Evidence-Based Project, Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews 2025

Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size? In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected. To Prepare: Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry. Develop a PICO(T) question to address the clinical issue of interest for the Assignment. Use the key words from the PICO(T) question you developed and search at least four different databases in the Library to identify at least four relevant peer-reviewed articles at the systematic-reviews level related to your research question. Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research. I recreate a different PICOT question: This is my discussion In my observation, the practice problem is nurses are focused on administering medications, completing paperwork and working on care plans resulting in lack of engagement with their patients. The scope of this issue is nursing needs to educate themselves and find therapeutic ways to engage patients. The need for change arose in my practice related to increase violent incidents on staff, nurses and patients. Psych patients become extremely bored when they are not engaged. An idle mind is a playground for negative and unconstructive thoughts and actions. When mentally ill patients are admitted to hospitals; the goal along with maintaining safety is to provide a therapeutic environment so patient can learn or enhance positive coping skills when dealing with the symptoms of their mental illness. According to Melnyk & Fineout-Overholt, 2015, “ The type of study that would provide the best answer to an intervention or treatment question would be systematic reviews or meta-analyses, which are regarded as the strongest level of evidence on which to base treatment decisions. “One of the most challenging aspects of EBP is to actually identify the answerable question. This ability to identify the question is fundamental to then locating relevant information to answer the question”(Davies, 2015). An unstructured collection of keywords can retrieve irrelevant literature, which wastes time and effort eliminating inappropriate information. Successfully retrieving relevant information begins with a clearly defined, well-structured question. My scenario is for inpatient psychiatric hospitals patients with a lot of therapeutic activities within the hospital and outside hospital activities. The organization are now concerned about increase violent behaviours if there are lack of therapeutic activities over hospital stay. PICOT question: In inpatient psychiatric Hospitals does the lack of therapeutic activities and or groups increase violent behaviors over a 2 week period? P – (Patient, population, or problem): All Inpatient psychiatric patients I – (Intervention): Increase groups and structured activities to engage patients to decrease boredom when patients have down time C – (Comparison with other treatment/current practice): Compare patient behaviors during the week and day shift when groups are provided vs patient behaviors on evening shifts and weekends O – (Desired outcome): Decrease violent incidents among patients and staff and increase patient engagement during hospitalization T – (Time Frame): 2 weeks After formulating a proper PICOT question, the search begins by using the most appropriate database. The University Library (n.d.-a.) has specific databases that contain several nursing related journals that will definitely be helpful in my research. Database search defines essential aspects based on the underlying issue as well as how the information is searched. Therefore different approaches can help manage inpatient psychiatric patient. The leading search terms that were included, were preventing violent incidents among patients, staff and increase patient engagement during hospitalization. where more than 500 search results were returned. Increasing the accuracy of the findings is essential and provide a unique emphasis on significant changes which help define a strong focus on research outcomes. Therefore growing efficacy of the results will focus on the reduced year of publication to understand the latest publications that provide information on the research issue. Another approach would be to focus on the identified interventions individually to achieve positive outcomes. The main databases that were involved are Medline and Ebsco Host. These databases contain peer-reviewed research, which is of high quality. References Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks for  LIS professionals. Evidence Based Library and Information Practice, 6 (2), 75–80. https://doi.org/10.18438/B8WS5N. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144 Melnyk, B., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing (4th ed.). Philadelphia, PA: Wolters Kluwer. Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010a). Evidence-based practice, step by step: Asking the clinical question: A key step in evidence-based practice. American Journal of Nursing, 110 (3), 58–61. doi:10.1097/01.NAJ.0000368959.11129.79. Retrieved from https://journals.lww.com/ajnonline/Fulltext/2010/03000/Evidence_Based_Practice,_Step University Library. (n.d.-b). Keyword searching: Finding articles on your topic: Boolean terms. Retrieved from http://academicguides.waldenu.edu/library/keyword/booleanI The Assignment (Evidence-Based Project) Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews Create a 6- to 7-slide PowerPoint presentation in which you do the following: Identify and briefly describe your chosen clinical issue of interest. Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest. Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected. Provide APA citations of the four peer-reviewed articles you selected. Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples. Rubric: Create a 6- to 7-slide PowerPoint presentation in which you do the following: ·  Identify and briefly describe your chosen clinical issue of interest. ·  Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest. ·  Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected. ·  Provide APA citations of the four peer-reviewed articles you selected. ·  Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.– Levels of Achievement: Excellent 81 (81%) – 90 (90%) Good 72 (72%) – 80 (80%) Fair 63 (63%) – 71 (71%) Poor 0 (0%) – 62 (62%) Written Expression and Formatting—Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided, which delineates all required criteria.– Levels of Achievement: Excellent 5 (5%) – 5 (5%) Good 4 (4%) – 4 (4%) Fair 3.5 (3.5%) – 3.5 (3.5%) Poor 0 (0%) – 3 (3%) Written Expression and Formatting—English Writing Standards: Correct grammar, mechanics, and proper punctuation.– Levels of Achievement: Excellent 5 (5%) – 5 (5%) Good 4 (4%) – 4 (4%) Fair 3.5 (3.5%) – 3.5 (3.5%) Poor 0 (0%) – 3 (3%)

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Discussion: Legal and Ethical Considerations for Group and Family Therapy 2025

THE TASK IS TWO REPLY WITH A COMMENT TO EACH POST, POST 1 AND POST 2. TWO REFERENCE IS NEED IT PER COMMENT WITH CITATION PER REFERENCE IN APA STYLE ABOVE ABOVE 2013. POST 1 The Health Insurance Portability and Accountability Act (HIPPA) is one of the acts that guide the practices of a nurse when it comes to Group and Family Therapy. Ethical and legal considerations such as confidential information of a patient as defined by HIPPA is part of what psychiatric mental health nurse practitioner does. Therefore, in this discussion, the primary objective is to provide an explanation of how legal and ethical considerations for group and family therapy differ from individual therapy. The differences between the considerations significantly affect therapeutic approaches for clients depending on whether the clients are put on group or family therapy (Schiefele et al. 2018) The differences in legal and ethical considerations for group and family therapy and individual therapy Group and family therapists face more ethical and legal challenges than individually oriented therapists do. First, in group and family therapy, the ethical consideration is grounded in the foundational premise of the family as a system and therefore, the focus of the therapy is on the relationship. Some of the specific ethical and legal considerations that require special attention on the part of individual and group and family therapists include responsibility, informed consent and confidentiality. The first difference in ethical considerations for group and family therapy and individual therapy based on responsibility (Schiefele et al. 2018). Unlike individual therapy, group and family therapy is associated with the dilemma of multiple clients who are in the same situations and therefore, an intervention that serves one person’s best interests may be counter therapeutic to another. It means that the therapy process must consider an intervention that serves all the parties involved (Gurman & Burton, 2014). In group and family therapy, there are conflicting goals, as well as, the interests of the parties involved. It is unlike individual therapy in which the therapist encourages the client to explore potential ramifications of his or her actions. The group and family therapist is set apart from the individual therapist because of the family therapist’s ethical clear commitment to promoting the welfare of every member involved in the treatment process. It implies that group and family therapist has more responsibility than an individual therapist does for exercising judgment, which must take into account all the individuals (Gurman & Burton, 2014) When it comes to legal consideration, informed consent is a key difference between group and family therapy and individual therapy. In treating each member’s confidences in-group and family therapy, the therapists should act as though that person were an individual client (Shaw, 2015). The information got during a private session, or a telephone call from one member is not divulged to other family members. The therapist upholds the individual client’s confidentiality to other family members (Hertlein, Blumer & Mihaloliakos, 2015). When it comes to individual therapy, one obtains only one client’s permission to use information while in the group and family therapy the permission is obtained during the conjoint sessions. How the differences might affect therapeutic approaches for client’s in-group and family therapy By considering responsibility as ethical considering in group and family therapy, the therapist must ensure that improvement in the status of one the member in the therapy is not occurring at the expense of another member. As part of ethical consideration, the group and family therapist should be an advocate of the family system during therapeutic process and avoids becoming an agent of any one of the members. When it comes to preservation of confidentiality, therapeutic approaches for clients in group and family therapy is such that the therapists arrange for sessions with individual family members to actively encourage the sharing of “secrets” as part of better understand what is occurring in the group or family (Shaw, 2015). When dealing with clients in group and family therapy, I will ensure that informed consent is obtained from each member in the therapy process before any information is used. If permission is not granted, all information must be kept confidential (Hertlein, Blumer & Mihaloliakos, 2015) References Gurman, A. S., & Burton, M. (2014). Individual Therapy for Couple of Problems: Perspectives and Pitfalls. Journal of Marital and Family Therapy, 40, 4, 470-483. Hertlein, K. M., Blumer, M. L. C., & Mihaloliakos, J. H. (2015). Marriage and Family Counselors’ Perceived Ethical Issues Related to Online Therapy. The Family Journal, 23, 1, 5-12. Schiefele, A.-K., Lutz, W., Rubel, J., Barkham, M., Saxon, D., Bohnke, J., Delgadillo, J., … Lambert, M. J. ( 2018). Reliability of Therapist Effects in Practice-Based Psychotherapy Research: A Guide for the Planning of Future Studies. Administration and Policy in Mental Health and Mental Health Services Research, 45, 6, 598-613. Shaw, E. (2015). Ethical Practice in Couple and Family Therapy: Negotiating Rocky Terrain. Australian and New POST 2 Psychotherapy is a way to help people with a broad variety of mental illnesses and emotional difficulties. Psychotherapy can help eliminate or control troubling symptoms, so a person can function better and can increase well-being and healing (APA, 2018). There are two major types of therapies which are Individual therapy and group therapy. On individual therapy, the individual expresses his or her freedom and ability to talk to the therapist without fear of anything. Individual therapy involves the patient and the therapist alone while the group or family therapy includes the patient and the family members or another patient in a group therapy. The group and family therapy help to improve the relationship and interaction of the patient with other people in the group or family which leads to an improvement in the patient mental health (Laureate Education (Producer), 2017). Legal and Ethical Considerations for Group/Family and Individual Therapy Ethical consideration that is most seen individual therapy versus group and family therapy is the process and content of interactions in individual versus group therapy. In individual therapy, is mostly talk about one particular patient on his or her feeling and the patient privacy is maintained. Group or family therapy involves two or more people where privacy is not maintained and where one individual’s perception may be criticized by another member of the group which makes the patient endorse a feeling that his or her feelings do not count and respected (Nichols, M., 2014). The level of confidentiality in groups is far less secure than it is individual therapy. Although group members are generally instructed that the information and events that occur in the group are to be held confidential and only to be shared with group members during therapy, the potential for a breach of confidentiality is far greater in group therapy (AAC, 2018). Both the individual and group or family required the therapist to obtain informed consent before the commencement of the therapy. The therapist is expected to explain the dos and don’ts of the sessions, the goals, and the expected outcome of the therapy to his or her clients. In addition to that, the therapist will make sure that the client’s signs form for confidentiality. This will ensure that anything said between any two or more group members at any time is part of the group and is confidential (Breeskin J., 2011). Impact of the Ethical factors and Strategies for the therapeutic approaches for Clients in Group/Family Therapy The patient will be educated on the importance of confidentiality and not reveal other patient’s mental health problem to other people. The therapist should use appropriate therapeutic skills when interacting with group therapy. Ethical issues in group psychotherapy are complex and differ from individual psychotherapy with regard to the types of ethical dilemmas that are encountered. Confidentiality is a special area of concern, given that there are more threats to confidentiality in group therapy than in individual therapy (Klontz B.T., 2004). Reference American Addiction Centre, 2018. Group Therapy verses Individual Therapy. Retrieved from https://americanaddictioncenters.org/therapy-treatment/group-individual American Psychiatric Association, 2018. What is Psychotherapy? Retrieved from https://www.psychiatry.org/patients-families/psychotherapy Breeskin J., 2011. Procedures and guidelines for group therapy. Retrieved from https://www.apadivisions.org/division-49/publications/newsletter/group-psychologist/2011/04/group-procedures.aspx Klontz B.T., 2004. Ethical Practice of Group Experiential Psychotherapy. Retrieved from https://www.researchgate.net/publication/232563953_Ethical_Practice_of_Group_Experiential_Psychotherapy Laureate Education (Producer). (2017). Introduction to psychotherapy with groups and families [Video file]. Baltimore, MD: Author. Nichols, M. (2014). The essentials of family therapy (6th ed.). Boston, MA: Pearson.

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Emergency Response Planning 2025

Activity 6 Emergency Response Planning Emergency response planning is the organization, coordination, and direction of available resources to respond to an event or bring and emergency under control. Select one of the scenarios below and complete the activity. Earthquake Emergency Response The healthcare team has just been notified that there was an earthquake in the Sentinel Mountains that has destroyed buildings in Industrial Heights and Casper Park residential area of Sentinel City®. Visit the Industrial Heights and Casper Park residential areas of Sentinel City® and consider the impact zone of an earthquake. Observe the services, routes and populations that may be involved with the city as a result of the earthquake. Create a report that describes the potential public health effects, infrastructure damage and environmental hazards related to the earthquake. Describe the members and roles of the emergency management team and organizations (public and private) that would be activated in Sentinel City®. Who are the members of the emergency response team that will be deployed? What private and public resources will assist with the response in the short and long term? What are the risks and benefits of the quick public responses that will be shared on social media? Tornado Emergency Response The healthcare team has just been notified that there was a tornado that ripped through Casper Park and Acer Tech Center in Sentinel City®. Visit the Casper Park and Acer Tech Center areas of Sentinel City® and consider the impact zone of the tornado. Observe the services, routes and populations that may be involved with the city as a result of the tornado. Create a report that describes the potential public health effects, infrastructure damage and environmental hazards related to the tornado. Describe the members and roles of the emergency management team and organizations (public and private) that would be activated in Sentinel City®. Who are the members of the emergency response team that will be deployed? What private and public resources will assist with the response in the short and long term? What are the risks and benefits of the quick public responses that will be shared on social media? Civic Disturbance Emergency Response The healthcare team has just been notified that there is a civic disturbance at City Hall with injuries in Sentinel City®. Visit the area City Hall. Observe the services, routes and populations that may be involved with the city as a result of the civic disturbance. Create a report that describes the potential public health effects and environmental hazards related to the civic disturbance. Describe the members and roles of the emergency management team and organizations (public and private) that would be activated in Sentinel City®. Who are the members of the emergency response team that will be deployed? What private and public resources will assist with the response in the short and long term? What are the risks and benefits of the quick public responses that will be shared on social media? Reading and Resources Harkness & DeMarco (2016) Read Chapter 20 Visit American Red Cross “Be Red Cross Ready” Visit Federal Emergency Management Agency Visit FEMA: Natural Disasters Additional Instructions: All submissions should have a title page and reference page. Utilize a minimum of two scholarly resources. Adhere to grammar, spelling and punctuation criteria. Adhere to APA compliance guidelines. Adhere to the chosen Submission Option for Delivery of Activity guidelines. Submission Option 2 to 3-page paper. Include title and reference pages.

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#1 Preliminary Care Coordination Plan 2025

Develop a 3-4-page preliminary care coordination plan for an individual in your community with whom you choose to work. Identify and list available community resources for a safe and effective continuum of care. NOTE: You are required to complete this assessment before Assessment 4. The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for an individual in your community as you consider the patient’s unique needs; the ethical, cultural, and physiological factors that affect care; and the critical resources available in your community that are the foundation of a safe plan for the continuum of care. As you begin to prepare this assessment, you are encouraged to complete the Care Coordination Planning activity. Completion of this will provide useful practice, particularly for those of you who do not have care coordination experience in community settings. The information gained from completing this activity will help you succeed with the assessment. Completing formatives is also a way to demonstrate engagement. 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: Adapt care based on patient-centered and person-focused factors. Analyze a health concern and the associated best practices for health improvement. Competency 2: Collaborate with patients and family to achieve desired outcomes. Establish mutually agreed-upon health goals for a care coordination plan, in collaboration with the patient. Competency 3: Create a satisfying patient experience. Identify available community resources for a safe and effective continuum of care. Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care. Write clearly and concisely in a logically coherent and appropriate form and style. Preparation Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents. As you assume your expanded care coordination role, you have been tasked with addressing the specific health concerns of a particular individual within the community. You decide to prepare a preliminary care coordination plan and proceed by identifying the patient’s three priorities for health and by investigating the resources available in your community for a safe and effective continuum of care. To prepare for this assessment, you may wish to: Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete. Allow plenty of time to plan your patient clinical encounter. Be sure that you have a patient in mind that you can work with throughout the course. Note : Remember that you can submit all, or a portion of, your draft plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. Instructions Note : You are required to complete this assessment before Assessment 4. This assessment has two parts. Part 1: Develop the Preliminary Care Coordination Plan Complete the following: Identify a health concern as the focus of your care coordination plan. Possible health concerns may include, but are not limited to: Stroke. Heart disease (high blood pressure, stroke, or heart failure). Home safety. Pulmonary disease (COPD or fibrotic lung disease). Orthopedic concerns (hip replacement or knee replacement). Cognitive impairment (Alzheimer’s disease or dementia). Pain management. Mental health. Trauma. Identify available community resources for a safe and effective continuum of care. Part 2: Secure Individual Participation in the Activity Complete the following: Contact local individuals who may be open to an interview and a care coordination plan addressing their health concerns. The person you choose to work with may be a colleague, community member, friend, or family member. Meet with the individual to describe the care coordination plan session that you intend to provide. Collaborate with the participant in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to the plan. Establish a tentative date and time for the care coordination plan session. Document the name of the individual and a single point of contact, either an e-mail address or a phone number. Document Format and Length For your care coordination plan, you may use the Care Coordination Plan Template [DOCX] , choose a format used in your own organization, or choose a format you are familiar with that adequately serves your needs for this assessment. Your preliminary plan should be 3–4 pages in length. In a separate section of the plan, identify the person you have chosen to work with, and be sure to include his or her contact information. Document the community resources you have identified using the Community Resources Template [DOCX] . Supporting Evidence Cite at least two credible sources from peer-reviewed journals or professional industry publications that support your preliminary plan. Grading Requirements The requirements, outlined below, correspond to the grading criteria in the Preliminary Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. Analyze your selected health concern and the associated best practices for health improvement. Cite supporting evidence for best practices. Consider underlying assumptions and points of uncertainty in your analysis. Establish mutually agreed-upon health goals for the care coordination plan, in collaboration with the selected individual. Identify available community resources for a safe and effective continuum of care. Write clearly and concisely in a logically coherent and appropriate form and style. Write with a specific purpose with your patient in mind. Adhere to scholarly and disciplinary writing standards and current APA formatting requirements. Additional Requirements Before submitting your assessment, proofread your preliminary care coordination plan and community resources list to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan. Be sure to submit both documents. CORE ELMS Important note : The time you spend securing individual participation in this activity and the time you spend presenting your final care coordination plan to the patient in Assessment 4 must total at least three hours. Be sure to log your time in the CORE ELMS system. The CORE ELMS link is located in the courseroom navigation menu.

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