Category: Nursing

NR524: Creating a Syllabus

 

Name:
Insert here

General Instructions

Carefully read the assignment guidelines and rubric and complete each section of the syllabus template below using the existing information developed in Weeks 1 through 3, as well as new development. Tailor responses based on selected setting (e.g., academic, nurse professional development). Replace the yellow-highlighted areas with your text responses.

 

Syllabus

 

Organization Name

 

Course Number and Title

X Credit Hours

Prerequisites: List here

 

Faculty Information

Name

Email

Phone

Office Hours and Time Zone

 

Course Description
: Insert here

 

Program Outcomes
:

 

PO 1: Insert here

PO 2: Insert here

PO 3: Insert here

 

Course Outcomes
:

 

CO 1: Insert here

CO 2: Insert here

CO 3: Insert here

 

Resources:

 

List here

 

Schedule

 

Date/Time

Topic/Session Title

Facilitator

Location

Weekly Objectives

Materials Needed

Notes

Insert here

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Assignments

 

Description: Insert here

Associated weekly objective(s):  Insert here

Point value: Insert here

 

Grading Scale

 

List here

 

Policies

 

Policy Title

List policy context here.

List policy violation consequence.

 

Policy Title

List policy context here.

List policy violation consequence.

 

Policy Title

List policy context here.

List policy violation consequence.

 

Policy Title

List policy context here.

List policy violation consequence.

 

 

Design Rationale

 

Include a two to three paragraph-written rationale addressing the following questions:

Why did you include specific policies (e.g., attendance, late work, academic integrity)?

How do your policies reflect fairness and clarity?

How do you balance structure with flexibility in your expectations?

How did you ensure your syllabus is inclusive and accessible to all students?

What accommodations or flexible policies did you include, and why?

How do your choices reflect an awareness of diverse student backgrounds and needs?

 

References

Type the reference for the resources used here using hanging indent and double line spacing (under “Paragraph” on the Home toolbar ribbon). Refer to your
APA Manual
and the resources in the APA section of Resources for reference formatting.

 

 

NR524: Creating a Syllabus – General Instructions  

Complete the Creating a Syllabus assignment by following the steps below.

Review your curriculum development from Weeks 1 through 3, focusing on the course name, description, and outcomes written as part of the Week 3 collaboration café.

Use the 
Creating a Syllabus template
 Download Creating a Syllabus template
Open this document with ReadSpeaker docReader
to complete the assignment. You may choose to create your own template; however, it must include all of the components in the rubric.

Follow APA grammar, spelling, word usage, and punctuation rules consistent with formal, scholarly writing.

Provide resources from at least three scholarly resources. Include in-text citations in APA format when applicable.

No more than one short direct quote (15 words or less) may be used in this assignment.

First person should not be used within this assignment.

Abide by Chamberlain University’s academic integrity policy.

Include the following sections (detailed criteria listed below and in the grading rubric).

General Syllabus Information 

Include organization name.

Provide course number and title (e.g., NR599: Curriculum Design for Nursing Education).

Provide the number of credit hours (e.g., 4 Credit Hours).

List all required course prerequisites (e.g., NR508, NR516, and NR589).

Provide your name and credentials as faculty.

Provide email address.

NR524: Creating a Syllabus

Provide phone number.

Stipulate office hours and identify your time zone. Office hours must be a minimum of two scheduled hours per week, with at least one hour in the morning and one hour in the afternoon.

Course Description 

Include a complete course description that is:

Easy to understand, free of jargon, and communicates ideas clearly.

Clearly states what the course is about and what students will learn or achieve.

Tailored to the intended audience (e.g., level, subject area).

Information is logically organized with a smooth flow from start to finish.

Outcomes

List three program outcomes. (You may use the program outcomes you developed in the Week 3 Collaboration Café or revised based on peer feedback.)

List three course outcomes. (You may use the course outcomes you developed in the Week 3 collaboration café or revised based on peer feedback.) Ensure the following:

Outcomes are clearly stated, measurable, and use action verbs (e.g., analyze, create).

Outcomes accurately reflect the scope and goals of the course.

Each course outcome is explicitly connected to one or more program-level outcomes.

Outcomes are suitable for the academic level of the course (e.g., introductory vs. advanced).

Resources 

List at least two resources required for the course. (Consider textbooks and electronic resources [for academia] or hospital policies and resources for orientees [for a nursing professional development syllabus].)

Provide resource location for each resource. (e.g., International Standard Book Number (ISBN) for textbooks, publisher websites for electronic resources, or policy location/retrieval information).

Schedule 

Complete in a table format at least two learning sessions of a course schedule (for academia) or an orientation schedule (for nursing professional development). Include the following elements in the schedule:

Date/Time: Specific days and times for each session.

Topic/Session Title: Clear title of the session or module.

Facilitator/Instructor: Name and role of the person leading the session.

Location/Platform: Room number or virtual platform (e.g., Zoom, Teams).

Weekly Objectives: Learning goals or outcomes for the session that are connected to one or more course outcome(s).

Materials Needed: Any required readings, pre-work, tools, or supplies.

Notes: Special instructions, dress code, or reminders.

Assignments 

Design the foundational elements of one assignment that is related to a selected weekly objective in the developed schedule. Ensure that you:

Provide a brief 2-3 sentence description of the assignment.

Identify the weekly objective that is tied to the assignment. Connect the weekly objective to at least one or more course outcome(s).

Provide point value (e.g., 200 points)/evaluation method (e.g., pass/fail)

Grading Scale 

Identify the grading scale selected for the course. (For nursing professional development courses only, the grading scale may be set as pass/fail; however, clear criteria must be provided that explain what is required for a participant to achieve a passing or failing grade.)

Policies 

Develop a minimum of four policies (e.g., academic/orientation integrity [including plagiarism], use of mobile devices, civility in the classroom, late assignments [for academia]/missed days of orientation [for nursing professional development]) relevant to your course.

Provide a consequence for each policy violation.

Policies and associated consequences must be:

Clearly stated.

Aligned and organized.

Relevant to the selected education setting (e.g., academia vs. nursing professional development).

Design Rationale 

Provide a two to three paragraph-written rationale addressing the following questions:

Why did you include specific policies (e.g., attendance, late work, academic integrity)?

How do your policies reflect fairness and clarity?

How do you balance structure with flexibility in your expectations?

How did you ensure your syllabus is inclusive and accessible to all students?

What accommodations or flexible policies did you include, and why?

NR524: Creating a Syllabus

How do your choices reflect an awareness of diverse student backgrounds and needs?

Format 

Include in-text citations and complete matching references in the correct APA format.

Complete all required sections per the assignment guidelines and rubric.

Graduate-Level Writing Style  

Correct APA format is used for the reference entry with each source included in the review of scholarly literature.

Correct spelling and word usage.

Correct use of grammar, punctuation, and sentence structure.

Clarity, organization, and logical flow of ideas are evident within writing.

Scholarly Sources  

Include at least three scholarly sources.

 

 

Curriculum week 1-3 Examples:

Mission statement:
 To advance knowledge, improve lives, and serve communities through excellence in education, research, healthcare, and innovation. We are committed to fostering a diverse and inclusive environment that empowers individuals to lead, heal, and discover. 

Vision statement:
 To be a global leader in integrated learning, discovery, and care, transforming society through groundbreaking research, compassionate service, and the development of future leaders in health and education. 

 Design curricular components based upon knowledge and concepts from education and related disciplines to achieve quality health outcomes. (PO 2) 

CO 2: Demonstrate critical understanding of curriculum processes that benefit diverse learners. (PO 3) 

CO 3: Distinguish how political, institutional, social, and economic forces impact the nurse educator role. (PO 2) 

CO 4: Develop curriculum that reflects current trends, addresses community and societal needs, and prepares graduates for practice in a complex, dynamic healthcare environment. (PO 2) 

CO 5: Function as a change agent and leader to create a dynamic future for nursing education and nursing practice. (PO 4) 

 Design curricular components based upon knowledge and concepts from education and related disciplines to achieve quality health outcomes. (PO 2) 

CO 2: Demonstrate critical understanding of curriculum processes that benefit diverse learners. (PO 3) 

CO 3: Distinguish how political, institutional, social, and economic forces impact the nurse educator role. (PO 2) 

CO 4: Develop curriculum that reflects current trends, addresses community and societal needs, and prepares graduates for practice in a complex, dynamic healthcare environment. (PO 2) 

CO 5: Function as a change agent and leader to create a dynamic future for nursing education and nursing practice. (PO 4) 

NR524: Creating a Syllabus

Controversy Associated with Personality and Paraphilic Disorders

Explain the controversy that surrounds your selected disorder.

Explain your professional beliefs about this disorder, supporting your rationale with at least three scholarly references from the literature. Controversy Associated with Personality and Paraphilic Disorders

Explain strategies for maintaining the therapeutic relationship with a patient that may present with this disorder.

Finally, explain ethical and legal considerations related to this disorder that you need to bring to your practice and why they are important.

Controversy Associated with Personality and Paraphilic Disorders

Controversy Associated with Borderline Personality Disorder

Borderline Personality Disorder (BPD) is a complex mental health condition characterized by pervasive patterns of emotional dysregulation, impulsivity, unstable interpersonal relationships, identity disturbance, and recurrent self-harming or suicidal behaviors (American Psychiatric Association, 2022). Although BPD is relatively common, affecting approximately 1–2% of the general population and up to 20% of individuals in psychiatric treatment settings, it remains one of the most controversial diagnoses within mental health practice.

A significant controversy surrounding BPD involves diagnostic stigma and clinician bias. Individuals diagnosed with BPD are frequently perceived as “difficult,” “manipulative,” or resistant to treatment, which can negatively affect clinician attitudes and the quality of care provided. Recent literature indicates that some clinicians avoid diagnosing BPD due to concerns that the label may harm the therapeutic alliance or because of lingering pessimism regarding treatment outcomes (Klein et al., 2022). Additionally, symptom overlap between BPD and trauma-related disorders has generated debate about whether BPD should be conceptualized primarily as a trauma-based condition rather than a distinct personality disorder.

Another controversial aspect of BPD is gender bias in diagnosis. Although women are more frequently diagnosed with BPD in clinical settings, epidemiological research suggests that prevalence rates are similar across genders. This discrepancy has raised concerns that diagnostic criteria may disproportionately pathologize emotional expression in women, while men exhibiting similar traits may instead receive diagnoses such as substance use disorders or antisocial personality disorder (Bozzatello et al., 2024).

Professional Beliefs About Borderline Personality Disorder

Borderline Personality Disorder is best understood as a treatable condition arising from the interaction of biological vulnerability and environmental factors, including early trauma, attachment disruptions, and invalidating developmental environments. I do not view individuals with BPD as manipulative or incapable of change. Rather, many behaviors associated with the disorder represent maladaptive attempts to regulate intense emotions and cope with profound fears of abandonment.

Current empirical evidence strongly supports the effectiveness of structured psychotherapeutic interventions, including DBT, Mentalization-Based Therapy (MBT), and Transference-Focused Psychotherapy (TFP). These treatments have demonstrated significant reductions in symptom severity, self-injurious behaviors, and interpersonal dysfunction (Storebø et al., 2020). Longitudinal research further indicates that many individuals with BPD achieve meaningful symptom remission over time, particularly when engaged in consistent, evidence-based treatment (Bozzatello et al., 2021).

Therefore, my professional belief emphasizes a recovery-oriented and trauma-informed approach to BPD. Therapeutic pessimism is inconsistent with current scientific evidence and may contribute to stigma and inadequate care. Approaching BPD with empathy, structure, and hope promotes patient engagement and improved clinical outcomes.

Strategies for Maintaining the Therapeutic Relationship

Establishing and maintaining a strong therapeutic relationship with individuals diagnosed with BPD can be challenging but is essential for successful treatment. One key strategy is consistent and transparent boundary-setting. Clear boundaries provide structure, reduce fears of abandonment, and protect both the patient and clinician from relational instability. Boundaries should be communicated openly and enforced with compassion and consistency.

Another essential strategy is validation without reinforcing maladaptive behaviors. Validation involves acknowledging the patient’s emotional experience as genuine and understandable, even when behaviors are harmful or problematic. DBT emphasizes balancing acceptance and change, allowing patients to feel understood while encouraging the development of healthier coping strategies (APA, 2022).

Additionally, clinicians must engage in ongoing self-awareness and supervision to effectively manage countertransference. Strong emotional reactions are common when working with BPD, and failure to address these reactions can undermine the therapeutic alliance. Regular consultation and reflective practice are critical to maintaining ethical, effective, and compassionate care.

Ethical and Legal Considerations

Several ethical and legal considerations are particularly relevant when working with individuals diagnosed with Borderline Personality Disorder. Risk assessment and management are central concerns due to the elevated risk of suicidal ideation and self-harming behaviors. Clinicians must conduct ongoing suicide risk assessments, maintain thorough documentation, and intervene appropriately while avoiding overly restrictive or punitive responses that may compromise patient autonomy.

Informed consent and diagnostic transparency are also critical ethical issues. Patients have the right to understand their diagnosis, treatment options, and prognosis. Avoiding or withholding a BPD diagnosis due to clinician discomfort raises ethical concerns related to autonomy, beneficence, and honesty. Moreover, confidentiality presents another ethical challenge, particularly when there is imminent risk of harm. Clinicians must balance patient privacy with legal obligations to protect the patient or others, adhering to mandatory reporting laws and professional ethical standards. Controversy Associated with Personality and Paraphilic Disorders

 

References

American Psychiatric Association. (2022).
Diagnostic and statistical manual of mental disorders
(5th ed., text rev.).

Bozzatello, P., Blua, C., Brandellero, D., Baldassarri, L., Brasso, C., Rocca, P., & Bellino, S. (2024). Gender differences in borderline personality disorder: A narrative review. 
Frontiers in Psychiatry
, 
15
. 
https://doi.org/10.3389/fpsyt.2024.1320546

Bozzatello, P., Rocca, P., Baldassarri, L., Bosia, M., & Bellino, S. (2021). The role of trauma in early onset borderline personality disorder: A biopsychosocial perspective. 
Frontiers in Psychiatry
, 
12
. 
https://doi.org/10.3389/fpsyt.2021.721361

Klein, P., Fairweather, A. K., & Lawn, S. (2022). Structural stigma and its impact on healthcare for borderline personality disorder: A scoping review. 
https://doi.org/10.21203/rs.3.rs-1672634/v1

Storebø, O. J., Stoffers-Winterling, J. M., Völlm, B. A., Kongerslev, M. T., Mattivi, J. T., Jørgensen, M. S., Faltinsen, E., Todorovac, A., Sales, C. P., Callesen, H. E., Lieb, K., & Simonsen, E. (2020). Psychological therapies for people with borderline personality disorder. 
Cochrane Database of Systematic Reviews
, 
2020
(11). 
https://doi.org/10.1002/14651858.cd012955.pub2

Controversy Associated with Personality and Paraphilic Disorders

Vulnerable Population Concept Map / Essay Example

 
 

Part 1: Vulnerable Population Concept Map

Part 2: Summary Paper

Vulnerable populations tend to have intersecting social, economic, and environmental factors that predispose them to major health disparities (Zaid & Liamputtong, 2025). It is important to comprehend the connection between these contributing factors to enable specific intervention in advanced nursing practice. This paper describes a vulnerable group, discusses risk factors involved in their health outcomes, and presents the connection between these factors in a concept map. Also, the paper aligns the reported disparity with a national health goal and outlines a plan to enhance advocacy to improve health outcomes.

Description of the Vulnerable Population and Risk Variables

The vulnerable group that was selected in this assignment is low-income single mothers living in congested urban areas. These women often face a cluster of problems that predispose them to high risk of developing poor physical and mental health outcomes. This vulnerability is caused by three major variables. To begin with, economic instability constrains them and their capacity to afford their basic needs including healthy meals, childcare and regular medical care (Kareem et al., 2024). Second, poor access to healthcare, due to insurance coverage lapses, transportation problem, and long queues in clinics, lowers their chances of getting preventive or mental care. Thirdly, psychological strain is further increased by high environmental stress, such as community violence, overcrowding of residences, and a lack of social support. These interrelated issues increase the risk of developing maternal depression in the population significantly as this disparity has been well documented among low and economically disadvantaged mothers (Foell et al., 2021).

BUY AN ESSAY HERE

Explanation of the Concept Map

The concept map illustrates the relationship between the vulnerable population and the risk factors that expose them to risk and the resulting disparity in health. The anchor of the map is the group of mothers in the low-income category that is identified as the population. The three major variables including economic instability, limited access to healthcare, and environmental stressors radiate outwards. The variables are related through directional arrows, which depict the direct effect of these variables on the development of maternal depression. The map illustrates the interplay or interaction of systemic conditions in determining health outcomes and thus maternal depression is not caused by one single factor but rather a culmination of overlapping social determinants (Insan et al., 2022). The map presents a good general picture of how the vulnerable group resides in a vulnerable environment and suffers structural adversities, which in turn raises their vulnerability to mental health inequity.

National Population Health Goal and Proposed Nursing Strategy

A national health objective that is relevant to this disparity can be located in the Healthy People 2030 initiative where the objective is to decrease the share of women experiencing postpartum depressive symptoms (Healthy People 2030, 2020). Maternal depression directly correlates with this goal the condition itself usually starts during pregnancy or early motherhood, and it is intensified by socioeconomic stressors. To promote this goal, advanced practice nurses may adopt community-based collaborative approach on state and local levels. Among possible actions that could be taken are the establishment of partnerships with the public health departments, mental health organizations, and community centers to develop accessible screening and referral as a method of tackling maternal mental health. Nurse practitioners have the opportunity to spearhead efforts to incorporate depression screening during the primary care visit, mobile clinics, and Women, Infants, and Children (WIC) programs. Besides, nurses can promote the development of Medicaid coverage of perinatal mental health services and telehealth counseling to guarantee that mothers with transportation or childcare issues receive continuous care. All these measures enhance the collective efforts of the community to address the health care system and cover the objective of Healthy People 2030 by improving screening, early screening, and continuity of care.

Conclusion

Single motherhood among low-income women in urban areas is a particularly vulnerable population with a significant risk of developing maternal depression because of the combined impact on economic factors, lack of access to healthcare, and stress factors. The concept map is useful in demonstrating the role of each variable to the identified health disparity. When these challenges are matched with national health priorities like Healthy People 2030, there is a need to have specific approaches of dealing with maternal mental health. Advanced practice nurses can contribute to decreased disparities, enhanced mental health outcomes and long-term wellness of this underserved population by means of collaborative community partnerships and increased access to mental health services.

References

Foell, A., Pitzer, K. A., Nebbitt, V., Lombe, M., Yu, M., Villodas, M. L., & Newransky, C. (2021). Exposure to community violence and depressive symptoms: Examining community, family, and peer effects among public housing youth.
Health & Place
,
69
, 102579.
https://doi.org/10.1016/j.healthplace.2021.102579

Healthy People 2030. (2020).
Increase the proportion of women who get screened for postpartum depression — MICH‑D01 – Healthy People 2030 | odphp.health.gov
. Health.gov.
https://odphp.health.gov/healthypeople/objectives-and-data/browse-objectives/pregnancy-and-childbirth/increase-proportion-women-who-get-screened-postpartum-depression-mich-d01

Insan, N., Weke, A., Forrest, S., & Rankin, J. (2022). Social determinants of antenatal depression and anxiety among women in South Asia: A systematic review & meta-analysis.
PLOS ONE
,
17
(2), e0263760.
https://doi.org/10.1371/journal.pone.0263760

Kareem, O. M., Oduoye, M. O., Bhattacharjee, P., Kumar, D., Zuhair, V., Dave, T., Irfan, H., Taraphdar, S., Ali, S., & Orbih, O. M. (2024). Single parenthood and depression: A thorough review of current understanding.
Health Science Reports
,
7
(7).
https://doi.org/10.1002/hsr2.2235

Zaid, F. A., & Liamputtong, P. (2025). Determinants of health, health promotion, and illness prevention.
Handbook of Concepts in Health, Health Behavior and Environmental Health
, 1–19.
https://doi.org/10.1007/978-981-97-0821-5_159-2

Vulnerable Population Concept Map / essay Example

ASSIGNMENT 5 MOD 4

PURPOSE

The purpose of this assignment is to analyze a vulnerable population within a selected community to

identify health risks and disparities. Variables influencing the risk and disparity experienced by members of

the vulnerable group will be identified, and correlation with national directives to address population health

issues will be determined. A concept map will be created to portray the relationships between these

elements. Implications for advanced nursing practice and opportunities to advocate for the health of the

vulnerable population will be presented Vulnerable Population Concept Map / Essay Example

ASSIGNMENT OVERVIEW

Identify one vulnerable population within a selected community. Explore current literature and related data

to better understand the variables that place this population at risk for health concerns and health

disparities. Analyze national health directives (such as Healthy People or another national initiative) to

determine correlation with needs/risks/disparities of the vulnerable population.

Part 1: Concept Map

1. Identify the following elements to include in the concept map.

a. Vulnerable population

b. Variables (risk factors) that place the identified population at risk (minimum of three)

c. Minimum of one health risk or disparity for which the population is at risk

2. Create a concept map that portrays each element and the relationships between the vulnerable

population, variables placing the population at risk, and the identified health risk or disparity for

which the population is susceptible. The concept map must be your own, original work.

Part 2: Summary Paper

In a 1-3 page paper, address the elements listed below. Include a minimum of four scholarly sources,

current within 5 years, to support your work. See the rubric for specific, required content criteria within

each section of the paper.

1. Provide an introduction to the Vulnerable Population Concept Map / Essay Example paper.

2. Include a succinct description of the vulnerable population identified, a minimum of three variables

that place the population at risk, and the identified health risk(s) or disparity that the population is

at risk of experiencing. Explain how the concept map portrays the relationships between each

element:

a. Vulnerable population

b. Variables that place the vulnerable population at risk (minimum of three)

c. Health risks and disparities for which the population is at risk (minimum of one)

3. Identify one national population health goal or objective that relates to the identified risk or

disparity (such as Healthy People or another national initiative). Propose one strategy for advanced

nursing practice to collaborate at the local, state, or national level to advocate for the health of the

vulnerable population and advance the Healthy People goal or objective that is identified.

4. Provide a conclusion to the paper.

ASSIGNMENT INSTRUCTIONS

2. Part I: Concept Map—create and submit a concept map as a pdf or a Microsoft Word document.

a. Concept map may be either:

i. neatly drawn by hand and submitted as a pdf; or

ii. created using Microsoft Word.

b. Concept map must be clear and legible.

Part 2: Summary Paper—using Microsoft Word, create the written paper for this assignment.

4. Sources older than 5 years may not be used without the permission of the class instructor.

5. Title page, pagination, subheadings, body of paper, citation of sources, and reference page must

follow APA guidelines as found in the most current edition of the manual.

7. No more than one short direct quote (15 words or less) may be used in this assignment.

8. First person should not be used within this Vulnerable Population Concept Map / Essay Example  assignment.

Vulnerable Population Concept Map / essay Example

Comprehensive psychiatric evaluation intake

Patient Information

Patient Initials:
S.C  
Age:
40 years    
Sex:
Female    
Date:
01/07/2026

Subjective:

Chief Complaint (CC):
“I have been feeling so depressed and anxious, and I simply want to feel like myself again.”

HPI
: S.C. is a 40-year-old woman who presents with complaints of persistent depressive symptoms, anxiety, and grief-related distress. She complains of depressed mood most days over the last several months, and it has gotten a lot worse recently following the death of a close friend, whom she refers to as a mother figure. The symptoms include low motivation and fatigue, loss of interest in activities and social withdrawal, poor concentration, disturbed sleep pattern with frequent night awakenings, and loneliness. She denies present suicidal ideation, intent or plan. The patient also presents with a history of chronic anxiety which includes excessive worry, restlessness, muscle tension, and intermittent panic attacks. She reports having had panic attacks in the past, when driving her bus, which makes her fear that she might lose control and feel short of breath, although she denies any recent attacks severe enough to make her unable to work. She has a history of opioid use disorder, which is presently under control with buprenorphine-naloxone, and has a high desire to stay abstinent. She reports that continuity of care and medication access is a concern because of recent insurance changes since her old PCP no longer accepts her insurance. She is trying to find psychiatric assistance for medication management and psychotherapy.

GET HELP HERE

Past Medical History (PMHx):

General Statement
: The patient has a history of depression and anxiety that has been managed to a considerable degree over 15 years by her primary care provider.

Caregivers
: Not applicable

Hospitalizations
: The patient denies past psychiatric hospitalization.

Medication Trials
: Trials in the past have comprised risperidone (withdrawn owing to the emergence of a generalized rash), hydroxyzine in panic disorders, and clonazepam. Current medications are gabapentin, clonidine, and buprenorphine-naloxone Comprehensive psychiatric evaluation intake

Psychotherapy or Past Psychiatric Diagnosis
: Major depressive disorder, generalized anxiety disorder, panic attacks, and opioid use disorder. Minimal psychotherapy history; no history of regular long-term therapies.

Substance Current Use History
: The patient has a history of opioid use disorder with Percocet and other prescription opioids and some cocaine use in early adulthood. She states that she has had about 15 years of sustained remission with occasional two or three-day long relapses. She is up-to-date on buprenorphine-naloxone therapy and denies the use of illicit substances. She admits no present alcohol abuse and infrequent social use of alcohol. She denies tobacco use.

Family History:

Mother
: Alive, early 60s, untreated anxiety history, emotionally strained relationship with the patient.

Father
: Alive, middle-60s; poor emotional attachment, no psychiatric history.

Maternal Grandmother
: Deceased; history of depression.

Paternal Grandfather
: Deceased; history of alcohol use disorder.

Denies family history of suicide.

Psychosocial History
: The patient works full time as a bus driver and has been working in this position over the last 10 years. She resides with her daughter and reports that she is financially stable but emotionally isolated. She maintains a poor relationship with her parents and has very few social support networks, mostly a neighbor and family of her deceased friend. She lacks hobbies or activities and spends most of her time at home other than work. She discloses a history of unplanned gambling, but this has greatly been getting better since a big win last year. She denies legal problems or existing interpersonal violence.

Medical History
: History of dental extraction with dentures, history of chronic phantom tooth pain, history of a severe skin infection that necessitated antibiotics and topical mupirocin. No endocrine disorder, cardiovascular disease, or history of seizures.

Current Medications

Buprenorphine-naloxone 8-2 mg SL film, one film every day.

Gabapentin 800 mg PO three times each day.

Clonidine 0.1 mg PO daily

Ibuprofen when necessary in case of pain.

Allergies:

Medication:
Risperidone: rash.

Food:
None known.

Environmental:
No known allergy.

Reproductive History:
Gravida 1, Para 1. Regular menstrual cycles. No current pregnancy. Denies hormonal contraception.

Review of Systems (ROS):

GENERAL: Complains of sleep disturbances, loss of energy and fatigue.

HEENT: Wears dentures, occasional oral pain reported.

SKIN: No rashes or lesions; history of skin infection.

CARDIOVASCULAR: Denies myocardial palpitations with panic attacks.

RESPIRATORY: Denies persistent cough, dyspnea other than during panic attacks.

GASTROINTESTINAL: Appetite poor; denies nausea or vomiting.

GENITOURINARY: No complaints of urinary problems.

NEUROLOGICAL: Denies seizures or syncope; complains of difficulty concentrating.

MUSCULOSKELETAL: Tension of the muscles with anxiety.

HEMATOLOGIC: No anemia or bleeding history.

LYMPHATICS: Denies any swelling of lymph nodes.

ENDOCRINOLOGIC: Denies heat/cold intolerance or polyuria.

OBJECTIVE

General Appearance:
The patient is 40 years old, appearing her stated age, attentive and cooperative, casually dressed with a slightly unkempt grooming, slightly bent posture, and mild psychomotor retardation. No acute distress observed
.

Vital Signs: BP 130/82 mmHg, HR 96 bpm, RR 18/min, Temp 98.6°F, SpO₂ 98% on room air.

Head/Eyes/Ears/Nose/Throat:
Head is atraumatic, scalp and hair are intact. Symmetrical eyes, reactive and equal pupils, EOMI, intermittent eye contact, normal hearing. Nares patent, septum midline
. Oral mucosa moist; dentures fitting appropriately, no lesions or infection; pharynx non-erythematous.

Neck:
Supple, no lymphadenopathy, thyromegaly, or masses. Trachea midline
.

Cardiovascular: Regular rate and rhythm, S1/S2 audible, no murmurs/rubs/gallops. Peripheral pulses palpable and symmetrical, no edema.

Respiratory:
Bilateral symmetric chest expansion, bilateral clear breath sounds, no dyspnea
.

Gastrointestinal: Abdomen soft, non-tender, non-distended; bowel sounds present; decreased appetite, no pain.

Genitourinary: Deferred; patient denies dysuria, hematuria, or incontinence.

Musculoskeletal: Full ROM, mild shoulder/neck tension, steady gait, no joint deformities or swelling.

Neurological: Alert and oriented x4, cranial nerves II–XII grossly intact, strength 5/5, sensation intact, no tremors or focal deficits.

Skin: Warm, dry, intact; no rashes, lesions, or track marks.

Psychiatric/Behavioral Observation: Anxious but cooperative, constricted affect congruent with mood, speech soft but coherent, logical thought processes, no hallucinations or delusions.

Diagnostic results:

Complete Blood Count (CBC): Tests anemia or infection that can be a cause of fatigue, low energy, and depressive symptoms (Seo and Lee, 2022).

Comprehensive Metabolic Panel (CMP): Tests kidney and liver functionality to ascertain the safety of the continuation of gabapentin and buprenorphine-naloxone (Togioka and Patel, 2024).

Thyroid-Stimulating Hormone (TSH): Rules out thyroid dysfunction which may either replicate or aggravate depression and anxiety (Fan et al., 2024).

ASSESSMENT

Mental Status Examination:

The patient is a 40-year-old woman who looks her stated age and is casually dressed with season-appropriate clothing. There is slight neglect of grooming, and slightly dishevelled hair. She is cooperative and active during the interview, but has a slightly bent posture and slowed psychomotor activity, indicative of low energy. Her speech is soft in volume, slow rate, and coherent, with clear articulation and no pressure or latency. She reports her mood as depressed and anxious and her affect constricted with limited range, but congruent with the content of discussion. Thought is linear, logical and goal-oriented, and the thought content is marked by grief-related rumination, loneliness and excessive worry. She denies any delusions, paranoia, obsessions, hallucinations or perceptual disturbances. The patient reports no suicidal/homicidal thoughts, will, or intention. She is alert and oriented to person, place, time and situation. There is mild impairment of attention and concentration, as the she sometimes has trouble keeping focus, but immediate, recent, and remote memory are intact. There is fair insight into her mental health status, the judgment is intact, impulse control is adequate, and she shows motivation to participate in treatment and enhance her overall functioning.

Differential Diagnoses:

Major Depressive Disorder, Recurrent, Moderate (ICD-10: F33.1).

Major Depressive Disorder refers to a mood disorder and is marked by perennial depressive mood, lack of interest or pleasure, and functional deterioration (Bains and Abdijadid, 2023). The DSM-5 criteria include five or more symptoms in the same 2-week period, including depressed mood or anhedonia, accompanied by sleep disturbance, reduced energy, impaired concentration, or worthlessness, which leads to severe distress (American Psychiatric Association, 2022). This patient is eligible because of persistent low mood, social withdrawal, fatigue, insomnia, and grief-related rumination, which affects working and home life. Although there is no history of psychiatric hospitalization or attempts to commit suicide, the severity and functional impairment favor this as the main diagnosis.

Generalized Anxiety Disorder (ICD-10: F41.1).

GAD is characterized by anxiety and worry experienced more days than not for at least six months, which is accompanied by symptoms of restlessness, fatigue, inability to concentrate, irritability, muscle tension, and sleep disturbance (American Psychiatric Association, 2022). The patient experiences persistent worry, muscle tension, restlessness and occasional panic attacks, which have an impact on occupational functioning. The symptoms of anxiety are noticeable and distressing, yet they could be a side effect of her depression and grief, and the length is not entirely adequate to fit the criteria of chronicity in DSM-5.

Panic Disorder (ICD-10: F41.0)

Panic Disorder can be described as a set of repeated and sudden panic attacks and constant worry or behavioral change concerning the attacks. DSM-5 demands the presence of one or more panic attacks, as well as at least one month of concern or behavior change (Cackovic et al., 2023). The patient states that she had previously experienced panic attacks during her bus ride, which made her feel uncomfortable. However, her attacks are rare, circumstantial, and have not recently affected her functioning, which reduces Panic Disorder as a primary diagnosis.

Opioid Use Disorder, In Sustained Remission (ICD-10: F11.21).

Opioid Use Disorder is characterized as a dysfunctional pattern in opioid consumption that causes substantial disruption or distress (Dydyk et al., 2024). During a lasting remission, there is no diagnostic condition for at least 12 months. This patient has a prior history of opioid use disorder that has been in remission for 15 years with few and temporary relapses, and is compliant with buprenorphine-naloxone treatment. Although it is essential in treatment planning, it fails to explain her present depressive and anxiety symptoms and is regarded as a secondary historical diagnosis.

Critical Thinking Process Leading to the Primary Diagnosis

Major Depressive Disorder, Recurrent, Moderate was considered the primary diagnosis based on the assessment of the duration of symptoms, functional impairment, and the DSM-5 criteria. Although grief, anxiety, and prior substance use are evident, the pervasive low mood, anhedonia, fatigue, insomnia, and social withdrawal in the patient are severe and result in considerable impairment of occupational and social functions. Symptoms of grief and anxiety can be addressed as secondary contributors, which leads to the selection of MDD as the focus of treatment and management Comprehensive psychiatric evaluation intake

REFLECTION:

This case under consideration demonstrates the complicated relationship between grief, depression, anxiety, and substance use disorder history. My “aha” moment was when I realized that the recent loss of a close friend was worsening her depressive symptoms and social withdrawal, and her long-term opioid use disorder recovery was a sign of resilience that could be used as a strength during the treatment process. I concur with the preceptor’s assessment that she is not at high risk of self-harm, and the primary diagnosis of Major Depressive Disorder with anxiety and grief as secondary factors. In managing this case, I would have considered more social support, including grief groups, peer support programs, or community resources, to minimize the effects of isolation and maximize coping. The social determinants of health that may affect her care are poor social support, poor relationship with family, and difficulty in accessing healthcare because of insurance problems. These factors can be managed by linking her to affordable mental health services, promoting continuity of care, and enhancing her social network via community and peer-based interventions, which can be helpful in addressing her emotional health and recovery aims.

References

Baddam, S., & Tubben, R. E. (2023).
Lactic acidosis
. National Library of Medicine; StatPearls Publishing.
https://www.ncbi.nlm.nih.gov/books/NBK470202/

Brihi, J. E., & Pathak, S. (2024, June 8).
Normal and abnormal complete blood count with differential
. Www.ncbi.nlm.nih.gov; StatPearls Publishing.
https://www.ncbi.nlm.nih.gov/books/NBK604207/

Dowell, D., Ragan, K., Jones, C., Baldwin, G., & Chou, R. (2022). CDC clinical practice guideline for prescribing opioids for pain.
MMWR. Recommendations and Reports
,
71
(3), 1–95.
https://doi.org/10.15585/mmwr.rr7103a1

Grigorean, V. T., Erchid, A., Coman, I. S., & Liţescu, M. (2023). Colorectal cancer—The “parent” of low bowel obstruction.
Medicina
,
59
(5), 875.
https://doi.org/10.3390/medicina59050875

Kaur, K., Adamski, J. J., & Zubair, M. (2023, April 23).
Fecal occult blood test (Hemoccult)
. PubMed; StatPearls Publishing.
https://www.ncbi.nlm.nih.gov/books/NBK537138/

Nelms, D. W., & Kann, B. R. (2021). Imaging modalities for evaluation of intestinal obstruction.
Clinics in Colon and Rectal Surgery
,
34
(4).
https://doi.org/10.1055/s-0041-1729737

Nies, K., Vernooij, R., Devriese, L., Venhuizen, J.-H., ten Berg, M., Swart, C., Lammers, L., & Haitjema, S. (2025). Chemotherapy-induced hematological toxicity in patients with renal or hepatic impairment.
Pharmaceutics
,
17
(10), 1280.
https://doi.org/10.3390/pharmaceutics17101280

Schick, M. A., Meseeha, M., & Kashyap, S. (2025, January 19).
Small bowel obstruction
. National Library of Medicine; StatPearls Publishing.
https://www.ncbi.nlm.nih.gov/books/NBK448079/

Sizar, O., Gupta, M., & Genova, R. (2023, August 7).
Opioid induced constipation
. Nih.gov; StatPearls Publishing.
https://www.ncbi.nlm.nih.gov/books/NBK493184/

Tans, A., Struyf, T., Geboers, R., Smeets, T., Asselbergh, Y., Declerck, E., Bloemen, L., & Ann. (2024). Signs and symptoms of serious illness in adults with acute abdominal pain presenting to ambulatory care: a systematic review.
BJGP Open
, BJGPO.2023.0245–BJGPO.2023.0245.
https://doi.org/10.3399/bjgpo.2023.0245

 

Comprehensive psychiatric evaluation intake

Class: Psychpathology Diag Reason Prc-Winter 2025 .

This is a new intake. The instructions are under Week 7: Assignment 2, Part 1

Please follow the Comprehensive Psychiatric Evaluation exemplar, Take a look at the score rubic please. Feel free to add to the case for some information that may be missing.

S.C. 40 yr old Female

The patient presents for a new visit and reports significant depressive symptoms, anxiety, and a history of substance use on opioids and cocaine. She is seeking to improve her mental health and regain a sense of normalcy in her life. The patient has expressed a desire to feel better and has reported a lack of motivation and social withdrawal, particularly following the loss of a close friend. The prescriber will continue to monitor the patient’s medication regimen and provide support as needed. The patient has a stable medication history but is concerned about potential changes due to insurance issues. The patient has not been hospitalized for psychiatric reasons and has no current thoughts of self-harm or harm to others, indicating a low risk for acute psychiatric crises. Her PCP was the prescriber for all her medications for 15 yrs until the PCP could no longer accept the pt.’s health insurance

The patient is a 40-year-old bus driver who has been in this profession for ten years. She lives alone with her daughter and has a strained relationship with her parents, particularly her mother. The patient has a limited support network, primarily consisting of a neighbor and a deceased friend’s family. The patient reports feeling isolated and does not engage in social activities outside of work, spending most of her time at home. She has a history of impulsive behavior related to gambling, which has improved since winning a significant amount of money last year. The patient has no legal involvement reported Comprehensive psychiatric evaluation intake

Past Psychiatric History:

The patient has a history of opioid use disorder, primarily using Percocet and other prescription medications, including clonazepam and gabapentin. She has been clean for approximately 15 years, with some relapses lasting no more than two to three days. The patient has been prescribed various medications for depression and anxiety, including risperidone, which was discontinued due to side effects (rash), and hydroxyzine for panic attacks. The patient reports that gabapentin was prescribed for depression and has been taking it for about two years. The patient has not been hospitalized for suicidal ideation or attempts and has no current thoughts of self-harm. The patient has experienced panic attacks that have affected her ability to drive a bus, and she reports a significant depressive episode following the death of a close friend in April of this year

Past Medical History:

The patient has a history of dental issues leading to the extraction of all teeth and the use of dentures. She has experienced phantom tooth pain and has been prescribed ibuprofen as needed. The patient also had a significant infection in the past that required antibiotics and topical treatment with mupirocin. No other significant medical history is reported.

Risk Assessment:

The patient does not express any current thoughts of self-harm or harm to others and has never attempted suicide. She reports no history of psychiatric hospitalizations. There are no immediate risk factors present, and the patient has a supportive network, although she does not have close relationships with family members. The patient has access to medications, including opioids and benzodiazepines, but there is no indication of misuse at this time. The prescriber assessed for risk during the session and confirmed that the patient is not an imminent threat to herself or others.

Vitals BP 130/82, RR 18, Temp 98.6, Pox 98%, HR 96

Medications:

Buprenorphine-naloxone 8-2 mg film. One film under tongue (SL) twice a day for Opioid use disorder.

Clonidine HCl (clonidine hcl) 0.1 mg tablet. One tablet po once a day for Anxiety.

Gabapentin 800 mg tablet. One tablet po three times a day for Anxiety.

Referrals: Refer the patient to a therapist for ongoing psychotherapy to address depression and anxiety.

Education: Educate the patient on the importance of managing anxiety and depression, including recognizing triggers and coping strategies.

Psychotherapy: Encourage the patient to engage in therapy to help process grief and develop strategies for managing depressive symptoms.

Summary:

– Patient is managing opioid use disorder, depression, and anxiety; significant loss of a mother figure-like friend exacerbating symptoms.

– Strained relationship with mother contributing to emotional distress; history of past gambling addiction.

– No current suicidal ideation or self-harm intentions; risk assessment conducted.

– Discussed medication management; pt. is on clonazepam, gabapentin, Suboxone; considering dosage adjustments.

– Used Motivational Interviewing and psychoeducation; pt. is open to connecting with a therapist at the facility.

– Plan: Follow-up in 28 days, monitor medication, encourage blood work completion before next session Comprehensive psychiatric evaluation intake

Interdisciplinary Plan Proposal template fpx4010

Interdisciplinary Plan Proposal

Write a brief introduction (2–3 sentences) to your proposal that outlines the issue you are attempting to solve, the part of the organization in which the plan would be carried out, and the desired outcome. This will set the stage for the sections below.

Objective

Describe what your plan will do and what you hope it will accomplish in one or two succinct sentences. Also, comment on how the objective, if achieved, will improve organizational or patient outcomes. For example:

Test a double-loop feedback model for evaluating new product risk with a small group of project managers with the goal of reducing the number of new products that fail to launch. This objective is aligned to the broader organizational goal of becoming more efficient taking products to market and, if successful, should improve outcomes by reducing waste.

Questions and Predictions

For this section ask yourself  3–5 questions about your objective and your overall plan. Make a prediction for each question by answering the question you posed. This helps you to define the important aspects of your plan as well as limit the scope and check its ability to be implemented Interdisciplinary Plan Proposal template fpx4010

For example:

How much time will using a double-loop feedback model add to a project manager’s workload?

At first, it will likely increase their workloads by 5 to 10 percent. However, as the process is refined and project managers become more familiar and efficient, that percentage will decrease.

Change Theories and Leadership Strategies

For this section, you may wish to draw upon the research you did regarding change theories and leadership for the Interview and Interdisciplinary Issue Identification assessment. The focus of this section is how those best practices will create buy-in for the project from an interdisciplinary team, improve their collaboration, and/or foster the team’s ability to implement the plan. Be sure that you are including at least one change theory and at least one leadership strategy in your explanation. Always remember to cite your sources; direct quotes require quotation marks and a page or paragraph number to be included in the citation.

Another way to approach your explanations in this section is to think through the following:

What is the theory or strategy?

How will it likely help an interdisciplinary team to collaborate, implement, and/or buy in to the project plan?

Make sure to frame this explanation within the organizational context of the proposed plan, that is, your interviewee’s organization.

Team Collaboration Strategy

In this section, begin by further defining the responsibilities and actions that represent the implementation of the plan. One strategy to defining this is to take a “
who
,
what
,
where
, and
when”
approach for each team member.

For example:

Project Manager A will apply the double-loop feedback model on one new product project for a single quarter.

Project Manager B will apply the double-loop feedback model on all new product projects for a quarter.

Vice President A will review the workloads of project managers using the double-loop feedback model every Thursday for one quarter.

After you have roughly outlined the roles and responsibilities of team members, you will explain one or more collaborative approaches that will enable the team to work efficiently to achieve the plan’s objective. As with the change theories and leadership strategies, you may draw on the research you conducted for the Interview and Interdisciplinary Issue Identification assessment. However, you are being asked to give a more in-depth explanation of the collaboration approaches and look at how they will help the theoretical interdisciplinary team in your plan proposal.

Another way to approach your explanations in this section is to think through the following:

What is the collaboration approach?

What types of collaboration and teamwork will best help the interdisciplinary team be successful?

How is the collaboration approach relevant to the team’s needs and will it help drive success?

Make sure to frame this explanation in terms of the subject of the plan proposal; that is, your interviewee’s organization.

Required Organizational Resources

For this section, you will be making rough estimates of the resources needed for your plan proposal to be successful. This section does not have to be exact, but the estimates should be realistic for the chosen organization. Items you should include or address in this section:

What are the staffing needs for your plan proposal?

What equipment or supplies are needed for your plan proposal?

Does the organization already have these?

If so, what are the rough financial implications associated with using these resources?

If not, what are the rough financial implications of acquiring these resources?

Interdisciplinary Plan Proposal
template fpx4010

What access (to patients, departments, and so forth) is needed?

Are there any costs associated with these?

What are the overall financial implications for the plan proposal?

Staff time, resource use, resource acquisition, and access charged.

After you have detailed your required resources, make sure that you explain any impacts on organizational resources that could happen if your plan is not undertaken and successful. In other words, if the issue you are trying to solve through your plan proposal persists or gets worse, what will be the potential costs to the organization?

References

Interdisciplinary Plan Proposal template fpx4010

Equitable and Ethical Population Health Policies Paper

American Indians and Opioid Addiction

The American Indian and Alaska Native (AI/AN) populations within the United States have shown alarming rates of opioid use disorders. This is due to historical inequities in social factors that affect health, including poverty and trauma. Current research indicates that historical trauma and SES issues are key factors that affect the patterns of drug usage among AI/AN populations since the populations have shown alarming rates of mortality due to opioid usage compared to other populations. In addition, inequities in healthcare services, stigma, and lack of effective prevention services have contributed to increased patterns of opioid usage among American Indians within communities. In that case, the paper will address the policy, its effects, and the role of policy in ethics for the American Indians dealing with opioid addiction.

Upstream Policy Addressing Social Determinants of Health

Significant upstream policy initiatives aimed at tackling the determinants of health among the American Indian community include the Tribal Opioid Response (TOR) Grants Program. According to Grants.gov (2026), the Substance Abuse and Mental Health Services Administration (SAMHSA) runs the TOR Grants Program. The initiative aims to enhance the availability of culturally competent opioid use disorder treatment and co-occurring use disorders with opioids or other substances. This treatment can include medications for opioid use disorder (MOUD), community education programs, and the use of harm reduction interventions. As the funds provided by the TOR Grants Program focus on the Tribes’ governance structures and the provision of culturally competent care, the policy directly deals with the determinants of health that include a lack of adequate health care facilities or infrastructure. In addition, the determinants include the unavailability or insufficient provision of care that can tackle the factors leading to negative health outcomes among the AI/AN community.

BUY A PLAGIARISM-FREE PAPER HERE

Effects of that Policy

The success of the Tribal Opioid Response Grants is evidenced by the enhancement of prevention, treatment, and recovery support services in tribal communities that have traditionally been underserved. According to Health and Human Services.gov (2025), it includes improved access to MOUD and reversal agents, education efforts to tribal communities, and the formation of supportive groups that are culturally appropriate (Health and Human Services.gov, 2025). These outcomes help to offset the effects of SDOH, such as limited health infrastructure and a lack of trust in Western medicine, which can hinder early intervention and subsequent care. However, while the success of these grants in maintaining long-term outcomes such as recovery and decreased OD deaths is promising, it remains to be seen with additional data Equitable and Ethical Population Health Policies Paper.

Role of Ethics in Policymaking

Ethics in health policymaking involve considerations that ensure health policies promote autonomy, justice, harm minimization, and equity for specific target populations. According to the National Indian Health Board (2026), the Tribal Opioid Response Grants represent an ethical approach to health policymaking due to considerations for tribal sovereignty, support for culturally specific intervention approaches, and allocation to target populations disproportionately affected by the opioid crisis. Also, the approach promotes an ethical approach to health policymaking through considerations for autonomy, justice, harm minimization, and equity (Inayat et al., 2023). In that regard, the health policy aims to address systemic injustices that permeate social determinants for health through equitable allocation of substance abuse treatment and prevention for American Indian populations.

Conclusion

In conclusion, the strategy for dealing with opioid addiction in American Indian communities has to be culturally grounded, morally sound, and policy-focused. Also, projects like the Tribal Opioid Response Grants have shown that equity in the allocation of resources and respecting Tribal Sovereignty can help close disparities, foster community strengths, and promote healing.

 

References

Grants.gov. (2026).
TI-24-009: Tribal Opioid Response
. Grants.gov. https://grants.gov/search-results-detail/349687

Health and Human Services.gov. (2025, September 22).
HHS Provides More Than $1.5 Billion in State and Tribal Opioid Response Grants
. HHS.gov. https://www.hhs.gov/press-room/hhs-state-tribal-opioid-response-grants-2025.html

Inayat, S., Younas, A., Andleeb, S., Rasheed, S. P., & Ali, P. (2023). Enhancing nurses’ involvement in policy making: A qualitative study of nurse leaders.
International Nursing Review
,
70
(3), 297–306. https://doi.org/10.1111/inr.12828

National Indian Health Board. (2026).
National Indian Health Board | Tribal Opioid Response Resource Toolkit
. Nihb.org. https://legacy.nihb.org/behavioral_health/tribal_opioid_response_resources.php

 

Equitable and Ethical Population Health Policies Paper

Health inequities are shaped by social determinants of health (SDoH). By understanding and acting on the SDoH impact on health status, population-focused nurses can contribute to upstream changes in policy, laws, and regulations to improve community conditions (i.e., affordable housing and expanding healthy food access). The Code of Ethics for Nurses with Interpretive Statements, as emphasized by American Nurses Association President Ernest J. Grant, “obligates nurses to be allies and to advocate and speak up against racism, discrimination, and injustice” (ANA, 2020). Advocacy for health policies that improve community conditions for populations fulfills this obligation.

In this Assignment, you will choose a vulnerable population and discuss one policy at the upstream level that addresses SDoH within your community. You will also consider how ethics apply to your policy choice.

To prepare:

Review the Learning Resources for this module.

Download the 
CON Writing Template
 Download CON Writing Template
.

Review your completed
Annotated Bibliography
Template.

Equitable and Ethical Population Health Policies Paper

Choose one of the following populations:

Homeless veterans

Migrants and health issues

Pregnant Teens

Elderly and mental health

American Indians and opioid addiction

A population of your choice as approved by your faculty

Consider an upstream policy that addresses social determinants of health related to the selected population.

Consider the role of ethics in policymaking.

The Assignment (2-3 pages)

Construct a paper addressing the following, using at least three scholarly references published in the past 5 years to substantiate your work:

Introduce your chosen population taken from the list of options. Describe the population within the context of your local community.

Discuss one upstream policy (local, state, or national) that addresses social determinants of health needs for the population within your community.

What have been the effects of that policy?

Describe the role of ethics in policymaking. How does the policy adhere to being ethical?

Equitable and Ethical Population Health Policies Paper

NURS-FPX4005 Reading List

https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3186058390006731?auth=SAML

Assessment 3: Applying PDSA

https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3186058390006731?auth=SAML&section=3186059160006731

Crowfoot, D., & Prasad, V. (2017). Using the plan–do–study–act (PDSA) cycle to make change in general practice.
InnovAiT
,
10
(7), 425–430.

https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/citation/3186059170006731?auth=SAML

Institute for Healthcare Improvement, . (n.d.).
Tools
. https://www.ihi.org/resources/tools

https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/citation/3186059180006731?auth=SAML

McGowan, M., & Reid, B. (2018). Using the plan, do, study, act cycle to enhance a patient feedback system for older adults.
British Journal of Nursing
,
27
(16), 936–941.

https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/citation/3186059190006731?auth=SAML

McNamara, D., & Fitzpatrick, F. (2016). An improvement model to optimise hospital interdisciplinary learning.
International Journal of Health Care Quality Assurance
,
29
(5), 550–558. http://library.capella.edu/login?url=https://search.proquest.com/docview/2108838595?pq-origsite=

https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/citation/3186059200006731?auth=SAML

 

Back to Find Lists page

Lists

 008468_1 (1901/2034)

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Assessment 1: Reflective Practice

(3)

Get to know yourself through the act of self-reflection

Website

Perry, E., BetterUp, 2022

Cultivating reflective nursing practice: Consideration of human suffering

Article

Ritt, E., & Ridge, A., International Journal for Human Caring, 27(3), 2023, 141 – 145

Reflective practice groups and nurse professional quality of life

Article

Sundgren, M. K. M., Millear, P. M., Dawber, C., & Medoro, L., Australian Journal of Advanced Nursing, 38(4), 2021, 49 – 61

Assessment 1: Leadership

(9)

Take our quiz | What’s your leadership style?

Website

Perrotta, A., Idealist, 2022

Perceived leadership styles, outcomes of leadership, and self-Efficacy among Nurse leaders: A hospital-based survey to inform leadership development at a US regional medical center

Article

Bush, S., Michalek, D., & Francis, L., Nurse Leader, 2021, 390 – 394

What’s your leadership story? A school leader’s guide to aligning how you lead with who you are

E-book

Oltman, G., & Bautista, V., Association for Supervision & Curriculum Development, 2021

 Note:

Read Chapter 3.

Leadership style

Website

Koeslag-Kreunen, M., The SAGE Encyclopedia of Higher Education, 2020

Agile business leadership methods for industry 4.0

E-book

Cinnioğlu, H., Emerald Publishing, 2020

 Note:

Start on page 6 with “Modern Leadership Theories” and read through page 16.

Authoritative leadership

Website

Shirey, M. R., Nursing Leadership, 2021

Participatory leadership

Website

McNair, D. E. & Griffen, J. M., The SAGE Encyclopedia of Higher Education, 2020

Post-pandemic transformational leadership: Resilience, recovery and renewal

Article

Sayyadi, M., & Provitera, M. J., ISE: Industrial and Systems Engineering at Work, 53(12), 2021, 38 – 41

When everyone leads: Addressing your practice’s toughest challenges

Article

McBride, J. F., Family Practice Management, 30(5), 2023, 15 – 18

Assessment 1: Balance

(1)

Job demands, work engagement and job turnover intentions among registered nurses: Explained by work-family private life inference

Article

Pennbrant, S., & Dåderman, A., Work, 68(4), 2021, 1157 – 1169

Assessment 1: Change Theory

(2)

Common change theories and application to different nursing situations

Book Chapter

Udod, S. A., & Wagner, J., in Leadership and Influencing Change in Nursing, edited by Wagner, J., University of Regina Press, 2018

Organizational change

Website

Luhrman, J. T., & Cunliffe, A. L., SAGE Key Concepts Series: Key Concepts in Organization Theory, 2013

Assessment 1: Empowerment

(2)

Nurses’ leadership in the work: A systematic review

Article

Qtait, M., Africa Journal of Nursing and Midwifery, 25(1), 2023, 1 – 15

Clinical nurses’ moral courage and related factors: An empowerment perspective

Article

Hu, K., Liu, J., Zhu, L., & Zhou, Y., BMC Nursing, 21(1), 2022, 1 – 321

Assessment 1: Leadership Theory

(2)

The influence of role conflict, head nurses’ super leadership, and nursing organizational culture on organizational commitment of male nurses

Article

Chang, M., & Kim, Y., Journal of Korean Academy of Nursing Administration, 28(5), 2022, 558 – 567

Leadership styles and leadership outcomes in nursing homes: A cross-sectional analysis

Article

Poels, J., Verschueren, M., Milisen, K., & Vlaeyen, E., BMC Health Services Research, 20(1), 2020, 1009 – 1009

Assessment 1: Graphics and Images Resources

(2)

Infographic resume builder

Website

Creately, n.d.

Typeset

Website

n.d.

Assessment 2: Plan Do Study Act

(3)

Quality improvement into practice

Article

Backhouse, A., & Ogunlayi, F., British Medical Journal, 368, 2020, 1 – 6

Evolving quality improvement support strategies to improve Plan–Do–Study–Act cycle fidelity: A retrospective mixed-methods study

Article

McNicholas, C., Lennox, L., Woodcock, T., Bell, D., & Reed, J. E., BMJ Quality & Safety, 28(5), 2019, 356 – 365

How to improve: Model for improvement

Website

Institute for Healthcare Improvement, n.d.

Assessment 2: Change Theories and Implementation

(6)

Critical conversations in healthcare: Scripts & techniques for effective interprofessional & patient communication

E-book

Clancy, C., 2, Sigma Theta Tau International Honor Society of Nursing, 2019

 Note:

Read the “Time to Reflect” tips at the top of page 167, along with the tips on page 172.

Guide peer feedback

Website

RISE Model, n.d.

Reasons for resistance to change in nursing: An integrative review

Article

Cheraghi, R., Ebrahimi, H., Kheibar, N., & Sahebihagh, M. H., BMC Nursing, 22(1), 2023, 1 – 10

Change management

Website

Barrow, J. M., Pavan A., & Toney-Butler, T. J., StatPearls Publishing, 2024

People-centric interventions in change implementation: An analysis of change models

Article

Singh, R., Goel, G., & Ghosh, P., Organization Development Journal, 40(3), 2022, 8 – 21

Theory applied to informatics – The Prosci ADKAR Model

Article

Kaminski, J., Canadian Journal of Nursing Informatics, 17(2), 2022, 1 – 5

Assessment 2: Collaboration and Leadership

(2)

Editorial: Digital leadership: Competencies, business models, systems, strategies and platforms

Article

Salamzadeh, Y., Vardarlier, P., & Teoh, A. P., Frontiers in Psychology, 14, 2023, 1 – 2

Transforming care at the bedside: Empowering better nursing care

Video

Robert Wood Johnson Foundation, – YouTube, 2009

Assessment 2: Interprofessional Collaboration

(1)

Team reflexivity and the shared mind in interprofessional learning

Article

Baerheim, A., Ødegaard, E. E., & Ness, I. J., Policy Futures in Education, 21(2), 2023, 157 – 167

Assessment 2: Evidence-Based Practice

(1)

Longitudinal comparison of hospital nurses’ values, knowledge, and implementation of evidence-based practice

Article

Duffy, J. R., Culp, S., Marchessault, P., & Olmsted, K., The Journal of Continuing Education in Nursing, 51(5), 2020, 209 – 214

Assessment 2: Change Theory and Management

(4)

Catching quality before it falls: Preventing falls and injuries in the adult emergency department

Article

Stoeckle, A., Iseler, J. I., Havey, R., Aebersold, C., Journal of Emergency Nursing, 45(3), May 2019, 257 – 264

Study of employees’ behavior during organizational change: Effects of business theatre on Kübler-Ross model

Article

Chavan, S., & Bhattacharya, S., Cardiometry, (22), 2022, 237 – 243

How can collective leadership influence the implementation of change in health care?

Article

Lv, C., & Zhang, L., Chinese Nursing Research, (4), 2017, 182 – 185

10 hard truths of change management

Article

Overby, S., CIO, 2022

Assessment 3: Staffing

(2)

Numbers don’t lie: Interpreting recent nursing workforce data

Article

Sanborn, H., Nursing Economics, 41(5), 2023, 251 – 255

Knowledge needs and use in long‐term care homes for older people: A qualitative interview study of managers’ views

Article

Day, J., Dean, S. G., Reed, N., Hazell, J., & Lang, I., Health and Social Care in the Community, 30(2), 2022, 592 – 601

Assessment 3: DEI and Just Culture

(4)

Nursing students’ perception of gender-defined roles in nursing: A qualitative descriptive study

Article

Prosen, M., BMC Nursing, 21(1), 2022, 104 – 104

Cultural humility: Retraining and retooling nurses to provide equitable cancer care

Article

Nolan, T. S., Alston, A., Choto, R., & Moss, K. O., Clinical Journal of Oncology Nursing, 25(5), 2021, 3 – 9

Nurses with disability: Transforming healthcare for all

Article

Marks, B., & Sisirak, J., The Online Journal of Issues in Nursing, 27(3), 2022, 10 – 10

Assessment 3: Change Implementation

(3)

Electronic medical record implementation in a large healthcare system from a leadership perspective

Article

Arabi, Y. M., Al Ghamdi, A. A., Al-Moamary, M., Al Mutrafy, A., AlHazme, R. H., & Al Knawy, B. A., BMC Medical Informatics and Decision Making, 22(1), 2022, 66 – 66

Assessment 3: Evidence-Based Practice and Improvement

(4)

Assessment 3: Interprofessional Collaboration

(3)

Assessment 3: Leadership

(5)

Assessment 3: Change Implementation

(2)

Assessment 3: Applying PDSA

(4)

Assessment 4: Evidence-Based Practice

(8)

Assessment 4: Leadership

(3)

Assessment 4: Budgeting and Finances

(1)

Assessment 4: Advocacy, Policy, and Governance

(5)

Assessment 4: Financial Resources

(3)

Assessment 4: Human Resources

(1)

Assessment 4: Clinical Leadership

(3)

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NURS FPX 4010 Interdisciplinary Plan Proposal Capella Example

Interdisciplinary Plan Proposal

Poor interdisciplinary communication in discharge planning has become a major administrative problem in the community hospital that has led to delayed discharges, longer length of stay, emergency department overcrowding, and staff dissatisfaction. The proposed interdisciplinary plan takes place in an acute inpatient care unit that requires nurses, physicians, case managers, and allied health professionals to coordinate discharge across all levels. This plan aims to achieve the desired outcome of enhancing discharge efficiency, patient flow, and the quality of care through well-organized, evidence-based interdisciplinary collaboration.

Objective

This interdisciplinary plan aims to establish interdisciplinary bedside rounds to improve coordination and accountability at the discharge planning stage with standardized SBAR (Situation, Background, Assessment, and Recommendation) communication. In case this objective is realized, it will help to enhance patient outcomes by decreasing discharge delays and length of stay as well as increasing organizational efficiency, staff engagement, and patient satisfaction because teams will collaborate and communicate more effectively V.

Questions and Predictions

Will structured interdisciplinary bedside rounding be effective in decreasing discharge delays in the inpatient units?

It is expected that with regular and real-time interaction among nurses, physicians, case managers, and allied health professionals, the barriers to discharge will be identified earlier and the problems will be resolved more quickly, leading to the reduction of delays related to discharge and enhanced patient flow.

What is the expected impact of introducing the structured interdisciplinary bedside rounds and SBAR communication on the staff workload and workflow?

At first, the staff may face a slight rise in time demands, as the rounds and documentation will have to be adjusted accordingly, but with the roles being clarified, and the workflow simplified, the overall amount of time spent in addressing discharge-related issues is likely to drop.

Does the use of standardized SBAR communication enhance interdisciplinary cooperation and exchange of information? NURS FPX 4010 Interdisciplinary Plan Proposal Capella Example

The idea of standardized SBAR communication is anticipated to enhance the level of clarity, decrease the number of misunderstandings, and advance the mutual understanding among different fields, especially between nursing, physicians, and case management, resulting in more organized discharge planning.

Will transformational leadership interventions result in changes in staff buy-in and long-term involvement in the interdisciplinary plan?

It is expected that strong transformational leadership will create trust, decrease communication barriers associated with hierarchies, and stimulate involvement of the staff to work on the common vision and appreciate the interdisciplinary contribution to the team.

Change Theories and Leadership Strategies

Lewin’s Change Theory can be used to implement this interdisciplinary plan in a structured manner by handling behavioral and organizational change. The unfreezing stage will be dedicated to raising awareness over the issue by presenting unit-level data concerning discharge delays, length of stay, and emergency department overcrowding. Dissemination of this information to the employees working in other fields will help create urgency and change by showcasing how poor communication affects patient outcomes and performance in the company (Howick et al., 2024). The change phase will involve introduction of structured interdisciplinary bedside rounds and SBAR based communication through education, pilot testing and leadership support. New patterns of communication will be practiced in a friendly atmosphere in which employees will be motivated to learn and work together. Refreezing will be geared towards sustainability where the changes are incorporated into the standard operating procedures, orientation programs, and performance expectations so that the change is internalized in the day-to-day practice.

The major leadership approach that will be used in this plan is transformational leadership. Transformational leaders encourage and drive staff by promoting a common objective, active engagement, and interdisciplinary contributions (Jun & Lee, 2023). The nurse leaders and department managers in this organization will be expected to model collaborative behaviors, to actively involve staff members in rounds, and to acknowledge interdisciplinary teamwork. The leadership style is especially applicable considering the hierarchical communication barriers outlined in the interview. Transformational leadership facilitates behavioral change, boosts morale, and commitment to interdisciplinary discharge planning by promoting an inclusive and empowering culture (Tsapnidou et al., 2024) NURS FPX 4010 Interdisciplinary Plan Proposal Capella Example.

Team Collaboration Strategy

Effective execution of this plan needs well-established roles and responsibilities within the interdisciplinary team. Charge nurses will facilitate daily interdisciplinary bedside rounds in inpatient units and make sure that nursing reports are ready with the help of SBAR before the rounds. Bedside nurses will give clinical status reports, determine discharge obstacles and express patient educational requirements. Physicians will establish medical readiness at discharge and discuss expected discharge schedules and outstanding orders (Ghonem & El-Husany, 2023). Case managers will also organize post-discharge care, insurance approval, and placement requirements and detect social or logistical barriers at the beginning of the hospitalization. Functional assessments and therapy recommendations by physical and occupational therapists will drive the discharge preparedness. Unit leaders will monitor compliance, solve workflow issues, and offer continuous feedback and encouragement.

The two main collaboration strategies that can assist in the process are formalized interdisciplinary bedside rounds and standardized SBAR communication. Structured bedside rounds establish a predictive and participatory platform to engage in interdisciplinary conversation, and establish that all disciplines are involved in discharge planning at the same time. The methodology will decrease the presence of fragmented communication, increase shared decision-making and patient-centered care (Kovacevic et al., 2024). SBAR offers a unified structure of information sharing that enhances clarity and cuts down ambiguity between different disciplines, especially when care is being transferred NURS FPX 4010 Interdisciplinary Plan Proposal Capella Example.

Required Organizational Resources

This interdisciplinary plan will need practical but modest organizational resources to be implemented successfully. There is no need to hire new full-time staff because current staff members will be involved in daily interdisciplinary rounds. Staff time will, however, have to be dedicated to training and to being involved in rounds, which may take about 15 to 20 minutes per patient interaction. Overseeing, coaching, and assessing the new process will also demand leadership time. The need for equipment and supplies will also be limited because the organization already has an electronic health record system that can support SBAR documentation and interdisciplinary communication. There might be minor costs of changing documentation templates or supplying educational materials, but these are not expected to be significant.

There is a need to access inpatient units, patient records, and interdisciplinary team members to facilitate the daily rounds. The access cost is not expected to incur any extra costs because these activities are part of the normal operation activities. General financial implications include mainly staff time and training that will likely be compensated by length of stay, patient throughput, and emergency department congestion. Without the implementation of this plan and ensuring that the discharge inefficiencies are addressed, the organization might experience higher operational costs, lower patient satisfaction scores, an increase in staff turnover, and the continued overstraining of the emergency department. These possible expenses emphasize the significance of investing in proactive evidence-based attempts to enhance interdisciplinary discharge planning.

Conclusion

The proposed interdisciplinary plan corresponds to a problematic organizational issue because it focuses on the inefficiency of communication and coordination during discharge planning in acute care inpatient units. The plan will provide a long-term strategy to enhance patient flow, care quality, and staff participation by combining Lewin’s Change Theory, transformational leadership, and evidence-based collaboration models, including the use of structured interdisciplinary bedside rounds and SBAR. The successful implementation can minimize discharge delays, increase teamwork, and favor patient and organization outcomes. On the flip side, failure to solve this problem will lead to further inefficiencies, rising expenses, and lowered employee morale, making it imperative to employ a systematic interdisciplinary approach to discharge planning NURS FPX 4010 Interdisciplinary Plan Proposal Capella Example.

References

Ghonem, N. M. E.-S., & El-Husany, W. A. (2023). SBAR shift report training program and its effect on nurses’ knowledge and practice and their perception of shift handoff communication.
SAGE Open Nursing
,
9
(1).
https://doi.org/10.1177/23779608231159340

Howick, J., Bennett-Weston, A., Solomon, J., Nockels, K., Bostock, J., & Keshtkar, L. (2024). How does communication affect patient safety? Protocol for a systematic review and logic model.
BMJ Open
,
14
(5), e085312.
https://doi.org/10.1136/bmjopen-2024-085312

Jun, K., & Lee, J. (2023). Transformational leadership and followers’ innovative behavior: Roles of commitment to change and organizational support for creativity.
Behavioral Sciences
,
13
(4), 320.
https://doi.org/10.3390/bs13040320

Kovacevic, M., Fisher, S., Faulkner, S., Kharasch, M., Fernandez, N., Luebeck, C., & Ahsan, A. (2024). Rounds redesign: Our experience in splitting interdisciplinary rounds.
Journal of Brown Hospital Medicine
,
3
(2).
https://doi.org/10.56305/001c.115837

Tsapnidou, E., Kelesi, M., Rovithis, M., Katharakis, G., Gerogianni, G., Dafogianni, C., Toylia, G., Fasoi, G., & Stavropoulou, A. (2024). Transformational leadership—quality achievements and benefits for the healthcare organizations: A scoping review.
Hospitals
,
1
(1), 87–103.
https://doi.org/10.3390/hospitals1010008
  NURS FPX 4010 Interdisciplinary Plan Proposal Capella Example

 

NURS FPX 4010 Interdisciplinary Plan Proposal Capella Example Instructions 

Assessment 3

Interdisciplinary Plan Proposal

Create a 2-4 page plan proposal for an interprofessional team to collaborate and work toward driving improvements in the organizational issue identified in the second assessment.

Collapse All

Introduction

When creating a project plan, it is important to be cognizant of the significant role that nurses play in strategizing about use of organizational human and financial resources within the organization.

Communication is the key component to beginning and finishing projects, such as a plan proposal. The ability to effectively communicate involves reaching a state of consciousness regarding how others think and feel about something—an awareness of human differences. In addition, being knowledgeable about what type technological advancements exist can greatly enhance a positive project outcome (Harris et al., 2023).

As you work on your assessment, consider the following: How do organizational leaders impact project successes, sustain practice change, and share evidence-based findings? Which technology might help you evaluate the project’s impact within a health care system?

You are encouraged to complete the Budgeting for Nurses activity before you develop the plan proposal. The activity consists of seven questions that will allow you to check your knowledge of budgeting basics and as well as the value of financial resource management. The information gained from completing this activity will promote success with the Interdisciplinary Plan Proposal. Completing this activity also demonstrates your engagement in the course, requires just a few minutes of your time, and is not graded.

Reference

Harris, J. L., Roussel, L. A., Dearman, C., & Thomas, P. (2023). 
Project planning and management: A guide for nurses and interprofessional teams 
(4th ed.) (pp. 9–10). Jones & Bartlett Learning.

Professional Context

This assessment will enable you to describe a plan proposal that includes an analysis of best practices of interprofessional collaboration, change theory, leadership strategies, and organizational resources, including financial considerations, which can be used to solve the problem identified in the healthcare professional interview you conducted.

Overview

Having reviewed the information gleaned from your professional interview and identified the issue, you will determine and present a plan for an interdisciplinary intervention to address the issue. While you will not be expected to implement the plan during this course, the plan should be evidence based and realistic within the context of the issue and your interviewee’s organization.

The goal of this assessment is to clearly lay out the improvement objective for your interdisciplinary intervention. Be sure to build on the leadership, change, and collaboration research you completed in the previous assessment. Look for specific, real-world ways in which those strategies and best practices could be used to generate buy-in for the plan or improve the implementation of the plan.

Instructions

Use the context of the organization from your interview to develop a viable plan for an interdisciplinary team to address the issue you identified. Define a specific organizational or patient outcome based on the information gathered in your interview.

Using the 
Interdisciplinary Plan Proposal Template [DOCX]
 will help you stay organized and concise. As you complete each section of the template, apply APA format to in-text citations for the evidence and best practices that inform your plan, as well as to the reference list at the end. (Because you’re using a template, a title page is optional.)

Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the rubric carefully so you understand what is needed for a distinguished score.

Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.

Explain a change theory and a leadership strategy, supported by relevant evidence, that is most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.NURS FPX 4010 Interdisciplinary Plan Proposal Capella Example

Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.

Explain organizational resources, including financial, needed for the plan to succeed and the impacts on those resources if the improvements described in the plan are not made.

Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

Additional Requirements

Length of submission:
 Use the template. Remember that part of this assessment is to make the plan easy to understand and use, so it is critical that you are clear and concise. Most submissions will be 2–4 pages in length. Be sure to include a reference page at the end of the plan.

Number of references:
 Cite a minimum of three sources of scholarly or professional evidence that support your central ideas. Resources should be no more than 5 years old. See the 
Bachelor of Nursing (BSN) Program Library Guide
.

APA formatting:
 Make sure that in-text citations and reference list follow current APA style. See the 
APA Module
.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

Competency 1: Explain strategies for managing human and financial resources to promote organizational health.

Explain organizational resources, including financial, needed for a plan to succeed and the impacts on those resources if nothing is done to address the improvements sought by the plan.

Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.

Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving a plan’s objective. Include best practices of interdisciplinary collaboration from the literature.

Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.

Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.

Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.

Explain a change theory and a leadership strategy, supported by relevant evidence, that are most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.

Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.

Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

 

 
Scoring Guide

Use the scoring guide to understand how your assessment will be evaluated.

Criterion 1

Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.

Distinguished

Describes an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes. NURS FPX 4010 Interdisciplinary Plan Proposal Capella Example NURS FPX 4010 Interdisciplinary Plan Proposal Capella Example

 

 

 

 

 

Criterion 2

Explain a change theory and a leadership strategy, supported by relevant evidence, that are most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.

Distinguished

Explains a change theory and a leadership strategy, supported by relevant evidence, that are most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan
. Provides real-world examples relevant to the health care organization that is the context for the plan.

 

Criterion 3

Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving a plan’s objective. Include best practices of interdisciplinary collaboration from the literature.

Distinguished

Explains the collaboration needed by an interdisciplinary team to improve the likelihood of achieving a plan’s objective. Includes best practices of interdisciplinary collaboration from the literature
. Provides real-world examples relevant to the health care organization that is the context for the plan
.

 

Criterion 4

Explain organizational resources, including financial, needed for a plan to succeed and the impacts on those resources if nothing is done to address the improvements sought by the plan.

Distinguished

Explains organizational resources, including financial, needed for a plan to succeed and the impacts on those resources if nothing is done to address the improvements sought by the plan.
Provides real-world examples relevant to the care setting in which the plan will be implemented.

 

Criterion 5

Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

Distinguished

Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors.

 

Criterion 6

Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

Distinguished

Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly. NURS FPX 4010 Interdisciplinary Plan Proposal Capella Example

Interview and Interdisciplinary Issue Identification Capella University – NURS-FPX4005: Nursing Leadership: Focusing on People, Processes, and Organizations

Interview and Interdisciplinary Issue Identification

NURS-FPX4005: Nursing Leadership: Focusing on People, Processes, and Organizations

Interview Summary

In this assessment, I conducted a semi-structured interview with Maria N., who is a charge nurse in a 250-bed community hospital that provides acute, surgical and outpatient services. My approach was founded on an open-ended questioning strategy based on the guidelines of Xu et al. (2025) about qualitative interviews and served to make the discussion as flexible and comprehensive as possible. The responsibilities of Maria included organizing the daily patient flow, managing staffing, overseeing inter-unit communication, and serving as the interface between bedside nurses and the administrative staff. In the interview, she noted that the urgent problem at the organization is frequent delays in discharging patients as a result of failure to have consistent interdisciplinary communication among nursing, case management, and the medical team. These delays have also caused congestion in the emergency department, increased length of stay, and frustration by the staff members who feel silenced during handoff. She noted that the leadership had attempted to resolve this issue in the past, such as adopting standardized discharge checklist but this was not fully successful because it did not bring on board all the concerned departments. The other issue that Maria described is based on the idea that teamwork is appreciated, yet it never works in reality due to the hierarchical nature of communication, siloed working process, and interdisciplinary rounding. She presented several instances of her own experience including how there was an incomplete clinical update given to case managers, resulting in poorly coordinated discharge planning. The interview identified an organizational challenge that requires a more integrated and participatory approach towards discharge planning with evidence-based strategies that can reinforce communication and accountability across disciplines.

BUY HUMAN-WRITTEN PAPER HERE

Issue Identification

From the interview, the absence of effective communication and coordination in discharge planning is the core problem that can be addressed with an evidence-based interdisciplinary solution. This problem can be tackled with the help of an interdisciplinary solution since it involves several stakeholders that control various parts of the discharge process (Nasiri et al., 2022). Nurses offer clinical updates, physicians decide on medical preparedness, case managers organize services and therapists check functional requirements. Most of these roles do not sit well with each other, which leads to delays that have adverse patient outcomes and system flow. It is reasonable to use an interdisciplinary approach since it is already proven that discharge planning is highly efficient in cases of shared decision-making, real-time communication, and joint problem solving between different professionals in the healthcare setting. Isolated interventions will remain insufficient without a coordinated system, as witnessed in the organization’s past efforts, which failed to incorporate the views of key team members and their perspectives on the organization. Interview and Interdisciplinary Issue Identification Capella University – NURS-FPX4005: Nursing Leadership: Focusing on People, Processes, and Organizations

Change Theories That Could Lead to an Interdisciplinary Solution

The Change Theory by Kurt Lewin is one of the theories of change that can be used in creating an interdisciplinary solution, and it incorporates the phases of unfreeze, change, and refreeze. The theory is heavily implemented in healthcare research and offers a systematic procedure to the implementation of organizational changes that necessitate the change in behavior and communication patterns (Barrow & Annamaraju, 2022). The model created by Lewin is especially applicable to the identified issue, as ensuring better discharge coordination will necessitate the disruption of old practice habits of siloed practices and the creation of new interdisciplinary routines that will undergo consistent reinforcement. For instance, one of the stages of unfreezing might include bringing in data regarding discharge delays in order to create awareness and inspire change. The changing phase might entail the establishment of interdisciplinary rounds every day with well-established roles for each team member. The refreezing phase would involve the implementation of the new process as a part of policy and the assessment of the continuing adherence. The literature source, like that of Barrow and Annamaraju (2022), is a reliable and up-to-date piece of evidence that can substantiate the idea of the applicability of Lewin in the healthcare environment because it is effective in enhancing sustainable collaboration and communication. The source is peer reviewed and provides an evidence-based guideline on the change implementation process. Due to the predictability and systemic quality of the discharge-planning problem, the Lewin theory fits the requirements of the organization perfectly and provides an effective roadmap to change.

Leadership Strategies That Could Lead to an Interdisciplinary Solution

One of the strategies that might help achieve discharge-planning improvements across disciplines is transformational leadership. Transformational leaders inspire and motivate teams by facilitating a collective purpose, promoting professional independence, and open communication (Ystaas et al., 2023). This method plays a significant role in addressing the issues that the interviewee raised regarding hierarchical barriers and lack of engagement among colleagues. According to Sulosaari et al. (2022), transformational leadership would allow nurse leaders and department managers to exemplify teamwork, encourage staff involvement in the decision-making process, and develop a culture where interdisciplinary contributions are equally considered. The provided articles are reliable and up-to date as they provided evidence-based peer-reviewed research demonstrating the validity of transformational leadership as an empirical method that enhances team performance, communication, and organizational commitment. The strategy is most applicable to the facility since the problem under consideration is one of behavioral change, team cohesion and morale, which can be positively influenced by a leadership style that focuses on relationships and empowerment. Transformational strategies allow the leader to create an environment where interdisciplinary discharge planning is not only accepted but also welcomed.

Collaboration Approaches for Interdisciplinary Teams

Structured interdisciplinary bedside rounds (SIBR) and Situation, Background, Assessment, and Recommendation (SBAR)-based models are evidence-based collaboration practices that might enhance the nature of interdisciplinary discharge planning. It is evident from studies such as those by Heip et al. (2020) that SIBR improves teamwork and patient satisfaction through lessening length of stay and ensuring all disciplines meet simultaneously to discuss patient progress and plan discharge requirements. This practice would address fragmented patterns of communication that the interviewee has highlighted and create predictable communication avenues. Similarly, SBAR framework provides a universal means of delivering clinical data, improving the insufficient ambiguity and clarity between disciplines (Shrivastava et al., 2025). These articles are credible because they offer current evidence-based research to prove the usefulness and practicality of these strategies by demonstrating improved outcomes in hospitals that apply structured communication and collaboration strategies. The strategies are applicable to the identified issue because they directly address the main source of the problem, which is the inconsistent communication and disorganized participation. Structured interdisciplinary meetings and standardized tools of communication should be introduced to facilitate a shared vision of what discharge goals are, reduce unnecessary delays and result in a more integrated organizational culture.

Conclusion

The interview proved to be useful in establishing new knowledge about communication problems that affect discharge coordination and the need to implement a structured, evidence-based interdisciplinary approach. Having identified ineffective communication as one of the main issues, it is clear   sustainable change would require organizational change and teamwork enhancement supported by proven theories, management skills, and collaboration models. This data reveals that the application of The Change Theory by Lewin, the synthesis of transformational leadership, and the implementation of institutional- level collaboration tools such as SIBR and SBAR are capable to improve communication across disciplines thus improving patient care. These results provide good groundwork upon which an effective interdisciplinary improvement plan can be created to improve outcomes Interview and Interdisciplinary Issue Identification Capella University – NURS-FPX4005: Nursing Leadership: Focusing on People, Processes, and Organizations.

 

References

Barrow, J. M., & Annamaraju, P. (2022, September 18).
Change management in health care
. National Library of Medicine; StatPearls Publishing.
https://www.ncbi.nlm.nih.gov/books/NBK459380/

Heip, T., Hecke, A. V., Malfait, S., Biesen, W. V., & Eeckloo, K. (2020). The effects of interdisciplinary bedside rounds on patient centeredness, quality of care, and team collaboration.
Journal of Patient Safety
,
18
(1).
https://doi.org/10.1097/pts.0000000000000695

Nasiri, A., Akbari, A., & Jani, H. (2022). Challenges and implementation strategies of the discharge planning according to the nurses’ experiences: A qualitative study.
Modern Care Journal
,
19
(2).
https://doi.org/10.5812/modernc-121663

Shrivastava, S. R., Chong, S. V., & Bobhate, P. S. (2025). Facilitating effective communication through the adoption of SBAR tool in medical training.
Journal of Education and Health Promotion
,
14
(1).
https://doi.org/10.4103/jehp.jehp_1213_24

Sulosaari, V., Kosklin, R., & Munter, J. D. (2022). Nursing leaders as visionaries and enablers of action.
Seminars in Oncology Nursing
,
39
(1), 151365.
https://doi.org/10.1016/j.soncn.2022.151365

Xu, Z., Wang, Y., & Qian, Y. (2025). The design and application of in-depth interviews in primary care research.
Chinese General Practice Journal
,
2
(2), 100062.
https://doi.org/10.1016/j.cgpj.2025.100062

Ystaas, L. M. K., Nikitara, M., Ghobrial, S., Latzourakis, E., Polychronis, G., & Constantinou, C. S. (2023). The impact of transformational leadership in the nursing work environment and patients’ outcomes: A systematic review.
Nursing Reports
,
13
(3), 1271–1290.
https://doi.org/10.3390/nursrep13030108 
 Interview and Interdisciplinary Issue Identification Capella University – NURS-FPX4005: Nursing Leadership: Focusing on People, Processes, and Organizations

Academic Nurse Educator Role Assignment

Academic Nurse Educator

As an academic nurse educator, I would address medication safety in a BSN program, emphasizing it as a core competency vital for professional accountability and patient outcomes.

Teaching methods

Focusing on the cognitive domain involves using case-based learning with real-world medication error scenarios. This method promotes higher-order thinking by encouraging clinical reasoning, critical analysis, and applying pharmacological knowledge (Billings & Halstead, 2023). To address the psychomotor domain, high-fidelity simulation of medication administration is utilized, including the “five rights” and barcode scanning. This offers students practical, hands-on experience in a controlled setting, highlighting timing, accuracy, and adherence to protocols (Pogson et al., 2023).

Teaching style

The facilitator-demonstrator teaching style complements the selected strategies effectively. It involves guiding discussions, encouraging reflection, and fostering learner independence during case analyses, while also demonstrating correct medication administration techniques during simulations. This integrated method addresses adult learners’ needs and can be adjusted based on their experience level—providing more autonomy to advanced learners and greater structure for beginners (Billings & Halstead, 2023).

GET ASSIGNMENT HELP HERE

Personal attributes

The key personal attributes for teaching medication safety include approachability, confidence, vigilance, and caring. I demonstrate approachability and caring through supportive communication. To boost confidence and vigilance, I practice reflection, seek feedback from peers, and continue professional development focused on patient safety education (Benner et al., 2021).

NLN core competencies

Core competencies essential for Novice Nurse Educators related to the selected topic and teaching method include facilitating learning and quality improvement. Facilitating learning involves delivering learner-centered, evidence-based instruction, while quality improvement focuses on preventing errors and promoting a safety culture. These skills are vital for effective medication safety education and success as an educator (National League for Nursing, 2025). Academic Nurse Educator Role Assignment

References

Benner, P., Sutphen, M., Leonard, V., & Day, L. (2021).
Educating nurses: A call for radical transformation
. Jossey-Bass.

Billings, D. M., & Halstead, J. A. (2023).
Teaching in nursing: A guide for faculty
(6th ed.). Elsevier.

National League for Nursing (2025).
NLN Core Competencies forAcademic Nurse Educators
.
https://www.nln.org/education/nursing-education-competencies/core-competencies-for-academic-nurse-educators

Pogson, R., Henderson, H., Holland, M., Sumera, A., Sumera, K., & Webster, C. A. (2023). Determining current approaches to the evaluation of the quality of healthcare simulation-based education provision: a scoping review.
MedEdPublish (2016), 13
, 207.
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Academic Nurse Educator Role Assignment  General Instructions 

Follow these guidelines when completing each component of the collaboration café. Contact your course faculty if you have questions.

Step 1
: Review the scenario below:

You are stepping into a new role as a nurse educator. You have been given the opportunity to design and deliver a learning experience in one of the following settings:

Academic Nurse Educator
 (e.g., university or college faculty for an LPN, ADN, or BSN program)

Choose one of the educator roles above. Then, select a relevant topic for your setting (e.g., medication safety, chronic disease management, clinical reasoning, client education, etc.).

Step 2
: Answer the discussion prompts below with explanation and detail, providing complete references for all citations.  Academic Nurse Educator Role Assignment

Step 3
: Reply to a peer with a different topic.

Include the following sections
:

Identify two different teaching methods or strategies you would use to teach your chosen topic. Each method should target a different learning domain (cognitive, affective, or psychomotor). Provide a rationale for your chosen methods, explaining why they are appropriate and how they effectively support learning within the selected domains.

Reflect on the teaching style (e.g., facilitator, demonstrator, delegator, expert) that best aligns with your selected strategies. Why does this style suit your approach and the needs of your learners, and how might your style adapt based on the setting or learner group?

Consider the personal attributes (e.g., caring, confidence, etc.) that are most important for effectively teaching your topic. Which of these attributes do you already demonstrate, which ones do you need to strengthen, and how will you do so?

Select two NLN Core Competencies for Novice Nurse Educators that are most relevant to your chosen topic and teaching approach. Explain how these competencies relate to your chosen learning experience design and why they are essential for success in your educator role. Academic Nurse Educator Role Assignment