Community Assessment and Analysis Presentation – 2025 This assignment consists of both an interview and a PowerPoint PPT presentation

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Community Assessment and Analysis Presentation – 2025

This assignment consists of both an interview and a PowerPoint (PPT) presentation.

Assessment/Interview

Select a community of interest in your region. Perform a physical assessment of the community.

  1. Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.”
  2. Interview a community health and public health provider regarding that person’s role and experiences within the community.

Interview Guidelines

Interviews can take place in-person, by phone, or by Skype.

Develop interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community.

Complete the “Provider Interview Acknowledgement Form” prior to conducting the interview. Submit this document separately in its respective drop box.

Compile key findings from the interview, including the interview questions used, and submit these with the presentation.

PowerPoint Presentation

Create a PowerPoint presentation of 15-20 slides (slide count does not include title and references slide) describing the chosen community interest.

Include the following in your presentation:

  1. Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level; ethnic and phenomenological features of the community, as well as types of social interactions; common goals and interests; and barriers, and challenges, including any identified social determinates of health.
  2. Summary of community assessment: (a) funding sources and (b) partnerships.
  3. Summary of interview with community health/public health provider.
  4. Identification of an issue that is lacking or an opportunity for health promotion.
  5. A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community.

Assessing Community Health Care Needs – 2025 Assess the health care needs of a selected community by completing an environmental analysis and a

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Assessing Community Health Care Needs – 2025

 

Assess the health care needs of a selected community by completing an environmental analysis and a virtual windshield survey. Summarize the results of your assessment in a 2-3 page executive summary.

Introduction

Health care must be evidence-based, effective, efficient, and affordable; it must provide resources that meet the needs of the community. Nurse leaders must understand and thoroughly evaluate the environment to enable the efficient and equitable allocation of resources. A useful tool for this type of assessment is commonly called a windshield survey. Windshield surveys are what you might expect from the name. They are a way of gathering information about specific aspects of a community while driving around, such as the condition of roads, buildings, and housing.

This assessment provides an opportunity to examine the prevailing health conditions and social determinants of health in a community by completing an environmental analysis and a virtual windshield survey based on communities within the Vila Health system. Although Vila Health is a virtual lab, the communities represented in this simulation are real, enabling you to conduct an actual community health assessment.

Preparation

Executive leaders at Vila Health have asked you to provide them with your assessment of the health conditions in one of the communities served by the Vila Health system. Knowing that a windshield survey is needed to validate any underlying assumptions about the needs of the community and inform evidence-based decision making and strategic planning, you have decided to conduct a first-hand exploration of the community, followed up by an environmental analysis. An environmental analysis examines the factors that can influence the performance of a health care organization, which is important in a rapidly changing health care environment.

To prepare for the assessment, you are encouraged to begin thinking about how an environmental analysis and windshield survey contribute to assessing community health care needs. In addition, you may wish to:

The following resource is required to complete the assessment.

Vila Health is a virtual environment that simulates a real-world health care system. In the various Vila Health scenarios, you will apply professional strategies, practice skills, and build competencies that you can apply to your coursework and in your career. The information you gather in this scenario will help you to complete the assessment.

TEMPLATES

Use this template for your community health assessment.

Requirements

Complete this assessment in two steps:

  1. If you have not already done so, complete the Vila Health: Environmental Analysis and Windshield Survey simulation.
  2. Write an executive summary of your community health assessment, based on your windshield survey and environmental analysis.

The community health assessment requirements outlined below, correspond to the grading criteria in the 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. The Guiding Questions: Assessing Community Health Care Needs document provides additional considerations that may be helpful in completing your assessment. In addition, be sure to note the requirements below for document format and length and for citing supporting evidence.

  • Assess, via a windshield survey, the general condition and needs of a community from a public health perspective.
  • Analyze the environmental factors affecting population health in a community.
  • Identify the social determinants of health in a community.
  • Summarize windshield survey and environmental analysis findings for executive leaders.
  • Write clearly and concisely in a logically coherent and appropriate form and style.
  • Support findings and conclusions with relevant and credible evidence.
Document Format and Length
  • Use the Community Health Assessment Template. This APA Style Paper Tutorial [DOCX] can help you in writing and formatting your assessment. If you would like to use a different worksheet for your community health assessment, obtain prior approval from faculty.
  • The executive summary portion of your survey and analysis should be 2–3 pages in length.
  • Be sure to apply correct APA formatting to all source citations and references.
Supporting Evidence

Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your executive summary.

Additional Requirements

Proofread your executive summary before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your assessment.

Portfolio Prompt: You may choose to save your community health assessment to your ePortfolio.

Competencies Measured

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

  • Competency 1: Identify the challenges and opportunities facing health care.
    • Assess, via a windshield survey, the general condition and needs of a community from a public health perspective.
    • Analyze the environmental factors affecting population health in a community.
    • Identify the social determinants of health in a community.
  • Competency 4: Develop proactive strategies to change the culture of the organization by incorporating evidence-based practices.
    • Summarize windshield survey and environmental analysis findings for executive leaders.
  • Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style consistent with applicable organizational, professional, and scholarly standards.
    • Write clearly and concisely in a logically coherent and appropriate form and style.
    • Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.

 

Vila Health: Environmental Analysis and Windshield Survey

Effective health care leadership relies on assessments based on reliable information. One key tool is the windshield survey —with a practiced eye, one can make valuable judgments about the health conditions of a community while performing a mobile survey.

In this simulation, you will conduct a virtual windshield survey in either a rural or an urban environment. You will also be provided with resources to help you begin the environmental analysis of one of the two communities. You will use the information you gather to inform your proposal for changes to the health care system.

RURAL:

Shopping Plaza

310 El Dorado Dr.

Shopping plaza.

While economic conditions are overall good in Jordan, there are vacancies and empty buildings both downtown and in outlying shopping areas.

 

Scott County Library – Jordan

275 Creek Ln. S.

Scott County Library.

The Jordan public library is open four days a week (Mon & Wed 1-8; Tue & Thur 10 – 5) from May to September and five days (Saturday 10 – 2) from September to May.

 

St. Francis Health Services

265 Creek Ln. S.

St. Francis Health Services.

St. Francis Health Services is aligned with Allina Health and Park Nicollet Health Services, two of the largest health providers in the region. The facility provides a full range of inpatient, outpatient, and emergency care.

 

River Valley Education Center

100 Hope Ave.

Minnesota River Valley Specoalo Educations Co-op.

Provides students in grades 5-8 with academic and social skills instruction. These students may have average or above-average learning potential but have been unsuccessful in other special education settings.

 

Jordan High School

600 Sunset Dr.

Jordan High School.

Jordan High School has a student population of approximately 540 students. The school offers athletics, arts programs, and academic extra-curricular activities. Students can also attend vocational classes through Southwest Metro Educational Cooperative where they can earn credit at vocational schools and North Hennepin Community College.

 

Jordan Middle School

500 Sunset Dr.

Jordan Middle School.

The Jordan public schools offer a student and family friendly single campus. The renovated middle school opened in 2015 and is adjacent to the Jordan Community Education and Recreation Center (CERC).

 

Jordan Community Education and Recreation Center

500 Sunset Dr.

Jordan Community Education and Recreation Center.

Completed in January 2016, the new Community Education and Recreation Center includes a 3-gym station with a multipurpose floor, an elevated walking track, a fitness center, community locker rooms, and a community room with kitchenette.

 

Residential Area

Timber Ridge Court, just north of Sunset

PreviousStreet sign for Timber Ridge Court and Sunset Drive.Recreational vehicle.Street scene of residential area on Timber Ridge Court.Next

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Located near the High School, this neighborhood is characterized by large lots, well maintained homes, and an abundance of recreational vehicles and boats.

 

Jordan Elementary School

815 Sunset Dr.

Jordan Elementary School.

Jordan Elementary School offers programs and specialists in Special Ed, ESL, Title One services, Gifted and Talented, and a variety of other interventions and enrichment programs. Technology is embedded in the daily curriculum in order to encourage the development of 21st century learning skills.

 

Oak Terrace Senior Living

622 Aberdeen Ave.

Oak Terrace Senior Living building.

Oak Terrace Senior Living of Jordan is a retirement community that offers Independent Living, Assisted Living, and Memory Care.

URBAN:

 

Cave Vin

5555 Xerxes Ave. S.

Cafe Vin restaurant.

An upscale neighborhood restaurant, Cavé Vin is a family owned local restaurant with a French and new-American menu.

 

Armatage Elementary School

2501 W. 56th St.

PreviousArmatage Elementary School.Armatage Elementary School sign.Next

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Armatage Montessori School is a public magnet in Southwest Minneapolis. The Montessori education method is designed to offer child-centered environment that encourages children’s natural learning impulses.

 

Armatage Community Center

2500 W. 57th St.

PreviousArmatage Community Center Sign.Armatage Community Center.Armatage Community Center.Armatage Community Center playground.Armatage Community Center baseball field.Next

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The Armatage Community Center participates in the Minneapolis Summer Meal Program for youth 18 and under.

Grading Rubric:

1-  Assess, via a windshield survey, the general condition and needs of a community from a public health perspective. 

Passing Grade:  Assesses, via a windshield survey, the general condition and needs of a community from a public health perspective. Specifies applicable safety concerns and the limitations of the survey. 

2-  Analyze the environmental factors affecting population health in a community. 

Passing Grade:  Analyzes the environmental factors affecting population health in a community. Clearly articulates key health issues, opportunities, and threats. Conclusions are well-supported by credible evidence. 

3-  Identify the social determinants of health in a community. 

Passing Grade:  Identifies the social determinants of health in a community. Draws well-reasoned conclusions from credible evidence and articulates underlying assumptions and uncertainties. 

4-  Summarize windshield survey and environmental analysis findings for executive leaders. 

Passing Grade:  Summarizes environmental analysis and survey findings for executive leaders. Information is detailed, accurate, and logically organized. Provides insightful lessons learned. 

5-  Write clearly and concisely in a logically coherent and appropriate form and style. 

Passing Grade:  Writes clearly and concisely in a logically coherent and appropriate form and style. Main points, ideas, arguments, or propositions are well-developed and engaging. Adheres to all applicable disciplinary and scholarly writing standards and conventions. 

6-  Support assertions, arguments, propositions, and conclusions with relevant and credible evidence. 

Passing Grade:  Supports assertions, arguments, propositions, and conclusions with relevant, credible, and convincing evidence. Skillfully combines error-free source citations with a perceptive and accurate synthesis of the evidence. 

Jehovah’s Witness and their beliefs. – 2025 For this assignment create a PowerPoint presentation based on the following case study Read the following case study and

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Jehovah’s Witness and their beliefs. – 2025

 

For this assignment, create a PowerPoint presentation based on the following case study.

Read the following case study and answer the questions presented.

Case Scenario 2: A Jehovah’s Witness Patient on page 77

Questions:

In attempting to address Mr. Jackmon’s case, ask yourself the following questions if you are the nurse caring for Mr. Jackmon:

  1. Where am I on the staircase concerning this patient? How can I move to the next level?
  2. How familiar am I and the nursing and medical staff with the religious beliefs, values, and attitudes of people who are Jehovah’s Witnesses?
  3. What significant differences exist in followers’ health beliefs and other Christian traditions? How different is this religion from my own?
  4. What feelings and attitudes do I have about Mr. Jackmon’s beliefs about receiving blood?
  5. How helpful are these attitudes toward the development of cooperative interaction between myself and the patient?
  6. Are there alternative ways of treating this patient’s hemoglobinemia?
  7. On what religious beliefs does Mr. Jackmon base his refusal of blood, despite his need for it?
  8. From whom could the nursing staff gain more insight into the patient’s healthcare beliefs?
  9. What strategies might be useful in meeting the physiological and psychological needs of this patient?
  10. What resources might the nursing staff utilize to assist them in meeting this patient’s needs?

Your presentation should be at least 15 slides (not including title, objectives, and references slides) with detailed notes for each slide, including audio. Be sure to answer all the questions completely. Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Include at least three (3) graphics. Support your content with citations throughout your presentation. Make sure to reference the citations using the APA writing style for the presentation. Include a slide for your references at the end.

Follow best practices for PowerPoint presentations by going to the Writing and Resource center, Module 3: Assignments, Microsoft, and utilizing Microsoft Overview and the Creating a Quality PowerPoint video.

Assignment Expectations

Length: at least 15 slides; answers must thoroughly address the questions clearly and concisely. Audio must be included.

Structure:

Title slide (1 slide)

Content slide (15 slides)

References (1 slide)

References: Use the appropriate APA style in-text citations and references for all resources to answer the questions. Include at least three (3) scholarly sources to support your claims.

Case Study: Through the Eyes of the Patient and the Health Care Professional – 2025 Allied health professionals are confronted with different death and dying practices An effective allied health

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Case Study: Through the Eyes of the Patient and the Health Care Professional – 2025

 

Allied health professionals are confronted with different death and dying practices. An effective allied health professional recognizes the importance of understanding different cultural practices, and learns how to evaluate the death, dying, and spiritual beliefs and practices across the cultures.

Read the two specified case histories and choose one for this assignment.

Chapter 4, “Stories of Abby: An Ojibwa Journey” and Chapter 14, “Stories of Shanti: Culture and Karma,” by Gelfland, Raspa, and Sherylyn, from End-of-Life Stories: Crossing Disciplinary Boundaries (2005), from the GCU Library.

Identify your role as a health care professional in supporting Abby’s or Shanti’s dying rituals, and in creating strategies for displaying respect while still providing quality care. Identify communication strategies necessary in caring for your select person. Integrate your strategies as you develop a care plan describing how you would approach the situation and care for the patient. Review the “Care Plan” template prior to beginning.

Include the following in your care plan:

  1. Communication: family and patient
  2. Treatment options that align with the specific culture
  3. Education: family and patient
  4. Family roles in the process
  5. Spiritual beliefs
  6. Barriers
  7. Cultural responses
  8. Any additional components that you feel would need to be addressed (from your perspective as a health care professional)

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

You are not required to submit this assignment to LopesWrite.

Discussion: Diagnosis and Management of Genitourinary Disorders – 2025 Many genitourinary GU disorders such as kidney disease begin developing during childhood and adolescence Johns Hopkins

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Discussion: Diagnosis and Management of Genitourinary Disorders – 2025

 

Many genitourinary (GU) disorders such as kidney disease begin developing during childhood and adolescence (Johns Hopkins Children’s Center, 2010). This early onset of disease makes it essential for you, as the advanced practice nurse caring for pediatric patients, to identify potential signs and symptoms. Although some pediatric GU disorders require long-term treatment and management, other disorders such as bedwetting or urinary tract infections are more common and frequently require only minor interventions. In your role with pediatric patients, you must evaluate symptoms and determine whether to treat patients or refer them for specialized care. For this Discussion, consider potential diagnoses, treatment, and/or referral options for the patients in the following three case studies.

Case Study 1

You see a 3-year-old with a 2-day history of complaints of dysuria with frequent episodes of enuresis despite potty training about 7 months ago. She is afebrile and denies vomiting. Physical examination is normal. Dipstick voided urine analysis reveals: specific gravity 1.015, Protein 1+ non-hemolyzed blood, 1+ nitrites, 1+ leukocytes, and glucose-negative.

Case Study 2

Mark is a 15-year-old with complaint of acute left scrotal pain with nausea. The pain began approximately 6 hours ago as a dull ache and has gradually worsened to where he can no longer stand without doubling over. He is afebrile and in marked pain. Physical exam is negative except for elevation of the left testicle, diffuse scrotal edema, and the presence of a blue dot sign.

Case Study 3

Maya is a 5-year-old who presents for a well-child visit. She is a healthy child with no complaints. Physical examination is normal. Routine urinalysis indicates 2+ proteinuria; specific gravity 1.020; negative for glucose, blood, leukocytes, and nitrites. Her blood pressure is normal, and she is at the 60th percentile for height and weight.

To prepare:

  • Review “Genitourinary Disorders” in the Burns et al. text.
  • Review and select one of the three provided case studies. Analyze the patient information.
  • Consider a differential diagnosis for the patient in the case study you selected. Think about the most likely diagnosis for the patient.
  • Think about a treatment and management plan for the patient. Be sure to consider appropriate dosages for any recommended pharmacologic and/or non-pharmacologic treatments.
  • Consider strategies for educating patients and families on the treatment and management of the genitourinary disorder.

By Day 3

Post an explanation of the differential diagnosis for the patient in the case study you selected. Explain which is the most likely diagnosis for the patient and why. Include an explanation of unique characteristics of the disorder you identified as the primary diagnosis. Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments. Finally, explain strategies for educating patients and families on the treatment and management of the genitourinary disorder.

Assignment: Regulation for Nursing Practice Staff Development Meeting – 2025 Nursing is a very highly regulated profession There are over 100 boards of

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Assignment: Regulation for Nursing Practice Staff Development Meeting – 2025

 

Nursing is a very highly regulated profession. There are over 100 boards of nursing and national nursing associations throughout the United States and its territories. Their existence helps regulate, inform, and promote the nursing profession. With such numbers, it can be difficult to distinguish between BONs and nursing associations, and overwhelming to consider various benefits and options offered by each.

Both boards of nursing and national nursing associations have significant impacts on the nurse practitioner profession and scope of practice. Understanding these differences helps lend credence to your expertise as a professional. In this Assignment, you will practice the application of such expertise by communicating a comparison of boards of nursing and professional nurse associations. You will also share an analysis of your state board of nursing.

To Prepare:

  • Assume that you are leading a staff development meeting on regulation for nursing practice at your healthcare organization or agency.
  • Review the NCSBN and ANA websites to prepare for your presentation.

The Assignment: (8- to 9-slide PowerPoint presentation)

Develop a 8- to 9-slide PowerPoint Presentation that addresses the following:

  • Describe the differences between a board of nursing and a professional nurse association.
  • Describe the board for your specific region/area.
    • Who is on the board?
    • How does one become a member of the board?
  • Describe at least one state regulation related to general nurse scope of practice.
    • How does this regulation influence the nurse’s role?
    • How does this regulation influence delivery, cost, and access to healthcare?
  • Describe at least one state regulation related to Advanced Practice Registered Nurses (APRNs).
    • How does this regulation influence the nurse’s role?
    • How does this regulation influence delivery, cost, and access to healthcare?
  • Include Speaker Notes on Each Slide (except on the title page and reference page) please my state board is Maryland

Pathophysiology Reflection – 2025 Reflect back over the past 8 weeks and describe how the achievement of the course outcomes in

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Pathophysiology Reflection – 2025

Reflect back over the past 8 weeks and describe how the achievement of the course outcomes in this course have prepared you to meet the MSN program outcome #1, MSN Essential I, and Nurse Practitioner Core Competencies # 1 Scientific Foundation Competencies

Program Outcome #1: Provide high quality, safe, patient-centered care grounded in holistic health principles. (holistic health & patient-centered care)

MSN Essential I: Background for Practice from Sciences and Humanities:

Recognizes that the master’s prepared nurse integrates scientific findings from nursing, biopsychosocial fields, genetics, public health, quality improvement, and organizational sciences for the continual improvement of nursing care across diverse settings.

Nurse Practitioner Core Competencies # 1 Scientific Foundation Competencies

  1. Critically analyzes data and evidence for improving advanced nursing practice.
  2. Integrates knowledge from the humanities and sciences within the context of nursing science.
  3. Translates research and other forms of knowledge to improve practice processes and outcomes.
  4. Develops new practice approaches based on the integration of research, theory, and practice knowledg

EHRs Benefits and Drawbacks – 2025 Requirements As discussed in the lesson and assigned reading for this week EHRs provide both benefits and drawbacks Create a

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EHRs Benefits and Drawbacks – 2025

Requirements:

As discussed in the lesson and assigned reading for this week, EHRs provide both benefits and drawbacks. Create a “Pros” versus “Cons” table and include at least 3 items for each list. Next to each item, provide a brief rationale as to why you selected to include it on the respective list.

  1. Refer to the Stage 3 objectives for Meaningful Use located in this week’s lesson under the heading Meaningful Use and the HITECH Act. Select two objectives to research further. In your own words, provide a brief discussion as to how the objective may impact your role as an APN in clinical practice.  

Adhere to the following guidelines regarding quality for the threaded discussions in Canvas:

  • Application of Course Knowledge: Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings.
  • Scholarliness and Scholarly Sources: Demonstrates achievement of scholarly inquiry for professional and academic decisions using valid, relevant, and reliable outside scholarly source to contribute to the discussion thread. 
  • Writing Mechanics: Grammar, spelling, syntax, and punctuation are accurate. In-text and reference citations should be formatted using correct APA guidelines.
  • Direct Quotes: Good writing calls for the limited use of direct quotes. Direct quotes in discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the grammar, syntax, APA category. 

For each threaded discussion per week, the student will select no less than TWO scholarly sources to support the initial discussion post.

Scholarly Sources: Only scholarly sources are acceptable for citation and reference in this course. These include peer-reviewed publications, government reports, or sources written by a professional or scholar in the field. The textbooks and lessons are NOT considered to be outside scholarly sources. For the threaded discussions and reflection posts, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. The best outside scholarly source to use is a peer-reviewed nursing journal.  You are encouraged to use the Chamberlain library and search one of the available databases for a peer-reviewed journal article.  The following sources should not be used: Wikipedia, Wikis, or blogs.  These websites are not considered scholarly as anyone can add to these. Please be aware that .com websites can vary in scholarship and quality.  For example, the American Heart Association is a .com site with scholarship and quality.  It is the responsibility of the student to determine the scholarship and quality of any .com site.  Ask your instructor before using any site if you are unsure. Points will be deducted from the rubric if the site does not demonstrate scholarship or quality. Current outside scholarly sources must be published with the last 5 years.  Instructor permission must be obtained BEFORE the assignment is due if using a source that is older than 5 years.

readings: McGonigle, D. & Mastrian, K. (2018). Nursing informatics and the foundation of knowledge (4th ed.). Jones and Bartlett.

  • Chapter 11 The Human-Technology Interface
  • Chapter 14 The Electronic Health Record and Clinical Informatics (pages 266-269)

McBride, S., & Tietze, M. (2018). Nursing Informatics for the Advanced Practice Nurse (2nd ed.). Springer Publishing.

  • Chapter 1 Introduction to Health Information Technology in a Policy and Regulatory Environment
  • Chapter 8 Systems Development Life Cycle for Achieving Meaningful Use
  • Chapter 11 Electronic Health Records and Health Information Exchanges Providing Value and Results for Patients, Providers, and Healthcare Systems
Articles

Gold, M., & McLaughlin, C. (2016). Assessing HITECH implementation and lessons: 5 years later. (Links to an external site.) Milbank Quarterly, 94(3), 654-687. 

Hydari, M. Z., Telang, R., & Marella, W. M. (2015). Electronic health records and patient safety (Links to an external site.). Communications of the ACM, 58(11), 30-32.

Payne, T. H. (2016). The electronic health record as a catalyst for quality improvement in patient care (Links to an external site.). Heart, 102(22), 1782. doi: http://dx.doi.org.proxy.chamberlain.edu:8080/10.1136/heartjnl-2015-308724

Resnick, C. M., Meara, J. G., Peltzman, M., & Gilley, M. (2016). Meaningful use: A program in transition. (Links to an external site.) Bulletin of the American College of Surgeons, 101(3), 10-16.

Waldren, S. E., & Solis, E. (2016). The Evolution of meaningful use: Today, stage 3, and beyond (Links to an external site.). Family Practice Management, 23(1), 17-22.

Assgn – WK2 (G) – 2025 Hernandez Family Assessment Assessment is as essential to family therapy as it

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Assgn – WK2 (G) – 2025

                                    Hernandez Family Assessment

Assessment is as essential to family therapy as it is to individual therapy. Although families often present with one person identified as the “problem,” the assessment process will help you better understand family roles and determine whether the identified problem client is in fact the root of the family’s issues. As you examine the Hernandez Family: Sessions 1-6 videos in this week’s Learning Resources, consider how you might assess and treat the client family.

                                                             Learning Objectives

Students will:

· Assess client families presenting for psychotherapy

To prepare:

· Review this week’s Learning Resources and reflect on the insights they provide on family assessment.

· View the Hernandez Family: Sessions 1-6 videos, and consider how you might assess the family in the case study.

Note: For guidance on writing a comprehensive client assessment, refer to pages 137–142 of Wheeler (2014) in this week’s Learning Resources.

                                                                 The Assignment

Address in a comprehensive client assessment of the Hernandez family the following:

· Demographic information

· Presenting problem

· History or present illness

· Past psychiatric history

· Medical history

· Substance use history

· Developmental history

· Family psychiatric history

· Psychosocial history

· History of abuse and/or trauma

· Review of systems

· Physical assessment

· Mental status exam

· Differential diagnosis

· Case formulation

· Treatment plan

Note: Any item you are unable to address from the video should be marked “needs to be added to” as you would in an actual comprehensive client assessment

                                                               Learning Resources

Required Readings

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer.

  • Chapter      12, “Family Therapy” (pp. 429–468)

Nichols, M. (2014). The essentials of family therapy (6th ed.). Boston, MA: Pearson.

  • Chapter 3, “Basic Techniques of Family Therapy” (pp.      29–48)
  • Chapter      4, “The Fundamental Concepts of Family Therapy” (pp. 49–68)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

Note: It is highly recommended that you use this resource as a reference guide throughout the course. 

L’Abate, L. (2015). Highlights from 60 years of practice, research, and teaching in family therapy. American Journal of Family Therapy, 43(2), 180–196. doi:10.1080/01926187.2014.1002367

Mojta, C., Falconier, M. K., & Huebner, A. J. (2014). Fostering self-awareness in novice therapists using internal family systems therapy. American Journal of Family Therapy, 42(1), 67–78. doi:10.1080/01926187.2013.772870

Nichols, M., & Tafuri, S. (2013). Techniques of structural family assessment: A qualitative analysis of how experts promote a systemic perspective. Family Process, 52(2), 207–215. doi:10.1111/famp.12025

Papero, D. V. (2014). Assisting the two-person system: An approach based on the Bowen theory. Australian & New Zealand Journal of Family Therapy, 35(4), 386–397. doi:10.1002/anzf.1079.

                                                                         Required Media

Laureate Education (Producer). (2013a). Hernandez family> Sessions 1—6 [Video file]. Author: Baltimore, MD.

N.B: PLEASE ATTACH WITH THIS ASSIGNMENT IS THE 6 VIDEO TRANSCRIPT DOWNLOADED IN PDF FORMAT FOR THIS ASSIGNMENT SINCE THE VIDEO AND THE AUDIO IS NOT AVAILABLE AT THIS TIME, AND A SAMPLE FORMAT FOR THE ASSIGNMENT.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript 

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript 

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript 

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript 

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript 

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript 

Psychotherapy.net (Producer). (2006). Tools and techniques for family therapy. [Video file]. Mill Valley, CA: Author. 

N.B: PLEASE THIS SAMPLE IS JUST A FORMAT FOR ONLY HERNANDEZ CASE STUDY, BUT ASSIGNMENT IS TO WRITE ON HERNANDEZ FAMILY ASSESSMENT

Practicum Experience Plan of a Psychiatric and Mental Health Nurse Practitioner – 2025 For this Assignment you will consider the areas you aim to focus on to

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Practicum Experience Plan of a Psychiatric and Mental Health Nurse Practitioner – 2025

For this Assignment, you will consider the areas you aim to focus on to gain practical experience as an advanced practice nurse. Then, you will develop a Practicum Experience Plan (PEP) containing the objectives you will fulfill in order to achieve your aims. In this practicum experience, when developing your goals and objectives, be sure to keep PMHNP clinical skills in mind.

To Prepare

  • Review your Clinical Skills Self-Assessment Form you submitted last week, and think about areas for which you would like to gain application-level experience and/or continued growth as an advanced practice nurse. How can your experiences in the practicum help you achieve these aims? There may be overlap between your skills goals and your PEP goals.
  • Review the information related to developing objectives provided in this week’s Learning Resources. Your practicum learning objectives that you want to achieve during your practicum experience must be: 
    • Specific  
    • Measurable  
    • Attainable  
    • Results-focused  
    • Time-bound 
    • Reflective of the higher-order domains of Bloom’s taxonomy (i.e., application level and above)  
  • Discuss your professional aims and your proposed practicum objectives 
  • Select one nursing theory and one counseling theory to best guide your clinical practice. Explain why you selected these theories. Support your approach with evidence-based literature.
  • Create a timeline of practicum activities that demonstrates how you plan to meet these goals and objectives based on your practicum requirements.

The Assignment

Record the required information in each area of the Practicum Experience Plan template, including three to four (3–4) measurable practicum Learning Objectives you will use to facilitate your learning during the practicum experience.