Foundations and Essentials
AACN COMPETENCIES
AACN COMPETENCIES
1
This assignment and the following two months' work should be written related to your
previous writing. You should not change the stories. Then I will lose the points(scores). If
you talked about improvement of patient flow in the urgent care setting, your next
writing should be something similar with the previous style. I mean you should not write
about totally different topics like cancer patient management or something like that. If
you have any questions, you can ask me. I can give you enough time to complete it. One
week for this job.
Pls read your previous writings. Keep these links unless you remember about your
previous writings.
https://www.sweetstudy.com/thread/473292317
https://www.sweetstudy.com/thread/473883197
https://www.sweetstudy.com/thread/473172845
https://www.sweetstudy.com/thread/473003787
https://www.sweetstudy.com/thread/472667933
Week 4: Change Project Rough Draft
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This week, you will bring together all of the assignments you have completed thus far,
and compose the rough draft of your change project paper. At this point, you will have
submitted each section and received feedback. An attempt to incorporate all previous
assignment feedback should be evident.
Your rough draft contains all of the expected
components of the final draft and is presented in APA format including a cover page,
references, and appendices when warranted. Your rough draft is your opportunity to
polish previously submitted assignments and combine the sections in a comprehensive
paper that show your change project is ready to be implemented.
You will take this time to identify and address any weaknesses or gaps in your change
project. Your rough draft should only require minor revisions before the final paper.
Your paper should be between 20 and 30 pages in length, not including the cover page,
references, and any appendices. It must follow the current APA manual style and
format. Each section of the paper should be clearly identified using proper headings.
NURS_691B_DE – NURS 691-B Rubric: Culminating Experience Evidence-Based
Change Project Paper Rubic (rough draft)
NURS_691B_DE – NURS 691-B Rubric: Culminating Experience Evidence-Based Change Project Paper
Rubic (rough draft)
Criteria Ratings Pts
This criterion is linked to a
Learning Outcome
Introduction and
Background
3.5 to >2.87 pts
Meets Expectations
The change project topic is introduced. All
background information is included. Project
importance within the field or significance
for the designated facility is described.
3.5
pts
3
This criterion is linked to a
Learning Outcome
Problem Identification and
Description in PICOT
Format
3.5 to >2.87 pts
Meets Expectations
Presents a thorough and insightful analysis of the
chosen topic/problem. Describes the problem
thoroughly, including the target population
description and history/background information
at the assigned clinic or hospital. The significance
and applicability to nursing is included and well
presented. Includes an appropriate topic
identification related to an advanced practice
nursing issue or practice problem of concern.
Population is fully defined and present in the
research question. Includes specific interventions,
identifies comparisons, and presents appropriate
outcomes in a timely manner for the question.
Overall, the question is well-built using the PICOT
format.
3.5
pts
This criterion is linked to a
Learning Outcome Critical
Appraisal/Literature
Review
3.5 to >2.87 pts
Meets Expectations
The minimum requirement of peer-reviewed
articles, books, or limited non-research literature
(tool kits or standardized procedures) are present.
Literature is supported by scientific evidence that is
credible and timely. Subtopics are used to support
the main topic. In-text citations are present and
correctly formatted. Presents a thorough and
insightful analysis of significant findings related to
the change project topic. Ideas are synthesized and
professionally sound and creative. Insightful and
comprehensive conclusions and solutions are
present.
3.5
pts
4
This criterion is linked to a
Learning Outcome Project
Aims, Values, and Desired
Outcomes
7 to >5.74 pts
Meets Expectations
The project, aims, values, and desired outcomes are
well-developed. They are clear and thorough. Aims
include examples of projected features and
functions. Values include implementation benefits
for specific stakeholders. Desired outcomes state the
purpose, have a quality focus, and describe the
benefits that will occur as a result of
implementation.
7 pts
This criterion is linked to a
Learning Outcome
Theoretical Framework
7 to >5.74 pts
Meets Expectations
Identifies independent theories or conceptual models
that relate to the change project topic and describes
how they will be applied to the change project.
Thoroughly discusses how each element of the
phenomenon applies to the framework. Clearly
applies each element of the theory to the elements
of the phenomenon under study. Develops the
rationale for the sample selection criteria, and
expertly discusses, analyzes, and critiques pertinent
research that uses the framework.
7 pts
5
This criterion is linked to a
Learning Outcome
Intervention
7 to >5.74 pts
Meets Expectations
Provides keen insight into obstacles and proposes
sound, creative solutions or interventions based on
the literature review findings. Expertly compares
other views on the problem and solutions with detail.
Uses examples to thoroughly address the FNP role in
the intervention and discusses implications for
clinical practice. Thoughtfully discusses the
implications of the change project and its significance
to the nursing profession and filling gaps in
knowledge. Accurately categorizes and thoroughly
explains specific methods of data collection to be
used. Explains in detail how data will be analyzed and
used. Provides a sound justification for subject
selection and sampling procedure. Accurately and
thoroughly describes potential limitations to data
collection and control.
7 pts
This criterion is linked to a
Learning Outcome
Recommendations and
Conclusion
10.5 to >8.61 pts
Meets Expectations
Provides an insightful and thorough summary of the
project, main points, and details the significance of
the project to the advanced practice nursing
profession. Provides detailed and creative
recommendations for future research and
implications for clinical practice. Discusses limitations
of the study in detail. Suggests specific directions for
future research. Insightfully considers changes in
theoretical construct and provides reasonable and
creative suggestions for public policy and/or changes
in educational practice. Expertly ties the theoretical
framework to the overall product.
10.5
pts
6
This criterion is linked to a
Learning Outcome Rough
Draft
17.5 to >14.35 pts
Meets Expectations
Submission shows a concerted effort to present a
high-quality draft requiring minimal adjustments to
content and mechanics. All parts of the research
paper are submitted and efforts to integrate
feedback are highly apparent. Significant and
substantive improvements have been made to each
section of the paper.
17.5
pts
This criterion is linked to a
Learning Outcome
Mechanics and APA
10.5 to >8.61 pts
Meets Expectations
Writing is clear, concise, formal, and organized.
Information is well organized and clearly
communicated. The assignment is free of spelling and
grammatical errors. All the requirements related to
format, length, source citations, and layout are
followed. A complete reference page is included and
formatted using correct APA format. If applicable,
appendices and tables are complete and
appropriate.The
10.5
pts
Total Points: 70
7
Introduction
Many organizations work to better local and global communities' quality of life and promote health and safety in times of crisis. As public health and safety advocates, nurses must be cognizant of how such organizations help certain populations. As change agents, nurses must be aware of factors that impact the organization and the services that it offers. Familiarity with these organizations enables the nurse to offer assistance as a volunteer and source of referral.
This assessment provides an opportunity for you gain insight into the mission, vision, and operations of a community services organization.
Preparation
You are interested in expanding your role as a nurse and are considering working in an area where you can help to promote equal opportunity and improve the quality of life within the local or global community. You are aware of several nonprofit organizations and government agencies whose work contributes to this effort in some way. You have particular interest in one of these organizations but would like to know more about its contributions to public health and safety improvements. You would like to report the results of your research in a scholarly paper that you could submit for publication.
Research a local, national, or global nonprofit organization or government agency selected from the
Assessment 02 Supplement: Community Resources [PDF]
Download Assessment 02 Supplement: Community Resources [PDF]resource. Determine how the selected organization or agency contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3–5 page report.
As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity. Complete this activity to gain insight into promoting equal opportunity and improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment.
Note: As you revise your writing, check out the resources listed on the Writing Center's
Writing Support page.
Instructions
First, select one of the local, national, or global nonprofit organizations or government agencies presented in the
Assessment 02 Supplement: Community Resources [PDF]
Download Assessment 02 Supplement: Community Resources [PDF]resource.
Then research the nonprofit organization or government agency that you selected. Determine how the organization or agency contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3–5 page report structured according to the following specifications:
Document Format and Length
Format your paper using APA style.
· Refer to the
APA Style Paper Tutorial [DOCX] to help you in writing and formatting your paper. Be sure to include:
· A title page and references page. An abstract is not required.
· Appropriate section headings.
· Your paper should comprise 3–5 pages of content plus title and references pages.
Supporting Evidence
Cite at least three credible sources from peer-reviewed journals or professional industry publications published within the past 5 years that support your research findings.
Graded Requirements
The research requirements, outlined below, correspond to the grading criteria in the assessment scoring guide, so be sure to address each point.
· Explain how the organization's mission and vision enable it to contribute to public health and safety improvements.
· Include examples of ways a local and/or global initiative supports organizational mission and vision and promotes public health and safety.
· Evaluate an organization's ability to promote equal opportunity and improve the quality of life in the community.
· Consider the effects of social, cultural, economic, and physical barriers.
· Assess the impact of funding sources, policy, and legislation on the organization's provision of services.
· Consider the potential implications of funding decisions, policy, and legislation for individuals, families, and aggregates within the community.
· Explain how an organization's work impacts the health and/or safety needs of a local community.
· Consider how nurses might become involved with the organization.
· Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
· Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.
· Write with a specific purpose and audience in mind.
· Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
Additional Requirements
Before submitting your paper, proofread it to minimize errors that could distract readers and make it difficult for them to focus on your research findings.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 1: Analyze health risks and health care needs among distinct populations.
·
·
· Explain how an organization's work impacts the health and/or safety needs of a local community.
Competency 2: Propose health promotion strategies to improve the health of populations.
·
·
· Explain how an organization's mission and vision enable it to contribute to public health and safety improvements.
Competency 3: valuate health policies, based on their ability to achieve desired outcomes.
·
·
· Assess the impact of funding sources, policy, and legislation on an organization's service delivery.
Competency 4: Integrate principles of social justice in community health interventions.
·
·
· Evaluate an organization's ability to promote equal opportunity and improve the quality of life in a community.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
·
·
· Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
· Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.
To Prepare:
Part 1: Identifying Research Methodologies
After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template attached under files to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:
Resources:
Purpose: The purpose of this assignment is to introduce Mills’
Sociological Imagination as well as to describe a personal
situation that you select to serve as the main topic of the
Sociological Imagination essay that you will submit in week 10.
The topic is left to your discretion and is preferably a situation that
stands out in your life, or about which you can write 4-6 pages.
This assignment is the first step to the essay that you will work to
complete throughout the term. You are required to submit only
the Introduction part, and should have the following:
Introduction: Write a paragraph introducing C.W. Mills’s
Sociological Imagination and give a general overview of how
you’ll be applying it to the personal situation that you will discuss
in your paper. To do this, first, describe sociological imagination.
Then, clearly specify your topic by providing a brief description
(1-2 sentences) of the personal situation that you have selected.
Next, identify three chapters that will be utilized to draw
sociological concepts from that you will use to analyze your
personal situation. Lastly, identify one sociological theory from the
text that you will use to analyze your personal situation (e.g.,
conflict theory or symbolic interactionism).
Use APA format throughout the paper including for the Title page,
and references and in-text citations.
What is the main role of a social justice advocate?
Please take a look at the attachment
Analyze and apply critical thinking skills in the psychopathology of mental health patients and provide treatment and health promotion while applying evidence-based research.Scenario:
Kel is a 42-year-old certified public accountant (CPA) who dreams each year that she will board a cruise ship the day after Tax Day and go somewhere, anywhere, except Portsmouth, Virginia. Each year the dream, like the ocean, ebbs and flows, but this year she is not even going to think about such a “ridiculous idea.” In fact, she does not even have the energy to dream; getting out of bed and preparing to go to work is simply too labor intensive.
Each evening Kel retires to bed with a lack of energy to complete her normal tasks such as readying her clothes for work and making a lunch. She lacks the energy to shop in the evening; consequently, she eats mostly crackers and canned soup. She is not hungry, and her scale reflects this. She has lost 15 pounds over the last 2 months. She does not attend to her makeup or clothes; she finds both too taxing. The clothes she selects are drab and not ironed. At work she makes no effort to talk with her co-workers and does not initiate new contacts with clients. The normal work of filing taxes and writing reports, which she used to enjoy, are overwhelming, and she feels too disorganized to complete them. Telephone calls and e-mail messages from friends are ignored. Attendance at work is spotty.
Sue, her sister, becomes alarmed with Kel’s unanswered telephone calls and e-mails. Worried, she decides to visit her sister at home. She finds the apartment unclean and in disarray. Kel is unkempt, disheveled, and looks sad. Her voice is monotone and flat. Kel tells Sue that she feels “sad and hopeless. Nothing is ever going to change. I am a bad person and I can’t even do my work right. Although I sleep for many hours, I am still tired all the time.” Sue is alarmed at the changes in her sister and arranges for Kel to visit a health care worker at the medical clinic.
Questions:
Remember to answer these questions from your textbooks and NP guidelines. At all times, explain your answers.
Submission Instructions:
Discussion Topic
Top of Form
DISCUSSION QUESTIONS
Choose one of the following case studies and answer the following questions. The information provided may not be sufficient but it is what is available for you to analyze and conceptualize how you might proceed with the following patients, Case Example A and Case Example B. After reviewing each vignette discuss with colleagues the following questions. There are no single correct answers to the questions, just different approaches to take.
1.In reviewing this chapter, which factors are important to consider for this patient?
2.What additional information would you like to have to be more comfortable in working with this patient?
3.How will you explain your diagnosis and treatment plan in relation to the patient presentation? What treatment options will you recommend and why?
4.What is your initial approach in negotiating treatment for this patient?
5.What medication changes would you want to discuss with the patient and how will you negotiate that with her or him?
6.What time frame do you propose for this plan, and how will you transition with the patient?
7.How will you coordinate care with the other providers working with this patient?
8.After stabilization, which psychotherapeutic approach would you take?
Post your initial response and on a different day respond to one student in your class. Both responses should be a minimum of 150 words, scholarly written, APA formatted, and referenced. A minimum of 2 references are required (other than your text).
CASE EXAMPLE A
Campus security was called to the dormitory to assess a 19-year-old man who barricaded himself in his room and covered the windows with aluminum foil. His roommate reported that this man hasn’t been attending classes for the past week, hasn’t bathed or eaten, and has been mumbling that the FBI is monitoring all his communications. Security removed the door and took the man into custody and to the community mental health center for evaluation.
History of current episode: Information obtained by interview with the patient and with collateral telephone interviews with each of his parents, his college roommate, and his English professors. This is the first year away from home for this young man, who has been described as an “odd and reserved” person since teen years. Academically he did well his first semester at college, although he has made few friends and does not participate in any social or extracurricular events. His teachers describe him as a bright and quiet student. His parents, who live in a small town over 70 miles away from the college, expressed sadness but not surprise at his behavioral deterioration because they didn’t expect him to be able to cope with the discrepancy of the large college campus compared to his small-town previous experience.
Psychiatric history: Although he has never been hospitalized or had outpatient psychiatric treatment, this young man has been showing signs of emotional and cognitive disorganization since his early teens. During his high school years the patient became more and more aloof, and strange with both his family and friends. At times he would be mute for days at a time, remained in his room and refused to bathe. He said he did not have control over his thoughts and he believed he was possessed. In his junior year of high school his counselor recommended he attend a breakout group to help him learn interpersonal skills and make friends, but he never attended. The summer before going to college his parents asked if he wanted to see a therapist or counselor to talk about transitions but he said he didn’t want to do that and that he wasn’t concerned about living away from his family for the first time.
Medical history: Has had regular preventive care and immunizations through local family practice. In good health, weight proportion to height, denies smoking or alcohol or drug consumption. Broke his left wrist at age 7 years when he fell off his bike. Moderate acne in late teens treated with oral doxycycline for several months. No drug or food allergies. Allergic reaction to bee sting when 10 years old with swelling, shortness of breath, now carries EpiPen.
Family history: Has an older brother, 23 years old, who graduated from college and is now attending graduate school in business administration. Younger sister is 15 years old and in good health. Father is a business executive, has chronic obstructive pulmonary disease (COPD) related to long-standing cigarette smoking. Mother is an Episcopal priest and is in good health. Maternal uncle died at age 49, diagnosed with schizophrenia.
Personal history: Normal pregnancy and uncomplicated childbirth. Was an active and creative child who enjoyed reading, art, and cooking with his mother and grandmother. Parents said he started to become reserved and shy in middle school for no apparent reason. By early teens he seemed socially inept, had few friends, and preferred solitary play. Never interested in romantic relationships or dating in high school and spent most of his time studying or reading fantasy novels. Seemed to be withdrawn and serious, although denied feeling sad, or depressed.
Trauma/abuse history: Mild bullying in middle school, otherwise no apparent trauma.
Mental status examination: Well groomed, neatly attired, cooperative. Polite without motor abnormalities or gait. Moderate eye contact when directly addressed. Alert, mildly sedated, oriented to time, place, person. Attentive during interview and provided accurate albeit minimal history that was corroborated by family members. Based on fund of knowledge seemed of average intelligence. Speech is normal rate and soft spoken and at times mumbled responses to questions. Stated that he hears a soft voice in his head that tells him to “be careful” but offered no other explanation of voices. Denied visual or other perceptual hallucinations. Thought processes are linear and coherent. Reports that he believes people talk about him behind his back and that he is being controlled by unseen forces. Refused to elaborate on these thoughts. Stated that he has never thought of killing himself or anyone else. Described his mood as “fine” and refused to elaborate. Affect is flat. Demonstrates impulse control and alludes to feeling like an automaton. Judgment is reasonable in terms of recognizing consequences of actions.
Current medications: No regularly prescribed medications. Given lorazepam 1.0 mg orally in urgent care when brought in by campus security because of his extreme agitation. Slept for an hour after administration while waiting to be interviewed.
Differential diagnosis: Brief Psychotic Disorder versus First Episode of Schizophrenia. The duration of the episode is greater than 1 day but uncertain if longer than 1 month, and no previous psychiatric hospitalization. Teen years are suggestive of prodromal period of schizophrenia that may be precipitated by stress of independence from family and college experience.
CASE EXAMPLE B
John B. is a 15-year-old man of Sudanese descent who resides with his mother, grandmother, 23-year-old brother, and his brother’s wife. They are all asylum seekers to the United States, having arrived from South Sudan 2 years prior to this. He is seen in this mental health clinic after discharge from an inpatient stay following a suicide attempt by hanging.
Brother found patient hanging by a rope tied to the clothes rod in the closet. Patient was cyanotic with slow pulse and taken to the hospital by ambulance. He was treated in the inpatient adolescent unit for 1 week and discharged to this clinic for an assessment and follow-up treatment. He reported that he has been feeling depressed “for as long as I can remember” with low self-esteem, feelings of hopelessness and being a burden to his family, guilt, and self-hatred. He said he had been thinking about killing himself for several months and has been cutting on his arms in practicing for this. His brother came home from work unexpectedly to find him. He described not fitting in at school and not feeling comfortable in his new home. His brother arranged to bring his mother and grandmother to the United States to flee from the war. His brother was brought to the United States when he was 14 years old under the UNICEF program for rehabilitation of child soldiers, and believes the patient was being recruited to be a soldier before coming here. Patient sleeps less than 4 hours/night with frequent nightmares and refuses to sleep in bed, prefers to sleep under the bed. Has poor appetite. Teachers report he has difficulty concentrating in school and has to take frequent breaks to sit in quiet room with soft music. He has made few friends and gets into fights, both physical and verbal, with other boys. Easily upset by loud noises or changes in routine at school or at home.
Medical history: Patient has no known drug or food allergies. He was treated for malnutrition upon arrival to the United States and remains underweight. He was diagnosed with mild intermittent asthma, triggered by exercise and seasonal allergies. Physical exam also revealed several horizontal scars on the inner surfaces of his left forearm.
Substance use history: Denies alcohol or drug use.
Family history: Father died in war in South Sudan when patient was 4 years old. Raised by mother and maternal grandmother with older brother. Older sister killed in village raid when patient was 5 years old. Unknown paternal history. Mother is 42 years old with unknown health history.
Personal history: Full-term birth without known complications. Attended school intermittently in South Sudan due to civil war. Currently attending special school and mostly fluent in English. Has had behavioral problems in school due to inattentiveness, anger, poor impulse control, and low frustration tolerance. Mother and grandmother do not speak English and are unable to provide description of patient’s behavior at home. Brother works two jobs, as does brother’s wife.
Trauma history: Witnessed his sister and mother being raped and sister’s death. Possible torture prior to coming to United States.
Mental status examination: Thin, lanky young man with multiple scars on arms and back. Clean, casually attired with close-cropped hair. Cooperative and sullen during the assessment. Sits in chair with legs pulled up on the chair and gripping his knees with his arms. Makes moderate eye contact. Alert, oriented to time, place, and person. Memory not formally assessed but appears to be intact based on his ability to accurately relate details from his recent experience. Hypervigilant to the environment and interviewer’s behavior. Linear thinking with abstract reasoning and seems to be of average to above average intelligence based on fund of knowledge. Speech is soft with pronounced accent, regular rate and rhythm. Comprehends English sufficiently to not need interpreter. Thinking process is coherent and goal directed. Thought content is focused on distress of hospitalization. Acknowledges wanting to die but without current plan to kill self and feeling remorseful that he upset his family with his recent attempt. Described his current mood as scared and depressed. Affect is fearful, tearful, and angry. Impulsive previous behavior with poor judgment and belief in limited future. Insight is reasonable in terms of understanding why he is referred to treatment.
Current medications prescribed at last hospitalization:
1. Prazosin 5 mg bid for nightmares and daytime stress
2. Vortioxetine 10 mg daily for depression and anxiety
3. Fluticasone-salmeterol inhaler qd for asthma
4. Theophylline 300 mg qd for asthma
Differential diagnosis: Major depressive disorder with suicidal thinking. Posttraumatic stress disorder.
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