Assessment in Child and Adolescent Psychiatry.

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Assessment in Child and Adolescent Psychiatry.

Assessment in Child and Adolescent Psychiatry.

THE JOB IS TO REPLY WITH A COMMENT TO EACH POST, POST 1 AND POST 2. WITH 2 COMPLETED (EDUCATIONAL  REFERENCE) includidig retrival or doi, IN APA WITH CITATION ABOVE 2013 PER COMMENT.

POST 1

Assessment in Child and Adolescent Psychiatry

The assessment process of children and adolescents in psychiatry is vastly different than that of adults. Why is this? Oftentimes, children have the same emotional, cognitive, and behavioral deficits. In children and adolescents, however, the justification for behaviors isn’t always as easy to determine. Per the NIMH (2019), children are more difficult to diagnose because of their lack of understanding of their symptoms, withdrawn demeanor, and influence of external factors on their behaviors. Because of this, specific assessment tools are employed that differentiate child/adolescent assessments from that of adults.

Why a Development Assessment of Children and Adolescents is Important

Bellman, Byrne, and Sege (2013) suggest that behavioral deficits in adulthood are often correlated to developmental delays in childhood.  Likewise,  Shogren, et al. (2015) discussed a direct correlation to emotional support needs in children and adolescents with developmental disabilities and behavioral deficits in adulthood. Developmental delays aren’t always cognitive in nature. Developmental delays in children and adolescents can be cognitive, such as those caused by chromosomal disorders, or seizure disorders. Developmental delays can be social, emotional, or behavioral–such as autism disorder or attention-deficit hyperactivity disorder.  With certain developmental delays, alterations in brain development can affect the way these individuals process and react to information—causing difficulties in learning, communication, and interpersonal interactions (NYU Langone Health, 2019). Understanding which delays are present, if any, can assist in determining viable treatment options and potential behavioral concerns that may manifest.

Two Assessment Instruments and Justification for Use in Children/Adolescents but Not Adults

Two screening tools unique to the treatment of adolescents and children are as follows: The C-GAS and the HEADSSS questionnaire. The C-GAS, or Children’s Global Assessment Scale, is used for children and adolescents, ages 4-16, to determine any functional impairments that may exist (NSW Department of Health, 2015). This scale is not utilized in adults, because it specifically measures the child’s level of functioning in areas such as school, with peers, emotional functioning, and functioning within society (NSW Department of Health, 2015). The HEADSSS questionnaire, however, was developed to determine adolescent risk factors in the following areas: home, Education/employment, activities, drugs, sexuality, suicide/self-image, and safety (Heard Alliance, 2011). This assessment tool is used for adolescents only to determine specific risk factors in the child’s life. Afterall, certain risk factors can lead to at-risk behaviors. This assessment tool identifies those factors in hopes of establishing protective mechanisms.

Two Treatment Options for Children/Adolescents that are Not Used in Adults

There are several treatment modalities favored in the child/adolescent populations that are often not employed in adult mental health treatment. These include the use of parental participation and favoritism toward psychotherapy opposed to medication usage. Many psychotropic medications and other medications used in the mental health treatment of children and adolescents are based on evidence-based treatment regimens, opposed to actual pediatric dosing. In addition, side effects of medications warrant caution in younger age groups. Because of this, psychotherapy is the most highly recommended treatment option for children. Psychotherapy is equally utilized in adult psychiatric treatment. However, adult treatment is often augmented with psychopharmacological intervention. In addition, treatment for children entails frequent evaluation. For example, the NIMH (2019) proposed that the incorporation of “teaching skills” and “practicing skills” within the home are unique to child/adolescent psychiatric care. This requires frequent evalution to determine if these skills are resolving the child’s mental health concerns, whether it be improvements adacemically, improved social skills, or a decrease in disruptive behaviors.

Parental Role in Assessment and Treatment of Children/Adolescents

Parents play a major role in their child’s psychiatric care. Per Haine-Schlagel and Walsh (2015), the mental health of children and adolescents is largely influenced by their interpersonal interactions, family, and social life. A child’s family interactions and environment represents the largest contributor to childhood behavioral problems (Haine-Schlagel & Walsh, 2015). Because of this, Haine-Schlagel and Walsh (2015) discuss the importance of incorporating family, if possible, into the child’s psychiatric treatment. This can be accomplished through family therapy, or having educational sessions with the parents to discuss communication strategies, discipline strategies, and other helpful tactics. Per Haine-Schlagel and Walsh (2015), parental participation is often difficult related to feelings of “blame” or difficulty with understanding the therapeutic point of view (pg. 135). However, is is suggested that parental involvement is an evidence-based treatment modality– promoting child and adolescent treatment outcomes for a variety of disparities, including depression, defiant disorders, eating disorders, disruptive disorders, and childhood anxiety disorders.

References

Bellman, M., Byrne, O., & Sege, R. (2013). Developmental Assessment of Children. British Journal of Medicine, 346(21), 31-35. Retrieved from Walden Library databases.

Haine-Schlagel, R., & Walsh, N. E. (2015). A Review of Parent Participation Engagement in Child and Family Mental Health Treatment. Clinical Child and Family Psychology Review, 18(2), 133-150. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4433419/.

Heard Alliance. (2011). HEADSSS Assessment: Risk and Protective Factors. Retrieved from http://www.heardalliance.org/wp-content/uploads/2011/04/HEADSS.pdf

NIMH. (2019). Children and Mental Health: Is This Just a Stage? Retrieved from National Institute of Mental Health: https://www.nimh.nih.gov/health/publications/children-and-mental-health/index.shtml

NSW Department of Health. (2015). Children’s Global Assessment Scale (CGAS). Retrieved from http://www.thereachinstitute.org/images/CGAS.pdf

NYU Langone Health. (2019). Types of Developmental Delays in Children. Retrieved from Hassenfeld Children’s Hospital at NYU Lagone: https://nyulangone.org/conditions/developmental-delays-in-children/types

Shogren, K. A., Seo, H., Wehmeyer, M. L., Palmer, S. B., Thompson, J. R., Hughes, C., & Little, T. D. (2015). Support Needs of Children with Intellectual and Developmental Disabilities: Age-Related Implications for Assessment. Psychology in the Schools, 52(9), 874-891. Retrieved from Walden Library databases.

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.

Assessment in Child and Adolescent Psychiatry.

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NURS-FPX4035: Enhancing Quality and Safety

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NURS-FPX4035: Enhancing Quality and Safety

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NURS-FPX4035: Enhancing Quality and Safety

For this assessment, you will develop a 3–5 page paper that examines a safety quality issue in a healthcare setting. You will analyze the issue and examine potential evidence-based and best-practice solutions from the literature as well as the role of nurses and other stakeholders in addressing the issue.

Introduction

The role of the baccalaureate nurse includes identifying and explaining specific patient risk factors, incorporating evidence-based solutions to improving patient safety and coordinating care. A solid foundation of knowledge and understanding of safety organizations such as Quality and Safety Education for Nurses (QSEN), the Institute of Medicine (IOM), and The Joint Commission and its National Patient Safety Goals (NPSGs) program is vital to practicing nurses with regard to providing and promoting safe and effective patient care.

You are encouraged to complete the Identifying Safety Risks and Solutions activity. This activity offers an opportunity to review a case study and practice identifying safety risks and possible solutions. We have found that learners who complete course activities and review resources are more successful with first submissions. Completing course activities is also a way to demonstrate course engagement.

References

Kohn, L. T., Corrigan, J., & Donaldson, M. S. (Eds.). (2000). To err is human: Building a safer health system. National Academy Press.

Overview

As a baccalaureate-prepared nurse, you will be responsible for implementing quality improvement (QI) and patient safety measures in healthcare settings. Effective quality improvement measures result in systemic and organizational change, ultimately leading to the development of a patient safety culture.

Consider the hospital-acquired conditions that are not reimbursed under Medicare/Medicaid, some of which are specific safety issues such as infections, falls, medication errors, and other concerns that could have been prevented or alleviated with the use of evidence-based guidelines.

The purpose of this assessment is to better understand the role of the baccalaureate-prepared nurse in enhancing quality improvement (QI) measures to address patient safety risk at a healthcare setting of your choice. You will do this by exploring the professional guidelines and best practices for improving and maintaining patient safety in healthcare settings from organizations such as QSEN (Quality and Safety Education for Nurses) and the IOM (Institute of Medicine). Looking through the lens of these professional best practices to examine the current policies and procedures in place at your chosen organization and the impact on safety measures for patients, you will consider the role of the nurse in driving quality and safety improvements. You will identify stakeholders in QI improvement and safety measures as well as consider evidence-based strategies to enhance quality of care and promote safety in your chosen healthcare setting.

See Nursing Competencies for more information.

Instructions

Select one of the safety quality issues presented in the Assessment 01 Supplement: Enhancing Quality and Safety [PDF] Download Assessment 01 Supplement: Enhancing Quality and Safety [PDF]resource and incorporate evidence-based strategies to support communication and ensure safe and effective care.

For this assessment, be sure to focus on an organizational setting. This could be a primary care office, urgent care, mobile clinic, hospital ED, rural clinic, etc. Then use the literature to support the problem and solution in the organization. Reflect on costs to that organization/setting and what nurses can do to coordinate the care within the setting. Reflect on stakeholders who may be involved.

Be sure that your plan addresses the following, which corresponds to the grading criteria in the rubric. Please study the rubric carefully so you understand what is needed for a distinguished score.

  • Explain factors leading to a specific patient safety risk.
  • Explain evidence-based and best-practice solutions to improve patient safety related to a specific patient-safety risk and reduce costs.
  • Explain how nurses can help coordinate care to increase patient safety and reduce costs.
  • Identify stakeholders with whom nurses would need to coordinate to drive safety enhancements.
  • Communicate using writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.

Additional Requirements

  • Length of submission: 3–5 pages of content plus title and reference pages.
  • Number of references: Cite a minimum of 4 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old. Use the Capella University Library and BSN Nursing Program Library Guide as needed.
  • APA formatting: References and citations are formatted according to current APA style. See the APA Module.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

  • Competency 1: Analyze the elements of a successful quality improvement initiative.
    • Explain evidence-based and best-practice solutions to improve patient safety related to a specific patient safety risk and reduce costs.
  • Competency 2: Analyze factors that lead to patient safety risks.
    • Explain factors leading to a specific patient-safety risk in a healthcare setting.
  • Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.
    • Explain how nurses can help coordinate care to increase patient safety and reduce costs.
    • Identify stakeholders with whom nurses would coordinate to drive safety enhancements with a specific safety quality issue.
  • Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
    • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar or punctuation, word choice, and spelling.
    • Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

Master’s Prepared Nurse Interview Assignment Guide

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Master’s Prepared Nurse Interview Assignment Guide

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Master’s Prepared Nurse Interview Assignment Guide

Refer to the “Master’s Prepared Nurse Interview Guide_student” as you prepare this assignment.

Interview a nurse who is master’s-prepared in nursing and is using this education in a present position. Preferably, select someone who is in a position similar to your chosen specialty track. The purpose of the interview is for you to gain insight into the interplay among education, career path, and opportunities. Be certain to identify specific competencies that the MSN-prepared nurse gained, and is presently using, that reflect advanced education. Organize your interview around the topics below:

1. Overview of the master’s-prepared nurse’s career

2. Reason for seeking graduate education

3. Description of present position and role

4. Usefulness of graduate education for present role

5. Pearls of wisdom he/she is willing to share

Master’s-Prepared Nurse Interview Assignment

In 750-1,000 words, write the interview in a narrative format. Use the following guidelines:

1. Within the paper’s introduction, explain your interview selection.

2. Do not identify the individual by name.

3. Use centered headings to separate parts of the interview.

4. In the conclusion, identify one or more competencies from the interview that are consistent with GCU program competencies and/or AACN education essentials. In addition, provide a statement that reflects what you gained from the interview.

The most recent initiative in standardizing staffing and outcomes measures for quality improvement and research purposes was undertaken by the National Quality Forum (NQF). The mission of the NQF is to improve American health care through consensus-based standards for quality measurement and public reporting related to whether health care services are safe, timely, beneficial,

Master’s-Prepared Nurse Interview Assignment

patient centered, equitable, and efficient. To advance standardization of nurse-sensitive quality measures and respond to authoritative recommendations from multiple IOM and Federal reports,, ,  the NQF convened an expert panel and established a rigorous consensus process to generate the Nation’s first panel of nursing-sensitive measures for public reporting. The aim of the expert panel was to explicate and endorse national voluntary consensus standards as a framework for measuring nursing-sensitive care and to inform related research. Potential nursing-sensitive performance measures were subjected to a rigorous and systematic vetting under the terms of the NQF Consensus Development Process, which included a thorough examination of evidence substantiating each measure’s sensitivity to nursing factors, alignment with existing requirements being made of providers, and validation/recommendations of advisory bodies to Federal agencies. As illustrated in , the resulting first 15 NQF nursing-sensitive measurement standards were informed by earlier work by the NDNQI and CalNOC, as well as measures arising from formal research studies.

Prepare this assignment according to the guidelines found in the APA Style

An abstract is not required.

Plagiarism is Unacceptable

Substance Use Disorder

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Substance Use Disorder

The National Child Traumatic Stress Initiative (NCTSI) is the best model for Substance Use Disorder (SUD) prevention since it entails a comprehensive approach that addresses childhood trauma. This is a significant risk factor that contributes to future or later substance abuse (American Psychiatric Association, 2022). It is imperative to understand the connection between trauma and substance use; this model contains a framework that not only focuses on treating trauma but also insists on creating trauma-informed systems, early interventions, and resilience building. This essay will give an in-depth look at how NCTSI serves as a favorable SUD prevention model.

Addressing Trauma as a Root Cause

There is a strong connection between childhood trauma and the development of substance abuse; this is due to exposure to violence, which is likely to lead to psychological and emotional distress. Thus, individuals turn to substance abuse as a coping mechanism in order to manage unresolved traumatic experiences. NCTSI focuses on treating trauma, therefore reducing the risk factors that may lead to substance abuse (American Psychiatric Association, 2022). It also provides comprehensive trauma treatment whereby it conducts evidence-based trauma treatment and interventions that are in accordance with the needs of adolescents and children. It includes Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) and other trauma-specific treatments that help young people cope and overcome traumatic experiences. It reduces the chances of young individuals turning to substance abuse.

Early Intervention and Prevention

 Screening and assessment help in the early identification of trauma, and they also enable the prevention of substance use disorders. NCTSI is responsible for providing widespread assessment and screening of trauma exposure and related symptoms of trauma in community organizations and healthcare facilities, among many others. Early detection allows timely intervention, which is essential in vindicating long-term adverse outcomes (Boland et al., 2021). The initiatives are also responsible for building resilience in adolescents and children. The activities that are resilience-building and supportive enable young individuals to manage adversity and stress without turning to substance use. There are programs under NCTSI that focus on enhancing protective factors like positive social connection, strong family bonds, and effective coping strategies.

Creating Trauma-Informed Systems

NCTSI provides thorough training for professionals working with families and children; it includes social workers, law enforcement officers, educators, and healthcare providers. Once the mentioned professionals are educated about how trauma impacts and the significance of trauma-informed care (Boland et al., 2021). The initiative ensures that children receive appropriate interventions and support. There are integrated care models that are responsible for addressing both substance and mental use issues. This approach ensures that children receive inclusive care that addresses all their needs.

Community and Family Involvement

NCTSI promotes family-centered approaches that treat trauma as they recognize the critical role of families in a child’s development and treatment. Involving family members in therapy is one of the ways in which the approach includes family in treatment and development; they also equip family members with the necessary knowledge and tools to support their children’s healing process (Carlat, 2017). With a solid support system, the risk of substance use is significantly reduced. It also encourages the community to get involved and develop supportive community networks. It provides a sense of belonging to the children and adolescents as engaged communities are better equipped to recognize trauma signs and intervene early, thus preventing a higher risk of substance use.

Research and Continuous Improvement

The model contains evidence-based practices, and it regularly evaluates the effectiveness of the practices and interventions. Continuous data collection helps refine strategies used to prevent and treat substance abuse (Carlat, 2017). Innovation and adaptation are encouraged so as to meet the changing needs of adolescents and children. Thus, they stay updated with the current research and incorporate new findings into practice.

In conclusion, the National Child Traumatic Stress Initiative is a favorable model for SUD prevention because it addresses the root causes of substance use by treating trauma, provides and creates trauma-informed systems, offers early intervention and resilience-building, involves families and communities, and relies on evidence-based practices. It is a comprehensive and holistic model that prevents substance use disorder in adolescents and children.

References

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders: DSM-5-TR.

Boland, R., Verdiun, M., & Ruiz, P. (2021). Kaplan & Sadock’s synopsis of psychiatry. Lippincott Williams & Wilkins.

Carlat, D. J. (2017). The psychiatric interview: A practical guide. Lippincott Williams & Wilkins

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Substance Use Disorder

Instructions

The purpose of this assignment is to help familiarize you with the substance use disorder (SUD) prevention model.

Use the SAMHSA Resource to complete this assignment.

Visit this website and write up a brief synopsis of your favorite SUD prevention model and explain why you picked it. Your paper should be between one and two pages in length.

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

To Submit Your Assignment:

Week 4: Learning Materials

Readings

Required

  • American Academy of Pediatrics. (2018). Opioid addiction.American Academy of Pediatrics.
    • Chapter 105: Medication-Assisted Treatment of Adolescents With Opioid Use Disorders.
  • American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders, Text Revision (DSM-5-TR)(5th ed.). American Psychiatric Publishing, Inc. ISBN 978-0-89042-576
    • Substance Related Disorders: pp. 483–589
  • Boland, R., Verduin, M., & Ruiz, P. (2021). Kaplan and Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry(12th ed.). Wolters Kluwer.
    • Chapter 4: Substance Use and Addictive Disorders
    • Chapter Section 21.7: Drugs used to Treat Substance Use Disorders
  • Carlat, D.J. (2017). The psychiatric interview(4th ed.). Wolters Kluwer.
    • Topic: Assessing alcohol use disorder
    • Topic: Mental Status Exam
  • Fitzpatrick, J. J. (2022). Advanced practice psychiatric nursing(3rd ed.). Springer Publishing LLC.
    • Chapter 19: Integrative Management of Substance Use Disorders and Co-Occurring Mental Health Disorders
  • Matthews, S., Dwyer, R. & Snoek, A. (2017). Stigma and self-stigma in addiction. Bioethical Inquiry 14,275–286.
  • Office of Addiction Services and Supports. (n.d.) SBIRT for Healthcare Providers.New York State.
  • (2019). First-episode psychosis and co-occurring substance use disorders (PDF).Publication No. PEP19-PL-Guide 3. National Mental Health and Substance Use Policy Laboratory.
  • The Neurobiology of Addiction Full Video (21:11)

Required Reading for the Week 6 Assignment

  • Perry, B. D. & Winfrey, O. (2021). What Happened to You?

Recommended

  • Rhoads, J. (Ed.). (2021). Clinical consult to psychiatric mental health. Springer Publishing.
    • Chapter 9: Substance Use Disorders
  • R., (2020). The psychiatric-mental health nurse practitioner certification review manual.Springer Publishing.
    • Chapter 7: Substance Use Disorders

Videos

The Reward System (18:04 minutes)

The Reward System video transcript

Substance Use Disorder (25:16 minutes)

Substance Use Disorder Transcript

Additional Resources

Disease analysis

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Disease analysis

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Disease analysis

You are required to write a critical analysis of the disease of your choice.

Included in this analysis, you will need to explain how the disease you chose

affects the various body systems where relevant.

The following relevant and concise information must (if pertinent) be included in your write up.

▪ Name of disease

▪ History of the disease

▪ Description of disease

Anatomy of the system(s) involved

▪ Effects on other body systems

▪ Cause of disease

▪ Signs and symptoms

▪ Diagnosis of the disease

▪ Complications, if any

▪ Treatment and side effects

Conclusion for Disease analysis assignment should include the following:

▪ Brief mention of current or proposed research that may significantly impact the

▪ disease.

▪ Prevention strategies if any

▪ Your insight / opinion

NOTE: you must focus on the anatomy & physiology of the disease/disorder. Cover the normal anatomy & physiology of the organ

Disease analysis assignment

system affected and then state what the disease/disorder does to this organ system, and other organ systems. In other words, if you are picking tuberculosis, I do not want you to go too much in detail about the bacteria that causes it but how the bacteria escape our body’s defenses and what the bacteria do to the lungs, bones, etc.

The impact of infectious disease on human populations is a function of many factors including environmental conditions, vector dynamics, transmission mechanics, social and cultural behaviors, and public policy. A comprehensive framework for disease management must fully connect the complete disease lifecycle, including emergence from reservoir populations, zoonotic vector transmission, and impact on human societies. The Framework for Infectious Disease Analysis is a software environment and conceptual architecture for data integration, situational awareness, visualization, prediction, and intervention assessment. Framework for Infectious Disease Analysis automatically collects biosurveillance data using natural language processing, integrates structured and unstructured data from multiple sources, applies advanced machine learning, and uses multi-modeling for analyzing disease dynamics and testing interventions in complex, heterogeneous populations. In the illustrative case studies, natural language processing from social media, news feeds, and websites was used for information extraction, biosurveillance, and situation awareness. Classification machine learning algorithms (support vector machines, random forests, and boosting) were used for disease predictions.

NR 451 Week 2

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NR 451 Week 2

NR 451 Week 2: Homework Assignment – This week the discussion topic asks you to describe a problem that you judge needs to experience a change in order to produce better patient outcomes. Your instructor will be giving you feedback that will guide you in the completion of Milestone 1, which is due at the end of Week 3. Be sure to read all of your instructor responses as advice provided to your peers will likely be applicable to you, too. And remember to post questions in the Q & A Forum. If you have a question, chances are your peers do, too!

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NR 503 Week 2: Screening and Reliability

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NR 503 Week 2: Screening and Reliability

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 NR 503 Week 2: Discussion – Screening and Reliability – From the U.S. Preventive Task Force website , choose one screening test that might be considered in primary care.

Define the test, its positive predictive value, reliability and validity. Discuss patient medical or family history that may alter your recommendation for screening?

A Papanicolaou test or better known as Pap smear testing is a method of cervical cancer screening. It is used to detect cervical epithelial changes that can be pre-cancerous and cancerous (Sachan, Singh, Patel, & Sachan, 2018). There are two forms of cervical screening testing, conventional and liquid-based cytology. There is no clinical or significant difference in the results. As with any testing and results, there can be a potential false-positive or a false-negative. In essence, one is not better than the other. Both methods share the same high accuracy rate. If further testing is needed a colposcopy is performed as the diagnostic test.

Cervical cancer screening consist of cytology (Pap smear) for women with a cervix at ages 21-29 every 3 years and for women 30 to 65 cytology every 3 years or cytology with human papilloma virus (HPV) every 5 years. There has been a large reduction rate of cervical cancers in the United States. Early screening and detection reduces cervical rates 60% to 90% within 3 years of interventions (U.S. Preventive Services Task Force [USPSTF], 2012). Unfortunately, for developing countries cervical cancer is higher due to the lack of knowledge, technology, and experience.

“The overall sensitivity of the Pap test in detecting a high-grade squamous intraepithelial lesion (HSIL) is 70.2%. A Pap screening done in association with a HPV DNA test increases the sensitivity for early detection of precancerous lesions” (Sachan, Singh, Patel, & Sachan, 2018). There can be 6 different pap results, I will list the severity in ascending order: negative, atypical squamous cells (ASC-US), low-grade squamous intraepithelial lesion (LSIL), high-grade squamous intraepithelial lesion (HSIL), atypical squamous cells-cannot exclude HSIL (ASC-H), and atypical glandular cells (ACG) (The American College of Obstetrician and Gynecologists [ACOG], 2016). Depending on the results and the patient’s age will depend on if a colposcopy, biopsy, or an endocervical sampling is needed.

Situations that can alter the screening for this patient is having a total hysterectomy (medical history). It is not recommended a pap smear be performed on someone without a cervix due to a lack of cervical precancerous lesions. Another alteration could be if their immediate family member has been diagnosed with cancer early in life (family history). If a patient is HIV positive they may require more frequent screening. Also, the patient’s age. Studies have found screening prior to age 21 and after age 65 with previous normal Pap smear results is not beneficial. The risk outweighs the benefits and can potentially cause physical and/or psychological damage.

Reference

The American College of Obstetrician and Gynecologists. (2016). Abnormal cervical cancer screening test results. Retrieved from https://www.acog.org

Sachan, P.L., Singh, M., Patel, M.L., & Sachan, R. (2018). A study on cervical cancer screening using pap smear test and clinical correlation. Asia-Pacific Journal of Oncology Nursing, 5(3), 337-341.

U.S. Preventive Services Task Force. (2012). Cervical Cancer: Screening. Retrieved from https://www.uspreventiveservicestaskforce.org.

NR 507 Week 1

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NR 507 Week 1

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NR 507 Week 1

Welcome to the course! This announcement contains important information on getting started with your practicum placement for your upcoming NR511 course. This is a student driven process and your prompt attention to the procedures below will increase the likelihood that you will be placed at a practicum site in time for NR511. Locating a practicum site is not an easy process due to the competition with other programs who are also seeking student placement. Therefore, it is imperative that you begin the process now. The practicum team is here to assist you with your practicum placement and will support you through all of the steps toward getting approval to register for NR511.

NR 507 Week 1: Homework

If you completed this process while in NR503 and submitted a practicum application as directed, then this does not apply to you. This applies to students who have not already submitted a practicum application.

Now that you are in NR507, it is essential that you begin the process immediately by completing the following steps in this order:

  1. Review the FNP Student Handbook if you have not already done so. The handbook outlines the practicum process, including the student and practicum coordinator expectations. The handbook can be accessed at the following link: http://www.chamberlain.edu/docs/default-source/current-students/msn-fnp-practicum-handbook.pdf?sfvrsn=8
  2. Review the PowerPoint presentation, MSN FNP Practicum Preparation, located in the Course Resource section of the course.
  3. If you have any questions, please reach out to your FNP Practicum Coordinator. You can locate the name of your FNP Practicum Coordinator (PC) by reviewing the following document in the Course Resource section of the course, Communicate with Your Practicum Coordinator. The PCs are listed by state. Simply locate your state of residence and there, you will find the name of your PC and their contact information. The form also contains deadlines for reaching out to your practicum coordinator, which is based on the session that you plan to begin your first practicum course.

NR 536 Education Theory and Learners

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NR 536 Education Theory and Learners

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NR 536 Education Theory and Learners

NR 536 Advanced Pathophysiology, Health Assessment and Pharmacology for Nurse Educators

Week 1 Discussion

DQ1 Education Theory and Learners

Select the type of learner you will work with in the future (i.e., academic students, staff nurses, or patients/families); then debate the following question. Be sure to include pros and cons.

Many individuals state that “practice is the best teacher.” For these individuals, the application of the same knowledge and the same skill must occur repeatedly and often. In contrast, there are educators who state that a learner does not need to complete 10 bed baths or write 15 care plans. In their opinions, quality is more important than quantity.

Question: Applying your knowledge of educational theory from previous courses, which approach would be best for your learners—repeated practice or quality? How can learner confidence be developed with the method that you selected?

Please see the discussion guidelines and grading rubric by clicking on the link below.

Discussion Guidelines and Grading Rubric

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.

Lopes Write Policy

For assignments that need to be submitted to Lopes Write, 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.

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

  • Your response needs to be a minimum of 150 words (not including your list of references)
  • There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
  • Include in-text citations in your response
  • Do not include quotes—instead summarize and paraphrase the information
  • Follow APA-7th edition
  • Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

  • A minimum of 6 responses per week, on at least 3 days of the week.
  • Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
  • Each response needs to be at least 75 words in length (does not include your list of references)
  • Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
  • Follow APA 7th edition
  • Points will be deducted if the above is not followed
  • Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
  • Here are some helpful links
  • The is a great resource

Health Behavior Self Analysis

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Health Behavior Self Analysis

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Health Behavior Self Analysis

I hope to learn self discipline over the course of my behavior change. Learning to set positive goals. Learning to boost my self confidence and overall image. I have tried to change my eating habits in the past and while I was successful in shedding the pounds, I was miserable. I restricted certain foods, I wouldn’t eat anything that contained carbs, and I wasn’t working out. I was so unhappy with my body image. I was roughly 120 lbs and thought I was so fat. Looking back on old photos I was clearly delusional. I don’t want to approach this behavior change like I did when I was 19 and fresh out of high school. I have gained a lot of knowledge over the past few years in regards to proper nutrition and what works and doesn’t work for my body. The goal is to focus on eating cleaner, but being happy along the way by setting realistic goals. I have downloaded MyFitnessPal which I will use to track my calories. I believe this is the best and most efficient way to monitor my progress.

Introduction: Knowledge of Canadians’ experiences in making health behaviour changes (HBCs) in general, and among those at risk due to body mass index (BMI), would help inform health promotion / disease prevention programs. Selected self reported HBCs in the past 12 months by BMI category were examined in this secondary analysis of the Canadian Community Health Survey 4.1. These HBCs included increased sports/exercise, weight loss and improved eating habits. Barriers to HBC were also examined.

Methods: Descriptive analyses and forward stepwise logistic regression were completed on data from respondents 18 years and older. Self-reported BMI was corrected by the method of Connor Gorber et al. (2008).

Results: Our final sample was n = 111 449. Overall, 58% of respondents had made an HBC, with increased sports/exercise as the most important HBC in 29% of the sample, followed by improved eating habits (10%) and weight loss (7%). Half (51%) experienced barriers to HBC; lack of will power was most commonly cited, followed by work and family responsibilities. Obese respondents reported HBC more frequently than normal-weight respondents (60% vs. 55%), but the prevalence of increased sports/ exercise and improved eating habits was similar across BMI categories. Regression models accounted for only 6%-10% of the total variance.

Conclusion: That a majority of respondents had made at least one HBC bodes well for positively shifting population health. Additional work to further characterize the population, and to improve on population indicators, is needed to assess the impact of health promotion/disease prevention efforts. These findings provide important first population benchmarks for future work.

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

  • Your response needs to be a minimum of 150 words (not including your list of references)
  • There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
  • Include in-text citations in your response
  • Do not include quotes—instead summarize and paraphrase the information
  • Follow APA-7th edition
  • Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

  • A minimum of 6 responses per week, on at least 3 days of the week.
  • Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
  • Each response needs to be at least 75 words in length (does not include your list of references)
  • Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
  • Follow APA 7th edition
  • Points will be deducted if the above is not followed
  • Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
  • Here are some helpful links
  • The is a great resource