Nursing

Assignment: Social Work Self Reflection
Assignment: Social Work Self Reflection
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Exploring the reasons for wanting to be in social work and examining your motives for choosing a career of helping others is very important. Your background, including childhood experiences, may be instrumental in bringing you into the field of social work. Understanding the possible connection and working to resolve any underlying unresolved issues is essential to becoming an effective social worker. While working with a client, you must strive to be objective, but in the end we are all human with past hurtful experiences that can impact our ability to effectively work with clients. While complete objectivity is impossible and not expected, it is necessary to self-reflect and become aware of when a situation or a certain personality type causes you to react in an unprofessional manner. Understanding potential internal and external barriers you and your client bring to the room will assist you in balancing an appropriate empathetic response with proper objectivity.
For this Discussion, review the Geller & Greenberg (2012) article and the program case study for the Petrakis family, and view the corresponding video. ATTACHED
Assignment: Social Work Self Reflection
Assignment: Social Work Self Reflection
Assignment: Social Work Self Reflection
Post your explanation of the importance of identifying internal and external barriers of the client and social worker. Then describe the barriers experienced by Helen and the social work intern. Finally, suggest ways the intern could overcome these barriers.
Support your posts with specific references to the Learning Resources. Be sure to provide full APA citations for your references.
The Petrakis Family
Helen Petrakis is a 52-year-old heterosexual married female of Greek descent who says that she feels overwhelmed and “blue.” She came to our agency at the suggestion of a close friend who thought Helen would benefit from having a person who could listen. Although she is uncomfortable talking about her life with a stranger, Helen said that she decided to come for therapy because she worries about burdening friends with her troubles. Helen and I have met four times, twice per month, for individual therapy in 50-minute sessions. Helen consistently appears well-groomed. She speaks clearly and in moderate tones and seems to have linear thought progression; her memory seems intact. She claims no history of drug or alcohol abuse, and she does not identify a history of trauma. Helen says that other than chronic back pain from an old injury, which she manages with acetaminophen as needed, she is in good health. Helen has worked full time at a hospital in the billing department since graduating from high school. Her husband, John (60), works full time managing a grocery store and earns the larger portion of the family income. She and John live with their three adult children in a 4-bedroom house. Helen voices a great deal of pride in the children. Alec, 27, is currently unemployed, which Helen attributes to the poor economy. Dmitra, 23, whom Helen describes as smart, beautiful, and hardworking, works as a sales consultant for a local department store. Athina, 18, is an honors student at a local college and earns spending money as a hostess in a family friend’s restaurant; Helen describes her as adorable and reliable. In our first session, I explained to Helen that I was an advanced year intern completing my second field placement at the agency. I told her I worked closely with my field supervisor to provide the best care possible. She said that was fine, congratulated me on advancing my career, and then began talking. I listened for the reasons Helen came to speak with me. I asked Helen about her community, which, she explained, centered on the activities of the Greek Orthodox Church. She and John were married in that church and attend services weekly. She expects that her children will also eventually wed there. Her children, she explained, are religious but do not regularly go to church because they are very busy. She believes that the children are too busy to be expected to help around the house. Helen shops, cooks, and cleans for the family, and John sees to yard care and maintains the family’s cars. When I asked whether the children contributed to the finances of the home, Helen looked shocked and said that John would find it deeply insulting to take money from his children. As Helen described her life, I surmised that the Petrakis family holds strong family bonds within a large and supportive community. Helen is responsible for the care of John’s 81-year-old widowed mother, Magda, who lives in an apartment 30 minutes away. Until recently, Magda was self-sufficient, coming for weekly family dinners and driving herself shopping and to church. But 6 months ago, she fell and broke her hip and was also recently diagnosed with early signs of dementia. Through their church, Helen and John hired a reliable and trusted woman to check in on Magda a couple of days each week. Helen goes to see Magda on the other days, sometimes twice in one day, depending on Magda’s needs. She buys her food, cleans her home, pays her bills, and keeps track of her medications. Helen says she would like to have the helper come in more often, but she cannot afford it. The money to pay for help is coming out of the couple’s vacations savings. Caring for Magda makes Helen feel as if she is failing as a wife and mother because she no longer has time to spend with her husband and children. Helen sounded angry as she described the amount of time she gave toward Magda’s care. She has stopped going shopping and out to eat with friends because she can no longer find the time. Lately, John has expressed displeasure with meals at home, as Helen has been cooking less often and brings home takeout. She sounded defeated when she described an incident in which her son, Alec, expressed disappointment in her because she could not provide him with clean laundry. When she cried in response, he offered to help care for his grandmother. Alec proposed moving in with Magda. Helen wondered if asking Alec to stay with his grandmother might be good for all of them. John and Alec had been arguing lately, and Alec and his grandmother had always been very fond of each other. Helen thought she could offer Alec the money she gave Magda’s helper. I responded that I thought Helen and Alec were using creative problem solving and utilizing their resources well in crafting a plan. I said that Helen seemed to find good solutions within her family and culture. Helen appeared concerned as I said this, and I surmised that she was reluctant to impose on her son because she and her husband ed to value providing for their children’s needs rather than expecting them to contribute resources. Helen ended the session agreeing to consider the solution we discussed to ease the stress of caring for Magda.
In our second session, Helen said that her son again mentioned that he saw how overwhelmed she was and wanted to help care for Magda. While Helen was not sure this was the best idea, she saw how it might be helpful for a short time. Nonetheless, her instincts were still telling her that this could be a bad plan. Helen worried about changing the arrangements as they were and seemed reluctant to step away from her integral role in Magda’s care, despite the pain it was causing her. In this session, I helped Helen begin to explore her feelings and assumptions about her role as a caretaker in the family. Helen did not seem able to identify her expectations of herself as a caretaker. She did, however, resolve her ambivalence about Alec’s offer to care for Magda. By the end of the session, Helen agreed to have Alec live with his grandmother. In our third session, Helen briskly walked into the room and announced that Alec had moved in with Magda and it was a disaster. Since the move, Helen had had to be at the apartment at least once daily to intervene with emergencies. Magda called Helen at work the day after Alec moved in to ask Helen to pick up a refill of her medications at the pharmacy. Helen asked to speak to Alec, and Magda said he had gone out with two friends the night before and had not come home yet. Helen left work immediately and drove to Magda’s home. Helen angrily told me that she assumed that Magda misplaced the medications, but then she began to cry and said that the medications were not misplaced, they were really gone. When she searched the apartment, Helen noticed that the cash box was empty and that Magda’s checkbook was missing two checks. Helen determined that Magda was robbed, but because she did not want to frighten her, she decided not to report the crime. Instead, Helen phoned the pharmacy and explained that her mother-in-law, suffering from dementia, had accidently destroyed her medication and would need refills. She called Magda’s bank and learned that the checks had been cashed. Helen cooked lunch for her motherin-law and ate it with her. When a tired and disheveled Alec arrived back in the apartment, Helen quietly told her son about the robbery and reinforced the importance of remaining in the building with Magda at night. Helen said that the events in Magda’s apartment were repeated 2 days later. By this time in the session Helen was furious. With her face red with rage and her hands shaking, she told me that all this was my fault for suggesting that Alec’s presence in the apartment would benefit the family. Jewelry from Greece, which had been in the family for generations, was now gone. Alec would never be in this trouble if I had not told Helen he should be permitted to live with his grandmother. Helen said she should know better than to talk to a stranger about private matters. Helen cried, and as I sat and listened to her sobs, I was not sure whether to let her cry, give her a tissue, or interrupt her. As the session was nearing the end, Helen quickly told me that Alec has struggled with maintaining sobriety since he was a teen. He is currently on 2 years’ probation for possession and had recently completed a rehabilitation program. Helen said she now realized Alec was stealing from his grandmother to support his drug habit. She could not possibly tell her husband because he would hurt and humiliate Alec, and she would not consider telling the police. Helen’s solution was to remove the valuables and medications from the apartment and to visit twice a day to bring supplies and medicine and check on Alec and Magda. After this session, it was unclear how to proceed with Helen. I asked my field instructor for help. I explained that I had offered support for a possible solution to Helen’s difficulties and stress. In rereading the progress notes in Helen’s chart, I realized I had misinterpreted Helen’s reluctance to ask Alec to move in with his grandmother. I felt terrible about pushing Helen into acting outside of her own instincts. My field instructor reminded me that I had not forced Helen to act as she had and that no one was responsible for the actions of another person. She told me that beginning social workers do make mistakes and that my errors were part of a learning process and were not irreparable. I was reminded that advising Helen, or any client, is ill-advised. My field instructor expressed concern about my ethical and legal obligations to protect Magda. She suggested that I call the county office on aging and adult services to research my duty to report, and to speak to the agency director about my ethical and legal obligations in this case. In our fourth session, Helen apologized for missing a previous appointment with me. She said she awoke the morning of the appointment with tightness in her chest and a feeling that her heart was racing. John drove Helen to the emergency room at the hospital in which she works. By the time Helen got to the hospital, she could not catch her breath and thought she might pass out. The hospital ran tests but found no conclusive organic reason to explain Helen’s symptoms. I asked Helen how she felt now. She said that since her visit to the hospital, she continues to experience shortness of breath, usually in the morning when she is getting ready to begin her day. She said she has trouble staying asleep, waking two to four times each night, and she feels tired during the day. Working is hard because she is more forgetful than she has ever been. Her back is giving her trouble, too. Helen said that she feels like her body is one big tired knot. I suggested that her symptoms could indicate anxiety and she might want to consider seeing a psychiatrist for an evaluation. I told Helen it would make sense, given the pressures in her life, that she felt anxiety. I said that she and I could develop a treatment plan to help her address the anxiety. Helen’s therapy goals include removing Alec from Magda’s apartment and speaking to John about a safe and supported living arrangement for Magda.

Assignment: Hospital’s Policy on Nurse
Assignment: Hospital’s Policy on Nurse
Question 6
A hospital’s policy states that a nurse must cosign all charts that licensed practical nurses complete. What is the effect of this policy on a nurse working on a busy medical floor?
Answers:
It places the nurse in the position of endorsing and authenticating the entries made in the charts that he or she cosigns.
It gives legal proof that the nurse was in the hospital.
It is unclear whether there is any liability for the nurse.
It has no legal effect on the nurse in this type of unit.
Question 7
A nurse is leaving the parking lot at the hospital and carelessly runs over a patient who was just discharged. Ironically, the nurse had been assigned to care for that patient that day. If the patient sues this nurse, which statement is true?
Answers:
The nurse can be held liable for both negligence and malpractice.
The nurse can be held liable for negligence but not malpractice.
The nurse can be held liable for malpractice but not negligence.
The nurse cannot be held liable for either malpractice or negligence based upon this set of facts.
Question 8
Circumstances that may be exceptions to obtaining informed consent include:
Answers:
Emergency situation, therapeutic privilege, patient waiver, and prior patient knowledge.
Emergency situation, qualified privilege, patient waiver, and prior patient knowledge.
Emergency situation, therapeutic privilege, waiver by the patient or the staff, and prior patient knowledge.
Emergency situation, prior patient knowledge, therapeutic privilege, and patient inability to sign the form.
Question 9
An angry patient had a pocket knife that he was using to keep others away from him and the nurse confiscated the pocket knife. The nurse’s best defense for the confiscation of the pocket knife would be:
Answers:
Consent.
Self-defense.
Necessity.
Privilege.
Question 10
Nursing students are frequently required to show proof of malpractice insurance before beginning their clinical experience. The reason for requiring malpractice insurance coverage for students in clinical settings is:
Answers:
The law requires all students to have individual policies.
Nursing students are just as liable as registered nurses for acts of malpractice.
The cost of coverage is minimal and is fully tax deductible.
Students are more likely to give substandard care than registered nurses are.
Question 11
The main purpose of documentation is to:
Answers:
Communicate the patient’s condition to all members of the health care team.
Record patient information for future research studies.
Verify dates of patients’ admissions to health care institutions.
Ensure that all charges are validly documented and assessed to the patient for collection from third-party payers.
Question 12
A patient on the medical-surgical unit became confused and dangerous to himself and others in the setting, restraints were applied, and the patient was confined to bed. The nurse’s best defense for applying the restraints would be:
Answers:
Consent
Self-defense
Necessity
Privilege
Question 13
If an adult patient is given treatment for which he or she has not previously consented, the health care provider administering the treatment may be held liable for:
Answers:
Battery
Assault.
Malpractice.
False imprisonment.
Question 14
Under a claims-made insurance policy, for which claim is the nurse protected?
Answers:
Claims that were filed before the insurance coverage became active
Claims that are filed for incidents during the active period of the policy
Claims filed within a 30-day grace period before or after policy times
Claims for all future events, whether the policy is active at that time or not
Question 15
If a nurse is named in a lawsuit and he or she has no professional malpractice insurance coverage, the nurse:
Answers:
Is considered judgment-proof and will not be required to pay damages.
Can be held personally responsible for all damages assessed.
Can rely upon the hospital’s insurance policy as protection from personal financial responsibility.
Will be nonsuited from the filed lawsuit once this fact is known.
Question 16
One of the more convincing arguments for having malpractice insurance is:
Answers:
Having insurance assures that the nurse will not be named in lawsuits.
Having insurance makes it more costly for the plaintiff to file suit against the nurse.
Defending against a lawsuit is costly in today’s society.
Filing a lawsuit is costly in today’s society.
Question 17
Which of the following situations would support a charge of malpractice against a professional nurse?
Answers:
A failure on the part of the nurse to allay a patient’s fears.
A failure on the part of the nurse to exercise reasonable and prudent care in treating a patient.
A failure on the part of the nurse to establish a therapeutic relationship with the patient.
A failure on the part of the nurse to ensure that patients only received care for which they could pay.
Question 18
An elderly patient is taken to CT scan and has a seizure violently hitting his head requiring sutures above the eyebrow. The next day, while the patient’s wife is visiting she is informed about the mishap and asks to see the incident report. Your first action should be to:
Answers:
Show her the incident report immediately since she has power of attorney for the patient.
Tell her the incident report is only discoverable in some states and Florida is not one of them.
Notify the nurse manager and risk management immediately of the request.
Call the physician to go over the report with the patient and his family.
Question 19
A nurse has decided to purchase individual professional liability insurance. The purchased policy states that coverage is only valid for suits filed while the policy is in effect. Which type of policy is reflected by this statement?
Answers:
Claims-made
Certificate -based
Occurrence-based
Employer-sponsored
Question 20
In caring for the suit-prone patient, one of the interventions that nurses should remember and use is:
Answers:
Give the same compassionate, competent care that all patients receive.
Treat the patient in the same rude and hostile manner as the patient.
Avoid the patient if possible so that there will be less chance of saying the wrong thing or performing in an incompetent manner.
Assign the patient to a different nurse each shift, so that no one nurse will become the target of a lawsuit.
NUR3826 Ethical and Legal Aspects of Nursing
Quiz 3
Question 1
Delegation has been a concept used in nursing:
Answers:
Since the 1990s.
Since the early 1970s.
Since the mid-1950s.
Throughout all of nursing’s history.

Capella FP6016 Assessment 2
Assignment: Capella FP6016 Assessment 2
Deliver a 5–7-page analysis of an existing quality improvement initiative at your workplace. The QI initiative you choose to analyze should be related to specific disease, condition, or public health issue of personal or professional interest to you.
Too often, discussions about quality health care, care costs, and outcome measures take place in isolation—each group talking among themselves about results and enhancements. Because nurses are critical to the delivery of high-quality, efficient health care, it is essential that they develop the proficiency to review, evaluate performance reports, and be able to effectively communicate outcome measures related to quality initiatives. The nursing staff’s perspective and the need to collaborate on quality care initiatives are fundamental to patient safety and positive institutional health care outcomes.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 2: Plan quality improvement initiatives in response to routine data surveillance.
Recommend additional indicators and protocols to improve and expand quality outcomes of a quality initiative.
Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures.
Analyze a current quality improvement initiative in a health care setting.
Evaluate the success of a current quality improvement initiative through recognized benchmarks and outcome measures.
Competency 4: Integrate interprofessional perspectives to lead quality improvements in patient safety, cost effectiveness, and work-life quality
Incorporate interprofessional perspectives related to initiative functionality and outcomes.
Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care.
Communicate evaluation and analysis in a professional and effective manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support arguments, correctly formatting citations and references using current APA style. Assignment: Capella FP6016 Assessment 2
Preparation
You have been asked to prepare and deliver an analysis of an existing quality improvement initiative at your workplace. The QI initiative you choose to analyze should be related to a specific disease, condition, or public health issue of personal or professional interest to you. The purpose of the report is to assess whether specific quality indicators point to improved patient safety, quality of care, cost and efficiency goals, and other desired metrics.
Your target audience consists of nurses and other health professionals with specializations or interest in your selected condition, disease, or issue. In your report, you will define the disease, analyze how the condition is managed, identify the core performance measurements used to treat or manage the condition, and evaluate the impact of the quality indicators on the health care facility:
Note: Remember, you can submit all, or a portion of, your draft to Smarthinking for feedback, before you submit the final version of your analysis for this assessment. However, be mindful of the turnaround time for receiving feedback, if you plan on using this free service.
The numbered points below correspond to grading criteria in the scoring guide. The bullets below each grading criterion further delineate tasks to fulfill the assessment requirements. Be sure that your Quality Improvement Initiative Evaluation addresses all of the content below. You may also want to read the scoring guide to better understand the performance levels that relate to each grading criterion.
Analyze a current quality improvement initiative in a health care setting.
Evaluate a QI initiative and explain what prompted the implementation. Detail problems that were not addressed and any issues that arose from the initiative.
Evaluate the success of a current quality improvement initiative through recognized benchmarks and outcome measures.
Analyze the benchmarks that were used to evaluate success. Detail what was the most successful, as well as what outcome measures are missing or could be added.
Incorporate interprofessional perspectives related to initiative functionality and outcomes.
Integrate the perspectives of interprofessional team members involved in the initiative. Detail who you talked to, their professions, and the impact of their perspectives on your analysis.
Recommend additional indicators and protocols to improve and expand quality outcomes of a quality initiative.
Recommend specific process or protocol changes as well as added technologies that would improve quality outcomes.
Communicate evaluation and analysis in a professional and effective manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support arguments, correctly formatting citations and references using current APA style.
Submission Requirements
Length of submission: A minimum of five but no more than seven double-spaced, typed pages.
Number of references: Cite a minimum of four sources (no older than seven years, unless seminal work) of scholarly peer reviewed or professional evidence that support your interpretation and analysis.
APA formatting: Resources and citations are formatted according to current APA style and formatting.

Discuss Demographic variables
Discuss Demographic variables
1. Demographic variables described in the study were age, height, weight, body mass index (BMI), lifestyle (years since menopause, calcium-rich food intake, vitamin D-rich food intake), history of fracture, regular exercise, alcohol consumption, and smoking. You might have identified the bone status, bone mineral density (BMD), and bone biomarkers but these are dependent variables for this study (Grove et al., 2013).
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2. The variable bone status provided ordinal-level data. The researchers classified the participants into three groups, normal (T-score higher than ?1.0), osteopenia (T-score between ?1.0 and ?2.5), and osteoporosis (T-score less than ?2.5), based on their BMD scores. These categories are exhaustive, mutually exclusive, and can be ranked from greatest or normal BMD to osteoporosis or least BMD.
3. The data collected for history of fracture are nominal level, including the two categories of no history of fracture and yes history of fracture. These categories are exhaustive and mutually exclusive, since all study participants will fit into only one category. These yes and no categories of history of fracture cannot be ranked so the data are nominal versus ordinal level (see Exercise 1).
Discuss Demographic variables
Discuss Demographic variables
4. Frequencies and percentages were used to describe history of fracture for the intervention and control groups. Since the data are nominal, frequencies and percentages were appropriate. The researchers might have also identified the mode, which was no history of fracture since 13 participants had a history of fracture and 28 had no history of fracture.
5. No, a mean cannot be calculated on the history of fracture data, which are nominal-level data that can only be organized into categories (see Exercise 1). A mean can only be calculated on interval- and ratio-level data that are continuous and have numerically equal distances between intervals.
6. Regular exercise was described for both the intervention and control groups using frequencies and percentages. A total of 8 or 19.5% of the participants exercised regularly. Eight of the participants (4 in the intervention and 4 in the control groups) were involved in regular exercise of the sample (N = 41). Percentage = (8 ÷ 41) × 100% = 0.1951 × 100% = 19.51% = 19.5%. Researchers also indicated in the narrative that less than 20% of the participants were involved in regular exercise, supporting the importance of providing these individuals with an exercise program.
7. Age was described with means and SDs for the intervention and control groups (see Table 2). In the narrative, the range of ages for the participants was identified as 51–83 years, and the mean age for the total sample was 66.2 years (SD = 8.2). The statistics were appropriate since age was measured in years, which are ratio-level data that are analyzed with mean, SD, and range (Grove et al., 2013).
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8. No, the groups were not significantly different for age. The results from the t-test (t = 0.154) indicated that the groups were not significantly different for age. In addition, the bottom of Table 2 states that all group differences were p > 0.05. The level of significance (alpha) in nursing studies is usually set at ? = 0.05, and since all differences were p > 0.05, then no significant differences were found for the baseline characteristics between the intervention and control groups.
9. The mode was osteopenia for the intervention and the control groups. The number and percentage of participants with osteopenia for the sample was (8 + 12) ÷ 41 × 100% = (20 ÷ 41) × 100% = 0.488 × 100% = 48.8% = 49%. It is clinically important that 49% of the women in the study had osteopenia or thinning bones and needed assistance in managing their bone health problem. Also 11 participants had osteoporosis or holes in their bones, an even more serious condition, requiring immediate and aggressive management to prevent fractures.
10. Oh et al. (2014) indicated that 75% (n = 31) of the study participants had osteopenia or osteoporosis. So it is important for these individuals to have their bone health problem diagnosed and managed. The TLM program is multifaceted and has the potential to reduce these women’s bone health problems (osteopenia and osteoporosis). Additional research is needed to determine the effect of this intervention with larger samples and over extended time periods. National guidelines and important information about the assessment, diagnosis, and management of osteoporosis and osteopenia might be found at the following website: http://www.guideline.gov/search/search.aspx?term=osteoporosis or the National Osteoporosis Foundation (NOF) website at http://www.nof.org. You might use a variety of resources for documentation including research articles, websites, and textbooks.
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EXERCISE 10 Questions to Be Graded (NEED THESE QUESTIONS ANSWERED)
Follow your instructor’s directions to submit your answers to the following questions for grading. Your instructor may ask you to write your answers below and submit them as a hard copy for grading. Alternatively, your instructor may ask you to use the space below for notes and submit your answers online at http://evolve.elsevier.com/Grove/statistics/ under “Questions to Be Graded.”
Name: _______________________________________________________ Class: _____________________
Date: ___________________________________________________________________________________
1. What demographic variables were measured at the nominal level of measurement in the Oh et al. (2014) study? Provide a rationale for your answer.
2. What statistics were calculated to describe body mass index (BMI) in this study? Were these appropriate? Provide a rationale for your answer.
3. Were the distributions of scores for BMI similar for the intervention and control groups? Provide a rationale for your answer.
4. Was there a significant difference in BMI between the intervention and control groups? Provide a rationale for your answer.
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5. Based on the sample size of N = 41, what frequency and percentage of the sample smoked? What frequency and percentage of the sample were non-drinkers (alcohol)? Show your calculations and round to the nearest whole percent.
6. What measurement method was used to measure the bone mineral density (BMD) for the study participants? Discuss the quality of this measurement method and document your response.
7. What statistic was calculated to determine differences between the intervention and control groups for the lumbar and femur neck BMDs? Were the groups significantly different for BMDs?
8. The researchers stated that there were no significant differences in the baseline characteristics of the intervention and control groups (see Table 2). Are these groups heterogeneous or homogeneous at the beginning of the study? Why is this important in testing the effectiveness of the therapeutic lifestyle modification (TLM) program?
9. Oh et al. (2014, p. 296) stated that “the adherence rate to the TLM program was 99.6%.” Discuss the importance of intervention adherence, and document your response.
10. Was the sample for this study adequately described? Provide a rationale for your answer.

Capella FPX4010 Assessment 4 Assignment
Capella FPX4010 Assessment 4 Assignment
For this assessment you will create an 8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment.
As a current or future nurse leader, you may be called upon to present to stakeholders and leadership about projects that you have been involved in or wish to implement. The ability to communicate a plan—and potential implications of not pursuing such a plan—to stakeholders effectively can be critically important in creating awareness and buy-in, as well as building your personal and professional brand in your organization. It is equally important that you know how to create compelling presentations for others’ delivery and ensure that they convey the same content you would deliver if you were the presenter.
Demonstration of Proficiency:Capella FPX4010 Assessment 4 Assignment
Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional, respectful manner, with writing that is clear, logically organized, with correct grammar and spelling, using current APA style.
Professional Context
This assessment will provide you with an opportunity to sharpen your ability to create a professional presentation to stakeholders. In this presentation, you will explain the Plan-Do-Study-Act cycle and how it can be used to introduce the plan (P), implement the plan (D), study the effectiveness of the plan (S), and act on what is learned (A) to drive continuous improvement. By using this cycle, the stakeholders will have a tool and a proposal to expand on these ideas to drive workplace change and create improved processes to solve an interprofessional collaboration problem.
Scenario
In addition to summarizing the key points of Assessments 2 and 3, you will provide stakeholders and/or leadership with an overview of project specifics as well as how success would be evaluated—you will essentially be presenting a discussion of the Plan, Do, and Study parts of the PDSA cycle. Again, you will not be expected to execute the project, so you will not have any results to study. However, by carefully examining the ways in which your plan could be carried out and evaluated, you will get some of the experience of the thinking required for PDSA. Capella FPX4010 Assessment 4 Assignment
When creating your PowerPoint for this assessment, it is important to keep in mind the target audience: your interviewee’s organizational leadership. The overall goal of this assessment is to create a presentation that your interviewee could potentially give in his or her organization.
Instructions
Please follow the Capella Guidelines for Effective PowerPoint Presentations [PPTX]. If you need technical information on using PowerPoint, refer to Capella University Library: PowerPoint Presentations.
Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.
Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional manner, with writing that is clear, logically organized, and respectful with correct grammar and spelling using current APA style.
There are various ways to structure your presentation; following is one example:
Part 1: Organizational or Patient Issue.
What is the issue that you are trying to solve or improve?
Why should the audience care about solving it?
Part 2: Relevance of an Interdisciplinary Team Approach.
Why is using an interdisciplinary team relevant, or the best approach, to addressing the issue?
How will it help to achieve improved outcomes or reach a goal?
Part 3: Interdisciplinary Plan Summary.
What is the objective?
How likely is it to work?
What will the interdisciplinary team do?
Part 4: Implementation and Resource Management.
How could the plan be implemented to ensure effective use of resources?
How could the plan be managed to ensure that resources were not wasted?
How does the plan justify the resource expenditure?
Part 5: Evaluation.
What would a successful outcome of the project look like?
What are the criteria that could be used to measure that success?
How could this be used to show the degree of success?
Again, keep in mind that your audience for this presentation is a specific group (or groups) at your interviewee’s organization and tailor your language and messaging accordingly. Remember, also, that another person will ultimately be giving the presentation. Include thorough speaker’s notes that flesh out the bullet points on each slide. Capella FPX4010 Assessment 4 Assignment
Additional Requirements: Capella FPX4010 Assessment 4 Assignment
Number of slides:Plan on using one or two slides for each part of your presentation as needed, so the content of your presentation will be 8–12 slides in length. Remember that slides should contain concise talking points, and you will use presenter’s notes to go into detail. Be sure to include a reference slide as the last slide of your presentation.
Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old.
APA formatting: Make sure that in-text citations on your slides and in your notes pages and reference slide reflect current APA Style and Format.

Roles Of Advance Nurse Practitioner
Roles Of Advance Nurse Practitioner
These are discussion threads 2 paragraphs each. My practice is medical/surgical/observation unit. Below is the questions and where to get the information. Scholarly article 6-8 years old. Thank you.
Discussion 1 In one of the reading assignments this week you reviewed advance nurse practitioner (APN) roles and the application of project management concepts, one of the major elements of NI, but new to most nurses. Does this have an application to your practice? Why or why not?
Permalink:
Sipes, C. (2016). Project management for the advanced practice nurse, Springer.
• Chapter 1: Basic Project Management for Advance Practice Nurses and Health Care Professionals; Examples of APN Projects/Roles. pp. 4-11
• Chapter 1: Basic Project Management for Advance Practice Nurses and Health Care Professionals; Project Management: Why do we need it? Pp. 12
• Chapter 2: Advanced practice nurse role description and application of project management concepts; Chapter 2, pp 16-24
Website Exploration:
Visit the following site (explore healthcare technology news on CPOE, EMRs, E-prescribing, HIE, PHRs, HIT stimulus, and other health IT news)
Discussion 2 A new concept for some organizations is to allow nurses to bring in their own devices known as bring your own devices (BYOD) to use at work. What are some of the security issues you might encounter if this were allowed? How would you address these issues?
These are discussion threads 2 paragraphs each. My practice is medical/surgical/observation unit. Below is the questions and where to get the information. Scholarly article 6-8 years old. Thank you.
Discussion 1 In one of the reading assignments this week you reviewed advance nurse practitioner (APN) roles and the application of project management concepts, one of the major elements of NI, but new to most nurses. Does this have an application to your practice? Why or why not?
Sipes, C. (2016). Project management for the advanced practice nurse, Springer.
• Chapter 1: Basic Project Management for Advance Practice Nurses and Health Care Professionals; Examples of APN Projects/Roles. pp. 4-11
• Chapter 1: Basic Project Management for Advance Practice Nurses and Health Care Professionals; Project Management: Why do we need it? Pp. 12
• Chapter 2: Advanced practice nurse role description and application of project management concepts; Chapter 2, pp 16-24
Website Exploration:
Visit the following site (explore healthcare technology news on CPOE, EMRs, E-prescribing, HIE, PHRs, HIT stimulus, and other health IT news)
Discussion 2 A new concept for some organizations is to allow nurses to bring in their own devices known as bring your own devices (BYOD) to use at work. What are some of the security issues you might encounter if this were allowed? How would you address these issues?

Attributed To Public Health Improvements
Attributed To Public Health Improvements
Question 11
Which of the following are essential attributes of causes (choose all that apply)?
[removed] a. Time order
[removed] b. Environmental factors
[removed] c. Association
[removed] d. Direction
1.7 points
Question 12
How much of the increase in U.S. life expectancy since the 20th century can be attributed to public health improvements?
[removed] a. 25%
[removed] b. 57%
[removed] c. 83%
[removed] d. 75%
1.7 points
Permalink:
Question 13
The purpose of disease surveillance is to monitor aspects of dsease occurrence that are pertinent to effective control.
[removed]True
[removed]False
1.6 points
Question 14
John Snow used mortality data developed by William Farr to test a hypothesis that cholera was spread by contaminated water.
[removed]True
[removed]False
1.6 points
Question 15
Which of the following innovations did The Streptomycin Tuberulosis Trial employ (choose all that apply)?
[removed] a. Consideration of the ethical issues involved
[removed] b. Randomization to treatment and control groups
[removed] c. Masking the investigators
[removed] d. Restrictions on eligibility of patients
Question 11
Which of the following are essential attributes of causes (choose all that apply)?
[removed] a. Time order
[removed] b. Environmental factors
[removed] c. Association
[removed] d. Direction
1.7 points
Question 12
How much of the increase in U.S. life expectancy since the 20th century can be attributed to public health improvements?
[removed] a. 25%
[removed] b. 57%
[removed] c. 83%
[removed] d. 75%
1.7 points
Question 13
The purpose of disease surveillance is to monitor aspects of dsease occurrence that are pertinent to effective control.
[removed]True
[removed]False
1.6 points
Question 14
John Snow used mortality data developed by William Farr to test a hypothesis that cholera was spread by contaminated water.
[removed]True
[removed]False
1.6 points
Question 15
Which of the following innovations did The Streptomycin Tuberulosis Trial employ (choose all that apply)?
[removed] a. Consideration of the ethical issues involved
[removed] b. Randomization to treatment and control groups
[removed] c. Masking the investigators
[removed] d. Restrictions on eligibility of patients

Discussion: Impact of Aquifer Case Study
Discussion: Impact of Aquifer Case Study
Aquifer Case Study
For this assignment, you will complete a Aquifer case study based on the course objectives and weekly content. Aquifer cases emphasize core learning objectives for an evidence-based primary care curriculum. Throughout your nurse practitioner program, you will use the Aquifer case studies to promote the development of clinical reasoning through the use of ongoing assessment and diagnostic skills and to develop patient care plans that are grounded in the latest clinical guidelines and evidence-based practice.
After you complete the Aquifer case study for the week, please print out the summary of your case session and submit as a PDF file to the Submissions Area. Note that the summary of your case session has your name in the top-right corner. You need to submit this document as evidence that you have completed the case.
The Aquifer assignments are highly interactive and a dynamic way to enhance your learning. Material from the Aquifer cases will be present in the weekly quizzes, the midterm exam, and the final exam. You must have all Aquifer assignments completed in order to successfully pass the course.
Use this link for information on how to access and navigate Aquifer.
This week, complete the case entitled “Case #26: 55-year-old male with fatigue – Mr. Cunha.”
Submission Details:
Name your document SU_NSG6440_W6_Project1_LastName_FirstInitial.pdf.
Submit your document to the Submissions Area by the due date assigned.
Abstract
The Chalk aquifer of the English South Downs is very heavily utilised. The groundwater resources have enjoyed a formal programme of management which started in the 1950s, although a number of actions had been taken earlier in order to deal with saline intrusion and potential risk to groundwater quality from urbanisation. In the late 1950s the policy of ‘leakage/storage’ boreholes was first adopted, whereby the ‘leakage’ boreholes along the coast were pumped in winter to intercept fresh water discharge to the sea and to maximise the recharge potential inland, and inland ‘storage’ boreholes were used, as much as possible, in the summer months only. A comprehensive monitoring programme supported by aquifer modelling has enabled a gradual increase in overall abstraction to take place without increasing groundwater degradation due to saline intrusion. There have been various pollution prevention strategies over the years, and these have been effective in protecting the groundwater despite the high population density and widespread agricultural activity within the South Downs. The management of the aquifer has clearly been successful; there are many lessons from this experience that can be applied to other regions and other aquifers.
groundwater management monitoring pollution prevention saline intrusion
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References
Headworth, H. G. and Fox, G. B.: 1986, The South Downs Chalk aquifer: its development and management, J. Inst. Water Engineers Scientists 40, 345–361.Google Scholar
Headworth, H. G.: 1994, The groundwater schemes of Southern Water 1970–90, recollections of a golden age, Technical Report, Southern Water Group.Google Scholar
Jones H. K. and Robins N. S. (eds): 1998, The South Downs Aquifer. National Groundwater Survey, Report British Geological Survey.Google Scholar
Miles, R.: 1993, Maintaining groundwater supplies during drought conditions in the Brighton area, J. Inst. Water Environ. Manage. 7, 382–386.Google Scholar
NRA: 1990, Groundwater Vulnerability Map of Sussex, 1: 100 000, National Rivers Authority, Worthing.Google Scholar
NRA: 1992, Policy and practice for the protection of groundwater, HMSO, London.Google Scholar
Nutbrown, D. A.: 1976, A model study of the effects of artificial recharge, J. Hydrology 31, 1–2, 57–65.Google Scholar
Price, M., Bird, M. J. and Foster, S. S. D.: 1976, Chalk pore size measurements and their significance, Water Services (October) 596–600.Google Scholar
Southern Water Authority: 1984, Aquifer protection policy, Southern Water Authority, Brighton.Google Scholar

Capella FP6011 Assessment 1 Assignment
Create an evidence-based, patient-centered concept map that illustrates an individualized approach to patient care, based on a patient case file of your choice.
Evidence-based practice is a key skill in the toolkit of the master’s-prepared nurse. Its goal is to ensure that health care practitioners are using the best available evidence to ensure that patients are receiving the best care possible (Godshall, M., 2015.). In essence, evidence-based practice is all about ensuring quality care.
In this assessment, you have an opportunity to apply evidence-based practice and personalized care concepts to ensure quality care and improve the health of a single patient.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply evidence-based practice to plan patient-centered care.
Analyze the needs of a patient, and those of their family, with regard to how they will influence a patient-centered concept map.
Design an individualized, patient-centered concept map, based upon the best available evidence for treating a patient’s specific health, economic, and cultural needs.
Competency 3: Evaluate outcomes of evidence-based interventions.
Propose relevant and measurable criteria for evaluating the outcomes of a patient-centered concept map.
Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.
Justify the value and relevance of evidence used as the basis of a patient-centered concept map.
Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.
Develop a strategy for communicating with patients and their families in an ethical, culturally sensitive, and inclusive way.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style. Capella FP6011 Assessment 1 Assignment
Reference: Capella FP6011 Assessment 1 Assignment
Godshall, M. (2015). Fast facts for evidence-based practice in nursing: Implementing EBP in a nutshell(2nd ed.). New York, NY: Springer Publishing Company.
Preparation: Capella FP6011 Assessment 1 Assignment
You have been presented with a number of patient case files in the Evidence-Based Patient-Centered Care media piece. You reviewed each case, selected one case for further research, and created draft evidence-based concept map to illustrate an approach to individualized care for the patient. In this assessment, you will build upon and refine your draft concept map and develop a supporting narrative.
Create your concept map and narrative as separate documents. Be sure to note the areas where you need to include your evidence-based support and where you need to make clear your strategies for communicating information to the patient and the patient’s family.
Note: Many organizations use the spider style of concept maps (see the Taylor & Littleton-Kearney article for an example). Also, if a specific style of concept map is used in your current care setting, you may use it in this assessment.
Create your concept map and narrative as separate documents. Be sure to note the areas where you need to include your evidence-based support and where you need to make clear your strategies for communicating information to the patient and the patient’s family.
Requirements: Capella FP6011 Assessment 1 Assignment
Note: The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. In addition, you may want to review the performance level descriptions for each criterion to see how your work will be assessed.
Supporting Evidence and APA Style
Integrate relevant evidence from 3–5 current scholarly or professional sources to support your assertions.
Apply correct APA formatting to all in-text citations and references.
Attach a reference list to your narrative.
Concept Map
Develop a concept map for the individual patient, based upon the best available evidence for treating your patient’s health, economic, and cultural needs.
Narrative
Develop a narrative (2–4 pages) for your concept map.
Analyze the needs of your patient and their family, and determine how those needs will influence a patient-centered concept map.
Consider how your patient’s economic situation and relevant environmental factors may have contributed to your patient’s current condition or affect their future health.
Consider how your patient’s culture or family should influence your concept map.
Justify the value and relevance of the evidence you used as the basis of your concept map.
Explain why your evidence is valuable and relevant to your patient’s case.
Explain why each piece of evidence is appropriate for both the health issue you are trying to correct and for the unique situation of your patient and their family.
Propose relevant and measurable criteria for evaluating the degree to which the desired outcomes of your concept map were achieved.
Explain why your proposed criteria are appropriate and useful measures of success.
Explain how you will communicate specific aspects of the concept map to your patient and their family in an ethical, culturally sensitive, and inclusive way. Ensure that your strategies:
Promote honest communications.
Facilitate sharing only the information you are required and permitted to share.
Are mindful of your patient’s culture.
Enable you to make complex medical terms and concepts understandable to your patient and their family, regardless of language, disabilities, or level of education.
Additional Requirements
Be sure to include both documents when you submit your assessment.

Ethical and Legal Aspects of Nursing
Ethical and Legal Aspects of Nursing
Week 1 discussion
DQ1 Right Wrong Picture
Differentiate between the terms “Ethics”, “Morals”, and “Values”.
Discuss why ethical theories are important to nursing practice.
Discuss a situation from your clinical practice or training where one or more ethical principles was supportive of care or was in conflict of care.
DQ2 Explain the term “standard of care” from a legal and a nursing perspective.
Include support for your explanation by using references from your ANA Essentials of Nursing Package (Scope and Standards of Practice, Guide to Nursing’s Social Policy Statement, and the Guide to the Code of Ethics for Nurses).
NUR3826 Ethical and Legal Aspects of Nursing
Week 2 discussion
DQ1 Are you knowledgeable about your own state statutes and regulations regarding informed consent?
1. Discuss the law or rules of informed consent in your state or workplace organization.
2. What ethical issues should be realized by practicing nurses in regards to consent?
3. How does the process of consenting patients for genetic testing differ?
4. Many patients or family members ask nurses for further clarification regarding genetic testing and often the response is in terms of what the health care provider himself or herself would do. Discuss this phenomenon and include the concept of “paternalism” in your remarks.
DQ2 Please thoroughly review the “Effective Documentation” and Electronic Medical Record (Computerized Charting)” content from Chapter Nine of the Guido (6th ed.) textbook.
After reviewing:
1) Discuss at least two of the findings you consider most important to your practice.
2) Does your present (or past) employer use Electronic Health Records (EHR)? If so, which technology platform is utilized? In your experience, describe your biggest challenges using EHR?
3) How can privacy and confidentiality be ensured with the use of electronic health records?
4) What ethical issues might arise from the use of technology in patient care?
5) Discuss if the electronic medical record has made documentation better from a legal perspective AND from the nurses’ practice perspective.
NUR3826 Ethical and Legal Aspects of Nursing
Week 3 discussion
DQ1
Discuss issues related to corporate liability and the nurse leader’s role in prevention of legal entanglement.
What role does staffing and delegation play in corporate liability?
DQ2
There are laws that impact nursing practice including licensure, the Nurse Practice Act, the Americans with Disabilities Act (ADA) and the Civil Rights Act of 1991. As a nurse leader, legal and ethical concerns must be acknowledged and addressed to ensure care is safe, timely, effective, efficient, equitable, and patient-centered (STEEEP). Ethical decisions must adhere to both legal and ethical principles.
Consider the following scenario:
Impaired Nurse – A nurse on your unit is frequently late, occasionally looks “high”, and based on your observations, gives substandard care to patients. Upon receiving report, you realize that there is a discrepancy about medication given to one of the patients and what the patient tells you. You have suspicions based on the nurse’s behavior that the nurse might be diverting narcotics meant for patients. What do you do?
Do you have a legal obligation to address suspicions? And if so, what laws or rules would indicate a legal responsibility and what actions would you take? If the nurse is found to have a narcotic addiction, is the identifying nurse required to report this to the state board of nursing?
What is the ethical responsibility of the nurse who suspects a co-worker of substance abuse? What ethical principles apply?