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Category: Nursing

  • [Solved] Nursing Weekly assignment

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    Please answer all 3 cases in 500 words APA format – 2 years ago **files (1)** – ## Weeklycases.docx **## Weeklycases.docx** **Case 1** | | | | | — | — | — | | Define preconception period and discuss why this is an important time for women who are planning to get pregnant. | · Why folate supple…

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    Assignment Prompt & Instructions

    Please answer all 3 cases in 500 words APA format

    – 2 years ago

    **files (1)**

    – ## Weeklycases.docx

    **## Weeklycases.docx**

    **Case 1**

    | | | |
    | — | — | — |
    | Define preconception period and discuss why this is an important time for women who are planning to get pregnant. | · Why folate supplement is important.<br>· Following the guidelines of the United States Preventive Service Taskforce (USPSTF) how you would recommend the folate to be taken. by women who plan to get pregnant?  <br>· Name dietary sources for folate.<br>· Name patients with higher risk who indicate a need for folate. supplementation is recommended. | |

    **Case 2**

    G.P is a 32 primigravida patient who blood type is B Rh negative. She is on her first trimester and have a vaginal bleeding episode.

    · To which group of pregnant women do the American College of Obstetricians and Gynecologist (ACOG) recommend in its guideline’s aspirin 81 mg daily? Explain.

    **Case 3**

    C.C is a 36-year-old female patient known in the office who came to consult you because she has been feeling left breast tenderness, low grade fever and malaise for about four days. She delivered her baby 3 months ago and is breastfeeding. You found the left breast warm and painful when examined. Fissures on nipples presented.

    · List your diagnosis and support.

    · If infection is suspected which bacteria are usually involve in this process.

    · Discuss a management plan for C.C (pharmacologic and non-pharmacologic treatment).

    · List patient’s education and recommendations.

    Once you received your
    **three case numbers**; answer the specific question on the table above. Then, continue to discuss the 3 topics listed below for your case:

    1.
    **An effective health assessment incorporates not only physiological parameters; please suggest other parameters that should be considered and included on health assessments to reach maximal health potential on individuals.**

    2.
    **Name the different family developmental stages and give examples of each one.**

    3.
    **Describe family structure and function and the relationship with health care.**

    Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

    **## Weeklycases.docx**

    **Case 1**

    | | | |
    | — | — | — |
    | Define preconception period and discuss why this is an important time for women who are planning to get pregnant. | · Why folate supplement is important.<br>· Following the guidelines of the United States Preventive Service Taskforce (USPSTF) how you would recommend the folate to be taken. by women who plan to get pregnant?  <br>· Name dietary sources for folate.<br>· Name patients with higher risk who indicate a need for folate. supplementation is recommended. | |

    **Case 2**

    G.P is a 32 primigravida patient who blood type is B Rh negative. She is on her first trimester and have a vaginal bleeding episode.

    · To which group of pregnant women do the American College of Obstetricians and Gynecologist (ACOG) recommend in its guideline’s aspirin 81 mg daily? Explain.

    **Case 3**

    C.C is a 36-year-old female patient known in the office who came to consult you because she has been feeling left breast tenderness, low grade fever and malaise for about four days. She delivered her baby 3 months ago and is breastfeeding. You found the left breast warm and painful when examined. Fissures on nipples presented.

    · List your diagnosis and support.

    · If infection is suspected which bacteria are usually involve in this process.

    · Discuss a management plan for C.C (pharmacologic and non-pharmacologic treatment).

    · List patient’s education and recommendations.

    Once you received your
    **three case numbers**; answer the specific question on the table above. Then, continue to discuss the 3 topics listed below for your case:

    1.
    **An effective health assessment incorporates not only physiological parameters; please suggest other parameters that should be considered and included on health assessments to reach maximal health potential on individuals.**

    2.
    **Name the different family developmental stages and give examples of each one.**

    3.
    **Describe family structure and function and the relationship with health care.**

    Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

  • [Solved] Nursing Part 2

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    – [\ \ IMG_1029.jpg](https://www.sweetstudy.com/files/img-1029-jpg-10208285 "IMG_1029.jpg") – [\ \ IMG_1028.jpg](https://www.sweetstudy.com/files/img-1028-jpg-10208287 "IMG_1028.jpg") – [\ \ IMG_1027.jpg](https://www.sweetstudy.com/files/img-1027-jpg-10208289 "IMG_1027.jpg") – [\ \ IMG_1…

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    Assignment Prompt & Instructions

    – [\
    \
    IMG_1029.jpg](https://www.sweetstudy.com/files/img-1029-jpg-10208285 "IMG_1029.jpg")
    – [\
    \
    IMG_1028.jpg](https://www.sweetstudy.com/files/img-1028-jpg-10208287 "IMG_1028.jpg")
    – [\
    \
    IMG_1027.jpg](https://www.sweetstudy.com/files/img-1027-jpg-10208289 "IMG_1027.jpg")
    – [\
    \
    IMG_1026.jpg](https://www.sweetstudy.com/files/img-1026-jpg-10208291 "IMG_1026.jpg")
    – [\
    \
    IMG_1025.jpg](https://www.sweetstudy.com/files/img-1025-jpg-10208293 "IMG_1025.jpg")

    – 2 years ago

  • [Solved] HA Ass7II

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    In-depth study guidance and analytical solution covering HA Ass7II.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Response to Collaboration Question NR 507 Week 8

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    Engage peers by asking questions and offering new insights, applications, perspectives, information, or implications for practice: Reflecting on this course, several key concepts had a significant impact on my learning experience. I gained deeper understanding of how diseases develop at a cellular a…

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    Assignment Prompt & Instructions

    Engage peers by asking questions and offering new insights, applications, perspectives, information, or implications for practice:

    Reflecting on this course, several key concepts had a significant impact on my learning experience. I gained deeper understanding of how diseases develop at a cellular and systemic level, which is essential for understanding the complex needs of patients. Learning about the intricate mechanisms of diseases, including their physiological effects, has helped me see the importance of connecting pathophysiology to clinical practice. This knowledge is crucial for making informed decisions when assessing and managing patients with various conditions.

    As a master’s prepared nurse, I envision using this advanced knowledge of pathophysiology to guide my clinical decisions and improve patient outcomes. Understanding the underlying mechanisms of diseases will help me assess patients more accurately and anticipate potential complications. This will also allow me to educate patients and their families about their conditions in a more informed and meaningful way, ultimately fostering better communication and trust in the care process.

    The course activities and assignments have been instrumental in helping me achieve Program Outcome 1, which focuses on providing high-quality, safe, patient-centered care grounded in holistic health principles. Through assignments, such as the EDAPT modules, I learned how to prioritize interventions that promote holistic well-being by understanding how different diseases impact various systems in the body. This knowledge will help me deliver care that is not only evidence-based but also comprehensive and compassionate, ensuring the physical, emotional, and psychological needs of patients are met.

    The course also helped me achieve competencies outlined in AACN Essentials Competency 1.3, which emphasizes demonstrating clinical judgment based on a broad knowledge base. The assignments required me to integrate pathophysiological knowledge with clinical reasoning to make decisions for patient care, as stated by 1.3d. This reinforced the need to apply both foundational and advanced knowledge when assessing patient conditions and determining appropriate interventions.

    Overall, this course has provided me with a deeper understanding of the biological mechanisms behind diseases and the tools needed to apply this knowledge in my future practice. This will be essential in providing safe, high-quality, patient-centered care while continually improving my clinical judgment through evidence-based practice.

    – 2 years ago

  • [Solved] Response Collaboration Question NR 507 Week 8 AC

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    Engage peers by asking questions and offering new insights, applications, perspectives, information, or implications for practice: **Reflect on your learning experience in this course. Which concepts stood out to you and made an impact? How do you envision using these concepts in your future nursing…

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    Assignment Prompt & Instructions

    Engage peers by asking questions and offering new insights, applications, perspectives, information, or implications for practice:

    **Reflect on your learning experience in this course. Which concepts stood out to you and made an impact? How do you envision using these concepts in your future nursing practice as a master’s prepared nurse?**

    Throughout this course, I have gained a deeper understanding of disease processes and their implications for patient care. One of the most impactful concepts was the pathophysiology of chronic conditions such as GERD, peptic ulcer disease, and cardiovascular disorders. Learning how these diseases develop and progress over time has improved my ability to assess patients and care for them on a greater level. I now recognize how factors such as genetics, environment, and lifestyle choices influence disease onset and severity, which is crucial in providing comprehensive care.

    As I advance in my nursing practice, I will apply this knowledge to enhance patient education, implement preventative strategies, and collaborate with healthcare teams. Understanding disease processes allows me to anticipate complications and take proactive measures to improve patient outcomes. For example, when caring for individuals with GERD, I will emphasize lifestyle modifications, dietary adjustments, and medication adherence to prevent progression to more severe conditions like Barrett’s esophagus.

    **Describe how course learning activities and assignments will help you achieve Program Outcome 1: Provide high quality, safe, patient-centered care grounded in holistic health principles.**

    The assignments and learning activities in this course have strengthened my ability to provide safe, high-quality, and patient-centered care. Through case studies and discussions, I was able to apply theoretical knowledge to real-world scenarios, refining my skills in critical thinking and clinical decision-making.

    By analyzing patient cases, I learned to connect pathophysiological changes with clinical presentations, ensuring assessments consider not only symptoms but also psychosocial, environmental, and lifestyle influences. This aligns with a holistic approach to healthcare, where patient well-being extends beyond physical symptoms to include emotional and social factors. Also, reviewing evidence-based treatment options has prepared me to incorporate the latest research into my practice, promoting the highest standard of care.

    **Describe how course assignments or activities will help you achieve ONE of the sub-competencies from the advanced-level nursing education competencies from AACN Essentials Competency 1.3 Demonstrate clinical judgment founded on a broad knowledge base.**

    – **1.3d: Integrate foundational and advanced specialty knowledge into clinical reasoning.**
    – **1.3e: Synthesize current and emerging evidence to influence practice.**

    A vital skill for an advanced practice nurse is clinical judgment founded on evidence-based knowledge, particularly 1.3e: Synthesize current and emerging evidence to influence practice. This course has supported the development of this competency through research-based assignments and literature reviews, which required me to critically evaluate clinical guidelines and treatment protocols.

    For example, while exploring GERD treatment, I analyzed the effectiveness of PPIs, H2 blockers, and lifestyle modifications, allowing me to understand their mechanisms, benefits, and potential risks. This ability to synthesize research findings is essential for ensuring safe, effective, and up-to-date patient care. As a nurse, staying informed about the latest advancements will enable me to make well-informed clinical decisions and contribute to the improvement of healthcare practices.

    This course has significantly enhanced my ability to apply pathophysiological knowledge to patient care, reinforcing the importance of a holistic, evidence-based approach. By integrating research findings and advanced clinical reasoning, I will be better equipped to improve patient safety, treatment efficacy, and overall health outcomes. These skills will allow me to contribute to advancing nursing practice, ensuring that my care remains proactive, patient-focused, and aligned with the latest healthcare innovations.

    – 2 years ago

  • [Solved] WK 1 RESP DATA

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    – 2 years ago **files (1)** – ## WK1DIS.NURS8211CDATA.docx **## WK1DIS.NURS8211CDATA.docx** Back to Week at a Glance Data Management in Research, Quality Improvement (QI) and Evidence-Based Practice (EBP) Have you ever considered the importance of research in nursing? How might research shape the de…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## WK1DIS.NURS8211CDATA.docx

    **## WK1DIS.NURS8211CDATA.docx**

    Back to Week at a Glance

    Data Management in Research, Quality Improvement (QI) and Evidence-Based Practice (EBP)

    Have you ever considered the importance of research in nursing? How might research shape the delivery of healthcare? Research in nursing began with Florence Nightingale in 1850 and has continued to transform in complexity and scope every year since (Gray & Grove, 2020). The field and practice of nursing are greatly influenced by the implementation of evidence-based practice (EBP) and quality improvement (QI) initiatives, and in this first Discussion, you will analyze research to identify gaps in knowledge and practice.

    For this Discussion, you will analyze three different articles: a research study, a published quality improvement article, and a completed evidence-based DNP project to answer the prompts provided.

    **Reference:** Gray, J. R., & Grove, S. K. (2020).
    _Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence_ (9th ed.). Elsevier.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/157739/modules/items/6373610)

    [Required Resources](https://waldenu.instructure.com/courses/157739/pages/week-1-learning-resources?module_item_id=6373600)

    · Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines_ (4th ed.). Sigma Theta Tau International Honor Society of Nursing.

    · Chapter 4, “The Practice Question Phase” (pp. 92–95)

    · Salkind, N., & Frey, B. (2019).
    _Statistics for people who (think they) hate statistics_ (7th ed.). SAGE Publications.

    · Chapter 8, “Hypotheticals and You: Testing Your Questions” (pp.168–169)

    [Required Media](https://waldenu.instructure.com/courses/157739/pages/week-1-learning-resources?module_item_id=6373600)

    · Niedz, B. (2024).
    _Terminology_ [Video]. Walden University. Walden University Canvas. https://waldenu.instructure.com
    BARBARA NIEDZ: Hi, all.

    ·

    · Power point

    ·
    **Document:** [Terminology (PowerPoint presentation)](https://waldenu.instructure.com/courses/157739/files/12465912?wrap=1) [Download Terminology (PowerPoint presentation)](https://waldenu.instructure.com/courses/157739/files/12465912/download?download_frd=1)

    [Required Readings for Topic: Falls](https://waldenu.instructure.com/courses/157739/pages/week-1-learning-resources?module_item_id=6373600)

    [Required Readings for Topic: Falls](https://waldenu.instructure.com/courses/157739/pages/week-1-learning-resources?module_item_id=6373600)

    · Bangura, F. (2024).
    [_Development and evaluation of a nurse practitioner–directed intentional rounding strategy, and its impact on decreasing falls in a veterans long-term care facility_ Links to an external site.](https://www.proquest.com/dissertations-theses/development-evaluation-nurse-practitioner/docview/2932310765/se-2?accountid=14872) (Publication No. 30991997) [Doctoral dissertation, Wilmington University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/dissertations-theses/development-evaluation-nurse-practitioner/docview/2932310765/se-2

    · Khoja, A., & Moosa, L. (2023).
    [Impact of tailored interventions for patient safety (TIPS) to reduce fall ratesLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=163143819&site=eds-live&scope=site&custid=s6527200).
    _MEDSURG Nursing, 32_(2), 89–93.

    · Tzeng, H.-M., & Yin, C.-Y. (2017).
    [A multihospital survey on effective interventions to prevent hospital falls in adultsLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=126865180&site=eds-live&scope=site&custid=s6527200).
    _Nursing Economics, 35_(6), 304–313.

    **To prepare:**

    · Read and view the Learning Resources, focusing especially on pages 92–95 of Dang et al. (2021).

    · Choose one of the topics (from the “Falls” topic list) in the resources and read the three articles presented.

    · View the video on Terminology.

    By Day 3 Of Week 1

    **Post** a response including the following:

    · Identify the gap in knowledge (in the research article) and the gap in practice (in the QI study) presented in the articles provided. Explain how the practice-focused question emerged in the DNP EBP project. Use Table 4.6 on page 95 in Dang et al. (2021).

    · Evaluate the provided research study, the quality improvement study, and the DNP EBP project. Compare and contrast (a) the gap and (b) the research question or practice-focused question.

    By Day 6 of week 1

    **Read** a selection of your colleagues’ posts and
    **respond** to
    **at least two** of your colleagues
    **on two different days** by expanding upon their reflections, making connections to your perceptions, and offering additional insights.

    RESPOND TO THIS DISCUSSION POST

    **BA**

    **Bimpe**

    **Data Management in Research, Quality Improvement (QI) and Evidence-Based Practice (EBP)**

    The research article reveals a gap in knowledge by highlighting that despite existing studies, there remains an unanswered question or insufficient evidence about a specific clinical issue. In other words, current research does not fully explain or resolve the phenomenon under investigation.

    The quality improvement (QI) study, by contrast, uncovers a gap in practice. Stakeholder input (as emphasized on p. 95) shows that the way care is delivered deviates from the evidence‐based standard. This discrepancy between what is done and what should be done signals a need for practice change. Thus, while the research article points to the need for further inquiry to fill an evidentiary void, the QI study demonstrates that established evidence is not being consistently applied in practice (Walden Canvas, n.d.).

    According to Dang et al. (2021, p. 95), a critical early step in the PET process is to “identify stakeholders”—that is, to bring together those who have firsthand experience with the clinical problem and can speak to what is missing or suboptimal in current practice.
    In  an evaluation of these works, it is evident that both research and quality improvement are similar in some ways, while in others, they contrast. The two differ in gap analysis, where research study and address primarily  theoretical and methodological gaps in data management,  while QI focuses on practice, In methodology, research study uses experimental or observational methods, while QI applies process improvement models. In the area of question formulation, research seeks to generate new knowledge, while QI examines practical improvements. Their outcome focus differ in that while research study measures data validity and reliability, QI study assesses improvements in data management efficiency, while  the DNP EBP project evaluates patient outcomes and staff adherence to best practices. In summary for these  complements and contrasts,  the basis in differences has  QI focusing  on performance improvement while research focuses on new discoveries (University of Maryland School of Nursing, n.d.). In these processes, improvement in patient outcomes and staff adherence to best practices are the standard factors to gauge the converging of stakeholders to providing solutions to findings discovered, QI  studies  the  perfecting  of what was discovered and EBP in producing good patient outcome.

    | |
    | — |
    | |

    The DNP EBP Project therefore needs evidence-based data management practices to support QI initiatives.  Brunt et al (2023) describes evidence-based practice as a structured problem-solving method that relies on evidence and integrates new knowledge into clinical and administrative settings.

    In conclusion, findings have  shown that synthesized  QI studies and research studies, the DNP EBP project  ensure that effective  implementation is made used of data  strategies and management which provide  evident based practice  leading to enhanced quality and patient care outcomes.

    References

    Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021). Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines (4th ed.). Sigma Theta Tau International Honor Society of Nursing.

    Niedz, B. (2024). Terminology [Video]. Walden University. Walden University Canvas. https://waldenu.instructure.com

    (n.d.). University of Maryland School of Nursing. https://www.nursing.umaryland.edu/media/son/research/QI-vs-Research.pdf

    Barbara A. Brunt 1, Melanie M. Morris(2023) “Nursing Professional Development Evidence-Based Practice’ StatPearls [Internet]

    **## WK1DIS.NURS8211CDATA.docx**

    Back to Week at a Glance

    Data Management in Research, Quality Improvement (QI) and Evidence-Based Practice (EBP)

    Have you ever considered the importance of research in nursing? How might research shape the delivery of healthcare? Research in nursing began with Florence Nightingale in 1850 and has continued to transform in complexity and scope every year since (Gray & Grove, 2020). The field and practice of nursing are greatly influenced by the implementation of evidence-based practice (EBP) and quality improvement (QI) initiatives, and in this first Discussion, you will analyze research to identify gaps in knowledge and practice.

    For this Discussion, you will analyze three different articles: a research study, a published quality improvement article, and a completed evidence-based DNP project to answer the prompts provided.

    **Reference:** Gray, J. R., & Grove, S. K. (2020).
    _Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence_ (9th ed.). Elsevier.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/157739/modules/items/6373610)

    [Required Resources](https://waldenu.instructure.com/courses/157739/pages/week-1-learning-resources?module_item_id=6373600)

    · Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines_ (4th ed.). Sigma Theta Tau International Honor Society of Nursing.

    · Chapter 4, “The Practice Question Phase” (pp. 92–95)

    · Salkind, N., & Frey, B. (2019).
    _Statistics for people who (think they) hate statistics_ (7th ed.). SAGE Publications.

    · Chapter 8, “Hypotheticals and You: Testing Your Questions” (pp.168–169)

    [Required Media](https://waldenu.instructure.com/courses/157739/pages/week-1-learning-resources?module_item_id=6373600)

    · Niedz, B. (2024).
    _Terminology_ [Video]. Walden University. Walden University Canvas. https://waldenu.instructure.com
    BARBARA NIEDZ: Hi, all.

    ·

    · Power point

    ·
    **Document:** [Terminology (PowerPoint presentation)](https://waldenu.instructure.com/courses/157739/files/12465912?wrap=1) [Download Terminology (PowerPoint presentation)](https://waldenu.instructure.com/courses/157739/files/12465912/download?download_frd=1)

    [Required Readings for Topic: Falls](https://waldenu.instructure.com/courses/157739/pages/week-1-learning-resources?module_item_id=6373600)

    [Required Readings for Topic: Falls](https://waldenu.instructure.com/courses/157739/pages/week-1-learning-resources?module_item_id=6373600)

    · Bangura, F. (2024).
    [_Development and evaluation of a nurse practitioner–directed intentional rounding strategy, and its impact on decreasing falls in a veterans long-term care facility_ Links to an external site.](https://www.proquest.com/dissertations-theses/development-evaluation-nurse-practitioner/docview/2932310765/se-2?accountid=14872) (Publication No. 30991997) [Doctoral dissertation, Wilmington University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/dissertations-theses/development-evaluation-nurse-practitioner/docview/2932310765/se-2

    · Khoja, A., & Moosa, L. (2023).
    [Impact of tailored interventions for patient safety (TIPS) to reduce fall ratesLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=163143819&site=eds-live&scope=site&custid=s6527200).
    _MEDSURG Nursing, 32_(2), 89–93.

    · Tzeng, H.-M., & Yin, C.-Y. (2017).
    [A multihospital survey on effective interventions to prevent hospital falls in adultsLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=126865180&site=eds-live&scope=site&custid=s6527200).
    _Nursing Economics, 35_(6), 304–313.

    **To prepare:**

    · Read and view the Learning Resources, focusing especially on pages 92–95 of Dang et al. (2021).

    · Choose one of the topics (from the “Falls” topic list) in the resources and read the three articles presented.

    · View the video on Terminology.

    By Day 3 Of Week 1

    **Post** a response including the following:

    · Identify the gap in knowledge (in the research article) and the gap in practice (in the QI study) presented in the articles provided. Explain how the practice-focused question emerged in the DNP EBP project. Use Table 4.6 on page 95 in Dang et al. (2021).

    · Evaluate the provided research study, the quality improvement study, and the DNP EBP project. Compare and contrast (a) the gap and (b) the research question or practice-focused question.

    By Day 6 of week 1

    **Read** a selection of your colleagues’ posts and
    **respond** to
    **at least two** of your colleagues
    **on two different days** by expanding upon their reflections, making connections to your perceptions, and offering additional insights.

    RESPOND TO THIS DISCUSSION POST

    **BA**

    **Bimpe**

    **Data Management in Research, Quality Improvement (QI) and Evidence-Based Practice (EBP)**

    The research article reveals a gap in knowledge by highlighting that despite existing studies, there remains an unanswered question or insufficient evidence about a specific clinical issue. In other words, current research does not fully explain or resolve the phenomenon under investigation.

    The quality improvement (QI) study, by contrast, uncovers a gap in practice. Stakeholder input (as emphasized on p. 95) shows that the way care is delivered deviates from the evidence‐based standard. This discrepancy between what is done and what should be done signals a need for practice change. Thus, while the research article points to the need for further inquiry to fill an evidentiary void, the QI study demonstrates that established evidence is not being consistently applied in practice (Walden Canvas, n.d.).

    According to Dang et al. (2021, p. 95), a critical early step in the PET process is to “identify stakeholders”—that is, to bring together those who have firsthand experience with the clinical problem and can speak to what is missing or suboptimal in current practice.
    In  an evaluation of these works, it is evident that both research and quality improvement are similar in some ways, while in others, they contrast. The two differ in gap analysis, where research study and address primarily  theoretical and methodological gaps in data management,  while QI focuses on practice, In methodology, research study uses experimental or observational methods, while QI applies process improvement models. In the area of question formulation, research seeks to generate new knowledge, while QI examines practical improvements. Their outcome focus differ in that while research study measures data validity and reliability, QI study assesses improvements in data management efficiency, while  the DNP EBP project evaluates patient outcomes and staff adherence to best practices. In summary for these  complements and contrasts,  the basis in differences has  QI focusing  on performance improvement while research focuses on new discoveries (University of Maryland School of Nursing, n.d.). In these processes, improvement in patient outcomes and staff adherence to best practices are the standard factors to gauge the converging of stakeholders to providing solutions to findings discovered, QI  studies  the  perfecting  of what was discovered and EBP in producing good patient outcome.

    | |
    | — |
    | |

    The DNP EBP Project therefore needs evidence-based data management practices to support QI initiatives.  Brunt et al (2023) describes evidence-based practice as a structured problem-solving method that relies on evidence and integrates new knowledge into clinical and administrative settings.

    In conclusion, findings have  shown that synthesized  QI studies and research studies, the DNP EBP project  ensure that effective  implementation is made used of data  strategies and management which provide  evident based practice  leading to enhanced quality and patient care outcomes.

    References

    Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021). Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines (4th ed.). Sigma Theta Tau International Honor Society of Nursing.

    Niedz, B. (2024). Terminology [Video]. Walden University. Walden University Canvas. https://waldenu.instructure.com

    (n.d.). University of Maryland School of Nursing. https://www.nursing.umaryland.edu/media/son/research/QI-vs-Research.pdf

    Barbara A. Brunt 1, Melanie M. Morris(2023) “Nursing Professional Development Evidence-Based Practice’ StatPearls [Internet]

  • [Solved] Unit 3 IP: Fiduciary Duties in Healthcare

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    **Deliverable Length:** 6-8 power point slides with speaker notes for each slide NOTE: **Cite at least 3 scholarly references published within the last 2-3 years, and one reference must be the course textbook, Chapters 7, 8, 9, & 10. All sources should be cited using APA format,** **7th edition.** *…

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    Assignment Prompt & Instructions

    **Deliverable Length:** 6-8 power point slides with speaker notes for each slide

    NOTE: **Cite at least 3 scholarly references published within the last 2-3 years, and one reference must be the course textbook, Chapters 7, 8, 9, & 10. All sources should be cited using APA format,** **7th edition.**

    **Description**

    You are currently working as an intern with the chief executive officer (CEO) of a large health system that includes inpatient facilities and ambulatory services, including the following:

    – Clinics
    – Emergency room services
    – Outpatient services

    The organization accepts the following:

    – Government payers
    – Commercial payers
    – Managed care
    – Private pay

    The CEO of your organization has asked you to provide an education session for the board of directors on their fiduciary duties.

    Using at least 3 professional resources cited in APA format, prepare 6–8 slides, **not** including the**title page** and the **reference page**, with 200-word speaker notes for each slide that you will use to present to the board to explain at least 3 of the fiduciary duties of the board of directors of the healthcare organization. Each fiduciary duty must go on its own slide. Include graphs and/or images where you see they are applicable.

    – [\
    \
    APAStyleExamples.docx](https://www.sweetstudy.com/files/apastyleexamples-docx-10207951 "APAStyleExamples.docx")
    – [\
    \
    medical-law-and-ethics-6th-edition-original-pdf.pdf](https://www.sweetstudy.com/files/medical-law-and-ethics-6th-edition-original-pdf-pdf-10207953 "medical-law-and-ethics-6th-edition-original-pdf.pdf")

    – 2 years ago

  • [Solved] Nursing HOMEWORK

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    – 2 years ago **files (1)** – ## WEEK1_AYIKA_P_PMHNPClinicalSkillsSelfAssessmentFormPsychtherapyprac.docm **## WEEK1_AYIKA_P_PMHNPClinicalSkillsSelfAssessmentFormPsychtherapyprac.docm** Use the PMHNP Clinical Skills Self-Assessment Form to complete the following: · Rate yourself according to y…

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    – 2 years ago

    **files (1)**

    – ## WEEK1_AYIKA_P_PMHNPClinicalSkillsSelfAssessmentFormPsychtherapyprac.docm

    **## WEEK1_AYIKA_P_PMHNPClinicalSkillsSelfAssessmentFormPsychtherapyprac.docm**

    Use the PMHNP Clinical Skills Self-Assessment Form to complete the following:

    · Rate yourself according to your confidence level performing the procedures identified on the Clinical Skills Self-Assessment Form.

    · Based on your ratings, summarize your strengths and opportunities for improvement.

    · Based on your self-assessment and theory of nursing practice, develop 3–4 measurable goals and objectives for this practicum experience. Include them on the designated area of the form.

    **_PMHNP PRAC 6645 Clinical Skills_**

    **_Self-Assessment Form_**

    | | | | | |
    | — | — | — | — | — |
    | **Desired Clinical Skills for Students to Achieve** | **Confident**(Can complete independently) | **Mostly confident**(Can complete with supervision) | **Beginning**(Have performed with supervision or need supervision to feel confident) | **New**(Have never performed or does not apply) |
    | **Comprehensive psychiatric evaluation skills in:** |
    | Recognizing clinical signs and symptoms of psychiatric illness across the lifespan | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Differentiating between pathophysiological and psychopathological conditions | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Performing and interpreting a comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies) | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Performing and interpreting a mental status examination | | **Mostly confident**(Can complete with supervision | | |
    | Performing and interpreting a psychosocial assessment and family psychiatric history | | **Mostly confident**(Can complete with supervision | | |
    | Performing and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational). | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | **Diagnostic reasoning skill in:** |
    | Developing and prioritizing a differential diagnoses list | | **Mostly confident**(Can complete with supervision | | |
    | Formulating diagnoses according to DSM 5 based on assessment data | | **Mostly confident**(Can complete with supervision | | |
    | Differentiating between normal/abnormal age-related physiological and psychological symptoms/changes | | **Mostly confident**(Can complete with supervision | | |
    | **Pharmacotherapeutic skills in:** |
    | Selecting appropriate evidence based clinical practice guidelines for medication plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management) | | **Mostly confident**(Can complete with supervision | | |
    | Evaluating patient response and modify plan as necessary | | **Mostly confident**(Can complete with supervision | | |
    | Documenting (e.g., adverse reaction, the patient response, changes to the plan of care) | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | **Psychotherapeutic Treatment Planning:** |
    | Recognizes concepts of therapeutic modalities across the lifespan | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Selecting appropriate evidence based clinical practice guidelines for psychotherapeutic plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management, modality appropriate for situation) | | **Mostly confident**(Can complete with supervision | | |
    | Applies age appropriate psychotherapeutic counseling techniques with individuals, families, and/or groups | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Develop an age appropriate individualized plan of care | **Confident**(Can complete independently | | | |
    | Provide psychoeducation to individuals, family, and/or groups | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Promote health and disease prevention techniques | | **Mostly confident**(Can complete with supervision | | |
    | **Self-Assessment skills:** |
    | Develop SMART goals for practicum experiences | | **Mostly confident**(Can complete with supervision | | |
    | Evaluating outcomes of practicum goals and modify plan as necessary | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Documenting and reflecting on learning experiences | | **Mostly confident**(Can complete with supervision | | |
    | **Professional skills:** |
    | Maintains professional boundaries and therapeutic relationship with clients and staff | | **Mostly confident**(Can complete with supervision | | |
    | Collaborate with multi-disciplinary teams to improve clinical practice in mental health settings | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Identifies ethical and legal dilemmas with possible resolutions | | **Mostly confident**(Can complete with supervision | | |
    | Demonstrates non-judgmental practice approach and empathy | | **Mostly confident**(Can complete with supervision | | |
    | Practices within scope of practice | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | **Selecting and implementing appropriate screening instrument(s), interpreting results, and making recommendations and referrals:** |
    | Demonstrates selecting the correct screening instrument appropriate for the clinical situation | | **Mostly confident**(Can complete with supervision | | |
    | Implements the screening instrument efficiently and effectively with the clients | **Confident**(Can complete independently | | | |
    | Interprets results for screening instruments accurately | | **Mostly confident**(Can complete with supervision | | |
    | Develops an appropriate plan of care based upon screening instruments response | | **Mostly confident**(Can complete with supervision | | |
    | Identifies the need to refer to another specialty provider when applicable | | **Mostly confident**(Can complete with supervision | | |
    | Accurately documents recommendations for psychiatric consultations when applicable | | **Mostly confident**(Can complete with supervision | | |

    **Summary of strengths:**

    | |
    | — |
    | |

    **Opportunities for growth:**

    | |
    | — |
    | |

    **Now, write three to four (3–4) possible goals and objectives for this practicum experience. Ensure that they follow the SMART Strategy, as described in the Learning Resources.**

    | |
    | — |
    | 1. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:**<br>2. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:**<br>3. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:**<br>4. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:** |

    **Signature:**

    **Date:**

    **Course/Section:**

    **## WEEK1_AYIKA_P_PMHNPClinicalSkillsSelfAssessmentFormPsychtherapyprac.docm**

    Use the PMHNP Clinical Skills Self-Assessment Form to complete the following:

    · Rate yourself according to your confidence level performing the procedures identified on the Clinical Skills Self-Assessment Form.

    · Based on your ratings, summarize your strengths and opportunities for improvement.

    · Based on your self-assessment and theory of nursing practice, develop 3–4 measurable goals and objectives for this practicum experience. Include them on the designated area of the form.

    **_PMHNP PRAC 6645 Clinical Skills_**

    **_Self-Assessment Form_**

    | | | | | |
    | — | — | — | — | — |
    | **Desired Clinical Skills for Students to Achieve** | **Confident**(Can complete independently) | **Mostly confident**(Can complete with supervision) | **Beginning**(Have performed with supervision or need supervision to feel confident) | **New**(Have never performed or does not apply) |
    | **Comprehensive psychiatric evaluation skills in:** |
    | Recognizing clinical signs and symptoms of psychiatric illness across the lifespan | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Differentiating between pathophysiological and psychopathological conditions | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Performing and interpreting a comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies) | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Performing and interpreting a mental status examination | | **Mostly confident**(Can complete with supervision | | |
    | Performing and interpreting a psychosocial assessment and family psychiatric history | | **Mostly confident**(Can complete with supervision | | |
    | Performing and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational). | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | **Diagnostic reasoning skill in:** |
    | Developing and prioritizing a differential diagnoses list | | **Mostly confident**(Can complete with supervision | | |
    | Formulating diagnoses according to DSM 5 based on assessment data | | **Mostly confident**(Can complete with supervision | | |
    | Differentiating between normal/abnormal age-related physiological and psychological symptoms/changes | | **Mostly confident**(Can complete with supervision | | |
    | **Pharmacotherapeutic skills in:** |
    | Selecting appropriate evidence based clinical practice guidelines for medication plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management) | | **Mostly confident**(Can complete with supervision | | |
    | Evaluating patient response and modify plan as necessary | | **Mostly confident**(Can complete with supervision | | |
    | Documenting (e.g., adverse reaction, the patient response, changes to the plan of care) | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | **Psychotherapeutic Treatment Planning:** |
    | Recognizes concepts of therapeutic modalities across the lifespan | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Selecting appropriate evidence based clinical practice guidelines for psychotherapeutic plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management, modality appropriate for situation) | | **Mostly confident**(Can complete with supervision | | |
    | Applies age appropriate psychotherapeutic counseling techniques with individuals, families, and/or groups | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Develop an age appropriate individualized plan of care | **Confident**(Can complete independently | | | |
    | Provide psychoeducation to individuals, family, and/or groups | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Promote health and disease prevention techniques | | **Mostly confident**(Can complete with supervision | | |
    | **Self-Assessment skills:** |
    | Develop SMART goals for practicum experiences | | **Mostly confident**(Can complete with supervision | | |
    | Evaluating outcomes of practicum goals and modify plan as necessary | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Documenting and reflecting on learning experiences | | **Mostly confident**(Can complete with supervision | | |
    | **Professional skills:** |
    | Maintains professional boundaries and therapeutic relationship with clients and staff | | **Mostly confident**(Can complete with supervision | | |
    | Collaborate with multi-disciplinary teams to improve clinical practice in mental health settings | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Identifies ethical and legal dilemmas with possible resolutions | | **Mostly confident**(Can complete with supervision | | |
    | Demonstrates non-judgmental practice approach and empathy | | **Mostly confident**(Can complete with supervision | | |
    | Practices within scope of practice | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | **Selecting and implementing appropriate screening instrument(s), interpreting results, and making recommendations and referrals:** |
    | Demonstrates selecting the correct screening instrument appropriate for the clinical situation | | **Mostly confident**(Can complete with supervision | | |
    | Implements the screening instrument efficiently and effectively with the clients | **Confident**(Can complete independently | | | |
    | Interprets results for screening instruments accurately | | **Mostly confident**(Can complete with supervision | | |
    | Develops an appropriate plan of care based upon screening instruments response | | **Mostly confident**(Can complete with supervision | | |
    | Identifies the need to refer to another specialty provider when applicable | | **Mostly confident**(Can complete with supervision | | |
    | Accurately documents recommendations for psychiatric consultations when applicable | | **Mostly confident**(Can complete with supervision | | |

    **Summary of strengths:**

    | |
    | — |
    | |

    **Opportunities for growth:**

    | |
    | — |
    | |

    **Now, write three to four (3–4) possible goals and objectives for this practicum experience. Ensure that they follow the SMART Strategy, as described in the Learning Resources.**

    | |
    | — |
    | 1. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:**<br>2. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:**<br>3. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:**<br>4. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:** |

    **Signature:**

    **Date:**

    **Course/Section:**

  • [Solved] discussion

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    – 2 years ago **files (1)** – ## DISCUSSIONCHAT.docx **## DISCUSSIONCHAT.docx** Biological Basis and Ethical/Legal Considerations of Psychotherapy Respond **to** at least two **of your colleagues on** 2 different days **by providing an additional scholarly resource that supports or challenges their …

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    – 2 years ago

    **files (1)**

    – ## DISCUSSIONCHAT.docx

    **## DISCUSSIONCHAT.docx**

    Biological Basis and Ethical/Legal Considerations of Psychotherapy

    Respond
    **to** at least two
    **of your colleagues on** 2 different days
    **by providing an additional scholarly resource that supports or challenges their position, along with a brief explanation of the resource**.

    Kanika S

    Psychotherapy is a therapeutic way to communicate with clients, leading to mutual understanding, self-awareness, and conflict resolution in oneself and interpersonal relationships. According to Cammisuli and Castelnuovo (2023), psychotherapy affects clients biologically by changing the amygdala and prefrontal cortex neural pathways that process emotions, behaviors, and attachment styles. Chemical messages from the brain control feelings, emotions, and subsequent behavior if there is no differentiation. Psychotherapy can directly change thought processes and behavior, thereby affecting the biochemical environment in the brain of an individual through emotional regulation and behavioral change.

              Many factors, such as culture, religion, and socioeconomic considerations, can influence how psychotherapy intervention is viewed. The client's interaction with society can determine an individual's perspective on the validity, usefulness, and importance of mental health interventions such as psychotherapy. Individuals understand the world through their environment and experiences shaped by cultural norms, religion, and socioeconomic status. Likewise, societal status can limit access to healthcare resources; religious constructs can influence moral barometers of what is considered appropriate, and cultural norms can determine what is viewed as acceptable behavior, which can manifest as guilt, shame, and denial (Fonagy & Luyten, 2021).

              Furthermore, the clinician should consider legal and ethical considerations for group and family therapy and the differences between individual therapy. According to (Avasthi et al., 2022), psychotherapy group sessions can strengthen relationships and foster mutual reliance on community but come with additional concerns about maintaining a therapeutic environment for healing and growth. The therapeutic relationship during psychotherapy should involve informed consent, respect for individual agency to make informed decisions, confidentiality regarding the disclosure of sensitive information in a group setting, permission to engage others in health promotion, and maintaining boundaries of others. Therefore, approaches to group or family sessions should be handled differently, personal boundaries for mutual respect, group confidentiality during sessions, and healthy conflict resolution. The references to support this discussion are secondary sources from peer-reviewed articles from scholarly journals.

    Psychotherapy is a therapeutic way to communicate with clients, leading to mutual understanding, self-awareness, and conflict resolution in oneself and interpersonal relationships. According to Cammisuli and Castelnuovo (2023), psychotherapy affects clients biologically by changing the amygdala and prefrontal cortex neural pathways that process emotions, behaviors, and attachment styles. Chemical messages from the brain control feelings, emotions, and subsequent behavior if there is no differentiation.

    SHEILA FIL

    Psychotherapy can directly change thought processes and behavior, thereby affecting the biochemical environment in the brain of an individual through emotional regulation and behavioral change.

              Many factors, such as culture, religion, and socioeconomic considerations, can influence how psychotherapy intervention is viewed. The client's interaction with society can determine an individual's perspective on the validity, usefulness, and importance of mental health interventions such as psychotherapy. Individuals understand the world through their environment and experiences shaped by cultural norms, religion, and socioeconomic status. Likewise, societal status can limit access to healthcare resources; religious constructs can influence moral barometers of what is considered appropriate, and cultural norms can determine what is viewed as acceptable behavior, which can manifest as guilt, shame, and denial (Fonagy & Luyten, 2021).

              Furthermore, the clinician should consider legal and ethical considerations for group and family therapy and the differences between individual therapy. According to (Avasthi et al., 2022), psychotherapy group sessions can strengthen relationships and foster mutual reliance on community but come with additional concerns about maintaining a therapeutic environment for healing and growth. The therapeutic relationship during psychotherapy should involve informed consent, respect for individual agency to make informed decisions, confidentiality regarding the disclosure of sensitive information in a group setting, permission to engage others in health promotion, and maintaining boundaries of others. Therefore, approaches to group or family sessions should be handled differently, personal boundaries for mutual respect, group confidentiality during sessions, and healthy conflict resolution. The references to support this discussion are secondary sources from peer-reviewed articles from scholarly journals.

    Individuals who are affiliated with religious communities are less inclined to seek behavioral services from a mental health counselor.  They would prefer to seek counseling from their church leaders for spiritual and mental health assistance rather than undergoing mental health remedies.  Malvia (2023) recommends that patients be advised to adhere to medication management and engage in spiritual counseling.

    When establishing psychotherapy for patients, it is crucial to consider legal and ethical considerations.   Cognitive insight, clinical insight, metacognition, and self-awareness.  In psychiatry, insight regarding an illness broadly denotes the patient's capacity to be consciously aware of the illness, recognize that their symptoms are indicative of mental illness, and understand that these symptoms necessitate treatment.   Cognitive insight is the ability to correct inappropriate interpretations and conclusions by engaging in self-reflectiveness as a mechanism for evaluating one's symptoms and self-certainty (Martin, 2023).

    Metacognition is an additional factor in psychotherapy that encompasses a variety of activities, including the recognition of discrete thoughts, desires, and emotions, the identification of attentional biases, and the integration of these phenomena into a more intricate understanding of oneself and others, which is necessary for navigating psychosocial challenges.  Lastly, self-consciousness, which encompasses the capacity to be the focus of one's own attention, can be categorized as either internal private self-consciousness or public self-consciousness (Martin,, 2023).

    Informed assent is an additional critical component of psychotherapy that must be obtained before the commencement of the treatment.  In order to engage in counseling, therapists must obtain the consent of their parents or guardians.   Confidentiality must be preserved during both individual and group therapy.  Confidentiality must be consistently reinforced and clear guidelines must be established.  Verifying custody of minors and reporting information to the parents or legal guardians are additional legal considerations (An et al., 2023).

    **## DISCUSSIONCHAT.docx**

    Biological Basis and Ethical/Legal Considerations of Psychotherapy

    Respond
    **to** at least two
    **of your colleagues on** 2 different days
    **by providing an additional scholarly resource that supports or challenges their position, along with a brief explanation of the resource**.

    Kanika S

    Psychotherapy is a therapeutic way to communicate with clients, leading to mutual understanding, self-awareness, and conflict resolution in oneself and interpersonal relationships. According to Cammisuli and Castelnuovo (2023), psychotherapy affects clients biologically by changing the amygdala and prefrontal cortex neural pathways that process emotions, behaviors, and attachment styles. Chemical messages from the brain control feelings, emotions, and subsequent behavior if there is no differentiation. Psychotherapy can directly change thought processes and behavior, thereby affecting the biochemical environment in the brain of an individual through emotional regulation and behavioral change.

              Many factors, such as culture, religion, and socioeconomic considerations, can influence how psychotherapy intervention is viewed. The client's interaction with society can determine an individual's perspective on the validity, usefulness, and importance of mental health interventions such as psychotherapy. Individuals understand the world through their environment and experiences shaped by cultural norms, religion, and socioeconomic status. Likewise, societal status can limit access to healthcare resources; religious constructs can influence moral barometers of what is considered appropriate, and cultural norms can determine what is viewed as acceptable behavior, which can manifest as guilt, shame, and denial (Fonagy & Luyten, 2021).

              Furthermore, the clinician should consider legal and ethical considerations for group and family therapy and the differences between individual therapy. According to (Avasthi et al., 2022), psychotherapy group sessions can strengthen relationships and foster mutual reliance on community but come with additional concerns about maintaining a therapeutic environment for healing and growth. The therapeutic relationship during psychotherapy should involve informed consent, respect for individual agency to make informed decisions, confidentiality regarding the disclosure of sensitive information in a group setting, permission to engage others in health promotion, and maintaining boundaries of others. Therefore, approaches to group or family sessions should be handled differently, personal boundaries for mutual respect, group confidentiality during sessions, and healthy conflict resolution. The references to support this discussion are secondary sources from peer-reviewed articles from scholarly journals.

    Psychotherapy is a therapeutic way to communicate with clients, leading to mutual understanding, self-awareness, and conflict resolution in oneself and interpersonal relationships. According to Cammisuli and Castelnuovo (2023), psychotherapy affects clients biologically by changing the amygdala and prefrontal cortex neural pathways that process emotions, behaviors, and attachment styles. Chemical messages from the brain control feelings, emotions, and subsequent behavior if there is no differentiation.

    SHEILA FIL

    Psychotherapy can directly change thought processes and behavior, thereby affecting the biochemical environment in the brain of an individual through emotional regulation and behavioral change.

              Many factors, such as culture, religion, and socioeconomic considerations, can influence how psychotherapy intervention is viewed. The client's interaction with society can determine an individual's perspective on the validity, usefulness, and importance of mental health interventions such as psychotherapy. Individuals understand the world through their environment and experiences shaped by cultural norms, religion, and socioeconomic status. Likewise, societal status can limit access to healthcare resources; religious constructs can influence moral barometers of what is considered appropriate, and cultural norms can determine what is viewed as acceptable behavior, which can manifest as guilt, shame, and denial (Fonagy & Luyten, 2021).

              Furthermore, the clinician should consider legal and ethical considerations for group and family therapy and the differences between individual therapy. According to (Avasthi et al., 2022), psychotherapy group sessions can strengthen relationships and foster mutual reliance on community but come with additional concerns about maintaining a therapeutic environment for healing and growth. The therapeutic relationship during psychotherapy should involve informed consent, respect for individual agency to make informed decisions, confidentiality regarding the disclosure of sensitive information in a group setting, permission to engage others in health promotion, and maintaining boundaries of others. Therefore, approaches to group or family sessions should be handled differently, personal boundaries for mutual respect, group confidentiality during sessions, and healthy conflict resolution. The references to support this discussion are secondary sources from peer-reviewed articles from scholarly journals.

    Individuals who are affiliated with religious communities are less inclined to seek behavioral services from a mental health counselor.  They would prefer to seek counseling from their church leaders for spiritual and mental health assistance rather than undergoing mental health remedies.  Malvia (2023) recommends that patients be advised to adhere to medication management and engage in spiritual counseling.

    When establishing psychotherapy for patients, it is crucial to consider legal and ethical considerations.   Cognitive insight, clinical insight, metacognition, and self-awareness.  In psychiatry, insight regarding an illness broadly denotes the patient's capacity to be consciously aware of the illness, recognize that their symptoms are indicative of mental illness, and understand that these symptoms necessitate treatment.   Cognitive insight is the ability to correct inappropriate interpretations and conclusions by engaging in self-reflectiveness as a mechanism for evaluating one's symptoms and self-certainty (Martin, 2023).

    Metacognition is an additional factor in psychotherapy that encompasses a variety of activities, including the recognition of discrete thoughts, desires, and emotions, the identification of attentional biases, and the integration of these phenomena into a more intricate understanding of oneself and others, which is necessary for navigating psychosocial challenges.  Lastly, self-consciousness, which encompasses the capacity to be the focus of one's own attention, can be categorized as either internal private self-consciousness or public self-consciousness (Martin,, 2023).

    Informed assent is an additional critical component of psychotherapy that must be obtained before the commencement of the treatment.  In order to engage in counseling, therapists must obtain the consent of their parents or guardians.   Confidentiality must be preserved during both individual and group therapy.  Confidentiality must be consistently reinforced and clear guidelines must be established.  Verifying custody of minors and reporting information to the parents or legal guardians are additional legal considerations (An et al., 2023).

  • [Solved] responses to two discussions post

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    See Attached doc – 2 years ago **files (1)** – ## Responses.docx **## Responses.docx** **At least 2 references for each response. Respond by offering additional insights or alternative perspectives on their analysis of the video, other rating scales that may be used with children, or other treatment…

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    – 2 years ago

    **files (1)**

    – ## Responses.docx

    **## Responses.docx**

    **At least 2 references for each response. Respond by offering additional insights or alternative perspectives on their analysis of the video, other rating scales that may be used with children, or other treatment options for children not yet mentioned. Be specific and provide a rationale with evidence.**

    **Response 1**

    In the YMH Boston Vignette video scenario, the practitioner demonstrated effective techniques but also had areas for improvement. She maintained a neutral facial expression, communicated non-judgmentally, and used open-ended questions, which can foster therapeutic rapport and aid in gathering essential information for an accurate assessment. However, she did not introduce herself or clarify her role in the treatment process, which led to the patient appearing hesitant to engage and displaying a facial expression suggesting confusion about why he was being asked these questions.

    At this point in the interview, there are some compelling concerns. The patient has indicated that he has been having thoughts about “not wanting to be alive” following his girlfriend's breakup. He admitted to the practitioner that he had contemplated harming himself. She stated, “Tell me more about that.” However, my next question would be, “Do you have a plan to hurt yourself?” This would be my next question instead of "Tell me more about that" because assessing for imminent risk is a priority in suicide risk evaluation. When a patient expresses thoughts of not wanting to be alive or has contemplated self-harm, it is crucial to determine the severity and immediacy of the risk. Asking the patient about a plan helps establish the level of danger by assessing specificity, intent, and means. If the patient has a well-developed plan, the risk of suicide can be significantly higher and may require immediate intervention. "Tell me more about that" encourages the patient to elaborate and discuss his feelings; however, it may not provide the practitioner with the urgent, concrete information needed to assess the potential for immediate self-harm. By directly asking about a plan, the practitioner can quickly determine the appropriate level of care required for this patient, whether that be increased monitoring, hospitalization, or other crisis interventions.

    **Comprehensive Psychiatric Assessment:**

    A comprehensive psychiatric assessment of a child or adolescent is essential for accurately diagnosing mental health conditions and formulating an appropriate treatment plan. Children and adolescents may present symptoms differently than adults, and biological, psychological, and social factors influence their behaviors, emotions, and cognitive development. A thorough assessment considers these variables, identifies co-occurring conditions, and ensures interventions are tailored to the child’s developmental stage and needs (Boland et al., 2022).

    Two symptom rating scales that could be used to assess a child or adolescent are the Child Behavior Checklist (CBCL) and the Pediatric Symptom Checklist (PSC). The Pediatric Symptom Checklist is a brief screening tool completed by parents that evaluates psychosocial functioning in children. It helps identify emotional and behavioral difficulties that may require further psychiatric evaluation (Pagano et al., 2000). The Child Behavior Checklist (CBCL) is a parent-reported questionnaire that assesses a wide range of emotional and behavioral problems in children and adolescents. It provides standardized scores for anxiety, depression, aggression, and hyperactivity behaviors, aiding in diagnosis and treatment planning (Mazefsky et al., 2010).

    Play therapy is a therapeutic approach designed for younger children who may lack the verbal skills to express their emotions effectively. Through play, therapists can observe behaviors, identify emotional conflicts, and help children process experiences developmentally appropriately (Wheeler, 2022). Another intervention tailored explicitly for children is Parent-Child Interaction Therapy (PCIT). This is an evidence-based treatment for behavioral issues in young children, specifically ages 2-7 years. PCIT involves real-time coaching for parents to enhance communication, set appropriate limits, and reinforce positive behaviors. Unlike treatments commonly used for adults, PCIT focuses on strengthening the caregiver-child relationship to promote healthier interactions and emotional regulation (Lieneman et al., 2017).

    Parents and guardians play a crucial role in the psychiatric assessment of children and adolescents. They provide valuable insight into the child’s developmental history, behavioral patterns, and any concerns observed at home, school, or social settings. Parents and/or guardians collaborate with clinicians to ensure accurate symptom reporting, support treatment adherence, and implement recommended behavioral interventions. “Clinical assessments with children and adolescents are, therefore, elaborate and require the clinician to be astute and conscientious in obtaining information from multiple sources and settings, i.e., the child, parents, teachers, and other caregivers. There are bound to be discrepancies in the report; nevertheless, multi-source information is a requirement during diagnosis and management (Sharma et al., 2019, p.). Their involvement is critical for a holistic understanding of the child's mental health and well-being.

    **Response 2**

    Vignette 5 presents an adolescent male who is being assessed by a practitioner for mood symptoms. The practitioner demonstrated several strengths during the evaluation. One of these was the use of a combination of open-ended and direct questions which enabled them to obtain responses to specific issues affecting the patient and presented the patient with an opportunity to explain his current needs. Additionally, the practitioner’s use of active listening provides reassurance to the patient and motivates him to share more information about his mental state (Corey et al., 2024). Further, the practitioner encouraged the patient to share his current struggles by applying good communication skills and respectful language. However, the practitioner could have hindered therapeutic alliance due to her failure to introduce herself to the patient (Corey et al., 2024; Wheeler, 2020). Further, it is important to obtain informed consent from the patient or the parent in case the patient has not attained the legal age of consent before initiating the evaluation (Wheeler, 2020). The practitioner should also ask more relevant questions that are appropriate for the patient’s age. For instance, the patient appeared embarrassed when he was asked if he cries a lot.

    There are some compelling concerns that emerge during the psychiatric evaluation. One of these is the failure to obtain informed consent which raises both ethical and legal issues (Wheeler, 2020). Another concern is the patient’s hesitancy to respond to questions which raises questions about his comfort with the presence of his parents and the completeness of the responses that he provides (Wheeler, 2020). The practitioner’s failure to follow up on the patient despite his endorsement of suicidality is a key concern. Powsner et al. (2023) emphasized the need to conduct extensive screening to determine the patient’s suicide risk while Nöhles et al. (2023) recommended initiation of support services considering that half of patients with major depressive disorder demonstrate passive suicide similar to the patient in the video and 31% of them attempt suicide at some point in their lives. Based on these concerns, the next questions should whether the patient is comfortable answering questions with his parents present and if he ever attempted suicide.

    Practitioners must always perform a thorough psychiatric assessment of children and adolescents who present with psychiatric needs. Wheeler (2020) argued that a thorough assessment is key to understanding the specific needs of the patients, accurate diagnosis, and personalization of treatment plan. The author added that a thorough assessment enables providers to discern the specific causes of the patient’s symptoms considering the thin line that separates most mental/psychiatric disorders.

    Screening tools could also help in performing a comprehensive psychiatric evaluation. Precisely, the Beck Depression Inventory-II is a valuable tool for this patient since it could aid in assessing the presence of and severity of depression with great accuracy considering that the patient already endorsed feeling depressed (Almeida et al., 2022). Austria-Corrales et al. (2023) also recommended the Columbia-Suicide Severity Rating Scale for such patients who endorse passive suicidality since it helps to perform a risk assessment and informs support services necessary for the patient.

    Age is a significant factor when selecting treatments. Wheeler (2020) identified Parent-Child Interaction Therapy and Interpersonal Psychotherapy with Adolescents as two interventions that may be suitable for children and adolescents but unsuitable when treating adults. The author also recognized the role of parents when performing psychiatric evaluations on pediatric patients since it creates trust, builds patients’ confidence, and presents an opportunity for parents to provide additional information that could be easily missed by pediatric patients.

    **## Responses.docx**

    **At least 2 references for each response. Respond by offering additional insights or alternative perspectives on their analysis of the video, other rating scales that may be used with children, or other treatment options for children not yet mentioned. Be specific and provide a rationale with evidence.**

    **Response 1**

    In the YMH Boston Vignette video scenario, the practitioner demonstrated effective techniques but also had areas for improvement. She maintained a neutral facial expression, communicated non-judgmentally, and used open-ended questions, which can foster therapeutic rapport and aid in gathering essential information for an accurate assessment. However, she did not introduce herself or clarify her role in the treatment process, which led to the patient appearing hesitant to engage and displaying a facial expression suggesting confusion about why he was being asked these questions.

    At this point in the interview, there are some compelling concerns. The patient has indicated that he has been having thoughts about “not wanting to be alive” following his girlfriend's breakup. He admitted to the practitioner that he had contemplated harming himself. She stated, “Tell me more about that.” However, my next question would be, “Do you have a plan to hurt yourself?” This would be my next question instead of "Tell me more about that" because assessing for imminent risk is a priority in suicide risk evaluation. When a patient expresses thoughts of not wanting to be alive or has contemplated self-harm, it is crucial to determine the severity and immediacy of the risk. Asking the patient about a plan helps establish the level of danger by assessing specificity, intent, and means. If the patient has a well-developed plan, the risk of suicide can be significantly higher and may require immediate intervention. "Tell me more about that" encourages the patient to elaborate and discuss his feelings; however, it may not provide the practitioner with the urgent, concrete information needed to assess the potential for immediate self-harm. By directly asking about a plan, the practitioner can quickly determine the appropriate level of care required for this patient, whether that be increased monitoring, hospitalization, or other crisis interventions.

    **Comprehensive Psychiatric Assessment:**

    A comprehensive psychiatric assessment of a child or adolescent is essential for accurately diagnosing mental health conditions and formulating an appropriate treatment plan. Children and adolescents may present symptoms differently than adults, and biological, psychological, and social factors influence their behaviors, emotions, and cognitive development. A thorough assessment considers these variables, identifies co-occurring conditions, and ensures interventions are tailored to the child’s developmental stage and needs (Boland et al., 2022).

    Two symptom rating scales that could be used to assess a child or adolescent are the Child Behavior Checklist (CBCL) and the Pediatric Symptom Checklist (PSC). The Pediatric Symptom Checklist is a brief screening tool completed by parents that evaluates psychosocial functioning in children. It helps identify emotional and behavioral difficulties that may require further psychiatric evaluation (Pagano et al., 2000). The Child Behavior Checklist (CBCL) is a parent-reported questionnaire that assesses a wide range of emotional and behavioral problems in children and adolescents. It provides standardized scores for anxiety, depression, aggression, and hyperactivity behaviors, aiding in diagnosis and treatment planning (Mazefsky et al., 2010).

    Play therapy is a therapeutic approach designed for younger children who may lack the verbal skills to express their emotions effectively. Through play, therapists can observe behaviors, identify emotional conflicts, and help children process experiences developmentally appropriately (Wheeler, 2022). Another intervention tailored explicitly for children is Parent-Child Interaction Therapy (PCIT). This is an evidence-based treatment for behavioral issues in young children, specifically ages 2-7 years. PCIT involves real-time coaching for parents to enhance communication, set appropriate limits, and reinforce positive behaviors. Unlike treatments commonly used for adults, PCIT focuses on strengthening the caregiver-child relationship to promote healthier interactions and emotional regulation (Lieneman et al., 2017).

    Parents and guardians play a crucial role in the psychiatric assessment of children and adolescents. They provide valuable insight into the child’s developmental history, behavioral patterns, and any concerns observed at home, school, or social settings. Parents and/or guardians collaborate with clinicians to ensure accurate symptom reporting, support treatment adherence, and implement recommended behavioral interventions. “Clinical assessments with children and adolescents are, therefore, elaborate and require the clinician to be astute and conscientious in obtaining information from multiple sources and settings, i.e., the child, parents, teachers, and other caregivers. There are bound to be discrepancies in the report; nevertheless, multi-source information is a requirement during diagnosis and management (Sharma et al., 2019, p.). Their involvement is critical for a holistic understanding of the child's mental health and well-being.

    **Response 2**

    Vignette 5 presents an adolescent male who is being assessed by a practitioner for mood symptoms. The practitioner demonstrated several strengths during the evaluation. One of these was the use of a combination of open-ended and direct questions which enabled them to obtain responses to specific issues affecting the patient and presented the patient with an opportunity to explain his current needs. Additionally, the practitioner’s use of active listening provides reassurance to the patient and motivates him to share more information about his mental state (Corey et al., 2024). Further, the practitioner encouraged the patient to share his current struggles by applying good communication skills and respectful language. However, the practitioner could have hindered therapeutic alliance due to her failure to introduce herself to the patient (Corey et al., 2024; Wheeler, 2020). Further, it is important to obtain informed consent from the patient or the parent in case the patient has not attained the legal age of consent before initiating the evaluation (Wheeler, 2020). The practitioner should also ask more relevant questions that are appropriate for the patient’s age. For instance, the patient appeared embarrassed when he was asked if he cries a lot.

    There are some compelling concerns that emerge during the psychiatric evaluation. One of these is the failure to obtain informed consent which raises both ethical and legal issues (Wheeler, 2020). Another concern is the patient’s hesitancy to respond to questions which raises questions about his comfort with the presence of his parents and the completeness of the responses that he provides (Wheeler, 2020). The practitioner’s failure to follow up on the patient despite his endorsement of suicidality is a key concern. Powsner et al. (2023) emphasized the need to conduct extensive screening to determine the patient’s suicide risk while Nöhles et al. (2023) recommended initiation of support services considering that half of patients with major depressive disorder demonstrate passive suicide similar to the patient in the video and 31% of them attempt suicide at some point in their lives. Based on these concerns, the next questions should whether the patient is comfortable answering questions with his parents present and if he ever attempted suicide.

    Practitioners must always perform a thorough psychiatric assessment of children and adolescents who present with psychiatric needs. Wheeler (2020) argued that a thorough assessment is key to understanding the specific needs of the patients, accurate diagnosis, and personalization of treatment plan. The author added that a thorough assessment enables providers to discern the specific causes of the patient’s symptoms considering the thin line that separates most mental/psychiatric disorders.

    Screening tools could also help in performing a comprehensive psychiatric evaluation. Precisely, the Beck Depression Inventory-II is a valuable tool for this patient since it could aid in assessing the presence of and severity of depression with great accuracy considering that the patient already endorsed feeling depressed (Almeida et al., 2022). Austria-Corrales et al. (2023) also recommended the Columbia-Suicide Severity Rating Scale for such patients who endorse passive suicidality since it helps to perform a risk assessment and informs support services necessary for the patient.

    Age is a significant factor when selecting treatments. Wheeler (2020) identified Parent-Child Interaction Therapy and Interpersonal Psychotherapy with Adolescents as two interventions that may be suitable for children and adolescents but unsuitable when treating adults. The author also recognized the role of parents when performing psychiatric evaluations on pediatric patients since it creates trust, builds patients’ confidence, and presents an opportunity for parents to provide additional information that could be easily missed by pediatric patients.