PLEASE FOLLOW THE INSTRUCTIONS BELOW

ZERO PLAGIARISM

FOUR REFERENCES

For this Assignment, you will document information about a patient that you examined during the last 3 weeks, using the Focused SOAP Note Template provided. You will then use this note to develop and record a case presentation for this patient. Be sure to incorporate any feedback you received on your Week 3 and Week 7 case presentations into this final presentation for the course.  

 

The Assignment

Record yourself presenting the complex case study for your clinical patient. In your presentation:

• Dress professionally with a lab coat and present yourself in a professional manner.
• Display your photo ID at the start of the video when you introduce yourself.
• Ensure that you do not include any information that violates the principles of HIPAA (i.e., don’t use the patient’s name or any other identifying information).
• Present the full complex case study. Include chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; current psychiatric diagnosis including differentials that were ruled out; and plan for treatment and management.
• Report normal diagnostic results as the name of the test and “normal” (rather than specific value). Abnormal results should be reported as a specific value.
• Be succinct in your presentation, and do not exceed 8 minutes. Specifically address the following for the patient, using your SOAP note as a guide:
  • Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
  • Objective: What observations did you make during the psychiatric assessment? 
  • Assessment: Discuss their mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses and why you chose them. List them from highest priority to lowest priority. What was your primary diagnosis, and why? Describe how your primary diagnosis aligns with DSM-5 diagnostic criteria and supported by the patient’s symptoms.
  • Plan: What was your plan for psychotherapy (include one health promotion activity and patient education)? What was your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters, as well as a rationale for this treatment and management plan. 
  • Reflection notes: What would you do differently with this patient if you could conduct the session over? If you are able to follow up with your patient, explain whether these interventions were successful and why or why not. If you were not able to conduct a follow up, discuss what your next intervention would be.

 

Create a detailed, integrated project charter to address a healthcare gap, need, or improvement at your practicum site.

Introduction

In NHS-FPX8040, you prepared a preliminary project charter. At that time, you may not have secured your practicum site or preceptor yet. Now that these are in place, in this course you will delve more deeply into creating a project charter appropriate for your practicum site’s needs. You may be able to use some of the project charter work you did in the previous course. At the same time, you may find you need to completely retool your work as it may no longer be appropriate for your practicum site. This is the changing nature of doctoral projects.  As we learn more information, doctoral projects change. Your ability to manage this ambiguity and change will be critical to your successfully completing your doctoral program.

In this assessment, you will create a detailed, integrated project charter to address a healthcare gap, need, or improvement at your practicum site. You will need to obtain input from your practicum site about how you can help to meet their needs. After submitting your project charter, you will receive your faculty member’s feedback on your charter’s alignment with department objectives, academic rigor, coherency, and readiness for Institutional Review Board (IRB) submission.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

• Competency 1: Create a project charter to address a clinical or organizational problem or take advantage of an opportunity for improvement within a health care setting.
  • Clearly describe the people who will be involved in and affected by a project.
  • Clearly describe an overview of all aspects of a project plan.
  • Clearly describe the strengths, weaknesses, opportunities, and threats related to a project plan.
  • Clearly describe the ethical considerations, constraints, external dependencies, and communication strategy of a project plan.
  • Clearly describe the outcome measures related to a project plan.
  • Clearly describe the data collection procedures related to a project plan.
  • Describe a project that could, within 8 to 12 weeks, produce a meaningful, sustainable change in practice or process that can be empirically evaluated, with minimal or no risk to participants or the organization.
  • Synthesize scholarly, authoritative evidence supporting each part of the project charter.
• Competency 4: Address assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
  • Write clearly and coherently, using communication style and vocabulary appropriate for scholarly work.
  • Correctly reference and cite scholarly and/or authoritative sources.

Preparation

To successfully prepare for this assessment, you will need to:

• Ensure that your project aligns with your practicum site expectations and the DNP expectations for doctoral projects.
  • Consult this resource for guidance: Acceptable vs. Unacceptable SoNHS DNP Projects [PDF].
  • Definition of Research.
• Conduct a comprehensive review of the literature to gather data that will support your identified need, intervention, and assessment “instrument(s)”:
  • Focus your research on current resources available through peer-reviewed articles and professional and government websites. Current means less than five years old. 
  • Use these research guides for help in identifying scholarly and authoritative sources:
    • Nursing Doctoral (DNP) Research Guide.
    • Evidence-Based Practice in Nursing & Health Sciences. 

Instructions

Note: The assessments in this course must be completed in the order presented; subsequent assessments should be built on both your earlier work and your instructor’s feedback on earlier assessments. If you choose to submit assessments prematurely, without considering and integrating your instructor’s feedback, your assessment may be returned ungraded, resulting in your loss of an assessment attempt.

This assessment has been identified as a Signature Assessment. Signature assessments serve a dual purpose: to meet the competencies in the course where the signature assessment appears and acquire skills needed to demonstrate competencies specific to the completion of the Doctoral Project Report. Learners must successfully meet the established criteria for demonstrating competence on this assessment in order to successfully complete the course (see University Policy 3.4.07 Grading). Completion of this course is a program-specific requirement. Consequently, learners must pass this course in order to remain in good academic standing (see University Policy 3.01.04 Academic Standing).

This assessment also includes review by a Secondary Reviewer to ensure the work meets doctoral expectations for writing, content, connection to the discipline, scholarship, quality, integrity, and ethical compliance. Secondary review is both an essential program expectation and important opportunity for learners. A hallmark of doctoral learners, in particular, is openness to critique and responsiveness to feedback. Like any scholarly endeavor (e.g., journal article, book chapter, or dissertation), the doctoral project will benefit from the integration of feedback from a reviewer and a process of ongoing revision at each stage of development.  Learners may also reasonably expect to incorporate revisions and refinements of components of earlier completed signature assessments as they advance through the program to ensure the coherence and alignment of their completed project.  A doctoral-level project should, therefore, be viewed as a work-in-progress that is not completed until the final Dean review and approval is issued.

As you begin work, you may find the following activities helpful to completing a scholarly, successful project charter. Note: These activities are not mandatory; they are optional:

• Seek out free writing workshops and other resources available through the Capella Writing Center. The Writing Center’s workshops address such topics as: correct APA usage, paper organization, synthesis of material, and so on.
  • Note: Remember that this keystone course will help determine whether you are ready to proceed with your doctoral project. You will want to do everything you can to ensure that your critical thinking, research, and writing skills are at the doctoral level.

For this assessment, you will populate the three parts of the Project Charter Template [DOCX] with detailed information. Use the Project Charter Proposal Checklist [PDF] to ensure all content is included. Faculty will use the checklist to provide additional feedback.

• Part 1 includes these sections:
  • General Project Information.
  • Project Team.
    • You may find the work you did in the Team Effectiveness in Health Care Settings assessment helpful to you as you complete this portion of your Project Charter.
  • Stakeholders.
• Part 2 is the Project Overview and includes these components:
  • Project Description/
    • Write the project description in a narrative style. Avoid bullet points and incomplete sentences.
  • Evidence to Support Need (background and significance).
    • Be sure to provide the most relevant, data-driven evidence to support key points.  
  • Project Purpose/Business Case.
  • SMART Objectives (Specific, Measurable, Attainable, Relevant, Time-Bound).
  • Deliverables.
  • Project Scope.
  • Project Milestones.
• Part 3 includes these sections:

Note: You may find the work you did in your Ethics Analysis assessment helpful as you complete this section of your project charter.

• SWOT Analysis.
• Known Major Risks.
• Ethical Considerations.
• Constraints.
• External Dependencies.
• Communication Strategy:
  • Consider questions like these in your communication strategy: Will you hold an in-person or video conference-kickoff meeting? How will you communicate with all involved parties (email, telephone, periodic meetings, project tools, et cetera)?
• Proposed Outcomes.
• Data Collection Plan.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

 

Students must review the case study and answer all questions with a scholarly response using APA and include 2 scholarly references. Answer both case studies on the same document and upload 1 document to Moodle.

Case Study 1 & 2 topics change every semester.  Topic TBD

The answers must be in your own words with reference to the journal or book where you found the evidence to your answer. Do not copy-paste or use past students’ work as all files submitted in this course are registered and saved in turn it in the program.

Answers must be scholarly and be 3-4 sentences in length with rationale and explanation. No Straight forward / Simple answer will be accepted.  

Turn it in Score must be less than 25 % or will not be accepted for credit, must be your own work and in your own words. You can resubmit, Final submission will be accepted if less than 25 %. Copy paste from websites or textbooks will not be accepted or tolerated. Please see College Handbook with reference to Academic Misconduct Statement.

All answers to case studies must have reference cited in the text for each answer and a minimum of 2 Scholarly References (Journals, books) (No websites)  per case Study

 

Students much review the case study and answer all questions with a scholarly response using APA and include 2 scholarly references. Answer both case studies on the same document and upload 1 document to Moodle.

Case Study 1 & 2 topics change every semester. Topics will be determined at due time for this semester

The answers must be in your own words with reference to the journal or book where you found the evidence to your answer. Do not copy-paste or use a past students work as all files submitted in this course are registered and saved in turn it in program.

Turn it in Score must be less than 25 % or will not be accepted for credit, must be your own work and in your own words. You can resubmit, Final submission will be accepted if less than 25 %. Copy-paste from websites or textbooks will not be accepted or tolerated. Please see College Handbook with reference to Academic Misconduct Statement.

All answers to case studies must-have reference cited in the text for each answer and a minimum of 2 Scholarly References (Journals, books) (No websites)  per case Study

 Case Study 1 A 37-year-old male patient came to your primary care clinic c/o of a lesion in his genital area (see pic  below). Pt states that the lesion appeared 7 (seven) days ago. Pt denies pain in the area. Pt states using  some cream with no improvement.   1) What other information you would need from this patient (Please include at least 5 five) 2) What would it be the epidemiological information you may take into consideration in this case? 3) What would it be your first impression diagnosis for this case and what testing/screening labs you  would order (please provide rationale) 4) Would you apply any empiric treatment based on your diagnosis? 5) What type of education you would provide to this patient? ============================================================================== Case Study 2 66-year-old female patient comes to your clinic with a PMH of Hypertension and arthritis in her right  knee. Pt states that 72 hours ago she underwent an infiltration in his right knee at this rheumatologist  doctor’s office because she complained of pain no resolved with NSAID. Today she presented to your primary office with pain in her right knee, with signs and symptoms of  fever (102ºF) and reduced mobility. 1) What do you suspect? 2) What would you order for this patient, and what do you think you would find? 3) What would it be your recommendation in this case? 4) Would you recommend any empirical treatment? For how long 

 

Many consumer and health care advocacy initiatives are converging toward a mandate to provide public access to many types of information about managed care organization (MCO) performance, costs, and quality. In fact, employers in the many parts of the country who are the major purchasers of health insurance are now requiring MCOs to make “health plan performance data” available to subscribers to facilitate their choice of plans.

Discuss and provide the rationale for your opinion on providing data in areas such as patient outcomes, compliance with national standards for preventive and chronic care, and comparative costs to the public.

What obligation, if any, does an employer, and/or MCO have to educate subscribers in how to interpret performance data? At whose expense should such education be provided?

What are the possible benefits or disadvantages to making such performance data available to the public?

Culturally safe care and communication is imperative to person’s having effective person-centred care. Nurses are required to consider how they engage and will approach situations in which individuals have experienced previous harm. This harm may be related to healthcare, previous life trauma or generational behaviours. The use of person-centred therapeutic skills in integral to providing safe care that aligns to the registered nurse standards for practice. The use of the case study below allows students to consider how they will approach situations where individuals are reluctant to seek care.  

Learning Outcomes

• Identify verbal and non-verbal communication strategies and standards that enable therapeutic communication and interprofessional relationships
• Explain how cultural sensitivity and cultural safety aid in the establishment of effective communication with Aboriginal and Torres Strait Islander people and other multicultural communities
• Demonstrate a high level of written and spoken English according to academic conventions and professional nursing standards
• Identify, access and effectively utilise relevant and credible evidence-based research for person-centred practice
• Demonstrate effective communication through clinical handover and the legal documentation of essential information in healthcare records to ensure patient safety

Task Instructions

Read the following case study.

Leo is a 50-year-old man living in your local community. Leo has a past history of Type 2 Diabetes, Coronary Artery Disease and Hypertension. Leo is aboriginal and lives with his wife and three children (aged 12 – 20). Leo disengaged from healthcare due to a previous bad experience where he felt judged due to his cultural background. He has heard you are a new nurse working in his area and has been convinced by his wife and children to attend for a health check-up and care plan. 

1. Discuss how you will utilise communication, cultural sensitivity and safety to develop a therapeutic relationship with Leo, using your knowledge of communication and culture learnt from this unit. The discussion should also include key information and requirements for documentation of your nursing interaction with Leo.
2. Discuss the therapeutic communication tools that you will utilise to develop a connection with Leo.
3. Discuss how will you develop a culturally safe and sensitive interaction with Leo? The written work should also include what strategies/ approach you will take to record your interaction with Leo providing clinical reasoning (explaining why).
4. Read the following instructions for writing an essay:

• Introduction: gives background to the topic and states precisely what the essay intends to cover
• Body Text: shows evidence of critical thinking and analysis; and uses current evidence-based research to support the argument
• Conclusion draws evidence together, does not over-generalise or introduce new material.
• Well structured, logically sequenced essay in appropriate English
• Correct referencing technique

Word counts- 1,500 / References – APA7th standard not more than 10years old and has to be at least 17 journal articles