Corrigendum To Position Statement: Grad School Essay Help

Legislation Comparison Grid and Testimony/Advocacy Statement

Available online at www.sciencedirect.com

Nur s Ou t l o o k 6 5 ( 2 0 1 7 ) 3 4 6e 3 5 0 www.nursingoutlook.org

Corrigendum to position statement: Political interference in sexual and reproductive health research and health professional education [Nursing Outlook 65/2 (2017)

242e245] Diana Taylor, PhD, RNP, FAAN*, Ellen F. Olshansky, PhD, RN, WHNP-BC, FAAN*,

Nancy Fugate Woods, PhD, RN, FAAN*, Versie Johnson-Mallard, PhD, ARNP, BC, FAANP, FAAN*,

Barbara J. Safriet, LLM, JD, FAAN*, Teresa Hagan, PhD, RN* *Women’s Health Expert Panel

The authors regret that the printed version of the above article contained a number of errors. The correct and final version follows. The authors would like to apolo- gise for any inconvenience caused.

Political interference in sexual and reproductive health research and health professional education threatens the health of women and men. The Amer- ican Academy of Nursing strongly supports actions to prevent political interference by supporting academic freedom principles and policies in institutions of higher education generally, and in those offering in- struction in nursing particularly.

Background

TheAmericanAcademy ofNursing (Academy) has raised the voice of nursing in support of policies that ensure people’s access to sexual and reproductive health (SRH) services. Specific policies focus on the expansion of SRH clinical knowledge and evidence-based women’s pre- ventive health services (Berg, Taylor, Woods, 2013) related to preventing unintended pregnancies (Berg, Olshansky et al, 2012) in order to assure that all women’s health care, including abortion care, is groun- ded in scientific knowledge and evidence-based policies and standards of care (Berg, Shaver et al, 2013).

Unfortunately, politicians across the country are pushing for laws and regulations that restrict ethical standards of care and impose politics and ideology on evidence-based clinical care as outlined by the recent

0029-6554/$ – see front matter � 2017 Published by Elsevier Inc. http://dx.doi.org/10.1016/j.outlook.2017.05.003

policy report (National Partnership for Women & Families, 2015) lead by a coalition of 24 nursing, med- ical, health and advocacy organizations (Coalition to Protect). The Academy has responded to these threats of political interference with the patient-provider relationship, ethical and evidence-based standards of care, and women’s access to safe, quality sexual and reproductive health care, by:

� Participating in an Amicus Brief to the US Supreme Court opposing a deceptive Texas law requiring medically unnecessary restrictions on clinical prac- tice: Read the Amicus Brief of the American Nurses Association (ANA)/Academy and the Academy’s press release from June 2016 applauding the SCOTUS decision to reject Texas HB2 (National Physicians Alliance, American Academy of Nursing et al, 2016; American Academy of Nursing, 2016).

� Speaking out about howpolitical interferencewith SRH care harms women: See article from the Academy’s President Berkowitz, “Examining What’s at Stake: The Supreme Court, Nurses and Abortion Care Provision” pub- lished in Huffington Post Health (Berkowitz, 2016) and quotes from health professionals on political interfer- ence in clinical practice.

� Opposing political interference in the Title X Family Planning Program and fully supported (with testi- mony) proposed DHHS rules strengthening regula- tions that align Title X requirements with established Medicaid/Medicare criteria for qualified providers based on professional and facility scope of practice and licensing (Federal Register, 2016).

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i A Committee on Academic Freedom and Academic Tenure of the American Association of University Professors (AAUP) formu- lated a statement of principles on academic freedom and academic tenure known as the 1915 Declaration of Principles, was officially endorsed by the Association at its Second Annual Meeting held in Washington, D.C., December 31, 1915, and January 1, 1916. In 1925, the American Council on Education called a conference of repre- sentatives of a number of its constituent members, among them the American Association of University Professors, for formulating a shorter statement of principles on academic freedom and tenure. The Association of American Colleges (now the Association of American Colleges and Universities) endorsed the statement formulated at this conference, known as the 1925 Conference Statement on Academic Freedom and Tenure, in 1925 and by the American Association of University Professors in 1926. Further in- terpretations, adopted as footnotes to this statement by the Council of the American Association of University Professors in April 1970, asserted, “Academic freedom is essential to these purposes and applies to both teaching and research”. Freedom in research is fundamental to the advancement of truth. Academic freedom in its teaching aspect is fundamental for the protection of the rights of the teacher in teaching and of the student to freedom in learning.

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Now the Academy is focused on another threatdpolitical interference with academic freedom, particularly SRH research and health professional education

A case in Missouri highlights the most egregious political interference in academic freedom that threatens science, clinical training, and research. In September 2015, under pressure from Missouri politicians, the University of Mis- souri (Wilson, 2015) canceled ten contracts with Planned Parenthood eliminating clinical training for nursing and medical students in comprehensive SRH services inclu- ding long-acting contraception methods and early abor- tion care. The University of Missouri thereafter ended admitting privileges for an OB-Gyn faculty member and a Planned Parenthood physician and attempted to stop a University of Missouri graduate student from continuing her dissertation research on the impact of a 72-hour waiting period on women considering abortions (Wilson, 2015; Kingkade, 2015). In response to this abuse of power and threat to academic freedom, individuals from the Academy’s Women’s Health Expert Panel published a response in the Huffington Post on November 13, 2015.Since this posting, growing national attention has brought issues regarding political interference in aca- demic freedom to the forefront of the national conversa- tion on SRH health care research, practice and the education of the next generation of health care providers.

In response to these threats, the Academy Board of Directors approved the development and affirmation of a position statement on Political Interference in SRH Research andHealth Professional Education that follows.

Position Statement: Political Interference in Sexual and Reproductive Health (SRH) Research and Health Professional Education

Prevention of Political Interference Specific to SRH Research and Education The American Academy of Nursing opposes attempts by politicians and/or academic administrators to regulate instruction and research related to sexual and reproductive health based on ideology rather than principles of academic freedom and practice or edu- cation standards related to sexual and reproductive health. Specifically, the American Academy of Nursing:

� Opposes political interference in evidence-based sexual and reproductive health care, education and research;

� Opposes the harassment and censorship of students and their faculty advisors who seek to understand and study the impact of legislation and policies on individual and community health outcomes related to restriction of reproductive choice or SRH services;

� Supports university faculty and students’ freedom to 1) discuss issues of sexual and reproductive health and abortion in the classroom, and 2) provide in- struction in clinical sites that provide a full range of sexual and reproductive health services;

� Supports faculty and students’ freedom to engage in scholarship and research activities related to sexual and reproductive health, including abortion; and

� Supports faculty and students’ freedom from re- striction in pursuit of education and clinical training related to all evidence-based unintended pregnancy prevention and sexual and reproductive healthcare.

The American Academy of Nursing supports the principles and practices of academic freedom in gen- eral, and specifically, as they apply to sexual and reproductive health research and health professional education including:

� Supporting the definition of academic freedom as a university’s fundamental commitment that allmembers of an academic community have the broadest possible latitude to speak, write, listen, challenge and learn.

� Affirming that the intent of academic freedom to afford members of the academic community the broadest possible scope of unencumbered expres- sion, investigation, analysis and discourse. Most ac- ademic institutions and faculty organizations have put into practice the individual and institutional re- sponsibilities and rights to academic freedom to ensure that faculty and students will not experience political interference in research and education.

� Recognizing that academic freedom applies to the individuals and institutions through professional and legal principles, policies, opinions and laws developed by the American Association of University Professors (AAUP) and the American Association of Colleges and Universitiesi and endorsed by over 200 scholarly and professional organizations. In addition to the professional standard of academic freedom, there is a substantial body of law that shapes faculty and institutional claims to academic freedom.

� Supporting principles and policies arising from the 1940 AAUP Statement and case law focused on faculty freedom from external (political) intrusion and institu- tional intrusion. The following fundamental academic freedom principles and policies are incorporated into hundreds of college and university faculty handbooks

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(exemplars from public universitiesdUniversity of Washingtonii, University of Californiaiii, University of Michiganiv; and a private universityvdUniversity of

ii University of Washington Faculty Code, Section 24-33, “A State- ment of Principle: Academic Freedom and Responsibility” Approved by: Senate Executive Committee October 7, 2013; Faculty Senate October 24, 2013; Senate Executive Committee November 18, 2013; Faculty Senate December 5, 2013; Certified by Jack Lee, Chair, Faculty Senate 1/9/2014; President Michael Young January 8, 2014. The University of Washington Faculty Code (UW Code) is an exemplar for enacting academic freedom principles. The UW Code empha- sizes that the academic community e students, faculty members, administrators, and trusteesdis obligated “to respect the dignity of others, to acknowledge their right to express differing opinions, and to foster and defend intellectual honesty, freedom of inquiry and instruction, and free expression on and off the campus.” Expression of dissent and attempts to produce change may not be enacted in ways that “injure individuals and damage institutional facilities or disrupt the classes of one’s instructors or colleagues”. Further, campus speakers must be protected from violence and given an opportunity to speak. Those seeking to call attention to grievances may not significantly impede the university’s functions. The UW Code stipulates that faculty’s exercise of constitutionally protected freedom of association, assembly, and expression, including participation in political activities, does not constitute a violation of duties to the University, to their profession, or to students and may not result in disciplinary action or adverse merit evaluation. In addition to defining the right to academic freedom, the University of Washington stipulates faculty responsibilities, including re- sponsibility to “present the subject matter of their courses as approved by the faculty in their collective responsibility for the curriculum. Within the approved curriculum, faculty members are free to express ideas and teach as they see fit based on their mastery of their subjects and their own scholarship. In addition, the UW Code stipulates institutional responsibilities to academic freedom; that both faculty and students be entitled to “an atmosphere conducive to learning and to evenhanded treatment in all aspects of the instructor-student relationship.” Faculty members have obliga- tions to respect the freedoms of students, meaning that faculty may not refuse to enroll or teach students because of the student’s beliefs or the possible applications that students may make of knowledge gained in a course. In addition, the code asserts that students will not be forced by the authority of the faculty to make particular po- litical choices or their roles in society. Further, evaluation of stu- dents and the award of credit must be based on their academic performance judged professionally and not on matters such as” personality, sexual orientation, or sexual, romantic, familial, or other personal relationships.” iii University of California, Academic Personnel Manual 010.

General University Policy Regarding Academic Appointees: Aca- demic Freedom. APM e 010. Accessed 08/21/16. iv University of Michigan Faculty Handbook 1.C. Senate Assem-

bly Statement on Academic Freedom (www.provost.umich.edu/ faculty/handbook 1/1.C.html accessed 8.21.2016.

v Although most universities today accept the principles of aca- demic freedom, tensions exist between individual and institutional academic freedom under the First Amendment that challenge the professions, the AAUP, colleges and universities and courts. Clearly, the scope of institutional academic freedom between private (especially religiously affiliated) and public sector institutions has tested individual faculty and student freedoms and the four essential freedoms of a universityeto determine for itself on aca- demic grounds whomay teach, what may be taught, how it shall be taught, and who may be admitted to study. [see University of Chicago reference to Freedom of Expression policy, 2015].

Chicagovi) and form the basis for preventing political interference in SRH research and education. B Debate and deliberation may not be suppressed because the ideas put forth are thought by some, or even most, members of the academic community to be offensive, unwise, immoral, or wrong- headed.

B Individual members of the university community, not the university as an institution, will make judgments and act on those judgments not by seeking to suppress speech, but by openly and vigorously contesting the ideas that they oppose.

B Fostering the ability of members of the university community to engage in debate and deliberation in an effective and responsiblemanner is an essential part of a university’s educational mission.

B Freedom to debate and discuss the merits of competing ideas does not mean that individuals may saywhatever theywish,wherever theywish.A university may restrict expression that violates the law, falsely defames a specific individual, consti- tutes a genuine threat or harassment, unjustifiably invades substantial privacy or confidentiality in- terests or is otherwise directly incompatible with the functioning of the university.

B The University may reasonably regulate the time, place, andmanner of expression to ensure that it does not disrupt the ordinary activities of the university. These legitimate, but narrow, exceptions to the well- established general principle of freedom of expres- sion must never be used as a pretense for eroding or obstructing free and open discussion of ideas.

The American Academy of Nursing calls for:

1) Professional organizations in nursing and other health care professions as well as organizations of academic communitiesvii to join in affirming the Statement on Political Interference in Sexual and Reproductive Health (SRH) Research and Health Professional Education,

2) The extension of the Academy’s position statement to bring attention to political interference in evidence-based SRH research and health profes- sional education,

3) The publication of academic freedom principles and practice guidelines specific to SRH research and education using exemplary academic freedom codes from public and private colleges and universities.

vi University of Chicago Freedom of Expression Committee, 2015. Accessed 091516 at http://provost.uchicago.edu/sites/ default/files/documents/reports/FOECommitteeReport.pdf. vii Partial list of the relevant organizations for the Academy to work with on endorsing this statement: National League for Nursing, American Association of Colleges of Nursing, American Association of University Professors, American Association of University Women, Association of Reproductive Health Pro- fessionals, National Partnership for Women and Families, Na- tional Women’s Law Center.

http://www.provost.umich.edu/faculty/handbook1/1.C.html
http://www.provost.umich.edu/faculty/handbook1/1.C.html
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Acknowledgement

The authors acknowledge the assistance provided by members of the Women’s Health Expert Panel (espe- cially Marcia Killien and Judith Berg), Kim Czubaruk, Esq., Policy Manager and Academy Staff Liaison to the Women’s Health Expert Panel and Sarah Lipton-Lubet, JD of the National Partnership for Women & Families.

r e f e r e n c e s

1940 Statement of Principles on Academic Freedom and Tenure, American Association of University Professors and of the Association of American Colleges.

American Academy of Nursing. (2015). Press release: American Academy of Nursing applauds U.S. Supreme Court decision on Texas abortion access law. 6/27/2016. Retrieved from https:// higherlogicdownload.s3.amazonaws.com/AANNET/c8a8da9e- 918c-4dae-b0c6-6d630c46007f/UploadedImages/docs/Press% 20Releases/2016/2016-06-27_SupremeCourtDecision% 20TXAbortionAccessLaw.pdf

American Association of University Professors, Academic Freedom Principles and Regulations. Retrieved from https:// www.aaup.org/report/recommended-institutional- regulations-academic-freedom-and-tenure

Barry, D., Friedman, A. D., & Lipton-Lubet, S. (2015). Changing the conversation on abortion restrictions: A proactive response to political interference in healthcare. Washington DC: National Partnership for Women and Families. Retrieved from http:// www.nationalpartnership.org/research-library/changing-the- conversation-a-proactive-response-to-political-interference- in-health-care.pdf

Berg, J. A., Olshansky, E., Shaver, J., Taylor, D., & Woods, N. F. (2012). Women’s health in jeopardy: Failure to curb unintended pregnancies: A statement of the women’s health expert panel. Nursing Outlook, 60, 163e164.

Berg, J. A., Taylor, D., & Woods, N. F. (2013). Where we are today: Prioritizing women’s health services and health policy. A report by the Women’s Health Expert Panel of the American Academy of Nursing. Nursing Outlook, 61(1), 5e15.

Berg, J. A., Shaver, J., Olshansky, E., Woods, N. F., & Taylor, D. (2013). A call to action: Expanded research agenda for women’s health. Nursing Outlook, 61(4), 252.

Berkowitz, B. (2016). Examining what’s at stake: The supreme court, nurses and abortion care provision. The Huffington Post. Retrieved from http://www.huffingtonpost.com/bobbie- berkowitz/examining-whats-at-stake_b_9293684.html

Coalition to Protect the Provider-Patient Relationship. Retrieved from http://www.coalitiontoprotect.org/?referrer¼http:// www.coalitiontoprotect.org/

Federal Register (2016). Compliance with Title X requirements by project recipients in selecting subrecipients, DHHS Rules, 1/19/ 2016. Retrieved from https://www.federalregister.gov/ documents/2016/12/19/2016-30276/compliance-with-title-x- requirements-by-project-recipients-in-selecting-subrecipients

National Physicians Alliance, American Academy of Nursing, Center for American Progress DBA Doctors for America, American Nurses Association, Society for Adolescent Health & Medicine (2016). Brief of Amici Curiae in support of petitioners (Whole Women’s Healthcare) in the U.S. Supreme Court case No. 15e274. Retrieved from https://www.reproductiverights. org/sites/crr.civicactions.net/files/documents/National% 20PhysiciansAllianceSkadden.pdf

Euben DR (2002). Academic freedom of professors and American Association of University Professors. Retrieved from https:// www.aaup.org/issues/academic-freedom/professors-and- institutions

Johns Hopkins University, Academic freedom at Johns Hopkins. Web.jhu.edu-academic freedom at Johns Hopkins Statement of Principles on Academic Freedom.

Kingkade, T. (2015). Missouri lawmaker seeks to block students from studying restrictive abortion law. Huffington Post. Retrieved from http://www.huffingtonpost.com/entry/abortion-study- university-of-missouri_us_563fab2be4b0411d307168a3

National Partnership for Women and Families. (2015). Politics in the exam room: a growing threat. Washington DC: Author. Retrieved from http://www.nationalpartnership.org/research- library/repro/politics-in-the-exam-room-a-growing-threat.pdf

Taylor, D, McLemore MR, Burton, CW, Olshansky, E, Berg, J, Levi, AJ, Woods, NF & Shattell, M. Missouri shreds academic freedom. Huffington Post. Retrieved from http://www. huffingtonpost.com/mona-shattell/missouri-shreds- academic-_b_8555628.html

University of California. General University Policy Regarding Academic Appointees: The Faculty Code of Conduct. Part I e Professional Rights of Faculty. APM e 015. Accessed 08/21/ 16. The University of California (UC) statement on Academic Freedomvii emphasizes the role of academic freedom in protecting freedom of inquiry and research, freedom of teaching, and freedom of expression and publication as a basis for the university’s ability to advance knowledge and transmit it effectively to students and to the public. In the UC System, academic freedom is defined as fostering a mature independence of mind in students.

University of Chicago Freedom of Expression Committee, 2015. Retrieved from http://provost.uchicago.edu/sites/default/files/ documents/reports/FOECommitteeReport.pdf. Recognizing ‘nationwide events that have tested institutional commitments to free and open discourse,’ the University of Chicago formed The Committee on Freedom of Expression to draft principles that articulate “the University’s overarching commitment to free, robust, and uninhibited debate and deliberation among all members of the University’s community.”vii In 2015, the University of Chicago clarified its commitment to promote and protect free expression: members of the university community must act in conformity with the principle of free expression; members of the university community may contest views expressed on campus (or by invited campus guests); members of the university may not obstruct or otherwise interfere with the freedom of others to express views they reject or loathe.

University of Michigan Faculty Handbook, 1.C. Senate Assembly Statement on Academic Freedom. Retrieved from https:// www.provost.umich.edu/facultyhandbook/1/1.C.html. The University of Michigan Faculty Handbook emphasizes the influence of the normative structure of disciplines and professions as a basis for faculty practicing their scholarly profession. Michigan further asserts that academic freedom exists “independent of any external protection. as a basic prerequisite for universities to fulfill their mission,” a professional prerequisite of faculty members as a group. Michigan views academic freedom as including freedom of research and publication; freedom of teaching; freedom of internal criticism; and freedom of participation in public debate.

University of Washington Faculty Code, Section 24e33, “A Statement of Principle: Academic Freedom and Responsibility” Approved by: Senate Executive Committee October 7, 2013; Faculty Senate October 24, 2013; Senate Executive Committee November 18, 2013;

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Faculty Senate December 5, 2013; Certified by Jack Lee, Chair, Faculty Senate 1/9/2014; President Michael Young January 8, 2014. The University of Washington Faculty Code is extensive and specific in stipulating the responsibilities and rights of students, faculty members, administrators, and trustees related to academic freedom and the right to speak orwritewithout institutional discipline or restraint on matters of public concern and matters related to shared governance and the general welfare of the University.

Wilson, T. (2015). University of Missouri cancels Planned Parenthood contract after legislative hearings. Rewire, Sep 21, 2015. Retrieved from https://rewire.news/article/2015/09/21/university- missouri-cancels-planned-parenthood-contract-legislative- hearings/

Wilson, T. (2015). Under pressure from anti-choice lawmakers, University of Missouri ends admitting privilege. Rewire, 9/28/15. Retrieved from https://rewire.news/article/2015/09/28/ pressure-anti-choice-lawmakers-university-missouri-ends- admitting-privileges/

https://rewire.news/article/2015/09/21/university-missouri-cancels-planned-parenthood-contract-legislative-hearings/
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http://dx.doi.org/10.1016/j.outlook.2017.05.003

Corrigendum to position statement: Political interference in sexual and reproductive health research and health professiona …

Background

Now the Academy is focused on another threat—political interference with academic freedom, particularly SRH research and he …
Position Statement: Political Interference in Sexual and Reproductive Health (SRH) Research and Health Professional Education

Prevention of Political Interference Specific to SRH Research and Education

Acknowledgement
References

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Legislation Comparison Grid Template extended essay help biology: extended essay help biology

Legislation Comparison Grid Template

Use this document to complete Part 1 of the Module 2 Assessment Legislation Comparison Grid and Testimony/Advocacy Statement

Health-related Bill Name

Bill Number

Description

Federal or State?

Legislative Intent

Proponents/ Opponents
Proponents:

Opponents:

Target Population

Status of the bill (Is it in hearings or committees?)

General Notes/Comments

Legislation Comparison Grid Template

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Legislation Comparison Grid and Testimony/Advocacy Statement college essay help los angeles

As a nurse, how often have you thought to yourself, If I had anything to do about it, things would work a little differently? Increasingly, nurses are beginning to realize that they do, in fact, have a role and a voice.

Many nurses encounter daily experiences that motivate them to take on an advocacy role in hopes of impacting policies, laws, or regulations that impact healthcare issues of interest. Of course, doing so means entering the less familiar world of policy and politics. While many nurses do not initially feel prepared to operate in this space effectively, the reward is the opportunity to shape and influence future health policy.

To Prepare:

Select a specific bill that has been proposed (not one that has been enacted) using the congressional websites provided in the Learning Resources.

https://www.congress.gov/

https://www.house.gov/

https://www.senate.gov/

http://www.senate.gov/senators/leadership.htm

The Assignment: (1- to 2-page Comparison Grid; 1-page Legislation Testimony/Advocacy Statement)

Part 1: Legislation Comparison Grid

Based on the health-related bill (proposed, not enacted) you selected, complete the Legislation Comparison Grid Template. Be sure to address the following:

-Determine the legislative intent of the bill you have reviewed.

-Identify the proponents/opponents of the bill.

-Identify the target populations addressed by the bill.

-Where in the process is the bill currently? Is it in hearings or committees?

Part 2: Legislation Testimony/Advocacy Statement

Based on the health-related bill you selected, develop a 1-page Legislation Testimony/Advocacy Statement that addresses the following:

-Advocate a position for the bill you selected and write testimony in support of your position.

-Describe how you would address the opponent to your position. Be specific and provide examples.

Use in text citations. References last 5 years and scholarly. APA format

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Correction of a health issue inaccurately depicted from a TV show essay help: essay help

Visit the Resources for Writers (Links to an external site.) in the Module or by clicking the link. I think it’s neat that the CDC has a resource for writers to use when creating a script around a health issue. What I want you to do is find a health issue from a TV show or movie that is INACCURATELY depicted and correct it. You will describe the depiction (symptoms, treatments, spread, etc.) and discuss the inaccuracies portrayed. Next, discuss the audience this show is targeted towards and the importance of proper health communication messaging. Why does it matter if this show/movie accurately depicts this health issue? Does the inaccurate content develop stigmas associated with the health issue? Do you think people develop their opinions about a health issue based on what they see on TV/film?

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Nursing and the Aging Family essay help websites

After reading chapters seven (7) and eight (8), choose one of the following conditions and discuss the implications and potential solutions nurses can offer to the older adult.

when writing your weekly discussions: – A minimum of three paragraphs per DQ. Each paragraph should have a minimum of three sentences.

All answers or discussions comments submitted must be in APA format according to Publication Manual American Psychological Association (APA) (6th ed.) 2009 ISBN: 978-1-4338-0561-5

Discussions must have a minimum of two references, not older than 2015.

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Analyzing published research essay help site:edu

1. This paper has to follow the above guide line RUA : analyzing published research

RUA: Analyzing Published Research Guidelines

Criteria
Ratings
Pts

This criterion is linked to a Learning OutcomeClinical Question

Required criteria 1. Describe the problem: What is the focus of your group’s work? 2. Significance of problem: What health outcomes result from your problem? Or what statistics document this is a problem? You may find support on websites for government or professional organizations. 3. Purpose of the paper: What will your paper do or describe?

30.0 pts

Highest Level of Performance

Includes 3 requirements for section.

30.0 pts

This criterion is linked to a Learning OutcomeEvidence Matrix Table: Data Summary (Appendix A)

Required criteria Categorize items in the Matrix Table, including proper intext citations and reference list entries for each article. 1. References (recent publication within the last 5 years) 2. Purpose/Hypothesis/Study Question(s) 3. Variables: Independent (I) and Dependent (D) 4. Study Design 5. Sample Size and Selection 6. Data Collection Methods 7. Major Findings (Evidence)

60.0 pts

Highest Level of Performance

Includes 7 requirements for section.

60.0 pts

This criterion is linked to a Learning OutcomeDescription of Findings

Required criteria Describe the data in the Matrix Table, including proper intext citations and reference list entries for each article. 1. Compare and contrast variables within each study. 2. What are the study design and procedures used in each study; qualitative, quantitative, or mixed method study, levels of confidence in each study, etc.? 3. Participant demographics and information. 4. Instruments used, including reliability and validity. 5. How do the research findings provide evidence to support your clinical problem, or what further evidence is needed to answer your question? 6. Next steps: Identify two questions that can help guide the group’s work.

60.0 pts

Highest Level of Performance

Includes 6 requirements for section.

60.0 pts

This criterion is linked to a Learning OutcomeConclusion

Required criteria Review major findings in a summary paragraph. 1. Evidence to address your clinical problem. 2. Make a connection back to all the included sections. 3. Wrap up the assignment and give the reader something to think about.

20.0 pts

Highest Level of Performance

Includes 3 requirements for section.

20.0 pts

This criterion is linked to a Learning OutcomeFormat

Required criteria 1. Correct grammar and spelling 2. Include a title and reference page 3. Use of headings for each section: o Problem o Synthesis of the Literature Variables Methods Participants Instruments Implications for Future Work 4. Conclusion 5. Adheres to current APA formatting and guidelines 6. Includes at least two (2) scholarly, current (within 5 years) primary sources other than the textbook 7. 3-4 pages in length excluding appendices, title and reference pages

30.0 pts

Highest Level of Performance

Includes 8 requirements for section.

30.0 pts

Total Points: 200.0

Previous Next

1. Previous work PICOT question

Clinical Question

Patients and families that receive do not receive proper education from the healthcare team on the Covid-19 process do not verbalize understanding of the disease and fail to demonstrate safe engagement during this pandemic in the hospital stay as compared to the family that receives credible information. The focus group is the patients that are in hospitals and the family members that offer a visit to them in the hospital.

This issue is important to be addressed since it will offer more relevant information to the nursing facility and the hospital on the importance of educating patients on the following procedures regarding maintaining safety and protecting themselves from being infected with the virus. It is important to educate patients on the importance of maintaining distance, wearing masks, and sanitizing to avoid the spread of disease to other people (Tahan, 2020).

The answer to this problem could be a significant help to both the nursing facility and the patient when it comes to the prevention of the spread of this disease. This clinical question could be relevant to finding out if a patient that are educated about the disease follows instructions or have a huge probability of ignoring the information. World Healthcare organization has prepared programs all over the world that increase awareness of this disease and the appropriate ways of avoiding or preventing the spread of the disease.

The PICOT question is

“During pandemic how would patient and families receiving proper education about safe engagement, compare to a family who does not receive proper education safely engage during pandemic during the hospital length of stay?’’

P= patient and family

I= proper family and patient education

C=family who does not receive proper education

O= safe engagement during pandemic

T= During length of hospital stay

“The purpose of this paper is to evaluate the difference in outcome amid the family and patients that receive credible information about Covid-19 as compared to the outcomes of the patient that do not receive credible information.”

2. The article used for previous paper

Aruru, M., Truong, H. A., & Clark, S. (2020). Pharmacy emergency preparedness and response (PEPR) framework for expanding pharmacy professionals’ roles and contributions to emergency preparedness and response during the COVID-19 pandemic and beyond. Research in Social & Administrative Pharmacy.

Driggin, E., Madhavan, M. V., Bikdeli, B., Chuich, T., Laracy, J., Biondi-Zoccai, G., … & Brodie, D. (2020). Cardiovascular considerations for patients, health care workers, and health systems during the COVID-19 pandemic. Journal of the American College of Cardiology, 75(18), 2352-2371.

Tahan, H. M. (2020). Essential Case Management Practices Amidst the Novel Coronavirus Disease 2019 (COVID-19) Crisis: Part 2: End-of-Life Care, Workers’ Compensation Case Management, Legal and Ethical Obligations, Remote Practice, and Resilience. Professional case management.

Verhoeven, V., Tsakitzidis, G., Philips, H., & Van Royen, P. (2020). Impact of the COVID-19 pandemic on the core functions of primary care: will the cure be worse than the disease? A qualitative interview study in Flemish GPs. BMJ Open, 10(6), e039674.

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Health Care Human Resource Professional Interview narrative essay help: narrative essay help

Interview a Health Care Human Resource Professional

The purpose of this assignment is to conduct an interview with a representative from human resources at a United Healthcare organization to review the role and impact of the human resources department in that organization.

Refer to the resource, “Creating Effective PowerPoint Presentations,” for additional guidance on completing this assignment in the appropriate style. Aim to follow the 7×7 rule, limiting 7 bullet points per slide and 7 words per bullet. The explanation and elaboration for each slide should be included in the accompanying speaker notes.

In a 12 slide PowerPoint presentation, address how the following elements:

1. Identify the human resource functions (such as benefits, employee relations, and risk management) that the organization utilizes and describe how they contribute to support of the organizational structure.

2. Identify the various human resource tools (employee handbook, job descriptions, written policies, grievance forms, etc.) in the organizational structure, how they are used, and their importance.

3. Examine what effect the human resources processes and policies have on patient care.

4. Identify major human resources challenges the organization has faced and how they were handled.

Prepare this assignment according to the APA guidelines found in the APA Style Guide

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Family therapy session online essay help

Select two clients you observed or counseled this week during a family therapy session. Note: The two clients you select must have attended the same family session.

Then, address in your Practicum Journal the following:

Using the Group Therapy Progress Note in this week’s Learning Resources, document the family session.
Describe (without violating HIPAA regulations) each client, and identify any pertinent history or medical information, including prescribed medications.
Using the Diagnostic and Statistical Manual of Mental Health Disorders, Fifth Edition (DSM-5), explain and justify your diagnosis for each client.
Explain any legal and/or ethical implications related to counseling each client.
Support your approach with evidence-based literature.

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Sources of pediatric primary care in the United States essay help writing: essay help writing

Answer the following questions:

What are the sources of pediatric primary care in the United States? Are these sources sufficient for providing health-care services to the pediatric population? Why or why not?
Are there certain pediatric populations that lack access to health-care services? Why?
What are the barriers to children in accessing health-care services in the United States? Why do these barriers exist?

Do 1 page

Provide references in APA format.

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Christian Principles and Nursing Advocacy essay help site:edu: essay help site:edu

Advocacy Through Legislation

Identify a problem or concern in your state, community, or organization that has the capacity to be advocated through legislation. Research the issue and complete the sections below. For each topic that requires the listing of criteria, a minimum of two criteria should be identified and discussed. Add more rows as is appropriate for the topic/proposal.

Problem

In no more than 250 words, describe the problem, who is affected, and the current ramifications. Explain the consequences if the issue continues.

Idea for Addressing Solution

In no more than 250 words, outline your idea for addressing the issue and explain why legislation is the best course for advocacy.

Research the Issue

Perform research and compile information for your idea. Present substantive evidence-based findings that support your idea for addressing the problem (studies, research, and reports). Include any similar legislation introduced or passed in other states.

Evidence 1

Evidence 2

Stakeholder Support

Discuss the stakeholders who would support the proposed idea and explain why they would be in support.

Stakeholder(s) Supporting 1

Stakeholder(s) Supporting 2

Stakeholder Opposition

Discuss the stakeholders who would oppose the proposed idea. Explain why they would be in opposition and how you would prepare to debate or converse about these considerations.

Stakeholder(s) Opposed 1

Stakeholder(s) Opposed 2

Financial Incentives/Costs

In no more than 250 words, summarize the financial impact for the issue and the idea (added costs, cost savings, increased revenue, etc.). Provided support.

Legislature: Information Needed and Process for Proposal

Discuss the how to advocate for your proposal using legislation. Include the following:

Provide the name and complete contact information for the legislator.

Describe the steps for how you would present this to your legislator.

Outline the process if your legislator chooses to introduce your idea as a bill to congress.

Christian Principles and Nursing Advocacy

In no more than 250 words, discuss how principles of a Christian worldview lend support to legislative advocacy in health care without bias. Be specific as to how these principles help advocate for inclusiveness and positive health outcomes for all populations, including those more vulnerable, without regard to gender, sexual orientation, culture, race, religion/belief, etc.

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Advocacy Through Legislation research essay help

Nurses often become motivated to change aspects within the larger health care system based on their real-world experience. As such, many nurses take on an advocacy role to influence a change in regulations, policies, and laws that govern the larger health care system.

For this assignment, identify a problem or concern in your state, community, or organization that has the capacity for advocacy through legislation. Research the issue and use the “Advocacy Through Legislation” template to complete this assignment.

You are required to cite to a minimum of three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.

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.

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

NRS-440VN-RS4-AdvocacyThroughLegislation1.docx

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Balanced diet necessary for good health essay help tips: essay help tips

Running head: FOOD JOURNAL 1

FOOD JOURNAL 5

Food Journal

Yndia Charles

Health career Institute

Food Journal

WEDNESDAY

Calories
carbs
Fat
Protein
Fiber
Sodium

Breakfast
-Milk coffee

Apples raw
-50

72
10

6
0

30
3

0
1

Lunch
Zapp’s potato chips
203
27
11
4
2
380

Dinner
Natural cut fries- value size with no salt
230
30
11
3
3
0

Drinks
Ozarka, 100% natural water, 100ml
0
0
0
0
0
0

THURSDAY

Breakfast
Raw apples with skin, 2 medium size
80
30
0
0
7
3

Lunch
Homemade- beef short ribs, without ribs

Fried potato chips
174

202
0

26
0

15
25

3
0

3
60

150

Dinner
Wendy’s – jr cheeseburger, 1 burger
350
27
19
17
2
200

Snacks
Baby carrots, vegetable, 14 pieces
70
18
0
2
4
130

Drinks
Mineral water, 500ml
0
0
0
0
0
1

FRIDAY

Breakfast
banana
100
5
5
10
15
0

Black coffee
5
0
3
4
3
6

Lunch
Tuna sandwich
300
180
121
280
7
8

Bread, 5 slices
30
3
3

4
4

Snack
Corn chips
320
180
30
0
60
7

Dinner
Chicken breast
280
300
50
30
5
10

Drinks
soda
155
70
56
20
42
60

Saturday

Breakfast
Cereal and milk
180
120
60
30
43
4

Lunch
Chicken break
280
200
50
60
30
8

Salad dressing
150
70
0
0
20
0

Green salad, 2 fists
55
20
0
0
27
0

Dinners
Tuna sandwich
300
180
121
280
7
8

Snacks
muffin
440
320
40
67
43
9

Drinks
Mineral water, 1 liter
0
0
0
0
0
4

Sunday

Breakfast
-Milk coffee

Apples raw
-50

72
10

6
0

30
3

0
1

Lunch
Zapp’s potato chips
203
27
11
4
2
380

Dinner
Natural cut fries- value size with no salt
230
30
11
3
3
0

Drinks
Ozarka, 100% natural water, 100ml
0
0
0
0
0
0

3536
1753
677
912
346
1577

From the journal, it can be observed that, I had high intake of calories and proteins. I consumed significantly small amount of fiber. Most of the diets did not have water which is necessary for good health. Over the week I did not take enough fluids such as water. I can say that I have bad diet habits considering the kind of diets I had over the week. Most of my meals had high amounts of proteins and calories, but they lacked or had insufficiency of some other nutrients which are important for good health and proper functioning of the body. I need to improve on my budget and make sure I include all the nutrients in my meals because taking balanced diet is necessary for good health. There is need for improvement on my diet habits. I should include by checking the quantities of the elements of the foods in all my meals and ensuring proper and sufficient intake of all the necessary nutrient content.

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Food Journal Assignment persuasive essay help

Step 1: Pull out your food journal (Assignment 2.1)

Using your own diet analysis, set up a dietary consultation as if you were with a client. The client may be fictional or yourself

Create a clear goal for your “client”. Weight loss or weight gain. It can be a made up goal or one that you have for yourself.
Analyze your diet by looking at the food entries in the and exercise over the duration of your journal (Are there too many carbs? Too few calories? Too much junk food? ) . Where is your client now and how can you optimize their health SPECIFICALLY! I need the details.

Some things to include:

Determine any dietary suggestions to get your client to their goal. What are the changes you suggest to get them to their ideal weight.
Does the client (or you) eat more or less over the weekend?
Does the client (or you) eat more or less during the week?
Do your exercise patterns change during the week compared to the weekend?
Does the macronutrient content (Fat, Protein, and Carbohydrates Percentages) work towards the overall goal for yourself or your “client”? If yes, Explain why. If no, How can you improve to meet the nutritional goal?
Based on your Food log, clients body composition, and overall health goal- determine if the goal was realistic to achieve. If yes, explain why. If not, how would you help them to create a realistic goal.
When might you check or reassess your client to see if your plan is working?

Your food/life changes recommendations paper should be a minimum of 2-3 pages in length total, APA formatted, properly cited reference page, 12 point font

Step 2: Create a Food Journal Portfolio

Include:

Title page
Personal Food Journal
Food Journal Analysis
Food Recommendations for a fictional client or yourself
Reference Page

All components to your portfolio must be presented in essay style APA format, include properly cited reference page, title page, and 12 point font

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Psychotherapy with individual free essay help

2. Practicum Journal Entry:

You will write about a client you observed or counseled and explain whether cognitive behavioral therapy would be effective with this client. Select a client that 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 DSM-5, explain and justify your diagnosis for this client.
Explain whether cognitive behavioral therapy would be effective with this client. Include expected outcomes based on this therapeutic approach. Support your approach with evidence-based literature.
Explain any legal and/or ethical implications related to counseling this client.

Attached to this is what is done and i only want the last two part done

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Experiential and Narrative Family Therapy college application essay help online: college application essay help online

Experiential and Narrative Family Therapy

The Smiths, a family of five, present with their 14-year-old male son, Joshua, who is identified as “the patient.” Almost immediately, the psychiatric mental health nurse practitioner notices the subtle struggle between the parents to be heard first, often talking over one another. Joshua finally blurts out, “You see, you two are crazy, and you think it’s me.” Joshua’s father immediately becomes angry, and Joshua’s mom is quick to rush to Joshua’s side. She begins to argue with her husband about his treatment of their son.

The Smiths and other clients like them may be candidates for both experiential therapy and narrative family therapy, and it is important to note that these are distinctly different therapeutic approaches. Experiential therapy examines experiences of the “here and now,” whereas narrative family therapy focuses on retelling one’s story to understand why one behaves in certain ways. When assessing client families and selecting one of these therapies, you must not only select the one that is best for the clients, but also the approach that most aligns to your own skill set.

This week, you compare experiential family therapy and narrative family therapy.

The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references.

Required reference

Nichols, M., & Davis, S. D. (2020). The essentials of family therapy (7th ed.). Boston, MA: Pearson.

Chapter 7, “Experiential Family Therapy” (pp. 105-118
Chapter 12, “Narrative Therapy” (pp. 189-201)

Cohn, A. S. (2014). Romeo and Julius: A narrative therapy intervention for sexual-minority couples. Journal of Family Psychotherapy, 25(1), 73-77. doi:10.1080/08975353.2014.881696

Narrative Family Therapy With Stephen Madigan

Psychotherapy.net

In a 3-page paper, address the following:

Summarize the key points of both experiential family therapy and narrative family therapy.
Compare experiential family therapy to narrative family therapy, noting the strengths and weakness of each.
Provide a description of a family that you think experiential family therapy would be appropriate, explain why, and justify your response using the Learning Resources.

Develop a genogram for the client family you selected. The genogram should extend back at least three generations (parents, grandparents, and great grandparents).

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Weight Management and Energy Balance cheap mba definition essay help

Home>Nursing homework help>Case Study

Weight Management and Energy Balance

Chapter 10

Lecture Outline

Objectives for Chapter 10

Explain the concept of a healthy weight and differentiate between the conditions of underweight, overweight, and obesity.

Define how you know you are at a healthy weight.

Explain what energy balance is, what determines your daily energy needs, and the effects of an energy imbalance.

Explain the factors that affect your body weight.

Explain how to lose weight healthfully.

Describe a basic plan for healthy weight maintenance.

Describe how to gain weight healthfully.

Define disordered eating and discuss the warning signs of and treatment options for eating disorders.

What Is a Healthy Weight and Why Is Maintaining It Important?

Healthy weight: body weight relative to height that doesn’t increase the risk of developing weight-related health problems or diseases

Weight management: maintaining weight within a healthy range

Overweight: 10 to 15 pounds more than healthy weight

69 percent of Americans are overweight

Obesity: 25 to 40 pounds more than healthy weight

36 percent of Americans are obese

What Is a Healthy Weight and Why Is Maintaining It Important?

Being overweight increases risk of:

Hypertension and stroke

Heart disease

Gallbladder disease

Type 2 diabetes

Osteoarthritis

Some cancers

Sleep apnea

Losing 5 to 10 percent of body weight can produce health benefits

What Is a Healthy Weight and Why Is Maintaining It Important?

Underweight: weighing too little for your height

May be caused by excessive calorie restriction and/or physical activity, underlying medical condition, emotional stress

Risks for:

Young adults: nutrient deficiencies, electrolyte imbalance, low energy levels, decreased concentration

Older adults: low body protein and fat stores, depressed immune system, medical complications

Increase in Obesity Rates in the United States

How Do You Know If You’re at a Healthy Weight?

BMI measurements can provide a general guideline:

Body mass index (BMI) = weight (lb) x 703 height squared (in2)

BMI ≥ 25 is overweight: modest increase in risk of dying from diseases

≥ 30 is obese: 50 to 100 percent higher risk of dying prematurely compared to healthy weight

< 18.5 is underweight; can also be unhealthy

What’s Your BMI?

Figure 10.1

How Do You Know if You’re at a Healthy Weight?

Measure your body fat and its location

Average healthy adult male between 20 and 49 years of age: 16 to 21 percent of weight is body fat

Average healthy female: 22 to 26 percent body fat

Techniques to measure body fat include skinfold thickness measurements and bioelectrical impedance

Central obesity (excess visceral fat) increases risk of heart disease, diabetes, hypertension

Measure waist circumference

Table 10.1

Visceral and Subcutaneous Fat Storage in the Body

Figure 10.2

How to Measure Waist Circumference

Figure 10.3

How at Risk Are You?

Figure 10.4

Discussion Questions

How can a person who is “normal” weight be at risk for obesity-related diseases?

What are health risks of women who are normal weight obese?

In addition to increased percentage of body fat, what characteristic of body fat points to increased health risks?

Can You Be Slim and Obese? Hidden Risk of Normal Weight Obesity

What Is Energy Balance and What Determines Energy Needs?

Energy balance is calories in versus calories out

Positive energy balance: more calories consumed than expended (leads to fat storage, weight gain)

Negative energy balance: more calories expended than consumed (leads to weight loss)

Energy needs are different for everyone

Energy needs comprise:

Basal metabolism

Thermic effect of food

Physical activities

Energy Balance and Imbalances

Figure 10.5

The Three Components of Your Energy Needs

Figure 10.6

What Is Energy Balance and What Determines Energy Needs?

Your BMR is the minimum amount of energy you need to function

Amount needed to meet basic physiological needs, keep you alive

Makes up about 60 percent of total energy needs

Many factors affect BMR, chiefly lean body mass

The thermic effect of food affects your energy needs

Amount of calories expended to digest, absorb, and process food (about 10 percent of calories in food eaten)

Table 10.2

What Is Energy Balance and What Determines Energy Needs?

Physical activity will increase your energy needs

Energy expended by sedentary people = less than half of BMR

Very active athletes can expend twice BMR

Exercise causes small increase in energy expenditure after activity has stopped

Calculating your energy needs:

Estimated energy requirement (EER): daily energy need based on age, gender, height, weight, activity level

Misc 10.28

Energy Imbalances over Time Can Lead to Changes in Body Weight

Reducing calories can lead to weight loss

Stored glycogen and fat are used as fuel sources

Amino acids from body protein breakdown can be used to make glucose

Prolonged fast depletes all liver glycogen

Ketone bodies generated from incomplete breakdown of fat

Fat stores and about one-third of lean tissue mass depleted in about 60 days

What Are the Effects of an Energy Imbalance?

Excess calories can lead to weight gain

Excess calories are stored as fat, regardless of source

Limited capacity to store glucose as glycogen

Can’t store extra protein

Unlimited capacity to store fat

Body contains about 35 billion fat cells, which can expand

What Factors Are Likely to Affect Body Weight?

Factors in weight management: what and how often you eat, physiology, genetics, environment

Hunger and appetite affect what you eat

Appetite is psychological desire for food

Hunger is physiological need for food; subsides as feeling of satiation sets in

Satiety determines length of time between eating episodes

What Factors Are Likely to Affect Body Weight?

Physiological mechanisms help regulate hunger

Many hormones play a role:

Ghrelin: produced in stomach when empty; increases hunger

When fat stores increase, leptin in fat tissue signals brain to decrease hunger and food intake.

Cholecystokinin: released when stomach is distended, increasing feelings of satiation, decreasing hunger

Protein, fatty acids, and monosaccharides in small intestine stimulate feedback to brain to decrease hunger

Insulin also causes brain to decrease hunger

Many people override feedback mechanisms, resulting in energy imbalance

What Factors Are Likely to Affect Body Weight?

Genetics partially determines body weight

Risk of becoming obese doubles if parents are overweight, triples if obese, five times greater if severely obese

Confirmed by studies of identical twins separated at birth

What Factors Are Likely to Affect Body Weight?

Genetic differences in level or function of hormones, such as high ghrelin or low leptin levels, increase obesity

Many obese have adequate leptin, but brain has developed resistance to it

Genetic differences in non-exercise-associated thermogenesis (NEAT): energy expenditure in nonexercise movements, such as fidgeting, standing, chewing gum

“Set point” theory holds that body opposes weight loss and works to maintain a set weight

What Factors Are Likely to Affect Body Weight?

Environmental factors can increase appetite and decrease physical activity

Environment of cheap and easily obtainable energy-dense foods stimulates appetite

Gene-environment interaction: increases risk of obesity in some people

We work more and cook less

32 percent of calories come from ready-to-eat foods prepared outside of home

Frequent dining out associated with higher BMI

What Factors Are Likely to Affect Body Weight?

We eat more (and more)

Increased availability of food-service establishments and access to large variety of foods, larger portions encourage people to eat more

We sit more and move less

Americans are eating about 600 calories/day more than in 1970

Labor-saving devices at work and home, sedentary leisure activities (“screen time”) result in decreased energy expenditure

Environmental and Lifestyle Factors of Weight Gain

Figure 10.7

How Can You Lose Weight Healthfully?

National Institutes of Health: overweight individuals should aim to lose about 10 percent of body weight over 6-month period

Example: 180-pound person should lose 18 lb/6 months = 3 lb/month, ¾ lb/week

To lose 1 pound of body fat, need 3,500-calorie deficit

For a weight loss of ½ to 1 lb/week, need to decrease daily calories by 250 to 500 calories

Fad diets promise dramatic results but may carry risks

How Can You Lose Weight Healthfully?

Successful long-term weight loss requires changes in diet, physical activity, behavior

Eat smart, because calories count: add satiation to low-calorie meals by including higher-volume foods

Eat more vegetables, fruit, and fiber

Include some protein and fat in your meals

Protein increases satiety most

Fat slows movement of food from stomach into intestines

Choose lean meat, skinless chicken, fish, nuts, unsaturated oils

Three Pieces of the Long-Term Weight-Loss Puzzle

Figure 10.8

Adding Volume to Your Meals

Figure 10.9

Control of Appetite: Hunger and Satiety

Table 10.3

The Volume of Food You Eat

Figure 10.10

Practical Nutrition Tips Video: Coffee Shop

Practical Nutrition Tips Video: 100 Calories

How Can You Lose Weight Healthfully?

Use MyPlate as a weight-loss guide

High volume of fruits, vegetables, whole grains, some lean protein, modest amounts of fat

Diet should contain variety of foods from all food groups

Replace higher-calorie foods with lower-calorie options from each food group.

Example: replace full-fat dairy with nonfat products

Replace sodas with water

How Can You Lose Weight Healthfully?

Move to lose

45 minutes/day of moderate-intensity activities can prevent becoming overweight and aid in weight loss

10,000 steps/day can reduce risk of becoming overweight

Break bad habits

Behavior modification: change behaviors that contribute to weight gain or impede weight loss

Techniques include keeping food log, controlling environmental cues that trigger eating, managing stress

Table 10.4

Food Log

Figure 10.11

Evaluating Popular Diets

Reduction of calories, not composition of diet, is key to weight loss

People who diligently adhere to diets lose the most weight

High dropout rates for most extreme diets (Atkins and Ornish diets)

Beware of fad diet claims and hype:

“It’s carbs, not calories, that make you fat!”

“Lose seven pounds in one week!”

Celebrity-endorsed miracle weight-loss products

“Natural” substances help lose weight without risk

Discussion Questions

Why do you think the Weight Watchers program has been so successful? What role does social support play in the program?

What are some recommendations or strategies for those who want to lose weight but cannot afford Weight Watchers?

Best Diet Plan Apparently Works

How Can You Maintain Weight Loss?

Weight cycling (repeated gain and loss of body weight) is common result of fad diets

Weight loss can be maintained if healthy habits used during weight loss are maintained

New, lower weight requires fewer calories to maintain weight

Physical activity can close the “energy gap” easier than further reducing caloric intake

Discussion Questions

Discuss the practical methods used for keeping weight off.

Discuss psychological factors or contributors for the inability to maintain weight loss.

What tips would you give someone who wanted to lose weight safely and to maintain weight loss?

20/20: Half Their Size – Losing Weight and Keeping it Off

Extreme Measures for Extreme Obesity

BMI > 40 = extreme obesity

High risk of heart disease, stroke, dying

Requires aggressive weight-loss treatment, including very-low-calorie diets, medications, and/or surgery

Very-low-calorie diets (< 800 calories) are short-term and must be medically supervised

Medications such as Orlistat, Belviq, and Qsymia can’t replace a lower-calorie diet, physical activity, and behavior modification

Diet Dream Drug? Hope or Hype: Pros and Cons of Alli

Extreme Measures for Extreme Obesity

Gastric bypass and gastric banding result in higher levels of satiety and lower levels of hunger

Results in dramatic weight loss and reduction of hypertension, diabetes, high blood cholesterol, and sleep apnea

Small risk of gallstones, death from surgery

Liposuction is performed for cosmetic reasons

Fat may reappear; results are not permanent

Complications such as infections, scars, swelling

Gastric Bypass and Gastric Binding

Misc 10.14

How Can You Gain Weight Healthfully?

Gaining weight for the underweight is as challenging as losing weight is for the overweight

Need to add at least 500 calories to daily energy intake for gain of 1 pound/week

Choose more energy-dense but nutritious foods from each food group

Examples: waffle instead of toast, coleslaw instead of cabbage

Eat more snacks during day to add more calories

More- and Less-Energy-Dense Food Choices, by Food Group

Figure 10.12

What Is Disordered Eating and What Are the Warning Signs?

Disordered eating: abnormal and potentially harmful eating behaviors that do not meet specific criteria for eating disorders

Eating disorders: psychological illnesses that involve specific abnormal eating behaviors and other factors

In United States, about 20 million women and 10 million men struggle with eating disorders at some point in life

Most are adolescent or young adult white, middle/upper-middle-class females, but increasing among males, minorities, other age-groups

Table 10.5

What Is Disordered Eating and What Are the Warning Signs?

No single factor causes eating disorders

Sociocultural factors

Desire/social pressure to be thin or “cut”

Genetic factors

Eating disorders “run in families”

Psychological factors

Depression, anxiety, perfectionism, sense of control contribute

Factors That Contribute to Eating Disorders

Figure 10.13

What Is Disordered Eating and What Are the Warning Signs?

Anorexia nervosa results from severe calorie restriction

Self-starvation and excessive weight loss

Intense fear of being “fat”

Distorted body image: see oneself as fat when underweight

Health consequences: electrolyte imbalance (low blood potassium) can be fatal

Other risks: decrease in heart rate and blood pressure, lanugo (downy hair), osteoporosis

What Is Disordered Eating and What Are the Warning Signs?

Bulimia nervosa involves cycle of binge eating and purging

Purging can include self-induced vomiting; excessive exercising; strict dieting or fasting; abuse of diet pills, laxatives, diuretics

Vomiting can cause tears in esophagus, swollen parotid glands, tooth decay, gum disease, broken blood vessels in eyes

Potentially fatal electrolyte imbalance can result

What Is Disordered Eating and What Are the Warning Signs?

Binge eating disorder involves compulsive overeating (without purging)

Eat in secret, feelings of shame

Health effects are those associated with obesity

High blood pressure, cholesterol levels

Risk of heart disease, type 2 diabetes, gallbladder disease

What Is Disordered Eating and What Are the Warning Signs?

Other disordered eating behaviors can be harmful

Orthorexia: “healthy or righteous eating”

Fixation on eating the “right” foods

Night eating syndrome: combination eating, sleep, mood disorder

Person consumes most calories after evening meal, wakes up at night to eat

Pica: desire to consume nonnutritive substances (clay, dirt, chalk)

Can cause medical complications

Extreme Healthy Eating – What is Orthorexia?

What Is Disordered Eating and What Are the Warning Signs?

There are some common signs of disordered eating

Hair loss

Significant/sudden weight changes

Russell’s sign: scar tissue on knuckles of fingers used to induce vomiting (bulimia nervosa)

Avoiding social situations where food is present

Weighing often, obsessively counting calories

Denial of problem

What Is Disordered Eating and What Are the Warning Signs?

Eating disorders can be treated

Multidisciplinary team approach is most effective

Psychological, medical, and nutrition professionals

Nutritional approaches include:

Identifying binge triggers, safe and unsafe foods, hunger and fullness cues using food journals

Meal plans to ensure adequate calorie/nutrient intake (anorexia nervosa) or to avoid overeating (bulimia nervosa, binge eating disorder)

Best treated in early stages; no “quick fix”

Discussion Questions

Discuss the signs and symptoms of EDNOS.

Discuss types of treatment used to treat EDNOS.

What are your reactions to the method of having the women in the treatment clinic eat foods that may not be the healthiest (i.e., pizza, Chinese food)? In your opinion, is this the best method of treatment? Why or why not?

EDNOS: Most Dangerous, Unheard of Eating Disorder

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A meal plan for a case study essay help from professional writers: essay help from professional writers

Step 1: Using the following Case Study, create a meal plan.

Jackie is a healthy women. She is 45 years old and 5’7″ tall. Jackie’s current weight is 160 lbs. She exercises 4-5 times per week but is struggling to meet her goal weight. Jackie is seeking your clinical advice to lose 15 lbs in 3 months. Her target weight goal is 145 lbs.

Write a basic meal plan for your client. (At least 4 days of food plan to help Jackie get started)

Include how many calories each day she will need to consume to lose 1-2 lbs each week. I expect actual numbers you can back up (what are the specific numbers for our client Jackie? I have attached some help)
Calculate her complete macro-nutrient breakdown including; total carb consumption, total fat consumption, total protein consumption
Explain the rationale for all of your choices (The chapter 10 slides will help especially 21-34) What is her energy requirement to stay the same (EER)?. How many calories does she have to reduce to get to her goal? Please remember Jackie is your client not a dietitian or nutritionist.

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The Socratic Method essay help for free: essay help for free

Assignment Due September 27 at 11:59 PM

What is the Socratic Method?

In a 2-3 page essay, complete the following:

Explain the Socratic Method by defining dialectic and discussing how Socratic dialogue differs from other conversations.
Illustrate your understanding by discussing an example of the Socratic Method from the course texts.
Identify and analyze your own contemporary example of a belief that might be examined via the Socratic method.
Identify some questions you think Socrates might pose about the belief as well as some of the counter-positions.

Remember to use supporting citations from the textbook and online lectures (Here is a guide to help you with APA-style citations.)

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Community changes that may contribute to emerging infectious diseases essay help websites

340 week 3 replies

APA

Reference

Complete your Week 3 required discussion prompt.

· Identify at least two changes that have occurred in your local community within the past few years that may contribute to emerging infectious diseases. Why do you think these changes are beneficial or not?

Reply 1 Anna

Two unplanned changes in Los Angeles within the past few years contributing to emerging infectious diseases are homelessness and the COVID-19 pandemic. As a result of the following Typhus and Hepatitis A have increased among the underserved population. Typhus is spread through infected fleas on rats and other animals. As for Hepatitis A diffuses by feces. These two specific illnesses are radiating among the homeless and drug user population due to unclean living environments. Further, the homeless encampments are polluted with urine, feces, trash, and rats. The current pandemic has resulted in growing homelessness due to home evictions and loss of employment. According to Gorman, Los Angeles does not have enough affordable housing. (abcnews, 2019). Moreover, the continued gentrification of black and Latino neighborhoods prevents the preservation of affordable housing for those in need. (Scott, 2020). Of course, the unplanned alterations are not beneficial, but our government must address this matter to prevent the continued spread of these preventable infectious diseases. The Humans Rights Watch reported, “The US government policies proposed so far have yet to take into account existing social and economic inequalities. The government should strengthen the safety net to protect millions of people who face devastating job and wage loss and inability to pay essential bills.”. (2020).

Reply 2 Jennifer

Almost everyone is depleted right now, running on reserve, whether it is mentally, physically, or emotionally. When you are running on fumes your body is unable to fight off even the littlest bug. Add stress into the equation and you have now become the perfect breeding ground to jump-start a disease. If one was immunocompromised before the depletion, there is even less chance of fighting off whatever is coming at you.

As for why some get infections and others do not, I am unable to answer. COVID has shown me that even with all the studies there may just not be a rhyme or reason as to why. Having underlying issues will of course make someone more susceptible to things but what is the reason why someone in great health is affected so terribly you would think that they have a history of being sick. My understanding is a bit blurred right now. Epidemiologists understand that disease results from complex relationships among causal agents, susceptible persons, and environmental factors. These three elements—agent, host, and environment—are traditionally referred to as the epidemiologic triangle (Figure 12-2, A). This model was originally developed as a way of identifying causative factors, transmission, and risk related to infectious diseases. Changes in one of the elements of the triangle can influence the occurrence of disease by increasing or decreasing a person’s risk for disease, (Lancaster, 2014, pg. 266).

The benefit to all of this is that we learned that we must be better in more ways than one and be better prepared in our communities to serve those that need our help. Here’s hoping this sticks and we grow from it.

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Concept Process Assignment Guidelines college admission essay help: college admission essay help

NR 283 Pathophysiology

Concept Process Assignment Guidelines

PURPOSE To integrate and build on basic concepts in support of critical thinking.

COURSE OUTCOMES This assignment enables the student to meet the following course outcomes. o Correlate lifestyle, environmental, and other influences with changes in levels of wellness. (POs 1 and 7) o Explain the pathophysiologic processes of select health conditions. (PO 1) o Predict clinical manifestations and complications for select disease processes. (POs 1 and 8)

DUE DATE Refer to Course Calendar for details. The Late Assignment Policy applies to this assignment.

TOTAL POINTS POSSIBLE 50 Points

REQUIREMENTS Access to ATI Active Learning Templates

PREPARING THE ASSIGNMENT Obtain the Active Learning Template titled “Basic Concepts” and “Systems Disorder” from your ATI Account

DIRECTIONS AND ASSIGNMENT CRITERIA Select a pathophysiology concept that you have not previously completed an active learning template for. Some

examples include but are not limited to: pathophysiology, etiology, iatrogenic, exogenous, prevention, mortality,

morbidity, manifestations, symptoms, communicable diseases, apoptosis, hyperplasia, ischemia, impaired gas

exchange, impaired mobility, or impaired perfusion.

Complete the three areas of the template describing in detail this concept.

Select a disease process from the current organ system you are studying, that you have not previously

completed an active learning template for. Some examples include but are not limited to: pneumonia, heart

failure, hyperthyroidism, colon cancer, renal failure, arthritis.

Complete the top three boxes, the Assessment and Safety Concerns area of the form. Be prepared to submit,

present and/or teach this concept to others based on your faculty member’s instructions. In addition, complete

as much of the Patient Centered Care area as you are able based on your own research and/or collaboration

with your peers or faculty.

Create a 1 page analysis describing how the selected concept relates to the selected systems disorder. Be

prepared to present and/or submit your paper.

NR281/282/283 Pathophysiology

NR 283 Concept Process Assignment Guidelines Revised 7/20/2018 ew 2

The following is an example to help clarify the assignment guidelines:

After completing the two templates below, the analysis paper might include a discussion of how immobility will

affect the particular selected disorder (in this case fracture). The analysis might include how immobility will

increase complications if patient is unable to walk, or if the patient does not have access to a walker. It may also

include the possibility the patient will be immobile in a bed right after surgical repair, and how this may affect

the outcome of the patient. Furthermore, highlights on how a specific patient age could affect immobility (i.e.

elderly are more likely to fracture hips). Reviewing how immobility may affect other types of fractures could be

included.

NR281/282/283 Pathophysiology

NR 283 Concept Process Assignment Guidelines Revised 7/20/2018 ew 3

NR281/282/283 Pathophysiology

NR 283 Concept Process Assignment Guidelines Revised 7/20/2018 ew 4

Assignment Criteria

Points % Description

Complete Basic Concept

Template

15 30 Complete the entire template. Be ready to submit, present, and/or teach this concept to others.

Complete Systems Disorder Template

15 30 Complete the entire template. Be ready to submit, present, and/or teach this concept to others.

Write Reflection Analysis on how the concept and disease relate to

each other.

15 30 Complete the analysis. Be ready to submit, present, and/or teach this concept to others.

Overall Spelling, Grammar,

Presentation, and Legibility

5 10 Grammar, capitalization, punctuation, spelling, and legibility.

Total 50 100

NR 283 Pathophysiology

NR 283 Concept Process Assignment Guidelines Revised 7/20/2018 ew 5

GRADING RUBRIC

Assignment Criteria Outstanding or Highest Level of Performance

A (92–100%)

Very Good or High Level of Performance

B (84–91%)

Competent or Satisfactory Level of Performance

C (76–83%)

Poor, Failing or Unsatisfactory Level of Performance

F (0–75%)

Basic Concept Active Learning Template

>92% of the Active Learning Template is completed in its entirety. >92% of details and examples are included. Student uses appropriate terminology more than 92% of the time.

15 Points

84%-91% of the Active Learning Template is complete. 84%-91% of the details and examples are included. Student use appropriate terminology 84%-91% of the time.

10 Points

76%-83% of more of the Active Learning Template is complete. 76%- 83% details and examples are included. Student uses appropriate terminology 76%-83% of the time.

5 Points

<76% of more of the Active Learning Template is incomplete. <76% Details and examples are not included. Student uses appropriate terminology <76% of the time.

0 Points

Systems Disorder Template

>92% of the Active Learning Template is completed in its entirety. >92% of details and examples are included. Student uses appropriate terminology more than 92% of the time.

15 Points

84%-91% of the Active Learning Template is complete. 84%-91% of the details and examples are included. Student use appropriate terminology 84%-91% of the time.

10 Points

76%-83% of more of the Active Learning Template is complete. 76%- 83% details and examples are included. Student uses appropriate terminology 76%-83% of the time.

5 Points

<76% of more of the Active Learning Template is incomplete. <76% Details and examples are not included. Student uses appropriate terminology <76% of the time.

0 Points

Analysis Paper A strong connection and correlation is made between the selected basic concept and the selected system disorder.

15 Points

Information was described and compared between the basic concept and system disorder, but only a weak correlation or connection was made between them.

10 Points

Some information was described and compared between the basic concept and system disorder, but no correlation or connection was made between them.

5 Points

Little information was described and compared between the basic concept and system disorder, and no correlation or connection or a wrong correlation or connection was made between them.

0 Points

Overall Spelling, Grammar and Presentation Style

There are less than three unique errors in grammar, capitalization, punctuation, and/or spelling. Information is handwritten and the handwriting is legible.

5 Points

There are more than two but less than nine unique errors in grammar, capitalization, punctuation, and/or spelling. 80% or more of the information is handwritten or and the 20% or less of the handwriting is illegible.

3 Points

There are more than eight but less than sixteen unique errors in grammar, capitalization, punctuation, and/or spelling. 50% or more of the information is handwritten or and the 50% or less of the handwriting is illegible.

1 Points

There are more than fifteen unique errors in grammar, capitalization, punctuation, and/or spelling. Information is not handwritten or the handwriting is illegible.

0 Points

Total Points Possible = 50 points

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Structural Versus Strategic Family Therapies college essay help near me

Structural Versus Strategic Family Therapies

Although structural therapy and strategic therapy are both used in family therapy, these therapeutic approaches have many differences in theory and application. As you assess families and develop treatment plans, you must consider these differences and their potential impact on clients. For this Assignment, as you compare structural and strategic family therapy, consider which therapeutic approach you might use with your own client families.

In a 3-page paper, address the following:

Summarize the key points of both structural family therapy and strategic family therapy.
Compare structural family therapy to strategic family therapy, noting the strengths and weaknesses of each.
Provide an example of a family in your practicum using a structural family map. Note: Be sure to maintain HIPAA regulations.
Recommend a specific therapy for the family, and justify your choice using the Learning Resources.

pls use this references

Vetere, A. (2001). Therapy matters: Structural family therapy. Child Psychology & Psychiatry Review, 6(3), 133–139. Retrieved from http://www.iupui.edu/~mswd/D642/multimedia/word_doc/StructuralFamilyTherapy_Vetare.pdf

https://www.therapistaid.com/therapy-guide/genograms ( to do this Provide an example of a family in your practicum using a structural family map.)

Nichols, M., & Davis, S. D. (2020). The essentials of family therapy (7th ed.). Boston, MA: Pearson.

Chapter 4, “Bowen Family Systems Therapy” (pp. 56-71)
Chapter 5, “Strategic Family Therapy” (pp. 72-88)
Chapter 6, “Structural Family Therapy” (pp. 89-104

and any other references selected

The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references.

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Post-intervention data measurement college admission essay help houston tx

Instructions

Week 1 Midweek Assignment

In a Microsoft Word document of 2-3 pages formatted in APA style, you will describe a draftplan for your capstone project using the format below. Please note that the title and reference pages should not be included in the total page count of your paper.

Introduction

The introduction establishes the scope, context, and significance of the project being conducted by summarizing current understanding and background information (literature) about the topic, stating the purpose of the work, explaining briefly the approach used to examine the problem, and identifies one or two outcomes of the project.

Problem Statement

A problem statement is the description of a currently existing issue, which needs to be addressed with evidence-based interventions. The statement of the problem is the focal point of the project. Be sure to back up the noted issue/problem with evidence. Must include citations of evidence.

Questions

Identify one to two questions to address with your capstone project. Based on the constraint of project length of 10 weeks you may not have time to address a multitude of questions.

Methodology

The methodology section of the paper addresses:

when and how you will collect the pre-intervention data,
what the intervention(s) is (are),
when/how the intervention(s) will be implemented,
how and when you will perform your post-intervention data measurement,
how the data will be analyzed.

A friendly reminder that unless your project has gone through the IRB process you will not be allowed to collect data on more than 3 people. For data collection, you will choose 3 people from your aggregate.

Timetable

Develop a timetable considering the following questions:

When will your project start and finish?
Are there particular steps or stages to the project?
What objectives have you set for this investigation? Are they addressed in the timeline?
Is the timetable realistic?
How will you provide regular updates and progress reports and to whom will you provide them? How will you demonstrate progress?

On a separate references page, cite all sources using APA format. 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

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Community and public health nursing best essay help: best essay help

The discussion assignment provides a forum for discussing relevant topics for this week on the basis of the course competencies covered. For this assignment, make sure you post your initial response to the Discussion Area by the due date assigned and complete your participation for this assignment by Day 7. To support your work, use your course and text readings and also use resources from the South University Online Library.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 the topic below.

In community and public health nursing, the target of care is the community, thus the community is the client receiving the care. The role of the nurse is to evaluate health concerns and develop an aggregate plan of care to address those concerns. Aggregates or target populations in the community may include child care centers, cities, counties, senior centers, homeless shelters, minority communities, faith-based organizations, work sites, schools, or other populations.

Identify and discuss a few targeted populations in your community that are of interest to you.
Provide your rationale for the selections identified.

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Quality and safety of healthcare systems descriptive essay help

Quality

Improvement

and Professional

Nursing Practice

Chapter 9

Healthcare Quality (1 of 2)

Quality is the degree to which health services

for individuals and populations increase the

likelihood of desired health outcomes and are

consistent with current professional knowledge

Healthcare Quality (2 of 2)

Quality improvement refers to the use of data

to monitor the outcomes of care processes, and

uses improvement methods to design and test

changes to continuously improve the quality and

safety of healthcare systems

Crossing the Quality Chasm (IOM, 2001)

• Safe, timely, effective, efficient, equitable, and

patient-centered (STEEEP)

• 10 rules for redesign to move the healthcare

system toward the identified performance

expectations

10 Rules for Redesign (1 of 3)

• Care is based on continuous healing relationships

with patients receiving care whenever and wherever

it is needed

• Care can be customized according to the patient’s

needs and preferences even though the system is

designed to meet the most common types of needs

• The patient is the source of control and as such,

should be given enough information and opportunity

to exercise the degree of control he or she chooses

regarding decisions that affect him or her

10 Rules for Redesign (2 of 3)

• Knowledge is shared and information flows freely

so that patients have access to their own medical

information

• Decision making is evidence based; that is, it is

based on the best available scientific knowledge

and should not vary illogically between clinicians

or locations

• Safety is a system property and patients should be

safe from harm caused by the healthcare system

10 Rules for Redesign (3 of 3)

• Transparency is necessary where systems make

information available to patients and families that

enable them to make informed decisions when

selecting a health plan, hospital, or clinic, or when

choosing alternative treatments.

• Patient needs are anticipated rather reacted to

• Waste of resources and patient time is continuously

decreased

• Cooperation among clinicians is a priority to ensure

appropriate exchange of information and coordination

of care

Healthcare Transparency (1 of 2)

• Medicare’s Hospital Compare at:

www.hospitalcompare.hhs.gov

• Medicare’s Home Health Compare at:

https://www.medicare.gov/homehealthcompare/

• Quality Check’s Find a Health Care

Organization at: http://www.qualitycheck.org/

consumer/searchQCR.aspx

• The Leapfrog Group’s Hospital Safety Score at:

http://www.hospitalsafetyscore.org

http://www.hospitalcompare.hhs.gov
https://www.medicare.gov/homehealthcompare/
http://www.qualitycheck.org/consumer/searchQCR.aspx
http://www.qualitycheck.org/consumer/searchQCR.aspx
http://www.hospitalsafetyscore.org

Healthcare Transparency (2 of 2)

• America’s Health Rankings by the United

Health Foundation at:

http://www.americashealthrankings.org

• Improving Healthcare for the Common Good

(IPRO) at: http://ipro.org/for-consumers

• IPRO’s Why Not the Best? at:

http://www.whynotthebest.org

• The Commonwealth Fund at:

http://www.commonwealthfund.org

http://www.americashealthrankings.org
http://ipro.org/for-consumers
http://www.whynotthebest.org
http://www.commonwealthfund.org

Measures of Quality

• Benchmarking

• Core measures

• Accountability

• Composite measures

Measures of Nursing Care

• Consumer Assessment of Healthcare Providers

and Systems (CAHPS) Hospital Survey

• National Voluntary Consensus Standards for

Nursing-Sensitive Care

• National Database of Nursing Quality

Indicators (NDNQI)

Continuous Quality Improvement (CQI)

Structured organizational process that involves

personnel in planning and implementing the

continuous flow of improvements in the

provision of quality health care that meets or

exceeds expectations

Processes or Pathways for CQI

• First process occurs as data that is regularly

collected is monitored; if the data indicate that a

problem exists, then an analysis is done to

identify possible causes and a process is

initiated to pilot a change

• Second process involves the identification of a

problem outside of the routine data monitoring

system

Example Fishbone Diagram

Problem

Management Environment

Equipment Process People

Materials

Quality Improvement Methodologies

• “Plan, Do, Study, Act”

• Six Sigma

– Define, Measure,

Analyze, Improve,

Control

• Swiss Cheese Model

Plan

DoStudy

Act

American Nurses Association (ANA)

Standard #10

ANA standard of professional performance: The

registered nurse contributes to quality nursing

practice with competencies that include the

nurse’s role in various quality improvement

activities such as collecting data to monitor

quality and collaboration to implement quality

improvement plans and interventions

Challenges

• Adequacy of resources

• Engaging nurses from management to the

bedside in the process

• Increasing number of QI activities

• Administrative burden of QI initiatives

• Lack of preparation of nurses in traditional

nursing education programs for role in QI

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Mental Health Nursing Care Plan Template college essay help free: college essay help free

MentaHealthNursingCarePlanTemplate.docx

Home>Nursing homework help>mental health

Student

Date

Instructor

Course

Patient Initials

Date of Admission

Legal Status

(Vol, 5150, 5250, Conservatorship)

Patient DOB

Unit

Chronological and Apparent Age

Gender

Ethnicity

Allergies

Height/Weight
Temp (location)
Pulse (location)
Respiration
Pulse Ox (O2 Sat)
Blood Pressure (location)
Pain Scale 1-10 (location, character, onset)

Psychiatric Diagnosis and DSM 5 Diagnostic Criterion

History of Present Psychiatric Illness:

Presenting signs & symptoms/ Previous Psychiatric Admission / Outpatient Mental Health Services/5150 Advisement

Psychopathology of admitting and/or related psychiatric diagnosis

Biophysical and/or related medical diagnosis

Description of how this diagnosis relates to your patient

With APA citations
Erickson’s Developmental Stage

Include Rationale Based on the Patient

With APA citations

MENTAL STATUS EXAMINATION

Appearance

Presenting Appearance

(nutritional status, physical deformities, hearing impaired, glasses, injuries, cane)

Basic Grooming and Hygiene

(clean, disheveled and whether it is appropriate attire for the weather)
Gait and Motor Coordination

(awkward, staggering, shuffling, rigid, trembling with intentional movement or at rest),

posture

(slouched, erect),

any noticeable mannerisms or gestures
Level of Participation in the Program/Activity

(Group attendance and milieu participation, exercise)

Manner and Approach

Interpersonal Characteristics and

Approach to Evaluation

(oppositional/resistant, submissive, defensive, open and friendly, candid and cooperative, showed subdued mistrust and hostility, excessive shyness)

Behavioral Approach

(distant, indifferent, unconcerned, evasive, negative, irritable, depressive, anxious, sullen, angry, assaultive, exhibitionistic, seductive, frightened, alert, agitated, lethargic, needed minor/considerable reinforcement and soothing).

Coping and stress tolerance.

Speech

(normal rate and volume, pressured, slow, loud, quiet, impoverished)

Expressive Language

(no problems expressing self, circumstantial and tangential responses, difficulties finding words, echolalia, mumbling)

Receptive Language

(normal, able to comprehend questions, difficulty understanding questions)

Orientation, Alertness, and Thought Process

Recall and Memory

(recalls recent and past events in their personal history). Recalls three words (e.g., Cadillac, zebra, and purple)

Orientation

(person, place, time, presidents, your name)
Alertness

(sleepy, alert, dull and uninterested, highly distractible)

Coherence

(responses were coherent and easy to understand, simplistic and concrete, lacking in necessary detail, overly detailed and difficult to follow)
Concentration and Attention

(naming the days of the week or months of the year in reverse order, spelling the word “world”, their own last name, or the ABC’s backwards)

Thought Processes

(loose associations, confabulations, flight of ideas, ideas of reference, illogical thinking, grandiosity, magical thinking, obsessions, perseveration, delusions, reports of experiences of depersonalization).

Values and belief system
Hallucinations and Delusions

(presence, absence, denied visual but admitted olfactory and auditory, denied but showed signs of them during testing, denied except for times associated with the use of substances, denied while taking medications)
Judgment and Insight

(based on explanations of what they did, what happened, and if they expected the outcome, good, poor, fair, strong)

Mood and Affect:

Mood or how they feel most days

(happy, sad, despondent, melancholic, euphoric, elevated, depressed, irritable, anxious, angry).

Affect or how they felt at a given moment

(comments can include range of emotions such as broad, restricted, blunted, flat, inappropriate, labile, consistent with the content of the conversation.
Rapport

(easy to establish, initially difficult but easier over time, difficult to establish, tenuous, easily upset)

Facial and Emotional Expressions

(relaxed, tense, smiled, laughed, became insulting, yelled, happy, sad, alert, day-dreamy, angry, smiling, distrustful/suspicious, tearful, pessimistic, optimistic)
Response to Failure on Test Items

(unaware, frustrated, anxious, obsessed, unaffected)

Impulsivity

(poor, effected by substance use)

Anxiety

(note level of anxiety, any behaviors that indicated anxiety, ways they handled it)

Risk Assessment:

Suicidal and Homicidal Ideation

(ideation but no plan or intent, clear/unclear plan but no intent)

Self-Injurious Behavior

(cutting, burning)

Hypersexual, Elopement, Non-adherence to treatment
Discharge Plans and Instruction:

Placement, outpatient treatment, partial hospitalization, sober living, board and care, shelter, long term care facility, 12 step program
Teaching Assessment and Client / Family Education:

(Disease process, medication, coping, relaxation, diet, exercise, hygiene)

Include barriers to learning and preferred learning styles

Pertinent Lab Tests Results

(normal ranges in parentheses)

Rationale for Abnormals

Valproic Acid (50 – 120 mcg/mL)

Lithium (0.5 – 1.2 mEq/L)

Carbamazepine (5 – 12 mcg/mL)

CBC (WBC with diff, ANC, RBC)

Urine Drug Screen

Thyroid Panel

Liver Function (AST/ALT, LHD, Albumin, Bilirubin)

Kidney Function (BUN, creatinine)

Blood Alcohol Level

Diagnostic Test Results

(with dates)

Rationale for Abnormals

Substance Abuse and other Addictions

(gambling, sex, shopping, smoking)

Type:

Amount / Frequency:

Duration:

Last Used:

Withdrawal Symptoms:
Type:

Amount / Frequency:

Duration:

Last Used:

Withdrawal Symptoms:

C.A.G.E. Questionnaire

Have you ever felt you should cut down on your drinking?
Yes / No

Have people annoyed you by criticizing your drinking?
Yes / No

Have you ever felt bad or guilty about your drinking?
Yes / No

Have you ever had a drink first thing in the morning to steady your nerves or get rid of a hangover (eye-opener)?
Yes / No

Abnormal Involuntary Movements

Code: 0 = None 1 = Minimal 2 = Mild 3 = Moderate 4 = Severe

I: Facial and Oral Movements: (movements of forehead, eyebrows, periorbital area, cheeks, including frowning, blinking, smiling,

grimacing, puckering, pouting, smacking, biting, clenching, chewing, mouth opening , lateral movement , tongue darting in and out of mouth)

0 1 2 3 4

II: Extremity Movements:

Upper (arms, wrists, hands, fingers) Include choreic movements (i.e. rapid objectively purposeless, irregular, spontaneous athetoid movements.

Lower (legs, knees, ankles, toes) Lateral knee movement, foot tapping, heel dropping, foot squirming, inversion and eversion of foot

0 1 2 3 4

III: Trunk Movements: (Rocking, twisting, squirming, pelvic gyrations)

0 1 2 3 4

IV: Global Judgment: (Severity of abnormal movements, Incapacitation due to abnormal movements. Awareness of abnormal movements.)

0 1 2 3 4

V: Dental Status: (Current problems with teeth and/or dentures/Endentia?)

Yes No

Diagnostic

Label

As evidenced by

Contributing

Factors

Related to

Signs and

Symptoms

Diagnosis

Minimum of 2 NANDA – actual and/or potential.

Include etiology and signs and symptoms.

*Include

definition of the nursing diagnoses with APA citations
Planning

Outcome Criteria

Minimum of 2 measureable

goal per diagnosis related to the nursing diagnosis
Implementation

Minimum of 4

independent and collaborative nursing intervention include further assessment, intervention, and teaching that is related to the outcome criteria

Rationales for interventions

(With APA citations )
Evaluation

Goal Met

Goal not Met

(If not met, what revisions would you make?) How did the patient respond to your interventions

Nursing Diagnosis Definition:
1.

2.
1.

4.
1.

Nursing Diagnosis Definition:
1.

2.
1.

4.
1.

MEDICATION LIST

Medications

Generic / Trade
Class/Rationale for the patient
Dose/Route/ Time (Frequency)
Range / Therapeutic Levels
Mechanism of action / Onset of action
Common side effects / Food and drug interaction
Nursing considerations specific to this patient

Course: NURS 223L

PSYCHIATRIC NURSING CARE PLAN TEMPLATE

Page 1 of 8

REFERENCES

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Psycho-social and Environmental Problems nursing essay help: nursing essay help

Course: NURS 223L

PSYCHIATRIC NURSING PROCESS WORKSHEET: Daily Charting 1

Student Name: Andcherla Marcelin __ Date: 09/08/2020

Name (initials only):N.J_ Age: __81_Gender: __F_ Unit: Nursing home___ Date of Admission: __09/08/2020__

Client History:

Norma James is 81 years old. She has been in a nursing home for 8 months following time in hospital with a fractured right ankle after a huge fall. She lost her husband about 4 year ago. The only person who comes to see her is her youngest sister, who had a heart attack 9 weeks ago and has not been able to visit her since. N.J has become increasingly quiet and withdrawn. It has been reported that she is not eating and do not want to come out of her room. Her weight has dropped by 5lbs in the last month or so.

Current Legal Status (Vol., 5150, 5250, Conservatorship, T-Con): Volunteer

Psychiatric Diagnosis: Depression disorder

Medical and (or) physical problems: Hypertension, Diabetes, fracture RT ankle from fall, osteoarthritis, macular degeneration.

Psychosocial and Environmental Problems:

(problems with primary support group, education, occupational, housing, economic, access to health care). Patient has problem with primary support group. Her sister is unable to visit her because she suffered from a heart attack.

Presenting Problem: patient has become increasingly quiet and withdrawn and she is not eating and has lost 5 pounds in a month or so.

Reason for hospitalization (Client’s own words): “I not fit to be by myself because of my fracture Rt ankle. Everyone that I know is dead or moved away. The only piece of joy that I left was my sister coming to visit me. I do not want to come out my room and interact with people. Please leave me alone. I do not want to eat or take a shower. I am not sleeping very well and do not have an appetite. I’m ready for Good to call me home.”

Current stressors: Her sister not able to visit her

Mental Status Examination

Appearance (e.g. showered & groomed, wearing clean clothes, bizarre, inappropriate, disheveled, heavy makeup): not showered, clothing is scruffy, hair uncombed

Behavior & Motor Activity (Calm, hyperactive, bizarre gestures, mannerisms, tics, tremors, psychomotor retardation, restlessness, repetitive behavior, other): very restless and very irritable.

Attitude (cooperative, uncooperative, friendly, hostile, guarded, suspicious, belligerent): cooperative

Affect (blunted, flat, guarded, labile, expansive, sad, or other): Flat

Mood (euthymic, angry, anxious, expansive, euphoric, irritable, apathetic, sad, or other): apathetic, sad and irritable

Speech (normal rate, rhythm & tone, slowed, prolonged, speech latency, soft, loud, spontaneous, slurred, pressured, or other): Slow soft speech with pause

Thought Content:

Suicide Ideation (plan and/or intent): denies

Homicidal Ideation (plan and/or intent): denies

Hallucinations (auditory, visual, olfactory, gustatory, tactile): denies

Delusions (bizarre, jealous, somatic, persecutory, paranoid, control, grandiose, religious, erotomania): denies

Perception (ideas of reference, ideas of influence, thought insertion, thought withdrawal, thought broadcasting, depersonalization, phobias, illusions, other): denies

Thought Process (logical, coherent, goal directed, illogical, circumstantial, tangential, flight of ideas, loose association, preservation, rumination, confabulations, confusion, other): logical

Cognition (orientation, memory recall, concentration, attention span): oriented

Insight: Good. Judgment: good – she does not feel like harming herself

Coordination/gait/notable movement: patient is using a walker

Cultural issues, familial concerns and religious affiliation that may affect his/her care: N/A

Support System: nursing home.

Current Physical Health:

Vital Signs – T: 97.6 F P:81 R: 14 BP: 138/90 Pulse Oximeter reading: 98%

Pain (Numeric 1-10): 3/10 Location: Right ankle Character: dull and sharp join pain

How would you describe your health: Poor

Nutritional Status:

Diet: normal Feeding supplement: none Swallowing / Chewing difficulty: no

Elimination Pattern: Normal

Activity-Exercise-Sleep-Rest Pattern: 5-6 hours of sleep

Group Attendance and Level of Participation: Poor

Substance Abuse: N/A

Substance
Amount / Frequency
Duration
Last Used

N/A
N/A
N/A
N/A

Withdrawal symptoms: N/A

Other Addictions (gambling, sex, internet, shopping, internet, etc.):

Discharge Plans: nonejm

Potential Nursing Diagnosis (Risk / Actual): Impaired social interaction R/T lack of support system AEB remain in seclusion, lost appetite, sleep poorly

Planning (patient goals): Patient will participate in 1 or 2 community social activity (e.i ice cream parlor, breakfast/lunch/dinner with other residents, bingo) within 24 hours

Nursing Interventions (include patient education):

· Assess patient’s past and current coping skills.

· Help patient to identify alternative courses of action to cope with depression.

· Encourage the patient to identify other support system other than his brother

· Encourage the patient to express her feelings about social interactions

Evaluation (patient response to interventions and teachings): Goal met – patient joined other residents for breakfast and lunch at the dining hall.

MEDICATION LIST

Medication

(Generic / Trade)

Dose / Route / Frequency / Range
N/A

Side Effects

Food and Drug Interaction

N/A

Purpose / Rationale for the Patient

N/A

Medication

(Generic / Trade)

Dose / Route / Frequency / Range

Side Effects

Food and Drug Interaction

Purpose / Rationale for the Patient

Medication

(Generic / Trade)

Dose / Route / Frequency / Range

Side Effects

Food and Drug Interaction

Purpose / Rationale for the Patient

Medication

(Generic / Trade)

Dose / Route / Frequency / Range

Side Effects

Food and Drug Interaction

Purpose / Rationale for the Patient

Laboratory Report:

LAB
DATE
RESULTS
REERENCE RANGE

DEPAKOTE

LITHIUM

TEGRETOL

DILANTIN

WBC

Date:

Hour
Focus / Nursing Diagnosis
D – Data A – Action R – Response

D
Patient is 84 years old. She has been in a residential home for four months following time in hospital with a fractured femur after a fall. She is a widow and her only visitor has been her younger brother, who suffered a stroke six weeks ago and has not been able to visit her since. She looks sad and gets tearful when discussing her feelings with the GP. She admits she is very lonely since her brother stopped coming to see her and is worried that he may never be fit enough to come again. She says that she is sleeping poorly, has lost her appetite and ‘can’t be bothered’ to sit with other people in the care home

A
Physical assessment was done, and the GP conducts a PHQ-9 (The PHQ-9 is the depression module, which scores each of the 9 DSM-IV criteria as “0” (not at all) to “3” (nearly every day) with V, and her score is 20. A physical examination (including chest and abdomen) is normal, her BP is 146/82 and a dipstick urine test is negative.

R
Patient expressed her feelings about wanting to get better and agrees on treatment plan

West Coast

University

Patient Care Notes
Patient Identification

Student Daily Journal

Personal goals for the day:

Finish my nursing process and find a zoom meeting for AA meeting. Potentially start my community experience paper.

Experience and activities of the day:

The AA meeting was really interesting. Participants shared their struggles and success in overcoming alcohol addiction.

Thoughts about your experience today: (How did you meet your goal?)

Your feelings about today: (How can you utilize your experience in the future?)

Today, I heard testimonies from people who suffered from alcoholic addiction and how they successfully overcome their addiction. I can utilize this experience by spreading the information that AA meeting is an effective means of helping an alcoholic to stop drinking.

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Page 1 of 6

Multiaxial Diagnostic System law essay help

Student: Andcherla Marcelin Date: 09/08/2020

Clinical Instructor: Prof. Rodriguez

Name (initials only): N.J Unit: Nursing Home

Current Legal Status (Vol., 5150, 5250, 30 day, T-Con, LPS-Conservatorship): Voluntary

Multiaxial Diagnostic System: Axis I (Clinical Disorder): Depression disorder

Axis II (Personality Disorder / Mental Retardation): None

Axis III (General Medical Conditions): Hypertension, Diabetes, fracture RT ankle from fall,

osteoarthritis, macular degeneration.

Axis IV (Psychosocial and Environmental Problems): Lack of family support

Axis V (Global Assessment of Functioning Scale): Not found in chart

1. Description of the patient: Age? Sex? Ethnicity? Marital Status? What precipitated hospitalization? Number of days in the hospital? Mental Status, etc.

N.J is an 81-year-old black female. She has been in the nursing home for 8 months following time in the hospital with a fractured right ankle after a huge fall. She lost her husband about four years ago. Her youngest sister was the only person who used to pay her a visit but has since stopped after being diagnosed with a heart attack 9 weeks ago. She arrived at the psychiatric health facility on 09/08/2020 for a depression disorder. N.J is alert and oriented x4 to person, place, time, and situation.

2. Description of environmental setting where interaction took place. Explain the reasons for a supportive or non-supportive environment. (e.g. noise, distractions, light, temperature, etc.)

The interaction between me and the patient took place in a quiet and calm environment. The area was open, with a tolerable temperature, no offensive lights, and sounds. The interaction lasted for 45 minutes. Overall, I feel the environment was supportive because we were able to interact freely with the patient without being interrupted.

Course Number and Name

Course: NURS 223L

INTERPERSONAL PROCESS ANALYSIS TEMPLATE

Revision Date: Month, Year (i.e. February, 2010) Page 1

Page 1 of 5

INTERPERSONAL PROCESS ANALYSIS

NAME: Andcherla Marcelin DATE: 09/08/2020

Student:

· Verbal (quotes) and Nonverbal Communication (behavior, tone of voice, eye contact, mannerisms, etc.)

· Document at least 5 interactions

· Goal for each interaction (realistic and measurable)
Patient:

Verbal (quotes) and Nonverbal Communication (behavior, tone of voice, eye contact, mannerisms, etc.)
Communication Techniques

· Identify communication technique used then define your communication techniques

· Was the communication therapeutic or non- therapeutic?

· Which defense and coping mechanisms did the patient use? Rationale is based on your patient.
Critique and Analysis

(effective or not effective? Could have said…) Document your thoughts and feelings during the interaction.

Was your goal met?

Goal: To Build rapport with the patient

Verbal: You look younger than your age

Nonverbal: Smiling and nodding when appropriate

Verbal: I utilized my youthful days to shape my future

Nonverbal: Smiling
Communication techniques: Open-ended question

Definition: The purpose is to encourage the patient to share their information, perceptions, and feelings
This exchange was effective because the patient was able to approach me and continue with the conversation

Goal met

Goal: Establish patient safety

Verbal: Why don’t you like to interact with other people in the facility?

Nonverbal: Eye contact

Verbal: My life is never the same again. My sister is the only piece of Joy I had, nobody can replace her.

Nonverbal: Avoiding eye contact
Communication techniques: Exploring

Definition: The purpose is to enable the nurse to examine important ideas or experiences
The exchange was effective because the patient shared her thoughts and I was able to establish her safety

Goal: To understand the patient’s feelings about why he has stopped eating

Verbal: You have mentioned that you don’t like eating. Has anyone ever explained to you the risk of not taking enough food?

Nonverbal: Eye Contact

Verbal: Who should that be if not my younger sister? Nonverbal: The patient made eye contact throughout
Communication techniques: Active listening

Definition: The purpose is to grasp every bit the patient is talking about and encourage them to interact freely.
The interaction was effective because the patient opened up.

Goal met

Goal: Engage patient in conversation to elaborate on their feelings

Verbal: Do you feel better interacting with me?

Nonverbal: Eye Contact, Used no threatening voice

Verbal: Am not in the mood of interacting with people Nonverbal: Nods head and does not maintain eye contact
Communication techniques: Open-ended question

Definition: The purpose is to encourage the patient to share their information, perceptions, and feelings
The interaction was effective because the patient shared her feelings

Goal: To complete full thought before changing topics

Verbal: So would you be willing to share more about your mental health history?

Nonverbal: maintains eye contact

Verbal: To be honest, this is my first time to be here. I have no past history regarding mental health, am not even aware am unwell

Nonverbal: eye contact
Communication techniques: Silence

Definition: The purpose is to give both parties an opportunity to think and evaluate important things that have been discussed
Effective because the patient would always add something every time I asked this question.

Goal met

INTERPERSONAL PROCESS ANALYSIS SUMMARY

1. Evaluation: After analyzing the interaction, provide a description on how the interaction progressed. Identify the reasons for successful process or unsuccessful process. What did you learn from the interaction with your patient?

Our conversation with N.J went on well and we had quite a good an interacting session. Although she was not talkative at the beginning, I was able to establish a good rapport with her where she gained trust in me and opened up. I used different types of techniques such as open-minded questions, exploring, silence, and observing to make our interaction more effective. The reason why I feel the interaction was successful is because I was able to gain patients’ trust and we were able to engage with each other freely. During the interaction, I learned what communication skills I needed to work on and how to communicate effectively with different kind of people.

2. How did you personally feel about the interaction? What would you change if you had to redo the interaction?

I was feeling more confident to have an interaction with this patient since I had already conducted a similar task before. I was however a little nervous about conversing with this patient because she was just like my grandmother. To be honest, I feel the conversation we had we the patient was very productive and therapeutic, and I can’t really point out what I would do differently.

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