5. Include
 an introductory paragraph, purpose statement, and a conclusion.

6. Include level 1 and 2 headings to organize the paper.

7. Write the paper in third person, not first person (meaning do not use ‘we’ or ‘I’) and in a scholarly manner. To clarify I, we, you, me, our may not be used. In addition, describing yourself as the researcher or the author should not be used.

8. Include a minimum of three (3) professional peer-reviewed scholarly journal references in addition to Healthy People 2030 to support the paper (review in Ulrich Periodical Directory) and be less than five (5) years old.

9. APA format is required (attention to spelling/grammar, a title page, a reference page, and in-text citations).

10. Submit the assignment to Turnitin prior to the final submission, review the originality report, and make any needed changes.

week 4 reply classmate-

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Nicole Fox

The main goal of having an EHR is to improve the quality and safety of patient care (Hebda et al. 2018). More hospitals are turning to EHRs because it's a smoother flow of care and recording without compromising patient privacy. Other benefits include: “improving the accuracy and completeness of patient health information; increasing the speed at which care is provided; enhancing the coordination of care; and increasing transparency of health information for patients and their families, flag potentially dangerous drug interactions, verify medications, and reduce the needs for risky tests and procedures (Hebda et al. 2018).” In this scenario, the patient's PHR is limited because tests were outsourced versus being conducted all at the same facility. This can make patients question their diagnosis especially if they don't have all the information available to them. PHRs allow patients to be involved in the healthcare, however for some it may not be entirely user friendly which can hinder their understanding of the medical care. Additionally, not all patients have the level of technology available to them, whether it be a smartphone, laptop, or tablet, and therefore have limited access to their records. It has definitely been a major step forward in the medical field, and there is always room for improvements. Patients also need to understand the risks of safeguarding their personal information and how to protect their records from being accessed by non approved personnel. Both systems do provide results in real time and therefore both patient and provider can access and discuss already performed tests as well as prepare for future testing, thus ensuring they are both in line with the same goals. To ensure PHR protection, the user creates their own login and password. They are then responsible for keeping both of those safe. 

I am glad that patients have access to a PHR. I think it's helps provide understanding to their care and allows them to research and identify questions concerning their medical treatments. We oftentimes find that patients can be a little too research happy and find the 1% side affect that they are afraid might happen to them, and can cause a pause in their treatment. I do enjoy being able to discuss with my patients their results and answer questions on a nursing level, but most of the questions are referenced towards the provider. In this case, I feel like the patient could be frustrated because they don't have access to all the information, but that doesn't mean it's not attainable, just a little more difficult and a little more time consuming to put it all together. 

References:

Hebda, T., Hunter, K., & Czar, P. (2018). 
Handbook of Informatics for Nurses & Healthcare Professionals. (6th ed.). Pearson Learning Solutions

Kruse, C. S., Smith, B., Vanderlinden, H., & Nealand, A. (2017). Security Techniques for the Electronic Health Records. 
Journal of medical systems, 
41(8), 127. https://doi.org/10.1007/s10916-017-0778-4

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5522514/
Links to an external site.