Tag: Clinical-Nursing

Program/ Policy Evaluation in Healthcare Example

 

Program/policy evaluation is a valuable tool that can help strengthen the quality of programs/policies and improve outcomes for the populations they serve. Program/policy evaluation answers basic questions about program/policy effectiveness. It involves collecting and analyzing information about program/policy activities, characteristics, and outcomes. This information can be used to ultimately improve program services or policy initiatives.

Nurses can play a very important role assessing program/policy evaluation for the same reasons that they can be so important to program/policy design. Nurses bring expertise and patient advocacy that can add significant insight and impact. In this Assignment, you will practice applying this expertise and insight by selecting an existing healthcare program or policy evaluation and reflecting on the criteria used to measure the effectiveness of the program/policy.

To Prepare:

Review the Healthcare Program/Policy Evaluation Analysis Template provided in the Resources.
Select an existing healthcare program or policy evaluation or choose one of interest to you.
Review community, state, or federal policy evaluation and reflect on the criteria used to measure the effectiveness of the program or policy described.
The Assignment: (2–3 pages) Program/ Policy Evaluation in Healthcare Example.

Based on the program or policy evaluation you selected, complete the Healthcare Program/Policy Evaluation Analysis Template. Be sure to address the following:

Describe the healthcare program or policy outcomes.
How was the success of the program or policy measured?
How many people were reached by the program or policy selected?
How much of an impact was realized with the program or policy selected?
At what point in program implementation was the program or policy evaluation conducted?
What data was used to conduct the program or policy evaluation? Program/ Policy Evaluation in Healthcare Example
What specific information on unintended consequences was identified?
What stakeholders were identified in the evaluation of the program or policy? Who would benefit most from the results and reporting of the program or policy evaluation? Be specific and provide examples.
Did the program or policy meet the original intent and objectives? Why or why not?
Would you recommend implementing this program or policy in your place of work? Why or why not?
Identify at least two ways that you, as a nurse advocate, could become involved in evaluating a program or policy after 1 year of implementation.

Program/ Policy Evaluation in Healthcare Example

 

[Student name]

[Department, College/ Institution]

[Course Name]

[Instructor’s Name]

Date

 

Program/ Policy Evaluation in Healthcare

Healthcare Program/Policy Evaluation

The Patient Protection and Affordable Care Act (ACA 2010)

 

 

 

 

 

Description

This is a piece of healthcare policy that revolutionized access to quality healthcare as a social determinant of health for the poor and marginalized in the US. It introduced the concept of individual mandate whereby every person is expected as a matter of course to take the health cover. For those employed, the employer is obligated to pay for them. A total of another twenty million Americans of little or no means have since been brought into the healthcare coverage bracket because of ACA 2010 (HealthCare.gov, n.d; Manchikanti et al., 2017) Program/ Policy Evaluation in Healthcare Example.

How was the success of the program or policy measured?

 

The success of the program was measure by the number of those previously uninsured who were able to be brought into the coverage fold. This figure has been estimated at 20 million Americans. The other measure of success was the fact that now individuals with pre-existing conditions would be able to receive coverage through monetary incentives given to the payers that cover them. To demonstrate how powerful this measure was, opponents such as former President Trump attempted to repeal and replace this provision because it allegedly hurt private business (Thompson, 2018; AAFP, n.d.).

How many people were reached by the program or policy selected? How much of an impact was realized with the program or policy selected?

 

The number of persons reached by this policy was approximately 20 million persons. Most of these are from marginalized minority communities such as African Americans. They have limited means due to unfavorable social determinants of health such as low socioeconomic status. Program/ Policy Evaluation in Healthcare Example The impact of the program was immense. For instance, persons with pre-existing conditions who normally have to regularly visit the hospital and take medications are now covered (Thompson, 2018; Manchikanti et al., 2017).

What data was used to conduct the program or policy evaluation?

 

The data used for evaluation came from the US Department of Human Services as well as Medicare.

What specific information on unintended consequences were identified?

 

The specific information on unintended consequences was that relating to the individual mandate provision in the policy. It has now become clear that even though this was well-intended, many poor Americans with no employment still cannot pay even those reduced premiums and end up having to pay a penalty as stipulated by the law. This appears to be double punishment (Sweeney, 2018).

What stakeholders were identified in the evaluation of the program or policy? Who would benefit most from the results and reporting of the program or policy evaluation? Be specific and provide examples.

The stakeholders identified in the evaluation of the policy include the federal government, Medicare and Medicaid, state governments, private payers, providers, and the American citizens. Those who stand to benefit most from the reporting or policy evaluation are payers including Medicare and Medicaid; as well as the federal government. Program/ Policy Evaluation in Healthcare Example The latter uses this evaluation and reporting to assess the success or failure of the healthcare policy that is ACA 2010.

Did the program or policy meet the original intent and objectives? Why or why not?

 

The policy indeed met the original intent as it enabled another 20 million Americans to access healthcare. However, there is a downside to the success in that the individual mandate has proven to be a punishment rather than a helping move. Many poor citizens with no jobs are finding themselves required to pay penalties just for being unable to pay the ACA 2010 premiums.

Would you recommend implementing this program or policy in your place of work? Why or why not?

 

I would definitely recommend the implementation of this healthcare policy at my place of work. This is because despite the few drawbacks such as the provision on individual mandate, persons with pre-existing conditions are catered for in more ways than one.

Identify at least two ways that you, as a nurse advocate, could become involved in evaluating a program or policy after one year of implementation.

 

As a nurse advocate, I would become involved in evaluating the policy after one year of implementation by conducting a survey on patient satisfaction. Secondly, I would want to know the true extent of the negative impact of the individual mandate provision in the ACA 2010. For this, I will do a scientific research coming out with valid and reliable results to inform policy makers’ actions.  Program/ Policy Evaluation in Healthcare Example

 

General Notes/Comments

The ACA 201 healthcare policy is the closest the United States has come to universal healthcare coverage (UHC). Despite the challenges that still exist; the impact of the policy especially on access to healthcare by the poor has been immense. In particular, covering pre-existing conditions has been a big plus for the poor Americans suffering from type II diabetes, hypertension, and heart disease amongst other chronic conditions Program/ Policy Evaluation in Healthcare Example.

 

References

American Academy of Family Physicians [AAFP] (n.d.).
ACA Repeal/ Replace
.
https://www.aafp.org/media-center/kits/aca-repeal-replace.html

HealthCare.gov (n.d.).
Affordable Care Act (ACA).
https://www.healthcare.gov/glossary/affordable-care-act/

Manchikanti, L., Ii, S.H., Benyamin, R.M., & Hirsch, J.A. (2017). A critical analysis of Obamacare: Affordable care or insurance for many and coverage for few?
Pain Physician, 20
(3), 111-138.
https://doi.org/10.36076/ppj.2017.138

Sweeney, E. (October 24, 2018).
ACA repeal would impact 102M people with pre-existing conditions
.
https://www.fiercehealthcare.com/payer/aca-repeal-would-impact-102-million-people-pre-existing-conditions

Thompson, D. (January 22, 2018).
Obamacare helping poor families the most
.
https://consumer.healthday.com/public-health-information-30/affordable-care-act-obamacare-955/obamacare-helping-poor-families-the-most-730401.html 
Program/ Policy Evaluation in Healthcare Example

Sexually Transmitted Infections (STI’s) Essay

Female Patient Cases-Case 3- Sexually Transmitted Infections (STI’s) Essay

Female Patient Cases-Case 3
________________________________________
Make a list of minimum 5 Sexually Transmitted Infections (STI’s) with:
Questions for the case:
• Discuss the causative organism for each one.
• Discuss and described the pathophysiology and symptomology/clinical manifestations of each.
• Discuss patient education.
• Develop the management plan (pharmacological and nonpharmacological).

Submission Instructions:
• Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least at least 3 academic sources no older than 5 years (2016-2021).

 

 

Sexually Transmitted Infections (STI’s)

 

 

Student’s name

Course

Instructor’s name

November 2021

 

Sexually Transmitted Infections (STIs)

Sexually transmitted infections (STIs), also referred to as STDs (Sexually transmitted diseases), are infections passed from one individual to another through sexual contact. STIs occur when a virus, bacteria, or parasite enters and grows in the body (van de Wijgert, 2017). There are several sexually transmitted infections, including chlamydia, gonorrhea, pelvic inflammatory disease, syphilis, genital warts, and human papillomavirus Sexually Transmitted Infections (STI’s) Essay.

Chlamydia

Causative Organism:
Chlamydia is an STI caused by bacteria Chlamydia trachomatis.

Pathophysiology and Clinical Manifestation:
Chlamydia has an infectious cycle and two developmental forms. The two developmental forms include an elementary body (EB) and a reticulate body (RB. Patients infected with chlamydia develop symptoms several weeks after engaging in sex with an infected person. The main symptoms in a patient infected with chlamydia include painful coitus, fever, nausea, and lower abdominal pain. When chlamydia affects the rectum in both men and women, it presents with bleeding, discharge, and rectal pain (Witkin et al., 2017).

Patient Education:
Patients should take all the prescribed medicine. Besides, both sex partners need to be treated at the same time to avoid re-infection.

Pharmacological management plan:
A single dose of azithromycin or doxycycline twice daily for 14days Sexually Transmitted Infections (STI’s) Essay.

Non-pharmacological management plan:
Abstinence, avoiding having multiple sexual partners, having protected sex.

Gonorrhea

Causative agent:
Neisseria gonorrhoeae bacterium

Pathophysiology:
Inflammation of the mucous membranes of the genital tract and urethra

Clinical Manifestation:
Pus-like discharge on both eyes, sensitivity to light, anal itching, anal itching, and pus-like discharge from the rectum (Taylor et al., 2018)

Patient Education:
Discuss safe sex practices

Pharmacological management plan:
A single dose of ceftriaxone or a single dose of cefixime 400mg, or a single dose of azithromycin 1g

Non-pharmacological management plan:
Abstain from oral, anal, and vaginal sex. Ensure you are in a long-term monogamous relationship. Sexually Transmitted Infections (STI’s) Essay

Pelvic Inflammatory Disease (PID)

Causative agent:
Bacterias from gonorrhea and chlamydia which are, Neisseria gonorrhoeae and Chlamydia trachomatis, respectively.

Pathophysiology:
Ascending infection of cervicovaginal microorganisms.

Clinical Manifestation:
Chills, nausea and vomiting, painful coitus, abnormal vaginal discharge usually green or yellow, and pain and tenderness in the lower abdomen (Witkin et al., 2017)

Patient Education:
Methods of preventing STIs and PID include avoiding unsafe sexual practices and reducing sexual partners.

Pharmacological management plan:
Ceftriaxone, levofloxacin, ofloxacin plus doxycycline

Non-pharmacological management plan:
Do not douche, get tested, and limit sex partners.

Syphilis

Causative agent:
Bacterium Treponema pallidum

Pathophysiology:
Attachment of fibronectin molecules to the endothelial surface of the vessels in organs leading to obliteration and inflammation of the small vessels causing endarteritis obliterans Sexually Transmitted Infections (STI’s) Essay.

Clinical Manifestation:
Primary syphilis presents with a small, painless open ulcer on the skin, rectum, mouth, and genitals. Secondary syphilis presents with patchy hair loss, sore throat, fatigue, muscle aches, headaches, weight loss, and swollen lymph nodes (Forrestel, Kovarik & Katz, 2020).

Patient Education:
Use condoms and dental dams if you must have sex.

Pharmacological management plan:
Single intramuscular injection of long-acting Benzathine penicillin G.

Non-pharmacological management plan:
Avoid recreational drugs. Be monogamous or abstain.

Genital Warts

Causative agent:
Human papillomavirus (HPV) types 6 and 11. Sexually Transmitted Infections (STI’s) Essay

Pathophysiology:
Infection occurs at the basal cell layer of the stratified epithelial cells.

Clinical Manifestation:
Itching and bleeding from the anus and the genitals. A change in the normal flow of urine. One or more small, flesh-colored painless lumps around the upper thighs, anus, penis, or vagina (Baandrup, Dehlendorff & Kjaer, 2021)

Patient Education:
Use sanitary napkins for 2 to 3 weeks after treatment because you may experience watery vaginal discharge.

Pharmacological management plan:
Imiquimod cream

Non-pharmacological management plan:
Avoid sexual contact when using the Imiquimod cream.

References

Baandrup, L., Dehlendorff, C., & Kjaer, S. K. (2021). One-dose human papillomavirus            vaccination and the risk of genital warts: a Danish nationwide population-based study. Clinical Infectious Diseases, 73(9), e3220-e3226.

Forrestel, A. K., Kovarik, C. L., & Katz, K. A. (2020). Sexually acquired syphilis: historical    aspects, microbiology, epidemiology, and clinical manifestations. Journal of the     American Academy of Dermatology, 82(1), 1-14.

Taylor, S. N., Marrazzo, J., Batteiger, B. E., Hook III, E. W., Seña, A. C., Long, J., … & Mueller,      J. (2018). Single-dose zoliflodacin (ETX0914) for treatment of urogenital gonorrhea.    New England Journal of Medicine, 379(19), 1835-1845.

van de Wijgert, J. H. (2017). The vaginal microbiome and sexually transmitted infections are       interlinked: consequences for treatment and prevention. PLoS medicine, 14(12),        e1002478.

Witkin, S. S., Minis, E., Athanasiou, A., Leizer, J., & Linares, I. M. (2017). Chlamydia      trachomatis: the persistent pathogen. Clinical and Vaccine Immunology, 24(10), e00203-   17. Sexually Transmitted Infections (STI’s) Essay

Gynecological Health Care for Lesbian, Bisexual & Transgender Individuals essay

Gynecological Health Care for Lesbian, Bisexual & Transgender Individuals
________________________________________
The purpose of this paper is to better understand gynecological health care for lesbian, bisexual and transgender individuals.
• Define and describe for lesbian, bisexual and transgender individuals.
o Gender and sexuality concepts.
o Social and political context.
o Social determinants of health affecting lesbian, bisexual and transgender individuals.
o Barriers to health care.
o Health care disparities.
Submission Instructions:
• The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.
• The paper is to be no shorter than 4-5 pages in length, excluding the title and references page.
• Your paper should be formatted per APA. academic sources no older than 5 years (2016-2021).
• Incorporate current practice guidelines for diagnosis and treatment and a minimum of 6 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to APA style (the library has a copy of the APA Manual).

 
 

Gynecological Health Care for Lesbian, Bisexual & Transgender Individuals essay

 

Student Name

Affiliation

Course

Instructor

Due date

 
 

Gynecological Health Care for Lesbian, Bisexual and Transgender Individuals

An Overview of Lesbian, Bisexual, and Transgender Individuals

The Lesbian, Gay, Bisexual and Transgender, Queer (LGBTQ) population represents a distinct community of Sexual and Gender Minority (SGM) individuals with a wide range of gender identities and sexual orientations (Quinn et al., 2020). Billard and Gross (2020) mentioned that whilst the LGBTQ community is made up of distinct groups, these identities and groups largely share the common bond of witnessing and experiencing disparities that are considered a major source of discrimination, prejudice and stigma. Gynecological Health Care for Lesbian, Bisexual & Transgender Individuals essay Against this backdrop, this analytical essay seeks to create a better understanding of gynecological health care for lesbian, bisexual, gay and transgender individuals.

PLACE YOUR ORDER HERE

Gender and Sexuality Concepts

Butler et al. (2016) elaborated that whilst LGB is a concept that refers to sexual orientation, T and Q, are often used as concepts that refers to gender identity.  Other empirical studies noted that the LGB orientation and Transgender and Queer identities, in the United States and the rest of the world, are medically under-served and experience a broad list of health disparities, and this has contributed to their increased vulnerability to communicable and non-communicable diseases as well as other social ills and socio-economic disadvantages (Rahman, 2019; Quinn et al., 2020).

Social and Political Context

Rahman (2019) observed that the non-heterosexual orientation is one of the major determinant factors in the challenges experienced by members of the LGBTQ community in accessing quality, tailored and affordable health care Gynecological Health Care for Lesbian, Bisexual & Transgender Individuals essay.  According to recent statistics, about 1.2 to 15% of the mainstream population in the United States identifies as members of the LGBT community, and they are represent people from diverse ethnicities, ages, creeds, geography and cultural backgrounds (Quinn et al., 2020). In view of the minority stress model, Butler et al. (2016) asserted that the LGBT movement gained prominence as a powerful and global socio-political movement aimed at reflecting new forms of sexuality, away from the patriarchal heteronormative behaviors that had historically defined the mainstream understanding of gender and sexuality in most cultures across the world. Other findings by Hafeez et al. (2017) reported that the significant rise in social stigmatization faced by sexual minorities has  raised concerns over the high susceptibility of LGBT communities to a series of health problems such as HIV/AIDs, tobacco and illicit drugs, abuse of alcohol, unprotected sex, obesity, breast and cervical cancer, bullying, mental disorders, and violent behavior. Billard and Gross (2020) added that the social stigmatization experienced by the members of the LGBT groups is exacerbated by the prevalence of discriminatory practices and poor access to health care and support as a result of the growing levels of homophobia. Rahman (2019) noted that  homophobic tendencies has contributed to the growing experiences of prejudice and discrimination against the LGBT groups in different parts of the world amidst the formulation and enforcement of public health policies  in favor of pro-equality reforms. In a study that explored the status of the LGBT movements in the United States, Patrick and Markel (2020) commented that the LGBT movement has made significant attempts aimed at creating and utilizing networks, public demonstrations, riots, lobbying, political representation and other arrangements to maneuver in political places and spaces to initiate requisite political chance in support of LGBT rights. Gynecological Health Care for Lesbian, Bisexual & Transgender Individuals essay.

 

 

Social Determinants of Health Affecting LGBTQ

Hafeez et al. (2017) asserted that whilst the establishment of the LGBT identity is considered a major development in favor of pro-equality reforms, the growing cases of homophobia represent a major barrier to accessing health care and support by members of the LGBT populations. Similarly, Alencar Albuquerque et al. (2016) commented that, a majority of health care providers and professionals have often employed the heterosexuality matrix as the standard for determining the case of gender and sexual identity, and this has contributed to discrimination, social stigmatization and inequality. A set of social determinants including the intersection between gender and sexuality, race, age, employment, and socioeconomic status have played a major role in impeded the equitable, universal and reasonable access to health care delivery. Other empirical findings reported that the demands from the LGBT movement have often emphasized inclusivity, diversity, tolerance and defense of gender identities and sexual orientation. Gynecological Health Care for Lesbian, Bisexual & Transgender Individuals essay As a result, the implementation of inclusion policies and practices in different societal sectors including education and health has sought to promote the values of respect to peace, to diversity and to non-discrimination by gender identities and sexual orientation (Butler et al. 2016). However,  the Office of Disease prevention and Health Promotion (2021) reiterated that the controversy surrounding what behaviors are acceptable and whose identities associated are legitimate has contributed to a societal setting where the contested identities of the LGBT communities is said to have transformed the conventional social order. Amy and Davis (2021) insisted that the societal attitudes towards homosexuality and queerness are criticized for a possible shifty in the mainstream national cultures of most countries around the world against ‘permissive’ sexual mores. In practice, the social determinants affecting LGBT population’s health is largely embedded in the manner in which these populations have suffered social stigmatization and discrimination, which have greatly influenced the access to health care and support, status and outcomes of sexual minorities Gynecological Health Care for Lesbian, Bisexual & Transgender Individuals essay.

Barriers to Health Care

From a gender-based diversity, Amy and Davis (2021) insisted that core barriers to health services access have historically undermined the current efforts aimed at integrating the wide spectrum of sexual and gender identities and communities into the mainstream populations. Some of the main barriers to health care access among the LGBT communities include limited access to health care and health insurance, poor socio-economic status, absence of availability of health care professionals providing fertility services to women who identify themselves as lesbian, deficit in provider training, biased practices by professionals, and cultural constraints (Patrick & Markel, 2020) Gynecological Health Care for Lesbian, Bisexual & Transgender Individuals essay. The Office of Disease prevention and Health Promotion (2021) noted that the growing list of threats to LGBT groups and people’s health have been widely associated with the embedment of biphobia, homophobia, heterosexism and transphobia within all social and political institutions. As a result, the core barriers to health as experienced by most members of the LGBT communities are worsened by the discriminatory dynamics, stigma, social exclusion, and also the lack of health provider knowledge and invisibility of the plight of the LGBT people (Quinn et al., 2020).

Health Care Disparities

Hafeez et al. (2017) noted that the LGBT population is heavily confronted by the high prevalence of HIV/AID incidence and prevalence. Compared to heterosexual men, findings have reported that gay men are more likely to record higher rates of HIV infection. Other health disparities are also reported in the disproportionate rates of sexual transmitted diseases including gonorrhea, human papillomavirus, syphilis and others among men who have sex with men. Equally, lesbian, gay and bisexual adolescents and young adults were identified to be more obese and likely to use illicit substance and alcohol than their straight peers (Amy and Davis, 2021). As a result, most members of the LGBT communities are subject to substantially more physical, emotional and sexual trauma that could contribute to significant health disparities, and hence contributing to their higher rates of all-cause morbidity and mortality rates between LGT and heterosexuals (Patrick & Markel, 2020) Gynecological Health Care for Lesbian, Bisexual & Transgender Individuals essay.

Conclusion

The findings in this report demonstrate that the LGBT communities experience a good deal of barriers when it comes to access to equitable, top-quality and patient-centered care and support. A myriad of social determinants as well as political and social constraints have over time contributed to the growing list of health disparities and their consequences on members of the LGBTQ populations in both developed and emerging worlds.

 

References

Alencar Albuquerque, G., de Lima Garcia, C., & da Silva Quirino, G.(2016) Access to health services by lesbian, gay, bisexual, and transgender persons: systematic literature review.
BMC Int Health Hum Rights
, 16, 2 (2016).
https://doi.org/10.1186/s12914-015-0072-9

Amy, L. & Davis, S. (2021).LGBT Social Movements.
Oxford Bibliographies
. DOI:
www.10.1093/obo/9780199756384-0219

Billard, T.J. & Gross, L. (2020).
LGBTQ Politics in Media and Culture
. In book: Oxford Research Encyclopedia of Politics. Oxford: Oxford University Press.
https://www.researchgate.net/publication/343889708_LGBTQ_Politics_in_Media_and_Culture

Butler M, McCreedy E, & Schwer N.,(2016).
Improving Cultural Competence to Reduce Health Disparities [Internet]. Rockville (MD): Agency for Healthcare Research and Quality (US); 2016 Mar. (Comparative Effectiveness Reviews, No. 170.) 3, Lesbian, Gay, Bisexual, and Transgender Populations.
https://www.ncbi.nlm.nih.gov/books/NBK361118/
  Gynecological Health Care for Lesbian, Bisexual & Transgender Individuals essay

Hafeez, H., Zeshan, M., Tahir, M. A., Jahan, N., & Naveed, S. (2017). Health Care Disparities among Lesbian, Gay, Bisexual, and Transgender Youth: A Literature Review.
Cureus,
9(4), e1184.
https://doi.org/10.7759/cureus.1184

Office of Disease prevention and Health Promotion, (2021).
Lesbian, Gay, Bisexual, and Transgender Health
.
https://www.healthypeople.gov/2020/topics-objectives/topic/lesbian-gay-bisexual-and-transgender-health

Patrick, D. & Markel, H. (2020).LGBT Politics in the United States.
Oxford Bibliographies
. DOI:   
www.10.1093/obo/9780199756223-0188

Quinn, G.P., Alpert, A.B., Sutter, M. & Schabath, M.B. (2020).What Oncologists Should Know about Treating Sexual and Gender Minority Patients With Cancer.
Oncology Practice
, 309-316.DOI:  
www.10.1200/OP.20.00036

Rahman, M. (2019).What Makes LGBT Sexualities Political: Understanding Oppression in Sociological, Historical, and Cultural Context.
Oxford Handbook Online.
DOI:
www.10.1093/oxfordhb/9780190673741.013.2
  Gynecological Health Care for Lesbian, Bisexual & Transgender Individuals essay

Electronic Medical Records(EMR) System Essay

Weekly Clinical Experience 4
________________________________________
Describe the Electronical Medical Record system that is used on your clinical practice site.
A. What are the Pros and cons you have found.
B. Is E-prescription incorporated on the EMH?—Yes, it is called Athena Health
C. Does it have adaptive learning? Electronic Medical Records(EMR) System Essay
D. Does it have Incorporated patient doorway?
E. Is there Flexibility with the absence of internet connectivity?
F. Does it have effective documentation and Image management capability.
Support and share your personal experience so all of us can learn.
Submission Instructions:
• Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least at least 3 academic sources no older than 5 years (2016-2021).

 

 

Electronic Medical Record (EMR)

[Student name]

[Department, College/ Institution]

[Course Name]

[Instructor’s Name]

date

 

Electronic Medical Record (EMR)

The first real recommendation for technology to be used in healthcare came from the Institute of Medicine’s report in 1999 aptly titled
To Err Is Human
. The study found out that there were many preventable deaths occurring in hospitals as a result of foreseeable and preventable human errors. The recommendation made was that technology should be adopted in healthcare so that it can help reduce medical errors and prevent deaths and disability (Palatnik, 2016) Electronic Medical Records(EMR) System Essay. Later on, legislation made it mandatory to have especially the electronic health record or EHR system in every healthcare setting (McGonigle & Mastrian, 2017). This system captures, stores, and retrieves patient data electronically and more conveniently. The electronic health record system is a platform that has several components that confer to it its functionality. These components interface with one another and seamlessly enable nurses and physicians to deliver treatment and care in a coordinated way. The electronic medical record or EMR is one of these EHR components. The others include computerized provider order entry (CPOE), automated drug dispensing cabinets (ADCs), and bar code medication administration (BCMA) amongst others (Alotaibi & Federico, 2017). The purpose of this paper is to discuss the EMR as used at the writer’s clinical practice site Electronic Medical Records(EMR) System Essay.

The Pros and Cons of the EMR Found

PLACE YOUR ORDER NOW

Pros

There are fewer errors that are attributable to misinterpretation of handwritten notes.

Patient records can be retrieved and accessed faster and more conveniently.

There is more efficiency and accuracy in record-keeping (Wang et al., 2018).

Electronic Medical Records(EMR) System Essay

Cons

The technology is expensive.

Resources that include valuable time have to be spent to train and upskill healthcare workers on its use.

Sometimes it paradoxically increases the workload as many details have to be entered correctly.

There is a risk to HIPAA (Health Insurance Portability and Accountability Act) compliance due to cloud storage of patient data (Wang et al., 2018).

E-Prescription and Adaptive Learning

Indeed, e-prescription is incorporated in the center’s EMR that is from the company called Athena Health. This is the computerized provider order entry or CPOE allowing prescriptions to be made by the physician and automatically sent to the pharmacy as the record remains in the patient’s electronic charts (Alotaibi & Federico, 2017). The EMR also has adaptive learning technology and stores treatment preferences and the tests/ prescriptions each clinician orders frequently Electronic Medical Records(EMR) System Essay. Athena Health is a healthcare technology company that builds innovative technologies such as the EMR system at my clinical practice site. It is headquartered in Massachusetts.

Incorporated Patient Doorway, Documentation, Image Management, and Internet Connectivity

The EMR has an incorporated patient doorway that shows the patent’s vital signs, the brief reason for the visit, and short candidate instructions. Unfortunately, there is no flexibility with the absence of Internet connectivity. When this happens, the system freezes and slows down considerably. On the brighter side, the EMR has effective documentation meeting all the needs as well as state-of-the-art image management capability. From personal experience, the benefits of this EMR system far outweigh the disadvantages. It has improved efficiency of services and prevented very many medical errors that could have occurred and cost patient lives. This is an innovative technology that every healthcare worker must be conversant with. Electronic Medical Records(EMR) System Essay.

References

Alotaibi, Y., & Federico, F. (2017). The impact of health information technology on patient safety.
Saudi Medical Journal, 38
(12), 1173–1180. 
https://doi.org/10.15537/smj.2017.12.20631

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

Palatnik, A. (2016). To err is human.
Nursing Critical Care, 11
(5), 4.
https://doi.org/10.1097/01.CCN.0000490961.44977.8d

Wang, Y., Kung, L., & Byrd, T.A. (2018). Big data analytics: Understanding its capabilities and potential benefits for healthcare organizations.
Technological Forecasting and Social Change, 126
(1), 3–13.
https://doi.org/10.1016/j.techfore.2015.12.019 
  Electronic Medical Records(EMR) System Essay

NUR 514 Comprehensive Womens Health history Soap note

Comprehensive Women’s Health History and Physical Template

Encounter date:
01/11/2021

Patient Initials:
O.R.
Gender:
    Female  
Age:  
39 years           
Race/Ethnicity:
Haitian American

Reason for Seeking Health Care
: The chief complaint is stated by the patient as “I have noted some discharge on my underwear.”

History of Present Illness (HPI)
: The patient is a 39 year-old Haitian American female who presents with vaginal discharge to the clinic. She accepts a previous history of vaginal discharge on a number of occasions. The current discharge was noted by the patient three days before the visit NUR 514 Comprehensive Womens Health history Soap note . The location is the genitalia and specifically the vulva which remains wet with the discharge and stains the underwear. The discharge is constantly there since it was noted and is therefore not intermittent. It is characteristically fowl-smelling and yellowish-brown in color. The discharge is increased or aggravated by activity done while standing, but reduced or relieved by lying supine. The timing of the discharge is all day. The patient rates the severity of the symptoms at 6/10 NUR 514 Comprehensive Womens Health history Soap note .

PLACE YOUR ORDER NOW

Allergies
(Drug/Food/Latex/Environmental/Herbal): The patient denies any allergies.

Current Perception of Health
: Her current perception of health is absence of disease and so she currently feels unhealthy and sick.

Current Medications (including over the counter)
: She is currently not taking any medications, including OTC drugs.

Menstrual History

Age at Menarche: 12 years old.

Last menstrual period: 27/10/2021

Menstrual Pattern: Regular

Cycle Length: 28 days.

Duration of Flow: Four (4) days.

Amount of Flow: Heavy.

Bleeding Pattern: Continuous.

Break through Bleeding: Occasional but not regularly.

Gynecologic History

History of breast disease, breast feeding, use of self-breast exam, last mammogram (if applicable): The patient denies any history of breast disease in her or even her family NUR 514 Comprehensive Womens Health history Soap note . She is a mother of two and breastfed both of her children up to the age of two years. The first six months were for exclusive breastfeeding. She regularly does to herself breast self examination as she was taught years ago. Her last mammogram was done five years ago in 2016 and no masses were detected.

Previous GYN surgery (may include that in surgical history): She has no history of gynecological surgery.

History of infertility: She denies any history of infertility.

History of diethylstilbestrol (DES) use by patient’s mother: Negative for use of DES by the patient’s mother.

Last Pap smear, history of abnormal pap: The last Pap smear was three years ago in 2018, done together with the human papillomavirus or HPV test. She has had no history of abnormal Pap smear results.

Pre-menopause/menopause

Vasomotor symptoms: She denies any pre-menopause vasomotor symptoms such as hot flushes.

Hormone Replacement Therapy: She denies any history of hormonal replacement therapy.

Sexual and Contraceptive History

Current method of contraception: Intrauterine contraceptive device (IUCD).

Sexually active: She is positive about sexual activity.

Number of sexual partners: Three (3).

New partners in the 3-6 months: Yes, two.

Condom use: Sometimes, not consistently.

History of sexual abuse: She admits to having been sexually abused as a minor aged just ten years by a person known to her.

History of sexually transmitted infections (STIs): She has been treated before for chlamydia and lymphogranuloma venereum.

Obstetric History (
including complications): She is a para 2 gravida 2 with two surviving children. Throughout her obstetric history she has never had a miscarriage. Both children were born at term with good Apgar scores and none was underweight or overweight.

Past Medical History (PMH):
The patient has a history of gestational diabetes mellitus that was treated and resolved. She is currently in impaired glucose tolerance or prediabetic phase with a random blood sugar range of 150 mg/dL to 188 mg/dL. She suffers no other chronic conditions. She has never been admitted to the hospital as an inpatient. NUR 514 Comprehensive Womens Health history Soap note .

Major/Chronic Illnesses: None.

Trauma/Injury: None.

Hospitalizations: None.

Past Surgical History:
The patient presents no notable surgical history.

Family Medical History:
She reports that the mother is diabetic (type II) and the father has hypertension. There is also a history of overweight and obesity on the paternal side.

Social History

Living condition: She lives in a suburban community that is poor and lacks the basic commodities of everyday life. She however works as a housekeeper in a hotel and earns enough to guarantee her upkeep. Both her children are grown and no longer depend on her. Her children live within the same locality and regularly visit her.

Marital status: She has never been married but got her two children from two different fathers from her past relationships.

Education: She dropped out in high school when she got pregnant with her first child.

Employment: She currently works as a housekeeper in a local hotel. NUR 514 Comprehensive Womens Health history Soap note

Occupation: Housekeeper.

Social supports: She has a strong social support system in the form of her children and parents who also live within the same state.

Habits (smoking, alcohol use and illicit drugs use): She was a smoker of a pack a day up to two years ago when she stopped on the advice of a physician. She still drinks alcohol socially over the weekends when with friends.

Health Maintenance

Age-appropriate health promotion/maintenance and screening history: She has received health promotion and education as an antenatal mother. She has also received breast self examination education in the well woman clinic. After every three years, she goes for cervical cancer screening by way of a Pap smear and HPV test.

Immunization history: She received all the childhood immunizations as a child under five years. She has also received a booster Tdp, Pneumovax, and recently two doses of Pfizer BioNTech Covid-19 vaccine.

Review of Systems (ROS)

General: Denies fatigue, malaise, weight loss, fever, or chills.

Dermatology: Denies rashes, eczema, or itching.

HEENT: Negative for headaches, diplopia, photophobia, otorrhea, tinnitus, sneezing, rhinorrhea, or sore throat.

Neck: Negative for cervical lymphadenopathy r jugular distension.

Pulmonary System: Denies dyspnea, coughing, or chest indrawing.

Cardiovascular System (CVS): Denies palpitations, chest tightness, or pain in the chest.

Breast: Denies any lumps or masses on breast self examination. NUR 514 Comprehensive Womens Health history Soap note

Gastrointestinal (GI) System: Negative for abnormal bowel movements. She also denies diarrhea, vomiting, or nausea.

Genitourinary (GU) System: Denies painful micturition but reports vaginal discharge.

Female Genitalia: Denies visible lesions on the vulva, but reports fowl-smelling vaginal discharge.

Musculoskeletal System: Denies myalgia or arthralgia/ joint pains.

Neurological System: She is negative for syncope, paraesthesia, paresis, or paralysis.

Endocrine: Denies polydipsia, polyphagia, or heat/ cold intolerance. Also denies hormonal therapy.

Psychologic: Negative for hallucinations, delusions, or suicidality.

Hematologic/Lymphatic: Denies lymphadenopathy or a history of splenectomy (Bickley, 2017).

Physical Examination

Vital Signs

Blood Pressure (BP): 120/85 mmHg;   Temperature: 98.8°F;        Heart Rate (HR): 78 b/m   Respiratory Rate (RR): 17 breaths/ minute.

Height: 167.6 cm   Weight : 100 kg   Body Mass Index (BMI): 35.6 kg/m
2
    Pain: 0

General Appearance: The patient is well-groomed with clothes that are appropriate for the time of the day and the weather.

Dermatology: No rashes detected or any lesions suggestive of skin cancer (basal cell carcinoma).

HEENT: Normocephalic. PERRLA, EOMI. Throat not erythematous.

Neck: No lymph nodes enlarged.

Pulmonary System: Scattered crackles in otherwise clear lung fields. No chest indrawing.

Cardiovascular System (CVS): S1 and S2 audible with rate and rhythm regular (RRR).

Breast: No lumps detected on breast examination. NUR 514 Comprehensive Womens Health history Soap note

Gastrointestinal (GI) System: Bowel sounds present. No guarding.

Genitourinary (GU) System: No lesions found on the vulva. Presence of a yellowish-brown discharge.

Female Genitalia: No external lesions. Positive for a yellowish-brown fowl-smelling discharge.

Musculoskeletal System: Full range of movements with no joint stiffness. Patellar reflex intact.

Neurological System: She is alert and oriented in space, time, person, and event.

Endocrine: No signs of hypothyroidism found.

Psychologic: A normal mental status examination (MSE).

Hematologic/Lymphatic: Spleen is present and palpable.

Significant Data/Contributing Dx/Labs/Misc

·       Fowl-smelling discharge

·       CRP 3 mg/dL

·       ESR 30 mm/hr

·       WBC 12.5 x 10
9
/L

Assessment

Differential Diagnoses (3 minimum):

Trichomoniasis
: A protozoan causes trichomoniasis. The condition is typically transferred through sexual intercourse, but it can also be obtained through the sharing of towels or swimwear. It produces a foul-smelling green or yellow discharge. Inflammation and itching are also frequent complaints, while some patients may not have any (Hammer & McPhee, 2018; Jameson et al., 2018; Huether & McCance, 2017).

Bacterial vaginosis
: Bacterial vaginosis is a bacterial infection of the cervix. It is the most frequent cause of abnormal vaginal discharge in reproductive-age females. In some ladies, the illness generates a “fishy” smell and vaginal discomfort. Others may have no complaints at all (Hammer & McPhee, 2018; Jameson et al., 2018; Huether & McCance, 2017).

Chlamydia/ Gonorrhea
: Sexually transmitted diseases (STIs) such as gonorrhea and chlamydia can cause abnormal vaginal discharge. It is frequently yellow, greenish, or hazy in appearance (Hammer & McPhee, 2018; Jameson et al., 2018; Huether & McCance, 2017) NUR 514 Comprehensive Womens Health history Soap note .

Primary Diagnoses: Trichomoniasis or bacterial vaginosis.

Plan
(For each primary diagnosis, include laboratory/diagnostic tests, therapeutic/pharmacological therapy, referrals, and follow-up ordered and patient education done for this visit):

Diagnoses: Trichomoniasis.

Laboratory/Diagnostic Studies: CRP (3 mg/dL), ESR (30 mm/hr), WBC (12.5 x 10
9
/L), microscopy (positive for
Trichomonas vaginalis
).

Therapeutic (Non-pharmacological interventions): Use of pomegranate extract or apple cider vinegar to kill off the parasite (Nall, 2019).

Pharmacological Therapy: Metronidazole (Flagyl) 400 mg b.d. x 7 days. NUR 514 Comprehensive Womens Health history Soap note

Patient Education/Anticipatory Guidance: Consistent use of condoms during intercourse if cannot be faithful to one sexual partner and counseling for HIV testing.

Referrals: To counselor for HIV testing.

Follow up: After one week to review effectiveness of the treatment.

DEA#:  101xx010101                          STU Clinic                                   LIC# 100xx                                         

Tel: (000) xx4                                                                             FAX: (000) 5xxx2

Patient Name: (Initials) __Miss O.R. ___       Age ___39 Years Old__

Date: __10.11.2021__

RX _
Metronidazole (Flagyl) 400 mg twice daily x 7 days.
_

SIG:

Dispense
:  ___________                                                    
Refill:
_________________

       No Substitution

Signature:
____________________________________________________________

 

 

Signature (with appropriate credentials): __________________________________________

 

References

Bickley, L.S. (2017).
Bates’ guide to physical examination and history taking, 12
th
ed
. Wolters Kluwer.

Hammer, D.G., & McPhee, S.J. (Eds). (2018).
Pathophysiology of disease: An introduction to clinical medicine, 8
th
ed
. McGraw-Hill Education.

Huether, S.E. & McCance, K.L. (2017).
Understanding pathophysiology, 6
th
ed
. Elsevier, Inc.

Jameson, J.L., Fauci, A.S., Kasper, D.L., Hauser, S.L., Longo, D.L., & Loscalzo, J. (Eds) (2018).
Harrison’s principles of internal medicine, 20
th
ed
. McGraw-Hill Education. NUR 514 Comprehensive Womens Health history Soap note

Nall, R. (June 24, 2019).
Is it possible to treat trichomoniasis at home?

https://www.healthline.com/health/home-treatments-for-trichomoniasis#popular-treatments

 

 

Comprehensive Women’s Health History and Physical Template

 
 

Encounter date:

 

Patient Initials:
                    
Gender:
                     
Age:
               
Race/Ethnicity:

 

Reason for Seeking Health Care

 

History of Present Illness (HPI)

 

Allergies
(Drug/Food/Latex/Environmental/Herbal)

 

Current Perception of Health

 

Current Medications (including over the counter)

 

Menstrual History

Age at Menarche

Last menstrual period

Menstrual Pattern

Cycle Length

Duration of Flow

Amount of Flow

Bleeding Pattern

Break through Bleeding

 

Gynecologic History

History of breast disease, breast feeding, use of self-breast exam, last mammogram (if applicable)

Previous GYN surgery (may include that in surgical history)

History of infertility NUR 514 Comprehensive Womens Health history Soap note

History of diethylstilbestrol (DES) use by patient’s mother

Last pap smear, history of abnormal pap

 

Pre-menopause/menopause

Vasomotor symptoms

Hormone Replacement Therapy

 

Sexual and Contraceptive History

Current method of contraception

Sexually active

Number of sexual partners

New partners in the 3-6 months

Condom use

History of sexual abuse

History of sexually transmitted infections (STIs)

 

Obstetric History (
including complications)

 

Past Medical History (PMH)

Major/Chronic Illnesses

Trauma/Injury

Hospitalizations

 

Past Surgical History

 

Family Medical History

 

Social History

Living condition

Marital status

Education

Employment

Occupation

Social supports

Habits (smoking, alcohol use and illicit drugs use)

 

Health Maintenance

Age-appropriate health promotion/maintenance and screening history

Immunization history

 

Review of Systems (ROS)

General

Dermatology

HEENT

Neck

Pulmonary System

Cardiovascular System (CVS)

Breast

Gastrointestinal (GI) System

Genitourinary (GU) System

Female Genitalia

Musculoskeletal System

Neurological System.

Endocrine

Psychologic

Hematologic/Lymphatic

 

Physical Examination

 

Vital Signs

Blood Pressure (BP:           Temperature                Heart Rate (HR)        Respiratory Rate (RR)

Height                    Weight            Body Mass Index (BMI)                Pain

 

General Appearance

Dermatology

HEENT

Neck

Pulmonary System

Cardiovascular System (CVS)

Breast

Gastrointestinal (GI) System

Genitourinary (GU) System

Female Genitalia

Musculoskeletal System

Neurological System.

Endocrine

Psychologic

Hematologic/Lymphatic

 

Significant Data/Contributing Dx/Labs/Misc

 

 

 

 

 

Assessment

Differential Diagnoses (3 minimum)

Primary Diagnoses

 

Plan
(For each primary diagnosis, include laboratory/diagnostic tests, therapeutic/pharmacological therapy, referrals, and follow-up ordered and patient education done for this visit)

Diagnoses

Laboratory/Diagnostic Studies

Therapeutic (Non-pharmacological interventions)

Pharmacological Therapy

Patient Education/Anticipatory Guidance

Referrals

Follow up

 

DEA#:  101xxx                      STU Clinic                                   LIC# 100xx                                               

Tel: (000) 5xx-123xx                                                                            FAX: (000) x5-12xx

Patient Name: (Initials)______________________________        Age ___________

Date: _______________

RX ______________________________________

SIG:

Dispense
:  ___________                                                    
Refill:
_________________

       No Substitution

Signature:
____________________________________________________________

 

 

 

Signature (with appropriate credentials): __________________________________________

 

References
(must use current evidence-based guidelines used to guide the care [Mandatory]) NUR 514 Comprehensive Womens Health history Soap note

Nursing Competencies Essay

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

The nine areas of competency are:

Scientific Foundations
Leadership
Quality
Practice Inquiry
Technology and Information Literacy
Policy
Health Delivery System
Ethics
Independent Practice
To Prepare
Review this week’s Learning Resources, focusing on the NONPF Core Competencies Content.
The Assignment
For each of the nine NONPF competencies, write one paragraph explaining how the program has prepared you to meet the competency (for a total of at least nine paragraphs). Then, propose how you plan to engage in social change in your community as a nurse practitioner. Finally, describe 1–2 legislative and/or advocacy activities in which your state nurse practitioner organization(s) are involved. Be specific and provide examples.

Nursing competencies

           
Nursing competencies refer to incorporating a combination of professional skills and knowledge, personal principles, beliefs, values, and work experience in nursing practice (Lavoie et al., 2018) Nursing Competencies Essay. Nursing competencies play a vital role in nurse performance evaluation. A competent nurse must address the nine competencies of nurse practitioners for quality health outcomes to be achieved. The competencies are similar in all specialties of nurse practitioners. Therefore, a nurse practitioner must understand and apply these competencies in practice for a valid nurse practitioner license to be guaranteed. Nurse competencies are applied at all community levels to improve the general health status of a community. This paper aims to look at looking the nine core competencies of nursing and their effectiveness in practice.

PLACE YOUR ORDER HERE

Scientific foundation

           
It is a competence that reflects on nursing education. The competence ensures that nurse practitioners acquire a comprehensive and robust foundation of medical sciences before graduating. All nurse practitioner students must gain an understanding of pharmacology and pathophysiology in their respective specialties. The scientific competence also requires a nurse practitioner student to understand clinical setting guidelines, evidence-based practices, treatment of vulnerable diseases, and various research translations (Park & Ji, 2018). Through scientific competence, I would engage in medical research through the guidelines of evidence-based practices to develop ethical health solutions at a community level Nursing Competencies Essay.

Leadership

It is a competence that prepares nurse practitioner students in professional scholarships and health advocacy roles. Leadership competence ensures that all practitioner students understand their roles as team leaders and their standards of practice while leading a team of healthcare providers (Park & Ji, 2018). Leadership competence also addresses the issue of quality communication skills and the diverse cultures that surround nurses in their daily routine. Through this competence, I would be able to gain quality communication skills, excellent decision-making skills, and the ability to solve problems. I would therefore be able to conduct programs concerning community health effectively.

Quality

           
It refers to the measure of success of any health service towards the increase of the target outcome. For quality health outcomes to be achieved, nurses must apply their knowledge and skills effectively. They must also be willing to deliver health services with reduced harm and errors. The main focus of quality competence is accessing and using information databases and evaluating and interpreting research findings (Hökkä et al., 2020) Nursing Competencies Essay. I would apply my clinical and medical skills and knowledge at the community level for health status and outcome improvement through this competence.

Practice inquiry

           
It is a competence that encompasses research translation. Nurse practitioners are expected to engage in academic research and understand applying the research into the clinical setting (Park & Ji, 2018). Through research application into the clinical setting, nurses understand how to apply research to their patients’ thus improving patient outcomes Nursing Competencies Essay. I would apply this competence at the community level as research-based to identify the existing health problems and the necessary solutions to these health problems. I would therefore be able to improve health status at the communal level through this competence.

Technology and information Literacy

           
It is a competence that focuses on the incorporation of technology in nursing practice. A nurse practitioner should use digital communication tools, have network access, manage and create effective communication during service delivery to their patients. Nurse practitioners should know about utilizing the available technology to facilitate patients’ health information privacy. Technology should also be utilized to improve patient outcomes. Utilizing information technology helps the caregivers understand the patients’ health conditions, thus motivating them to offer the necessary treatment (Lavoie et al., 2018). The use of information technology also motivates the patients as there is guaranteed safety in their critical health information. I would apply this competence at the community level by educating the community members on disease prevention measures. For this to be achieved, I would use various social platforms and media houses, thus facilitating quality health outcomes Nursing Competencies Essay.

Policy

Policy refers to all local, state, national and global level programs implemented to facilitate the allocation of health resources. Nurses play a vital role in the legislation and advocacy of these programs since they better understand patients’ primary and complex needs. Nurses, therefore, engage in policy legislation to help address social concerns such as literacy, poverty, and violence at the community level (Hökkä et al., 2020). Nurse students may opt to support any existing healthcare policy to help them understand policy development and implementation in a clinical setting. Through these existing healthcare policies, nurse students can also be able to develop other ethical healthcare policies. Nurses can use these policies to create awareness among community members of their health rights as citizens. As a nurse practitioner, I would use this skill to educate the community members on their rights, such as health insurance as US citizens.

Health delivery systems

Health delivery systems encompass the process of planning, developing, and implementing any public and community health program. Nurse practitioners engage in health delivery systems through developing major organizational reforms, enhancing decision making, and creating culturally competent care (Lavoie et al., 2018). The skill also helps the nurses to critically think on organizational resource allocation as well as organizational structures. Nurses can apply this skill at the community level in policy implementation after identifying an existing health problem.

Ethics

It involves gaining a proper understanding of ethical issues that should be observed between nurse-patient interactions. It plays a vital role in helping nurse practitioners make proper decisions on a patient’s health status. It also helps nurse practitioners understand all the consequences of the decisions made towards patient treatment procedures (Hökkä et al., 2020). Through the skills of ethics, community health dilemmas are handled by nurses in time. Quality care delivery by nurses is also maintained under the available guidelines that govern nursing practice. Ethics also helps nurses to maintain the privacy of the communal health information Nursing Competencies Essay.

Independent practice

           
It is a competence that embraces a nurse practitioner as a licensed healthcare provider who can independently work without any supervision. The skill, therefore, facilitates nurse practitioners to conduct health assessment, diagnosis, and treatment prescription to patients (Lavoie et al., 2018). Therefore, nurse practitioners are recognized by law as professionals who have the skills and knowledge to manage both diagnosed and undiagnosed patients independently Nursing Competencies Essay. Therefore, nurses are expected to offer quality healthcare services at the community level through critical thinking since not all decisions require clinical interventions. Nurses should ensure quality healthcare service delivery through offering culturally accepted health services.

There are various advocacy activities that my home State of Illinois nurse practitioner associations are involved in. One of the most popular is the Illinois action coalition. It is a program that was implemented to provide solutions to health-threatening factors (de Cordova et al., 2019). It was also formed to implement solutions to the problems that nurses face in their daily routine.

In conclusion, nurse competencies have been widely used to transform health community changes. Nurses utilize a combination of all these nine competencies, which have facilitated the improvement of health community status. These skills have also facilitated quality health service delivery by nurses. Nursing Competencies Essay Through these competencies, nurses have also been able to gain quality skills, knowledge, and experience that motivate them towards providing healthcare to their patients.

 

References

de Cordova, P. B., Steck, M. B. W., Vermeesch, A., Pierre, N., Rankin, A., Ohlendorf, J. M., …

& Derouin, A. (2019, January). Health policy engagement among graduate nursing

students in the United States. In Nursing forum (Vol. 54, No. 1, pp. 38-

44).  
https://doi.org/10.1111/nuf.12295

Hökkä, M., Martins Pereira, S., Pölkki, T., Kyngäs, H., & Hernández-Marrero, P. (2020).

Nursing competencies across different levels of palliative care provision: A systematic

integrative review with thematic synthesis. 
Palliative Medicine
, 
34
(7), 851-870.

https://doi.org/10.1177/0269216320918798

Lavoie, P., Michaud, C., Belisle, M., Boyer, L., Gosselin, E., Grondin, M., … & Pepin, J. (2018).

Learning theories and tools for the assessment of core nursing competencies in

simulation: A theoretical review. 
Journal of Advanced Nursing
, 
74
(2), 239-250.

https://doi.org/10.1111/jan.13416

Park, S. J., & Ji, E. S. (2018). A structural model on the nursing competencies of nursing

simulation learners. 
Journal of Korean Academy of Nursing
, 
48
(5), 588-600.

https://doi.org/10.4040/jkan.2018.48.5.588
  Nursing Competencies Essay

STDs Essay

An understanding of the factors surrounding women’s and men’s health, infections, and hematologic disorders can be critically important to disease diagnosis and treatment in these areas. This importance is magnified by the fact that some diseases and disorders manifest differently based on the sex of the patient. 
Effective disease analysis often requires an understanding that goes beyond the human systems involved. The impact of patient characteristics, as well as racial and ethnic variables, can also have an important impact..




An understanding of the symptoms of alterations in systems based on these characteristics is a critical step in diagnosis and treatment of many diseases. For APRNs, this understanding can also help educate patients and guide them through their treatment plans.
In this Assignment, you examine a case study and analyze the symptoms presented. You identify the elements that may be factors in the diagnosis, and you explain the implications to patient health. 
To prepare:
By Day 1 of this week, you will be assigned to a specific case study scenario for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
Assignment (1- to 2-page case study analysis)
In your Case Study Analysis related to the scenario provided, explain the following as it applies to the scenario you were provided (not all may apply to each scenario):
* The factors that affect fertility (STDs). STDs Essay.
* Why inflammatory markers rise in STD/PID.
* Why prostatitis and infection happens. Also explain the causes of systemic reaction.
* Why a patient would need a splenectomy after a diagnosis of ITP.
* Anemia and the different kinds of anemia (i.e., micro and macrocytic).
Day 7 of Week 10
Submit your Case Study Analysis Assignment by Day 7 of Week 10
Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates). All papers submitted must use this formatting.

Discussion – Advanced Pathophysiology

 
Student’s Name

Institution of Affiliation

COURSE CODE Course Name

Instructor’s Name

Date

 

The factors that affect fertility (STDs)

Factors affecting fertility include age, the timing of sexual intercourse, type of lifestyle (use of alcohol, cigarette smoking, weight, exercises), and prescription or over-the-counter drugs. For this case scenario, STDs are the most integral factor affecting fertility. Studies show that STDs such as gonorrhea and Trichomoniasis are associated with the development of fallopian tube damage (Smolarczyk et al., 2021) STDs Essay. Cases of STDs may present like pelvic inflammatory disease, which can involve the female reproductive organs. Studies associate pelvic inflammatory disease (PID) with tubal factor infertility, proving STDs are significant factors that face infertility.

PLACE YOUR ORDER HERE

Why inflammatory markers rise in STD/PID.

Bacteria and other microorganisms are responsible for pelvic inflammatory disease and STDs. The presence of the pathogens in the body induces the secretion of cytokines and interleukins 1, 6 and 8 (Paulis, 2018). Interleukin 1 works in synergy with the Tumor Necrosis Factor to propagate the inflammatory process. The infiltration of substantial quantities of Tumor Necrosis Factor into organs (including organs in the pelvic) activates neutrophil-activating peptides. These inflammatory markers may be tested in the laboratory as C-reactive protein and procalcitonin. STDs Essay.

Why prostatitis and infection happens. Also explain the causes of systemic reaction.

Prostatitis occurs from the inflammatory process at the stroma lying close to prostate acini. Infections may take the form of acute bacterial, chronic or PID. Systemic spread of bacterial infection from the urinary tract into the prostate or from the lymph through the rectum may induce a systemic reaction. Acute prostatic bacterial infection may cause a systemic reaction. STIs including gonorrhea, chlamydia and human immunodeficiency virus are common causes of systemic infection.

Need for splenectomy after a diagnosis of ITP

Following the development of idiopathic thrombocytopenic purpura, the spleen may destroy and remove platelets from the circulation after wrongly considering them as foreign. According to Cooper and Ghanima (2019), a person diagnosed with ITP would require splenectomy to prevent unnecessary damage to platelets.

Anemia and the different kinds of anemia

Anemia is the condition of having a hemoglobin level that is lower than expected level for the respective age or gender (Bengi et al., 2018). The different kinds of anemia include:

Hypo-proliferative anemias – include normocytic, microcytic, and macrocytic anemia based on the mean corpuscular volume

Hypo-proliferative microcytic anemia – include anemia caused by chronic diseases, thalassemia, and iron deficiency anemia

Hypo-proliferative macrocytic anemia – these anemias may drug-induced, or involve deficiencies in vitamin b12 and folate, alcohol, liver disease STDs Essay

Hypo-proliferative normocytic anemia – aplastic anemia

 

References

Bengi, G., Keyvan, H., Durmaz, S. B., & Akpınar, H. (2018). Frequency, types, and treatment of anemia in Turkish patients with inflammatory bowel disease. 
World journal of gastroenterology
, 
24
(36), 4186.

Cooper, N., & Ghanima, W. (2019). Immune thrombocytopenia. 
New England Journal of Medicine
, 
381
(10), 945-955.

Paulis, G. (2018). Inflammatory mechanisms and oxidative stress in prostatitis: the possible role of antioxidant therapy. 
Research and Reports in Urology
, 
10
, 75.

Smolarczyk, K., Mlynarczyk-Bonikowska, B., Rudnicka, E., Szukiewicz, D., Meczekalski, B., Smolarczyk, R., & Pieta, W. (2021). The Impact of Selected Bacterial Sexually Transmitted Diseases on Pregnancy and Female Fertility. 
International Journal of Molecular Sciences
, 
22
(4), 2170. STDs Essay

QSEN competencies course design essay example

Psychiatric Nursing in Underserved Populations Champion Course Outline

 
 

Student’s Name

Institution of Affiliation

COURSE CODE: Course Name

Instructor’s Name

Date

 

Psychiatric Nursing in Underserved Populations Champion Course

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

PLACE YOUR ORDER HERE

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

Course Description

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

Course Outcomes

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

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

Course Objectives Modules

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

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

The nurse practitioners will:

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

Relate each determinant with psychiatric health

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

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

 

The nurse practitioner will:

Describe the ethics of patient care

State the common legal issues in psychiatry

Discuss the ethical principles in nursing

State patient Rights and responsibilities

Module 3: mental health vulnerabilities across the lifespan

The nurse will:

Explore the effect of life circumstances on mental health

Describe the risk factors of mental health conditions in children

State the risk factors of mental health conditions in adolescents

Explore the effects of exposure to stressful life events in adulthood

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

Discuss preventive practices to curb the risk factors

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

Formulate key advocacy elements for enhancing mental health in underserved populations

QSEN competencies course design essay example

 

 

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

The learner will

Discuss the significance of home health nursing to assess for depression

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

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

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

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

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

QSEN Competencies

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

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

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

Assessments and Assigned Weight

Class discussions and participation – 20%

Team activity and projects – 20%

Individual assignments – 20%

Communication practice – 20%

Assessments – 20%

Participation Total: 100%

Learning Resources

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

Conclusion

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

 

References

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

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

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

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

 

QSEN competencies course design essay example

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

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

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

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in the Class Resources if you need assistance.

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

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

Course Outline Key Elements

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

Incorporation of QSEN Competencies

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

Incorporation of Four Course Objectives

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

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

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

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

National Organization of Nurse Practitioner Faculties (NONPF) Competencies Essay

 

NONPF Competencies

Student’s Name

Course Title

Institution

Instructor’s Name

Date

 

Introduction

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

Scientific Foundation Competencies

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

 

ORDER A CUSTOM WRITTEN PAPER HERE

 

Leadership Competencies

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

Quality Competencies

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

Practice Inquiry Competence

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

Technology and Information Literacy Competencies

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

Policy Competencies

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

Health Delivery System Competencies

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

Ethics Competencies

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

Independent Practice Competencies

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

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

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

Legislative or Advocacy Activity In Texas

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

 

References

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

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

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

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

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

 

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

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

The nine broad areas of competency are:

Scientific Foundations

Leadership

Quality

Practice Inquiry

Technology and Information Literacy

Policy

Health Delivery System

Ethics

Independent Practice

To Prepare:

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

The Assignment

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

By Day 7

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

Discussion: Applied Behavior Analysis

Photo Credit: GoodIdeas / Adobe Stock

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

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

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

Reference:

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

To Prepare

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

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

By Day 4 of Week 4

Post
 a reflection addressing the following:

What led you to decide to study behavior analysis?

What experience do you have in behavior analysis?

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

Read
 your colleagues’ postings.

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

By Day 6 of Week 4

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

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

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