Nursing

Classmate Response (1) PUB 655- Topic 8: Complex Emergencies
This order is for a response to a classmate’s post. I have uploaded the question and the classmate’s essay that requires a response
Respond to the classmate essay by-
1. sharing an insight to the question and asking a probing question.
2. Also add other points related to the topic.
3. please elaborate on one or two points from the classmate’s essay. Please do not just re-write what the classmate wrote.
4. validating an idea
-Please use your own words and do not copy what she wrote
– Sources must be published within the last 5 years. It must be from 2017 and after and appropriate for the paper criteria and public health content.
– Please do not use blogs as references
-References should be in APA 7th ed.
-Add references to reference page
-Add the hyperlink/DOI for each reference in APA 7th edition format.
Thank you.
QUESTION- Topic 8 DQ 1
Think about the need for shelter, food, potable water, sanitation, health care, and other service provisions as a country endures a complex emergency (war, civil conflict, and political violence). What is the role of international, national, nongovernmental organizations, military, and other humanitarian actors in humanitarian aid, relief, and response? Why are commercial interests a conflict and can compromise public health? Provide an example of a complex emergency and lesson learned that has emerged in the last 10 years.
CLASSMATE (Adriana) Response to the question-
There are three levels of intervention when responding to complex emergencies: primary, secondary, and tertiary. Primary preventions include stopping violence in situations like war which may impact food shortages, health service collapse, migration, and other serious public health outcomes (Merson et al., 2020). Secondary prevention involves quickly detecting food scarcity and population movements and preparing interventions to reduce these occurrences at international, national, and local levels where complex emergencies can occur (Merson et al., 2020). NGOs and other relief agencies need to gather resources, respond, implement warning systems, train personnel, building supplies, and determine logistical capacity to respond (Merson et al., 2020). National efforts include having an emergency preparedness plan that provides for established health care policies, treatment and triage protocols, training, and reserves of drugs and vaccines (Merson et al., 2020). Tertiary prevention requires that all organizations, from international to national or military and local, have available resources to address infectious diseases Merson et al., 2020).
The UN Security Council plays a dominant role in determining how the world responds to conflicts and how assistance should be protected from abuse. Host countries are actively involved in the relief efforts and allow temporary asylum for refugees (Merson et al., 2020). Many NGOs are directly engaged in emergency assistance, and some government or international agencies require them to sign codes of conduct and other performance agreements. A significant weakness of NGOs is they are poorly coordinated and have a different vision for helping reestablish countries after an emergency and creating a community reliant on their resources or offerings (Merson et al., 2020). According to Poverty, Inc., relief groups and NGOs’ commercial interests can be complicated based on their financial backers and citizens’ reliance on free resources that render the community incapable of being self-sufficient post-emergency.
The Syrian crisis remains ongoing, with over 6 million Syrians displaced within the country with over 14 million Syrians needing humanitarian assistance (Concern Worldwide, 2021). Although this crisis has been going on for more than a decade and is still happening, one lesson learned is the impact international relations and political forces can play on minimizing violence. Countries that lack political or government structure are left to continual civil wars that have the worst and most detrimental impact on citizens. Global health should also include fostering and nurturing international relationships and immediate responses that could help deter or dispel civil conflicts. This seems to be a constant conflict for African countries struggling to find themselves politically; unfortunately, it leaves the citizens to fend for themselves.
References
Concern Worldwide (2021, December 22). 7 of the worse humanitarian crises to know in 2022. https://www.concernusa.org/story/worlds-worst-humanitarian-crises/
Merson, M. H., Black, R. E., & Mills, A. J. (Eds.). (2020). Global health: Diseases, programs, systems, and policies (4th ed.). Jones & Bartlett Learning.
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Solution
Classmate Response (1) PUB 655- Topic 8: Complex Emergencies
I agree with you that different levels of interventions are required for complex emergencies, including primary, secondary, and tertiary interventions. In contemporary times they have been numerous crises that could be defined as complex such as the Syrian war that has been going on for more than ten years. International organizations such as the UN have been actively involved in numerous complex emergencies in a bid to maintain international peace and security and also maintain international assistance during an emergency (Culver et al., 2017). A complex emergency is defined as a humanitarian crisis that occurs in a given society, region, or country where there is a partial or total breakdown of authority as a result of foreign aggression or civil conflict. Complex emergencies are also defined as a humanitarian crisis that will go beyond the capacity and mandate of a given agency and which might require an international response. Effective responses to complex emergencies will normally require active humanitarian interventions and political support, especially from the Security Council (Kelly-Hope et al., 2021). Complex emergencies also require both political and humanitarian support and coordinated response, especially from international organizations. In contemporary times, the probability of complex emergencies has increased because of micro nationalism, religious extremism, ethnic rivalry, population pressure, environmental degradation, poverty, economic marginalization, and other issues that have been life-threatening to a significant number of the population. International organizations such as the United Nations work effectively and undertake heavy responsibilities so as to deliver humanitarian assistance during complex emergencies. International organizations also avoid humanitarian crises during complex emergencies (Kohrt & Carruth, 2022).
References
Culver, A., Rochat, R., & Cookson, S. T. (2017). Public health implications of complex emergencies and natural disasters. Conflict and Health, 11(1). https://doi.org/10.1186/s13031-017-0135-8
Kelly-Hope, L. A., Sanders, A. M., Harding-Esch, E., Willems, J., Ahmed, F., Vincer, F., & Hill, R. (2021). Complex emergencies and the control and elimination of neglected tropical diseases in Africa: developing a practical approach for implementing safe and effective mapping and intervention strategies. Conflict and Health, 15(1). https://doi.org/10.1186/s13031-021-00356-7
Kohrt, B. A., & Carruth, L. (2022). Syndemic effects in complex humanitarian emergencies: A framework for understanding political violence and improving multi-morbidity health outcomes. Social Science & Medicine, 295, 113378. https://doi.org/10.1016/j.socscimed.2020.113378

PHN 652- TOPIC 3-Assignment-Data Collection Method
Data Collection Method
For this assignment, data will be collected for a community health need.
– Begin by choosing a population of interest.- (An option of chosen population will be high school (Secondary school) students***)***Ages 14 to 18 years old.
– Research your chosen population for available health data- Substance use and alcohol abuse among high school (Secondary school) students
This is your secondary data. From the data available about your population, identify a health need that you would like to address- (Access to mental health care and substance abuse for teens)
-Choose a data collection method to collect primary data about the identified health need for your population. Popular data collection methods to choose from are surveys, focus groups, and interviews.
-Write a 800-word plan describing how you will collect primary data about the identified health need for your chosen population.
Include the following in your data collection plan:
Description of the chosen population and identified health need.
Identify the most appropriate data collection method for your chosen population with rationale.
Describe which type of data that will be collected (qualitative or quantitative).
Identify health indicators specific to the population with at least one source.
Provide at least five example questions to be used in your data collection.
Include a rationale for each question asked, including the expected data.
Cite two or three resources in your paper.
Prepare this assignment according to the APA guidelines found in the APA Style Guide. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
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Solution
Data Collection Methods
Data collection methods are essential in research. The data collection methods act as directives for researchers to know how and when the collected data can be used in research findings. They also enhance the effectiveness of research by providing critique for the investigators to tackle and give efficient conclusions and results. The paper discusses the data collection process among secondary school students aged 14-18 years, engaging in substance abuse, and the appropriate data collection method to use.
Population and Health Need
The focus is on high school students aged between 14 to 18 years old. Statistics have shown that the number of high school students using alcohol and other substances keeps on increasing. In the United States, mental health issues among adolescents aged 12 to 18 years are prevalently high compared to before. An approximation of the same number might increase if the problem is not taken carefully (Lipari et al., 2016). Secondary school students at the age of 14-18 years mostly face mental issues based on their emotions and behaviors. A study conducted an interview on this age group to investigate if such students receive treatment for their mental problems.
Most secondary students at this age gap are prone to peer pressure and adolescent changes that might lead to negative impacts if not controlled. Students get to interact with each other at different levels and meet new colleagues. This is whereby they begin to join various school clubs and others outside the school. In the process, some get to indulge in substance abuse that later triggers their emotions and behaviors, leading to mental health issues, thus affecting their general academic performance.
Data Collection Method; Interview
The secondary school students are an essential and delicate group of the population. This is because they are more knowledgeable and have prior information; because they are either affected indirectly or directly. Therefore, the interview will be the most suitable method to use. The students will be interviewed using the open-ended question to allow them to explore their views and ideas based on what they have seen, experienced, and observed among them regarding the issue of mental health and substance abuse (Paradis et al., 2016). This will give a clear insight into what is going on as there will be diverse opinions and views from them.
Data Type: Qualitative
Collecting qualitative data is vital in this group because it will help investigate the phenomenon in question. Qualitative, tend to incite deep into the real issue and provide rich, in-depth information that assists in knowing why a particular problem occurs (Bowler et al., 2018). For instance, in this circumstance, it is essential to point out why these students need access to mental health and assistance with substance abuse, especially among teens. Qualitative data will give specific reasons that have been only identified by the students, teachers, and their randomly selected parents. Qualitative data enables the collection of realistic and conceptual information because it comes directly from the participant facing the issue (Bowler et al., 2018). Therefore, it attempts to verify and sample only that which is needed and relevant to the study.
Health Indicators
A recent survey conducted by the National Survey on Drug Use and Health in 2018 show the prevailing rate at which those aged between 12 to 18 years are more exposed to substance use and mental issues (Welty et al., 2019). The number keeps rising each year, putting pressure on mental health institutions and counseling organizations to help reduce the number. In the United States, the survey shows that by the end of the first month in 2018, almost 164.8 million; aged between 12 and above were under substance use such as illicit drug, alcohol use, and cigarette smoking (Welty et al., 2019).
The current survey also showed a higher number of secondary students and youths who are suicidal due to depression and the effects of substance use. Most of those involved in substance use, such as tobacco use, are mainly students who also sell them. All these occur in the local areas where businesses are being conducted with no attempt to help stop teens from using substances. The number of those who seek mental health increases with a higher percentage showing that the secondary students are at a higher level of accessing mental health as long as the abuse of substance use is not solved.
Research Questions
The qualitative data type chosen for this group excites the frequency of questions that can help solve the issue of substance abuse in teens and mental health access. Some of these questions will be; do the students acknowledge the impacts of substance abuse on their health? Do they have professional counseling resources and staff necessary for conducting mental health assessments? Is there any additional pressing issue that leads to these mental health problems? How is the academic performance of these students who are directly involved in these issues? How often do the mental health programs occur in the school, and are there any follow-ups made?
Rationale and Expected Data
The rationale for the first question is to create self-awareness among the students regarding how conscious they are about their health. The expected data is bridging the gap of those students taking alcohol, illicit drugs, and tobacco. In the case of assessing the availability of mental health facilities in the school, it is mainly to ensure that there are efficient resources that are effective for students in managing their mental problems. The expected data is to increase the number of students who access mental health facilities and reduce the number of those who are suicidal. The main focus of trying to find if there are any other issues is to make the students be open-minded, that there are some issues that can be triggered by behaviors and emotions leading to depression. The expectation is to identify the related pressing issues and talk about them to find solutions.
It is crucial to assess the students’ academic performance to identify the leading cause for their poor performances precisely. The expected data is to determine the number of low-performing students, high performing students, and averagely. Then check the cases they have been involved in at school. The frequency of the mental health program sessions is crucial for documentation to acknowledge the progress of the individual students. This helps in keeping records and data of the students and their progress through monitoring assessments.
References
Bowler, L., Julien, H., & Haddon, L. (2018). Exploring youth information-seeking behaviour and mobile technologies through a secondary analysis of qualitative data. Journal of Librarianship and Information Science, 50(3), 322-331.http://eprints.lse.ac.uk/90385/1/Haddon_Exploring%20youth_2018.pdf
Lipari, R. N., Hedden, S., Blau, G., & Rubenstein, L. (2016). Adolescent mental health service use and reasons for using services in specialty, educational, and general medical settings. The CBHSQ Report. https://www.ncbi.nlm.nih.gov/books/NBK362074/
Paradis, E., O’Brien, B., Nimmon, L., Bandiera, G., & Martimianakis, M. A. (2016). Design: Selection of data collection methods. Journal of graduate medical education, 8(2), 263-264.https://meridian.allenpress.com/jgme/article/8/2/263/34418/Design-Selection-of-Data-Collection-Methods
Welty, L., Harrison, A., Abram, K., Olson, N., Aaby, D., & McCoy, K. (2019). Substance Abuse and Mental Health Services Administration.(2017). Key substance use and mental health indicators in the United States: Results from the 2016 National Survey on Drug Use and Health (HHS Publication No. SMA 17-5044, NSDUH Series H-52). Rockville, MD: Center for Behavioral Health Statistics and Quality. Substance Abuse and Mental Health Services Administration. Retrieved. College of Health Sciences, 106(5), 128.https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=7939&context=dissertations#page=141

Benchmark – Summative Assessment
Assessment Description
Formative and summative assessments should align with instructional objectives and provide instructors with a variety of ways to measure learning. Instructors have the responsibility to create a test blueprint before creating the assessment to guide them in item writing.
The purpose of this assignment is to create NCLEX style questions and a test blueprint based on the QSEN competency you selected and the course objectives you created in the Topic 3 assignment. Create a summative assessment that consists of five NCLEX-style questions. All questions should be leveled based on Bloom’s taxonomy assigned appropriately to where your course fits in the curriculum.
Complete the “Test Blueprint” template to guide your distribution of 100 questions across all Bloom’s levels for the four objectives you created in Topic 3. These questions should be distributed according to the semester your course will occur. Use the “Test Blueprint” template to complete the following:
Create five NCLEX-style questions based on your QSEN competency.
Identify Bloom’s level and rationale for including each of the five NCLEX-style questions.
Complete the “Test Blueprint” template of 100 hypothetical questions (you do not have to create 100 questions, just designate how many questions per Bloom’s level and how many of the 100 questions would be select-all-that-apply).
Provide a rationale that explains why you assigned questions to each of Bloom’s levels within the test blueprint.
Incorporate the “Test Blueprint” template, five NCLEX-style questions, and associated narratives into one Word document.
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Solution
NCLEX-style Questions and Rationale
To encourage community participation, what should a nurse do? Select all that apply.
Invite people from civic organizations.
Refer to the doctor for prescriptions.
Offer incentives to uncooperative community members
Encourage sponsorship to programs.
Solicit available media and leverage social media
Listen when people relate their problems.
Create urgency
Rationale: Considering Bloom’s Taxonomy, this question belongs to the knowledge level. The knowledge level tests learner’s ability to recall content learned in class or learning activities (Jvaeed, 2018). The teacher chose to assess the learner’s ability to memorize and remember facts or details covered in the concept. The question is among the several questions attached to the first objective of the course outline.
Critical thinking is integral in advocating public health-related issues. Summarize how a nurse would employ critical thinking abilities to community perspective concerning advocacy, policymaking, program expansion, resource application, and evaluation of people, families, and community groups.
Rationale: This question belongs to the comprehension level of Bloom’s taxonomy. The teacher chose to include the question to test learners’ ability to describe the content they interacted within their own words.
How would you utilize population concentration and epidemiologic statistics to create and direct involvements in nursing care management provided to communities?
Rationale: This question belongs to the higher-order application level of Bloom’s Taxonomy. The teacher included it to encourage learners to apply or transfer knowledge gained during learning experiences to their own lives as nurses. The question is ideal in testing how they can transfer learning to contexts different from the classroom, where they learned.
What is the relationship between enabling the approval of actions and principles of communities and attaining or preserving optimal levels of wellness?
Rationale: This question belongs to the higher-order analysis level of Bloom’s Taxonomy. The Rationale for including the question in the examination is to test the learner’s ability to break materials into parts and describe the relationship among the parts. The question encourages learners to subdivide information and put it together to provide a clear relationship.
Assess the need to incorporate evidence-based strategies for illness prevention and health promotion. How would you promote scientific knowledge and client values in offering nursing care to communities?
Rationale: The teacher assigns the synthesis level of Bloom’s taxonomy to this question. Questions testing for learner’s ability to synthesize encourage them to create a new method or product (Lewallen and Van Horn, 2019). The teacher included the question to encourage learners to use a combination of ideas from different sources they interacted with to develop a new whole.
Test Blueprint
COURSE: NURS 310: COMMUNITY HEALTH NURSING TEST:
COGNITIVE LEVEL Objective 1 Objective 2 Objective 3 Objective 4 Objective 5
Knowledge 2 4 4 8 7
Comprehension 2 4 6 3 4
Application 4 6 3 4 3
Analysis 2 8 3 2 1
Synthesis 0 4 2 2 2
Evaluation 0 4 2 1 3
Rationale for Assigning Questions to Each of the Bloom’s Levels within the Test Blueprint
The total number of questions for this test is 100. The questions covered the objective addressed in the classroom regarding the community health-nursing course. All objectives covered in the classroom were significant to the learner; hence, the teacher tested them. To determine the number of questions or test items, the teacher considered the time allocated to each objective during the teaching-learning activities. The teacher assigned the following numbers of test items to the objectives
Objective 1 – ten questions
Objective 2 – thirty questions
Objective 3 – twenty questions
Objective 4 – twenty questions
Objective 5 – twenty questions
Out of the ten questions, 75 questions will be select-all-that-apply.
Considering the test blueprint, the teacher had ten questions for the first objective and broke them down into two-knowledge level, two-comprehension level, two analysis level, and four application-level questions. The author created the test blueprint to ensure that the test coverage has been satisfactory taught in the classroom through assignments. Bloom identified the hierarchy of learning objects, ranging from lower knowledge and comprehension skills to higher evaluation and synthesis skills of thinking (Glasgow et al., 2019). The categories are knowledge, comprehension, application, analysis, synthesis and evaluation (from lower to the highest).
The Rationale for assigning questions to each level of Bloom’s taxonomy is to encourage learners to build thought from the lower levels of cognitive skills to think within the higher-order levels. During the classroom, the teacher will teach learners lower thinking skills and challenge them to make them critically. For some objectives, the teacher decided to test for knowledge recall and learner’s comprehension of the content. For some content areas, the teacher challenged the learners to analyze and provide the relationship between items. According to Scully (2017), the number of items assigned to each objective depended on the teacher’s amount of importance attached to it.
The choice for test items and their number also depended on instructional objectives in the classroom. When preparing the test blueprint, the teacher determined the duration of time for each content area and identified the percentage allocation of the test items in each objective covered. The teacher wrote down the amount of time spent on a particular objective. According to Oermann and Gaberson (2016), the longer the time spent teaching a particular content area, the more question one should be devoted to that area.
References
Glasgow, M. E. S., Dreher, H. M., & Schreiber, J. (2019). Standardized testing in nursing education: Preparing students for NCLEX-RN® and practice. Journal of Professional Nursing, 35(6), 440-446.
Javaeed, A. (2018). Assessment of higher ordered thinking in medical education: multiple choice questions and modified essay questions. MedEdPublish, 7(2), 60.
Lewallen, L. P., & Van Horn, E. R. (2019). The state of the science on clinical evaluation in nursing education. Nursing education perspectives, 40(1), 4-10.
Oermann, M. H., & Gaberson, K. B. (2016). Evaluation and testing in nursing education. Springer Publishing Company.
Scully, D. (2017). Constructing multiple-choice items to measure higher-order thinking. Practical Assessment, Research, and Evaluation, 22(1)

Discussion: Weighing the Evidence
When conducting original research, the final step researchers must complete is weighing the evidence and interpreting the meanings of their data, statistics, and analyses. This is the culmination of the research process in which all of the research methods and designs can be synthesized into a meaningful conclusion. In this stage, researchers should formulate explanations for what their data indicates, determine whether the data answers their initial research question, identify areas of uncertainty, and consider directions for further research.
In this Discussion, you focus on one of the research articles that you identified for Part 2 of the Course Project (Literature Review). You then explore the process of how the researchers generated conclusions based on their data, consider other possible interpretations of their data, and formulate ideas for further research.
To prepare:
Review this week’s Learning Resources, focusing on how researchers find meaning in their data and generate sound conclusions. Pay particular attention to Table 2 in the article, “Study Design in Medical Research.”
Revisit the 5 articles that you identified in Part 2 of the Course Project. Select one to consider for the purpose of this Discussion.
Read sections of the chosen article where the data is presented, analyzed, and interpreted for meaning. What reasoning process did the researchers use to formulate their conclusions? What explanation did they give to support their conclusions? Were there any weaknesses in their analysis or conclusions?
Consider possible alternate conclusions that the researchers could have drawn based on their data.
Examine the findings that the article presents and consider how well they addressed the researcher’s initial question(s). What additional research could be done to build on these findings and gain a fuller understanding of the question?
By Day 3
Post an APA citation and brief summary of the research article that you selected. Describe the data and the results of any statistical tests or analyses presented in the article. Explain how the researchers formulated their conclusion, any weaknesses in their analysis or conclusions, and offer at least one alternate interpretation of their data. Propose at least one additional research study that could be done to further investigate this research topic.

NURS – 6053N
Module 2: Professionalism (Week 3)
Developing Organizational Policies and Practices
Competing needs arise within any organization as employees seek to meet their targets and leaders seek to meet company goals. As a leader, successful management of these goals requires establishing priorities and allocating resources accordingly.
Within a healthcare setting, the needs of the workforce, resources, and patients are often in conflict. Mandatory overtime, implementation of staffing ratios, use of unlicensed assisting personnel, and employer reductions of education benefits are examples of practices that might lead to conflicting needs in practice.
Leaders can contribute to both the problem and the solution through policies, action, and inaction. In this Assignment, you will further develop the white paper you began work on in Module 1 by addressing competing needs within your organization.
To Prepare:
• Review the national healthcare issue/stressor you examined in your Assignment for Module 1, and review the analysis of the healthcare issue/stressor you selected.
• Identify and review two evidence-based scholarly resources that focus on proposed policies/practices to apply to your selected healthcare issue/stressor.
• Reflect on the feedback you received from your colleagues on your Discussion post regarding competing needs.
The Assignment (4-5 pages):
Developing Organizational Policies and Practices
Add a section to the paper you submitted in Module 1. The new section should address the following:
• Identify and describe at least two competing needs impacting your selected healthcare issue/stressor.
• Describe a relevant policy or practice in your organization that may influence your selected healthcare issue/stressor.
• Critique the policy for ethical considerations, and explain the policy’s strengths and challenges in promoting ethics.
• Recommend one or more policy or practice changes designed to balance the competing needs of resources, workers, and patients, while addressing any ethical shortcomings of the existing policies. Be specific and provide examples.
• Cite evidence that informs the healthcare issue/stressor and/or the policies, and provide two scholarly resources in support of your policy or practice recommendations.
• Due to the nature of this assignment, your instructor may require more than 7 days to provide you with quality feedback.
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Solution
Accomplishing organizational goals is usually a major focus of any organization. Therefore, organizations can accomplish such goals through sharing the responsibility with the employees. However, during such efforts, competing needs usually arise. The implication is that the leaders have to establish priorities and allocate resources accordingly as there is always a conflict in this area (Suhonen et al., 2018). Some of the most common conflicting aspects include patients, resources, and the workforce. In addition, various practices may also lead to conflicts such as reduction of education benefits, utilizing unlicensed assisting personnel, and mandatory overtime. The purpose of this paper is to explore the competing needs within the organization. Therefore various aspects will be explored, including a description of the competing needs, relevant policy in the organization, and a recommendation for a policy or practice change.
The Competing Needs
As earlier indicated, the organization’s major problem is nurse burnout, hence the need to use appropriate strategies to address the same and improve outcomes. However, there are various competing needs. Among the competing needs are the need to have competent experts to offer training to the nurses through self-care workshops, stress management skills, and mindfulness. The organization needs to have a relevant information technology system where the trained skills can be applied. From the analysis, the organization has a limited number of skilled individuals who can offer the required staff training on burnout (Chaghari et al., 2017). Therefore, such an inadequacy may derail the nurses’ efforts to teach the nurses about various aspects of controlling burnout.
The situation indicates two different competing needs; getting more experts to retrain the nurses and the acquisition of the right information technology system that can enable the nurses to smoothly perform various tasks for better output. The information technology system is important, but it can also be a complex endeavor as it may need an integration of various interfaces for data sharing (Fukada, 2018). Therefore, professionals and experts with the necessary skills, competency, and experience may be needed to offer the right quality of care required. The implication is that the organization has to appropriately invest in the acquisition of competent professionals and information technology for better outcomes.
The Relevant Policy or Practice that Can Influence the Issue
Policies and practices can impact various issues such as nurse burnout and the implementation of various strategies to address them. Therefore, one of the policies or practices that can influence is the organization’s requirement that staff attends compulsory professional training and development on a regular basis. The organization may also direct that the nurses attend various organized conferences and workshops that cover common care setting issues such as nurse competency and nurse burnout (Chaghari et al., 2017). The implication is that the nursing staff would have to attend regular training sessions to improve their skills, offer the right levels of care, and eliminate the possible effects of nurse burnout.
The organization, therefore, has a policy that prompts the staff to undertake regular professional development training, conferences, and workshops. It is worth noting that such a policy ensures that the nursing staff at the organization participate in the training to improve their skills and reduce the chances of nurse burnout. This training offers the nurses an opportunity to undertake relevant and regular professional development and to widen and improve their knowledge hence the relevant skills needed in the patient care setting.
The Ethical Consideration and the Policy
From the earlier discussion, the policy supports the nurse’s professional growth and development by allowing for training opportunities. From an ethical point of view, the nurses are expected to adhere to the relevant codes of ethics and professional standards. One of such standards is the need to constantly improve competency and skills through relevant training. The policy also expects the nursing force within the facility to undertake continuing professional development. As such, the policy is instrumental in formulating a working culture where every staff is offered an equal opportunity for advancing their knowledge and skills, hence an enabling environment (Billings & Halstead, 2019). Again from the ethical requirements, the staff is expected to possess the necessary skills so that they be in a position to offer high-quality care as required by the professional standards. Besides, the healthcare organization is also expected to take part in promoting the best practices and contribute to the staff knowledge base by offering training and development initiatives.
Among the advantages of this policy is that every staff is presented with an equal opportunity to improve their care competencies and skills. Therefore, the policy creates a strong working relationship among the staff as they seek to make better their skills and competencies to offer the relevant patient care in the care setting. Through this policy, the organization has addressed various possibilities that could permit the provision of low-quality care since every staff is offered an equal opportunity to improve skills and competencies hence better equipped to address issues such as nurse burnout.
Taking part in organized training and professional development has been connected to better care environment outcomes such as lower cases of nurse burnout, which leads to lower cases of nursing staff turnover, improved morale and motivation, and improved productivity (Billings & Halstead, 2019). At the moment, no ethical issues have been noted regarding the policy as it only requires the nursing staff to attend or take part in professional development by attending workshops, training, and conferences on the care setting issues such as nurse burnout.
The Policy or Practice Changes for Balancing the Competing Needs
Competing needs should be well balanced if an organization is to succeed in achieving goals. Therefore, there is a need to explore a policy that limits sharing the patient, staff, and the organization’s information and data when the information technology is implemented. From the ethical perspective, organizations are expected to follow the privacy rules so that the use of information technology systems does not violate any person’s rights (Billings & Halstead, 2019). There is a need to put in place the policies dealing with security and confidentiality of the information to be shared in the system to be implemented as it is a requirement that organizations safeguard any private information. For example, HIPAA laws have been in force for some time now and help in protecting a patient’s private and confidential information. The implication is that, to abide by the HIPAA rules, the organization has to come up with strict internal rules that safeguard private and confidential information. Aspects such as the kind of data to be protected and who should be given permission to access the protected data should clearly be stated and the consequences of failure to abide by the rules outlined.
Conclusion
Nurse burnout is a common phenomenon in the care setting yet has devastating impacts. Nurse burnout is a leading hindrance due to its devastating effects on nurses’ physical, mental, and emotional health. From a health perspective, nurse burnout is manifested by a significant decline in nurses’ energy. Defining elements include emotional exhaustion, reduced motivation, and getting frustrated easily. In solving the problem, an organization may have to deal with competing needs for better outcomes. Therefore, this latest write-up has focused on various aspects of competing needs.
References
Billings, D. M., & Halstead, J. A. (2019). Teaching in nursing e-book: A Guide for Faculty. Elsevier Health Sciences.
Chaghari, M., Saffari, M., Ebadi, A., & Ameryoun, A. (2017). Empowering education: A new model for in-service training of nursing staff. Journal of advances in medical education & professionalism, 5(1), 26. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5238493/
Fukada M. (2018). Nursing Competency: Definition, Structure, and Development. Yonago Acta Medica, 61(1), 1–7. https://doi.org/10.33160/yam.2018.03.001.
Suhonen, R., Stolt, M., Habermann, M., Hjaltadottir, I., Vryonides, S., Tonnessen, S., … & Scott, P. A. (2018). Ethical elements in priority setting in nursing care: A scoping review. International journal of nursing studies, 88, 25-42. https://doi.org/10.1016/j.ijnurstu.2018.08.006

Assignment 2: Focused SOAP Note and Patient Case Presentation (NRNP 6665)
Psychiatric notes are a way to reflect on your practicum experiences and connect them to the didactic learning you gain from your NRNP courses. Focused SOAP notes, such as the ones required in this practicum course, are often used in clinical settings to document patient care.
For this Assignment, you will document information about a patient that you examined during the last three weeks, using the Focused SOAP Note Template provided. You will then use this note to develop and record a case presentation for this patient.
To Prepare
Review this week’s Learning Resources and consider the insights they provide. Also review the Kaltura Media Uploader resource in the left-hand navigation of the classroom for help creating your self-recorded Kaltura video.
Select a patient of any age (either a child or an adult) that you examined during the last 3 weeks.
Create a Focused SOAP Note on this patient using the template provided in the Learning Resources. There is also a completed Focused SOAP Note Exemplar provided to serve as a guide to assignment expectations.
Please Note:
All SOAP notes must be signed, and each page must be initialed by your Preceptor. Note: Electronic signatures are not accepted.
When you submit your note, you should include the complete focused SOAP note as a Word document and PDF/images of each page that is initialed and signed by your Preceptor.
You must submit your SOAP note using SafeAssign. Note: If both files are not received by the due date, faculty will deduct points per the Walden Grading Policy.
Then, based on your SOAP note of this patient, develop a video case study presentation. Take time to practice your presentation before you record.
Include at least five scholarly resources to support your assessment, diagnosis, and treatment planning.
Ensure that you have the appropriate lighting and equipment to record the presentation.
The Assignment
Record yourself presenting the complex case study for your clinical patient. In your presentation:
Dress professionally in a lab coat and present yourself in a professional manner.
Display your photo ID at the start of the video when you introduce yourself.
Ensure that you do not include any information that violates the principles of HIPAA (i.e., don’t use the patient’s name or any other identifying information).
Present the full complex case study. Include chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; current psychiatric diagnosis including differentials that were ruled out; and plan for treatment and management.
Report normal diagnostic results as the name of the test and “normal” (rather than specific value). Abnormal results should be reported as a specific value.
Be succinct in your presentation, and do not exceed 8 minutes. Specifically address the following for the patient, using your SOAP note as a guide:
Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
Objective: What observations did you make during the psychiatric assessment?
Assessment: Discuss their mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses and why you chose them. List them from highest priority to lowest priority. What was your primary diagnosis and why? Describe how your primary diagnosis aligns with DSM-5 diagnostic criteria and supported by the patient’s symptoms.
Plan: What was your plan for psychotherapy? What was your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters, as well as a rationale for this treatment and management plan. Also be sure to include at least one health promotion activity and one patient education strategy.
Reflection notes: What would you do differently with this patient if you could conduct the session again? If you are able to follow up with your patient, explain whether these interventions were successful and why or why not. If you were not able to conduct a follow up, discuss what your next intervention would be.
By Day 7 of Week 3
Submit your Video and Focused SOAP Note Assignment. You must submit two files for the note, including a Word document and scanned pdf/images of each page that is initialed and signed by your Preceptor.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK3Assgn2+last name+first initial.(extension)” as the name.
Click the Week 3 Assignment 2 Rubric to review the Grading Criteria for the Assignment.
Click the Week 3 Assignment 2 link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK3Assgn2+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
Grading Criteria
To access your rubric:
Week 3 Assignment 2 Rubric
Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Week 3 Assignment 2 draft and review the originality report.
Submit Your Assignment by Day 7 of Week 3
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Solution :
NRNP 6665: PMHNP Care Across the Lifespan I
Week 3: Assignment 2: Focused SOAP Note and Patient Case Presentation
Subjective:
CC (chief complaint): “I have excessive fear and worry that have affected my health and wellbeing.”
HPI: A.K is a 24-year-old female that came to the clinic with complaints of excessive fear of unknown outcomes that may occur in her family and her academic performance. The client reported that the symptoms have persisted for the last six months. She was worried that the symptoms had increased in frequency and intensity, affecting her academic and social performance. She also reported that the symptoms were difficult for her to control. The accompanying symptoms of excessive worry and anxiety included restlessness, insomnia, easy fatigability, muscle pain, and impaired or difficulty in concentration. She could not attribute the symptoms to any medical problem, medication use, or psychiatric condition.
Substance Current Use: The client denies any current use of substances
Medical History:
Current Medications: She is on Tylenol to manage pain in her left arm, which she hurt two days ago.
Allergies: She reports allergic reaction to pollen.
Reproductive Hx: She is single, with no pregnancy or pregnancy loss history. Her last menstrual period was 12/12/2021. The menstrual period is regular, without any abnormal symptoms. Her last gynecological examination was six months ago, which was normal. She denies an increase in urinary frequency and urgency. She denies any history of sexually transmitted diseases.
ROS:
GENERAL: The client has dressed appropriately for the occasion. She has weight normal for her age. There is no evidence of fever or fatigue.
HEENT: Eyes: The patient denies visual loss, blurred vision, double vision, or yellow sclera. Ears, Nose, Throat: The patient denies hearing loss, sneezing, congestion, runny nose, or sore throat.
SKIN: The client denies rash or itching.
CARDIOVASCULAR: The client denies chest pain, chest pressure, or chest discomfort. No palpitations or edema.
RESPIRATORY: The client denies shortness of breath, cough, or sputum.
GASTROINTESTINAL: The patient denies anorexia, nausea, vomiting, or diarrhea. No abdominal pain or blood.
GENITOURINARY: The patient denies burning on urination and a history of sexually transmitted infections
NEUROLOGICAL: The patient denies headache, dizziness, syncope, paralysis, ataxia, numbness, or tingling in the extremities. No change in bowel or bladder control.
MUSCULOSKELETAL: The client denies muscle or joint pain, joint rigidity, tenders, and difficulty in movement. He also denies fractures.
HEMATOLOGIC: The patient denies anemia, bleeding, or bruising.
LYMPHATICS: The patient denies enlarged nodes. No history of splenectomy.
PSYCHIATRIC: The patient denies any history of depression or anxiety.
ENDOCRINOLOGIC: The patient denies sweating, cold, or heat intolerance reports. No polyuria or polydipsia.
ALLERGIES: The patient reports allergic reactions to pollen. She denies any other history of allergies.
Objective:
Diagnostic results: Laboratory and imaging studies should be performed to develop accurate diagnoses of the client’s problems. The studies help rule out other potential causes that could contribute to symptom development. One of the diagnostic investigations requested for the client is laboratory work for blood analysis. A complete blood count was ordered to determine if she had any other existing problems that required the attention of the healthcare providers. The other diagnostic investigation undertaken was the administration of psychological questionnaires. The General Anxiety Disorder-7 questionnaire was administered to determine if the client was suffering from an anxiety disorder. Severity Measure for Panic Disorder was also used to determine if she had a panic attack (Mossman et al., 2017). The diagnostic investigation was remarkable for the General Anxiety Disorder-7 tool.
Assessment:
Mental Status Examination: The patient appears well-groomed for the occasion. She is oriented to self, others, time, and events. Her thought content is future-oriented. She maintains normal eye contact during the assessment. She denies illusions, delusions, and hallucinations. Her self-reported mood is ‘anxious.’ Her speech is of normal rate, tone, and content. She denies suicidal thoughts, attempts, and plans.
Diagnostic Impression:
Generalized Anxiety Disorder: A.K.’s primary diagnosis is generalized anxiety disorder (GAD). GAD is characterized by extreme worry, even those with little reason for worry. Patients with the disorder experience anxiety of the possibility of harm befalling them. According to DSM-V, a diagnosis of generalized anxiety disorder is reached based on several symptoms. They include excessive worry and anxiety occurring in more days for at least six month-period and difficulties in controlling the worry (DeMartini et al., 2019). Patients also experience symptoms associated with anxiety that include restlessness, easy fatigue, difficulties in concentrating, and irritability. The use of diagnostic tools such as the Generalized Anxiety Disorder-7 questionnaire confirms the diagnosis (Mossman et al., 2017). A.K. experiences GAD symptoms, such as excessive fear and worry and its accompanying symptoms. As a result, GAD is A.K’s primary diagnosis.
Panic Disorder: Panic disorder is the secondary diagnosis that should be considered for A.K. Panic attack is an anxiety disorder characterized by patients experiencing unexpected panic attacks with no trigger. Patients report the rapid onset of extreme fear with accompanying symptoms such as sweating, palpitations, trembling, feelings of choking, and breathlessness. Patients also experience abdominal distress, dizziness, fear of death, derealization, chills, and numbness. Patients also express fear of further attacks and engage in avoidance behaviors (Pompoli et al., 2018). A.K does not exhibit the above symptoms, making panic attack the least likely diagnosis.
Insomnia: The other secondary diagnosis to be considered is insomnia. Insomnia is characterized by patients’ complaints of lack of quality and quantity of sleep. Patients also experience awakenings followed by difficulties in getting sleep afterward. However, patients do not experience excessive worry and anxiety (Burman, 2017). As a result, it rules out insomnia as the cause of A.K’s problem.
Reflections:
One of the things I would do differently if I could conduct the session again is explore further the patient’s experiences with the symptoms. I will seek further information from the client about what she does to alleviate the symptoms. I will also seek information on the effect of the disorder on the client’s quality of life. I did not follow up with the client. My next intervention will be to make a follow-up phone call to determine her response to treatment.
Case Formulation and Treatment Plan: A.K. is a 24-year-old client who came to the clinic with excessive worry and anxiety complaints. She did not attribute the symptoms to substance abuse, medical condition, or medication use. She was diagnosed with generalized anxiety disorder. She was initiated on group psychotherapy. She was scheduled for a follow-up visit after one month.
References
Burman, D. (2017). Sleep Disorders: Insomnia. FP Essentials, 460, 22–28.
DeMartini, J., Patel, G., & Fancher, T. L. (2019). Generalized Anxiety Disorder. Annals of Internal Medicine, 170(7), ITC49–ITC64. https://doi.org/10.7326/AITC201904020
Mossman, S. A., Luft, M. J., Schroeder, H. K., Varney, S. T., Fleck, D. E., Barzman, D. H., Gilman, R., DelBello, M. P., & Strawn, J. R. (2017). The Generalized Anxiety Disorder 7-item (GAD-7) scale in adolescents with generalized anxiety disorder: Signal detection and validation. Annals of Clinical Psychiatry?: Official Journal of the American Academy of Clinical Psychiatrists, 29(4), 227-234A.
Pompoli, A., Furukawa, T. A., Efthimiou, O., Imai, H., Tajika, A., & Salanti, G. (2018). Dismantling cognitive-behaviour therapy for panic disorder: A systematic review and component network meta-analysis. Psychological Medicine, 48(12), 1945–1953. https://doi.org/10.1017/S0033291717003919

Shadow Health Focused exams
Complete the Shadow Health Focused Exams – Special Populations: Chest Pain, Cough and Abdominal Pain assignments
After you have achieved at least 80% on the assignment(s) download, save and upload your LabPass document to the dropbox.
Professional Development
Write a 500-word APA reflection essay of your experience with the Shadow Health virtual assignment(s).
At least two scholarly sources in addition to your textbook should be utilized. Answers to the following questions may be included in your reflective essay:
What went well in your assessment?
What did not go so well?
What will you change for your next assessment?
What findings did you uncover?
What questions yielded the most information?
Why do you think these were effective?
What diagnostic tests would you order based on your findings?
What differential diagnoses are you currently considering?
What patient teaching were you able to complete?
What additional patient teaching is needed?
Would you prescribe any medications at this point?
Why or why not?
If so, what?
How did your assessment demonstrate sound critical thinking and clinical decision making?

Maternity
Read the following articles. Provide three important points you took from each article:
When the Cord Comes First: Umbilical Cord Prolapse (2015)
Placental Abruption (2015)
Newborn safety bundle to prevent falls and promote safe sleep (2018)
Reproductive health concerns in women with systemic lupus erythematosus (2015)
You must provide a complete APA reference for one of the articles and reply to one peer. Initial posts must be no less than 250 word.
USE THIS AS A SAMPLE DO NOT COPY PASTE THIS
When the Cord Comes First: Umbilical Cord Prolapse (2015)
1. Umbilical cord prolapse might be suspected when there is a sudden, prolonged episode of fetal bradycardia accompanied with moderate to severe variable decelerations, especially if this change takes place after ROM. I liked this point as it is good information on how one might identify potential umbilical cord prolapse.
2. Guidelines recommend that all hospitals are able to begin a c section within 30 minutes of the decision to operate. This surprised me as I hadn’t thought of this type of guideline. 30 minutes might feel like an eternity to someone in this situation, however preparing for an operation in that amount of time might be difficult.
3. Bladder filling can help push the presenting part upward which will then relieve cord compression. This sounds terrible, not only is this poor mother going through umbilical cord prolapse but then having fluid pumped into her bladder?
Placental Abruption (2015)
1. “AR had used crack cocaine in the parking lot to relieve pain and speed labor along” this sentence stuck with me because it sounds like there might be some impaired judgement going on there. The end of the article stated that social services were notified which was a relief.
2. Placental abruption is more common with cocaine binging, rather than with regular use. This was surprising. I wonder why this is and also how they found this information out. I can see a mom trying to quit cold turkey once she finds out she’s with child, but then relapsing and binging cocaine.
3. Risk factors: younger or older maternal age, multiple close together pregnancies and deliveries, cigarette smoking and drug use, multifetal pregnancies, hypertension, PROM, oligohydramnios, poor nutrition, trauma, coagulopathies, and intrauterine infection.
Newborn safety bundle to prevent falls and promote safe sleep (2018)
1. Nurses should be readily available to safely place newborns close to the mother but in their own bed when mothers fall asleep while holding their newborn. I imagine being a nurse and doing this might feel uncomfortable for the first couple times. Personally, I hate waking people up so I can’t imagine waking a sleeping mom by taking her baby from her arms. I imagine the family wouldn’t appreciate reinforcing this rule, however it is best for the baby’s well being.
2. 55% of infant falls happened from falling out of sleeping parent’s arms. I can see why this is such a common accident. Mom is exhausted, up at night feeding her baby and doses off. It would be hard to stay awake when sleep deprived and getting baby snuggles.
3. Instructions are given to mothers to call the nurse for physical presence during infant feedings at any time of day or night. I imagine this might feel uncomfortable for the mom and why she might not adhere to these instructions. A breastfeeding mom might not be completely secure doing this in front of another person, or might feel the need to practice independence and want to feed her baby while alone without supervision/help. The mother might feel that this is an invasion of her privacy, rather than a safety measure put in place for infant fall prevention.
Reproductive health concerns in women with systemic lupus erythematosus (2015)
1. Possible causes of women with lupus having less children than desired are disease activity, medication side effects, and women’s intentional decision to delay conception due to recommendation from their doctors.
2. Medication used to treat SLE can cause premature ovarian failure. This makes sense why women with lupus might have less children than they desire.
3. Likelihood of good pregnancy outcomes for both the mother and infant are linked to the timing of conception during a period of low disease activity. This might impede on a woman’s ability to have the amount of children she desires as what if her decrease in disease activity is at a time where she doesn’t feel ready for a child, but when she feels ready her disease activity increases. This in combination with the timing of menopause really narrows down the opportunity for a woman with lupus to have children.
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Solution
When the Cord Comes First: Umbilical Cord Prolapse (2015)
Umbilical cord prolapse (UCP is an occurrence that involves the presenting of the fetal umbilical cord in the birth canal alongside or before the presenting part of the baby.
Generally, there are two types of UCP which include occult and overt occult UCP occurs when the code is not visible but has already descended next to the presenting part of the baby but not past it. On the other hand, overt at UCP occurs when a cord is Visible in the perineum after membranes rupture or is palpated in the vagina.
The central risk factors of UCP include artificial rupture of membrane, and iatrogenic cause’s UCP can also occur spontaneously in some cases.
Placental Abruption (2015)
Placental abruption is simply the complete or partial detachment of the placenta before a fetus is delivered.
The major symptoms of placental abruption include abdominal pain vaginal bleeding, which is normally accompanied by uterine Tenderness, uterine tachysystole, and reassuring fetal heart rate pattern.
Placental abruption is one of the central causes of neonatal morbidity and mortality and also maternal morbidity and mortality, especially if it occurs preterm.
Newborn safety bundle to prevent falls and promote safe sleep (2018)
The improvement and sustenance of newborn infant safety is important in acute care facilities so as to reduce newborn falls
The central risk factors for newborn falls in acute care facilities include a high level of fatigue among mothers cesarean birth and epidural anesthesia
Central strategies to avoid newborn falls in acute care facilities include providing crib cards on baby cribs, conducting nurse rounds every one to two hours, and nurses’ role-modeling safe sleep practices.
Reproductive health concerns in women with systemic lupus erythematosus (2015)
Women are more likely to be diagnosed with systemic lupus erythematosus (SLE) compared to men.
Women with SLE can experience challenges such as having fewer children and having difficulties maintaining pregnancy or conceiving, and general infertility.
Women with SLE, therefore, require adequate interventions and plans from health caregivers to effectively manage their reproductive health choices.
References
Kartoz C. R. (2015). Reproductive Health Concerns in Women with Systemic Lupus
Erythematosus. MCN. The American journal of maternal child nursing, 40(4), 220–E16. https://doi.org/10.1097/NMC.0000000000000145.
Lipke, B., Gilbert, G., Shimer, H., Consenstein, L., Aris, C., Ponto, L., Lafaver, S., & Kowal, C. (2018). Newborn Safety Bundle to Prevent Falls and Promote Safe Sleep. MCN: The American Journal of Maternal/Child Nursing, 43(1), 32–37. https://doi.org/10.1097/nmc.0000000000000402
Maher, M. D., & Heavey, E. (2015). When the cord comes first. Nursing, 45(7), 53–56. https://doi.org/10.1097/01.nurse.0000466449.65548.4a
Tikkanen, M. (2015). Placental Abruption. Obstetric Anesthesia Digest, 31(4), 212. https://doi.org/10.1097/01.aoa.0000406659.89466.1e

Discussion Post
Internal Culture
Identify specific practices and programs used by organizations to facilitate team work and promote high performance among employees. Discuss effective communication strategies you plan to use to lead inter-professional teams and partnerships.
Instructions
Initial post: Reflection, application with exemplar and resources. Maximum of 500 words with 2 APA 7th edition resources.
Additional information uploaded.
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Solution
Internal culture
Organizations are very competitive in facilitating high performance among their employees. Organizational culture varies depending on the size, practices, and programs. The practices and programs used by various organizations to facilitate teamwork and promote high performance among their employees are more likely similar. However, the techniques used in applying these strategies might be different. This study identifies specific practices and programs used by organizations to facilitate teamwork and high performance among their employees and effective communication strategies that I can apply in leading inter-professional teams and partnerships.
Practices and programs used by organizations
Organizations use the following practices and programs to enhance teamwork and promote high performance among their employees: Assigning leadership roles and appointing leaders within the team members, outlining clear goals, facilitation and encouragement on clear, open, and effective communication, investing in diversity, and provision of incentives and motivation. Organizations assign leadership roles and appoint leaders by observing their performances, such as productivity and leadership skills in the team. For instance, if an employee is always taking part in most of the organization’s roles voluntarily without expecting any reward or even assisting fellow employees in solving conflicts, they obviously portray leadership skills. Therefore, the organization’s manager will appoint this employee as a leader to help them improve their leadership skills and be able to attain leadership in the future, thus allowing them to grow self-wise.
Organizations outline clear goals to enhance effective teamwork and high performance. For instance, high-performing teams have clear goals to carry out their roles (Society for Human Resource Management,2018). Organizations link their mission and values to employees’ roles to enable them to understand the strategies. A clear definition of employees’ roles encourages them to carry out their duties diligently because they know the expectations and outcomes of their roles towards the organization’s overall performance. Open communication encourages employees to freely address issues that affect them in the organization and find problem-solving techniques among them. Organizations tend to invest in diversity because people from different backgrounds and cultures provide insightful innovations that improve the organizations ‘outcomes. Incentives and motivations are mostly rewarded to employees who show progress in various organization sectors. For instance, if an employee has provided better invention techniques that have increased the productivity of an organization, they are rewarded to encourage other employees to enhance and make good use of their abilities and talents, to improve performances.
Effective communication strategies
Communication is vital in managing and controlling the organizations’ activities. Every organization uses communication strategies that can either increase or reduce the organization’s outcomes (Musheke & Phiri,2021). Therefore, organizations need to apply effective communication strategies that communicate their missions and values to the employees to enhance high performance. Some of the effective communication strategies that I plan to use in leading inter-professional teams and partnerships are: I will be concise and clear when communicating with the team. For instance, when I want to give instructions for a specific activity, I will ensure that I go through the document and understand the essential elements that need to be communicated, summarizing only the vital information to avoid wasting the team’s time. I will engage active listening skills to lead the inter-professional team. This will be done by engaging them in asking questions and providing answers as a team. Every team member will have a session to make complements and any other issues that need to be addressed. I will be open-minded to the team’s ideas and opinions on various activities that will be conducted in the organization. For instance, giving them an opportunity to raise their views and opinions is a good way of getting to know if at all whatever I have communicated has been understood. If not, I will elaborate further.
References
Musheke, M. M., & Phiri, J. (2021). The Effects of Effective Communication on Organizational Performance Based on the Systems Theory. Open Journal of Business and Management, 9(2), 659-671. https://www.scirp.org/journal/paperinformation.aspx?paperid=107818
Society for Human Resource Management. (2018). Developing and Sustaining High Performance Work Teams. https://www.shrm.org/resourcesandtools/tools-and-samples/toolkits/pages/developingandsustaininghigh-performanceworkteams.aspx

Evidenced Based Practice, Nursing Theories, Nursing Research
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Topic 4 DQ 2
Select two different nursing theories and describe how they relate to patient care. How could you use them for inciting behavioral changes? Discuss the pros and cons of applying each theory and how they could be integrated into your future practice. Are there any particular ethical issues related to the integration of these theories that should be considered?
Solution to Topic 4 DQ 2 Nursing Theories
Nursing scholars identified the core of nursing and then established theoretical formulations that would reflect the above. Consequently, DeNisco and Baker (2016) argue that several theories promote theory-based practice of nursing since it bases its operation on the paradigm of care. In particular, Nightingale’ environmental theory and Watson’s Theory of Human Care can play an important role in patient care. Nightingale’s nursing theory operates under the assumption that the environment plays an important role in disease progression (McDonald, 2017). Therefore, in nursing practice, nurses should manipulate the surrounding environment during patient care so as to enhance the recovery process. Watson’s Theory of Human Caring affects the existential phase of nursing and emphasizes on holistic patient care (Sitzman & Watson, 2014). To this end, using this theory in nursing care behooves nurses to care about the patient’s body, mind, and spirit in order to maintain the healing process at an optimal level. Thus, applying the concepts of spirituality, trust, hope, caring, faith and love to nursing practice as dictated by Watson’s Theory of Human Caring helps satisfy the notion of human caring.
DeNisco and Baker (2016) observe that nurse practitioners establish an expertise in electing models and theories that are relevant and appropriate to their practice. Hence, the above-mentioned theories have capacities to incite behavioral change within a health care setting. Given that Watson’s theory focuses on issues related to patient care and even spiritual connection between a patient and a nurse, its application may influence the adoption of a model of care that transcends the patient-centered care (Sitzman & Watson, 2014). Thus, the application of Watson’s Theory of Human Caring may shift nurses’ behaviors from patient-centered care to human-to-human connection so as to improve the quality of patient care. In the same breadth, Florence Nightingale’s theory may influence nurses to focus on the environmental needs of a patient as part of care.
Nightingale’s environmental theory and Watson’s Theory of Human Caring have characteristic strengths and weaknesses. Regarding the former theory, its strengths include the improvement of the quality of care as has been demonstrated by reduced mortality rates when utilized. The wholesome values and principals of the theory continue to receive application in the education of modern nursing (McDonald, 2017). Lastly, the theorist’s five essential components concerning optimal healing that is light, cleanliness, efficient drainage, pure water and pure air continue to form a significant part of healing. However, certain cons such as the absence of proper procedures in handling extremely needy or dependent patients in the theory exist. Also, Nightingale’s assumption that diseases occur primarily due to miasma was disapproved by Pasteur in his famous work.
Watson’s Theory of Caring also has its pros and cons as evidenced by various scholarships on the matter. One of the theory’s benefits encompasses its positive influence on the nurse-patient interaction as well as practice for patients. Additionally, Sitzman and Watson (2014) postulate that the theory places a suffering patient within the context of the culture, the community, and the family and these are important mediators in the recovery process of a patient. Nevertheless, the theory neglects the patient’s biophysical needs and mainly focuses on their psychosocial needs. Such confinement limits health as it has a physiological need that requires to be addressed.
Studies have also revealed that nurse educators can integrate the two theories in their practice. Regarding Nightingale’s environmental theory, nurse educators can integrate the procedures of ensuring a clean setting environment in the curriculum. Thus, through various educational programs, nurse educators can teach their students about hygiene at the workplace and their role in disease acquisition and progression (McDonald, 2017). Watson’s Theory of Human Caring can also play a useful role in educational settings and academic programs. Nurse educators have the capacity to empower their students and enhance their psychosocial wellness via the caring theory. Therefore, advanced practice nurses such as nurse educators can utilize the two theories in various ways.
Porter-O’Grady and Malloch (2016) aver that the concepts of autonomy, beneficence and betrayal among others form the basis for making ethical decisions in medicine. However, an intricate relationship exists between nursing and ethics and as such, examination of the ethical dimension becomes important. The ethical consideration of the two theories with regards to caring may be rooted in the lifeworld-led care. Accordingly, even as nurses provide care to their patients, they need to acknowledge the lifeworld of the patient as well as have openness to the description of the patient’s experiences (Galvin & Todres, 2013). This implies that nurses need to have the willingness to listen to the meanings and connections from the patients as the lived lives. Therefore, the ethical aspects of caring from the two theories rest on the phenomenological understanding by nurses. However, even as that is the case, nurses also need to appreciate the value of human dignity in the provision of care (Parandeh, Khaghanizade, Mohammadi, & Mokhtari-Nouri, 2016). The issue of human dignity forms an important ethical foundation in Watson’s theory of caring because of its emphasis on human-to-human connection between the patient and the nurse. Thus, even as they strive to make a connection with the patient using the theory, nurses need to be aware of the need to maintain respect and exercise professionalism.
References
DeNisco, S. M., & Baker, A. M. (2016). Advanced practice nursing: Essential knowledge for the profession (3 ed.). Burlington, MA: Jones & Bartlett Learning.
Galvin, K., & Todres, L. (2013). Caring and well-being: A Lifeworld approach. , : Routledge.
McDonald, L. (2017). Florence nightingale, nursing, and health care today. New York, NY: Springer Publishing Company.
Parandeh, A., Khaghanizade, M., Mohammadi, E., & Mokhtari-Nouri, J. (2016). Nurses’ human dignity in education and practice: An integrated literature review. Iranian journal of nursing and midwifery research, 21(1), 1-8.
Porter-O’Grady, T. & Malloch, K. (2016). Becoming a professional nurse. ( 2nd ed.), Leadership in nursing practice: Changing the landscape of healthcare Burlington, MA: Jones and Bartlett Learning.
Sitzman, K., & Watson, J. (2014). Caring science, mindful practice: Implementing Watson’s human caring theory. New York, NY: Springer Publishing Company.
Topic 5 DQ 1
During this program, you will complete an evidence-based practice project addressing a problem, issue, or concern in your specialty area of professional practice. Consider an area in your specialty that you believe needs improvement. Which nursing theories could you apply to this problem? Why is this the best theory?
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Solution to Topic 5 DQ 1
Research reveals that the home care nursing experiences consequential shortage in the number of registered nurses. In the United States, the Department of Labor statistics projects that the shortage will become a crisis as the demand for home nurses will outpace the supply in the next 10-15 years (Seo & Spetz, 2013). As a consequence of the shortage, the quality of care in home nursing agencies and productivity of the available nurses receive a significant battering. Studies attribute these to the fact that the RN shortage prevents the agencies from undertaking certain procedures such as patient admission and the removal of central venous catheter, since the law bars LPNs/LVNs from performing them. The absence of RN nurses makes the agencies ineffective since Porter-O’Grady and Malloch (2016) assert that an effective care delivery system ensures that the needs of patients are paired with competent caregivers. Therefore, there is an urgent need to stem the shortage of RN nurses by instituting strategies that will allow for recruiting and retaining nurses to fill these vacancies. In addition, evidence reveals that the usage of longer-term travelling and short-term daily through temporary employment agencies may plug the shortage.
According to DeNisco and Baker (2016), theory-based practice of nursing has gained fundamental application in the field and it could be employed to solve certain issues. Various researchers have extrapolated the application of theory-based practice into matters such as addressing nursing shortage. In the present situation, the usage of Watson’s Theory of Human Care could help improve the issue of nursing shortage. Evidence-based practice has demonstrated that high attrition rates of RNs could form a fundamental reason for the existence of nursing shortages in home settings. Nevertheless, that RN nurses leave their work is contradictory to the central tenet of nursing, which is rooted in caring. The utilization of Watson’s Theory of Human Caring, which emphasizes on holistic caring that transcends the traditional boundaries of patient-centered care to the human-to-human interaction may positively influence the decision of these nurses (Durgun & Okumus, 2017). Thus, Watson’s theory is the best since it taps into the central objective of nursing to ensure that nurses remain faithful to the call.
References
DeNisco, S. M., & Baker, A. M. (2016). Advanced practice nursing: Essential knowledge for the profession (3 ed.). Burlington, MA: Jones & Bartlett Learning.
Durgun Ozan, Y., & Okumu?, H. (2017). Effects of Nursing Care Based on Watson’s Theory of Human Caring on Anxiety, Distress, And Coping, When Infertility Treatment Fails: A Randomized Controlled Trial. Journal of caring sciences, 6(2), 95-109. doi:10.15171/jcs.2017.010
Porter-O’Grady, T. & Malloch, K. (2016). Becoming a professional nurse. ( 2nd ed.), Leadership in nursing practice: Changing the lanscape of healthcare Burlington, MA: Jones and Bartlett Learning.
Seo, S., & Spetz, J. (2013). Demand for Temporary Agency Nurses and Nursing Shortages. INQUIRY: The Journal of Health Care Organization, Provision, and Financing, 216–228. https://doi.org/10.1177/0046958013516583
Topic 5 DQ 2
Select one theory discussed during Topics 4 and 5. Does application of this theory differ based on the population focus (individuals, families, communities, and special populations)?
Why or why not?
Use examples from your current practice to illustrate differences or similarities.
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Solution to Topic 5 DQ 2
Watson’s Theory of Human Caring plays an important role in the restoration of a patient’s health. However, questions have been asked regarding its application based on the focus population. According to studies and my clinical experience, no significant differences exist in the application of the theory on varied populations. As a home health nursing interacting with both children from newborns to 20 years and adults from 21 years of age, I have noticed that the application of the theory is uniform across the population spectrum. Indeed, the philosophical and theoretical underpinnings of the theory can guide the nurse to prepare appropriate interventions concerning a condition. During my home care nursing experiences, the Watson’s Theory of Human Caring has received significant application ranging from children with specific conditions to patients belonging to the special populations in a manner consistent with DeNisco and Baker’s (2016) postulations regarding application of theory-based practice in nursing. During the usage of this theory, one thing has been a constant-the operationalization of the 10 carative factors which forms the basis of the interventions supported by the theory. The caring process using this model requires nurses to have knowledge concerning human behavior inclusive of mind-body spirit, the patient’s responses, limitations, and strengths, as well as knowledge concerning how to comfort, and proffer empathy and compassion (Sitzman & Watson, 2016). All these aspects are taken into consideration irrespective of whether the patient is an individual, belongs to a family, communities or special populations.
In the recent past, the application of Watson’s Theory of Human Caring has integrated notions of caring, intentionally, and consciousness. According to Watson (2018), these healing modalities can be integrated into direct patient/family care further giving credence to the versatility of the model. In fact, using the theory, nurse educators emphasize to nurses the significance of human-to-human interaction and the need to create a proper spiritual, mental, societal and physical environment during the application of the theory. All these factors are fundamental in the healing process and as such, they can be applied to an individual, family, community, and special needs populations.
References
DeNisco, S. M., & Baker, A. M. (2016). Advanced practice nursing: Essential knowledge for the
profession (3 ed.). Burlington, MA: Jones & Bartlett Learning.
Sitzman, K., & Watson, J. (2014). Caring science, mindful practice: Implementing Watson’s human caring theory. New York, NY: Springer Publishing Company.
Watson, J. (2018). Unitary caring science: Philosophy and Praxis of nursing. Louisville, CO: University Press of Colorado.
Topic 6 DQ 1
Review the evidence-based practice project ideas you described in Topic 5 DQ 1. Based on your initial ideas, what types of scholarly nursing research (such as quantitative or qualitative research, peer-reviewed resources, etc.) would be required to further investigate the issue? Identify the criteria you would use to evaluate the appropriateness of the research. Why is it important to select research that meets these criteria?
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Solution to Topic 6 DQ 2
According to DeNisco and Baker (2016), health care professionals including students need to acquaint themselves with the skills for effective literature search and the utilization of formal rules to critically examine the evidence. The formal rules herein refer to the presentation of knowledge from literature and the art of giving credit to the author of a cited work. To this end, when I discover that my classmate has inappropriately cited or refused to cite works from authors in their PICO statement, the next course of action would be to make them realize the grave academic sin that they will be committing. Thus, I will first of all ensure that the classmate understands the impact of that error of omission on the originality of the work that they will be presenting. According to EBP dictates, the originality of a research work is determined by the presence of appropriately cited author names and year and in some cases page numbers depending on the adopted format (Macrina, 2014). In addition to originality, I will also discuss with the classmate the role of citation with regards to offering evidence or support to the ideas he will be presenting in his PICO assignment. Through this, I will highlight to him the need to make the readers of the work realize that he had made serious and proper research through properly citing his sources and acknowledging the authors thereof hence avoiding plagiarism.
Also, the commission of the above-mentioned errors by the colleague will have credibility and integrity ramifications on involved persons, the institution and the profession. In an era whereby evidence-based practice has been introduced to nursing, it behooves lecturers and students to ensure that they understand the nitty-gritties of the same. So, that the classmate did not appropriately quote and also refused to quite sources may negatively reflect on our nursing class. The concerned people may thus be viewed as lacking academic integrity and credibility hence their works cannot be trusted (In Bretag, 2015). Further, the university and the profession may also suffer negatively. A student producing plagiarized work may insinuate that the university does not produce graduates who meet professional expectations and that the profession does not have well-educated staff who can offer quality care modelled around ethical practices.
References
DeNisco, S. M., & Baker, A. M. (2016). Advanced practice nursing: Essential knowledge for the profession (3 ed.). Burlington, MA: Jones & Bartlett Learning.
In Bretag, T. (2015). Handbook of academic integrity. Singapore : Springer Singapore
Macrina, F. L. (2014). Scientific integrity: Text and cases in responsible conduct of research. Washington, D.C: American society for microbiology.
Topic 6 DQ 2
Imagine the following scenario: You are taking the evidence-based practice course and one of your classmates shares an EBP project draft with you. You notice that some of the research has not been cited correctly or even at all. When you approach your classmate, the response is that “no one will notice and it is not a big deal anyway.” What are your next steps in speaking with your classmate? Consider how this could reflect on the credibility and integrity of the individuals involved, the University, and the profession.
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Solution to Topic 6 DQ 2
According to DeNisco and Baker (2016), health care professionals including students need to acquaint themselves with the skills for effective literature search and the utilization of formal rules to critically examine the evidence. The formal rules herein refer to the presentation of knowledge from literature and the art of giving credit to the author of a cited work. To this end, when I discover that my classmate has inappropriately cited or refused to cite works from authors in their PICO statement, the next course of action would be to make them realize the grave academic sin that they will be committing. Thus, I will first of all ensure that the classmate understands the impact of that error of omission on the originality of the work that they will be presenting. According to EBP dictates, the originality of a research work is determined by the presence of appropriately cited author names and year and in some cases page numbers depending on the adopted format (Macrina, 2014). In addition to originality, I will also discuss with the classmate the role of citation with regards to offering evidence or support to the ideas he will be presenting in his PICO assignment. Through this, I will highlight to him the need to make the readers of the work realize that he had made serious and proper research through properly citing his sources and acknowledging the authors thereof hence avoiding plagiarism.
Also, the commission of the above-mentioned errors by the colleague will have credibility and integrity ramifications on involved persons, the institution and the profession. In an era whereby evidence-based practice has been introduced to nursing, it behooves lecturers and students to ensure that they understand the nitty-gritties of the same. So, that the classmate did not appropriately quote and also refused to quite sources may negatively reflect on our nursing class. The concerned people may thus be viewed as lacking academic integrity and credibility hence their works cannot be trusted (In Bretag, 2015). Further, the university and the profession may also suffer negatively. A student producing plagiarized work may insinuate that the university does not produce graduates who meet professional expectations and that the profession does not have well-educated staff who can offer quality care modelled around ethical practices.
References
DeNisco, S. M., & Baker, A. M. (2016). Advanced practice nursing: Essential knowledge for the profession (3 ed.). Burlington, MA: Jones & Bartlett Learning.
In Bretag, T. (2015). Handbook of academic integrity. Singapore : Springer Singapore
Macrina, F. L. (2014). Scientific integrity: Text and cases in responsible conduct of research. Washington, D.C: American society for microbiology.
Topic 7 DQ 1
Describe the steps of the evidence-based research process and the importance of using them. In the initial stages of an EBP project, where do nurses in your specialty go to locate sources of information that help them to determine whether or not a practice problem is appropriate for an evidence-based practice change proposal. Include two specific sources on information in your discussion.
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Solution to Topic 7 DQ 1
Practice-based profession like nursing requires to utilize the best latest evidence when undertaking an evidence-based project. The evidence-based process contains several steps from available literature. According to DeNisco and Baker (2016) “the EBP process encompasses inquiring about an issue, formulating the clinical question via the PICO format, acquiring the best current evidence, conducting critical appraisal of evidence, and finally incorporating the synthesis of the evidence with patient preferences and values” (p. 489). Other researchers have divided the process into what they call the 6As of EPB process encompassing: Asses, Ask, Acquire, Appraise, Apply, and Audit. In the first step, a nurse will identify and describe a practice-based problem as well as determine the rationale for the same (In Dang et al., 2018). The nurse will then formulate PICO questions on the matter using a template. Afterwards, the nurse will conduct a literature search by utilizing ideal databases as well as keywords from the PICO question and use an evidence table to critically appraise the evidence from literature (Grove, Gray, & Burns, 2015). Lastly, the nurse will write their project protocol and then implement it after stating the outcomes, consequences, data-collection sources, design of the project and collecting IRB approval.
At my place of work, the agency has subscribed to CINAHL Plus with Full Text and the Agency for Healthcare Research and Quality (AHRQ). These two databases serve as important sources of information for nurses at the agency. Thus, in the initial stages of the evidence-based project, these two databases is where we go to acquire relevant literature.
References
DeNisco, S. M., & Baker, A. M. (2016). Advanced practice nursing: Essential knowledge for the profession (3 ed.). Burlington, MA: Jones & Bartlett Learning.
Grove, S. K., Gray, J., & Burns, N. (2015). Understanding nursing research: Building an evidence-based practice. St. Louis, MO: Elsevier.
In Dang, D., In Dearholt, S., Sigma Theta Tau International., & Johns Hopkins University. (2018). Johns Hopkins nursing evidence-based practice: Model and guidelines. Indianapolis, IN : Sigma Theta Tau International.