Category: Nursing

NRNP-6568 Week 7 Comprehensive Practice Quiz

Quiz – Week 7 Comprehensive Practice

   INSTRUCTIONS

This test has a time limit of 1 hour and 30 minutes.

You will be notified when time expires, and you may continue or submit.

This test can be saved and resumed later. The timer will continue to run if you leave the test.

Question 4

Martin is a 73 y/o male who has a 50 pack/year history of smoking and comes to the clinic for his annual physical. As you are leading him back to the exam room you note that he has dyspnea with minimal cough, a barrel chest, and appears to have lost weight since his last visit. Your physical exam confirms a 20 lb. weight loss and more noticeable pursed lip breathing. Your diagnosis is: NRNP-6568 Week 7 Comprehensive Practice Quiz

Chronic bronchitis

Emphysema

COPD

 
Question 5

Oral contraceptives can be started anytime in the menstrual cycle.

True

False

Question 6

Risk factors for Alcohol Use Disorder include which of the following?

Family history

Stressful life events

Low socioeconomic status

All of the above

A & B only

 

Question 7

Mary is a new mother who was tested HBsAG+ during her prenatal screening process. Upon the birth of her infant, the newborn should be given HBIG and Hep B within:

12 hours of birth

24 hours of birth

36 hours of birth

48 hours of birth NRNP-6568 Week 7 Comprehensive Practice Quiz

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Question 8

Sal is a 56 y/o male who the NP has seen on many occasions in the clinic. During her physical exam of the heart, the NP notices that he has a new mitral regurgitation murmur that is described as a Grade II. She notes that his murmur is associated with which part of the cardiac cycle?

Diastolic

Systolic

Friction rub

None of the above

 

Question 9

Antipsychotics lead to an increased risk of metabolic syndrome.

True

False

 

Question 10

Judy, a 28 y/o, presents to the clinic with a fever, vaginal discharge, and pain in the lower abdomen, pelvis, and lower back. These symptoms are accompanied by chills, nausea, and vomiting. Treatment for Judy’s condition would include all the following drugs 
except
:

Cefotan

Amoxicillin

Ceftriaxone

Metronidazole

 

Question 11

A patient with type 2 DM should have an eye exam for diabetic retinopathy every

6–12 months

12–18 months

18–24 months

24–36 months

 

Question 12

The average age range of the beginning of natural menopause is:

40–45 y/o

46–50 y/o

50–51 y/o

52–53 y/o

 

Question 13

All of the following are characteristic of the S4 heart sound except

Normal finding in some healthy elderly

Occurs during systole

Best heard at apex of the heart

Best heard with bell of stethoscope

 

Question 14

Artie, a 36 y/o male, comes to the clinic with chief complaint of: intermittent flank one side flank pain. The pain is an 8 on a scale of 1–10, with 10 being the worst pain he has ever felt. He states the pain lasts from 20–60 minutes and that he must either stand or walk when the pain hits. He also notes that he has blood in his urine. All of the following could be risk factors for Artie except:

Family history of identical condition

Low fluid intake

Gout

Arthritis

A & B only

 

Question 21

Serum creatinine is a better measure of renal function than BUN.

True

False

 

Question 22

An S3 heart sound is considered abnormal if it occurs after the age of 35–40 years of age.

True

False

 

Question 23

Juan, an 82 y/o male, is brought to the clinic by his daughter with LLQ pain, anorexia, nausea, and vomiting. Palpation of the abdomen reveals a positive rebound tenderness, positive Rovsing’s sign, and rigid abdomen. The NP in Juan’s case should:

Refer to ER

Try an antiemetic

Draw labs

Send for a CAT scan NRNP-6568 Week 7 Comprehensive Practice Quiz

 

Question 24

Randy is a 29 y/o African American male who has a body mass index (BMI) of 30, does not exercise, and has evidence of metabolic syndrome. The first line treatment for Randy’s diagnosis would be:

Insulin

Actos

Metformin

Glucotrol

 

Question 25

Artie, a 36 y/o male, comes to the clinic with chief complaint of: intermittent flank one side flank pain. The pain is an 8 on a scale of 1–10, with 10 being the worst pain he has ever felt. He states the pain lasts from 20–60 minutes and that he must either stand or walk when the pain hits. He also notes that he has blood in his urine. Treatment of Artie’s condition would involve avoiding which of the following foods:

Rhubarb

Spinach

Beets

Chocolate

All of the above

All of the above except D

 

Question 26

Martin is a 73 y/o male who has a 50 pack/year history of smoking and comes to the clinic for his annual physical. As you are leading him back to the exam room you note that he has dyspnea with minimal cough, a barrel chest, and appears to have lost weight since his last visit. Your physical exam confirms a 20 lb. weight loss and more noticeable pursed lip breathing. Given Martin’s condition, the first line treatment would be all the following 
except
:

Albuterol

Salmeterol

Levalbuterol

Metaproterenol

 

Question 27

In treating patients for depression, the first line pharmacological treatment would be:

Monoamine oxidase inhibitors (MAOIs)

Benzodiazepines

Selective serotonin reuptake inhibitors (SSRIs)

Tricyclic antidepressants (TCAs) NRNP-6568 Week 7 Comprehensive Practice Quiz

 

Question 28

Hyperprolactinemia can be a sign of pituitary adenoma.

True

False

 

Question 29

Menopause is associated with a dramatic decline in estrogen levels.

True

False

 

Question 30

The most common drug trigger for Stevens-Johnson Syndrome include all the following except:

ASA

NSAIDS

Anticonvulsants

Allopurinol NRNP-6568 Week 7 Comprehensive Practice Quiz

NRNP-6568 Week 8 Knowledge Check

NRNP-6568-6-Syn Adv Nurs Pr Patient Family

Quiz – Week 8 Knowledge Check

QUESTION 1

What changes in surface characteristics that should prompt evaluation for skin cancer?

Redness, swelling, tenderness, streaking

Scaliness, erosion crusting, bleeding ulceration

White round spots, Christmas tree rash, bull’s eye rash, red spot-like lesions

Crusting, bleeding ulcerations, Christmas tree rash, bull’s eye rash NRNP-6568 Week 8 Knowledge Check

QUESTION 2

What is the initial goal of treatment during an acute phase of a mood episode?

intense psychotherapy

assess for physical complications

assess medication compliance

to assess and address issues of personal safety

 

QUESTION 3

Match the definitions to one of the following answers: Shave biopsy, punch biopsy, curettage, electrocautery.

                          A                         – A. B. C. D.

Used when knowledge of the depth of the lesion is required

                                                   – A. B. C. D.

Uses a scraping instrument to remove soft and superficial skin lesions

                                                   – A. B. C. D.

Delivery of direct current through a heated metal wire to cause local tissue destruction and hemostasis

                                                   – A. B. C. D.

Used to remove a lesion when a full-thickness specimen is not required

A.

punch biopsy

B.

curettage

C.

electrocautery

D.

shave biopsy

QUESTION 4

A manic episode is defined by a period of time (at least 1 week) during which a person’s mood is abnormally elevated, expansive, or irritable

True

False

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QUESTION 5

Patients with alopecia areata commonly have vitiligo, eczema, and asthma

True

False

QUESTION 8

Tick bite is characterized by:

Maculopapular rash

Smooth papules

Sandpaper rash

Bull’s eye rash

 

QUESTION 9

The most common agent used for cryotherapy is liquid nitrogen.

True

False

QUESTION 10

When prescribing Schedule II through V controlled substances, which schedule of drugs has the least potential for abuse?

 

Schedule 1

Schedule 2

Schedule III

Schedule IV

Schedule V

 

QUESTION 1

What changes in surface characteristics that should prompt evaluation for skin cancer?

Redness, swelling, tenderness, streaking

Scaliness, erosion crusting, bleeding ulceration

White round spots, Christmas tree rash, bull’s eye rash, red spot-like lesions

Crusting, bleeding ulcerations, Christmas tree rash, bull’s eye rash NRNP-6568 Week 8 Knowledge Check

 

QUESTION 2

What is the initial goal of treatment during an acute phase of a mood episode?

intense psychotherapy

assess for physical complications

assess medication compliance

to assess and address issues of personal safety

 

QUESTION 3

Match the definitions to one of the following answers: Shave biopsy, punch biopsy, curettage, electrocautery.

                          A                         – A. B. C. D.

Used when knowledge of the depth of the lesion is required

                                                   – A. B. C. D.

Uses a scraping instrument to remove soft and superficial skin lesions

                                                   – A. B. C. D.

Delivery of direct current through a heated metal wire to cause local tissue destruction and hemostasis

                                                   – A. B. C. D.

Used to remove a lesion when a full-thickness specimen is not required

A.

punch biopsy

B.

curettage

C.

electrocautery

D.

shave biopsy

QUESTION 4

A manic episode is defined by a period of time (at least 1 week) during which a person’s mood is abnormally elevated, expansive, or irritable

True

False

 

QUESTION 5

Patients with alopecia areata commonly have vitiligo, eczema, and asthma

True

False

 

QUESTION 8

Tick bite is characterized by:

Maculopapular rash

Smooth papules

Sandpaper rash

Bull’s eye rash

 

QUESTION 9

The most common agent used for cryotherapy is liquid nitrogen.

True

False

 

QUESTION 10

When prescribing Schedule II through V controlled substances, which schedule of drugs has the least potential for abuse? NRNP-6568 Week 8 Knowledge Check

 

Schedule 1

Schedule 2

Schedule III

Schedule IV

Schedule V

NRNP-6568 Week 8 Knowledge Check

QSEN competencies course design essay example

Psychiatric Nursing in Underserved Populations Champion Course Outline

 
 

Student’s Name

Institution of Affiliation

COURSE CODE: Course Name

Instructor’s Name

Date

 

Psychiatric Nursing in Underserved Populations Champion Course

Psychiatric nurses practice in various care settings for individuals of different ages and with different conditions. QSEN competencies course design essay example There is an increasing body of knowledge about the significance of psychiatric nursing care for all populations. Studies show that mental health has a profound impact on the quality of life, family relationships, productivity and quality of life across individuals’ lifespan and worldwide (Shah et al., 2016). However, risk factors for mental illness, prevention practices, healthcare disparities, and mental health promotion continue to be ignored. Underserved populations are victims of the disproportions in access to psychiatric health services and require interventions to close the gaps. Risk factors for mental health conditions depend on the following contexts- demographic, environmental or geographical areas where one grows in and cultural context.

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The social justice perspective espouses the need for primary, secondary and tertiary preventive measures as an inherent human right. With the longstanding commitment of nurses to cultural competence, it is significant for relevant authorities to support psychiatric nursing in addressing the prevention and treatment gaps for underserved populations. Nurse practitioners will effectively deliver psychiatric services to underserved populations if equipped with resources, knowledge, and skills to serve with additional barriers to access care QSEN competencies course design essay example.

Course Description

Becoming a champion in psychiatric nursing in underserved populations teaches nurse practitioners details about the empathetic advocacy for psychiatric nursing services, patient education, multidisciplinary team involvement and benefits of championing. The course will include the discussion of legal and ethical issues in psychiatric nurses, nurse leadership, policy focus, advocacy, interprofessional collaboration research, and intervention to promote mental health. Besides, the course will broaden nurses’ knowledge to enhance or expand their roles and fully practice their scope in underserved populations. Nurse practitioners will appreciate the effects of life events among underserved communities on their mental health. The course will offer an opportunity for nurses to learn from real-life examples and gain skills needed in providing the best intervention to the communities. Finally, the courses will help nurses appreciate the need for advocacy and policy-making regarding psychiatric nursing services to underserved populations. Nurses will champion quality psychiatric interventions within underserved populations through the course’s knowledge, skills, good attitude, and passion imparted to nurses.

Course Outcomes

           
Upon completing the psychiatric nursing in underserved populations champion course, nurse practitioners will teach patients, caregivers, and families and coach nursing staff about the significance of championing for services. Nurses will empathetically provide care to underserved communities with high dedication and passion for their roles QSEN competencies course design essay example. The more nurses will beware of the significance of empathetic and passionate care to underserved groups, the more they can promote people’s quality of life by providing a range of interventions (Graham et al., 2020). Nurses will use the new knowledge and skills to enhance research within psychiatric nursing in underserved communities.

Nurses will utilize knowledge gained to meet the mental health needs of the patient they serve and those of underserved groups. After completing the classwork, reals life examples, nurse leaders will return to work and lobby for healthcare policies, enhancing care to communities facing more inaccessibility to care. Nurses will appreciate the need for EBP interventions within communities. Some EBP interventions may include cognitive behavioral therapy for individuals with addiction and exposure therapy for people with anxiety disorders and post-traumatic stress disorder. QSEN competencies course design essay example Other EBP interventions, which nurses will learn in their course, are family or home health therapies for mending dysfunctional family lives and motivational sessions for those with chronic diseases. The EBP interventions aim at ensuring patient-centered care, best outcomes and safety.

Course Objectives Modules

The broad objective for this course is to improve outcomes and general wellbeing by imparting a sense of passion, empathy and commitment from nurses in providing the best psychiatric intervention to underserved groups. The specific course objectives by modules are:

Module 1: social determinants of health and health-related disparities in psychiatric nursing

The nurse practitioners will:

Discuss at least five social determinants of health – educational, economic, social contexts, race, cultural, age, gender, parenting, early childhood development, environment (rurality, urban)

Relate each determinant with psychiatric health

Evaluate effects of stigmatization, low educational level, working environment, discrimination, and disability among underserved groups

Module 2: Ethics, legal issues and nursing principles relevant in the service provision of underserved groups QSEN competencies course design essay example

 

The nurse practitioner will:

Describe the ethics of patient care

State the common legal issues in psychiatry

Discuss the ethical principles in nursing

State patient Rights and responsibilities

Module 3: mental health vulnerabilities across the lifespan

The nurse will:

Explore the effect of life circumstances on mental health

Describe the risk factors of mental health conditions in children

State the risk factors of mental health conditions in adolescents

Explore the effects of exposure to stressful life events in adulthood

Identify stressful vent encountered by older adults and third relation to mental health

Discuss preventive practices to curb the risk factors

Recommend practices to strengthen resilience to stressful events, facilitate access to supportive social networks, increase the availability of resources

Formulate key advocacy elements for enhancing mental health in underserved populations

QSEN competencies course design essay example

 

 

Module 4: Evidence-based practices in addressing the health-related disparities in underserved populations in relation to mental health

The learner will

Discuss the significance of home health nursing to assess for depression

Describe the use of the TRIAD program (technology-related assistance for individuals with disabilities) to lobby for and provide assistive technologies to people living with disabilities

Participate in guiding the implementation of the parent-child interaction model as a therapy to reduce conduct disorders in children

Demonstrate the provision of culturally congruent health promotion services to decrease risky sexual behaviors in adolescents and adults QSEN competencies course design essay example.

Participate in health promotion intervention to enhance social and emotional competence access all ages in the populations

Nurse practitioners will appreciate the significance of evidence-based practice in psychiatric interventions in underserved groups.

QSEN Competencies

The quality and safety education for nurses’ competencies assist them in advancing knowledge base, improving skills and promoting patient care and safety (Spenser 2021). The provision of psychiatric nursing services to underserved communities aims at attaining the following QSEN competencies for nurses: improvement of quality, patient-centered care, EBP, informatics and healthcare providers’ collaboration. Nurses will gain more proficiency in serving marginalized, ignored, and underserved communities to improve their quality of life. Besides, equipping nurses to ensure commitment and passion in offering care to such populations will improve psychiatric nursing services.

The course aims to apply evidence-based practice to ensure the utilization of best evidence from reliable studies to enhance the best outcomes of patient care. The course acknowledges the need for teamwork and collaboration among nurses and with other healthcare professionals. The course guides nurses into ensuring informed decisions by involving multidisciplinary teams for the patient’s benefit. Nurse practitioners will learn to prioritize clients’ values and preferences while demonstrating cultural competence.

Patient-centered care is a key competence, which nurses will learn from this course (Powers et al., 2019). The course will guide nurses in conducting EBP within the communities while considering people’s culture and socioeconomic status. Besides, nurses will be persuaded to be active advocates of better patent care regarding access to health converges such as Medicaid and Medicare and to mental health services. For the geographical areas with access to the internet that can support EHR, care providers will utilize the health information technologies to facilitate the easier evaluation of clients.

Assessments and Assigned Weight

Class discussions and participation – 20%

Team activity and projects – 20%

Individual assignments – 20%

Communication practice – 20%

Assessments – 20%

Participation Total: 100%

Learning Resources

The psychiatric nursing for underserved population course will involve interaction with content from books, peer-reviewed articles, pamphlets, evidence-based practices guidelines, and articles from expert committees. Other resources for this course will include real-life examples.

Conclusion

Psychiatric nursing in underserved populations is a course to champion improved access to quality care to individuals facing increased barriers in accessing mental health care. The course will guide nurse practitioners in reviewing their knowledge and broadening their psychiatric nursing knowledge to underserved populations. Through interception with knowledge about the life experiences and social determinants of mental health, nurses will be passionate about providing empathetic care to people in need of mental health services QSEN competencies course design essay example.

 

References

Graham, J. M., Waddell, C., Pachkowski, K., & Friesen, H. (2020). Educating the educators: Determining the uniqueness of psychiatric nursing practice to inform psychiatric nurse education. 
Issues in mental health nursing
, 
41
(5), 395-403.

Powers, S. C., Morris, M. H., Flynn, H., & Perry, J. (2019). Faculty-led role-play simulation: Going live to teach patient-centred care to nursing students. 
Journal of Nursing Education
, 
58
(11), 665-668. QSEN competencies course design essay example

Shah, G. H., Luo, H., Winterbauer, N., & Madamala, K. (2016). Addressing psychological, mental health and other behavioural healthcare needs of the underserved populations in the United States: the role of local health departments. 
Perspectives in public health
, 
136
(2), 86-92.

Spencer, J. A. (2021). Integrating Service Learning into the RN to BSN Curriculum with the Application of QSEN Competencies. 
Journal of Professional Nursing
, 
37
(6), 1044-1048.

 

QSEN competencies course design essay example

 
Course design is guided by curriculum outcomes, and course outlines must be developed to ensure that learners are meeting the intended outcomes. Curriculum development and course design are influenced by many factors, such as program level and setting. The course design process begins with broad program or organizational outcomes and narrows to specific objectives to guide instruction.

The purpose of this assignment is to develop a course outline for one topic related to nursing practice (e.g., leadership, pediatric nursing, community health, psychiatric nursing, theoretical nursing, etc.) that includes all key elements (name of the course, course outcomes, topical outlines/modules, and assessments including assigned weight).

Incorporate at least two of the QSEN competencies in your course and four course objectives. You will choose a health care practice for this assignment and build upon it throughout the course in order to achieve an understanding of the curriculum development process.

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 LopesWrite. A link to the LopesWrite technical support articles is located in the Class Resources if you need assistance.

Course Outline Relation to Nursing Practice Topic QSEN competencies course design essay example

Course outline conclusively represents one specific nursing practice area (e.g., leadership, pediatric nursing, community health, psychiatric nursing, or theoretical nursing).

Course Outline Key Elements

Course outline includes all key elements and is thoroughly developed with supporting details.

Incorporation of QSEN Competencies

Course outline fully incorporates two of the QSEN competencies that are well developed with supporting details.

Incorporation of Four Course Objectives

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Writer is clearly in command of standard, written, academic English.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error QSEN competencies course design essay example.

National Organization of Nurse Practitioner Faculties (NONPF) Competencies Essay

 

NONPF Competencies

Student’s Name

Course Title

Institution

Instructor’s Name

Date

 

Introduction

The national organization of nurse practitioner faculty competencies creates, defines, and approves proficiencies in nursing practice. The organization dedicates exclusively to providing leadership and promoting quality education for the nurse practitioner at the national level. The source of these core competencies is expertise in clinical practice and education. There are nine competence are quality, health delivery systems, leadership, ethics, scientific foundation, practice inquiry, policy, and technology and information literacy, and independent practice (Schumacher & Risco, 2017). This article is a description of the nine programs and their contribution towards competence. It includes the description of a proposal on how to engage social change and the legislative activities that involve nurse practitioners in Texas. National Organization of Nurse Practitioner Faculties (NONPF) Competencies Essay.

Scientific Foundation Competencies

Scientific foundation competence is the comprehensive medical science knowledge that a nurse practitioner learns in school. It involves physiology, pathophysiology, and pharmacology among others (Schumacher & Risco, 2017). These scientific competencies enable the NP to think critically during skills application and management. This background enables the nurses to use the research findings in their practice to improve patient outcomes. It provides a good ground for creating evidence-based techniques through their core theory, practice experience, and research findings.

 

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Leadership Competencies

Leadership competence is a skill learned to ensure the nurses understand their standard of practice. It also prepares the nursing students for leadership in the healthcare teams. The focus of this competence is advocacy, professional accountability, and scholarship National Organization of Nurse Practitioner Faculties (NONPF) Competencies Essay. Leadership competencies are good communication skills, critical thinking abilities, incorporating innovations to improve practice, and advocating for efficient and affordable quality care.

Quality Competencies

Quality care improves the health situation of a patient and creates satisfaction. Provision of quality care corresponds with professional knowledge and standards. A nurse practitioner assesses the relevant information and evaluates the research finding to improve care. NP learns how to apply the best research findings in their practice. They understand how to give feedback to promote a culture of excellence. They understand relationship complexities in safety, healthcare access, and cost.

Practice Inquiry Competence

Practice inquiry is the art of learning or discovering new techniques during their practice. NPS uses its experience to improve patient outcomes. They use these abilities to transmit knowledge from their clinical outcome to others. They translate the new knowledge they acquired through their clinical experience into practice National Organization of Nurse Practitioner Faculties (NONPF) Competencies Essay.

Technology and Information Literacy Competencies

Information literacy is the ability to understand communication networks to access, manage, evaluate, and pass information (Abunadi, 2018). Communication is a critical aspect of nursing practice that improves the outcome of a patient. Competencies in this sector help the nurses use the necessary technology to manage information. It helps the caregivers understand the treatment, and motivate patients to make the appropriate changes.

Policy Competencies

Policy in health is the strategy in the health sector that influences resource allocation. Policies promote an ethical approach in the provision of quality care. They also enable the NP to understand the connection between clinical practice and policy (Woolhandler,
et al,
2021). National Organization of Nurse Practitioner Faculties (NONPF) Competencies Essay NP understands the legal and social context of policies.

Health Delivery System Competencies

Health delivery systems involve planning, developing, and implementation of healthcare programs. This competence enables nurses to minimize patient and provider risks, work with others to improve the continuum of care and develop culturally competent care.

Ethics Competencies

Ethics are the principles that provide the standards of nursing practice. Ethical competencies enable nurses to make decisions and analyze the impact of all decisions (Yıldız, 2019). They also understand the complexities of the healthcare system.

Independent Practice Competencies

Independent practice is the ability of a nurse to work as a licensed independent practitioner. It enables the NP to operate professionally under accountability and acquire knowledge of screening and diagnosis. National Organization of Nurse Practitioner Faculties (NONPF) Competencies Essay.

How to Plan and Engage in Social Change in the Community as a nurse practitioner

Nurses have the capabilities of making positive impact through their consistency in provision of quality healthcare services. Through their experience, I will address the community needs and common diseases affecting them and advocate for their solutions to improve the outcome. I will also engage in social change by advocating for quality cost effective healthcare services through advocacy and identifying the community resources that that can improve the community health outcomes.

Legislative or Advocacy Activity In Texas

Scheduled II prescriptive authority in Texas restricts nurse practitioners from treating patients with cancers, chronic diseases, and mental health issues (Tran, 2020). This promotes delays in care and increases the cost for hospitals.

 

References

Abunadi, I. (2018). A technology-dependent information literacy model within the confines of a limited resources environment. 
Information Technology and Libraries
, 
37
(4), 119-135. National Organization of Nurse Practitioner Faculties (NONPF) Competencies Essay

Schumacher, G., & Risco, K. (2017). Competency-based nurse practitioner education: An overview for the preceptor. 
The Journal for Nurse Practitioners
, 
13
(9), 596-602.

Tran, A. Q. (2020). 
Full practice authority for nurse practitioners: is it right for Texas?
 (Doctoral dissertation).

Woolhandler, S., Himmelstein, D. U., Ahmed, S., Bailey, Z., Bassett, M. T., Bird, M., … & Venkataramani, A. (2021). Public policy and health in the Trump era. 
The Lancet
, 
397
(10275), 705-753 National Organization of Nurse Practitioner Faculties (NONPF) Competencies Essay.

Yıldız, E. (2019). Ethics in nursing: A systematic review of the framework of evidence perspective. 
Nursing ethics
, 
26
(4), 1128-1148.

 

Assignment: National Organization of Nurse Practitioner Faculties (NONPF) Competencies Essay

The National Organization of Nurse Practitioner Faculties (NONPF) has determined core competencies that apply to all nurse practitioners, regardless of specialty or patient population focus. NONPF has represented them within nine broad areas of core competence. NONPF created the first set of Nurse Practitioner Competencies in 1990; the most recent updates were incorporated in 2017. This synthesis course has had the overarching objective of preparing you to be able to synthesize knowledge gained throughout the program and be prepared to apply each of the nine core competencies within your selected areas of practice and your representative communities. National Organization of Nurse Practitioner Faculties (NONPF) Competencies Essay

The nine broad areas of competency are:

Scientific Foundations

Leadership

Quality

Practice Inquiry

Technology and Information Literacy

Policy

Health Delivery System

Ethics

Independent Practice

To Prepare:

Review this week’s Learning Resources, focusing on the NONPF Core Competencies Content National Organization of Nurse Practitioner Faculties (NONPF) Competencies Essay.

The Assignment

For each of the nine NONPF competencies, write one paragraph explaining how the program has prepared you to meet it (for a total of at least nine paragraphs). Then, propose and explain how you plan to engage in social change in your community as a nurse practitioner. Be specific and provide examples.

By Day 7

Submit your National Organization of Nurse Practitioner Faculties (NONPF) Competencies Essay Assignment.

Discussion: Applied Behavior Analysis

Photo Credit: GoodIdeas / Adobe Stock

You have made a significant decision to further your formal education in the field of applied behavior analysis. You likely have an interest in behaviors and their relationship with the environment and a desire to learn and apply behavioral techniques that will help individuals achieve beneficial behavioral change. While applied behavior analysts work with individuals of different ages, the skills of an applied behavior analyst are especially needed with children with autism.

The Centers for Disease Control and Prevention (2020) reports that autism spectrum disorders (ASD) affect 1 in 54 children, representing a tripling of the prevalence rate since 2000. The respected and specialized behavior analysis assessment and intervention strategies you employ in your role as an applied behavior analyst can help autistic children and others with developmental issues to learn new skills and meet behavioral challenges.

For this Discussion, you will analyze your decision to embark on a course of study that will lead to your becoming a Board Certified Behavior Analyst (BCBA).

Reference:

Centers for Disease Control and Prevention. (2020). Prevalence of autism spectrum disorder among children aged 8 years — autism and developmental disabilities monitoring network, 11 sites, United States, 2016
.
 
Surveillance Summaries
, 
69
(4), 1–12. https://www.cdc.gov/mmwr/volumes/69/ss/ss6904a1.htm

To Prepare

Reflect on what motivated you to pursue a course of study that will lead to your becoming a Board Certified Behavior Analyst (BCBA).

Consider what professional goals you will have once you earn your BCBA.

By Day 4 of Week 4

Post
 a reflection addressing the following:

What led you to decide to study behavior analysis?

What experience do you have in behavior analysis?

What work do you hope to do once you earn your BCBA and how might this impact your desire for positive social change?

Read
 your colleagues’ postings.

Note:
 For this discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the 
To Participate in this Discussion
 link, then select 
Create Thread
 to complete your initial post. Remember, once you click on 
Submit
, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking on 
Submit
!

By Day 6 of Week 4

Respond
 to at least 
two
 colleagues’ posts by providing your perspectives on their professional goals once they earn their BCBA.

Be sure to support your posts and responses with specific references to behavior-analytic theory and research. In addition to the Learning Resources, search the Walden Library and/or the internet for peer-reviewed articles to support your posts and responses. Use proper APA format and citations, including those in the Learning Resources.

Return
 to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights that you have gained because of your colleagues’ comments.

NURS 6630 Week 9 quiz QUESTION 1

Stephanie is a 36-year-old female who presents to the clinic with a history of anxiety. Social history is unremarkable. For the last 4 years, she has been well controlled on paroxetine, however she feels “it just doesn’t work anymore.” You have decided to change her medication regimen to vortioxetine 5mg, titrating up to a max dose of 20mg per day based on tolerability. The patient states, “I can’t even last 1 more day without feeling like my insides are going to explode with anxiety.” The most appropriate course of action would be:

a.

Inform the patient to try yoga or other natural remedies until the vortioxetine takes effect.

b.

Prescribe a short-term course of low dose benzodiazepine, such as alprazolam.

c.

Prescribe an SNRI, such as venlafaxine, in addition to the vortioxetine.

d.

Recommend in-patient mental health for the foreseeable future.

 

QUESTION 2

Stephanie is a 36-year-old female who presents to the clinic with a history of anxiety. Social history is unremarkable. For the last 4 years, she has been well controlled on paroxetine, however she feels “it just doesn’t work anymore.” You have decided to change her medication regimen to vortioxetine 5mg, titrating up to a max dose of 20mg per day based on tolerability. The patient asks, “When can I expect this to start kicking in?” The best response is:

3 or 4 days

1 or 2 weeks

3 or 4 weeks

10 weeks

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NURS 6630 Week 9 quiz QUESTION 3

Richard is a 54-year-old male who suffers from schizophrenia. After exhausting various medication options, you have decided to start him on Clozapine. Which of the statements below is true regarding Clozapine?

Regular blood monitoring must be performed to monitor for neutropenia.

Clozapine can only be filled by a pharmacy that participates in the REMS program.

Bradycardia is a common side effect of Clozapine.

A & B

All of the above

 

QUESTION 4

Which of the following statements are true?

First-generation (typical) antipsychotics are associated with a higher incidence of EPS.

Second-generation (atypical) antipsychotics are associated with a higher risk of metabolic side effects.

There is evidence that atypical antipsychotics are significantly more effective than typical antipsychotics in the treatment of cognitive symptoms associated with schizophrenia.

A & B

A, B, and C

 

 

QUESTION 5

The patient in the previous question states, “I can’t even last 1 more day without feeling like my insides are going to explode with anxiety.” The most appropriate course of action would be:

Inform the patient to try yoga or other natural remedies until the vortioxetine takes effect.

Prescribe a short-term course of low dose benzodiazepine, such as alprazolam.

Prescribe an SNRI, such as venlafaxine, in addition to the vortioxetine.

Recommend in-patient mental health for the foreseeable future.

 

QUESTION 6

Thomas is a 28-year-old male who presents to the clinic with signs and symptoms consistent with MDD. He is concerned about starting antidepressant therapy, however, because one of his friends recently experienced erectile dysfunction when he was put on an antidepressant. Which of the following would be the most appropriate antidepressant to start Thomas on?

Vilazodonex

Sertraline

Paroxetine

Citalopram

 

QUESTION 7

Stephanie is a 36-year-old female who presents to the clinic with a history of anxiety. Social history is unremarkable. For the last 4 years, she has been well controlled on paroxetine, however she feels “it just doesn’t work anymore.” You have decided to change her medication regimen to vortioxetine 5mg, titrating up to a max dose of 20mg per day based on tolerability. The patient asks, “When can I expect this to start kicking in?” The best response is:

3 or 4 days

1 or 2 weeks

3 or 4 weeks

10 weeks

 

 

NURS 6630 Week 9 quiz QUESTION 8

Jane is a 17-year-old patient who presents to the office with signs consistent with schizophrenia. She states multiple times that she is concerned about gaining weight, as she has the perfect prom dress picked out and she finally got a date. Which of the following is the least appropriate choice to prescribe Jane?

Aripiprazole

Olanzapine

Haloperidol

Brexpiprazole

 

QUESTION 9

John is a 41-year old-patient who presents to the clinic with diarrhea, fatigue, and recently has been having tremors. He was diagnosed 19 years ago with bipolar disorder and is currently managed on Lithium 300mg BID. As the PMHNP, you decide to order a lithium level that comes back at 2.3mmol/l. What is the most appropriate course of action? NURS 6630 Week 9 quiz

Investigate other differential diagnoses for his symptoms.

Tell John to skip his next four Lithium doses and resume therapy.

Tell John he needs to go to the hospital and call an ambulance to bring him.

Prescribe loperamide to treat the diarrhea and ropinirole to treat the tremors

 

QUESTION 10

Jordyn is a 27-year-old patient who presents to the clinic with GAD. She is 30 weeks pregnant and has been well controlled on a regimen of sertraline 50mg daily. Jordyn says that “about once or twice a week my husband really gets on my nerves and I can’t take it.” She is opposed to having the sertraline dose increased due to the risk of further weight gain. You have decided to prescribe the patient a short-term course of benzodiazepines for breakthrough anxiety. Which of the following is the LEAST appropriate benzodiazepines to prescribe to this patient?

diazepam

alprazolam

clonazepam

lorazepam

 

QUESTION 11

Rebecca is a 32-year-old female who was recently prescribed escitalopram for MDD. She presents to the clinic today complaining of diaphoresis, tachycardia, and confusion. The differential diagnosis for this patient, based on the symptoms presenting, is:

Panic disorder

Gastroenteritis

Abnormal gait

Serotonin syndrome

 

QUESTION 12

Mark is a 46-year-old male with treatment-resistant depression. He has tried various medications, including SSRIs, SNRI, and TCAs. You have decided to initiate therapy with phenelzine. Which of the following must the PMHNP take into consideration when initiating therapy with phenelzine?
NURS 6630 Week 9 quiz

There is a minimum 7-day washout period when switching from another antidepressant to phenelzine.

Patient must be counseled on dietary restrictions.

MAOIs may be given as an adjunctive therapy with SSRIs.

A & B

All of the above

 

 

QUESTION 13

Melvin is an 89-year-old male who presents to the clinic with signs/symptoms consistent with MDD. Which of the following would be the LEAST appropriate medication to prescribe to this elderly patient?

nortriptyline

amitriptyline

desipramine

trazodone

 

 

QUESTION 14

Earle is an 86-year-old patient who presents to the hospital with a Community Acquired Pneumonia. During stay, you notice that the patient often seems agitated. He suffers from cognitive decline and currently takes no mental health medications. Treatment for the CAP include ceftriaxone and azithromycin. The LEAST appropriate medication to treat Earle’s anxiety is:

sertraline

duloxetine

citalopram

venlafaxine

 

 

NURS 6630 Week 9 quiz QUESTION 15

Martin is a 92-year-old male who presents to the clinic with signs/symptoms consistent with MDD. The patient suffers from glaucoma and just recently underwent surgery for a cataract. Which of the following is the LEAST appropriate course of therapy when treating the MDD? NURS 6630 Week 9 quiz

sertraline

amitriptyline

duloxetine

vilazodone

 

QUESTION 16

Sam is a 48-year-old male who presents to the clinic with signs and symptoms consistent with GAD & MDD. Which of the following medications would be the LEAST appropriate choice when initiating pharmacotherapy?

duloxetine

sertraline

mirtazapine

buproprion

 

QUESTION 17

Steve is a 35-year-old male who presents to the primary care office complaining of anxiety secondary to quitting smoking cold turkey 2 weeks ago. The patient has a 14-year history of smoking two packs per day. The patient has an unremarkable social history other than a recent divorce from his wife, Brittany. Which of the following would be the LEAST effective medication to treat Steve’s anxiety?

Buproprion

Sertraline

Varenicline

Alprazolam

 

 

QUESTION 18

Amber is a 26-year-old female who presents to the clinic 6 weeks postpartum. The patient states that she has been “feeling down” since the birth of her son. She is currently breastfeeding her infant. You diagnose the patient with Postpartum depression. Which of the following is the LEAST appropriate option in treating her PPD?

paroxetine

escitalopram

citalopram

sertraline

QUESTION 19

Cindy is a 55-year-old patient who presents with symptoms consistent with Generalized anxiety disorder. The patient has an unremarkable social history other than she consumes two or three glasses of wine per night. Which of the following would be an appropriate therapy to start this patient on?

Xanax 0.25mg BID PRN Anxiety

Escitalopram 10mg daily

Buspirone 10mg BID

Aripiprazole 10mg daily

 

QUESTION 20

Mirza is a 75-year-old patient with a long history of schizophrenia. During the past 5 years, she has shown significant cognitive decline consistent with dementia. The patient has been well controlled on a regimen of risperidone 1mg BID. As the PMHNP, the most appropriate course of action for this patient is:

Increase the risperidone to 1mg QAM, 2mg QPM

Discontinue risperidone and prescribe a long-acting injectable such as Invega Sustenna.

Discontinue risperidone and initiate therapy with clozapine.

Augment the patient’s risperidone with brexpiprazole. NURS 6630 Week 9 quiz

Discussion: Applied Behavior Analysis

Photo Credit: GoodIdeas / Adobe Stock

You have made a significant decision to further your formal education in the field of applied behavior analysis. You likely have an interest in behaviors and their relationship with the environment and a desire to learn and apply behavioral techniques that will help individuals achieve beneficial behavioral change. While applied behavior analysts work with individuals of different ages, the skills of an applied behavior analyst are especially needed with children with autism.

The Centers for Disease Control and Prevention (2020) reports that autism spectrum disorders (ASD) affect 1 in 54 children, representing a tripling of the prevalence rate since 2000. The respected and specialized behavior analysis assessment and intervention strategies you employ in your role as an applied behavior analyst can help autistic children and others with developmental issues to learn new skills and meet behavioral challenges.

For this Discussion, you will analyze your decision to embark on a course of study that will lead to your becoming a Board Certified Behavior Analyst (BCBA).

Reference:

Centers for Disease Control and Prevention. (2020). Prevalence of autism spectrum disorder among children aged 8 years — autism and developmental disabilities monitoring network, 11 sites, United States, 2016
.
 
Surveillance Summaries
, 
69
(4), 1–12. https://www.cdc.gov/mmwr/volumes/69/ss/ss6904a1.htm

To Prepare

Reflect on what motivated you to pursue a course of study that will lead to your becoming a Board Certified Behavior Analyst (BCBA).

Consider what professional goals you will have once you earn your BCBA.

By Day 4 of Week 4

Post
 a reflection addressing the following:

What led you to decide to study behavior analysis?

What experience do you have in behavior analysis?

What work do you hope to do once you earn your BCBA and how might this impact your desire for positive social change?

Read
 your colleagues’ postings.

Note:
 For this discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the 
To Participate in this Discussion
 link, then select 
Create Thread
 to complete your initial post. Remember, once you click on 
Submit
, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking on 
Submit
!

By Day 6 of Week 4

Respond
 to at least 
two
 colleagues’ posts by providing your perspectives on their professional goals once they earn their BCBA.

Be sure to support your posts and responses with specific references to behavior-analytic theory and research. In addition to the Learning Resources, search the Walden Library and/or the internet for peer-reviewed articles to support your posts and responses. Use proper APA format and citations, including those in the Learning Resources.

Return
 to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights that you have gained because of your colleagues’ comments.

NURS 6051 Module 2, Week 3 Main Discussion Post

I think I have a rather interesting perspective with this week’s subject, as a few quarters ago I did my preceptorship here at my workplace for one of the required bachelor level courses and I ran into some quirks with regards to data availability and nursing informatics.  While I was not aware of the term at the time, the concept of nursing informatics as using data and computer science to improve or streamline the practice of nursing (McGonigle, 2017) was really the heart of the task given to me in the task for the class.  However, despite obtaining pre-approval to do my preceptorship here at work, I found a complete wall put up in front of me with obtaining the necessary data to complete my project.  Fortunately, my instructor was able to let me just continue my work in theory as the project was not something that we had to enact to complete the class, but it was frustrating to say the least.  So, apparently, the MN DHS is VERY guarded with its data, and this makes the work of nursing informatics very difficult within the organization NURS 6051 Module 2, Week 3 Main Discussion Post.

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Now that I have worked here a year longer, I see this trending continuing, often with nurses being left out of the decision-making process.  This means that projects, procedures and policies that could benefit from nursing informatics can be stymied from nursing input.  Very unfortunate.  What is fortunate, however, is I am told that this difficulty does not necessarily extend to all of DHS and may actually be a more local attitude.

With respect for proposing ideas to improve the use of nursing informatics, Mosier and Englebright suggest in their research that facilities adhere to 3 principles:  clearing defining who is responsible for a proposed project, ensuring that all applicable professional disciplines are part of the project and finally ensuring that all the overall goals of the project are kept in mind throughout the entire process of implementing the project (2019).  I think that my facility could greatly benefit from nursing informatics, and by following the above principles, nurses and the data and experience we have to bring to a policy or procedure will not be left out of the design and implementation NURS 6051 Module 2, Week 3 Main Discussion Post.  Finally, nursing informatics can help with assessing and evaluating projects to see if the policies and procedures implemented are having the desired impact on patient care (Sipes, 2016).  This is especially important at my facility, as it has been my personal experience that policies and procedures are implemented, but follow up is not conducted to see if they are working or are in fact better for the patients than pre-existing policies.

References

McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.

Mosier, S., Roberts, W. D., & Englebright, J. (2019). A Systems-Level Method for Developing Nursing Informatics Solutions: The Role of Executive Leadership. JONA: The Journal of Nursing Administration, 49(11), 543-548.

Sipes, C. (2016). Project management: Essential skill NURS 6051 Module 2, Week 3 Main Discussion Post.

NUR 681 Section A: Organizational Culture and Readiness

 
School of Nursing and Health Science, NUR 681: Integration of Evidence for Advanced Practice

Section A: Organizational Culture and Readiness

The purpose of this quality improvement proposal is to study what is the impact of obesity and diet has on patients’ blood pressure. There are several elements that play a role in obesity and hypertension. The clinic organization discussed in this paper meets the readiness requirements to implement change. The clinic organization would be ready to address the factors involved in obesity and hypertension. NUR 681 Section A: Organizational Culture and Readiness .

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PICOT Question

For adult patients diagnosed with obesity in a primary care setting, does a 90-day patient education program utilizing the Dietary Approaches to Stop Hypertension (DASH) diet and Cognitive Behavioral counseling compared to standard of care reduce weight loss by 10% and decrease Blood Pressure (BP) over a twelve-month Quality Initiative (QI) project?

Readiness Level

The quality improvement proposal is about how the DASH diet and cognitive behavioral counseling can reduce weight loss and decrease blood pressure.  This quality improvement proposal can benefit nurses working with dialysis patients who are dealing with obesity and hypertension. The organization’s mission is “provide world class care so patients can live long and well on dialysis”. The organization’s value is “placing the needs and wishes of patients at the center of our activity by caring and comforting them”. The organization would definitely start a project to help patients get a handle on their weight and hypertension. The answer to the survey questions was yes to all 12 questions. Therefore, it makes it very likely for the organization to implement TeamSTEPPS (Melnyk and Fineout-Overholt, 2019). NUR 681 Section A: Organizational Culture and Readiness

The organization’s staff are dedicated employees who look for ways to improve patients’ lives. The staff has successfully implemented knowledge obtained from training into their practice to improve patients care. The staff communicates well with each other and has shown a willingness to implement change. The staff has shown that they work well with each other to perform their task. There is a good number of staff members for the quality improvement proposal to be successful. The staff would be helpful advocates to fight against barriers for quality improvement.

The organization has tools and resources available for quality improvement. The organization has access to online training tools available to train staff about new policies and procedures. The organization publishes information monthly about ways patients can improve their health. It would not be difficult for the organization to provide information on how to reduce weight and lower blood pressure. This information can be one of the monthly information handouts given to patients.

Project Barriers

There are several barriers to organization readiness of evidence-based practice. One barrier is the staff. The staff has to buy into the change and be ready. If the staff is ready and willing then it would make the transition easy to accept implementing evidence-based practice. Another barrier to organization readiness to evidence-based practice is management support.  The management has to provide adequate resources so that the change will be successful. Management has to successfully communicate and give concrete evidence that the plan has worked before (Golden-Biddie, 2020).

Project Facilitators

Facilitators are the ones who ensure the organization is ready for change. Facilitators are the educators, management, staff, and the leaders of the organization. Facilitators are the ones who accept change first in the organization. They help usher in change and help staff accept change NUR 681 Section A: Organizational Culture and Readiness . There are several dialysis technicians at the organization, but the nurses are the ones who take the lead. Nurses have to accept the role of change makers (Melnyk and Fineout-Overholt, 2019).

NUR 681 Section A: Organizational Culture and Readiness  Details and Examples

There is a strong commitment to change in the organization. The organization is quick to provide information on training that has shown to improve quality care for patients. The organization provides seminars and in-service training to staff. Recently, the management conducted an in-service training to improve on medication distribution. In January, information regarding balanced, nutritional diets were given to patients at the organization. The organization’s commitment to ongoing education and training to staff and patients indicates they are ready and willing to accept and implement change.

Strategies for Integrating Clinical Inquiry

The strategy that would be used to implement the quality improvement proposal would be to use the intra-service training and videos from the organization. The organization has access to an intra-website that provides a resource database to look up the DASH diet and cognitive behavior counseling. This information can be downloaded and given out to patients. Another strategy to use is video training resources that could be used to show how the DASH diet and cognitive behavior counseling can help reduce weight and lower blood pressure. The patients could watch a short video on the DASH diet and get information about cognitive behavior counseling as a in-service announcement. The organization would be able to promote the DASH diet along with cognitive behavior counseling to help reduce weight and lower blood pressure NUR 681 Section A: Organizational Culture and Readiness . The organization would see the need and benefit of improving patient’s lives by reducing weight and lowering blood pressure.

Conclusion

The organization is ready to improve the lives of its patients. The need for obese patients to lose weight and reduce their blood pressure is apparent to healthcare professionals NUR 681 Section A: Organizational Culture and Readiness . The DASH diet and cognitive behavior counseling has been successful to many patients. Therefore, implementing the DASH diet and cognitive behavior counseling to the patients will help them reduce their weight and lower blood pressure.

 

NUR 681 Section A: Organizational Culture and Readiness  References

Adelson, P., Yates, R., Fleet, J.-A., & McKellar, L. (2021). Measuring organizational readiness for

implementing change (ORIC) in a new midwifery model of care in rural South Australia.
BMC Health Services Research
,
21
(1), 1–6. https://doi-org.arbor.idm.oclc.org/10.1186/s12913-021-06373-9

Golden-Biddie, K. (2020). Discovery of an abductive mechanism for reorienting habits within

organizational change.
Academy of Management Journal. 63
(6). Doi: 10.5465/amj.2017.1411.

Melnyk, B.M. & Fineout-Overholt, E. (2019).
Evidence-based Practice in Nursing and Healthcare: A guide to best practice (4
th
ed.)
. Wolters Kluwer.

Patterson, A., Mason, T. M., & Duncan, P. (2017).  Enhancing a culture of inquiry the role of a

clinical nurse specialist in supporting the adoption of evidence.
The Journal of Nursing Administration. 47
(3). Doi: 10.1097/NNA.0000000000000458 NUR 681 Section A: Organizational Culture and Readiness