The purpose of this paper is to complete a comparative ethical analysis of the case study *attached* to study George\u00e2\u20ac\u2122s situation and decision from the perspective of two worldviews or religions:Christianity and Judaism.<\/p>\n
In your comparative analysis, address all of the worldview questions in detail for Christianity and the Jewish faith. Refer to the the list of questions below. Once you have outlined the worldview of each religion, begin your ethical analysis from each perspective. In 1,500-2,000 words, provide an ethical analysis based upon the different belief systems, reinforcing 3. What \u00a0Sorts of values and considerations would each religion focus on in deliberating about whether or not George should opt for euthanasia? Support your position by referencing at least three academic resources in addition to the course readings, lectures, the Bible, and the textbooks for each religion.<\/a> Each religion must have a primary source included. A total of six references are required according to the specifications listed above. Moulton, B., & King, J. S. (2010). Aligning Ethics with Medical Decision-Making: The Quest for Informed Patient Choice.\u00a0Journal Of Law, Medicine & Ethics,\u00a038(1), 85-97. doi:10.1111\/j.1748-720X.2010.00469.x Is the use of soap and water or alcohol-based rubs more effective in preventing nosocomial infections one answer to each discussion.<\/a><\/p>\n Review the following research questions.<\/p>\n Is the use of soap and water or alcohol-based rubs more effective in preventing nosocomial infections? An appropriate research design for this research question is a qualitative descriptive design. In a descriptive study without manipulating any variables. Provide a rationale for the design you selected. Gelling, L. (2015). Qualitative research. Nursing Standard, 29(30), 43. Retrieved from,http:\/\/dx.doi.org.southuniversity.libproxy.edmc.edu\/10.7748\/ns.29.30.43.e9749 Use of Soap and Water Versus Alcohol-Based Rubs to Prevent Nosocomial Infections.<\/a> One of the strengths of the study was the method of conducting the study was the same among the two participant groups (Chen et al., 2012). \u00a0The time the participants took in applying the alcohol-based rub and washing hands were the same. \u00a0The weakness of the study was the participant sample was rather The article reviewed focused on possible pathways of alcohol into the breast tissue and possible consequences. \u00a0The study also reviewed the women\u2019s age in relations to drinking habits, in an attempt to identify a possible connection between early alcohol consumption among women and breast cancer A strength of the study is there was significant evidence to suggest that the risk of cancer increases by thirty-four percent for those women who had an alcohol intake greater than fifteen drinks per day (Liu, Nguyen, & Colditz, 2015).\u00a0 A weakness identified in the study was that other lifestyle components that This research was focused on the possible influence of timing and patterns of alcohol consumption and the possible mechanisms underlying alcohol and breast cancer association. \u00a0The possible pathways of alcohol into the breast tissue were studied (Liu, Nguyen, & Colditz, 2015). \u00a0The women\u2019s age in relation Female and male participants from a treatment-seeking substance abuse treatment program were studied in relations to their attitudes and skills towards the use of condoms. \u00a0The study found that men found more barriers to using condoms than women (Calsyn, Peavy, Wells, Campbell, Hatch-Maillette, A strength of the study was the participants researched were at high risk for unprotected sex practice (Calsyn et al., 2013). \u00a0A limitation found in the study was that the information was taken from two different studies that were not designed to compare men and women (Calsyn et al., 2013). \u00a0Another limitation of the study was the participants studied were a selected population from a drug abuse The reason for the study was to examine the differences between males and females in relationship to condom use; the attitude towards the practice of wearing condom and the skills among both groups<\/a> Calsyn, D. A., Peavy, K. M., Wells, E. A., Campbell, A. N. C., Hatch-Maillette, M. A., Greenfield, S. F., & Review the following research questions. 4. What is the relationship between alcohol and breast cancer? Create a 6\u20138-slide PowerPoint presentation for a group of school nurses, which addresses the role of the school nurse in managing the unique health concerns of teenagers while adhering to privacy laws. \uf0b7 Competency 4: Communicate in a manner that is consistent with expectations of nursing professionals. It is the position of the National Association of School Nurses that the professional registered school nurse is the leader in the school community to oversee school health policies and programs. The school nurse serves in a pivotal role to provide expertise and oversight for the provision of school health Create a 6\u20138-slide PowerPoint presentation that examines the privacy issues unique to nurses serving the high-school age population. Address the following: A PICOT starts with a designated patient population in a particular clinical area and identifies clinical problems or issues that arise from clinical care. The intervention should be an independent, specified nursing change intervention. The intervention cannot require a provider prescription. Include a Prepare this assignment according to the guidelines found in the APA Style. Use MS Word to complete \u201cQuestions to be Graded: Exercise 27\u201d in Statistics for Nursing Research: A Workbook for Evidence-Based Practice. Submit your work in SPSS by copying the output and pasting into the Word document. In addition to the SPSS output, please include explanations of the results where No Plegarism please, assignment will be checked with Turnitin. C.D is a 55-year-old African American male who presents to his primary care provider with a 2-day history of a headache and chest pressure. The patient has been married for 25 years and lives with his wife and two children. The patient is an air traffic controller at the local airport. He has smoked a pack of cigarettes a day for the past 15 years. He drinks several beers every evening after work to relax. He does not pay particular attention to sodium, fat, or carbohydrates in the foods he eats. He admits to \u201csalting almost everything he eats, sometimes even before tasting it.\u201d He denies ever having dieted or exercised. Reports some shortness of breath with activity, especially when climbing stairs and that breathing Normal bowel sounds The National Institutes of Mental Health acknowledges that depression is one of the most common mental disorders in the United States. It is associated with significant disability, fiscal impact, and considerable personal suffering. It may have significant impact on the individual, their family, and their social network. The PMHNP must be capable of providing comprehensive care for depressive disorders, including both psychotherapy and psychopharmacologic approaches. As nurse practitioners strive to achieve full-autonomous practice across the country, it should be noted that many states grant this ability to practice independently to psychiatric mental health nurse practitioners. To that end, you will be engaging in projects this semester that assume that you are practicing in a state that allows full-practice authority for NPs, meaning that the PMHNP may be the \u201ccaptain of the ship\u201d concerning caring for a patient population. The \u201ccaptain of the ship\u201d is the one who makes referrals to specialists, coordinates care for their patients\/clients, and is responsible and accountable for patient\/client outcomes overall. This is a decided change from a few decades ago when Students will: \uf0b7 Identify medical management needs, including primary care needs, specific to this client. This week assignment, you will \u2018captain the ship\u2019 you are the provider and writing the diagnostic work- up and treatment plan\u00a0for a patient with\u00a0DEPRESSIVE DISORDER. You will develop plans for a patient Required Readings o Major Depressive Disorder Hagen, B. (Producer). (n.d.-b). Managing depression [Video file]. Mill Valley, CA: Psychotherapy.net. Optional Resources Anderson, N. D., Damianakis, T., Kr\u00f6ger, E., Wagner, L. M., Dawson, D. R., Binns, M. A., . . . Cook, S. L.(2014). The benefits associated with volunteering among seniors: A critical review and recommendations for future research. Psychological Bulletin, 140(6), 1505\u20131533. doi:10.1037\/a0037610 Group therapy is an effective treatment option for a wide range of disorders and is much more cost- efficient than individual therapy. As a result, many insurance companies are showing preference for group therapy over individual therapy. This has led to more therapists including group therapy in their practices, making it very likely that you will facilitate group therapy in the future. To successfully develop groups and apply this therapeutic approach, it is essential for you to have an understanding of group processes and formation. Assignment: Group Processes and Stages of Formation Consider the group\u2019s processes, stages of formation, and other factors that might<\/a> The Assignment Required Readings Chapter 8, \u201cThe Selection of Clients\u201d (pp. 231\u2013258) Lerner, M. D., McLeod, B. D., & Mikami, A. Y. (2013). Preliminary evaluation of an observational measure of group cohesion for group psychotherapy. Journal of Clinical Psychology, 69(3), 191\u2013208. doi:10.1002\/jclp.21933 Psychotherapy.net (Producer). (2011a).\u00a0Group therapy: A live demonstration.\u00a0[Video file]. Mill Valley, CA: Compare and contrast two change theories, and determine which theory makes the most sense for implementing your specific EBP project. Why? Has your mentor used either theory, and to what result? This is for a nursing school assignment. Assignment: Application: Planned Change \uf0b7 Identify a change model or strategy to guide your planning for implementing the change. Provide a rationale for your selection. Course Project: Part 3\u2014Translating Evidence Into Practice<\/p>\n In Part 3 of the Course Project, you consider how the evidence you gathered during Part 2 can be translated into nursing practice.<\/a><\/p>\n (Link for part 1 \u2013 https:\/\/www.homeworkmarket.com\/content\/nurs-5052nurs-6052-essentials- evidence-based-practice-course-project-part-1-grading-rubic-an)<\/p>\n (Link for part 2 \u2013 https:\/\/www.homeworkmarket.com\/content\/nurs-5052nurs-6052-essentials- evidence-based-practice-course-project-part-2-grading-rubic-an)<\/p>\n Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field.<\/p>\n To prepare:<\/p>\n Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question?<\/p>\n With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes. To complete:<\/p>\n In a 3- to 4-page paper:<\/p>\n Restate your PICOT question and its significance to nursing practice. This part of the Course Project is due. It should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course. For this final iteration, you will need to:<\/p>\n Submit your paper to Grammarly and SafeAssign through the Walden Writing Center. Based on the Grammarly and SafeAssign reports, revise your paper as necessary. Please follow the belo link for Templates:<\/p>\n http:\/\/academicguides.waldenu.edu\/writingcenter\/templates<\/p>\n Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer. Chapter 13, \u201cData Collection in Quantitative Research\u201d The focus of this chapter is on the sampling process in qualitative research. The chapter describes the different types of sampling and when they are commonly used. Sampling techniques in the three main qualitative traditions (ethnography, phenomenological studies and grounded theory studies) are highlighted.<\/p>\n This chapter examines the process of data collection in qualitative research as well as key issues surrounding data collection. This includes such methods as self-reporting, surveys, interviews, and personal journal keeping. The chapter also highlights important considerations when utilizing unstructured observations to gather data and how to record field notes. This text emphasizes the advantages of survey research. The authors describe the nuances of survey research projects, including their design, methods, analysis, and limitations. This resource provides you access to the School of Nursing Sample Paper, which will serve as a template for formatting your papers. Note: The approximate length of this media piece is 4 minutes.<\/p>\n Dr. Kristen Mauk discusses how she collected data for her DNP project in this video. She describes the details of her pre- and post-tests used to track nurses\u2019 knowledge in a rehabilitation unit.<\/p>\n Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. (2009). Evidence-based practice challenge: teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students. Journal of Nursing Education, 48(4), 186\u2013195.<\/p>\n This text emphasizes the advantages of survey research. The authors describe the nuances of survey research projects, including their design, methods, analysis, and limitations. Short term goals can usually be achieved by the end of your shift 1. Short term goals can usually be achieved by the end of your shift. Long term goals are usually achieved by discharge. Write one short term and one long term goal for<\/a> the following nursing diagnosis. Provide 2 RN interventions for each goal that you developed in #1. Provide rationale for each intervention being performed by an RN.<\/p>\n Short term goals can usually be achieved by the end of your shift. Long term goals are usually achieved by discharge. Write one short term and one long term goal for the following nursing diagnosis. Diagnosis and Management of Eye, Ear, Nose, and Throat Disorders<\/p>\n Kaitlyn is a 4-year-old with a 2-day history of nasal congestion and cough in the early morning. Her mother reports thick, green nasal discharge. She is afebrile, and appetite and sleep are normal. To prepare:<\/p>\n \u2022Review \u201cEye Disorders\u201d and \u201cEar Disorders\u201d in the Burns et al. text.<\/p>\n \u2022Review your selected\u00a0\u00a0case studies. Analyze the patient information, including the parent\u2019s perspective. \u2022Think about a treatment and management plan for the patient. Be sure to consider appropriate dosages for any recommended pharmacologic and\/or non-pharmacologic treatments.<\/p>\n \u2022Consider strategies for educating parents on the child\u2019s disorder and reducing any concerns\/fears presented in the case study.<\/p>\n Post 1 to 2 page paper on \u00a0: An explanation of the differential diagnosis for the patient in the case study you selected.<\/p>\n Explain which is the most likely diagnosis for the patient and why. Include an explanation of unique characteristics of the disorder you identified as the primary diagnosis.<\/p>\n
\nTo understand the concept of worldview, answer the following questions:<\/a><\/p>\n\n
PART 2<\/h2>\n
\nmajor themes with insights gained from your research, and answering the following questions based on the research: (USE THE ATTACHED CASE STUDY FOR THIS PART)
\n1. How \u00a0would each religion interpret the nature of George\u2019s malady and suffering? Is there a \u201cwhy\u201d\u009d to his disease and suffering? (i.e., is there a reason for why George is ill, beyond the reality of physical malady?)
\n2. In George\u2019s analysis of his own life, how would each religion think about the \u00a0value of his life as a person, and value of his life with ALS?<\/p>\n
\n4. Given \u00a0the above, what options would be morally justified under each religion for George and why?
\n5. Finally, \u00a0present and defend your own view (Christian but does not practice the faith actively, believes in god and jesus, heaven and hell but more conservative in the ideas to choose our own path and life choices vs. god\u2019s will).<\/p>\n
\nIncorporate the research into your writing in an appropriate, scholarly manner.
\nPrepare this assignment according to the guidelines found in the APA Style Guide. An abstract is required<\/p>\nSources that may be utilized:<\/h2>\n
\nRichard Jason, C. (2012). Making the case for ethical decision-making models. Nurse Prescribing, 10(12), 607-622.
\nPuchalski, C. M. (2001). The role of spirituality in health care. Proceedings (Baylor University. Medical Center),\u00a014(4), 352-357.
\nCalled to Care: A Christian Worldview for Nursing. http:\/\/gcumedia.com\/digital-resources\/intervarsity- press\/2006\/called-to-care_a-christian-worldview-for-nursing_ebook_2e.php
\nAttached sources from text readings can also be utilized in addition to bible referencing for each religion as well****<\/p>\nQuestion 4283:<\/h1>\n
Discussion 1<\/h2>\n
\nIdentify an appropriate research design.
\nAn appropriate research design for this research question is quantitative research with an experimental design.
\nDiscuss the strengths and weaknesses of the design.
\nAccording to Roger Watson (2015), quantitative studies produce numbers that should be interpreted before conclusions may be drawn. This can be considered a strength for this design as numbers allows the researcher to draw conclusion easily. An area of weakness is the idea that the opportunity for error cannot be eliminated entirely. According to Watson (2015) \u201cit is essential to store data carefully, once it has been entered into any package, since loss can jeopardize the study\u201d.
\nProvide a rationale for the design you selected.
\nThis design allows the research to manipulate the independent variable in order to study the effect it has on the dependent variable. In this case, the researcher is able to identify the effect of soap and water on the prevention of nosocomial infections and the effect is alcohol-based rubs on the prevention if nosocomial infections. The number of occurrences will be compared to draw a conclusion
\nHow effective are anti-depressive medications on anxiety and depression?
\nIdentify an appropriate research design.
\nAn appropriate research design for this research question is qualitative design.
\nDiscuss the strengths and weaknesses of the design.
\nAccording to Leslie Gelling (2014), while utilizing qualitative research, nurses to understand health and illness experiences and offer \u2018compassionate, person-centered care. This is considered to be a strength for this design. Gelling also stated that \u201ca poorly worded question might lead the research in the wrong
\ndirection, wasting the researcher\u2019s time and, more importantly, wasting the research participants\u2019 time if the chosen methodology is unable to answer the question (Gelling, 2014). This is the weakness of this design.
\nProvide a rationale for the design you selected.
\nQualitative research is an approach to scientific inquiry that allows researchers to explore human experiences in personal and social contexts, and gain greater understanding of the factors influencing these experiences.
\nWhat is the difference in attitudes of male and female college students toward condoms?
\nIdentify an appropriate research design.<\/p>\n
\nDiscuss the strengths and weaknesses of the design.
\nAccording to Pathak, Jena, and Kalra (2013), qualitative research is now recognized for its ability to add a new dimension to interventional studies that cannot be obtained through measurement of variables alone. This can be considered to be a strength of this design. Qualitative studies should be well-designed and the aims of the study should be meticulously adjudicated (Pathak, Jena, & Kalra, 2013). On the other hand, descriptive research also presents the possibility for error and subjectivity. Confidentiality is the primary weakness of descriptive research (Murphy, n.d.). Often subjects are not truthful as they feel the need to tell the researcher what they think the researcher wants to hear (Murphy, n.d.).<\/p>\n
\nQualitative method is used to understand people\u2019s beliefs, experiences, attitudes, behavior, and interactions.<\/p>\nReferences<\/h1>\n
\nMurphy, J. (n.d.). Strengths and weaknesses of descriptive research. Retrieved from,http:\/\/classroom.synonym.com\/strengths-weaknesses-descriptive-research-2596.html
\nPathak, V., Jena, B., & Kalra, S. (2013). Qualitative research. Perspectives in Clinical Research, 4(3), 192. Retrieved from http:\/\/doi.org\/10.4103\/2229-3485.115389
\nWatson, R. (2015). Quantitative research. Nursing Standard, 29(31), 44. Retrieved from,http:\/\/dx.doi.org.southuniversity.libproxy.edmc.edu\/10.7748\/ns.29.31.44.e8681<\/p>\ndiscussion 2<\/h2>\n
\nThe study chosen for this topic researched the effects of waterless hand rubs versus the traditional hand scrubbing method to prevent infections in surgical rooms. \u00a0One hundred operating room staff members from different medical centers were divided into two groups of fifty participants (Chen, Han, Kan, Chen & Hung, 2012). \u00a0One group used waterless hand rubs and the other group of workers used traditional hand washing techniques as part of the scrubbing process for surgeries. \u00a0The hands of the participants
\nwere scrubbed and a bacterial culture was done on the two groups of participants (Chen et al., 2012).
\nAfter a forty-eight hour period of bacterial growth of both samples, the results demonstrated bacteria growth was equal among the two groups (Chen et al., 2012). \u00a0There were no statistical significance found. \u00a0The study concluded that alcohol-based rubs and water provide the same level of protection among operating room staff (Chen et al., 2012).<\/p>\nStrengths and Weaknesses<\/h3>\n
\nsmall (Chen et al., 2012). \u00a0A larger study conducted at different facilities provides better evidence of the findings. \u00a0Also, a study with a larger sample population may have also resulted in different findings (Chen et al., 2012).
\nRationale for the Design The study selected is a quantitative research that attempted to estimate the required scrubbing times using alcohol-based scrubs and traditional handwashing technique for operating room staff (Chen et al.,
\n2012).Also the study focused on comparing the use of alcohol-based hand rubs versus the traditional handwashing techniques in prevention of nosocomial infections in the operating room (Chen et al.,2012).<\/p>\nRelationship Between Alcohol and Breast Cancer<\/h2>\n
\n(Liu, Nguyen, & Colditz, 2015). \u00a0The study concluded that moderate alcohol consumption is associated with higher risk of breast cancer (Liu, Nguyen, & Colditz, 2015).<\/p>\nStrengths and Weaknesses<\/h2>\n
\nmay increase the risk of breast cancer were not taken into consideration when conducting the study (Liu, Nguyen, & Colditz, 2015).<\/p>\nRationale for the Design<\/h2>\n
\nto drinking habits for possible connection between early alcohol consumption in women and breast cancer were also studied (Liu, Nguyen, & Colditz, 2015).<\/p>\nDifference in Attitudes Between Male and Female Students Towards Condoms<\/h4>\n
\nGreenfield & Tross, 2013). \u00a0The study used electronic interviews for assessment of skills and attitude towards the use of condom (Calsyn et al., 2013).<\/p>\nStrengths and Weaknesses<\/h2>\n
\ntreatment program, which may or may have not influenced the findings (Calsyn et al., 2013).<\/p>\nRationale for the Design<\/h2>\n
\n(Calsyn et al., 2013).<\/p>\nReferences<\/h2>\n
\nTross, S. (2013). Differences between men and women in condom use, attitudes, and skills in substance abuse treatment seekers. The American Journal on Addictions \/ American Academy of Psychiatrists in Alcoholism and Addictions,\u00a022(2), 150\u2013157. http:\/\/doi.org\/10.1111\/j.1521-0391.2013.00312.x
\nChen, C., Han, C., Kan, C., Chen, S., & Hung, P. W. (2012). Effect of surgical site infections with waterless and traditional hand scrubbing protocols on bacterial growth. American Journal of Infection Control, 40(4), e15. doi:10.1016\/j.ajic.2011.09.008
\nLiu, Y., Nguyen, N., & Colditz, G. A. (2015). Links between alcohol consumption and breast cancer: A look at the evidence. Women\u2019s Health (London, England), 11(1), 6577. doi:10.2217\/whe.14.62<\/p>\nDiscussion question<\/h2>\n
\n1. Is the use of soap and water or alcohol-based rubs more effective in preventing nosocomial infections?
\n2. How effective are anti-depressive medications on anxiety and depression?
\n3. For patients of 70 years and older, how effective is the use of the influenza vaccine at preventing flu as compared to patients who have not received the vaccine?<\/p>\n
\n5. What is the difference between self-efficacy scores in older adults who exercise and the scores of those who do not?
\n6. What is the difference in attitudes of male and female college students toward condoms?
\nNext, select 3 of the above questions and address the following:
\n\uf0b7 Identify an appropriate research design.
\n\uf0b7 Discuss the strengths and weaknesses of the design.
\n\uf0b7 Provide a rationale for the design you selected<\/p>\nQuestion 4284: Nursing Practice and School Health Privacy<\/h1>\n
\nBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
\nShow Less
\n\uf0b7 Competency 1: Explain the effect of health care policies, legislation, and legal issues on health care delivery and patient outcomes.
\n\uf0b7 Explain the laws that relate to adolescent safety and health privacy in a school setting.
\n\uf0b7 Explain how the privacy laws affect schools, students, and school nurses.
\n\uf0b7 Competency 3: Apply professional nursing ethical standards and principles to the decision- making process.
\n\uf0b7 Describe health and wellness issues specific to the adolescent population.
\n\uf0b7 Recommend evidence-based ethical strategies relating to health and wellness privacy communication by the school nurse.<\/p>\n
\n\uf0b7 Write content clearly and logically, with correct use of grammar, punctuation, and mechanics.
\n\uf0b7 Correctly format citations and references using APA style.<\/p>\nRole of the School Nurse<\/h2>\n
\nservices and promotion of health education. Using clinical knowledge and judgment, the school nurse provides health care to students and staff, performs health screenings, and coordinates referrals to the medical home or private health care provider. The school nurse serves as a liaison between school
\npersonnel, family, community and healthcare providers to advocate for health care and a healthy school environment (American Nurses Association & National Association of School Nurses, 2011).
\nTo deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.
\n\uf0b7 What is FERPA?
\n\uf0b7 What is HIPAA?
\n\uf0b7 How do FERPA and HIPAA affect school health privacy?
\n\uf0b7 What unique health concerns might young people have that differentiate them from adults?<\/p>\nDirections<\/h2>\n
\n\uf0b7 Describe the types of health and wellness issues that can affect adolescents in their high-school years. Be sure you think beyond the usual things and really research the types of issues that are affecting young people today.
\n\uf0b7 Explain how privacy laws can impact the school nurse in regard to patient safety and health outcomes for adolescents.
\n\uf0b7 Explain how privacy laws benefit the student, the school, and the school nurse.
\n\uf0b7 Recommend two specific evidence-based ethical strategies regarding health and wellness privacy communications in a school environment.
\nUse the notes section of each slide to expand your points and cite your supporting evidence. Also, include a title slide and a reference slide that lists the resources you used in this assessment.
\nBe creative. Consider your intended audience.<\/p>\nQuestion 4285: PICOT Statement Paper<\/h1>\n
\ncomparison to a patient population not currently receiving the intervention, and specify the time frame needed to implement the change process.
\nFormulate a PICOT statement. \u00a0(CHILDWOOD OBESITY). The PICOT statement will provide a framework for your capstone project.
\nIn a paper of 750 words, clearly identify the clinical problem and how it can result in a positive patient outcome.
\nMake sure to address the following on the PICOT statement:
\n1. Evidence-Based Solution
\n2. Nursing Intervention
\n3. Patient Care
\n4. Health Care Agency
\n5. Nursing Practice<\/p>\nInstructions<\/h2>\n
\nNO PLAGIARISM PLEASE. CHECK FOR PLAGIARISM BEFORE GIVING THE ANSWER BACK.
\nSIX REFERENCES PLEASE. USE THE PREVIOUS WEEK TO ANSWER
\n\uf0b7 Previous_week_CapstoneProjectTopicSelection.docx
\n\uf0b7 \\sample.docx<\/p>\nQuestion 4286: Statistics for Nursing Research<\/h1>\n
\nappropriate.<\/p>\nQuestion 4287: Advanced Practice Nursing<\/h1>\n
\nWill need minimum of 3 full content pages, plus title, and reference page APA Style, double spaced, times new romans, font 12, and and 3 references with intext citations. References within 5 years (2014-2018).<\/p>\nHypertension Case Study<\/h2>\n
\nPMH
\nAllergic Rhinitis
\nDepression
\nHypothyroidism
\nFamily History
\nFather died at age 49 from AMI: had HTN
\nMother has DM and HTN
\nBrother died at age 20 from complications of CF
\nTwo younger sisters are A&W<\/p>\nSocial History<\/h2>\n
\nMedications
\nZyrtec 10 mg daily
\nAllergies
\nPenicillin
\nROS
\nStates that his overall health has been fair to good during the past year.
\nWeight has increased by approximately 30 pounds in the last 12 months.
\nStates he has been having some occasional chest pressure and headaches for the past 2 days. Shortness
\nof breath at rest, headaches, nocturia, nosebleeds, and hemoptysis.<\/p>\n
\ndifficulties are getting worse.
\nDenies any nausea, vomiting, diarrhea, or blood in stool.
\nSelf treats for occasional right knee pain with OTC Ibuprofen.
\nDenies any genitourinary symptoms.
\nVital Signs
\nB\/P 190\/120, HR 73, RR 18, T. 98.8 F., Ht 6\u20191\u201d, Wt 240 lbs.
\nHEENT
\nTMs intact and clear throughout
\nNo nasal drainage
\nNo exudates or erythema in oropharynx
\nPERRLA
\nFunduscopy reveals mild arteriolar narrowing without nicking, hemorrhages, exudates, or papilledema
\nNeck
\nSupple without masses or bruits
\nThyroid normal
\nNo lymphadenopathy
\nLungs
\nMild basilar crackles bilaterally
\nNo wheezes
\nHeart
\nRRR
\nNo murmurs or rubs
\nAbdomen
\nSoft and non-distended
\nNo masses, bruits, or organomegaly<\/p>\n
\nExt
\nMoves all extremities well
\nNeuro
\nNo sensory or motor abnormalities
\nCN\u2019s II-XII intact
\nDTR\u2019s = 2+
\nMuscle tone=5\/5 throughout
\nWhat you should do:
\n\uf0b7 Develop an evidence-based management plan.
\n\uf0b7 Include any pertinent diagnostics.\u00a0(Screening Chest Xray\/EKG, LABS, referrals to cardiologist to
\neval cardiovascular disease, smoking cessation education, nutritional consult)
\n\uf0b7 Describe the patient education plan.\u00a0(lifestyle changes, weight management, AHA\/DASH diet)
\n\uf0b7 Include cultural and lifespan considerations.\u00a0( Common in African American )
\n\uf0b7 Provide information on health promotion or health care maintenance needs.
\n\uf0b7 Describe the follow-up and referral for this patient.
\n\uf0b7 Prepare a 3 page paper (not including the title page or reference page).<\/p>\nQuestion 4288: Depressive Disorders<\/h1>\n
\nThis week, you will become \u201ccaptain of the ship\u201d as you take full responsibility for a client with a depressive disorder. You will recommend psychopharmacologic treatment and psychotherapy, identify medical management needs and community support, and recommend follow-up plans. You will also explore how to obtain a DEA license and the responsibilities for safe prescribing and prescription monitoring.
\n\u201cCaptain of the Ship\u201d \u2013 Depressive Disorder<\/p>\n
\nphysicians were the \u201ccaptain of the ship\u201d and NPs played a peripheral role.
\nIn this Assignment, you will become the \u201ccaptain of the ship\u201d as you provide treatment recommendations and identify medical management, community support resources, and follow-up plans for a client with a depression disorder.<\/p>\nLearning Objectives<\/h2>\n
\n\u00b7 Recommend psychopharmacologic treatments based on therapeutic endpoints
\nfor clients with depression disorders
\n\u00b7 Recommend psychotherapy based on therapeutic endpoints for clients with
\ndepression disorders
\n\u00b7 Identify medical management needs for clients with depression disorders
\n\u00b7 Identify community support resources for clients with depression disorders
\n\u00b7 Recommend follow-up plans for clients with depression disorders
\nAssignment (Project)
\nTo prepare for this Assignment:
\n\uf0b7 Select an adult or older adult client with a depressive disorder you have seen in your practicum. In 3\u20134 pages, write a treatment plan for your client in which you do the following:
\n\uf0b7 Describe the HPI and clinical impression for the client. Recommend psychopharmacologic treatments and describe specific and therapeutic endpoints for your psychopharmacologic agent. (This should relate to HPI and clinical impression.)
\n\uf0b7 Recommend psychotherapy choices (individual, family, and group) and specific therapeutic endpoints for \u00a0\u00a0\u00a0\u00a0\u00a0your choices.<\/p>\n
\n\uf0b7 Identify community support resources (housing, socioeconomic needs, etc.) and community agencies that are available to assist the client. Recommend a plan for follow-up intensity and frequency and collaboration with other providers including PCP or medical provider.<\/p>\nTip for the Assignment<\/h2>\n
\nthat you have worked with in your practicum.
\nA few comments about the \u2018Captain of the Ship\u2019 assignment. The spirit of the assignment is that you are directing the client\u2019s care, not simply writing a paper about depressive disorder. When you are the team leader, it\u2019s important to provide authoritative direction for other providers. In your treatment plan, it\u2019s
\ngood to outline your collaboration with client\u2019s other providers. Later in the quarter, you will have another opportunity to complete \u2018Captain of the Ship\u2019 project.
\nI have attached an excellent example of a different Captain of the Ship project with this assignment and.<\/a>
\nNote that\u00a0this assignment is on depressive disorder, not on\u00a0Obsessive Compulsive.<\/p>\nLearning Resources<\/h3>\n
\nSadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock\u2019s synopsis of psychiatry: Behavioral sciences\/clinical psychiatry\u00a0(11th ed.). Philadelphia, PA: Wolters Kluwer.
\n\uf0b7 Chapter\u00a08, \u201cMood Disorders\u201d (pp. 347\u2013386)
\n\uf0b7 Gabbard, G. O. (2014). Gabbard\u2019s treatment of psychiatric disorders (5th ed.). Washington, DC: American Psychiatric Publications.
\n\uf0b7 Chapter 12, \u201cPsychotherapy of Mood Disorders\u201d
\n\uf0b7 Chapter 14, \u201cPharmacological and Somatic Treatments for \u00a0\u00a0\u00a0\u00a0\u00a0Major Depressive Disorder\u201d
\n\uf0b7 American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
\n\uf0b7 \u201cDepressive Disorders\u201d<\/p>\n
\no Persistent Depressive Disorder (dysthymia)
\no Premenstrual Dysphoric Disorder
\no Substance\/Medication-Induced Depressive Disorder
\no Depressive Disorder Due to Another Medical Condition
\no Other Specified Depressive Disorder
\no Unspecified Depressive Disorder Stahl, S. M. (2014).\u00a0Prescriber\u2019s Guide: Stahl\u2019s Essential Psychopharmacology\u00a0(5th ed.). New York, NY:
\nCambridge University Press.
\nGrieve, S. M., Korgaonkar, M. S., Koslow, S. H., Gordon, E., Williams, L. M. (2013). Widespread reductions in gray matter volume in depression.\u00a0NeuroImage: Clinical, 3, 332-339. doi:10.1016\/j.nicl.2013.08.016
\nLach, H. W., Chang, Y-P., & Edwards, D. (2010). Can older adults with dementia accurately report depression using brief forms? Reliability and validity of the Geriatric Depression Scale. Journal of Gerontological Nursing, 36(5), 30\u201337. doi:10.3928\/00989134-20100303-01
\nSteffens, D. C., McQuoid, D. R., & Potter, G. G. (2014). Amnestic mild cognitive impairment and incident dementia and Alzheimer\u2019s disease in geriatric depression. International Psychogeriatrics, 26(12), 2029\u20132036. doi:10.1017\/S1041610214001446
\nDrug Enforcement Administration. (n.d.). Drug schedules. Retrieved June 14, 2016, from https:\/\/www.dea.gov\/druginfo\/ds.shtml<\/p>\nRequired Media<\/h2>\n
\nGabbard, G. O. (2014). Gabbard\u2019s treatment of psychiatric disorders (5th ed.). Washington, DC: American Psychiatric Publications.
\n\uf0b7 Chapter 15, \u201cBrain Stimulation Treatments for Mood \u00a0\u00a0\u00a0\u00a0\u00a0Disorders\u201d
\n\uf0b7 Ahern, E., & Semkovska, M. (2017). Cognitive functioning in the first-episode of major depressive disorder: A systematic review and meta-analysis. Neuropsychology, 31(1), 52\u201372. doi:10.1037\/neu0000319<\/p>\n
\nInoue, J., Hoshino, R., Nojima, H., Ishida, W., & Okamoto, N. (2016). Additional donepezil treatment for patients with geriatric depression who exhibit cognitive deficit during treatment for depression.\u00a0Psychogeriatrics, 16(1), 54\u201361. doi:10.1111\/psyg.12121
\nSachs-Ericsson, N., Corsentino, E., Moxley, J., Hames, J. L., Rushing, N. C., Sawyer, K., . . . Steffens, D. C. (2013). A longitudinal study of differences in late- and early-onset geriatric depression: Depressive symptoms and psychosocial, cognitive, and neurological functioning.\u00a0Aging & Mental Health, 17(1),
\n1\u201311. doi:10.1080\/13607863.2012.717253
\nShallcross, A. J., Gross, J. J., Visvanathan, P. D., Kumar, N., Palfrey, A., Ford, B. Q., . . . Mauss, I. B. (2015). Relapse prevention in major depressive disorder: Mindfulness-based cognitive therapy versus an active control condition. Journal of Consulting and Clinical Psychology, 83(5), 964\u2013975. doi:10.1037\/ccp0000050
\nWanklyn, S. G., Pukay-Martin, N. D., Belus, J. M., St. Cyr, K., Girard, T. A., & Monson, C. M. (2016). Trauma types as differential predictors of posttraumatic stress disorder (PTSD), major depressive disorder (MDD), and their comorbidity. Canadian Journal of Behavioural Science \/ Revue Canadienne Des Sciences Du Comportement, 48(4), 296\u2013305. doi:10.1037\/cbs0000056
\n\uf0b7 captainoftheshipexample.docx<\/p>\nQuestion 4289: Group Processes<\/h1>\n
\nThis week, as you examine group processes and stages of formation, you explore curative factors of groups and strategies for managing intragroup conflict. You also assess progress for a client family receiving psychotherapy and develop progress and privileged psychotherapy notes for the family.<\/p>\n
\nIn your role, you must understand group processes and stages of formation, as this will help you develop groups and determine an individual\u2019s appropriateness for group therapy. Whether you are at the beginning stages of group formation or facilitating a session for a developed group, it is important to consider factors that may influence individual client progress.
\nFor this Assignment, as you examine the video Group Therapy: A Live Demonstration in this week\u2019s<\/p>\nLearning Resources<\/h2>\n
\nimpact the effectiveness of group therapy for clients.
\nTo prepare:
\n\u00b7 Review this week\u2019s Learning Resources and reflect on the insights they provide
\non group processes.
\n\u00b7 View the media, Group Therapy: A Live Demonstration, and consider the group
\ndynamics.\u00a0(THE VIDEO TRANSCRIPT IS ATTACHED TO THIS ASSIGNMENT)<\/p>\n
\nIn 3-page paper, address the following:
\n\u00b7 Explain the group\u2019s processes and stage of formation.
\n\u00b7 Explain curative factors that occurred in the group. Include how these factors
\nmight impact client progress.
\n\u00b7 Explain intragroup conflict that occurred and recommend strategies for
\nmanaging the conflict. Support your recommendations with evidence-based
\nliterature.
\nN.B: REMEMBER TO INCLUDE INTRODUCTION, CONCLUSION AND REFERENCES<\/p>\nLearning Resources<\/h2>\n
\nYalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books.
\nThe Theory and Practice of Group Psychotherapy, 5th Edition by Yalom, Irvin D. ; Leszcz, Molyn. Copyright 2005 by Hachette Books Group. Reprinted by permission of Hachette Books Group via the Copyright Clearance Center.
\nChapter 5, \u201cThe Therapist: Basic Tasks\u201d (pp. 117\u2013140)<\/p>\n
\nChapter 9, \u201cThe Composition of Therapy Groups\u201d (pp. 259\u2013280)
\nCrane-Okada, R. (2012). The concept of presence in group psychotherapy: An operational definition. Perspectives in Psychiatric Care, 48(3), 156\u2013164. doi:10.1111\/j.1744-6163.2011.00320.x<\/p>\n
\nNicholson, R. (2002). The dilemma of psychotherapy notes and HIPAA. Journal of AHIMA, 73(2), 38\u201339. Retrieved from http:\/\/library.ahima.org\/doc?oid=58162#.V5J0__krLZ4http:\/\/library.ahima.org\/doc?oid=58162#.V5J0__
\nkrLZ4
\nU.S. Department of Health & Human Services. (n.d.). HIPAA privacy rule and sharing information related to mental health. Retrieved March 18, 2017, from http:\/\/www.hhs.gov\/hipaa\/for-professionals\/special-topics\/mental-health\/<\/p>\nRequired Media<\/h2>\n
\nAuthor.\u00a0(SEE THE ATTACHED VIDEO TRANSCRIPT)
\nOptional Resources
\nAmerican Counseling Association (Producer). (2015). Leading counseling groups with adults: A demonstration of the art of engagement.\u00a0[Video file]. Alexandria, VA: Author.
\n\uf0b7 Part1_GroupTherapy\u2013ALiveDemonstration1.txt
\n\uf0b7 Part1_GroupTherapy\u2013ALiveDemonstration.txt
\n\uf0b7 Part2_GroupTherapy\u2013ALiveDemonstration1.txt
\n\uf0b7 Part2_GroupTherapy\u2013ALiveDemonstration.txt<\/p>\nQuestion 4290:<\/h1>\n
\nThis is for a nursing school assignment. My project is catheter related urinary tract infection(UTI), and the theory supposed to be a nursing field. I need it as soon as possible. At least two references (peer reviewed research paper or a 1 book and 1 research paper).<\/p>\nQuestion 4291: Planned Change in a Department or Unit<\/h1>\n
\nin a Department or Unit Health care organizations are continuously immersed in change from the emergence of new policies, to promote quality care and improve patient safety to keeping pace with the rapid growth in knowledge and best practices. Establishing a solid framework for planning and implementing change is a wise move, as it provides a foundation for the extensive coordination that will be needed to successfully facilitate the change.
\nFor this Assignment, you propose a change at the department or unit level and develop a plan for guiding the change effort.
\nTo prepare:
\n\uf0b7 Review Chapter 8 in the course text. Focus on Kurt Lewin\u2019s change theory, and contrast it with other classic change models and strategies.
\n\uf0b7 Reflect on problems, inefficiencies, and critical issues within a specific department, unit, or area in your organization or one with which you are familiar. Select one issue as a focal point for this assignment, and consider a change that could be made to address the issue.
\n\uf0b7 Think about how the change would align with the organization\u2019s mission, vision, and values as well as relevant professional standards.
\n\uf0b7 Using one of the change models or strategies discussed in Chapter 8, begin formulating a plan for implementing the change within the department\/unit. Outline the steps that you and\/or others should follow to facilitate the change effort. Align these steps to the change model or strategy you selected.
\n\uf0b7 Determine who should be involved in initiating and managing the change. Consider the skills and characteristics that are necessary to facilitate this change effort.
\nTo complete:By Day 7
\nWrite a 3- to 5-page paper (page count does not include title and reference page) that addresses the following:
\n\uf0b7 Identify a problem, inefficiency, or issue within a specific department\/unit.
\n\uf0b7 Describe a specific, realistic change that could be made to address the issue.
\n\uf0b7 Summarize how the change would align with the organization\u2019s mission, vision, and values as well as relevant professional standards.<\/p>\n
\n\uf0b7 Outline the steps that you and\/or others would follow to facilitate the change. Align these steps to your selected change model or strategy.
\n\uf0b7 Explain who would be involved in initiating and managing this change. Describe the skills and characteristics that would be necessary to facilitate the change effort.
\nReminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references.<\/p>\nQuestion 4292: ESSENTIALS OF EVIDENCE-BASED PRACTICE<\/h1>\n
\nExplore possible consequences of failing to adopt the evidence-based practice that you identified.
\nConsider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice?<\/p>\n
\nSummarize the findings from the articles you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles.
\nExplain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice.
\nOutline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues.
\nDescribe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice?<\/p>\n
\nNote: In addition, include a 1-page summary of your project.
\nYou will combine Parts 1, 2, and 3 of your Course Project (assigned in Weeks 2, 4, and 8 respectively) into one cohesive and cogent paper.<\/p>\n
\nReminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The School of Nursing Sample Paper provided at the Walden Writing Center provides an example of those required elements (available from the Walden University website found in
\nthis week\u2019s Learning Resources). All papers submitted must use this formatting.<\/p>\nRequired Readings<\/h2>\n
\nChapter 12, \u201cSampling in Quantitative Research\u201d
\nThis chapter introduces key concepts concerning sampling in quantitative research. This includes such concepts as a description of populations, different types of sampling and their uses, and how to determine a manageable, yet sufficient number to be included in a sample. The chapter also includes
\nsuggestions for implementing a sampling plan.<\/p>\n
\nOnce a sampling design is complete, the next step is to collect the data, and this is the focus of Chapter 13. The chapter describes how to develop a data collection plan, and provides information about the different types of instruments that can be used, such as structured observation and biophysiologic measures.<\/p>\nChapter 22, \u201cSampling in Qualitative Research\u201d<\/h2>\n
Chapter 23, \u201cData Collection in Qualitative Research\u201d<\/h2>\n
\nKeough, V. A., & Tanabe, P. (2011). Survey research: An effective design for conducting nursing research.
\nJournal of Nursing Regulation, 1(4), 37\u201344. Copyright 2011 by Elsevier Science & Technology Journals.
\nUsed with permission of Elsevier \u00a0Science & Technology Journals via the Copyright Clearance Center.<\/p>\n
\nWalden University. (n.d.a.). Paper templates. Retrieved July 23, 2012,
\nfrom\u00a0http:\/\/writingcenter.waldenu.edu\/57.htm<\/p>\n
\nMedia Laureate Education (Producer). (2012b). Data collection. Baltimore, MD: Author.<\/p>\nOptional Resources<\/h2>\n
\nHorsley, T., Hyde, C., Santesso, N., Parkes, J., Milne, R., & Stewart, R. (2011). Teaching critical appraisal skills in healthcare settings. Cochrane Database of Systematic Reviews (Online), 11, Art. No.: CD001270.
\nMelnyk, B., Fineout-Overholt, E., & Mays, M. (2009). The evidence-based practice beliefs and implementation scales: Psychometric properties of two new instruments. Worldviews on Evidence-
\nBased Nursing, 6(1), 49. Fawcett, J., & Garity, J. (2009). Evaluating research for evidence-based nursing. Philadelphia, PA: F.A.
\nDavid Company. Chapter 9, \u201cEvaluation of Research Instruments and Experimental Conditions\u201d<\/p>\nQuestion 4293:<\/h1>\n
\n2. Nursing Diagnosis:\u00a0 Impaired physical mobility related to ventilation-perfusion mismatch as evidenced by shortness of breath on ambulation and inability to ambulate more than 10 feet independently.
\n3. Registered nurses perform interventions based on the following actions: (MEATA)
\n\uf0b7
\n\uf0b7 Monitor
\n\uf0b7 Evaluate
\n\uf0b7 Assess
\n\uf0b7 Teach
\n\uf0b7 Administer<\/p>\n
\nNursing Diagnosis:\u00a0 Impaired physical mobility related to ventilation-perfusion mismatch as evidenced by shortness of breath on ambulation\u00a0and inability to ambulate more than 10 feet independently.
\nRegistered nurses perform interventions based on the following actions: (MEATA)
\nMonitor Evaluate
\nAssess
\nTeach
\nAdminister
\nProvide 2 RN interventions for each goal that you developed in #1. Provide rationale for each intervention being performed by an RN.<\/p>\nQuestion 4294:<\/h1>\n
Case Study 2:<\/h2>\n
\nPhysical examination reveals: lungs clear to auscultation, tympanic membranes pearly gray without fluid in a neutral position, no cervical adenopathy, nasal turbinates are red, and clear rhinorrhea and postnasal drip.<\/p>\n
\n\u2022Consider a differential diagnosis for the patient in the case study you selected. Think about the most likely diagnosis for the patient.<\/p>\n