All posts by : chebby

 Compare and contrast the characteristics/behaviors/competencies observed in two leadership models (for example, Lewin’s leadership style). Which model would be most effective for adaptation to a climate for EBP? Explain why. 

1. Examine this case study through the dependency cycle model (Fig. 14.3). The outer arrows show a progression through varying stages of dependency. The inner circle represents who can be involved in the dependency cycle. Where are Jane and Dan in this cycle?

2. Using the basic dependent-care system model (Fig. 14.4), assess Dan and Jane. Identify the basic conditioning factors (BCFs) for each. What is the effect of Dan’s BCFs on his self-care agency? Is he able to meet his therapeutic self-care demands? Continue on to diagnose Dan’s self-care deficit and resulting dependent-care deficit. Now assess Jane’s self-care system.

3. Design a nursing system that addresses Jane’s self-care system as she increases her role as dependent-care agent for Dan.

2 Case Studies for Nurse Practitioner Program (First)

PLEASE complete accurately 2 case studies. Below I have attached the Template, Rubric/Guidelines, an Example Case Study, AND ALSO A template to Plug in the information/rearrange or take out information as needed for the case study. No plagiarism, provided proof of TurnItIn document. No references order than 5 years. 

 
Diagnosis to use

1st Case Study > ACUTE PHARYNGITIS

Differential Diagnosis= Strep Throat & Tonsillitis or Upper Respiratory Infection/Common Cold

2nd Case Study > CONJUNCTIVITIS 

Differential Diagnosis = Bacterial Conjunctivitis & Uveitis. 

Use the data you obtained from the health promotion needs assessment (HPLPII) you did with your older adult in module 2, create a care plan that focuses on the health behavior that needs intervention. only one knowledge deficit diagnosis is required for this care plan. This care plan will identify the health promotion needs intervention that you will develop for the older adul.

just something about malnutrition !

Create a 5–7 slide presentation (with detailed speaker’s notes) on how you would select, foster collaboration among, and educate a team dedicated to solving a diversity issue.

Assessments 1 and 2 are scenario-based, so you must complete them in the order in which they are presented.

Finding, organizing, and motivating teams is a key leadership skill as is the ability to communicate and present information.

SHOW LESS

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Apply qualities, skills and practices used by effective healthcare leaders.
  • Outline goals and initial priorities that reasonably reflect the project.
• Competency 2: Apply practices that facilitate effective interprofessional collaboration.
  • Outline a plan that effectively fosters interprofessional group collaboration.
• Competency 3: Apply ethical codes and diversity best practices in health care organizations.
  • Define the composition of a team with characteristics that could effectively address a diversity issue.
  • Describe the basic characteristics of a diverse and inclusive workplace.
  • Explain the benefits of promoting and supporting diversity within an organization using scholarly resources.
• Competency 4: Produce clear, coherent, and professional written work, in accordance with Capella’s writing standards.
  • Create an organized presentation that clearly communicates all specified content.

Suggested Resources

The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The NHS-FP5004 – Collaboration, Communication, and Case Analysis for Health Care Master’s Learners Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

Assessment Example

• Assessment 2 Example [PPTX].

Diversity and Cultural Competence

Diversity, inclusion, cultural competence must be a focus of all health care professionals. The following resources discuss the importance of diversity and the role of a leader. 

• Dreachslin, J. L., Weech-Maldonado, R., Gail, J., Epané, J. P., & Wainio, J. A. (2017). Blueprint for sustainable change in diversity management and cultural competence: Lessons from the National Center for Healthcare Leadership diversity demonstration project. Journal of Healthcare Management, 62(3), 171–183.
• Gotsis, G., & Grimani, K. (2016). Diversity as an aspect of effective leadership: Integrating and moving forward. Leadership & Organization Development Journal, 37(2), 241–264.
• Downey, S. N., Werff, L., Thomas, K. M., & Plaut, V. C. (2015). The role of diversity practices and inclusion in promoting trust and employee engagement. Journal of Applied Social Psychology, 45(1), 35–44.
• Debiasi, L. B., & Selleck, C. S. (2017).  Cultural competency training for primary care nurse practitioners: An intervention to increase culturally competent care. Journal of Cultural Diversity, 24(2), 39–45. 
• Holck, L., Muhr, S. L., & Villesèche, F. (2016). Identity, diversity and diversity management: On theoretical connections, assumptions and implications for practice. Equality, Diversity and Inclusion: An International Journal, 35(1), 48–64.
• Lawton, D. S., & Carlos Tasso, E. D. A. (2016). Diversity in the workplace and the impact of work values on the effectiveness of multi-generational teams. I-Manager’s Journal on Management, 10(3), 20–28.
• Culture, Diversity, and Out-Groups in Leadership.
  • Complete this survey to help identify your attitudes toward out-group members and to explore how you, as a leader, respond to members of the out-group.

Leadership and Teambuilding

The textbook references below provide information on team-building and collaboration. 

• Rubino, L. G., Esparza, S. J., & Reid Chassiakos, Y. S. (2020). New leadership for today’s health care professionals: Concepts and cases (2nd ed.). Burlington, MA: Jones & Bartlett Learning. Available in the courseroom via the VitalSource Bookshelf link.
  • Chapter 7, “Building a Successful Team.”
  • Chapter 9, “Collaborative Leadership.”

PowerPoint

Review the following PowerPoint template if you need practice in creating presentations.

• PowerPoint Presentation Template and Instructions.
• Assessment Instructions
• Overview
  In this assessment you will continue your work on the project by creating a 5–7 slide PowerPoint presentation for the diversity project kickoff meeting.
  Preparation
  • View the PowerPoint Presentation Instructions for guidelines and hints for an effective presentation.
  • Download the PowerPoint Template found in the resources and use it to complete this assessment.
  • Scenario
    Imagine that Lynette follows up with you in an e-mail shortly after reading your views on leadership and collaboration:
    Hi,
    Thanks for sending me your thoughts last week on the diversity issue at the clinic. Your next step is to select a team of professionals who can help you in this project and prepare an introduction of the project for a first meeting with them.
    I want you to prepare a presentation to serve as a brief, but substantive introduction for the first meeting with a group of 4–5 members who will participate on the committee tasked with addressing the diversity issue. Once I review more information about the proposed team I can help you with the recruitment. The presentation should be 5–7 minutes and use 6–8 slides with detailed speaker’s notes so I can understand your approach. Not a lot of time or space, so keep things pretty high level. Do the following:
  1. Briefly outline the project goals and highlight 2–3 of the initial priorities to be addressed by the group. Also, explain why they are important.
  2. Explain the composition of the team and why you chose them. Note that you will not know the exact individuals yet, but assume we will recruit the people with the desired qualities and characteristics that you outline in the presentation. Consider the following:
     • Include a group of professionals you believe can help define the problem and ultimately make recommendations on how to address it.
     • Make sure each member is either trained in, sensitive to, or has experience with the concept of workplace diversity.
     • Give some thought to having some members from outside the organization.
     • Provide member profiles: their diversity, qualifications, experience, internal versus external, and so forth.
  3. Explain your role and describe how the committee will work together and achieve effective interprofessional collaboration.
     • Describe how the group will communicate. How and when they will meet.
     • Describe how ideas will be shared and decisions made.
     • Describe roles, group function, and structure.
  4. Describe the basic characteristics of a diverse workplace.
  5. Provide a convincing argument regarding the benefits of a diverse workforce using support from current research.
  6. Thanks,
     Lynette
     Instructions
     Create a 5–7 slide presentation in response to the content defined in the above scenario and submit it in the courseroom.
     Presentation Guidelines
  • Length: 5–7 PowerPoint slides (not including title slide) that would accompany an approximately 5-minute oral presentation.
  • Notes: Prepare detailed speaker’s notes describing items on each slide so that the viewer can accurately interpret the deeper meanings and intentions that would have been conveyed orally. Support your claims, arguments, and conclusions with credible evidence from 2–3 current, scholarly or professional sources.
  • Visuals: Create visuals that are easily read and interpreted. Use colors, fonts, and formatting and other design principles that make the information clear and generally add to the aesthetic of the presentation.
  • Please refer to the scoring guide for details on how your assessment will be evaluated.
    Note: Your instructor may use the Writing Feedback Tool when grading this assignment. The Writing Feedback Tool is designed to provide you with guidance and resources to develop your writing based on five core skills. You will find writing feedback in the Scoring Guide for the assessment, once your work has been evaluated. 

See attached

• Overview:
• Develop a 5–9-page problem statement that presents information related to the problem-intervention-comparison-outcome-time (PICOT) approach to nursing research. 

  Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

• For the first section of your final capstone project you will develop a proposal for an intervention plan to fulfill a need within a specific population. This assessment is meant to capture your initial thoughts about the need and impacting factors to help focus your in-depth analysis later on in the course.
  First you will brainstorm and crystallize some of your ideas for this assessment, specifically ideas around needs, a target population, and some initial support from the literature and other sources of evidence. The problem statement is an important part of your capstone project as it will help illustrate the importance of your project, as well as help to clarify your project’s scope.
  By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
  • Competency 1: Lead organizational change to improve the experience of care, population health, and professional work life while decreasing cost of care. 
    • Explain an overview of one or more interventions that would help drive quality improvement related to an identified need within a target population and setting.
  • Competency 2: Evaluate the best available evidence for use in clinical and organizational decision making. 
    • Analyze a health promotion, quality improvement, prevention, education, or management need.
    • Analyze current evidence to validate an identified need and its appropriateness within the target population and setting.
  • Competency 3: Apply quality improvement methods to impact patient, population, and systems outcomes. 
    • Describe a quality improvement method that could impact a patient, population, or systems outcome.
  • Competency 4: Design patient- and population-centered care to improve health outcomes. 
    • Propose a rough time frame for the development and implementation of an intervention to address an identified need.
  • Competency 5: Integrate interprofessional care to improve safety and quality and to decrease cost of care. 
    • Analyze potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting.
  • Competency 6: Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost. 
    • Evaluate and synthesize resources from diverse sources illustrating existing health policy, health care technologies, or other communications that could impact the approach taken to address an identified need.
  • Competency 7: Defend health policy that improves the experience of care, population health, and professional work life while decreasing cost of care. 
    • Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.
  • Note: You will also be assessed on two additional criteria unaligned to a course competency:
  • Communicate problem statement and literature review in a way that helps the audience to understand the importance and validity of a proposed project.
  • Demonstrate completion of hours toward the practicum experience.
  • See the scoring guide for specific grading criteria related to these additional requirements.
    Competency Map
• 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.
  Your problem statement will focus on presenting information related to the problem-intervention-comparison-outcome-time (PICOT) approach to nursing research. You will also present a brief literature review that supports the need you identified in your problem statement and the appropriateness of your broad intervention approach. Provide enough detail so that the faculty member assessing your problem statement 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 the Guiding Questions: Problem Statement (PICOT) document (linked in the Resources) to better understand how each criterion will be assessed.
  Reminder: these instructions are an outline. Your heading for this this section should be titled Problem Statement and not Part 1: Problem Statement.
  Your Problem Statement (PICOT) should be structured as follows:
  PART 1: PROBLEM STATEMENT (2–3 PAGES)
  Need Statement (1 paragraph).
  • Analyze a health promotion, quality improvement, prevention, education or management need.
  • Population and Setting (1–2 paragraphs).
  • Describe a target population and setting in which an identified need will be addressed.
  • Intervention Overview (1–2 paragraphs).
  • Explain an overview of one or more interventions that would help address an identified need within a target population and setting.
  • Comparison of Approaches (1–2 paragraphs).
  • Analyze potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting.
  • Initial Outcome Draft (1 paragraph).
  • Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.
  • Time Estimate (1 paragraph).
  • Propose a rough time frame for the development and implementation of an intervention to address and identified need.
  • PART 2: LITERATURE REVIEW (10–15 RESOURCES, 3–6 PAGES)
  • Analyze current evidence to validate an identified need and its appropriateness within the target population and setting.
  • Evaluate and synthesize resource from diverse sources illustrating existing health policy that could impact the approach taken to address an identified need.
  • ADDRESS GENERALLY THROUGHOUT
  • Communicate problem statement and literature review in way that helps the audience understand the importance and validity of a proposed project.

Family Dynamics at the end of life 

-How does culture or religion affects end of life decisions?

-How to support a grieving family member?

-Benefits of family support?

-3 paragraphs  2 references

Impaired Nurses

Abimbola Oluwajana

Resurrection university

Prof. Denise Delves

Ethics

11/20/2020

Introduction

Health officers can make serious errors in their effort to provide medical results to patients (Cipher, et al 2019). Impairment in nursing involves the situation where nurses or physicians are unable to provide results which are competent in the process of delivering patient care. Impaired may be ignited by factors such as, taking drugs like alcohol (Mumba, e t al 2019. This tends to alter the normal functioning of mind. Once the standard functioning of the mind is corrupted, the chances of getting incompetent results are increased. This may therefore lead to administering wrong medications to patients. 

Importance of studying impaired Nursing

It helps us understand the technical know-how of nursing and risks associated with substance use. For instance, it equips us with the knowledge of recognizing impairment among nurses in the workplace (Baxley, et al 2019). This helps ensure that patients care is only delivered by physicians or nurses who are sober.

Nursing Scope of Practice and its significance 

The According to an Association by American Nurses(ANA), helps to identify all legal activities, procedures and routes that a specific person is allowed to execute. It may also be grounded by education experiences and demonstrated competence (Snow, et al, 2019). In the context of nursing, the scope of practise ensures that nurses provide most competent and high quality work.

Importance of Impaired Nursing 

Currently, researchshown by an Association from America, (ANA) shows that an impaired nurse cannot provide results competent results, as he or she does not meet the vital standards of profession. This may end- up making serious medical inaccuracies.

Conclusion

To conclude, health care system ought to put in place measures of competency testing across hospitals in the world. This is to ensure that, only the people who meet the standards of health care administer them.

References

Mumba, M. N., Baxley, S. M., Cipher, D. J., & Snow, D. E. (2019). Personal Factors as  Correlates and Predictors of Relapse in Nurses With Impaired Practice. Journal of  addictions nursing, 30(1), 24-31.