Assessing Client’s Progress 2025

Assignment 2: Practicum – Assessing Client Progress Learning Objectives Students will: · Assess progress for clients receiving psychotherapy · Differentiate progress notes from privileged notes · Analyze preceptor’s use of privileged notes To prepare: · Reflect on the client you selected for the Week 3 Practicum Assignment( See attached ) · Review the Cameron and Turtle-Song (2002) article in this week’s Learning Resources for guidance on writing case notes using the SOAP format. The Assignment Part 1: Progress Note Using the client from your Week 3 Assignment, address the following in a progress note (without violating HIPAA regulations): · Treatment modality used and efficacy of approach · Progress and/or lack of progress toward the mutually agreed-upon client goals (reference the Treatment plan—progress toward goals) · Modification(s) of the treatment plan that were made based on progress/lack of progress · Clinical impressions regarding diagnosis and/or symptoms · Relevant psychosocial information or changes from original assessment (i.e., marriage, separation/divorce, new relationships, move to a new house/apartment, change of job, etc.) · Safety issues · Clinical emergencies/actions taken · Medications used by the patient (even if the nurse psychotherapist was not the one prescribing them) · Treatment compliance/lack of compliance · Clinical consultations · Collaboration with other professionals (i.e., phone consultations with physicians, psychiatrists, marriage/family therapists, etc.) · Therapist’s recommendations, including whether the client agreed to the recommendations · Referrals made/reasons for making referrals · Termination/issues that are relevant to the termination process (i.e., client informed of loss of insurance or refusal of insurance company to pay for continued sessions) · Issues related to consent and/or informed consent for treatment · Information concerning child abuse, and/or elder or dependent adult abuse, including documentation as to where the abuse was reported · Information reflecting the therapist’s exercise of clinical judgment Note: Be sure to exclude any information that should not be found in a discoverable progress note. Part 2: Privileged Note Based on this week’s readings, prepare a privileged psychotherapy note that you would use to document your impressions of therapeutic progress/therapy sessions for your client from the Week 3 Practicum Assignment( See attached) · The privileged note should include items that you would not typically include in a note as part of the clinical record. · Explain why the items you included in the privileged note would not be included in the client’s progress note. · Explain whether your preceptor uses privileged notes, and if so, describe the type of information he or she might include. If not, explain why. Resources for reference ( Need 3+references ). American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.) . Washington, DC: Author. Standard 4 “Planning” (pages 50-51) Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company. Chapter 5, “Supportive and Psychodynamic Psychotherapy” (pp. 238–242) Chapter 9, “Interpersonal Psychotherapy” (pp. 347–368) American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Abeles, N., & Koocher, G. P. (2011). Ethics in psychotherapy. In J. C. Norcross, G. R. VandenBos, D. K. Freedheim, J. C. Norcross, G. R. VandenBos, & D. K. Freedheim (Eds.), History of psychotherapy: Continuity and change (pp. 723–740). Washington, DC: American Psychological Association. doi:10.1037/12353-048 Cameron, S., & Turtle-Song, I. (2002). Learning to write case notes using the SOAP format. Journal of Counseling and Development, 80 (3), 286-292. Nicholson, R. (2002). The dilemma of psychotherapy notes and HIPAA. Journal of AHIMA , 73(2), 38–39. Retrieved from http://library.ahima.org/doc?oid=58162#.V5J0__krLZ4http://library.ahima.org/doc?oid=58162#.V5J0__krLZ4 U.S. Department of Health & Human Services. (n.d.). HIPAA privacy rule and sharing information related to mental health . Retrieved from http://www.hhs.gov/hipaa/for-professionals/special-topics/mental-health/ Required Media Sommers-Flanagan, J., & Sommers-Flanagan, R. (2013). Counseling and psychotherapy theories in context and practice [Video file]. Mill Valley, CA: Psychotherapy.net. Stuart, S. (2010). Interpersonal psychotherapy: A case of postpartum depression [Video file]. Mill Valley, CA: Psychotherapy.net.

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LEADERSHIP COURSE REFLECTION 2025

Purpose The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR4827 course. Course Outcomes This assignment provides documentation of student ability to meet the following course outcomes: – The student will be able to identify the different roles of leadership and management in the nursing field. – The student will be able to analyze and apply the leadership and management role into the nursing profession. Requirements 1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric. 2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab. 3. The length of the reflection is to be within three to six pages excluding title page and reference pages. 4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered): Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63). a. Course Reflection b. Conclusion Preparing Your Reflection The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR4827 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to: 1. “Apply leadership concepts, skills, and decision making in the provision of high-quality nursing care, healthcare team coordination, and the oversight and accountability for care delivery in a variety of settings. 2. Demonstrate leadership and communication skills to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team. 3. Apply concepts of quality and safety using structure, process, and outcome measures to identify clinical questions and describe the process of changing current practice. Reference: American Association of Colleges of Nursing [AACN]. (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author.

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Transformational Leadership 2025

Purpose This week’s graded topic relates to the following Course Outcome (CO). CO2: Proposes leadership and collaboration strategies for use with consumers and other healthcare providers in managing care and/or delegating responsibilities for health promotion, illness prevention, health restoration and maintenance, and rehabilitative activities. (PO#2) Discussion Transformational leaders influence those around them and therefore have the potential to alter the culture of a unit or organization. Please address the following topics: Summarize your general beliefs of what makes a good leader. Regarding the transformational leadership skills discussed in our required article reading, how do you think your leadership style is perceived by others? What aspect of the TEACH values discussed in the lesson do you think would most benefit your work environment if adopted?

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Pathophysiology DQ 14 Student Reply. (Veronica Reverol) 2025

The following is another student post to wish a have to reply adding some extra information related to what the student wrote. Remember APA and less than 20 % similarity. Chapter 55 1. Question Isabella, a student nurse, has just started to work in a sexual health clinic part-time where there are a large number of clients who have genital herpes. The clients, both male and female range in age from 16 to 39 years, have varying levels of education and backgrounds. a. What features of sexually transmitted diseases would it be important for Isabella to review? b. Isabella states, “Why don’t these clients just stop having sex and then their conditions wouldn’t be as bad”? If you were another nurse in the clinic, how would you respond to Isabella’s comment? Answer: In order to provide education for her patients, the nurse student should review the pathological characteristics of the virus. Including the fact that the virus will stay latent and will show episodically in the patient. Modes of transmission. Also it is good to refresh her knowledge on the clinical manifestations and possible treatments. (Ignatavicius, Workman, Blair, Rebar, & Winkelman, 2016) 2. Once the patient contracted the infection the virus will reside in them no matter how much or how little sexual activity they have. This is a virus that doesn’t have a cure and will reoccur episodically for the rest of the patient life. (Ignatavicius, Workman, Blair, Rebar, & Winkelman, 2016) References Ignatavicius, D. D., Workman, M. L., Blair, M., Rebar, C. R., & Winkelman, C. (2016). Medical-surgical nursing: patient-centered collaborative care. St. Louis, MO: Elsevier.

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Course Reflection Nursing Leadership And Management 2025

Purpose The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR4827 course. Course Outcomes This assignment provides documentation of student ability to meet the following course outcomes: – The student will be able to identify the different roles of leadership and management in the nursing field. – The student will be able to analyze and apply the leadership and management role into the nursing profession. Points This assignment is worth a total of 100 points (10%). Due Date Submit your completed assignment under the Assignment tab by Sunday 11:59 p.m. EST of Week 15 as directed. Requirements 1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric. 2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab. 3. The length of the reflection is to be within three to six pages excluding title page and reference pages. 4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered): Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63). a. Course Reflection b. Conclusion Preparing the Reflection The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR4827 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to: 1. “Apply leadership concepts, skills, and decision making in the provision of high-quality nursing care, healthcare team coordination, and the oversight and accountability for care delivery in a variety of settings. 2. Demonstrate leadership and communication skills to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team. 3. Demonstrate an awareness of complex organizational systems. 4. Demonstrate a basic understanding of organizational structure, mission, vision, philosophy, and values. 5. Participate in quality and patient safety initiatives, recognizing that these are complex system issues, which involve individuals, families, groups, communities, populations, and other members of the healthcare team. 6. Apply concepts of quality and safety using structure, process, and outcome measures to identify clinical questions and describe the process of changing current practice. 7. Promote factors that create a culture of safety and caring. 8. Promote achievement of safe and quality outcomes of care for diverse populations. 9. Apply quality improvement processes to effectively implement patient safety initiatives and monitor performance measures, including nurse­-sensitive indicators in the microsystem of care. 10. Use improvement methods, based on data from the outcomes of care processes, to design and test changes to continuously improve the quality and safety of health care. 11. Employ principles of quality improvement, healthcare policy, and cost-­effectiveness to assist in the development and initiation of effective plans for the microsystem and/or system­wide practice improvements that will improve the quality of healthcare delivery. 12. Participate in the development and implementation of imaginative and creative strategies to enable systems to change.” (AACN, 2008, p.14). Reference: American Association of Colleges of Nursing [AACN]. (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author.

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