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Mental Wellness in Adolescents Assignment Papers. Mental Wellness in Adolescents Assignment Papers. During the adolescent years it is a time of growing in self-image, self-esteem, and risk taking. Development of self-awareness is important during the adolescent years this is when friendships develop, peer socialization occurs, and shaping of character and personalities take place (Burns, Dunn, Brady, Starr & Blosser, 2013).Mental Wellness in Adolescents Assignment Papers. Permalink: https://nursingpaperessays.com/ mental-wellness-…ssignment-papers / ? Self-perception is important during the early and late stages of adolescents this is when body-image, peer acceptance, self-esteem and self-concept play a big role in emotional and mental behavior. Body-image along with self-esteem is how the child see’s self and fit in with their peers, it is self evaluation and the feeling of happiness and satisfaction.Mental Wellness in Adolescents Assignment Papers. Females go through many emotional changes as well as physical changes, the start of Menes, breast development, and hair in axillaries and pubic areas (Burns et al., 2013). Males go through similar changes with hair growth to axillaries, pubic and facial; they also experience testicle and penis enlargement and voice changes (Burns et al., 2013). These body changes can cause low self-esteem if negative changes occur such as acne, overweight, small body parts (breast/penis) when compared to fellow peers. Self-concept is the part as it relates to academic and life successes, the increased independence gives more opportunities in participation in activities that are socially acceptable (ex. going to mall, movies, dating, out with friends).Mental Wellness in Adolescents Assignment Papers. Positive behavior is important to maintain, now with the increased freedom in the adolescent years comes the risky behavior issues. Peer pressure involves the exploration with drinking, smoking and drugs, and sex, also in testing personal boundaries (Burns et al., 2013). Reinforcing good behaviors and punishing bad behaviors is important. Some strategies in positive parenting include talking with the child about right and wrong behaviors and the consequences of negative behaviors. Providing good role models, teach good values and beliefs, and moral judgment. Parents need to listen in a non-judgmental way and provide positive feedback and support.Mental Wellness in Adolescents Assignment Papers. Mental wellness in adolescents involves coping with stress and psychological issues such as depression, anxiety or suicidal thoughts (Burns et al., 2013). Some other forms of stress are traumatic events such as death in the family, violence in the family (abuse, neglect, or homelessness), school violence (bulling or shooting and suicide), or natural loss of home due to fire. Providers play a role in educating the parents on how to pick up on key signs when talking to child or non-verbal clues is an important part of mental wellness. A key strategy for parents and providers is open communication, it is crucial that know they can come to you and you will not be judgmental.Mental Wellness in Adolescents Assignment Papers. Mental wellness can also be influenced by genetic factor such as in anxiety or depression disorders. Emotional wellness comes from feeling loved and worthy of love; also a good strong parent-child relationship attachment (Prilleltensky, Nelson & Peirson, 2001).Mental Wellness in Adolescents Assignment Papers. Resources for Child and Parents of Adolescent Providers are great a resource for parents during the adolescent years. We can provide assistance in school, psychologists, neurologists, and other institutes for mental wellness. We as providers can guide parents to books and pamphlets to read about teaching adolescents on drugs, alcohol prevention, and sexual abstinence. As providers we teach the child of the risk factors of drugs, alcohol, and STD’s.Mental Wellness in Adolescents Assignment Papers. Introduction Adolescence (10–19 years) is a unique and formative time. Whilst most adolescents have good mental health, multiple physical, emotional and social changes, including exposure to poverty, abuse, or violence, can make adolescents vulnerable to mental health problems. Promoting psychological well-being and protecting adolescents from adverse experiences and risk factors which may impact their potential to thrive are not only critical for their well-being during adolescence, but also for their physical and mental health in adulthood.Mental Wellness in Adolescents Assignment Papers. Mental health determinants Adolescence is a crucial period for developing and maintaining social and emotional habits important for mental well-being. These include adopting healthy sleep patterns; taking regular exercise; developing coping, problem-solving, and interpersonal skills; and learning to manage emotions. Supportive environments in the family, at school, and in the wider community are also important.Mental Wellness in Adolescents Assignment Papers. Multiple factors determine the mental health of an adolescent at any one time. The more risk factors adolescents are exposed to, the greater the potential impact on their mental health. Factors which can contribute to stress during adolescence include a desire for greater autonomy, pressure to conform with peers, exploration of sexual identity, and increased access to and use of technology. Media influence and gender norms can exacerbate the disparity between an adolescent’s lived reality and their perceptions or aspirations for the future.Mental Wellness in Adolescents Assignment Papers. Other important determinants for the mental health of adolescents are the quality of their home life and their relationships with their peers. Violence (including harsh parenting and bullying) and socio-economic problems are recognized risks to mental health. Children and adolescents are especially vulnerable to sexual violence, which has a clear association with detrimental mental health.Mental Wellness in Adolescents Assignment Papers. Some adolescents are at greater risk of mental health conditions due to their living conditions, stigma, discrimination or exclusion, or lack of access to quality support and services. These include adolescents living in humanitarian and fragile settings; adolescents with chronic illness, autism spectrum disorder, an intellectual disability or other neurological condition; pregnant adolescents, adolescent parents, or those in early and/or forced marriages; orphans; and adolescents from minority ethnic or sexual backgrounds or other discriminated groups.Mental Wellness in Adolescents Assignment Papers. Adolescents with mental health conditions are in turn particularly vulnerable to social exclusion, discrimination, stigma (affecting readiness to seek help), educational difficulties, risk-taking behaviours, physical ill-health and human rights violations. Mental health conditions in adolescents Worldwide, it is estimated that 10–20% of adolescents experience mental health conditions, yet these remain underdiagnosed and undertreated. Signs of poor mental health can be overlooked for a number of reasons, such as a lack of knowledge or awareness about mental health among health workers, or stigma preventing them from seeking help.Mental Wellness in Adolescents Assignment Papers. Emotional disorders Emotional disorders commonly emerge during adolescence. In addition to depression or anxiety, adolescents with emotional disorders can also experience excessive irritability, frustration, or anger. Symptoms can overlap across more than one emotional disorder with rapid and unexpected changes in mood and emotional outbursts. Younger adolescents may additionally develop emotion-related physical symptoms such as stomach ache, headache, or nausea.Mental Wellness in Adolescents Assignment Papers. Globally, depression is the ninth leading cause of illness and disability among all adolescents; anxiety is the eighth leading cause. Emotional disorders can be profoundly disabling to an adolescent’s functioning, affecting schoolwork and attendance. Withdrawal or avoidance of family, peers or the community can exacerbate isolation and loneliness. At its worse, depression can lead to suicide. Childhood behavioural disorders Childhood behavioural disorders are the sixth leading cause of disease burden among adolescents. Adolescence can be a time where rules, limits and boundaries are tested. However, childhood behavioural disorders represent repeated, severe and non-age-appropriate behaviours such as hyper-activity and inattention (such as attention deficit hyperactivity disorder) or destructive or challenging behaviours (for example, conduct disorder). Childhood behavioural disorders can affect adolescents’ education, and are sometimes associated with contact with judicial systems.Mental Wellness in Adolescents Assignment Papers. Eating disorders Eating disorders commonly emerge during adolescence and young adulthood. Most eating disorders affect females more commonly than males. Eating disorders such as anorexia nervosa, bulimia nervosa and binge eating disorder are characterised by harmful eating behaviours such as restricting calories or binge eating. Anorexia and bulimia nervosa also include a preoccupation with food, body shape or weight, and behaviours such as excessive exercise or vomiting to compensate for calorie intake. People with anorexia nervosa have a low body weight and a heightened fear of weight gain. People with binge eating disorder can experience feelings of distress, guilt or self-disgust when binge eating. Eating disorders are detrimental to health and often co-exist with depression, anxiety and/or substance misuse.Mental Wellness in Adolescents Assignment Papers. Psychosis Disorders which include symptoms of psychosis most commonly emerge in late adolescence or early adulthood. Symptoms of psychosis can include hallucinations (such as hearing or seeing things which are not there) or delusions (including fixed, non-accurate beliefs). Experiences of psychosis can severely impair an adolescent’s ability to participate in daily life and education. In many contexts, adolescents with psychosis are highly stigmatized and at risk of human rights violations.Mental Wellness in Adolescents Assignment Papers. Suicide and self-harm It is estimated that 62 000 adolescents died in 2016 as a result of self-harm. Suicide is the third leading cause of death in older adolescents (15–19 years). Nearly 90% of the world’s adolescents live in low- or middle-income countries but more than 90% of adolescent suicides are among adolescents living in those countries. Suicide attempts can be impulsive or associated with a feeling of hopelessness or loneliness. Risk factors for suicide are multifaceted, including harmful use of alcohol, abuse in childhood, stigma against help-seeking, barriers to accessing care, and access to means. Communication through digital media about suicidal behaviour is an emerging concern for this age group.Mental Wellness in Adolescents Assignment Papers. Risk-taking behaviours Many risk-taking behaviours for health, such as substance use or sexual-risk taking, start during adolescence. Limitations in adolescents’ ability to plan and manage their emotions, normalization of the taking of risks that have an impact on health among peers and contextual factors such as poverty and exposure to violence can increase the likelihood of engaging in risk-taking behaviours. Risk-taking behaviours can be both an unhelpful strategy to cope with poor mental health, and can negatively contribute to and severely impact an adolescent’s mental and physical well-being.Mental Wellness in Adolescents Assignment Papers. Harmful use of substances (such as alcohol or drugs) are major concerns in most countries. Worldwide, the prevalence of heavy episodic drinking among adolescents aged 15-19 years was 13.6% in 2016, with males most at risk. Harmful substance use in adolescents increases the likelihood of further risk-taking such as unsafe sex. In turn, sexual risk-taking increases adolescents’ risk of sexually-transmitted infections and early pregnancy – a leading cause of death for older adolescent girls and young women (including during childbirth and from unsafe abortion).Mental Wellness in Adolescents Assignment Papers. The use of tobacco and cannabis are additional concerns. In 2016, based on data available from 130 countries, it was estimated that 5.6% of 15–16 year olds had used cannabis at least once in the preceding year [1]. Many adult smokers have their first cigarette prior to the age of 18 years.Mental Wellness in Adolescents Assignment Papers. Perpetration of violence is a risk-taking behaviour which can increase the likelihood of low educational attainment, injury, involvement with crime, or death. Interpersonal violence was ranked the second leading cause of death of older adolescent boys in 2016.Mental Wellness in Adolescents Assignment Papers. Promotion and prevention Interventions to promote adolescents’ mental health aim to strengthen protective factors and enhance alternatives to risk-taking behaviours. Promotion of mental health and well-being helps adolescents in building resilience so that they can cope well in difficult situations or adversities. Promotion programmes for all adolescents and prevention programmes for adolescents at risk of mental health conditions require a multilevel approach with varied delivery platforms – for example, digital media, health or social care settings, schools, or the community.Mental Wellness in Adolescents Assignment Papers. Examples of promotion and prevention activities include: one-to-one, group-delivered, or self-guided online psychological interventions; family-focused interventions such as caregiver skills training, including interventions which address caregivers’ needs; school-based interventions, such as: organizational changes for a safe, secure and positive psychological environment; teaching on mental health and life-skills; training staff in detection and basic management of suicide risk; and school-based prevention programmes for adolescents vulnerable to mental health conditions; community-based interventions such as peer leadership or mentoring programmes; prevention programmes targeted at vulnerable adolescents, such as those affected by humanitarian and fragile settings, and minority or discriminated groups; programmes to prevent and manage the effects of sexual violence on adolescents; multisectoral suicide prevention programmes; multilevel interventions to prevent alcohol and substance abuse; comprehensive sex education to help prevent risky sexual behaviours; and violence prevention programmes. Early detection and treatment It is crucial to address the needs of adolescents with defined mental health conditions. Avoiding institutionalization and over-medicalization, prioritizing non-pharmacological approaches, and respecting the rights of children in line with the United Nations Convention on the Rights of the Child and other human rights instruments are key for adolescents.Mental Wellness in Adolescents Assignment Papers. Interventions for adolescents should consider: The importance of early detection and provision of evidence-based interventions for mental and substance use disorders. WHO’s mental health Gap Action Programme (mhGAP) provides evidence-based guidelines for non-specialists to enable them to better identify and support priority mental health conditions in lower-resourced settings. Transdiagnostic interventions – for example, those which target multiple mental health problems. Delivery by supervised staff who are trained in managing adolescents’ specific needs. Engaging and empowering caregivers, where appropriate, and exploring adolescents’ preferences. Face-to-face and guided self-help methods, including electronic mental health interventions. Due to stigma or the feasibility of accessing services, unguided self-help may be suitable for adolescents.Mental Wellness in Adolescents Assignment Papers. Psychotropic medication should be used with great caution and should only be offered to adolescents with moderate-severe mental health conditions when psychosocial interventions prove ineffective and when clinically indicated and with informed consent. The treatments should be provided under the supervision of a specialist and with close clinical monitoring for potential adverse effects.Mental Wellness in Adolescents Assignment Papers. Emotional health is an important part of overall health. People who are emotionally healthy are in control of their thoughts, feelings, and behaviors. They are able to cope with life’s challenges. They can keep problems in perspective and bounce back from setbacks. They feel good about themselves and have good relationships.Mental Wellness in Adolescents Assignment Papers. Being emotionally healthy does not mean you are happy all the time. It means you are aware of your emotions. You can deal with them, whether they are positive or negative. Emotionally healthy people still feel stress, anger, and sadness. But they know how to manage their negative feelings. They can tell when a problem is more than they can handle on their own. They also know when to seek help from their doctor.Mental Wellness in Adolescents Assignment Papers. Research shows that emotional health is a skill. There are steps you can take to improve your emotional health and be happier. Path to improved well being Emotional health is an important part of your life. It allows you to realize your full potential. You can work productively and cope with the stresses of everyday life. It helps you work with other people and contribute to society.Mental Wellness in Adolescents Assignment Papers. It also affects your physical health. Research shows a link between an upbeat mental state and physical signs of good health. These include lower blood pressure, reduced risk of heart disease, and a healthier weight There are many ways to improve or maintain good emotional health.Mental Wellness in Adolescents Assignment Papers. Be aware of your emotions and reactions. Notice what in your life makes you sad, frustrated, or angry. Try to address or change those things. Express your feelings in appropriate ways. Let people close to you know when something is bothering you. Keeping feelings of sadness or anger inside adds to stress. It can cause problems in your relationships and at work or school. Think before you act. Emotions can be powerful. Give yourself time to think, and be calm before you say or do something you might regret.Mental Wellness in Adolescents Assignment Papers. Manage stress. Try to change situations causing you stress. Learn relaxation methods to cope with stress. These could include deep breathing, meditation, and exercise. Strive for balance. Find a healthy balance between work and play and between activity and rest. Make time for things you enjoy. Focus on positive things in your life. Take care of your physical health. Your physical health can affect your emotional health. Exercise regularly, eat healthy meals, and get enough sleep. Don’t abuse drugs or alcohol. Connect with others. We are social creatures. We need positive connections with other people. Make a lunch date, join a group, and say hi to strangers. Find purpose and meaning. Figure out what it is important to you in life, and focus on that. This could be your work, your family, volunteering, caregiving, or something else. Spend your time doing what feels meaningful to you. Stay positive. Focus on the good things in your life. Forgive yourself for making mistakes, and forgive others. Spend time with healthy, positive people.Mental Wellness in Adolescents Assignment Papers. Things to consider People who have good emotional health can still have emotional problems or mental illness. Mental illness often has a physical cause. This could be a chemical imbalance in the brain. Stress and problems with family, work, or school can trigger mental illness or make it worse.Mental Wellness in Adolescents Assignment Papers. Counseling, support groups, and medicines can help people who have emotional problems or mental illness. If you have an ongoing emotional problem, talk to your family doctor. He or she can help you find the right type of treatment.Mental Wellness in Adolescents Assignment Papers. That’s the thing about depression: A human being can survive almost anything, as long as she sees the end in sight. But depression is so insidious, and it compounds daily, that it’s impossible to ever see the end. – Elizabeth Wurtzel, Prozac Nation As teenagers go through stages of puberty, one may become emotionally confused about different events. Teenagers experience stress of gaining or maintaining a new job, increase on schoolwork and misunderstanding parents. As the ups and downs in life occur, some seem to mentally last longer than others. Mental health amongst adolescents is an every day issue. Within a society of rules and norms; mental health problems with teenagers result in different reactions. The top three mental health issues amongst teens are depression, self-harm, and suicide.Mental Wellness in Adolescents Assignment Papers. Firstly, depression can be linked back to family members with depression. As the genetics pass on so does the mental health issues. For example, if the parent(s) suffered from depression in their teenager years, the child is more likely to suffer around the same time. The genetic risk of developing clinical depression is about 40% (Black Dog, 2013). Secondly, stress can lead to depression. Stress can come from work, family and financial issues. For example, working two jobs and trying to make ends meet can be overwhelming. This can trigger depression as one ends up feeling lonely and unable to do basic things. As a teenager, some are forced to work two jobs in order to provide basic necessities. Thirdly, underemployment or unemployment can cause depression through financial issues (Financial Highway, 2013). Basic necessities cannot be provided for one’s self or family. This contributes to self-esteem as having no money means not having decent clothes or money to go places. For example, at school kids would have the latest fashion styles, phones and lunch money. A teenager in this atmosphere with this situation would have money for one or none of these things. Surrounded with these tribulations can cause depression amongst adolescents.Mental Wellness in Adolescents Assignment Papers. Secondly, mental health is dealt with through self-harm amongst teenagers. Self-harm can be in different ways such as cutting, ripping and beating one’s self. For example, cutting is the most common way of self-harm. According to Healthy Place, 90 percent of people who engage in self-harm begin during their teen or pre-adolescent years. Cutting also known as self-mutilation can begin from a tender age of 14 and can carry on into transitioning as an adult. Secondly, self-harm can be a physical release of emotional pain. According to studentsagainstdepression.org, it is described as “intense mixture of symbolic meanings – self-punishment, but also a mark of courage; a physical manifestation of inner pain for self and/or others to see; something to hide, but also something with which to shock and hurt others”. Although this sums it up, it could also mean a way of escaping emotional feelings towards situations and life as whole.Mental Wellness in Adolescents Assignment Papers. Your teenage child needs good mental health to develop in a healthy way, build strong relationships and deal with challenges. A strong and loving relationship with you can have a direct and positive impact on your child’s mental health. Physical health is key to mental health. Encourage your child to stay active, eat well, sleep, and avoid alcohol and other drugs. If you’re concerned about your child’s mental health, start by talking with your child.Mental Wellness in Adolescents Assignment Papers. On this page: What is pre-teen and teenage mental health? Promoting good teenage mental health Signs your child might need help with mental health Talking with your child about mental health Getting help for your child’s mental health problems Teenage mental health conditions What is pre-teen and teenage mental health? Mental health is a way of describing social and emotional wellbeing. Your child needs good mental health to develop in a healthy way, build strong relationships, adapt to change and deal with life’s challenges.Mental Wellness in Adolescents Assignment Papers. Pre-teens and teenagers who have good mental health often: feel happier and more positive about themselves and enjoy life have healthier relationships with family and friends do physical activity and eat a healthy diet get involved in activities have a sense of achievement can relax and get a good night’s sleep feel like they belong to their communities. Adolescence can be a risky period for mental health problems. On top of environment and genes, teenagers go through many changes and challenges in a short period of time. This all happens while teenage brains are still maturing.Mental Wellness in Adolescents Assignment Papers. Promoting good teenage mental health Your love and support and a strong relationship with you can have a direct and positive impact on your child’s mental health. It can even reduce the chances of your child experiencing mental health problems.Mental Wellness in Adolescents Assignment Papers. Here are some ideas to promote your child’s mental health and wellbeing: Show love, affection and care for your child. Show that you’re interested in what’s happening in your child’s life. Praise his efforts as well as his good points and achievements and value his ideas. Enjoy spending time together one on one with your child, and also as a family.Mental Wellness in Adolescents Assignment Papers. Encourage your child to talk about feelings with you. It’s important for your child to feel she doesn’t have to go through things on her own and that you can work together to find solutions to problems. Deal with problems as they arise, rather than letting them build up. Talk to trusted family members, friends, other parents or teachers if you have any concerns. If you feel you need more help, speak to your GP or another health professional.Mental Wellness in Adolescents Assignment Papers. Physical health is a big part of mental health. To help your child stay emotionally and physically healthy, encourage your child to do the following: Keep active. Physical fitness will help your child stay healthy, have more energy, feel confident, manage stress and sleep well. Develop and maintain healthy eating habits. Get lots of regular sleep. Quality sleep will help your child to manage a busy life, stress and responsibilities.Mental Wellness in Adolescents Assignment Papers. Avoid alcohol and other drugs. Alcohol and other drugs are a major risk factor for teenage mental health problems. You should encourage your child to avoid drugs, and don’t give him opportunities to drink alcohol until he’s 18 years old. If you know your child is using alcohol or other drugs and you’re worried, talk with your child. Also consider speaking to a health professional or counsellor.Mental Wellness in Adolescents Assignment Papers. Signs your child might need help with mental health It’s normal for children and teenagers to sometimes have low moods, poor motivation and trouble sleeping. These things aren’t always the signs of a mental health problem. But if you notice any of the following signs and the signs go on for more than a few weeks, it’s important to talk with your child. The next step is to get professional help.Mental Wellness in Adolescents Assignment Papers. For children younger than 12 years, mental health warning signs might include: sadness a lot of the time a drop in school performance ongoing worries or fears problems fitting in at school or getting along with other children aggressive or consistently disobedient behaviour, or repeated temper tantrums sleep problems, including nightmares. For children 12 years and older, watch out for your child: seeming down, feeling things are hopeless, being tearful or lacking motivation having trouble coping with everyday activities showing sudden changes in behaviour, often for no obvious reason having trouble eating or sleeping dropping in school performance, or suddenly refusing to go to school, TAFE or work avoiding friends or social contact saying she has physical pain – for example, headache, stomach ache or backache being aggressive or antisocial – for example, missing school, getting into trouble with the police, fighting or stealing being very anxious about weight or physical appearance, losing weight or failing to gain weight as she grows. If your child tells you he keeps thinking about self-harm or suicide, seek urgent professional help. Call Lifeline on 131 114, 24 hours a day, 7 days a week. You can also call 000 or go straight to a hospital emergency department.Mental Wellness in Adolescents Assignment Papers. Talking with your child about mental health If you’re concerned about your child’s mental health, start by talking to your child. This might feel uncomfortable – you might even be waiting for the problem to go away. But talking to your child about how she’s feeling shows her she’s not alone and that you care. Also, your child might need your help to get professional support.Mental Wellness in Adolescents Assignment Papers. Here are some ideas to encourage your child to talk to you about how he’s feeling: Say that even adults have problems they can’t sort out on their own. Point out that it’s easier to get help when you have someone else’s support.Mental Wellness in Adolescents Assignment Papers. Tell your child that it’s not unusual for young people to feel worried, stressed or sad. Also tell her that opening up about personal thoughts and feelings can be scary. Tell your child that talking about a problem can often help put things into perspective and make feelings clearer. Someone with more or different experience – like an adult – might be able to suggest options your child hasn’t thought of. Suggest some other people your child could talk to if he doesn’t want to talk to you – for example, aunts or uncles, close family friends, a trusted sports coach or religious leader, or your GP. Let your child know that talking with a GP or other health professional is confidential. They can’t tell anyone else, unless they’re worried about your child’s safety or someone else’s safety. Emphasise that your child isn’t alone. You’ll be there whenever she’s ready to talk.Mental Wellness in Adolescents Assignment Papers. If you raise your concerns with your child, he might refuse any help or say there’s nothing wrong. Many young people won’t seek help themselves. So you might need to say that you’re worried about him and you’ll be trying to get professional advice. It’s a good idea to encourage your child to come with you. If he won’t, you might need to go on your own. If you’re not sure what to do, a GP or school counsellor is a good place to start. Your child could try a confidential counselling service for young people like Kids Helpline for teens – 1800 551 800. There are also online therapy services like Reach Out, Youth Beyond Blue and eheadspace .Mental Wellness in Adolescents Assignment Papers. Getting help for your child’s mental health problems Mental health problems are unlikely to get better on their own, so you need to get professional help as soon as possible. Poor mental health or unmanaged mental health problems can affect your child’s quality of life, physical health, schoolwork, relationships and development – social, physical, educational and vocational.Mental Wellness in Adolescents Assignment Papers. There are many professional support options, including: your GP school counsellors psychologists and counsellors social workers your local community health centre local mental health services. Supporting a child with mental health issues can be hard. It’s important to look after yourself too. You can find support options on our mental health links and resources page. You could also call Parentline on 1800 301 300 or visit the Parentline web counselling page.Mental Wellness in Adolescents Assignment Papers. If you don’t know where to go, your GP will be able to guide you to the most appropriate services for your family.Mental Wellness in Adolescents Assignment

NURS 6640 – Psychotherapy With Individuals Assignment Papers. NURS 6640 – Psychotherapy With Individuals Assignment Papers. In the era of mass emigration and eldering society nursing is a very valuable and desirable profession. Student on this course must possess specialist knowledge about organization of patients’ healthcare process, therapeutic procedures and techniques, emergency rescue, rehabilitation process, preventive treatment, education and promotion of healthy lifestyle. Professional nurse should be prepared to make quick decisions during their day-to-day work.NURS 6640 – Psychotherapy With Individuals Assignment Papers.The Nursing programme is designed to implement theory into practice. Huge amount of programme hours is dedicated to nursing practice in hospitals and clinics. Our programme will provide you with a solid grounding in all the key areas necessary for successful completion of your studies. To operate effectively within the healthcare environment, nurses are required to be able to implement and evaluate change by contributing to the ongoing development on their field.NURS 6640 – Psychotherapy With Individuals Assignment Papers. Permalink: https://nursingpaperessays.com/ nurs-6640-psycho…ssignment-papers / ? Total didactic hours: 4790. Over 3700 hours in core study programmes group, including: Midwifery, Gynaecology and Gynaecological Nursing Paediatrics and Paediatrics Nursing Internal Diseases and Internal Medicine Nursing Surgery and Surgical Nursing Rehabilitation and Nursing of the Disabled Geriatrics and Geriatric Nursing Neurology and Neurological Nursing Psychiatry and Psychiatric Nursing Anaesthesiology and Nursing in a Threat to Life Palliative Care Principles of Medical Rescue Dietetics Research in Nursing Benefits to You High Salary – being a nurse means being well paid The program is adjusted to the job market – nurses are most wanted on job market in EU The study in English gives you a better chance for a career and overcomes the boundaries opening global job market for you Professional staff – teachers with practice Certification Opportunities Nursing is my passion. Thanks to the studies I expanded and updated my knowledge. Modern teaching methods at the university made me aware that in this profession you must develop the knowledge all the time.NURS 6640 – Psychotherapy With Individuals Assignment Papers. Renata Smoluch (Nursing, 2nd year student) How to apply for Nursing in English Downlaod and fill in the Application Form 2019/2020 (PDF) Scan of all the necessary documents (listed in Application Form) Send all files to our e-mail address (listed below) Wait to receive an Offer Letter (via e-mail) Make payments Wait to receive an Acceptance Letter (via post) Get Visa (if necessary) Tuition Fees Application fee: € 150 Tuition fee for the first academic year: candidates from: Azerbaijan, Kazakhstan, Tajikistan, Kyrgyzstan: 10,000 PLN candidates from other countries: € 4000 All fees in euro currency must be transferred to the University’s bank account: Name of the bank: Santander Bank Polska S.A. Oddzial 2 w Zamosciu Address: Partyzantow 12, 22-400 Zamosc, Poland SWIFT code: WBKPPLPP IBAN/ Account number: PL02 1500 1807 1218 0002 5195 0000 Transfer title: please write your full name and date of birth Here at Psychological Associates we are a team of mental health professionals with over 30 years experience conducting counseling and therapy for: Individuals, Adolescents, and Families. Our team provides Plantation Counseling for Individual Therapy, Child and Adolescent Counseling, Family Counseling, Marriage & Couples Therapy . We are conveniently located in suburban Plantation, FL. Our practice also has particular expertise in the area of psychological evaluations, psycho-educational assessments, Plantation family counseling and general full battery psychological testing.NURS 6640 – Psychotherapy With Individuals Assignment Papers. To better serve our customers we have opened a new Boca Raton location. We now have an office at 7777 Glades Road, suite 321 Boca Raton, Fl. Our new office is easily accessible as we are in the heart of Boca Raton. Just a minute from the Florida Turnpike Glades road exit and 10 minutes west of I-95 on Glades Road Our Philosophy psychologist Plantation FL Dr. Helene Cohen and Associates waiting room.“We believe that problems are a part of life. It is not the presence of problems that determines our health and well-being, but what we do when we encounter them. Our mission is to help our clients find solutions that will lead to personal happiness and the ability to maintain healthy relationships in their lives”.NURS 6640 – Psychotherapy With Individuals Assignment Papers. Click here to see more of our office… What we do Counseling (individual counseling, couples counseling as well as family counseling). Therapy (individual therapy, marital therapy, family therapy and also effective couples therapy). Psychological Evaluations (Intelligence Testing, Gifted Testing, ADD (Attention Deficit Disorder) Testing/ADHD (Attention Deficit Hyperactivity Disorder) Testing, Learning Disability Testing and Autism Spectrum Disorder Evaluations. Therefore we also conduct Full Battery Assessments for medical or legal issues/court mandated psychological evaluations (i.e. DUI psychological evaluation, Surrogacy Evaluations, Fitness evaluations for court and Immigration psychological evaluations). Premarital Counseling PlantationPsychological Testing Plantation Marriage Counseling Psychologist Plantation FL ….Experience & Expertise In counseling or therapy our areas of expertise are:psychologist plantation therapy-testing footprints Mood, Anxiety and also Depression Drug Abuse and Alcohol Abuse Drug Dependency and also Alcohol Dependency Addictions (Food Addiction, Gambling Addiction and also Internet Addiction) Self -Esteem and Motivation Issues Anger Management Trauma, Grief and Loss Issues Family Conflict (Divorce, Adjustment & Coping). Issues of Adolescence (troubled teens, teen depression, teen anxiety, teen addiction, teen drug abuse, alcohol abuse, eating disorders and teen body image issues.) Best Psychologist in Broward County Psychologist Plantation Fl …Location Psychologist Plantation – Counseling, Therapy & Testing location Our services are provided in a confidential, safe and comfortable private practice setting located in suburban Plantation, FL. We are also located within one mile of the Westfield Broward Mall just off University Drive and Peters Rd. Plantation is only minutes from Fort Lauderdale, Sunrise, Davie, Southwest Ranches, Pembroke Pines and Cooper City. Plantation is also just a few minutes east of Weston.NURS 6640 – Psychotherapy With Individuals Assignment Papers. Most of all, our role is to help our clients resolve problems, to clarify issues and obstacles, and discover better ways to navigate life’s challenges. Please do not hesitate to contact us with any of your questions about our service, or psychology in general. Psychiatric and Mental Health Nurse Practitioner -NURS 6640 – Psychotherapy With Individuals The Psychiatric and Mental Health Nurse Practitioner (PMHNP) is an advanced practice registered nurse trained to provide a wide range of mental health services to patients and families in a variety of settings. PMHNPs diagnose, conduct therapy, and prescribe medications for patients who […] The post NURS 6640 – Psychotherapy With Individuals appeared first on wishessays.com.NURS 6640 – Psychotherapy With Individuals Assignment Papers. Place an order with us. Our skilled and experienced writers will deliver a custom paper which is not plagiarized within the deadline which you will specify.NURS 6640 – Psychotherapy With Individuals Assignment Papers. Walden University practices a policy of nondiscrimination in admission to, access to, and employment in its programs and activities. Walden does not discriminate on the basis of race, color, sex, age, religion or creed, marital status, disability, national or ethnic origin, socioeconomic status, sexual orientation, or other legally protected status. Walden is committed to providing barrier-free access to its educational services and makes appropriate and reasonable accommodations when necessary. Students requesting accommodations per the Americans with Disabilities Act (ADA) must contact the Office of Disability Services at [email protected]. This publication represents current curricula, educational plans, offerings, requirements, tuition, and fees. These may be modified or discontinued from time to time in the university’s sole discretion to carry out the university’s purposes and objectives. Neither the provisions of this document nor the acceptance of students through registration and enrollment in the university constitutes a contract or an offer of a contract.NURS 6640 – Psychotherapy With Individuals Assignment Papers. Select a client whom you observed or counseled this week. Then, address the following in your Practicum Journal: •Describe the client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications. •Using the Diagnostic and Statistical Manual of Mental Health Disorders, 5th edition (DSM-5), explain and justify your diagnosis for this client. •Explain any legal and/or ethical implications related to counseling this client. •Support your approach with evidence-based literature.NURS 6640 – Psychotherapy With Individuals Assignment Papers. Required Readings Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company. •Chapter 3, “Assessment and Diagnosis” (pp. 95–168) •Chapter 4, “The Initial Contact and Maintaining the Frame” (pp. 169–224) American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Note: It is highly recommended that you use this resource as a reference guide throughout the course. You will access this text from the Walden Library databases.NURS 6640 – Psychotherapy With Individuals Assignment Papers. American Academy of Child and Adolescent Psychiatry. (1995). Practice parameters for the psychiatric assessment of children and adolescents. Washington, DC: Author. Retrieved from https://www.aacap.org/App_Themes/AACAP/docs/practice_parameters/psychiatric_assessment_practice_parameter.pdf American Psychiatric Association. (2016). Practice guidelines for the psychiatric evaluation of adults (3rd ed.). Arlington, VA: Author. Retrieved from http://psychiatryonline.org/doi/pdf/10.1176/appi.books.9780890426760 Walden Library. (2017). NURS 6640 week 2 discussion guide. Retrieved from http://academicguides.waldenu.edu/nurs6640week2discussion Walden University. (n.d.). Tests & measures: Home. Retrieved February 6, 2017, from http://academicguides.waldenu.edu/library/testsmeasures Note: This database may be helpful in obtaining assessment tool information for this week’s Discussion.NURS 6640 – Psychotherapy With Individuals Assignment Papers. Required Media Laureate Education (Producer). (2015a). Counseling competencies—The application of ethical guides and laws to record keeping [Video file]. Baltimore, MD: Author. Provided courtesy of the Laureate International Network of Universities. Note: The approximate length of this media piece is 23 minutes. Select a client whom you observed or counseled this week. Then, address the following in your Practicum Journal: •Describe the client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications. •Using the Diagnostic and Statistical Manual of Mental Health Disorders, 5th edition (DSM-5), explain and justify your diagnosis for this client.NURS 6640 – Psychotherapy With Individuals Assignment Papers. •Explain any legal and/or ethical implications related to counseling this client. •Support your approach with evidence-based literature. Required Readings Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company. •Chapter 3, “Assessment and Diagnosis” (pp. 95–168) •Chapter 4, “The Initial Contact and Maintaining the Frame” (pp. 169–224) American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Note: It is highly recommended that you use this resource as a reference guide throughout the course. You will access this text from the Walden Library databases.NURS 6640 – Psychotherapy With Individuals Assignment Papers. American Academy of Child and Adolescent Psychiatry. (1995). Practice parameters for the psychiatric assessment of children and adolescents. Washington, DC: Author. Retrieved from https://www.aacap.org/App_Themes/AACAP/docs/practice_parameters/psychiatric_assessment_practice_parameter.pdf American Psychiatric Association. (2016). Practice guidelines for the psychiatric evaluation of adults (3rd ed.). Arlington, VA: Author. Retrieved from http://psychiatryonline.org/doi/pdf/10.1176/appi.books.9780890426760 Walden Library. (2017). NURS 6640 week 2 discussion guide. Retrieved from http://academicguides.waldenu.edu/nurs6640week2discussion Walden University. (n.d.). Tests & measures: Home. Retrieved February 6, 2017, from http://academicguides.waldenu.edu/library/testsmeasures Note: This database may be helpful in obtaining assessment tool information for this week’s Discussion.NURS 6640 – Psychotherapy With Individuals Assignment Papers. Required Media Laureate Education (Producer). (2015a). Counseling competencies—The application of ethical guides and laws to record keeping [Video file]. Baltimore, MD: Author. Provided courtesy of the Laureate International Network of Universities. Note: The approximate length of this media piece is 23 minutes. ere at Psychological Associates we are a team of mental health professionals with over 30 years experience conducting counseling and therapy for: Individuals, Adolescents, and Families. Our team provides Plantation Counseling for Individual Therapy, Child and Adolescent Counseling, Family Counseling, Marriage & Couples Therapy . We are conveniently located in suburban Plantation, FL. Our practice also has particular expertise in the area of psychological evaluations, psycho-educational assessments, Plantation family counseling and general full battery psychological testing.NURS 6640 – Psychotherapy With Individuals Assignment Papers. To better serve our customers we have opened a new Boca Raton location. We now have an office at 7777 Glades Road, suite 321 Boca Raton, Fl. Our new office is easily accessible as we are in the heart of Boca Raton. Just a minute from the Florida Turnpike Glades road exit and 10 minutes west of I-95 on Glades Road Our Philosophy psychologist Plantation FL Dr. Helene Cohen and Associates waiting room.“We believe that problems are a part of life. It is not the presence of problems that determines our health and well-being, but what we do when we encounter them. Our mission is to help our clients find solutions that will lead to personal happiness and the ability to maintain healthy relationships in their lives”.NURS 6640 – Psychotherapy With Individuals Assignment Papers. Click here to see more of our office… What we do Counseling (individual counseling, couples counseling as well as family counseling). Therapy (individual therapy, marital therapy, family therapy and also effective couples therapy). Psychological Evaluations (Intelligence Testing, Gifted Testing, ADD (Attention Deficit Disorder) Testing/ADHD (Attention Deficit Hyperactivity Disorder) Testing, Learning Disability Testing and Autism Spectrum Disorder Evaluations. Therefore we also conduct Full Battery Assessments for medical or legal issues/court mandated psychological evaluations (i.e. DUI psychological evaluation, Surrogacy Evaluations, Fitness evaluations for court and Immigration psychological evaluations).NURS 6640 – Psychotherapy With Individuals Assignment Papers. Premarital Counseling PlantationPsychological Testing Plantation Marriage Counseling Psychologist Plantation FL ….Experience & Expertise In counseling or therapy our areas of expertise are:psychologist plantation therapy-testing footprints Mood, Anxiety and also Depression Drug Abuse and Alcohol Abuse Drug Dependency and also Alcohol Dependency Addictions (Food Addiction, Gambling Addiction and also Internet Addiction) Self -Esteem and Motivation Issues Anger Management Trauma, Grief and Loss Issues Family Conflict (Divorce, Adjustment & Coping). Issues of Adolescence (troubled teens, teen depression, teen anxiety, teen addiction, teen drug abuse, alcohol abuse, eating disorders and teen body image issues.)NURS 6640 – Psychotherapy With Individuals Assignment Papers. Best Psychologist in Broward County Psychologist Plantation Fl …Location Psychologist Plantation – Counseling, Therapy & Testing location Our services are provided in a confidential, safe and comfortable private practice setting located in suburban Plantation, FL. We are also located within one mile of the Westfield Broward Mall just off University Drive and Peters Rd. Plantation is only minutes from Fort Lauderdale, Sunrise, Davie, Southwest Ranches, Pembroke Pines and Cooper City. Plantation is also just a few minutes east of Weston. Most of all, our role is to help our clients resolve problems, to clarify issues and obstacles, and discover better ways to navigate life’s challenges. Please do not hesitate to contact us with any of your questions about our service, or psychology in general.NURS 6640 – Psychotherapy With Individuals Assignment Papers. The UMass Lowell School of Nursing offers a master’s program in nursing that emphasizes depth of knowledge and excellence in nursing in two areas of specialization: Adult-Gerontological Nursing and Family Health Nursing. Description of Program Program Outcomes Admission and Degree Requirements Degree Pathway Areas of Specialization Description of Program The objectives of the master’s program curriculum are to provide advanced practice nursing education which focuses on: Health promotion of individuals, families and groups from diverse populations; Management of health problems in collaboration with client, families, and health professionals; Leadership in the profession; and Research utilization for evidence-based practice. The graduate program is designed for a four-semester, two-calendar year schedule, although part-time study is possible. Within each major area of specialization all students are prepared with knowledge and skills necessary for leadership in a variety of settings. Methods of inquiry, research and scholarly techniques are integral parts of the curriculum.NURS 6640 – Psychotherapy With Individuals Assignment Papers. Program Outcomes The master’s degree program educates graduates who are prepared to: Practice in the advanced nursing role of the specialty Collaborate with clients, peers, and other health professionals Demonstrate leadership in the profession of nursing. Admission and Degree Requirements Requirements for the master’s program are: A baccalaureate degree with a major in nursing from an accredited program, An undergraduate scholastic average of 3.0 or better, Official transcripts, from all of your previous degree coursework (Associates and Bachelors in Nursing) as well as any completed or in progress graduate courses.NURS 6640 – Psychotherapy With Individuals Assignment Papers. An introductory course in statistics. Course grade must be on transcripts License to practice nursing in the Commonwealth of Massachusetts. Out of state RN licenses are accepted for application review, but all accepted students will need to obtain Massachusetts License prior to practicum courses. Experience working as an RN prior to enrolling in Advanced Health Assessment and subsequent Specialty courses. A resume, summarizing educational and professional nursing experience and any other related honors, special skills or certifications. Three letters of recommendation preferably from nursing faculty, supervisors or nurse leader in your organization. All recommendations should be sent to graduate admissions using the link and if addendum documents are attached they should be on hospital/school/agency letterhead and signed by the author of the recommendation. Recommendation should address your academic ability and professional qualifications as well as your potential for success in a graduate NP program. NURS 6640 – Psychotherapy With Individuals Assignment Papers. Written Statement: A goal statement that briefly highlights relevant work history and immediate and long term professional goals as an advanced-practice nurse. Goal statements should be congruent with the specialty tacks offered at UMass-Lowell (FNP or AGNP) and demonstrate an understanding of the scope of the advanced practice nurse in ambulatory, long term care settings. Computer literacy with WORD, email, internet searches and electronic learning platforms and programs. Completed application and fees. GRE’s are not required fro the MS program A minimum of 42 credits of course work is required for graduation with an MS for all students. A research project or a thesis is an option but not required for graduation. Students may be admitted for part-time study. Part-time students must meet the same admission requirements for graduate study as full-time students. Part-time students will meet with their assigned advisor and plan a schedule for their program of studies. All admitted students are advised to contact their assigned advisors for program of study recommendations and to register for courses during University advisement periods (April and November).NURS 6640 – Psychotherapy With Individuals Assignment Papers. Transfer of credits for non-matriculated students: The maximum number of credits that can be transferred from non-UMass Lowell programs is 6 credits. Prospective students can take up to an additional 6 credits from UMass Lowell prior to matriculation and can be applied to the MS degree. Those taken at another accredited institution may be transferred if appropriate to the MS degree program in nursing and after approval by the faculty of record for the UMass Lowell course and the petition signed by the Graduate Coordinator. To qualify for transfer, the course must have been taken within 5 years prior to the date of matriculation. Transfer of credits may not be granted for Advanced Health Assessment, Specialty Courses or Specialty Practicum courses.NURS 6640 – Psychotherapy With Individuals Assignment Papers. Admission is competitive. Admission is competitive and only completed applications will be reviewed. It is the responsibility of the applicant to check their electronic admission file for completion of checklist items. Applications are accepted on a Rolling Admission basis for the Fall and Spring matriculation. Full-Time Students are generally admitted to the Fall Semester and can complete the degree in 2 years (4 semesters). Part-Time students can complete the degree in 3-5 years. Please seek advice from Valerie King Coordinator of the MS/NP program for appropriate courses to take as a non-matriculated student. Upon admission, these courses can be transferred via petition. Additional Information The following health and professional documentation is required upon admission: Current CPR certification, RN nursing license, required immunizations (or titers indicating immunity) influenza, Hepatitis B, MMR, Tdap, varicella, PPD; and recent health exam by health care provider. In addition, every student must be cleared by CORI (Criminal Offender Record Information). Students who cannot provide this information will be unable to complete required clinical practicum.NURS 6640 – Psychotherapy With Individuals Assignment Papers. Degree Pathway for full time option* Semester I NURS.6000 Theoretical Foundations for Nursing (3 credits) HSCI.5500 Human Development & Pathophysiology (3 credits) NURS.6510 Advanced Health Assessment and Diagnostic Reasoning (3 credits) TOTAL: 9 credits Semester II Specialty 1 Didactic Course (4 credits) Specialty 1 Didactic Practicum (180 hours) (3 credits) NURS.5520 Social, Cultural & Policy Issues in Health Care (3 credits) NURS.5590 Advanced Pharmacology (3 credits) TOTAL: 13 credits Semester III Specialty 2 Didactic Course (4 credits) Specialty 2 Practicum (180 hours) (3 credits) NURS.6010 Research for Evidence-Based Practice (3 credits) TOTAL: 10 credits Semester IV Specialty 3 Course/Practicum (4 hours/week didactic plus 240 clinical hours) (4 credits) NURS.7330 Research Project or Elective (3 credits) Elective (3 credits) TOTAL: 10 credits TOTAL Credits: 42 *Part time option available and varies according to number of courses taken and current capacity in specialty cohorts.NURS 6640 – Psychotherapy With Individuals Assignment Papers. Areas of Specializations: Adult-Gerontological Nursing Adult / Gerontological Specialty Track Degree Pathway Full Time Information (pdf) Adult / Gerontological Primary Care Track Degree Pathway Part Time Information (pdf) This specialty focuses on promoting health of young adults age 13 and up, adults and older adults during the process of normal aging and identifying and treating common health problems. Students develop advanced skills in communicating with young adults, adults and older adults, health assessment, health teaching and nursing intervention and evaluation. Students are prepared as nurse practitioners and eligible to sit for the adult gerontological primary care nurse practitioner certification exam.NURS 6640 – Psychotherapy With Individuals Assignment Papers. Specialty Courses: NURS.6500 Family and Adult-Gerontological Advanced Practice Nursing I NURS.6130 Adult-Gerontological Nursing Practicum I NURS.6110 Adult-Gerontological Nursing II NURS.6140 Adult-Gerontological Nursing Practicum II NURS.6120 Adult-Gerontological Nursing III Family Health Nursing Family Health Specialty Track Degree Pathway Full Time Information (pdf) Family Health Track Degree Pathway Part Time Information (pdf) This specialty focuses on facilitating the health practices of families during the process of normal development and identifying and treating common health problems across the life span. Students develop advanced skills in communicating with families, health assessment, health teaching and nursing intervention and evaluation. Students are prepared as nurse practitioners and are eligible to sit for the family nurse practitioner certification exam.NURS 6640 – Psychotherapy With Individuals Assignment Papers. Specialty Courses: NURS.6500 Family and Adult Gerontological Advanced Practical Practice Nursing I NURS.6630 Family Health Nursing Practicum I NURS.6610 Family Health Nursing II NURS.6640 Family Health Nursing Practicum II NURS.6620 Family Health Nursing III AGPC 6600 Adult-Gerontology Primary Care Theory I (3) The focus of this course is to synthesize and review current issues, theories, and research in health promotion, health protection, and disease prevention related to adolescents, young adults, adults, and older adults. The role of the advanced practice nurse in risk assessment, counseling, education, and preventive screening will be emphasized. Students will integrate and apply concepts from advanced health assessment, advanced pathophysiology, and advanced pharmacology as they relate to providing comprehensive primary care. Knowledge needed for the assessment, diagnosis, and management of culturally diverse adolescents, young adults, adults, and older adults in primary care settings is addressed.NURS 6640 – Psychotherapy With Individuals Assignment Papers. Prerequisites: NURS 5104,5105,5107. Corequisite: AGPC 6610. AGPC 6610 Adult-Gerontology Primary Care Practicum I (3) This is the first of four practicum courses. The purpose of this course is to introduce the student to commonly seen patient presentations and illnesses in the young adult, adult, and geriatric populations.NURS 6640 – Psychotherapy With Individuals Assignment Papers. The course will begin with an overview of preventative care and health promotion. There will be heavy emphasis on the utilization of skills related to taking a history, performing an assessment, and formulating differential diagnoses of culturally diverse patients. Students will examine theories and evidence-based research findings pertinent to the delivery of care to the acutely ill patient in the young adult, adult, and geriatric populations.NURS 6640 – Psychotherapy With Individuals Assignment Papers. Prerequisites: NURS 5104,5105,5107. Corequisite: AGPC 6600. AGPC 6620 Adult-Gerontology Primary Care Theory II (3) This course is the second of four courses in the AGPC series. It addresses the management of acute problems of the cardiac, respiratory, gastroenterological, dermatological, and musculoskeletal systems commonly seen in primary care settings, while simultaneously exploring the management of patients with chronic diseases in these body systems. NURS 6640 – Psychotherapy With Individuals Assignment Papers. This course also examines adolescent health issues, women’s health-related illnesses and presentations, sexual health and STIs, and various geriatric syndromes. The focus of this series of courses is the application of clinical decision-making skills needed by the primary care provider in the delivery of comprehensive health care throughout the adult life span including young adults, adults, and older adults. NURS 6640 – Psychotherapy With Individuals Assignment Papers. Emphasizes evidence-informed practice, health promotion, and disease prevention and management that is based on age, gender, culture, ethnicity, and psychosocial issues. Prerequisites: AGPC 6600,6610. Corequisite: AGPC 6630. AGPC 6630 Adult-Gerontology Primary Care Practicum II (3) This practicum, second in a series of four, focuses on the application of knowledge essential to advanced practice nursing with young adults, adult, and elderly clients.NURS 6640 – Psychotherapy With Individuals Assignment Papers. Students will learn to provide the full spectrum of health care services to include health promotion, disease prevention, health protection, anticipatory guidance, counseling, and disease management. This course emphasizes history taking, assessment, and an introduction to formulation of differential diagnoses for commonly seen patient presentations and illnesses.NURS 6640 – Psychotherapy With Individuals Assignment Papers. It will provide the opportunity to implement knowledge obtained in Primary Care of Adults and Aged Theory I. Prerequisites: AGPC 6600,6610. Corequisite: AGPC 6620. AGPC 6640 Adult-Gerontology Primary Care Theory III (3) This course is the third of four courses in the AGPC series. Content will include the management of the patient with chronic and progressive endocrine, rheumatological, gastroenterological, and neurological issues.NURS 6640 – Psychotherapy With Individuals Assignment Papers. The course also focuses on special topics pertaining to women’s health issues, including perinatal care, pregnancy, and reproductive issues and concerns. Special topics include child, domestic, and elder abuse; pain management and palliative care; and the management of the patient presenting with an emergency in the primary care setting. The focus of this series of courses is the application of clinical decision-making skills needed by the primary care provider in the delivery of comprehensive health care throughout the adult life span including young adults, adults, and older adults.NURS 6640 – Psychotherapy With Individuals Assignment Papers. Emphasizes evidence-informed practice, health promotion, and disease prevention and management that is based on age, gender, culture, ethnicity, and psychosocial issues. Prerequisites: AGPC 6630,6640. Corequisite: AGPC 6650. AGPC 6650 Adult-Gerontology Primary Care Practicum III (3) The purpose of this course is to follow a systems approach to further refine skills in differential diagnoses and identification of less commonly seen acute and chronic illnesses in the young adult, adult, and geriatric population. NURS 6640 – Psychotherapy With Individuals Assignment Papers. We will focus on history taking, assessment, diagnosis, and management of culturally diverse patients. Students will examine theories, evidence-based research

Solved: NURS 6565 Assignment Paper Solved: NURS 6565 Assignment Paper Permalink: https://nursingpaperessays.com/ solved-nurs-6565-assignment-paper / ? Students in this synthesis course will focus on clinical competence in primary care settings by building on knowledge and skills gained in previous courses. Through clinical practice, students will build confidence as they begin the transition from the role of registered nurse to that of advanced practice nurse.Solved: NURS 6565 Assignment Paper Classroom activities and case studies will enable students to explore the salient nurse practitioner practice issues involved in the delivery of safe, competent, high-quality, cost-effective care of patients in a dynamic healthcare system. Clinical experiences in primary care settings will provide students with the continued opportunity to develop, implement, and evaluate management plans for patients with complex health conditions. The application of knowledge in the management of clients and collaboration among the advanced practice nurse and the client, family, and interprofessional healthcare team are emphasized. (Prerequisite(s): NURS 6501, NURS 6512, NURS 6521, NURS 6531 or NUNP 6531, NURS 6541 or NUNP 6541, and NURS 6551 or NUNP 6551.) Note: This course requires a minimum of 160 practicum hours.Solved: NURS 6565 Assignment Paper According to Antonelli (2017), ‘self-assessment of knowledge and accuracy of skill performance is essential to the practice of healthcare and self-directed life-long learning’. The emphasis on life-long learning is important. Sullivan and Hall (2017) suggest that a self-assessment can promote reflection on personal performance as well as to identify reasons for discrepancies between scores of assessors and assesse. Self-assessment is ‘the act of judging ourselves and making decisions about the next step.’(Boud.,2015). An important principle is that assessment must be followed by action.Solved: NURS 6565 Assignment Paper The three strengths that I possess include; ability to complete accurately and thoroughly any physical exam that encompasses the patients using appropriate techniques as provisioned for in the diagnosis chart. I am also able to effectively communicate verbally as well as establish interpersonal communication with the patients and other staff within the healthcare facility, which is crucial in establishing a collaborative working relationship and a calm environment in which the patients can feel comfortable to articulate what they might be experiencing. Solved: NURS 6565 Assignment PaperThe third strength is that I am a strong believer in patient education. All these three strengths complement each other and play a crucial role in ensuring that I am effective in patient handling as well as establishing close relationship with them. For example, the ability to carry out thorough and accurate physical exams and diagnosis on patients ensures that I am able to focus on the patient symptoms with more ease as well as effectively diagnose their condition.Solved: NURS 6565 Assignment Paper The effective verbal communication as well as interpersonal communication helps ensure that I can create a comfortable environment through which the patients can be able to narrate their medical history thus gives me an opportunity to effectively analyze their condition. The provision of patient education about the patient medication or examination helps ensures they gain autonomy and self-empowerment to control and manage their condition.Solved: NURS 6565 Assignment Paper The three weaknesses that I have include; the lack of an understanding of the state’s nursing practice act, inability to add all differential patient diagnosis in my the patient assessment although I might carry out accurate assessments, as well as the need to improve on the use of medical literature and thus be able to plan treatment appropriately. I am currently working on gaining a better understanding of the nursing legal compliance within the state as well as ensuring that each day I undertake patient assessments and fill in the differential diagnosis to ensure that the assessments are not only accurate but also comprehensive (Schober, 2016). I am currently working on improving my understanding of medical literature as well as taking time to research and understand more on the pathology of diseases and their treatment plans.Solved: NURS 6565 Assignment Paper The clinical skills that I intent to acquire before exiting the program include; cultural competency skills, critical thinking skills as well as decision making skills, all which will help ensure that I am able to expedite my duties as a nurse better. The acquisition of the cultural competency skills will help ensure that I am able to not only communicate but also understand information from patients drawn from diverse backgrounds (Buppert, 2015). This will be achieved by ensuring that I spend time with colleagues drawn from different backgrounds as well as read widely on the various cultures and their practices. The critical thinking and decision-making skills will be honed through active practice, in which I will ensure that in every engagement I am involved try to critically think before making the decision as well as evaluating the various scenarios and circumstances at hand before making the final decision.Solved: NURS 6565 Assignment Paper Advanced practice nurses have evolved widely through the years as technology has become integrated into the nursing profession, with the intent of realizing new cost-effective methods of delivering care as well as increasing the ratio of practitioners to patients. The advanced practice nurses are expected to not only obtain health histories of the patients but also perform comprehensive examinations on the patients, develop differential diagnostics, evaluate the response of the patients to treatment as well as engage in research studies (Schober, 2016). As an advanced practice nurse, I will play a crucial role developing therapeutic plan of care, provide patient education and counseling as well as participate in research studies aimed at improving the nature of care that is available for the patients.Solved: NURS 6565 Assignment Paper In the era of mass emigration and eldering society nursing is a very valuable and desirable profession. Student on this course must possess specialist knowledge about organization of patients’ healthcare process, therapeutic procedures and techniques, emergency rescue, rehabilitation process, preventive treatment, education and promotion of healthy lifestyle. Professional nurse should be prepared to make quick decisions during their day-to-day work.Solved: NURS 6565 Assignment Paper The Nursing programme is designed to implement theory into practice. Huge amount of programme hours is dedicated to nursing practice in hospitals and clinics. Our programme will provide you with a solid grounding in all the key areas necessary for successful completion of your studies. To operate effectively within the healthcare environment, nurses are required to be able to implement and evaluate change by contributing to the ongoing development on their field.Solved: NURS 6565 Assignment Paper Total didactic hours: 4790. Over 3700 hours in core study programmes group, including: Midwifery, Gynaecology and Gynaecological Nursing Paediatrics and Paediatrics Nursing Internal Diseases and Internal Medicine Nursing Surgery and Surgical Nursing Rehabilitation and Nursing of the Disabled Geriatrics and Geriatric Nursing Neurology and Neurological Nursing Psychiatry and Psychiatric Nursing Anaesthesiology and Nursing in a Threat to Life Palliative Care Principles of Medical Rescue Dietetics Research in Nursing Benefits to You High Salary – being a nurse means being well paid The program is adjusted to the job market – nurses are most wanted on job market in EU The study in English gives you a better chance for a career and overcomes the boundaries opening global job market for you Professional staff – teachers with practice Certification Opportunities Nursing is my passion. Thanks to the studies I expanded and updated my knowledge. Modern teaching methods at the university made me aware that in this profession you must develop the knowledge all the time.Solved: NURS 6565 Assignment Paper Renata Smoluch (Nursing, 2nd year student) Application form Download Application Form 2019/2020 (PDF) Tuition Fees Application fee: € 150 Tuition fee for the first academic year: candidates from: Azerbaijan, Kazakhstan, Tajikistan, Kyrgyzstan: 10,000 PLN candidates from other countries: € 4000 Students in this synthesis course will focus on clinical competence in primary care settings by building on knowledge and skills gained in previous courses.Solved: NURS 6565 Assignment Paper Through clinical practice, students will build confidence as they begin the transition from the role of registered nurse to that of advanced practice nurse. Classroom activities and case studies will enable students to explore the salient nurse practitioner practice issues involved in the delivery of safe, competent, high-quality, cost-effective care of patients in a dynamic healthcare system. Clinical experiences in primary care settings will provide students with the continued opportunity to develop, implement, and evaluate management plans for patients with complex health conditions. The application of knowledge in the management of clients and collaboration among the advanced practice nurse and the client, family, and interprofessional healthcare team are emphasized. (Prerequisite(s): NURS 6501, NURS 6512, NURS 6521, NURS 6531 or NUNP 6531, NURS 6541 or NUNP 6541, and NURS 6551 or NUNP 6551.) Note: This course requires a minimum of 160 practicum hours.Solved: NURS 6565 Assignment Paper During NP clinical practicum experiences, we identify, as nurses, many health care issues that need to be addressed at the local, state, or national level. Addressing the need for change in health care policy is now an intricate part of your role as a social change agent. For this Discussion, you will identify a change needed in your community and what your nursing legacy for positive social change will be. To prepare: Consider the health care issues and deficits you have recognized in your professional practice. Identify a change needed in your community in health care policy and discuss how you could impart change during your career as an NP. Consider your future as a NP and what your nursing legacy will be. How will you impart Social Change? By Day 3 Post a change needed in your community and an explanation for how you will begin to implement that change. Then, share with your colleagues a brief explanation of what your nursing legacy will be and how will you impart Social Change.Solved: NURS 6565 Assignment Paper Walden University Nurse practitioner program AGACNP AGPCNP FNP PMHNP Welcome This power point will discuss highlights of our clinical courses and will provide a quick access guide , with classroom requirements and reminders.Solved: NURS 6565 Assignment Paper Dr. Jennifer Stone – Clinical Supervisor, [email protected] Dr. Tara Harris – PT Clinical Supervisor, [email protected] 2 Welcome to NP Program Dr. Linda Steele – NP Program Director Dr. Timothy Legg – PMHNP Coordinator Dr. Salma Hernandez – AGACNP & AGPCNP Coordinator Dr. Phyllis Morgan – FNP Coordinator Dr. Stefanie Gatica – FNP Coordinator Dr. Jennifer Stone – Clinical Supervisor Dr. Tara Harris – Clinical Supervisor NP Full time faculty Dr. Rachel Carlton Dr. Eva Hvingelby Dr. Mahaman Moussa Dr. Erica Sciarra Dr. Jeani Thomas Dr. Cindy Trent Dr. Gretchen Zunkel Chain of Command and Course Coordinator Support Any questions or concerns about your clinical course: First point of contact is the Clinical faculty Didactic faculty – clinical faculty will contact if help is needed. Lead faculty – didactic faculty will contact if help is needed. Course coordinator – lead faculty will contact if help is needed Clinical Supervisors – faculty will contact for specific clinical issues or questions Course Coordinators Timothy Legg – 6512, 6630, 6640 Salma Hernandez – 6501, 6540, 6550, 6560 Phyllis Morgan – 6521, 6551, 6565 Stefanie Gatica – 6531, 6541 Student resources Student Assistance Program – Students, and anyone in their households, who want to use this service or are referred for assistance should be encouraged to call 1-866-465-8942 (TDD: 1-800-697-0353) or visit http://inside.WaldenU.edu/sap for more information. When students request services from the program, they will be asked for a Walden ID. That ID is SAP4EDU.Solved: NURS 6565 Assignment Paper Writing Center – http://academicguides.waldenu.edu/writingcenter/home Walden library – http:// academicguides.waldenu.edu/library Technical support – 800-925-3368 PRE-CLINICAL INFORMATION Students are to create a schedule for clinical hours that the student and preceptor have agreed upon and email it to your clinical faculty Please save it in a calendar format and include your contact information as well as preceptor’s contact information on the schedule Save the file name and “clinical schedule” You must email the schedule to Clinical Faculty Clinical faculty will call or email student and preceptor to set up a minimum of 1 phone conference and 2 email contacts during the quarter.Solved: NURS 6565 Assignment Paper PRECLINICAL INFORMATION FOR STUDENTS You should reflect and prepare learning goals and objectives for the course Review the course objectives Review SOAP notes article Review the preceptor evaluation of student Review the Competencies for your specialty (AGACNP, AGPCNP, FNP, PMHNP) by visiting the following sites: Core Competencies for nurse practitioners http :// nonpf.com/associations/10789/files/NPCoreCompetenciesFinal2012.pdf AGPCNP Competencies http:// nonpf.com/associations/10789/files/Adult-GeroPCComps2010.pdf FNP Competencies http:// www.nonpf.org/associations/10789/files/PopulationFocusNPComps2013.pdf AGACNP Competencies http:// www.aacn.nche.edu/geriatric-nursing/Adult-Gero-ACNP-Competencies.pdf PMHNP Competencies: http:// www.aacn.nche.edu/education-resources/PopulationFocusNPComps2013.pdf 8 CLINICAL ATTIRE STUDENTS MUST WEAR APPROPRIATE ATTIRE Appropriate Inappropriate Comfortable and practical Clothing that is distracting or offensive to others Lab Coat with name tag Clothing with words, terms or pictures that may be offensive to others Pressed and clean Clothing that works for the beach, yard work, dance clubs, exercise sessions Fashion brand names on clothing Clothing that reveals too much cleavage, your back, your chest, your stomach or your underwear Professional appearance Torn, dirty or frayed clothing Closed-toe shoes Jeans Clean nails Name Tag Instructions for making your name tag Students go to myWalden Portal Welcome Center tab Get Prepared tab Scroll to bottom of page #7 Print ID badge If your clinical site requires a photo ID, please add a passport photo (scan your photo with name tag) 10 Resources STUDENTS should take to CLINICAL Practice guidelines for your specialty program: FNP, AGACNP, AGPCNP, and PMHNP Ask preceptor if acceptable to use smartphones, etc. while in the setting Pharmacology applications on your smartphone or iPad, etc. Ask preceptor what resources they use most often STUDENT Expectations Print the Syllabus for the Course and hand deliver to your preceptor and review the objectives for the course Students should see the minimum number of patients outlined in this presentation.Solved: NURS 6565 Assignment Paper Generally you should: Ask the patient if they mind if you see them in combination with your preceptor Perform your assessment: Subjective, Objective Data Make a list of differential diagnoses Form a tentative plan of care – look for teaching opportunities – look for evidence to back your plan Consult with your preceptor and revise your assessment, diagnoses and plan STUDENTS First Day Students should be oriented to the clinical site by preceptor or office personnel for a maximum of 8 hours The lay out of the office Office procedures Lunch Restroom locations Other Orientation/observation to the site **NEW **Requirements for patient encounters per course Consensus of patient numbers by course. These are MINIMUM numbers of patients: NURS 6531 – 144 patients in 144 hours NURS 6540 – 100 patients in 144 hours NURS 6541 – 144 patients in 144 hours NURS 6550 – 75 patients in 144 hours NURS 6551 – 100 GYN patients; 25 OB patients in 144 required hours NURS 6560 – 75 patients in 144 hours NURS 6565 – 144 patients in 144 hours PMHNP Courses: NURS 6640, NURS 6650, NURS 6660, NURS 6670: “Students in the PMHNP program will need to complete 144 hours of practicum in EACH of the four practicum courses. It is acknowledged that a variety of factors will influence the number of clients seen, but students should strive to see as many clients possible each clinical day.”Solved: NURS 6565 Assignment Paper *A minimum of 144 clinical hours are required in each practicum course. More hours can be completed but cannot transfer to another clinical course. Meditrek Students are to upload their information on the time log and patients log every 48 hours. Midterm and final evals by preceptor need to be completed in Meditrek. Midterm eval should be completed prior to midterm conference call, then reviewed. Didactic faculty are responsible to ensure ALL clinical students have their time logs signed and final evals completed prior to entering final grade.Solved: NURS 6565 Assignment Paper Meditrek Contact Information If the preceptor does not receive an email with login information, the student or the preceptor should email the preceptor’s name and email, along with the student’s name and Walden ID number to [email protected] and the login information will be sent to the preceptor directly.Solved: NURS 6565 Assignment Paper How do STUDENTS document patient encounters at clinical site? This will be up to the preceptor and clinical faculty It is a good idea to learn from each site as many have electronic medical records The preceptor may want you to hand write your SOAP note Documenting Clinical Experiences for the Course To prepare for this course’s Practicum Experience, address the following in Practicum Journal (AGPCNP and FNP students ONLY): Select and describe a nursing theory to guide your practice. Develop goals and objectives for your Practicum Experience in this course. When developing r goals and objectives, students are to be sure to keep the competency domains of practice in mind.Solved: NURS 6565 Assignment Paper Create a timeline of practicum activities based on your practicum requirements. Documenting Clinical Experiences for the Course All patients must be entered on the NP Patient Log within 48 hours of each clinic day. All clinic hours must be entered on the Time log within 48 hours of each clinic day.Solved: NURS 6565 Assignment Paper Clinical faculty will review all NP patient logs and Time logs periodically throughout the course. Students are to keep them up-to-date at all times. Weekly Journal Entries are required but only submitted Weeks 3, 7 and 10 (or as directed in clinical course). Grading CLINICAL JOURNALS and Time Logs For the Journal Entries and Practicum Time Logs—which are assessed with a Satisfactory (S) or Unsatisfactory (U) score—the numerical grade will show as 0 points and the “S” or “U” will be posted in the Feedback area by your Instructor. These scores of 0 points do not affect your grade; they simply allow for a placeholder to place the “S” or “U” scoring. *All journal entries must be done and graded satisfactorily before a passing grade in clinical can be achieved.Solved: NURS 6565 Assignment Paper Midterm and Final Evaluations All students are required to have their preceptor complete a midterm and final evaluation in order to pass the course Midterm evaluation is done through Meditrek and should be completed by the preceptor during weeks 4-6; the preceptor will receive login credentials to Meditrek beginning in week 3. Students must have a satisfactory final evaluation by preceptor in Meditrek by end of week 10.Solved: NURS 6565 Assignment Paper All students are required to have their preceptor and practicum site evaluation in Meditrek by end of week 10. What happens if… Student or preceptor is ill or has an emergency Students are to notify their clinical faculty and make plans to obtain the missed hours If student is ill, please make sure you notify your preceptor If student and/or preceptor terminate the agreement Students are to notify clinical faculty immediately and be proactive in securing another preceptor Clinical Failure Behaviors constituting clinical failure include, however are not limited to, the following: Demonstration of unsafe performance and/or decision-making skills.Solved: NURS 6565 Assignment Paper Failure to complete clinically related class assignments and/or clinical log. Failure to complete the required clinical hours and patients numbers Falsification of clinical hours, records, or documentation. Failure to complete clinical hours with approved preceptor. All preceptors must be approved or clinical hours will not count.Solved: NURS 6565 Assignment Paper Students Must Remember… Students are a guest in the clinical setting and should act politely at all times Students are not make personal phone calls. Turn your phones on vibrate and take calls only during breaks Always thank the patient and preceptor and office staff Be active in the learning process You are there to learn to be a health care provider. You are not a nurse in the clinic. It is ok to be wrong. We expect that as part of the learning process. A self-assessment is an opportunity for you to review what you have learned in the program, evaluate your clinical skills, and develop goals before exiting the NP program. For this assignment, you will complete the Risk Control Self-Assessment Checklist for Nurse Practitioners and identify your areas of strength and weakness. You also will explain how you plan to improve on these weaknesses, as well as how you plan to master clinical skills you have not obtained prior to exiting NP program.Solved: NURS 6565 Assignment Paper To prepare: Complete the Risk Control Self-Assessment Checklist for Nurse Practitioners (http://www.hpso.com/Documents/Risk%20Education/individuals/NP_RM_Checklist_2012.pdf) Review preceptor and faculty evaluations in Meditrek for all completed clinical courses. Consider your strengths and weaknesses. Review types of patients treated and clinical procedures performed Write a 2- to 3-page paper that addresses the following: Identify at least three strengths (eagerness to learn, ability to relate, compassion, Confidence) Explain why you consider these strengths and what you can do to maintain them in your practice Identify at least three weaknesses ( novice skills, Blunt personality, being more flexible) Explain how you plan to address each weakness Examine at least three clinical skills you need to obtain prior to exiting the program. Explain how you plan to master the clinical skills before exiting NP program Analyze the history of advanced practice nurses and the emerging role of your specialty area, and discuss what contributions you plan to make to advance the nursing profession The short-term goals that I will set include; becoming a certified board member, choosing the patient population to serve as well as evaluating potential employers carefully. Becoming a certified board member will help me become more confident as a nursing practitioner, as well as boost my marketability in the competitive industry. In an effort to ensure that I become a certified board member in record time, I will undertake to apply for the exams before I leave RN and ensure that I am able to sit for them within three or four months after application.Solved: NURS 6565 Assignment Paper The selection of the patient population encompasses the finding of the perfect position from which I will be able to grow and I will thus have to decide on a specific population that I will serve such as cardiac or the old age people. This will help ensure I am able to easily network within that given specialty area. The third goal that I will set is critical evaluation of the potential employers in which I will undertake to ask about job expectations, such as work hours, patients to be served as well as growth opportunities such as training programs. This will help ensure I land an employer that offers growth opportunities as well as an enabling environment to hone my skills as a nursing practitioner (Masters, 2017).Solved: NURS 6565 Assignment Paper Long-term Goals and Their Impact These goals include; get my name out there, engaging in research as well as advancing my qualifications. In an effort to increase my marketability, I will ensure that I stay in touch with the various individuals that I completed my practice with and who are likely to help with recommendations in the event I decide to advance career-wise. I will also ensure that I engage other nursing practitioners who are in the field whether older or even younger and who might help in giving advice as well as recommending career opportunities that might help in my growth.Solved: NURS 6565 Assignment Paper The engagement in research will help advance my understanding of contemporary issues and nursing topics while also giving me the chance to increase my marketability (Masters, 2017). This will add more value on my portfolio and thus increases my chances of advancing in the field. Academic qualifications will play a crucial role in ensuring I continuously hone my skills as well as improve my employability standings; it will also help me improve my leadership skills thus prepare me for a role as a nursing leader.Solved: NURS 6565 Assignment Paper Strategic Plan In an effort to ensure that I am able to achieve these goals I will set in place a strategic plan that will address the short-term as well as the long-term goals. In an effort to ensure that I meet all these goals I will start by cultivating a social change in my personal life and which will help prompt me to no longer think as a RN but a NP who has career goals and ambitions to fulfill. The social change that will be set in place will encompass modeling of ethical guidelines to help guide my conduct not only with my peers but also in my private social life (Catalano, 2015).Solved: NURS 6565 Assignment Paper This will help ensure that I remain focused on my goals, with all distractions been slowly stemmed out. I will also become an active participant in both work forums and social forums, as a means of ensuring that I do not get distracted and engaged in vices that can easily deter me from meeting the goals through procrastination. I will lastly develop a personal mission statement and communicate the same to my parents who I will ask to evaluate the progress I am making from time to time, as a means of ensuring that I stay on course and do not deviate.Solved: NURS 6565 Assignment Paper Assignment 1: Business Plan Development Elizabeth Jones, FNP-BC, has been an NP for 8 years. She has worked in the primary care setting, as well as the urgent care setting. She is considering relocating to a state that allows for unrestricted independent practice and opening her own primary care clinic. There are multiple benefits to owning an independent practice. However, owning a practice requires extensive knowledge and support.Solved: NURS 6565 Assignment Paper For an NP to establish independent practice, an appropriate plan must be developed. For this Assignment, you will create a Business Plan for your potential future busines Write a 2-3 page paper Business Plan that addresses the following: Identify and explain your chosen business structure Estimate monthly cost for establishing your own independent practice in your home state, including:Solved: NURS 6565 Assignment Paper Clinical site expenses Employee structure and expenses Supplies Utilities and other overhead expenses Malpractice insurance Continuing education expenses Accounting fees Services identified that you will provide (e.g., primary care services, drug screens, DOT exams) Projected monthly income necessary to support your independent practice. For Assignment 1 of Week 5 you are asked to search reputable sources for a case study on a patient who required pulmonary function testing. This guide will teach you how to locate a case study on this topic in the Walden Library. Specifically, it will help you: pick effective keywords limit your search to only peer-reviewed case studies Pick keywords When searching the Library databases for articles on a specific topic, it’s important to find the keywords or search terms that will bring back relevant articles. One way to do this is to run a basic search on your topic and then examine your results, particularly the subject terms, to see if there are other keywords you could use.Solved: NURS 6565 Assignment Paper For example, you could run a search in the CINAHL Plus with Full Text database on: Pulmonary Function Testing In the results you’ll see that the database has a subject term that it uses for articles related to pulmonary function testing: Respiratory Function Tests Since Respiratory Function Tests is the term the database uses, you’ll get more results by using it as your search term instead of Pulmonary Function Testing.Solved: NURS 6565 Assignment Paper Reflection Question: How many articles did you find when searching for Pulmonary Function Testing? How many for Respiratory Function Tests? Why do you think there was such a large difference? To learn more about picking effective keywords, please see our guide: Keyword Searching: Finding Articles on Your Topic Search for a case study Now that you know what keywords to use, here is a search that you can do in the CINAHL Plus with Full Text database to find case studies:Solved: NURS 6565 Assignment Paper 1. On the Library homepage, go to the Subject Resources box. 2. Click on Select a subject and choose: Nursing 3. Scroll down until you see a section called Nursing articles, journals & books. 4. Click on Nursing databases and then click on the link for CINAHL Plus with Full Text to access the database. Note: If you have not already logged in to the Library databases, you will be prompted to log in with your myWalden Portal user name and password.Solved: NURS 6565 Assignment Paper 5. Once you are in the database, go to the first search box and enter your keywords: Respiratory Function Tests 6. One way to limit your results to articles from reputable sources is to search only peer-reviewed journals. To limit your search to full text, peer-reviewed articles, go below the search boxes and click in the boxes under Full Text and Scholarly (Peer Reviewed) Journals.Solved: NURS 6565 Assignment Paper 7. To limit your results to only case studies, scroll down until you see the Publication Type box in the left column. 8. Scroll down in the Publication Type box and click on Case Study to select it. Click here to see this search in context. 9. Then click on the Search button to run your search. 10. That should give you a list of full-text, peer-reviewed case studies on Respiratory Function Tests. In the era of mass emigration and eldering society nursing is a very valuable and desirable profession. Student on this course must possess specialist knowledge about organization of patients’ healthcare process, therapeutic procedures and techniques, emergency rescue, rehabilitation process, preventive treatment, education and promotion of healthy lifestyle. Professional nurse should be prepared to make quick decisions during their day-to-day work.Solved: NURS 6565 Assignment Paper The Nursing programme is designed to implement theory into practice. Huge amount of programme hours is dedicated to nursing practice in hospitals and clinics. Our programme will provide you with a solid grounding in all the key areas necessary for successful completion of your studies. To operate effectively within the healthcare environment, nurses are required to be able to implement and evaluate change by contributing to the ongoing development on their field.Solved: NURS 6565 Assignment Paper Total didactic hours: 4790. Over 3700 hours in core study programmes group, including: Midwifery, Gynaecology and Gynaecological Nursing Paediatr

Hemolytic Disease of the Newborn and Clinical Manifestations Essay Paper Hemolytic Disease of the Newborn and Clinical Manifestations Essay Paper Hemolytic disease of the newborn (HDN) is a blood disorder in a fetus or newborn infant. In some infants, it can be life threatening. What is hemolytic disease of the newborn? Hemolytic disease of the newborn (HDN) is a blood problem in newborn babies. It occurs when your baby’s red blood cells break down at a fast rate. It’s also called erythroblastosis fetalis. Hemolytic means breaking down of red blood cells. Erythroblastosis means making immature red blood cells. Fetalis means fetus. What causes HDN in a newborn? All people have a blood type (A, B, AB, or O). Everyone also has an Rh factor (positive or negative). There can be a problem if a mother and baby have a different blood type and Rh factor. HDN happens most often when an Rh negative mother has a baby with an Rh positive father. If the baby’s Rh factor is positive, like his or her father’s, this can be an issue if the baby’s red blood cells cross to the Rh negative mother. Hemolytic Disease of the Newborn and Clinical Manifestations Essay Paper Pregnancies potentially affected by HDFN should be cared for by specialist teams with facilities for early diagnosis, intrauterine transfusion and support of high-dependency neonates. Permalink: https://nursingpaperessays.com/ hemolytic-diseas…ns-essay-paper / ? HDFN occurs when the mother has IgG red cell alloantibodies in her plasma that cross the placenta and bind to fetal red cells possessing the corresponding antigen. Immune haemolysis may then cause variable degrees of fetal anaemia; in the most severe cases the fetus may die of heart failure in utero (hydrops fetalis). After delivery, affected babies may develop jaundice due to high unconjugated bilirubin levels and are at risk of neurological damage. The three most important red cell alloantibodies in clinical practice are to RhD (anti-D), Rhc (anti-c) and Kell (anti-K). The major effect of anti-K is suppression of red cell production in the fetus, rather than haemolysis. Hemolytic disease of the fetus and newborn (HDFN) is rare condition that occurs when maternal red blood cell (RBC) or blood group antibodies cross the placenta during pregnancy and cause fetal red cell destruction. The fetal physiological consequences of severe anemia in the fetus can also lead to edema, ascites, hydrops, heart failure, and death. In less severe cases, the in utero red cell incompatibility can persist postnatally with neonatal anemia due to hemolysis, along with hyperbilirubinemia and erythropoietic suppression. Hemolytic Disease of the Newborn and Clinical Manifestations Essay Paper Previous Section Next Section Epidemiology and pathophysiology There are an estimated 3/100 000 to 80/100 000 cases of HDFN per year in the United States.1 The maternal blood group antibodies that cause HDFN can be naturally occurring ABO antibodies (isohemagglutinins), or develop after exposure to foreign RBC; the latter are called blood group alloantibodies. For HDFN to occur, the fetus must be antigen positive (paternally inherited) and the mother must be antigen negative. Several studies have investigated the prevalence of red cell sensitization. In a large series of 22 102 females in the US, 254 (1.15%) of the women were found to have a red cell alloantibodies, of whom 18% had more than one alloantibody.2 In the Netherlands, the prevalence of red cell alloantibodies detected in the first trimester was 1.2%.3 The most common cause of blood group incompatibility results from the ABO blood group system, with incompatibility present in up to 20% of infants.4 However, because anti-ABO antibodies are predominantly IgM class, most are not effectively transported across the placenta. In addition, the A and B antigens are not well developed on fetal red blood cells. Together, this results in a low rate of clinically severe HDFN due to ABO compatibility, although the incidence of more mild disease varies from 1:150 to 1:3000, depending on the parameters used for the case definition, such as bilirubin levels or neonatal anemia.1 Because maternal ABO antibodies are present without previous sensitization, HDFN due to ABO antibodies can occur in the first pregnancy and has a recurrence rate up to 87%.1 It is most commonly seen in group O mothers with group A infants (European ancestry) or group B infants (African ancestry). Hemolytic Disease of the Newborn and Clinical Manifestations Essay Paper The most clinically significant forms of HDFN are caused by maternal blood group alloantibodies are of IgG1 and IgG subclasses, which cause hemolysis more effectively than other IgG subclasses. IgG1 and IgG3 are transported across the placenta by the Fc receptor from the second trimester onward.5 Once in the fetal circulation, the antibody binds antigen-positive fetal red cells that are then cleared by the fetal spleen. Free hemoglobin is metabolized into bilirubin that is conjugated by the maternal liver. As anemia worsens, fetal hematopoiesis increases, termed “erythroblastosis fetalis” and organs involved in red blood cell synthesis (liver, spleen) may enlarge. In the most severe cases, portal hypertension and reduced hepatic synthesis of albumin leads to low plasma oncotic pressure, edema and ascites. “Hydrops fetalis” refers to the state of widespread effusions and associated high-output cardiac failure and death.6 A large population-based study in Sweden found that the presence of maternal red cell antibodies was significantly associated with adverse outcomes, with a 1.4-2.4 relative risk of preterm delivery and a 1.5-2.6 relative risk of stillbirth in mothers with red cell allosensitization as compared to those without Hemolytic Disease of the Newborn and Clinical Manifestations Essay Paper Antibodies are produced when the body is exposed to an antigen foreign to the make-up of the body. If a mother is exposed to a foreign antigen and produces IgG (as opposed to IgM which does not cross the placenta), the IgG will target the antigen, if present in the fetus, and may affect it in utero and persist after delivery. The three most common models in which a woman becomes sensitized toward (i.e., produces IgG antibodies against) a particular antigen are hemorrhage, blood transfusion, and ABO incompatibility. Fetal-maternal hemorrhage, which is the movement of fetal blood cells across the placenta, can occur during abortion, ectopic pregnancy, childbirth, ruptures in the placenta during pregnancy (often caused by trauma), or medical procedures carried out during pregnancy that breach the uterine wall. In subsequent pregnancies, if there is a similar incompatibility in the fetus, these antibodies are then able to cross the placenta into the fetal bloodstream to attach to the red blood cells and cause their destruction (hemolysis). This is a major cause of HDN, because 75% of pregnancies result in some contact between fetal and maternal blood, and 15-50% of pregnancies have hemorrhages with the potential for immune sensitization. The amount of fetal blood needed to cause maternal sensitization depends on the individual’s immune system and ranges from 0.1 mL to 30 mL Hemolytic Disease of the Newborn and Clinical Manifestations Essay Paper The woman may have received a therapeutic blood transfusion. ABO blood group system and the D antigen of the Rhesus (Rh) blood group system typing are routine prior to transfusion. Suggestions have been made that women of child-bearing age or young girls should not be given a transfusion with Rhc-positive blood or Kell1-positive blood to avoid possible sensitization, but this would strain the resources of blood transfusion services, and it is currently considered uneconomical to screen for these blood groups. HDFN can also be caused by antibodies to a variety of other blood group system antigens, but Kell and Rh are the most frequently encountered. The third sensitization model can occur in women of blood type O. The immune response to A and B antigens, that are widespread in the environment, usually leads to the production of IgM or IgG anti-A and anti-B antibodies early in life. Women of blood type O are more prone than women of types A and B to making IgG anti-A and anti-B antibodies, and these IgG antibodies are able to cross the placenta. For unknown reasons, the incidence of maternal antibodies against type A and B antigens of the IgG type that could potentially cause hemolytic disease of the newborn is greater than the observed incidence of “ABO disease.” About 15% of pregnancies involve a type O mother and a type A or type B child; only 3% of these pregnancies result in hemolytic disease due to A/B/O incompatibility. In contrast to antibodies to A and B antigens, Rhesus antibodies are generally not produced from exposure to environmental antigens.[citation needed] In cases where there is ABO incompatibility and Rh incompatibility, the risk of alloimmunization is decreased because fetal red blood cells are removed from maternal circulation due to anti-ABO antibodies before they can trigger an anti-Rh response. Hemolytic Disease of the Newborn and Clinical Manifestations Essay Paper Hemolytic disease of the fetus and newborn (HDFN) is a condition in which transplacental passage of maternal antibodies results in immune hemolysis of fetal / neonatal red cells. The implicated antibodies could be naturally occurring (anti A, anti B) or immune antibodies which develop following a sensitizing event like transfusion or pregnancy. The hemolytic process may result in anemia or hyperbilirubinemia or both; thereby affecting fetal / neonatal morbidity and mortality. Before the discovery of the Rhesus immunoglobulin (Rh IG), HDFN due to anti D was a significant cause of perinatal mortality. Administration of Rh IG to Rh (D) negative women during pregnancy and shortly after the birth of D positive infants has reduced the incidence of Rh D hemolytic disease.[1] ABO incompatibility is now the single largest cause of HDFN in the western world.[2] Consequent to the introduction of routine Rh IG immunoprophylaxis; alloantibodies other than anti D have emerged as an important cause of HDFN and are now responsible for greater proportion of these cases.[3] Timely detection and close follow up of this condition is necessary to reduce harmful effects on the newborn. Transfusion services play a vital role in the antenatal detection, monitoring and providing transfusion support to such cases. Hemolytic disease of the newborn may result in high levels of bilirubin in the blood (hyperbilirubinemia), a low red blood cell count (anemia), and, very rarely, in the most severe forms, death. Bilirubin is a yellow pigment produced during the normal breakdown of red blood cells. Hemolytic Disease of the Newborn and Clinical Manifestations Essay Paper Rh incompatibility The Rh factor is a molecule on the surface of red blood cells in some people. Blood is Rh-positive if a person’s red blood cells have the Rh factor. Blood is Rh-negative if a person’s red blood cells do not have the Rh factor. Most people are Rh-positive. When a baby has Rh-positive blood and the mother has Rh-negative blood, the two have Rh incompatibility. As a result, the immune system of an Rh-negative mother may recognize the Rh-positive fetus’s red blood cells as “foreign” and produce antibodies against the Rh factor on the fetus’s red blood cells (this process is called Rh sensitization). The mother’s antibodies can pass from her blood through the placenta into the fetus’s blood before delivery. The mother’s antibodies attach to and destroy (hemolyze) the fetus’s red blood cells. The rapid breakdown of red blood cells begins while the fetus is still in the womb and continues after delivery. A mother who is Rh-negative can produce the Rh antibodies if she is exposed to Rh-positive red blood cells. The most common way women are exposed to Rh-positive blood is when they have a fetus who is Rh-positive. Mothers are exposed to the most blood from the fetus during delivery, so that is when most Rh sensitization occurs. However, mothers also can be exposed earlier in pregnancy, for example, during a miscarriage or elective abortion, during a diagnostic test on the fetus (such as amniocentesis or chorionic villus sampling), if they have an injury to their abdomen, or if the placenta separates too early (placental abruption). Thus, most hemolytic disease happens to a fetus whose mother was sensitized during an earlier pregnancy. However, rarely, a mother may produce antibodies early in a pregnancy and then these antibodies affect the same fetus later during that pregnancy. Exposure may also occur outside of pregnancy, for example if the mother was transfused with Rh-positive blood at any time earlier in her life. Once the mother has been exposed and developed antibodies, problems are more likely with each subsequent pregnancy in which the fetus is Rh-positive. Hemolytic Disease of the Newborn and Clinical Manifestations Essay Paper ABO incompatibility Sometimes other blood group incompatibilities may lead to a similar (but milder) hemolytic disease. For example, if the mother has blood type O and the fetus has blood type A or B, then the mother’s body produces anti-A or anti-B antibodies that can cross the placenta, attach to fetal red blood cells, and cause their breakdown (hemolysis), leading to mild anemia and hyperbilirubinemia. This type of incompatibility is called ABO incompatibility. ABO incompatibility usually leads to less severe anemia than Rh incompatibility and, unlike Rh incompatibility, it usually gets less severe with each subsequent pregnancy. Symptoms After delivery, newborns who have hemolytic disease may be swollen, pale, or yellow (a condition called jaundice) or may have a large liver or spleen, anemia, or accumulations of fluid in their body. Diagnosis Blood tests of the mother during pregnancy and sometimes the father At the first prenatal visit during a pregnancy, the mother gets a blood test to determine whether she has Rh-negative or Rh-positive blood. If the mother has Rh-negative blood and tests positive for anti-Rh antibodies or if she tests positive for another antibody that can cause hemolytic disease of the newborn, the father’s blood is checked. Rh sensitization is a risk if the father has Rh-positive blood. In these situations, the mother is given periodic blood tests during the pregnancy to check for Rh antibodies. Nothing further needs to be done as long as no antibodies are detected. If antibodies are detected, special tests on the mother and fetus are done during the pregnancy. Hemolytic Disease of the Newborn and Clinical Manifestations Essay Paper Prevention Injection of immune globulin during pregnancy and after delivery To prevent Rh-negative women from developing antibodies against their fetus’s red blood cells, they are given an injection of an Rh0(D) immune globulin preparation at about 28 weeks of pregnancy and again within 72 hours after delivery. The immune globulin rapidly coats any Rh-positive fetal red blood cells that have entered the mother’s circulation so they are not recognized as “foreign” by the mother’s immune system and thus do not trigger formation of anti-Rh antibodies. This treatment usually prevents hemolytic disease of the newborn from developing. Treatment Before delivery, sometimes blood transfusion for the fetus After delivery, sometimes more transfusions Treatment of jaundice if present If anemia is diagnosed in the fetus, the fetus may be given a blood transfusion before birth. Transfusions may be done until the fetus has matured and can be delivered safely. Before delivery, the mother may be given corticosteroids to help the fetus’s lungs mature to prepare for the possible delivery of the fetus earlier than usual if necessary. After delivery, the newborn may need more transfusions. Hemolytic Disease of the Newborn and Clinical Manifestations Essay Paper Severe anemia caused by hemolytic disease of the newborn is treated in the same way as any other anemia (see treatment of anemia). Doctors also observe the newborn for jaundice. Jaundice is likely to occur because the rapid breakdown of red blood cells produces a lot of bilirubin. Bilirubin is a yellow pigment, and it gives the newborn’s skin and whites of the eyes a yellow appearance. If the bilirubin level gets too high, it can injure the baby. High bilirubin levels can be treated by exposing the newborn to special bright lights (phototherapy or “bili lights”) or, occasionally, by having the newborn undergo an exchange transfusion. Very high levels of bilirubin in the blood can lead to brain damage (kernicterus), unless it is prevented by these measures. RAADP should be offered to all RhD negative, non-sensitised women. They should be supplied with clear written information and informed consent should be obtained. Both two-dose (at 28 and 34 weeks) and larger single-dose (at 28–30 weeks) prophylactic anti-D regimens reduce maternal sensitisation but there are no comparative data to confirm their relative efficacy. The single-dose regimen may achieve better compliance but anti-D levels at term may be low in some women. Hemolytic Disease of the Newborn and Clinical Manifestations Essay Paper Recommended anti-D Ig doses for RAADP: Two-dose regimen – minimum of 500 IU at 28 and 34 weeks. Single-dose regimen – 1500 IU at 28–30 weeks. RAADP should be given even if the woman has received anti-D Ig prophylaxis for a potentially sensitising event earlier in the pregnancy. The transfusion laboratory should be informed of the administration of RAADP in case the woman requires pre-transfusion testing. It is not possible to differentiate between ‘prophylactic’ and ‘immune’ (allo-) anti-D in maternal blood in laboratory tests. 9.5.4: Anti-D Ig prophylaxis after the birth of a RhD positive baby or intrauterine death Following the birth of a child to a RhD negative woman, a cord blood sample should be tested to determine the baby’s ABO and Rh group. If the cord Rh group is unclear, or if a sample cannot be obtained, the baby should be assumed to be RhD positive for anti-D Ig administration purposes. A direct antiglobulin test (DAT) on the cord sample should only be performed if HDFN is suspected. If the baby is RhD positive, a minimum of 500 IU anti-D Ig should be administered to non-sensitised RhD negative women, within 72 hours of the birth. Hemolytic Disease of the Newborn and Clinical Manifestations Essay Paper A maternal blood sample for confirmation of her ABO and RhD status and for FMH screening should be taken within 2 hours of delivery. A dose of 500 IU anti-D Ig given IM will cover a FMH of up to 4 mL. If an additional dose is required, it should be based on 125 IU/mL fetal red cells if given IM or 100 IU/mL if given IV (manufacturer’s instructions on dosing should be followed and anti-D Ig produced for IM use only must not be given IV). If a FMH of >4 mL is detected, follow-up maternal blood samples should be tested 72 hours after an IM dose (48 hours if given IV) to confirm clearance of fetal red cells from the maternal circulation. In the case of very large FMH, administration of IV anti-D Ig may be more convenient and less painful than large-volume or repeated IM administration. If anti-D Ig is inadvertently omitted, there may be some benefit in giving prophylaxis up to 10 days. If intraoperative cell salvage is used at Caesarean section, 1500 IU anti-D Ig should be administered immediately after the procedure if the baby is RhD positive and maternal FMH screening should be performed. 9.5.5: Inadvertent transfusion of RhD positive blood If RhD positive blood is inadvertently transfused to a non-sensitised RhD negative woman of child-bearing potential, the advice of a transfusion medicine specialist should be obtained and the appropriate dose of anti-D Ig administered (125 IU/mL fetal red cells if given IM or 100 IU/mL IV). For transfusions >15 mL, IV anti-D Ig is more practical. FMH testing should be carried out at 48-hour intervals and further anti-D Ig given until clearance of fetal cells is confirmed. If more than one unit of red cells has been transfused, red cell exchange should be considered to reduce the load of RhD positive cells and the dose of anti-D Ig required. Hemolytic Disease of the Newborn and Clinical Manifestations Essay Paper Red cell alloantibodies in the mother occur as a result of previous pregnancies (where fetal red cells containing paternal blood group antigens cross the placenta) or blood transfusion. Naturally occurring IgG anti-A or anti-B antibodies in a group O mother can cross the placenta but rarely cause more than mild jaundice and anaemia in the neonate (ABO haemolytic disease). Recommendations for serological screening for maternal red cell antibodies in pregnancy are summarised in Table 9.1 (see also BCSH Guideline for Blood Grouping and Antibody Testing in Pregnancy – http://www.bcshguidelines.com). Knowledge of any maternal red cell alloantibodies is also important in providing compatible blood without delay in the event of obstetric haemorrhage. HDFN due to anti-D This is the most important cause of HDFN and may occur in RhD negative women carrying a RhD positive fetus. Around 15% of white Europeans are RhD negative. Typically, the mother is sensitised by the transplacental passage of RhD positive fetal red cells during a previous pregnancy – usually at delivery or during the third trimester. HDFN then occurs in subsequent RhD positive pregnancies when further exposure to fetal red cells causes a secondary immune response and increased levels of maternal IgG anti-RhD alloantibodies that can cross the placenta. Before the introduction of routine postnatal prophylaxis with anti-RhD immunoglobulin (anti-D Ig, standard dose 500 IU) in the 1970s, HDFN was a major cause of perinatal mortality in the UK (46/100 000 births). Rates of sensitisation fell further with the introduction of routine antenatal anti-D prophylaxis in the third trimester (RAADP) and mortality is now <1.6/100 000 births. Hemolytic Disease of the Newborn and Clinical Manifestations Essay Paper 9.5.2: Potentially sensitising events RhD negative mothers can also produce anti-RhD in response to potentially sensitising events that may cause feto-maternal haemorrhage (FMH) during pregnancy or by blood transfusion. The BCSH Guideline for the Use of Anti-D Immunoglobulin for the Prevention of Haemolytic Disease of the Fetus and Newborn 2013 lists the following as potentially sensitising events in pregnancy: Amniocentesis, chorionic villus biopsy and cordocentesis Antepartum haemorrhage/vaginal bleeding in pregnancy External cephalic version Fall or abdominal trauma Ectopic pregnancy Evacuation of molar pregnancy Intrauterine death and stillbirth In utero therapeutic interventions (transfusion, surgery, insertion of shunts, laser) Miscarriage, threatened miscarriage Therapeutic termination of pregnancy Delivery – normal, instrumental or Caesarean section Intraoperative cell salvage. Recommendations for the administration of prophylactic anti-D Ig for potentially sensitising events are summarised in Table 9.2 and the reader is referred to the current BCSH Guideline for the Use of Anti-D Immunoglobulin for the Prevention of Haemolytic Disease of the Fetus and Newborn (http://www.bcshguidelines.com) and the Royal College of Obstetricians and Gynaecologists’ Green Top Guideline No. 22 on the use of anti-D immunoglobulin for Rhesus D prophylaxis (http://www.rcog.org.uk/files/rcog-corp/GTG22AntiDJuly2013.pdf) for up-to-date guidance. An intramuscular (IM) injection of 125 IU anti-D Ig, or 100 IU of the appropriate preparation given intravenously (IV), ‘covers’ a FMH of 1 mL red cells. Women with anomalous RhD typing results should be treated as RhD negative until confirmatory testing is completed. Anti-D Ig should be administered within 72 hours of the potentially sensitising event (although some benefit may occur up to 10 days if treatment is inadvertently delayed). Hemolytic Disease of the Newborn and Clinical Manifestations Essay Paper If the pregnancy has reached 20 weeks or more, administration of anti-D Ig should be accompanied by a test on the mother’s blood to estimate the volume of fetal red cells that have entered the maternal circulation (e.g. Kleihauer test) in case it exceeds that covered by the standard dose of anti-D Ig. The Kleihauer test detects fetal cells, which contain HbF, in the maternal blood. If the screening Kleihauer test suggests a FMH >2 mL then the FMH volume should be confirmed by flow cytometry, which accurately measures the population of RhD positive cells. Detailed guidance is given in the 2009 BCSH Guidelines on the Estimation of Fetomaternal Haemorrhage (http://www.bcshguidelines.com). Signs of hemolytic disease of the newborn include a positive direct Coombs test (also called direct agglutination test), elevated cord bilirubin levels, and hemolytic anemia. It is possible for a newborn with this disease to have neutropenia and neonatal alloimmune thrombocytopenia as well. Hemolysis leads to elevated bilirubin levels. After delivery bilirubin is no longer cleared (via the placenta) from the neonate’s blood and the symptoms of jaundice (yellowish skin and yellow discoloration of the whites of the eyes, or icterus) increase within 24 hours after birth. Like other forms of severe neonatal jaundice, there is the possibility of the neonate developing acute or chronic kernicterus, however the risk of kernicterus in HDN is higher because of the rapid and massive destruction of blood cells. It is important to note that isoimmunization is a risk factor for neurotoxicity and lowers the level at which kernicterus can occur. Untreated profound anemia can cause high-output heart failure, with pallor, enlarged liver and/or spleen, generalized swelling, and respiratory distress. Hemolytic Disease of the Newborn and Clinical Manifestations Essay Paper HDN can be the cause of hydrops fetalis, an often-severe form of prenatal heart failure that causes fetal edema.[2] Complications Complications of HDN could include kernicterus, hepatosplenomegaly, inspissated (thickened or dried) bile syndrome and/or greenish staining of the teeth, hemolytic anemia and damage to the liver due to excess bilirubin. Similar conditions include acquired hemolytic anemia, congenital toxoplasma, congenital syphilis infection, congenital obstruction of the bile duct, and cytomegalovirus (CMV) infection. High at birth or rapidly rising bilirubin[3] Prolonged hyperbilirubinemia[3] Bilirubin Induced Neurological Dysfunction[4] Cerebral Palsy[5] Kernicterus[6] Neutropenia[7][8] Thrombocytopenia[7] Hemolytic anemia – Must NOT be treated with iron[9] Late onset anemia – Must NOT be treated with iron. Can persist up to 12 weeks after birth.[10][11][12] Pathophysiology Antibodies are produced when the body is exposed to an antigen foreign to the make-up of the body. If a mother is exposed to a foreign antigen and produces IgG (as opposed to IgM which does not cross the placenta), the IgG will target the antigen, if present in the fetus, and may affect it in utero and persist after delivery. The three most common models in which a woman becomes sensitized toward (i.e., produces IgG antibodies against) a particular antigen are hemorrhage, blood transfusion, and ABO incompatibility. Hemolytic Disease of the Newborn and Clinical Manifestations Essay Paper Fetal-maternal hemorrhage, which is the movement of fetal blood cells across the placenta, can occur during abortion, ectopic pregnancy, childbirth, ruptures in the placenta during pregnancy (often caused by trauma), or medical procedures carried out during pregnancy that breach the uterine wall. In subsequent pregnancies, if there is a similar incompatibility in the fetus, these antibodies are then able to cross the placenta into the fetal bloodstream to attach to the red blood cells and cause their destruction (hemolysis). This is a major cause of HDN, because 75% of pregnancies result in some contact between fetal and maternal blood, and 15-50% of pregnancies have hemorrhages with the potential for immune sensitization. The amount of fetal blood needed to cause maternal sensitization depends on the individual’s immune system and ranges from 0.1 mL to 30 mL.[2] The woman may have received a therapeutic blood transfusion. ABO blood group system and the D antigen of the Rhesus (Rh) blood group system typing are routine prior to transfusion. Suggestions have been made that women of child-bearing age or young girls should not be given a transfusion with Rhc-positive blood or Kell1-positive blood to avoid possible sensitization, but this would strain the resources of blood transfusion services, and it is currently considered uneconomical to screen for these blood groups. HDFN can also be caused by antibodies to a variety of other blood group system antigens, but Kell and Rh are the most frequently encountered. Hemolytic Disease of the Newborn and Clinical Manifestations Essay Paper The third sensitization model can occur in women of blood type O. The immune response to A and B antigens, that are widespread in the environment, usually leads to the production of IgM or IgG anti-A and anti-B antibodies early in life. Women of blood type O are more prone than women of types A and B to making IgG anti-A and anti-B antibodies, and these IgG antibodies are able to cross the placenta. For unknown reasons, the incidence of maternal antibodies against type A and B antigens of the IgG type that could potentially cause hemolytic disease of the newborn is greater than the observed incidence of “ABO disease.” About 15% of pregnancies involve a type O mother and a type A or type B child; only 3% of these pregnancies result in hemolytic disease due to A/B/O incompatibility. In contrast to antibodies to A and B antigens, Rhesus antibodies are generally not produced from exposure to environmental antigens.[citation needed] In cases where there is ABO incompatibility and Rh incompatibility, the risk of alloimmunization is decreased because fetal red blood cells are removed from maternal circulation due to anti-ABO antibodies before they can trigger an anti-Rh response.[2] Antibody Specific Information Anti-D is the only preventable form of HDN. Since the 1968 introduction of Rho-D immunoglobulin, (Rhogam), which prevents the production of maternal Rho-D antibodies, the incidence of anti-D HDN has decreased dramatically.[2][13] Anti-C and anti-c can both show a negative DAT but still have a severely affected infant.[14][15] An indirect Coombs must also be run. Hemolytic Disease of the Newborn and Clinical Manifestations Essay Paper Anti-M also recommends antigen testing to rule out the presence of HDN as the direct coombs can come back negative in a severely affected infant.[16] Anti-Kell can cause severe anemia regardless of titer.[17] Anti-Kell suppresses the bone marrow,[18] by inhibiting the erythroid progenitor cells.[19][20] Kidd antigens are also present on the endothelial cells of the kidneys[21][22] One study done by Moran et al., found that titers are not reliable for anti-E. Their most severe case of hemolytic disease of the newborn occurred with titers 1:2. Moran states that it would be unwise routinely to dismiss anti-E as being of little clinical consequence.[23] Diagnosis The diagnosis of HDN is based on history and laboratory findings: Blood tests done on the newborn baby Biochemistry tests for jaundice Peripheral blood morphology shows increased reticulocytes. Erythroblasts (also known as nucleated red blood cells) occur in moderate and severe disease. Positive direct Coombs test (might be negative after fetal interuterine blood transfusion) Blood tests done on the mother Positive indirect Coombs test Blood tests done on the father Erythrocyte antigen status Types (classified by serology) Types of HDN are classified by the type of antigens involved. The main types are ABO HDN, Rhesus HDN, Kell HDN, and other antibodies. ABO hemolytic disease of the newborn can range from mild to severe, but generally it is a mild disease. It can be caused by anti-A and anti-B antibodies. Rhesus D hemolytic disease of the newborn (often called Rh disease) is the most common form of severe HDN. Rhesus c hemolytic disease of the newborn can range from a mild to severe disease – is the third most common form of severe HDN.[24] Rhesus e and rhesus C hemolytic disease of the newborn are rare. Combinations of antibodies, for example, anti-Rhc and a

NURS 4115 – Role of the Nurse —Public and Global Health Essay Paper NURS 4115 – Role of the Nurse —Public and Global Health Essay Paper The Nurse’s Role in Global Health With a total of approximately 3 million registered nurses (RNs) in the United States, these professionals play a prominent role in healthcare throughout the country. They factor even more significantly into healthcare delivery throughout the world, with an extremely significant number of about 32 million nurses across the planet. Nurses provide about 90 percent of healthcare services in the world, and for that, they deserve intense appreciation. With those statistics in mind, here is a look at global nursing as it currently stands.NURS 4115 – Role of the Nurse —Public and Global Health Essay Paper Permalink: https://nursingpaperessays.com/ nurs-4115-role-o…alth-essay-paper / ? The Nurse’s Worldwide Role A world without nurses is almost impossible to imagine. Everywhere you turn, nurses are there to provide leading-edge treatments to patients from all walks of life. Nurses work in various settings, including wellness clinics, hospitals, schools, churches and businesses, and they work with people throughout the lifespan. ORDER NOW FOR PLAGIARISM-FREE NURSING PAPERS Why Nurses Matter in Global Health In the United States, nurses have a rather clearly defined role. However, in many locations throughout the world, there are not enough doctors available to provide the care that people need. Luckily, there are nurses, and if it were not for them, these individuals would not receive any healthcare services at all. Nurses make a major contribution by addressing various health issues. Here is a short list of service situations or issues nurses might face: Birth and Delivery: In various remote areas such as in rural Africa, there is not enough money to pay a doctor who can set up a practice. Or there may be other obstacles to having a local doctor. Fortunately, nurse-midwives are excellent in the role of caring for mothers before, during and after childbirth.NURS 4115 – Role of the Nurse—Public and Global Health Essay Paper Primary Care: Also in rural, remote or poverty-stricken areas, physicians may not be available to provide primary care services, and nurses are there to deliver many of those services. One challenge these areas face is that the health conditions people have are often more complex and difficult to treat. Cholera: Illnesses and diseases we rarely encounter in the U.S. can be problems in certain other areas of the world. For example, cholera is an issue in Haiti, so nurses there get the chance to help numerous people with that disease. Tuberculosis: Nurses in Peru have been able to develop a program with the world’s highest cure rates for drug-resistant tuberculosis. Partnerships and Collaboration It is wonderful to see medical centers in various areas of the world collaborate. Here are two examples of innovative and resourceful partnerships: The Dana-Farber Cancer Institute in the U.S. is working to create a nursing oncology partnership with an organization in Rwanda. Oncology nurses from the U.S. will work directly with Rwandan doctors and nurses to share knowledge.NURS 4115 – Role of the Nurse—Public and Global Health Essay Paper Regis College in the U.S. is working with the Haitian Ministry of Health and PIH to address the shortage of nursing education in that country. The end result will be a three-year master’s program for Haitian nurses. Nurses are leaders who make a positive difference by advocating for health and providing healthcare throughout the world. In many instances, despite their incredibly huge and generous contribution across the globe, nurses are treated almost as though they are invisible. They deserve to have a prominent voice when world leaders get together to address health issues and develop national and international policies. They also need more resources, such as for mentorships, leadership and nurse education. One way of receiving additional education and preparation is through online programs, and an online RN to BSN program is ideal for receiving high-quality education in an efficient way. People who believe in the value of nursing should remind as many people as possible, as often as possible, about the value that nurses bring to the world. We need to advocate for nurses having a greater voice on the world stage. Their contributions to healthcare are already spectacular, but when they have a bigger platform, who knows how far they can go?NURS 4115 – Role of the Nurse—Public and Global Health Essay Paper Global Health: The Role of Nursing Research A decade ago, the Institute of Medicine defined global health as “health problems, issues, and concerns that transcend national boundaries, may be influenced by circumstances or experiences in other countries, and are best addressed by cooperative actions and solutions” (Board on International Health, Institute of Medicine, 1997). This definition continues to guide and shape the understanding of the role of nursing in advancing global health. More recently, Bunyavanich and Walk up (2001) identified a paradigm shift in which the concept of global health has replaced international health . The concept of global health acknowledges the interconnections of nations and the impact of geopolitical, social, and fiscal considerations on healthcare policy. In contrast, international health creates a distinction based on the border between a specific nation and other nations. Currently, the more inclusive concept of global health acknowledges the necessity of addressing socioeconomic disparities; global patterns of migration; redistribution of the healthcare workforce often to more affluent nations; environmental change; urbanization; and violence, whether related to war, terrorism, or security threats (McGill International Health Initiative, 2007). NURS 4115 – Role of the Nurse—Public and Global Health Essay Paper Although nurses have been on the front line in addressing global healthcare problems and issues, relatively little has been documented about the contributions of nurse researchers and nursing research to global healthcare priorities. In delineating an agenda and framework for nursing research regarding global health, researchers may draw upon the overarching goals of the United Nations Millennium Project (2005). Global healthcare priorities are identified, with eight quantifiable goals and benchmarks to be achieved by 2015. The Millennium Project goals must be tempered against regional priorities. For example, goals related to promoting gender equality and empowerment of women may not be supported at the regional level. Thus, nurse researchers interested in advancing global health must be prepared to address the inherent tensions that exist between the regional and global priorities. As nurse researchers collectively delineate priorities for nursing research, it is important to reflect upon the factors that may adversely affect the advancement of nursing research pertinent to global health. Two broad themes are presented: (a) lack of visibility and (b) limited support for nursing research regarding global health within the larger world of nursing science. NURS 4115 – Role of the Nurse—Public and Global Health Essay Paper Visibility Research conducted to address global health requires use of multidisciplinary and multinational teams. Although nurse economists, health analysts, and epidemiologists may contribute to this research, authorship of reports may be dictated by political and ideological considerations. For example, Dr. Mary Paterson of The Catholic University of America has conducted seminal work on strengthening of health systems in developing nations and in countries where the health system infrastructure has been damaged by war and political unrest (Paterson, Telyukov, Faraq, & Al-Shiakhli, 2003; Telyukov & Paterson, 2004; Telyukov, Paterson, Gotsadze, & Jugeli, 2003). Her research has not been recognized readily as nursing research because it is presented within the context of health policy and analysis as opposed to pure research and because it is published in venues such as technical reports commissioned by the World Bank and other global organizations instead of the nursing journals. The visibility of nursing research regarding global health is influenced also by the way in which nurse researchers interested in global health are educated and socialized. The traditional academic preparation for a nurse researcher involves master’s-level preparation in nursing followed by either doctoral-level studies in nursing or a related discipline and, hopefully, postdoctoral work. However, nurse researchers interested in global health may opt for graduate education in public health, health economics, and health policy because the curricula are more responsive to their career goals. By branching into related areas at the master’s level instead of at the doctoral level, these researchers join a different community of scholars. Furthermore, lacking a master’s-level degree in nursing, their appropriateness for membership as nursing faculty requires specific justification to certain accrediting bodies and groups. Thus, they may face additional marginalization and devaluation of their contribution to nursing science. NURS 4115 – Role of the Nurse—Public and Global Health Essay Paper Finally, some ambivalence may exist regarding the boundaries of nursing research. Although the richness of the diverse backgrounds of nurse researchers in the area of global health benefits the understanding of global aspects of nursing, some may also view their research as blurring or diluting the uniqueness of nursing research. Paralleling the discussion regarding the nature of global versus international health is a discussion regarding the nature of nursing research in an increasingly global environment versus global healthcare research of relevance to nursing. ORDER NOW FOR PLAGIARISM-FREE NURSING PAPERS Support for Global Health Research The role of nursing research in advancing global health is limited also by the existing nursing research infrastructure. As a result, although nursing research has been used to address many health problems with a global component, additional follow-up studies are required to make the transition to a global health perspective. For example, U.S. nurse researchers have made a significant contribution to the understanding of factors influencing the risk of HIV/AIDS transmission and the subsequent development of behavioral interventions for risk reduction. Given the global nature of HIV/AIDS, this body of behavioral research is potentially relevant in regions of the world where HIV/AIDS is endemic. However, to tailor these interventions to specific regions of the world, additional research addressing the efficacy of these interventions within the context of horticultural and political factors and fiscal constraints is necessary. In addition, research including subjects from other countries has often been patterned after the multi centered clinical trial model. As a result, homogeneity of study groups regardless of country of origin is a desired attribute, thus blunting the ability of the research to address complexities across nations. Thus, although this research is international , it is not global. Finally, nurse researchers interested in global health must aggressively pursue other funding avenues. Traditional funding sources such as the National Institutes of Health understandably give funding priority to research that addresses national healthcare issues. Similarly, only a small subset of private foundations and agencies funding nursing research, such as the Bill and Melinda Gates Foundation (http://www.gatesfoundation.org), promote research related to global health. NURS 4115 – Role of the Nurse—Public and Global Health Essay Paper In conclusion, it is hoped that, through this initiative between Nursing Research and other journals, the hidden face of nursing research in global health will be appreciated more widely. Whether at the level of individual interventions, community action, or healthcare analysis and policy development, nursing research has an enormous yet unrealized potential to advance the global healthcare agenda. I hope that these statements about the limitations in the nursing research agenda will challenge nurse researchers to expand support of an increasingly global agenda. The role of nurses in advancing global health On International Nurses Day, SHOPS Plus recognized and celebrated the vital role private sector nurses and midwives play in ensuring that health services are delivered to those who need it most. Nurses are the backbone of many health systems, particularly in countries that face severe human resource shortages. SHOPS Plus works closely with private nursing and midwifery networks worldwide to ensure this invaluable cadre of health professionals is strengthened to advance health priorities in family planning, HIV and AIDS, child health, and integrated primary health care. NURS 4115 – Role of the Nurse —Public and Global Health Essay Paper The Nursing Leadership in Global Health Symposium brought together more than 230 attendees and international health providers representing 14 countries. The goal was to address improving care of patient populations by elevating the voice and influence of nursing on health policy and programming. “The guiding force of our conference came from a shared observation with Partners in Health’s Sheila Davis: ‘Although nurses deliver 90 percent of health care to the world, they remain largely invisible. Their absence constitutes a global health crisis,’” said Vanderbilt’s Carol Etherington, MSN, associate professor of Nursing and the symposium’s coordinator. “The focus of this event was to empower and engage nurses to be stronger patient advocates and activists at global, national and local levels, reducing the lost dollars and lost lives that result from their exclusion at decision-making tables.” Nashville Mayor Karl Dean and Her Royal Highness Princess Muna Al-Hussein of Jordan addressed speakers and guests last week at the Renaissance Hotel in Nashville. Al-Hussein is the mother of His Majesty King Abdullah the Second of Jordan, and has a longtime interest in developing nursing as a significant force in the quality and distribution of health care in her home country and around the world. “Global health is facing unprecedented challenges, and nurses are at the heart of meeting them,” said Al-Hussein. “Nurses worldwide represent a force of abilities that can shape and advance health care. Studies consistently show that investing in nurses is one of the most effective tools of promoting health care. With time and energy, along with access to adequate resources, nurses can make a world of difference in the lives of people and populations.”NURS 4115 – Role of the Nurse —Public and Global Health Essay Paper The conference featured more than 30 speakers presenting a variety of plenary sessions and breakouts following one of four tracks focused on how to increase the influence of nursing within global health: leadership and management; policy; advocacy; and field engagement. Key takeaways include: •?Nursing is a key component in scaling up global programs through development and nurturing inter-professional health care teams. •?Nursing roles are expanding in developed countries, but in far too many areas of the globe, nurses are in extreme need of mentoring and networking with their colleagues within and across borders. •?Nursing education programs must strengthen the teaching of health policy development to increase future nursing presence in policy making issues. •?All nurses must have competency in the concept of community health to support global health work that transcends borders. •?Partnership with patients is at the core of nursing and a key component of patient-centered health, which can be harnessed to promote patient power in policy making.NURS 4115 – Role of the Nurse —Public and Global Health Essay Paper •?Nurses must take advantage of opportunities to fill gaps and needs of fragmented health care systems around the world. empowering nurses to improve global health 27 February 2018 – As part of efforts to improve global health, the World Health Organization (WHO) and International Council of Nurses are supporting the Nursing Now campaign – a 3-year global health initiative of the Burnett Trust for Nursing that will be launched in February 2018. The campaign, which continues until the end of 2020, aims to raise the status and profile of nursing to improve health and enable nurses to maximize their contribution to achieving universal health coverage. The campaign will be launched on 27 February in Geneva, Switzerland, hosted by Hospital Universalizes de Genève (Geneva University Hospitals), in the presence of WHO Director-General Dr Tedros Adhanom Ghebreyesus and Her Royal Highness Princess Muna Al-Hussein of Jordan, Patron for Nursing and Midwifery in the Eastern Mediterranean Region. On the same day, the campaign will be launched at an event in London. The vital role of nurses in supporting the health sector and the importance of acknowledging their role is highlighted by HRH Mona Al-Hussein, “It’s time to give nurses greater recognition, investment and influence. “We must capitalize on one of our best assets, the largest group of health care professionals, by equipping nurses to provide high quality patient-centered care and play an integral role in leading change in the health sector.” While globalization and technological advances are creating new opportunities, disease and demographics changes, in addition to natural and man made disasters, are placing increased pressure on already strained health care systems. Chief among these is the additional burden placed on health care personnel as a result of dealing with the consequences of war, emergencies and an increasing number of refugees and displaced populations in the Eastern Mediterranean Region. NURS 4115 – Role of the Nurse—Public and Global Health Essay Paper “Nurses and midwives are unsung heroes in responding to the health needs of communities affected by emergencies in our Region. Empowering nurses and enhancing their capacities will save lives and improve health and well-being at all times,” said Dr Jacquard Mahjong, acting WHO Regional Director for the Eastern Mediterranean. The Nursing Now campaign recognizes that nurses are at the heart of country efforts to improve health for all. As one of the most trusted professions, nurses provide effective and quality care for people of all ages, and are central in addressing the increasing burden of noncommunicable diseases, such as cancer and heart disease. Nurses are indispensable members of health teams and as health professionals closest to the public play a crucial role in health promotion, disease prevention, treatment and care. WHO estimates that nurses and midwives represent nearly one half of the global health workforce. However, for all countries to reach health-related Sustainable Development Goal 3 “Ensure healthy lives and promote well-being for all at all ages” WHO estimates that the world will need an additional 9 million nurses and midwives by 2030. The campaign aims to ensure that by the end of 2020 the health workforce generally, and nursing and midwifery in particular, have a far more prominent role in global health policy development and planning. It also aims to promote greater investment in developing nursing and midwifery education, practice and regulation, as well as improving standards and quality of care, and employment conditions. More nurses are needed in leadership and policy development, particularly in delivering universal health coverage and addressing current and emerging health problems. Another important aim of the campaign is ensuring evidence is made more readily available to policy- and decision-makers on the impact of nursing, and ensuring greater dissemination and sharing of good practices in nursing and the ways in which these good practices can be emulated.NURS 4115 – Role of the Nurse —Public and Global Health Essay Paper What’s the role of nursing research in global health? In September 2000, the UN highlighted eight objectives known as the Millennium Development Goals for the world community. Nurses and nursing science play an important role in virtually all of these. However, our impact is most obvious in reducing child mortality, improving maternal health, and combating HIV/AIDS, malaria and TB, along with the prevention and management of chronic conditions. Particularly in low- and middle-income countries (LMICs), nurses and nurse scientists can help fill a critical need for the education and training of health workers, as well as designing and testing solutions to common health problems. Approximately 1 billion people across the world have zero access to trained health workers. Many projects we support have shown that low-tech, local health care solutions – such as sari cloth filtering of water in Bangladesh – can be more beneficial than high-tech treatments. What are examples of NINR’s global health successes? NINE-supported researchers are integrating depression screening into HIV care in Southern India. UNA IDS estimates that 2.5 million of the 34 million people living with HIV are in India. Connecting this population to mental health resources and interventions to treat depression could lead to improved quality of life for those dealing with the multiple burdens of HIV. In Bangladesh, NINR co-funded a study that aims to reduce postpartum hemorrhage, the leading worldwide cause of maternal death and disability.NURS 4115 – Role of the Nurse —Public and Global Health Essay Paper We also support studies in community-based outreach that show promise to lower the incidence of childhood diarrhea. As I mentioned, an NINR-funded study involved the use of a sari cloth filter to decrease the incidence of waterborne cholera. This is a sustainable intervention that elegantly utilizes readily available, low-cost material while empowering women. NINR is the lead NIH institute for research in advancing end-of-life care, which presents some of the most critical challenges in clinical care today. An NINR-funded end-of-life bereavement study conducted in South Africa showed the remarkable resiliency of adolescents who have lost a loved one to AIDS. How is NINR engaged in research training? NINR partners with Fog arty on a number of research training projects. One example is the University of Illinois at Chicago’s School of Public Health and College of Nursing’s AIDS International Training and Research Program. This multidisciplinary effort fosters long-term scientific capacity to address the AIDS epidemic in Chile, Indonesia and Malawi through hands-on training. Another example is a new interdisciplinary project working with local health care workers in Argentina to study the efficacy of a text messaging intervention to improve medication adherence in TB patients.NURS 4115 – Role of the Nurse —Public and Global Health Essay Paper What are NINR’s global health plans looking forward? Nursing science has always been based on interdisciplinary collaborations. The WHO has acknowledged the importance of international research collaborations through the designation of Nursing Collaborating Centers, which focus on team-based research of regional or global significance. NINR will continue to facilitate global training partnerships, promote earlier entry of nurses into research training programs, and strengthen the scientific basis for clinical practice. We will also work to integrate technology and advanced interdisciplinary research methods. Data science will remain vital, including use of “big data” from electronic health records, wearable devices, m Health, point-of-care diagnostics, data visualization and various non-health specific data such as GPS, Google Maps and social media. Roles And Responsibilities Of A Community Health Nurse Community health nurses, sometimes called public health nurses, are registered nurses (RNs) who are trained to work in public health settings such as county or state health departments, schools, jails, and businesses. Because of their roles in the community as caregivers, they often form close bonds within the communities they serve and form lasting relationships. They become area experts on health and wellness. On any given day, community nurses can be found running wellness clinics, coordinating emergency preparedness for disaster relief, or treating injuries and illnesses.NURS 4115 – Role of the Nurse—Public and Global Health Essay Paper Community nursing integrates evidence-based research with community health needs to provide care based on science and evidence. They must determine the cultural and socioeconomic needs of the community and adjust care as needed. In this role, RNs may be required to have a baccalaureate nursing education with studies in population-based health and community health nursing. RN to BSN programs allow nurses to study the theory and research behind public health practices and apply them to everyday practice. “They are educated to see each person for whom they care in the context of his or her life—all the factors that impact that person’s life and well-being,” the Robert Wood Johnson Foundation, the nation’s largest healthcare philanthropic organization, said in a call to action for improved public health. “Indeed, nurses have a responsibility and an obligation—by virtue of their education—to promote population health no matter where and how they practice.” Community Health Nurses’ Roles Working as a community nurse is unlike any other nursing position. By helping whole communities, community nurses act as educators, disease and injury prevention specialists, research scientists, community advocates, emergency preparedness experts, public health liaison, and healthcare professionals. In more detail, the roles of public health nurses are:NURS 4115 – Role of the Nurse —Public and Global Health Essay Paper ORDER NOW FOR PLAGIARISM-FREE NURSING PAPERS 1. Disease prevention specialist Community health nurses focus on long- and short-term care for disease prevention. Their work includes averting or controlling the spread of the flu and other communicable diseases. They work with patients to support diabetes self-management and improve diabetes control. They also work with mothers of newborns to reduce the rate of infant mortality and in schools to identify gaps in services. 2. Community educator As educators, community health nurses focus on presenting materials in a clear and understandable format. They provide information to individuals, families, and communities that create a framework for healthy living and healthy choices. In schools they may teach sex education and HIV education classes. In the public, they hold classes and seminars on diabetes management. Overall, they focus on community health education as a step to preventive healthcare.NURS 4115 – Role of the Nurse —Public and Global Health Essay Paper 3. Leader Community health nurses use evidence to implement policy changes and quality-based practices. They lead collaborative efforts to produce successful health outcomes and provide critical medical and social services in communities. 4. Researcher As researchers, community health nurses collect and use evidence to execute positive changes for better health. Research is used to validate funding for public health programs, reduce inequalities in healthcare, and increase access to services. 5. Advocate Public health nurses advocate on the local, state, and federal level to provide better access to healthcare, protect funding for public health programs, and reduce or eliminate health disparities. They help families arrange assistance through social services programs such as the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC), which provides healthcare and nutritional services for low-income pregnant women, breastfeeding mothers, and children under age 5. 6. Caregiver Community nurses cross cultural, language, and literacy boundaries to shape the health and well-being of children and adults. They provide prenatal care and education for expectant mothers, including information about maternal nutrition, referrals for childbirth classes, and postpartum assistance. They also provide resources for parents to understand proper childhood development and discipline techniques.NURS 4115 – Role of the Nurse —Public and Global Health Essay Paper In addition, community nurses play other varied roles, said Virginia Crandall, Senior Community Health Nursing Director for the Florida Department of Health in Hernando County. She said working as a public health nurse provides an opportunity to use skills not used in a hospital setting. “Whether it is Ebola, Zika, budget challenges, hurricanes, clinic operations, dog bites, tuberculosis, sexually transmitted diseases or HIV, there is always a new challenge and a new opportunity to make a positive difference,” she said. Future Of Community Health Nursing Healthcare experts say public health has made great strides in the past decades, allowing people to live longer and healthier lives. The smoking rate is down and more people have health insurance. Health reform efforts have improved the quality of healthcare and slowed the growth rate of medical costs, the U.S. Centers for Disease Control and Prevention (CDC) said. Even with that, however, the United States falls short of providing equitable access to healthcare, the CDC said. Racial, socioeconomic, and ethnic disparities continue in healthcare, the federal agency said. A vital component to change is local communities taking leading roles in public health and continued support by community health nurses.NURS 4115 – Role of the Nurse —Public and Global Health Essay Paper The Association of Public Health Nurses (APHN) said partnerships between public health nurses, communities, populations, and organizations are essential to the future of public health. The association said public health nurses could bridge the gaps between siloed clinical health and public health, ensuring optimal well-being for communities and populations. “Public health nursing remain the largest discipline in the public health field, consistently providing leadership in an unsettled health system environment,” the association said in a position paper titled “The Public Health Nurse: Necessary Partner for the Future of Healthy Communities.” “As public health nurses continue to move beyond traditional public health settings and integrate their practice with community systems, their value and strength will continue to evolve as well.” Many nurses are now participating in global health at the international level. They are involved in organizations that promote and provide access to healthcare in developing countries. They are participating in relief efforts in countries impacted by natural disasters. Nurses are advocating for policies that eliminate health disparities related to poverty, illiteracy, and gender discrimination. They are providing consultation in other countries to help nurses improve their status and to expand their roles through further education. To be effective in these global efforts, nurses must learn about the specific healthcare needs and healthcare systems of the involved countries as well as learning about the culture of the people. Health is the expression of physical, psychological, spiritual, and social well-being manifested and determined by the adaptive abilities of persons. Perceptions and levels of health vary among people throughout the lifespan. Health is affected by personal initiative, interaction between healthcare providers and persons as they access the healthcare delivery system.NURS 4115 – Role of the Nurse—Public and Global Health Essay Paper Nursing has a major role in being culturally sensitive to the needs of increasingly diverse populations and in helping people access healthcare services. Professional nursing is an art and science, which facilitates health promotion, risk reduction, disease prevention, management of disease and illness in individuals, families and communities. Critical thinking, application of theory and incorporation of research are inherent in the professional nursing role and provide the basis for judicious decision-making, problem solving and health planning. Pr

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Capstone Synthesis Practicum Journal Assignment Papers. Capstone Synthesis Practicum Journal Assignment Papers. Permalink: https://nursingpaperessays.com/ capstone-synthes…ssignment-papers / ? This week marks the conclusion of your involvement in the practicum. Take a few minutes to consider the practicum professional development objectives you established in Week 1, as well as the goal and objectives you identified for your Practicum Project. What have you learned about yourself as a scholar-practitioner as you engaged in your practicum activities? How have your experiences in the practicum enhanced your specialty skills and expertise? Capstone Synthesis Practicum Journal Assignment Papers. Journal Entry 3 This week, you complete and submit your second journal entry. Your journal draws from evidence, concepts, and/or theories you have examined in this program, especially those related to your specialization. What have you observed during your Practicum Experience that you would like to analyze through your journal writing? To prepare: Reflect on your Practicum Experiences in Weeks 8-11. Think about the evidence, concepts, and/or theories (evidence) learned throughout this program and your specialization. Capstone Synthesis Practicum Journal Assignment Papers. Analyze a problem, issue, or situation that you have observed during your Practicum Experience. Using a minimum of three peer-reviewed sources of evidence, consider what you have observed within the context of your specialty using appropriate concepts, principles, and theories. Give special attention to observed events that vary from the scholarly literature. Capstone Synthesis Practicum Journal Assignment Papers. Determine how the problem, situation, or issue was handled in a manner that is consistent and a manner that is inconsistent with the theory, concepts, and principles detailed in the evidence. Given the various evidence-based approaches that can be used in handling the observed problem, situation, or issue, think about a plan for approaching the matter differently. Capstone Synthesis Practicum Journal Assignment Papers. To complete the Practicum and Journal Entry: In your saved version of the NURS 6600 Practicum Journal document, do the following: Describe a problem, issue, or situation that you have observed during your Practicum Experience (no more than a half page). Using no fewer than three peer-reviewed sources of evidence, analyze what you have observed within the context of your specialty using appropriate concepts, principles, and theories. Give special attention to observed events that vary from scholarly literature. Capstone Synthesis Practicum Journal Assignment Papers. Explain how the problem, situation, or issue was handled in a manner that is consistent and a manner that is inconsistent with the theory, concepts, and principles detailed in the evidence. Given the various evidence-based approaches that can be used in handling a problem, situation, or issue, formulate a plan for approaching the matter differently. Capstone Synthesis Practicum Journal Assignment Papers. Include references immediately following the content. Use APA style for your journal entry and references. NURS 6600 Capstone Synthesis Practicum – Walden University Students in this course apply the MSN curriculum experience by translating knowledge into practice by designing, developing, and implementing a project in a professional healthcare setting. By using the culmination of learning, students gain the opportunity effect positive social change within the healthcare delivery environment in the roles of change agent and nurse. The result of the practicum experience provides students with an experience through which they develop their passion as a practitioner while enhancing the nurse role as an advocate for social change within the context of a scholarly presence NURS 6600 Capstone Synthesis Practicum – Walden University NURS 6600 Capstone Synthesis Practicum – Walden University Required Course Readings The links are for required readings found in the Walden databases ONLY. For all other readings, see your course resources. Enter your myWalden user name and password at the prompt to access NURS 6600 Capstone Synthesis Practicum – Walden University. Capstone Synthesis Practicum Journal Assignment Papers. In Week 1, you developed your practicum professional development objectives. How have your experiences thus far in the practicum contributed to your growth as nurse leader-manager or nurse informaticist? What difficulties, if any, have you experienced, and how might this affect the achievement of your objectives? In this Discussion, you assess your progress toward fulfilling your practicum professional development objectives and consider how you could enhance or alter your activities to achieve your aims. Capstone Synthesis Practicum Journal Assignment Papers. To prepare: Reflect on the practicum professional development objectives you developed and outlined in your Practicum Professional Experience Plan in Week 1. Keeping in mind the practicum activities you have engaged in thus far, consider the following questions: How have these activities helped to promote your professional development? Are you satisfied with your progress toward meeting your objectives? If not, what will you do to ensure you achieve them before the end of your Practicum Experience? As a reminder, you must complete all of your practicum hours on or before Day 5 of Week 11. Capstone Synthesis Practicum Journal Assignment Papers. What challenges or unexpected opportunities have arisen at your practicum site? How has this affected your professional development? Think about the experiences you may have in the forthcoming weeks. Do you foresee any particular challenges on the horizon? If so, what is your plan for addressing those challenges? Think about the time you have spent with your Preceptor. How has this time enhanced or changed your understanding of the role and functions of the nurse leader-manager or nurse informaticist? Post an assessment of your progress toward achieving your practicum professional development objectives, including how your involvement in specific practicum activities has contributed to your development. Explain what you will do to ensure you achieve your objectives by the end of your practicum. Summarize challenges or unexpected opportunities that have arisen, as well as any challenges that you anticipate may arise. Explain how you will address those challenges. Finally, summarize what you have learned about the role and functions related to your specialization through time spent with your Preceptor. Capstone Synthesis Practicum Journal Assignment Papers. Read a selection of your colleagues’ responses. Respond to at least two of your colleagues on two different days, using one or more of the following approaches: 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. Validate an idea with your own experience and additional research. Required Readings Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Cipriano, P. F., & Murphy, J. (2011). The future of nursing and health IT: The quality elixir. Nursing Economic$, 29(5), 286–289. Note: Retrieved from the Walden Library databases. “Technology tools will continue to revolutionize how we plan, deliver, document, review, evaluate, and derive the evidence about care” (p. 289). This article examines how nurses can use information technology to transform nursing and redesign the health care system. It focuses on the use of technology to promote quality and notes that technology can also be used to address challenges in education, research, leadership, and policy. Capstone Synthesis Practicum Journal Assignment Papers. McKimm, J., & Swanwick, T. (2009). Setting learning objectives. British Journal of Hospital Medicine, 70(7), 406–409. Note: Retrieved from the Walden Library databases. This article clarifies the terminology associated with learning objectives and explains how learning objectives relate to professional development and the transformation from novice to expert. It also introduces common pitfalls when setting learning objectives and provides suggestions for avoiding them. Capstone Synthesis Practicum Journal Assignment Papers. Murphy, J. (2011). The nursing informatics workforce: Who are they and what do they do? Nursing Economic$, 29(3), 150–153. Note: Retrieved from the Walden Library databases. The author examines the nursing informatics workforce, explaining that professionals in this well-established specialty area can play an integral role in transforming health care. Sørensen, E. E., Delmar, C., & Pedersen, B. D. (2011). Leading nurses in dire straits: Head nurses’ navigation between nursing and leadership roles. Journal of Nursing Management, 19(4), 421–430. Note: Retrieved from the Walden Library databases. “Successful nursing leaders navigate between nursing and leadership roles while nourishing a double identity” (p. 421). In this article, the authors examine how individuals in key professional roles negotiate between and apply nursing and leadership skills. Capstone Synthesis Practicum Journal Assignment Papers. Warm, D., & Thomas, B. (2011). A review of the effectiveness of the clinical informaticist role. Nursing Standard, 25(44), 35–38. Note: Retrieved from the Walden Library databases. The authors investigate the application of specialized knowledge and expertise to facilitate the appropriate use of emerging technologies in clinical settings. They argue for informaticists’ involvement in strategic development and delivery of information management and technology initiatives to promote patient-centered outcomes. Capstone Synthesis Practicum Journal Assignment Papers. Wilkinson, J. E., Nutley, S. M., & Davies, H. T. O. (2011). An exploration of the roles of nurse managers in evidence-based practice implementation. Worldviews on Evidence-Based Nursing, 8(4), 236–246. Note: Retrieved from the Walden Library databases. In this article, the authors examine the role nurse managers should play in leading and facilitating evidence-based practice. Armstrong, P. (2013). Bloom’s taxonomy. Retrieved from http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/ Vanderbilt University provides this overview of Bloom’s taxonomy. This site also presents the original and updated versions of the taxonomy along with verb suggestions for each level. Clark, D. (2013). Bloom’s taxonomy of learning domains. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html This article addresses three domains of learning: cognitive, affective, and psychomotor. University of Central Florida, Office of Experiential Learning (n.d.). Writing SMART learning objectives, Retrieved from http://explearning.ucf.edu/registered-students/tips-for-success/writing-smart-learning-objectives/195 This blog post focuses on the distinction between learning outcomes and objectives. Consider this information as you develop your practicum professional development objectives this week. Capstone Synthesis Practicum Journal Assignment Papers. The University of North Carolina at Charlotte, Center for Teaching & Learning. (2013). Writing objectives using Bloom’s taxonomy. Retrieved from http://teaching.uncc.edu/articles-books/best-practice-articles/goals-objectives/writing-objectives-using-blooms-taxonomy This resource outlines elements of Bloom’s Taxonomy. Document: Practicum Professional Experience Plan (Word Document) Use this form to develop your Practicum Professional Experience Plan as outlined this week. Document: Practicum Professional Experience Plan (Word Document) Use this form to develop your Practicum Professional Experience Plan as outlined this week. Walden University is accredited by The Higher Learning Commission, www.hlcommission.org.. Capstone Synthesis Practicum Journal Assignment Papers. Walden University practices a policy of nondiscrimination in admission to, access to, and employment in its programs and activities. Walden does not discriminate on the basis of race, color, sex, age, religion or creed, marital status, disability, national or ethnic origin, socioeconomic status, sexual orientation, or other legally protected status. Walden is committed to providing barrier-free access to its educational services and makes appropriate and reasonable accommodations when necessary. Students requesting accommodations per the Americans with Disabilities Act (ADA) must contact the Office of Disability Services at [email protected]. This publication represents current curricula, educational plans, offerings, requirements, tuition, and fees. These may be modified or discontinued from time to time in the university’s sole discretion to carry out the university’s purposes and objectives. Neither the provisions of this document nor the acceptance of students through registration and enrollment in the university constitutes a contract or an offer of a contract. Find information on costs, occupation types, completion rates, and median loan debt for this program at http://programdata.laureate.net/walden/master-of-science-in-nursing.html. Walden University is a registered trademark of Walden University, LLC. © 2017 Walden University, LLC http://www.hlcommission.org/ mailto:[email protected] http://programdata.laureate.net/walden/master-of-science-in-nursing.html MSN Practicum Manual: Nurse Practitioner Specializations (April 2017) Page iv Contents Section 1. Introduction ………………………………………………………………………………………………………………… 1 Purpose of This Manual ……………………………………………………………………………………………………………. 1 Walden University ……………………………………………………………………………………………………………………. 1 Vision ………………………………………………………………………………………………………………………………….. 1 Mission ……………………………………………………………………………………………………………………………….. 1 Social Change ………………………………………………………………………………………………………………………. 2 School of Nursing …………………………………………………………………………………………………………………….. 2 Vision ………………………………………………………………………………………………………………………………….. 2 Mission ……………………………………………………………………………………………………………………………….. 2 Goals ………………………………………………………………………………………………………………………………….. 2 MSN Program Outcomes ………………………………………………………………………………………………………….. 2 Nurse Practitioner Licensure ……………………………………………………………………………………………………… 3 Note on Certification …………………………………………………………………………………………………………….. 3 Note on Licensure, Authorization, Endorsement, or Other State Credentials Necessary to Practice as a Nurse Practitioner ……………………………………………………………………………………………………………… 4 Field Experience Terms …………………………………………………………………………………………………………….. 4 Practicum ……………………………………………………………………………………………………………………………. 4 Practicum Site ……………………………………………………………………………………………………………………… 5 Primary Care………………………………………………………………………………………………………………………… 5 Acute Care …………………………………………………………………………………………………………………………… 6 Supervision ………………………………………………………………………………………………………………………….. 6 Field Experience Roles ……………………………………………………………………………………………………………… 6 Preceptors …………………………………………………………………………………………………………………………… 6 Students ……………………………………………………………………………………………………………………………… 6 Practicum Course Faculty Members ……………………………………………………………………………………….. 8 MSN Practicum Manual: Nurse Practitioner Specializations (April 2017) Page v Clinical Instructors ………………………………………………………………………………………………………………… 8 Specialization Coordinators …………………………………………………………………………………………………… 9 Program Director …………………………………………………………………………………………………………………. 9 Field Education Coordinators …………………………………………………………………………………………………. 9 Working Together ………………………………………………………………………………………………………………… 9 Field Experience Regulatory Requirements ……………………………………………………………………………….. 10 State Requirements ……………………………………………………………………………………………………………. 10 State Board Requirements …………………………………………………………………………………………………… 11 Non-U.S.-Based Student Requirements …………………………………………………………………………………. 11 Licensure Review………………………………………………………………………………………………………………… 11 Section 2. NP Practicum Program ………………………………………………………………………………………………… 13 Specializations Overview…………………………………………………………………………………………………………. 13 Required Activities …………………………………………………………………………………………………………………. 14 Individualized Learning Objectives ……………………………………………………………………………………….. 16 Conference Call ………………………………………………………………………………………………………………….. 16 Journal and Time Log ………………………………………………………………………………………………………….. 17 Performance Evaluation ………………………………………………………………………………………………………. 19 Formal Preceptor and Student Feedback ………………………………………………………………………………. 19 Course-Specific Guidance………………………………………………………………………………………………………… 19 Section 3. Getting Started …………………………………………………………………………………………………………… 26 Finding Practicum Sites and Preceptors …………………………………………………………………………………….. 26 Tips for Practicum Site and Preceptor Search…………………………………………………………………………. 26 Choosing a Site …………………………………………………………………………………………………………………… 27 Choosing a Preceptor ………………………………………………………………………………………………………….. 27 Change of Preceptor …………………………………………………………………………………………………………… 29 Affiliation Agreements With Practicum Sites ………………………………………………………………………….. 30 MSN Practicum Manual: Nurse Practitioner Specializations (April 2017) Page vi Completing and Submitting the Practicum Application ……………………………………………………………….. 31 Policy on Electronic Signatures …………………………………………………………………………………………….. 31 Verification Documents ………………………………………………………………………………………………………. 32 Obtaining the Required Information …………………………………………………………………………………….. 33 Application Deadlines …………………………………………………………………………………………………………. 35 Field Site Onboarding Requirements ………………………………………………………………………………………… 37 Practicum Approval and Start ………………………………………………………………………………………………….. 38 Application Approval …………………………………………………………………………………………………………… 38 Practicum Course Registration ……………………………………………………………………………………………… 38 Application Steps ……………………………………………………………………………………………………………….. 39 Section 4. Practicum Policies ………………………………………………………………………………………………………. 41 Student Conduct and Responsibilities ………………………………………………………………………………………. 41 Academic Standing …………………………………………………………………………………………………………………. 41 Student Professional Competence Policy ………………………………………………………………………………….. 42 Problem Behaviors ……………………………………………………………………………………………………………… 42 Inappropriate and/or Unprofessional Conduct ………………………………………………………………………. 42 Critical Behaviors ……………………………………………………………………………………………………………….. 43 Nondiscrimination and Sexual Harassment Policies ……………………………………………………………………. 43 Nondiscrimination ………………………………………………………………………………………………………………. 43 Sexual Harassment ……………………………………………………………………………………………………………… 44 Problem Resolution and Process ……………………………………………………………………………………………… 45 Section 5. Frequently Asked Questions ………………………………………………………………………………………… 48 Section 6. Contact Information ……………………………………………………………………………………………………. 51 School of Nursing …………………………………………………………………………………………………………………… 51 Other Important Resources …………………………………………………………………………………………………….. 52 Field Education Resource Links …………………………………………………………………………………………….. 52 MSN Practicum Manual: Nurse Practitioner Specializations (April 2017) Page vii Academic Advising Team …………………………………………………………………………………………………….. 52 Office of Disability Services ………………………………………………………………………………………………….. 52 Section 7. Programs of Study ………………………………………………………………………………………………………. 53 MSN Core Courses …………………………………………………………………………………………………………………. 53 MSN NP Specialty Track Courses ……………………………………………………………………………………………… 53 Course Descriptions ……………………………………………………………………………………………………………….. 56 Section 1. Introduction Purpose of This Manual Welcome to the field experience component of Walden University’s Master of Science in Nursing (MSN) program. This manual describes the structure and timing of the classroom-based and on-site practicum experiences and the policies students must follow to be successful in the nurse practitioner (NP) specialties. For more information about the nursing programs, students should refer to the School of Nursing Handbook. This manual is intended to provide MSN-NP students with information they need related to practicum policies and procedures as well as to serve as a reference for practicum preceptors and other practicum personnel. This manual refers to the Walden University Catalog and the Walden University Student Handbook for specific information on university policies and courses. Capstone Synthesis Practicum Journal Assignment Papers. These resources can be accessed at catalog.WaldenU.edu. Note: Walden University reserves the right to make program changes as needed to help ensure the highest quality program. Walden University The MSN program at Walden University is designed to promote Walden University’s vision, mission, and ongoing commitment to social change. These guiding principles serve as a framework for the program curriculum and outcomes and are included here as a reference. Vision Walden University envisions a distinctively different 21st-century learning community where knowledge is judged worthy to the degree that it can be applied by its graduates to the immediate solutions of critical societal challenges, thereby advancing the greater global good. Mission Walden University provides a diverse community of career professionals with the opportunity to transform themselves as scholar-practitioners so that they can effect positive social change. http://academicguides.waldenu.edu/fieldexperience/son/formsanddocuments http://academicguides.waldenu.edu/fieldexperience/son/formsanddocuments http://catalog.waldenu.edu/ http://catalog.waldenu.edu/ http://catalog.waldenu.edu/ MSN Practicum Manual: Nurse Practitioner Specializations (April 2017) Page 2 Social Change Walden University defines positive social change as a deliberate process of creating and applying ideas, strategies, and actions to promote the worth, dignity, and development of individuals, communities, organizations, institutions, cultures, and societies. Positive social change results in the improvement of human and social conditions. School of Nursing Vision The School of Nursing envisions recognition as a preeminent 21st-century school of nursing in which the contributions of nursing, health, and related sciences will transform the provision of nursing services along the continuum of care and across the human lifespan to meet the needs of individuals and local and global communities. Mission The School of Nursing provides academically rigorous and culturally and contextually relevant educational programs, based on the scholar-practitioner model, for a diverse array of nursing professionals seeking enhancement of critical-thinking skills, abilities to select and implement evidence- based practices, and core and specialty nursing knowledge in order to transform society. Goals The goals of the School of Nursing at Walden are to: 1. Empower nursing professionals through academic advancement that enhances personal growth, professional development, and academic achievement. 2. Create an educational environment where learners are able to build on their existing transformational and professional nursing knowledge, skills, and integrative abilities. 3. Educate nursing professionals with consideration for the complex needs of the diverse learner while upholding professional nursing standards. 4. Encourage learners to integrate biopsychosocial, nursing and health theories, research, and evidence-based practice that exemplify professional nursing standards. 5. Prepare professional nursing leaders who are empowered to promote social change for individuals, groups, and organizations locally, nationally, and globally. MSN Program Outcomes At the end of the MSN program, students will be able to: MSN Practicum Manual: Nurse Practitioner Specializations (April 2017) Page 3 1. Synthesize organizational/systems leadership for cost-effective specialist nursing practice that contributes to high-quality healthcare delivery, advancement of the nursing profession, and social change. 2. Critique evidence-based literature drawing from diverse theoretical perspectives and pertinent research to guide decision making that demonstrates best practices for specialist nursing practice in a global society. 3. Integratively assess, diagnose, plan, implement, and evaluate cost-effective healthcare strategies that reduce health disparities by patient/population advocacy for access to specialist nursing care. 4. Demonstrate the ability to effectively communicate using audience-specific oral, written, and information technology for professional delivery of specialist nursing care. 5. Evaluate health needs of diverse populations for necessary teaching/coaching functions based on specialist nursing knowledge to restore/promote health and prevent illness/injury. 6. Exhibit ongoing commitment to professional development and value of nursing theories/ethical principles (altruism, autonomy, human dignity, integrity, social justice) in accordance with ethically responsible, legally accountable, specialist nursing practice. Capstone Synthesis Practicum Journal Assignment Papers. 7. Implement specialist nursing roles to promote quality improvement of patient-centered care in accordance with professional practice standards that transform health outcomes for diverse populations. Nurse Practitioner Licensure Note on Certification The MSN-NP specializations are designed to prepare graduates to qualify to sit for national NP certification exams, which are required for practice as an NP in most states. Because no university program can guarantee that graduates will be permitted to practice as an NP upon graduation, Walden encourages students to consult with the appropriate Board of Nursing or state agency to determine specific certification exam requirements. Walden enrollment advisors can provide information relating to national certification exams; however, it remains the individual’s responsibility to understand, evaluate, and comply with all requirements relating to national certification exams for the state in which he or she intends to practice as requirements vary widely. Walden makes no representations or guarantee that completion of Walden coursework or programs will permit an individual to obtain national certification. For more information about NP certification exams, students should visit the American Academy of Nurse Practitioners at www.aanpcertification.org, the American Nurses Credentialing Center at www.nursecredentialing.org, and the American Association of Critical Care Nurses at www.aacn.org. file:///C:/Users/spotler/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/ZK3VPQH1/www.aanpcertification.org file:///C:/Users/spotler/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/ZK3VPQH1/www.nursecredentialing.org file:///C:/Users/spotler/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/ZK3VPQH1/www.aacn.org MSN Practicum Manual: Nurse Practitioner Specializations (April 2017) Page 4 Note on Licensure, Authorization, Endorsement, or Other State Credentials Necessary to Practice as a Nurse Practitioner The MSN-NP specializations are designed to prepare graduates with an active registered nurse (RN) license to practice as NPs. However, each state Board of Nursing has its own academic and certification requirements and issues its own credential for an RN to be permitted to practice as a NP in that state. Because no university program can guarantee that graduates will be permitted to practice as NPs upon graduation, Walden encourages students to consult with the appropriate Board of Nursing or state agency to determine specific requirements in the state in which they wish to practice. Walden enrollment advisors can provide guidance relating to the state-by-state requirements for practice as a NP; however, it remains the individual’s responsibility to understand, evaluate, and comply with all requirements relating to the practice as a NP in the state in which he or she intends to practice as requirements vary widely. Walden makes no representations or guarantee that completion of Walden coursework or programs will permit an individual to obtain state licensure, authorization, endorsement, or other state credential. For more information about the requirements to practice as a NP, students should contact the appropriate Board of Nursing or state agency. After graduation, all certification, credentialing, and licensure forms and requests must be sent to Nursing Licensure at [email protected]. Field Experience Terms For the purposes of this manual, the following terms are defined in this way: Practicum A practicum is a distinctly defined supervised on-site experience in which students develop applied skills and integrate professional knowledge in the provision of advanced practice nursing care. All NP students must complete four practicum courses, with a minimum of 576 hours of supervised clinical experience (144 hours in each course). The didactic (classroom) and clinical components of the courses are integrated. The courses vary by specialization: ? Students in the Adult Gerontology Acute Care Nurse Practitioner (AGACNP) specialization must complete NURS 6531, 6540, 6550, and 6560. ? Students in the Adult Gerontology Primary Care Nurse Practitioner (AGPCNP) specialization must complete NURS 6531, 6540, 6551, and 6565. ? Students in the Family Nurse Practitioner (FNP) specialization must complete NURS 6531, 6541, 6551, and 6565. ? Students in the Psychiatric-Mental Health Nurse Practitioner (PMHNP) specialization must complete NURS 6640, 6650, 6660, and 6670. mailto:[email protected] MSN Practicum Manual: Nurse Practitioner Specializations (April 2017) Page 5 Practicum Site A practicum site is a health agency or other appropriate setting at which students have supervised, applied practice experiences that are consistent with their education and training. Officials at practicum sites enter into an affiliation agreement with Walden, stating they will provide appropriate support and supervision for students during the practicum experience. Virtual sites are not allowed for practicum courses. In general, students must spend the majority of their clinical experience time in general primary care settings seeing a good overall mix of age groups over the lifespan (FNP) or with adolescents and adults (AGACNP, AGPCNP) with a broad range of health promotion, disease prevention, and acute and chronic health problem assessment and management needs. Appropriate practicum sites for the AGPCNP/FNP specializations can include physician’s offices (family practice, pediatric practice, women’s health, or internal medicine); clinics that provide primary care, such as health departments; and hospital-based primary care clinics. AGACNP students may use some of these sites in NURS 6531 and 6540 and acute care facilities for NURS 6550 and 6560. Psychiatric-mental health nurse practitioners will have practicum experiences in a wide range of setting with children, adolescents, adults, and older adults. NURS 6640 and NURS 6650 focus on psychotherapy practice where NURS 6660 and NURS 6670 are integrative experiences (psychopharmacology coupled with psychotherapy). Primary Care A primary care practice serves as the patient’s first point of entry into the healthcare system and as the continuing focal point for all needed healthcare services. Primary care practices provide patients with ready access to their own personal physician. These practices provide health promotion, disease prevention, health maintenance, counseling, patient education, diagnosis, and treatment of acute and chronic illnesses in a variety of healthcare settings. These practices are organized to meet the needs of patients with undifferentiated problems, with the vast majority of patient concerns and needs being cared for in the primary care practice itself. Primary care practices are generally located in the community of the patients, thereby facilitating access to healthcare while maintaining a wide variety of specialty and institutional consultative and referral relationships for specific care needs. The structure of the primary care practice may incl

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