Leadership Theories in Practice

      There are many different theories and styles of leadership; however, every leader has their own unique style of leading (Marshall & Broome, 2017). With the continually changing nature of the healthcare industry, organizations must acquire and train good, strong leaders. Good leaders can make an enormous impact on an organization and will help to produce employees who give excellent patient care. The inverse is true, as well, in that bad leaders will produce those who provide poor patient care (Scully, 2015). This explains why it is imperative to choose positive leaders who will offer encouragement and produce an uplifting work environment (Scully, 2015). Another attribute of an excellent leader is one who is intellectually stimulating and encourages learning and growth (Collins et al., 2019). As medicine is continually evolving and new evidence-based practice is regularly published, nurses must continue their education and advance their skills. A good leader will encourage this. A great leader will also encourage the heart, which is especially important during difficult times (Marshall & Broome, 2017).

     I have worked with many leaders over the years, some exceptional, and others who often fell short. Among those leaders, one specifically stands out who embodied many essential qualities that a leader must possess. He was a very positive leader and was always there to offer encouragement when needed and was always sure to voice his appreciation and recognition. One of his most remarkable qualities was his vast knowledge and ability to teach in such a way that inspired you to want to learn more and work even harder to improve your skills and patient care. He practiced what he preached and led by example. He was always willing to offer help where it was needed. He was the embodiment of a transformational leader. His leadership skills were very effective and made a significant impact on our unit. If he made a mistake or fell short in a situation, he would always own up to it and encouraged his employees to offer feedback. When he left the organization, he left a hole in our unit that has yet to be filled, which is a sign of a great leader.

     For anyone who hopes to be in a leadership position in the future, immediate work must begin on leadership skills and styles. It is wise to look at the leaders around you and learn from their strengths and weaknesses. As a leader, it is important to recognize your weaknesses and work to improve those areas to be the best leader possible. There are many key attributes and characteristics that make a great leader. Many great leaders are positive and possess the ability to inspire and stimulate their employees to want to learn and grow (Collins et al., 2019), and should encourage the heart of their employees (Marshall & Broome, 2017).

References

Collins, E., Owen, P., Digan, J., & Dunn, F. (2019). Applying transformational leadership in nursing practice. Nursing Standard, 35(5), 59–66. https://doi.org/10.7748/ns.2019.e11408

Marshall, E., & Broome, M. E. (Eds.). (2017). Transformational leadership in nursing: From expert clinician to influential leader (2nd ed.). Springer Publishing Company.

Scully, N. (2015). Leadership in nursing: The importance of recognising inherent values and attributes to secure a positive future for the profession. Collegian, 22(4), 439–444. https://doi.org/10.1016/j.colegn.2014.09.004

PICOT is utilized by the health care community to identify and study a nursing or medical practice problem. Consequently, PICOT examples that may provide insight into the use of the PICOT process, may not be relevant to nursing practice as they are based on a medical practice problem.

Describe the difference between a nursing practice problem and a medical practice problem. Provide one example of each. Discuss why is it important to ensure your PICOT is based on a nursing practice problem.

Nursing research is used to study a dilemma or a problem in nursing. Examine a problem you have seen in nursing. Provide an overview of the problem and discuss why the problem should be studied. Provide rational and support for your answer.

  Zero plagiarism

4 references

Learning Objectives

Students will:

• Develop diagnoses for clients receiving psychotherapy*
• Analyze legal and ethical implications of counseling clients with psychiatric disorders*

* The Assignment related to this Learning Objective is introduced this week and submitted in Week 4.Select a client whom you observed or counseled this week. Then, address the following in your Practicum Journal:

• Describe the client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications.
• Using the Diagnostic and Statistical Manual of Mental Health Disorders, 5th edition (DSM-5), explain and justify your diagnosis for this client.
• Explain any legal and/or ethical implications related to counseling this client.
• Support your approach with evidence-based literature.

 ANSWER THE QUESTIONS?

1-FACTOR CAUSING   HEALTHCARE- ASSOCIATED INFECTIONS

 2-RISK FACTOR  OF HEALTHCARE- ASSOCIATED INFECTIONS

 Reference cited in text for each answer and minimum of 2 Scholarly References (Journals, books) no more than 5 years.
 

 Respond to  your  colleagues by suggesting an alternate therapeutic approach. Support your  feedback with evidence-based literature and/or your own experiences  with clients.  

NOTE( Positive Comment)

                                                         Main Post

Anxiety  disorders are psychiatric conditions that share characteristics of  excessive fear of real or perceived imminent threat. According to  Thibaut (2017), anxiety disorders are the most prevalent psychiatric  disorders- accounting for 7.3% of all psychiatric disorders worldwide.  Anxiety disorders are distinguished from one another by the triggers  that induce the anxiety, fear, or other associated behavior and may  include generalized anxiety disorder, panic disorder,  obsessive-compulsive disorder, selective mutism, separation anxiety  disorder, medication/substance-induced anxiety disorder, and social  phobia (American Psychiatric Disorder, 2013; Thibaut, 2017). 

             A client I observed is N.B, a 15-year old male Caucasian presented to  the clinic by his mother, who was concerned about his anxious behavior.  The client’s mother described him as a shy person with little friends.  For this reason, N.B spends most of his time playing video-games in his  room. The client’s mother also revealed that N.B has always had problems  meeting new people. During the interview, N.B looked uncomfortable. He  could not keep eye contact and was fidgeting. N.B’s mother also revealed  that he has always struggled in the presence of his peers. N.B has  severally turned down his peer’s invitations to hang out and often  engages in avoidance behaviors. After assessing the client, a diagnosis  was made for social anxiety disorder (Social phobia) 300.23 (F40.10)  (American Psychiatric Disorder, 2013).

             The DSM-5 diagnostic criteria for social anxiety disorder (Social  phobia) involves marked fear or anxiety of one or more social situations  where an individual is exposed to scrutiny by others- (in peer settings  for children). The social situations always provoke fear or anxiety and  must have been lasting for six months or more. In the given case, the  client met the diagnostic criteria for social anxiety disorder.

Therapeutic Approach and perceived Effectiveness

             The most appropriate treatment for N.B is cognitive behavioral therapy  (CBT). CBT is regarded as the approach with the highest level of  evidence in the treatment of social anxiety disorder (Bandelow et al.,  2017). CBT’s goal in treating social anxiety disorder is to enable the  client to gain self-consciousness by changing maladaptive behaviors and  negative thoughts that make oneself uncomfortable in social situations.  In their study, Pinjarkar et al. (2015) examined the effectiveness of  CBT in treating social anxiety and found a clinically significant  improvement in the subject’s self-consciousness and avoidance behavior  (63.79%). In another study, David et al. (2014) concluded that cognitive  therapy resulted in better outcomes than wait-list in the treatment of  social anxiety disorder patients (78% of the subjects did not meet  avoidant personality criteria at the end of treatment). The study also  showed that cognitive-behavioral therapy was more superior to expressive  and art therapy in the treatment of social anxiety disorder (71%)  (David et al., 2014). 

Thank you for listening to me. 

I look forward to hearing from you on alternate therapeutic approaches. 

References

Bandelow, B., Michaelis, S., & Wedekind, D. (2017). Treatment of anxiety             disorders. Dialogues in Clinical Neuroscience, 19(2), 93–107.

David M., C., Anke, E., Ann, H., Freda, M., Melanie, F., Nick, G., Louise, W., & Jennifer,          W. (2014). Cognitive therapy versus exposure and applied relaxation in social   phobia: A Randomized controlled trial. Journal of Consulting and Clinical             Psychology, 74(3), 568–578.

Kaczkurkin,  A. N., & Foa, E. B. (2015). Cognitive-behavioral therapy for  anxiety disorders:        an update on the empirical evidence. Dialogues in Clinical Neuroscience, 17(3), 337–      346.

Pinjarkar,  R. G., Sudhir, P. M., & Math, S. B. (2015). Brief cognitive  behavior therapy in         patients with social anxiety disorder: A preliminary investigation. Indian Journal of       Psychological Medicine, 37(1), 20–25. https://doi.org/10.4103/0253-7176.150808 

Thibaut F. (2017). Anxiety disorders: A review of current literature. Dialogues in Clinical           Neuroscience, 19(2), 87–88.

Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?

In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.

To Prepare:

• Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
• Develop a PICO(T) question to address the clinical issue of interest you identified in Module 2 for the Assignment. This PICOT question will remain the same for the entire course.
• Use the key words from the PICO(T) question you developed and search at least four different databases in the Walden Library. Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses), critically-appraised individual articles (article synopses). The evidence will not necessarily address all the elements of your PICO(T) question, so select the most important concepts to search and find the best evidence available.
• Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.

The Assignment (Evidence-Based Project)

Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews

Create a 6- to 7-slide PowerPoint presentation in which you do the following:

• Identify and briefly describe your chosen clinical issue of interest.USE MEDICATION ERRORS AS THE CLINICAL ISSUE
• Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
• Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
• Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article.
• Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.

Learning Resources

Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 2, “Asking Compelling Clinical Questions” (pp. 33–54)
Chapter 3, “Finding Relevant Evidence to Answer Clinical Questions” (pp. 55–92)

Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks for LIS professionals. Evidence Based Library and Information Practice, 6(2), 75–80. https://doi.org/10.18438/B8WS5N
Note: You will access this article from the Walden Library databases.

Library of Congress. (n.d.). Search/browse help – Boolean operators and nesting. Retrieved September 19, 2018, from https://catalog.loc.gov/vwebv/ui/en_US/htdocs/help/searchBoolean.html

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010a). Evidence-based practice, step by step: Asking the clinical question: A key step in evidence-based practice. American Journal of Nursing, 110(3), 58–61. doi:10.1097/01.NAJ.0000368959.11129.79
Note: You will access this article from the Walden Library databases.

Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2009). Evidence-based practice: Step by step: Igniting a spirit of inquiry. American Journal of Nursing, 109(11), 49–52. doi:10.1097/01.NAJ.0000363354.53883.58
Note: You will access this article from the Walden Library databases.

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010b). Evidence-based practice, step by step: Searching for the evidence. American Journal of Nursing, 110(5), 41–47. doi:10.1097/01.NAJ.0000372071.24134.7e
Note: You will access this article from the Walden Library databases.

Walden University Library. (n.d.-a). Databases A-Z: Nursing. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/az.php?s=19981

Walden University Library. (n.d.-c). Evidence-based practice research: CINAHL search help. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/library/healthevidence/cinahlsearchhelp

Walden University Library. (n.d.-d). Evidence-based practice research: Joanna Briggs Institute search help. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/library/healthevidence/jbisearchhelp

Walden University Library. (n.d.-e). Evidence-based practice research: MEDLINE search help. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/library/healthevidence/medlinesearchhelp

Walden University Library. (n.d.-h). Quick Answers: How do I find a systematic review article related to health, medicine, or nursing? Retrieved September 6, 2019, from https://academicanswers.waldenu.edu/faq/72670

Walden University Library. (n.d.-i). Systematic review. Retrieved January 22, 2020, from https://academicguides.waldenu.edu/library/healthevide

Use this order for the Assignment:

Part 3: PPT Presentation: Advanced Levels of Clinical Inquiry and Systematic Reviews

• Title Page: 1 slide
• Introduction paragraph and purpose statement: 1 slide
• PPT Presentation: 6- to 7-slides
• Conclusion: 1 slide
• References

The PPT title page, introduction paragraph and purpose statement, conclusion, and references do not count toward the 6- to 7-slide PPT presentation slide requirement. References can be single spaced but make sure that there is enough space between the references so that it is clear where each reference starts and ends.

The purpose of this assignment is for you to put it all together now that you have explored conceptual frameworks, models, and theories that guide advanced practice nursing.

Directions

In this Assignment, you will create a presentation using any form of presentation software (e.g., PowerPoint®, Prezi™, Powtoons™, Slidedog™, and so on). Your presentation should bring together the conceptual framework, model and theory that best fits your concept of advanced practice nursing related to your role after graduation.

Please remember that your presentation should contain slides that have bullet points. The bullets should number no more than four to six per slide. The bullet point is not written as a complete sentence. It contains key words. You, as the presenter will explain in depth what each bullet point means in the audio portion of the presentation. Slides may contain graphics, but should be uncluttered. Background and font colors should be of sufficient contrast to make reading them easy on the eyes. Attention to colors should be paid so that a person who is colorblind can easily read the presentation.

Assignment Details

The presentation should consist of a series of slides that include:

Title Slide: A title slide that identifies the title of the presentation and name of the student.

Introduction Slide: An introduction slide that includes brief information about you and your program track. The slide should also explain to the audience the purpose of the presentation.

Conceptual Slides: The third and fourth slide will focus on a conceptual framework that aligns to your professional nursing practice. The fourth slide should include why you chose the conceptual framework and how you will apply it in practice.

Model Slides: The fifth and sixth slides will address your chosen model. The bullet points should consist of the specific characteristics of the model. You will need at least one citation that identifies where the model came from. Your audio will expound upon the model and what the characteristics mean. The fifth slide should include why you chose the model and how you will apply it in practice.

Theory Slides: The next three slides will focus on your chosen theory. The first slide should present your theory and why you chose it. The next slide would present the key concepts of the theory and how it has been used to date in past research no older than five years ago. The third slide will discuss how you will use this theory in practice as an advance practice nurse upon graduation.

Graphical Slide: The next-to-last slide will be a graphical representation of how the conceptual framework, model, theory fit together.

Conclusion Slide: The last slide will be a conclusion that brings together everything you have presented. It is not a summary that just reiterates what you presented. It is a judgment about what you presented and brings the audience home, ending the presentation on a positive note about the future.

You will need supporting citations for your slides as appropriate and your very last slide will be a reference slide.

The total slide count should not exceed 15 slides. This does not include the reference slide(s) or the title slide.

Organization, documentation, references formatting guidelines must follow APA 6th edition: To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Resources.

Assignment Requirements

Before finalizing your work, you should:

• Minimum requirement of at least five sources of support
• be sure to read the Assignment description carefully (as displayed above);
• consult the Grading Rubric (under the Course Resources) to make sure you have included everything necessary; and
• utilize spelling and grammar check to minimize errors.

Your writing Assignment should:

• follow the conventions of Standard English (correct grammar, punctuation, etc.);
• be well ordered, logical, and unified, as well as original and insightful;
• display superior content, organization, style, and mechanics; and
• use APA 7th Edition

• Overview
• Develop a 4–6 page holistic intervention plan design to improve the quality of outcomes for your target population and setting.
• Assessment Instructions
• Instructions
  Note: The assessments in this course are sequenced in such a way as to help you build specific skills that you will use throughout your program. Complete the assessments in the order in which they are presented.
  You intervention plan design will be the second section of your final project submission. The goal for this is to design a holistic plan that should be able to improve the quality of outcomes for your target population and setting. Provide enough detail so that the faculty member assessing your intervention plan design will be able to provide substantive feedback that you will be able to incorporate into the other project components in this course, as well as into the final draft of your project.
  At minimum, be sure to address the bullet points below, as they correspond to the grading criteria. You may also want to read the scoring guide and Guiding Questions: Intervention Plan Design document (linked in the Resources) to better understand how each criterion will be assessed. In addition to the bullet points below, provide a brief introduction that refreshes the reader’s memory about your problem statement and the setting and context for this intervention plan.
  Reminder: these instructions are an outline. Your heading for this this section should be Intervention Plan Componentsand not Part 1: Intervention Plan Components.
  Part 1: Intervention Plan Components
  • Define the major components of an intervention plan for a health promotion, quality improvement, prevention, education, or management need.
  • Explain the impact of cultural needs and characteristics of a target population and setting on the development of intervention plan components.
  • Part 2: Theoretical Foundations
  • Evaluate theoretical nursing models, strategies from other disciplines, and health care technologies relevant to an intervention plan.
  • Justify the major components of an intervention by referencing relevant and contemporary evidence from the literature and best practices.
  • Part 3: Stakeholders, Policy, and Regulations
  • Analyze the impact of stakeholder needs, health care policy, regulations, and governing bodies relevant to health care practice and specific components of an intervention plan.
  • Part 4: Ethical and Legal Implications
  • Analyze relevant ethical and legal issues related to health care practice, organizational change, and specific components of an intervention plan.
  • Address Generally Throughout
  • Communicate intervention plan in a professional way that helps the audience to understand the proposed intervention.
  • Additional Requirements
  • Length of submission: 4–6 pages, double spaced.
  • Number of resources: Minimum of 5–10 resources. (You may use resources previously cited in your literature review to contribute to this number. Your final project will require 12–18 unique resources.)
  • Written communication: Written communication is free of errors that detract from the overall message.
  • APA formatting: Resources and citations are formatted according to current APA style. Header formatting follows current APA levels.
  • Font and font size: Times New Roman, 12 point.

The objective of assignment is to provide a power point presentation about vaccines including the Flu vaccine in the pediatric population. Your primary goal as an FNP is to educate parents about the importance of vaccination, and understanding their beliefs and preference by being cultural sensitive in regards this controversial topic. This is an individual presentation (not group) and must include a minimum of 8 slides with a maximum of 10 slides. This presentation must include a “Voice Presentation” and the following headings: Introduction, Clinical Guidelines EBP per CDC, Population and Risk Factors, Education, Conclusion.

 Complete the two financial health activities (The True Cost of a New Car and  The True Cost of Credit Card Use) presented in Unit 7 Topic “Financial Health” related to spending money you do not have.

• Share your experience with “The True Cost of a New Car” activity with your peers
  • Change the size of the loan, years to pay it back, and the interest rate three (3) to four (4) times.
    • Start with the lowest loan amount you might need for your new care and increase by $5000 to $10000 each turn.
    • Start with a 3% loan (entered as .03) and increase by one (1) or two (2) percent each turn.
    • In each case choose between 5 and 7 years to pay it back.
  • Describe one of the monthly payments you would have to make based on your selections.
    • Loan amount?
    • Interest rate?
    • Years to pay it back?
    • Monthly payment?
    • Total car cost?
  • Discuss the potential impact a car payment of that size might have on your monthly budget.
    • Describe the other monthly expenses you would have to remove or reduce to make your payments.
    • Why Is or isn’t the car worth the sacrifices you might have to make given the size of the monthly payments?
  • What other options do you have to avoid taking out a car loan?
• Share your experience with ” The True Cost of Credit Card Use” activity with your peers
  • Consider the following scenario:
    • You spend an extra $50 a month using a credit card for the first year after graduation to make ends meet.
    • The interest rate charged by the credit card company is 18%.
    • The minimum payment you are required to send each month is $20.
  • Now consider the real cost of that $50 dollars a month by the end of that first year provided to you in the exercise.
    • How might the continued use of a credit card to fund an extra $50 of spending per month affect your long-term financial health?
    • Describe two ways you could avoid the long-term consequences of spending more than you have on a regular basis.

Please be sure to validate your opinions and ideas with citations and references in APA format.