Nursing

Assessing: Effective leadership in Healthcare
Assessing: Effective leadership in Healthcare
Week 3 discussion
Discussion Question
Effective leadership can help nurse leaders to bring about a desirable change within the system. Using the South University Online Library or the Internet, gain adequate insight into change theories and change management, and answer the following questions:
What does it mean to be a change agent? Give two examples of when you were a change agent or witnessed another nurse as a change agent
What happened and how did the change occur? Citations should conform to APA guidelines. You may use this APA Citation Helper as a convenient reference for properly citing resources or connect to the APA Style website through the APA icon below.
Question 2
Week 2 assignment
Reflective Essay Guidelines
The Reflective Essay Guidelines with Scoring Rubric is due by Sunday, 11:59 p.m. (MT) at the end of Week 2. The guidelines are below and the guidelines and grading rubric for this assignment are also located in Course Resources.
Purpose
Nursing knowledge is classified in a variety of ways, one of which is Carper’s Patterns of Knowing (Carper, 1978). Carper’s framework offers a lens through which the nurse can reflect upon insights acquired through empirical, ethical, personal, and aesthetic knowledge (Carper, 1978). Through intentional reflection using Carper’s Patterns of Knowing, nurses can process experiential learning and knowledge acquired through practice. The purpose of this assignment is to reflect upon a specific practice situation and better understand the professional knowledge and insights obtained through that experience.
Course Outcomes
Through this assessment, the student will meet the following Course Outcomes:
Demonstrate logical and creative thinking in the analysis and application of theory to nursing practice. (CO #1)
Examine broad theoretical concepts as foundational to advanced nursing practice roles. (CO #3)
Total Points Possible
This assignment is worth 100 points.
Due Date
Submit your file by 11:59 p.m. MT Sunday at the end of Week 2.
Requirements
Criteria for Content
Think of a surprising or challenging practice situation in which you felt underprepared, unprepared, or uncomfortable.
Select an important nursing issue/topic that was inherent to the identified situation.
As a method of refection, use Carper’s Patterns of Knowing to analyze the situation. In a two- to three-page paper address the following:
Briefly explain the situation
Identify the nursing issue inherent in the identified situation
What do you think was the underlying reason for the situation? (Esthetics)
What were your thoughts and feeling in the situation? (Personal)
What was one personal belief that impacted your actions? (Ethics)
What evidence in nursing literature supports the nursing importance of the identified issue? (Empirical)
What new insights did you gain through this reflective practice opportunity?
Preparing the paper
Submission Requirements
Application: Use Microsoft Word 2013™ to create the written component of this assessment.
Length:
The paper (excluding the title page and reference page) should be at least two but no more than three pages.
A minimum of two (2) scholarly literature sources must be used.
Submission: Submit your file to the Canvas course site by the due date/time indicated.
Best Practices in Preparing the Reflective Essay
The following are best practices in preparing this reflective essay.
Review directions thoroughly.
Follow assignment requirements.
Make sure all elements on the grading rubric are included.
Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scholarly writing.
Because the paper is a reflective essay, first person is acceptable for this assignment.
Title page, running head, body of paper, and reference page must follow APA guidelines as found in the 6th edition of the manual. This includes the use of headings for each section of the paper except for the introduction where no heading is used.
Ideas and information that come from scholarly literature must be cited and referenced correctly.
A minimum of two (2) scholarly literature sources must be used.
Abide by CCN academic integrity policy.

Treating Clients With Anxiety Disorders
Treating Clients With Anxiety Disorders
Week 5 assignment
Assignment: Assessing and Treating Clients With Anxiety Disorders
Common symptoms of anxiety disorders include chest pains, shortness of breath, and other physical symptoms that may be mistaken for a heart attack or other physical ailment. These manifestations often prompt clients to seek care from their primary care providers or emergency departments. Once it is determined that there is no organic basis for these symptoms, clients are typically referred to a psychiatric mental health practitioner for anxiolytic therapy. For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat clients presenting with anxiety disorders.
Learning Objectives
Students will:
Assess client factors and history to develop personalized plans of anxiolytic therapy for clients
Analyze factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring anxiolytic therapy
Evaluate efficacy of treatment plans
Analyze ethical and legal implications related to prescribing anxiolytic therapy to clients across the lifespan
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.
Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.
To access the following chapters, click on the Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.
Chapter 9, “Anxiety Disorder and Anxiolytics”
Stahl, S. M., & Grady, M. (2010). Stahl’s illustrated anxiety, stress, and PTSD. New York, NY: Cambridge University Press.
To access the following chapters, click on the Illustrated Guides tab and then the Anxiety, Stress, and PTSD tab.
Chapter 4, “First-Line Medications for PTSD”
Chapter 5, “Second-Line, Adjunct, and Investigational Medications for PTSD”
Strawn, J. R., Wehry, A. M., DelBello, M. P., Rynn, M. A., & Strakowski, S. (2012). Establishing the neurobiologic basis of treatment in children and adolescents with generalized anxiety disorder. Depression and Anxiety, 29(4), 328–-339. doi:10.1002/da.21913
Note: Retrieved from Walden Library databases.
Hamilton, M. (1959). Hamilton Anxiety Rating Scale. Psyctests, doi:10.1037/t02824-0
Note: Retrieved from Walden Library databases.
Required Media
Laureate Education. (2016b). Case study: A middle-aged Caucasian man with anxiety [Interactive media file]. Baltimore, MD: Author.
Note: This case study will serve as the foundation for this week’s Assignment.
Optional Resources
Lupi, M., Martinotti, G., Acciavatti, T., Pettorruso, M., Brunetti, M., Santacroce, R., & … Di Giannantonio, M. (2014). Pharmacological treatments in gambling disorder: A qualitative review. Biomed Research International, 2014. doi:10.1155/2014/537306
To prepare for this Assignment:
Review this week’s Learning Resources. Consider how to assess and treat clients requiring anxiolytic therapy.
The Assignment
Examine Case Study: A Middle-Aged Caucasian Man With Anxiety. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
Decision #1
Which decision did you select?
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
Decision #2
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
Decision #3
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Also include how ethical considerations might impact your treatment plan and communication with clients.

Assignment: Discuss Dipstick Urinalysis
Assignment: Discuss Dipstick Urinalysis
Week 4 Quiz
Question 1 (1 point)
An older male patient reports urinary frequency, back pain, and nocturia. A dipstick urinalysis reveals hematuria. What will the provider do next to evaluate this condition?
Question 1 options:
a) Order a PSA and perform a digital rectal exam
b) Refer for a biopsy
c) Refer the patient to a urologist
d) Schedule a transurethral ultrasound
Question 2 (1 point)
An older male patient has a screening PSA which is 12 ng/mL. What does this value indicate?
a) A normal result
b) Benign prostatic hypertrophy
c) Early prostate cancer
d) Prostate cancer
Question 3 (1 point)
A male patient reports nocturia and daytime urinary frequency and urgency without changes in the force of the urine stream. What is the likely cause of this?
a) Bladder outlet obstruction
b) Lower urinary tract symptoms
c) Prostate cancer
d) Urinary tract infection
Question 4 (1 point)
A 70-year-old male reports urinary hesitancy, post-void dribbling, and a diminished urine stream. A digital rectal exam reveals an enlarged prostate gland that feels rubbery and smooth. Which tests will the primary care provider order based on these findings?
a) Bladder scan for post-void residual
b) PSA and bladder imaging
c) Urinalysis and serum creatinine
d) Urine culture and CBC with differential
Question 5 (1 point)
The provider orders the oral phosphodiesterase type 5 inhibitor sildenafil to treat erectile dysfunction in a 65-year-old male patient. What will be included when teaching this patient about taking this medication?
a) The medication is best taken on an empty stomach.
b) The medication should be taken with a fatty food or meal.
c) The medication’s effects may last for 24 to 36 hours.
d) This medication has a rapid onset and short duration of action.
e) This medication may be taken once daily.
Question 6 (1 point)
Which is true about hypoactive sexual desire in older men?
Question 6 options:
a) Hypoactive sexual desire in older men is related to sexual aversion.
b) Hypoactive sexual desire is a conscious choice to avoid sexual relations.
c) Men with hypoactive sexual desire may have normal excitement and orgasm.
d) The most common type of sexual dysfunction is hypoactive sexual desire.
Question 7 (1 point)
A young adult male reports a dull pain in the right scrotum and the provider notes a bluish color showing through the skin on the affected side. Palpation reveals a “bag of worms” on the proximal spermatic cord. What is an important next step in managing this patient?
Question 7 options:
a) Anti-infective therapy with ceftriaxone or doxycycline
b) Consideration of underlying causes of this finding
c) Reassurance that this is benign and may resolve spontaneously
d) Referral to an emergency department for surgical consultation
Question 8 (1 point)
An adolescent male reports severe pain in one testicle. The examiner notes edema and erythema of the scrotum on that side with a swollen, tender spermatic cord and absence of the cremasteric reflex. What is the most important intervention?
Question 8 options:
a) Doppler ultrasound to assess testicular blood flow
b) Immediate referral to the emergency department
c) Prescribing anti-infective agents to treat the infection
d) Transillumination to assess for a “blue dot” sign
Question 9 (1 point)
A high school athlete is brought to the emergency department after collapsing during outdoor practice on a hot day. The patient is weak, irritable, and confused. Serum sodium is 152 mEq/L and has dry mucous membranes and tachycardia. What is the initial approach to rehydration in this patient?
Question 9 options:
a) Hypotonic intravenous fluid replacement
b) Intravenous fluid resuscitation with an isotonic solution
c) Loop diuretics and hypotonic intravenous fluids
d) Oral water replacement
Question 10 (1 point)
An elderly patient who is taking a thiazide diuretic has been ill with nausea and vomiting and is brought to the emergency department for evaluation. An assessment reveals oliguria, hypotension, and tachycardia and serum sodium is 118 mEq/L. What is the treatment?
Question 10 options:
a) A single infusion of hypertonic saline
b) Addition of spironolactone
c) Emergency volume repletion with 3% NaCl.
d) Fluid and dietary sodium restriction
Question 11 (1 point)
Which thyroid stimulating hormone (TSH) level indicates hyperthyroidism?

Factors AffectingHealthful Environments
Factors AffectingHealthful Environments
Week 8 discussion
What Did You Learn
Reflecting on this course, consider and answer the following questions: How do you envision using the AACN essentials and information learned in this course to identify, guide, and evaluate your MSN project? How do you envision using the concepts learned in this course in your future nursing practice?
Question 2
Week 7 discussion
Healthful Environments
Reflect on an experience in which you were directly involved or witnessed incivility in the workplace. Provide a brief synopsis of the situation. How did this make you feel? How did you respond? What were the consequences of this situation? Provide an example of how this negatively affected the work environment and outcomes. How could the situation have been prevented? Discuss strategies that would support a healthy work environment.
Week 4 discussion
Leadership: Establishing Relationships and Influencing Change
This week’s focus is on developing foundational interpersonal skills that will prepare you for professional practice as a leader and change agent. As a leader, how will you influence change in your professional specialty area? Identify two strengths you have that will promote strong leadership. Identify two areas of improvement to your skill in leading and influencing change. What are two priority strategies you will implement to improve and/or enhance your leadership skills?
Week 5 discussion
Evidence-Based Practice
Discuss the EBP process and importance to nursing practice. Identify your selected specialty track. Provide a rationale on why you selected the specific professional track. Identify a concept or topic you have a passion about or an area of interest related to your future specialty advanced practice area. Provide an example, using the best evidence available, substantiating the significance of your selected area of interest as it relates to your specific specialty track.
Week 6 discussion
Systems-Structure and Function
Many of you have experience in complex adaptive systems whether you realize it or not. Thinking about your future practice specialty area, identify an issue or concern common to your future practice setting. (Note: This can be the same practice issue identified in Week 5.) In your initial response, please identify your specialty track, as well as the issue or concern. Discuss how this issue or concern impacts the system at the micro, meso, and macro levels. How will you address this issue or concern at the microsystem level? What is the expected impact of your solution on the meso- and macrosystems? Remember you can use an information technology-based solution to address the issue or concern.

Assignment: Comprehensive Case Study
Assignment: Comprehensive Case Study
Week 7 – W7 Assignment 1
General Guidelines for Comprehensive Case Study – Week 7 Assignment 1
Your case study should not be just a SOAP note of a patient encounter—it should be a comprehensive evaluation of an patient case
You will complete a Comprehensive SOAP note on the approved Pediatric SOAP Note template based on the findings of the case – then major research and discussion of the disease process are presented
This case study should be a summative evaluation supported by a minimum of 5 evidence-based articles
Evaluation of the case study should be no more than 3-4 substantive paragraphs A minimum of five evidence-based sources (in addition to your text) should be used for your case study
Course texts will not count as a scholarly source; if using data from websites you must go back to the literature source for the information-no secondary sources are allowed, ie, Medscape, UptoDate, etc
This week, complete the case titled “Tommy Acker, Child Abuse” Click here for information on how to access and navigate
Please submit your Comprehensive SOAP Note and Growth Chart in the W7 Assignment 1 Dropbox by Wednesday, September 13, 2017
Name your SOAP note document SU_NSG6435_W7_A1_lastname_firstinitialdoc
i-Human
i-Human is an interactive cloud based system that provides comprehensive learning that
integrates clinical experience The i-Human system helps students develop patient assessment
and diagnostic reasoning skills at various levels of education Students will receive online
guidance, feedback, and coaching during the learning process
Student Login Instructions for i-Human
Logging in to i-Human:
Log on at:
http://toolmanagementnextecollegecom/tools/thirdparty/bltied?launch=LS::Patients
Next Steps:
1) If you were unable to attend a Student Orientation Webinar, please watch this introduction
video: https://vimeocom/185046053/228aea3fc9
2) Additional tutorial videos can be found on the i-Human home screen under the title “Player
Screencast Tutorials”
3) After attending the webinar or viewing the tutorial you are ready for your first practice
case
4) The i-Human Student Support Center (link on the home screen under the videos) is a
resource for our most frequently asked questions The Student Manual is also located here
5) If you are having any issues that are not answered through the webinars, videos or support
center, you can email: support@i-humancom
Week 7 – Assignment 2
Assignment 2: SOAP Note
Each week, you are required to enter your patient encounters into eMedley Your faculty will be checking to ensure you are seeing the right number and mix of patients for a good learning experience You will also need to include a minimum of one complete SOAP note using the Pediatric SOAP Note template The SOAP note should be related to the content covered in this week, and the completed note should be submitted to the Dropbox When submitting your note, be sure to include the reference number from eMedley
Submission Details:
By Saturday, September 9, 2017, enter your patient encounters into eMedley and complete at least one SOAP note in the template provided
Name your SOAP note document SU_NSG6435_W7_A2_LastName_FirstInitialdoc
Include the reference number from eMedley in your document
Submit your document to the W7 Assignment 2 Dropbox by Wednesday, September 13, 2017

Assignment: Complexities of Interoperability Paper
Assignment: Complexities of Interoperability Paper
Week 8 Signature Assignment: The Complexities of Interoperability Paper and Presentation
Since the start of the Affordable Care Act, many hospital systems have chosen to merge and form strategic partnerships to help reduce cost and expand resources. You will be examining the effect of mergers on informatics, EHR’s, and interoperability.
Complete the three-system merger interactive scenario to get started.
Remember this important background information from the scenario: Three healthcare systems have decided to merge.
System A consists of one large acute care hospital with 450 beds. Services range from outpatient surgery to inpatient services for cardiology, obstetrics, pediatrics, and chemical dependency. They have medical surgical floors, an extensive ER, and several intensive care units. They have a range of radiology and laboratory services.
System B consists of two acute care hospitals: one in the same city as System A’s acute care hospital and one in the same city as System C’s hospital. Both hospitals have approximately 150 beds. In addition to the acute care hospitals, the system also has a rehabilitation center, a cancer treatment center, 3 nursing homes, and 5 primary care offices.
System C has a 125-bed acute care facility in the same city as one of System B’s acute care hospitals. They also have approximately 10 primary care offices.
Part 1 Paper:
Compose a 7- to 8-page paper that covers information listed in the bullets below in APA format, citing a minimum of three scholarly resources in addition to course readings. Examples of scholarly sources include professional journal articles and books obtained from library databases, national guidelines, and informatics organizations, published within the last five years.
Discuss health information exchange (HIE), its importance, and the challenges faced when using it. Explore how HIE will affect this organization.
The three systems use two different electronic health records; they have decided to adopt a new EHR at all three systems after the merger. Describe interoperability and the ways this decision will affect interoperability between the facilities.
Describe the standards for communication, messaging, clinical documents, and imaging discussed throughout the course and what effect these may have on the organization.
Discuss the coding systems and considerations presented in this course and the components the organization should ensure are included when selecting or building a single EHR.
Considering this information, discuss meaningful use and in what ways you feel the organization’s decision will affect its financial stability.
Part 2 Presentation:
Prepare and present a two- to five-minute class presentation covering the material in your paper using the Kaltura recording tool. Please include a voice-over or video recording of yourself presenting your slides. See the Getting Started with Kaltura link in your main menu if you need to review how to use the tool.

Assignment: Bipolar Disorder Study
Assignment: Bipolar Disorder Study
Week 4 assignment
Assignment: Assessing and Treating Clients with With Bipolar Disorder
Bipolar disorder is a unique disorder that causes shifts in mood and energy, which results in depression and mania for clients. Proper diagnosis of this disorder is often a challenge for two reasons: 1) clients often present as depressive or manic, but may have both; and 2) many symptoms of bipolar disorder are similar to other disorders. Misdiagnosis is common, making it essential for you to have a deep understanding of the disorder’s pathophysiology. For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat clients presenting with bipolar disorder.
Learning Objectives
Students will:
Assess client factors and history to develop personalized plans of bipolar therapy for clients
Analyze factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring bipolar therapy
Evaluate efficacy of treatment plans
Analyze ethical and legal implications related to prescribing bipolar therapy to clients across the lifespan
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.
Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.
To access the following chapters, click on the Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.
Chapter 6, “Mood Disorders”
Chapter 8, “Mood Stabilizers”
Stahl, S. M., & Ball, S. (2009b). Stahl’s illustrated mood stabilizers. New York, NY: Cambridge University Press.
To access the following chapters, click on the Illustrated Guides tab and then the Mood Stabilizers tab.
Chapter 4, “Lithium and Various Anticonvulsants as Mood Stabilizers for Bipolar Disorder”
Chapter 5, “Atypical Antipsychotics as Mood Stabilizers for Bipolar Disorder”
Vitiello, B. (2013). How effective are the current treatments for children diagnosed with manic/mixed bipolar disorder? CNS Drugs, 27(5), 331-333. doi:10.1007/s40263-013-0060-3
Note: Retrieved from Walden Library databases.
Chen, R., Wang, H., Shi, J., Shen, K., & Hu, P. (2015). Cytochrome P450 2D6 genotype affects the pharmacokinetics of controlled-release paroxetine in healthy Chinese subjects: comparison of traditional phenotype and activity score systems. European Journal of Clinical Pharmacology, 71(7), 835-841. doi:10.1007/s00228-015-1855-6
Note: Retrieved from Walden Library databases.
Required Media
Laureate Education. (2016f). Case study: An Asian American woman with bipolar disorder [Interactive media file]. Baltimore, MD: Author
Note: This case study will serve as the foundation for this week’s Assignment.
Optional Resources
Mostafavi, A., Solhi, M., Mohammadi, M., Hamedi, M., Keshavarzi, M., & Akhondzadeh, S. (2014). Melatonin decreases olanzapine induced metabolic side-effects in adolescents with bipolar disorder: a randomized double-blind placebo-controlled trial. Acta Medica Iranica, 52(10), 734-739.
Retrieved from http://acta.tums.ac.ir/index.php/acta
To prepare for this Assignment:
Review this week’s Learning Resources. Consider how to assess and treat clients requiring bipolar therapy.
The Assignment
Examine Case Study: An Asian American Woman With Bipolar Disorder. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
Decision #1
Which decision did you select?
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
Decision #2
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
Decision #3
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Also include how ethical considerations might impact your treatment plan and communication with clients.

Pathophysiology and Pharmacology Assessment
Pathophysiology and Pharmacology Assessment
3Ps Handout Guidelines
& Scoring Rubric
Purpose:
The purpose of this assignment is to synthesize advanced knowledge of pathophysiology, pharmacology, and health (physical) assessment into three handouts for nursing students or staff nurses.
Due Date: Sunday 11:59 PM MT at the end of Week 7
Total Points Possible: 250
Requirements:
Description of the assignment: This final NR526 assignment requires you to develop a set of 3 handouts on the topic that you chose for the Week 5 assignment. IMPORTANT:
In these handouts, you will present an in-depth application of pathophysiology, pharmacology, and health (physical) assessment concepts related to your chosen topic. You should describe at least one concept in each handout but may display multi-concepts if necessary.
You may use your textbooks as references, but you should also have at least one peer-reviewed article as a reference. Clinical practice guidelines are good sources for this assignment but you may use other peer-reviewed articles in which the evidence-based care of patients is presented. Feel free to use images (see information on copyright), concept maps, tables, or anything else you feel will enhance your handout.
Only use media you develop yourself or that you obtain through this page in the Chamberlain Library: http://library.chamberlain.edu/copyright. You can add web addresses to your handout if you want to link to video or audio files.
Good, relevant, current content is the most important feature of your handouts. For clinical topics, “current” is defined as no more than five years old.
Developing the Handouts
1. Your first handout should display information about one or more of the drugs related to the complex health situation you are covering. You may want to focus on just one drug but, in some cases, drugs work together or you may want to compare and contrast two similar or alternate drugs.
2. Your second handout should relate to the pathophysiology of the complex health situation. Examples: How do the various systems interact? What compensatory systems are in play? What is the etiology of this condition?
3. Your third handout should relate to the necessary physical assessments for your topic. Be as comprehensive and holistic as possible. What is your student looking for?
4. Three pages should be adequate unless you prefer to add a reference list for all of your handouts at the end. References can also be incorporated in the handout. The idea is that you should provide your students references so they can access your original sources.
5. You will not be penalized if one of your handouts spills over onto another page.
6. Please check your handouts for grammatical errors and misspellings before submitting them.
?
Instructor’s Feedback Table
Category Possible Points Points Awarded Description
Handout 1 Content 35
Handout 1 Design 20
Handout 1 Clarity 20
Handout 2 Content 35
Handout 2 Design 20
Handout 2 Clarity 20
Handout 3 Content 35
Handout 3 Design 20
Handout 3 Clarity 20
Grammar, syntax, spelling 15
APA citations or references 10
Total 250 ___of 250 A quality assignment will meet or exceed all of the above requirements.
GRADING RUBRIC
Assignment Criteria Exceptional
(100%)
Outstanding or highest level of performance Exceeds
(88%)
Very good or high level of performance Meets
(80%)
Competent or satisfactory level of performance Needs Improvement
(38%)
Poor or failing level of performance Developing
(0)
Unsatisfactory level of performance
Content
Possible Points = 225 Points
Handout One
Content 35 Points 31 Points 28 Points 13 Points 0 Points
Covered content demonstrates masterful application of the 3Ps and is well-sourced Covered content demonstrates good application of the 3Ps and is well-sourced Covered content demonstrates fair application of the 3Ps and is well-sourced Covered content demonstrates a minimal application of the 3Ps and is well-sourced Covered content does not demonstrate application of the 3Ps and is well-sourced
Handout One Design 20 Points 18 Points 16 Points 8 Points 0 Points
Design elements (images, tables, layout, etc.) demonstrate a great deal of creativity and thoughtfulness Design elements (images, tables, layout, etc.) demonstrate creativity and thoughtfulness Design elements (images, tables, layout, etc.) demonstrate a little creativity and thoughtfulness Design elements (images, tables, layout, etc.) demonstrate a great deal of creativity and thoughtfulness Design is unimaginative and demonstrates no thoughtfulness or planning
Handout One Clarity 20 Points 18 Points 16 Points 8 Points 0 Points
Handout is completely clear Handout is a little unclear Handout is very unclear Purpose of the handout is not clear at all Handout is totally unclear
Handout Two
Content 35 Points 31 Points 28 Points 13 Points 0 Points
Covered content demonstrates masterful application of the 3Ps and is well-sourced Covered content demonstrates good application of the 3Ps and is well-sourced Covered content demonstrates fair application of the 3Ps and is well-sourced Covered content demonstrates a minimal application of the 3Ps and is well-sourced Covered content does not demonstrate application of the 3Ps and is well-sourced
Handout Two Design 20 Points 18 Points 16 Points 8 Points 0 Points
Design elements (images, tables, layout, etc.) demonstrate a great deal of creativity and thoughtfulness Design elements (images, tables, layout, etc.) demonstrate creativity and thoughtfulness Design elements (images, tables, layout, etc.) demonstrate a little creativity and thoughtfulness Design elements (images, tables, layout, etc.) demonstrate a great deal of creativity and thoughtfulness Design is unimaginative and demonstrates no thoughtfulness or planning
Handout Two Clarity 20 Points 18 Points 16 Points 8 Points 0 Points
Handout is completely clear Handout is a little unclear Handout is very unclear Purpose of the handout is not clear at all Handout is totally unclear
Handout Three
Content 35 Points 31 Points 28 Points 13 Points 0 Points
Covered content demonstrates masterful application of the 3Ps and is well-sourced Covered content demonstrates good application of the 3Ps and is well-sourced Covered content demonstrates fair application of the 3Ps and is well-sourced Covered content demonstrates a minimal application of the 3Ps and is well-sourced Covered content does not demonstrate application of the 3Ps and is well-sourced
Handout Three Design 20 Points 18 Points 16 Points 8 Points 0 Points
Design elements (images, tables, layout, etc.) demonstrate a great deal of creativity and thoughtfulness Design elements (images, tables, layout, etc.) demonstrate creativity and thoughtfulness Design elements (images, tables, layout, etc.) demonstrate a little creativity and thoughtfulness Design elements (images, tables, layout, etc.) demonstrate minimal creativity and thoughtfulness Design is unimaginative and demonstrates no thoughtfulness or planning
Handout Three Clarity 20 Points 18 Points 16 Points 8 Points 0 Points
Handout is completely clear Handout is a little unclear Handout is very unclear Purpose of the handout is not clear at all Handout is totally unclear
____ of 225 Points
Format
Possible Points = 25 Points
Grammar, syntax, and spelling 15 Points 13 Points 12 Points 6 Points 0 Points
Proper grammar, spelling syntax, and punctuation are used, with no more than 1-2 errors. Proper grammar, spelling syntax, and punctuation are used, with no more than 3-4 errors. Proper grammar, spelling syntax, and punctuation are used to some extent, with no more than 5-6 errors. Proper grammar, spelling syntax, and punctuation are not used; assignment contains 7-9 errors. Proper grammar, spelling syntax, and punctuation are not used; assignment contains 10 or more errors.
APA citations & references
NOTE: references may be incorporated on the handout. 10 Points 9 Points 8 Points 4 Points 0 Points
There are 0 – 2 APA format errors in the text, title page, citations, and reference page(s) There are 3 – 5 APA format errors in the text, title page and/or reference page(s) There are 6 -8 APA format errors in the title page, running head, or reference page (s). There are 9 APA format errors in the title page, running head, or reference page (s). There are 10 or more APA format errors in the title page, running head, or reference pages(s).
Format Subtotal _____of 25 points
Total Points _____of 250 points

Assignment: Opportunities for Health Promotion
Assignment: Opportunities for Health Promotion
Week 7 discussion
Do some online research on your facility, including social media components. Describe what you see. Are there more opportunities available for health promotion? Think in terms of your future employer. What would you suggest putting in place for an online presence that encourages health promotion?
Question 2
Week 3 discussion
Prepare a list of ten pertinent questions that you plan to ask your preceptor throughout your practicum experience to gain more knowledge about the specific role of an informaticist. Share your questions along with a rationale about why you feel these particular questions are important.
Question 3
Week 1 discussion
At this point, you have selected a facility and preceptor for this practicum. Describe your current knowledge of the facility you have chosen and the reasoning behind your choice. What did you learn about the types of informatics activities/projects the facility has going on right now? What are some broad learning objectives that you have identified during your first week with your preceptor that you should think about for your learning contract next week? What else do you need to know about your site?
Question 4
Week 2 Problem Identification, Research Questions, and Description
This week, submit a 1–2 page problem identification and description of the project you have chosen for your culminating project that includes:
A cover page
A title and abstract: 150–200 words describing the project
A problem statement, problem identification, or purpose of the project: Provide a concise statement of the problem, need, or questions being investigated. Give a clear and explicit statement of the problem, including the target population and background information relative to the specific problem. Include 1–2 research questions that you will explore within your research.
A preliminary review of the literature: List, reference, and summarize 3–4 peer-reviewed sources that support your identified project and the need for change, the issue at hand, or the need for further research. Be sure that the data supports the need for investigation or change and that your problem is not one that has already been widely solved.
You will have opportunities to refine your problem statements and research questions throughout this course. Be sure to review your instructor’s feedback.
Week 4 Integrative Literature Review
Write a literature review of your topic using peer-reviewed articles and books, as well as non-research literature such as evidence-based guidelines, toolkits, and standardized procedures. Identify and cite all sources of data according to APA guidelines.
In at least 5 pages:
Critique the most current research to support your problem; this research will help drive the focus of your project.
Summarize the key findings of the research and it’s relevancy to your project.
Describe any gaps in knowledge that you found and the effects this may have on health informatics as it relates to your project topic. The literature review should be a synthesis of how each article or study relates to your project.
When writing your literature review, remember to include subtopics to your main topic and gather data on these areas as well.
Your integrative literature review should be at least 5 pages in length, not including the cover or reference pages, and must contain a minimum of 10 scholarly articles published within the past 5–7 years.
This literature is considered a draft and will need to be revised for integration into your final paper. Please make sure to review your instructor’s feedback.
Week 5 Theoretical or Conceptual Framework
This week, review your literature and look for gaps of knowledge in your topic. What is missing? What questions do you still have that you can potentially solve in your research? Compose a 2- to 3-page paper that outlines the framework for your research project.
Address the following:
Explain the problem and briefly summarize the research you have completed in your literature review.
Define any gaps or relationships that are apparent and how you will address them in your project. Be sure to reference back to your research questions and problems to ensure that the gaps correlate with your problem and questions.
Demonstrate that the solution you propose is not based on your personal opinions or guesses, but are formed from the facts that you have read from the authors of the previous research.
You may find that you are adding onto your references and your literature review based on new investigation and that is okay!
Explain your perspective and reference any nursing or informatics theoretical underpinnings if it supports your framework.
Week 7 Predictions, Outcomes, and Variables
Develop your project predictions and desired outcomes portion of your paper using the following as starting points:
Describe the desired outcomes: Specifically, state the purpose, focus, and viewpoint of the project as well as its expected accomplishments. While you may not be implementing your project, you should have a goal in mind that relates to solving your problem.
A project goal should reference the project’s benefits in terms of cost, time, and/or quality that address needs or changes, results, impacts, or consequences that the project has on people, programs, or institutions.
Goals and objectives should be measurable, shared, and hypothetically agreed on by all key stakeholders. They are directly linked to the concept of project success factors.
What variables need to be considered and would you have control over them? For example, if you were to implement a department wide system change, would budget be an issue and how would you address that variable?
If you were to implement your study, how would you gather data? Would the focus be qualitative or quantitative?
What will your research provide to the community or to social change?
In the statistical sense, what is already known about your problem? Cite evidence from your literature review.
Compose a 2- to 3-page paper that addresses the intended outcomes of your project.

Discussion: Contraception Treatments
Discussion: Contraception Treatments
Considering the potentially negative consequences of unintended pregnancy for a woman’s health and well-being, effective contraceptive treatments are an important part of gynecologic care. There are a variety of contraceptive treatment methods available for women, including hormonal, barrier, and fertility awareness options. Each method has its own strengths and limitations, and each patient often has individual factors that might also impact appropriateness of use. In your role as the advanced practice nurse, it is important to keep in mind that while you may make contraceptive recommendations to patients, contraceptive selection is a joint decision between the patient and the provider. For this Discussion, consider which contraceptive treatments would be most appropriate for the patients in the following three case studies:
Week 2 assignment
Assignment: Assessing and Treating Pediatric Clients With Mood Disorders
When pediatric clients present with mood disorders, the process of assessing, diagnosing, and treating them can be quite complex. Children not only present with different signs and symptoms than adult clients with the same disorders, but they also metabolize medications much differently. As a result, psychiatric mental health nurse practitioners must exercise caution when prescribing psychotropic medications to these clients. For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat pediatric clients presenting with mood disorders.
Note: This Assignment is the first of 10 assignments that are based on interactive client case studies. For these assignments, you will be required to make decisions about how to assess and treat clients. Each of your decisions will have a consequence. Some consequences will be insignificant, and others may be life altering. You are not expected to make the “right” decision every time; in fact, some scenarios may not have a “right” decision. You are, however, expected to learn from each decision you make and demonstrate the ability to weigh risks versus benefits to prescribe appropriate treatments for clients.
Learning Objectives
Students will:
Assess client factors and history to develop personalized plans of antidepressant therapy for pediatric clients
Analyze factors that influence pharmacokinetic and pharmacodynamic processes in pediatric clients requiring antidepressant therapy
Evaluate efficacy of treatment plans
Analyze ethical and legal implications related to prescribing antidepressant therapy to pediatric clients
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.
Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.
Note: To access the following chapters, click on the Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.
Chapter 6, “Mood Disorders”
Chapter 7, “Antidepressants”
Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press.
Note: To access the following medications, click on the The Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.
Review the following medications:
amitriptyline
bupropion
citalopram
clomipramine
desipramine
desvenlafaxine
doxepin
duloxetine
escitalopram
fluoxetine
fluvoxamine
imipramine
ketamine
mirtazapine
nortriptyline
paroxetine
selegiline
sertraline
trazodone
venlafaxine
vilazodone
vortioxetine
Magellan Health, Inc. (2013). Appropriate use of psychotropic drugs in children and adolescents: A clinical monograph. Retrieved from http://www.magellanhealth.com/media/445492/magellan-psychotropicdrugs-0203141.pdf
Rao, U. (2013). Biomarkers in pediatric depression. Depression & Anxiety, 30(9), 787–791. doi:10.1002/da.22171
Note: Retrieved from Walden Library databases.
Vitiello, B. (2012). Principles in using psychotropic medication in children and adolescents. In J. M. Rey (Ed.), IACAPAP e-Textbook of Child and Adolescent Mental Health. Geneva: International Association for Child and Adolescent Psychiatry and Allied Professions. Retrieved from http://iacapap.org/wp-content/uploads/A.7-PSYCHOPHARMACOLOGY-072012.pdf
Poznanski, E., & Mokros, H. (1996). Child Depression Rating Scale–Revised. Los Angeles, CA: Western Psychological Services.