EBP is an essential component  

Reply separately to two of your classmates posts (See attached classmates posts, post#1 and post#2). 

INSTRUCTIONS:

Your responses should be in a well-developed paragraph (300-350 words) to each peer. Integrating an evidence-based resource!

Note: DO NOT CRITIQUE THEIR POSTS, DO NOT AGREE OR DISAGREE, just add informative content regarding to their topic that is validated via citations. 

– Utilize at least two scholarly references per peer post. 

Please, send me the two documents separately, for example one is the reply to my peers Post #1, and the second one is the reply to my other peer Post #2.

– Minimum of 300 words per peer reply.

– TURNITIN Assignment.

Background: I live in South Florida, I am currently enrolled in the Psych Mental Health Practitioner Program, I am a Registered Nurse, I work in a Psychiatric Hospital.

Assignment 1: Practicum – Assessing Client Family Progress (Due in Week 8)

Learning Objectives

Students will:

• Create progress notes
• Create privileged notes
• Justify the inclusion or exclusion of information in progress and privileged notes
• Evaluate preceptor notes

To prepare:

• Reflect on the client family you selected for the Week 3 Practicum Assignment.

Assignment

Part 1: Progress Note

Using the client family from your Week 3 Practicum Assignment, address in a progress note (without violating HIPAA regulations) the following:

• Treatment modality used and efficacy of approach
• Progress and/or lack of progress toward the mutually agreed-upon client goals (reference the treatment plan for 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 (e.g., marriage, separation/divorce, new relationships, move to a new house/apartment, change of job)
• 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 (e.g., phone consultations with physicians, psychiatrists, marriage/family therapists)
• The 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 (e.g., 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 family from the Week 3 Practicum Assignment.

In your progress note, address the following:

• 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 family’s progress note.
• Explain whether your preceptor uses privileged notes. If so, describe the type of information he or she might include. If not, explain why.

The following case for discussion is from the eText, chapter 18, page 527:

Steven and Marisol are a young married couple who are concerned about passing genetic diseases to their children.  Members of Steven’s family have been diagnosed with Huntington’s disease, an incurable genetic disorder that causes cognitive problems, difficulties with movement that ultimately require full-time nursing care, and reduced life expectancy.  Members of Marisol’s family have tested positive for a mutation of the BRCA genes that are strongly associated with breast and ovarian cancer.

At a family reunion, they are discussing their decision to use in vitro fertilization and preimplantation genetic screening of embryos.  Seven’s cousin, Valerie, is appalled.  She is opposed to the idea of in vitro fertilization and to the entire idea of genetic screening. 

Valerie says, “You can’t just choose the babies you want to have.  God will only give you the challenges He knows you can handle.  And if a child is born with a disease, your job is to love that child, no matter what.” 

Steven is speechless.  But Marisol is not.  “But if we can guarantee that our child is healthy and will live a happy life, shouldn’t we do that?  We don’t want to raise a child who is doomed to genetic diseases.” 

Valerie shakes her head.  “There is no way to know,” she says.  “Kids get sick and die.  Some who have diseases get better.  You can’t control everything.  And besides, that test-tube baby stuff is really expensive.  How can you afford it?” 

Now Steven replies, “We want to invest in this procedure now because it might save money in the long run.  I’ve seen how much Huntington’s costs a family – so have you.  I’d rather pay to prevent it now than have to deal with the costs later.”

Valerie responds, “That sounds really rude.  It sounds like you resent people who get sick and need your help.  The whole thing is very selfish.”

Questions for discussion – Answer any two of the following questions:

With whom do you agree here: Steven and Marisol or Steven’s cousin, Valerie?  Explain.

Is it wrong to want to prevent genetic disease through use of IVF and preimplantation genetic screening?   Is it a wise investment?  Should it be covered by health insurance?

Is it selfish to want to control your child’s genes?  Explain your answer.

What about using IVF for selecting the gender of the baby you want to have?  Explain your reasoning.

These options are available to couples today: LINK

Literature Search (25 points)

Directions: Identify a clinical issue or problem. Develop a study question to answer the question. Perform a literature search (consider working with a librarian on this). Complete the following items on the word document (.docx) provided in the module (download the document, complete it, then upload into the assignment area). Or, copy and paste the assignment (below) into your own word document (.docx), then upload it into the assignment area.

Name (-1 point if missing):

Date (-1 point if missing):

Clinical Issue or Problem (3 points) (e.g., there is a high number of pediatric needlesticks in an Emergency Department)

Problem Statement (3 points) (e.g., the average number of needlesticks for children in an Emergency Department is 2.2 needlesticks per visit [author & author, 2019])

Study Question (5 points)

· PICO(T) format (e.g., Melnyk & Fineout-Overholt, 2019, Appendix A, pp. 706-7)

Key Search Terms (5 points) (include Boolean operators) 

Search Engines Used (3 points) (e.g., PubMed, CINAHL, etc., need at least 3 search engines) 

Number of Initial Publications Generated (2 point) (matching the search terms and phrases)

Refined Search: Inclusion and Exclusion Criteria (2 points)

Number of Publications Generated and Number Selected the Literature Review (2 point)

Please Note – You will not be submitting your rough draft this week. You will submit confirmation of your draft submission to SmartThinking.

1. Review the results from the Questionnaires Activity to gather the data you need to support your rough draft. 

2. Create a 250-350 word draft essay that includes the following:

• Paragraph 1: Identify your leadership preference(s) and describe why the different aspects appeal to you most. Include specific terms or examples from the resources to identify your preferences.
• Paragraph 2: Describe what experiences you have as a leader, or your experience(s) with other leaders that support your preferences as areas you want to develop as a leader. You may include examples of leaders that have not demonstrated strengths in the areas you noted and how their lack of leadership in that area helped support your decision. (Sometimes we learn how to be a good leader by experiencing bad leadership).
• Paragraph 3: Describe how you will use your strengths and preferences in leadership within at least one setting. You may not be leading a group at this time, but there are opportunities to act as a leader at work, at home, and in classes, so you can apply your understanding of your leadership in any of these settings. 

3. Submit Leadership Preference Reflection paper draft to SmartThinking online tutoring for feedback.

4. SmartThinking will send you a confirmation email noting your submission as received.

5. Upload a screen shot of the email confirmation in the assignment link.

Note:  Within three (3) days, a SmartThinking tutor will return your draft paper with suggested changes and edits.  You are expected to incorporate the suggested feedback into your final draft due Week 4.

KEEP A COPY OF THE FEEDBACK. You will need to upload the SmartThinking feedback with your final draft in Week 4.

Write your thesis statement and introduction (one paragraph). The first page of your paper will be the title page, followed by your abstract page (it has its own page!), and then the next page will start with the introductory paragraph. 

Add the introductory paragraph to your APA “shell” to begin forming your final paper. Submit the entire document. However, only the introduction and thesis statement will be graded in this module.

Assignment Expectations

Length: Thesis sentence/statement and Introduction paragraph should be a total of 5-7 sentences

Assignment:

Prepare the Annotated Bibliography section in your paper. For minimum sources for your paper, find 4 scholarly articles and 2 websites – this would be 6 sources. For full points on the final paper, have 6 scholarly articles and 3 websites, a total of 9 sources. As per your Shell, your Annotated Bibliography section will be added after the Reference section with the heading of, “Annotated Bibliography”. Submit the entire document/shell. However, only the Annotated Bibliography will be graded in this module.

Reminder of Proper Format: The Annotated Bibliography is a different section than the Reference section. There are two parts to the Annotated Bibliography: 1. The reference in APA format, with hanging paragraph indentation.  2. Immediately following each reference, you will need a paragraph describing the contents of the source – this is the annotated portion, it is a short 3 sentence summary of the source. This entire paragraph should be indented .5 inches as a block paragraph. The entire annotated bibliography should be double-spaced, per APA format. Do not add extra space between references.

Prepare the Literature Review section of your paper. Begin with an introductory paragraph that describes your search parameters and what databases were used. Be sure to avoid first person (I, we, me, us, etc.). Include at least one paragraph for each of your sources chosen in your Annotated Bibliography. This is not a repeat of the annotations in the annotated bibliography, but should be written as an essay that flows easily from one point to the next. Remember, your literature review should be at least seven paragraphs (eight for full credit on the final paper), but not more than twelve paragraphs. Each paragraph should be at least three sentences in length, but only contain one or two main points and support. Review your APA resources for how to properly cite references in your text. This is where you will apply in-text citation rules, as each paragraph will indicate the reference from which the information is taken.

Also prepare your reference page. Please review your APA resources as mentioned previously. Submit the entire document. However, only the literature review and reference page will be graded in this module.

Assignment Expectations

Length: 7-8 to 12 paragraphs for the Literature Review

1. Now that you have completed Lesson 23 & 24 and have thought about the factors that affect the health of various communities, do the following:
   1. Identify prevalent issues or diseases that affect the health of your community (the specific populations you serve).
   2. Compare and contrast two (2) specific populations in your practice that are affected by the above issue(s) or disease(s) by listing their commonalities and their differences.
   3. Base on the information above, how can you change or refine your practice to meet each community’s specific needs?
2. Your paper should:
   • be typed doubled-space.
   • a total of 100 to 200 words (not counting your list of commonalities and differences).
   • Use factual information.
   • be original work and will be checked for plagiarism.
   • have required APA format if references are utilized – type references according to the APA Style Guide.

Case 2

School-aged patients should be educated on what types of foods are good for them to eat and which foods are not good for them to eat all the time.  Open dialogue should be encouraged with school-aged patients so that the provider can assess and take note of what they know and what they are not sure about, so that these topics can be further addressed.  Providers should use proper terms when addressing the subject matters of obesity and being overweight and negative comments should not be permitted in the discussions so as not to shame anyone within the group.  Being overweight and/or obese should not subject anyone to bullying – blaming the child for their weight issues is a form of bullying.  Bullying can lead to self-esteem issues and self-esteem issues can often times be the culprit with regards to over-eating (Baranowski & Taveras, 2018).When talking with adolescents suspected of having an eating disorder, it is imperative to avoid shame and blame towards the youth for either being overweight or underweight, as this more than likely will actually worsen the issue and actually have them close off and withdraw.  Conversations involving behaviors and choices that praise the youth should be encouraged.  The conversation should focus on who the youth is as a person in a positive light and not about what they eat and/or what their body looks like.  The essential goal is to embrace the youth for their positive attributes, and build higher self-esteem and emotional stability as these two factors, if they are affected, can unfortunately lead to many eating disorders (Phillips, 2017).Adolescents go through many changes.  In this stage of a growing child’s life, they have growth spurts and puberty changes.  Puberty refers to the transitional period between childhood and adulthood.  Every growing child is different and may go through puberty at different ages as opposed to their peers.  During this time, both sexes undergo a series of biological changes that include a rapid increase in height, bone growth, weight increase, the growth of pubic hair, breast development and the onset of menstruation in girls, and testicle, penis, and muscle enlargement in boys (Gough, 2017).Violence among adolescents is a global health problem.  Violence includes a wide array of acts such as bullying and physical fighting and also includes more severe acts such as sexual and physical assault and homicides.  Health care professionals can play a major role in preventing instances of adolescence violence.  Health care professionals can serve as educators and provide counseling to youths on subjects such as bullying, teen dating violence, rape, and mental health issues.  Adolescents from all backgrounds can be subject to any role with regards to violence – whether it be the attacker or the victim.  Sometimes adolescents may not want to talk with their parents regarding a lot of subjects because they fear being judged, punished and scrutinized.  Sometimes adolescents might be more open to either one-on-one counseling with someone closer in age to them and/or also peer group meetings.  Most adolescents love to socialize among other young people like themselves and especially when they have similar situations/experiences, and thoughts and feelings on various subject matters.  Health care professionals within the community can organize peer group meetings on varying subject matters over time at local community centers and/or schools and students can come casually on their own terms which will more than likely foster an atmosphere of continued retention with regards to attendance (Chilton, 2017).

ReferencesBaranowski, T., & Taveras, E. M. (2018).  Childhood Obesity Prevention: Changing the Focus.  Childhood Obesity, 14(1), 1-3. doi:10.1089/chi.2017.0303Chilton, S. (2017).  Nursing in a community environment.  A Textbook of Community Nursing, 1-24. doi:10.1201/9781315157207-1Gough, H. (2017).  Community nursing assessment.  A Textbook of Community Nursing, 132-146. doi:10.1201/9781315157207-7Phillips, K. E. (2017).  Eating Disorders.  A Guide to Mastery in Clinical Nursing. doi:10.1891/9780826150325.0278

TOPIC 2: Identifying those at risk for malnutrition 

What methods can be used to identify those at risk for malnutrition?