Nursing

Identify one significant contemporary psychiatric mental health issue/problem in the United States health care system and explore how members of psychiatric mental health nurse practitioners can help address the issue or solve the problem.
It is apart of essay questions for admission for psychiatric mental health nurse practitioner’s progam.
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Solution
Identify one significant contemporary psychiatric mental health issue/problem in the United States health care system and how nurses can assist to solve the issue
One of the contemporary mental health issues is the social stigma towards individuals who seek mental health services and those diagnosed with mental health illnesses. Even in the current society, people are still stigmatized when they openly admit to having a mental health issue, which has caused most people who need mental health not to seek it. Approximately 31% of Americans are worried that others will judge them once they are aware that they sought mental health services, and about 21% reported that they had to lie about their mental health status to avoid being judged by those around them. The stigma is even more for the younger generation, and most of the young adults are worried that they will lose their friends if they are known to seek mental health services. Due to stigma, many people fail to seek mental health care services even when they need them (National Council for Mental Wellbeing, 2018).
Psychiatric mental health nurse practitioners can assist in solving the social stigma challenge by conducting public education to increase awareness about mental health illnesses. Most people lack a clear understanding of mental health illnesses, and the majority of the individuals in society associate all mental illnesses with conditions such as psychosis and schizophrenia, which they associate with violent and unpredictable behaviors. Care providers can solve the challenge by engaging the public to create awareness about the different forms of mental health and demystify the various myths in communities. They should explain that mental health illnesses are just like other diseases which people experiences, and they can be treated just like other diseases. The care providers can also negotiate with health institutions to have their services provided at the health facilities; this way, they can normalize mental health as just another form of illness that is treatable and one that people should not be stigmatized for developing (National Council for Mental Wellbeing, 2018).
References
National Council for Mental Wellbeing, (2018) New Study Reveals Lack of Access as Root Cause for Mental Health Crisis in America Retrieved from: https://www.thenationalcouncil.org/press-releases/new-study-reveals-lack-of-access-as-root-cause-for-mental-health-crisis-in-america/#:~:text=These%20beliefs%20are%20driven%20by,for%20accessing%20mental%20health%20care.

PHN-600- Topic 3 DQ 1
Select a setting you would like to practice in as a public health nurse.
What interests you about it?
Discuss the population that is served. What are the primary health needs and barriers the population may face in obtaining access to necessary health promotion and disease prevention interventions?
What is the nurse’s role in that setting in assisting the population in overcoming those barriers?
Instructions
Paper can be between 200 and 250 words
Sources must be published within the last 5 years. It must be from 2016 and after
Please do not use blogs as references
References should be in APA 7th ed.
Add references to reference page
Add the hyperlink for each reference in APA 7th edition format.
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Solution
Discussion Question -Public Health Nurse-PHN-600- Topic 3 DQ 1
As a public health nurse, the main setting I’m interested in is practicing the state health department. I believe that working in a state public health department will make me have the greatest impact on the health of local populations through advocacy and policy formulation, and health promotion. As a public health nurse working with the state health department, I will serve different populations in the local state, such as California.
The primary health needs of the population in California include obesity and respiratory diseases. According to the CDC, the prevalence of obesity in California is 26.2%, which indicates that one in every four adult Californians is obese (CDC, 2021). Obesity contributes to the high prevalence of type 2 diabetes, cardiovascular diseases, and different types of cancer in California. In addition, high levels of air pollution in California have resulted in an increasing prevalence of respiratory diseases such as asthma, COPD, and others. The problem the population in California face in obtaining disease prevention and health promotion interventions include lack of adequate information, lack of adequate infrastructure, including gyms, parks, and walkways, lack of sufficient healthcare facilities, and insufficient regulations to control air pollution. Therefore, the public health nurse can play a significant role in assisting the local community in California to overcome barriers to their health needs, such as through education workshops on the importance of a healthy diet and exercising (Kub et al., 2017). A public health nurse can also contribute to enacting regulations to limit air pollution and be involved in advocacy and formulation of policy to increase healthcare facilities and other public amenities in the area (McCollum et al., 2017). By playing the role of health promotion and advocacy, a public health nurse can play a significant role in helping fulfill the primary health needs of a given population.
References
CDC. (2021, March 31). New Adult Obesity Maps. Centers for Disease Control and Prevention. https://www.cdc.gov/obesity/data/prevalence-maps.html
Kub, J. E., Kulbok, P. A., Miner, S., & Merrill, J. A. (2017). Increasing the capacity of public health nursing to strengthen the public health infrastructure and to promote and protect the health of communities and populations. Nursing Outlook, 65(5), 661–664. https://doi.org/10.1016/j.outlook.2017.08.009
McCollum, M., Kovner, C. T., Ojemeni, M. T., Brewer, C., & Cohen, S. (2017). Nurses Improve Their Communities’ Health Where They Live, Learn, Work, and Play. Policy, Politics, & Nursing Practice, 18(1), 7–16. https://doi.org/10.1177/1527154417698142

Academic Integrity
How Grammarly, Safe Assign, And Paraphrasing Contributes to Academic Integrity
The Relationship Between Professional Practices and Scholarly Ethics
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Solution
Academic writing and integrity are two parallel aspects that can not be separated as far as academia is concerned. Students in college, university, and all other writers, in general, are required to acknowledge all thoughts, ideas, and opinions they borrow from other peers when coming up with their original work (Morris, 2018; Adhiambo, 2019). Incorporating one’s work without citation is categorized as cheating and is often punished in various ways in institutes of higher learning. In the modern era of technology, the software has been introduced to help detect plagiarism in academic papers. Software such as Grammarly and SafeAssign is used by many students, scholars, and universities to assist in detecting plagiarized parts of academic papers so as to take the next appropriate action.
SafeAssign is a software that uses Artificial Intelligence to compare a submitted paper to the databases of academic work available online (BLACKBOARD). The software thereafter generates a plagiarism report that highlights the areas with overlapping content and their respective sources. This software has been helpful to institutes of higher learning and publishing companies as through it, they are able to detect plagiarism from a paper submitted either by a student or any other writer (Elkhatat et al., 2021). Similarly, Grammarly, a San Francisco based company, uses artificial Intelligence to detect not only similarity between the submitted work and online content but also grammatical errors in the paper.
Academic ethics detect that all writers should be original in their work. While the biggest challenge in adhering in this rule is that most of the work tends to have been done, citing the content is an indication that the writer is aware of other people’s work. The rise of technology in the 21st century has enhanced academic integrity as papers can now with checked for plagiarism through platforms such as SafeAssign and Grammarly, among others.
References
Adhiambo, V. R. (2019). The Connection between Academic and Professional Integrity: A Review. East African Journal of Interdisciplinary Studies, 1(1), 12-31. https://journals.eanso.org/index.php/eajis/article/view/89
BLACKBOARD, T. SafeAssign: A Plagiarism Prevention Tool. https://digitalcommons.kean.edu/cgi/viewcontent.cgi?article=1273&context=evidence_inventory
Elkhatat, A. M., Elsaid, K., & Almeer, S. (2021). Some students’ plagiarism tricks, and tips for effective check. International Journal for Educational Integrity, 17(1), 1-12. https://doi.org/10.1007/s40979-021-00082-w
Morris, E. J. (2018). Academic integrity matters: five considerations for addressing contract cheating. International journal for educational integrity, 14(1), 1-12. https://link.springer.com/article/10.1007/s40979-018-0038-5

PHN 652 Topic 8 DQ 2-Evaluating Population-Based Interventions
To answer the question I have uploaded order 133867 .Please focus on the interventions mentioned on slides 4,5,6,7 to anwer this question.
-The question will be uploaded
– Sources must be published within the last 5 years. It must be from 2016 and after and appropriate for the paper criteria and public health content.
– Please do not use blogs as references
-References should be in APA 7th ed.
-Add references to reference page
-Add the hyperlink/DOI for each reference in APA 7th edition format.
Thank you
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Solution
Provide a short description of the intervention you developed and how you plan on evaluating it.
Several interventions can be used to curb substance abuse among adolescents, including family, internet, and school-based primary intervention programs and mass media campaigns. School-based primary prevention programs (SBPPs) mainly focus on developing links between school and substance abuse agencies and professionals to educate the adolescents about the drugs before they are initiated. Hence, they are more effective than other intervention programs. SBPPs also provide individual and group counseling for those addicted, assisting them in recovering from drug abuse. To evaluate SBPPs, pre and post-test intervention data should be collected to determine the changes that have taken place (Das et al., 2016). For example, students/adolescents enrolled in the program should be assessed to determine their knowledge level and behaviors before and after interventions to determine the program’s impact.
Family-based intensive interventions aim at promoting positive adolescent behavior by improving communication and relationship between children and their parents, hence increasing the likelihood of positive behavior. Mass media and internet-based interventions mainly use digital spaces to communicate to adolescents about substance use. Mostly these interventions are designed to communicate the negative impacts of substance abuse on the health and general well-being of the patient (Ball, 2019). Other interventions such as policy interventions regulate the availability of drugs to adolescents; for example, some drugs cannot be sold to those under 21 years, while incentive interventions provide incentives to sponsor healthy competition and rewards that shift adolescents’ focus from substance abuse. To evaluate these interventions, practices such as surveys can be conducted to assess the level of knowledge about substance abuse among adolescents, data from public health agencies and those that deal with substance abuse can be retrieved to determine the trends in drug use (Henneberger et al., 2019).
After the evaluation, the data should be analyzed to ensure it is correct and then justify the conclusions. The data should then be shared with the relevant stakeholders such as schools, public health agencies, and substance abuse agencies. Other interested parties should also be able to access the obtained data. The data can be used to review the program and make the necessary adjustments, or it can be used to develop an entirely new program/intervention (Ellickson, 2020).
References
Ball, E. (2019). Exploring the behavioural outcomes of family-based intensive interventions. Dealing with Welfare Conditionality: Implementation and Effects, 149. https://books.google.co.ke/books?hl=en&lr=&id=2caHDwAAQBAJ&oi=fnd&pg=PA149&dq=Family
Das, J. K., Salam, R. A., Arshad, A., Finkelstein, Y., & Bhutta, Z. A. (2016). Interventions for Adolescent Substance Abuse: An Overview of Systematic Reviews. Journal of Adolescent Health, 59(4), S61–S75. https://doi.org/10.1016/j.jadohealth.2016.06.021
Ellickson, P. (2020). School-based substance abuse prevention: What works, for whom, and how?. In Substance Abuse Prevention (pp. 101-129). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315223643-6/school-based-substance-abuse-prevention-works-phyllis-ellickson
Henneberger, A. K., Gest, S. D., & Zadzora, K. M. (2019). Preventing adolescent substance use: A content analysis of peer processes targeted within universal school-based programs. The journal of primary prevention, 40(2), 213-230. https://link.springer.com/article/10.1007/s10935-019-00544-5

NURS 6521 Advanced Pharmacology, module 1, week 1, Assignment: Ethical and Legal Implications of Prescribing Drugs
NURS 6521 Advanced Pharmacology
Discussion: Pharmacokinetics and Pharmacodynamics
As an advanced practice nurse assisting physicians in the diagnosis and treatment of disorders, it is important to not only understand the impact of disorders on the body, but also the impact of drug treatments on the body. The relationships between drugs and the body can be described by pharmacokinetics and pharmacodynamics.
Pharmacokinetics describes what the body does to the drug through absorption, distribution, metabolism, and excretion, whereas pharmacodynamics describes what the drug does to the body.
Photo Credit: Getty Images/Ingram Publishing
When selecting drugs and determining dosages for patients, it is essential to consider individual patient factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes. These patient factors include genetics, gender, ethnicity, age, behavior (i.e., diet, nutrition, smoking, alcohol, illicit drug abuse), and/or pathophysiological changes due to disease.
NURS 6521 Advanced Pharmacology
For this Discussion, you reflect on a case from your past clinical experiences and consider how a patient’s pharmacokinetic and pharmacodynamic processes may alter his or her response to a drug.
To Prepare
Review the Resources for this module and consider the principles of pharmacokinetics and pharmacodynamics.
Reflect on your experiences, observations, and/or clinical practices from the last 5 years and think about how pharmacokinetic and pharmacodynamic factors altered his or her anticipated response to a drug.
Consider factors that might have influenced the patient’s pharmacokinetic and pharmacodynamic processes, such as genetics (including pharmacogenetics), gender, ethnicity, age, behavior, and/or possible pathophysiological changes due to disease.
Think about a personalized plan of care based on these influencing factors and patient history in your case study.
By Day 3 of Week 1
Post a description of the patient case from your experiences, observations, and/or clinical practice from the last 5 years. Then, describe factors that might have influenced pharmacokinetic and pharmacodynamic processes of the patient you identified. Finally, explain details of the personalized plan of care that you would develop based on influencing factors and patient history in your case. Be specific and provide examples.
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Solution
Ethical and Legal Implications of Prescribing Drugs
Advanced nurses and other medical practitioners are responsible for providing quality care to patients. However, these practitioners should adhere to legal, professional, and ethical guidelines while performing their duties. In this case, the practitioner should comply with the ethical and legal standards as set by the state of Georgia while prescribing medicine to the patient. This paper will address the ethical and legal issues associated with the selected case study, measures for dealing with both disclosure and nondisclosure, strategies for influencing the practitioner’s decision, and the procedure of prescribing medications.
The Ethical and Legal Issues associated with the Selected Case
Both ethical guidelines and legal policies are applicable in the selected scenario. In this case, the medical practitioner has been authorized by a fried to prescribe medication for her. However, the client does not provide the practitioner with her medical history, which should act as a guide during the prescription. The state’s legal and ethical guidelines are against such actions since they are likely to expose patients to harm.
Georgia’s Prescription Drug Monitoring Program (PDMP) was enforced to govern the prescription of drugs primarily to reduce cases of drug abuse, thus enhancing the safety of the citizens. The newly enacted PDMP requires the pharmacist to record their prescriptions within 24 hours. This deadline was reduced from a period between 7 and 10 days (Rodriguez, 2017). This move will prevent individuals from purchasing the same drug from multiple pharmacies. The new law also emphasizes accountability. Physicians are required to check the system before prescribing drugs to the patients (Rodriguez, 2017). Thus, prescribing medication without a patient’s medical history would imply that the prescriber has acted against this policy. Furthermore, the action would compromise the patient’s physical and emotional health due to the ineffectiveness of the prescribed medication. According to Harrison et al (2016), the patient’s well-being is significantly affected by clinical errors. Additionally, the action would compromise the well-being of the patient’s family since the health status of their loved one will expose them to psychological torture.
The Georgia State Board of Pharmacy also requires the medical practitioner to adhere to the set ethical standards while prescribing drugs to the patients. Particularly, the board requires pharmacists to review the patient’s records before prescribing any medication (Pozgar, 2015). Additionally, the dispensing pharmacist is required to discuss with the client all issues pertaining to the drug such as possible side effects or any potential allergic reactions (Pozgar, 2015). Therefore, prescribing medication to the friend without her medical history would imply that both the prescriber and pharmacist have acted against this ethical standard. Also, the action would have a negative impact on the patient since the administered medication is likely to have some allergic reactions, thus deteriorating her health status further. The patient’s family will also be affected psychologically by the deteriorating health status of their loved one.
Approaches for Handling both Disclosure and Non-Disclosure
Healthcare practitioners should handle both disclosure and non-disclosure in the most effective manner to enhance the level of patient safety (Sorrell, 2017). In this scenario, mistakes are likely to arise if the practitioner prescribes drugs without reviewing the patient’s medical history. First, the prescriber can correct the error by informing the patient about it and possible harm. For instance, the ethical standards of conduct set by the State of Georgia require the prescriber or pharmacist to inform the client about various issues associated with the administered drug (Rodriguez, 2017). Thus, an error regarding drug allergic reaction or potential side effects can be corrected by informing the client about it. Disclosing about the error will, in turn, enhance the level of patient’s safety (Moffatt-Bruce et al., 2016). D On the other hand, the prescriber can address a non-disclosure by correcting the error without informing the patient about it. Taking this action will protect patient’s loyalty and trust towards the practitioner. For instance, the ethical standards of conduct set by the State of Georgia require the prescriber to review the patient’s records before prescribing any medication (Pozgar, 2015). Thus, any error in the prescription can be corrected by reviewing the health records of the client before administering any medication.
Strategies influencing Decision
As an advanced practice nurse, my decision making, in this case, is influenced by two strategies. In particular, the decision will be influenced by both ethical and legal guidelines. The set ethical standards require medical practitioners not to expose clients to any form of harm. Thus, I would disclose the error to the patient to prevent her from any harm that is likely to arise following a mistake in prescription. Additionally, the State’s law emphasizes accountability. Therefore, I would disclose the error and correct the mistake since I would be held accountable for my action.
The Procedure for Prescribing Medication
Healthcare practitioners are mandated to prescribing drugs to patients. They should ensure minimum medication errors occur during the process. This goal can be achieved by adhering to the set ethical and legal standards regarding drug prescription. Physicians can minimize errors by adhering to the legal requirement of reviewing the medical history of the patient before any prescription. Additionally, errors can be reduced by complying with an ethical standard that requires practitioners to prevent patients from any form of harm.
The State of Georgia requires advanced nurses to adhere to the set ethical guidelines and legal policies during drug prescription. These standards were primarily set to minimize the cases of medical errors that are likely to occur during prescription. The nurses should be prepared to address both disclosure and non-disclosure medical errors to ensure the patient’s safety.
References
Harrison, R., Lawton, R., Perlo, J., Gardner, P., Armitage, G., & Shapiro, J. (2015). Emotion and coping in the aftermath of medical error: a cross-country exploration. Journal of patient safety, 11(1), 28-35.
Moffatt-Bruce, S. D., Ferdinand, F. D., & Fann, J. I. (2016). Patient safety: disclosure of medical errors and risk mitigation. The Annals of thoracic surgery, 102(2), 358-362.
Pozgar, G, D. (2015). Legal and Ethical Essentials of Health Care Administration (2nd Edition). Massachusetts: Jones & Bartlett Learning.
Rodriguez, J. (2017). New Law Aims To Combat Prescription Drug Abuse. Retrieved from https://www.gpbnews.org/post/new-law-aims-combat-prescription-drug-abuse
Sorrell, J. M., (2017). Ethics: Ethical Issues with Medical Errors: Shaping a Culture of Safety in Healthcare. OJIN: The Online Journal of Issues in Nursing Vol. 22, No. 2.

Discuss the difference between a nursing conceptual model and a nursing theory
Select a nursing theory and provide a concise summary of it. Provide an example in nursing practice where the nursing theory you selected would be effective in managing patient care.
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Solution
Introduction
Both Nursing theory and conceptual nursing models are critical in formulating strategies to ensure the delivery of quality care. The two approaches are interrelated; both can be used to develop policies and treatment processes for different patients. Nursing theory and conceptual framework play significant roles in the formulation of different nursing disciplines.
Conceptual Models and Nursing Theory
Nursing theory refers to the collection of statements that describe the connection or association between two or more ideas in nursing practices. Nursing theories play significant roles in the formulation of different nursing disciplines. Nursing theories are commonly applied to enhance the delivery of quality healthcare services (Grand Canyon University, 2018). All nurses apply nursing theories in their daily practices without knowing. Nursing theory can also be perceived as organized and knowledge-based concepts that fundamentally define the scope of nursing practices; it involves creative and restructuring concepts and ideas that project a purposeful, systematic, and tentative perception of a given phenomenon. Through systematic inquiries, both in nursing practices and research, nursing professionals are able to develop new knowledge relevant to the provision of care to all patients.
Conceptual models in nursing often describe a certain way of thinking or ideas of how given nursing theories can fit together according to the theorist (Brandão et al., 2019). A conceptual model can be perceived as the organizing structure that describes the theory. The conceptual model of nursing provides a framework for observation, reflection, as well as the interpretation of a given phenomenon. In particular, it provides guidance and guidelines for different aspects of clinical practices.
Jean Watson’s Philosophy and Science of Caring Theory
The theory expresses how nurses provide care to all patients. From the theory, quality care is the cornerstone of nursing practice. According to this theory, caring is fundamental to nursing practices since it encourages health to be better than the simple medical cure. Jean Watson believes in the holistic approaches to healthcare processes (Jean Watson Nursing Theory, n.d). Watson’s theory has ten major concepts of factors; the first three factors are based on the philosophical foundation for the art or science of care. On the other hand, the last seven concepts arise from the above foundation. One of the main advantages of Watson’s theory is that it provides a common or universal framework that can be used in different scenarios and the management of different patients. The theory also puts patients in the context of the community, family, and culture.
Watson’s theory can be applied under different circumstances. For instance, it can be applied in the below situation.
A 52-year old has been diagnosed with lung cancer. It is her first afternoon in the treatment process; she is scheduled for therapy the following morning. The woman is divorced, her family lives out of the country, and is unable to travel to keep her company.
The three concepts of Watson’s theory that can be applied in the above scenario include the creation of a humanistic-altruistic value system, creating the connection with the patient by instilling hope or faith, and humanizing sensitivity for self and others. The woman is likely to undergo a life-changing medical procedure that requires sensitive approaches from the scenario given. Also, it is necessary to give hope through creating the connection between the patient and nurses/healthcare professionals involved in the surgical process.
Conclusion
Nursing theory refers to the collection of statements that describe the connection or association between two or more ideas in nursing practices. According to the theorist, conceptual models in nursing often describe a certain way of thinking or ideas of how given nursing theories can fit together. According to Jean Watson’s theory, caring is fundamental to nursing practices since it encourages health to be better than the simple medical cure.
References
Brandão, M. A. G., Barros, A. L. B. L. D., Caniçali, C., Bispo, G. S., & Lopes, R. O. P. (2019). Nursing theories in the conceptual expansion of good practices in nursing. Revista brasileira de enfermagem, 72, 577-581. https://doi.org/10.1590/0034-7167-2018-0395
Grand Canyon University (Ed). (2018). Dynamics in nursing: Art & science of professional practice. Retrieved from https://lc.gcumedia.com/nrs430v/dynamics-in-nursing-art-and-science-of-professional-practice/v1.1/
Jean Watson Nursing Theory. (n.d.). Nursing theorist. Retrieved from http://nursing-theory.org/nursing-theorists/Jean-Watson.php

Nursing Reponse
Topic:
Visit the Center for Disease Control website (Links to an external site.) and go to the Diseases and Conditions pages.
Choose a topic of interest and review any data or statistics provided under that topic. Discuss how evidence-based practice and epidemiology are used to improve prevention and health promotion in your chosen topic.
Responses:
Response 1: (Erika)
Per the CDC website and link under “Prediabetes-Your chance to prevent Type 2 Diabetes,” approximately 88 million American adults, have pre-diabetes (Pre-DM) and 84% are fully aware they have it. This increases their risk of developing Type 2 DM, heart disease, and stroke. The national diabetes prevention program promotes lifestyle change program to help patients prevent the development of Type 2 DM by 58% (with up to 71% noted to be over 65 yrs of age), this is an evidenced-based solution. Lifestyle changes have been proven to be more effective than medication in preventing the development of Type 2 DM from Pre-DM. The lifestyle change program includes encouragement of weight loss and other healthy changes to aid in lowering risk of type 2 DM development as well as, heart attack, and stroke. (CDC, 2021)
The Diabetes prevention program is also noted to be a multicenter clinical research study, which included diet and physical activity and confirmed patients were able to reach weight loss of 5-7% body weight (approximately 10-14 lbs for a 200 lb person) and this resulted in reduction of risk of development of Type 2 DM by 58% in high risk adults. 10 yr follow up showed positive results in one third of those participants still less likely to develop type 2 DM than those who were placed on a placebo. (CDC, 2021)
Healthcare providers benefit from national statistical information, such as that one-third of patients at and over the age of 18 have pre-DM, with the risk of developing type 2 DM. This aids providers in screening more carefully for those in that age group for pre-DM status. (CDC, 2021)
The information located on the CDC website under disease and conditions are helpful in providing direction and evidenced based information and guidelines to assist in the prevention of the development of Type 2 DM for pre-DM patients of all ages with appropriate lifestyle changes, early diagnosis, support groups/programs. Very useful information.
Response 2 (chislon)
DHD or Attention Deficit/Hyperactivity Disorder is defined as manifesting in individuals and causing them to experience “trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), or be overly active” (para 2). Per the CDC, the number of children affected by ADHD has changed over time, with numbers growing vastly over the last five years alone (p. 3). As such, education and treatment are key in addressing ADHD, although currently there is no known cure. Additionally, most children with ADHD have coexisting conditions such as anxiety (p. 3). A parental survey from 2016 observed that over seventy percent of children were taking medication for treatment; however, it was not noted if they were also receiving behavioral assistance such as therapy or counseling. A review of overall treatment showed that children afflicted with ADHD experienced treatment gaps which could adversely affect their health and progress, therefore, a combination of medication and therapy would be the best response.
Evidence based practice would reflect that programs such as Focus on the Future would be a solid means of ensuring that affected young people with ADHD could receive the support to which they are entitled. Organizations such as this one are dedicated to educating both families and the public concerning ADHD, providing young people with tools to live effectively with ADHD, and using national data which is consolidated by the group to assist in formulating efficient treatment plans for those in need. Too this group partners with the CDC in raising overall awareness and sharing the latest research as to how ADHD may be combatted, thereby supporting those who live with this condition and offering them assistance in living fruitfully even with the limitations this condition sometimes creates.
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Solution
Response 1
Pre-diabetes refers to a condition where blood sugar levels are higher than normal, but the levels cannot be diagnosed as diabetes. 1in 3 Americans has pre-diabetes; however, more than 84% are unaware of the conditions. Pre-diabetes increase the risk of developing other conditions such as type 2 diabetes, stroke, and heart diseases. There are several risk factors for being pre-diabetic, including being over 45 years old, overweight, physical inactivity, and having a family history of diabetes (Davidson et al., 2021). In 2010, the CDC created a diabetes prevention program to respond to the rising burden of pre-diabetes and type 2 diabetes. The program saw the creation of partnerships between the public and private institutions such as private insurers, faith-based organizations, employers, and government agencies to provide evidence-based and cost-effective solutions that would prevent an increase in type 2 diabetes burden. A major component of the national program is the lifestyle change program incorporates a trained lifestyle coach; to guide those who enroll in adjusting accordingly, a curriculum approved by the CDC, and a support group for 1 year. The information obtained from the program is crucial in guiding care practice and prevention strategies since the program employs research strategies to find the most effective means of preventing diabetes (Center for Disease Prevention and Control, 2020).
Response 2
DHD or Attention-Deficit/Hyperactivity Disorder is a neurodevelopmental disorder that commonly affects children and lasts throughout adulthood. The condition is characterized by excessive daydreaming, talking too much, taking unnecessary risks, forgetfulness, and fidgeting. There are three types, including inattentive presentation, hyperactive, impulsive presentation, and combined presentation that includes the symptom of both inattentive and hyperactive-impulsive presentations. The condition’s cause is related to genetics; however other risk factors include brain damage, exposure to environmental risk factors such as lead at a young age, low birth weight or premature delivery, and substance abuse during pregnancy. The condition is mainly treated using a combination of therapy and medications. However, for children younger than 6 years, the first line of treatment includes training the parent on behavior management. For those above 6 years, behavioral therapy is combined with medications. Stimulants such as amphetamine are commonly used since they have been shown to have calming effects on patients (Faraone et al., 2021).
References
Center for Disease Prevention and Control, (2020) Prediabetes – Your Chance to Prevent Type 2 Diabetes Retrieved from: https://www.cdc.gov/diabetes/basics/prediabetes.html
Davidson, K. W., Barry, M. J., Mangione, C. M., Cabana, M., Caughey, A. B., Davis, E. M., … & US Preventive Services Task Force. (2021). Screening for prediabetes and type 2 diabetes: US Preventive Services Task Force recommendation statement. Jama, 326(8), 736-743. https://jamanetwork.com/journals/jama/article-abstract/2783414
Faraone, S. V., Banaschewski, T., Coghill, D., Zheng, Y., Biederman, J., Bellgrove, M. A., … & Wang, Y. (2021). The world federation of ADHD international consensus statement: 208 evidence-based conclusions about the disorder. Neuroscience & Biobehavioral Reviews. https://www.sciencedirect.com/science/article/pii/S014976342100049X

NURS_8310_ Week6_Discussion2_Rubric
Discussion 2: Appraising the Literature
For the DNP-prepared nurse, it is important to hone skills related to reviewing and evaluating research literature to implement evidence-based practices. As you examine epidemiological research, in particular, it is essential to ask, “What are the strengths and weakness of the research method(s)? Are the data analysis and interpretation sound? Is there any evidence of bias?” This Discussion provides you and your colleagues valuable practice in critically analyzing research literature.
To prepare:
With this week’s Learning Resources in mind, reflect on the importance of analyzing epidemiological research studies.
Critically appraise the Oppenheimer (2010) and Elliott, Smith, Penny, Smith and Chambers (1999) articles presented in the Learning Resources using Appendix A in Epidemiology for Public Health Practice as a guide.
Determine the strengths and weaknesses of the research methods and data analysis of each study.
Ask yourself, “Is any bias evident in either study? What did the researchers do to control for potential bias?”
Finally, consider the importance of data interpretation in epidemiologic literature and the issues that may arise if potential confounding factors are not considered.
By Day 5
Post a cohesive scholarly response that addresses the following:
Appraise the Oppenheimer (2010) and Elliott et al. (1999) articles, summarizing the strengths and weaknesses of each study.
Analyze potential sources of bias in each study, and suggest strategies for minimizing bias.
Suggest possible confounding variables that may have influenced the results of each study.
Read a selection of your colleagues’ responses.
By Day 7
Respond to at least two of your colleagues in one or more of the following ways:
Ask a probing question, substantiated with additional background information, evidence, or research.
Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.
Validate an idea with your own experience and additional research.
Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.
Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!
Week 6: Epidemiological Applications, Part 2 and Data Interpretation
Can a person’s experience with racial discrimination impact aging and his or her physical health? The answer may be yes, according to a preliminary epidemiologic research study sponsored by the National Institute on Aging (NIA) and the National Institute of Health (Szanton et al., 2011; NIH, 2011). The NIA looks at factors such as race and socioeconomic status in relation to health disparities and outcomes. The Szanton et al. study identified a sample population of African Americans living in the Baltimore area who reported experiencing racial discrimination in their lifetime. This sample population showed higher levels of red blood cell oxidative stress, a potential risk factor in cardiovascular and other age-related diseases. Although this study presents only preliminary findings, it is interesting to consider the role that stress and other psychosocial factors play in the overall health of individuals and populations.
This week, you will examine psychosocial factors that influence health and disease. By understanding the role of these factors in health, along with environmental and genetic factors, you will have additional tools to improve health outcomes for individuals and populations.
Finally, in order to develop evidence-based interventions, DNP-prepared nurses need to be able to critically appraise the research literature, including the conclusions drawn from the data analysis. To practice this skill, you will appraise two articles and consider potential sources of confounding and bias.
Learning Objectives
Students will:
Evaluate the influence of psychosocial factors in health and disease
Critically appraise epidemiologic literature
Analyze the potential influence of confounding variables in a research study
Analyze potential sources of bias in epidemiologic research
Learning Resources
Required Readings
Friis, R. H., & Sellers, T. A. (2021). Epidemiology for public health practice (6th ed.). Jones & Bartlett.
Chapter 10, “Data Interpretation Issues”
In Chapter 10, the authors describe issues related to data interpretation and address the main types of research errors that need to be considered when conducting epidemiologic research, as well as when analyzing published results. It also presents techniques for reducing bias.
Chapter 15, “Social, Behavioral, and Psychosocial Epidemiology”
Chapter 15 features psychosocial, behavioral, and social epidemiology.
Elliott, A. M., Smith, B. H., Penny, K., Smith, W. C., & Chambers, W. A. (1999). The epidemiology of chronic pain in the community. The Lancet, 354(9186), 1248–1252.
This article describes an early epidemiologic study on chronic pain. Carefully review this article noting the structure of the research design, assessment and data collection, and analysis strategies. You will refer to this article for Discussion 2.
Oppenheimer, G. M. (2010). Framingham Heart Study: The first 20 years. Progress in Cardiovascular Diseases, 53(1), 55–61.
The Framingham Heart Study is a landmark epidemiologic study that began in the 1940s. The author of this article reviews the history of the Framingham Heart Study and its contribution to population health. As you read this article, consider any sources of bias or potential conflict of interest. You will refer to this article for Discussion 2.
Phillips, C. V., & Goodman, K. J. (2004). The missed lessons of Sir Austin Bradford Hill. Epidemiologic Perspectives & Innovations, 1(3). Retrieved from http://www.biomedcentral.com/1742-5573/1/3
In 1965, Austin Bradford Hill worked on a paper that has become a standard in public health and epidemiologic study about how to make decisions based on epidemiologic evidence. Hill put forth strategies for inferring causation and stressed the need for considering costs and benefits when planning health-promoting interventions. Review this article, which examines how Hill’s strategies are often misused or misinterpreted.
Centers for Disease Control and Prevention. (2011). CDC health disparities and inequalities report—United States, 2011. Morbidity and Mortality Weekly Report, Supplement, (60), 1–114. Retrieved from http://www.cdc.gov/mmwr/pdf/other/su6001.pdf. [Read pages 11–32]
This report consolidates national data on disparities in mortality, morbidity, behavioral risk factors, health care access, preventive health services, and social determinants of critical health problems in the United States by using selected indicators. The required section of reading introduces the social determinants of health and environmental hazards.
World Health Organization. (2011). Social determinants of health. Retrieved from http://www.who.int/social_determinants/en/
According to the World Health Organization, “The social determinants of health are mostly responsible for health inequities—the unfair and avoidable differences in health status seen within and between countries.” This article presents an introduction to social determinants of health.
World Health Organization. (2011). Social determinants of health: Key concepts. Retrieved from http://www.who.int/social_determinants/thecommission/finalreport/key_concepts/en/index.html
This article outlines key concepts related to the social determinants of health.
Healthy People 2020. (2011). Social determinants of health. Retrieved from http://healthypeople.gov/2020/topicsobjectives2020/overview.aspx?topicid=39
This website presents an overview of the social determinants of health and addresses how the information relates to Healthy People 2020.
UCL Institute of Health Equity. (2018). ‘Fair society healthy lives’ (The Marmot Review). Retrieved from http://www.instituteofhealthequity.org/resources-reports/fair-society-healthy-lives-the-marmot-review
Optional Resources
Genaidy, A. M., Lemasters, G. K., Lockey, J., Succop, P., Deddens, J., Sobeih, & Dunning, K. (2007). An epidemiological appraisal instrumental – a tool for evaluation of epidemiological studies. Ergonomics, 50(6), 920–960.
Centers for Disease Control and Prevention. (2011). Social determinants of health. Retrieved from http://www.cdc.gov/socialdeterminants/
Name: NURS_8310_ Week6_Discussion2_Rubric
Grid View
List View
Excellent Good Fair
RESPONSIVENESS TO DISCUSSION QUESTION
Discussion post minimum requirements:
*The original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.
8 (26.67%) – 8 (26.67%)
Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*.
7 (23.33%) – 7 (23.33%)
Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*.
6 (20%) – 6 (20%)
Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*.
CONTENT KNOWLEDGE 8 (26.67%) – 8 (26.67%)
Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course.
7 (23.33%) – 7 (23.33%)
Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.
6 (20%) – 6 (20%)
Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course
CONTRIBUTION TO THE DISCUSSION 8 (26.67%) – 8 (26.67%)
Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.
7 (23.33%) – 7 (23.33%)
Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature
6 (20%) – 6 (20%)
Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas.
QUALITY OF WRITING 6 (20%) – 6 (20%)
Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.
5 (16.67%) – 5 (16.67%)
Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.
4 (13.33%) – 4 (13.33%)
Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.
Total Points: 30
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Solution
Appraisal of literature allows researchers to identify strengths, benefits, and applications of such content and the inherent weak areas. The articles by Oppenheimer (2010) and Elliott et al. (1999) have particular strengths and weaknesses and potential sources of bias. The strengths in Oppenheimer’s article include the quantification and detailed description of chronic pain in the community under investigation based on social demographic status, sex, and age. The strengths of Elliott et al. article include offering a separate database to test a host of non-CVD issues and identifying aspects that statisticians and healthcare providers experience in developing an epidemiological study. The authors also draw the community under review into research support.
Conversely, the two articles also have weaknesses. The weaknesses of Oppenheimer’s article include the inability to provide feedback on areas where participants failed to give. Secondly, the author didn’t use responses from the participants during data analysis (Oppenheimer, 2010). The weakness of the second article is the multiple investments by different authorities in the project, which may demonstrate a conflict of interests.
Potential sources of bias in the articles include the failure to consider all possible variables, which leads to inaccurate interpretation of outcomes. Both articles used an inadequate representation of their respective populations. Researchers can avoid this bias by expanding the samples in their studies to represent the entire population. Convenience bias is evident in the first article due to selecting individuals aged 25 years and above. Researchers need to give equal chances to all potential subjects to be part of their survey. Again, the bias of self-selected cohort is evident in the second article. This leads to an unbiased estimate of the prevalence of aspects in the research (Elliott et al., 1999). Researchers can correct this by using a collective model in data collection so that all participants have an equal chance.
Confounding variables are extra variables that researchers fail to consider when doing trials. These variables can affect results and render them useless, increasing bias and affecting variance. The founding variables in the two articles include the inability to consider feedback from respondents during their data analysis. The studies should have also considered having control variables to mitigate bias.
References
Elliott, A. M., Smith, B. H., Penny, K. I., Smith, W. C., & Chambers, W. A. (1999). The
epidemiology of chronic pain in the community. The Lancet, 354(9186), 1248-1252. DOI: 10.1016/s0140-6736(99)03057-
Oppenheimer, G. M. (2010). Framingham heart study: the first 20 years. Progress in
cardiovascular diseases, 53(1), 55-61. DOI: 10.1016/j.pcad.2010.03.003.

The Assignment
Examine the Case Study below: A Middle-Aged Caucasian Man With Anxiety. 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.
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).
Case Study: A Middle-Age Caucasian Man with Anxiety:
BACKGROUND INFORMATION:
The client is a 46-year-old white male who works as a welder at a local steel fabrication factory. He presents today after being referred by his PCP after a trip to the emergency room in which he felt he was having a heart attack. He stated that he felt chest tightness, shortness of breath, and feeling of impending doom. He does have some mild hypertension (which is treated with low sodium diet) and is about 15 lbs. overweight. He had his tonsils removed when he was 8 years old, but his medical history since that time has been unremarkable. Myocardial infarction was ruled out in the ER and his EKG was normal. Remainder of physical exam was WNL.
He admits that he still has problems with tightness in the chest and episodes of shortness of breath- he now terms these “anxiety attacks.” He will also report occasional feelings of impending doom, and the need to “run” or “escape” from wherever he is at.
In your office, he confesses to occasional use of ETOH to combat worries about work. He admits to consuming about 3-4 beers/night. Although he is single, he is attempting to care for aging parents in his home. He reports that the management at his place of employment is harsh, and he fears for his job. You administer the HAM-A, which yields a score of 26.
Client has never been on any type of psychotropic medication.
MENTAL STATUS EXAM:
The client is alert, oriented to person, place, time, and event. He is appropriately dressed. Speech is clear, coherent, and goal-directed. Client’s self-reported mood is “bleh” and he does endorse feeling “nervous”. Affect is somewhat blunted, but does brighten several times throughout the clinical interview. Affect broad. Client denies visual or auditory hallucinations, no overt delusional or paranoid thought processes readily apparent. Judgment is grossly intact, as is insight. He denies suicidal or homicidal ideation.
The PMHNP administers the Hamilton Anxiety Rating Scale (HAM-A) which yields a score of 26.
Diagnosis: Generalized anxiety disorder
RESOURCES
§ Hamilton, M. (1959). Hamilton Anxiety Rating Scale. Psyctests, doi:10.1037/t02824-0
Decisions Made and Outcomes (Needed to formulate the paper)
Choices for Decision 1
Select what the PMHNP should do:
1. Begin Zoloft 50 mg po daily
2. Begin Imipramine 25 mg po BID
3. Begin Buspirone 10 mg po BID
My decision: I chose to begin Zoloft 50 mg po daily.
Outcome: RESULTS OF DECISION POINT ONE:
Client returns to clinic in four weeks and informs you that he has no tightness in chest, or shortness of breath. Client states that he noticed decreased worries about work over the past 4 or 5 days. HAM-A score has decreased to 18 (partial response)
Choices for Decision 2
Select what the PMHNP should do:
1. Increase dose to 75 mg orally daily
2. Increase dose to 100 mg orally daily
3. No change in drug/dose at this time
My decision: I chose to increase dose to 75 mg orally daily.
Outcome: RESULTS OF DECISION POINT TWO:
Client returns to clinic in four weeks and reports an even further reduction in his symptoms.
HAM-A score has now decreased to 10. At this point- continue current dose (61% reduction in symptoms)
Choices for Decision 3
Decision Point Three Select what the PMHNP should do next:
1. Maintain current dose
2. Increase current dose of medication to 100 mg orally daily
3. Add augmentation agent such as BuSpar (buspirone) My decision: I choose to educate client regarding diet/weight loss and continue client on the same drug/dose
Outcome: Guidance to Student
At this point, it may be appropriate to continue client at the current dose. It is clear that the client is having a good response (as evidenced by greater than a 50% reduction in symptoms) and the client is currently not experiencing any side effects, the current dose can be maintained for 12 weeks to evaluate full effect of drug. Increasing drug at this point may yield a further decrease in symptoms, but may also increase the risk of side effects. This is a decision that the PMHNP should discuss with the client. Nothing in the client’s case tells us that we should consider adding an augmentation agent at this point as the client is demonstrating response to the drug. Avoid polypharmacy unless symptoms cannot be managed by a single drug.
***Write on each decision and answer the questions following the decision. Make sure that this paper has at least 5 References. Please use in-text citations for each section of each decision. Don’t forget the ethical considerations for this assignment. Make it a section by itself.***
***Also please make sure when looking at the ethical consideration for this assignment that you look at how Zoloft which is a SSRI is used in Caucasian people (males). What considerations does the drugs have with this ethnicity.***

A typewritten essay, not to exceed 750 words, that responds to the following: • Discuss two (2) professional career goals, identifying how your professional experiences to date have prepared you for graduate study at Pace University and how the graduate program will assist you in meeting these goals. • Describe your plans to alter your professional and/or personal obligations to have the time needed for graduate study, including the required clinical experiences. • Identify one issue in the United States health care system and discuss the role of advanced nursing practice in addressing this issue FOCO
I have been working in Psychiatric Center as a nurse for the past fifteen years. Working night shift for the past three years so as to have time for my clinical practice experience in the day time. I am applying for MS in Psychiatric Mental Health Nurse Practitioner.
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Solution
Professional career Goals
One of my goals is to advance education in the healthcare practice path. I plan to increase my knowledge in the nursing practice to enable me to enhance methodology and medical techniques evolution. My aim is to have goals that I aim at achieving after every quarter of service. For instance, my goal is to search for better ways of evolving medical techniques and ways of improving technological skills (Vázquez-Calatayud et al., 2021) In effect, I will have quality patient care alongside a seamless experience of the clients which can help retain them. I will also report improved and positive feedback in patient care delivery.
Another professional goal is to improve interpersonal relationships in the workplace. An excellent patient care delivery requires teamwork and collaboration between different staff that patients see on a typical hospital stay. As a nurse assigned to take care of a patient, I will be required to have open communication with other staff members to assess the needs of the patients. I can communicate effectively either through technology or in person. Interpersonal skills are fundamental in clinical practice because a positive experience, feedback, and outcome of patient care depend on the collaboration of different staff members. These include doctors, housekeepers, nutritionists, lab technicians, and nursing assistants (Vázquez-Calatayud et al., 2021).
How my experience helps
For the past fifteen years, I have been working in a Psychiatric center as a nurse. Again, I gained clinical practice experience in the past three years while working night shifts. This experience can help me graduate at the university and apply to work with a Mental Health nurse practitioner. On the other hand, the graduate program will help me meet these goals in several ways. For instance, through the programs, I learn ways of developing interpersonal skills in the workplace as a nurse. Besides, the programs empathize with the need for further studies. In effect, I will be motivated to advance education in my career path to increase my skills and knowledge of medical techniques.
To gain experience in clinical practice, I plan to work night shifts so that I get time in the day to attend my graduate programs. This practice will enable me to gain professional experience while at the same time advancing my education.
An issue in the US health care system
One of the major issues that face the health care system of the United States the avoidable medical errors (Medifind, 2021). More than half of the deaths that occur in US hospitals are stemming from medical errors which could be prevented by the staff. For instance, patients are subjected to surgery in the wrong part of the body, wrong prescription in the hurry of reducing the queue. These errors are ranked the third cause of death in the US after cancer and heart disease.
Role of advanced practice nurse
Advanced practice nurse plays a vital role in solving the issue of medical errors in the workplace. For instance, they organize therapeutic plans to ensure that patients are alert to any medical errors that are subjected to. On the other hand, they evaluate the patient records and provide information to the relevant staff. This practice will prevent doctors from taking the wrong actions on the patient. Besides, by ensuring maintained patient records, they ensure that healthcare providers take all the necessary actions to ensure quality patient care. Besides, these nurses play a vital role in counseling the caregivers or the family of the patient (Vázquez-Calatayud et al., 2021). In effect, the family can monitor the actions of the doctors to ensure no stone is left unturned.
References
Vázquez-Calatayud, M., Errasti-Ibarrondo, B., & Choperena, A. (2021). Nurses’ continuing professional development: A systematic literature review. Nurse education in practice, 50, 102963.
Medifind. (2021). 8 Major Problems with the U.S. Healthcare System Today. Medifind. Retrieved 3 December 2021, from https://www.medifind.com/news/post/problems-us-healthcare-system.