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NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Permalink: https://nursingpaperessays.com/ nurs-8100-health…ssignment-papers / ? If you’ve found my website, chances are you or someone you care about is facing a healthcare situation. I know it can be shocking, devastating, and distressing. I’ve spent my life working in the medical field, and have built my business around helping others work their way through one of the scariest and most challenging times of their lives.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Our Motto “It’s Like Having a Doctor in the Family.“ Why Choose GPS Columbus? I founded Guided Patient Services in 2014 to serve the Columbus, Ohio area’s need for private patient health advocacy and navigation. As a physician, I saw families in the hospital who were overwhelmed, confused and uncertain of the next steps. Through Guided Patient Services, I provide clients and their families with medical interpretation, direction, and support.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. I firmly believe that peace of mind and empowerment is achieved through a greater understanding of one’s own healthcare. Patients need a trusted, knowledgeable counselor who can translate the medical jargon, and help them process the large volumes of health information often thrown at them in a short period of time.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. I have had the honor of advocating for young people struggling with a complicated diagnosis. I’ve helped seniors who need coordination of care. I’ve assisted out-of-town families, who as much as they want to, can’t make it to their loved one’s doctor’s appointments, hospitalizations or procedures. I replace worry, confusion and crisis with personalized assistance, guidance and assurance.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. My focus is to ensure my clients fully comprehend their medical situation, so they can make the best choices for their own health and well-being. You don’t have to be alone. If you are looking for a patient advocate with an unwavering practice of empathy, honesty and integrity, I invite you to contact me. “Though I know she had other clients at the time, she made me feel like I was the only one and her top priority.”…more Mission and Philosophy The mission of Guided Patient Services, Inc. is to provide unsurpassed patient advocacy and navigation to clients in an environment that promotes patient empowerment and knowledgeable decision making.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Guided Patient Services’ company philosophy is to treat clients like family. This includes an unwavering practice of empathy, honesty, patience, integrity and caring. At Fifth Influence, we understand, embrace and celebrate this truth. We create and implement advocacy campaigns using digital performance marketing principles. Our campaigns rapidly influence constituents and customers on vital issues impacting our clients’ goals. We are your escorts to a digital world of issue advocacy, political campaigning and outright customer marketing that delivers on your critical goals faster and more efficiently than you are practicing today.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. With Congress pushing for more value-based care, hospital and organizational consolidation is on the rise. This goes beyond traditional mergers, which merely changed the name on a sign. Healthcare systems have begun to acquire many outpatient and private practices, as well. This trend may last, or it may be remembered as a dying fad. In the midst of it, you need to be sure your plans for organizational consolidation are actually beneficial to patients, caregivers, and the organization as a whole. Bigger isn’t always better, and consolidation should ultimately streamline patient experience.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. In our latest episode of Off-Script, we’ll listen in as six of the leading experts in the healthcare field offer their unscripted, unfiltered insights about the latest move toward consolidation. What does it mean for the people involved, and how can it move the organization toward its overall wellbeing goals? Many economic, financial, and political factors influence the delivery of healthcare, making healthcare reform a challenging task. In this course, students examine these factors, challenges, and consider policy reform through legal, regulatory, ethical, societal, and organizational contexts. They examine the political and policy process, including agenda setting, stakeholder analysis, and application of policy analysis frameworks. Students also explore the importance of interprofessional collaboration in improving health outcomes through the policy process and advocacy for development and implementation of nursing and healthcare policies in organizations at the local, state, national, and international levels. Students engage in written analyses through which they develop new policies and critically evaluate existing policies though policy analysis frameworks.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. The Doctor of Nursing Practice (DNP) program builds on the student’s knowledge and expertise to strengthen advanced nursing practice, augment healthcare delivery, and improve patient outcomes. The program’s coursework covers a range of topics, including healthcare policy and advocacy, quality improvement, evidence-based practice, information systems/technology, advanced nursing practice, and organizational and systems leadership.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Learning Outcomes At the end of this program, students will be able to: Translate research findings to direct evidence-based nursing practice. Develop organizational system changes for quality improvement in healthcare delivery in response to local and/or global community needs. Apply optimal utilization of healthcare information technology across healthcare settings. Advocate for the advancement of nursing and healthcare policy through sharing of science-based knowledge with healthcare policy makers.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Demonstrate leadership to facilitate collaborative teams for improving patient and populations health outcomes. Utilize advanced nursing practice knowledge to implement methodologies to improve population health outcomes. Establish a foundation for lifelong learning for continual elevation of contributions to the field of nursing through active involvement in professional organizations and/or other professional bodies. Accreditation Walden University’s DNP program is accredited by the Commission on Collegiate Nursing Education (CCNE), One Dupont Circle, NW, Suite 530, Washington, D.C. 20036, 1-202-887-6791. CCNE is a national accrediting agency recognized by the U.S. Department of Education and ensures the quality and integrity of baccalaureate and graduate education programs in preparing effective nurses. For students, accreditation signifies program innovation and continuous self-assessment.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Degree Requirements 47–53 total credits, depending on number of previously documented clinical hours Foundation course (1 cr.) Core courses (46 cr.) Field experience (up to 6 cr., for students with fewer than 500 documented clinical hours) Minimum 4 quarters enrollment Core Curriculum Foundation Course (1 cr.) NURS 8000 – Foundations and Essentials of Doctoral Study in Nursing Core Courses (46 cr.) NURS 8100 – Healthcare Policy and Advocacy NURS 8110 – Theoretical and Scientific Foundations for Nursing NURS 8200 – Methods for Evidence-Based Practice NURS 8210 – Transforming Nursing and Healthcare Through Technology NURS 8300 – Organizational and Systems Leadership for Quality Improvement NURS 8310 – Epidemiology and Population Health NURS 8400 – Evidence-Based Practice I: Assessment and Design NURS 8410 – Best Practices In Nursing Specialties NURS 8500 – Evidence-Based Practice II: Planning and Implementation NURS 8510 – Evidence-Based Practice III: Implementation, Evaluation, and Dissemination Field Experience (up to 6 cr.) Students with fewer than 500 documented clinical hours take up to 6 credits of field experience (see Determining Clinical Hours for Admissions section).NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. NURS 8600 – DNP Field Experience Course Sequence Course Sequence Quarter Course Credits 1 NURS 8000 – Foundations and Essentials of Doctoral Study in Nursing 1 NURS 8110 – Theoretical and Scientific Foundations for Nursing 5 2 NURS 8200 – Methods for Evidence-Based Practice 5 NURS 8210 – Transforming Nursing and Healthcare Through Technology 5 3 NURS 8300 – Organizational and Systems Leadership for Quality Improvement 5 NURS 8410 – Best Practices In Nursing Specialties* (4 didactic, 1 clinical) = 72 clinical hours 5 4 cr. didactic, 1 cr. clinical (72 hours) 4 NURS 8310 – Epidemiology and Population Health 5 NURS 8400 – Evidence-Based Practice I: Assessment and Design* 5 credits (4 didactic, 1 clinical) = 72 clinical hours 5 4 credits didactic 1 credit clinical (72 hrs) 5 NURS 8100 – Healthcare Policy and Advocacy 5 NURS 8500 – Evidence-Based Practice II: Planning and Implementation (216 clinical hours) 3 cr. clinical (216 clinical hours) 6 NURS 8510 – Evidence-Based Practice III: Implementation, Evaluation, and Dissemination * (216 clinical hours) 3 cr. clinical (216 clinical hours) 3–6 NURS 8700 – DNP Project Mentoring ** 0 Post NURS 8510 NURS 8701 – DNP Project Completion *** 3 *Note: NURS 8400, 8410, 8500, and 8510 are a series of four courses in which students develop and complete their DNP Project. **Note: NURS 8700 is taken concurrently with the practicum series courses specifically for working on DNP doctoral scholarly project. ***Note: NURS 8701 is taken after completion of the practicum courses specifically for DNP doctoral scholarly project completion.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Determining Clinical Hours for Admissions To determine how many clinical hours students have upon entering the program, students must submit a letter from their previous master’s in nursing program. It must be sent from the program director, associate dean, or dean of their previous institution.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. The letter must include all of the following items: Date Student’s full name University name, department, school Name and title of authority sending the letter (must be the program director or above), and contact information for follow-up if necessary Program director, associate dean, or dean’s signature University letterhead Date and title of degree earned Specialization earned Total number of preceptor verified field experience hours The signed letter will be submitted as an element. Admissions will determine how many documented clinical hours students have completed prior to DNP entry and how many they will be required to complete in the DNP program (NURS 8600 – DNP Field Experience).NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Program Data Walden is committed to providing the information you need to make an informed decision about where you pursue your education. Click here to find detailed information for the Doctor of Nursing Practice (DNP) program relating to the types of occupations this program may lead to, completion rate, program costs, and median loan debt of students who have graduated from this program. The American Nurses Association (ANA) believes that every person has the right to the highest quality of healthcare. For decades, ANA has utilized the experience and expertise of its members to fight for meaningful health care reform. Advocating in reaction to political policy At the highest levels, ANA advocates for policymakers to recognize the true value of nursing, and the unique perspective that nurses have to offer. The voices of nurses are instrumental in advancing public health. The passage of the Patient Protection and Affordable Care Act (PPACA, often referred to as the ACA) in 2010 created essential health benefits, increasing protection for millions of people against losing or being denied insurance. ANA has outlined cornerstones of effective reform.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. What’s at Stake Without the Affordable Care Act? DOWNLOAD THE INFOGRAPHIC There have been many attempts to repeal the ACA but the strongest began at the end of 2016. In determining whether to support these proposals, ANA analyzed the proposed reforms against its four principles for health care reform. As the nation’s largest group of healthcare professionals, ANA was instrumental three times in 2017 in stopping the passage of legislation that would undermine the current health care delivery system, impacting nurses and their patients.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. ANA’s Principles for Health System Transformation In December 2016, ANA delivered a letter to then President-elect Trump outlining ANA’s Principles for Health System Transformation. The system must: Ensure universal access to a standard package of essential health care services for all citizens and residents. Optimize primary, community-based, and preventive services while supporting the cost-effective use of innovative, technology-driven, acute, hospital-based services. Encourage mechanisms to stimulate economical use of health care services while supporting those who do not have the means to share in costs.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Ensure a sufficient supply of a skilled workforce dedicated to providing high quality health care services. ANA also spoke out against the proposed American Health Care Act (AHCA) in May 2017, arguing that the reforms would endanger the health of Americans, eliminate the Prevention and Public Health fund, and fundamentally jeopardize the quality of healthcare delivery. Reform for an aging population In addition to shifts in political policy, the aging population may necessitate dramatic health care reform. These changing demographics present the need for more complex and longer-term care. To provide the best possible experience for patients, innovative approaches should be considered; whether through utilizing new technologies or by extending the nursing scope of practice to reflect the true extent of nursing expertise.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Promoting ongoing conversations Like in the case of our aging population, ANA recognizes that the debate over healthcare is ongoing, and we remain committed to educating the public about how nursing impacts our lives and the profession. ANA continues to deliver the role of the nurse and the profession in a manner that is informative, rich in resources, and solution oriented. We encourage nurses to take action, and advocate for themselves and their patients to all receive the highest quality care. To keep abreast of ANA’s efforts, join the Capitol Beat blog and for additional details about ANA’s federal legislative agenda and /or to get involved, sign up at www.rnaction.org.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. World-wide, shortages of primary care physicians and an increased demand for services have provided the impetus for delivering team-based primary care. The diversity of the primary care workforce is increasing to include a wider range of health professionals such as nurse practitioners, registered nurses and other clinical staff members. Although this development is observed internationally, skill mix in the primary care team and the speed of progress to deliver team-based care differs across countries. This work aims to provide an overview of education, tasks and remuneration of nurses and other primary care team members in six OECD countries.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Based on a framework of team organization across the care continuum, six national experts compare skill-mix, education and training, tasks and remuneration of health professionals within primary care teams in the United States, Canada, Australia, England, Germany and the Netherlands. Nurses are the main non-physician health professional working along with doctors in most countries although types and roles in primary care vary considerably between countries. However, the number of allied health professionals and support workers, such as medical assistants, working in primary care is increasing. Shifting from ‘task delegation’ to ‘team care’ is a global trend but limited by traditional role concepts, legal frameworks and reimbursement schemes. In general, remuneration follows the complexity of medical tasks taken over by each profession.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Clear definitions of each team-member’s role may facilitate optimally shared responsibility for patient care within primary care teams. Skill mix changes in primary care may help to maintain access to primary care and quality of care delivery. Learning from experiences in other countries may inspire policy makers and researchers to work on efficient and effective teams care models worldwide. Previous articleNext article Keywords Primary health careWorkforceSkill mixReviewNursesNurse practitioners What is already known about the topic? • Internationally, primary care is delivered by teams of physicians and healthcare professionals.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. • Significant differences regarding education, tasks, remuneration and terminology of health professionals in primary care can be observed internationally. What this paper adds • Nurses are the major non-physician workforce in primary care teams in the US, Canada, Australia, UK and the Netherlands. • In general, remuneration follows complexity of tasks in most countries under study. • “Team-care” rather than “delegation” is an upcoming trend as well as integration of “allied health professionals” under the supervision of doctors and nurses, but this is often limited by local legislation and traditional role concepts.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. 1. Background Primary care systems across the world face the challenge of decreasing medical workforce in tandem with increasing care demands. On the supply side, the numbers of medical graduates entering primary care specialties such as general internal medicine, family medicine or geriatrics are decreasing in the United States (US) (Swartz, 2012) and internationally (OECD, 2012). On the demand side, numbers of patients (Hofer et al., 2011, Petterson et al., 2012) as well as care demands (Tinetti et al., 2012) are substantially increasing. In some countries changes to health systems also increase demand. For example, in the US, the Patient Protection and Affordable Care Act of 2010 expanded insurance coverage to millions of uninsured individuals by the year 2014 thereby further increasing the demand for primary care (Hofer et al., 2011). In the face of these developments, the traditional concept of the ‘lone-doctor-with-helpers model’ may induce substantial problems with access to primary care (Ghorob and Bodenheimer, 2012).NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. In response to these problems, the diversity of the primary care workforce is expanding to include non-physician health professionals such as nurse practitioners, registered nurses and other clinical staff members (Green et al., 2013). Although this development can be observed internationally, the skill mix in the primary care workforce as well as speed of progress to deliver primary care as a team differs across countries (Buchan and Dal Poz, 2002, Richards et al., 2000, Sibbald et al., 2004). This paper aims to discuss skill-mix, education and training, tasks and remuneration of health professionals within primary care teams in the United States, Canada, Australia, England, Germany and the Netherlands. We characterize and compare health professionals and provide insight into global trends in changing skill mix of the primary care workforce.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. 1.1. Classification of health professionals Differences in terms and names describing non-physician health professionals in different countries hinder international comparison. Therefore, in this paper health professionals are classified by the care continuum framework proposed by Kernick (1999). This scheme divides health professionals into five distinct areas of care delivery according to complexity of tasks and resource allocation ranging from full management of all clinical cases (Area A = general practitioner) to simple well-defined tasks like urine analysis or phlebotomy (Area E = nursing aide/assistant). In this article, skill mix in the primary care workforce of six countries is discussed by a team of national experts; each country is represented by one expert (i.e., the authors). We include the US, Canada, Australia, England, Germany and the Netherlands as publications from these six countries cover over 80% of the literature on primary care skill mix and workforce (as determined by a MEDLINE search on May 10, 2013 by using the keywords “primary care”, “workforce” and “skill mix”) Each national expert (i.e., author) decided on the position of the providers on Kernick’s continuum. By means of this framework, non-physician health professionals in primary care can be compared and matched with each other across countries, although we acknowledge that this framework is limited by its focus on medical tasks. Characterization of the workforce and issues for each country was informed by scientific publications, policy reports of local authorities (including websites) and supplied by personal communication if further information was needed (referenced at the end of each table).NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Skill mix of the primary care workforce is characterized as follows: Original titles/roles of members of primary care teams in all countries are provided in local language. This may enable international readers to map from titles/roles of local health professionals to similar roles in other countries. The ‘Basic education’ required to enter professional training includes minimum years of primary and secondary school. ‘Professional education’ refers to basic training which is required for becoming a specific health professional with ‘special training’ referring to mandatory or optional training prior to working in primary care practice. We report on the licensing for each health profession extended by information on the accreditation of specialty training (if applicable). Common medical work performed by each health professional is displayed according to either legal frameworks, official statements or common practice where legal frameworks or official statements do not exist. We inform about the existence of professional organizations for each health profession and whether membership is mandatory for those practicing in primary care. Finally, information about average annual salary is given in US dollars by converting local currency into US dollars by averaged exchange rates for the year 2012 (Interbank, 2013).NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. 2. The national perspective: primary care workforce in six countries 2.1. United States A constellation of social and political factors have set the stage for team-based primary care in the US. With the aging of the population and the mandated expansion of insurance coverage specified in the Affordable Care Act, demand for services is expected to increase significantly. Combined with a shrinking number of medical trainees planning for careers in primary care, a significant shortage of primary care physicians is predicted by 2025 (Swartz, 2012). This mismatch between demand and supply, as well as new policy initiatives focused on improving access and quality while reducing cost, has increased the interest in team-based primary care practice redesign (Margolius and Bodenheimer, 2010).NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Currently skill mix in primary care includes a number of different non-physician health professionals summarized in Table 1a, Table 1b. While there appears to be general agreement that transformation to multidisciplinary teams is necessary, the approaches to implementing primary care teams are highly varied (Bodenheimer and Laing, 2007, Nelson et al., 2010, Smith et al., 2010). The factors associated with this variation have not been studied, but are likely due to a variety of local factors, including differences in state scope of practice laws. Some approaches utilize traditional primary care health professionals but redefine or extend their roles. For example, some models refocus the roles of medical assistants to completing additional tasks such as ordering routine tests and supporting patient self-management (Bodenheimer and Laing, 2007, Nelson et al., 2010). NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Other models include healthcare professionals not traditionally utilized in primary care, including social workers, pharmacists (Smith et al., 2010), or community health workers, and expand the expertise within the primary care team. In each example, the goals include efficient utilization of all providers (i.e., “working to the top of the license”) and improving the quality of care. The comparative effectiveness and the extent to which multidisciplinary teams have been implemented are currently unknown.NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. Table 1a. Primary care workforce of the United States of America. United States of America 313.9 Mio population Area A (general practitioner) Area B (nurse practitioner/physician assistant) Area C (extended role practice nurse) Area D (practice nurse) Area E (practice nurse auxiliary) Original Name Primary care physician Nurse practitioner or physician assistant Clinical Nurse Specialist (CNS) and Certified Nurse-Midwives (CNM) Registered nurse Licensed practical nurse or medical assistant Total number Internal medicine: 109,048a Family medicine: 106,549a Pediatrics: 5509a Internal medicine/peds: 3844a Total NP = 155,000 in 2010; 105,400 in primary carec Total PA = 83,466 in 2010; Estimated 25,874 in primary cared Not available for primary care only (total CNS = 69,000)g (total CNM = 13,071)h Not available for primary care only (total = 2,737,400)b LPN: not available for primary care only (total = 752,300)b CMA: not available for primary care only (total = 527,600)b % Practices employing There are some NP-only clinics, but there is no single source of information on this and would be difficult to estimate Not available for primary care only. Approximately 49% of physicians in outpatient settings work with PA/NPs.e 60% of family medicine physicians report working with PAs, NPs or Midwivesf Not available Not available Not available Years of basic education 4 (undergraduate degree) NP: 4 year undergraduate, usually Bachelors in Nursing to achieve RN PA: 4 year undergraduate degree with necessary prerequisites 4 years (undergraduate degree) All education is professional (see professional education) All education is professional (see professional education) Professional education Med school 4 years Internship: 1 year Residency: 3 years NP: Registered Nurse (3 years) + years full-time (or part-time equivalent Previously Masters program, now Doctorate: 2–3 years PA: Masters degree: 2–3 years Registered Nurse + Masters or Doctorate in specialized area of nursing (2–4 years) Bachelor’s, associates or diploma programs (2–4 years of education) Masters degree for nurse administrators, educators, or leaders LPN: accredited 1 year certificate program MA: certificate program or experience such as military training Licensing State medical boards PA: State Medical Board; need to pass National Certification Exam – two exams (adult only or adult plus pediatric) NP: State Nursing Board; need to pass National Certification exams – different exams for different specialties State Nursing Board; need to pass national certification exams for some specialties)h State Board of Nursing LPN: State Board of Nursing – need to pass National Council Licensure Examination MA: There is no licensing for MAs, however, some states require tests before certain duties can be performed (e.g., X-rays) Special training Board Certification required for each specialty. Qualify for test when complete residency PA: Some post-graduate fellowships, but none required NP: Piloting NP fellowships Training is limited in scope to area of specialty Can include such services as prenatal services, transitional care, chronic disease management, and mental health Not applicable Not applicable Accreditation of special training Board Certification of each specialty: American Board of Internal Medicine; American Board of Family Medicine; American Board of Pediatrics Not applicable Certification by exam in some specialties, but not all. May need to be certified by state licensing board Not applicable Not applicable Medical tasks Examination, clinical diagnosis and treatment of all presentations Coordination of care delivered in all healthcare settings NP: Nursing functions plus examination, diagnosis and treatment of patients plus coordination of care delivered in all healthcare settings PA: examination, diagnosis and treatment of patients plus coordination of care delivered in all healthcare settings Depends on specialty, but involves diagnosis and treatment of diseases, injuries and/or disabilities within field of expertise Coordinate patient care, educate patients and the public, provide advice and emotional support to patients and families, preventive activities (e.g., immunizations); expanded roles include delivery of algorithm-based care such as medication adjustment for non-complex patients with chronic illness LPN: operate under direction of RN and doctors. Perform basic nursing functions MA: Duties vary. Perform administrative and clinical procedures, such as collecting patient history and collecting vitals (pulse, respirations, temperature) Professional organization American College of Physicians; American Academy of Family Physicians; American Academy of Pediatrics There are many, but a few include: American Association of Nurse practitioners; American Academy of Nurse Practitioners, American Academy of Physician Assistants, National Commission on Certification of Physician Assistants National Association of Clinical Nurse Specialists Not applicable LPN: National Federation of Licensed Practical Nurses; National Association for Practical Nurse Education and Service MA: American Association of Medical Assistants; American Medical Technologists Salary per year (USD) Internal medicine: 191,520b Family practice: 180,850b Pediatrics: 167,640b PA: 92,460b (not primary care specific) NP: 91,450b (not primary care specific) 50,800–100,000g (not primary care specific) 67,930b (not primary care specific) LPN: 42,400b MA: 30,550b (not primary care specific) Data sources: a Center for Workforce Studies, Association of American Medical Colleges, 2012. Physician Specialty Data Book. November 2012. https://members.aamc.org/eweb/DynamicPage.aspx?Action=Add&ObjectKeyFrom=1A83491A-9853-4C87-86A4-F7D95601C2E2&WebCode=PubDetailAdd&DoNotSave=yes&ParentObject=CentralizedOrderEntry&ParentDataObject=Invoice%20Detail&ivd_formkey=69202792-63d7-4ba2-bf4e-a0da41270555&ivd_prc_prd_key=C7F68470-F2D7-45AA-BC1D-DB67C3F2D318 (accessed 10.05.13). b May 2012 National Occupational Employment and Wage Estimates, Bureau of Labor Statistics: http://www.bls.gov/oes/current/oes_nat.htm#29-0000 (accessed 10.05.13). c American Academy of Nurse Practitioners. Nurse Practitioners Facts. http://www.aanp.org/all-about-nps/np-fact-sheet (accessed 10.05.13).NURS 8100 – Healthcare Policy and Advocacy Assignment Papers. d American Academy of Physician Assistants. Physician Assistant Census Report: Results from the 2010 AAPA Census. www.aapa.org (accessed 12.01.13). e Park, M., Cherry, D., Decker, S.L. Nurse Practitioners, certified Nurse Midwives, and Physician Assistants in Physician Offices. NCHS Data Brief No. 69, August 20

NURS 6201 – Leadership in Nursing and Healthcare Case Study Paper NURS 6201 – Leadership in Nursing and Healthcare Case Study Paper Clinical leadership, along with values-based care and compassion, are critical in supporting the development of high quality healthcare service and delivery. Clinical Leadership in Nursing and Healthcare: Values into Action offers a range of tools and topics that support and foster clinically focused nurses and other healthcare professionals to develop their leadership potential. The new edition has been updated in light of recent key changes in health service approaches to care and values.NURS 6201 – Leadership in Nursing and Healthcare Case Study Paper Divided into three parts, it offers information on the attributes of clinical leaders, as well as the tools healthcare students and staff can use to develop their leadership potential. It also outlines a number of principles, frameworks and topics that support nurses and healthcare professionals to develop and deliver effective clinical care as clinical leaders. Covering a wide spectrum of practical topics, Clinical Leadership in Nursing and Healthcare includes information on: Theories of leadership and management Organizational culture Gender Generational issues and leaders Project management Quality initiatives Working in teams Managing change Effective clinical decision making How to network and delegate How to deal with conflict Implementing evidence-based practice Each chapter also has a range of reflective questions and self-assessments to help consolidate learning. It is invaluable reading for all nursing and healthcare professionals, as well as students and those newly qualified.NURS 6201 – Leadership in Nursing and Healthcare Case Study Paper Permalink: https://nursingpaperessays.com/ nurs-6201-leader…case-study-paper / ? Aim : To identify how clinical leadership was perceived by Health Professionals (HPs) (excluding nurses and doctors) and to understand how effective clinical leadership relates to initiating and establishing a culture of change and progression in the health services. Methodology : This pilot study used a mixed methods approach, although quantitative methodological principles dominated. An on-line (Survey Monkey) questionnaire was distributed via email links to HPs throughout the Western Australian Department of Health. Qualitative data was analyses by Statistical Product and Service Solutions (Version 21). Results : A total of 307 complete surveys were returned. Participants represented 6.1% of the total WA HP workforce and a wide range of HP disciplines. The majority of respondents were female (86.5%), the median age was 38.9 years and the majority of respondents worked in acute hospital environments (59.9%) and in a metropolitan location (73.7%). Most participants (79.2%) saw themselves or were reportedly seen by others (76.2%) as clinical leaders. The main attributes associated with clinical leadership were; effective communicator, clinical competence, approach ability, role model and supportive. The main attribute identified least with clinical leadership was “controlling”. Only 22.2% saw clinical leaders as managers, while the majority saw a clinical focus as important (85.3%). Clinical leaders were perceived as having an impact on how clinical care is delivered, staff support and leading change and service improvement. Many respondents (81.4%) suggested barriers hindered their effectiveness as clinical leaders. Conclusions : Improvements in clinical care and changes in practice can be initiated by clinical leaders.NURS 6201 – Leadership in Nursing and Healthcare Case Study Paper Importance of Strong Nursing Leadership Strong leadership is essential in all types of work environments, and particularly in those that involve high pressure situations and quick decision making. Employment as a nurse in a healthcare setting undoubtedly fits into that category. Quality leadership is key for ensuring successful nursing teams Nurturing Teamwork Strong nursing leadership helps encourage other nurses to function as team units. Nurses — leaders or otherwise — must have strong interpersonal skills to be successful. They must be adept at communicating with each other, with doctors and other staff, with patients and with patients’ families. Strong teamwork and communication are both key to providing quality patient care. To achieve this, head nurses and others in positions of leadership must encourage their team members to communicate clearly, collaborate with each other on any issues that come up, and be willing to help each other out when things are especially busy.NURS 6201 – Leadership in Nursing and Healthcare Case Study Paper Encouraging Success Effective nurse leaders promote an environment that makes their staffs more passionate and enthusiastic about their work. Leaders must show their staff members — through actions and words — that it’s never OK to be satisfied with anything that’s less than 100 percent. They drive nurses to conduct themselves in a professional manner, and they provide the tools and guidance that can help nurses meet or exceed their performance goals. Nurse leaders should be clear in their instructions and honest about their team’s performance. They should also offer encouragement to team members who might be having a hard time and praise to those who do outstanding work.NURS 6201 – Leadership in Nursing and Healthcare Case Study Paper Importance of Strong Nursing LeadershipStrong leadership is essential in all types of work environments, and particularly in those that involve high pressure situations and quick decision making. Employment as a nurse in a healthcare setting undoubtedly fits into that category. Quality leadership is key for ensuring successful nursing teams. Nurturing Teamwork Strong nursing leadership helps encourage other nurses to function as team units. Nurses — leaders or otherwise — must have strong interpersonal skills to be successful. They must be adept at communicating with each other, with doctors and other staff, with patients and with patients’ families. Strong teamwork and communication are both key to providing quality patient care. To achieve this, head nurses and others in positions of leadership must encourage their team members to communicate clearly, collaborate with each other on any issues that come up, and be willing to help each other out when things are especially busy.NURS 6201 – Leadership in Nursing and Healthcare Case Study Paper Encouraging Success Effective nurse leaders promote an environment that makes their staffs more passionate and enthusiastic about their work. Leaders must show their staff members — through actions and words — that it’s never OK to be satisfied with anything that’s less than 100 percent. They drive nurses to conduct themselves in a professional manner, and they provide the tools and guidance that can help nurses meet or exceed their performance goals. Nurse leaders should be clear in their instructions and honest about their team’s performance. They should also offer encouragement to team members who might be having a hard time and praise to those who do outstanding work.NURS 6201 – Leadership in Nursing and Healthcare Case Study Paper Proper Organization Proper organization is vital to the success of a nursing team. Without proper organization, chaos is likely to ensue — definitely not a good thing in the demanding, fast-paced healthcare world. A strong nurse leader must be methodical, detail oriented and skilled at quickly identifying and fixing problems. She should be able to juggle many diverse tasks simultaneously, whether they involve assigning specific duties to the rest of the nurse team, writing out shift schedules for the rest of the month or overseeing patient care. Positive Growth Strong nurse leaders possess the confidence to analyze their work processes honestly and think of ways to improve on them. When their team’s performance falls below standard, they should be willing to make changes that will take the performance to the next level. Nurse leaders need to be able to influence others on their teams to routinely evaluate themselves — and the things around them — to determine what works, what doesn’t, and what should be done to improve the work environment and team performance.NURS 6201 – Leadership in Nursing and Healthcare Case Study Paper Leadership in nursing: The importance of recognizing inherent values and attributes to secure a positive future for the profession. Nursing is a dynamic and challenging profession requiring engaging and inspiring role models and leaders. In today’s ever changing and demanding healthcare environment, identifying and developing nurse leaders is one of the greatest challenges faced by the nursing profession. The concept of leadership is a complex and multi-dimensional phenomenon; research conducted for over a century concludes that although it is one of the most observed concepts, no universally accepted definition or theory of leadership actually exists. There is increasing clarity surrounding what true nursing leadership is, and how it differs from management. This discussion will outline the nature of nursing leadership and importance of nurse leaders in advancing the profession; clarify definitions and differentiate between nurse managers and nurse leaders; describe the evolution of nurse leadership by identify theories and styles of leadership relevant to nursing practice; and highlight the importance of identifying leaders in the nursing profession.NURS 6201 – Leadership in Nursing and Healthcare Case Study Paper The paper also serves as a caution to recognize, avoid and discourage “negative” leaders in the pursuit of a bright future for the nursing profession. With appropriate identification, support and development of future nurse leaders, an acknowledgement of the shifting paradigm of leadership theory and the context in which future nurse leaders are destined to grow, the ultimate goal of the nursing profession–excellent in person centered care–can be achieved. It is essential to the future success of the nursing profession that informal, negative “leaders” be discouraged and positive leaders, possessing the evidence-based qualities of leadership be identified and nurtured to lead the profession. As the health care system continues to undergo rapid change, the nature of nurses’ roles are changing as well, according to Health force faculty research. As the largest licensed health professional group in the US, nurses are four times more prevalent than physicians. They practice in nearly every setting of the health care system and many are poised to take on leadership roles. But plenty of nurses will need to gain new skills, including leadership and management competencies, to meet patient needs in this increasingly value-focused health care environment.NURS 6201 – Leadership in Nursing and Healthcare Case Study Paper How Our Programs Support Nursing Leadership To address health care’s most critical challenges, health professionals from various fields and backgrounds must break down silos and work together. Health force Center’s leadership development programs take an interdisciplinary approach and train health care professionals across the workforce. The CHCF Health Care Leadership Program, for example, prepares clinically trained professionals to lead California’s health care organizations. Nurses, physicians, case managers and more join together to learn essential leadership and management skills. We believe leadership development is a process of discovery and our programs help participants develop effective leadership styles, facilitate action and lead teams. News and Research for Nursing Leaders Health force Center is a leading source of research insights into the nursing workforce. For more than two decades, we have conducted studies and surveys of the nursing workforce to better understand: The impact of state scope-of-practice regulations The availability of nurses and nurse practitioners to care for vulnerable populations Nurse practitioner and nurse midwife use of health information technology NURS 6201 – Leadership in Nursing and Healthcare Case Study Paper The factors that affect rural nurse practitioners including job satisfaction and intention to remain in rural areas Considerations for Nurse Leadership Nursing leaders play a pivotal role in directing the operation of a health care organization. They are responsible for inspiring and encouraging their staff to meet the highest standards of performance. One effective way to do this is to employ a transformational leadership style – an approach popularized by writer James Mac Gregor Burns. This approach creates an environment, he says, where “leaders and followers make each other advance to a higher level of performance, morale and motivation.” This approach can help you increase your staff’s productivity as well as its overall job satisfaction. It means leading by example, exhibiting compassion and promoting the same behavior among staff members. Adopting this approach helps humanize the workplace while making you a better nurse leader.NURS 6201 – Leadership in Nursing and Healthcare Case Study Paper Problems with Communication in a Health Care Organization Challenges arise in the workplace and not everyone responds well to the same communication style. The following variables, combined with the fast-paced nature of most health care environments, can contribute to communication struggles: Age differences among collaborators Different levels of work experience and professional knowledge Different personalities in the workplace Fortunately, by earning a Master of Science in Nursing (MSN) with a concentration in executive leadership, you will be equipped to help staff members overcome these factors. MSN leadership curricula emphasizes building advanced communication, coaching and interpersonal skills, and prepares you to manage issues related to:NURS 6201 – Leadership in Nursing and Healthcare Case Study Paper Workplace diversity Generational variances Collaboration Organizational recruitment Shared leadership Trust and credibility Earning an MSN in nurse leadership can prepare you to be a leader in terms of professional vision and strategy. You will also learn how to lead teams to focus on shared goals in a health care setting. Ways Nurse Leaders Can Inspire and Motivate Several character-based traits stand out as skills that make a good nurse leader: They are passionate and positive. They are sensitive to the needs of patients, peers and staff. They are decisive when taking action. They are supportive of the careers and goals of others. They are solution-oriented. According to Rose O. Sherman, Ed.D., RN, RAAN, nurse leaders capable of effectively coaching teams have demonstrated “miraculous” outcomes regardless of how challenging the conflict or situation. Sherman believes transformational leadership can have a “multiplying” effect on other employees, leading to an overall enhancement of the intelligence and abilities across an organization.NURS 6201 – Leadership in Nursing and Healthcare Case Study Paper The goal of nursing leadership is to be a role model for staff and to inspire others. Leaders have a nurturer’s temperament and show genuine concern for staff. Liz Wise man, writing in the Harvard Business Review, determined leaders who are “multipliers” use 95 percent of their staff’s intellectual abilities; comparatively, leaders who are “diminishes”, or leaders focused on their own professional success and well-being, used just 48 percent of their staff’s talents. Organizations led by nurses with strong leadership skills boast: Higher employee satisfaction More confident staff members Stronger employee retention rates Better patient outcomes Higher quality of patient care More effective day-to-day processes Essential Leadership Qualities for a Health Care Setting Adopting transformational leadership qualities and translating them into success requires you to be a compassionate leader, an effective communicator and an encouraging collaborator who fosters a culture of openness in the workplace. The following five rise to the top of the list in terms of boosting employee morale and getting the most out of staff members:NURS 6201 – Leadership in Nursing and Healthcare Case Study Paper Reward Good Performance: Rewarding good performance in the workplace lets your employees know they are valued. Rewards communicate that you recognize their effort and commitment and it can bolster employee morale and improve subsequent workplace performance. Address Workplace Problems: Sometimes it is necessary to take an assertive stance in order to address issues that may be uncomfortable but still require attention. Pulling an employee to the side in order to work out a problem is an effective way to proactively address an issue while also demonstrating respect towards their privacy in the workplace. Highlight Individual Strengths: Take the time to get to know staff, whether it is during the workday or over a long lunch. This enables you to evaluate each individual’s strengths, weaknesses and aspirations. This knowledge can help you ensure that each staff member’s talents are being used to their fullest. When employees feel engaged, their skills and overall performance and job satisfaction are enhanced. Promote Multi-Level Communication: Encourage a culture of transparency within your organization by having members of various departments interact with one another whenever possible. This kind of communication encourages trust and creates a culture of respect.NURS 6201 – Leadership in Nursing and Healthcare Case Study Paper Humanize the Workplace: Always remember that employees and patients are people first. Rather than treating your interactions as “patient and provider” or “employee and boss,” try instead to remember you are interacting with people. This shift in perspective enables you to build trust and respect among st your staff and patients, which will contribute to higher levels of satisfaction for all concerned. Implementing these strategies can help mitigate many challenges that arise in the workplace. It will put you in a better position to manage issues related to personality differences, age and experience. By Treating employees and patients as individuals will result in a happier and healthier environment – one with stronger employee retention and more positive patient outcomes. Essential Qualities of Nurse Leadership All care provider organizations need nurse leaders to oversee staff members. [1] The health care field grows more complex as nurse leaders brace for a mass exodus of retiring registered nurses and an influx of fresh, green talent.NURS 6201 – Leadership in Nursing and Healthcare Case Study Paper Despite warnings of a health care talent shortage for the last several decades, developing new nurse leaders has been a low priority for current administrations. Today, three factors are of particular concern to nurse leaders: the growing baby boomer population, the increased demand for medical services presented by this group, and the large number of registered nurses who will soon retire. It’s critical that current nurse leaders groom protégés to fill the void that will be left by their exodus. The lack of preparation to affect this outcome, despite years of warnings, has presented a considerable challenge for health care providers. Now is a difficult time for organizations attempting to develop a pool of qualified nurse leaders. ORDER HERE NOW The retiring nurse cohort represents the biggest challenge for provider organizations who will experience a large influx of inexperienced nursing talent that will eventually comprise half the United States registered nursing pool. These circumstances make the cultivation of new nurse leaders vitally important. As a result, various nursing advocates have formed alliances to develop new leaders. With this in mind, the following nine qualities aid nursing executives in meeting the objective of fostering new leadership talent.NURS 6201 – Leadership in Nursing and Healthcare Case Study Paper 1. Emotional Intelligence In clinical settings, nurse leaders work closely with trainees to help them develop emotional intelligence. [2] Such support helps peers to cope with the stressors that present during routine challenges. Nurse leaders assist trainees in managing those challenges and other counterproductive influences that can result in emotional exhaustion and poor team collaboration. 2. Integrity Integrity for one’s self and among charges is a primary objective for nurse leaders. [1] Personal integrity aids nurse practitioners in making the right choices during critical junctures in patients’ treatment plans. Additionally, effective leaders adapt to use, and teach, ethically viable practices that enable fledgling nurse leaders to make safe and effective care decisions intrinsically. 3. Critical Thinking Nurse leaders guide unpolished practitioners in the use of critical thinking to develop their ability to make decisions based on a complex array of factors. This skill is vital in a health care environment with increasing instances of multidisciplinary collaboration. The growing trend of autonomy for nurses also makes critical thinking a valuable professional skill for practitioners. 4. Dedication to Excellence Nurse leaders are committed to their passion and purpose and exemplify this through their perseverance in the care giving setting. [3] To foster this trait among new nurses, leaders may assess performances quarterly. Despite the technique used to improve nurse performance, all nurse leaders teach their charges dedication to excellence by delivering top-notch service so that trainees can learn from their examples.NURS 6201 – Leadership in Nursing and Healthcare Case Study Paper 5. Communication Skills The current multidisciplinary treatment environment greatly increases the importance of collaboration in the care provider setting. To facilitate collaboration, nurse leaders arrange for trainees to attend rounds while engaging with various medical professionals, such as support staff, primary care providers, and senior executives. Some health care organizations also establish recruitment retention teams, who might engage in these rounds with trainees. 6. Professional Socialization During training, nurse leaders gain an intense understanding of patient-nurse dynamics. [2] Nurse leaders focus on developing how trainees engage with patients after the triage process. Effective nurse leaders identify opportunities to develop new organizational leaders during this learning process. 7. Respect Nurse leaders are passionate, dynamic influence rs who inspire change in others and, in the process, win the respect and trust of their charges. To accomplish this, leaders teach communication techniques such as two-way communication and rephrasing to promote a workplace environment where stakeholders engage each other in a productive, positive manner. By understanding each other’s circumstances, trainees gain respect for their peers and nurse leaders.NURS 6201 – Leadership in Nursing and Healthcare Case Study Paper 8. Mentor ship Nurse leaders deploy motivational strategies that cater to the individual personalities of their trainees. By empowering trainees and guiding them toward understanding their roles as care providers, nurse leaders cultivate an environment of continual learning. While effective nurse leaders make every effort to identify learning opportunities, they give trainees enough autonomy so that they do not feel micromanaged. 9. Professionalism Nursing is a dynamic profession that requires competent, confident leadership. As organizational leaders, these professionals represent the nursing field at nearly every professional point of contact within the organization. This will increase in significance as nurse leaders find themselves representing the field in the boardroom more frequently as time moves forward. Nursing leadership will change hands to a new generation of nursing talent over the next decade. [1] These professionals will play a vital role in liaising between nurses and executive leaders in the evolving health care environment. Therefore, it is critical that nurse leaders start cultivating their replacements now and that the new generation of nurses pursue advanced training, such as Doctor of Nursing Practice accreditation, that will allow them to practice to the full extent of their capabilities.NURS 6201 – Leadership in Nursing and Healthcare Case Study Paper Nursing Leadership Styles 1. Autocratic Leadership An autocratic nurse is The Boss, full stop. A nurse who leads using this management style makes all decisions and gives specific orders and directions to subordinates, and tends to discourage questions or dissent. There’s also a low tolerance for mistakes and the people who make them. When this style works best: For simple or straightforward tasks, or making sure that strict legal or medical guidelines are adhered to. It can also help in emergency situations, when there needs to be a strong voice giving direction. When this style doesn’t work so well: When a nurse manager wants to build trust and teamwork among other team members, or encourage creative problem solving. 2. Laissez-Faire Leadership The laissez-faire nurse is the opposite of the autocratic nurse. In this style, the nurse provides no specific direction for team members, and adopts more of a hands-off approach to managing. When this style works best: When the nurse’s team is already experienced and self-directed, and doesn’t necessarily need a general giving orders. When this style doesn’t work so well: When specific decisions need to be made and implemented, or team members are inexperienced.NURS 6201 – Leadership in Nursing and Healthcare Case Study Paper 3. Democratic Leadership The democratic nurse manager takes input from subordinates, and encourages open communication. The decision making ultimately with the manager, but stakeholders and team members are asked for honest feedback, and given feedback in return. When this style works best: When the nurse wants to build relationships with staff members based on trust and accountability, or when improving systems and processes is a priority. When this style doesn’t work so well: When a concrete decision needs to be made quickly, gathering feedback and testing the waters with team members isn’t necessarily helpful or feasible. 4. Transformational Leadership The transformational (sometimes also called visionary) nurse manager is focused on the big picture (improved patient care, better systems and processes), and how to get there. When this style works best : When the workplace (in this case, a hospital, clinic, or other healthcare facility) is in need of big changes and improvements. When this style doesn’t work so well: When day-to-day decision making is required on small or specific issues. 5. Servant Leadership The servant nurse leader focuses on team success via individual team members. Despite the meek-sounding name, this management style has been gaining popularity over the past few years. This leader targets team members’ needs, ensuring that they have the skills, relationships, and tools to achieve individual and group goals.NURS 6201 – Leadership in Nursing and Healthcare Case Study Paper When this style works best: When a team has diverse members with different tasks and responsibilities. When this style doesn’t work so well: When top-down decisions need to be made, or a group needs to follow collective directions. So which type of nurse leader are you, and what kind of leadership style works best for your job and your career goals? We’d love to hear how these management styles work for you. Nursing is a dynamic and challenging profession requiring engaging and inspiring role models and leaders. In today’s ever changing and demanding healthcare environment, identifying and developing nurse leaders is one of the greatest challenges faced by the nursing profession. The concept of leadership is a complex and multi-dimensional phenomenon; research conducted for over a century concludes that although it is one of the most-observed concepts, no universally accepted definition or theory of leadership actually exists. There is increasing clarity surrounding what true nursing leadership is, and how it differs from management.NURS 6201 – Leadership in Nursing and Healthcare Case Study Paper This discussion will outline the nature of nursing leadership and importance of nurse leaders in advancing the profession; clarify definitions and differentiate between nurse managers and nurse leaders; describe the evolution of nurse leadership by identify theories and styles of leadership relevant to nursing practice; and highlight the importance of identifying leaders in the nursing profession. The paper also serves as a caution to recognize, avoid and discourage “negative” leaders in the pursuit of a bright future for the nursing profession. With appropriate identification, support and development of future nurse leaders, an acknowledgement of the shifting paradigm of leadership theory and the context in which future nurse leaders are destined to grow, the ultimate goal of the nursing profession – excellent in person-centered care – can be achieved. It is essential to the future success of the nursing profession that informal, negative “leaders” be discouraged and positive leaders, possessing the evidence-based qualities of leadership be identified and nurtured to lead the profession.NURS 6201 – Leadership in Nursing and Healthcare Case Study Paper The Relationship Between Leadership and Patient Outcomes In this review 19 patient outcome variables were found, which were grouped into five categories using content analysis. These showed the relationship between leadership and: ORDER HERE Patient satisfaction Patient mortality, patient safety outcomes Adverse events Complications Patient healthcare utilization In 30% of studies, patient outcomes, primarily patient or family satisfaction, were collected prospectively by researchers. In one study, patient mortality and complications were collected from clinical charts and in all other studies patient outcomes were collected from administrative databases. Of the individual outcomes, patient mortality and medication errors were the most frequently examined outcomes. Over all studies, a total of 43 relationships between leadership and patient outcomes were examined and 63% of these were significant. While 26 relationships between leadership and positive patient outcomes were significant, one relationship showed the opposite of the expected results.NURS 6201 – Leadership in Nursing and Healthcare Case Study Paper Patient Satisfaction The number of studies relating leadership practices to patient satisfaction was more than doubled in this review. The results showed significant associations between leadership and increased patient satisfaction in four studies. Relational leadership was associated with patient satisfaction in two studies, while another found that family satisfaction with resident care was significantly and positively related to task-oriented leadership style of nursing home ward managers. Similarly, others found that the transaction al leadership style was related to increased patient satisfaction.NURS 6201 – Leadership in Nursing and Healthcare Case Study Paper Patient Mortality In four of six studies, leadership was significantly associated with patient mortality. Transformational and resonant leadership were associated with lower patient mortality in three studies while, contrary to hypothesis, leadership was associated with higher mortality in one study. It has been suggested that managers with larger spans of control may have been hampered in their ability to provide direct support to nursing staff. However, there was another contradictory finding in that lower mortality was associated with higher nurse burnout.NURS 6201 – Leadership in Nursing and Healthcare Case Study Paper Patient Safety Outcomes: Adverse Events A total of nine studies addressed ten types of outcomes in this category. The strongest relationship was between leadership and medication errors, as four of five studies showed significant negative relationships. Transformational leadership, manager support and trust in leadership were all associated with lower medica

NURS 6670 – Psychiatric Mental Health Nurse Study Papers. NURS 6670 – Psychiatric Mental Health Nurse Study Papers. American Sentinel University offers two Master of Science Nursing (MSN) Nurse Practitioner specializations that prepare nurses to take the licensure test in one of two focus areas: adult gerontology primary care or family practice.NURS 6670 – Psychiatric Mental Health Nurse Study Papers. Today, nurses are experiencing an increase in job responsibility coupled with more recognition of the importance of their role. Advanced practice nurses are in high demand to help fill the shortage of primary care professionals. If you are passionate about providing patient-focused care as a leader of the healthcare team, one of our Master of Science Nursing, Nurse Practitioner specializations, may be for you.NURS 6670 – Psychiatric Mental Health Nurse Study Papers. Permalink: https://nursingpaperessays.com/ nurs-6670-psychi…e-study-papers-v / ? This rigorous CCNE-accredited MSN program combines flexible online coursework with local clinical experiences. American Sentinel University offers two Master of Science Nursing (MSN) Nurse Practitioner specializations that prepare nurses to take the licensure test in one of two focus areas: adult gerontology primary care or family practice. Today, nurses are experiencing an increase in job responsibility coupled with more recognition of the importance of their role. Advanced practice nurses are in high demand to help fill the shortage of primary care professionals. If you are passionate about providing patient-focused care as a leader of the healthcare team, one of our Master of Science Nursing, Nurse Practitioner specializations, may be for you.NURS 6670 – Psychiatric Mental Health Nurse Study Papers. This rigorous CCNE-accredited MSN program combines flexible online coursework with local clinical experiences. Historically, recruiting and retaining behavioral health professionals has been a difficult endeavor. Access to care is often restricted, as almost half the counties in the U.S. have no mental health professionals to see people in need. Mental Health America, a nationally based, non-profit organization, published a report entitled The State of Mental Health in America 2018, by Nguyen, T. et al (2017)*. One (1) in five (5) adults has a mental health condition. That is over 40 million Americans; more than the populations of New York and Florida combined.NURS 6670 – Psychiatric Mental Health Nurse Study Papers. Youth mental health is worsening. Rates of youth with severe depression increased from 5.9% in 2012 to 8.2% in 2015. Even with severe depression, 76% of youth are left with no or insufficient treatment. More Americans have access to services… Access to insurance and treatment increased, as healthcare reform has reduced the rates of uninsured adults. The greatest decrease in uninsured Adults with mental illnesses occurred in states that expanded Medicaid.NURS 6670 – Psychiatric Mental Health Nurse Study Papers. …But most Americans still lack access to care. 56% of American adults with a mental illness do not receive treatment. Even in Maine, the state with the best access, 41.4% of adults with a mental illness do not receive treatment. There is a serious mental health workforce shortage. In states with the lowest workforce, the number of providers per patient is up to six (6) times greater than in other areas. This includes psychiatrists, psychologists, social workers, counselors, and psychiatric nurses combined.NURS 6670 – Psychiatric Mental Health Nurse Study Papers. * Source: Mental Health America Why Use Telepsychiatry Why Use Telepsychiatry Given the shortage of qualified professionals, organizations and facilities are more reliant than ever on utilizing temporary staffing agencies to fill vacancies. Unfortunately, the use of temporary (Locum Tenens) staff can create additional challenges: Increased costs associated with training due to constant staff rotation Decreased continuity in patient care Lower productivity as new staff members cannot perform as efficiently as seasoned staff members Additional costs associated with locum tenens travel, lodging and meals FasPsych Solutions Available Disciplines We provide organizations and facilities with coordinated access to quality, appropriately licensed, behavioral health professionals who provide services, via telepsychiatry, on a long-term or even permanent basis. FasPsych supplies the following disciplines: Psychiatrists Adult Child/Adolescent Psychiatric advance practice registered nurses (APRNs) Nurse Practitioner Clinical Nurse Specialist (when licensed to prescribe medication) Counselors and Therapists Licensed Clinical Social Worker (LCSW) Licensed Independent Social Worker (LISW) Licensed professional counselor (LPC) (title varies by state) Licensed Marriage and Family Therapist (LMFT) Licensed Substance Abuse Counselor (title varies by state) Each professional has been:NURS 6670 – Psychiatric Mental Health Nurse Study Papers. screened for appropriateness verified as having met educational and licensure requirements determined to possess the skills necessary to provide the services requested Administrative Services FasPsych also provides the following services to supplied personnel: 24/365 technological support, professional liability insurance, And provides the following services to our customers: replaces personnel, should a customer determine they are not a good fit, creates and disseminates quarterly schedules, offers both full-time and part-time personnel to meet the needs of our customers.NURS 6670 – Psychiatric Mental Health Nurse Study Papers. Current Partners FasPsych currently collaborates with over 70 organizations and the behavioral health professionals we supply provide services in seventeen (17) states. We currently provide psychiatrists, psychiatric advance practice registered nurses (APRNs) and counselors to community mental health centers, inpatient facilities, correctional facilities, residential programs, and counseling practices.NURS 6670 – Psychiatric Mental Health Nurse Study Papers. The purpose of this article is threefold: to describe a psychiatric nurse practitioner program that focuses specifically on primary care; 2) to discuss the rationale for a psychiatric nurse practitioner role; and 3) to discuss the advantages of this new role. The nurse practitioner in psychiatry expands advanced practice nursing with an optional but important new role. Citation: Puskar, K. R. (June 15, 1996). “The Nurse Practitioner Role in Psychiatric Nursing: Expanding Advanced Practice Through the NP Role.” Online Journal of Issues in Nursing. Vol. 1, No. 1, Manuscript 2. Available: www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume/No1June96/NursePractitionerRole.aspx Keywords: Advanced Nursing Practice, CNSs, NP’s, Nursing role, Health Care Delivery Trends, Primary Health Care, Psychiatric Nursing Introduction There is considerable discussion around the United States among graduate program faculty about the “right way to go” for masters level education in psychiatric nursing. The debate centers around whether to educate masters students for the traditional clinical nurse specialist (CNS) role, a combined clinical specialist/nurse practitioner (CNS/NP) role, or a psychiatric nurse practitioner (PNP) role. This paper proposes that the most efficacious role both professionally and socially is the PNP. The purpose of this paper is threefold: 1) to describe a PNP program and the PNP role; 2) to discuss the rationale underlying the necessity of the PNP role; and 3) to discuss the advantages and disadvantages of this role. In conclusion, implications about the usefulness of the PNP role in the era of health care reform are presented.NURS 6670 – Psychiatric Mental Health Nurse Study Papers. The following scenario illustrates the current “job scene” in psychiatric nursing. A psychiatric nurse earned her masters degree in 1971 as a clinical specialist in psychiatric mental health nursing. She is educationally and clinically well-grounded in psychopathology, individual, group, family therapy, and crisis intervention. She is currently employed as a CNS in an inpatient unit of a large 300-bed psychiatric facility. Recently, several inpatient units at the facility were “restructured” since the average length of patients’ stay decreased to seven days. NURS 6670 – Psychiatric Mental Health Nurse Study Papers.The inpatient CNS position was eliminated. The CNS considered changing to an outpatient practice since she is certified by the American Nurses Association as an Adult Psychiatric Mental Health Clinical Specialist. She is reimbursed by some insurance companies, but not all and Medicare does not reimburse her. Seeing the “handwriting on the wall”,she decided to pursue only outpatient work. What can she offer a potential employer to make her more marketable? Because of her bachelor’s degree in nursing, she already has assessment skills. Could she expand/refine these skills to learn the management of common medical problems in addition to doing psychotherapy? She has one master’s degree; should she get a second master’s degree and in what area? Some master’s-prepared psychiatric nurses are entering Family Nurse Practitioner (FNP) programs to get a master’s degree in Adult Primary Care. NURS 6670 – Psychiatric Mental Health Nurse Study Papers.Why? One master’s prepared psychiatric CNS who pursued a second master’s degree in Adult Primary Care reported: “Over time as a psychiatric CNS, I have seen a need for providers to treat patients holistically. My internal medicine colleague suggested that to « of patients being treated in his office of general practice have anxiety or depression.” (Raymond, 1996) Psychiatric nursing leaders offered the following views about psychiatric CNSs seeking a second master’s degree in Adult Primary Health Care. A precursor who advocated for the Psychiatric CNS/PNP role, Dr. Jane Martin (1985), psychotherapist and Dean of the School of Nursing at West Virginia University, Morgantown, West Virginia, is a proponent of holistic care. She was one of the first psychiatric nurses to receive a master’s degree in psychiatric nursing and a master’s degree in primary care. NURS 6670 – Psychiatric Mental Health Nurse Study Papers.Ten years ago, Martin recommended a future direction in psychiatric nursing of an educational curriculum rich in psychiatric mental health nursing content and advanced clinical nursing content. She suggested the addition of the primary care nurse practitioner’s skills of advanced physical assessment, diagnosis, and management of chronic and episodic illnesses to the traditional psychiatric mental health nursing content. (Martin 1985, p. 52) A second psychiatric nurse educator stated: “My feeling is that only some Psych CNSs should also be PNPs – I don’t believe it’s necessary for all nurse psychotherapists to do physical exams or diagnostic tests. Some may even be opposed to prescribing psychopharmatherapeutic drugs. Others may feel that providing physical exams detracts from the psychotherapeutic role.” (Hardin, 1996) A third nursing leader related that it would be useful to have a psychiatric nurse complete a physical assessment particularly with the chronically mentally ill. These three excerpts point to the need for integration of primary care with psychiatric nursing care.NURS 6670 – Psychiatric Mental Health Nurse Study Papers. Description of the Psychiatric Nurse Practitioner The psychiatric NP, an advanced practice nurse, offers a proficiency in the art and science of short-term psychotherapy while having the additional advanced physical assessment skills. The psych NP described in this paper is the psychiatric primary care nurse practitioner at the University of Pittsburgh, Pittsburgh, PA. The Psychiatric Primary Care Nurse Practitioner (PPCNP) Program at the University of Pittsburgh School of Nursing prepares principal providers of holistic (medical and psychosocial) adult primary health care who treat psychiatric clients in a variety of settings. PPCNP students begin their plan of study in core courses on physical diagnosis, health promotion, pharmacology, pathophysiology, and management of acute, episodic, and chronic health problems.NURS 6670 – Psychiatric Mental Health Nurse Study Papers. Program content directly builds on these core concepts to provide students with the advanced practice skills to effectively manage both the common medical and complex psychobiological problems of persons with psychiatric disorders. Program content directly builds on these core concepts to provide students with the advanced practice skills to effectively manage both the common medical and complex psychobiological problems of persons with psychiatric disorders. Practicums provide opportunities for intensive and varied clinical experiences. The program is designed to qualify the student for credentialing by the state of Pennsylvania as a certified registered nurse practitioner, and certification by the American Nurses’ Association as an adult nurse practitioner. (Unpublished brochure, University of Pittsburgh School of Nursing) The sequence of courses is planned to provide the best opportunity for a logical building of the clinical decision-making skill necessary to function as a PPCNP. Specifically, health promotion, pathophysiology, pharmacology, and physical diagnosis are seen as foundational to the Psych NP program. Building on this foundation, the student generates a knowledge base of adult physical diagnosis and management of acute and chronic primary health care needs/problems. Neurobiology and psychopharmacology serve as a transition between general primary health care and specialized psychiatric nursing skills. Along with the nursing focus on full care provision ranging from mental health promotion to illness rehabilitation, the Psych NP role also involves interventions which encompass psychobiologic diagnosis and treatment. In addition, emphasis is placed on psychoeducation for these patients and their families to promote mental health and prevent subsequent mental disorders. Clinical experiences are designed so that students provide comprehensive management to psychiatric clients, including both physical and psychiatric care. Culminating clinical management practicums provide students with the opportunity to synthesize and integrate concepts from primary health care with their psychiatric knowledge base. (Unpublished brochure, University of Pittsburgh School of Nursing)NURS 6670 – Psychiatric Mental Health Nurse Study Papers. The PPCNP can work with psychiatric patients in a variety of settings such as ambulatory care clinics, psychiatric outpatient clinics, inpatient units, and private group practices. Because the PPCNP is certified by the Commonwealth of Pennsylvania Department of State, Bureau of Professional and Occupational Affairs, he/she can receive Medicare reimbursement as well as various other private insurance reimbursement. The product or commodity offered is primary care plus psychiatric care to mental health clients. In 1983, the University of Pittsburgh School of Nursing received a Department of Health and Human Services training grant to integrate physical assessment skills and physical diagnosis into the psychiatric CNS curriculum. Students enrolled in the master’s program in psychiatric nursing took physical assessment, physical diagnoses, and medical management courses and agreed to work in areas that had large numbers of chronically mentally ill patients. Students funded by the NIMH grant received full tuition and a stipend. Psychiatric nursing faculty worked with primary care faculty but courses were offered separately. Ten students graduated from the program. Today several schools of nursing offer a hybrid of combinations of psychiatric nursing and nurse practitioner programs. The University of Virginia School of Nursing offers a masters degree in psychiatric mental health nursing with two options: the clinical nurse specialist option and the family nurse practitioner option. The University of Tennessee at Memphis has a Psychiatric Family Nurse Practitioner. The University of California at San Francisco offers a Master of Science that combines mental health with primary care components for service to vulnerable populations such as the severely mentally ill who are exposed to concomitant medical problems because of their lifestyle risk factors, and fragmentation of care. Vanderbilt University School of Nursing developed a Behavioral Health Nurse Practitioner (BHNP) with a similar focus of integrating primary care with mental health care in the community so the new BHNP can function in traditional psychiatric settings as well as primary care clinics, long-term centers or schools. The University of Southern Florida School of Nursing offers a psychiatric nurse practitioner program. The Society on Education & Research In Psychiatric Nursing (SERPN) Conference has addressed the issue of psychiatric nurse practitioner at its November 1995 National meeting in which several graduate programs presented their version of a psychiatric nurse practitioner. The merging of primary care and psychiatric care is an innovative strategy.NURS 6670 – Psychiatric Mental Health Nurse Study Papers. Rationale for the Psychiatric Economics have dramatically changed health care, transforming a “social good” focus to a “commodity” sense orientation (Romoff, 1996). The health care industry is mimicking what other corporate industries such as the auto and steel industries went through several years ago, i.e. considerable downsizing, restructuring and profit/cost driven. Restructuring in health care produces a concomitant need to develop new practice roles and health delivery systems which also are driven by cost effectiveness and access to care. Psychiatric care, an integral component of health care, is part of the restructuring, thus affecting psychiatric mental health nurses. Commercialization of psychiatric care is underway. Psychiatric inpatient admissions have decreased, admissions to general hospitals have decreased, while outpatient admissions are increasing. Academic centers are purchasing smaller hospitals as affiliates; satellite clinics and networks of services are being established. Physicians in solo practice are merging into group practices. New health care professional roles must be restructured and “cross trained” to maintain competitiveness by offering flexible, cost-saving effective care. This is the background environment in which the PPCNP is competing for a piece of the managed care dollar. The PPCNP provides a “Commodity or product” of quality psychiatric care combined with primary care emphasizing the psychotherapeutic skills. In her editorial in Archives in Psychiatric Nursing in December 1995, Krauss emphasized that in managing costs and care, psychiatric nursing must make mental health systems humane. She advocates that the core of psychiatric nurses work is “therapeutic engagement with patients.” The PPCNP is an example of this notion, a mesh of psychotherapeutic skills, of neurobiological knowledge, behavioral interventions, and physical assessment skills.NURS 6670 – Psychiatric Mental Health Nurse Study Papers. Advantages There are several advantages to the psychiatric NP role. According to AACN, the crisis in today’s health care system results from high costs, limited access, and concerns about quality (AACN Position Statement, p. 2). The Psychiatric Nurse Practitioner offers advantages by addressing these three issues: high cost, limited access and quality by providing psychotherapy and physical assessment skills in cost efficient, at on-site clinics and with improved quality. The Psych NP can: Refer mentally ill patients who need a more specialized or complex workup to the primary care physician and/or specialist; Provide on-the-spot health promotion and preventive services for medical problems; Provide routine physical health screening; Offer continuing primary health care for routine physical problems, saving both patient and facility additional hospital/medical costs; and Conduct short term psychotherapy and psychoeducation. A second advantage is the flexibility of the psychiatric NP. (Taylor (1995), in an editorial, stated: “It is my understanding that only those professions that are flexible, able and willing to competently perform a variety of tasks are going to thrive in a managed care environment. Psychiatric nurses are certainly in a position to demonstrate that flexibility if we choose to do so.” (p. 232). The psychiatric NP is an exemplar of flexibility.NURS 6670 – Psychiatric Mental Health Nurse Study Papers. Changes in the health care delivery now place advanced practice nurses, including psychiatric nurse practitioners, in a position to provide a broader array of services, drawing on their skills in assessing common medical problems and capability in making appropriate referrals for specialist consultations. Persons with chronic mental illness have a high incidence of both acute and chronic medical problems, according to available literature. (McConnell, Inderbitzin, and Pollard ,1992) described the role of NPs who provide physical health assessment with chronic mentally ill patients in community mental health centers. The authors suggested that the chronically mentally ill have numerous physical health problems, and may refuse to seek medical consultation. Patients seen for psychotherapy also often have concomitant heart disease, diabetes mellitus, gastrointestinal or genitourinary disease. Additionally, physiological side effects of antidepressants and antipsychotic medication often prescribed in conjunction with psychotherapy often necessitate monitoring of the patient. McConnell et al (1992) describe a nurse practitioner and medical doctor who assessed forty chronic schizophrenic patients in a psychiatric outpatient clinic and found, “patients had an average of five medical problems, including an average of two previously undiagnosed problems.” (p. 726).NURS 6670 – Psychiatric Mental Health Nurse Study Papers. The following four circumstances define on-going concerns of interest to the Psychiatric Nurse Practitioner and become additional advantages for the NP role: Not all chronic, mentally ill patients receive adequate medical care. Psychiatric symptomatology is often so blatant that the medical staff overlook underlying physical problems and/or medical symptoms. Many of the mentally ill do not have a family support network (or an interested family member or friend) to accompany them to the medical doctor’s office to assure conveyance of physiological disorder.NURS 6670 – Psychiatric Mental Health Nurse Study Papers. Psychiatric patients frequently suffer from thought disorders or depression and subsequently have impaired information processing or concentration. Their comprehension of treatment regimes may be inadequate and contribute to non-compliance. Lastly, few mental health workers in out-patient settings perform physical exams as part of routine evaluation. Worley, Drago and Hadley (1990) also emphasized the need to address physical health needs of the chronically mentally ill patients. They noted that the rate of physical illness among individuals with diagnosed psychiatric conditions are higher than that in the general population. (Worley, et al, p. 108). They suggested that the chronically mentally ill’s use of general health services is limited because of internal and external factors. Internal factors refer to the active psychiatric symptomatology of the mental disorders. External factors include the availability and access of general health care service and training of personnel. Health care workers may withdraw from the psychiatric patient because of their inexperience and lack of knowledge of psychiatric symptomatology, reiterating the practicality of the role of Psychiatric Nurse Practitioners.NURS 6670 – Psychiatric Mental Health Nurse Study Papers. Tusaie-Mumford (1994) suggested that advanced practice psychiatric nurses have increased sensitivity and skill in conducting physical assessments as she discussed a schizophrenic client with tactile/and auditory hallucinations who died of cardiac problems. Vousden (1985) described a British nurse who worked half-time in traditional medical nursing combining technical skills and psychotherapy. This was an early root of today’s psychiatric nurse practitioner in the United States.NURS 6670 – Psychiatric Mental Health Nurse Study Papers. The British nurse, who worked with a general practitioner, related: “Many patients come to me for cervical smears, dressings or whatever and in conversation it becomes apparent that they have got other problems. They may look distressed or burst into tears. Soon they start to talk about whatever it is that is creating the anxiety and make further appointments to see me, just to continue with the counseling.” (Vousden, 1985, p. 46) To summarize advantages, the psychiatric NP can function in a variety of settings particularly outpatient behavioral managed care centers where short-term therapy is the model. The psychiatric NP can be credentialed in two manners through the American Nurses Association (ANA) and through the state of Pennsylvania as a NP, making the person more marketable and cross trained. Smoyak (1993) said “Cross training in psychiatric nursing is here to stay; stop fighting it and get on with it.” McLean Psychiatric Hospital in Massachusetts now requires that psychiatric nurses take a physical diagnosis course and a basic general pharmacy course according to Nancy Valentine, Administrator at McLean Hospital (Brooks & Valentine, 1993). Psychiatric nursing needs a blend of the interpersonal and biological to provide psychiatric care; to capitalize on the therapies that have measurable outcomes and demonstrate effectiveness.NURS 6670 – Psychiatric Mental Health Nurse Study Papers. In reviewing the literature, there are few articles on psychiatric nurse practitioners. The psychiatric NP is not a new concept; what is new is the educational programs to train such a person in the United States. Lego (1995) suggested that educators not eliminate clinical nurse specialist psychiatric nursing graduate programs, but offer both CNS and NP programs. Haber and Billings (1995) describe a primary mental health care model for psychiatric nursing. “Primary mental health care involves all the continuous and comprehensive services necessary for the promotion of optimal mental health, prevention of mental illness, and health maintenance, and includes the management (treatment) of and/or referral for mental and general health problems” (Haber & Billings, 1995, p. 155).NURS 6670 – Psychiatric Mental Health Nurse Study Papers. Conclusion What have we gleaned from the literature? The psychiatric nurse practitioner is a controversial issue; yet a difference of camps brings about paradigm shifts and adds to the field. One cannot foresee into the future, but one does know that psychiatric nursing, as a subspecialty, must recruit more young students into the field. In order to do that, changes need to be made in accordance with the changing times. NURS 6670 – Psychiatric Mental Health Nurse Study Papers.Psychiatric nursing does not have the luxury of providing long-term therapy to patients whose insurance will cover only twenty sessions. Many acute care psychiatric inpatient units have an average length of stay of seven days. The advanced practice psychiatric nurse must become cognizant of the major changes in the “real” world and adapt educational programs of training to the short-term models to combine psychiatric skills with some physical diagnosis skills. It is not so aberrant, after all, that the master level psychiatric nurse was originally trained in physical assessment through the bachelor’s level nursing education.NURS 6670 – Psychiatric Mental Health Nurse Study Papers. In Archives of Psychiatric Nursing, February 1996, editor Judith Krauss discussed an editorial related to what is best for the public interest. She raised the issue about designing managed care systems and the many stakeholders. She suggested that the profession “must design systems that improve access to care, better coordinate care, integrate principles of care, efficiency and cost, and measure quality through outcomes and evaluation.” (p. 1) This is what the new psychiatric nurse practitioner does. He/she is prepared to work in the ever changing health care system. He/she has a blend of interpersonal theory, with a heavy emphasis on the short-term approaches; is grounded in the latest neurobiology and psychopharmacology, and is knowledgeable of the short-term family models of care. What is different is the fact that she or he is cross trained in medical management of common medical diseases and can do a physical exam when needed, is aware of physical diagnosis and common disorders. The psychiatric NP can do therapy and be able to screen for diabetes or hypertension in his depressed client and to rule out somatic delusions or pain associated with tendinitis in her schizophrenic client. The psychiatric NP may not be for all, but offers an optional but important role in advanced practice psychiatric nursing.NURS 6670 – Psychiatric Mental Health Nurse Study Papers. Author Kathryn R. Puskar, RN, DrPH, CS, FAAN Assistant Professor Department of Health & Community Systems University of Pittsburgh School of Nursing 3500 Victoria Street, Room 415 Pittsburgh, PA 15261 Email Address: [email protected] Dr. Kathryn Puskar received her Nursing Diploma from Mercy Hospital School of Nursing, Johnstown, PA. Dr. Puskar holds a bachelor’s degree in Nursing from Duquesne University, Pittsburgh, PA, a master’s degree in Psychiatric Mental Health Nursing, and a masters degree in Public Health and a doctoral in Public Health from the University of Pittsburgh. She is a fellow of the American Academy of Nursing, a certified clinical nurse specialist in adult psychiatric nursing by the American Nurses’ Association, and has been presented the Distinguished Lecturer Award by Sigma Theta Tau. Dr. Puskar has funded research in the area of stress and coping in women and adolescents, has published 50 papers and delivered over 35 national/international presentations. Presently she is a faculty member at the University of Pittsburgh School of Nursing, Department of Health and Community Systems.NURS 6670 – Psychiatric Mental Health Nurse Study Papers. References American Association of Colleges of Nursing. (1993). Position Statement. Nursing Education’s Agenda for the 21st Century. Washington, DC: Author. American Association of Colleges of Nursing. (1995). Press Release. New AACN Report Documents Scope of Nurse Practitioner Education Nationwide. Washington, DC: Author. Brooks, A., & Valentine, N. (1993, September 22). Going for gold: Applying total quality management to psychiatric nursing. Paper presented at the 5th International Congress on Mental Health Nursing, Manchester, England.NURS 6670 – Psychiatric Mental Health Nurse Study Papers. Briody, M. (1996). The future of the clinical nurse specialist in the USA. International Nursing Review, 43(1), 17-20. Fenton, M.V., & Brykczynski, K.A. (1993). Qualitative distinctions and similarities in the practice of clinical nurse specialists and nurse practitioners. Journal of Professional Nursing, 9(6), 313-326. Haber, J., & Billings, C. (1995). Primary mental health: A model for psychiatric mental health nursing. Journal of the American Psychiatric Nurses Association, 1(5), 154-163. Hardin, S. (1996). Personal communication, April 15, 1996. Keltner, N.L., & Folks, D.G. (1991). Prescriptive authority. Perspectives in Psychiatric Care, 27(4), 34-6. Krauss, J. (1995). Editorial. Managing costs and managing care: Managing to make our systems humane. Archives In Psychiatric Nursing,1(6), 309-310.NURS 6670 – Psychiatric Mental Health Nurse Study Papers. Lego, S., & Caverly, S. (1995). Point of view. Coming to terms: Psychiatric nurse practitioner versus clinical nurse specialist. Journal of the American Psychiatric Nurses Association, 1(2), 1-5. Martin, E.J. (1985). A specialty in decline? Psychiatric mental health nursing past, present, and future. Journal of Professional Nursing, 1(1), 48-53.NURS 6670 – Psychiatric Mental Health Nurse Study Papers. McConnell, S., Inderbitzin, L., Pollard, W. (1992). Primary health care in the CMHC: A role for the nurse practitione

Child Development Essay Paper Child Development Essay Paper As children grow towards adolescence they go through many stages of development. Child development refers to the stages of physical, cognitive, emotional, social, and language growth that occurs from the birth to beginning of adulthood. All aspects of a child’s development may be affected by many different factors, including a poor learning environment, lack of social interaction, cultural background differences, abuse, and loss of a parent. All of the before mentioned examples can affect the child’s maturation, “a biological growth process that enables orderly changes in behavior, relatively uninfluenced by experience” (Myers 172). Children grow and mature at very different rates, some faster than others, which is why it is necessary to understand the importance of the different types of child development. Though all parts of child development are important, it is probably language learning that is most important to a child’s development as a whole. The first type of development that can be observed is physical development. Physical development refers to a child’s gross and fine motor skills. Gross motor skills are the use of large groups of muscles that can develop naturally through outdoor and indoor play. During play, a child may use their gross motor skills by standing, jumping, climbing, running or riding a bike. “If children are encouraged to be physically active, these skills can develop into advanced patterns of motor coordination that can last a lifetime” (brightfutures.org). Fine motor skills are the use of the muscles in the hands. These muscles can develop by using fingers to cut with scissors, write, paint and many other activities.Child Development Essay Paper Permalink: https://nursingpaperessays.com/ child-development-essay-paper / Observation of young children allows for a naturalistic insight into child development, which more experimental methods fail to provide. The method of observation also means social workers can develop skills that would usually be difficult to learn, such as observing without taking notes – a practice that is applicable in a professional social work role. Trowell and Miles (1996) emphasise the importance of observation as one of the foundational skills developed in social work, relating to the social worker’s role in making judgements, decisions and juggling the issues of race, gender and sexuality whilst making important decisions regarding people’s welfare. Positive parenting means providing guidance and discipline in ways that are attentive to children’s needs, and addressing challenges with sensitivity and respect. Here are some ways you can use positive parenting in your own household: • During difficult moments, try to understand your child’s point of view. Think about why your child may be acting out and ask her to explain. She might not be able to articulate her feelings clearly at first, but if you keep asking her, it teaches skills of self-reflection and how to identify feeling. Asking someone how they feel shows that you care about them. Don’t excuse the behavior, but provide examples of different ways to handle a situation instead. If she is too young to express herself, look for signs of what might be frustrating her and redirect her behavior instead.Child Development Essay Paper • Set firm, but kind limits that are communicated and consistent. Providing guidance about socially unacceptable behaviors is very important for our children to help them navigate the world. Positive parenting does not mean the same thing as being permissive; in fact, making rules, communicating them and assigning a consequence when those rules are broken takes a lot of focus. Letting them know about the boundaries they cannot cross is both fair and respectful, and fairness is hard to dispute. • Respond to your child’s behaviors and needs with empathy and love, not criticism. Name-calling, even saying something like, “you bad boy,” gets internalized. Young children believe what you say at face value. Shaming has very negative consequences on self-esteem and self-regulation. Instead, be understanding. The more empathetic you are as you respond to his behavior, the more he will accept your rules and will want to regulate himself. However, if he feels criticized, it sets up a you vs. him scenario where he will not only resist your limits, he’ll be ashamed of his behavior. • Look for moments of connection and enjoy the time you spend together. Research tells us that children who do not form secure attachments with the adults in their life often exhibit behavioral problems and relationship troubles later in life. So take every opportunity to engage with your child. It’s not about quantity, it’s quality; even just 20 minutes a day of uninterrupted time together is enough to forge a bond. If you have a strong connection with your child, it will build her self-esteem, bring fun into the household, and gives her a reason to be cooperative: her relationship with you.Child Development Essay Paper • Regulate your emotions before reacting to your child. Always be the adult. Young children copy everything about the older people in their lives, especially parents. Your child will think they way you handle things is the “correct” way, whether or not it truly is. Model the behavior you want your child to emulate. If they see you yelling and screaming, chances are, they’ll learn to do the same. Take a deep breath instead. There are times when you will have to be firm with your child, but you can always be calm and level-headed. Teaching discipline to your child is important to help them learn to regulate their own behavior and emotions, but a child’s entire range of experience matters, and relationships with the adults in their life are key. Using positive parenting skills can help strengthen your connection with your child and help shape their future in nurturing and constructive ways. Infancy is a time of intense development. Babies start out with little more than instinctual reflexes and an innate ability to learn. Over the course of two years, they progress to the point where they have recognizable personalities; are able to move themselves from place to place and manipulate things; and understand how certain important aspects of the world operate (such as object permanence; the understanding that objects continue to exist even when you are not looking at them). They understand the basics of how to make their wishes known, have formed attachments and relationships, and have learned basic ways of managing their emotions and impulses. While these achievements are tremendous and set the stage for later learning, they are also commonplace. So long as children are born without significant illness, and so long as they are properly nurtured and cared for, their development towards these achievements will likely progress uneventfully.Child Development Essay Paper The key phrase is, of course, “properly nurtured.” As Bronfenbrenner stressed, child development is influenced by the environment at every level. Children progress toward milestones through interaction with their physical environments, with loving parents, and with the larger world. Problematic or lack of nurturing has a negative impact on their ability to progress smoothly. Children who are not exposed to language and communication stimulation, either because of hearing problems or caregivers’ neglect to speak with and around them, can have difficulty learning more complex language skills in later years. Similarly, children who are deprived of consistent nurturing care can grow to learn to mistrust others and have problems bonding with caregivers or other people in later years. Good parenting skills can help smooth out some of the inevitable bumps and bruises that might threaten to derail more sensitive or temperamental children. Though all parents will make mistakes in the 22 years it takes to raise a child; love, attention, and care provide strong bedrock for healthy child development. Early childhood development is crucial to how a person develops later on in life. Reasons for a how a person acts, behaves, and thinks can be traced back to their childhood circumstances and environment. Parents also play a very important role in a child’s development. If they are involved and provide a nurturing and rich environment then they contribute in a positive way to their child’s development, which will help them later on in life. The human brain is most impressionable in the first several years of life. This is why these years are so extremely important and can impact a person’s life even into adulthood. Unhealthy eating habits and negative social interactions, such as a child being isolated, can lead to a child not developing in a proper way. A child who is raised under these circumstances could suffer the consequences later on in life such as speech impediments or the inability to socialize in a proper and civilized manner. Child Development Essay Paper However, parents can do many things to ensure their child’s developmental process is successful such as, developing a positive bond with their child, surrounding their child with positive influences and encouraging family and friends, and attending child development support groups if need be. Since children truly are the future of any society it is important that each community recognizes the proper steps that need to be taken in order to ensure each and every child is given the opportunity to develop properly. Early childhood development programs are extremely effective and should strongly be considered by parents. Research has proven that those who attend ECD programs benefit greatly. These children see better results in school, have better social and more stable emotional behavior, and develop stronger relationships with their parents, to name a few. Overall, early childhood development is an extremely important issue which needs to gain recognition. Every parent needs to understand and be aware of how crucial the first several years of their child’s life is. They should not hesitate to research or ask for help on this topic if need be. Adolescence is an amazing period of growth spanning the ages of 12-24 years old. Youth enter this developmental stage with the body and mind of a child, and then exit 10-12 years later, with the body and mind of an adult. This article examined the physical, cognitive, emotional, social, moral, and sexual dimensions of adolescent development. While these individual areas of development were discussed separately by necessity, it was emphasized there is a strong inter-relationship among these various aspects of development. Furthermore, it was emphasized that there is a great deal of individual variation within the normal developmental process. Individual youth may reach developmental milestones at ages that are different from averages presented in this article, and yet these youth would still be considered “normal.” Caregivers were advised to consult a health care professional if they have concerns about their child’s developmental progress in any of these areas.Child Development Essay Paper smiling teensPhysically, adolescents grow to reach their adult height, and their bodies begin to resemble adult bodies in size, shape, and body composition. Moreover, they become capable of sexual reproduction. Cognitively, adolescent thinking skills rapidly advance as they enter Piaget’s stage of formal operations. Youth are now able to think in abstract terms so that they can conceptualize theoretical ideas, moving beyond the limitations of concrete information. Youth begin analyze problems in a more logical and scientific manner. This ability to think abstractly and analytically simultaneously promotes their social, emotional, and moral development. As their brain continues to develop, youths’ capacity for memorization expands as the brain develops more sophisticated methods of organizing information, allowing for more rapid and accurate information storage and subsequent retrieval. However, the brain’s frontal lobe is not fully developed until the very end of adolescence. The frontal lobe of the brain enables humans to inhibit primitive sexual or emotional impulses by using rationale thought to override these impulses. The incomplete development of the frontal lobe means that adolescents will continue to struggle to make wise and thoughtful decisions in the presence of powerful emotional, social, or sexual pressures.Child Development Essay Paper Emotionally, adolescents encounter many new experiences that challenge their ability to cope with a broad array of intense emotions. Youth must learn how to handle stressful situations that trigger powerful emotions without harming or hurting themselves, or other people. Once youth have learned to identify their emotions, and the source of their emotional reactions, they must then learn healthy ways to cope with situations that cause strong emotional reactions. When this learning is completed, youth will have developed emotional efficacy; a landmark skill that enables them to be successful in their future careers, and to enjoy meaningful relationships with others. Emotional maturity is closely tied to the knowledge of oneself, and one’s values. This self-identity develops and solidifies during adolescence. Erik Erikson and James Marcia both proposed theories of identity development and these theories were reviewed. Despite theoretical differences, both theorists agree some youth will develop a clear set of values and beliefs through experimentation with different identities, and an examination of their values. Other youth will not advance this far. These youth will either continue to question their values; or, they may not examine their values at all. Some youth are so disadvantaged they do not have opportunities to explore values beyond mere survival.Child Development Essay Paper Socially, as youths’ need for independence increases, their primary social support shifts away from their families, and toward their peers. Because of the increased importance of peer relationships, youth are especially sensitive to peer pressure (meaning, to conform to the standards of the peer group). By late adolescence youth will ordinarily re-establish close relationships with their families, provided these relationships were positive to begin with. Youth also create more meaningful and productive relationships with other people outside their circle of family and friends; e.g., bosses, coaches, teachers, co-workers, and other acquaintances. Romantic relationships begin to flourish during this developmental phase. In early adolescence these connections may be of a more flirtatious nature, and may bloom and fade rather quickly. However, by late adolescence, many of these relationships become more stable, mature, and emotionally intimate. Moral development naturally progresses as mental and emotional maturity improves. Youths’ understanding of right and wrong becomes more sophisticated and nuanced. Both Piaget’s and Kohlberg’s theories of moral development were reviewed, but Kohlberg’s theory has been more strongly supported by the research. According to Kohlberg’s theory, some youth will eventually base their moral decisions on a set of ethical principles that surpass existing laws or rules. Other youth will remain primarily concerned with rules, laws, and fairness.Child Development Essay Paper Sexual development was described as a complex merger of physical, cognitive, emotional, social, and moral development. During this time youth solidify their gender identity as masculine, feminine, or transgendered. Youth will also become aware of their sexual orientation which refers to a pattern of attraction to others, not sexual behavior. Youth will begin to realize they are primarily attracted to the opposite gender (straight), the same gender (gay or lesbian), both genders (bisexual), or still uncertain (questioning). During early adolescence most teens become curious about sex, but any sexual behavior is usually limited to masturbation. However, by middle to late adolescence, many teens begin to experiment with various sexual behaviors via masturbation, partners, or both. Because of the brain’s incomplete development youth are at risk for making poor or risky decisions regarding their sexuality. Ultimately youth must determine what type of sexual behavior is acceptable to them, and under what circumstances. These decisions are best made in advance of the need to make them.Child Development Essay Paper In conclusion, adolescent youth experience monumental changes in every single aspect of their lives as they make the transition from childhood into adulthood. The purpose of this article was to provide parents and other caregivers the foundational information needed to recognize and to appreciate the normal developmental progression of adolescents. Therefore, this article was primarily descriptive in nature. However, the process of adolescent development can become quite challenging and sometime overwhelming for both youth and their families. Our Adolescent Parenting article builds upon this foundation to provide parents and other caregivers concrete advice and practical solutions to common problems that arise during adolescence. Armed with this information, caregivers will feel more confident and successful as they guide their child through these often confusing and difficult years. The observation took place across 5 weeks involving 5 different observation sessions, allowing the child to be observed across a variety of different times during the day. The observation study was based upon the Tavistock method emphasising not taking notes, becoming completely absorbed into the observation and placing importance on the observer recognising their own reactions and responses to what behaviours and dynamics may be displayed. The Tavistock model encourages observers to “see what there is to be seen and not look for what they think should be there”Child Development Essay Paper (p. 2, Reid 1999). This encourages the observer’s use of non-judgemental perception – and not creating inferences about situations based on instinct without evidence. Whilst the Tavistock model traditionally uses weekly observation across the first year of a baby’s birth this observation was across 5 weeks. It would be hugely beneficial from a child development perspective to observe a newborn infant for a year, however I can imagine the process to be very emotional. I found it difficult to complete my ‘goodbyes’ to the child I was observing, as I had become a relatively constant fixture in the child’s life. Also from the process of observation I felt as if I had begun to ‘know’ the child, as I had watched her intently and picked up upon habits, favourite activities and began to recognise and understand her personality traits. The age of the child being observed was also very different from the Tavistock model, however I feel that observing a child at the age of between 3 and 5 was incredibly useful. Observation of newborn infants can inform social workers of attachment development and the very first milestones. However an older child can start to inform social workers of the way children interact with other adults, develop speech and how children themselves relate to others and the wider ecological system (Bronfenbrenner 1990) which can help inform practice, especially direct work with children. The use of the Tavistock model also helped me understand the usefulness of not taking notes, and I think it is a skill I have developed and already put into practice when working with children. Due to learning how to perceive what is going on around me and what is occurring for the child I have been able to transfer this to listening to children talk about their home life (specifically in wishes and feelings work) whilst being able to observe the child’s body language. I have made it a point to not take notes when talking to a child, so that they feel I am fully focused on their story.Child Development Essay Paper The observation took place in an early years class, in a Roman Catholic School in a deprived area of Suffolk. The school’s mission statement is “to educate young people to meet the challenge of life courageously, to use their abilities to the full and to live the values of Christ’s gospel” and there is an emphasis on a Catholic education, including religious iconography in all classrooms, regular prayers and a prayer garden in the school grounds. Children are also encouraged to take their first holy communion and attend mass regularly. The school itself is recognised as ‘good’ by Ofsted, and whilst it’s main student population is from the nearby area and would describe themselves as White British, there are a small, but growing, population of ethnic minorities. This includes Philippines, Korean and Polish and due to the high incident of non-English speaking parents the school’s website offers a translate service. The Ofsted report also discusses that the school has a higher than average number of pupils with special educational needs. The area is predominately working class, with an increasing problem with unemployment and poverty. Whilst it is well evidenced that children growing up in deprived areas are more at risk of health problems (McLeod and Shanahan 1993) and at greater risk of varying types of abuse (Aber, Bennet, Conley and Li 1997) the child for this study is developing within the considered ‘normal’ boundaries, is not known to social services, and is white British.Child Development Essay Paper I fortunately already had links to the school due to previously completing work experience- I was therefore already known by members of staff, and had already gained their trust that I would behave in a professional manner. I approached the school and the school agreed to the observation study. I was then invited to come in and speak to a potential parent as she brought her child in to school. The teacher had chosen this child as she had no developmental concerns, describing her as ‘average’, the child, siblings and other family members were also not known to social services and come from a stable family. I approached the mother as she entered school and explained the project to her, she was interested and expressed no worries or issues with her child being the subject of the child observation. I was very surprised at the ease of permission, as there is a negative stereotype regarding social workers (Gibleman 2004), however when I spoke to the parent of the child she said that she understood that everyone needs to learn. This made me feel positive regarding the observation as I wasn’t immediately challenged or questioned and the parent did not ask for any feedback on the child’ development – which I was initially concerned may be asked of me. I completed the observations on a Tuesday at a variety of times. Due to starting at the end of September I started my observation at 9am as ‘C’ (as the observation subject shall henceforth be known) had only just begun school and was not yet attending full time. As time progressed I was able to complete observations during the afternoons. I chose the observation to focus on as ‘C’ participated in a range of activities that appeared to demonstrate numerous facets of child development, including imaginary play, shared play, scaffolding (Vygotsky 1978) and cognitive development (Piaget 1964). I chose not to use the first observation I completed, as ‘C’ cried for the most part of the observation and was very unresponsive to any task the class teacher had set and refused to participate in any activities, instead she remained on the lap of a teaching assistant. Whilst this in itself obviously indicated a great deal regarding development of attachment this essay would then primarily be focused of attachment rather than the other aspects of child development. The observation I have focused on was the second observation I completed, and is therefore still relevantly soon after ‘C’ had started school, I could therefore begin to make inferences related to ‘C’s’ first relationships with her peers and could observe how these developed across the following observations.Child Development Essay Paper Analysis of Observation: This observation was the second observation in the series of five. I chose it as I felt the child demonstrated a range of facets of development, including participating in shared play, imaginative play and I began to understand more about the child’s individual personality. Language development: Language and communication development begins very early, with very young infants using eye contact and changes in the infant’s behavioural state in order to communicate their needs to adults. These responses begin to become more complex and reciprocal between adult and caregiver and the child begins to learn sounds ultimately developing language, an important tool in communicating to adults (Sheridan, Sharma and Cockerill 2008). The observation and school day began with the children asked to practice phonic sounds; in this observation the letter O. ‘C’ (the child) used gestures as well as sounds to practice the letter, encouraging ‘C’ to recognise the sound and value of the letters, however by 4 years and 3 months ‘C’s language development was such that she could already construct sentences, engage with other children and instigate games and jokes (Pecceci 2006) This is evidenced with ‘C’ asking another child to play the ‘row your boat’ game. ‘C’ is demonstrating her grasp of complex sentence structure using relative clauses (Clark 2003). Similar evidence of developed language acquisition is ‘C’s ability to ask grammatically correct questions, for example when she asked for milk ‘C’ demonstrated that she had developed an understanding of auxiliary verbs.Child Development Essay Paper Social and emotional development: Play is a central part of a child’s social development including solitary play (mastery play, generative play), constructive play, locomotor and sociodramatic play. ‘C’ participated in a range of play indicative of gender stereotypes – for example playing ‘brides’ with a friend, pretending to be a kitten again with a friend, all examples of imaginative and co-operative play. Piaget (1965) discusses the importance of peer interactions to the child’s moral feelings, values and beliefs. In the above examples ‘C’ is engaging in play where the two children involved are expressing their interests and desires (i.e. interest in animals and the desire to have a pet kitten) when the same interests do not exist, an ‘disequillibrium’ occurs (DeVries 1997) and dependent on the value of the relationship, the child may try and re-establish equilibrium, which is why Piaget suggests peer friendships, and ultimately peer play is essential to a child’s operational and co-operational development. ‘C’ participated in a game with three boys, which involved building a structure. ‘C’ had to work with her peers, this game was more structured and therefore more implicit rules – which is how Piaget (1965) explains the development of childhood moral values. Alternatively Vygotsky (1978) believed that the life long process of development is dependent on social interactions and this leads to cognitive development, which is also known as the zone of proximal development. ‘C’ worked with three other students to work together to build using the wooden planks, ‘C’ resolved the problem of where to put the planks to build the most sound structure – independently problem solving.Child Development Essay Paper There is also an emphasis on play leading to the development of an imagination. This can be evidenced in ‘C’ becoming a kitten, and behaving as a kitten would- licking her hands as paws etc. Vygotsky (1966) argues that all play involves the creation of an imaginary situation, liberating the child from realistic situational constraints, ultimately Vygotsky implies that childhood play and the transition to adult imagination are both rule bound, and this first develops through imaginative play as observed in ‘C’. Emotional development, self-regulation and containment largely derive from the quality of the child’s early attachments (Bowlby 1969). C’s mother bought ‘C’ into the classroom and ‘C’ appeared reluctant to leave her mother, but she was comforted by the teacher and waved goodbye and did not appear to be distressed. This observation was completed at an early stage of the child attending school full time, therefore a certain amount of separation anxiety could be expected. However ‘C’ was easily comforted by the teacher suggesting ‘C’ had developed a secure attachment to her mother but was able to leave her without being anxious. This has important implications for ‘C’s future adjustment at school. Granot and Mayseless (2001) suggest that those children with secure attachments adjust to school better than those with disorganised, avoidant or ambivalent attachment styles.Child Development Essay Paper Intellectual and cognitive development: Piaget (1957) theory of child cognitive development states that the child constructs and understands the world around them by experiencing discrepancies from what they already know and what they begin to discover. There are four stages of development, which Piaget discusses – sensorimotor, pre-operational, concrete operational and formal operational. Due to ‘C’s age (4 years 3 months) Piaget (1957) would describe ‘C’ as being in the ‘pre-operational’ stage – mentally representing objects and engaging in symbolic play (seen throughout the observation). The pre-operational stage also links to Piaget and Inhelder’s (1948) stages of drawing. ‘C’ demonstrated that she was in the later stages of the synthetic incapacity stage of drawing – ‘C’ had drawn a circular, closed figure with limbs but these were not in proportion, ‘C’ has also not grasped a sense of perspective and the human figure did not fit the background feature – in ‘C’s case a bathtub. The synthetic incapacity stage of drawing runs parallel to the pre-operational stage hence why the picture was also in 2D, as ‘C’ could only draw from her perspective – replicating a bathtub from her internal mental representation.Child Development Essay Paper However Vygotsky’ (1966) theory of cognitive development varied from Piaget’s (1957) and he placed a greater importance on the cultural and social environment of the child being a vital part of the construction of knowledge. Learning through interactions with their peers, and the expectations, beliefs and traditions of their own cultures. Vygotksy (1966) also placed an importance of peer collaboration, as well as adult assistance in promoting the zone of proximal development, also known as the scaffolding process (Wood, Bruner, and Ross 1976). Scaffolding is very much used a teaching strategy and can be seen with ‘C’ and her classmates. The teacher demonstrated the letter ‘O’ and asked the children to copy both sound and movement, providing encouragement and reward when the task was done well. In this situation the teacher also split the task of recognising ‘O’ down – first explaining to the children, then asking the children to sound the letter out, before drawing on the whiteboard and asking the children to copy the writing action. ‘C’ was then asked to draw the letter on a piece of paper, using the technique previously used by the teacher. ‘C’ did this task well, suggesting the success of the scaffolding technique.Child Development Essay Paper In this observation ‘C’ also began to demonstrate the beginnings of the development of theory of mind. Perner, Lang and Kloo (1999) suggest an intellectual and developmental shift in a child of around 4 years of age, including the acquisition of theory of mind and self-control. In this observation ‘C’ and another child hid from a boy, they hid behind the shed, and therefore developed the understanding that if they hide from another that he will not know where they are. However Perner Lang, and Kloo (1999) also suggest a link between acquisition of theory of mind and self-control, but in the hide-and-seek game the two girls called the child’s name and giggled, suggesting their executive control has not yet fully developed Moral and spiritual development: As previously described the school is a Roman Catholic school, and there is religious iconography in the classroom, including a picture of Mary and Jesus on the wall. The children are expected to pray three times a day as well as attend mass, collecti

NSG6435 Full Course Work NSG6435 Full Course Work latest Week 1 Discussion: Pediatric Health-Care Services This discussion assignment provides a forum for discussing relevant topics for this week based on the course competencies covered. For this assignment, make sure you post your initial response to the Discussion Area by the due date assigned. Permalink: https://nursingpaperessays.com/ nsg6435-full-course-work-latest / ? To support your work, use your course textbook readings and the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format. Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates’ initial postings. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Cite sources in your responses to other classmates. Complete your participation for this assignment by the end of the week. Using your course textbook readings and the South University Online Library, perform research on the following: Sources of pediatric primary care in the United States Current status of pediatric health-care services in the United States Barriers to health care for children in the United States After completing your research, answer the following questions: What are the sources of pediatric primary care in the United States? Are these sources sufficient for providing health-care services to the pediatric population? Why or why not? Are there certain pediatric populations that lack access to health-care services? Why? What are the barriers to children in accessing health-care services in the United States? Why do these barriers exist? Week 2 Discussion: iHuman Case Study – Developmental Assessment and Biological Functioning This discussion assignment provides a forum for discussing relevant topics for this week based on the course competencies covered. For this assignment, make sure you post your initial response to the Discussion Area by the due date assigned. To support your work, use your course textbook readings and the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format. Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates’ initial postings. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Cite sources in your responses to other classmates. Complete your participation for this assignment by the end of the week. For this assignment, you will complete an iHuman case study based on the course objectives and weekly content. iHuman cases emphasize core learning objectives for an evidence-based primary care curriculum. Throughout your nurse practitioner program, you will use the iHuman case studies to promote the development of clinical reasoning through the use of ongoing assessments and diagnostic skills and to develop patient care plans that are grounded in the latest clinical guidelines and evidence-based practice. The iHuman assignments are highly interactive and a dynamic way to enhance your learning. Material from the iHuman cases may be present in the quizzes, the midterm exam, and the final exam. Click here for information on how to access and navigate iHuman. This week, complete the iHuman case titled “Buddy (Theodore, Jr.) VE.” Apply information from the iHuman Case Study to answer the following questions: Why is developmental assessment essential in the provision of primary care for infants, children, and adolescents, and what are the essential components of this assessment on the basis of a child’s age? Which tools will you use to assess specific components of development (such as speech, motor skills, social skills, etc.)? Which tools do you think are the most accurate in assessing the developmental components and why? Which components would you consider in assessing the basic biological functioning and well-being of your pediatric patients? Why are these components important in providing primary health-care services to children? NSG6435 Full Course Work latest 2018 NSG6435 Full Course Work Week 3 Discussion: Aquifer Case Study – Developmental Evaluation and Screening This discussion assignment provides a forum for discussing relevant topics for this week based on the course competencies covered. For this assignment, make sure you post your initial response to the Discussion Area by the due date assigned. To support your work, use your course textbook readings and the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format. Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates’ initial postings. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Cite sources in your responses to other classmates. Complete your participation for this assignment by the end of the week. For this assignment, you will complete a Aquifer case study based on the course objectives and weekly content. Aquifer cases emphasize core learning objectives for an evidence-based primary care curriculum. Throughout your nurse practitioner program, you will use the Aquifer case studies to promote the development of clinical reasoning through the use of ongoing assessments and diagnostic skills and to develop patient care plans that are grounded in the latest clinical guidelines and evidence-based practice. The Aquifer assignments are highly interactive and a dynamic way to enhance your learning. Material from the Aquifer cases may be present in the quizzes, the midterm exam, and the final exam. Click here for information on how to access and navigate Aquifer. This week, complete the Aquifer case titled “CLIPP Case 2: Infant well-child (2, 6, and 9 months) – Asia.” Apply information from the Aquifer Case Study to answer the following questions: Discuss the history that you would take on this child in preparation for the well-child visit. Include questions regarding her growth and development that are appropriate for her age. Describe the developmental tool to be used for Asia, its reliability and validity and how Asia scored developmentally on this tool. Is she developmentally appropriate for her age? What immunizations will Asia be given at this visit; what is the patient education and follow-up? NSG6435 Full Course Work Week 4 Discussion: iHuman Case Study – HEENT and Respiratory Infections This discussion assignment provides a forum for discussing relevant topics for this week based on the course competencies covered. For this assignment, make sure you post your initial response to the Discussion Area by the due date assigned. To support your work, use your course textbook readings and the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format. Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates’ initial postings. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Cite sources in your responses to other classmates. Complete your participation for this assignment by the end ot the week. For this assignment, you will complete an iHuman case study based on the course objectives and weekly content. iHuman cases emphasize core learning objectives for an evidence-based primary care curriculum. Throughout your nurse practitioner program, you will use the iHuman case studies to promote the development of clinical reasoning through the use of ongoing assessments and diagnostic skills and to develop patient care plans that are grounded in the latest clinical guidelines and evidence-based practice. The iHuman assignments are highly interactive and a dynamic way to enhance your learning. Material from the iHuman cases may be present in the quizzes, the midterm exam, and the final exam. Click here for information on how to access and navigate iHuman. This week, complete the iHuman case titled “Katherine Harris V3.1 PC.” Apply information from the iHuman Case Study to answer the following questions: Do you recommend a limited or an involved use of antibiotics in treatment of these diseases and other unconfirmed bacterial illnesses and why? What are the standards regarding the use of antibiotics in pediatric population, and what assessment findings would warrant prescribing an antibiotic for Asthma symptoms? Using national guidelines and evidence-based literature, develop an Asthma Action Plan for this patient. Do the etiology, diagnosis, and management of a child who is wheezing vary according to the child’s age? Why or why not? Which objective of the clinical findings will guide your diagnosis? Why? When is a chest x-ray indicated in this case? Week 5 Discussion: iHuman Case Study – Cardiovascular and Hematologic Disorders in Children This discussion assignment provides a forum for discussing relevant topics for this week based on the course competencies covered. For this assignment, make sure you post your initial response to the Discussion Area by the due date assigned. To support your work, use your course textbook readings and the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format. Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates’ initial postings. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Cite sources in your responses to other classmates. Complete your participation for this assignment by the end of the week. For this assignment, you will complete an iHuman case study based on the course objectives and weekly content. iHuman cases emphasize core learning objectives for an evidence-based primary care curriculum. Throughout your nurse practitioner program, you will use the iHuman case studies to promote the development of clinical reasoning through the use of ongoing assessments and diagnostic skills and to develop patient care plans that are grounded in the latest clinical guidelines and evidence-based practice. The iHuman assignments are highly interactive and a dynamic way to enhance your learning. Material from the iHuman cases may be present in the quizzes, the midterm exam, and the final exam. Click here for information on how to access and navigate iHuman. This week, complete the iHuman case titled “Mia Zavarro V4.” Apply information from the iHuman Case Study to answer the following questions: How would you evaluate and manage a pediatric patient who has a painful swelling of the hands and feet, fatigue, or fussiness? Which diagnostic studies would you recommend for this patient and why? What physical exam findings and diagnostic results would be concerning to you and why? What would be three differentials in this case? In SCD, the spleen doesn’t work properly or doesn’t work at all. This problem makes people with SCD more likely to get severe infections. What is the treatment for Miah and education for the family? NSG6435 Full Course Work Week 6 Discussion: iHuman Case Study – Common Pediatric Illnesses This discussion assignment provides a forum for discussing relevant topics for this week based on the course competencies covered. For this assignment, make sure you post your initial response to the Discussion Area by the due date assigned. To support your work, use your course textbook readings and the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format. Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates’ initial postings. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Cite sources in your responses to other classmates. Complete your participation for this assignment by the end of the week. For this assignment, you will complete an iHuman case study based on the course objectives and weekly content. iHuman cases emphasize core learning objectives for an evidence-based primary care curriculum. Throughout your nurse practitioner program, you will use the iHuman case studies to promote the development of clinical reasoning through the use of ongoing assessments and diagnostic skills and to develop patient care plans that are grounded in the latest clinical guidelines and evidence-based practice. The iHuman assignments are highly interactive and a dynamic way to enhance your learning. Material from the iHuman cases may be present in the quizzes, the midterm exam, and the final exam. Click here for information on how to access and navigate iHuman. This week, complete the iHuman case titled “Samantha Graves V3 PC” Apply information from the iHuman Case Study to answer the following questions: Which essential questions will you ask a pediatric patient or his or her caregiver when the presenting complaint is bloody diarrhea? Will these questions vary depending upon the child’s age? Why or why not? What clinical or historical findings will indicate the need for diagnostic studies and why? Which diagnostic studies will you initially order and why? What would be three differential diagnoses in this case? How do the common causes of vomiting differ in infants, children, and adolescents? What clinical or historical findings will indicate the need for diagnostic studies and why? Which diagnostic studies will you initially order and why? NSG6435 Full Course Work Week 7 Discussion Comprehensive Case Study General Guidelines for Comprehensive Case Study – Week 7 Project Your case study should not be just a SOAP note of a patient encounter—it should be a comprehensive evaluation of an iHuman patient case. You will complete a Comprehensive SOAP note on the approved Pediatric SOAP Note template based on the findings of the iHuman case – then major research and discussion of the disease process are presented. This case study should be a summative evaluation supported by a minimum of 5 evidence-based articles. Evaluation of the case study should be no more than 3-4 substantive paragraphs. A minimum of five evidence-based sources (in addition to your text) should be used for your case study. Course texts will not count as a scholarly source; if using data from websites you must go back to the literature source for the information-no secondary sources are allowed, ie, Medscape, UptoDate, etc. This week, complete the iHuman case titled “Tommy Acker V3”. Please submit your Comprehensive SOAP Note and Growth Chart in the Submissions Area by the due date assigned. Name your SOAP note document SU_NSG6435_W7_A1_lastname_firstinitial.doc Week 8 Discussion: iHuman Case Study – Neurological Disorders and Cognitive Perceptual Problems in Children This discussion assignment provides a forum for discussing relevant topics for this week based on the course competencies covered. For this assignment, make sure you post your initial response to the Discussion Area by the due date assigned. To support your work, use your course textbook readings and the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format. Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates’ initial postings. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Cite sources in your responses to other classmates. Complete your participation for this assignment by the end of the week. For this assignment, you will complete an iHuman case study based on the course objectives and weekly content. iHuman cases emphasize core learning objectives for an evidence-based primary care curriculum. Throughout your nurse practitioner program, you will use the iHuman case studies to promote the development of clinical reasoning through the use of ongoing assessments and diagnostic skills and to develop patient care plans that are grounded in the latest clinical guidelines and evidence-based practice. The iHuman assignments are highly interactive and a dynamic way to enhance your learning. Material from the iHuman cases may be present in the quizzes, the midterm exam, and the final exam. Click here for information on how to access and navigate iHuman. This week, complete the iHuman case titled “Timothy Adams V3 PC”. Apply information from the iHuman Case Study to answer the following questions: What do you believe is your best course of action for this appointment? What clinical or historical findings will indicate the need for diagnostic studies and why? Which diagnostic studies will you initially order and why? What would be three differentials in this case? NSG6435 Full Course Work Week 9 Discussion: Infectious Diseases in Children The discussion assignment provides a forum for discussing relevant topics for this week on the basis of the course competencies covered. For this assignment, make sure you post your initial response to the Discussion Area by the due date assigned. To support your work, use your course and textbook readings and the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format. Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates’ initial postings. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Cite sources in your responses to your classmates. Complete your participation for this assignment by the end of the week. Using your course and textbook readings and the South University Online Library, perform research on the following: Assessment, diagnostic testing, and management of infectious conditions in a pediatric patient Differential diagnoses for presentation of symptoms involving infectious diseases in pediatric patients After completing your research, consider this scenario: An eighteen-month-old child, well-known to your practice, presents with a seven-day history of fever ranging from 101 to 104.7 degrees Fahrenheit. On the fourth day of the fever, the emergency department had performed the following tests: A blood and urine culture A complete blood count A comprehensive metabolic panel The culture reports were found to be negative. Today, the vitals of the child are the following: Temperature: 101.5 degrees Fahrenheit Heart rate: 120 beats/minute Respiratory rate: 20 breaths/minute Blood pressure: 90/40 Physical examination of the child indicates the following positive findings: Injected conjunctiva Palmar redness Magenta-colored lips Red macula Excoriating rashes in the diaper area On the basis of the above information, respond to the following: What will be your differential diagnoses for this patient? What specific physical exam findings support these differential diagnoses? Of the differential diagnoses you listed, which would be the most concerning? What additional diagnostic tests will you recommend? Why? What would be your focus for caregiver education? Week 10 Discussion: iHuman Case Study – Adolescent Risk Behaviors This discussion assignment provides a forum for discussing relevant topics for this week based on the course competencies covered. For this assignment, make sure you post your initial response to the Discussion Area by the due date assigned. To support your work, use your course textbook readings and the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format. Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates’ initial postings. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Cite sources in your responses to other classmates. Complete your participation for this assignment by the end of the week. For this assignment, you will complete an iHuman case study based on the course objectives and weekly content. iHuman cases emphasize core learning objectives for an evidence-based primary care curriculum. Throughout your nurse practitioner program, you will use the iHuman case studies to promote the development of clinical reasoning through the use of ongoing assessments and diagnostic skills and to develop patient care plans that are grounded in the latest clinical guidelines and evidence-based practice. The iHuman assignments are highly interactive and a dynamic way to enhance your learning. Material from the iHuman cases may be present in the quizzes, the midterm exam, and the final exam. Click here for information on how to access and navigate iHuman. This week, complete the iHuman case titled “Angela Cotez V3.1 PC”. Apply information from the iHuman Case Study to answer the following questions: Describe the evaluation tool and explain why this tool is essential in the care of the adolescent patient population. Apply the findings of the scholarly research articles to the use of this evaluation tool and describe its validity and reliability. Apply this evaluation tool to a patient situation and summarize your opinion of the results. Describe a plan of care for the patient, depending upon the results. NSG6435 Full Course Work Week 1 Project – SOAP Note Assignment Each week, you are required to enter your patient encounters into eMedley. Your faculty will be checking to ensure you are seeing the right number and mix of patients for a good learning experience. You will also need to include a minimum of one complete SOAP note using the Pediatric SOAP Note template. The SOAP note should be related to the content covered in this week, and the completed note should be submitted to the Dropbox. When submitting your note, be sure to include the reference number from eMedley. Submission Details: By the due date assigned, enter your patient encounters into eMedley and complete at least one SOAP note in the template provided. Name your SOAP note document SU_NSG6435_W1_A3_LastName_FirstInitial.doc. Include the reference number from eMedley in your document. Submit your document to the Submissions Area by the due date assigned. Week 3 Project – SOAP Note Assignment Each week, you are required to enter your patient encounters into eMedley. Your faculty will be checking to ensure you are seeing the right number and mix of patients for a good learning experience. You will also need to include a minimum of one complete SOAP note using the Pediatric SOAP Note template.The SOAP note should be related to the content covered in this week, and the completed note should be submitted to the Submissions Area. When submitting your note, be sure to include the reference number from eMedley. Submission Details: By the due date assigned enter your patient encounters into eMedley and submit your Pediatric SOAP note document to the Submissions Area. Name your SOAP note document SU_NSG6435_W3_A3_LastName_FirstInitial.doc. Include the reference number from eMedley in your document. Week 6 Project – SOAP Note Assignment Each week, you are required to enter your patient encounters into eMedley. Your faculty will be checking to ensure you are seeing the right number and mix of patients for a good learning experience. You will also need to include a minimum of one complete SOAP note using the Pediatric SOAP Note template. The SOAP note should be related to the content covered in this week, and the completed note should be submitted to the Submissions Area. When submitting your note, be sure to include the reference number from eMedley. Submission Details: By the end of the week enter your patient encounters into eMedley and complete at least one SOAP note in the template provided. Name your SOAP note document SU_NSG6435_W6_A3_LastName_FirstInitial.doc. Include the reference number from eMedley in your document. Submit your document to the Submissions Area by the due date assigned. NSG6435 Full Course Work Week 8 Project – SOAP Note Assignment Each week, you are required to enter your patient encounters into eMedley. Your faculty will be checking to ensure you are seeing the right number and mix of patients for a good learning experience. You will also need to include a minimum of one complete SOAP note using the Pediatric SOAP Note template. The SOAP note should be related to the content covered in this week, and the completed note should be submitted to the Submissions Area. When submitting your note, be sure to include the reference number from eMedley. Submission Details: By the end of the week, enter your patient encounters into eMedley and complete at least one SOAP note in the template provided. Name your SOAP note document SU_NSG6435_W8_A3_LastName_FirstInitial.doc. Include the reference number from eMedley in your document. Submit your document to the Submissions Area by the due date assigned. NSG6435 Full Course Work Week 1 Discussion: Pediatric Health-Care Services This discussion assignment provides a forum for discussing relevant topics for this week based on the course competencies covered. For this assignment, make sure you post your initial response to the Discussion Area by the due date assigned. To support your work, use your course textbook readings and the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format. Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates’ initial postings. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Cite sources in your responses to other classmates. Complete your participation for this assignment by the end of the week. Using your course textbook readings and the South University Online Library, perform research on the following: Sources of pediatric primary care in the United States Current status of pediatric health-care services in the United States Barriers to health care for children in the United States After completing your research, answer the following questions: What are the sources of pediatric primary care in the United States? Are these sources sufficient for providing health-care services to the pediatric population? Why or why not? Are there certain pediatric populations that lack access to health-care services? Why? What are the barriers to children in accessing health-care services in the United States? Why do these barriers exist? Week 2 Discussion: iHuman Case Study – Developmental Assessment and Biological Functioning This discussion assignment provides a forum for discussing relevant topics for this week based on the course competencies covered. For this assignment, make sure you post your initial response to the Discussion Area by the due date assigned. To support your work, use your course textbook readings and the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format. Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates’ initial postings. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Cite sources in your responses to other classmates. Complete your participation for this assignment by the end of the week. For this assignment, you will complete an iHuman case study based on the course objectives and weekly content. iHuman cases emphasize core learning objectives for an evidence-based primary care curriculum. Throughout your nurse practitioner program, you will use the iHuman case studies to promote the development of clinical reasoning through the use of ongoing assessments and diagnostic skills and to develop patient care plans that are grounded in the latest clinical guidelines and evidence-based practice. The iHuman assignments are highly interactive and a dynamic way to enhance your learning. Material from the iHuman cases may be present in the quizzes, the midterm exam, and the final exam. Click here for information on how to access and navigate iHuman. This week, complete the iHuman case titled “Buddy (Theodore, Jr.) VE.” Apply information from the iHuman Case Study to answer the following questions: Why is developmental assessment essential in the provision of primary care for infants, children, and adolescents, and what are the essential components of this assessment on the basis of a child’s age? Which tools will you use to assess specific components of development (such as speech, motor skills, social skills, etc.)? Which tools do you think are the most accurate in assessing the developmental components and why? Which components would you consider in assessing the basic biological functioning and well-being of your pediatric patients? Why are these components important in providing primary health-care services to children? NSG6435 Full Course Work latest 2018 NSG6435 Full Course Work Week 3 Discussion: Aquifer Case Study – Developmental Evaluation and Screening This discussion assignment provides a forum for discussing relevant topics for this week based on the course competencies covered. For this assignment, make sure you post your initial response to the Discussion Area by the due date assigned. To support your work, use your course textbook readings and the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format. Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates’ initial postings. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discuss

What is the Meaning of Emotional Illiteracy Essay Paper What is the Meaning of Emotional Illiteracy Essay Paper What exactly is “illiteracy”? Is it this common theme within the community that places certain individuals into a certain group? Does it represent the kids that “didn’t try” hard enough in school. Does it represent those minorities struggling in communities? For many of people this is all too common of an issue that is not given a though during a day, week, or even month. We spend time obsessing over those with AIDS but we have more pressing issues than just that one. Illiteracy is a common issue which correlates to economic, financial, life, comprehension, and so many more different types. The one associated with the word, the majority of the time, is comprehension illiteracy. This means you can’t read nor write whatever your situation is. It is not meant to “represent” a group of people as it is meant to represent a social problem. This is a worldwide epidemic in which we ignore. In America we have over 79 different organizations. We tend to not see the bigger picture, as it is not our fault, but those of the media in which it is not covered. There has been little in regards to awareness from the federal government it creates a problem. Illiteracy can affect lives in so many different ways: not being able to sign forms or visit the doctor, always be in financial burden, not being able to understand social cues and how to act in public, and the fact you can’t read and write. 1 in 7 people will not be able to read this paper. There are solutions, but not all are 100% agreed upon. What is the Meaning of Emotional Illiteracy Essay Paper E Permalink: https://nursingpaperessays.com/ what-is-the-mean…racy-essay-paper / ?motional literacy is made up of ‘the ability to understand your emotions, the ability to listen to others and empathise with their emotions, and the ability to express emotions productively. To be emotionally literate is to be able to handle emotions in a way that improves your personal power and improves the quality of life around you. Emotional literacy improves relationships, creates loving possibilities between people, makes co-operative work possible, and facilitates the feeling of community. [2] :11 Steiner breaks emotional literacy into 5 parts: Knowing your feelings. Having a sense of empathy. Learning to manage our emotions. Repairing emotional problems. Putting it all together: emotional interactivity. Having its roots in counseling, it is a social definition that has interactions between people at its heart. According to Steiner emotional literacy is about understanding your feelings and those of others to facilitate relationships, including using dialogue and self-control to avoid negative arguments. The ability to be aware and read other people’s feelings enables one to interact with them effectively so that powerful emotional situations can be handled in a skillful way. Steiner calls this “emotional interactivity”. Steiner’s model of emotional literacy is therefore primarily about dealing constructively with the emotional difficulties we experience to build a sound future. He believes that personal power can be increased and relationships transformed. The emphasis is on the individual, and as such encourages one to look inward rather than to the social setting in which an individual operates.What is the Meaning of Emotional Illiteracy Essay Paper In Britain, the term ’emotional literacy’ is often used and has developed, building on the work of Steiner and Goleman [3] as a social construction – as opposed to the more individualistic ’emotional intelligence’ with the attempts to measure it as if emotions were measurable in a relatively rational way. [4] [5] [6] Educators did not like the way that ’emotional intelligence’ focused so much on the individual and there were clear attempts to avoid the narrow EQ tests that were in use for two reasons: The idea of an EQ test had resonance with discredited [ citation needed ] psychometric measures of intelligence such as IQ tests. People were also concerned with the way that pupils could be subject to even more control through the introduction of emotional intelligence into the curriculum. [4] [5] [7] [8] The National Curriculum in England and Wales emphasized a range of cognitive skills that were controlled through exams. Educators saw the need to expand the range of skills that pupils required and were also concerned with social inclusion. The Labour Government provided an overarching rationale for this with its promotion of well-being. [9] [10] However, when the Department of Children, Schools and Families developed a scheme for schools – called the Social and Emotional Aspects of Learning (SEAL) – it was based on Goleman’s definition of emotional intelligence. [11] [12] Hence any distinctions between the terms emotional intelligence and emotional literacy were blurred. Even so, key educators in Britain continued to use the term emotional literacy. Emotional literacy took on an aspect that was concern with personal growth. For example, the importance of developing relationships is, to a degree, in Weare’s definition:What is the Meaning of Emotional Illiteracy Essay Paper The ability to understand ourselves and other people, and in particular to be aware of, understand, and use information about the emotional states of ourselves and others with competence. It includes the ability to understand, express and manage our own emotions, and respond to the emotions of others, in ways that are helpful to ourselves and others. [13] Similarly, the organization Antidote [14] defined emotional literacy as: the practice of interacting with others in ways that build understanding of our own and others’ emotions, then using this understanding to inform our actions. These definitions acknowledge both the individual and other people and so inter-personal relationships and the need for dialogue are included. Sharp [15] has taken a broad approach to emotional literacy in a Local Education Authority (LEA) where he considers its development is important for teachers as well as pupils. However, there was still an underlying assumption about the individual and how they develop as if they were culturally isolated and separate from factors such as religion and gender. [4] Also, the development of emotional literacy was justified by arguing that its introduction would help to improve other factors such as behavior, attendance and academic achievement. Boler [4] researched four of the emotional programs in America. She pointed out that the programs tended to view pupils as individuals who are in need of development through enabling them to control their impulses. This can mean that pupils are to become responsible for their own control and that other social factors can be ignored. It is possible that these programs can open the way for greater control of pupils with even their emotions being assessed. On the one hand the development of emotional literacy programs can be seen as progressive, but on the other the focus seems quite inward, as there is little reference leading to any broader concept of social and political reform What is the Meaning of Emotional Illiteracy Essay Paper This study investigates the relationship between the levels of trait emotional intelligence (trait EI) of teachersof English as a Foreign Language (EFL) and the teaching strategies they use in the classroom to develop students’ emotional literacy (EL). It also examines the influence of factors such as teaching experience and class size on teachers’ choice of EL strategies. The study used a mixed methods design, first administering questionnaires to EFL teachers (N?=?102) within Cyprus and locations outside the country, followed by in-depth interviews with a smaller number of respondents (N?=?11). Overall, the questionnaire results indicated a correlationbetween teachers’ trait EI and teaching practices. Furthermore, the content analysis of the interviews, showed that the level of educational sector (school vs university) plays a significant role in the use of these strategies and identified areas for improvement. The results form the basis for recommendations for an EL training program targeting the promotion of EL in the EFL classroom. In the same way that Goleman [11] discusses emotional intelligence educational programs, emotional literacy programs can also be more about coping with the social and political status quo in a caring, interactive and emotionally supportive environment than with any systematic attempt to move beyond it to social improvement.When it comes to happiness and success in life, emotional intelligence (EQ) matters just as much as intellectual ability or IQ. Emotional intelligence helps you build stronger relationships, succeed at school and work, and achieve your career and personal goals. Building your emotional intelligence can also help you to connect with your feelings, manage stress, turn intention into action, and make informed decisions about what matters most to you. Learn more about why emotional intelligence is so important and how you can boost your own EQ by mastering a few key skills.What is the Meaning of Emotional Illiteracy Essay Paper What is emotional intelligence or EQ? Emotional intelligence (otherwise known as emotional quotient or EQ) is the ability to understand, use, and manage your own emotions in positive ways to relieve stress, communicate effectively, empathize with others, overcome challenges and defuse conflict. EQ also allows you to recognize and understand what others are experiencing emotionally. For the most part, this is a nonverbal process that both informs your thinking and influences how well you connect with others. Everyone’s always talking about Emotional Intelligence (EI) but what exactly is it? One important aspect of emotional intelligence is the ability to perceive, control and evaluate emotions – in oneself and others – and to use that information appropriately. For example, recognizing emotional intelligence in oneself can help you regulate and manage your emotions, while recognizing emotions in others can lead to empathy and success in your relationships, both personal and professional. Given the importance of emotional intelligence, I thought it might be helpful to give a very brief overview of the topic, as well as 10 ways to enhance your emotional intelligence, originally published in my book “The Emotional Revolution.”What is the Meaning of Emotional Illiteracy Essay Paper In 1990, Yale psychologists John D. Mayer and Peter Salovey originally coined the term emotional intelligence, which some researchers claim that is an inborn characteristic, while others suggest that you can improve it with proper guidance and practice. I agree with both schools and obviously with the latter – or I wouldn’t be giving you tips as to what you can do to improve your EI. It may not be possible for everyone to have a psychotherapist. But you can become your own therapist. (After all, Freud analyzed himself.) It all starts with learning how to listen to your feelings. While it may not always be easy, developing the ability to tune in to your own emotions is the first and perhaps most important step. Here are 10 Ways to Enhance Your Emotional Intelligence: 1. Don’t interrupt or change the subject . If feelings are uncomfortable, we may want to avoid them by interrupting or distracting ourselves. Sit down at least twice a day and ask, “How am I feeling?” It may take a little time for the feelings to arise. Allow yourself that small space of time, uninterrupted.What is the Meaning of Emotional Illiteracy Essay Paper 2. Don’t judge or edit your feelings too quickly . Try not to dismiss your feelings before you have a chance to think them through. Healthy emotions often rise and fall in a wave, rising, peaking, and fading naturally. Your aim should be not to cut off the wave before it peaks. 3. See if you can find connections between your feelings and other times you have felt the same way. When a difficult feeling arises, ask yourself, “When have I felt this feeling before?” Doing this may help you to realize if your current emotional state is reflective of the current situation, or of another time in your past. 4. Connect your feelings with your thoughts. When you feel something that strikes you as out of the ordinary, it is always useful to ask, “What do I think about that?” Often times, one of our feelings will contradict others. That’s normal. Listening to your feelings is like listening to all the witnesses in a court case. Only by admitting all the evidence will you be able to reach the best verdict. Social awareness enables you to recognize and interpret the mainly nonverbal cues others are constantly using to communicate with you. These cues let you know how others are really feeling, how their emotional state is changing from moment to moment, and what’s truly important to them. When groups of people send out similar nonverbal cues, you’re able to read and understand the power dynamics and shared emotional experiences of the group. In short, you’re empathetic and socially comfortable. Mindfulness is an ally of emotional and social awareness To build social awareness, you need to recognize the importance of mindfulness in the social process. After all, you can’t pick up on subtle nonverbal cues when you’re in your own head, thinking about other things, or simply zoning out on your phone. Social awareness requires your presence in the moment. While many of us pride ourselves on an ability to multitask, this means that you’ll miss the subtle emotional shifts taking place in other people that help you fully understand them.What is the Meaning of Emotional Illiteracy Essay Paper You are actually more likely to further your social goals by setting other thoughts aside and focusing on the interaction itself. Following the flow of another person’s emotional responses is a give-and-take process that requires you to also pay attention to the changes in your own emotional experience. Paying attention to others doesn’t diminish your own self-awareness. By investing the time and effort to really pay attention to others, you’ll actually gain insight into your own emotional state as well as your values and beliefs. For example, if you feel discomfort hearing others express certain views, you’ll have learned something important about yourself. Relationship management Working well with others is a process that begins with emotional awareness and your ability to recognize and understand what other people are experiencing. Once emotional awareness is in play, you can effectively develop additional social/emotional skills that will make your relationships more effective, fruitful, and fulfilling. Become aware of how effectively you use nonverbal communication. It’s impossible to avoid sending nonverbal messages to others about what you think and feel. The many muscles in the face, especially those around the eyes, nose, mouth and forehead, help you to wordlessly convey your own emotions as well as read other peoples’ emotional intent. The emotional part of your brain is always on—and even if you ignore its messages—others won’t. Recognizing the nonverbal messages that you send to others can play a huge part in improving your relationships. Use humor and play to relieve stress. Humor, laughter and play are natural antidotes to stress. They lessen your burdens and help you keep things in perspective. Laughter brings your nervous system into balance, reducing stress, calming you down, sharpening your mind and making you more empathic. Learn to see conflict as an opportunity to grow closer to others. Conflict and disagreements are inevitable in human relationships. Two people can’t possibly have the same needs, opinions, and expectations at all times. However, that needn’t be a bad thing. Resolving conflict in healthy, constructive ways can strengthen trust between people. When conflict isn’t perceived as threatening or punishing, it fosters freedom, creativity, and safety in relationships.What is the Meaning of Emotional Illiteracy Essay Paper Emotional intelligence is commonly defined by four attributes: Self-management – You’re able to control impulsive feelings and behaviors, manage your emotions in healthy ways, take initiative, follow through on commitments, and adapt to changing circumstances. Self-awareness – You recognize your own emotions and how they affect your thoughts and behavior. You know your strengths and weaknesses, and have self-confidence. Social awareness – You have empathy. You can understand the emotions, needs, and concerns of other people, pick up on emotional cues, feel comfortable socially, and recognize the power dynamics in a group or organization. Relationship management – You know how to develop and maintain good relationships, communicate clearly, inspire and influence others, work well in a team, and manage conflict. Why is emotional intelligence so important? As we know, it’s not the smartest people who are the most successful or the most fulfilled in life. You probably know people who are academically brilliant and yet are socially inept and unsuccessful at work or in their personal relationships. Intellectual ability or your intelligence quotient (IQ) isn’t enough on its own to achieve success in life. Yes, your IQ can help you get into college, but it’s your EQ that will help you manage the stress and emotions when facing your final exams. IQ and EQ exist in tandem and are most effective when they build off one another. Emotional intelligence affects: Your performance at school or work. High emotional intelligence can help you navigate the social complexities of the workplace, lead and motivate others, and excel in your career. In fact, when it comes to gauging important job candidates, many companies now rate emotional intelligence as important as technical ability and employ EQ testing before hiring. Your physical health. If you’re unable to manage your emotions, you are probably not managing your stress either. This can lead to serious health problems. Uncontrolled stress raises blood pressure, suppresses the immune system, increases the risk of heart attacks and strokes, contributes to infertility, and speeds up the aging process. The first step to improving emotional intelligence is to learn how to manage stress.What is the Meaning of Emotional Illiteracy Essay Paper Your mental health. Uncontrolled emotions and stress can also impact your mental health, making you vulnerable to anxiety and depression. If you are unable to understand, get comfortable with, or manage your emotions, you’ll also struggle to form strong relationships. This in turn can leave you feeling lonely and isolated and further exacerbate any mental health problems. Your relationships. By understanding your emotions and how to control them, you’re better able to express how you feel and understand how others are feeling. This allows you to communicate more effectively and forge stronger relationships, both at work and in your personal life. Your social intelligence. Being in tune with your emotions serves a social purpose, connecting you to other people and the world around you. Social intelligence enables you to recognize friend from foe, measure another person’s interest in you, reduce stress, balance your nervous system through social communication, and feel loved and happy. Building emotional intelligence: 4 key skills to increasing your EQ The skills that make up emotional intelligence can be learned at any time. However, it’s important to remember that there is a difference between simply learning about EQ and applying that knowledge to your life. Just because you know you should do something doesn’t mean you will—especially when you become overwhelmed by stress, which can override your best intentions. In order to permanently change behavior in ways that stand up under pressure, you need to learn how to overcome stress in the moment, and in your relationships, in order to remain emotionally aware. The key skills for building your EQ and improving your ability to manage emotions and connect with others are: Self-management Self-awareness Social awareness Relationship management Building emotional intelligence, key skill 1: Self-management In order for you to engage your EQ, you must be able use your emotions to make constructive decisions about your behavior. When you become overly stressed, you can lose control of your emotions and the ability to act thoughtfully and appropriately. Think about a time when stress has overwhelmed you. Was it easy to think clearly or make a rational decision? Probably not. When you become overly stressed, your ability to both think clearly and accurately assess emotions—your own and other people’s—becomes compromised. Emotions are important pieces of information that tell you about yourself and others, but in the face of stress that takes us out of our comfort zone, we can become overwhelmed and lose control of ourselves. With the ability to manage stress and stay emotionally present, you can learn to receive upsetting information without letting it override your thoughts and self-control. You’ll be able to make choices that allow you to control impulsive feelings and behaviors, manage your emotions in healthy ways, take initiative, follow through on commitments, and adapt to changing circumstances. Self-awareness Managing stress is just the first step to building emotional intelligence. The science of attachment indicates that your current emotional experience is likely a reflection of your early life experience. Your ability to manage core feelings such as anger, sadness, fear, and joy often depends on the quality and consistency of your early life emotional experiences. If your primary caretaker as an infant understood and valued your emotions, it’s likely your emotions have become valuable assets in adult life. But, if your emotional experiences as an infant were confusing, threatening or painful, it’s likely you’ve tried to distance yourself from your emotions.What is the Meaning of Emotional Illiteracy Essay Paper But being able to connect to your emotions—having a moment-to-moment connection with your changing emotional experience—is the key to understanding how emotion influences your thoughts and actions. Do you experience feelings that flow, encountering one emotion after another as your experiences change from moment to moment? Are your emotions accompanied by physical sensations that you experience in places like your stomach, throat, or chest? Do you experience individual feelings and emotions, such as anger, sadness, fear, and joy, each of which is evident in subtle facial expressions? Can you experience intense feelings that are strong enough to capture both your attention and that of others? Do you pay attention to your emotions? Do they factor into your decision making? If any of these experiences are unfamiliar, you may have “turned down” or “turned off” your emotions. In order to build EQ—and become emotionally healthy—you must reconnect to your core emotions, accept them, and become comfortable with them. You can achieve this through the practice of mindfulness. Mindfulness is the practice of purposely focusing your attention on the present moment—and without judgment. The cultivation of mindfulness has roots in Buddhism, but most religions include some type of similar prayer or meditation technique. Mindfulness helps shift your preoccupation with thought toward an appreciation of the moment, your physical and emotional sensations, and brings a larger perspective on life. Mindfulness calms and focuses you, making you more self-aware in the process. Characteristics of Emotional Intelligence In his book titled “Emotional Intelligence – Why It Can Matter More Than IQ” 1995, /community/BookInsights/EmotionalIntelligence.phpDaniel Goleman, an American psychologist, developed a framework of five elements that define emotional intelligence:What is the Meaning of Emotional Illiteracy Essay Paper Self-Awareness – People with high emotional intelligence are usually very self-aware . They understand their emotions, and because of this, they don’t let their feelings rule them. They’re confident – because they trust their intuition and don’t let their emotions get out of control.They’re also willing to take an honest look at themselves. They know their strengths and weaknesses, and they work on these areas so they can perform better. Many people believe that this self-awareness is the most important part of emotional intelligence. Self-Regulation – This is the ability to control emotions and impulses. People who self-regulate typically don’t allow themselves to become too angry or jealous, and they don’t make impulsive, careless decisions. They think before they act. Characteristics of self-regulation are thoughtfulness, comfort with change, integrity , and the ability to say no. Motivation – People with a high degree of emotional intelligence are usually motivated . They’re willing to defer immediate results for long-term success. They’re highly productive, love a challenge, and are very effective in whatever they do. Empathy – This is perhaps the second-most important element of emotional intelligence. Empathy is the ability to identify with and understand the wants, needs, and viewpoints of those around you. People with empathy are good at recognizing the feelings of others, even when those feelings may not be obvious. As a result, empathetic people are usually excellent at managing relationships , listening , and relating to others. They avoid stereotyping and judging too quickly, and they live their lives in a very open, honest way. Social Skills – It’s usually easy to talk to and like people with good social skills, another sign of high emotional intelligence. Those with strong social skills are typically team players. Rather than focus on their own success first, they help others develop and shine. They can manage disputes, are excellent communicators, and are masters at building and maintaining relationships. Terms reproduced by permission of Bloomsbury Press. As you’ve probably determined, emotional intelligence can be a key to success in your life – especially in your career. The ability to manage people and relationships is very important in all leaders, so developing and using your emotional intelligence can be a good way to show others the leader inside of you.What is the Meaning of Emotional Illiteracy Essay Paper How to Improve Your Emotional Intelligence The good news is that emotional intelligence can be learned and developed. As well as working on your skills in the five areas above, use these strategies: Observe how you react to people. Do you rush to judgment before you know all of the facts? Do you stereotype? Look honestly at how you think and interact with other people. Try to put yourself in their place , and be more open and accepting of their perspectives and needs. Look at your work environment. Do you seek attention for your accomplishments? Humility can be a wonderful quality, and it doesn’t mean that you’re shy or lack self-confidence. When you practice humility, you say that you know what you did, and you can be quietly confident about it. Give others a chance to shine – put the focus on them, and don’t worry too much about getting praise for yourself. Do a self-evaluation. Try out our emotional intelligence quiz . What are your weaknesses? Are you willing to accept that you’re not perfect and that you could work on some areas to make yourself a better person? Have the courage to look at yourself honestly – it can change your life. Examine how you react to stressful situations. Do you become upset every time there’s a delay or something doesn’t happen the way you want? Do you blame others or become angry at them, even when it’s not their fault? The ability to stay calm and in control in difficult situations is highly valued – in the business world and outside it. Keep your emotions under control when things go wrong. Take responsibility for your actions. If you hurt someone’s feelings, apologize directly – don’t ignore what you did or avoid the person. People are usually more willing to forgive and forget if you make an honest attempt to make things right. Examine how your actions will affect others – before you take those actions. If your decision will impact others, put yourself in their place. How will they feel if you do this? Would you want that experience? If you must take the action, how can you help others deal with the effects? If you are one of the unlucky people who must deal with a clueless colleague or a brutish boss, you’re not alone. Sadly, far too many people at work lack basic emotional intelligence. They simply don’t seem to have the self-awareness and the social skills that are necessary to work in our complicated multicultural and fast-moving companies. These people make life hell for the rest of us.What is the Meaning of Emotional Illiteracy Essay Paper What can you do to turn these folks around and make work a healthier, happier, more productive place to be? Whose job is it, anyway, to fix these people? If one of these socially awkward or downright nasty people works directly for you, it is indeed your job to do something . They ruin work teams and destroy productivity, not to mention morale. They’re little time bombs that go off when you least expect it — sucking up your time and draining everyone’s energy. They need to change, or they need to leave. Here’s the problem: EI is difficult to develop because it is linked to psychological development and neurological pathways created over an entire lifetime. It takes a lot of effort to change long-standing habits of human interaction — not to mention foundational competencies like self-awareness and emotional self-control. People need to be invested in changing their behavior and developing their EI, or it just doesn’t happen. What this means in practice is that you don’t have even a remote chance of changing someone’s EI unless they want to change . Most of us assume that people will change their behavior when told to do so by a person with authority (you, the manager). For complicated change and development, however, it is clear as day that people don’t sustain change when promised incentives like good assignments or a better office. And when threatened or punished, they get downright ornery and behave really badly. Carrot and stick performance management processes and the behaviorist approach upon which they are based are deeply flawed, and yet most of us start (and end) there, even in the most innovative organizations. What does work is a) helping people find a deep and very personal vision of their own future and b) then helping them see how their current ways of operating might need a bit of work if that future is to be realized. These are the first two steps in Richard Boyatzis’ Intentional Change theory — which we’ve been testing with leaders for years. According to Boyatzis — and backed up by our work with leaders — here’s how people really can begin and sustain change on complex abilities linked to emotional intelligence:What is the Meaning of Emotional Illiteracy Essay Paper First, find the dream. If you’re coaching an employee, you must first help him or her discover what’s important in life. Only then can you move on to aspects of work that are important to this person. Then, help your employee craft a clear and compelling vision of a future that includes powerful and positive relationships with family, friends, and coworkers. Notice that I’m talking about coaching your employee, not managing him. There’s a big difference. Next, find out what’s really going on: What’s the current state of this person’s emotional intelligence? Once a person has a powerful dream to draw strength from, he’s strong enough to take the heat — to find out the truth. If you are now truly coaching him, you’re trusted and he’ll listen to you. Still, that’s probably not enough. You will want to find a way to gather input from others, either through a 360-degree feedback instrument like the ESCI (Emotional and Social Competency Inventory), or a Leadership Self Study process (as described in our book, Becoming a Resonant Leader ), which gives you the chance to talk directly to trusted friends about their EI and other skills. Once you have the dream and the reality, it’s time for a gap

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