Discuss characteristic findings for a stroke and how it affects the lives of patients and their families. Discuss the nurse’s role in supporting the patient’s psychological and emotional needs. Provide an example.

Thursday 3

Watch the following YouTube interview with mathematician and Nobel prize winner John Nash Jr. and his son, both diagnosed with schizophrenia.  Answer the questions below regarding John Nash Jr.’s son. 

• Considering the history provided and what you can observe in the video, what symptoms of schizophrenia, positive and negative, does Johnny Nash have? 
• What medications would be prescribed for Johnny Nash, and why?
• Discuss the etiology of schizophrenia.  How does it apply to John and Johnny Nash’s case? 

(The video is on youtube i cannot copy. Thanks)

4 replies

Due date 09/25/2020 6:pm ET

Considering the video and the earlier article you read on Bauerline, address following questions:

1. Do you find that this is the ‘Dumbest’ generation? Why or why not?
2. Do you believe generational attributes affect communication? Explain.
3. How do you see the advances and concentration on technology impacting you, as a professional nurse? Are there communication challenges you foresee when caring for patients and families?
4. How can nurses be efficient and compassionate communicators?

This is NOT a Research Project but a Quality Improvement Project 

TOPIC: Impact of Medication Administration Errors on 3-4-Year-old Leukemia Patients 

This week’s post will focus on the second part of Chapter One. Address each area with at least five concise sentences for each section. Spelling and grammar will be reviewed and graded. Note: When you write the chapters, adhere to the Proposal Paper requirements.

Chapter One, Part Two: Significance of the Project: This section identifies and describes the significance of the project and the implications of the potential results based on the clinical questions and problem statement. It describes how the project fits within and will contribute to the current literature or the clinical site practice. It describes potential practical applications from the project.

Rational for Methodology: Compare why the quantitative methodology is appropriate for the DPI project by comparing it to another research methodology.

Nature of the Design: Compare why the quasi-experimental design is the most appropriate for the DPI by comparing it to at least one other research design.

Definition of Terms (with citations) This section Defines any words that may be unknown to a lay person (words with unusual or ambiguous means or technical terms) from the evidence or literature. Include terms such as clinical significance, statistical significance, and words not normally understood by the lay person.

Assumptions, Limitations, Delimitations (s): This section identifies the assumptions and specifies the limitations, as well as the delimitations, of the project.

Summary: This section summarizes the key points of Chapter One and provides supporting citations for those key points. It then provides a transition discussion to Chapter Two, followed by a description of the remaining chapters.

 PLEASE FOLLOW THE INSTRUCTIONS BELOW

4 REFERENCES 

ZERO PLAGIARISM

Although termination is an inevitable part of the therapeutic process, it is often difficult for clients. However, by discussing termination throughout therapy, you can better prepare your clients for life without you. Once a client has achieved his or her therapeutic goals, termination sessions should be held and documented in a client termination summary. For this Assignment, you have the opportunity to practice writing a termination summary for a client with whom you have worked during your practicum experience.

Learning Objectives

Students will:

• Develop client termination summaries

To prepare:

• For guidance on writing a client termination summary, review pages 693–712 of Wheeler (2014) in this week’s Learning Resources.
• Identify a client who may be ready to terminate therapy.

Assignment

With the client you selected in mind, address in a client termination summary (without violating HIPAA regulations) the following:

• Identifying information of client (e.g., hypothetical name and age)
• Date the client initially contacted therapist, date therapy began, duration of therapy, and date therapy will end
• Total number of sessions, including number of missed sessions
• Whether termination was planned or unplanned
• Presenting problem
• Major psychosocial issues
• Types of services rendered (e.g., individual, couple/family therapy, group therapy)
• Overview of treatment process
• Goal status (goals met, partially met, unmet)
• Treatment limitations (if any)
• Remaining difficulties and/or concerns
• Recommendations
• Follow-up plan (if indicated)
• Instructions for future contact
• Signatures

Video Transcript:

KARI (on phone): This is Kari the nurse from the Emergency Department. I’m calling to give you a transfer report on Ms. Janet Lieberman. Janet is a 36-year-old woman who came because she felt weak and dizzy. She has a history of Crohn’s disease with intermittent gastritis and six months ago she had surgery and an ileostomy. Traces of serosanguineous effluent were present in her ostomy bag upon arrival. Her Blood type is A-. She is typed and cross-matched for two units of packed RBCs, so please administer as soon as they are available. She started on Infliximab IV six months ago and the last dose was given seven weeks ago. Her vital signs were temperature 98.8, pulse 114, respiration 22, blood pressure 100/60, and oxygen saturation 95%. Her hemoglobin is seven milligrams per deciliter and her hematocrit is 21%. She has an IV of 0.9% sodium chloride 1000- milliliters infusing at 150-milliliters per hour, and has 700-milliliters remaining in the bag. We started an IV while she was in ED. Her skin has been pale, warm, and dry to the touch. She voided 500-milliliters at 1500 in the ED. A hemoccult of her stool was sent to the lab. Esther: Were the coagulation tests within normal range? KARI: Yes, her pro time is 12.2, her PT is 21 seconds, and her INR is 0.7. Esther: Okay, thanks for the report. KARI: You’re welcome. I’ll bring her up to your unit in a few minutes. Esther: Thanks. KARI: Hi Esther, this is Janet Lieberman. Esther: Hi Ms. Lieberman, my name’s Esther. I’ll be taking care of you this evening. KARI: I gave you a transfer report a couple minutes ago. Ms. Lieberman needs the two units of packed RBCs as soon as possible. Esther: Okay. Ms. Lieberman, I need to take a quick look at your ostomy bag. MS. LIEBERMAN: Sure, okay. Esther: Thank you. Do you have any family here? MS. LIEBERMAN: No, I came alone to the emergency room today, but I have a sister who’s on her way to the hospital. KARI: Do you have any questions before I leave? Esther: No, thanks for the report. I can take it from here. KARI: I am going back to the Emergency Department now. Esther’s going to be taking care of you. I hope you feel better soon. MS. LIEBERMAN: Thanks so much for taking such good care of me. Esther: Ms. Lieberman, I need to ask you some questions. MS. LIEBERMAN: Okay, what else do you need to know? Esther: I need to review your abdominal status. Are you having abdominal pain? MS. LIEBERMAN: Oh yes, it’s very sore and crampy. Esther: On a scale of 0 to 10, with 0 being no pain, and 10 being unbearable, how do you rate your pain now? MS. LIEBERMAN: I would say a 6. Esther: When did the pain begin? MS. LIEBERMAN: Uh, after I got up this morning. Esther: Can I ask you where the pain is? MS. LIEBERMAN: Yes, it’s here in the top of my stomach. Esther: Okay, Have you noticed anything that brings on the pain or makes it worse? MS. LIEBERMAN: I’m pretty sure stress makes it worse. Esther: Okay. MS. LIEBERMAN: When I get stressed I don’t eat healthy foods and then I get headaches and take Ibuprofen. Esther: Okay, when you’re feeling a little bit better I’d like to review some ways to manage your stress. For now, I need to take a listen to your bowel sounds. MS. LIEBERMAN: Sure, Okay

 How effectively do you think the Coyne et al. study and the Messina et al. study both used their review of literature to help the reader understand why the research question was asked? How could they have done it more effectively? please include in-text citation and references.

Assignment 2: Practicum – Week 10 Journal Entry

Learning Objectives

Students will:

• Develop effective documentation skills to examine group therapy sessions with children and adolescents *
• Develop diagnoses for child and adolescent clients receiving group psychotherapy *
• Analyze legal and ethical implications of counseling child and adolescent clients with psychiatric disorders *

Select two clients you observed or counseled this week during a group therapy session for children and adolescents. Note: The two clients you select must have attended the same group session. If you select the same group you selected for the Week 8 or Week 9 Journal Entries, you must select different clients.

Then, address in your Practicum Journal the following:

• Using the Group Therapy Progress Note in this week’s Learning Resources, document the group session.
• Describe each client (without violating HIPAA regulations), and identify any pertinent history or medical information, including prescribed medications.
• Using the DSM-5, explain and justify your diagnosis for each client.
• Explain any legal and/or ethical implications related to counseling each client.
• Support your approach with evidence-based literature.

 There is a relationship between policy evaluation and production identification, policy evaluation and policy implement, and policy evaluation and policy formulation.  Can you explain this relationship and why they are important?