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2025 ATTACHED INSTRUCTIONS Applying a model or framework for change ensures that a process is
by adminFramework or Model for Change 2025
ATTACHED INSTRUCTIONS! Applying a model or framework for change ensures that a process is in place to guide the efforts for change. 500-750 words , discuss a model or framework to use to implement an evidence-based practice proposal project . Include the following: 1. Identify the selected model or framework for change and discuss its relevance to the project. 2. Discuss each of the stages in the change model/framework. 3. Describe how to apply each stage of the model or theoretical framework in the proposed implementation. 4. Create a concept map for the conceptual model or framework selected to illustrate how it will be applied. Add this as an appendix. minimum of four peer-reviewed recent sources.
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2025 please follow the instructions follow 4 references zero plagiarism Psychotic disorders change one s sense of reality and
by adminFocused SOAP Note for Schizophrenia Spectrum, Other Psychotic, and Medication-Induced Movement Disorders 2025
please follow the instructions follow 4 references zero plagiarism Psychotic disorders change one’s sense of reality and cause abnormal thinking and perception. Patients presenting with psychotic disorders may suffer from delusions or hallucinations or may display negative symptoms such as lack of emotion or withdraw from social situations or relationships. Symptoms of medication-induced movement disorders can be mild or lethal and can include, for example, tremors, dystonic reactions, or serotonin syndrome. For this Assignment, you will complete a focused SOAP note for a patient in a case study who has either a schizophrenia spectrum, other psychotic, or medication-induced movement disorder. To Prepare Review this week’s Learning Resources. Consider the insights they provide about assessing, diagnosing, and treating schizophrenia spectrum, other psychotic, and medication-induced movement disorders. Photo Credit: Getty Images/Wavebreak Media Review the Focused SOAP Note template, which you will use to complete this Assignment. There is also a Focused SOAP Note Exemplar provided as a guide for Assignment expectations. Review the video, Case Study: Sherman Tremaine . You will use this case as the basis of this Assignment. In this video, a Walden faculty member is assessing a mock patient. The patient will be represented onscreen as an avatar. Consider what history would be necessary to collect from this patient. Consider what interview questions you would need to ask this patient. The Assignment Develop a focused SOAP note, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template: 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 the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, and list them in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case. Plan: What is your plan for psychotherapy? What is 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. Also incorporate one health promotion activity and one patient education strategy. Reflection notes: What would you do differently with this patient if you could conduct the session again? Discuss what your next intervention would be if you were able to follow up with this patient. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion, and disease prevention, taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.). Provide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old).
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2025 Discussion Using Emotional Intelligence and Appreciative Inquiry to Promote Quality Through communication inquiry and
by adminDiscussion: Using Emotional Intelligence and Appreciative Inquiry to Promote Quality 2025
Discussion: Using Emotional Intelligence and Appreciative Inquiry to Promote Quality Through communication—inquiry and dialogue—every person makes a contribution, and by being involved in the process, people can shift their attention and action away from a problem-oriented focus to dreams that are worthy to them and to productive possibilities for the future. —Watkins & Mohr, 2001 Without a doubt, promoting health care quality and patient safety presents a meaningful aim. To achieve this goal, nurse leader-managers need to be able to evaluate a situation from many different viewpoints and frame questions that elicit valuable insights. They must be able to promote skillful problem solving and interdisciplinary teamwork. In this Discussion, you examine how you can use emotional intelligence and appreciative inquiry to facilitate positive changes that lead to improved quality and safety. To prepare: Review the information on emotional intelligence and appreciative inquiry presented in this week’s Learning Resources. If you have not already done so, follow the instructions in the course text, Emotional Intelligence 2.0 to complete the online assessment. Consider the results of the assessment. Review your strengths and opportunities for growth related to self-awareness, self-management, social awareness, and relationship management. What insights, questions, or concerns arise as you think about these results? Think about how your identified emotional intelligence strengths and opportunities for growth relate to your current role as a leader-manager and to the professional contributions that you hope to make now and in the future. Give focused attention to patient safety and health care quality. How and why is emotional intelligence valuable for promoting optimal patient outcomes and creating systems-level change? As indicated on pages 53–55 of the Bradberry and Greaves text, develop a plan for improving your skills in one area of emotional intelligence. Evaluate strategies for applying your strengths in the workplace. Identify at least two that you can use to add value to a team or workgroup to improve quality and safety. Also review the information on appreciative inquiry in this week’s Learning Resources. Have you used appreciative inquiry before? If so, how? How does the application of appreciative inquiry relate to your role as nurse leader-manager and/or to efforts to promote health care quality? Reflect on your experiences working in health care and identify an issue or problem that required, or requires, a change. Consider how you could apply emotional intelligence and appreciative inquiry strategies to this situation to facilitate positive results that lead to improved quality. By Day 3 Post a brief description of an issue or problem in a health care setting that required, or requires, a change. Explain how you, as a nurse leader-manager, could apply both emotional intelligence and appreciative inquiry strategies to address this issue and facilitate positive results that lead to improved quality. Read a selection of your colleagues’ responses. Learning Resources Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Required Readings Bradberry, T., & Greaves, J. (2009). Emotional intelligence 2.0 . San Diego, CA: TalentSmart. Chapter 1, “The Journey” (pp. 1–12) Chapter 2, “The Big Picture” (pp. 13–22) Chapter 3, “What Emotional Intelligence Looks Like: Understanding the Four Skills” (pp. 23–50)The first three chapters of this book introduce foundational concepts related to emotional intelligence, and provide the background for the online assessment that you will take in preparation for this week’s Discussion. In addition to these chapters, you should read the rest of the book once you have completed the assessment. Note: You must purchase a new, unopened copy of this book in order to acquire the access code that you will need to complete the online assessment. Sadeghi, S., Barzi, A., Mikhail, O., & Shabot, M. M. (2013). Integrating quality and strategy in health care organizations , Burlington, MA: Jones & Bartlett Publishers. Chapter 1, “Understanding the U.S. Healthcare System” (pp. 1–30) This chapter sets the context for understanding quality-related issues within the U.S. health care system (macroenvironment). The authors discuss health care access and costs, which may be viewed as part of a triad with quality. Ingram, J., & Cangemi, J. (2012). Emotions, emotional intelligence and leadership: A brief, pragmatic perspective. Education, 132(4), 771–778. Retrieved from the Walden Library databases. Nel, H., & Pretorius, E. (2012). Applying appreciative inquiry in building capacity in a nongovernmental organization for youths: An example from Soweto, Gauteng, South Africa. Social Development Issues, 34 (1), 37–55. Retrieved from the Walden Library databases. This article examines how appreciative inquiry can be used to foster meaningful change in organizations. It outlines the principles of appreciative inquiry and the four phases: discovery, dream, design, and delivery. Sadri, G. (2012). Emotional intelligence and leadership development. Public Personnel Management, 41 (3), 535–548. Retrieved from the Walden Library databases. Emotional intelligence has been proposed as a key element of leadership. This article examines that argument, with attention to how and why it has been challenged. Copperrider, D. L., & Godwin, L. N. (2010). Positive organization development: Innovation-inspired change in an economy and ecology of strengths . Retrieved from http://appreciativeinquiry.case.edu/intro/comment.cfm The authors present a framework for Innovation-Inspired Positive Organization Development (IPOD), which draws from appreciative inquiry.
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2025 Consider the following case study Patient AO has a history of obesity and has recently gained 9 pounds
by adminPharmacotherapy for Cardiovascular Disorders 2025
Consider the following case study: Patient AO has a history of obesity and has recently gained 9 pounds. The patient has been diagnosed with hypertension and hyperlipidemia. Drugs currently prescribed include the following: · Atenolol 12.5 mg daily · Doxazosin 8 mg daily · Hydralazine 10 mg qid · Sertraline 25 mg daily · Simvastatin 80 mg daily To prepare: Review this week’s media presentation on hypertension and hyperlipidemia, as well as Chapters 19 and 20 of the Arcangelo and Peterson text. Select one one the following factors: genetics, gender, ethnicity, age, or behavior factors. Reflect on how the factor you selected might influence the patient’s pharmacokinetic and pharmacodynamic processes. Consider how changes in the pharmacokinetic and pharmacodynamic processes might impact the patient’s recommended drug therapy. Think about how you might improve the patient’s drug therapy plan based on the pharmacokinetic and pharmacodynamic changes. Reflect on whether you would modify the current drug treatment or provide an alternative treatment option for the patient. With these thoughts in mind: Post an explanation of how the factor you selected might influence the pharmacokinetic and pharmacodynamic processes in the patient from the case study. Then, describe how changes in the processes might impact the patient’s recommended drug therapy. Finally, explain how you might improve the patient’s drug therapy plan. – This work should have Introduction and conclusion – This work should have at 3 to 5current references (Year 2012 and up) – Use at least 2 references from class Learning Resources The following Resources are not acceptable : 1. Wikipedia 2. Cdc.gov- nonhealthcare professionals section 3. Webmd.com 4. Mayoclinic.com Required Readings **Arcangelo, V. P., Peterson, A. M., Wilbur, V., & Reinhold, J. A. (Eds.). (2017). Pharmacotherapeutics for advanced practice: A practical approach (4th ed.). Ambler, PA: Lippincott Williams & Wilkins. Chapter 19, “Hypertension” (pp. 257-272) This chapter examines the relationships between the cardiovascular, nervous, and renal systems. It then describes diagnostic criteria for hypertension patients, drugs used to treat hypertension and possible adverse reactions, monitoring patient response, and patient education. Chapter 20, “Hyperlipidemia” (pp. 275-286) This chapter explores causes of hyperlipidemia, treatments for hyperlipidemia patients, and methods for monitoring patient response. It also reviews strategies for risk assessment and patient education. Chapter 21, “Chronic Stable Angina” (pp. 289-303) This chapter begins by exploring factors that contribute to chronic stable angina, types of drugs used in treatment, and diagnostic criteria for initiating drug therapy. It also examines methods for monitoring patient response to treatment and educating patients on self-care. Chapter 22, “Heart Failure” (pp. 305-322) This chapter examines the process of prescribing drugs to treat heart failure and explores effects of prescribed drugs, proper dosages, and possible adverse reactions. Chapter 50, “Pharmacotherapy for Venous Thromboembolism Prevention and Treatment, Stroke Prevention in Atrial Fibrillation, and Thromboembolism Prevention with Mechanical Heart Valves” (pp. 863-886) This chapter covers drug therapy options for three disorders requiring anticoagulants: venous thromboembolism, atrial fibrillation, and ischemic stroke. It also explains the process of initiating and managing drug therapy for patients with these disorders. **Drugs.com. (2012). Retrieved from http://www.drugs.com/ This website presents a comprehensive review of prescription and over-the-counter drugs including information on common uses and potential side effects. It also provides updates relating to new drugs on the market, support from health professionals, and a drug-drug interactions checker. Required Media Laureate Education, Inc. (Executive Producer). (2012). Hypertension and hyperlipidemia . Baltimore, MD: Author. This media presentation outlines hypertension and hyperlipidemia including contributing factors, evaluation, treatment, and implications.
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