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Tag: Nursing

  • [Solved] role of the Psychiatric Mental Health Nurse Practitioner

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    This week's discussion is a two folds discussion. **First**, explain the role of the Psychiatric Mental Health Nurse Practitioner as it relates to the scope of psychotherapy. **Second, explain how this week's discussion aligns with the following APNA standard:** – Standard 5G: Therapeutic Relationsh…

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    Assignment Prompt & Instructions

    This week's discussion is a two folds discussion. **First**, explain the role of the Psychiatric Mental Health Nurse Practitioner as it relates to the scope of psychotherapy. **Second, explain how this week's discussion aligns with the following APNA standard:**

    – Standard 5G: Therapeutic Relationship: Psychiatric-mental health registered nurse uses therapeutic relationship as the basis for interactions and the provision of care.

    – a year ago

  • [Solved] Mit

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    – Review the following case study. – Construct a subjective data set for the case study on the provided SOAP note template from the information provided. – Structure the subjective data set on the SOAP note template in the format provided in your lecture materials. – [\ \ NU610Unit1CaseStudyrevise…

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    Assignment Prompt & Instructions

    – Review the following case study.
    – Construct a subjective data set for the case study on the provided SOAP note template from the information provided.
    – Structure the subjective data set on the SOAP note template in the format provided in your lecture materials.

    – [\
    \
    NU610Unit1CaseStudyrevisedMarch2024.docx](https://www.sweetstudy.com/files/nu610unit1casestudyrevisedmarch2024-docx-10287591 "NU610Unit1CaseStudyrevisedMarch2024.docx")
    – [\
    \
    SOAPNoteTemplate-Final12.docx](https://www.sweetstudy.com/files/soapnotetemplate-final12-docx-10287593 "SOAPNoteTemplate-Final12.docx")

    – a year ago

  • [Solved] Journal Entry

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    – a year ago **files (1)** – ## JournalEntry.docx **## JournalEntry.docx** Journal Entry Critical reflection of your growth and development during your practicum experience in a clinical setting has the benefit of helping you to identify opportunities for improvement in your clinical skills, while a…

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## JournalEntry.docx

    **## JournalEntry.docx**

    Journal Entry

    Critical reflection of your growth and development during your practicum experience in a clinical setting has the benefit of helping you to identify opportunities for improvement in your clinical skills, while also recognizing your strengths and successes.

    Use this Journal to reflect on your clinical strengths and opportunities for improvement, the progress you made, and what insights you will carry forward into your next practicum

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCE**](https://waldenu.instructure.com/courses/163332/modules/items/6578552)

    To Prepare

    · Refer to the “Advanced Nursing Practice Competencies and Guidelines” found in the Week 1 Learning Resources, and consider the quality measures or indicators advanced nursing practice nurses must possess in your specialty of interest.

    · Refer to your “Clinical Skills Self-Assessment Form” you submitted in Week 1, and consider your strengths and opportunities for improvement.

    · Refer to your Patient Log in Meditrek, and consider the patient activities you have experienced in your practicum experience. Reflect on your observations and experiences.

    **In 450–500 words, address the following:**

    **Learning From Experiences**

    · Revisit the goals and objectives from your Practicum Experience Plan. Explain the degree to which you achieved each during the practicum experience.

    · Reflect on the three (3) most challenging patients you encountered during the practicum experience. What was most challenging about each?

    · What did you learn from this experience?

    · What resources did you have available?

    · What evidence-based practice did you use for the patients?

    · What new skills are you learning?

    · What would you do differently?

    · How are you managing patient flow and volume?

    **Communicating and Feedback**

    · Reflect on how you might improve your skills and knowledge and how to communicate those efforts to your Preceptor.

    · Answer the questions: How am I doing? What is missing?

    · Reflect on the formal and informal feedback you received from your Preceptor.

    By Day 7

    **Submit** your Journal Entry.

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
    **Turnitin Drafts** from the
    **Start Here** area.

    1. To submit your completed assignment, save your Assignment as
    **WK11Assgn_LastName_Firstinitial**

    2. Then, click on
    **Start Assignment** near the top of the page.

    3. Next, click on
    **Upload File** and select
    **Submit Assignment** for review.

    Rubric

    **PRAC_6635_Week11_Assignment_Rubric**

    | | | |
    | — | — | — |
    | PRAC_6635_Week11_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeAssimilation and Synthesis: Content Reflection | **50 to >49.0 pts**<br>**Excellent**<br>Reflection demonstrates a high level of critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or Discussions. Insightful and relevant connections are made through contextual explanations and examples.<br>**49 to >39.0 pts**<br>**Good**<br>Reflection demonstrates moderate level of critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or Discussions. Connections are made through explanations and/or examples.<br>**39 to >30.0 pts**<br>**Fair**<br>Reflection demonstrates minimal critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or Discussions. Minimal connections made through explanations and/or examples.<br>**30 to >0 pts**<br>**Poor**<br>Reflection lacks critical thinking. Superficial connections are made with key course concepts and resources, and/or assignments | 50 pts |
    | This criterion is linked to a Learning OutcomeAssimilation and Synthesis: Personal Growth | **30 to >29.0 pts**<br>**Excellent**<br>Expresses solid evidence of reflection on own work. Demonstrates substantial personal growth and awareness of deeper meaning through inferences, well developed insights, and significant depth in awareness and challenges. Synthesizes current experience into future implications.<br>**29 to >19.0 pts**<br>**Good**<br>Expresses moderate evidence of reflection on own work. Demonstrates satisfactory personal growth and awareness through some inferences, insights, and challenges. There is mention of the future implications of student’s current experience.<br>**19 to >9.0 pts**<br>**Fair**<br>Expresses minimal evidence of reflection on own work. Demonstrates less than adequate personal growth and awareness through limited or simplistic inferences made, insights, and/or challenges that are not well developed. Minimal thought of future implications of student’s current experience.<br>**9 to >0 pts**<br>**Poor**<br>Expresses inadequate evidence of reflection on own work. Personal growth and awareness are not evident and/or demonstrate an impersonal experience. Lacks personal insights, challenges, inferences, and/or future implications are overlooked. | 30 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting | **15 to >14.0 pts**<br>**Excellent**<br>Well written and clearly organized using standard English, characterized by elements of a strong writing style and basically free from grammar, punctuation, usage, and spelling errors.<br>**14 to >10.0 pts**<br>**Good**<br>Above average writing style and logically organized using standard English with minor errors in grammar, punctuation, usage, and spelling.<br>**10 to >5.0 pts**<br>**Fair**<br>Average writing style that is sometimes unclear and/or with some errors in grammar, punctuation, usage, and spelling.<br>**5 to >0 pts**<br>**Poor**<br>Poor writing style lacking in standard English, clarity, language used, and/or frequent errors in grammar, punctuation, usage, and spelling. Needs work. | 15 pts |
    | This criterion is linked to a Learning OutcomeAPA | **5 to >4.0 pts**<br>**Excellent**<br>No APA errors<br>**4 to >3.0 pts**<br>**Good**<br>Contains one to two (1–2) APA errors<br>**3 to >1.0 pts**<br>**Fair**<br>Contains three to five (3–5) APA errors<br>**1 to >0 pts**<br>**Poor**<br>Contains more than five (> 5) APA errors | 5 pts |

    Total Points: 100

    [Previous](https://waldenu.instructure.com/courses/163332/modules/items/6578550)

    [Next](https://waldenu.instructure.com/courses/163332/modules/items/6578552)

    **## JournalEntry.docx**

    Journal Entry

    Critical reflection of your growth and development during your practicum experience in a clinical setting has the benefit of helping you to identify opportunities for improvement in your clinical skills, while also recognizing your strengths and successes.

    Use this Journal to reflect on your clinical strengths and opportunities for improvement, the progress you made, and what insights you will carry forward into your next practicum

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCE**](https://waldenu.instructure.com/courses/163332/modules/items/6578552)

    To Prepare

    · Refer to the “Advanced Nursing Practice Competencies and Guidelines” found in the Week 1 Learning Resources, and consider the quality measures or indicators advanced nursing practice nurses must possess in your specialty of interest.

    · Refer to your “Clinical Skills Self-Assessment Form” you submitted in Week 1, and consider your strengths and opportunities for improvement.

    · Refer to your Patient Log in Meditrek, and consider the patient activities you have experienced in your practicum experience. Reflect on your observations and experiences.

    **In 450–500 words, address the following:**

    **Learning From Experiences**

    · Revisit the goals and objectives from your Practicum Experience Plan. Explain the degree to which you achieved each during the practicum experience.

    · Reflect on the three (3) most challenging patients you encountered during the practicum experience. What was most challenging about each?

    · What did you learn from this experience?

    · What resources did you have available?

    · What evidence-based practice did you use for the patients?

    · What new skills are you learning?

    · What would you do differently?

    · How are you managing patient flow and volume?

    **Communicating and Feedback**

    · Reflect on how you might improve your skills and knowledge and how to communicate those efforts to your Preceptor.

    · Answer the questions: How am I doing? What is missing?

    · Reflect on the formal and informal feedback you received from your Preceptor.

    By Day 7

    **Submit** your Journal Entry.

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
    **Turnitin Drafts** from the
    **Start Here** area.

    1. To submit your completed assignment, save your Assignment as
    **WK11Assgn_LastName_Firstinitial**

    2. Then, click on
    **Start Assignment** near the top of the page.

    3. Next, click on
    **Upload File** and select
    **Submit Assignment** for review.

    Rubric

    **PRAC_6635_Week11_Assignment_Rubric**

    | | | |
    | — | — | — |
    | PRAC_6635_Week11_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeAssimilation and Synthesis: Content Reflection | **50 to >49.0 pts**<br>**Excellent**<br>Reflection demonstrates a high level of critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or Discussions. Insightful and relevant connections are made through contextual explanations and examples.<br>**49 to >39.0 pts**<br>**Good**<br>Reflection demonstrates moderate level of critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or Discussions. Connections are made through explanations and/or examples.<br>**39 to >30.0 pts**<br>**Fair**<br>Reflection demonstrates minimal critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or Discussions. Minimal connections made through explanations and/or examples.<br>**30 to >0 pts**<br>**Poor**<br>Reflection lacks critical thinking. Superficial connections are made with key course concepts and resources, and/or assignments | 50 pts |
    | This criterion is linked to a Learning OutcomeAssimilation and Synthesis: Personal Growth | **30 to >29.0 pts**<br>**Excellent**<br>Expresses solid evidence of reflection on own work. Demonstrates substantial personal growth and awareness of deeper meaning through inferences, well developed insights, and significant depth in awareness and challenges. Synthesizes current experience into future implications.<br>**29 to >19.0 pts**<br>**Good**<br>Expresses moderate evidence of reflection on own work. Demonstrates satisfactory personal growth and awareness through some inferences, insights, and challenges. There is mention of the future implications of student’s current experience.<br>**19 to >9.0 pts**<br>**Fair**<br>Expresses minimal evidence of reflection on own work. Demonstrates less than adequate personal growth and awareness through limited or simplistic inferences made, insights, and/or challenges that are not well developed. Minimal thought of future implications of student’s current experience.<br>**9 to >0 pts**<br>**Poor**<br>Expresses inadequate evidence of reflection on own work. Personal growth and awareness are not evident and/or demonstrate an impersonal experience. Lacks personal insights, challenges, inferences, and/or future implications are overlooked. | 30 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting | **15 to >14.0 pts**<br>**Excellent**<br>Well written and clearly organized using standard English, characterized by elements of a strong writing style and basically free from grammar, punctuation, usage, and spelling errors.<br>**14 to >10.0 pts**<br>**Good**<br>Above average writing style and logically organized using standard English with minor errors in grammar, punctuation, usage, and spelling.<br>**10 to >5.0 pts**<br>**Fair**<br>Average writing style that is sometimes unclear and/or with some errors in grammar, punctuation, usage, and spelling.<br>**5 to >0 pts**<br>**Poor**<br>Poor writing style lacking in standard English, clarity, language used, and/or frequent errors in grammar, punctuation, usage, and spelling. Needs work. | 15 pts |
    | This criterion is linked to a Learning OutcomeAPA | **5 to >4.0 pts**<br>**Excellent**<br>No APA errors<br>**4 to >3.0 pts**<br>**Good**<br>Contains one to two (1–2) APA errors<br>**3 to >1.0 pts**<br>**Fair**<br>Contains three to five (3–5) APA errors<br>**1 to >0 pts**<br>**Poor**<br>Contains more than five (> 5) APA errors | 5 pts |

    Total Points: 100

    [Previous](https://waldenu.instructure.com/courses/163332/modules/items/6578550)

    [Next](https://waldenu.instructure.com/courses/163332/modules/items/6578552)

  • [Solved] Assigment .Apa seven . All instructions attached.

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    – a year ago **files (1)** – ## essay1.docx **## essay1.docx** **Opened:** Monday, May 5, 2025, 8:00 AM **Due:** Saturday, May 10, 2025, 11:59 PM Define cultural competence. Explain the importance of Cultural competence in our profession. Provide examples Rubric: – 1 page minimum – 3 pages maximun…

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## essay1.docx

    **## essay1.docx**

    **Opened:** Monday, May 5, 2025, 8:00 AM

    **Due:** Saturday, May 10, 2025, 11:59 PM

    Define cultural competence. Explain the importance of Cultural competence in our profession. Provide examples

    Rubric:

    – 1 page minimum

    – 3 pages maximun

    -APA format

    -At Least 3 peer review references

    Due date: Saturday 5/11/2025 at 11:59 pm

    **General Structure of an APA Essay**

    An APA-formatted essay typically includes the following sections:

    1.
    **Title Page**

    2.
    **Abstract** (optional, depending on instructor or publication requirements)

    3.
    **Main Body**

    · Introduction

    · Method (if applicable)

    · Results (if applicable)

    · Discussion

    · Conclusion

    4.
    **References on APA format**

    5.
    **Turnitin no more than 20%**

    **## essay1.docx**

    **Opened:** Monday, May 5, 2025, 8:00 AM

    **Due:** Saturday, May 10, 2025, 11:59 PM

    Define cultural competence. Explain the importance of Cultural competence in our profession. Provide examples

    Rubric:

    – 1 page minimum

    – 3 pages maximun

    -APA format

    -At Least 3 peer review references

    Due date: Saturday 5/11/2025 at 11:59 pm

    **General Structure of an APA Essay**

    An APA-formatted essay typically includes the following sections:

    1.
    **Title Page**

    2.
    **Abstract** (optional, depending on instructor or publication requirements)

    3.
    **Main Body**

    · Introduction

    · Method (if applicable)

    · Results (if applicable)

    · Discussion

    · Conclusion

    4.
    **References on APA format**

    5.
    **Turnitin no more than 20%**

  • [Solved] see below

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    In-depth study guidance and analytical solution covering see below.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Assigment .Apa seven . All instructions attached.

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    – a year ago **files (1)** – ## WritingAssignmentWeek1.docx **## WritingAssignmentWeek1.docx** Writing Assignment Week 1 **Exercise Instructions** The CMS considers patient engagement a quality metric for a learning healthcare system. ● Patient engagement is a major focal point of stage 2 MU of HER….

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## WritingAssignmentWeek1.docx

    **## WritingAssignmentWeek1.docx**

    Writing Assignment Week 1

    **Exercise Instructions**

    The CMS considers patient engagement a quality metric for a learning healthcare system.

    ●   Patient engagement is a major focal point of stage 2 MU of HER.

    ●   Patient Engagement in Health and Health Care Framework by Carman et al. presents different forms and levels of patient engagement across the healthcare system.

    ●   Institute for Patient- and Family-Centered Care recognizes the vital role families play by providing emotional, social, and developmental support, ensuring the health and well-being of all family members

    ●   The
    _Level of Engagement with Health Care_ framework considers the engagement, quality, and safety of mobile apps. Clinicians can identify trustworthy apps that serve the engagement of high-need, high-cost populations.

    **Consider content covered in chapter 5 concerning policy changes in the United States and the strategic plan needed to improve care and drive down cost through health information technology. Give at least 3 examples of an information technology policy change that has supported patient engagement.**

    Please note the grading rubric. The submission should be minimally 4 pages not counting the cover page and references.

    **5 references**

    **## WritingAssignmentWeek1.docx**

    Writing Assignment Week 1

    **Exercise Instructions**

    The CMS considers patient engagement a quality metric for a learning healthcare system.

    ●   Patient engagement is a major focal point of stage 2 MU of HER.

    ●   Patient Engagement in Health and Health Care Framework by Carman et al. presents different forms and levels of patient engagement across the healthcare system.

    ●   Institute for Patient- and Family-Centered Care recognizes the vital role families play by providing emotional, social, and developmental support, ensuring the health and well-being of all family members

    ●   The
    _Level of Engagement with Health Care_ framework considers the engagement, quality, and safety of mobile apps. Clinicians can identify trustworthy apps that serve the engagement of high-need, high-cost populations.

    **Consider content covered in chapter 5 concerning policy changes in the United States and the strategic plan needed to improve care and drive down cost through health information technology. Give at least 3 examples of an information technology policy change that has supported patient engagement.**

    Please note the grading rubric. The submission should be minimally 4 pages not counting the cover page and references.

    **5 references**

  • [Solved] evaluation

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    Executive Solution Overview

    – a year ago **files (1)** – ## SummativeEvaluationFinal_ADNG1200_ClinicalI1.docx **## SummativeEvaluationFinal_ADNG1200_ClinicalI1.docx** **Level 1:** **Clinical Performance Evaluation- ADNG 1200 Clinical I** · Student will complete a self-evaluation of each student learning outcome below using…

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## SummativeEvaluationFinal_ADNG1200_ClinicalI1.docx

    **## SummativeEvaluationFinal_ADNG1200_ClinicalI1.docx**

    **Level 1:**
    **Clinical Performance Evaluation- ADNG 1200 Clinical I**

    · Student will complete a self-evaluation of each student learning outcome below using the criteria on the left found under each outcome. Briefly summarize, either in bullet point or paragraph form, your own evaluation of performance in each. Be specific, give examples.

    · In areas you identify as needing growth, provide specific strategies for improvement in your next clinical course.

    · Submit to the Clinical Performance Evaluation assignment folder in your clinical course by the assigned due date.

    | | |
    | — | — |
    | **HUMAN FLOURISHING**<br>**Apply knowledge and skills learned in the program to uphold patients’ right of self-determination**<br>**and promote holistic well-being of client and family.** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Apply therapeutic communication skills in interactions with resident and family <br>· Recognize opportunities to connect with resident on an individual level<br>· Identify behaviors that threaten or protect resident rights and safety <br>●Utilize daily clinical paperwork as a framework to gather assessment data while respecting client rights and autonomy<br>●Work with resident to build rapport/trust prior to gathering data | |
    | **Objective Data:** Process Recording, Reflective Journals, Daily Clinical Paperwork, Daily Clinical Performance Grade | |
    | **NURSING JUDGMENT**<br>**Make judgments in practice, supported by evidence, that integrate nursing science in the provision of safe, quality care.** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | ●Utilize daily clinical paperwork to record and prioritize daily assessment, Braden, and Morse fall findings<br>· Participate in post-clinical discussion of daily assessment findings and how these impact resident health and safety<br>●Utilize the EMR to accurately document care provided as appropriate<br>· Respect client privacy and feelings while gathering assessment data<br>· Takes time to listen to resident and allows them to express their needs and desires<br>· Reflects on the unique needs of the geriatric population during post-clinical discussion | |
    | **Objective Data:** Medication Concept Map, Geriatric Care Plan Concept Map, Daily Clinical Paperwork, Evolve Case Study/EAQ’s, Daily Clinical Performance Grade | |
    | **PROFESSIONAL IDENTITY**<br>**Implement one’s role as a nurse in a manner that reflects the ideals of the profession while developing an identity committed to evidence-based practice, in the provision of compassionate, culturally sensitive, holistic care to a diverse population.** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Exhibit professional appearance and behavior (punctuality, uniform standards, equipment, etc.)<br>· Exhibit professionalism in interactions with team-members, peers, residents, and faculty<br>· Seeks faculty assistance in navigating professional situations unfamiliar to student | |
    | **Objective Data:** Reflective Journals, Daily Clinical Performance Grade | |
    | **SPIRIT OF INQUIRY**<br>**Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities (NLN, 2010)..** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Reflect on daily experience during post-clinical discussion <br>· Work with nursing faculty to review daily grading rubric feedback and make a plan for strategies for daily performance improvement<br>· Seeks out nursing faculty as questions arise | |
    | **Objective Data:** Reflective Journal #2, Daily Clinical Performance Grade | |

    **## SummativeEvaluationFinal_ADNG1200_ClinicalI1.docx**

    **Level 1:**
    **Clinical Performance Evaluation- ADNG 1200 Clinical I**

    · Student will complete a self-evaluation of each student learning outcome below using the criteria on the left found under each outcome. Briefly summarize, either in bullet point or paragraph form, your own evaluation of performance in each. Be specific, give examples.

    · In areas you identify as needing growth, provide specific strategies for improvement in your next clinical course.

    · Submit to the Clinical Performance Evaluation assignment folder in your clinical course by the assigned due date.

    | | |
    | — | — |
    | **HUMAN FLOURISHING**<br>**Apply knowledge and skills learned in the program to uphold patients’ right of self-determination**<br>**and promote holistic well-being of client and family.** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Apply therapeutic communication skills in interactions with resident and family <br>· Recognize opportunities to connect with resident on an individual level<br>· Identify behaviors that threaten or protect resident rights and safety <br>●Utilize daily clinical paperwork as a framework to gather assessment data while respecting client rights and autonomy<br>●Work with resident to build rapport/trust prior to gathering data | |
    | **Objective Data:** Process Recording, Reflective Journals, Daily Clinical Paperwork, Daily Clinical Performance Grade | |
    | **NURSING JUDGMENT**<br>**Make judgments in practice, supported by evidence, that integrate nursing science in the provision of safe, quality care.** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | ●Utilize daily clinical paperwork to record and prioritize daily assessment, Braden, and Morse fall findings<br>· Participate in post-clinical discussion of daily assessment findings and how these impact resident health and safety<br>●Utilize the EMR to accurately document care provided as appropriate<br>· Respect client privacy and feelings while gathering assessment data<br>· Takes time to listen to resident and allows them to express their needs and desires<br>· Reflects on the unique needs of the geriatric population during post-clinical discussion | |
    | **Objective Data:** Medication Concept Map, Geriatric Care Plan Concept Map, Daily Clinical Paperwork, Evolve Case Study/EAQ’s, Daily Clinical Performance Grade | |
    | **PROFESSIONAL IDENTITY**<br>**Implement one’s role as a nurse in a manner that reflects the ideals of the profession while developing an identity committed to evidence-based practice, in the provision of compassionate, culturally sensitive, holistic care to a diverse population.** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Exhibit professional appearance and behavior (punctuality, uniform standards, equipment, etc.)<br>· Exhibit professionalism in interactions with team-members, peers, residents, and faculty<br>· Seeks faculty assistance in navigating professional situations unfamiliar to student | |
    | **Objective Data:** Reflective Journals, Daily Clinical Performance Grade | |
    | **SPIRIT OF INQUIRY**<br>**Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities (NLN, 2010)..** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Reflect on daily experience during post-clinical discussion <br>· Work with nursing faculty to review daily grading rubric feedback and make a plan for strategies for daily performance improvement<br>· Seeks out nursing faculty as questions arise | |
    | **Objective Data:** Reflective Journal #2, Daily Clinical Performance Grade | |

  • [Solved] learning experience

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – Refer to the “Population-Focused Nurse Practitioner Competencies” in the Learning Resources, and consider the quality measures or indicators advanced practice nurses must possess in your specialty. – Refer to your “Clinical Skills Self-Assessment Form” you submitted in Week 1 and consider your str…

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    Assignment Prompt & Instructions

    – Refer to the “Population-Focused Nurse Practitioner Competencies” in the Learning Resources, and consider the quality measures or indicators advanced practice nurses must possess in your specialty.
    – Refer to your “Clinical Skills Self-Assessment Form” you submitted in Week 1 and consider your strengths and opportunities for improvement.
    – Refer to your Patient Log in Meditrek; consider the patient activities you have experienced in your practicum experience and reflect on your observations and experiences.

    **In 450–500 words, address the following:**

    **Learning From Experiences**

    – Revisit the goals and objectives from your Practicum Experience Plan. Explain the degree to which you achieved each during the practicum experience.
    – Reflect on the 3 most challenging patients you encountered during the practicum experience. What was most challenging about each?
    – What did you learn from this experience?
    – What resources were available?
    – What evidence-based practice did you use for the patients?
    – What would you do differently?
    – How are you managing patient flow and volume?  How can you apply your growing skillset to be a social change agent within your community?

    **Communicating and Feedback**

    – Reflect on how you might improve your skills and knowledge and how to communicate those efforts to your Preceptor.
    – Answer these questions: How am I doing? What is missing?
    – Reflect on the formal and informal feedback you received from your Preceptor.

    – [\
    \
    PracticumExperiencePlan2.docx](https://www.sweetstudy.com/files/practicumexperienceplan2-docx-10287073 "PracticumExperiencePlan2.docx")
    – [\
    \
    PracticumExperiencePlan1.docx](https://www.sweetstudy.com/files/practicumexperienceplan1-docx-10287075 "PracticumExperiencePlan1.docx")

    – a year ago

  • [Solved] PowerPoint Presentation

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    Executive Solution Overview

    Please provide a speak over PowerPoint presentation on the utilization of one of the Cognitive Behavioral Therapy (a nonpharmacological psychotherapy approach) for the diagnosis and treatment of a behavioral disorder of your choice based on the reading of the course material. Please include the foll…

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    Assignment Prompt & Instructions

    Please provide a speak over PowerPoint presentation on the utilization of one of the Cognitive Behavioral Therapy (a nonpharmacological psychotherapy approach) for the diagnosis and treatment of a behavioral disorder of your choice based on the reading of the course material.

    Please include the following slides in your presentation (you can use the sample provided)

    Title slide

    Intro slide

    Case scenario summary slide (patient name, diagnosis, background)

    Mental status assessment slide (perception, thought process, content of thought, judgment, insight, cognition)

    Selected therapy slide (Please include a description and the goals of the therapy of your choice)

    Selected therapy slide (Why did you select this therapy for your specific case study? )

    Expected outcomes (Include the outcomes that you expect your patient to accomplish)

    Conclusion slide

    Reference slide

    Include three scholarly sources references.

    Course Outcomes Relates to the Assignment

    Translate major theories from nursing and other disciplines to psychiatric practice.

    Integrate foundational and advanced specialty knowledge into clinical reasoning.

    Recognized the dynamic nature of advanced practice psychiatry nursing.

    Identify the tenets, benefits, and phases of group therapy.

    Understand the evolution and the assumption of family therapy.

    Understand the role of the psychiatric mental health advanced nurse practitioner as it relates with the scope of psychopathology.

    Defining the semiology, diagnostic, and treatment of behavioral and mental disorders.

    Understand, comparing various personality disorders, chronic and acute psychiatric decompensation presentations.

    Use of nonpharmacological interventions in the process of differential diagnosis and disease management.

    – a year ago

  • [Solved] 1 response DB Week 1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    see attachment – a year ago **files (1)** – ## Week1DBresponse.pdf **## Week1DBresponse.pdf** Denise, a 19-year-old female presents to the clinic for an annual physical exam. She is G0P0, and presents with irregular menses only occurring every 3-4months apart within the past 2 years. She is sexually…

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    Assignment Prompt & Instructions

    see attachment

    – a year ago

    **files (1)**

    – ## Week1DBresponse.pdf

    **## Week1DBresponse.pdf**

    Denise, a 19-year-old female presents to the clinic for an annual physical exam. She is
    G0P0, and presents with irregular menses only occurring every 3-4months apart within
    the past 2 years. She is sexually active and only using condoms occasionally. She is not
    on any other birth control methods. She denies any significant medical or surgical health
    history and denies any other current health problems. She has never had a Pap smear or
    any pelvic exam tests before today. Her pregnancy test is negative and her vital signs are
    all WNL.

    SOAP NOTE

    S – Subjective

    CC: "I want birth control and my periods are irregular."

    HPI:
    Denise is a 19-year-old G0P0 female presenting for her annual exam. She reports
    irregular menses occurring every 3–4 months for the past 2 years. She is sexually active
    and occasionally uses condoms. She denies any history of abnormal vaginal discharge,
    pelvic pain, or previous STIs. Denies fatigue, weight gain/loss, or hirsutism.

    Additional questions to ask:

    • When was your last menstrual period (LMP)?
    • Any recent changes in stress, weight, or exercise habits?
    • Any family history of PCOS, thyroid disorders, or reproductive issues?
    • Number of lifetime partners? Current partner status?
    • History of STI testing?
    • Desire for pregnancy in the next year?

    Medical History: Denies chronic illnesses, surgeries, or hospitalizations.

    Social History:

    • Home: Lives with parents.
    • Education: In college.
    • Alcohol/Drugs: Denies drug use, occasional alcohol socially.
    • Smoking: Denies.
    • Sexuality: Heterosexual, sexually active.
    • Contraception: Inconsistent condom use.

    O – Objective

    Vital Signs: WNL
    General: Alert, cooperative
    POCT:

    • Urine pregnancy test (Negative – already obtained)
    • Gonorrhea/Chlamydia NAAT (recommended)
    • TSH if concern for endocrine cause of irregular menses
    • Consider HbA1c or fasting glucose if PCOS suspected

    Pap smear: Not indicated at this time. According to USPSTF and ACOG guidelines,
    cervical cancer screening with Pap smear begins at age 21 regardless of sexual activity.
    She may have the option now if she consents, but it is not mandatory until age 21

    Pelvic exam: May perform if patient consents, especially for STI testing or symptoms

    A – Assessment

    Primary Diagnosis:

    • Irregular menses, likely secondary to an-ovulation (ICD-10: N92.6 – Irregular
    menstruation, unspecified)

    Differential Diagnoses:

    • Polycystic Ovary Syndrome (PCOS) – Consider due to menstrual irregularity and
    adolescent age

    • Hypothyroidism – Should rule out with TSH if symptomatic

    P – Plan

    Pharmacologic:

    • Prescribe Combined Oral Contraceptive Pill (COCP): e.g., Ethinyl estradiol 30
    mcg/norgestimate 0.25 mg PO daily, 28-day pack. 12-month supply, 0 refills

    o Rationale: Effective birth control and cycle regulation
    o Consider patient preference: patch, ring, or progestin-only if COCP contraindicated

    Non-Pharmacologic:

    • Educate on condom use for STI protection
    • Offer HPV vaccine if not received
    • Offer STI screening: GC/Chlamydia, HIV

    Education:

    • Discuss expected changes with COCP (lighter, more regular periods)
    • Discuss adherence importance: same time daily
    • Common side effects: nausea, breast tenderness, spotting
    • Risk/benefit: COCP decreases ovarian/endometrial cancer risk but increases risk of

    DVT in smokers or those with risk factors
    • Reinforce safe sex practices and routine STI testing
    • Encourage follow-up in 3 months for contraceptive tolerance and cycle regularity

    Referrals:

    • None needed at this time unless abnormal labs

    Follow-up:

    • Return in 3 months or sooner if side effects present themselves
    • Annual physical exam and STI testing per guidelines

    **## Week1DBresponse.pdf**

    Denise, a 19-year-old female presents to the clinic for an annual physical exam. She is
    G0P0, and presents with irregular menses only occurring every 3-4months apart within
    the past 2 years. She is sexually active and only using condoms occasionally. She is not
    on any other birth control methods. She denies any significant medical or surgical health
    history and denies any other current health problems. She has never had a Pap smear or
    any pelvic exam tests before today. Her pregnancy test is negative and her vital signs are
    all WNL.

    SOAP NOTE

    S – Subjective

    CC: "I want birth control and my periods are irregular."

    HPI:
    Denise is a 19-year-old G0P0 female presenting for her annual exam. She reports
    irregular menses occurring every 3–4 months for the past 2 years. She is sexually active
    and occasionally uses condoms. She denies any history of abnormal vaginal discharge,
    pelvic pain, or previous STIs. Denies fatigue, weight gain/loss, or hirsutism.

    Additional questions to ask:

    • When was your last menstrual period (LMP)?
    • Any recent changes in stress, weight, or exercise habits?
    • Any family history of PCOS, thyroid disorders, or reproductive issues?
    • Number of lifetime partners? Current partner status?
    • History of STI testing?
    • Desire for pregnancy in the next year?

    Medical History: Denies chronic illnesses, surgeries, or hospitalizations.

    Social History:

    • Home: Lives with parents.
    • Education: In college.
    • Alcohol/Drugs: Denies drug use, occasional alcohol socially.
    • Smoking: Denies.
    • Sexuality: Heterosexual, sexually active.
    • Contraception: Inconsistent condom use.

    O – Objective

    Vital Signs: WNL
    General: Alert, cooperative
    POCT:

    • Urine pregnancy test (Negative – already obtained)
    • Gonorrhea/Chlamydia NAAT (recommended)
    • TSH if concern for endocrine cause of irregular menses
    • Consider HbA1c or fasting glucose if PCOS suspected

    Pap smear: Not indicated at this time. According to USPSTF and ACOG guidelines,
    cervical cancer screening with Pap smear begins at age 21 regardless of sexual activity.
    She may have the option now if she consents, but it is not mandatory until age 21

    Pelvic exam: May perform if patient consents, especially for STI testing or symptoms

    A – Assessment

    Primary Diagnosis:

    • Irregular menses, likely secondary to an-ovulation (ICD-10: N92.6 – Irregular
    menstruation, unspecified)

    Differential Diagnoses:

    • Polycystic Ovary Syndrome (PCOS) – Consider due to menstrual irregularity and
    adolescent age

    • Hypothyroidism – Should rule out with TSH if symptomatic

    P – Plan

    Pharmacologic:

    • Prescribe Combined Oral Contraceptive Pill (COCP): e.g., Ethinyl estradiol 30
    mcg/norgestimate 0.25 mg PO daily, 28-day pack. 12-month supply, 0 refills

    o Rationale: Effective birth control and cycle regulation
    o Consider patient preference: patch, ring, or progestin-only if COCP contraindicated

    Non-Pharmacologic:

    • Educate on condom use for STI protection
    • Offer HPV vaccine if not received
    • Offer STI screening: GC/Chlamydia, HIV

    Education:

    • Discuss expected changes with COCP (lighter, more regular periods)
    • Discuss adherence importance: same time daily
    • Common side effects: nausea, breast tenderness, spotting
    • Risk/benefit: COCP decreases ovarian/endometrial cancer risk but increases risk of

    DVT in smokers or those with risk factors
    • Reinforce safe sex practices and routine STI testing
    • Encourage follow-up in 3 months for contraceptive tolerance and cycle regularity

    Referrals:

    • None needed at this time unless abnormal labs

    Follow-up:

    • Return in 3 months or sooner if side effects present themselves
    • Annual physical exam and STI testing per guidelines