Nursing

Now, assume that any procedures and/or testing which were performed are NORMAL.
1. What is your primary (one) diagnosis for this patient at this time? (support the decision for your diagnosis with pertinent positives and negatives from the case)
2. Identify the corresponding ICD-10 code.
3. Provide a treatment plan for this patient’s primary diagnosis which includes:
Medication*
Any additional testing necessary for this particular diagnosis*
Patient education
Referral
4. Provide an active problem list for this patient based on the information given in the case.
5. Are there any changes that you would also make to this patient’s overall treatment plan at this time? Must provide an EBM argument for each treatment or testing decision.
6. Provide an appropriate F/U plan.
*If part of the plan does not warrant an action, you must explain why. ALL medication and testing decisions (or decisions not to treat with medication or additional testing) MUST be supported with an evidence-based medicine (EBM) argument. Over-the-counter (OTC) and RXs must be written in full as if handing a script to the patient in the office.

Nursing Malpractice
Address the essay prompt associated with the article below.
Croke, E. (2006). Nursing malpractice: determining liability elements for negligent acts. Journal of Legal Nurse Consulting, 17(3), 3.
Link: Nursing malpractice: determining liability elements for negligent acts (Links to an external site.) ( I ATTACHED THE ARTICLE)
Essay Prompt: Identify primary problems that led to the malpractice suits (Croke, 2006), and identify the role the nurse played and what the nurse did wrong.
Your 1-2 page paper should include adhering to APA formatting and references/ citations for the article. Additional sources are optional.
Review the rubric for further information on how your assignment will be graded.
Rubric
NURS_521_DE – Paper/Essay Rubric (1)
NURS_521_DE – Paper/Essay Rubric (1)
Criteria Ratings Pts
This criterion is linked to a Learning Outcome Content
20 to >17.2 pts
Proficient
The writer clearly and effectively responds to the assignment.
17.2 to >15.0 pts
Approaches Proficiency
The response to the assignment is generally adequate, but may not be thorough.
15 to >0 pts
Does Not Meet Expectations
The writer does not respond to the assignment.
20 pts
This criterion is linked to a Learning Outcome Focus and Detail
18 to >15.48 pts
Proficient
There is one clear, well-focused topic. Main ideas are clear and are well supported by detailed and accurate information.
15.48 to >13.5 pts
Approaches Proficiency
There is one clear, well-focused topic. Main ideas are clear but are not well supported by detailed information.
13.5 to >0 pts
Does Not Meet Expectations
The topic and main ideas are not clear.
18 pts
This criterion is linked to a Learning Outcome Organization
14 to >12.04 pts
Proficient
The introduction is inviting, states the main topic, and provides an overview of the paper. Information is relevant and presented in a logical order. The conclusion is strong.
12.04 to >10.5 pts
Approaches Proficiency
The introduction states the main topic and provides an overview of the paper. A conclusion is included.
10.5 to >0 pts
Does Not Meet Expectations
There is no clear introduction, structure, or conclusion.
14 pts
This criterion is linked to a Learning Outcome Mechanics and APA
8 to >6.88 pts
Proficient
The assignment consistently follows current APA format and is free from errors in formatting, citation, and references. No grammatical, spelling, or punctuation errors. All sources are cited and referenced correctly.
6.88 to >6.0 pts
Approaches Proficiency
The assignment consistently follows current APA format with only isolated and inconsistent mistakes and/or has a few grammatical, spelling, or punctuation errors. Most sources are cited and referenced correctly.
6 to >0 pts
Does Not Meet Expectations
The assignment does not follow current APA format and/or has many grammatical, spelling, or punctuation errors. Many sources are cited and referenced incorrectly, or citations and references are missing.
8 pts
Total Points: 60
ORDER A PLAGIARISM-FREE PAPER HERE !!
Solution
Nursing Malpractice
One of the main threats that health care practitioners, including nurses, face in the modern Healthcare delivery systems is malpractice litigation. In the present day, nurses have to be concerned about malpractice litigation because, presently, nurses can be held accountable for their own negligence. Nurses need to gain awareness of different legal and ethical requirements and consistently incorporate them into their everyday practice to assure patients of the best outcomes and safeguard the health care practitioners. In this paper, the central problems that led to malpractice suits in Croke (2006) will be explored while also exploring the nurse’s role and the mistakes they were involved in that led to the malpractice suits.
In the case involving Lunsford versus the board of nursing examiners in Texas, the primary problem that led to the malpractice lawsuits included breach of duty. Nurse Lunsford breached her duty by deciding not to take any vital signs on a patient who she suspected had cardiac heart issues. The nurse did not assess the medical status of Mr. Floyd, her patient, and did not inform the physician of the patient’s cardiac condition, which was a potentially life-threatening medical condition. The nurse also failed to institute any important nursing actions that could play a significant role in saving the patient’s life, such as taking the patient’s vital signs and placing the patient on an electrocardiogram that could have helped to prevent further complications in the patient and death. By actively choosing not to attend to the patient-nurse, Lunsford therefore actively breached her duty as a nurse because the role of a nurse is mainly to preserve life (Croke, 2006).
The next issue that made the nurse Lunsford in the case study to be liable for malpractice was the issue of foreseeability. As a result of her medical training and experiences, the nurse would therefore have been able to foresee the potential complications related to Mr. Floyd because the nurse suspected cardiac involvement in the patient’s case and even questioned the friend who had accompanied the patient on her knowledge of CPR it is clearly evident that the nurse could foresee potential complications related to the patient. By ignoring the patient’s potential complications and referring the patient to another healthcare facility, the nurse was therefore liable for malpractice (Croke, 2006).
In the case study, it is evident that the nurse played a significant role in the subsequent death of Mr. Floyd. Therefore by deciding not to assess the patient’s vitals and not communicate to the physician about the life-threatening condition of the patient and even deciding to refer the patient to a nearby healthcare facility, the nurse contributed to the death of a patient, which could have been prevented. Nurse Lunsford breached her duty by failing to assess the patient’s condition, not communicating effectively with a physician, and implementing nursing interventions that could have helped stabilize the patient’s condition despite seeing the patient and determining that he was in a critical state. Nurses can therefore be liable for malpractice suits for only acts of the commission but also acts of omission (Mello et al., 2020).
In summary, when considering the causes of malpractice suits for nurses, all elements of care should be evaluated for possible negligence. Nurses have to actively gain awareness of different legal and ethical requirements and consistently incorporate them into their everyday practice to assure patients of the best outcomes and safeguard themselves from malpractice suits.
References
Croke, E. (2006). Nursing malpractice: determining liability elements for negligent acts. Journal
of Legal Nurse Consulting, 17(3), 3.
Mello, M. M., Frakes, M. D., Blumenkranz, E., & Studdert, D. M. (2020). Malpractice Liability
and Health Care Quality. JAMA, 323(4), 352. https://doi.org/10.1001/jama.2019.21411

Case study-Applying ethical principles- The missing Needle protector
The missing Needle Protector
L. Straight is director of clinical services at Hopewell Hospital. As in many hospitals, a few physicians provide care that is acceptable, but not of very high quality; they tend to make more mistakes than the others and have a higher incidence of patients going “sour.” Since Straight took the position 2 years ago, new programs have been developed and things seem to be getting better in terms of quality.
Dr. Cutrite has practiced at Hopewell for longer than anyone can remember. Although once a brilliant general surgeon, he has slipped physically and mentally over the years, and Straight is contemplating taking steps to recommend a reduction in his privileges. However, the process is not complete, and Cutrite continues to perform a full range of procedures.
The operating room supervisor appeared at Straight’s office one Monday afternoon. “We’ve got a problem,” she said, somewhat nonchalantly, but with a hint of disgust. “ I’m almost sure we left a plastic needle protector from a disposable syringe in a patient’s belly, a Mrs. Jameson. You know, the protectors with the red–pink color. They’d be almost impossible to see if they were in a wound.”
“Where did it come from?” asked Straight.
“I’m not absolutely sure,” answered the supervisor. “All I know is that the syringe was among items in a used surgical pack when we did the count.” She went on to describe the safeguards of counts and records. The discrepancy was noted when records were reconciled at the end of the week. A surgical pack was shown as having a syringe, that was not supposed to be there. When the scrub nurse working with Cutrite was questioned, she remembered that he had used a syringe, but, when it was included in the count at the conclusion of surgery, she didn’t think about the protective sheath, which must have been on it.
“Let’s get Mrs. Jameson back into surgery.” said Straight. “We’ll tell her it’s necessary to check her incision and deep sutures. She’ll never know we’re really looking for the needle cover.”
“Too late,” responded the supervisor, “she went home day before yesterday.”
Oh, oh, thought Straight. Now what to do? “Have you talked to Dr. Cutrite?”
The supervisor nodded affirmatively. “He won’t consider telling Mrs. Jameson there might be a problem and calling her back to the hospital,” she said. “And he warned us not to do anything either,” she added. “Dr. Cutrite claims it cannot possibly hurt her. Except for a little discomfort, she’ll never know it’s there.”
Straight called the chief of surgery and asked s hypothetical question about the consequences of leaving a small plastic cap in a patient’s belly. The chief knew something was amiss but didn’t pursue it. He simply replied there would likely be occasional discomfort, but probably no life–threatening consequences from leaving it in. “Although,” he added, “one never knows.”
Straight liked working at Hopewell Hospital and didn’t relish crossing swords with Cutrite, who, although declining clinically, was politically very powerful. Straight had refrained from fingernail biting for years, but that old habit was suddenly overwhelming.
Develop a solution to a specific ethical dilemma faced by a health care professional by applying ethical principles. Describe the issues and a possible solution in a 3-5 page paper.
Introduction
Whether you are a nurse, a public health professional, a health care administrator, or in another role in the health care field, you must base your decisions on a set of ethical principles and values. Your decisions must be fair, equitable, and defensible. Each discipline has established a professional code of ethics to guide ethical behavior. In this assessment, you will practice working through an ethical dilemma as described in a case study. Your practice will help you develop a method for formulating ethical decisions.
Instructions
Note: The requirements outlined below correspond to the grading criteria in the scoring guide. At a minimum, be sure to address each point. In addition, you are encouraged to review the performance-level descriptions for each criterion to see how your work will be assessed.
For this assessment, develop a solution to a specific ethical dilemma faced by a health care professional. In your assessment:
Access the Ethical Case Studiesmedia piece to review the case studies you will be using for this assessment.
Select the case most closely related to your area of interest and use it to complete the assessment.
Note: The case study may not supply all of the information you need. In such cases, you should consider a variety of possibilities and infer potential conclusions. However, please be sure to identify any assumptions or speculations you make.
Include the selected case study in your reference list, using proper APA style and format. Refer to the Evidence and APAsection of the Writing Center for guidance.
Summarize the facts in a case study and use the three components of an ethical decision-making model to analyze an ethical problem or issue and the factors that contributed to it.
Identify which case study you selected and briefly summarize the facts surrounding it. Identify the problem or issue that presents an ethical dilemma or challenge and describe that dilemma or challenge.
Identify who is involved or affected by the ethical problem or issue.
Access the Ethical Decision-Making Modelmedia piece and use the three components of the ethical decision-making model (moral awareness, moral judgment, and ethical behavior) to analyze the ethical issues.
Apply the three components outlined in the Ethical Decision-Making Model media.
Analyze the factors that contributed to the ethical problem or issue identified in the case study.
Describe the factors that contributed to the problem or issue and explain how they contributed.
Apply academic peer-reviewed journal articles relevant to an ethical problem or issue as evidence to support an analysis of the case.
In addition to the readings provided, use the Capella library to locate at least one academic peer-reviewed journal article relevant to the problem or issue that you can use to support your analysis of the situation. The NHS-FPX4000: Developing a Health Care Perspective Library Guidewill help you locate appropriate references.
Cite and apply key principles from the journal article as evidence to support your critical thinking and analysis of the ethical problem or issue.
Review the Think Critically About Source Quality
Assess the credibility of the information source.
Assess the relevance of the information source.
Discuss the effectiveness of the communication approaches present in a case study.
Describe how the health care professional in the case study communicated with others.
Assess instances where the professional communicated effectively or ineffectively.
Explain which communication approaches should be used and which ones should be avoided.
Describe the consequences of using effective and non-effective communication approaches.
Discuss the effectiveness of the approach used by a professional to deal with problems or issues involving ethical practice in a case study.
Describe the actions taken in response to the ethical dilemma or issue presented in the case study.
Summarize how well the professional managed professional responsibilities and priorities to resolve the problem or issue in the case.
Discuss the key lessons this case provides for health care professionals.
Apply ethical principles to a possible solution to an ethical problem or issue described in a case study.
Describe the proposed solution.
Discuss how the approach makes this professional more effective or less effective in building relationships across disciplines within his or her organization.
Discuss how likely it is the proposed solution will foster professional collaboration.
Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.
Apply the principles of effective composition.
Determine the proper application of the rules of grammar and mechanics.
Write using APA style for in-text citations, quotes, and references.
Determine the proper application of APA formatting requirements and scholarly writing standards.
Integrate information from outside sources into academic writing by appropriately quoting, paraphrasing, and summarizing, following APA style.
Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:
Assessment 1 Example [PDF].
Additional Requirements
Your assessment should also meet the following requirements:
Length: 3–5 typed, double-spaced pages, not including the title page and reference page.
Font and font size: Times New Roman, 12 point.
APA tutorial: Use the APA Style Paper Tutorial [DOCX] for guidance.
Written communication: Use correct spelling, grammar, and punctuation.
References: Integrate information from outside sources to include at least two references (the case study and an academic peer-reviewed journal article) and three in-text citations within the paper.
APA format: Follow current APA guidelines for in-text citation of outside sources in the body of your paper and also on the reference page.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 1: Apply information literacy and library research skills to obtain scholarly information in the field of health care.
Apply academic peer-reviewed journal articles relevant to an ethical problem or issue as evidence to support an analysis of the case.
Competency 3: Apply ethical principles and academic standards to the study of health care.
Summarize the facts in a case study and use the three components of an ethical decision-making model to analyze an ethical problem or issue and the factors that contributed to it.
Discuss the effectiveness of the approach used by a professional to deal with problems or issues involving ethical practice in a case study.
Apply ethical principles to a possible solution to an ethical problem or issue described in a case study.
Competency 4: Write for a specific audience, in appropriate tone and style, in accordance with Capella’s writing standards.
Discuss the effectiveness of the communication approaches present in a case study.
Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.
Write following APA style for in-text citations, quotes, and references.
Applying Ethical Principles Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Summarize the facts in a case study and use the three components of an ethical decision-making model to analyze an ethical problem or issue and the factors that contributed to it. Does not summarize the facts in a case study or use the three components of an ethical decision-making model to analyze an ethical problem or issue and the factors that contributed to it. Inadequately summarizes the facts in a case study or incompletely uses the three components of an ethical decision-making model to analyze an ethical problem or issue and the factors that contributed to it. Summarizes the facts in a case study and uses the three components of an ethical decision-making model to analyze an ethical problem or issue and the factors that contributed to it. Summarizes the facts in a case study and uses the three components of an ethical decision-making model to analyze an ethical problem or issue and the factors that contributed to it. Supports the reasoning with examples from scholarly readings.
Apply academic peer-reviewed journal articles relevant to an ethical problem or issue as evidence to support an analysis of the case. Does not apply academic peer-reviewed journal articles relevant to an ethical problem or issue as evidence to support an analysis of the case. Identifies academic peer-reviewed journal articles relevant to an ethical problem or issue as evidence but does not apply them to support an analysis of the case. Applies academic peer-reviewed journal articles relevant to an ethical problem or issue as evidence to support an analysis of the case. Applies academic peer-reviewed journal articles relevant to an ethical problem or issue as evidence to support an analysis of the case, and explains how the chosen articles support the analysis.
Discuss the effectiveness of the communication approaches present in a case study. Does not discuss the effectiveness of the communication approaches present in a case study. Describes the communication approaches present in a case study but does not discuss their effectiveness. Discusses the effectiveness of the communication approaches present in a case study. Discusses the effectiveness of the communication approaches present in a case study, explaining which approaches should be used more and which should be avoided.
Discuss the effectiveness of the approach used by a professional to deal with problems or issues involving ethical practice in a case study. Does not discuss the effectiveness of the approach used by a professional to deal with problems or issues involving ethical practice in a case study. Describes the approach used by a professional to deal with problems or issues involving ethical practice in a case study but does not discuss its effectiveness. Discusses the effectiveness of the approach used by a professional to deal with problems or issues involving ethical practice in a case study. Discusses the effectiveness of the approach used by a professional to deal with problems or issues involving ethical practice in a case study, and describes consequences of using effective and non-effective approaches.
Apply ethical principles to a possible solution to an ethical problem or issue described in a case study. Does not apply ethical principles to a possible solution to an ethical problem or issue described in a case study. Identifies ethical principles involved in a possible solution to an ethical problem or issue described in a case study but does not apply them. Applies ethical principles to a possible solution to an ethical problem or issue described in a case study. Applies ethical principles to a possible solution to an ethical problem or issue described in a case study, and explains how the proposed solution is based in ethical principles.
Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics. Does not write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics. Writes clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics with some errors and lapses. Writes clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics. Writes clearly and logically, using evidence to support a central idea, with correct use of spelling, grammar, punctuation, and mechanics and ensures the paper contains supporting examples for the main points.
Write following APA style for in-text citations, quotes, and references. Does not write following APA style for in-text citations, quotes, and references. Writes following APA style for in-text citations, quotes, and references with some errors and lapses. Writes following APA style for in-text citations, quotes, and references. Writes following APA style for in-text citations, quotes, and references without errors, and uses current reference sources.
ORDER A PLAGIARISM-FREE PAPER HERE !!
Solution
Introduction
Healthcare providers often encounter ethical dilemmas in their practice settings due to the increasing complexity of the healthcare system and patient needs. Some of the issues that contribute to ethical issues include poor communication skills among healthcare providers and the increasing integration of new medical technology inpatient care, which has increased the risk of errors. Besides, the lack of clear ethical guidelines regarding integrating technology in medical care is a contributing factor. One factor that makes it difficult for a provider to address ethical dilemmas is the presence of parties that make it difficult for whistleblowers to make sound decisions in fear of workplace incivility (McDermott-Levy, Leffers & Mayaka, 2018). The solution to ethical issues in healthcare is guided by the ethical principles that guide medical practice. For example, in the current case where a needle protector is accidentally left in a patient’s belly during surgery due to physicians’ error, efficient communication and ethical principles could help address the issue.
Summary of the Case
A missing needle protector case illustrates an ethical issue at Hopewell Hospital. Straight, the hospital’s clinical director, has noted that Dr. Cutrite, who has practiced in the facility for the longest as a general surgeon with excellent services, is recently experiencing a mental and physical decline that affects his efficiency. Straight is contemplating reducing his privileges to reduce the risk of errors, but the process has not been initiated yet. It has come to Straight’s attention that Cutrite has accidentally left a plastic needle protector in the belly of a patient he recently operated on. Dr. Cutrite says the needle protector is harmless to the patient; therefore, he has refused to inform the patient of the error. However, the case has raised the question of medical fitness of D, Cutrite. Although Straight demonstrates moral awareness by demonstrating the risks possessed by Cutrite and the appropriate decisions he should take, he is reluctant as he considers Cutrite politically powerful, which could threaten his position at the hospital.
Ethical Issues
There are several ethical issues present in the current case. First, Straight has intentionally put the patient’s life at risk by allowing Dr. Cutrite full practice privileges despite being aware of his significant mental and physical decline. Secondly, Dr. Cutrite has failed to be truthful to the patient by disclosing the medical error, even though it might not be life-threatening. Thirdly, Straight fears the consequences of reducing the work privileges of Dr. Cutrite due to his political influence, which is an indicator of the presence of workplace activity and a deficiency in ethical policies to address the issue at work.
Factors Contributing to the Issue
The ethical issue in the case of needle protectors is a product of several factors. First, the issue was caused by a medical error caused by Dr. Cutrite due to his declining mental and physical abilities. The error also resulted from Straight’s negligence since he was aware of Dr. Cutrite declining competencies, yet he allowed him full practice privilege, thus deliberately endangering patients’ lives. Secondly, the moral judgment of the operating room supervisor led to the discovery of the case. The operating supervisor figured out that if the needle was missing at the end of the operation, there was a high chance it was left inside the patient; thus, he thought it wise to inform the director of clinical services. Thirdly, Right’s moral awareness, and common sense contributed. He found it right to sermon the patient for a check-up to confirm the incidence even if it was harmless to the patient. Conversely, Dr. Cutrite’s response was unethical. He thought it was unnecessary to inform the patient of the occurrence. The patient has a right to know everything regarding their treatment decision.
Communication Approaches
Effective interdisciplinary and interpersonal communication within a healthcare setting is essential in handling issues effectively and preventing them from escalating t ethical dilemmas (Kyaw et al., 2019). In the current case, there were instances of effective and ineffective communication. First, the operating room supervisor noted a missing needle protector and communicated her findings to the director of clinical services. This communication resulted in discovering a medical error that could have gone unnoticed. Secondly, Mr. Straight portrayed effective communication. After learning about the incident, he decided to communicate with the patient. However, he was informed the patient was discharged and suffered by calling the patient back for evaluation to confirm the incidence. Straight then contacted the chief of surgery to enquires about the potential risks of the error to the patient. This communication approach made him discover the consequences of Dr. Cutrite’s actions. On the contrary, Dr. Cutrite demonstrated ineffective communication. His decision to refrain from informing the patient of the error impaired the patient’s right to information and autonomy in decision-making regarding her treatment approach. The ineffective communication created an ethical issue.
The approaches used by professionals to deal with the issue
The issue of needle protectors reflects ethical and quality deficiencies in a healthcare setting. The approaches used by many professionals to address the issue are guided by the medical practitioner’s code of conduct and quality improvement guidelines for healthcare facilities, all aimed at promoting patient health and protecting the patients from harm. Based on these guidelines, addressing the issue mainly ensures healthcare providers offer quality services and protect the patients from intentional harm (Rainer, Schneider & Lorenz, 2018). For instance, in the current case, the ethical issue arose from the hospital director of clinical services’ ignorance of the quality of services rendered by the physicians. Therefore, the issue could be addressed by focusing on the quality or performance of the facility’s healthcare workers. The approach entails monitoring the employee’s competencies, performance, quality of services, and privileges based on competency. Other facilities address the issue by implementing ethical protocols to address such instances and providing training n communication skills to the medical workers.
Applying Ethical Principals
Ethical principles provide the framework for tackling ethical dilemmas that may arise during clinical practice. Several ethical principles apply to the case. The ethical principle of beneficence, nonmaleficence, and autonomy are applicable in the case of the needle protector (McDermott-Levy, Leffers & Mayaka, 2018). The principle of beneficence mandates the healthcare provider to act for the patient’s benefit, defend the right of the patent, prevent harm, and remove conditions that may cause harm to the patient. Non-maleficence mandates providers to avoid intentionally cause harm to the patient and depriving others of the goods of life. Autonomy gives the patient the right to decision-making regarding their clinical care (Rainer, Schneider & Lorenz, 2018). Therefore, Straight should contact the patient for follow-up care to confirm the incidence and give the patient the power to decide whether to remove the needle protector or not and whether to file a lawsuit or not. Withholding the information is intentionally causing harm to the patient as the discomfort could deprive her of a quality life. Besides, allowing impaired practitioners full privilege in intentionally putting patients at risk of medical errors. In that regard, Straight should reduce Dr. Cutrite privileges to protect the patient.
Conclusion
As the complexity of the healthcare system and technology integration in healthcare increases, the risk of ethical issues increases. Healthcare facilities can help facilitate the continuous quality performance of practitioners through monitoring and implementing ethical policies and procedures to deal with unethical providers. This will help get rid of underperforming providers that put patients at risk.
References
Kyaw, B. M., Posadzki, P., Paddock, S., Car, J., Campbell, J., & Car, L. T. (2019). Effectiveness of digital education on communication skills among medical students: systematic review and meta-analysis by the digital health education collaboration. Journal of medical Internet research, 21(8), e12967. https://www.jmir.org/2019/8/e12967/
McDermott-Levy, R., Leffers, J., & Mayaka, J. (2018). Ethical principles and guidelines of global health nursing practice. Nursing Outlook, 66(5), 473-481. https://doi.org/10.1016/j.outlook.2018.06.013
Rainer, J., Schneider, J. K., & Lorenz, R. A. (2018). Ethical dilemmas in nursing: An integrative review. Journal of Clinical Nursing, 27(19-20), 3446-3461. https://doi.org/10.1111/jocn.14542

In a 2- to 3-page paper, address the following:

1. Identify the psychotherapeutic approach that the group facilitator is using, and explain why she might be using this approach.

2.Determine whether or not you would use the same psychotherapeutic approach if you were the counselor facilitating this group, and justify your decision.

3. Identify an alternative approach to group therapy for addiction, and explain why it is an appropriate option.

Support your position with evidence-based literature within the last 5 years

Use the attached case study to answer above questions

Classmate Response (1): Topic 8 DQ 1 -Role of Statistics in Public Health
QUESTION-Refer back to your response to Topic 1 DQ 1: “Statistics is an important component of public health. Explain the relevance of statistics in the planning, implementation and evaluation of a health promotion intervention. How do you envision using statistics in your current or future career?” After completing the course, how has your vision changed regarding the role statistics will have in your current or future career?
Classmate(Samantha’s) Response-
As we are towards the end of this course, my vision has changed regarding the role of statistics have in my future career as there are so many components of suing codes and implementing the data a certain way. It opened up more ways for me to utilize statistics in Mental Health. It honestly solidifies that this is a required skill to ensure the best exposure of public health programs-specifically mental health. In my initial post for topic 1, I have said that Statistics give us an approach to do this more systematically and accurately (Population Health Assessment 2021). There are the business components of the certifications of opening up a facility but the specific components require statistics. I would need to figure out the population that needs mental health resources or in the specific community and the lack of. I would also need to do research on how the other mental health resources at different facilities are, what did not work at that facility and how I could avoid any issues that has already occurred at other facilities in the community.
As we are towards the end of this course, my vision has changed regarding the role of statistics have in my future career as there are so many components of suing codes and implementing the data a certain way. It opened up more ways for me to utilize statistics in Mental Health. It honestly solidifies that this is a required skill to ensure the best exposure of public health programs-specifically mental health. This class has just made me gear towards the right step towards a success in opening my own behavioral hospital one day.
Resources
Population Health Assessment. (n.d.). Basic statistics for public health. Population Health Assessment. Retrieved September 12, 2021, from https://phesc.ca-central.catalog.canvaslms.com/browse/pha/courses/basic-statistics-for-public-health.
ORDER A PLAGIARISM-FREE PAPER HERE !!
Solution
This course has changed the way I viewed application of statistics in mental health and has opened may thinking to various ways that I can utilize statistics to improve mental health care. Some of the ways statistics can be applied include determining the likelihood of service utilization in the community. When providing mental health care, it is essential to establish market characteristics such as sex, income, age, and race of the group to determine which services will be most appropriate, statistics can be utilized to provide this information. Statistics are crucial when analyzing the existing market; I can use statistics to determine the trends in mental health practice, and also to learn about the industry for example what has previously worked in communities similar to the one I will be serving and what has failed (Dhaka & Johari, 2016). This will help to avoid wastage of resources and time. Statistics are also important in determining the prevalence of mental conditions in a community, how the disease manifests and people that most affected by specific. These statistics are important in determining the diagnosis and to provide to meet the challenges the community experiences. Statistics are also important in determine the effectiveness of the intervention, by reviewing patient treatment history I can be able to easily determine whether an intervention works or not and therefore make the necessary adjustment to improve the services provided. When planning and implementing mental health intervention, statistics play a crucial role in determining how to design the promotion activities, the language to use and communication channels. Different population segments prefer different promotional strategies and statistics can be used to obtain information about the demographics of the community (Peterson et al., 2019).
References
Dhaka, P., & Johari, R. (2016, March). Big data application: Study and archival of mental health data, using MongoDB. In 2016 International Conference on Electrical, Electronics, and Optimization Techniques (ICEEOT) (pp. 3228-3232). IEEE. https://ieeexplore.ieee.org/abstract/document/7755300
Petersen, K. J., Qualter, P., & Humphrey, N. (2019). The application of latent class analysis for investigating population child mental health: A systematic review. Frontiers in psychology, 10, 1214. https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01214/full

Assignment: Application: Taking a Stand
Effective leaders have a high degree of self-awareness and know how to leverage their strengths in the workplace. Assessments are a valuable tool that professionals can use to learn more about themselves and consider how their temperament and preferences influence their interactions with others.
As you engage in this learning process, it is important to remember that everyone—regardless of temperament type or related preferences—experiences some challenges with regard to leadership. The key to success is being able to recognize and leverage your own strengths while honoring differences among your colleagues.
At some point in your leadership career, you will encounter an ethical or moral dilemma that requires you to take a stand and defend your position.
For this Assignment, you evaluate an issue and consider how you could act as a moral agent or advocate, facilitating the resolution of the issue for a positive outcome.
To prepare:
Consider the examples of leadership demonstrated in this week’s media presentation and the other Learning Resources.
To further your self-knowledge, you are required to complete the Kiersey Temperament as indicated in this week’s Learning Resources. Consider your leadership style, including your strengths for leading others and include your results from Kiersey Temperament Sorter to describe potential challenges related to your leadership style.
Mentally survey your work environment, or one with which you are familiar, and identify a timely issue/dilemma that requires you to perform the leadership role of moral agent or advocate to improve a situation (e.g., speaking or acting on behalf of a vulnerable patient, the need for appropriate staffing, a colleague being treated unfairly).
What ethical, moral, or legal skills, dispositions, and/or strategies would help you resolve this dilemma? Define the differences between ethical, moral, and legal leadership.
Finally, consider the values and principles that guide the nursing profession; the organization’s mission, vision, and values; the leadership and management competencies addressed in this course; and your own values and reasons for entering the profession. What motivation do you see for taking a stand on an important issue even when it is difficult to do so?
To complete:
By Day 7
Write a 4 to 5 page paper (page count does not include title and reference page) that addresses the following:
Introduce the conceptual frameworks of the ethical constructs of ethics, moral, or legal standards and the purpose of the paper.
Consider an ethical, moral, or legal dilemma that you have encountered in your work environment and describe it.
Analyze the moral, ethical, and legal implications utilized in this situation. Describe your role as a moral agent or advocate for this specific issue.
Consider your leadership styles identified by your self-assessment and determine if they act as a barrier or facilitation during this dilemma.
The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements.

Journal
What worries you the most about becoming a nurse? What are things you can do diminish your worries? What can we help you with? What do you think you can do to diminish your worries? What can we help you with? What do you think just needs a little time?
ORDER A PLAGIARISM-FREE PAPER HERE !!
Solution
Journal
What worries me most about becoming a nurse is working in healthcare facilities that are significantly understaffed and not receiving adequate compensation for extra work. This is because as the population in the US has continued to age, the demand for health care services has kept rising over the years. An elderly population is, therefore, more susceptible to lifestyle conditions that require consistent health care services. The high demand for health care services in the US has therefore not been matched with the production of an adequate healthcare workforce. A lot of healthcare facilities in the US are significantly understaffed, which results in nurses being assigned significant workloads and being required to work extra hours with no compensation. The significant workloads assigned to nurses also contribute to the challenge of nurse burnout. My main worry about becoming a nurse is experiencing burnout after only a few years of my career. It is likely that I can get a job in a healthcare facility that is significantly understaffed and be required to work extra hours. Such a scenario can affect my life-work balance and eventually contribute significantly to burnout.
One of the things I can do to diminish my worries related to nurse burnout when I get employed is to research the healthcare facilities I intend to work for. Taking time to research the healthcare facilities before applying for a nursing position can therefore help me to determine the current nursing staff ratios in such facilities and avoid applying for a job in significantly understaffed facilities. I can also diminish my worries by being actively involved in advocacy targeting various authorities to try and increase the number of nurse practitioners being trained in education facilities.

Assignment 2: Practicum: Decision Tree
Childhood psychosis is extremely rare; however, children that present with psychosis must be carefully assessed and evaluated with appropriate interviewing of parent, child, and use of assessment tools.
For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat clients presenting with early onset schizophrenia.
Learning Objectives
Students will:
Evaluate clients for treatment of mental health disorders
Analyze decisions made throughout diagnosis and treatment of clients with mental health disorders
The Assignment:
Examine Case 3: You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.
At each Decision Point, stop to complete the following:
Decision #1: Differential Diagnosis
Which Decision did you select?
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?
Decision #2: Treatment Plan for Psychotherapy
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?
Decision #3: Treatment Plan for Psychopharmacology
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Also include how ethical considerations might impact your treatment plan and communication with clients and their families.
Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.
By Day 7 of Week 10

Week 5 Nur 676A
Select one of the following case studies to address. In the subject line of your post, please identify which prompt you are responding to, for example, choice #2 using Schedule II substances.
1. Jana, a 36-year-old single mother of three children, has a 15-year history of asthma. For the past month, she has been using albuterol every day. Previously, she had been using the inhaler every 3 to 4 months. She is in the office for a refill. What further information is needed to treat this patient and why? What clinical guidelines should you refer to for her medication management and why?
2. Susan is a 47-year-old female patient in for a follow-up visit to monitor her treatment for type 2 diabetes. Regular insulin was added to her treatment regimen last month. She denies symptoms of hypoglycemia and her glucose levels have been between 60 and 80. She tells you that her visit to her cardiologist went well and she has prescribed a new medication, atenolol. Discuss the possible complications when patients with diabetes are treated with a beta-blocker. Are certain beta-blockers more likely to create problems more than others are?
3. Lester is a 67-year-old male who is prescribed Warfarin for his new onset atrial fibrillation. He is concerned about starting this medication and admits he is forgetful about taking meds and doesn’t understand why he has to have follow-up blood tests. Discuss the patient education you would offer about Warfarin (include side effects). How would you address his concerns and questions? How can you ensure your patient education information is accurate and up to date?
Place your order today!
Solution
Week 5 Nur 676A Case Study
DQ 2: Complications of treating diabetic patients with beta blockers.
Beta-blockers have been established to decrease cardiovascular and total morbidity and mortality rates in hypertensive diabetic patients. Severe hypoglycemia is a major risk in diabetic patients on insulin therapy or sulfonylureas (Tsujimoto et al., 2017). Hypoglycemia is a severe iatrogenic complication that mostly occurs in Type 1 diabetes (TIDM) and in advanced diabetic nephropathy. Studies suggest that beta blockers can avert or mitigate the undesirable effects following an incidence of severe hypoglycemia, including hypokalemia and severe hypertension (Tsujimoto et al., 2017). Beta blockers are also associated with reducing cardiac arrhythmias and mortalities caused by severe hypoglycaemia.
Beta-adrenergic stimulation increases secretion of insulin and glucagon and enhances gluconeogenesis, glycogenolysis, and lipolysis. Even though beta blockers can help in attaining the maximum desired effects of glycemic therapy owing to reduced effects after a severe low blood sugar incident, they are associated with a risk of another incident of severe hypoglycemia. According to Dungan et al. (2019), beta-blockers have been attributed to a high cardiovascular risk in diabetics and cardiac conditions. However, it is uncertain if low blood sugar or hypoglycemic agents contribute to the risk.
In T1DM, beta-blockers can prolong, improve, or alter hypoglycemic symptoms. However, beta-blockers are attributed to a major risk of hyperglycemia in Type 2 diabetes (T2DM) (Tsujimoto et al., 2017). Beta-blockers are likely to elevate concentrations of blood glucose and antagonize the mechanism of action of oral hypoglycemic agents. Beta-blockers inhibit insulin secretion, which is highly likely to cause hyperglycemia in T2DM patients, with abnormal production of insulin in the event of hyperglycemia. Tsujimoto et al. (2017) established that administration of beta-blockers is connected with a high risk for cardiovascular disorder to some degree. The cardiovascular risk was due to a high incidence of severe low blood sugar level. The risk can prevail over the benefit of reducing the side effects after an episode of severe low blood sugar.
The different types of beta-blockers cause complications in different degrees. Non-selective beta-blockers have the highest concern of hyperglycemia in type 2 diabetic patients. They block catecholamine-induced arterial vasodilation, which is mediated by Beta-2 receptors (Tsujimoto et al., 2017). This contributes to unopposed stimulation of alpha-receptors during hypoglycemia. However, nonselective beta-blockers such as carvedilol, has been demonstrated to avert the anticipated altered autonomic response to low blood sugar known to occur after an incident of hypoglycemia.
According to Dungan et al. (2019), propranolol, a nonselective beta-blocker, has been found to cause undesirable hemodynamic effects during hypoglycemia. The effects are probably a result of unopposed activity of alpha-1 receptors than in selective beta-blockers. In addition, the use of carvedilol is connected with better low blood sugar symptom scores and a better metabolism profile than metoprolol. This impacts the amount of insulin administered and prevents hypoglycemia episodes.
References
Dungan, K., Merrill, J., Long, C., & Binkley, P. (2019). Effect of beta blocker use and type on hypoglycemia risk among hospitalized insulin requiring patients. Cardiovascular diabetology, 18(1), 1-9.
Tsujimoto, T., Sugiyama, T., Shapiro, M. F., Noda, M., & Kajio, H. (2017). Risk of Cardiovascular Events in Patients With Diabetes Mellitus on ?-Blockers. Hypertension (Dallas, Tex. : 1979), 70(1), 103–110. https://doi.org/10.1161/HYPERTENSIONAHA.117.09259

By Day 3 of Week 3
Post a description of experiences or observations about how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization. Suggest at least one strategy on how these interactions might be improved. Be specific and provide examples. Then, explain the impact you believe the continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions.
Place your order today!
Solution
Discussion: Interaction between Nurse Informaticists and Other Specialists
Nurse informaticists have specialized knowledge and skills in collecting, accessing, and applying data in healthcare. I work in a hospital that provides preventive, curative, and rehabilitative healthcare services to individuals across the lifespan. Nurse informaticists interact with other healthcare professionals when collecting, accessing, and retrieving patient data (McGonigle & Mastrian, 2017). The nurse informaticists developed an electronic medical record (EMR) tool, which facilitates data collection and safe storage of patient data. Nurse informaticists work alongside other professionals in applying the data recorded in EMR in decision-making and predicting patient outcomes. Informaticists guide nurses and clinicians on using EMR and other technology systems such as the computerized provider order entry (CPOE) and Clinical decision support systems (CDSS). Health providers often consult nurse informaticists in the events of technology system downtime or failures.
The interactions between nurse informaticists and other health professionals can be enhanced by conducting regular training on the use of health IT systems such as the EMR, CPOE, and CDSS. Informaticists can train the providers on actions to take in case of system downtime (McGonigle & Mastrian, 2017). They can also train them on collecting appropriate data that will help them make better treatment decisions and improve patient care (McGonigle & Mastrian, 2017). Informaticists can train clinicians on the appropriate way of documenting data in the EMR to avoid gaps in patients’ health data.
The continued evolution of nursing informatics and the emergence of new technologies might impact professional interactions by conveying patient data and care interventions among the healthcare team (Walsh et al., 2018). Health technology can enhance how health professionals communicate and support easy and prompt consultations among specialists (Walsh et al., 2018). For instance, a PCP can use health technologies such as the electronic health record to consult various specialists when managing a patient, such as a cardiologist, ophthalmologist, gastroenterologist, and dermatologist. The technology advancements can save time normally spent on referring patients to consultants and improve patient outcomes.
References
McGonigle, D., &Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.
Walsh, K. E., Secor, J. L., Matsumura, J. S., Schwarze, M. L., Potter, B. E., Newcomer, P., Kim, M. K., & Bartels, C. M. (2018). Secure Provider-to-Provider Communication With Electronic Health Record Messaging: An Educational Outreach Study. Journal for healthcare quality: official publication of the National Association for Healthcare Quality, 40(5), 283–291. https://doi.org/10.1097/JHQ.0000000000000115