Instructions for Discussion Replies to 3 DQS

DO NOT JUST REPEAT SAME INFORMATION, DO NOT JUST SAY I AGREE OR THINGS LIKE THAT. YOU NEED TO ADD NEW INFORMATION TO DISCUSSION.

1- Each reply should be at least 200 words.

2- Minimum One Peer reviewed/scholarly reference ( NO MAYO CLINIC/ AHA)

3- APA 6th edition style needs to be followed.

4- Each response should have reference at the end of each reply

5- Reference should be within last 4 years

Research Critique Paper (Nursing)

Please follow APA 7th edition 

Attached:

Instructions, Rubric and Articles for reference and citation. 

Purpose

The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared. 

Activity Learning Outcomes 

Through this discussion, the student will demonstrate the ability to: 

1. Examine roles and competencies of advanced practice nurses essential to performing as leaders and advocates of holistic, safe, and quality care (CO1) 
2. Apply concepts of person-centered care to nursing practice situations (CO2) 
3. Analyze essential skills needed to lead within the context of complex systems (CO3) 
4. Explore the process of scholarship engagement to improve health and healthcare outcomes in various settings (CO4) 

Requirements: 

Discussion Criteria

I.   Application of Course Knowledge: of Course Knowledge: 

The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question. 

II.  Engagement in Meaningful Dialogue: The student responds to a student peer and course faculty to further dialogue.

a. Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.  

• A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
• The peer response must occur on a separate day from the initial posting.
• The peer response must occur before Sunday, 11:59 p.m. MT.
• The peer response does not require a scholarly citation and reference unless the information is paraphrased and/or direct quotes are used, in which APA style standards then apply.

Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class.

• A post of “I agree” with a repeat of the faculty’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
• The faculty response must occur on a separate day from the initial posting.
• Responses to the faculty member must occur by Sunday, 11:59 p.m. MT.
• This response does not require a scholarly citation and reference unless the information is paraphrased and/or direct quotes are used, in which APA style standards then apply.

III.  Integration of Evidence: The student post provides support from a minimum of one scholarly in-text citation with a matching reference AND assigned readings OR online lessons, per discussion topic per week.

1. What is a scholarly resource? A scholarly resource is one that comes from a professional, peer-reviewed publication (e.g., journals and government reports such as those from the FDA or CDC).
   • Contains references for sources cited
   • Written by a professional or scholar in the field and indicates credentials of the author(s)
   • Is no more than 5 years old for clinical or research article
2. What is not considered a scholarly resource?
   • Newspaper articles and layperson literature (e.g., Readers Digest, Healthy Life Magazine, Food, and Fitness)
   • Information from Wikipedia or any wiki
   • Textbooks
   • Website homepages
   • The weekly lesson
   • Articles in healthcare and nursing-oriented trade magazines, such as Nursing Made Incredibly Easy and RNMagazine (Source: What is a scholarly article.docx; Created 06/09 CK/CL Revised: 02/17/11, 09/02/11 nlh/clm)
3. Can the lesson for the week be used as a scholarly source?
   • Information from the weekly lesson can be cited in a posting; however, it is not to be the sole source used in the post.
4. Are resources provided from CU acceptable sources (e.g., the readings for the week)?
   • Not as a sole source within the post. The textbook and/or assigned (required) articles for the week can be used, but another outside source must be cited for full credit. Textbooks are not considered scholarly sources for the purpose of discussions.
5. Are websites acceptable as scholarly resources for discussions?
   • Yes, if they are documents or data cited from credible websites. Credible websites usually end in .gov or .edu; however, some .org sites that belong to professional associations (e.g., American Heart Association, National League for Nursing, American Diabetes Association) are also considered credible websites. Websites ending with .com are not to be used as scholarly resources

IV.  Professionalism in Communication: The post presents information in logical, meaningful, and understandable sequence, and is clearly relevant to the discussion topic. Grammar, spelling, and/or punctuation are accurate.

V.  Wednesday Participation Requirement: The student provides a substantive response to the graded discussion question(s) or topic(s), posted by the course faculty (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.

VI.  Total Participation Requirement: The student provides at least three substantive posts (one to the initial question or topic, one to a student peer, and one to a faculty question) on two different days during the week.

Application of Course Knowledge:  Answers the initial discussion question(s)/topic(s), demonstrating knowledge and understanding of the concepts for the week.  

Integrity of evidence: Assigned readings OR online lesson AND at least one outside scholarly source are included. The scholarly source is: 

1) evidence-based, 2) scholarly in nature, 3) published within the last 5 years 

Resources:

 DeNisco, S.M., & Barker, A. M. (2015). Advanced practice nursing: Essential knowledge for the profession (3rd ed.). 

 American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). American Psychological Association. 

Discussion: Clinical Supervision

In Week 3, you collaborated with colleagues as you participated in your first clinical supervision. This week, you have the opportunity to continue your collaboration as you reflect on and discuss your experiences with counseling children and adolescents in group settings. Psychotherapy with these clients is often more complex than psychotherapy with the general adult population. Personal reflection and discussion with colleagues are essential to your development and success as a psychiatric mental health nurse practitioner. For this clinical supervision, consider a child or adolescent client you are counseling who you do not think is adequately progressing according to expected clinical outcomes.

Learning Objectives

Students will:

• Assess clients presenting for child and adolescent group psychotherapy
• Evaluate the effectiveness of therapeutic approaches for clients receiving child and adolescent group psychotherapy

To prepare:

• Review this week’s media and consider the insights provided on group therapy with children and adolescents.
• Reflect on a child and adolescent group that you are currently counseling at your practicum site.

Post a 3- to 5-minute Kaltura video that addresses the following:

• Describe a child and adolescent group you are counseling.
• Describe a client from the group who you do not think is adequately progressing according to expected clinical outcomes. Note: Do not use the client’s actual name.
• Explain your therapeutic approach with the group, including your perceived effectiveness of your approach with the client you identified.
• Identify any additional information about this group and/or client that may potentially impact expected outcomes.

 1- Discussion Question: When going through menopause, the women undergoes psychological and physiologic changes. Discuss changes that women should be made aware of when going through menopause. 

2- 3 paragraphs of 3 sentences each

3- 2 references not older than 2015

4- APA style

Compose a focused paper that explains and describes your healthcare issue or topic from a cultural and ethical perspective of inquiry. (You will cover two perspectives in one paper.)

Form and answer two levels of research questions for each inquiry to address your chosen topic.

• Choose a “Level 1 Research Question/Writing Prompt” from both of the lists below to answer in the paper.
• Compose a “Level 2 Research Question/Writing Prompt” for each kind of inquiry that provides detail, specificity, and focus to your inquiry, research, and writing.
• State your research questions in your paper’s introduction.
• Form the body of your paper by answering each research question and support your assertions with evidence (research).
• In the conclusion of the paper, briefly review the issues, research questions, answers, and insights.

Level 1 Research Questions/Writing Prompts
ETHICAL Perspective of Inquiry

• What laws govern or pertain to the issue?
• What ethical obstacles affect how the medical community addresses the issue?
• How do ethical theories apply to the issue?
• How do money, power, and control matters relate to the issue and its treatment?

Level 1 Research Questions/Writing Prompts
CULTURAL Perspective of Inquiry

• Which cultural values and/or norms influence the issue?
• How is the issue addressed differently in varying cultural contexts and situations?
• Which cultures or societies are most affected by the issue? Why?
• Which cultural traditions affect the treatment(s)?

Your paper must be five pages in length and reference four to six scholarly, peer-reviewed resources. Be sure to follow current APA Style (e.g., spacing, font, headers, titles, abstracts, page numbering).

 Introduction and conclusion

Purpose:  Summarize and appraise an article for bias and validity in a collaborative environment.

Assessment: The DBs are worth 35 points. It will be graded based quality of 3 posts made on 3 different days. Please see the grading rubric embedded below for complete criteria.

Instructions: Carefully read, summarize, and appraise your group’s assigned article.  The discussion board for this week should cover the following concepts in order to have a complete draft by the end of the week. As you provide input to your peers, be sure to state a rationale for your claims. 

1. Identify and discuss the broader importance of the topic of the study as it applies to patients and organizations. What it means to the population 
2. Discuss the nursing implications of the findings of the research.  Consider the following questions:
   • Were the results statistically significant, if reported?   
   • What is the clinical significance of the findings? 
   • What are the risks vs. benefits to practice of the findings?  
   • Are the findings feasible to implement?

• Develop a 4–7-page business case for the initiative you proposed in Assessment 1. Examine feasibility and cost-benefit considerations over a 5-year period, analyze ways to mitigate risks, and complete a cost-benefit analysis.
  Note: Each assessment in this course builds upon the work you have completed in previous assessments. Therefore, you must complete the assessments in the order in which they are presented.
  SHOW LESSAs a master’s-level health care practitioner, you are expected to consider a number of factors when analyzing the feasibility of a new initiative. For example, you must consider the various types of risk (such as patient safety, physical plant, financial, or reputation), as well as the present and future value of the service line or economic opportunity in which you are investing. You must also balance your ethical and moral responsibility to provide quality care to patients and populations with your responsibility to protect your organization’s assets and economic viability in the near and long terms.
  Competency Map
  CHECK YOUR PROGRESSUse this online tool to track your performance and progress through your course.
• Toggle DrawerResources
• Assessment InstructionsDevelop a business case for the economic initiative you proposed in Assessment 1. Examine the feasibility and cost-benefit considerations of implementing your proposed initiative over the next five years. Analyze ways to mitigate risks and complete a cost-benefit analysis.
  Note: Remember that you can submit all, or a portion of, your draft business case to Smarthinking for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.
  Requirements
  The requirements for your business case, outlined below, correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements for document format and length and for supporting evidence.
  • Analyze the potential economic opportunities and risks associated with your proposed initiative. 
    • How do the potential opportunities benefit your organization or care setting?
    • How could potential risks pose a threat to the financial security of your organization or care setting?
    • How do the potential economic opportunities compare to the potential economic risks?
  • Propose ethical and culturally sensitive solutions that address the risks associated with your initiative to the future economic security of your organization or care setting. 
    • Which risks are potentially the most significant for your organization or care setting? 
      • How could you modify your proposed initiative to mitigate those risks?
      • How have other organizations and experts in the field dealt with similar risks?
    • How do ethics and equality factor into your proposed solutions? 
      • Are your solutions unfairly burdening or disadvantaging any specific groups?
    • How will this proposal affect community health care delivery outcomes? 
      • What makes this a great opportunity for economic growth?
      • What potential issues should be considered?
  • Analyze the economic costs and benefits of your proposed initiative over a five-year period. 
    • Use the Cost-Benefit Analysis Template [XLSX] for your calculations. Add the worksheet to your business case as an appendix.
    • Does your analysis warn against specific aspects of your proposed initiative?
    • How would you recommend that your findings be incorporated into decisions about the feasibility of your proposed initiative?
  • Propose ethical and culturally equitable ways of keeping costs under control, while maximizing the benefits of your initiative. 
    • What costs are you most likely to be able to control or reduce? 
      • How would you go about ensuring this?
    • How could controlling or reducing these costs affect the benefits of your proposed initiative? 
      • What strategies could you employ to maintain or maximize these benefits, while controlling or reducing costs?
    • How do you plan to ensure that any cost controls or benefit reductions are ethical and equitable?
  • Justify the relevance and significance of the quantitative and qualitative economic, financial, and scholarly evidence you used to support your business case. 
    • This criterion applies to any evidence you cited throughout your business case. Your evidence should be persuasive and relevant to your findings, proposals, and recommendations. Consider one or more of the following questions when citing support evidence: 
      • How is the evidence relevant to your organization or care setting?
      • How is the evidence relevant to your proposed economic initiative?
      • How does the evidence illustrate a solution that has been successful in the past?
      • How does the evidence illustrate that an initiative or solution is likely to be a net benefit to the organization or care setting?
  • Write concisely and directly, using active voice. 
    • Proofread your document before you submit it to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your business case.
  • Apply current APA formatting to in-text citations and references.
  • Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:
  • Assessment 2 Example [PDF].
  • ADDITIONAL REQUIREMENTS
    Your assessment should also meet the following requirements:
  • Format: Format your business case using APA current style. Use the APA Style Paper Template [DOCX]. An APA Style Paper Tutorial [DOCX] is also provided to help you in writing and formatting your business case. Be sure to include: 
    • A title page and references page. An abstract is not required.
    • A running head on all pages.
    • Appropriate section headings.
  • Length: Your business case should be 4–7 pages in length, not including the title page and references page.
  • Supporting evidence: Cite 4–5 authoritative and scholarly resources to support your business case. Be sure that your sources include specific economic data.
  • Note: Faculty may use the Writing Feedback Tool when grading this assessment. 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, after your work has been evaluated.
    Portfolio Prompt: You may choose to save your business case to your ePortfolio.
    Competencies Measured
    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment scoring guide criteria:
  • Competency 1: Analyze the effects of financial and economic factors (such as cost-benefit, supply and demand, return on investment, and risks) in a health care system on patient care, services offered, and organizational structures and operation. 
    • Analyze the potential economic opportunities and risks associated with a proposed initiative.
    • Analyze the economic costs and benefits of a proposed initiative over a five-year period.
  • Competency 2: Develop ethical and culturally equitable solutions to economic problems within a health care organization in an effort to improve the quality of care and services offered. 
    • Propose ethical and culturally equitable ways of keeping costs under control, while maximizing the benefits of an initiative.
  • Competency 3: Justify the qualitative and quantitative information used to guide economic decision making to stakeholders and colleagues. 
    • Justify the relevance and significance of the quantitative and qualitative economic, financial, and scholarly evidence used to support a business case.
  • Competency 4: Develop ethical and culturally equitable economic strategies to address dynamic environmental forces and ensure the future security of an organization’s resources and its ability to provide quality care. 
    • Propose ethical and culturally sensitive solutions that address the risks associated with an initiative to the future economic security of the organization or care setting.
  • Competency 5: Produce clear, coherent, and professional written work, in accordance with Capella writing standards. 
    • Write concisely and directly using active voice.
    • Apply APA formatting to in-text citations and references.

Compare the physical assessment of a child to that of an adult. In addition to describing the similar/different aspects of the physical assessment, explain how the nurse would offer instruction during the assessment, how communication would be adapted to offer explanations, and what strategies the nurse would use to encourage engagement.

There has been a health outbreak! Choose an at-risk population, an epidemic, and respond to the following objectives from the CDC Epidemic Intelligence Service. You are to write a 2- 3 page paper, in APA format, include at least 5 references, and address the objectives below. You will include the primary NCHEC Area of Responsibility and Competency you are addressing in this assignment as a title on the first page of your document. What is the epidemic, who does it adversely affect, what is the first response to this epidemic, etc. 

After you complete the paper, create a 1-page outbreak communication flyer, radio announcement, commercial transcript, etc. to release to the public (this is the presentation portion and is a separate submission) (follow the CDC and WHO outline for help, located in the Module 5 Resources). 

Possible Epidemics in the US:

• Salmonella
• Lung injury associated with e-cigarette use or vaping
• Listeria
• Brucella
• Measles
• Hepatitis A
• Hurricane

Possible Epidemics Outside the US:

• Dengue
• Polio
• Chikungunya
• Typhoid fever (drug-resistant)
• Hurricane

Situational Awareness

At the start of an investigation, you will need to assess the situation (11). The following steps will help you perform this task quickly:

• Identify affected or potentially affected populations (i.e., target audiences). Ask yourself, “Who is most at risk by the outbreak or public health threat?” “What populations are most vulnerable or at the highest risk and need to be reached first?”
• Identify behavioral factors that might place persons at risk. Ask yourself, “Are behavioral factors placing persons at risk?” If so, “What are they?” Can you recommend actions that persons and healthcare providers can take to confront these behavioral factors and thus reduce their risk (e.g., get vaccinated or wash their hands frequently)? If the risk is unknown, can you provide information to the public and media about what is being done in the investigation to identify what places persons at risk?
• Identify partners who might be able to reach affected persons or populations. In an ideal situation, strong relationships will exist. However, if such relationships do not yet exist, quickly identify what relationships are crucial for containing and stopping the outbreak. Ask yourself, “Are healthcare providers available who might reach the affected persons or populations quickly?” “Who are the community leaders who can help reach the affected persons or populations?” “Will the public look to specific partners or persons for advice or direction (e.g., religious leaders or local thought leaders)?” Decide who should talk with those influential persons and what the timing should be for doing so.
• Identify perceptions in the community that might affect communications. Listen to community members. Work to get a better understanding of how local authorities, affected persons, and community leaders perceive the situation (7). Listen to concerns, critiques, and fears. When possible, have a discussion before issuing directives. Gain an understanding of what community members might know and believe about the illness and potential cause. Also work to understand the language, culture, and socioeconomic factors in the community that should be considered. Use this information to refine your communication efforts.
  • Tailor health-related recommendations or guidance and ensure that it is written in plain language to be more easily adopted or adhered to by the affected population and public health or healthcare entities.
  • Build strong relationships with key persons in the community who can help you contain or stop the outbreak and can provide ongoing insights.
  • Ensure that messages to the media and public resonate. The communications team will want to identify reliable information sources that can provide an ongoing assessment of current perceptions in the community (e.g., social media monitoring) (12). When you have this feedback loop in place, work to integrate the findings into ongoing decision making.

Communication Resources and Tools Often Used for Outbreak Responses

• Internet site. The response effort might need an Internet site to convey relevant and rapidly changing information about the outbreak. The site should be the main repository of scientific facts, data, and resources. All other communications should be based on the content of that site. Key information for the site might include the following:
  • Data or case counts;
  • Maps of the affected area;
  • Guidance for affected populations, the public, travelers to or from the region, and healthcare providers who are caring for the affected persons;
  • A section highlighting the newest information; and
  • A multimedia section for the media and the general public.
• Call center. The response effort might benefit from having a call center equipped to answer inquiries from the affected population, the worried well, and healthcare providers seeking information. Guidance is available for entities that are establishing a call center during an outbreak response.
• Social media messages. Create social media messages from Internet site content. Communications staff should monitor social media regularly to identify and dispel myths and misperceptions.
• Clinician outreach resources. The response might require substantial communications with healthcare providers. Webinars, conference calls with partner organizations, videos for online clinical communities, or other forums might be considered to allow healthcare providers to access up-to-date information, ask questions, and obtain advice from other clinicians associated with the response.
• Digital press kit for the news media. A digital press kit with photos, videos, quotations from spokespersons, the latest data or information (e.g., graphics, charts, or maps), and information about how to obtain an interview is always helpful for reporters during an outbreak investigation.
• Tailor communication resources. The response might require translation for specific audiences, and communication materials might need to be tailored for reaching affected populations. Some responses use photo novellas, simple line art, text messaging, or community events to convey important information for specific audiences.

What to Include When Developing Outbreak-Related Messages

• Expression of empathy.
• What’s known and a call for action, including Who? What? When? Where? Why? How?
• What’s known and what’s not known, and how answers will be obtained for what’s not yet known
• Explanations of what public health actions are being taken and why.
• A statement of commitment.
• When additional information will be provided.
• Where to find more information in the meantime.