Nursing

Reflective paper
1. What are the advantages and disadvantages of nursing subspeciality groups having separate codes of ethics?
2. Does your subspecialty of nursing practice (or the one you are currently studying for) have its own code of ethics? If so, compare and contrast it with the ANA Code of Ethics.
Write a reflective paper to address those 2 questions.
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Solution
Code of ethics guides conducts among health professionals in patient encounters. Olson and Stokes (2016) assert that it justifies the profession’s role as the core purveyors of care. The nursing practice comprises various subspecialties, with some having a different code of ethics that regulates their health care provision and interprofessional relations. Having separate codes of ethics for these nursing subspeciality groups has various advantages and disadvantages. The advantage associated with this different code of ethics for nurses is that they provide appropriate guidance to a diverse range of health issues that may be limited or overwhelm a given subspecialty group. Various ethical considerations and dilemmas could thus be addressed effectively by considering the code of ethics across the various subspecialties (Mallari & Tariman, 2016).
The disadvantage of having a different code of ethics for each nursing subspecialty group is the limited scope of practice for such health professionals. The nurses in the various subspecialties would be tied or limited to practice within their code of ethics provisions. As such, there are extensive delays and time wastage upon encountering an ethical dilemma that their governing code of ethics could not address. The need for a standardized code of ethics for all nursing specialties is thus essential in enhancing the quality of care delivery. Compliance with these codes of ethics would also be a debilitating health care issue since the health care professionals are less likely to adhere to their corresponding code of ethics.
My nursing practice specialty, nurse executive, does not have a distinct code of ethics. The nurse executive specialty relies on the American Nurses Association (ANA) code of ethics. In this specialty, nurses practice under the nonnegotiable ethical standards set in the ANA code of ethics. As such, the nurse executive has a fundamental role in protecting the patient’s rights, advocating for them, and upholding their safety (Nea & Faan, 2021). They are required to take actions that are consistent with their ethical obligations of providing optimal and quality patient care.
References
Mallari, M. G. D., & Tariman, J. D. (2016). Ethical frameworks for decision-making in nursing practice and research: an integrative literature review. J Nurs. Pract. Appl. Rev. Res, 7(1).
Nea, P. R., & Faan, B. (2021). Envisioning an Ethical Climate in Nursing Education Programs. Online Journal of Issues in Nursing, 26(1), 1-10.
Olson, L. L., & Stokes, F. (2016). The ANA code of ethics for nurses with interpretive statements: Resource for nursing regulation. Journal of Nursing Regulation, 7(2), 9-20.

NRNP 6665: PMHNP Care Across the Lifespan I
Assignment 2: Focused SOAP Note and Patient Case Presentation
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 with 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 is 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.
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Solution
PRAC 6665 Assignment 2 WEEK 3: Comprehensive Psychiatric Evaluation and Patient Case Presentation
Subjective:
CC (chief complaint): “I have been experiencing suicidal thoughts for the last three weeks.”
HPI: A.A. is a 35-year-old male that came to the clinic today with complaints of suicidal thoughts for the last three weeks. The client reported a series of events leading to the symptoms. They included having a depressed mood for almost all day and feeling hopeless. He also reported feelings of lack of energy, changes in appetite, and being socially isolated. He was worried that his interest in pleasure had declined significantly. A.A. also reported experiencing insomnia for the last two months and finding it hard to concentrate on things. He denied any suicidal plan or attempt. The symptoms could not be attributed to substance abuse, medication, or medical condition. The symptoms had affected his ability to engage in his social and occupational roles.
Substance Current Use: The client does not have a history of drug and substance abuse.
Medical History: No history of chronic illnesses or admission.
Current Medications: None
Allergies: Allergic to latex
Reproductive Hx: Married, has two children. He does not have a history of sexually transmitted infections or infertility. He does not have a history of increased urinary urgency and frequency.
ROS:
GENERAL: There is no evident weight loss, fever, chills, weakness, 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 is allergic to latex.
Objective:
Diagnostic results: Some diagnostic investigations were ordered to determine the cause of the client’s problem accurately. Laboratory investigations, including complete blood count and thyroid function tests, were performed. Complete blood work aimed at determining any other conditions contributing to the worsening of the client’s symptoms. Thyroid function tests were performed to rule out thyroid disorders such as hyperthyroidism, which may produce symptoms similar to depression. Radiological investigations, including an MRI scan, were ordered to rule out pathologies such as brain tumors, which may contribute to the client’s symptoms (Alshawwa et al., 2019). The results were unremarkable, leading to a potential diagnosis of a mental health problem.
Assessment:
Mental Status Examination: The client appeared dressed appropriately for the occasion. His orientation to self, others, time, and events were intact. His speech had a normal rate, speed, and volume. He maintained normal eye contact during the assessment. The self-reported mood of the client was depressed. He denied illusions, delusions, and hallucinations. He reported suicidal thoughts without plans or intent. The thought process was future-oriented.
Diagnostic Impression:
Major Depression: Major depression is the primary diagnosis for the client. He presents with symptoms that align with depression, as stated in DSM-5. According to DSM-5, patients suffering from depression present with complaints that include depressed mood for most days, almost every day, diminished interest and pleasure, social isolation, and feelings of guilt. They also experience suicidal thoughts, attempts, or plans alongside having trouble making decisions. Patients also report increased irritability, sleeping patterns, and appetite changes (Kraus et al., 2019; Pradier et al., 2021). A.A. has most of the above symptoms, making depression the primary diagnosis.
Insomnia: The secondary differential diagnosis that should be considered for the client is insomnia. According to DSM-5, patients with insomnia report a decline in the quality and quantity of sleep. Poor sleep quality alters their normal routines and their ability to undertake their social, academic, and occupational roles (Albrecht et al., 2019). Unlike A.A., patients with insomnia do not experience depressed moods, lack of interest and pleasure, and suicidal thoughts.
Bipolar Disorder: The third secondary diagnosis that may be considered for the client is bipolar disorder. Patients with bipolar disorder experience cycles of mania and hypomania. The symptoms of elevated mood alternate with those of depressed mood (Perrotta, 2019). A.A. did not report such cycling in mood experiences, ruling out bipolar disorder as a possibility in his case.
Reflections: I believe that I did my best in examining this client. I utilized professional knowledge and skills in obtaining accurate data that led to the diagnosis. I also utilized evidence-based data to make informed decisions about the potential mental health problem for the client. I also incorporated collaboration in patients’ assessment and development of diagnosis and the plan of care. I would use the Patient Health Questionnaire-9 (PHQ-9) to determine the severity of depressive symptoms should I have the opportunity to assess the patient again. The assessment data will guide the determination of the appropriate dosing for the client’s medications.
Case Formulation and Treatment Plan: A.A. has been diagnosed with major depression. He has been initiated on PO Zoloft 25 mg daily for the next month. He has also been enrolled in group psychotherapy sessions. He has been scheduled for a follow-up visit after four weeks to determine his response to treatment.
References
Albrecht, J. S., Wickwire, E. M., Vadlamani, A., Scharf, S. M., & Tom, S. E. (2019). Trends in Insomnia Diagnosis and Treatment Among Medicare Beneficiaries, 2006–2013. The American Journal of Geriatric Psychiatry, 27(3), 301–309. https://doi.org/10.1016/j.jagp.2018.10.017
Alshawwa, I. A., Elkahlout, M., El-Mashharawi, H. Q., & Abu-Naser, S. S. (2019). An Expert System for Depression Diagnosis.
Kraus, C., Kadriu, B., Lanzenberger, R., Zarate Jr., C. A., & Kasper, S. (2019). Prognosis and improved outcomes in major depression: A review. Translational Psychiatry, 9(1), 1–17. https://doi.org/10.1038/s41398-019-0460-3
Perrotta, G. (2019). Bipolar disorder: Definition, differential diagnosis, clinical contexts and therapeutic approaches. J Neuroscience and Neurological Surgery, 5.
Pradier, M. F., Hughes, M. C., McCoy, T. H., Barroilhet, S. A., Doshi-Velez, F., & Perlis, R. H. (2021). Predicting change in diagnosis from major depression to bipolar disorder after antidepressant initiation. Neuropsychopharmacology, 46(2), 455–461. https://doi.org/10.1038/s41386-020-00838-x

Public health-655- Topic 6 DQ 2 Human Migration
The question will be uploaded (see upload)
– 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.
-Please make sure you add the in text citations
NO PLAGARISM
-Add references to reference page
-Add the hyperlink/DOI for each reference in APA 7th edition format.
Thank you
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Solution
Roles and Responsibilities of International Organizations
The international organizations are responsible for initiating the implementation of action plans that promote the health and wellbeing of the migrants globally and coordinating the efforts with all member states. The constitution also mandates international organizations to ensure the migration process is managed in a human and orderly manner according to international law. They achieve this by assisting the member states to understand the challenges associated with migration and assist with operational challenges that are related to migration. During emergencies, the international organization is required to provide assistance, including healthcare, food, water, and assist with temporary housing (World Health Organization, 2019).
Compare these to the Roles and Responsibilities of Governmental Agencies
The difference between international organizations and governmental agencies in supporting the refugees is that international organizations mainly focus on developing regulations and guidelines that determine how refugees and immigrants are treated in the different countries to ensure that all member countries observe human rights and dignity. In contrast, the government agencies are involved in implementing the developed policies, such as ensuring that security for the refugees is maintained and that they are not exploited. The government agencies are also involved in determining land and settlement issues; they enforce law and order and provide legal assistance as required (United Nations, 2022).
Why would a Country Benefit from being a Member of an International Organization when Dealing with Humanitarian Crises?
Being a member of an international organization ensures that member countries receive the necessary assistance, including financial and healthcare resources when humanitarian crises arise. International organizations are quick to provide the needed support during humanitarian crises such as healthcare resources, food, temporary housing, legal, military, and diplomatic assistance to their member countries, which protects the country from further deterioration of the situation and assists in restoring order quickly the country (United Nations, 2022).
What role should the faith-based community fulfill when supporting the needs of the migrant community?
The faith-based community roles include providing healthcare assistance to vulnerable members. They also contribute to providing resources such as food, water, and clothes to the migrant communities. Since the government and the refugees respect them well, they are involved in providing education to the migrant community on sensitive topics such as gender violence; they also provide counseling services to the migrant to restore their emotional and spiritual wellbeing (Center for Migration Studies, 2018).
References
Center for Migration Studies, (2018) The Role of Faith-Based Organizations in Immigrants’ Health and Entrepreneurship Retrieved from: https://cmsny.org/publications/2018smsc-nicholson/
United Nations, (2022) Deliver Humanitarian Aid Retrieved from: https://www.un.org/en/our-work/deliver-humanitarian-aid
World Health Organization, (2019) Promoting the health of refugees and migrants: draft global action plan, 2019–2023 Retrieved from: https://www.who.int/publications/i/item/promoting-the-health-of-refugees-and-migrants-draft-global-action-plan-2019-2023

Problem Based Care Plan and Concept Map
Please complete a Problem Based Care Plan and Concept Map for Routine Post Partum I uploaded the template and the case study
Violet is a 21 y/o G1P1 who delivered a preterm male infant via c/s secondary due to a breech presentation born at 35 weeks weighing 5lbs 3oz with APGAR 7/9. The baby was born 1 hour ago, and the patient was moved to her postpartum room following an uncomplicated early postpartum recovery period. The baby is currently in the NICU for observation. No intraoperative complications, EBL of 1000 ml., low transverse incision. The patient had an unknown GBS status and was given prophylactic PCN during labor. Violet has chosen to breastfeed.
Violet is a ½ PPD smoker and smoked throughout her pregnancy. Violet is a single mother with minimal family support.
Early postpartum assessment (first hour): Patient bleeding moderate, lochia rubra, no clots noted, incision well approximated and intact without erythema or discharge.
Prenatal history: Violet had an uneventful pregnancy and was compliant with prenatal care since 6 weeks gestation. All prenatal labs WNL. Blood type O+.
Med/Surg Hx: Unremarkable
Family Hx: Unremarkable
Allergies: NKA
Medications:
Epidural morphine 2-3 mg post-delivery
PNV daily
Colace daily
Iron Daily for Hgb less than 11.0 mg/dl
Ibuprofen 800mg PO q 4-6 hours PRN pain
Oxycodone 5-10 mg PO q 4-6 hours PRN breakthrough pain. Pain less than 4/10 5mg, pain greater then 4/10 10 mg
PP CBC: Not resulted yet.
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Solution
Problem-Based Care Plan Worksheet
What assessment data does the nurse find as pertinent (recognize cues)?
• Patient bleeding moderate- EBL of 1000 ml which is within the normal range for C/S.
• lochia rubra, which is normal after delivery,
• All prenatal labs were within normal limits.
• No intraoperative complications incision well approximated and intact without
erythema or discharge
What is the disease process causing these assessment findings (analyze cues)?
• The patient had a C/S due to a breech presentation at 35 weeks and is undergoing a
normal recovery process.
What is the main problem with the patient the nurse can treat (prioritize hypotheses)?
• Normal post-partum recovery
What is the goal for the patient (generate solutions & take action)? create specific,
measurable, achievable, realistic, and timetable (smart) outcomes.
• The patient will continue to exhibit normal vital signs.
• The patient will report decreased pain and discomfort.
• The patient will exhibit increased knowledge on post-partum care after a c/s.
What interventions will the nurse implement when caring for this patient (generate
solutions & take action)? include the evidence. list interventions in order of priority.
include collaborative and nurse?initiated interventions
• Frequently monitor the patient’s vital signs and the surgical wound to ensure there is
no excessive bleeding or abnormal deviations in vital signs- Vital signs provide an
essential indication about patients’ health, especially after surgeries. Signs such as heart
rate, blood pressure, temperature, and respiratory rate can provide essential information
on the possibility of infections and can also detect pain and discomfort. For example,
increased breathing rate and hypertension indicate acute pain.
• Administer the current medications as required to control pain- the patient is currently
under medications including Epidural morphine 2-3 mg post-delivery, PNV daily,
Colace daily, Iron Daily for Hgb less than 11.0 mg/dl, Ibuprofen 800mg PO q 4-6
hours PRN pain, Oxycodone 5-10 mg PO q 4-6 hours PRN breakthrough pain. Painless
than 4/10 5mg, pain greater than 4/10 10 mg, and therefore it will be important to
ensure that the patient does not miss the medications to control pain and maintain iron
levels.
• Encourage the patient to verbalize feelings of pain – the experience of pain is
subjective, and patients experience it differently; it would therefore be important to
encourage the patient to express themselves if they are uncomfortable or in pain.
• Educate the patient on post-partum care practices following a c/s – providing sufficient
information to the patients after a c/s on how to meet their health needs and that of
their babies can lead to higher satisfaction with the post-partum stay (Erickson et al.,
2020).
3
How will the nurse evaluate the patient’s response (evaluate outcomes)? and what was
the patient’s response to the interventions?
• Observe for symptoms of pain and discomfort and complaints from the patients.
• Evaluate the patient level of knowledge through a series of questions to determine their
knowledge levels.
• Evaluate the vital signs trends.
What other problems could the nurse link to this patient problem?
• Iron deficiency
CONCEPT MAP WORKSHEET
Describe disease process affecting patient (include pathophysiology of disease process
• The patient had a C/S due to a breech presentation at 35 weeks and is undergoing a
normal recovery process.
Diagnostic tests (Reason
for Test and Results)
Patient information including
priority patient problem(s)
Assessment findings
• Complete blood
count (CBC) (Normal
hemoglobin levels for
women are between
11.6 to 15g/dl, levels
lower than this can
indicate anemia.)
EBL for the patient
was 1000ml, which is
within the normal
range; however, it is
important to monitor
hemoglobin levels to
assess for iron
deficiency.
• Violet is a 21 y/o G1P1
who delivered preterm
due to a breech
presentation at 35
weeks
• #1 Normal post-partum
recovery
• #2Iron deficiency
• No intraoperative
complications
• Incision well
approximated and
intact without
erythema or discharge
• Patient bleeding
moderate- EBL of
1000 ml
• Prenatal labs were
within normal limits.
• Lochia rubra
Plan of care/interventions
• Frequently monitor the patient’s vital signs and the surgical wound to ensure no
excessive bleeding or abnormal deviations in vital signs- Vital signs provide an
essential indication about patients’ health, especially after surgeries.
• Administer the current medications as required to control pain. The patient is currently
under medication including Epidural morphine 2-3 mg post-delivery, PNV daily,
Colace daily, Iron Daily for Hgb less than 11.0 mg/dl, Ibuprofen 800mg PO q 4-6
hours PRN pain, Oxycodone 5-10 mg PO q 4-6 hours PRN breakthrough pain. Pain
less than 4/10 5mg, pain greater than 4/10 10 mg
• Educate the patient on post-partum care practices following a c/s – providing sufficient
information to the patients after a c/s on how to meet their health needs and that of
4
their babies can lead to higher satisfaction with the post-partum stay (Erickson et al.,
2020).
5
References
Erickson, E. N., Lee, C. S., & Carlson, N. S. (2020). Predicting postpartum hemorrhage after
vaginal birth by labor phenotype. Journal of midwifery & women’s health, 65(5), 609-
620. https://onlinelibrary.wiley.com/doi/abs/10.1111/jmwh.13104

The EBP being done is the use of Silver alginate in the changing of central line dressings in the NICU. Comparing the use of this versus the normal dressing changes being done to prevent CLABSI.
Applying a model or framework for change ensures that a process is in place to guide the efforts for change. In 500-750 words, discuss the model or framework you will use to implement your evidence-based practice proposal project. You will use the model or framework you select in the Topic 8 assignment, during which you will synthesize the various aspects of your project into a final paper detailing your evidence-based practice project proposal.
Include the following:
Identify the selected model or framework for change and discuss its relevance to your project.
Discuss each of the stages in the change model/framework.
Describe how you would apply each stage of the model or theoretical framework in your proposed implementation.
Create a concept map for the conceptual model or framework you selected to illustrate how it will be applied to your project. Attach this as an appendix at the end of your paper.
Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.
You are required to cite a minimum of four peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.
Complete the “APA Writing Checklist” to ensure that your paper adheres to APA style and formatting criteria and general guidelines for academic writing. Include the completed checklist as an appendix at the end of your paper.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
MBA-MSN; MSN-Nursing Education; MSN Acute Care Nurse Practitioner-Adult-Gerontology; MSN Family Nurse Practitioner; MSN-Health Informatics; MSN-Health Care Quality and Patient Safety; MSN-Leadership in Health Care Systems; MSN-Public Health Nursing
1.2 Apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level.
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Solution
Evidence-Based Practice FrameWork and Model for Change
Evidence-based practice (EBP) assists medical practitioners in making the best choices for their care delivery based on the most up-to-date validated practical knowledge available. Although EBP is being used in a growing number of settings, it is still in its early stages. Practitioners must adjust their practices in order to enhance patient care by adopting EBP. An Evidence?based practice model of change, like Roger’s Diffusion of Innovation Theory, may help steer the project by establishing a platform for transition to take place. This paper seeks to discuss this change model, the stages of the model, and how it applies to the EBP project of using Silver alginate in the changing of central line dressings in the NICU versus the normal dressing changes being done to prevent CLABSI.
Roger’s Diffusion of Innovation Theory
Founded by Everett Rogers, diffusion of innovation theory is a social science paradigm that describes how an innovation or idea tends to spread through time across a group or social structure, eventually being accepted as a normal way of life (Zhang, Yu, Yan, & Spil, 2015). Adoption requires the individual who is accommodating the spread to think that the thought or action is unique.
Rogers outlines five phases in this model that may be used to reduce the skepticism associated with a new concept, idea, or innovation. These phases are as follows:
Knowledge- discovering the presence of innovation and attempting to get information about the innovation.
Persuasion- the creation of a favorable attitude toward the idea or innovation
Decision- determining whether to accept or reject the idea or innovation
Implementation- applying the innovation or idea in a real-world situation
Confirmation- seeking support for the idea (Singer, 2016).
Each person adopts change at their own pace and, as a result, may be categorized into one of many adopter categories based on how long it takes them to accept a new idea or innovation (Hanrahan et al., 2015). The adopter may be classified into three types, which are as follows:
Innovators- Those who wish to be the first to experiment with the new idea
Early adopters or leaders- non-leaders who are keen to experiment with innovation before the rest
Late majority- the group of people who are skeptical of the novel innovation but eventually accept them when many others have tried them, and the group of people who prefer old techniques (LaMorte, 2019).
Aspects that impact the adoption of an invention that correspond to the five adopter types include.
Relative advantage- the extent to which an invention or concept is considered to be superior to what is presently being used or done.
Compatibility- the degree to which an invention or concept is well-matched with the ideals or requirements of the individual who is implementing the change.
Complexity- difficulty with which a change is understood or implemented is referred to as its complexity.
Trialability- the degree to which innovation has been tried or tested before being implemented
Observability- the degree to which an outcome may be noticed (Hanrahan et al., 2015).
Application to the EBP Project
CLABSI prevention in the neonatal intensive care unit (NICU) is not easy, but it may be accomplished with more efficiency if current techniques are modified. For the Evidence?based project to successfully apply the phases of Roger’s Diffusion of Innovation theory, every participant will have to be evaluated for his or her willingness to change. It is possible to undertake the required interventions to guarantee continued prospects in preventing CLABSI in the NICU based on the person’s level of acceptance of the idea (Zhang et al., 2015). The willingness of nurses to accept change is critical to the successful implementation of the EBP.
During the knowledge phase, every nurse is given detailed training on the use of silver alginate in changing central line dressings in the NICU, as well as the impacts of this approach. Some workers’ resistance to change might be attributed to a lack of sufficient training on a new innovation (Hanrahan et al., 2015). In order to effectively use silver alginate in the changing of central line dressings, the dissemination of information and knowledge about this practice tailored to the culture of the healthcare organization must first be performed.
Participants will identify their sentiments or attitudes about the proposed silver alginate intervention during the persuasion stage (Singer, 2016). Comprehensive education on silver alginate is offered via handouts in the manner that is most appropriate for every person to guarantee that they comprehend the advantages and disadvantages of the change or, more specifically, that every person will recognize the relative advantage of using silver alginate in the changing of central line dressings in the NICU and its compatibility with the practice standards, as well as the benefits and drawbacks of the change. Teaching people how the intervention may help prevent CLABSI may look complicated at first, but with detailed illustrations, people can easily learn.
After the persuasion phase is completed, the choice is made whether to proceed with the new innovation or to reject it entirely. It is essential that each participant is engaged in the development of the implementation plan, and that they make frequent check-ins to confirm that they are utilizing Silver alginate for central line dressing changes instead of standard dressing changes in order to avoid CLABSI (Sreeramoju, 2017).
When nurses have accomplished their goal of decreasing CLABSI in the NICU, they have hit the confirmation stage, and each of them will keep gaining more knowledge about new approaches that are related to the change. Following the conclusion of a project or program, the following-up process continues.
Conclusion
The Diffusion of Innovation theory developed by Rogers is an ideal theoretical model for adopting the use of silver alginate in the changing of central line dressings in the NICU in order to prevent CLABSI. Spreading information across a timeframe using proper communication means will help the idea become more widely accepted and used.
References
Hanrahan, K., Wagner, M., Matthews, G., Stewart, S., Dawson, C., Greiner, J., … Williamson, A. (2015, January). Sacred cow gone to pasture: A systematic evaluation and integration of evidence-based practice. Worldviews on Evidence-Based Nursing, 12(1), 3-11.
LaMorte, W. W. (2019). Behavior change models: Diffusion of Innovation Theory. Retrieved from https://sphweb.bumc.bu.edu/otlt/mph-modules/sb/behavioralchangetheories/behavioralchangetheories4.html
Sreeramoju, P. (2019, February). Reducing infections “together”: a review of socioadaptive approaches. In Open forum infectious diseases (Vol. 6, No. 2, p. ofy348). US: Oxford University Press.
Singer, L. (2016, December). On the Diffusion of Innovations: How new ideas spread. https://leif.me/on-the-diffusion-of-innovations-how-new-ideas- spread/
Zhang, X., Yu, P., Yan, J., & Spil, I. A. (2015, February 21). Using diffusion of innovation theory to understand the factors impacting patient acceptance and use of consumer e-health innovations: a case study in a primary care clinic. BMC Health Services Research, 15. https://doi.org/10.1186/s12913-015-0726-2

The Assignment
Examine Case Study: An Asian American Woman With Bipolar Disorder. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
Decision #1
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
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
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.
Finally: 1. Complete the decision tree (keep track of what you selected. come up with a rational reason why you chose it. Come up with patient specific rational reason behind not choosing the other two options not chosen).
2. Write paper addressing all section listed based on the decision tree.
Case Study: Bipolar Therapy for Client of Korean Descent/Ancestry:
BACKGROUND INFORMATION
The client is a 26-year-old woman of Korean descent who presents to her first appointment following a 21-day hospitalization for onset of acute mania. She was diagnosed with bipolar I disorder.
Upon arrival in your office, she is quite ”busy,” playing with things on your desk and shifting from side to side in her chair. She informs you that ”they said I was bipolar, I don’t believe that, do you? I just like to talk, and dance, and sing. Did I tell you that I liked to cook?”
She weight 110 lbs. and is 5’ 5”
SUBJECTIVE
Patient reports ”fantastic” mood. Reports that she sleeps about 5 hours/night to which she adds ”I hate sleep, it’s no fun.”
You reviewed her hospital records and find that she has been medically worked up by a physician who reported her to be in overall good health. Lab studies were all within normal limits. You find that the patient had genetic testing in the hospital (specifically GeneSight testing) as none of the medications that they were treating her with seemed to work.
Genetic testing reveals that she is positive for CYP2D6*10 allele.
Patient confesses that she stopped taking her lithium (which was prescribed in the hospital) since she was discharged two weeks ago.
MENTAL STATUS EXAM
The patient is alert, oriented to person, place, time, and event. She is dressed quite oddly- wearing what appears to be an evening gown to her appointment. Speech is rapid, pressured, tangential. Self-reported mood is euthymic. Affect broad. Patient denies visual or auditory hallucinations, no overt delusional or paranoid thought processes readily apparent. Judgment is grossly intact, but insight is clearly impaired. She is currently denying suicidal or homicidal ideation.
The Young Mania Rating Scale (YMRS) score is 22
RESOURCES
§ Chen, R., Wang, H., Shi, J., Shen, K., & Hu, P. (2015). Cytochrome P450 2D6 genotype & affects the pharmacokinetics of controlled-release paroxetine in healthy Chinese subjects: comparison of traditional phenotype & activity score systems. European Journal of Clinical Pharmacology, 71(7), 835-841. doi:10.1007/s00228-015-1855-6
Decisions Made and Outcomes (Needed to formulate the paper)
Choices for Decision 1: Select what the PMHNP should do: Begin Lithium 300 mg orally BID, Begin Risperdal 1 mg orally BID, or Begin Seroquel XR 100 mg orally at HS.
My decision: I chose to begin Lithium 300 mg orally BID.
Outcome: RESULTS OF DECISION POINT ONE: Client returns to clinic in four weeks
Client informs the PMHNP that she has been taking her drug ”off and on” only when she ”feels like she needs it”
Today’s presentation is similar to the first day you met her
Choices for Decision 2: Select what the PMHNP should do:Increase Lithium to 450 mg orally BID, Assess rationale for non-compliance to elicit reason for non-compliance and educate client re: drug effects, and pharmacology, or Switch to Depakote ER 500 mg orally at HS.
My decision: I chose to switch to Depakote ER 500 mg orally at HS.
Outcome: RESULTS OF DECISION POINT TWO: Client returns to clinic in four weeks
Client reports that she has been compliant and you notice a marked reduction in manic symptoms. Young Mania Rating Scale was 11 (50% reduction from first office visit)
Client reports that she has gained 6 pounds over the last 4 weeks and wants to stop the medication because of this Client returns to clinic in four weeks
Choices for Decision 3: Decision Point Three Select what the PMHNP should do next: Educate client regarding diet/weight loss and continue client on the same drug/dose, Decrease Depakote ER to 250 mg orally at HS, or Switch medication to Zyprexa 15 mg orally daily at HS
My decision: I choose to educate client regarding diet/weight loss and continue client on the same drug/dose
Outcome: Guidance to Student
The PMHNP should begin by educating the client regarding weight loss/and importance of diet/exercise while taking Depakote which can cause weight gain. Decreasing the dose of Depakote would not be appropriate as she still has symptoms and decreasing dose of Depakote may result in some weight loss, it may result in a return of manic symptoms. The PMHNP can switch to Zyprexa but if weight gain is the issue, then this will be compounded by Zyprexa which is associated with significant weight gain (up to 20 kg over a 24 month period).
***Write on each decision. Make sure that this paper has at least 5 References. Please use in-text citations. Don’t forget the ethical considerations for this assignment. Make it a section by itself.***

NRS 429V Week 2 Assignment – Health Promotion Among Diverse Populations
Details for Health Promotion Among Diverse Populations assignment:
Analyze the health status of a specific minority group. Select a minority group that is represented in the United States (examples include: American Indian/Alaskan Native, Asian American, Black or African American, Hispanic or Latino, Native Hawaiian, or Pacific Islander.)
In an essay of 750-1,000 words, compare and contrast the health status of the minority group you have selected to the national average. Consider the cultural, socioeconomic, and sociopolitical barriers to health. How do race, ethnicity, socioeconomic status, and education influence health for the minority group you have selected? Address the following in your essay:
1. What is the current health status of this minority group?
2. How is health promotion defined by the group?
3. What health disparities exist for this group?
Describe at least one approach using the three levels of health promotion prevention (primary, secondary, and tertiary) that is likely to be the most effective given the unique needs of the minority group you have selected. Provide an explanation of why it might be the most effective choice. Cite a minimum of three references in the paper.
You will find important health information regarding minority groups by exploring the following Centers for Disease Control and Prevention (CDC) links:
1. Minority Health: http://www.cdc.gov/minorityhealt/index.html
2. Racial and Ethnic Minority Populations: http://www.cdc.gov/minorityhealt/populations/remp.html
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
NRS 429V Week 2 Assignment – Health Promotion Among Diverse Populations Details for Health Promotion Among Diverse Populations assignment: Analyze the health status of a specific minority group.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
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Rubric Criteria
Total 200 points
Criterion
1. Unsatisfactory
2. Less than Satisfactory
3. Satisfactory
4. Good
Health Disparities and Nutritional Challenges for Minority Group
Health Disparities and Nutritional Challenges for Minority Group
0 points
Health disparities and nutritional challenges for this group are not presented.
22.5 points
A summary of the health disparities and nutritional challenges for this group is presented. Significant details have been omitted. Summary lacks evidence to support statements.
23.7 points
A discussion of the health disparities and nutritional challenges for this group is generally presented. Most significant findings related to the ethnic minority group have been included. A general comparison for how the ethnic minority group compares to the national average is presented. Some support is needed to support statements.
26.7 points
A discussion of the health disparities and nutritional challenges for this group is presented. The significant findings related to the ethnic minority group have been included. A comparison for how the ethnic minority group compares to the national average is presented. Some detail is needed for clarity.
Mechanics of Writing
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
0 points
Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.
3 points
Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
3.16 points
Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.
3.56 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
Health Promotion Activities Practiced by Minority Group
Health Promotion Activities Practiced by Minority Group
0 points
Health promotion activities practiced by minority groups are not presented.
15 points
Health promotion activities practiced by minority groups are partially summarized. There are significant inaccuracies. Summary lacks evidence to support statements.
15.8 points
Health promotion activities practiced by minority groups are generally described. There are minor inaccuracies. A general comparison for how the ethnic minority group compares to the national average is presented. Some evidence is needed to support statements.
17.8 points
Health promotion activities practiced by minority groups are described. A comparison for how the ethnic minority group compares to the national average is presented. Minor evidence is needed to support statements.
Thesis, Position, or Purpose
Communicates reason for writing and demonstrates awareness of audience.
0 points
The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.
7.5 points
The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience.
7.9 points
The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.
8.9 points
The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated.
Three Levels of Health Promotion Prevention
Three Levels of Health Promotion Prevention
0 points
A care plan, with at least one approach using the three levels of health promotion prevention, is not presented.
22.5 points
A care plan, with at least one approach using the three levels of health promotion prevention, is partially presented. It is unclear how this plan meets the unique needs of the ethnic minority group selected. There are inaccuracies.
23.7 points
A care plan, with at least one approach using the three levels of health promotion prevention, is summarized. A general explanation of how this plan meets the unique needs of the ethnic minority group selected, and why it is the most effective choice, is presented. Some support or rationale is needed.
26.7 points
A care plan, with at least one approach using the three levels of health promotion prevention, is described. An explanation of how this plan meets the unique needs of the ethnic minority group selected, and why it is the most effective choice, is presented. Minor support or rationale is needed.
Barriers to Health for Minority Group
Barriers to Health for Minority Group
0 points
Barriers to health for ethnic minority group are not presented.
22.5 points
Barriers to health for ethnic minority group are partially presented. The summary is not consistent with the assignment criteria. There are significant inaccuracies. Summary lacks evidence to support statements.
23.7 points
Barriers to health for ethnic minority group are summarized. The summary includes barriers resulting from culture, socioeconomics, education, and sociopolitical factors. There are some inaccuracies. A general comparison for how the ethnic minority group compares to the national average is presented. Some evidence is needed to support statements.
26.7 points
Barriers to health for this ethnic minority group resulting from culture, socioeconomics, education, and sociopolitical factors are discussed. A comparison for how the ethnic minority group compares to the national average is presented. Minor evidence is needed to support statements.
Evidence
Selects and integrates evidence to support and advance position/purpose; considers other perspectives.
0 points
Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.
7.5 points
Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect.
7.9 points
Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.
8.9 points
Relevant evidence that includes other perspectives is used.
Identification and Description of Selected Minority Group
Identification and Description of Selected Minority Group
0 points
Description and health status for ethnic minority group is not presented.
15 points
Description of ethnic minority group is partially presented. Health status for this group is vague. It is unclear how race and ethnicity influence health for this group.
15.8 points
Summary of ethnic minority group is partially presented. Health status for this group is generally discussed. Explanation of how race and ethnicity influence health this group is generally presented. It is unclear how the health status of this ethnic minority group compares to the national average. A general comparison for how the ethnic minority group compares to the national average is presented.
17.8 points
Description of ethnic minority group is partially presented. Health status for this group is discussed. Explanation of how race and ethnicity influence health for this group is presented. A comparison for how the ethnic minority group compares to the national average is presented.
Format/Documentation
Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.
0 points
Appropriate format is not used. No documentation of sources is provided.
4.5 points
Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.
4.74 points
Appropriate format and documentation are used, although there are some obvious errors.
5.34 points
Appropriate format and documentation are used with only minor errors.
Development, Structure, and Conclusion
Advances position or purpose throughout writing; conclusion aligns to and evolves from development.
0 points
No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.
7.5 points
Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose.
7.9 points
Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.
8.9 points
The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.
Cultural Competent Health Promotion for Ethnic Minority Population
Cultural Competent Health Promotion for Ethnic Minority Population
0 points
Cultural beliefs, practices, and relevant cultural theory significant to supporting a culturally competent health promotion for this population are not presented.
22.5 points
Cultural beliefs and practices to be considered are presented but are incomplete or inaccurate. The cultural theory or model proposed is partially presented; or, the model is not relevant. Overall, the content does not support a culturally competent health promotion for this population. There are significant inaccuracies.
23.7 points
Cultural beliefs and practices to be considered are summarized. A relevant cultural theory or model is proposed. Overall, the content generally supports a culturally competent health promotion for this population. There are some inaccuracies. More evidence or rationale is needed.
26.7 points
Cultural beliefs and practices to be considered are discussed. A relevant cultural theory or model is proposed. Overall, the content generally supports a culturally competent health promotion for this population. Some evidence or rationale is needed.

Public health-655-Topic 5 DQ 2 Upstream Issues And The Economy
-The question will be uploaded
– 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.
-Please make sure you add the in text citations
NO PLAGARISM
-Add references to reference page
-Add the hyperlink/DOI for each reference in APA 7th edition format.
Thank you
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Solution
Topic 5 DQ 2
Do you think that global health policies on trade are necessary to build community capacity and ultimately support the health of the community?
Yes, I believe that global health policies on trade are vital in enhancing the capacity of communities and subsequently supporting the health of such communities. Global health policies on trade can help to eliminate health risk factors caused by trade, environmental degradation, and the production and marketing of unhealthy products. Through the establishment of global health policies on trade, the risk factors for different diseases can be eliminated, which can positively support the health of communities. The establishment of global health policies on trade can also help to build community capacity on more sustainable ways of production and trade that will enhance the health of communities (Barlow et al., 2017).
Assess how a populations needs are met by discussing how trade can positively impact a community’s health. Provide two examples of goods or services as support.
Trade can have a positive impact on a community’s health and play a significant role in helping to meet the population’s health needs, such as through direct finance and also in the production and distribution of health-related services and goods and even people(Barlow et al., 2018). Through trade, communities can therefore be able to access new knowledge and technology such as genomics that can improve their health. On the other hand, through trade, communities can access services from knowledgeable health care professionals that can help them deal with diseases and improve health (Barlow et al., 2018).
In contrast, discuss how trade can negatively impact a community’s health, providing support using two examples of goods or services.
On the other hand, trade can negatively impact a community’s health, for example, by increasing the exposure to infectious diseases as a result of rapid cross-border transmission of different forms of communicable diseases (Labonté, 2019). Trade can also increase the risk of chronic diseases in communities through advertisements and promotion of unhealthy products or behaviors such as fast food and smoking tobacco (Labonté, 2019).
References
Barlow, P., Labonte, R., McKee, M., & Stuckler, D. (2018). Trade challenges at the World Trade Organization to national noncommunicable disease prevention policies: A thematic document analysis of trade and health policy space. PLOS Medicine, 15(6), e1002590. https://doi.org/10.1371/journal.pmed.1002590
Barlow, P., McKee, M., Basu, S., & Stuckler, D. (2017). The health impact of trade and investment agreements: a quantitative systematic review and network co-citation analysis. Globalization and Health, 13(1). https://doi.org/10.1186/s12992-017-0240-x
Labonté, R. (2019). Trade, investment and public health: compiling the evidence, assembling the arguments. Globalization and Health, 15(1). https://doi.org/10.1186/s12992-018-0425-y

Strategic Plan Executive Summary
Post the Executive Summary from your Strategic Plan.
Identify the challenges you experienced while working on this project.
What are the most significant barriers to change that you anticipate for the implementation of this project?
How will you apply what you have learned in this course in your career?
How will this material help you to prepare for your Capstone project?
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Solution
Strategic Plan Executive Summary
The strategic plan that I was involved in was necessarily focusing on our healthcare organization factors that affected the institution negatively in offering quality services to the patients and healthcare workers, which was funding and management issues. Hence, the reflection process will include the following factors;
Challenges Experienced during the Strategic Plan Process
I have gained great knowledge throughout the strategic plan process, such as conducting healthcare organizations SWOT analysis. However, the main challenge that I came across was creating a project timeline. Initially, I had outlined that I would use the office timeline, which I found complicated. In that case, I ended up using the PERT timeline tool, which I can attest it’s the best in creating a project timeline due to its linear approach (Gül et al., 2017).
Significant Barrier during the Strategic Plan Process
The main barriers experienced regards inhibiting environment since the healthcare has several branches where I would not make to communicate with many internal stakeholders as I would have wanted since the project is time-bound. As a result, I was required to develop a meaningful communication strategy to communicate and find feedback from the stakeholders to minimize project-related risks like the use of emails to send questionnaires (Bakar et al., 2019)
Application of the Course Knowledge in my Career
The strategic plan documents factors necessary to achieve organizational goals, actions necessary, and various vital factors that the implementation teams need to focus on during the strategic plan process. One of the factors that I will always incorporate in my career when carrying out the strategic plan is being a people-centric leader. The people-centric leader tends to consider the team members’ emotional, physical, and social factors to facilitate their input in a project. According to Bharsakade et al. (2021), healthcare facilities require involving leaders that can identify organizational issues that derail the organization’s goal achievement to identify necessary resources, set priorities, and work on stakeholders’ engagement.
Course Material Relevance to Capstone Project
The material will be essential in my Capstone project since I will handle the project with much confidence due to the knowledge gained from the course.
Conclusion
The project plan has had various challenges, barriers, but overall, it has provided me with great insight to use in my future career and for the Capstone project.
References
Bakar, N. A., Ramli, W. M. W., & Hassan, N. H. (2019). The internet of things in healthcare: an overview, challenges and model plan for security risks management process. Indonesian Journal of Electrical Engineering and Computer Science (IJEECS), 15(1), 414-420.
Bharsakade, R. S., Acharya, P., Ganapathy, L., & Tiwari, M. K. (2021). A lean approach to healthcare management using multi-criteria decision making. Opsearch, 1-26.
Gül, M., Güneri, A. F., & Güne?, G. (2017). Project management in healthcare: A case study for patient flow evaluation in an emergency room using fuzzy cpm and fuzzy pert. Sigma, 8(1), 41-51.

Project Development Timeline
The purpose of this assignment is to develop a graphic timeline for the development of your project. At a minimum, be sure to include the deadline or timeframe for your:
Project approval
Education development
Stakeholder education
Implementation date
Assessment of initial outcomes/implementation
Reassessment of outcomes
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Solution
The project development timeline provides a visual on the list of tasks that guides project managers on the project’s implementation (Gordon & Pollack, 2018). Nursing leaders need to be conversant with the change management process to effectively implement it and monitor and enable diverse stakeholders to actively participate in the change process. Nurse leaders act as the foundation towards change where they have the responsibility to initiate and manage it in healthcare organizations. Drawing from the practicum project, it was important for leaders to develop and acquire skills and leadership styles that would facilitate their influence in the change process. While the transformational leadership model was identified as an essential approach in change management, encouraging inter-professional collaboration among nursing professionals to improve patient experience, safety, and overall outcome plays an integral role in project development and implementation process (Wheeler & Beaman, 2018). This essay provides a graphic timeline for the proposed project development.
Stage Task Timeline In weeks
1 Project Initiation/Approval 2 weeks Brainstorming about the project goals, risks and stakeholders involved
2 Education Development 2 weeks Planning, duties allocation, and active sharing of project development roles
3 Stakeholders Education 3-4weeks Training and team development teamwork active participating in training programs for the proposed change
4 Implementation Date 3 weeks Active execution of the plan
5 Assessment of initial outcomes/implementation 1 Week Project evaluation & Assessment
6 Reassessment of Outcomes From the last with constant & Continuous evaluation and observation Assessment of challenges and how to solve them in fostering a smooth transition
Stage I: Project Initiation & Approval
This is the initial phase of project development. At this stage, the idea of the proposed project will be undertaken, and the decision made as to whether the project is needed and its desired benefits (Gordon & Pollack, 2018). The imitation stage identifies important project details such as project scope and goals, feasibility, possible players and role of the organization, risks, and other stakeholders. Regarding the selected project development, the significant stakeholders include; project manager, organization managers, leaders, sponsors, employees, and the patients. Different stakeholders will play diverse roles in this stage. The project manager will undertake the project details; inform the organization executives, managers, and sponsors for subsequent project financing and approval.
Stage II: Education Development
Once the project has been approved, the manager undertakes the planning for stakeholders’ education or the definition phase through the selected team working in the project. In this stage, the project requirements are detailed and specified clearly. Expectations of different stakeholders are identified. Other aspects of the projects identified include listing responsibilities and roles, budgeting, and plan creation. The stakeholders will undertake various assigned duties. The project manager and his team will actively plan project execution. Managers and executives will participate in employee engagement for incoming change and financing the project.
Stage III: Stakeholders Education
Stakeholders’ education entails collaborative training on the impact of the proposed project. This stage prepares the different stakeholders regarding their role and impact on the project execution. This stage entails formulating a teamwork and collaboration approach to the project. In this stage, the stakeholders’ roles are to actively participate in the education, meetings, and training programs set by the project management team.
Stage IV: Implementation
The project takes its shape at this stage as it comprises actual constructions of project details. The projects take shape and reorganize the workplace setting in the healthcare setting to bring visibility to the different stakeholders, including the patients (Gordon & Pollack, 2018). The implementation follows the developed plan to ensure it remains on track. This sage is intensive in a healthcare setting as it entails ensuring that regulations are met while care delivery is not negatively impacted. Stakeholders engage in active participation and execution of their roles, subject to the plan adopted.
Stage V & VI: Outcome evaluation, Assessment, reassessment, and close
The assessment and outcome reassessment contains the last stage in project development. These stages enable the project manager and the organization to evaluate the impact of the adopted new project. Phases five and six entail collecting feedback from workers, leaders, and patients. More so, the challenges identified are addressed before project closure. The last two stages run simultaneously with the execution stage, with deliverables being identified as met. Review of the project completed marks the previous activity; once smooth running and change assimilation is initiated into the organization is deemed successful, the project manager hands it over to the organization managers and leaders to maintain its functionality.
References
Gordon, A., & Pollack, J. (2018). Managing Healthcare Integration. Project Management Journal, 49(5), 5–21. https://doi.org/10.1177/8756972818785321
Wheeler, K., & Beaman, M. (2018). The effects of a transformational nursing leadership program on perceived leader behavior. J Nurs Healthcare Managers [Internet], 1(1).