Tag: Clinical-Nursing

NR535 Simulation Best Practices: Design Challenge

Name:

General Instructions

Carefully read the assignment guidelines and rubric and complete each section of the simulation design template below using the International Nursing Association for Clinical Simulation and Learning (INACSL)
Healthcare Simulation Standards of Best Practice
(2021) to help guide your simulation design and planning. Answer all prompts in complete sentences and support your responses with at least three scholarly sources.

Simulation Overview

Briefly describe the setting in which the simulation will take place (academic or non-academic).

[
Type here
]

Briefly describe the learners (e.g., students, new graduate nurses, etc.), including their level of experience.

[
Type here
]

List the nursing competency (e.g., managing sepsis, end-of-life care, etc.) the simulation is intended to address and explain why this is appropriate for your setting and learners.

[
Type here
]

In one paragraph, provide a synopsis of the simulation scenario.

[
Type here
]

 

Learning Objectives

Create three measurable learning objectives that address each of the three learning domains: cognitive, affective, and psychomotor. Explain why the learning objectives are appropriately leveled for your chosen learners.

 

Cognitive Domain Objective:
[Type here]

 

Leveling rationale:
[Type here]

Affective Domain Objective:
[Type here]

 

Leveling rationale:
[Type here]

Psychomotor Domain Objective:
[Type here]

 

Leveling rationale:
[Type here]

 

Prebriefing: Preparation and Briefing Plan

Describe one strategy you will use to establish a respectful, inclusive, and psychologically safe environment.

[
Type here
]

Describe three aspects of the simulation experience (e.g., learner roles, learning objectives, etc.) that you will use the prebriefing time to clarify for learners.

[
Type here
]

Describe two ways you will orient learners to the simulation space, equipment, and scenario.

[
Type here
]

Describe how you will ensure the prebriefing process is standardized and consistently implemented across all simulation sessions.

[
Type here
]

 

Facilitation Strategies

Describe how the facilitation of the simulation will be adapted to the learners’ level of experience.

[
Type here
]

Describe two evidence-based facilitation strategies you will include in the simulation experience.

[
Type here
]

Describe one strategy you will use to help maintain realism and support learning during the simulation.

[
Type here
]

Describe how you will adjust your facilitation strategies in real-time based on learner needs and scenario progression.

[
Type here
]

The Debriefing Process

Select an evidence-based debriefing model and provide rationale for your choice.

[
Type here
]

Describe how you will ensure the educators are competent in the use of the chosen debriefing model.

[
Type here
]

Describe how you will encourage learners to engage in the debriefing process.

[
Type here
]

Describe how you will ensure psychological safety during the debriefing process.

[
Type here
]

 

Evaluation Tools

Identify the evidence-based evaluation tool you plan to use for this simulation.

[
Type here
]

Explain how the evaluation tool aligns with the stated learning objectives.

[
Type here
]

Describe how you will ensure evaluation consistency among educators to promote fair and objective evaluation.

[
Type here
]

Explain whether this tool will be used for formative assessment, summative assessment, or both. Provide rationale.

[
Type here
]

 

Operational and Staffing Considerations

 

Describe one strategy you will employ to ensure educators and staff are adequately trained in simulation pedagogy, technology, and scenario management.

[
Type here
]

List four specific resources (e.g., IV pump, standardized patient, etc.) needed to meet learning goals for this simulation.

[
Type here
]

Detail how much time you will allot for prebriefing, scenario execution, and debriefing. Support your answer with rationale.

 

Simulation Stages

Time Allotted

Rationale

Prebriefing

[
Type here
]

[
Type here
]

Scenario Execution

[
Type here
]

[
Type here
]

Debriefing

[
Type here
]

[
Type here
]

 

Describe how you will ensure
continuous improvement of the simulation experience
for educators and learners.

[
Type here
]

 

 

References

Place APA 7
th
edition formatted references here. Include at least three scholarly references. Include in-text citations and matching references in the current APA format.

NR535 Simulation Best Practices: Design Challenge – Nursing Simulation Best Practices: Design Challenge

Name:

General Instructions

Carefully read the assignment guidelines and rubric and complete each section of the simulation design template below using the International Nursing Association for Clinical Simulation and Learning (INACSL)
Healthcare Simulation Standards of Best Practice
(2021) to help guide your simulation design and planning. Answer all prompts in complete sentences and support your responses with at least three scholarly sources.

Simulation Overview

Briefly describe the setting in which the simulation will take place (academic or non-academic).

The setting of the simulation will be a non-academic education department of a large community hospital that offers acute and critical care. This environment is representative of the actual clinical practice and helps in the continuous enhancement of competency among practicing nurses.

Briefly describe the learners (e.g., students, new graduate nurses, etc.), including their level of experience.

The trainees are bedside registered nurses who have six months to two years of clinical practice experience working on medical-surgical and step-down units. These are nurse practitioners with fundamental assessment competencies, yet with less experience in taking care of patients with sepsis who are rapidly getting worse.

List the nursing competency (e.g., managing sepsis, end-of-life care, etc.) the simulation is intended to address and explain why this is appropriate for your setting and learners.

The addressed nursing competency is the management of sepsis. The competency is suitable since sepsis is a high risk, time-sensitive condition that is common in acute care and early nursing recognition and intervention has a great influence on patient outcomes. Nursing Simulation Best Practices: Design Challenge

In one paragraph, provide a synopsis of the simulation scenario.

The case of the simulation is an adult patient with pneumonia who starts showing signs of sepsis such as hypotension, tachycardia, fever, altered mental status, and decreasing urine output. The learners will be expected to identify early signs of sepsis, prompt sepsis procedures, communicate with the provider, administer fluids and antibiotics, reassess patient response and prioritize patient safety and collaboration.

Learning Objectives

Create three measurable learning objectives that address each of the three learning domains: cognitive, affective, and psychomotor. Explain why the learning objectives are appropriately leveled for your chosen learners.

 

Cognitive Domain Objective:
The learner will recognize the clinical signs of sepsis correctly and be able to communicate the necessary priority nursing interventions during the first ten minutes of patient degradation.

Leveling rationale:
The objective is suitable since the learners already have the background knowledge, and they are supposed to use clinical reasoning to identify patterns of sepsis and take the appropriate response.

Affective Domain Objective:
The learner will also be confident and responsible in escalating issues and work alongside the healthcare team in managing sepsis. Nursing Simulation Best Practices: Design Challenge

 

Leveling rationale:
This goal facilitates professional development as it tackles communication, teamwork, and emotional reactions when dealing with high-stress clinical scenarios that are typical of a novice nurse.

Psychomotor Domain Objective:
The learner will provide adequate sepsis-related skills such as assessment of vital signs, administration of IV fluids, collection of blood cultures, and delivery of medication by protocol.

Leveling rationale:
These practical skills are in line with the level of experience of the learners and they support safe and correct practice of necessary interventions when the patient is getting worse.

 

Prebriefing: Preparation and Briefing Plan

Describe one strategy you will use to establish a respectful, inclusive, and psychologically safe environment.

With a clear simulation agreement focusing on confidentiality, respect and shared learning, a respectful, inclusive, and psychologically safe environment will be provided. Students will be informed that the simulation is aimed at enhancing, but not assessing job performance, and that mistakes are welcome and appreciated as a learning experience. The facilitator will employ a non-judgmental language, and address differences according to the level of experience.

Describe three aspects of the simulation experience (e.g., learner roles, learning objectives, etc.) that you will use the prebriefing time to clarify for learners.

The facilitator will explicitly describe the functions and expectations of the learners; who will be the primary and secondary nurses and who will be in the support team. Specific learning goals associated with early identification and treatment of sepsis will be examined to enable the learners to be aware of the priorities of the scenario. Moreover, boundaries and limitations of the scenario will be presented, like how to request laboratory results, communicate with providers, and interpret simulated patient responses to avoid unpredictability during the experience.

Describe two ways you will orient learners to the simulation space, equipment, and scenario.

Learners will be taken through an organized tour of the patient care area where the location and working of monitors, IV pumps, oxygen delivery devices, and emergency supplies are found. The orientation will also provide the learners with practical time to mingle with the equipment, get baseline vital signs and go through the patient chart to develop familiarity and lessen cognitive workload when the scenario commences. Nursing Simulation Best Practices: Design Challenge

Describe how you will ensure the prebriefing process is standardized and consistently implemented across all simulation sessions.

The standardization will be done via a prebriefing checklist and scripted facilitator guide which will provide the main points of discussion and expectations (Penn et al., 2023). Every educator involved in the facilitation of the simulation will be trained on the standardized prebriefing process and periodic peer observation will be applied in order to provide a uniform implementation and compliance with simulation best practices.

Facilitation Strategies

Describe how the facilitation of the simulation will be adapted to the learners’ level of experience.

Facilitation will be accommodating to the early career experiences of the learners by letting them evaluate and control the patient, but also offering some minor guidance when needed. The facilitator will not interrupt too much, but they will only provide cues when the learners fail to capture some of the critical safety factors or when they become stalled. The methodology promotes self-directed learning without compromising patient safety and learning.

Describe two evidence-based facilitation strategies you will include in the simulation experience.

Clinical cueing will be integrated into the simulation by varying patient condition, like worsening vital signs, or altered mental status, to elicit clinical thinking (Poledna et al., 2022). Also, guided questioning shall be employed whenever necessary by the facilitator to make the learners think about their choices without interfering with the scenario.

Describe one strategy you will use to help maintain realism and support learning during the simulation.

Realism will be sustained or adopted by using dynamic patient response based on the interventions used by the learner, like improvement after administration of fluids or worsening when intervention is delayed. The interaction with simulated providers will replicate actual clinical processes and support real-life choices and prioritization.

Describe how you will adjust your facilitation strategies in real-time based on learner needs and scenario progression.

The facilitation strategies will be modified by adding more cues to learners showing difficulty with sepsis indicators recognition or reducing the support provided to learners who are developing or moving in the right direction. Real time adjustments to scenario pacing, patient responses and facilitator prompts will be done to maximize the learning process without undermining psychological safety.

The Debriefing Process

Select an evidence-based debriefing model and provide rationale for your choice.

PEARLS debriefing model will be adopted since it incorporates self-reflection of the learner, discussion and directive feedback in a formal but flexible manner (Smith et al., 2025). The model facilitates reflective learning and enables the facilitator to discuss essential clinical and communication concerns regarding the management of sepsis.

Describe how you will ensure the educators are competent in the use of the chosen debriefing model.

The competence of educators will be guaranteed with the use of the formal training on PEARLS model, observation of trained facilitators, and involvement in the mock debriefing sessions. Constant feedback and professional growth will support effective and regular use of the model.

Describe how you will encourage learners to engage in the debriefing process.

To make the learners participate, the debriefing will be initiated with open-ended reflection questions and will enable learners to explain how they think. The facilitator will confirm the input and encourage quiet participants to contribute to the discussion, which will encourage inclusivity.

Describe how you will ensure psychological safety during the debriefing process.

The psychological safety will be provided through the discussion of actions and choices, instead of people and by presenting errors as a learning process. The facilitator will also demonstrate positive talk and enforce confidentiality during the debriefing.

Evaluation Tools

Identify the evidence-based evaluation tool you plan to use for this simulation.

The performance of learners in the course of the simulation will be assessed with the help of the Creighton Competency Evaluation Instrument (Manz et al., 2022).

Explain how the evaluation tool aligns with the stated learning objectives.

This tool is compatible with the learning objectives as it will evaluate the skills of assessment, communication, clinical judgment as well as psychomotor performance concerning the issue of sepsis management.

Describe how you will ensure evaluation consistency among educators to promote fair and objective evaluation.

Evaluator training, the application of the standardized scoring guidelines, and the periodical inter-rater reliability checks of the educators will be used to ensure consistency.

Explain whether this tool will be used for formative assessment, summative assessment, or both. Provide rationale. Nursing Simulation Best Practices: Design Challenge

Formative assessment will be implemented with the help of the tool to offer systematic feedback and help to continue the skill development without high-stakes implications.

Operational and Staffing Considerations

Describe one strategy you will employ to ensure educators and staff are adequately trained in simulation pedagogy, technology, and scenario management.

Teachers and personnel will attend frequent simulation training sessions, which will consist of scenario simulation practice, practice with technology and review of facilitation and debriefing approaches.

List four specific resources (e.g., IV pump, standardized patient, etc.) needed to meet learning goals for this simulation.

The necessary supplies will be high-fidelity adult manikin, IV infusion pumps, physiologic monitoring, and simulated medications and laboratory results.

Detail how much time you will allot for prebriefing, scenario execution, and debriefing. Support your answer with rationale.

 

Simulation Stages

Time Allotted

Rationale

Prebriefing

Fifteen minutes.

This time is helpful in terms of orientation, expectations and learner preparation.

Scenario Execution

Twenty minutes.

This time frame enables identification of sepsis, intervention and post intervention assessment.

Debriefing

Thirty minutes.

Debriefing over a long period of time promotes reflection, feedback, and clinical practice.

 

Describe how you will ensure continuous improvement of the simulation experience for educators and learners.

Learner assessments, reflection of the faciltators, analysis of the performance results and periodic updating of the scenario according to the existing sepsis guidelines and organizational requirements will be used to promote continuous improvement.

 

References

Manz, J. A., Tracy, M., Hercinger, M., Todd, M., Iverson, L., & Hawkins, K. (2022). Assessing competency: An integrative review of the Creighton Simulation Evaluation Instrument (C-SEI) and Creighton Competency Evaluation Instrument (C-CEI).
Clinical Simulation in Nursing
,
66
, 66–75. https://doi.org/10.1016/j.ecns.2022.02.003

Penn, J., Voyce, C., Nadeau, J., Crocker, A., Ramirez, M., & Smith, S. (2023). Optimizing interprofessional simulation with intentional pre-briefing and debriefing.
Advances in Medical Education and Practice
,
Volume 14
, 1273–1277. https://doi.org/10.2147/amep.s395872

Poledna, M., Gómez-Morales, A., & Hagler, D. (2022). Nursing students’ cue recognition in educational simulation.
Nurse Educator
,
47
(5), 283–287. https://doi.org/10.1097/nne.0000000000001198

Smith, L., Kleinheksel, A., & Tews, M. (2025). Evaluating facilitator adherence to a newly adopted simulation debriefing framework.
Canadian Medical Education Journal
. https://doi.org/10.36834/cmej.77268

 

 

Nursing Simulation Best Practices: Design Challenge

General Instructions  

Complete the Simulation Best Practices: Design Challenge assignment by following the steps below.

Consider the setting (academic or non-academic) setting in which you prefer to design your simulation.

Choose a specific nursing competency that aligns with your chosen setting (e.g., managing sepsis, end-of-life care, interprofessional communication, etc.).

Considering the INACSL Healthcare Simulation Standards of Best Practice (2021) to design a meaningful simulation experience for educators and learners.

Use the 
Simulation Best Practices: Design Challenge template
 Download Simulation Best Practices: Design Challenge template
Open this document with ReadSpeaker docReader
to complete this assignment. You may choose to create your own template; however, it must include the components in the rubric. See the rubric.

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

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

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

First person should not be used within this assignment.

Abide by Chamberlain University’s academic integrity policy.

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

Simulation Overview

Briefly describe the setting in which the simulation will take place (academic or non-academic).

Briefly describe the learners (e.g., students, new graduate nurses, etc.), including their level of experience.

List the nursing competency (e.g., managing sepsis, end-of-life care, etc.) the simulation is intended to address and explain why this is appropriate for your setting and learners.

In one paragraph, provide a synopsis of the simulation scenario.

Learning Objectives

Create three measurable learning objectives that address each of the three learning domains: cognitive, affective, and psychomotor.

Cognitive domain objective

Affective domain objective

Psychomotor domain objective

Explain why the learning objectives are appropriately leveled for your chosen learners.

Nursing Simulation Best Practices: Design Challenge

Prebriefing: Preparation and Briefing Plan

Describe one strategy you will use to establish a respectful, inclusive, and psychologically safe environment.

Describe three aspects of the simulation experience (e.g., learner roles, learning objectives, etc.) that you will use the prebriefing time to clarify for learners.

Describe two ways you will orient learners to the simulation space, equipment, and scenario.

Describe how you will ensure the prebriefing process is standardized and consistently implemented across all simulation sessions.

Facilitation Strategies 

Describe how the facilitation of the simulation will be adapted to the learners’ level of experience.

Describe two evidence-based facilitation strategies you will include in the simulation experience.

Describe one strategy you will use to help maintain realism and support learning during the simulation.

Describe how you will adjust your facilitation strategies in real-time based on learner needs and scenario progression.

The Debriefing Process 

Select an evidence-based debriefing model and provide rationale for your choice.

Describe how you will ensure the educators are competent in the use of the chosen debriefing model.

Describe how you will encourage learners to engage in the debriefing process.

Describe how you will ensure psychological safety during the debriefing process.

Evaluation Tools 

Identify the evidence-based evaluation tool you plan to use for this simulation.

Explain how the evaluation tool aligns with the stated learning objectives.

Describe how you will ensure evaluation consistency among educators to promote fair and objective evaluation.

Explain whether this tool will be used for formative assessment, summative assessment, or both. Provide rationale.

Operational and Staffing Considerations 

Describe one strategy you will employ to ensure educators and staff are adequately trained in simulation pedagogy, technology, and scenario management.

List four specific resources (e.g., IV pump, standardized patient, etc.) needed to meet learning goals for this simulation.

Detail how much time you will allot for prebriefing, scenario execution, and debriefing. Support your answer with rationale.

Describe how you will ensure continuous improvement of the simulation experience for educators and learners.

Format

Complete all required sections per the assignment guidelines and rubric.

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

Write in complete sentences.

Scholarly Sources 

Provide resources from at least three scholarly sources. Nursing Simulation Best Practices: Design Challenge

SMART Goals Cheat Sheet

S – Specific
– state how the problem will change

 

M – Measurable
– how the change will be measured (write as measured by to be sure)

 

A – Attainable
– ask yourself if the client can reach the measurement in the time allotted

 

R – Realistic
– ask if the change can happen in the time allotted

 

T – Time-limited
– define when the change will be completed

 

Objectives:
a specific action step the client will do to achieve goal (written client will)

 

Interventions:
an evidence-based technique the counselor will do to support client achieving objective/goal (written counselor will)

 

Problem:
the client is experiencing depressive symptoms as described as increase sadness and lack of interest in activities.

 

Goal:
the client will decrease depressive symptoms as measured by a decrease in the Personal Health Questionnaire-9 (PHQ-9) score from 20 to 12 by the end of week 8.  A/R – is this decrease possible in 8 weeks of therapy?  Yes!

 

Objective:
the client will learn and use two coping skills by the end of week one to decrease symptoms of anxiety

 

Intervention:
the counselor will teach client five coping skills and assist client is choosing two by the end of week one to reduce symptoms of anxiety

SMART Goals Cheat Sheet

COUC 604- Counselor Wellness and Understanding Professional Risks Assignment

Counselor Wellness and Understanding Professional Risks

Counselors are crucial in helping people to overcome emotional, psychological, and spiritual distress. When not managed adequately, witnessing human suffering can also have an impact on their well-being, which is why counselor wellness becomes a personal and professional concern. The American Counseling Association (ACA, 2014) suggests that ethical and effective practice relies on maintaining emotional, physical, mental, and spiritual wellness. Wellness prioritization enables counselors to stay within professional boundaries, deliver compassionate care, and avoid the negative consequences of stress and trauma exposures common in the profession. Prayer, Scripture meditation, Sabbath rest, and dependence on the Holy Spirit are spiritual practices that encourage resilience and Christ-like presence that can help counselors to focus on clients compassionately and in a balanced way. The current paper examines counselor wellness, professional risks, factors leading to distress, individual wellness techniques, and future ethical practice planning.

Defining Counselor Wellness

Wellness is a comprehensive state of calmness that helps practitioners to operate efficiently without negatively affecting personal well-being (Bautista et al., 2023). It entails the use of proactive self-care measures that avert burnout, compassion fatigue, and other professional hazards. Wellness does not merely consist of the lack of stress, but it involves the aspects of resilience, self-awareness, adaptive coping, and healthy boundaries. When a counselor is more wellness-focused, they become present, empathetic, and effective in the sessions, which directly benefits the clients. Spiritually, wellness involves activities that take care of the soul and strengthen the moral foundation. Prayer, Scripture meditation, and Sabbath observance will offer restorative opportunities, help people control their emotions, and enhance ethical awareness. Dependence on the Holy Spirit enhances understanding and tolerance, enabling counselors to be Christ-like in offering compassion without losing professional objectivity. The practice of spirituality as a part of wellness helps to create a balance between personal values and professional responsibilities, which contributes to sustainable and ethical practice. COUC 604- Counselor Wellness and Understanding Professional Risks Assignment

Common Professional Risks to Counselor Well-being

Some of the professional risks that counselors encounter are burnout, compassion fatigue, and secondary traumatic stress (STS). The problem of burnout is a result of work-related stress and high caseloads that persist over time and manifest as emotional exhaustion, depersonalization, and decreased professional efficacy. Burnout may reduce empathy, loss of boundaries, and client care (Singh et al., 2023). Compassion fatigue, also known as the cost of caring, is a result of extended contact with the trauma of the clients. They can manifest as emotional numbing, intrusive thoughts, and detachment, which can decrease professional satisfaction and impede therapeutic effectiveness (Wolotira, 2022). Secondary traumatic stress (STS) happens when counselors have been affected by trauma symptoms after being exposed to traumatic experiences of their clients, such as intrusive memories or hypervigilance. STS may decrease empathy, enhance irritability, and result in avoidance behaviors, having adverse effects on the therapeutic relationship (Henderson et al., 2024). These risks must be prevented by creating awareness and early intervention before they can influence both counselor and client outcomes.

Contributing Factors to Counselor Distress

The factors that may trigger counselor distress are both internal and external. Vulnerability can be the result of personal history, such as unresolved trauma or high sensitivity. The external factors are heavy caseloads of trauma-exposed individuals, the absence of supervision or peer support, organizational issues, and unmet individual needs: poor sleep or nutrition. Excessive hopes about the possibility of fixing clients also increase the risk (Riachi et al., 2022). Being a counselor-in-training (CIT), I might be more vulnerable to distress because of the lack of experience, academic demands, and a developing professional identity. Being exposed to client trauma early, without developed support systems, may lead to increased vulnerability to STS and compassion fatigue. The understanding of these factors enables a proactive approach to the use of wellness strategies, with a strong focus on the role of resilience in the initial stages of professional growth.

Personal Wellness Reflection and Sustainable Strategies

The Self-Care Assessment using the Self-Care Wheel showed that my scores were high in the spiritual and personal areas, which indicated ongoing involvement in prayer, Scripture meditation, and boundary-setting. The scores in professional and psychological areas were lower, which means that better workload management, peer support, and stress management should be improved. This self-assessment showed where improvement was necessary to balance self-care with professional roles.

Evidence-based practices that I will apply to maintain wellness include planned supervision, mindfulness sessions, and mindful journaling. I will also integrate creative outlets, including nature walks and performance arts, which are restorative activities that do not involve the counseling setting. Incorporating these practices into everyday life routines, such as short mindful breaks between sessions, once-a-week creative time, or outdoor walks, helps to resiliently contribute and carve a model of holistic self-care towards clients, and also sustain a healthy working practice.

Future Wellness Planning for Ethical Practice

Continued self-monitoring, boundary-setting and building of support systems is important in future planning. Special attention will be paid to professional and psychological self-care, such as stress management, and peer consultation. To evaluate and fill the gaps in wellness, I will rely on the Self-Care Wheel to conduct regular check-ins. The development of supervision, mentorship, and peer support networks will ensure accountability and guidance, and strict restrictions on the amount of caseload and work hours will avoid overload. Ethical practice should be centered on wellness. Without practicing self-care, counselors risk poor judgment, lack of empathy and may cause harm to clients (Carrington et al., 2024). With the incorporation of wellness into professional identity based on spiritual practices, creative outlets, reflective exercises and structured support, I will be able to stay resilient and guarantee ethical, effective, and sustainable client care across my career.

Conclusion

The root of ethical and successful practice is counselor wellness. Determining what constitutes wellness, managing professional risks, self-reflection, and future self-care plans can help counselors to safeguard their own well-being and deliver quality care. Self-care tools, like the Self-Care Wheel, provide useful self-care education on how to identify and meet self-care needs. The combination of spiritual and evidence-based methods, as well as creative approaches, helps to promote resilience and professional integrity. Constant reflection, self-observation and adjusting will help maintain wellness as an ongoing priority that benefits the counselor and the clients they serve, and will help support sustainable and ethical practice throughout the counseling career.

References

American Counseling Association. (2014, October 16).
ACA 2014 code of ethics: Your essential guide to ethical counseling
. Online CEUs – Aspira Continuing Education.
https://aspirace.com/aca-2014-code-of-ethics/?srsltid=AfmBOorCHsx5vOev156W_qaK8aAuU9L22K1wypp6KVGq5pNfihuU29Nl

Bautista, T. G., Roman, G., Khan, M. R., Lee, M., Sahbaz, S., Duthely, L., Knippenberg, A., Macias-Burgos, M. A., Davidson, A., Scaramutti, C., Gabrilove, J., Pusek, S. N., Mehta, D., & Bredella, M. A. (2023). What is well-being? A scoping review of the conceptual and operational definitions of well-being.
Journal of Clinical and Translational Science
,
7
(1).
https://doi.org/10.1017/cts.2023.648

Carrington, B., Yeates, R., & Masterson, C. (2024). Understanding non-response in psychotherapy: A meta-synthesis.
Clinical Psychology Review
,
114
, 102489.
https://doi.org/10.1016/j.cpr.2024.102489

Henderson, A., Jewell, T., Huang, X., & Simpson, A. (2024). Personal trauma history and secondary traumatic stress in mental health professionals: A systematic review.
Journal of Psychiatric and Mental Health Nursing
,
32
(1).
https://doi.org/10.1111/jpm.13082

Riachi, E., Holma, J., & Laitila, A. (2022). Psychotherapists’ views on triggering factors for psychological disorders.
Discover Psychology
,
2
(1).
https://doi.org/10.1007/s44202-022-00058-y

Singh, R., Tadi, P., & Marlowe, D. (2023, June 12).
Provider burnout
. PubMed; StatPearls Publishing.
https://www.ncbi.nlm.nih.gov/books/NBK538330/

Wolotira, E. A. (2022). Trauma, compassion fatigue, and burnout in nurses.
Nurse Leader
,
21
(2), 202–206.
https://doi.org/10.1016/j.mnl.2022.04.009

 

COUC 604- Counselor Wellness and Understanding Professional Risks Assignment – Counselor Wellness and Understanding Professional Risks Assignment Instructions

Overview

Counselors regularly hold space for the suffering and trauma of others. To do so ethically, effectively, and sustainably, wellness must be a professional priority—not just a personal one. The American Counseling Association (ACA, 2014) affirms this by stating:

“Counselors engage in self-care activities to maintain and promote their own emotional, physical, mental, and spiritual wellbeing to best meet their professional responsibilities.”

(ACA Code of Ethics, Introduction to Section C: Professional Responsibilities)

In this assignment, you will explore counselor wellness, assess your current self-care practices, reflect on how the profession impacts mental health professionals, and identify practices that promote ethical, long-term wellness.

Instructions

Write a paper (4–6 pages) in APA format, organized into the five sections below. Use headings to clearly separate each part of the assignment.

Defining Counselor Wellness

In your own words, define counselor wellness and describe its role in the counseling profession.

Explain why wellness is essential to ethical, effective client care.

Consider how wellness affects your professional functioning, boundaries, clinical

Reflect on spiritual presence in wellness. From a biblical or Christian worldview, consider how practices such as prayer, meditation on Scripture, Sabbath rest, or reliance on the Holy Spirit support your personal wellness. How do these practices help you regulate, maintain resilience, and embody Christ-like compassion and presence in session? COUC 604- Counselor Wellness and Understanding Professional Risks Assignment

 

Common Professional Risks to Counselor Wellbeing

Identify and describe at least three of the following professional risks:

Burnout

Compassion Fatigue

Secondary Traumatic Stress (STS)

Vicarious Trauma

Moral Injury

For each, explain how the condition develops, signs and symptoms, and how it can negatively impact both the counselor and the client.

Use at least one scholarly source published within the last seven years.

Contributing Factors to Counselor Distress

Explore both internal and external factors that can increase vulnerability to counselor burnout and related risks.

Discuss aspects such as:

Personal history

Clinical caseload or trauma exposure

Lack of supervision or peer support

Cultural or organizational challenges

Unmet personal needs or unrealistic expectations

Reflect on which of these factors you might be most susceptible to as a counselor-in training (CIT).

Use at least one scholarly source published within the last seven years.

 

Personal Wellness Reflection and Sustainable Strategies

Complete the Self-Care Assessment located in Canvas under the Wellness Plan Resources heading.

Report your scores across all categories and interpret what they indicate about your current state of wellness:

What stood out or surprised you?

Were there domains where you expected to score higher/lower?

Did anything shift your understanding of self-care?

Then, reflect on how you will sustain wellness and professional integrity both now as a student and in your future counseling career:

Identify clinically grounded strategies that promote long-term wellness

Highlight at least two lesser-known or creative practices you find personally meaningful or helpful.

Discuss how these strategies can be realistically integrated into your daily and professional life.

This section should be written in the first person and grounded in insight, not just a list of techniques.

 

Future Wellness Planning for Ethical Practice

Based on your assessment and insights from this course:

What areas of self-care need greater attention to prevent ethical violations or clinical fatigue?

How will you monitor your wellness over time?

What kind of support systems or boundaries do you need to create?

Discuss how prioritizing wellness is a non-negotiable part of ethical and effective counseling and how you plan to honor that in your journey forward.

 

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool. COUC 604- Counselor Wellness and Understanding Professional Risks Assignment

Aortic Aneurysm Essay – Diagnosis, Treatment, Causes, Symptoms

Understanding the Management and Implications of Aortic Aneurism

Aortic aneurysms are severe vascular diseases that involve the primary artery that transports blood supplied by the heart to the rest of the body. They are also marked by an abnormal expansion or ballooning of the aorta, which can result in life threatening complications in case it is not treated (Kumar et al., 2021). These aneurysms can occur silently, and they might not exhibit any symptoms, and can burst at any time, resulting in serious internal bleeding and death. Research and advances in medicine over the years have enhanced management, detection, and outcomes of patients with aortic aneurysms. However, there are still problems such as early diagnosis, management of risk factors, and the choice between surgical and conservative treatment. This paper will present a detailed information on aortic aneurysms, the types, causes, risk factors, clinical presentation, diagnosis, treatment plan, and implications on the care of patients. Knowledge of these factors is important in helping healthcare professionals to mitigate morbidity and mortality related to this condition.

Aortic Aneurism Definitions and Classifications

Aortic aneurysm is described as a permanent enlargement of the aorta to at least 1.5 times the usual size (Shaw et al., 2023). Different parts of the aorta are susceptible to the formation of an aortic aneurysm and this causes classification differences. The two major ones include thoracic aortic aneurysms (TAA) and abdominal aortic aneurysms (AAA). A thoracic aortic aneurism is an enlarged section of the aorta in the upper section of the body, around the chest. Abdominal aneurysms on the other hand are common and are more likely to develop below the kidney. The nature and location of the aneurysm are also important determinants of treatment choice, risks of ruptures, and complications.

 

Figure 1

Diagram of Abdominal Aortic Aneurysm

Note. Adapted from
Advanced Vascular Solutions. (2025).

Causes and Risk Factors

The development of an aortic aneurysm is usually a multifactorial process as it can be caused by a combination of genetic, lifestyle, and medical factors. One of the leading causes is chronic hypertension or high blood pressure since the unremitting force against the aortic wall may weaken it with time, causing expansion (Naqvi et al., 2025). Another factor that contributes to aneurysm is atherosclerosis, which is the accumulation of fatty plaques in blood vessels, which destroys the integrity of the aorta. The other important factor is genetic predisposition. Marfan syndrome, Ehlers-Danlos syndrome, and familial thoracic aortic aneurysm syndromes are predisposing illnesses due to the intrinsic defects in connective tissue (Milewicz et al., 2021). The risk is further enhanced by lifestyle factors such as smoking, obesity and poor diet. Older men are also susceptible to the disease, including those who are 65 years and older, and have a history of smoking or cardiovascular disease. These risk factors are crucial to understand and implement preventative measures and to detect at-risk individuals early.

Clinical Presentation and Symptoms

The challenge with the treatment of aortic aneurysms is that they remain undetected until the complications develop. Small aneurysms can take years before they are noticed with the patient having no symptoms. As the aneurysm gets larger, the symptoms may start but are normally not specific. Patients can complain of back, chest, or abdominal pain, a pulsating sensation in the abdomen, or have difficulty swallowing when the aneurysm is pressing against the structures around it (Oweini et al., 2025). In other situations, the symptoms may occur quickly in case the aneurysm starts to leak or burst. Ruptured aneurysm is a medical emergency that manifests itself with sudden sharp pains, low blood pressure, dizziness, and even unconsciousness. Early detection of the minor symptoms can be life-saving, and it is essential to ensure that the at-risk population is regularly screened.

Figure 2

Symptoms of Aneurism

Note. Adapted from Manipalhospitals (2025).

Diagnostic Approaches

Proper diagnosis of aortic aneurysms is based on imaging tests to visualize the aorta and locate the size and location of the aneurysm. Abdominal aortic aneurysms are primarily assessed through ultrasound, which is a non-invasive, cost-effective, and reliable screening technique, particularly in elderly males with risk factors (Bains et al., 2021). Computed tomography (CT) scans and magnetic resonance imaging (MRI) give detailed images of both thoracic and abdominal aneurysms and is especially helpful in surgical planning. All these imaging modalities enable the clinician to track the development of an aneurysm with time and determine its risk of rupture. In other instances, the aortic root and ascending aorta can be examined with echocardiography.

Management and Treatment Strategies

Treatment of aortic aneurysms is based on their size, location, growth rate, and general health of the patient. Small non-urgent aneurysms are frequently followed up by a regular imaging study, in addition to lifestyle changes and medical treatment to regulate blood pressure and cholesterol. According to Kumar et al., (2021), Angiotensin-converting enzyme (ACE) inhibitors and beta-blockers are usually prescribed in order to lessen stress on the aortic wall. In situations where aneurysms become too large to the extent that the possibility of rupture is high, the best approach is surgical repair. Open surgical repair requires the replacement of the damaged part of the aorta with synthetic graft. A less invasive method is the endovascular aneurysm repair (EVAR) where the stent-graft is inserted into the blood vessels to strengthen the aortic wall. Both interventions carry risks, yet the improvements in the field of surgery and post-surgery treatment have had a beneficial effect on patients Aortic Aneurysm Essay – Diagnosis, Treatment, Causes, Symptoms.

Complications and Prognosis

The worst complication of aortic aneurysm is rupture which can result into severe internal bleeding and death. The aneurysm size and expansion rate can prove dangerous because they raise the risk of rupture (Faiza & Sharman, 2023). Other complications include dissection, where a tear develops on the wall of the aorta leading to fatal internal bleeding and organ damage. The complications associated with the postoperative process could be infection, bleeding, or graft failure. The prognosis is based on the strategies of early diagnosis, prompt treatment, and control of the risk factors. Early surgery repair leads to better patient results, and a ruptured aneurysm can be life-threatening without any diagnosis or treatment.

Preventive Measures and Screening

A key element in the prevention of aortic aneurysms is the prevention of their frequency and severity. It is necessary to control modifiable risk factors, including hypertension, smoking, and high cholesterol. Physical exercises, a nutritious diet, and regular check-ups can help maintain the vascular state and slow down the progression of an aneurysm. Screening programs that focus on high-risk populations have been identified to be efficient in identifying aneurysms before they cause complications (Shaw et al., 2023). An example is men older than 65 who have a smoking history who are regularly offered ultrasound screening to identify abdominal aortic aneurysms. Early monitoring and genetic counseling should be done to individuals with inherited connective tissue disorder. These preventive measures decrease morbidity, lifespan quality and overall patient outcomes.

Patient Education and Support

As part of the extensive care of patients with aortic aneurysm, education and support play a crucial role. The patients need to be informed about the nature of the condition, the potential symptoms and of the necessity to adhere to the treatment regimen. Patient education should include lifestyle education, medication, and education on the signs to watch out for rupture. Emotional support can also be offered through support groups and counseling services, which will help the patients deal with anxiety related to their diagnosis. Healthcare providers have a key role in helping patients to be more empowered and actively engaged with their treatment process and care, using a collaborative model to improve their physical and mental health.

Conclusion

Aortic aneurysms are complicated and life threatening conditions that need attention and great care. Timely intervention, proper diagnosis, and early detection are very essential to the prevention of severe complications like rupture or dissection. Knowledge of the nature, causes, risk factors and the clinical presentation of an aneurysm enables the healthcare provider to put in place effective preventive measures and treatment regimens. Lifestyle changes, endovascular and surgical procedures, and medical treatment are all important to enhance patient outcomes Aortic Aneurysm Essay – Diagnosis, Treatment, Causes, Symptoms. Additionally, the education of patients, regular follow-up, and support is critical in the provision of long-term health and quality of life. With the progress in medical research, it is possible that improved screening, treatment, and management options will be developed to further reduce the load of aortic aneurysms and save lives.

References

Advanced Vascular Solutions. (2025).
All about abdominal aortic aneurysms: Causes, risk factors, and treatment options: Advanced vascular solutions: General surgeons
. Avsmedicalgroup.com.
https://www.avsmedicalgroup.com/blog/all-about-abdominal-aortic-aneurysms-causes-risk-factors-and-treatment-options

Bains, P., Oliffe, J. L., Mackay, M. H., & Kelly, M. T. (2021). Screening older adult men for abdominal aortic aneurysm: A scoping review.
American Journal of Men’s Health
,
15
(2), 155798832110012.
https://doi.org/10.1177/15579883211001204

Faiza, Z., & Sharman, T. (2023).
Thoracic aorta aneurysm
. PubMed; StatPearls Publishing.
https://www.ncbi.nlm.nih.gov/books/NBK554567/

Kumar, A., Persaud, P., Leite, A. F., Aoyama, N., Matos, R., Avishay, D. M., Shiwalkar, N., Garg, V., Shaikh, J. D., Kaur, R., & Kichloo, A. (2021). Aortic aneurysm: Clinical findings, diagnostic and treatment.
IntechOpen EBooks
.
https://doi.org/10.5772/intechopen.97258

Manipalhospitals. (2025, April 25).
The silent danger: Recognizing and treating aneurysms before it’s too late
. Manipal Hospitals.
https://www.manipalhospitals.com/mukundapur/blog/silent-danger-spot-and-treat-aneurysms-early/

Milewicz, D. M., Braverman, A. C., De Backer, J., Morris, S. A., Boileau, C., Maumenee, I. H., Jondeau, G., Evangelista, A., & Pyeritz, R. E. (2021). Marfan syndrome.
Nature Reviews Disease Primers
,
7
(1), 1–24.
https://doi.org/10.1038/s41572-021-00298-7

Naqvi, R. E. Z., Baroom, G., Zheng, L., Hibino, M., Berlanga-Taylor, A., Heath, A. K., & Aune, D. (2025). Blood pressure, hypertension, and the risk of aortic aneurysm in the UK biobank.
BMC Cardiovascular Disorders
,
25
(1).
https://doi.org/10.1186/s12872-025-05279-2

Oweini, W., Jolou, J., Sologashvili, T., Murith, N., Huber, C., & Cikirikcioglu, M. (2025). Ascending aortic aneurysms: From pathophysiology to surgical repair.
Journal of Clinical Medicine
,
14
(19), 6993.
https://doi.org/10.3390/jcm14196993

Shaw, P. M., Loree, J., & Gibbons, R. C. (2023).
Abdominal aortic aneurysm (AAA)
. PubMed; StatPearls Publishing.
https://www.ncbi.nlm.nih.gov/books/NBK470237/
  Aortic Aneurysm Essay – Diagnosis, Treatment, Causes, Symptoms

Heart Failure and Pulmonary Edema QSEN Competencies

Heart Failure and Pulmonary Edema

Patient Center Care

Heart failure patients are often in critical conditions, challenging to arouse and remain disoriented. The supervising nurse should explain the patient’s conditions and required medical procedures to the latter’s family members; the patient might require mechanical ventilation and endotracheal intubation due to low oxygenation levels. The family member might feel unsure about the appropriate response because they are unsure about the patient’s preferences. During the decision-making process, the nurse and the family member should consider the nursing code of ethics, the patient’s advanced directive, the healthcare institution’s attorney, and the patient’s case manager. The family member might reject the idea of initiating mechanical ventilation and CPR on the patient. Consequently, the nurse should notify the doctor and hospital supervisor regarding the family’s decision. The nurse should also write a DNR based on the family’s wishes and communicate the same during shift reports.

Teamwork

Appropriate risk factor management and comorbidities’ treatment lower a person’s risk of developing heart failure or edema. Thus, patient education should comply with evidence-based treatment therapies for better clinical outcomes and patient satisfaction. Treating hypertension and effective diabetes management reduces heart failure occurrences by up to 50.0%. Alcoholism significantly increases the risk of heart failure (Iqbal & Gupta, 2019. The nurse should also monitor possible metabolic syndromes that could exacerbate the patient’s condition. Lastly, the patient education program should emphasize fluid and salt restriction to lower the risk of heart failure development.

Heart failure and edema treatment can be complicated based on the illness stage regardless of the therapy method available. Considering the limited impacts of the present treatment approaches on heart failure and edema progression, the interprofessional team, should establish ways to optimize the care quality and patient outcomes. They should provide relevant evidence-based preventive psychotherapy and treatment to patients with a greater risk of developing heart failure. Primary care plays a crucial role in managing the patient’s condition and risk factors and should consult healthcare experts such as pharmacists, cardiologists, nutritionists, and endocrinologists. That enables them to provide the appropriate treatment and counseling to the patient. Nurses provide patient education, monitor patients, and cooperate with doctors and healthcare team members for improved patient outcomes (Driscoll et al., 2017. On the other hand, pharmacists review prescribed medicine, educate patients and their caregivers regarding contraindications, and observe adherence. Considering the frequent re-admissions due to several non-heart failure complications, outpatient and inpatient service providers should collaborate to ensure care continuity and promote better patient outcomes.

Evidence-based Practice

Heart failure is a significant healthcare challenge and the main cause of hospital admissions among older adults in America. Hospitals record approximately one hundred thousand heart failure cases every year (Driscoll et al., 2017. The growing heart failure prevalence is secondary to reduced mortality due to better management approaches, better clinical outcomes for survivors, increased risk factors, and age-related factors. Notably, heart failure incidences are common in both males and females. Individuals above forty years have a 20.0% risk of developing heart failure, and this trend increases with age, especially those above sixty-five years (Iqbal & Gupta, 2019. Racial and ethnic factors also increase the risk of heart failure; for instance, African Americans exhibit a greater risk of developing heart failure than white people in the United States (Driscoll et al., 2017. The main heart failure-related costs cover several hospitalizations, medications, and frequent re-admissions.

Although people often use heart failure when referring to individuals with existing chronic illnesses, acute heart failure refers to rapid symptom development or worsening signs and symptoms requiring intravenous treatment. Older adults usually above seventy-five years often develop acute heart failure requiring hospitalization (King & Goldstein, 2021). Notably, older women suffer acute heart failure than men. Various metabolic and cardiovascular disorders cause heart failure, although left ventricular dysfunction causes most symptoms. Left ventricular dysfunction compromises the ejection fraction; most clinical tests focus on ejection fraction and utilize the resultant data to establish a treatment guide (King & Goldstein, 2021). Conversely, pulmonary edema linked to acute failure is caused by pulmonary fluid homeostasis dysregulation and other factors that regular the alveolar space fluid movement Heart Failure and Pulmonary Edema QSEN Competencies.

Heart failure and edema cause several short- and long-term health complications. The patient’s health status deteriorates despite undergoing aggressive treatment. Secondly, the patient may suffer organ dysfunction and kidney impairment, compromising recovery efforts. Thirdly, frequent hospital admissions strain the patient’s family’s financial and emotional status (Driscoll et al., 2017. Moreover, the patient gradually loses their ability to perform daily activities. Notably, the initial heart failure diagnosis increases the patient’s mortality and morbidity rates.

Quality Improvement

Disease classification enables healthcare providers to determine the appropriate assessment and treatment options. The physicians focus on identifying and treating life threats where a patient suffers acute heart failure and edema (Iqbal & Gupta, 2019. different classifications exist for assessing heart failure based on the symptoms; they influence the condition’s prognosis and treatment. In essence, heart failure categories depend on anatomic findings, the heart chamber involved, and the patient’s symptoms (King & Goldstein, 2021). Notably, the heart failure stages are described based on risks involved, structural heart disease, and active heart failure presence.

The heart failure stage and symptoms’ severity determine the treatment’s focus. When a person has acute heart failure or edema, the treatment should focus on enhancing hemodynamic status by reducing vascular congestion and enhancing myocardial contractility, preload and afterload (Iqbal & Gupta, 2019. Healthcare providers utilize similar initial treatment and management goals for patients with flash pulmonary edema and acute heart failure. Treatment options include diuretics because most patients have various volume overload forms; healthcare givers prefer IV administration over oral medication to increase the drug’s bioavailability and clinical outcomes (King & Goldstein, 2021). Furosemide exhibits diuretic and anti-vasoconstriction properties, making it ideal for heart failure and edema treatment. The doctor should examine the patient’s airway, breathing, and circulation during early assessment and start relevant management depending on the patient’s health status Heart Failure and Pulmonary Edema QSEN Competencies.

The healthcare team should hook the patient up to cardiorespiratory monitoring for acute heart failure, administer oxygen if the patient is hypoxic, perform ECG, and conduct laboratory tests for suspicious conditions. Vasodilators are also effective for patients with acute heart failure and edema; they promote vasodilation and smooth muscle relaxation to lower preload and afterload across the CGMP pathway (Iqbal & Gupta, 2019. Notably, vasodilation enhances left ventricular afterload and preload while easing pulmonary vascular congestion. Examples of effective vasodilators include sodium nitroprusside and nitroglycerin. Other treatment options include ionotropic medications, coronary revascularization, and hospitalization (Iqbal & Gupta, 2019. Where necessary, the patient can undergo homecare treatment based on their symptoms’ severity.

Informatics

Advanced heart failure treatment and early prevention efforts may slow its progression and increase the patient’s survival chances. Because the condition requires a comprehensive management approach, regular and effective communication is an essential care component. Different studies indicate that using the telephone for communication between patients and healthcare providers reduces re-admissions and improves the former’s morbidity rates (Driscoll et al., 2017). Hospitals can also utilize hardware monitoring systems to communicate with patients and record critical signs. Such systems enhance heart management, but they are costly when addressing large patient populations. Most heart failure patients can use a scale and a sphygmomanometer to relay their vital symptoms, weight, and weight to the hospital’s data center without requiring a sophisticated system except the internet. Hospitals also use such systems to monitor heart failure patients and provide care guidelines. Thus, using internet-based communication systems such as electronic health records reduce hospitalization cases and establishes stable heart failure status without regular hospital visits.

Patient Safety

A national plan is crucial when improving heart failure-related re-hospitalization. It requires benchmarking and cooperation between healthcare providers especially focusing on advancing patient care systems for monitoring heart failure patients (Driscoll et al., 2017). Patients require an efficient and safe transition to home-based care to reduce re-hospitalization chances. The primary challenge is facilitating a smooth transition to home-based care without compromising compliance to evidence-based practice and retaining a connection with heart failure specialists. Transitional patient care involves heart failure initiatives in outpatient and community facilities (King & Goldstein, 2021). Various studies support the enforcement of nurse-led outpatient and community clinics because they help reduce patient mortality and re-hospitalization Heart Failure and Pulmonary Edema QSEN Competencies.

Many caregivers utilize specific measures to improve heart failure patients after discharge, reducing mortality and re-admission rates. Improving patient care services for heart failure patients requires healthcare providers to remain focused on several co-occurring factors. That entails identifying individuals hospitalized due to heart failure-related disorders and medical issues such as timely drug administration (Driscoll et al., 2017). Appropriate patient education also ensures patients understand relevant self-care after hospital discharge. It also enables them to identify and utilize available resources after discharge, which requires effective leadership and coordination. In essence, cooperation between caregivers and specialists is essential to improving patient safety following heart failure diagnosis and after hospital discharge.

 
 

References

Driscoll, A., Meagher, S., Kennedy, R., Hay, M., Banerji, J., Campbell, D., … & Patsamanis, H. (2017). What is the impact of systems of care for heart failure on patients diagnosed with heart failure: a systematic Review 
BMC Cardiovascular Disorders
. 
16
(1) 1-20.

Iqbal, M. A., & Gupta, M. (2019). Cardiogenic pulmonary edema.

King, K. C., & Goldstein, S. (2021). Congestive heart failure and pulmonary edema. 
StatPearls [Internet]
. Heart Failure and Pulmonary Edema QSEN Competencies

Lewin’s Theory of Planned Change Essay Example – Presentation

 

There are unique challenges in delivering quality care in a pulmonary step-down unit within an acute care facility. That is because of the high acuity of patients with complex respiratory diagnoses. The patients receiving care in the unit typically require advanced respiratory support, continuous monitoring, and coordinated interdisciplinary interventions that involve nursing, occupational therapy, physical therapy, speech therapy, and respiratory therapy. As a telemetry unit, the pulmonary step-down unit faces additional risks such as alarm fatigue that further complicates staff workflow and patient safety. There is a need for effective nurse-driven change initiatives in the unit to address the persistent safety and quality concerns. Lewin’s Theory of Planned Change offers a structured framework for implementing sustainable improvements by guiding organizations through unfreezing the existing practices, changing by moving towards new deliberate behaviors, and refreezing the change into standard practice. Applying this theory enables nurses to lead evidence-based change while fostering staff engagement and long-term adherence (Gielen et al., 2022).

 

A significant quality care problem in the unit is alarm fatigue linked with continuous telemetry and respiratory monitoring. There are excessive non-actionable alarms that desensitize the staff, thereby increasing their risk of delaying response to critical events. Albanowski et al. (2023) note that alarm fatigue contributes to missed alarms and adverse patient outcomes, particularly in telemetry-intensive environments. The Joint Commission (2024) identifies alarm management as a national patient safety goal, emphasizing that it impacts care quality. Among patients with pulmonary issues, frequent oxygen desaturation and ventilator alarms heighten the risk of alarm fatigue. Without staff education and a systematic alarm customization, alarm fatigue would continue to undermine situational awareness, patient safety, and staff morale. As such, alarm fatigue is a priority area for nurse-led quality improvement.

Breakdown in interdisciplinary communication, especially during care coordination and handoffs among nursing, rehabilitation, and respiratory therapy services is a significant quality care problem. Ineffective communication is linked to patient dissatisfaction, care delays, and medical errors. Shrivastava et al. (2025) explains that inadequate interdisciplinary communication significantly compromises continuity in step-down and acute units. In pulmonary care settings, miscommunication regarding mobility status, swallowing precautions, or oxygen delivery methods can result in prolonged hospitalization, hypoxia, or aspiration. The complexity of respiratory care necessitates structured, timely communication strategies to ensure all disciplines share a unified care plan. Nurses are well positioned to identify communication gaps and champion standardized tools to enhance interdisciplinary collaboration Lewin’s Theory of Planned Change Essay Example – Presentation

 

Unsafe patient-to-nurse ratios is a significant quality care problems that directly affects patient outcomes and nurse well-being. Patients in the pulmonary step-down unit often require frequent assessments, titration of oxygen therapy, and rapid intervention for respiratory deterioration. Griffiths et al. (2024) explains that high patient-to-nurse ratios cause nurses to have high workloads that are linked to increased mortality, higher rates of failure-to-rescue, and burnout. In addition, inadequate nurse staffing limits the ability of nurses to coordinate interdisciplinary care and promptly respond to alarms. It is essential to address staffing concerns as a measure for maintaining quality, safety, and workforce sustainability. Data-informed staffing models and nurse-driven advocacy are critical to migrating risks linked to high-acuity respiratory care environments.

Lewin’s Theory of Planned Change provides a practical framework for implementing nurse-driven improvements that target there three quality care problems. During the unfreezing stage, nurse can be involved in presenting data from the unit on incidences of alarm fatigue, communication errors, and adverse outcomes related to staffing. Their involvement in presenting the data can help to build awareness and urgency. Lewin’s Theory of Planned Change Essay Example – Presentation  The change stage involves implementing targeted interventions, such as standardizing alarm parameters to address alarm fatigue, implementing SBAR-based interdisciplinary handoff protocols to address communication concerns, and adopting acuity-adjusted staffing assignments to addressing staffing concerns. Interdisciplinary engagement, pilot testing, and education are essential in the change stage. Finally, the refreezing stage solidifies the change through performance metrics, ongoing education, and integrating new practices into policies. Through the change model, nurses can lead sustainable change that enhances safety, interdisciplinary collaboration, and quality outcomes in pulmonary step-down unit (Gielen et al., 2022).

References

Albanowski, K., Burdick, K. J., Bonafide, C. P., Kleinpell, R., & Schlesinger, J. J. (2023). Ten Years Later, Alarm Fatigue Is Still a Safety Concern.
AACN advanced critical care, 34
(3), 189–197.
https://doi.org/10.4037/aacnacc2023662

Gielen, A. C., Peterson, D. V., Ottoson, J. M., Green, L. W., & Kreuter, M. W. (2022).
Health Program Planning, Implementation, and Evaluation: Creating Behavioral, Environmental, and Policy Change
. Johns Hopkins University Press.

Griffiths, P., Saville, C., Ball, J., Culliford, D., Jones, J., Lambert, F., Meredith, P., Rubbo, B., Turner, L., Dall’ora, C., & Workforce Health Outcomes Study Group (2024). Nursing Team Composition and Mortality Following Acute Hospital Admission.
JAMA network open, 7
(8), e2428769.
https://doi.org/10.1001/jamanetworkopen.2024.28769

Joint Commission. (2025).
National Patient Safety Goals® Effective 2025 for the Hospital Program
.
https://digitalassets.jointcommission.org/api/public/content/9be383450fc941df806b76c5fbdd9ae6?v=3c600c3a

Shrivastava, S. R., Chong, S. V., & Bobhate, P. S. (2025). Facilitating effective communication through the adoption of SBAR tool in medical training.
Journal of education and health promotion, 14
, 249.
https://
doi.org/10.4103/jehp.jehp_1213_24

 

Lewin’s Theory of Planned Change Essay Example – Presentation

Presentation

What are best ways to implement and maintain change over time? One way is through the use of Lewin’s Theory of Planned Change. It involves three stages:

Unfreezing (understanding change is needed)

Moving (process of initiating change)

Refreezing (establishing a new status quo)

Now, it is time for you to think about quality care problems that exist in your area. What are the top three problems that you see? When considering these problems, what evidence supports why these are problems? Using Lewin’s Theory of Planned Change, how can this theory be used to implement change surrounding these problems.

In this Assignment, you will explore quality care problems in your area. While providing evidence to support each of them, you will also apply Lewin’s theory to your nurse driven change. This information will be analyzed through a slide presentation.

Resources

To prepare:

Review the Required Learning Resources, specifically resources related to Lewins’ Change Theory

Consider your clinical practice area and potential quality care problems

Research evidence for potential practice problems

The Assignment

Construct a 5–7 slide presentation, with notes, in which you complete the following:

Identify three different quality care problems within your area.

Present one piece of evidence for each of the potential practice problems (3 total)

Apply Lewin’s change theory to a nurse driven change to a quality care or safety problem

Important Reminder: 
Be sure to include speaker’s notes for every slide in your presentation. You may either embed the notes directly in the “Notes” section beneath each PowerPoint slide or provide them as a separate Word document.

 

 

Lewin’s Theory of Planned Change Essay Example – Presentation

NURS_4106_Week6_Assignment3_Rubric

NURS_4106_Week6_Assignment3_Rubric

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeIdentified three different quality care problems within the area.

30 to >22.5 ptsMasters Expectations
The response comprehensively and clearly identified three different quality care problems… The response includes relevant, specific, and appropriate examples that fully support the identification.

22.5 to >18.0 ptsAchieves Expectations
The response identified three different quality care problems… The response includes relevant, specific, and appropriate examples that support the identification.

18 to >0 ptsDoes Not Meet Expectations
The response inaccurately and vaguely identified three different quality care problems, or it is missing… The response includes inaccurate and vague examples that do not support the identification, or it is missing.

30 pts

This criterion is linked to a Learning OutcomePresented one piece of information for each of the potential practice problems (3 total).

60 to >45.0 ptsMasters Expectations
The response comprehensively and clearly presented one piece of information for each of the three practice problems… The response includes relevant, specific, and appropriate examples that fully support the presentation.

45 to >36.0 ptsAchieves Expectations
The response presented one piece of information for each of the three practice problems… The response includes relevant, specific, and appropriate examples that support the presentation.

36 to >0 ptsDoes Not Meet Expectations
The response inaccurately and vaguely presented one piece of information for each of the three practice problems, or some or all are missing… The response includes inaccurate and vague examples that do not support presentation, or it is missing.

60 pts

This criterion is linked to a Learning OutcomeApplied Lewin’s Change Theory to a quality care or safety problem.

40 to >30.0 ptsMasters Expectations
The response comprehensively and clearly applied Lewin’s change theory to a quality care or safety problem… The response includes relevant, specific, and appropriate examples that fully support the application.

30 to >24.0 ptsAchieves Expectations
The response applied Lewin’s change theory to a quality care or safety problem… The response includes relevant, specific, and appropriate examples that support the application.

24 to >0 ptsDoes Not Meet Expectations
The response inaccurately and vaguely applied Lewin’s change theory to a quality care or safety problem, or it is missing… The response includes inaccurate and vague examples that do not support the application, or it is missing.

40 pts

This criterion is linked to a Learning OutcomeProfessional writing: Context, organization, audience, purpose, tone, style, clarity, flow

10 to >7.33 ptsMasters Expectations
Demonstrates full awareness of writing context, audience, and purpose… Content is generally clear, logical, and well organized with appropriate sentence and paragraph structure… Tone is highly professional, scholarly, and free of bias… Style is consistently appropriate for a professional setting/workplace context… Mostly free of spelling, punctuation, and grammar/syntax errors.

7.33 to >6.0 ptsAchieves Expectations
Demonstrates some awareness of writing context, audience, and purpose… Content is mostly clear, logical, and well organized with adequate sentence and paragraph structure… Tone is adequately professional, scholarly, and/or free of bias… Style is mostly appropriate for a professional setting/workplace context… Contains few spelling, punctuation, and/or grammar/syntax errors. Lewin’s Theory of Planned Change Essay Example – Presentation

6 to >0 ptsDoes Not Meet Expectations
Demonstrates minimal awareness of writing context, audience, and purpose… Content lacks clarity, logic, and/or discernible organization; does not use proper sentence and paragraph structure… Tone is not professional/scholarly and/or contains bias… Style is inconsistent with a professional setting/workplace context… Contains significant spelling, punctuation, and/or grammar/syntax errors.

10 pts

This criterion is linked to a Learning OutcomeProfessional writing: Originality, source credibility, and attribution of ideas

10 to >7.33 ptsMasters Expectations
Writing fully reflects original thought and paraphrasing and adheres to reference requirements, including the use of credible evidence to support a claim while incorporating appropriate citations and references in APA format.

7.33 to >6.0 ptsAchieves Expectations
Writing adequately reflects original thought and paraphrasing and adheres to reference requirements, including the use of credible evidence to support a claim while incorporating appropriate citations and references in APA format.

6 to >0 ptsDoes Not Meet Expectations
Writing does not reflect original thought and paraphrasing and does not adhere to reference requirements, including the use of credible evidence to support a claim while incorporating appropriate citations and references in APA format.

10 pts

Total Points: 150

 

Readings

Spath, P., & Devane, A. (2023). 
Introduction to healthcare quality management
Links to an external site.
 (4
th
 ed). Health Administration Press.

Chapter 10, “Managing the Use of Healthcare Resources” (pp. 315–319)

Burnes, B. (2020). 
The origins of Lewin’s three-step model of change.Links to an external site.
 
The Journal of Applied Behavioral Science, 56
(1), 32–59. https://journals.sagepub.com/doi/full/10.1177/0021886319892685

Kotter. (n.d.). 
The 8 steps for leading change.
Links to an external site.
 https://www.kotterinc.com/methodology/8-steps

Prosci. (n.d.). 
The prosci ADKAR model.
Links to an external site.
 https://www.prosci.com/methodology/adkar

Sutherland, K. (n.d.). 
Applying Lewin’s change management theory to the implementation of bar-coded medication administration.
Links to an external site.
 
https://www.printfriendly.com/p/g/xVnXSE

 

Media

Forde-Johnston, C. (2023). 
Lewin’s change management model explained using two example nursing projects
Links to an external site.
[Video]. YouTube. https://youtu.be/GZKzUKp_KFMhttps://youtu.be/GZKzUKp_KFM Lewin’s Theory of Planned Change Essay Example – Presentation

NR524: Creating a Syllabus

 

Name:
Insert here

General Instructions

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

 

Syllabus

 

Organization Name

 

Course Number and Title

X Credit Hours

Prerequisites: List here

 

Faculty Information

Name

Email

Phone

Office Hours and Time Zone

 

Course Description
: Insert here

 

Program Outcomes
:

 

PO 1: Insert here

PO 2: Insert here

PO 3: Insert here

 

Course Outcomes
:

 

CO 1: Insert here

CO 2: Insert here

CO 3: Insert here

 

Resources:

 

List here

 

Schedule

 

Date/Time

Topic/Session Title

Facilitator

Location

Weekly Objectives

Materials Needed

Notes

Insert here

Insert here

Insert here

Insert here

Insert here

Insert here

Insert here

Insert here

Insert here

Insert here

Insert here

Insert here

Insert here

Insert here

 

Assignments

 

Description: Insert here

Associated weekly objective(s):  Insert here

Point value: Insert here

 

Grading Scale

 

List here

 

Policies

 

Policy Title

List policy context here.

List policy violation consequence.

 

Policy Title

List policy context here.

List policy violation consequence.

 

Policy Title

List policy context here.

List policy violation consequence.

 

Policy Title

List policy context here.

List policy violation consequence.

 

 

Design Rationale

 

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

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

How do your policies reflect fairness and clarity?

How do you balance structure with flexibility in your expectations?

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

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

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

 

References

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

 

 

NR524: Creating a Syllabus – General Instructions  

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

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

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

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

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

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

First person should not be used within this assignment.

Abide by Chamberlain University’s academic integrity policy.

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

General Syllabus Information 

Include organization name.

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

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

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

Provide your name and credentials as faculty.

Provide email address.

NR524: Creating a Syllabus

Provide phone number.

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

Course Description 

Include a complete course description that is:

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

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

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

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

Outcomes

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

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

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

Outcomes accurately reflect the scope and goals of the course.

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

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

Resources 

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

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

Schedule 

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

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

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

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

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

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

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

Notes: Special instructions, dress code, or reminders.

Assignments 

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

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

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

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

Grading Scale 

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

Policies 

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

Provide a consequence for each policy violation.

Policies and associated consequences must be:

Clearly stated.

Aligned and organized.

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

Design Rationale 

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

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

How do your policies reflect fairness and clarity?

How do you balance structure with flexibility in your expectations?

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

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

NR524: Creating a Syllabus

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

Format 

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

Complete all required sections per the assignment guidelines and rubric.

Graduate-Level Writing Style  

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

Correct spelling and word usage.

Correct use of grammar, punctuation, and sentence structure.

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

Scholarly Sources  

Include at least three scholarly sources.

 

 

Curriculum week 1-3 Examples:

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

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

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

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

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

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

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

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

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

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

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

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

NR524: Creating a Syllabus

Controversy Associated with Personality and Paraphilic Disorders

Explain the controversy that surrounds your selected disorder.

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

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

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

Controversy Associated with Personality and Paraphilic Disorders

Controversy Associated with Borderline Personality Disorder

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

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

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

Professional Beliefs About Borderline Personality Disorder

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

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

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

Strategies for Maintaining the Therapeutic Relationship

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

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

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

Ethical and Legal Considerations

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

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

 

References

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

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

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

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

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

Controversy Associated with Personality and Paraphilic Disorders

Vulnerable Population Concept Map / Essay Example

 
 

Part 1: Vulnerable Population Concept Map

Part 2: Summary Paper

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

Description of the Vulnerable Population and Risk Variables

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

BUY AN ESSAY HERE

Explanation of the Concept Map

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

National Population Health Goal and Proposed Nursing Strategy

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

Conclusion

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

References

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

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

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

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

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

Vulnerable Population Concept Map / essay Example

ASSIGNMENT 5 MOD 4

PURPOSE

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

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

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

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

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

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

ASSIGNMENT OVERVIEW

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

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

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

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

Part 1: Concept Map

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

a. Vulnerable population

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

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

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

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

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

Part 2: Summary Paper

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

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

each section of the paper.

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

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

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

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

element:

a. Vulnerable population

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

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

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

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

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

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

4. Provide a conclusion to the paper.

ASSIGNMENT INSTRUCTIONS

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

a. Concept map may be either:

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

ii. created using Microsoft Word.

b. Concept map must be clear and legible.

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

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

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

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

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

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

Vulnerable Population Concept Map / essay Example