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 Compare and contrast the three different levels of health promotion (primary, secondary, tertiary). Discuss how the levels of prevention help determine educational needs for a patient. 

250 words, add references

 For this assignment, you will select a disease of your choice and conduct a detailed analysis of that disease, exploring it from a balanced traditional and alternative health perspective.

Begin by searching the Center for Disease Control (CDC) website Diseases and Conditions Index to choose a disease or condition of interest to you. 

Next, review the website for Healthy People 2020 for information related to the disease or the disease category (e.g., mental health for ADHD). 

In your paper, discuss the following:

• Prominent aspects of this disease
• Current data and statistics related to the disease
• Health disparities related to the disease
• Prevention strategies including complementary and alternative health therapies
• Contemporary research and clinical studies related to the disease
• An analysis of the pathophysiologic effects of stress related to the disease 
• Evidence-based stress management interventions that might help with prevention or cure

The paper should be between 3–4 pages.

Incorporate at least three scholarly sources within the paper. Sources should be no more than three years old.

Use proper APA format to cite and reference sources.

Review the rubric for further information on how your assignment will be graded

Attention Wizard Kim 

          Please read everything here, make sure before you start. 

My Goal. APA format 7th ed.

 I NEED A RESPONSE FOR THIS ASSIGNMENT

2 REFERENCES

Group Therapy with Older Adults

Psychotherapy, according to Wheeler (2014), can be used to treat varying psychological disorders throughout the lifespan of an individual. In general, psychotherapy must be adapted to address and fit the specific needs of the age groups. Researches have indicated in older group therapy that one can socialize with peers who share similar symptoms. It also creates an opportunity to increase one’s altruism and empathy and feel useful by helping others (Tavares & Barbosa, 2018). However, the elderly often may have neurological deficits and comorbidities that may affect their ability to fully participate and benefit from psychotherapy (Wheeler, 2014). Studies indicated that some of these older adults live in isolation and have lost their relationships, occupation, and capacity. Group therapy allows them to connect to people and be useful while receiving help (Wheeler, 2014). The discussion will include a description of a group therapy session with older adults, the group’s stage, any issues or resistances present, therapeutic modalities utilized, and challenges resulting from working with the group.

Group Description

This group includes ten members whose ages range from 64 to 80, including females and males, each with different diagnoses such as depression, sleep disorders, anxiety disorders, personality disorders, alcohol, drug use disorders, and neurocognitive disorders. Some of the patients were hyperactive, while some were depressed. Currently, the group comprises patients in different stages, such as forming, storming, norming, performing, and adjourning. The orientation stage still ongoing as new members joins the group while some are in their terminal adjourning phase. This group did not follow the predictable pattern of the average group staging. However, the patients introduce their names, ages, professions, and family backgrounds. The group went back and forth, elaborating on more background aspects of individual lives. Individuals were encouraged to share as much as they feel comfortable sharing. The group ran for 60 minutes, from 1030 to 1130 in the morning. It is modified to bring the best out of the patients. The therapy session time was divided and organized to allow note-taking, summarization, memory aids, and mnemonics devices to help in their recovery (Tavares & Barbosa, 2018).

Resistance or Issues Present

The cohesiveness of the group met a few resistances. One group member, a 70-years-old male, did comment on the newness of therapy. His comment was: “back in the day; people did not meet with each other to talk about everyday life hurdles; we dealt with it, that is what is expected of us as men.” I had a 65-year-old female who said she is not crazy and should not be in the group; this was her second day. She laughs, smiles, and shakes her head when others are speaking. She moved her chair further away from how the chairs were spaced-out due to the coronavirus pandemic. 

The compilation of both hyperactive and depressed patients made it often difficult for every patient to participate and achieve their expected goal at the same time. Some patients were hyperactive, intrusive, and monopolizing. They tried to control everything and respond to every question asked, which sometimes increased anxiety and tension to other group patients. While depressed and quiet, patients feel irritated, intimidating, and sad. 

Therapeutic Techniques

Cognitive-behavioral therapy (CBT) is a practical approach for a wide range of problems affecting older adults (Secker et al., 2020). As a therapeutic approach in group therapy sessions, CBT has proven to be beneficial to the elderly. It helps them build an interpersonal relationship with others, improve socializing skills, improve the symptoms of depression, and help manage stressful life events (Tavares & Barbosa, 2018). CBT aims to have the patients and the counselor in agreement on markers of progress in therapy. Domhardt and Baumeister (2018) stated that the CBT coping strategy helps the patient identify negative thoughts and replace more functional views. CBT equips the patients with internal resources and enhances their coping skills (Wheeler, 2014). In this manner, the individual’s symptoms reduce, and behaviors change as they learn to control their feelings.

Challenges

I encountered different challenges in conducting therapy with the age group. There was an issue with the seat arrangement; because of COVID-19, the patients were spaced six fits apart to maintain social distance. With some of the patients being intrusive and exhibiting poor boundary behavior, it became difficult to keep the space. Some patients had physical declines that affected therapy, some with cognitive impairment, hearing impairment, and decreased eyesight. Thus, requiring the facilitator to speak more slowly, louder and to explain more clearly. To accommodate those with low vision, I had to provide large print worksheets for the patients. Some patients remained in the forming and storming stages for a prolonged period due to their cognitive state. The group dynamic also affected this group outcome due to new admissions and discharges, which hinder the group’s progress.

No matter what population of people being counseled, it is necessary to recognize the challenges they face and change practices accordingly. CBT is feasible and highly effective in geriatric patients. Early diagnosis, good access to psychotherapy, and early intervention could improve care for older patients.

References

Domhardt, M., & Baumeister, H. (2018). Psychotherapy of adjustment disorders: current state and future directions. The World Journal of Biological Psychiatry, 19(sup1), S21-S35.

Hummel, J., Weisbrod, C., Boesch, L., Himpler, K., Hauer, K., Hautzinger, M., … & Dutzi, I. (2017). AIDE–acute illness and depression in elderly patients. Cognitive-behavioral group psychotherapy in geriatric patients with comorbid depression: A randomized, controlled trial. Journal of the American Medical Directors Association, 18(4), 341-349.

Secker, D. L., Kazantzis, N., & Pachana, N. A. (2020). Cognitive behavior therapy for older adults: Practical guidelines for adapting therapy structure. Journal of rational-emotive and cognitive-behavior therapy, 22(2), 93-109.

Tavares, L. R., & Barbosa, M. R. (2018). Efficacy of group psychotherapy for geriatric depression: A systematic review. Archives of gerontology and geriatrics, 78, 71-80.

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

I just need a summary of the article. 

Discuss an EBP initiative that was implemented in a health care setting (use fictitious names for people and places) and whether it was successful or not sustainable, with rationale. Choose one of four models of organizational change (Melnyk [2019],  Chap. 15, pp. 432-437) that you would use in an advanced nursing role to enhance sustainability of EBP initiatives.

Expectations

Initial Post:

• Length: A minimum of 250 words, not including references
• Citations: At least one high-level scholarly reference in APA format from within the last 5 years

Using evidence-based research, design and develop a Parent Guide for your assigned disorder : ( Tourette Syndrome) Include pictures.

• Signs and      symptoms
• Pathophysiology
• How the disorder      is diagnosed
• Treatment      options

Provide a minimum of three academic references.

Required Readings ( Need 3 references)

American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author.

· Standard 9 “Evidence-Based Practice and Research” (pages 71-72)

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

· “Neurodevelopmental Disorders”

· “Specific Learning Disorder”

· “Motor Disorders”

Kaltiala-Heino, R. (2010). Involuntary commitment and detainment in adolescent psychiatric inpatient care. Social Psychiatry Epidemiology, 45(8), 785-793. doi: 10.1007/s00127-009-0116-3.

Lindsey, M. A., Joe, S., Muroff, J., & Ford, B. E. (2010). Social and clinical factors associated with psychiatric emergency service use and civil commitment among African-American youth. General Hospital Psychiatry, 32(3), 300-309. doi:10.1016/j.genhosppsych.2010.01.007

McGavey, E. L., Leon-Verdin, M., Wancheck, T. N., & Bonnie, R. J. (2013). Decisions to initiate involuntary commitment: The role of intensive community services and other factors. Psychiatric Services, 64(2), 120-126.

Murphy, T. K., Lewin, A. B., Storch, E. A., Stock, S. (2013). Practice parameter for the assessment and treatment of children and adolescents with tic disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 52(12), 1341–1359. Retrieved from http://www.jaacap.com/article/S0890-8567(13)00695-3/pdf 

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.

· Chapter 4, “Theories of Personality and Psychopathology” (pp. 151–191)

· Chapter 31, “Child Psychiatry” (pp. 1181–1205)

Discussion Prompt #2

A 29-year-old newly immigrated woman complains of weakness, shortness of breath, cough, and night sweats for the past month. She denies other symptoms, significant medical history, or allergies.

• Which lab or imaging tests would you order for this patient and give a brief explanation of why?
• From the information provided, list your differential diagnoses in the order of “most likely” to “possible but unlikely.”

Are there differences in the responsibility related to informed consent for the nurse and physician? If so, what are the differences?

INSTRUCTIONS

minimum three paragraphs per DQ, with a minimum of three sentences each paragraph.

APA format according to Publication Manual American Psychological Association (APA) , in text citations and references required.

·  Minimum of two references, not older than 2015.

Deliverable 1 – Public Health Nursing Presentation

Competency

Describe the foundations of public and community health nursing.

Scenario

The faculty in your nursing program have asked senior nursing students to create an infographic to improve potential nursing students’ understanding of public and community health nursing. You are a senior nursing student who has just completed your community rotation. You are very excited to share information about the world of public and community health nursing with incoming nursing students.

Instructions

Prepare an infographic that:

· Explains the scope of the public and community health nurse’s role.

· Describes the importance of public health nursing to the community well-being.

· Illustrates the role of the public health nurse from the 1800s to present day.

· Explains how public health operations work in the local community and state-level health systems.

· Defines settings where nurses address the needs of community-based populations.

· Provides stated ideas with professional language and attribution for credible sources with correct APA citation, spelling, and grammar in the infographic.

Resources

Websites

· The US Public Health Service

. The Role of Ethics in Public Health Policy

· The American Public Health Association

Deliverable 5 – Public Health Interview Questions

Competency

Facilitate public health nursing care through collaboration with resource partners, including dissemination of relevant information.

Scenario

The preceptor wants to encourage senior nursing students to learn more about how public health nurse professionals collaborate with community-based resource partners. As a senior nursing student, you are asked to interview a public health nurse professional working in a community clinic, the health department, or a program that specifically deals with vulnerable populations.

You will need to prepare interview questions, contact a public health nurse professional to schedule the interview, perform the interview, and prepare a thank you email with a summary of the interview.

Instructions

Part One – Questions for Interview

Prepare six interview questions that identify:

· The role of the public health nurse professional in the community.

· The populations served by the organization.

· The collaboration that occurs with community-based resource partners.

3. To address the needs of specific populations.

3. To disseminate relevant information to the community.

Part Two – Interview

Conduct an interview with a public health nurse professional by:

· Scheduling the interview

1. Determine how the interview will take place (over the phone, in person, Skype, Google Hangout, or a web-conferencing tool).

1. Determine when the interview will be (date and time).

1. Documenting the responses to the interview questions and include the following contact information:

2. The full name of the public health nurse professional.

2. The name of the organization the public health nurse is employed.

2. Phone number of the organization.

2. Work email address of public health nurse professional.

Part Three – Thank You Email

Prepare a thank you email to the public health nurse professional that:

· Provides the public health nurse professional with two suggested resources for information to support their community.

· Concludes with a thank you statement and summary paragraph of the interview.

· Provides stated ideas with professional language and attribution for credible sources with correct APA citation, spelling, and grammar in the interview questions, interview responses document, and thank you email

Grading Rubric

Six interview questions contain all the criteria: the role of the public health nurse professional, populations served, the collaboration that occurs, to address the needs of specific populations, and to disseminate relevant information.

Documentation of interview contains all the criteria: the role of the public health nurse professional, populations served, the collaboration that occurs, to address the needs of specific populations, and to disseminate relevant information, including contact information.

Provided two suggested resources for information thorough alignment to the needs of the public health nurse professional’s community.

Exemplary thank you statement with comprehensive summary of interview

Provided stated ideas with professional language and attribution for credible sources with correct APA citation, spelling, and grammar in the interview questions, interview responses document, and thank you email.