Category: Nursing

Discuss your feelings regarding your first half of this term.  How did it compare with your expectations?  
Explore your personal strengths & limitatios and their effect on the student/patient relationship when dealing with issues of the personal nature some women’s health issues present. Include reflection on your therapeutic use of self. This means how do your own personal experiences and beliefs come into play regarding sensitive issues, or do they?
Describe an interaction between you and/or your preceptor with a patient that demonstrated empathy, advocacy, or a therapeutic alliance. How did you feel about the outcome? 
Finally, set one personal goal for yourself to reflect on in your final journal entry. Make this a goal you feel as though you can obtain and one that will make you a better provider of care for women of all ages and situations in your future practice. List that goal in this entry so you can reflect on it in your final journal.  No rules. Your choice

NTRODUCTION
The purpose of this task is to create a personal development plan. You will create goals focusing on the concepts of strategies to increase resilience and self-care. You will also explore how a personal development plan can positively influence your professional practice. This task will allow you to reflect on the challenges you will encounter in the completion of your goals.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
Note: The suggested length of your response for each prompt is 2–3 paragraphs.
A.  Describe three ways you can apply strategies to increase resilience and self-care that will influence your professional practice in a healthcare environment (e.g., mindfulness, better eating habits, exercise). Include specific examples.
B.  Create a personal development plan by doing the following:
1.  List a SMART personal growth goal for each of the three strategies from part A (for a total of three SMART goals).
Note: The SMART goals should be specific, measurable, attainable, relevant, and time-bound.
a.  List one actionable step for each goal to achieve the goals for part B1, for a total of three steps.
b.  Discuss how each of the goals from part B1 will foster your professional development.
C.  Explain the importance of having a personal development plan.
1.  Provide two examples of how a personal development plan can help you achieve your academic and career goals.
D.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
E.  Demonstrate professional communication in the content and presentation of your submission.

Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template:
Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life? 
Objective: What observations did you make during the psychiatric assessment?  
Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
Reflection notes: What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).
Video Link: https://video.alexanderstreet.com/p/XQ51BX9oA
More Case information: Training Title 2
Training Title 2
Name: Ms. Natalie Crew
Gender: female
Age:17 years old
T 97.4 P-82 R-1 20 128/84 Ht 5’2” Wt 192lbs
Background: Recently started an accelerated high school business program in Chicago, Illinois
after growing up and living in New Orleans her whole life. Grew up with both parents and four
brothers. Currently lives in on a specialty high school campus dormitory. Currently a full-time
student and works part time in the local coffee shop. Not married, currently single. She has no
previous psychiatric history; takes no medications. There is history of depression, denied
substance use history for her or family. No legal hx NKDA
use history for her or family. No legal hx NKDA
Rubric:
NRNP_6635_Week3_Assignment_Rubric
NRNP_6635_Week3_Assignment_Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeCreate documentation in the Comprehensive Psychiatric Evaluation Template about the patient you selected. In the Subjective section, provide: • Chief complaint• History of present illness (HPI)• Past psychiatric history• Medication trials and current medications• Psychotherapy or previous psychiatric diagnosis• Pertinent substance use, family psychiatric/substance use, social, and medical history• Allergies• ROS
20 to >17.0 pts
Excellent
The response throughly and accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis.
17 to >15.0 pts
Good
The response accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis.
15 to >13.0 pts
Fair
The response describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis, but is somewhat vague or contains minor innacuracies.
13 to >0 pts
Poor
The response provides an incomplete or inaccurate description of the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis. Or, subjective documentation is missing.
20 pts
This criterion is linked to a Learning OutcomeIn the Objective section, provide:• Physical exam documentation of systems pertinent to the chief complaint, HPI, and history• Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.
20 to >17.0 pts
Excellent
The response thoroughly and accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are thoroughly and accurately documented.
17 to >15.0 pts
Good
The response accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are accurately documented.
15 to >13.0 pts
Fair
Documentation of the patient’s physical exam is somewhat vague or contains minor innacuracies. Diagnostic tests and their results are documented but contain minor innacuracies.
13 to >0 pts
Poor
The response provides incomplete or inaccurate documentation of the patient’s physical exam. Systems may have been unnecessarily reviewed, or, objective documentation is missing.
20 pts
This criterion is linked to a Learning OutcomeIn the Assessment section, provide:• Results of the mental status examination, presented in paragraph form.• At least three differentials with supporting evidence. List them from top priority to least priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5-TR criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
25 to >22.0 pts
Excellent
The response thoroughly and accurately documents the results of the mental status exam. …Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides a thorough, accurate, and detailed justification for each of the disorders selected.
22 to >19.0 pts
Good
The response accurately documents the results of the mental status exam. … Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides an accurate justification for each of the disorders selected.
19 to >17.0 pts
Fair
The response documents the results of the mental status exam with some vagueness or inaccuracy. … Response lists at least three different possible disorders for a differential diagnosis of the patient and provides a justification for each, but may contain some vagueness or inaccuracy.
17 to >0 pts
Poor
The response provides an incomplete or inaccurate description of the results of the mental status exam and explanation of the differential diagnoses. Or, assessment documentation is missing.
25 pts
This criterion is linked to a Learning OutcomeReflect on this case. Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).
10 to >8.0 pts
Excellent
Reflections are thorough, thoughtful, and demonstrate critical thinking.
8 to >7.0 pts
Good
Reflections demonstrate critical thinking.
7 to >6.0 pts
Fair
Reflections are somewhat general or do not demonstrate critical thinking.
6 to >0 pts
Poor
Reflections are incomplete, inaccurate, or missing.
10 pts
This criterion is linked to a Learning OutcomeProvide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old).
15 to >13.0 pts
Excellent
The response provides at least three current, evidence-based resources from the literature to support the assessment and diagnosis of the patient in the assigned case study. The resources reflect the latest clinical guidelines and provide strong justification for decision making.
13 to >11.0 pts
Good
The response provides at least three current, evidence-based resources from the literature that appropriately support the assessment and diagnosis of the patient in the assigned case study.
11 to >10.0 pts
Fair
Three evidence-based resources are provided to support assessment and diagnosis of the patient in the assigned case study, but they may only provide vague or weak justification.
10 to >0 pts
Poor
Two or fewer resources are provided to support assessment and diagnosis decisions. The resources may not be current or evidence based.
15 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting—Paragraph development and organization:Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
5 to >4.0 pts
Excellent
A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. …Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
4 to >3.5 pts
Good
Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive. …Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.
3.5 to >3.0 pts
Fair
Purpose, introduction, and conclusion of the assignment is vague or off topic. … Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%-79% of the time.
3 to >0 pts
Poor
No purpose statement, introduction, or conclusion were provided. … Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.
5 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English writing standards: Correct grammar, mechanics, and punctuation
5 to >4.0 pts
Excellent
Uses correct grammar, spelling, and punctuation with no errors
4 to >3.0 pts
Good
Contains a few (one or two) grammar, spelling, and punctuation errors
3 to >2.0 pts
Fair
Contains several (three or four) grammar, spelling, and punctuation errors
2 to >0 pts
Poor
Contains many (≥ five) grammar, spelling, and punctuation errors that interfere with the reader’s understanding
5 pts
Total Points: 100

Traumatic Brain Injury, Attention Deficit/Hypersensitivity Disorder, Autism Spectrum Disorder, Conduct Disorder, Oppositional Defiant Disorder, Tourette’s Disorder, Separation Anxiety Disorder and Intellectual disability
Please use the attached template and it has to be HANDWRITTEN only

Refelctive Question to be answered:
“The nurse discovered that the patient had used the maximum dose in 1 hour and still experienced pain. The patient then asked the family member to retrieve their Duragesic patch to supplement the PCA. How would the nurse respond? What actions would the nurse be required to take?”
Describe the relevance of the experience and learnings for your professional nursing practice. Learners will identify areas of learning, utilize literature (where relevant), and show critical thinking 

Rewrite “Interventions to Prevent Catheter-Associated Urinary Tract Infection” uploaded docs.  
Provide AI and plagiarism report.
Follow template uploaded.
In laymans term. 
Ensure to meet grading criteria. 
Watch the video for any clarification  below: 
https://nightingale.instructuremedia.com/embed/edc5c9a2-2522-4cd0-aa4e-9d66fd8100ea
Grading Criteria 
Intentional Learning, Reflection, and Clinical Judgment
Identifies/addresses a relevant topic and a thesis that provides direction for the content that is engaging and thought provoking. The thesis clearly and concisely states the position, premise, or hypothesis and is consistently the focal point throughout the presentation/paper. Demonstrates a sophisticated understanding and careful, critical analysis of the research topic and thesis (argument). Compares/contrasts perspectives, considers counter arguments or opposing positions, and Evaluates original and thoughtful conclusions with future implications.
Decision Making and Evidence Based Practice
Produces compelling and accurate evidence to support in-depth analysis to the central position beyond the required (4) research sources with at least 2 sources from a periodical database. Research sources are relevant, accurate, recent (less than 5 years old) and reliable and add to the strength of the content.
Organization and Presentation
Ideas are arranged logically, flows smoothly, with a strong progression of thought from paragraph to paragraph connecting to the central position. Includes all required components uses provided template. For a slide presentation, the design, font size, style, speaker notes/narration and spacing are optimal for audience viewing. For a slide presentation that is a group project collaboration among team members is evident and there are peer reviews completed. Slide presentation rules: · 6×6 bullet points, · Font ≥ 20 · Notes associated with each slide. · Includes the required number of slides, excluding Title and Reference slides in the count. · The presentation uses appropriate images or animation.
Writing and APA Formatting
Style and voice are appropriate to the given audience and purpose, but also show originality and creativity. Word choice is specific, purposeful, dynamic, and varied. Free of mechanical and typographical errors. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. APA 7th Edition guidelines for formatting are consistently followed. Includes in-text citations and references. May use 1st person writing as appropriate with the 7th edition APA.

The 4Ms Framework for age friendly care provides a clear guided approach to care of older adults.  Provide a brief overview of your understanding of age-friendly care.  Identify one aspect of the 4Ms Framework that you will incorporate into practice at the beside.  Provide at least 2 professional references from peer-reviewed journals (published within the last 5 years) to support your responses.     
Grading criteria: 
1. Initial response is a minimum of 250 words, due on wednesday. (5 point deduction for not meeting the minimum word count.) 
2. Provided an accurate overview of 4Ms framework in the initial response. (15 points possible) 
3. Identified 1 area to incorporate into practice in the initial response. (15 points possible)
4. Includes at least 2 professional references to support views. Points will be deducted for grammer and spelling errors. (5 points)

The purpose of this assignment is to synthesize a literature review that will be used to draw conclusions in order to propose an evidence-based practice change to address your identified nurse practice problem.
Using the “Literature Evaluation Table” assignment in Topic 1, and accompanying faculty feedback, you will synthesize the information created for your PICOT question into a literature review and evidence-based proposal.
In a 1,500-1,750-word paper, provide an overview that illustrates the research related to your particular PICOT question.
Use the following components from the “Literature Evaluation Table” to complete the assignment:
Identified practice problem
Two qualitative peer-reviewed research articles
Two quantitative peer-reviewed research articles
Use the “Research Critiques and Evidence-Based Practice Proposal Guidelines” document to organize your paper.
You are required to cite a minimum of four peer-reviewed sources to complete this assignment. Sources must be published within the past 5 years, appropriate for the assignment criteria, and relevant to nursing practice.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Module 7 Reflection
Part 1 (graded)
Review the course outcomes and consider the module objectives. What do you hope to learn during this module of study?
Course Outcomes
CO 1: Incorporate evidence-based, decision-making models in planning for the coordination of person-centered care. (POs 1 and 5)
CO 2: Determine competencies for planning, monitoring, and evaluating resources that ensure safe, quality, person-centered care. (PO 1)
CO 3: Identify the impact of cultural and ethical awareness in the management of resources at the unit level. (PO 3)
Module Objectives
Investigate human resource management strategies that support organizational outcomes. (COs 1 and 2)
Discuss the legal and ethical implications of human resource management within the clinical environment. (CO 3)

Upload your Health Literacy Handout Project to this discussion board. Provide your intentions and work process for the education project.
Describe your intended audience. Why did you choose this audience (personal story)? How does the educational information reflect the health literacy needs of this audience? Class will provide constructive feedback of the presentation in terms of how the author addressed the cultural/sociological needs of the target audience.