Preventing Disease in Communities

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Preventing Disease in Communities

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Preventing Disease in Communities

Discussion: Preventing Disease in Communities: The Role of Public Health, the Silent SentiOur “world” starts with our own community, county, and state, then moves out in concentric rings from that point to include our country and eventually the world. Disease is transmitted from person to person through direct contact,

Discussion: Preventing Disease in Communities: The Role of Public Health, the Silent Sentinel

Our “world” starts with our own community, county, and state, then moves out in concentric rings from that point to include our country and eventually the world. Disease is transmitted from person to person through direct contact, or from a source such as a vector or contaminated water through a variety of means, such as flood waters or even terrorist actions. Individuals with limited or no knowledge of safe sex methods may have unprotected sexual relations and knowingly or unknowingly transmit disease to their partners, then to their partners’ partners, and on and on. Often it is the role of the public health nurse to investigate a disease outbreak, contain it, and then educate others so that the same situation doesn’t happen again.

In this Discussion, you will visit a site and interview people who work there about risks for disease transmission, then report on your findings.

To prepare, select which site you will visit from the following options:

  • High school nurse’s office
  • Water treatment plant
  • Public health department
  • Pediatrician’s office

Create a brief description of your setting, providing some context; for example, how many patients are seen, size or capacity of the facility as applicable, and/or the location of the office or organization.

Take pictures of the building and surrounding area/neighborhood to provide context. You do not have to include the interior/s of the building/s or people/clients who may be there.

Then, during your site visit, pose the questions listed in the following chart:

High school nurse

  • What is the school’s policy on giving students advice about birth control?
  • How often do you get requests for information about birth control or how to protect oneself from an STD?
  • How do you track vaccination compliance, and what happens to students who fall out of compliance?

Local water treatment plant

  • Where does your community’s water come from?
  • Where is it stored?
  • How often is it tested for purity?
  • What safeguards are in place to prevent tampering with the water supply?

Local public health department

  • Does this department have an STD clinic?
  • In addition to testing, does the department offer treatment of one party or both parties?
  • What is the most frequently diagnosed STD?

A pediatrician’s office

  • What is your policy on accepting patients who refuse vaccinations?
  • What are the most common reasons parents decline vaccinations for their children in this particular office?
  • What is the policy at this office for giving antibiotics to treat viral syndromes?

Now, look at the site you visited through the eyes of the public health nurse (PHN). Imagine you are the PHN and have been asked to investigate an outbreak at this facility.

  • What questions would you ask?
  • What suggestions could you make to avoid a disease outbreak at the facility?
  • What would your role as a change agent be for any deficiencies you find in your on-site inspection?

By Day 3

Post your brief description and pictures of the site you visited. Share the answers you were given to the questions you posed. Then, respond to the above prompts through the eyes of a PHN asked to investigate an outbreak at this facility.

Support your response with references from the professional nursing literature.

Note Initial Post: A 3-paragraph (at least 350 words) response. Be sure to use evidence from the readings and include in-text citations. Utilize essay-level writing practice and skills, including the use of transitional material and organizational frames. Avoid quotes; paraphrase to incorporate evidence into your own writing. A reference list is required. Use the most current evidence (usually ≤ 5 years old).or from a source such as a vector or contaminated water

Discussion: Preventing Disease in Communities HW

Addressing Patient Safety and Quality of Care Through Policy

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Addressing Patient Safety and Quality of Care Through Policy

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Addressing Patient Safety and Quality of Care Through Policy

Patient safety and quality of patient care are the focus of some of the largest changes within health care. IHI’s Triple Aim initiative, as well as the Joint Commission and QSEN, are aimed at improving both the safety and quality of health care. This Assignment gives you the opportunity to focus on your chosen policy issue for the Position Paper and to explore factors that adversely impact quality and safety.

For this Assignment, review the following:

  • AWE Checklist (Level 4000)
  • Walden paper template (no abstract required for AWE 4000)
  • Resources on quality/safety
  • Resources on health care outcomes

To prepare for this Assignment:

  1. Review the health care policy that you selected in Week 1. ( Needle exchange programs (some Federal funding available through CDC; approximately five states have legislation on NEPs) West Virginia (House Bill) HB 4344 Text is the policy i chose in week 1.
  2. Analyze your selected policy in relation to patient quality of care and safety.
  3. Relate your policy to IHI Triple Aim initiatives (http://www.ihi.org/Engage/Initiatives/TripleAim/Pages/default.aspx).
  4. Examine the Assignment rubric for additional information and guidance.

Write a 2- to 3-page paper utilizing the health care policy you selected in Week 1 and 2.Respond to the following prompts:

  • In what ways does your policy address safety, quality, or improved outcomes of care for patients?
  • Does your policy do an effective job of addressing the issue? Why or why not? Be specific and use examples.
  • Explain the role of the nurse in addressing the quality and safety standards within your policy.
  • Based on your assessment of the effectiveness of your policy on patient safety and quality of care, as well as your research from Weeks 1 and 2, what position do you plan to take in your Position Paper (which is due in Week 5)? Be specific on your viewpoint and reasoning.
  • Support your position with scholarly references in addition to weekly resources. Assignment: Addressing Patient Safety and Quality of Care Through Policy

Support your ideas or those of others with references from the professional nursing literature. Refer to the Week 3 Assignment Rubric prior to submission.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

 

Assignment: Addressing Patient Safety and Quality of Care Through Policy

HEALTH INITIATIVES

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HEALTH INITIATIVES

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HEALTH INITIATIVES

Value: 100 points

Due: In an effort to facilitate scholarly discourse, create your initial post by Day 3, and reply to at least two of your classmates, on two separate days, by Day 7.

Grading Category: Discussions

Note: In this type of discussion, you will not see the responses of your classmates until after you have posted your own response to the question below.

Initial Post

Watch the following video:

Overcoming Barriers to Mental Health Care and Stigma in Communities of Color

Video Transcript

  • Briefly describe the availability of and access to mental health care in your community and geographical area.
  • Reflecting on the Covid-19 pandemic, how have recent health crises revealed equity issues in certain communities?
  • What do you see as the greatest barrier to access and how do you feel this would be best addressed? Be specific in addressing this issue in your community or geographical area. Do you believe that private or public entities are best suited to address this? How do other countries address these issues?
  • How do you plan to integrate cultural competency into your practice as a PMHNP?

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Replies

Reply to at least two of your classmates. Your reply posts should build on the original post and demonstrate substantive reflection. Offer your peers an evidenced-based solution to their identified ‘greatest barrier.’

Pick out an idea from your peers’ initial post that you find most interesting and tell how you will use this information in practice.

Please refer to the Grading Rubric for details on how this activity will be graded. The described expectations meet the passing level of 80%. Students are directed to review the Discussion Grading Rubric for criteria which exceed expectations.

Posting to the Discussion Forum

  1. Select the appropriate Thread.
  2. Select Reply.
  3. Create your post.
  4. Select Post to Forum.

Introduction

Access to equitable and culturally responsive mental health care remains one of the most pressing challenges in modern healthcare, particularly within communities of color. Despite significant advancements in psychiatric awareness and treatment, disparities in access, quality, and outcomes persist due to systemic, social, and structural barriers. The video “Overcoming Barriers to Mental Health Care and Stigma in Communities of Color” underscores how stigma, socioeconomic inequities, and historical mistrust of healthcare systems continue to shape the mental health experiences of marginalized populations. These issues have been further amplified by recent health crises such as the COVID-19 pandemic, which exposed deep-rooted inequities and highlighted the urgent need for culturally informed mental health interventions.

In many communities, including [insert your community or geographical area], access to mental health services is constrained by factors such as limited availability of providers, financial hardship, inadequate insurance coverage, and lack of culturally competent care. The pandemic intensified these disparities by disrupting services, increasing psychosocial stressors, and disproportionately affecting racial and ethnic minority populations. Studies show that Black and Hispanic communities experienced higher rates of pandemic-related trauma and loss but were less likely to receive timely mental health support (Czeisler et al., 2021). These inequities reflect broader structural issues such as healthcare segregation, underfunding of community-based programs, and cultural stigma surrounding mental illness.

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The greatest barrier to mental health care in my community remains [insert key barrier—e.g., stigma, provider shortage, or cost]. Addressing this challenge requires a multifaceted approach that combines public policy reform, community education, and interprofessional collaboration. Public health entities are often best positioned to lead these efforts because they can coordinate culturally tailored outreach programs, expand telehealth initiatives, and increase funding for minority-serving mental health clinics. However, private organizations and faith-based institutions also play a critical role in fostering trust and normalizing conversations around mental wellness. Internationally, models from countries such as Canada and the United Kingdom demonstrate that integrating mental health into primary care and community-based settings can reduce stigma and improve access for underserved populations (World Health Organization [WHO], 2023).

As a future Psychiatric-Mental Health Nurse Practitioner (PMHNP), I plan to integrate cultural competency into my practice by applying the principles of cultural humility, self-awareness, and patient-centered communication. This includes acknowledging the sociocultural contexts that influence mental health perceptions, tailoring care to align with patients’ cultural values, and advocating for systemic changes that promote health equity. By fostering trust, empathy, and inclusivity, PMHNPs can bridge gaps in access and contribute to dismantling stigma within diverse communities.

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References

  • Czeisler, M. É., Lane, R. I., Petrosky, E., Wiley, J. F., Christensen, A., Njai, R., … & Czeisler, C. A. (2021). Mental health, substance use, and suicidal ideation during the COVID-19 pandemic — United States, June 24–30, 2020. Morbidity and Mortality Weekly Report, 70(4), 104–110. https://doi.org/10.15585/mmwr.mm7004a3

  • World Health Organization. (2023). Integrating mental health services into primary health care: A global perspective. WHO Press.

  • U.S. Department of Health and Human Services, Office of Minority Health. (2022). Improving cultural competence to reduce health disparities. https://minorityhealth.hhs.gov 

Family Fitness Center

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Family Fitness Center

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Family Fitness Center

Carlos Leon joined the Family Fitness Center, signing a contract called a “Club Membership Agreement (Retail Installment Contract).” The contract isa legal-length, single sheet of paper covered with writing front and back. The front page was divided into two columns, with the right-hand column containing blanks for insertion of financial and “Federal Truth in Lending” data plus approximately 76 lines of text of varying sizes, some highlighted with bold print. The left-hand column contains approximately 90 lines of text undifferentiated in size, with no highlighting and no paragraph headings or any other indication of its contents. The back of the agreement contains approximately 90 lines of text. The exculpatory clause is located at the bottom of the left-hand column of the front page and states the following: Buyer is aware that participation in a sport or physical exercise may result in accidents or injury, and Buyer assumes the risk connected with the participation in a sport or exercise and represents that Member is in good health and suffers from no physical impairment which would limit their use of FFC’s facilities. Buyer acknowledges that FFC has not and will not render any medical services including medical diagnosis of Member’s physical condition. Buyer specifically agrees that FFC, its officers, employees and agents shall not be liable for any claim, demand, cause of action of any kind whatsoever for, or on account of death, personal injury, property damage or loss of any kind resulting from or related to Member’s use of the facilities or participation in any sport, exercise or activity within or without the club premises, and Buyer agrees to hold FFC harmless from same.

Assignment: Family Fitness Center

Assignment: Family Fitness Center

Months later, Leon sustained head injuries when a sauna bench on which he was lying collapsed beneath him at Family Fitness. Leon filed an action against Family Fitness for personal injuries. Will the exculpatory agreement he signed be enforced?

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

NU 665: Assessing for Grief

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NU 665: Assessing for Grief

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Assessing for Grief: Grief and Cultural Expressions in “Minari”

The selected scene from Minari depicts the tension between Jacob and Monica and the deeper emotional struggles associated with immigration, cultural dislocation, and unfulfilled expectations.  The narrative shows grief-like symptoms through Jacob and Monica’s strained relationship despite not experiencing a direct death loss.  The characters feel significant mourning for their lost sense of self, cultural roots, and emotional support from the American community. The symbolic deaths trigger emotions that correspond to conventional grief patterns.

Symptoms of Grief

The grief symptoms Monica exhibits involve emotional fluctuations, which combine with despair as well as social isolation.  The ongoing frustration she expresses about Jacob’s monetary concerns indicates her unfulfilled desires for how her family life should be.  The question she asks about how much money Jacob spent on their children contains both remorse and destructive emotions.  The combination of her emotional tone with tears and confrontation expresses the experience of ambiguous grief, which can be defined as an invisible yet passionately experienced loss (Wheeler & Crowe, 2020).  The symptoms of grieving observed in Monica suggest she mourns her deteriorating marriage, as well as missing family members, and unpredictable immigrant challenges.

Jacob shows evidence of his grief only by his relentless pursuit of achievement.  Jacob keeps dismissing questions about his emotions through repeated explanations of his decade-long focus on “chicken butts observation.” As the eldest son in his family, he carries enormous cultural significance because Korean families often expect their male offspring to maintain economic success while hiding their vulnerable emotions.  His stoic demeanor and compulsive focus on success indicate that grief is not processed but redirected into productivity—a coping strategy that avoids confrontation with emotional pain (Wheeler & Crowe, 2020).

Cultural Comparison

In Korean culture, emotional expression—especially grief—is often regulated by social norms emphasizing restraint, duty, and harmony.  Family traditions in Korean culture would likely describe emotional pain experiences as disruptive while considering them dishonorable, especially when males display such emotions (Kang et al., 2021).  Through strong restraint, Jacob handles sorrow internally while upholding his responsibilities first.

My culture teaches people that grieving should be handled through shared emotional expressions between family members.  My family uses combined storytelling sessions along with prayer times and emotional crying when dealing with emotional hardship or death to heal themselves as a group.  Through confrontational modes of expression, Monica reveals her emotions instead of keeping them hidden, which stands as an indicator that she wants people to acknowledge her suffering and help her recover from it (Wheeler & Crowe, 2020).

Psychiatric or Adaptive?

The emotional intensity portrayed by Jacob and Monica fails to fulfill the conditions required for psychiatric illness diagnosis.  Their expressions display typical grief reactions that emerge from the challenges of immigration and domestic tensions.  Pathological grief occurs when distress lasts a long time, causes significant functional impairment, or involves psychotic elements as defined by DSM-5 criteria (Varshney et al., 2021).  The emotional distress they experience, though disruptive, is proportionate to the relational and existential pressures they face.

This case shows that grief does not exclusively occur after death, as individuals can experience it when they undergo cultural displacement and experience strained relationships and identity loss.  Under immigrant circumstances, Monica and Jacob display typical emotional responses that align with their coping methods, besides reflective influences of cultural traditions (Kang et al., 2021).  Their authentic suffering exists, yet their emotional responses represent typical human behaviors that fall within generally accepted norms.

 

 

References

Kang, J., Kang, S., Jeong, E., & Kim, E. (2021). Age and Cultural Differences in Recognitions of Emotions from Masked Faces among Koreans and Americans.  International Journal of Environmental Research and Public Health, 18(19), 10555.  https://doi.org/10.3390/ijerph181910555

Varshney, P., Prasad, G., Chandra, P. S., & Desai, G. (2021).  Grief in the COVID-19 times: Are we looking at complicated grief in the future?  Indian Journal of Psychological Medicine, 43(1), 70–73.  https://doi.org/10.1177/0253717620985424

Wheeler, K., & Crowe, M. (2020).  Interpersonal Psychotherapy.  Psychotherapy for the Advanced Practice Psychiatric Nurse: A How-To Guide for Evidence-Based Practice, 419.

NU 665: Assessing for Grief

Value: 100 points

Due: Create your initial post by Day 3, and reply to at least two of your peers by Day 7.

Grading Category: Discussions

Note: In this type of discussion, you will not see the responses of your classmates until after you have posted your own response to the following question.

For this discussion, watch the videos and complete the readings. Select one of the videos to focus on for the discussion.

Initial Post

  • Identify the symptoms of grief in the individual(s) in the video that you watched. How do these symptoms compare to expressions of grief in your own culture or family?
  • Assess if the individual(s) in the video that you watched has a psychiatric illness or if their symptoms are within an adaptive range for grieving for that group/culture.
  • Support and substantiate your information with evidence from the last five years.

Replies

Reply to at least two of your peers. In your reply posts, debate with at least two peers regarding their decisions. Provide other evidence that suggests their conclusions may be correct or incorrect.

Please refer to the Grading Rubric for details on how this activity will be graded.

The described expectations meet the passing level of 80%. You are directed to review the Discussion Grading Rubric for criteria which exceed expectations.

Week 14: Learning Materials

Readings

Required

  • American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders, Text Revision (5th ed.). (DSM-5-TR) American Psychiatric Publishing, Inc. ISBN 978-0-89042-576-3 (WO 1)
    • Review and utilize throughout the course as needed.
    • Anxiety, grieving, bereavement
  • Boland, R., Verduin, M., & Ruiz, P. (2021). Kaplan and Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (12th ed.). Wolters Kluwer.
    • Chapter 29: End of Life Issues and Palliative Care (WO 1, 2)
  • Villarreal-Davis, C. E., Watts-Figueroa, C. M., & Turner, R. (2021). Serving together: Play therapy to foster attachment for grieving military families. International Journal of Play Therapy, 30(4), 231–243. (WO 1, 2)
  • Wheeler, K. (2020). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (3rd ed.). Springer.
    • Chapter 10: Interpersonal Psychotherapy

Recommended (WO 1, 2)

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Herpes 1 and 2

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Herpes 1 and 2

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Herpes 1 and 2

The information guide discussed below provides essential information about Herpes Simple Viruses 1 and 2, famously known as Herpes. In this discussion, we will look deeper into the nature of the infection, the incubation period, the primary symptoms, the gender-specific differences, the treatments, and the methods of prevention. The Herpes Simplex Virus causes Herpes. There are two main types: Herpes 1, which causes cold sores, and Herpes 2, which is the leading cause of genital Herpes (James et al., 2020).

Incubation period and the primary symptoms

The incubation period for Herpes can differ, but they naturally range from around 2 to 12 days. In this period, an ill person may not display any symptoms, but at that time, the infected person can transmit the virus to others. Herpes simplex virus type 1 (HSV-1) and herpes simplex virus type 2 (HSV-2) can cause mouth and vaginal ulcers, as well as flu-like symptoms and itching or burning sensations (James et al., 2020). These lesions, from time to time, are called ulcers, can be painful, and reappear over time. In addition to its central effects, the virus can damage many different anatomical areas, which entails ocular Herpes as well as the primary nervous system.

Gender-specific Differences

In general, men and women will have the same signs and symptoms of Herpes. Nevertheless, the occurrence of epidemics, as well as their brutality, may vary. Pregnant people who have been diagnosed with genital Herpes may need additional medical care to reduce the danger of transmitting the disease to their baby during childbirth. Even though there is no remedy for Herpes, signs can be controlled and reduced through the use of antiviral medicines such as acyclovir, valacyclovir, and famciclovir. Implementing rapid interventions during outbreaks can minimize their duration and intensity (Zhu & Viejo-Borbolla, 2021). Implementing continuous suppressive therapy has the potential to reduce the frequency of relapses.

Ways of preventing

  1. Safe sex: Regular and correct use of condoms or oral dams through sexual activity can reduce the risk of spreading the virus(Zhu & Viejo-Borbolla, 2021).
  2. Communication: Open and candid communication with your partner about herpes status is vital.
  3. Avoid close contact: Avoid kissing or having sex during an outbreak.
  4. Antiviral drugs: For people with recurrent outbreaks, daily antiviral treatment may reduce the risk of transmission.
  5. Get tested regularly: Get tested regularly to know your status and protect your partners(Zhu & Viejo-Borbolla, 2021).

Conclusion

In summary, Herpes caused by  HSV-1 and HSV-2 virus strains is a common viral infection that affects a significant number of people. There is no remedy for the illness, but it can be successfully treated through the utilization of antiviral medications. Additionally, practicing secure sex and keeping up open communication can offer assistance to avoid infection transmission. It is vital to know the characteristics of the infection, the symptoms related to it, as well as the numerous safety measures that can be taken to maintain your wellbeing and ensure the wellbeing of others.

References

James, C., Harfouche, M., Welton, N. J., Turner, K. M., Abu-Raddad, L. J., Gottlieb, S. L., & Looker, K. J. (2020). Herpes simplex virus: Global infection prevalence and incidence estimates, 2016. Bulletin of the World Health Organization, 98(5), 315-329. https://doi.org/10.2471/blt.19.237149

Zhu, S., & Viejo-Borbolla, A. (2021). Pathogenesis and virulence of herpes simplex virus. Virulence, 12(1), 2670-2702. https://doi.org/10.1080/21505594.2021.1982373

Herpes 1 and 2

Paper details

Module 13: STI Information Guides No unread replies. No replies.  Rationale: This activity will allow you to be creative while learning about the most common types of sexually transmitted infections. Instructions: Each student in the class has been assigned an STI. Locate your name in the table below. Your job is to develop an informative guide about your STI. Your guide may be formatted as a word document or pdf file, a PowerPoint presentation or slide show, a video (see introduce yourself, discussion board, for a reminder on how to post videos to the discussion board), or any other format that makes sense to you. I encourage you to be as creative as possible with this assignment. Regardless of the format, your informational guide should include the following: What kind of organism (i.e., virus, bacteria, or ectoparasite) is your STI?  What is the incubation period for your STI?  What are the primary symptoms of your STI? Do men and women typically present the same way? If not, what are the differences?  How can the STI be treated? Is it curable? Do not limit yourself to the treatment information presented in your text; new treatments are frequently being developed. So, use the internet to see what treatments are available for your assigned STI. How can an individual prevent contraction of the STI?  Once you have completed your information guide, post it to the discussion board. Finally, you should peruse the work of your classmates. Feel free to comment on each other\’s posts. You may ask each other questions or just let your classmates know when you like what they have done. Student Assigned STI CHLAMYDIA    GONORRHEA    HERPES    SYPHILIS    HPV/Genital Warts    HEPATITIS    CRABS TRICHOMONIASIS    CHLAMYDIA    GONORRHEA    HERPES    SYPHILIS    HPV/Genital Warts    HEPATITIS    CRABS TRICHOMONIASIS    CHLAMYDIA    GONORRHEA    HERPES    SYPHILIS    HPV/Genital Warts    HEPATITIS    CRABS TRICHOMONIASIS    CHLAMYDIA

PSY665 Week 1 Assignment

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PSY665 Week 1 Assignment

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PSY665 Week 1 Assignment Latest 2017 November
QUESTION

Details:

In 1,000-1,250 words, describe a hostile work environments, by doing the following:

Research hostile work environments and how they affect employees.
Describe what makes up a hostile work environment.
Explain the various ways employees are affected by hostile work environments.
Provide at least three things that HR professionals can do to avoid having hostile work environments.
Use two to four scholarly sources to support your explanations.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be 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 Turnitin. Please refer to the directions in the Student Success Center.

NU636-7B: Treating Hypertensive Urgencies

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NU636-7B: Treating Hypertensive Urgencies

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NU636-7B: Treating Hypertensive Urgencies

Discussion Prompt

Utilize the information provided in the scenario to create your discussion post.
Construct your response as an abbreviated SOAP note (Subjective Objective Assessment Plan).
Structure your ‘P’ in the following format:  [NOTE:  if any of the 3 categories is not applicable to your plan please use the ‘heading’ and after the ‘:’ input N/A]

Therapeutics: pharmacologic interventions, if any – new or revisions to existing; include considerations for OTC agents (pharmacologic and non-pharmacologic/alternative); [optional – any other therapies in lieu of pharmacologic intervention]
Educational: health information clients need in order to address their presenting problem(s); health information in support of any of the ‘therapeutics’ identified above; information about follow-up care where appropriate; provision of anticipatory guidance and counseling during the context of the office visit
Consultation/Collaboration: if appropriate – collaborative ‘Advanced Care Planning’ with the patient/patient’s care giver; if appropriate -placing the patient in a Transitional Care Model for appropriate pharmacologic and non-pharmacologic care; if appropriate – consult with or referral to another provider while the patient is still in the office; Identification of any future referral you would consider making

Support the interventions outlined in your ‘P’ with scholarly resources.

Please be sure to validate your opinions and ideas with citations and references in APA format.
The post and responses are valued at 40 points. Please review post and response expectations. Please review the rubric to ensure that your response meets criteria.
Estimated time to complete: 2 hours
Peer Response: Unit 2
Instructions:

Read the SOAP notes constructed by your course colleagues.
Review the ‘P’s posted by your peers from your advanced practice nursing role perspective – educator, leader or practitioner.  From your advanced practice mindset reflect on a discussion you would like to have with two of your course colleagues about their ‘P’.
Post a response individually to each of them that expresses your advanced practice nursing role perspective of their ‘P’.
Use scholarly resources relevant to your advanced practice nursing role to support the key elements of the peer discussions you construct. [For example – if you are a nurse educator (clinical or academic) what are your thoughts about the patient education provided in the ‘P’, or do you want to comment on the fact that a peer put N/A for educational, etc.?’; if you a nurse leader what are your thoughts about the risk profile or cost effectiveness of the ‘P’, or adherence to the Patient Bill of Rights, etc.?; if you are a nurse practitioner did your peer develop a ‘P’ that aligns with Evidence Based Practice (EPB)/Clinical Practice Guidelines (CPG) and/or the basic sciences, etc.?

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NU636-7B: Treatment of COPD

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NU636-7B: Treatment of COPD

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NU636-7B: Treatment of COPD

Discussion Prompt
Scenario: You are seeing an 89-year-old male who has a history of smoking 2 packs of cigarettes a day for 69 years.

He quit smoking cold turkey when he was 78 years old.
He is in your office for a general health evaluation.  He reports ongoing challenges with ‘belching’ but other than that he conveys that he is feeling pretty good.
He is on no routine medications.
During your interview with the patient you note that he utilizes pursed lip breathing.  At times you note a faint ‘whistling’ sound associated with his respiratory effort.
In conducting your review of systems he reports a cough, particularly in the mornings, productive for thick clear to white sputum.
When queried about shortness of breath he does indicate that he gets SOB more easily than he used to.
His breath sounds are course and diminished in the lower lobes bilaterally.

Please develop a discussion that responds to each of the following prompts.  Where appropriate your discussion needs to be supported by scholarly resources.  Be sure to include in-text citations in the context of the discussion and provide a full reference citation at the end of the discussion.
Initial post
Utilize the information provided in the scenario to create your discussion post.
Construct your response as an abbreviated SOAP note (Subjective Objective Assessment Plan).
Structure your ‘P’ in the following format:  [NOTE:  if any of the 3 categories is not applicable to your plan please use the ‘heading’ and after the ‘:’ input N/A]
Therapeutics: pharmacologic interventions, if any – new or revisions to existing; include considerations for OTC agents (pharmacologic and non-pharmacologic/alternative); [optional – any other therapies in lieu of pharmacologic intervention]
Educational: health information clients need in order to address their presenting problem(s); health information in support of any of the ‘therapeutics’ identified above; information about follow-up care where appropriate; provision of anticipatory guidance and counseling during the context of the office visit
Consultation/Collaboration: if appropriate – collaborative ‘Advanced Care Planning’ with the patient/patient’s care giver; if appropriate -placing the patient in a Transitional Care Model for appropriate pharmacologic and non-pharmacologic care; if appropriate – consult with or referral to another provider while the patient is still in the office; Identification of any future referral you would consider making
Support the interventions outlined in your ‘P’ with scholarly resources.
Please be sure to validate your opinions and ideas with citations and references in APA format.
The post and responses are valued at 40 points. Please review post and response expectations. Please review the rubric to ensure that your response meets criteria.
Estimated time to complete: 2 hours
Peer Response: Unit 3
Treatment of COPD
Instructions:

Read the SOAP notes constructed by your course colleagues.
Review the ‘P’s posted by your peers from your advanced practice nursing role perspective – educator, leader or practitioner.  From your advanced practice mindset reflect on a discussion you would like to have with two of your course colleagues about their ‘P’.
Post a response individually to each of them that expresses your advanced practice nursing role perspective of their ‘P’.

Use scholarly resources relevant to your advanced practice nursing role to support the key elements of the peer discussions you construct. [For example – if you are a nurse educator (clinical or academic) what are your thoughts about the patient education provided in the ‘P’, or do you want to comment on the fact that a peer put N/A for educational, etc.?’; if you a nurse leader what are your thoughts about the risk profile or cost effectiveness of the ‘P’, or adherence to the Patient Bill of Rights, etc.?; if you are a nurse practitioner did your peer develop a ‘P’ that aligns with EBP/CPG guidelines and/or the foundational basic sciences, etc.?
Please be sure to validate your opinions and ideas with citations and references in APA format.
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NU670-8D: Depression & Anxiety Case Study

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NU670-8D: Depression & Anxiety Case Study

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NU670-8D: Depression & Anxiety Case Study
Instructions
Complete a full intake on this patient and then develop a treatment plan using the template offered.
Patient History
The patient is a 59-year-old married woman with 5 grown children
She is moderately overweight (BMI 30) and was diagnosed with non-insulin-dependent diabetes 10 years ago; she is fairly well managed on an oral hypoglycemic medication (glipizide 10 mg twice per day)
Two years ago, the patient experienced 2 tremendous stressors: her oldest child developed leukemia (now in remission), and her mother and father both passed away
She suffered a significant and impairing major depressive episode that went untreated until recently
This was her fifth episode of depression; she experienced 2 major depressive episodes as a teenager, and she developed postpartum depression and anxiety following the births of 2 of her children
Four months ago, after she was too fatigued to get out of bed, she sought treatment for the first time in her life
After receiving education and support from her clinician, she reluctantly agreed to take Paxil 30 mg/day
The patient has experienced a near-complete resolution of her symptoms in the last 6 months; however, she has developed side effects and wants to discontinue the medication
Specifically, she has increased appetite and has correspondingly gained 7 pounds in the last 4 months, with an increase in HgA1c of 1 full percentage point
She also reports excess daytime sedation and anorgasmia (very unusual for her)
What options can you offer to manage these side effects? Be specific
What education should you give the patient about stopping this medication abruptly?
What is your treatment plan?
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