Nursing

please find two articles within 5 yr period  and attached with the paper separately. Topic : The Role of Risk Factors in the Outcome Measures in patients Diagnosed with COVID-19 Please review the current literature and provide an article that relates to your assigned topic. In this thread, please discuss how this article will be beneficial to your assigned topic.  Pretty much you just have to write a discussion about the articles.

Consider how compensation for healthcare services shape delivery of care, and reflects policy and policy changes and write a paper that addresses the bullets below. Be sure to completely address each bullet point. There should be four (4) sections in your paper; one for each bullet below. Separate each section in your paper with a clear brief heading that allows your professor to know which bullet you are addressing in that section of your paper. Include a “Conclusion” section that summarizes all topics. This assignment will be at least 1250 words.   This week you will reflect upon accountability in healthcare finance to address the following: Discuss the history of private health insurance and manage care and how it involved into a healthcare industry?   Identify the key federal laws that protect individuals who are enrolled in private insurance. Briefly discuss consumer-driven healthcare and the empowerment of the healthcare consumer. Explore the opportunities which have emerged for nurses within the private insurance market.

Imagine you are the nurse manager on a unit. What strategies will you use to include your team in budget development? How will you keep your team informed about budget decisions throughout the year?   Submission Instructions: Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points. You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.)  All replies must be constructive and use literature where possible. Please post your initial response by 23:59 Thursday, and comment on the posts of two classmates by 23:59 Sunday. You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.  Grading Rubric  Your assignment will be graded according to the grading rubric. Discussion Rubric Criteria Ratings Points Identification of Main Issues, Problems, and Concepts 5 points Distinguished Identify and demonstrate a sophisticated understanding of the issues, problems, and concepts. 4 points Excellent Identifies and demonstrate an accomplished understanding of most of issues, problems, and concepts. 2 points Fair Identifies and demonstrate an acceptable understanding of most of issues, problems, and concepts. 1 points Poor Identifies and demonstrate an unacceptable understanding of most of issues, problems, and concepts. 5 points Use of Citations, Writing Mechanics and APA Formatting Guidelines 3 points Distinguished Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. High level of APA precision and free of grammar and spelling errors. 2 points Excellent Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing. Moderate level of APA precision and free of grammar and spelling errors. 1 point Fair Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing. APA style and writing mechanics need more precision and attention to detail. 0 point Poor Ineffectively uses the literature and other resources to inform their work. An unacceptable use of citations and extended referencing. APA style and writing mechanics need serious attention. 3 points Response to Posts of Peers 2 points Distinguished Student constructively responded to two other posts and either extended, expanded or provided a rebuttal to each. 1 points Fair Student constructively responded to one other post and either extended, expanded or provided a rebuttal. 0 point Poor Student provided no response to a peer’s post.   2 points Total Points: 10

This is a graded discussion: 100 points possible due Sep 10 Unit 2 Discussion No unread replies. No replies. A discussion is a crucial avenue for learning about literature, experiencing an online classroom, and developing critical thinking skills. We will discuss the unit readings each week in a forum similar to this one.  This discussion will focus on comparing gender roles in Susan Glaspell’s Trifles (2013) with gender roles in the 21st century. The play can be found at the following site: https://www.gutenberg.org/files/10623/10623-h/10623-h.htm#TRIFLES  (Links to an external site.) Instructions: I have asked several questions below. In two separate initial posts, answer any two of my questions by Day 4. These initial posts should be thoughtful and complete, about 150 words each. Copy and paste the discussion question to which you are responding at the top of each initial response.   Return to the forum on a second day this week read your peers’ posts. Respond to at least two of your peers. These posts should be substantive and add to the discussion. This could include asking a probing question or relating your own experience with whatever they’ve posted about initially. Response posts are due by day 7 of the unit.   All discussion forum posts should be written in complete sentences in proper standard written English. Check posts for grammatical and spelling errors, maintain a professional and respectful tone, and answer the question thoroughly.    Three (3) posts are required this week for full credit for this discussion. You should post on at least three separate days during the unit.   Choose two of the following prompts: How do the men and women in Glaspell’s play (2004/2011) compare with the gender roles of men and women today? How have men and women changed in terms of their gender roles in the last 100 years? Do women today stand in solidarity with one another as they did in Trifles (Glaspell, 2004/2011)? Does society view men and women today as they were viewed in Glaspell’s play (2004/2011)? If you have any questions as you work, be sure to let me know! Reference Glaspell, S. (2016). A jury of her peers. Annenberg Foundation. https://classroom.galencollege.edu/courses/2533765/modules/items/46552165 Glaspell, S. (2004/2011). Trifles. In S. Shell & S. Brown (Eds.).  Project Gutenberg.  https://www.gutenberg.org/files/10623/10623-

What strategies might a professional nurse use in his/her work environment to advocate for the implementation of nursing theory as a framework for quality practice?  Instructions: Your essay must be at least 500 words, formatted and cited in current APA style with the support of at least 2 academic sources. Resources:  Aliakbari, F., Parvin, N., Heidari, M., & Haghani, F. (2015). Learning theories application in nursing education. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4355834/ Learning theories are the main guide for educational systems planning in the classroom and clinical training included in nursing.

Outline the process for the development of nursing standards of practice for your state, including discussion of the entities involved in developing the standards of practice and how the standards of practice influence the nursing process for your areas of specialty. My specialty is hospice, my state is new Jersey.

Please react and respond to this post ….. The Hoffman and Bacon study that I included in my reply post is a compilation of other studies that have been researched by these authors and support their conclusions (Hoffman & Bacon, 2020). According to the American Society of Health-System Pharmacists (2020), there has been a significant increase, 72.9%, in the use of smart infusion pumps from 2007 to 2013. This study was generalized to include all U.S. hospitals. (Hoffman & Bacon, 2020). According to the errors mentioned in this study (2020), 54% included adverse drug reactions, 56% included medication errors, and 61% included life-threatening errors (Hoffman & Bacon, 2020). After the completion of these studies, more attention was brought to this issue and included in the “Making Health Care Safer II” report (Hoffman & Bacon, 2020). It has been concluded that more focus needs to be placed on the incorporation of smart pumps in healthcare facilities (Hoffman & Bacon, 2020). This would require the use of multidisciplinary teams (Hoffman & Bacon, 2020). It has also been determined that further research needs to be conducted on the ability of smart pumps to prevent medication errors (Hoffman & Bacon, 2020). According to the Institute of Safe Medication Practices (2020), these errors are occurring due to healthcare professionals not utilizing all of the safety features of these smart pumps. This institute has published updated safety guidelines since their original guidelines issued in 2009 and can be found on their webpage (Institute of Safe Medication Practices, 2020). References Hoffman, L., Bacon, O. (2020). Making Healthcare Safer III: A Critical Analysis of Existing and Emerging Patient Safety Practices [Internet]. Retrieved September 1, 2020, from https://www.ncbi.nlm.nih.gov/books/NBK555506/   Institute of Safe Medication Practices. (2020, February 11). ISMP Issues Revised and Expanded Guidelines for the Safe Use of Smart Infusion Pumps. Retrieved September 2, 2020 from, https://www.ismp.org/news/ismp-issues-revised-and-expanded-guidelines-safe-use-smart-infusion-pumps

Consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a PowerPoint presentation with an infographic (graphic that visually represents information, data, or knowledge. 1.Explain the concept of a knowledge worker 2 Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker. 3. Develop a simple infographic to help explain these concepts. 4. Present the hypothetical scenario (staffing in the hospital). Include examination of the data you could use, how the data might be accessed/collected. 5,.what knowledge might be derived from the data

Conducting a Diagnostic Interview With a Mental Status Exam Before moving through diagnostic decision making, a social worker needs to conduct an interview that builds on a biopsychosocial assessment. New parts are added that clarify the timing, nature, and sequence of symptoms in the diagnostic interview. The Mental Status Exam (MSE) is a part of that process. The MSE is designed to systematically help diagnosticians recognize patterns or syndromes of a person’s cognitive functioning. It includes very particular, direct observations about affect and other signs of which the client might not be directly aware. When the diagnostic interview is complete, the diagnostician has far more detail about the fluctuations and history of symptoms the patient self-reports, along with the direct observations of the MSE. This combination greatly improves the chances of accurate diagnosis. Conducting the MSE and other special diagnostic elements in a structured but client-sensitive manner supports that goal. In this Assignment, you take on the role of a social worker conducting an MSE. To prepare: Watch the video describing an MSE. Then watch the Sommers-Flanagan (2014) “Mental Status Exam” video clip. Make sure to take notes on the nine domains of the interview. Review the Morrison (2014) reading on the elements of a diagnostic interview. Review the 9 Areas to evaluate for a Mental Status Exam and example diagnostic summary write-up provided in this Week’s resources. Review the case example of a diagnostic summary write-up provided in this Week’s resources. Write up a Diagnostic Summary including the Mental Status Exam for Carl based upon his interview with Dr. Sommers-Flanagan. By Day 7 Submit a 2- to 3-page case presentation paper in which you complete both parts outlined below:     Part I: Diagnostic Summary and MSE Provide a diagnostic summary of the client, Carl. Within this summary include: Identifying Data/Client demographics Chief complaint/Presenting Problem Present illness Past psychiatric illness Substance use history Past medical history Family history Mental Status Exam (Be professional and concise for all nine areas) Appearance Behavior or psychomotor activity Attitudes toward the interviewer or examiner Affect and mood Speech and thought Perceptual disturbances Orientation and consciousness Memory and intelligence Reliability, judgment, and insight Part II: Analysis of MSE After completing Part I of the Assignment, provide an analysis and demonstrate critical thought (supported by references) in your response to the following: Identify any areas in your MSE that require follow-up data collection. Explain how using the cross-cutting measure would add to the information gathered. Do Carl’s answers add to your ability to diagnose him in any specific way? Why or why not? Would you discuss a possible diagnosis with Carl at this point in time? Why? Support Part II with citations/references. The DSM 5 and case study do not need to be cited.  Utilize the other course readings to support your response.

1.          REVIEW THE POST BELOW “Discuss the level of trust in your department or, in the words of Patrick Lencioni, your “first team”- that team that has and deserves your loyalty and best efforts. What’s the temperature? Can people speak freely and embrace new ideas? Does your department suffer from silence or cynicism- a chilling effect in a team?” (Longman, 2012, p.136).      The temperature of my previous educational institution was positive or warm. Individual’s could speak freely about ideas and were able to embrace new concepts and suggestions for the team. Although this culture existed there were some that still suffered from silence or an unwillingness to speak up. In my opinion, this was due to their introverted nature, lack of self-confidence, or fear of being wrong or looking uninformed. I too have had feelings of insecurity that have ultimately limited my willingness to speak up. However, I do not believe that this was the dominant reaction or behavior within the institution or that it was the result of a culture of silence. When students or other faculty introduced new methods for instruction or suggestions for improvement they were welcomed, appreciated, and accepted. These suggestions and constructive criticism were then utilized to create improvements within the organization.  2.     “Every environment will have a temperature or trust fluctuations. Can you identify best practices that have built trust in your environments? What threatens trust in your environment?” (Longman, 2012, p.136).      At my previous institution, my advisor and the dean reached out to extend their condolences after my mother-in-law unexpectedly died in our home. This act of kindness established a trusting relationship that I want to emulate in my teaching career. It is essential as leaders to remember to be compassionate and supportive when others need it. This is part of our Christian faith to model and extend grace and compassion (Longman, 2012). The intentional promotion of trust enhances the quality culture within an educational institution (Dzimi?ska et al., 2018). Building a high reputation for the institution can help build students’ trust in the institution. When faculty support students they can attach to the school and develop trust. This occurs through the demonstration of shared values, beliefs, expectations, and commitment to quality (Dzimi?ska et al., 2018). However, there are things that threaten trust within an organization as well. Examples include providing nonconstructive criticism or feedback, displaying a culture of blame and negativity, exhibiting a lack of follow-through, and being unwilling to change or listen to suggestions or ideas. Additionally, when staff minimize current research-informed teaching, they undermine trust (Longman, 2012). All these behaviors threaten the development of trust in the faculty as well as in the organization.  3.     “What are the obstacles, if any, for building new levels of trust?” (Longman, 2012, p.136).      Obstacles for building trust include fear, individualism, and barriers to commitment (Longman, 2012). Individualism is stressed in education and is a by-product of the job as an educator. However, this can be an obstacle to overcome when seeking to understand each other and team roles. Moreover, the overwhelming responsibilities and duties of faculty can be an obstacle to building new levels of trust. Sometimes it may feel as though there are not enough hours in the day to provide the individualized feedback required for adequate student engagement. Fear of change and a lack of self-confidence can also pose a challenge to attaining higher levels of trust within an organization. Lastly, barriers to commitment, such as a perceived lack of sufficient time to hold individuals accountable as well as to appropriately follow-through with agreements, can also inhibit the attainment of the next level of trust.  4.     “What simple steps could you take to value another person in your department or on your team?” (Longman, 2012, p.136).      There are several simple things that can be done to show that a team member or department is valued within the organization. Showing staff that they are appreciated can be as simple as verbalizing your appreciation for their individual hard work or by acknowledging them among their peers and the organization. Cultivating a culture of gratitude not only exemplifies value but also reinforces trust (Longman, 2012). Moreover, listening to the concerns, suggestions, and ideas of team members demonstrates the individual’s value to the organization and processes.  5.     “What could you do to show that you are for the other in your team or departmental relationships?” (Longman, 2012, p.136).      Being for others and departmental relationships mean having their back and making hard calls with humble sensitivity. It requires an individual to look out for the interest of others and not just one’s self. Furthermore, supporting, promoting, and defending staff are essential elements to being for others. Lastly, getting to know the roles of others within the department and the team and making a commitment to truly understanding their part within the team illustrates this quality (Longman, 2012). 6.     “How could you personally do or be something that contributes to moving your team or institution to a higher level of trust?” (Longman, 2012, p.136)      I can contribute to the development of higher levels of trust by being for others, providing timely and useful feedback for improvement, promoting a culture of gratitude, learning team roles and responsibilities to better support the needs of my team, being honest and respectful, and actively listening and responding to the ideas and needs of others (Longman, 2012). 7.     “Take these questions to the next rung of your institution” (Longman, 2012, p.136).      As I continue to investigate these questions and their application to all levels of the organization, I will be able to promote a trusting relationship with others and cultivate higher levels of trust within the organization and institution. These questions can also assist in cultivating a culture of quality and honesty thus improving the overall temperature of the environment.   Chapter 7 Questions  1.     Which of the factors described in the chapter might have been at work during an incident that surprised or irritated you? Does understanding their perspectives help to understand their response?      Looking back at an incident where I was irritated by a response when working with faculty it is clear to see after reading this chapter that they were doing what they have been trained to do and following their chain of command and the current policies (even if the policies were outdated). It does help me understand where they were coming from. There is a specific process that must be followed in order to achieve desired results that will stand the test of implementation. 2.     On your faculty, who has the greatest authority? How was the authority negotiated?       The team has the greatest authority because no one man can do it all. Even the dean must have support. I feel that although the dean is the head of the institution the board, staff, and faculty all have stake and place within the decision-making process. The authority was negotiated based on the determined roles and responsibilities of each team member. I think the quote in this chapter said it best, “authority works only to the degree that subordinates accept it and choose to cooperate with it” (Longman, 2012, p. 163). 3.     If you needed to bring about change that would affect the faculty, where would you start? Which people would you involve?      I would begin with the people on the front lines in which it affects directly. This would allow me to determine how the process affects them and to obtain their concerns, suggestions, ideas, and any other input regarding the change. Next, I would approach the key stakeholders to obtain their input. Depending on the change I would approach students, administrators, other educators, and equipment and logistics managers. Later I would advance the proposal to the chair, board, and dean.  4.     Is Roland similar to anyone you know? Explain a situation this reminds you of.       I have worked alongside people like Roland. I was part of a committee that was trying to obtain approval to implement a new process within the organization. It was very similar to the example in that the details had been discussed at great length prior to the presentation, however, once it was time for the questions and answers portion, one of the team members began to reexamine aspects of the process that had already been ironed out. I think that this was not an attempt to sabotage the proposal but instead to bring light to continued concerns regarding the process. I think that the individual really wanted to new process to not only work but be sustainable and that he raised these concerns as he did in an attempt to ensure the success of the future implementation.  5.     Strategies for securing buy-in to the institutions mission? Does staff and faculty buy-in differ?      Strategies for securing buy-in include taking the time to obtain input from staff, faculty, and those on the frontline of the work, demonstrating the purpose, value, and passion behind the mission, being humble, honest, accepting, and appreciative of any and all input, and illustrating that at the core of the mission is our theological heritage and the role of Jesus Christ at the center of everything (Longman, 2012). Staff and faculty buy-in may be different because of the roles, responsibilities, and varying personalities between them. What is most important to one may not be the most important element to another individual. However, at the core, the buy-in will have a similar target with the institution’s mission to serve for God and through his word.  6.     What new strategies can you take to increase the level of trust within your organization?      I think I will make sure to be for others by supporting others in any way I can. I will grow a culture of gratitude by acknowledging the hard work of others and recognizing their value to others within the organization. I will be honest, accountable, and follow-through with my actions. I will learn the roles of other members of the team to gain a better understanding of their part within the mission. AFTER Reviewing the posts, offer feedback or suggestions. What elements of the culture of higher education are similar? different? Provide examples.  Consider the assertion that in higher education (and in nursing education), diversity is essential. Not only does the organization have a culture, but each person, whether student, faculty, staff, or leader, also comes from a unique experience and/or culture. How does this impact the communication from the leader? 1 page, 3 scholarly references within the last 5 years.