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Tag: Clinical Nursing & Patient Care

  • [Solved] Dizzi

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    **Part A** Tiffany, a 21-year-old college student, is having trouble sleeping, cries frequently, and has recurrent thoughts of suicide. An antidepressant is prescribed. Like many such drugs, this antidepressant has anticholinergic side effects. 1. What side effects might Tiffany experience in the fi…

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    Assignment Prompt & Instructions

    **Part A** Tiffany, a 21-year-old college student, is having trouble sleeping, cries frequently, and has recurrent thoughts of suicide. An antidepressant is prescribed. Like many such drugs, this antidepressant has anticholinergic side effects.

    1. What side effects might Tiffany experience in the first week of treatment?

    **Part B** Maria, a 9-year-old girl, told the clinic physician that her “ear lump hurt” and she kept “getting dizzy and falling down.” As she told her story, she pointed to her mastoid process. An otoscopic examination of the external acoustic meatus revealed a red, swollen eardrum, and her throat was inflamed. Her condition was described as mastoiditis with secondary labyrinthitis.

    1. Describe the most likely route of infection and the infected structures in Maria’s case.
    2. Explain the cause of her dizziness and falling.

    – 2 years ago

  • [Solved] Diversity Discussion 7

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    1. What are the differences that may affect Cuban-American patients who immigrated at different times? 2. What can a nurse do to make life in the hospital more culture-specific for an Amish client? 3. List at least two etiological reasons for the development of alcoholism within an Irish-American fa…

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    1. What are the differences that may affect Cuban-American patients who immigrated at different times?
    2. What can a nurse do to make life in the hospital more culture-specific for an Amish client?
    3. List at least two etiological reasons for the development of alcoholism within an Irish-American family.

    **Submission Instructions:**

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

    – 2 years ago

  • [Solved] DISCUSSION-NRNP-6531

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    – 2 years ago **files (1)** – ## NRNP-6531.docx **## NRNP-6531.docx** Career Goals: Strengths and Challenges Related to Nursing Practice Competencies ![A close-up of a few nurses Description automatically generated](https://www.sweetstudy.com/questions/discussion-nrnp-6531) An advanced practice nurs…

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    – 2 years ago

    **files (1)**

    – ## NRNP-6531.docx

    **## NRNP-6531.docx**

    Career Goals: Strengths and Challenges Related to Nursing Practice Competencies

    ![A close-up of a few nurses Description automatically generated](https://www.sweetstudy.com/questions/discussion-nrnp-6531)

    An advanced practice nurse collaborates and communicates with patients, families, doctors, nurses, and specialists to ensure patients receive the care they need. As they diagnose, treat, manage, and educate patients, they are responsible for ensuring patient safety and maintaining ethical behavior. Competencies have been developed to help the advanced practice nurse to understand the practice knowledge, skills, and attitudes they need to be successful.

    For this Discussion, you will examine advanced nursing practice competencies and reflect on your strengths and challenges related to the competencies. In light of your reflection, you will consider how this course may help you attain your career goals or objectives.

    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/158578/modules/items/6234456)

    To prepare:

    · Review the Learning Resources for this week, specifically the advanced nursing practice competencies. As you review the competencies, reflect on your own strengths and challenges when working with adults across the lifespan.

    **Note:** For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues' postings. Begin by clicking on the
    **Reply** button to complete your initial post. Remember, once you click on
    **Post Reply**, you cannot delete or edit your own posts and you cannot post anonymously. Please check your post carefully before clicking on
    **Post Reply**!

    By Day 3

    **Post** a summary of your expectations of this course. Also, include a brief explanation of your strengths and challenges as they relate to nursing practice competencies when working with adults. Describe any career goals or objectives this course may help you accomplish in the Family Nurse Practitioner (FNP) or
    _Adult-Gerontology Primary Care Nurse Practitioner (AGPCNP)_ role and explain why. Use your research to support your explanations by providing credible and scholarly sources. Provide at least 3 credible and current scholarly sources.

    ## image1.jpeg

    **## NRNP-6531.docx**

    Career Goals: Strengths and Challenges Related to Nursing Practice Competencies

    ![A close-up of a few nurses Description automatically generated](https://www.sweetstudy.com/questions/discussion-nrnp-6531)

    An advanced practice nurse collaborates and communicates with patients, families, doctors, nurses, and specialists to ensure patients receive the care they need. As they diagnose, treat, manage, and educate patients, they are responsible for ensuring patient safety and maintaining ethical behavior. Competencies have been developed to help the advanced practice nurse to understand the practice knowledge, skills, and attitudes they need to be successful.

    For this Discussion, you will examine advanced nursing practice competencies and reflect on your strengths and challenges related to the competencies. In light of your reflection, you will consider how this course may help you attain your career goals or objectives.

    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/158578/modules/items/6234456)

    To prepare:

    · Review the Learning Resources for this week, specifically the advanced nursing practice competencies. As you review the competencies, reflect on your own strengths and challenges when working with adults across the lifespan.

    **Note:** For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues' postings. Begin by clicking on the
    **Reply** button to complete your initial post. Remember, once you click on
    **Post Reply**, you cannot delete or edit your own posts and you cannot post anonymously. Please check your post carefully before clicking on
    **Post Reply**!

    By Day 3

    **Post** a summary of your expectations of this course. Also, include a brief explanation of your strengths and challenges as they relate to nursing practice competencies when working with adults. Describe any career goals or objectives this course may help you accomplish in the Family Nurse Practitioner (FNP) or
    _Adult-Gerontology Primary Care Nurse Practitioner (AGPCNP)_ role and explain why. Use your research to support your explanations by providing credible and scholarly sources. Provide at least 3 credible and current scholarly sources.

    ## image1.jpeg

  • [Solved] Comprehensive Integrated Psychiatric Assessment (discussion)

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    See attached doc – 2 years ago **files (1)** – ## ComprehensiveIntegratedPsychiatricAssessment.docx **## ComprehensiveIntegratedPsychiatricAssessment.docx** **Comprehensive Integrated Psychiatric Assessment (discussion)** Many assessment principles are the same for children and adults; however, unli…

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    Assignment Prompt & Instructions

    See attached doc

    – 2 years ago

    **files (1)**

    – ## ComprehensiveIntegratedPsychiatricAssessment.docx

    **## ComprehensiveIntegratedPsychiatricAssessment.docx**

    **Comprehensive Integrated Psychiatric Assessment (discussion)**

    Many assessment principles are the same for children and adults; however, unlike with adults/older adults, where consent for participation in the assessment comes from the actual client, with children it is the parents or guardians who must make the decision for treatment. Issues of confidentiality, privacy, and consent must be addressed. When working with children, it is not only important to be able to connect with the pediatric patient, but also to be able to collaborate effectively with the caregivers, other family members, teachers, and school counselors/psychologists, all of whom will be able to provide important context and details to aid in your assessment and treatment plans.

    Some children/adolescents may be more difficult to assess than adults, as they can be less psychologically minded. That is, they have less insights into themselves and their motivations than adults (although this is not universally true). The PMHNP must also take into consideration the child’s culture and environmental context. Additionally, with children/adolescents, there are lower rates of neurocognitive disorders superimposed on other clinical conditions, such as depression or anxiety, which create additional diagnostic challenges.

    In this Discussion, you review and critique the techniques and methods of a mental health professional as the practitioner completes a comprehensive, integrated psychiatric assessment of an adolescent. You also identify rating scales and treatment options that are specifically appropriate for children/adolescents.

    · Watch the
    _Mental Status Examination B-6_ and
    _Simulation Scenario-Adolescent Risk Assessment_ videos.

    ·
    TRANSCRIPT OF VIDEO FILE:

    · 00:00:00______________________________________________________________________________

    · 00:00:00BEGIN TRANSCRIPT:

    · 00:00:00[sil.]

    · 00:00:15SymptomMedia Mental Status Exam B-6

    · 00:00:30OFF CAMERA What is your full name?

    · 00:00:30DR. MASON Dr. Franklin Mason.

    · 00:00:35OFF CAMERA What is the name of this building you're in right now?

    · 00:00:40DR. MASON Fairview Hospital.

    · 00:00:40OFF CAMERA What is the date?

    · 00:00:40DR. MASON March 21st.

    · 00:00:45OFF CAMERA Why are we here and what are we doing?

    · 00:00:50DR. MASON We're here because they think I'm depressed, basically. (hmh)

    · 00:00:55OFF CAMERA This is a concentration exercise. I'm going to ask you to subtract seven from 100 and then seven from that answer, and keep going as long as you can.

    · 00:01:10DR. MASON Okay, so, 93, 85, 67, 60, 52, 45, 38, and… I lost track I think.

    · 00:01:35OFF CAMERA Okay. It's all right. Can you subtract three from 100 and then three from that answer and keep going?

    · 00:01:45DR. MASON 97, 94, 91, 88.

    · 00:01:55OFF CAMERA That's good, thank you. Can you spell "world" forward?

    · 00:02:05DR. MASON W-O-R-L-D.

    · 00:02:05OFF CAMERA Now, can you spell "world" backwards?

    · 00:02:10DR. MASON D-L-O. Oh, actually I messed that up, didn't I?

    · 00:02:20OFF CAMERA That's alright, you can try again if you want.

    · 00:02:20DR. MASON World, D-L-O-R-D-W? or W-D?

    · 00:02:30OFF CAMERA That's alright.

    · 00:02:30DR. MASON (laughing)

    · 00:02:30OFF CAMERA Can you repeat and reverse these three digits: seven, two, five?

    · 00:02:40DR. MASON Seven, two, five; five, two, seven.

    · 00:02:50OFF CAMERA Can you repeat and reverse these four digits: eight, four, three, six?

    · 00:03:00DR. MASON Eight, four, three, six; six, eight, three, four.

    · 00:03:10OFF CAMERA Can you repeat and reverse these six digits: eight, four, five, two, nine, one?

    · 00:03:25DR. MASON Eight, four, five, nine, two, one; one, two, eight, four, nine, five, four, one.

    · 00:03:40OFF CAMERA Alright. I'm going to ask you to remember three things.

    · 00:03:50DR. MASON Okay.

    · 00:03:50OFF CAMERA You're going to repeat them now, and later on, I will ask you again if you can recall these three things.

    · 00:03:55DR. MASON Okay.

    · 00:03:55OFF CAMERA The three things are: apple, blue, and 408 Park Avenue. So, if you can repeat them now?

    · 00:04:10DR. MASON Apple, blue, 408 Park Avenue.

    · 00:04:10OFF CAMERA (mmhmm) And if you can recall them for later.

    · 00:04:15DR. MASON Okay.

    · 00:04:20OFF CAMERA What are some things you did in the past several days?

    · 00:04:25DR. MASON I've just been working, basically, trying to rest when I can at the hospital.

    · 00:04:40OFF CAMERA What are some things you did in the past few months?

    · 00:04:45DR. MASON Drinking (hmh), working…That's really all that I do now.

    · 00:04:55OFF CAMERA Who is the current President of the United States?

    · 00:05:05DR. MASON Barack Obama.

    · 00:05:05OFF CAMERA What are some recent news events?

    · 00:05:10DR. MASON Well, we've had a plane go down mysteriously. We've had some issues in North Korea, and, I don't know, you know. I don't really keep up with the outside world.

    · 00:05:40OFF CAMERA Can you name some recent past United States Presidents?

    · 00:05:45DR. MASON Dwight D. Eisenhower, Bush, Regan, Clinton, Jefferson…

    · 00:06:05OFF CAMERA That's good, that's good. Can you name some famous historical events?

    · 00:06:10DR. MASON Yeah, we have World War I and II… We have Vietnam, just different stuff like that.

    · 00:06:25OFF CAMERA Mmhmm. What is the capital of the United States?

    · 00:06:35DR. MASON The capital of the United States is Washington.

    · 00:06:40OFF CAMERA What are the bodies of water bordering the United States?

    · 00:06:50DR. MASON Pacific and Atlantic Ocean.

    · 00:06:50OFF CAMERA What states border this current state that you're in right now; this state's border?

    · 00:07:00DR. MASON Oregon, Nevada… and… that's all I know, I think.

    · 00:07:20OFF CAMERA What causes rust?

    · 00:07:20DR. MASON Rust?

    · 00:07:20OFF CAMERA Mmhmm.

    · 00:07:25DR. MASON I'd say time… time. Time equals rust basically. If you let something linger or hang out too long.

    · 00:07:40OFF CAMERA What is the purpose of lungs?

    · 00:07:45DR. MASON The purpose of lungs is to breathe life inside of you.

    · 00:07:50OFF CAMERA We're going to make some comparisons. How are these objects similar? Orange and apple.

    · 00:08:00DR. MASON They're both fruits.

    · 00:08:05OFF CAMERA Desk and chair.

    · 00:08:10DR. MASON They both are things you work on.

    · 00:08:10OFF CAMERA Plane and truck.

    · 00:08:15DR. MASON They both are things you ride in.

    · 00:08:20OFF CAMERA Newspaper and radio.

    · 00:08:20DR. MASON They're both things that display information.

    · 00:08:30OFF CAMERA What do these old sayings mean to you in your own words? "The grass is greener on the other side of the fence."

    · 00:08:45DR. MASON That there's always something better down the line if you're patient.

    · 00:08:50OFF CAMERA "Don't cry over spilled milk."

    · 00:09:00DR. MASON Basically, not whining or pining over what has happened already, just moving forward.

    · 00:09:10OFF CAMERA "A rolling stone gathers no moss."

    · 00:09:15DR. MASON I haven't even heard that one before…hmmm.

    · 00:09:15(laughing)

    · 00:09:20OFF CAMERA How about, "People who live in glass houses shouldn't "throw rocks"?

    · 00:09:30DR. MASON I guess people who talk about somebody else, you look themselves first before they criticize.

    · 00:09:40OFF CAMERA What is your mood today?

    · 00:09:45DR. MASON It's normal, I feel okay.

    · 00:09:50OFF CAMERA What is your mood usually over the past weeks or months?

    · 00:09:55DR. MASON Pretty much the same, just not too up or not too down.

    · 00:10:10OFF CAMERA Earlier, I asked you if you could recall three things. Can you remember what those three things were?

    · 00:10:20DR. MASON Apple, blue, and Park Avenue.

    · 00:10:20OFF CAMERA Now I'm going to ask you a few questions on judgement. Hypothetically, what would you do if you smelled smoke in a movie theater?

    · 00:10:35DR. MASON I would report it… to the manager or whoever I see, I would report it.

    · 00:10:45OFF CAMERA What would you do if you found an addressed, stamped envelope?

    · 00:10:50DR. MASON Nothing, I would just leave it where it is. I don't like to touch other people's stuff.

    · 00:11:00OFF CAMERA What would you do if you were lost in the woods?

    · 00:11:05DR. MASON Try to find my way out.

    · 00:11:10OFF CAMERA What would you do if you found a gun?

    · 00:11:15DR. MASON I might keep it.

    · 00:11:20OFF CAMERA Why are you here?

    · 00:11:25DR. MASON Cuz' they think I'm depressed.

    · 00:11:25OFF CAMERA What are three wishes you would make if they would come true?

    · 00:11:35[sil.]

    · 00:11:40DR. MASON Maybe… if I can be back with my wife. Maybe if I could take away the urge to drink so much. And, just… all the bad memories, I guess; take those away.

    · 00:12:00END TRANSCRIPT

    · Watch the YMH Boston
    _Vignette 5_ video and take notes; you will use this video as the basis for your Discussion post.

    · YMH Boston. (2013, May 22).
    [_Vignette 5 – Assessing for depression in a mental health appointment_ Links to an external site.](https://www.youtube.com/watch?v=Gm3FLGxb2ZU) [Video]
    _._ YouTube. https://www.youtube.com/watch?v=Gm3FLGxb2ZU

    Based on the YMH Boston
    _Vignette 5_ video, post answers to the following questions:

    · What did the practitioner do well? In what areas can the practitioner improve?

    · At this point in the clinical interview, do you have any compelling concerns? If so, what are they?

    · What would be your
    _next_ question, and why?

    Then, address the following. Your answers to these prompts do not have to be tailored to the patient in the YMH Boston video.

    · Explain why a thorough psychiatric assessment of a child/adolescent is important.

    · Describe two different symptom rating scales that would be appropriate to use during the psychiatric assessment of a child/adolescent.

    · Describe two psychiatric treatment options for children and adolescents that may not be used when treating adults.

    · Explain the role parents/guardians play in assessment.

    Support your response with at least three peer-reviewed, evidence-based sources and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

    **## ComprehensiveIntegratedPsychiatricAssessment.docx**

    **Comprehensive Integrated Psychiatric Assessment (discussion)**

    Many assessment principles are the same for children and adults; however, unlike with adults/older adults, where consent for participation in the assessment comes from the actual client, with children it is the parents or guardians who must make the decision for treatment. Issues of confidentiality, privacy, and consent must be addressed. When working with children, it is not only important to be able to connect with the pediatric patient, but also to be able to collaborate effectively with the caregivers, other family members, teachers, and school counselors/psychologists, all of whom will be able to provide important context and details to aid in your assessment and treatment plans.

    Some children/adolescents may be more difficult to assess than adults, as they can be less psychologically minded. That is, they have less insights into themselves and their motivations than adults (although this is not universally true). The PMHNP must also take into consideration the child’s culture and environmental context. Additionally, with children/adolescents, there are lower rates of neurocognitive disorders superimposed on other clinical conditions, such as depression or anxiety, which create additional diagnostic challenges.

    In this Discussion, you review and critique the techniques and methods of a mental health professional as the practitioner completes a comprehensive, integrated psychiatric assessment of an adolescent. You also identify rating scales and treatment options that are specifically appropriate for children/adolescents.

    · Watch the
    _Mental Status Examination B-6_ and
    _Simulation Scenario-Adolescent Risk Assessment_ videos.

    ·
    TRANSCRIPT OF VIDEO FILE:

    · 00:00:00______________________________________________________________________________

    · 00:00:00BEGIN TRANSCRIPT:

    · 00:00:00[sil.]

    · 00:00:15SymptomMedia Mental Status Exam B-6

    · 00:00:30OFF CAMERA What is your full name?

    · 00:00:30DR. MASON Dr. Franklin Mason.

    · 00:00:35OFF CAMERA What is the name of this building you're in right now?

    · 00:00:40DR. MASON Fairview Hospital.

    · 00:00:40OFF CAMERA What is the date?

    · 00:00:40DR. MASON March 21st.

    · 00:00:45OFF CAMERA Why are we here and what are we doing?

    · 00:00:50DR. MASON We're here because they think I'm depressed, basically. (hmh)

    · 00:00:55OFF CAMERA This is a concentration exercise. I'm going to ask you to subtract seven from 100 and then seven from that answer, and keep going as long as you can.

    · 00:01:10DR. MASON Okay, so, 93, 85, 67, 60, 52, 45, 38, and… I lost track I think.

    · 00:01:35OFF CAMERA Okay. It's all right. Can you subtract three from 100 and then three from that answer and keep going?

    · 00:01:45DR. MASON 97, 94, 91, 88.

    · 00:01:55OFF CAMERA That's good, thank you. Can you spell "world" forward?

    · 00:02:05DR. MASON W-O-R-L-D.

    · 00:02:05OFF CAMERA Now, can you spell "world" backwards?

    · 00:02:10DR. MASON D-L-O. Oh, actually I messed that up, didn't I?

    · 00:02:20OFF CAMERA That's alright, you can try again if you want.

    · 00:02:20DR. MASON World, D-L-O-R-D-W? or W-D?

    · 00:02:30OFF CAMERA That's alright.

    · 00:02:30DR. MASON (laughing)

    · 00:02:30OFF CAMERA Can you repeat and reverse these three digits: seven, two, five?

    · 00:02:40DR. MASON Seven, two, five; five, two, seven.

    · 00:02:50OFF CAMERA Can you repeat and reverse these four digits: eight, four, three, six?

    · 00:03:00DR. MASON Eight, four, three, six; six, eight, three, four.

    · 00:03:10OFF CAMERA Can you repeat and reverse these six digits: eight, four, five, two, nine, one?

    · 00:03:25DR. MASON Eight, four, five, nine, two, one; one, two, eight, four, nine, five, four, one.

    · 00:03:40OFF CAMERA Alright. I'm going to ask you to remember three things.

    · 00:03:50DR. MASON Okay.

    · 00:03:50OFF CAMERA You're going to repeat them now, and later on, I will ask you again if you can recall these three things.

    · 00:03:55DR. MASON Okay.

    · 00:03:55OFF CAMERA The three things are: apple, blue, and 408 Park Avenue. So, if you can repeat them now?

    · 00:04:10DR. MASON Apple, blue, 408 Park Avenue.

    · 00:04:10OFF CAMERA (mmhmm) And if you can recall them for later.

    · 00:04:15DR. MASON Okay.

    · 00:04:20OFF CAMERA What are some things you did in the past several days?

    · 00:04:25DR. MASON I've just been working, basically, trying to rest when I can at the hospital.

    · 00:04:40OFF CAMERA What are some things you did in the past few months?

    · 00:04:45DR. MASON Drinking (hmh), working…That's really all that I do now.

    · 00:04:55OFF CAMERA Who is the current President of the United States?

    · 00:05:05DR. MASON Barack Obama.

    · 00:05:05OFF CAMERA What are some recent news events?

    · 00:05:10DR. MASON Well, we've had a plane go down mysteriously. We've had some issues in North Korea, and, I don't know, you know. I don't really keep up with the outside world.

    · 00:05:40OFF CAMERA Can you name some recent past United States Presidents?

    · 00:05:45DR. MASON Dwight D. Eisenhower, Bush, Regan, Clinton, Jefferson…

    · 00:06:05OFF CAMERA That's good, that's good. Can you name some famous historical events?

    · 00:06:10DR. MASON Yeah, we have World War I and II… We have Vietnam, just different stuff like that.

    · 00:06:25OFF CAMERA Mmhmm. What is the capital of the United States?

    · 00:06:35DR. MASON The capital of the United States is Washington.

    · 00:06:40OFF CAMERA What are the bodies of water bordering the United States?

    · 00:06:50DR. MASON Pacific and Atlantic Ocean.

    · 00:06:50OFF CAMERA What states border this current state that you're in right now; this state's border?

    · 00:07:00DR. MASON Oregon, Nevada… and… that's all I know, I think.

    · 00:07:20OFF CAMERA What causes rust?

    · 00:07:20DR. MASON Rust?

    · 00:07:20OFF CAMERA Mmhmm.

    · 00:07:25DR. MASON I'd say time… time. Time equals rust basically. If you let something linger or hang out too long.

    · 00:07:40OFF CAMERA What is the purpose of lungs?

    · 00:07:45DR. MASON The purpose of lungs is to breathe life inside of you.

    · 00:07:50OFF CAMERA We're going to make some comparisons. How are these objects similar? Orange and apple.

    · 00:08:00DR. MASON They're both fruits.

    · 00:08:05OFF CAMERA Desk and chair.

    · 00:08:10DR. MASON They both are things you work on.

    · 00:08:10OFF CAMERA Plane and truck.

    · 00:08:15DR. MASON They both are things you ride in.

    · 00:08:20OFF CAMERA Newspaper and radio.

    · 00:08:20DR. MASON They're both things that display information.

    · 00:08:30OFF CAMERA What do these old sayings mean to you in your own words? "The grass is greener on the other side of the fence."

    · 00:08:45DR. MASON That there's always something better down the line if you're patient.

    · 00:08:50OFF CAMERA "Don't cry over spilled milk."

    · 00:09:00DR. MASON Basically, not whining or pining over what has happened already, just moving forward.

    · 00:09:10OFF CAMERA "A rolling stone gathers no moss."

    · 00:09:15DR. MASON I haven't even heard that one before…hmmm.

    · 00:09:15(laughing)

    · 00:09:20OFF CAMERA How about, "People who live in glass houses shouldn't "throw rocks"?

    · 00:09:30DR. MASON I guess people who talk about somebody else, you look themselves first before they criticize.

    · 00:09:40OFF CAMERA What is your mood today?

    · 00:09:45DR. MASON It's normal, I feel okay.

    · 00:09:50OFF CAMERA What is your mood usually over the past weeks or months?

    · 00:09:55DR. MASON Pretty much the same, just not too up or not too down.

    · 00:10:10OFF CAMERA Earlier, I asked you if you could recall three things. Can you remember what those three things were?

    · 00:10:20DR. MASON Apple, blue, and Park Avenue.

    · 00:10:20OFF CAMERA Now I'm going to ask you a few questions on judgement. Hypothetically, what would you do if you smelled smoke in a movie theater?

    · 00:10:35DR. MASON I would report it… to the manager or whoever I see, I would report it.

    · 00:10:45OFF CAMERA What would you do if you found an addressed, stamped envelope?

    · 00:10:50DR. MASON Nothing, I would just leave it where it is. I don't like to touch other people's stuff.

    · 00:11:00OFF CAMERA What would you do if you were lost in the woods?

    · 00:11:05DR. MASON Try to find my way out.

    · 00:11:10OFF CAMERA What would you do if you found a gun?

    · 00:11:15DR. MASON I might keep it.

    · 00:11:20OFF CAMERA Why are you here?

    · 00:11:25DR. MASON Cuz' they think I'm depressed.

    · 00:11:25OFF CAMERA What are three wishes you would make if they would come true?

    · 00:11:35[sil.]

    · 00:11:40DR. MASON Maybe… if I can be back with my wife. Maybe if I could take away the urge to drink so much. And, just… all the bad memories, I guess; take those away.

    · 00:12:00END TRANSCRIPT

    · Watch the YMH Boston
    _Vignette 5_ video and take notes; you will use this video as the basis for your Discussion post.

    · YMH Boston. (2013, May 22).
    [_Vignette 5 – Assessing for depression in a mental health appointment_ Links to an external site.](https://www.youtube.com/watch?v=Gm3FLGxb2ZU) [Video]
    _._ YouTube. https://www.youtube.com/watch?v=Gm3FLGxb2ZU

    Based on the YMH Boston
    _Vignette 5_ video, post answers to the following questions:

    · What did the practitioner do well? In what areas can the practitioner improve?

    · At this point in the clinical interview, do you have any compelling concerns? If so, what are they?

    · What would be your
    _next_ question, and why?

    Then, address the following. Your answers to these prompts do not have to be tailored to the patient in the YMH Boston video.

    · Explain why a thorough psychiatric assessment of a child/adolescent is important.

    · Describe two different symptom rating scales that would be appropriate to use during the psychiatric assessment of a child/adolescent.

    · Describe two psychiatric treatment options for children and adolescents that may not be used when treating adults.

    · Explain the role parents/guardians play in assessment.

    Support your response with at least three peer-reviewed, evidence-based sources and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

  • [Solved] Chroness

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Identify chronic illness and its relationship to rehabilitation. Choose from one: COPD, CHF, Stroke, Hip fracture Create interventions that support an older adult’s adaptation to the chronic illness or disability. Describe the nurse’s role in assisting older adults in managing chronic conditions. Fr…

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    Assignment Prompt & Instructions

    Identify chronic illness and its relationship to rehabilitation.

    Choose from one:

    COPD, CHF, Stroke, Hip fracture

    Create interventions that support an older adult’s adaptation to the chronic illness or disability.

    Describe the nurse’s role in assisting older adults in managing chronic conditions.

    From your readings and knowledge which opportunities do you think can be change in the health care system to improve care for older adults with chronic illness and disability.

    – 2 years ago

  • [Solved] Nutrition, Hydration, & Persistent Vegetative State Forum

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    Based on your assigned readings and lecture materials this week, engage with your peers and me by initiating a thread or responding to another peer's thread or one of my threads. You should post a minimum of three times. – Is there something you are learning this week that you are excited about? – C…

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    Assignment Prompt & Instructions

    Based on your assigned readings and lecture materials this week, engage with your peers and me by initiating a thread or responding to another peer's thread or one of my threads. You should post a minimum of three times.

    – Is there something you are learning this week that you are excited about?
    – Can you apply any of the concepts this week to the career you are interested in pursuing?
    – Do you have any questions about the concepts you are learning this week?
    – There is no minimum or maximum word count. You will be graded on the relevance of your post to the topic and the application of the concepts.
    – When responding to your peers, you should extend, refute/correct, or add additional nuance to their posts.
    – All replies must be constructive and follow proper netiquette. [Click here to go to the Academic Continuity Guide for Students and read the Course Communication Guidelines (Netiquette)Links to an external site.](https://www.stu.edu/academic-continuity-guide-for-students/).

    – 2 years ago

  • [Solved] Nursing Signature assignment first part

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Introduction** -Brief overview of the health of the population chosen -Introduce the global burden of disease OR risk factor chosen -Importance of improving the condition and its impact on quality of life **Global Burden of Disease Condition/Risk Factor** -Describe the disease OR risk factor chose…

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    Assignment Prompt & Instructions

    **Introduction**

    -Brief overview of the health of the population chosen

    -Introduce the global burden of disease OR risk factor chosen

    -Importance of improving the condition and its impact on quality of life

    **Global Burden of Disease Condition/Risk Factor**

    -Describe the disease OR risk factor chosen

    -What signs/symptoms are identified in the patient that can be found?

    -How is it diagnosed and treated?

    – [\
    \
    NUR6400SignatureAssignment2.docx](https://www.sweetstudy.com/files/nur6400signatureassignment2-docx-10205339 "NUR6400SignatureAssignment2.docx")
    – [\
    \
    APA-7-Writing-in-APA-7th-Ed-Example-Paper1.pdf](https://www.sweetstudy.com/files/apa-7-writing-in-apa-7th-ed-example-paper1-pdf-10205341 "APA-7-Writing-in-APA-7th-Ed-Example-Paper1.pdf")

    – 2 years ago

  • [Solved] Nursing signatura assignment

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    please see attachment – 2 years ago **files (1)** – ## SignatureAssigmentintegration.docx **## SignatureAssigmentintegration.docx** Please choose one global burden of disease and one population (adult, pediatric, or geriatric). Once the population is chosen, find one evidence-based technology to hel…

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    Assignment Prompt & Instructions

    please see attachment

    – 2 years ago

    **files (1)**

    – ## SignatureAssigmentintegration.docx

    **## SignatureAssigmentintegration.docx**

    Please choose one global burden of disease and one population (adult, pediatric, or geriatric). Once the population is chosen, find one evidence-based technology to help support the improvement of outcomes in the global burden of disease chosen.

    You are to write a three-to-five-page paper in APA format 7th edition , title page and reference page do not count toward page total and with the following sections and level 2 headings

    References At least 3 scholarly references no later than 5 years old. 0 Plagiarism/ or and AI.

    **Introduction:**

    Brief overview of the health of the population chosen

    -Introduce the global burden of disease OR risk factor chosen

    -Importance of improving the condition and its impact on quality of life

    **Body of the Paper**

    **Global Burden of Disease Condition/Risk Factor**

    -Describe the disease OR risk factor chosen

    -What signs/symptoms are identified in the patient that can be found?

    -How is it diagnosed and treated?

    **Technology and Healthcare**

    -Describe the paradigm shift in healthcare related to technology

    -Elaborate how technology can improve health outcomes in your population

    **Chosen Evidence-Based Technology Use in Disease or Risk Factor**

    -Describe and summarize the evidence-based technology identified that has been shown to improve the condition or Risk Factor for your patient population chosen.

    -Compare and contrast the positives and negatives of using this technology use chosen.

    **Conclusion**

    -Recap points discussed in the paper

    -Importance of advancements in technology

    Optional Resources:

    https://www.thelancet.com/gbd/summaries

    https://www.healthdata.org/research-analysis/library/what-global-burden-disease-gbd

    **## SignatureAssigmentintegration.docx**

    Please choose one global burden of disease and one population (adult, pediatric, or geriatric). Once the population is chosen, find one evidence-based technology to help support the improvement of outcomes in the global burden of disease chosen.

    You are to write a three-to-five-page paper in APA format 7th edition , title page and reference page do not count toward page total and with the following sections and level 2 headings

    References At least 3 scholarly references no later than 5 years old. 0 Plagiarism/ or and AI.

    **Introduction:**

    Brief overview of the health of the population chosen

    -Introduce the global burden of disease OR risk factor chosen

    -Importance of improving the condition and its impact on quality of life

    **Body of the Paper**

    **Global Burden of Disease Condition/Risk Factor**

    -Describe the disease OR risk factor chosen

    -What signs/symptoms are identified in the patient that can be found?

    -How is it diagnosed and treated?

    **Technology and Healthcare**

    -Describe the paradigm shift in healthcare related to technology

    -Elaborate how technology can improve health outcomes in your population

    **Chosen Evidence-Based Technology Use in Disease or Risk Factor**

    -Describe and summarize the evidence-based technology identified that has been shown to improve the condition or Risk Factor for your patient population chosen.

    -Compare and contrast the positives and negatives of using this technology use chosen.

    **Conclusion**

    -Recap points discussed in the paper

    -Importance of advancements in technology

    Optional Resources:

    https://www.thelancet.com/gbd/summaries

    https://www.healthdata.org/research-analysis/library/what-global-burden-disease-gbd

  • [Solved] Nursing Role in the Community

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    Executive Solution Overview

    ##### **Discussion Prompts:** – Explain the role of nursing in achieving one objective published in the current Healthy People 2030 agenda (CO 5,6). – Use the reading and your current/past nursing practice as a framework for your analysis (CO 5,6). **Instructions:** – You must cite and reference the…

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    Assignment Prompt & Instructions

    ##### **Discussion Prompts:**

    – Explain the role of nursing in achieving one objective published in the current Healthy People 2030 agenda (CO 5,6).
    – Use the reading and your current/past nursing practice as a framework for your analysis (CO 5,6).

    **Instructions:**

    – You must cite and reference the course materials in your initial discussion post

    – 2 years ago

  • [Solved] NURS 8211C

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    – 2 years ago **files (8)** – ## NURS_8211_WK1_Terminology2.pptx – DevelopmentandEvaluationofaNursePractioner.pdf – DevelopmentandEvaluationofaNursePractioner.pdf – TheImpactofTailoredInterventionforPatientSafety.pdf – TheImpactofTailoredInterventionforPatientSafety.pdf – WK1DIS.NURS8211CDATA.doc…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (8)**

    – ## NURS_8211_WK1_Terminology2.pptx

    – DevelopmentandEvaluationofaNursePractioner.pdf
    – DevelopmentandEvaluationofaNursePractioner.pdf
    – TheImpactofTailoredInterventionforPatientSafety.pdf
    – TheImpactofTailoredInterventionforPatientSafety.pdf
    – WK1DIS.NURS8211CDATA.docx
    – AMultihospitalSurveyonEffective.pdf
    – AMultihospitalSurveyonEffective.pdf

    **## NURS_8211_WK1_Terminology2.pptx**

    Nurs 8211
    research for an evidence-based practice

    Week 1: Terminology

    1

    Week 1 Terminology

    Objectives

    Differentiate between nursing research, quality improvement (QI) and an evidence-based practice (EBP) project.

    Identify the similarities and differences between research, QI and EBP DNP project in terms of the question to be answered, and the gaps in knowledge or in practice.

    Compare and contrast key research terms with terms used in the DNP project including types of hypotheses, levels of measurement, variable types, sample/population, descriptive and inferential statistics.

    2

    Measuring outcomes of care

    No longer just the domain of a small cadre of researchers, outcomes research has altered the culture of clinical practice and health care research by changing how we assess the end results of health care services.

    AHRQ, 2000

    As a doctorally prepared nurse, you will be at the forefront of change for the nursing profession. Understanding how to use statistical analysis is essential (whether to be able to read and understand a published research study or to be able to measure differences in outcomes before and after an intervention).

    3

    An Evidence-Based PRactice

    Guided by high quality research

    Qualitative and quantitative research types

    Quantitative: uses statistics and rigorous research design to eliminate bias

    Qualitative: uses words to extract meaning in themes from interviews, focus groups, conversations

    DNP Projects are a way to actualize an “evidence-based practice”

    4

    Measuring outcomes of care

    Outcomes:

    Measure the quality of care

    Allow for benchmarking against a standard

    Are used in ‘report cards’ that are used by consumers and purchasers to assess quality

    Are used to monitor and improve quality

    Are essential to new payment approaches

    5

    Research vs. Quality Improvement

    Both may use statistics and both may use qualitative methods

    The intent of research is to close a knowledge gap

    The intent of quality improvement is to close a practice gap

    Both rely on previous research evidence to support the endeavor:

    Research to show what is known

    QI to improve outcomes of care

    Three types at Walden:

    Quality Improvement

    Staff Education

    Clinical Practice Guidelines

    6

    Types of Projects for the DNP

    Quality Improvement

    Clinical Practice Guideline (CPG)

    Staff Education

    They all use statistics.

    7

    Getting into the language

    Gap in knowledge vs. gap in practice

    Research questions and hypotheses vs. practice-focused or clinical question

    Generalizability vs applicability at the site

    Take a look at the three resources in week 1:

    Khoja, A., & Moosa, L. (2023). Impact of Tailored Interventions for Patient Safety (TIPS) to Reduce Fall Rates. MEDSURG Nursing, 32(2), 89-93.  (QI)

    Clinical question: Will the implementation of tailored interventions for patient safety (TIPS) reduce fall rates over 4 weeks?

    Tzeng, H., & Yin, C. (2017). A Multihospital Survey on Effective Interventions to Prevent Hospital Falls in Adults. Nursing Economic$, 35(6), 304-313. (Falls – Research)

    Main research question: What are highly effective interventions to prevent fall injuries as perceived by RN staff for adult inpatient in acute hospital settings?

    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. (Publication No. 30991997) [Doctor of Nursing Practice Project, Wilmington University] ProQuest Dissertations and Theses Global. (DNP project)

    The DNP project aimed to compare the impact of intentional rounding and unstructured rounding on the risk of falls in a long-term facility.

    Consider the following:

    A question is always written with a question mark at the end. However, a hypothesis is a declarative statement that posits relationships between variables. You rarely see a hypothesis stated in a published research study, rather you will see a research question. (the hypothesis is implicit).

    All three of these published papers used some kind of statistical analysis to answer a question, whether a research question or a practice-focused question.

    8

    Commonalities

    Research is the highest form of evidence

    Quality improvement, clinical practice guidelines (CPGs), and any staff education must be based on existing knowledge (i.e. research, the highest form of evidence)

    Quantitative research requires rigorous design to minimize bias and to be able to make inferences from a sample to a larger population

    Qualitative research requires rigorous design to extract meaning and intent; to understand human experience

    9

    The Role of Statistics

    Objective tools

    to present and summarize data

    to assess results and answer questions

    to support your conclusions

    Limitations

    Heavy reliance of good research design and valid methods for data collection

    Vulnerable to bias

    Used in research and in quality improvement.

    10

    Variables

    Levels of measurement

    Independent vs. dependent

    Descriptive

    Measures of central tendency and dispersion

    Inferential

    Enables comparisons and determines the extent of relationships between variables

    Statistical terminology

    11

    Probability Theory basics

    About predicting from a sample to the population

    What are the chances?

    Are the changes due to chance, or are they “predictable”?

    ## image17.jpg

    ## image18.jpg

    ## image21.jpg

    ## image20.jpg

    ## image22.jpg

    ## image23.jpg

    **DevelopmentandEvaluationofaNursePractioner.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/developmentandevaluationofanursepractioner-pdf)

    **DevelopmentandEvaluationofaNursePractioner.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/developmentandevaluationofanursepractioner-pdf-10206359)

    **TheImpactofTailoredInterventionforPatientSafety.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theimpactoftailoredinterventionforpatientsafety-pdf)

    **TheImpactofTailoredInterventionforPatientSafety.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theimpactoftailoredinterventionforpatientsafety-pdf-10206363)

    **WK1DIS.NURS8211CDATA.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk1dis-nurs8211cdata-docx)

    **AMultihospitalSurveyonEffective.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/amultihospitalsurveyoneffective-pdf)

    **AMultihospitalSurveyonEffective.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/amultihospitalsurveyoneffective-pdf-10206357)

    **AMultihospitalSurveyonEffective.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/amultihospitalsurveyoneffective-pdf-10206357)

    **## NURS_8211_WK1_Terminology2.pptx**

    Nurs 8211
    research for an evidence-based practice

    Week 1: Terminology

    1

    Week 1 Terminology

    Objectives

    Differentiate between nursing research, quality improvement (QI) and an evidence-based practice (EBP) project.

    Identify the similarities and differences between research, QI and EBP DNP project in terms of the question to be answered, and the gaps in knowledge or in practice.

    Compare and contrast key research terms with terms used in the DNP project including types of hypotheses, levels of measurement, variable types, sample/population, descriptive and inferential statistics.

    2

    Measuring outcomes of care

    No longer just the domain of a small cadre of researchers, outcomes research has altered the culture of clinical practice and health care research by changing how we assess the end results of health care services.

    AHRQ, 2000

    As a doctorally prepared nurse, you will be at the forefront of change for the nursing profession. Understanding how to use statistical analysis is essential (whether to be able to read and understand a published research study or to be able to measure differences in outcomes before and after an intervention).

    3

    An Evidence-Based PRactice

    Guided by high quality research

    Qualitative and quantitative research types

    Quantitative: uses statistics and rigorous research design to eliminate bias

    Qualitative: uses words to extract meaning in themes from interviews, focus groups, conversations

    DNP Projects are a way to actualize an “evidence-based practice”

    4

    Measuring outcomes of care

    Outcomes:

    Measure the quality of care

    Allow for benchmarking against a standard

    Are used in ‘report cards’ that are used by consumers and purchasers to assess quality

    Are used to monitor and improve quality

    Are essential to new payment approaches

    5

    Research vs. Quality Improvement

    Both may use statistics and both may use qualitative methods

    The intent of research is to close a knowledge gap

    The intent of quality improvement is to close a practice gap

    Both rely on previous research evidence to support the endeavor:

    Research to show what is known

    QI to improve outcomes of care

    Three types at Walden:

    Quality Improvement

    Staff Education

    Clinical Practice Guidelines

    6

    Types of Projects for the DNP

    Quality Improvement

    Clinical Practice Guideline (CPG)

    Staff Education

    They all use statistics.

    7

    Getting into the language

    Gap in knowledge vs. gap in practice

    Research questions and hypotheses vs. practice-focused or clinical question

    Generalizability vs applicability at the site

    Take a look at the three resources in week 1:

    Khoja, A., & Moosa, L. (2023). Impact of Tailored Interventions for Patient Safety (TIPS) to Reduce Fall Rates. MEDSURG Nursing, 32(2), 89-93.  (QI)

    Clinical question: Will the implementation of tailored interventions for patient safety (TIPS) reduce fall rates over 4 weeks?

    Tzeng, H., & Yin, C. (2017). A Multihospital Survey on Effective Interventions to Prevent Hospital Falls in Adults. Nursing Economic$, 35(6), 304-313. (Falls – Research)

    Main research question: What are highly effective interventions to prevent fall injuries as perceived by RN staff for adult inpatient in acute hospital settings?

    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. (Publication No. 30991997) [Doctor of Nursing Practice Project, Wilmington University] ProQuest Dissertations and Theses Global. (DNP project)

    The DNP project aimed to compare the impact of intentional rounding and unstructured rounding on the risk of falls in a long-term facility.

    Consider the following:

    A question is always written with a question mark at the end. However, a hypothesis is a declarative statement that posits relationships between variables. You rarely see a hypothesis stated in a published research study, rather you will see a research question. (the hypothesis is implicit).

    All three of these published papers used some kind of statistical analysis to answer a question, whether a research question or a practice-focused question.

    8

    Commonalities

    Research is the highest form of evidence

    Quality improvement, clinical practice guidelines (CPGs), and any staff education must be based on existing knowledge (i.e. research, the highest form of evidence)

    Quantitative research requires rigorous design to minimize bias and to be able to make inferences from a sample to a larger population

    Qualitative research requires rigorous design to extract meaning and intent; to understand human experience

    9

    The Role of Statistics

    Objective tools

    to present and summarize data

    to assess results and answer questions

    to support your conclusions

    Limitations

    Heavy reliance of good research design and valid methods for data collection

    Vulnerable to bias

    Used in research and in quality improvement.

    10

    Variables

    Levels of measurement

    Independent vs. dependent

    Descriptive

    Measures of central tendency and dispersion

    Inferential

    Enables comparisons and determines the extent of relationships between variables

    Statistical terminology

    11

    Probability Theory basics

    About predicting from a sample to the population

    What are the chances?

    Are the changes due to chance, or are they “predictable”?

    ## image17.jpg

    ## image18.jpg

    ## image21.jpg

    ## image20.jpg

    ## image22.jpg

    ## image23.jpg

    **DevelopmentandEvaluationofaNursePractioner.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/developmentandevaluationofanursepractioner-pdf)

    **DevelopmentandEvaluationofaNursePractioner.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/developmentandevaluationofanursepractioner-pdf-10206359)

    **TheImpactofTailoredInterventionforPatientSafety.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theimpactoftailoredinterventionforpatientsafety-pdf)

    **TheImpactofTailoredInterventionforPatientSafety.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theimpactoftailoredinterventionforpatientsafety-pdf-10206363)

    **WK1DIS.NURS8211CDATA.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk1dis-nurs8211cdata-docx)

    **AMultihospitalSurveyonEffective.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/amultihospitalsurveyoneffective-pdf)

    **AMultihospitalSurveyonEffective.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/amultihospitalsurveyoneffective-pdf-10206357)

    **## NURS_8211_WK1_Terminology2.pptx**

    Nurs 8211
    research for an evidence-based practice

    Week 1: Terminology

    1

    Week 1 Terminology

    Objectives

    Differentiate between nursing research, quality improvement (QI) and an evidence-based practice (EBP) project.

    Identify the similarities and differences between research, QI and EBP DNP project in terms of the question to be answered, and the gaps in knowledge or in practice.

    Compare and contrast key research terms with terms used in the DNP project including types of hypotheses, levels of measurement, variable types, sample/population, descriptive and inferential statistics.

    2

    Measuring outcomes of care

    No longer just the domain of a small cadre of researchers, outcomes research has altered the culture of clinical practice and health care research by changing how we assess the end results of health care services.

    AHRQ, 2000

    As a doctorally prepared nurse, you will be at the forefront of change for the nursing profession. Understanding how to use statistical analysis is essential (whether to be able to read and understand a published research study or to be able to measure differences in outcomes before and after an intervention).

    3

    An Evidence-Based PRactice

    Guided by high quality research

    Qualitative and quantitative research types

    Quantitative: uses statistics and rigorous research design to eliminate bias

    Qualitative: uses words to extract meaning in themes from interviews, focus groups, conversations

    DNP Projects are a way to actualize an “evidence-based practice”

    4

    Measuring outcomes of care

    Outcomes:

    Measure the quality of care

    Allow for benchmarking against a standard

    Are used in ‘report cards’ that are used by consumers and purchasers to assess quality

    Are used to monitor and improve quality

    Are essential to new payment approaches

    5

    Research vs. Quality Improvement

    Both may use statistics and both may use qualitative methods

    The intent of research is to close a knowledge gap

    The intent of quality improvement is to close a practice gap

    Both rely on previous research evidence to support the endeavor:

    Research to show what is known

    QI to improve outcomes of care

    Three types at Walden:

    Quality Improvement

    Staff Education

    Clinical Practice Guidelines

    6

    Types of Projects for the DNP

    Quality Improvement

    Clinical Practice Guideline (CPG)

    Staff Education

    They all use statistics.

    7

    Getting into the language

    Gap in knowledge vs. gap in practice

    Research questions and hypotheses vs. practice-focused or clinical question

    Generalizability vs applicability at the site

    Take a look at the three resources in week 1:

    Khoja, A., & Moosa, L. (2023). Impact of Tailored Interventions for Patient Safety (TIPS) to Reduce Fall Rates. MEDSURG Nursing, 32(2), 89-93.  (QI)

    Clinical question: Will the implementation of tailored interventions for patient safety (TIPS) reduce fall rates over 4 weeks?

    Tzeng, H., & Yin, C. (2017). A Multihospital Survey on Effective Interventions to Prevent Hospital Falls in Adults. Nursing Economic$, 35(6), 304-313. (Falls – Research)

    Main research question: What are highly effective interventions to prevent fall injuries as perceived by RN staff for adult inpatient in acute hospital settings?

    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. (Publication No. 30991997) [Doctor of Nursing Practice Project, Wilmington University] ProQuest Dissertations and Theses Global. (DNP project)

    The DNP project aimed to compare the impact of intentional rounding and unstructured rounding on the risk of falls in a long-term facility.

    Consider the following:

    A question is always written with a question mark at the end. However, a hypothesis is a declarative statement that posits relationships between variables. You rarely see a hypothesis stated in a published research study, rather you will see a research question. (the hypothesis is implicit).

    All three of these published papers used some kind of statistical analysis to answer a question, whether a research question or a practice-focused question.

    8

    Commonalities

    Research is the highest form of evidence

    Quality improvement, clinical practice guidelines (CPGs), and any staff education must be based on existing knowledge (i.e. research, the highest form of evidence)

    Quantitative research requires rigorous design to minimize bias and to be able to make inferences from a sample to a larger population

    Qualitative research requires rigorous design to extract meaning and intent; to understand human experience

    9

    The Role of Statistics

    Objective tools

    to present and summarize data

    to assess results and answer questions

    to support your conclusions

    Limitations

    Heavy reliance of good research design and valid methods for data collection

    Vulnerable to bias

    Used in research and in quality improvement.

    10

    Variables

    Levels of measurement

    Independent vs. dependent

    Descriptive

    Measures of central tendency and dispersion

    Inferential

    Enables comparisons and determines the extent of relationships between variables

    Statistical terminology

    11

    Probability Theory basics

    About predicting from a sample to the population

    What are the chances?

    Are the changes due to chance, or are they “predictable”?

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    **DevelopmentandEvaluationofaNursePractioner.pdf**

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    **DevelopmentandEvaluationofaNursePractioner.pdf**

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    **TheImpactofTailoredInterventionforPatientSafety.pdf**

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    **TheImpactofTailoredInterventionforPatientSafety.pdf**

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    **WK1DIS.NURS8211CDATA.docx**

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    **AMultihospitalSurveyonEffective.pdf**

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    **AMultihospitalSurveyonEffective.pdf**

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