Clinical Problem Or Issue The Organization Is Facing Assignment

Clinical Problem Or Issue The Organization Is Facing Assignment
This is a discussion post, ABOUT 250 WORDS, tittle page not require In- text citation is required original work please, scholarly references are required for this assignment, website source strongly preferred.
During your practicum, determine what clinical problem or issue the organization is facing. Discuss two implications for nursing. (my organization is a mental health facility).
A minimum of three academic references from credible sources are required for this assignment.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
You are required to submit this assignment to LopesWrite. Refer to the directions in the Student Success Center. Only Word documents can be submitted to LopesWrite.
In 1,000-1,250 words, summarize the findings for each functional health pattern for the family you have selected.
Identify two wellness problems based on your family assessment.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center. Clinical Problem Or Issue The Organization Is Facing Assignment
Clinical reasoning is still a critical ability for a successful therapist.
It is critical to explain the cognitive steps that contribute to success in eliciting, framing, and then addressing medical problems in order to enhance or master these skills.
It is less typical for a learner to hear a master clinician’s different steps employed when solving problems in this day of increasingly demanding time schedules and duty hour constraints.
Furthermore, because thinking occurs mostly subconsciously, busy professionals may find it difficult to define the phases in their cognitive process.
When faced with a patient problem, more novice learners are left to pick up reasoning in bits and pieces and seek out their own way to “connect the dots.”
The clinical problem-solving/diagnostic-reasoning session is intended to provide participants a glimpse into the master clinician’s cognitive process and reasoning tactics.
The session is a great way to learn and teach about hypothesis generation (asking the proper question), problem representation (a list of problems), prioritized differential diagnosis, and lastly problem-solving solutions (pattern recognition and analytical reasoning).
The goal of the Clinical Problem Solving Session is to create a mechanism for residents to learn the skills and become more competent at clinical reasoning by listening to professional physicians talk through the decision-making process and actively participate in a clinical problem discussion.
The clinical reasoning session will achieve the following goals by making a master clinician’s cognitive process more transparent:
emphasize the complexities of the diagnosis process
Learners will gain a better understanding of how a seasoned clinician makes complex clinical decisions by combining prior experiences with evidence-based information.
As a foundation for clinical reasoning, demonstrate history-taking, examination, and diagnostic abilities.
educate students how to solve problems in a step-by-step manner
Describe the mental processes that lead to success in eliciting, framing, and then solving medical problems.
Students should be involved in the diagnostic process.
Master clinicians can act as role models for less experienced students.
Assist in the development of a collective esprit de corps while honing diagnostic reasoning abilities and confidence.
Format of a Clinical Problem-Solving Session:
The “Stump the Professor” format is used in the 55-minute session.
The master clinicians who are chosen will not have heard the case.
The facilitator gives an overview of the session (5 minutes)
Clearly state the session’s goals and objectives, and remind all participants that: >diagnostic reasoning is not “magic,” but rather a learned skill.
To participate in the session, an individual does not need to know everything about the process; getting the diagnosis correct is rather unimportant.
format of the session outline
The facilitator will present the case, and master clinicians will respond and debate it (30 minutes)
Rather of presenting the clinical case all at once, it will be provided in discrete chunks.
This provides for an influx of knowledge, allowing for conversation breaks and allowing the master clinician to explain his or her thought process as well as educate the learners the concept of progressive problem resolution throughout the session.
The clinician is intended to “think out loud,” giving the students insight into a master clinician’s cognitive process.
Throughout the presentation, the master clinician is supposed to keep the audience engaged in solving the case.
Participants are asked to actively participate in the session by asking questions and giving their reasoning.

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