After reading Chapter 13, respond to the following:

• What workforce advocacy strategies can Elena use to promote quality patient care and a safe work environment?
• What is the value of shared governance to Elena’s individual nursing practice?
• If Elena becomes concerned about floating assignments, what questions can help guide her decision about accepting such assignments?
• What online resources are available to help Elena learn more about important workplace issues and workforce advocacy?
• How can Elena improve the marketability of her nursing expertise?

I HAVE UPLOADED CHAPTER 13 PAGES THAT NEED TO BE READ TO COMPLETE THIS ASSIGNMENT

 You will submit a detailed outline using the template that has been uploaded below. Your submission must include sections corresponding to the following subheadings:

* Technical Aspects
Provides necessary medical and scientific information to understand the issue.

* Public Policy
Describes current and proposed changes in public policy/law.

* Arguments For and Against
Include a summary of the arguments in favor of and opposed to specific interventions, techniques, or products and a discussion of underlying ethical principles. Discuss the public policy with two additional argumentative paragraphs- one discussing the in favor of and one paragraph discussing the opposing argument

* Conclusion
Expresses your personal opinion regarding the importance of the topic and the strength of the pro and con arguments.

 Additionally, you must include: 

* Topic sentences and Paragraph Transitions
Each section of your outline should include topic sentences and paragraph transitions that tie your significant points together.

# Use the template below to create the outline. 

 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:

J.T.  is a 20 year-old who reports to you that he feels depressed and is experiencing a significant amount of stress about school, noting that he’ll “probably flunk out.” He spends much of his day in his dorm room playing video games and has a hard time identifying what, if anything, is enjoyable in a typical day. He rarely attends class and has avoided reaching out to his professors to try to salvage his grades this semester. J.T. has always been a self-described shy person and has had a very small and cohesive group of friends from elementary through high school. Notably, his level of stress significantly amplified when he began college.

You learn that when meeting new people, he has a hard time concentrating on the interaction because he is busy worrying about what they will think of him – he assumes they will find him “dumb,” “boring,” or a “loser.” When he loses his concentration, he stutters, is at a loss for words, and starts to sweat, which only serves to make him feel more uneasy. After the interaction, he replays the conversation over and over again, focusing on the “stupid” things he said. Similarly, he has a long-standing history of being uncomfortable with authority figures and has had a hard time raising his hand in class and approaching teachers. Since starting college, he has been isolating more, turning down invitations from his roommate to go eat or hang out, ignoring his cell phone when it rings, and habitually skipping class. His concerns about how others view him are what drive him to engage in these avoidance behaviors.

Questions:

Remember to answer these questions from your textbooks and NP guidelines. At all times, explain your answers. 

1. Generate a primary and differential diagnosis using the DSM-5 criteria.
2. Develop a biopsychosocial plan of care for this client.
3. Compare and contrast fear, worry, anxiety, and panic.

Submission Instructions:

• Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.  Your initial post is worth 8 points.
• You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.) 
• All replies must be constructive and use literature where possible.
• Please post your initial response by 11:59 PM ET Thursday, and comment on the posts of two classmates by 11:59 PM ET Sunday.
• Late work policies, expectations regarding proper citations, acceptable means of responding to peer feedback, and other expectations are at the discretion of the instructor.
• You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.

MY NUMBER ASSIGNED WAS 1 WHICH IS: Level of Consciousness – Stuporous, Obtunded, Coma, Lethargy, etc. 

Initial post:Each student will be assigned a number randomly.  Whatever your number is, select the corresponding topic below, then post a minimum of 5 bullet points about the topic.Your bullet points should address key components of the topic, such as what, how, who, & why.  This information should not be basic things you learned in Med/Surg, but rather advanced critical care based. Think about this as a group effort to create a study guide. Use ONLY your textbook, but do not cut & paste from the book.Then create, find, or borrow a test style question about your topic & post at the bottom of your bullet points. The format needs to be multiple choice or select all that apply. Think NCLEX style. Each week include a paragraph with the results from one of your weekly interviews.Discussion post assignments are worth 20 points each as follows: 

• 5 points for the quality of your bullet points.
• 5 points for the quality of your question.
• 5 points for answering the question of a peer as your response.
• 5 points for the quality of your rationale.
  • Quality is defined as thorough and thoughtful while demonstrating professional level knowledge of the topic.