Health Assessment, Promotion And Prevention – 2025 Please answer ALL the questions comprehensively with support from the Murdaugh et al 2019 text and a

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Health Assessment, Promotion And Prevention – 2025

 

Please answer ALL the questions comprehensively with support from the Murdaugh et al. (2019) text and a nursing journal article properly paraphrased, cited, and referenced. Consider the course objectives as you reflect on your learning throughout this course.

Course Objectives: Upon completion of NUR3068, the student will:

  1. Examine the concept of health, health promotion, risk reduction and disease prevention through the lifespan. (Care Coordination; Essential I)
  2. Utilize theories/models of health behavior to promote health and/or change outcomes for diverse populations. (Care Coordination; Essential I)
  3. Evaluate strategies to promote health literacy and health equities in culturally diverse populations. (Care Coordination; Essential II, VIII, IX)
  4. Conduct a health history utilizing therapeutic communication techniques to identify current and future health problems. (Care Coordination; Essential VI, VII)
  5. Demonstrate focused physical assessment principles and techniques to individuals across the lifespan for health promotion and disease/injury prevention initiatives. (Care Coordination; Essential III, IX)
  6. Determine the health status and health needs of individuals and communities based on interpretation of health assessment data to develop appropriate nursing interventions. (Care Coordination, Research Translation; Essential III, VII, IX)
  7. Use evidence-based practices to guide health teaching, health counseling, and risk screening. (Research & Translation; Essential III, VII)
  8. Analyze the role information and patient care technologies play in promoting patient empowerment, self- care, and self-management. (Care Coordination, Information Management; Essential IV)
  9. Utilize effective communication and collaboration with patients and other healthcare professionals to advocate for and provide culturally appropriate health promotion and disease prevention interventions for individuals and communities. (Care Coordination, Information Management; Essential II, V, VI, VII)

-Summarize the key points you have learned in this course.

-Describe how you will use your new knowledge in your personal nursing practice for your patients/clients.

-Present any behavioral changes will you make for yourself.

-Finally, how can you advocate for health promotion and disease prevention from a local/national perspective (not individual patients care).

Minimum word count 300 for initial post and 150 for peer responses.  No sources required for this final week. I want to hear from YOU! Be sure to showcase what you have learned!

Discussion: Treatment Of Personality Disorders Week 3 – 2025 Assigned Personality Disorder Personality Disorder Antisocial Personality Disorder Anxiety Disorder SOCIAL ANXIETY DISORDER SOCIAL

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Discussion: Treatment Of Personality Disorders Week 3 – 2025

Assigned Personality Disorder:

     

Personality Disorder:  Antisocial Personality Disorder 

Anxiety Disorder:  SOCIAL ANXIETY DISORDER (SOCIAL PHOBIA) 

Neurocognitive Disorders:  Vascular Neurocognitive Disorder 

Sleep Wake:  Hypersomnia

To prepare for this Discussion:

  • By Day 5 of Week 2, your Instructor will have assigned      you a personality disorder, which will be your focus for your initial post      for this Discussion.
  • Review the Learning Resources.

Post:

  • Explain the diagnostic criteria for your assigned      personality disorder.

  • Explain the evidenced-based psychotherapy and      psychopharmacologic treatment for your assigned personality disorder.

  • Describe clinical features from a client that led you      to believe this client had this disorder. Align the clinical features with      the DSM-5 criteria.

Note: Support your rationale with a minimum of three academic resources less than five years in APA format, including introduction and conclusion 

Nursing Informatics – 2025 Interaction Between Nurse Informaticists and Other Specialists Nature offers many examples of specialization and collaboration Ant

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Nursing Informatics – 2025

  

Interaction Between Nurse Informaticists and Other Specialists

Nature offers many examples of specialization and collaboration. Ant colonies and bee hives are but two examples of nature’s sophisticated organizations. Each thrives because their members specialize by tasks, divide labor, and collaborate to ensure food, safety, and general well-being of the colony or hive. Of course, humans don’t fare too badly in this regard either. And healthcare is a great example. As specialists in the collection, access, and application of data, nurse informaticists collaborate with specialists on a regular basis to ensure that appropriate data is available to make decisions and take actions to ensure the general well-being of patients. In this Discussion, you will reflect on your own observations of and/or experiences with informaticist collaboration. You will also propose strategies for how these collaborative experiences might be improved.

To Prepare:

Review the Resources and reflect on the evolution of nursing informatics from a science to a nursing specialty.

Consider your experiences with nurse Informaticists or technology specialists within your healthcare organization.

Post a description of experiences or observations about how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization. Suggest at least one strategy on how these interactions might be improved. Be specific and provide examples. Then, explain the impact you believe the continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions.

I need at least 3 citations in APA 7 please.

Resources provided

McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.

  • Chapter 25, “The Art of Caring in      Technology-Laden Environments” (pp. 525–535)
  • Chapter 26, “Nursing Informatics and the      Foundation of Knowledge” (pp. 537–551)

Mosier, S., Roberts, W. D., & Englebright, J. (2019). A Systems-Level Method for Developing Nursing Informatics Solutions: The Role of Executive Leadership. JONA: The Journal of Nursing Administration, 49(11), 543-548.

Ng, Y. C., Alexander, S., & Frith, K. H. (2018). Integration of Mobile Health Applications in Health Information Technology Initiatives: Expanding Opportunities for Nurse Participation in Population Health. CIN: Computers, Informatics, Nursing, 36(5), 209-213.

Sipes, C. (2016). Project management: Essential skill of nurse informaticists. Studies in Health Technology and Informatics, 225, 252-256.

Week 7 Course Project: Part 7 – Actual Implementation – 2025 Required Resources Read review the following resources for this activity Link Word doc Weeks 6 7 CCC

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Week 7 Course Project: Part 7 – Actual Implementation – 2025

Required Resources

Read/review the following resources for this activity:

Link (Word doc): Weeks 6 & 7 CCC Part 7 TemplatePreview the document (Use this template to complete the assignment.)

Introduction: Communication Change Challenge (CCC) Part 7

In Part 7, you will finally try out your new communication behaviors in both planned and unplanned situations.

Part 7 requires up to a 2-week window of time to complete because it requires you to implement your new behaviors and to observe, record, and analyze the impact. As a result, this part was assigned during Week 6, so you need to use all conversations from Week 6 and Week 7.

For Part 7 of the project, you will do the following:

plan a minimum of 3 situations in which you will implement your new communication behavior over a time span of 2 weeks (during Weeks 6 and 7).

Maintain a dated journal narrative to describe what happened in both planned and unplanned circumstances, including your thoughts on how well you performed the behavior.

Instructions

Include the following items in Part 7 of your report:

7A. Planning

Create a list of at least 3 specific planned situations in which you will implement your new behaviors over a time span of 2 weeks, from Week 6 and Week 7. Note: You should also implement your new behaviors in any unplanned situations when you have the opportunity to do so.

7A1. 1st planned conversation

7A2. 2nd planned conversation

7A3. 3rd planned conversation

7B. Evaluation of Planned Conversations

Evaluate your performance each time you attempt your new behavior in new planned situations. As you proceed with this phase of the project, be prepared for potential problems.

You may reach periodic plateaus in which you are not changing as dramatically as you would like.

You may discover that your goal statement is not accurate and that you were trying to increase the wrong behaviors.

You may also find that by merely monitoring the frequency of your goal behavior, your problem disappears.

In any case, remain flexible and keep working. If necessary, revise your goal statement, change your target behavior, and promise yourself a reward for reaching some goal. The goal is communication behavior change, and there are many avenues for achieving and maintaining that change.

Write a dated narrative journal evaluation that describes in detail what occurred upon implementation of your new communication behaviors in planned circumstances. Address the 3 or more planned opportunities as you described them in 7A. Be sure to address the following questions in your evaluation for each conversation:

7B1. What seemed to work for you?

7B2. What did not seem to work?

7B3. In what situations were you most successful?

7B4. What behaviors would you like to perform again?

7B5. What will you do differently the next time?

7C. Evaluation of Unplanned Conversations

Evaluate your performance each time you attempt your new behavior in new unplanned situations. Write a dated narrative journal evaluation that describes in detail what occurred upon implementation of your new communication behaviors in unplanned circumstances. Aim to explain 2 or 3 unplanned conversations. Be sure to address the following questions in your evaluation for each conversation:

7C1. What seemed to work for you?

7C2. What did not seem to work?

7C3. In what situations were you most successful?

7C4. What behaviors would you like to perform again?

7C5. What will you do differently the next time?

Writing Requirements (APA format)

Length: 2-3 pages (not including title page or references page)

1-inch margins

Double spaced

12-point Times New Roman font

Title page

Grading

This activity will be graded based on W7 CCC Grading Rubric.

Course Outcomes (CO): 2, 3, 4, 5

Due Date: By 11:59 p.m. MT on Sunday

Developing Organizational Policies And Practices – 2025 Within a healthcare setting the needs of the workforce resources and patients are often in conflict Mandatory overtime implementation

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Developing Organizational Policies And Practices – 2025

  

Within a healthcare setting, the needs of the workforce, resources, and patients are often in conflict. Mandatory overtime, implementation of staffing ratios, use of unlicensed assisting personnel, and employer reductions of education benefits are examples of practices that might lead to conflicting needs in practice.

Leaders can contribute to both the problem and the solution through policies, action, and inaction. In this Assignment, you will further develop the white paper you began work on in Module 1 by addressing competing needs within your organization.

To Prepare:

Review the national healthcare issue/stressor you examined in your Assignment for Module 1, and review the analysis of the healthcare issue/stressor you selected.( Restrictionsonnursepractitioners.)

· Identify and review two evidence-based scholarly resources that focus on proposed policies/practices to apply to your selected healthcare issue/stressor.

· Reflect on the feedback you received from your colleagues on your Discussion post regarding competing needs.

The Assignment (4-5 pages):

Developing Organizational Policies and Practices

Add a section to the paper you submitted in Module 1. The new section should address the following:

· Identify and describe at least two competing needs impacting your selected healthcare issue/stressor.

· Describe a relevant policy or practice in your organization that may influence your selected healthcare issue/stressor.

· Critique the policy for ethical considerations, and explain the policy’s strengths and challenges in promoting ethics.

· Recommend one or more policy or practice changes designed to balance the competing needs of resources, workers, and patients, while addressing any ethical shortcomings of the existing policies. Be specific and provide examples.

· Cite evidence that informs the healthcare issue/stressor and/or the policies, and provide two scholarly resources in support of your policy or practice recommendations.

INSTRUCTION

This paper MUST contain a title page, an introduction, a purpose statement, body, and conclusion – all with appropriate citations and references (3 or more references.) Make sure you are using headings so that the content is clear.

The Role Of The DNP Scholar In Leading Change – 2025 Which translation model provides a framework for practice change The transitional model I would use for implementation would be the

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The Role Of The DNP Scholar In Leading Change – 2025

  

Which translation model provides a framework for practice change?

The transitional model I would use for implementation would be the Havelock’s model. Havelock’s translation model provides a framework for practice change. From personal experience, the idea of change is often greeted with resistance due to the challenges that accompany it. It is easier to remain glued to our conservative norm than embrace innovative approaches.

Havelock improved on Lewin’s change model and created a systematic process for the implementation of innovation in the work culture stating that change encompasses a series of cyclical actions that are repeated as progress is being realized, and added that the agent of change must be alert and attentive towards the steps of the process (White & Dudley-Brown, 2012). Havelock’s theory lends us a simple six step sequential strategy that guides the team into embracing an innovation. The steps are as follows:

1. The establishment of a relationship with the interprofessional team and stakeholders

2. The establishment of a diagnosis related to the need for change

3. Acquisition of the vital resources

4. Selecting of the applicable and suitable strategy

5. Acceptance and adaptation of the selected solution

6. Providing guidance towards self-renewal or the power to change

In reiterating the points mentioned above, the initial approach is the establishment of a relationship because when relationships are positive, it is easier to effect change to an environment. Havelock’s strategy permits the inclusion of all representatives as members of the change project. The representatives are involved in the planning of the innovation.

In the 2nd stage which is establishing a diagnosis regarding the need for change, the agent for change which is the DNP scholar would have to grant opportunity to the rest of the team to brainstorm according to their expertise with the practice problem. The issue of managing the effects of the opioid overdose dilemma will be discussed weekly, then biweekly and then monthly.

In the 3rd stage which has to do with the acquisition of the vital resources, members of the interdisciplinary collaborative team are delegated to come up with appropriate solutions based on the evidence presented from research and translation science. Results from health resources and search engines such as Medline, PubMed, CINAHL will be examined for best evidence-based practice guidelines. These will be used for the gleaning and acquiring of related information.

The 4th stage is the selection of the relevant and suitable strategy. It is after the resource information have been presented that the team would conduct a review of the presentation, detect likely options, meanwhile also stating the consequences for the chosen actions. A series of possible solutions should be designed, such as educational approaches that emphasize patient centered focus, and evidence-based practice guideline conclusions that would lead to the desired innovation.  When this meeting comes to an end, there should exist a selection of possible strategies that would be reviewed and critiqued by all members of the team.

The 5th stage in Havelove’s Change Theory which is acceptance and adaptation of the selected solution is marked with addressing of the practicability or feasibility for the selected solution. The DNP scholar takes charge as facilitator in reviewing the possible potential advantages or remunerations, applicability, and adoptability of each possible strategy.

The 6th stage which is the provision of guidance towards self-renewal or the power to change is critical since it leads to the enablement and incorporation of the desired innovation.

What is the value of an interprofessional team to address this practice problem?

The fundamental features of interprofessional collaboration involves a shared common objective or goal, efficient communication, interpersonal and professional expertise, and liability (Hamric, Hanson, Tracy & O’Grady, 2014).

But there are challenging aspects that threaten to inhibit collaboration effectiveness and these may include the absence of role clarification, lack of availability of team members, limited time, miscalculations in terms of scope of practice, communication errors, hierarchy disparities, mistrust, and clashing viewpoints (Lancaster, Kolakowsky-Hayner, Kovacich, & Greer-Williams, 2015). 

Irrespective of the barriers and obstacles, the concept of interprofessional collaboration is invaluable for preventing misinterpretations that can result in decreased patient satisfaction, oversights, lapses in treatment plans, and adverse clinical outcomes (Howard, Jacobson, & Kripalani, 2013).

Interprofessional collaboration offers an overabundance of effective teamwork benefits and one of such is the enhancement of consumer safety and efficiency regarding care (Weller, Boyd, & Cumin, 2014). When the collaborative team approaches innovation from an evidenced-based teamwork method, this is capable of assisting the members to express a plethora of varying perspectives resulting in the optimization of collaboration and communication.  

What strategies can you implement to inspire others to embrace change?

When change is necessary, we need colleagues to adopt the change; we need for them to do things differently. But inspiring others to embrace change is difficult and people often pose a resistance because it is easier to remain with the familiar and just follow the status quo. But some simple steps that can help in the implementation to inspire others to embrace change include being in the habit to always keep colleagues in the loop and informed on the need for innovation, inspiring them about the benefits and potential that the change offers, educating them about the improved conditions outlook, as well as making it a priority to involve them in creating the desired change.

References

White, K., & Dudley-Brown, S. (2012). Translation of Evidence Into Nursing and Health Care Practice. Retrieved from: https://eds-a-ebscohost-com.chamberlainuniversity.idm.oclc.org/eds/ebookviewer/ebook/bmxlYmtfXzM5MjU3NF9fQU41?sid=5880161b-d91d-4abf-b505-61c0350bb1ed@sessionmgr4006&vid=3&format=EK&rid=17 (Links to an external site.)

Hamric, A. B., Hanson, C. M., Tracy, M. F., & O’Grady, E.T. (2014). Advanced practice nursing: An integrative approach (5th edition). St. Louis, MO: Saunders Elsevier

Lancaster, G., Kolakowsky-Hayner, S., Kovacich, J., Greer-Williams, N. (2015). Interdisciplinary communication and collaboration among physicians, nurses, and unlicensed assistive personnel. Journal of Nursing Scholarship, 47(3), 275-284. doi:10.1111/jnu.12130

Howard, T., Jacobson, K., & Kriplani, S. (2013). Doctor talk: Physicians’ use of clear verbal communication. Journal of Health Communication, 18(8), 991-1011. doi:10.1080/10810730.2012.757398

Weller, J., Boyd, M., & Cumin, D. (2014). Teams, tribes and patient safety: Overcoming barriers to effective teamwork in healthcare. Postgraduate Medical Journal, 90(1061), 149-154. doi:10.1136/postgradmedj-2012-131168

I NEED A COMMENT FOR THIS POST WITH AT LEAST TWO-THREE  PARAGRAPH AND TWO SOURCES NO LATER THAN FIVE YEARS

Experiential And Narrative Family Therapy – 2025 Students will Compare experiential family therapy to narrative family therapy Justify recommendations for family therapy To prepare Review this week s

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Experiential And Narrative Family Therapy – 2025

 

Students will:
  • Compare experiential family therapy to narrative family therapy
  • Justify recommendations for family therapy
To prepare:
  • Review this week’s Learning Resources and reflect on the insights they provide on experiential and family therapies.

 

The Assignment

In a 2- to 3-page paper, address the following: 
 

  • Summarize the key points of both experiential family therapy and narrative family therapy. 
  • Compare experiential family therapy to narrative family therapy, noting the strengths and weakness of each.
  • Provide a description of a family that you think experiential family  therapy would be appropriate, explain why, and justify your response  using the Learning Resources. 

Note: The College of Nursing requires  that all papers submitted include a title page, introduction, summary,  and references. The sample paper provided by the Walden Writing Center  provides examples of those required elements (available at   http://writingcenter.waldenu.edu/57.htm). All papers submitted must use  this formatting.

Part 2: Family Genogram

Develop a genogram for the client family you  selected. The genogram should extend back at least three generations  (parents, grandparents, and great grandparents).

Advanced Health Assessment – 2025 Assigned Reading Ball J W Dains J E Flynn J A Solomon B S

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Advanced Health Assessment – 2025

 Assigned Reading

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.
Chapter 3, “Examination Techniques and Equipment”This chapter explains the physical examination techniques of inspection, palpation, percussion, and auscultation. This chapter also explores special issues and equipment relevant to the physical exam process.

Chapter 8, “Growth and Nutrition”In this chapter, the authors explain examinations for growth, gestational age, and pubertal development. The authors also differentiate growth among the organ systems.

Chapter 5, “Recording Information”  (Previously read in Week 1)This chapter provides rationale and methods for maintaining clear and accurate records. The text also explores the legal aspects of patient records.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Student checklist: Health history guide. In Seidel’s guide to physical examination (9th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line:  Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Centers for Disease Control and Prevention. (2018). Childhood overweight and obesity. Retrieved from http://www.cdc.gov/obesity/childhood

This website provides information about overweight and obese children. Additionally, the website provides basic facts about obesity and strategies to counteracting obesity.

Chaudhry, M. A. I., & Nisar, A. (2017). Escalating health care cost due to unnecessary diagnostic testing. Mehran University Research Journal of Engineering and Technology, (3), 569.

This study explores the escalating healthcare cost due the unnecessary use of diagnostic testing. Consider the impact of health insurance coverage in each state and how nursing professionals must be cognizant when ordering diagnostics for different individuals.

Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.

Chapter 1, “Clinical Reasoning, Evidence-Based Practice, and Symptom Analysis”
This chapter introduces the diagnostic process, which includes performing an analysis of the symptoms and then formulating and testing a hypothesis. The authors discuss how becoming an expert clinician takes time and practice in developing clinical judgment.

Gibbs , H., & Chapman-Novakofski, K. (2012). Exploring nutrition literacy: Attention to assessment and the skills clients need. Health, 4(3), 120–124.

This study explores nutrition literacy. The authors examine the level of attention paid to health literacy among nutrition professionals and the skills and knowledge needed to understand nutrition education.

Martin, B. C., Dalton, W. T., Williams, S. L., Slawson, D. L., Dunn, M. S., & Johns-Wommack, R. (2014). Weight status misperception as related to selected health risk behaviors among middle school students. Journal of School Health, 84(2), 116–123. doi:10.1111/josh.12128
Credit Line: Weight status misperception as related to selected health risk behaviors among middle school students by Martin, B. C., Dalton, W. T., Williams, S. L., Slawson, D. L., Dunn, M. S., & Johns-Wommack, R., in Journal of School Health, Vol. 84/Issue 2. Copyright 2014 by Blackwell Publishing. Reprinted by permission of Blackwell Publishing via the Copyright Clearance Center.

Noble, H., & Smith, J. (2015) Issues of validity and reliability in qualitative research . Evidence Based Nursing, 18(2), pp. 34–35.

Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). History subjective data checklist. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Mosby’s Guide to Physical Examination, 7th Edition by Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2011 by Elsevier. Reprinted by permission of Elsevier via the Copyright Clearance Center.

This History Subjective Data Checklist was published as a companion to Seidel’s Guide to Physical Examination (8th ed.) by Ball, J. W., Dains, J. E., & Flynn, J.A. Copyright Elsevier (2015). From https://evolve.elsevier.com

Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.
Chapter 2, “The Comprehensive History and Physical Exam” (Previously read in Week 1)
Chapter 5, “Pediatric Preventative Care Visits” (pp. 91 101)

 

When seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools; however, different factors affect the validity and reliability of the results produced by these tests or tools. Nurses must be aware of these factors in order to select the most appropriate test or tool and to accurately interpret the results.

Not only do these diagnostic tests affect adults, body measurements can provide a general picture of whether a child is receiving adequate nutrition or is at risk for health issues. These data, however, are just one aspect to be considered. Lifestyle, family history, and culture—among other factors—are also relevant. That said, gathering and communicating this information can be a delicate process.

 

Include the following:

  • An explanation of the health issues and risks that are relevant to the child you were assigned.
  • Describe additional information you would need in order to further assess his or her weight-related health.
  • Identify and describe any risks and consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion.
  • Taking into account the parents’ and caregivers’ potential sensitivities, list at least three specific questions you would ask about the child to gather more information.
  • Provide at least two strategies you could employ to encourage the parents or caregivers to be proactive about their child’s health and weight.
  • Based on the risks you identified, consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion.
  • Consider how you could encourage parents or caregivers to be proactive toward the child’s health

The Assignment

Case #2:  75-year-old non-English speaking female recently diagnosed with breast cancer

Assignment (4 pages, not including title and reference pages):

Approaches To Treatment – 2025 The Assignment Examine Case Study An African American Child Suffering From Depression You will be asked

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Approaches To Treatment – 2025

 

The Assignment

Examine Case Study: An African American Child Suffering From Depression. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.

  • At each decision point stop to complete the following:
    • Decision #1
      • Which decision did you select?
      • Why did you select this decision? Support your response with strong scientific evidence and references.  Why did you NOT select the other treatment options available?  Again, provide STRONG scientific evidence.  Clinical studies or treatment guidelines are a good place to start!
      • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
      • What ethical considerations impacted your treatment plan and communication plan with the patient?
    • Decision #2
      • Why did you select this decision? Support your response with strong scientific evidence and references.  Why did you NOT select the other treatment options available?  Again, provide STRONG scientific evidence.  Clinical studies or treatment guidelines are a good place to start!
      • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
      • What ethical considerations impacted your treatment plan and communication plan with the patient?
    • Decision #3
      • Why did you select this decision? Support your response with strong scientific evidence and references.  Why did you NOT select the other treatment options available?  Again, provide STRONG scientific evidence.  Clinical studies or treatment guidelines are a good place to start!
      • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
      • What ethical considerations impacted your treatment plan and communication plan with the patient?

Conclusion (1 page)

Summarize your recommendations on the treatment options you selected for this patient. Be sure to justify your recommendations and support your response with clinically relevant and patient-specific resources, including the primary literature.

After writing up your rationale at each decision point, I would ask yourself the following questions:

  • Have I provided clinical data from a meta-analysis, case report or clinical trial to support the drug I picked being safe, efficacious and the best choice for this patient?
  • Have I provided clinical data, etc. to support a clear rationale as to why the other treatment options are NOT optimal?
  • Is the focus of my discussion on mechanism of action and receptors/neurotransmitters that the drug acts on? If the answer is YES, you should consider doing additional research to address the above two questions
  • Also include how ethical considerations might impact your treatment plan and communication with clients.

**RUN THROUGH THE DECISION TREE ONCE ONLY**

The rubric, as I interpret it, suggests 5 references cited with every assignment for full credit on this portion (20 points).  References used for your introductory paragraph, ethical considerations or conclusion do not count towards the 5 references required.  As a general rule of thumb, I would encourage you to reference AT LEAST two sources (not including the textbook) for each decision point – this will result in 6 references total for your clinical decision making. Good luck!!

Assignment 1: Practicum: Week 1 Practicum Journal – 2025 In your role as a PMHNP you will encounter several situations that will require your ability to make sound judgments

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Assignment 1: Practicum: Week 1 Practicum Journal – 2025

 In your role as a PMHNP, you will encounter several situations that will require your ability to make sound judgments and practice decisions for the safety and well-being of individuals, families, and communities. There may not be a clear-cut answer of how to address the issue, but your ethical decision making must be based on evidenced-based practice and what is good, right, and beneficial for patients. You will encounter patients who do not hold your values, but you must remain professional and unbiased in the care you provide to all patients regardless of their socio-demographic and ethnic/racial background. You must be prepared to critically analyze ethical situations and develop an appropriate plan of action. For this Assignment, you review the literature and discover the various ethical dilemmas PMHNPs encounter and how these issues are typically addressed in your state (ILLINOIS)

 

To prepare:

  • Review literature for moral/ethical issues encountered by a PMHNP.
  • Select one of the articles you found that was published within the last 5 years to use as a focus for this assignment.

 Assignment

Write a 2-page paper in which you do the following:

  • Summarize the moral/ethical issue in the article (no more than 1 paragraph).
  • Describe the moral and ethical dilemmas surrounding the issue.
  • Analyze the ethical issue and compare them to the state health laws and regulations in your state.
  • Outline the process of ethical decision making you would use to address this ethical dilemma.

Rubric:

 

Quality of Work Submitted:

 The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking. 

Quality of Work Submitted

The purpose of the paper is clear

Written Expression and Formatting

Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance.