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Complete the worksheet.

As in all assignments, cite your sources in your work and provide references for the citations in APA format. Support your work, using your course lectures and textbook readings. Helpful APA guides and resources are available in the South University Online Library. Below are guides that are located in the library and can be accessed and downloaded via the South University Online Citation Resources: APA Style page. The American Psychological Association website also provides detailed guidance on formatting, citations, and references at APA Style.
• APA Citation Helper
• APA Citations Quick Sheet
• APA-Style Formatting Guidelines for a Written Essay
• Basic Essay Template

TASK

Post your initial response to one of the two topics below.

Topic 1:  Causes of Death

Using the CDC website, conduct a search to compare the causes of death among two ethnicities of the same age or two different ages of the same ethnicity.

Topic 2:  Responsibilities of a Nurse

Discuss the following with regard to the role and responsibilities of a nurse in a community:

• How are the roles of the BSN and the advanced practice nurse in community health different?
• How are nurse practitioners utilized in your community?
• Do they increase access to health care or work for physicians?
• What are the requirements for nurse practitioners in your state?
• What privileges do they have that general nurses do not have?
• Justify your responses using resources

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.

Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:

1. Summary of teaching plan
2. Epidemiological rationale for topic
3. Evaluation of teaching experience
4. Community response to teaching
5. Areas of strengths and areas of improvement

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

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. 

When selecting a psychotherapeutic approach for a client, you must consider the unique needs and characteristics of that particular client. The same is true when selecting a psychotherapeutic approach for groups. Not every approach is appropriate for every group, and the group’s unique needs and characteristics must be considered. For this Assignment, you examine psychotherapeutic approaches to group therapy for addiction. 

In a 3-page paper, address the following:

• Identify the psychotherapeutic approach that the group facilitator is using and explain why she might be using this approach.
• Determine whether or not you would use the same psychotherapeutic approach if you were the counselor facilitating this group and justify your decision.
• Identify an alternative approach to group therapy for addiction and explain why it is an appropriate option.
• Support your position with evidence-based literature.

PLs use this references with any additional one of ur choice

References

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

Chapter 16, “Psychotherapeutic Approaches for Addictions and Related Disorders” (pp. 565–596)

Laureate Education (Producer). (2013d). Levy family: Sessions 1-7 [Video file]. Baltimore, MD; Author. 

Allyn & Bacon (Producer). (2000). Motivational interviewing [Video file]. Mill Valley, CA: Psychotherapy.net

Needs to be at least 500 words with at least 2 scholarly articles within the past 5 years.  APA format, no plagiarism 

WEEK 7: PICOT FORMULATION

As a practice scholar, the interdisciplinary team you are leading develops the below two practice questions in PICOT format to drive practice change.

Practice Question 1: Does motivational interviewing during a regularly scheduled well-child visit for children between 5-19 years with a BMI of 30 and above as compared to practice as usual, influence BMI, BP, quality of life, and daily physical activity over 8-10 weeks?

• Identify the PICOT elements.
• What are key search terms identified in the practice question?

Conduct a library search using these search terms to locate a research study addressing this practice problem and consider the following.

• What is the research-evidence based intervention addressed in the study?
• What is the quantifiable outcome(s)? How will the outcome(s) be measured? What potential reliable and valid measurements/tools may be used to measure this quantifiable data?
• Is this practice question answerable within 8-10 weeks? Why or why not?

Practice Question 2: In the adult critical care population, does a research-based skin care integrity bundle, compared to standard care, influence the incidence of hospital-acquired pressure injuries over an 8-10 week time period?

• Identify the PICOT elements.
• What are key search terms identified in the practice question?

Conduct a library search using these search terms to locate a research study addressing this practice problem and consider the following.

• What is the research-evidence based intervention in the study?
• What is the quantifiable outcome(s)? How will the outcome(s) be measured? What potential reliable and valid measurements/tools may be used to measure this quantifiable data?
• Is this practice question answerable within 8-10 weeks? Why or why not?

1)  Write down sample nursing diagnoses, interventions, and expected outcomes for the following client:

Elaina, 27 years old, visits a prenatal clinic to confirm a positive pregnancy test. Elaina tells the nurse that she is not married and has no support system. She also states that she is making minimum wage at a restaurant with no health insurance and cannot afford prenatal care. She intends to keep the baby and would rather not tell her partner because “they don’t have that kind of a relationship.” Elaina asks the nurse “If I take good care of myself, why do I need prenatal care?”

#2) Explain how the fetus is affected by tobacco use during pregnancy.  Keeping in mind the 2020 National Health Goals, what are some things you can do as a nurse to promote these goals and carry your ideas out into the community.

#3) You are asked to perform an assessment of a pregnant  woman and her family. Prior to the assessment, devise a list of interview questions to use to assess the woman’s readiness for parenthood and current health status as well as her goals for the pregnancy.

#4) For each of the following QSEN competencies write a list of nursing interventions for promoting fetal and maternal health related to each competency:

         Patient centered care

        Teamwork and collaboration

         Evidence-based practice

        Quality improvement

         Safety

         Informatics.

#5)  List the four major hormones produced in early pregnancy.  Describe what each one does.

Search entries 

“Mrs. Walsh, a woman in her 70s, was in critical condition after repeat coronary artery bypass graft (CABG) surgery. Her family lived nearby when Mrs. Walsh had her first CABG surgery. They had moved out of town but returned to our institution, where the first surgery had been performed successfully. Mrs. Walsh remained critically ill and unstable for several weeks before her death. Her family was very anxious because of Mrs. Walsh’s unstable and deteriorating condition, and a family member was always with her 24 hours a day for the first few weeks.
The nurse became involved with this family while Mrs. Walsh was still in surgery, because family members were very anxious that the procedure was taking longer than it had the first time and made repeated calls to the critical care unit to ask about the patient. The nurse met with the family and offered to go into the operating room to talk with the cardiac surgeon to better inform the family of their mother’s status.
One of the helpful things the nurse did to assist this family was to establish a consistent group of nurses to work with Mrs. Walsh, so that family members could establish trust and feel more confident about the care their mother was receiving. This eventually enabled family members to leave the hospital for intervals to get some rest. The nurse related that this was a family whose members were affluent, educated, and well informed, and that they came in prepared with lists of questions. A consistent group of nurses who were familiar with Mrs. Walsh’s particular situation helped both family members and nurses to be more satisfied and less anxious. The family developed a close relationship with the three nurses who consistently cared for Mrs. Walsh and shared with them details about Mrs. Walsh and her life.
The nurse related that there was a tradition in this particular critical care unit not to involve family members in care. She broke that tradition when she responded to the son’s and the daughter’s helpless feelings by teaching them some simple things that they could do for their mother. They learned to give some basic care, such as bathing her. The nurse acknowledged that involving family members in direct patient care with a critically ill patient is complex and requires knowledge and sensitivity. She believes that a developmental process is involved when nurses learn to work with families.
She noted that after a nurse has lots of experience and feels very comfortable with highly technical skills, it becomes okay for family members to be in the room when care is provided. She pointed out that direct observation by anxious family members can be disconcerting to those who are insecure with their skills when family members ask things like, “Why are you doing this? Nurse ‘So and So’ does it differently.” She commented that nurses learn to be flexible and to reset priorities. They should be able to let some things wait that do not need to be done right away to give the family some time with the patient. One of the things that the nurse did to coordinate care was to meet with the family to see what times worked best for them; then she posted family time on the patient’s activity schedule outside her cubicle to communicate the plan to others involved in Mrs. Walsh’s care.
When Mrs. Walsh died, the son and daughter wanted to participate in preparing her body. This had never been done in this unit, but after checking to see that there was no policy forbidding it, the nurse invited them to participate. They turned down the lights, closed the doors, and put music on; the nurse, the patient’s daughter, and the patient’s son all cried together while they prepared Mrs. Walsh to be taken to the morgue. The nurse took care of all intravenous lines and tubes while the children bathed her. The nurse provided evidence of how finely tuned her skill of involvement was with this family when she explained that she felt uncomfortable at first because she thought that the son and daughter should be sharing this time alone with their mother. Then she realized that they really wanted her to be there with them. This situation taught her that families of critically ill patients need care as well. The nurse explained that this was a paradigm case that motivated her to move into a CNS role, with expansion of her sphere of influence from her patients during her shift to other shifts, other patients and their families, and other disciplines”
Critical thinking activities
1. Discuss the clinical narrative provided here using the unfolding case study format to promote situated learning of clinical reasoning (Benner, Hooper-Kyriakidis, & Stannard, 2011).
2. Regarding the various aspects of the case as they unfold over time, consider questions that encourage thinking, increase understanding, and promote dialogue, such as: What are your concerns in this situation? What aspects stand out as salient? What would you say to the family at given points in time? How would you respond to your nursing colleagues who may question your inclusion of the family in care?
3. Using Benner’s approach, describe the five levels of competency and identify the characteristic intentions and meanings inherent at each level of practice.

Why is understanding the health care system at the local level important to consider when planning an EBP implementation? Conduct research and solicit anecdotal evidence from your course preceptor that you will take into consideration for your own change project.

Capstone Project Change Proposal Presentation 

Review  the feedback on the change proposal professional presentation and make  required adjustments to the presentation. Present your evidence-based  intervention and change proposal to an interprofessional audience of  leaders and stakeholders. Be prepared to answer questions and accept  feedback.

After presenting your capstone project change proposal,  write a 250-350 word summary of the presentation. Include a description  of the changes that were suggested by your preceptor before your  presentation and how you incorporated that feedback. Describe how this  interprofessional collaboration improved the effectiveness of your  presentation. Include a description of the feedback and questions from  your audience after your presentation, and how this experience will  affect your professional practice in the future.

While APA style  is not required for the body of this assignment, solid academic writing  is expected, and documentation of sources should be presented using APA  formatting guidelines, which can be found in the APA Style Guide,  located in the Student Success Center.

You are not required to submit this assignment to LopesWrite.

TOPIC IS :

 DRUG ADDICTION 

NARCAN USE 

DRUG REHAB

1. Create an infographic teaching tool for the community educational project. View these links on how to create infographics: 
   • https://www.visme.co/make-infographics/
   • http://blog.hubspot.com/blog/tabid/6307/bid/34223/5-Infographics-to-Teach-You-How-to-Easily-Create-Infographics-in-PowerPoint-TEMPLATES.aspx
   • http://blog.hubspot.com/marketing/free-ppt-infographic-templates-designs-ht

Submit  an 8 X 11.5 color (one page Word or pdf. document) infographic teaching  tool for your chosen community. Please also submit a reference page in  APA format with at least two references you used as sources for the  information on the infographic.