NRNP 6645 Analyzing Group Techniques Assignment Example

NRNP 6645 Analyzing Group Techniques Assignment Example

NRNP 6645 Analyzing Group Techniques Assignment Example Brief
Assignment Overview:
The NRNP 6645 Analyzing Group Techniques Assignment aims to help students understand group therapy techniques in the context of cognitive-behavioral therapy (CBT). Students will analyze a provided video, "Psychotherapy for Schizophrenia," focusing on group therapy dynamics and the therapist's role in facilitating cognitive-behavioral interventions. The assignment looks into how CBT strategies are used, their impact on group dynamics, and how well the therapist manages challenging situations.
Understanding Assignment Objectives:
•	Analysis of Group Therapy Techniques: Students need to carefully assess the group therapy techniques shown in the video. This includes focusing on the CBT strategies used by facilitators and how effective they are in addressing participants' concerns.
•	Therapist's Role Evaluation: Students should evaluate how the therapist contributes to the group session. This involves looking at how the therapist creates a supportive environment, manages group dynamics, and applies CBT principles to improve participants' mental health.
•	Application of CBT Principles: The assignment explores how CBT principles are used in a group setting. Students should identify instances where CBT techniques help reduce symptoms and improve patient satisfaction.
•	Suggestions for Improvement: Students are encouraged to give helpful feedback by suggesting improvements in how the group is run. This includes ideas for making the physical layout of the group better and other practical enhancements.
•	Insights Gained Reflection: The assignment requires students to think about what they've learned from analyzing the video. This may include new perspectives on effective group facilitation, the importance of structured sessions, and the therapist's role in creating a supportive therapeutic environment.
•	Handling Disruptive Clients: Students should analyze how the therapist deals with disruptive clients in the group. This involves understanding redirection techniques, considering potential removal strategies, and thinking about how disruptive behavior affects the group.
•	Benefits and Phases of Group Therapy: The assignment explores the benefits of group therapy and the different phases participants go through. Students are expected to recognize the positive aspects of group therapy, including increased interaction, shared coping mechanisms, and diverse perspectives contributing to rehabilitation.
The Student's Role:
As a student, your role is to carefully watch the provided video, "Psychotherapy for Schizophrenia." Pay close attention to the group therapy techniques, the therapist's interventions, and how the session is going overall. Use your knowledge of cognitive-behavioral therapy principles to assess how well the strategies are working. Additionally, give helpful feedback on potential improvements, reflect on personal insights gained, and think about how the therapist deals with disruptive clients.
Make sure your analysis fits with the assignment objectives and gives a good understanding of group therapy techniques, emphasizing the use of cognitive-behavioral interventions in a group setting. This assignment is a chance to improve your skills in evaluating therapeutic approaches and contribute valuable insights to the field of mental health.
Detailed Discussion Assignment Instructions: Assessment Description
The Analyzing Group Techniques Assignment
Group therapy can alleviate feelings of isolation and foster a supportive and collaborative environment for sharing difficult feelings in order to facilitate healing. For many people, being part of a group that has a shared understanding of a struggle provides a unique opportunity to gain understanding of their own experiences.
As you examine one of the group therapy demonstrations from this week’s Learning Resources, consider the role and efficacy of the leader and the reasons that specific therapeutic techniques were selected.
RESOURCES
 Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
NRNP-6645 Assignment Analyzing Group Techniques
WEEKLY RESOURCES
To prepare:
    Select one of the group therapy video demonstrations from this week’s required media Learning Resources.
THE ASSIGNMENT
In a 3- to 4-page paper, identify the video you selected and address the following:
    What group therapy techniques were demonstrated? How well do you believe these techniques were demonstrated?
    What evidence from the literature supports the techniques demonstrated?
    What did you notice that the therapist did well?
    Explain something that you would have handled differently.
    What is an insight that you gained from watching the therapist handle the group therapy?
    Now imagine you are leading your own group session. How would you go about handling a difficult situation with a disruptive group member? How would you elicit participation in your group? What would you anticipate finding in the different phases of group therapy? What do you see as the benefits and challenges of group therapy?
    Support your reasoning 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.
BY DAY 7
Submit your Assignment.
ReminderLinks to an external site. The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at https://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.

NRNP 6645 Analyzing Group Techniques Assignment Example
Introduction
Group therapy, a valuable therapeutic approach, provides individuals with a supportive environment to share and explore their feelings, fostering healing through shared understanding. This analysis focuses on an IPT session for a client with a substance use disorder, examining group therapy techniques, the therapist's performance, insights gained, and strategies for handling a challenging group member. By delving into these aspects, we aim to deepen our comprehension of effective group therapy dynamics.
Group Therapy Techniques
The IPT session demonstrated several impactful group therapy techniques. Interpersonal sensitivity, catharsis, universality, and releasing tension were evident as group members shared personal experiences and vulnerabilities. Hauber, Boon, and Vermeiren (2019) highlight the importance of these techniques in promoting trust, disclosure, and cohesiveness within the group. Furthermore, interpersonal learning played a key role, allowing group members to gain insights into their own behaviors through genuine emotional experiences (Cuijpers et al., 2016).
The therapist effectively utilized a directive approach, guiding the group through various stages of the session. This approach positively influenced the group's depth of interaction and personal disclosure. The use of active listening and turn-taking contributed to a balanced and inclusive therapeutic environment, aligning with the principles of effective group therapy leadership (Jones, Bodie, & Hughes, 2019).
Therapist's Performance
The therapist's directive approach showcased effective leadership and facilitation skills. By actively listening and allowing turn-taking, the therapist created an environment where each group member felt heard and valued. Empathy was a notable strength, as demonstrated by the therapist's understanding of the client's experiences, even in the absence of explicit verbalization. However, caution must be exercised regarding individual reactions, as they may be interpreted differently by group members, potentially impacting the therapeutic alliance (Hauber, Boon, & Vermeiren, 2019).
Handling a Difficult Group Member
When faced with a challenging group member, the author would employ a strategic approach, considering the client's readiness stage, offering choices, and focusing on strengths. This approach aligns with principles of client-centered therapy, ensuring active client engagement and empowerment in the therapeutic process. Determining the client's readiness stage is crucial for tailoring interventions that facilitate progress without inducing resistance (Cuijpers et al., 2016). Offering choices empowers the client, fostering a sense of autonomy and collaboration within the therapeutic relationship. Focusing on strengths enhances optimism and attachment, crucial factors in overcoming challenges within the group context.
Insights Gained
The analysis provided valuable insights into the significance of effective leadership and the balance between talking and listening in group therapy. The directive approach proved instrumental in promoting active engagement and disclosure. The importance of creating a non-judgmental space for clients to share their experiences became evident, emphasizing the therapist's role in facilitating a safe and supportive group environment. These insights are transferable across various therapeutic modalities, underscoring the universal principles of effective group therapy facilitation.
Benefits and Challenges of Group Therapy
Group therapy offers numerous benefits, including peer support, shared learning, and interpersonal skill development. The shared experience among group members fosters a sense of universality, reducing feelings of isolation (Hauber, Boon, & Vermeiren, 2019). However, challenges such as managing conflicts and varying participation levels must be navigated. Strategies for addressing these challenges include establishing clear group guidelines and interventions to promote equal participation.
Conclusion
This analysis has provided a comprehensive examination of group therapy techniques within an IPT session, shedding light on the therapist's performance, handling difficult group members, and the broader benefits and challenges of group therapy. By integrating insights from scholarly literature, this exploration contributes to a deeper understanding of effective group therapy dynamics and their application in diverse therapeutic settings.
NRNP 6645 Analyzing Group Techniques Assignment Example Two
Introduction
Interpersonal Psychotherapy (IPT) is a time-limited therapeutic approach that addresses mental health issues by focusing on the impact of interpersonal relationships. This analysis delves into an IPT group therapy session for a client named Jimmy, who presented with a substance use disorder. The study explores group therapy techniques employed during the session, supported by scholarly literature, evaluates the therapist's performance, suggests alternative approaches, and reflects on the insights gained from observing the therapy.
Group Therapy Techniques and Literature Support
The IPT session for Jimmy showcased various group therapy techniques with strong support from scholarly literature. Releasing tension emerged as a crucial technique at the beginning of the session. Hauber, Boon, and Vermeiren (2019) emphasize that sharing personal experiences promotes universality, comfort, and cohesiveness within the group. The group members, acknowledging Jimmy's initial discomfort, responded by sharing their secrets, creating a supportive environment.
Catharsis played a significant role in building trust and promoting disclosure. Group members, through their willingness to share shameful aspects of their lives, demonstrated catharsis. This technique fosters an environment where individuals feel safe to take risks and make further disclosures (Hauber, Boon, & Vermeiren, 2019). Interpersonal sensitivity was evident as group members, particularly Mark, shared experiences similar to Jimmy's, highlighting the importance of readiness and cohesiveness for effective disclosure (Hauber et al., 2019).
Interpersonal learning, another group technique, was demonstrated when Jimmy shared his problematic behavior of stealing his mother's medication. The therapist facilitated the process by providing feedback and guiding group members in understanding the dynamics of their own behaviors. This aligns with the principles of interpersonal learning, allowing individuals to gain insights through genuine emotional experiences (Cuijpers et al., 2016).
Instilling hope emerged as a powerful technique during the session. Tim's intervention effectively addressed Jimmy's feelings of shame by acknowledging his courage and honesty. This approach aligns with Hauber, Boon, and Vermeiren's (2019) assertion that individuals, realizing they are not judged solely on past actions, can inspire hope and facilitate positive change in others.
Therapist's Performance
The therapist demonstrated commendable skills throughout the IPT session. The directive approach employed effectively guided the group, maintaining relevance and ensuring active engagement. Active listening and turn-taking, as highlighted by Jones, Bodie, and Hughes (2019), contributed to a balanced and inclusive therapeutic environment. The therapist's empathy, particularly in understanding Jimmy's experiences without explicit verbalization, created a non-judgmental atmosphere.
What the Therapist Did Well
The therapist excelled in using a directive approach, actively leading the group. This approach ensured the session's relevance and maintained a clear therapeutic focus. The emphasis on active listening and turn-taking allowed each group member, including Jimmy, to feel heard and valued. The empathetic understanding demonstrated by the therapist contributed to a safe space for disclosure and exploration.
What to Handle Differently
While the therapist's overall performance was commendable, the author suggests refraining from introducing individual reactions or comments during the session. Such interventions may be interpreted differently by group members and can potentially impact the therapeutic alliance negatively. Maintaining a neutral stance could prevent unintended consequences on client disclosure and engagement.
Insights Gained
Observing the therapist provided valuable insights into the importance of effective leadership and the balance between talking and listening in group therapy. The directive approach positively influenced group dynamics, promoting engagement and disclosure. The significance of creating a non-judgmental space for clients to share their experiences became evident, emphasizing the therapist's role in fostering a supportive group environment.
Handling a Difficult Group Member
If faced with a challenging group member, the author would adopt a strategic approach, considering the client's readiness stage, offering choices, and focusing on strengths. This aligns with principles of client-centered therapy, aiming to empower the client and tailor interventions to facilitate progress without inducing resistance. Understanding the client's stage of readiness is crucial for effective intervention planning, while offering choices and highlighting strengths enhances collaboration and optimism within the therapeutic relationship.
Conclusion
In conclusion, the analysis of an IPT group therapy session for a client with a substance use disorder highlighted effective group therapy techniques, the therapist's performance, potential improvements, and valuable insights. By integrating scholarly literature, this examination contributes to a deeper understanding of IPT within a group setting. The emphasis on releasing tension, catharsis, interpersonal sensitivity, interpersonal learning, and instilling hope underscored the therapeutic impact of group dynamics. The therapist's directive approach, active listening, and empathetic understanding were crucial in fostering a supportive and transformative group environment.

NRNP 6645 Analyzing Group Techniques Assignment Example Three
Introduction
Group therapy is a valuable approach for individuals dealing with mental health issues, providing a supportive environment for open communication and shared experiences. This analysis focuses on a group therapy session featured in the video "Psychotherapy for Schizophrenia." The aim is to examine the group therapy techniques applied in the video, specifically emphasizing cognitive-behavioral therapy (CBT), and evaluate the therapist's role in facilitating the session.
Cognitive-Behavioral Therapy (CBT) Techniques
The video effectively demonstrates the application of cognitive-behavioral therapy (CBT) techniques within the group setting. The facilitators encouraged clients to voice their fears and discuss how they overcame the worries they were experiencing. This interactive approach aligns with CBT principles, emphasizing the identification and modification of negative thought patterns (Carr et al., 2018). Research supports the effectiveness of CBT in reducing hospital admissions and enhancing patient satisfaction, highlighting its relevance in group therapy settings (Carr et al., 2018).
The facilitators' introduction, session overview, and follow-up phone calls contribute positively to the group dynamics. Clear communication of the session structure fosters a sense of predictability and safety, essential for individuals with schizophrenia. This aligns with the foundational principles of group therapy, promoting a structured and secure environment (Lecomte et al., 2018).
Suggestions for Improvement
While the facilitation was generally effective, a minor adjustment in the seating arrangement could enhance the group's comfort. Spreading patients out in a circular pattern and providing more space between them may alleviate potential discomfort caused by close proximity. This adjustment addresses the issue of overstimulation, ensuring a more comfortable and conducive environment for group participation.
Insights Gained
Watching the video provided valuable insights into the importance of introducing the session, outlining guidelines, and conducting follow-up activities. These practices contribute to a well-structured and organized group therapy environment, minimizing uncertainties for participants. The video also highlighted the significance of validating and appreciating client responses, emphasizing the therapist's role in creating a supportive atmosphere.
Handling Disruptive Clients
The video shed light on the challenges of facilitating groups with disruptive clients. It reinforced the understanding that managing disruptive behavior depends on the specific client, group dynamics, and their perception of the situation. The examples shared, such as redirecting a delusional and manic patient, underscore the therapist's role in maintaining group cohesion. In cases of persistent disruption, removing the disruptive client from the group may be necessary for the overall efficiency of the session.
Benefits and Phases of Group Therapy
Group therapy offers numerous benefits, including increased interaction, shared coping mechanisms, and diverse perspectives. The stages of group therapy involve members recognizing their own perspectives, learning from others, fostering openness, understanding, respect, and appreciation. Positive experiences shared within the group contribute to rehabilitation and the application of alternative strategies for managing symptoms (Li et al., 2020).
Conclusion
In conclusion, group therapy, particularly using cognitive-behavioral therapy techniques, proves to be a valuable approach for individuals with schizophrenia. The video analysis highlighted the effectiveness of CBT within a group setting, the importance of clear communication in session management, and the therapist's role in handling disruptive behaviors. The insights gained emphasize the significance of structured sessions, validating client responses, and creating a supportive atmosphere for successful group therapy outcomes. Group therapy remains a powerful method for individuals to connect, share experiences, and acquire coping mechanisms in their journey toward mental health.
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Assignment Overview:

The NRNP 6645 Analyzing Group Techniques Assignment aims to help students understand group therapy techniques in the context of cognitive-behavioral therapy (CBT). Students will analyze a provided video, “Psychotherapy for Schizophrenia,” focusing on group therapy dynamics and the therapist’s role in facilitating cognitive-behavioral interventions. The assignment looks into how CBT strategies are used, their impact on group dynamics, and how well the therapist manages challenging situations.

Understanding Assignment Objectives:

  • Analysis of Group Therapy Techniques: Students need to carefully assess the group therapy techniques shown in the video. This includes focusing on the CBT strategies used by facilitators and how effective they are in addressing participants’ concerns.
  • Therapist’s Role Evaluation: Students should evaluate how the therapist contributes to the group session. This involves looking at how the therapist creates a supportive environment, manages group dynamics, and applies CBT principles to improve participants’ mental health.
  • Application of CBT Principles: The assignment explores how CBT principles are used in a group setting. Students should identify instances where CBT techniques help reduce symptoms and improve patient satisfaction.
  • Suggestions for Improvement: Students are encouraged to give helpful feedback by suggesting improvements in how the group is run. This includes ideas for making the physical layout of the group better and other practical enhancements.
  • Insights Gained Reflection: The assignment requires students to think about what they’ve learned from analyzing the video. This may include new perspectives on effective group facilitation, the importance of structured sessions, and the therapist’s role in creating a supportive therapeutic environment.
  • Handling Disruptive Clients: Students should analyze how the therapist deals with disruptive clients in the group. This involves understanding redirection techniques, considering potential removal strategies, and thinking about how disruptive behavior affects the group.
  • Benefits and Phases of Group Therapy: The assignment explores the benefits of group therapy and the different phases participants go through. Students are expected to recognize the positive aspects of group therapy, including increased interaction, shared coping mechanisms, and diverse perspectives contributing to rehabilitation.

The Student’s Role:

As a student, your role is to carefully watch the provided video, “Psychotherapy for Schizophrenia.” Pay close attention to the group therapy techniques, the therapist’s interventions, and how the session is going overall. Use your knowledge of cognitive-behavioral therapy principles to assess how well the strategies are working. Additionally, give helpful feedback on potential improvements, reflect on personal insights gained, and think about how the therapist deals with disruptive clients.

Make sure your analysis fits with the assignment objectives and gives a good understanding of group therapy techniques, emphasizing the use of cognitive-behavioral interventions in a group setting. This assignment is a chance to improve your skills in evaluating therapeutic approaches and contribute valuable insights to the field of mental health.

Detailed Discussion Assignment Instructions: Assessment Description

The Analyzing Group Techniques Assignment

Group therapy can alleviate feelings of isolation and foster a supportive and collaborative environment for sharing difficult feelings in order to facilitate healing. For many people, being part of a group that has a shared understanding of a struggle provides a unique opportunity to gain understanding of their own experiences.

As you examine one of the group therapy demonstrations from this week’s Learning Resources, consider the role and efficacy of the leader and the reasons that specific therapeutic techniques were selected.

RESOURCES

 Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

NRNP-6645 Assignment Analyzing Group Techniques

WEEKLY RESOURCES

To prepare:

    Select one of the group therapy video demonstrations from this week’s required media Learning Resources.

THE ASSIGNMENT

In a 3- to 4-page paper, identify the video you selected and address the following:

    What group therapy techniques were demonstrated? How well do you believe these techniques were demonstrated?

    What evidence from the literature supports the techniques demonstrated?

    What did you notice that the therapist did well?

    Explain something that you would have handled differently.

    What is an insight that you gained from watching the therapist handle the group therapy?

    Now imagine you are leading your own group session. How would you go about handling a difficult situation with a disruptive group member? How would you elicit participation in your group? What would you anticipate finding in the different phases of group therapy? What do you see as the benefits and challenges of group therapy?

    Support your reasoning 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.

BY DAY 7

Submit your Assignment.

ReminderLinks to an external site. The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at https://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.

NRNP 6645 Analyzing Group Techniques Assignment Example

Introduction

Group therapy, a valuable therapeutic approach, provides individuals with a supportive environment to share and explore their feelings, fostering healing through shared understanding. This analysis focuses on an IPT session for a client with a substance use disorder, examining group therapy techniques, the therapist’s performance, insights gained, and strategies for handling a challenging group member. By delving into these aspects, we aim to deepen our comprehension of effective group therapy dynamics.

Group Therapy Techniques

The IPT session demonstrated several impactful group therapy techniques. Interpersonal sensitivity, catharsis, universality, and releasing tension were evident as group members shared personal experiences and vulnerabilities. Hauber, Boon, and Vermeiren (2019) highlight the importance of these techniques in promoting trust, disclosure, and cohesiveness within the group. Furthermore, interpersonal learning played a key role, allowing group members to gain insights into their own behaviors through genuine emotional experiences (Cuijpers et al., 2016).

The therapist effectively utilized a directive approach, guiding the group through various stages of the session. This approach positively influenced the group’s depth of interaction and personal disclosure. The use of active listening and turn-taking contributed to a balanced and inclusive therapeutic environment, aligning with the principles of effective group therapy leadership (Jones, Bodie, & Hughes, 2019).

Therapist’s Performance

The therapist’s directive approach showcased effective leadership and facilitation skills. By actively listening and allowing turn-taking, the therapist created an environment where each group member felt heard and valued. Empathy was a notable strength, as demonstrated by the therapist’s understanding of the client’s experiences, even in the absence of explicit verbalization. However, caution must be exercised regarding individual reactions, as they may be interpreted differently by group members, potentially impacting the therapeutic alliance (Hauber, Boon, & Vermeiren, 2019).

Handling a Difficult Group Member

When faced with a challenging group member, the author would employ a strategic approach, considering the client’s readiness stage, offering choices, and focusing on strengths. This approach aligns with principles of client-centered therapy, ensuring active client engagement and empowerment in the therapeutic process. Determining the client’s readiness stage is crucial for tailoring interventions that facilitate progress without inducing resistance (Cuijpers et al., 2016). Offering choices empowers the client, fostering a sense of autonomy and collaboration within the therapeutic relationship. Focusing on strengths enhances optimism and attachment, crucial factors in overcoming challenges within the group context.

Insights Gained

The analysis provided valuable insights into the significance of effective leadership and the balance between talking and listening in group therapy. The directive approach proved instrumental in promoting active engagement and disclosure. The importance of creating a non-judgmental space for clients to share their experiences became evident, emphasizing the therapist’s role in facilitating a safe and supportive group environment. These insights are transferable across various therapeutic modalities, underscoring the universal principles of effective group therapy facilitation.

Benefits and Challenges of Group Therapy

Group therapy offers numerous benefits, including peer support, shared learning, and interpersonal skill development. The shared experience among group members fosters a sense of universality, reducing feelings of isolation (Hauber, Boon, & Vermeiren, 2019). However, challenges such as managing conflicts and varying participation levels must be navigated. Strategies for addressing these challenges include establishing clear group guidelines and interventions to promote equal participation.

Conclusion

This analysis has provided a comprehensive examination of group therapy techniques within an IPT session, shedding light on the therapist’s performance, handling difficult group members, and the broader benefits and challenges of group therapy. By integrating insights from scholarly literature, this exploration contributes to a deeper understanding of effective group therapy dynamics and their application in diverse therapeutic settings.

NRNP 6645 Analyzing Group Techniques Assignment Example Two

Introduction

Interpersonal Psychotherapy (IPT) is a time-limited therapeutic approach that addresses mental health issues by focusing on the impact of interpersonal relationships. This analysis delves into an IPT group therapy session for a client named Jimmy, who presented with a substance use disorder. The study explores group therapy techniques employed during the session, supported by scholarly literature, evaluates the therapist’s performance, suggests alternative approaches, and reflects on the insights gained from observing the therapy.

Group Therapy Techniques and Literature Support

The IPT session for Jimmy showcased various group therapy techniques with strong support from scholarly literature. Releasing tension emerged as a crucial technique at the beginning of the session. Hauber, Boon, and Vermeiren (2019) emphasize that sharing personal experiences promotes universality, comfort, and cohesiveness within the group. The group members, acknowledging Jimmy’s initial discomfort, responded by sharing their secrets, creating a supportive environment.

Catharsis played a significant role in building trust and promoting disclosure. Group members, through their willingness to share shameful aspects of their lives, demonstrated catharsis. This technique fosters an environment where individuals feel safe to take risks and make further disclosures (Hauber, Boon, & Vermeiren, 2019). Interpersonal sensitivity was evident as group members, particularly Mark, shared experiences similar to Jimmy’s, highlighting the importance of readiness and cohesiveness for effective disclosure (Hauber et al., 2019).

Interpersonal learning, another group technique, was demonstrated when Jimmy shared his problematic behavior of stealing his mother’s medication. The therapist facilitated the process by providing feedback and guiding group members in understanding the dynamics of their own behaviors. This aligns with the principles of interpersonal learning, allowing individuals to gain insights through genuine emotional experiences (Cuijpers et al., 2016).

Instilling hope emerged as a powerful technique during the session. Tim’s intervention effectively addressed Jimmy’s feelings of shame by acknowledging his courage and honesty. This approach aligns with Hauber, Boon, and Vermeiren’s (2019) assertion that individuals, realizing they are not judged solely on past actions, can inspire hope and facilitate positive change in others.

Therapist’s Performance

The therapist demonstrated commendable skills throughout the IPT session. The directive approach employed effectively guided the group, maintaining relevance and ensuring active engagement. Active listening and turn-taking, as highlighted by Jones, Bodie, and Hughes (2019), contributed to a balanced and inclusive therapeutic environment. The therapist’s empathy, particularly in understanding Jimmy’s experiences without explicit verbalization, created a non-judgmental atmosphere.

What the Therapist Did Well

The therapist excelled in using a directive approach, actively leading the group. This approach ensured the session’s relevance and maintained a clear therapeutic focus. The emphasis on active listening and turn-taking allowed each group member, including Jimmy, to feel heard and valued. The empathetic understanding demonstrated by the therapist contributed to a safe space for disclosure and exploration.

What to Handle Differently

While the therapist’s overall performance was commendable, the author suggests refraining from introducing individual reactions or comments during the session. Such interventions may be interpreted differently by group members and can potentially impact the therapeutic alliance negatively. Maintaining a neutral stance could prevent unintended consequences on client disclosure and engagement.

Insights Gained

Observing the therapist provided valuable insights into the importance of effective leadership and the balance between talking and listening in group therapy. The directive approach positively influenced group dynamics, promoting engagement and disclosure. The significance of creating a non-judgmental space for clients to share their experiences became evident, emphasizing the therapist’s role in fostering a supportive group environment.

Handling a Difficult Group Member

If faced with a challenging group member, the author would adopt a strategic approach, considering the client’s readiness stage, offering choices, and focusing on strengths. This aligns with principles of client-centered therapy, aiming to empower the client and tailor interventions to facilitate progress without inducing resistance. Understanding the client’s stage of readiness is crucial for effective intervention planning, while offering choices and highlighting strengths enhances collaboration and optimism within the therapeutic relationship.

Conclusion

In conclusion, the analysis of an IPT group therapy session for a client with a substance use disorder highlighted effective group therapy techniques, the therapist’s performance, potential improvements, and valuable insights. By integrating scholarly literature, this examination contributes to a deeper understanding of IPT within a group setting. The emphasis on releasing tension, catharsis, interpersonal sensitivity, interpersonal learning, and instilling hope underscored the therapeutic impact of group dynamics. The therapist’s directive approach, active listening, and empathetic understanding were crucial in fostering a supportive and transformative group environment.

NRNP 6645 Analyzing Group Techniques Assignment Example Three

Introduction

Group therapy is a valuable approach for individuals dealing with mental health issues, providing a supportive environment for open communication and shared experiences. This analysis focuses on a group therapy session featured in the video “Psychotherapy for Schizophrenia.” The aim is to examine the group therapy techniques applied in the video, specifically emphasizing cognitive-behavioral therapy (CBT), and evaluate the therapist’s role in facilitating the session.

Cognitive-Behavioral Therapy (CBT) Techniques

The video effectively demonstrates the application of cognitive-behavioral therapy (CBT) techniques within the group setting. The facilitators encouraged clients to voice their fears and discuss how they overcame the worries they were experiencing. This interactive approach aligns with CBT principles, emphasizing the identification and modification of negative thought patterns (Carr et al., 2018). Research supports the effectiveness of CBT in reducing hospital admissions and enhancing patient satisfaction, highlighting its relevance in group therapy settings (Carr et al., 2018).

The facilitators’ introduction, session overview, and follow-up phone calls contribute positively to the group dynamics. Clear communication of the session structure fosters a sense of predictability and safety, essential for individuals with schizophrenia. This aligns with the foundational principles of group therapy, promoting a structured and secure environment (Lecomte et al., 2018).

Suggestions for Improvement

While the facilitation was generally effective, a minor adjustment in the seating arrangement could enhance the group’s comfort. Spreading patients out in a circular pattern and providing more space between them may alleviate potential discomfort caused by close proximity. This adjustment addresses the issue of overstimulation, ensuring a more comfortable and conducive environment for group participation.

Insights Gained

Watching the video provided valuable insights into the importance of introducing the session, outlining guidelines, and conducting follow-up activities. These practices contribute to a well-structured and organized group therapy environment, minimizing uncertainties for participants. The video also highlighted the significance of validating and appreciating client responses, emphasizing the therapist’s role in creating a supportive atmosphere.

Handling Disruptive Clients

The video shed light on the challenges of facilitating groups with disruptive clients. It reinforced the understanding that managing disruptive behavior depends on the specific client, group dynamics, and their perception of the situation. The examples shared, such as redirecting a delusional and manic patient, underscore the therapist’s role in maintaining group cohesion. In cases of persistent disruption, removing the disruptive client from the group may be necessary for the overall efficiency of the session.

Benefits and Phases of Group Therapy

Group therapy offers numerous benefits, including increased interaction, shared coping mechanisms, and diverse perspectives. The stages of group therapy involve members recognizing their own perspectives, learning from others, fostering openness, understanding, respect, and appreciation. Positive experiences shared within the group contribute to rehabilitation and the application of alternative strategies for managing symptoms (Li et al., 2020).

Conclusion

In conclusion, group therapy, particularly using cognitive-behavioral therapy techniques, proves to be a valuable approach for individuals with schizophrenia. The video analysis highlighted the effectiveness of CBT within a group setting, the importance of clear communication in session management, and the therapist’s role in handling disruptive behaviors. The insights gained emphasize the significance of structured sessions, validating client responses, and creating a supportive atmosphere for successful group therapy outcomes. Group therapy remains a powerful method for individuals to connect, share experiences, and acquire coping mechanisms in their journey toward mental health.

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Worried about the cost? Our online nursing papers come at incredibly affordable prices, ensuring that every college student can access our top-notch nursing writing services without breaking the bank.

What We Offer:

Whether you’re dealing with a complex topic, facing a tight deadline, or need guidance on writing your nursing assignment, we are your one-stop solution. Our writers excel in providing outstanding nursing essay papers on any topic, meeting any deadline, and following any instructions you provide.

How to Get Started:

Ready to place your order? It’s easy! Click on our “Place Order” page, fill in all the details for your paper, and then proceed to checkout to complete the payment. Once done, your order will be available to be assigned to a suitable expert.

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Cognitive Behavioral Therapy Group Settings Versus Family Settings Example Essays

Cognitive Behavioral Therapy Group Settings Versus Family Settings Example EssaysAssignment Brief: Cognitive Behavioral Therapy in Group Settings Versus Family Settings

Assignment Overview:

This assignment aims to explore Cognitive Behavioral Therapy (CBT) in group and family settings, looking at how it works and the unique challenges and adaptations needed for effective therapy.

Assignment Objectives:

  • Understand Theory: Look into the theory behind Cognitive Behavioral Therapy and how it fits into group and family settings, focusing on concepts like schemas and social exchange theory.
  • Explore Practical Use: Check out how CBT is used in the real world in both group and family therapy. Use personal practicum experiences or case studies to show the challenges and successes in each setting.
  • Look at Challenges and Solutions: Investigate challenges specific to each setting, such as fitting individual ideas into group dynamics or blending different family ideas. Suggest strategies to handle these challenges.
  • Discuss Research: Talk about relevant research findings on how well CBT works in group and family settings, considering things like cost-effectiveness, societal impact, and therapeutic outcomes.
  • Reflect on Your Experience: Think about your own practicum experiences or observations related to CBT in group and family therapy. Show how theoretical concepts are used in the real world.

Understanding Assignment Objectives:

This assignment wants you to get a good understanding of how Cognitive Behavioral Therapy works in group and family settings. You’ll need to explore the theory, see how it’s used in real life, and understand the challenges and solutions. By using your own experiences or case studies, you can analyze the practical side of things.

Your Role as a Student:

As a student, your task is to get the theory behind Cognitive Behavioral Therapy and see how it’s used in group and family therapy. Use your own experiences or case studies to look at the challenges in each setting and suggest ways to handle them. Also, talk about research to back up your ideas and give a well-rounded view of how well CBT works in different therapy situations. The assignment encourages you to think about your experiences and really understand how to use CBT in group and family settings.

Detailed Discussion Assignment Instructions: Assessment Description

Cognitive Behavioral Therapy: Group Settings Versus Family Settings – Week 8 Discussion Example Essays

Week 8: Cognitive Behavioral Therapy for Groups

CBT is the most widely researched psychotherapeutic model with demonstrated effectiveness in the treatment of a wide range of emotional and behavioral problems. CBT is the first order of business and treatment of choice for most patients who need internal resources and coping skills enhanced.

—Dr. Sharon M. Freeman Clevenger, Psychotherapy for the Advanced Practice Psychiatric Nurse

Although designed for therapy with individuals, cognitive behavioral therapy (CBT) has also proven effective in group settings. With its many benefits, including cost-effectiveness and efficiency, this therapeutic approach allows the psychiatric mental health nurse practitioner to effectively treat a greater number of clients in a relatively short length of time. With the widespread use of CBT with groups, it is important for you to understand how to use this therapeutic approach in clinical settings.

This week, as you explore CBT for groups, you compare CBT in group and family settings. You also develop diagnoses for clients receiving group psychotherapy and consider legal and ethical implications of counseling these clients.

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books.

    Chapter 11, “In the Beginning” (pp. 309–344)

Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books.

    Chapter 12, “The Advanced Group” (pp. 345–390)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

Note: You will access this text from the Walden Library databases.

Bjornsson, A. S., Bidwell, L. C., Brosse, A. L., Carey, G., Hauser, M., Mackiewicz Seghete, K. L., … Craighead, W. E. (2011). Cognitive-behavioral group therapy versus group psychotherapy for social anxiety disorder among college students: A randomized controlled trial. Depression and Anxiety, 28(11), 1034–1042. doi:10.1002/da.20877

Note: You will access this text from the Walden Library databases.

Safak, Y., Karadere, M. E., Ozdel, K., Ozcan, T., Türkçapar, M. H., Kuru, E., & Yücens, B. (2014). The effectiveness of cognitive behavioral group psychotherapy for obsessive-compulsive disorder. Turkish Journal of Psychiatry, 25(4), 225–233. Retrieved from http://www.turkpsikiyatri.com/

Note: You will access this text from the Walden Library databases.

Document: Group Therapy Progress Note

Discussion: Cognitive Behavioral Therapy: Group Settings Versus Family Settings

As you might recall from Week 5, there are significant differences in the applications of cognitive behavior therapy (CBT) for families and individuals. The same is true for CBT in group settings and CBT in family settings. In your role, it is essential to understand these differences to appropriately apply this therapeutic approach across multiple settings. For this Discussion, as you compare the use of CBT in group settings and family settings, consider challenges of using this approach with your own groups.

Learning Objectives

Students will:

    Compare the use of cognitive behavioral therapy for groups to cognitive behavioral therapy for families

    Analyze challenges of using cognitive behavioral therapy for groups

    Recommend effective strategies in cognitive behavioral therapy for groups

To prepare:

    Reflect on your practicum experiences with CBT in group and family settings.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the Post to Discussion Question link and then select Create Thread to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking Submit! Cognitive Behavioral Therapy: Group Settings Versus Family Settings – Week 8 Discussion Sample Essays

By Day 3

Post an explanation of how the use of CBT in groups compares to its use in family settings. Provide specific examples from your own practicum experiences. Then, explain at least two challenges counselors might encounter when using CBT in the group setting. Support your response with specific examples from this week’s media.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues by recommending strategies to overcome the challenges your colleagues have identified. Support your recommendation with evidence-based literature and/or your own experiences with clients.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 8 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 8 Discussion

 Assignment 1: Practicum – Week 8 Journal Entry

Learning Objectives

Students will:

    Develop effective documentation skills for group therapy sessions *

    Develop diagnoses for clients receiving group psychotherapy *

    Evaluate the efficacy of cognitive behavioral therapy for groups *

    Analyze legal and ethical implications of counseling clients with psychiatric disorders *

    Cognitive Behavioral Therapy: Group Settings Versus Family Settings – Week 8 Discussion Example Essays

* The Assignment related to this Learning Objective is introduced this week and submitted in Week 10.

Select two clients you observed or counseled this week during a group therapy session. Note: The two clients you select must have attended the same group session.

Then, in your Practicum Journal, address the following:

    Using the Group Therapy Progress Note in this week’s Learning Resources, document the group session.

    Describe each client (without violating HIPAA regulations), and identify any pertinent history or medical information, including prescribed medications.

    Using the DSM-5, explain and justify your diagnosis for each client.

    Explain whether cognitive behavioral therapy would be effective with this group. Include expected outcomes based on this therapeutic approach. Cognitive Behavioral Therapy: Group Settings Versus Family Settings – Week 8 Discussion Sample Essays

    Explain any legal and/or ethical implications related to counseling each client.

    Support your approach with evidence-based literature.

By Day 7 of Week 10

Submit your Assignment.

Assignment 2: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.

These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability.

You can access Board Vitals through the link sent to you in email or by following the link below:

https://www.boardvitals.com/

By Day 7

Complete the Board Vitals questions.

Making Connections

Now that you have:

    Explored cognitive behavioral therapy (CBT) for groups and compared CBT in group and family settings

    Developed diagnoses for clients receiving group psychotherapy and considered legal and ethical implications of counseling these clients

Next week, you will:

    Explore psychotherapeutic approaches to group therapy for addiction

    Develop diagnoses for clients receiving psychotherapy for addiction and consider legal and ethical implications of counseling these clients.

Cognitive Behavioral Therapy: Group Settings Versus Family Settings Example Essay

Introduction:

Cognitive Behavioral Therapy (CBT) serves as a versatile and effective psychotherapeutic model, applicable in diverse settings such as individual, group, and family therapy. This essay explores the comparisons and challenges associated with implementing CBT in group settings versus family settings, drawing insights from the provided sample essays and relevant literature.

CBT in Group Settings versus Family Settings:

Cognitive Behavioral Therapy exhibits similarities and differences when applied in group and family contexts. Both settings have demonstrated effectiveness in treating various mental health disorders, including anxiety, depression, and substance use (McHugh et al., 2010; Naik et al., 2013). However, the structural variances are notable, with group therapy addressing individuals with distinct disorders, while family therapy focuses on the dynamics within a familial unit (Nichols, 2014).

Challenges of CBT in Group Settings:

Group therapy, while cost-effective and conducive to shared experiences, poses unique challenges. Group dynamics can hinder the formation of connections among individuals, impacting the effectiveness of restructuring activities (Bjornsson et al., 2011). Additionally, maintaining focus on individual goals within the collective setting can be challenging, as members may bring diverse issues to the forefront (Wheeler, 2014).

Challenges of CBT in Family Settings:

In family settings, blending diverse family schemas and creating new, adaptive beliefs can be challenging. Families with special needs children, for instance, may struggle to adapt to unique challenges, necessitating additional therapeutic efforts (Bjornsson et al., 2011). Establishing cohesive family dynamics requires addressing individual concerns within the broader context of familial interactions.

Strategies to Overcome Challenges:

To overcome challenges in group settings, fostering a supportive environment and encouraging open communication is paramount. Providing additional individual sessions when necessary ensures personalized attention (Wheeler, 2014). In family settings, gradual integration of family schemas and emphasis on creating new adaptive beliefs facilitate the development of a cohesive familial unit. Individual sessions may be instrumental in addressing specific concerns of family members (Bjornsson et al., 2011).

Legal and Ethical Considerations:

Legal and ethical considerations are integral to both group and family settings. Maintaining confidentiality is crucial, requiring therapists to navigate the balance between individual and collective privacy (Wheeler, 2014). Informed consent, particularly in family settings, becomes pivotal, considering the potential impact of shared information on the family dynamic.

Conclusion:

In conclusion, CBT’s application in group and family settings offers distinct challenges and advantages. Therapists must navigate the complexities of group dynamics or familial interactions while adhering to legal and ethical considerations. Integrating individual and collective therapeutic approaches ensures a comprehensive and tailored treatment experience for clients in diverse settings. As mental health practitioners continue to refine their skills, understanding the nuanced application of CBT across different contexts remains essential for effective and ethical treatment.

Cognitive Behavioral Therapy: Group Settings Versus Family Settings Example Essay Two

Introduction:

Cognitive Behavioral Therapy (CBT) is a widely recognized short-term psychotherapeutic approach emphasizing attitude change to facilitate behavior modification (Nichols, 2014). Effective in treating various disorders, CBT can be implemented at the individual or family level, with distinct frameworks for each (Wheeler, 2014).

Individual CBT and Family CBT:

Individual CBT involves a collaborative process between therapist and client, considering schemas and physiology to tailor the plan of care, particularly focusing on harm reduction, especially for clients dealing with anxiety and substance abuse (Wheeler, 2014). In contrast, family CBT, a brief and solution-focused approach, aims to cultivate adaptive thinking and behaviors within the family unit, fostering a healthier family environment (Nichols, 2014).

Case Example: T.M’s Struggle with Alcoholism:

T.M, engaged in both individual and family CBT, initially sought help for alcohol-related issues. His resistance to acknowledging the severity of his alcoholism became apparent in individual sessions. When family CBT was introduced, tensions arose, revealing discrepancies in his reported abstinence duration. Such complexities underscore the importance of addressing substance use disorders (SUDs) within a multifaceted therapeutic approach.

CBT Strategies for Substance Use Disorders:

The CBT model for SUDs recognizes substances as reinforcing behaviors, creating associations with daily activities. Cognitive restructuring and skill development are employed to reduce the positive and negative reinforcement effects, promoting abstinence or controlled substance use (McHugh et al., 2010). In T.M’s case, the discrepancy in his narratives highlighted the need for a comprehensive approach, combining individual and family interventions.

Challenges and Recommendations:

Implementing CBT in family settings presents challenges, such as session structure and technique effectiveness concerns (Ringle et al., 2015). To address these challenges, therapists may benefit from evaluation, consultation with peers, and consideration of alternative interventions. In T.M’s case, a recommendation for the “Ready for Change” group was made, leveraging shared experiences to foster awareness of alcohol-related issues (Morin et al., 2017).

Conclusion:

This case underscores the complexity of addressing substance use within the family context and the importance of a nuanced therapeutic approach. Utilizing both individual and family CBT, along with group support, proved essential in navigating T.M’s resistance and promoting awareness. Therapists must continually evaluate and adapt their strategies, drawing on the principles of CBT to address the unique challenges presented by each client and family.

References:

McHugh, R. K., Hearon, B. A., & Otto, M. W. (2010). Cognitive behavioral therapy for substance use disorders. The Psychiatric clinics of North America, 33(3), 511-25. doi:10.1016/j.psc.2010.04.012

Morin, J., Harris, M., & Conrod, P. (2017, October 05). A Review of CBT Treatments for Substance Use Disorders. Oxford Handbooks Online. Retrieved from http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199935291.001.0001/oxfordhb-9780199935291-e-57.

Nichols, M. (2014). The essentials of family therapy (6th ed.). Boston, MA: Pearson.

Ringle, V. A., Read, K. L., Edmunds, J. M., Brodman, D. M., Kendall, P. C., Barg, F., & Beidas, R. S. (2015). Barriers to and Facilitators in the Implementation of Cognitive-Behavioral Therapy for Youth Anxiety in the Community. Psychiatric services (Washington, D.C.), 66(9), 938-45. doi:10.1176/appi.ps.201400134

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer.

Cognitive Behavioral Therapy: Group Settings Versus Family Settings Example Essay Three

Cognitive Behavioral Therapy (CBT) stands out as a highly effective psychotherapeutic approach, adaptable to individual, group, or family settings. Its core objective is to collaboratively work with patients to modify unhealthy thoughts and behaviors, offering a versatile framework applicable to diverse mental health conditions, from addiction to severe illnesses.

Effectiveness of Group Therapy:

While some argue that group therapy is more effective than individual therapy (Kellett, Clarke, & Matthews, 2007), the choice between group, family, or individual sessions depends on the nature of the condition being treated. The Johnson Family Session video provides insight into the nuanced effectiveness of group or individual therapy. For instance, a survivor of sexual assault displayed internal issues hindering her engagement in group therapy. This highlights the importance of addressing individual needs before progressing to group or family sessions.

Challenges in Group/Family Therapy:

Ensuring client commitment to treatment is pivotal, as poor compliance can impact the therapeutic dynamics within the group (Söchting, Lau, & Ogrodniczuk, 2018). A case from practicum involving a terminally ill patient illustrates the challenges of family therapy when individual issues are not addressed first. The patient’s readiness for comfort care conflicted with her family’s denial. Individual CBT would have been beneficial in addressing her anxiety, insecurities, and depression, allowing for a healthier transition to family sessions.

CBT for Depression:

CBT, recognized for its evidence-based efficacy, particularly shines in treating depression (Driessen et al., 2017). However, challenges arise when individuals are not fully engaged, harbor doubts about the treatment’s effectiveness, or possess unresolved individual issues. These challenges underscore the need for a flexible and individualized approach, even within the broader framework of CBT.

Conclusion:

In navigating the landscape of CBT applications, practitioners must carefully consider the unique needs of each client. While CBT is a powerful tool, its success relies on addressing individual barriers and tailoring therapeutic approaches to specific circumstances. Whether in group, family, or individual settings, the adaptability of CBT provides a solid foundation, but the key lies in recognizing and addressing individual nuances.

References:

Kellett, S., Clarke, S., & Matthews, L. (2007). Delivering Group Psychoeducational CBT in Primary Care: Comparing Outcomes with Individual CBT and Individual Psychodynamic-Interpersonal Psychotherapy. British Journal of Clinical Psychology, 46(2).

Söchting, I., Lau, M., & Ogrodniczuk, J. (2018). Predicting Compliance in Group CBT Using the Group Therapy Questionnaire. International Journal of Group Psychotherapy, 68(2).

Driessen, E., Van, H. L., Peen, J., Don, F. J., Twisk, J. W. R., Cuijpers, P., & Dekker, J. J. M. (2017). Cognitive-Behavioral Versus Psychodynamic Therapy for Major Depression: Secondary Outcomes of a Randomized Clinical Trial. Journal of Consulting Clinical Psychology, 85(7).

Cognitive Behavioral Therapy: Group Settings Versus Family Settings Example Essay Four

Cognitive Behavioral Therapy (CBT) has proven efficacy in treating various psychiatric disorders, presenting itself as an adaptable intervention available in individual, family, or group settings (Naik et al., 2013). While individual and family therapies have their merits, Group Cognitive Behavioral Therapy (GCBT) emerges as a promising alternative, particularly in scenarios where delivering extensive treatment to a larger number of patients is logistically challenging.

Efficacy Across Disorders:

Research indicates that CBT, whether delivered individually or in a group, is highly effective across diverse conditions, including unipolar depression, anxiety disorders, bulimia nervosa, and more (Naik et al., 2013). This versatility positions CBT as a valuable therapeutic tool, adaptable to different settings based on patient needs.

Cost-Effectiveness of Group CBT:

One notable advantage of GCBT is its cost-effectiveness. In particular, group treatment has demonstrated economic benefits, especially in cases involving children and adolescents with conditions like anxiety disorders and depression (Hedman et al., 2010). The reduction in medical and nonmedical costs contributes to a societal cost offset, making GCBT a pragmatic solution in resource-limited healthcare environments.

Challenges and Considerations:

Despite its potential, challenges exist in implementing GCBT, including the scarcity of properly trained therapists and associated high costs in family settings (Hedman et al., 2010). Additionally, the acceptability and efficacy of GCBT need to be explored further in real-world mental health settings to ensure its applicability and benefits in diverse populations.

Addressing Healthcare Resource Limitations:

As healthcare resources become increasingly constrained, the demand for cost-effective treatments rises. GCBT aligns with this demand by offering a time- and cost-efficient therapeutic approach, potentially reducing societal costs associated with sick leave and healthcare consumption (Hedman et al., 2010).

Conclusion:

Group Cognitive Behavioral Therapy stands out as a promising and cost-effective approach in mental health treatment. Its effectiveness across various disorders and potential societal cost offsets position it as a valuable addition to the therapeutic toolkit. Future research and implementation efforts should focus on addressing challenges and expanding our understanding of GCBT’s acceptability and efficacy in diverse mental health settings.

References:

Naik, A., O’Brien, A., Gaskin, C., Munro, I., & Bloomer, M. (2013). The Acceptability and Efficacy of a Group Cognitive Behavioural Therapy Programme in a Community Mental Health Setting. Community Mental Health Journal, 49(3), 368–372.

Hedman, E., Ljótsson, B., Andersson, E., Rück, C., Andersson, G., & Lindefors, N. (2010). Effectiveness and cost offset analysis of group CBT for hypochondriasis delivered in a psychiatric setting: an open trial. Cognitive Behaviour Therapy, 39(4), 239–250.

Cognitive Behavioral Therapy: Group Settings Versus Family Settings Example Essay Five

Cognitive Behavioral Therapy (CBT) stands as a cornerstone in evidence-based therapeutic practices, adaptable to individual, group, and family settings. The integration of CBT into family therapy is rooted in Thibaut and Kelley’s theory of social exchange, emphasizing the interplay of rewards and sacrifices within relationships to maintain homeostasis (Nichols, 2014).

In both group and family CBT, the concept of schemas plays a pivotal role. Schemas represent core beliefs shaping individuals’ responses, consciously or unconsciously (Wheeler, 2014). However, challenges arise when group members attempt to bring their family schemas into the group setting, potentially complicating the therapeutic process (Wheeler, 2014). Moreover, the focus on restructuring activities in group CBT, as highlighted by Bjornsson et al. (2011), may impede the formation of crucial group dynamics, limiting the effectiveness of the therapy.

In my practicum experience, maintaining a focus on the present and fostering change-oriented goals has been a significant aspect of group therapy. Group members often grapple with reconciling past experiences that led to their behaviors, necessitating the therapist’s effort to anchor discussions in the present (Wheeler, 2014). Conversely, family therapy sessions have presented distinct challenges, particularly in blending disparate family schemas into a cohesive unit. The complexities are heightened when families are navigating the unique dynamics associated with having autistic children, necessitating the creation of new schemas to accommodate these circumstances.

The effectiveness of CBT in various settings also hinges on addressing the nuances of each therapeutic context. While family therapy may encounter struggles in blending family schemas, group therapy, as observed by Bjornsson et al. (2011), may face obstacles in establishing cohesive group dynamics. These challenges underscore the importance of tailoring CBT approaches to suit the specific needs of each setting.

In conclusion, CBT’s versatility in individual, group, and family settings underscores its adaptability to diverse therapeutic contexts. As therapists navigate the complexities of group and family dynamics, a nuanced understanding of schemas and a focus on present-oriented goals remain paramount in achieving positive outcomes.

References:

Bjornsson, A. S., Bidwell, C., Brosse, A. L., Carey, G., Hauser, M., Mackiewicz, K. L., … Craighead, W. E. (2011). Cognitive-Behavioral Group Therapy Versus Group Psychotherapy For Social Anxiety Disorder Among College Students: A Randomized Controlled Trial. Depression and Anxiety, 28(11), 1034-1042. http://dx.doi.org/10.1002/da.20877

Nichols, M. (2014). The Essentials of Family Therapy (6th ed.). Boston, MA: Pearson.

Wheeler, K. (2014). Psychotherapy for the Advanced Practice Psychiatric Nurse (2nd ed.). New York, NY: Springer Publishing Company.

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ANP 650 Advanced Practice Rules for Nurse Practitioners Example

Assignment on ANP 650 Advanced Practice Rules for Nurse Practitioners ExampleAssignment Brief: ANP 650 Advanced Practice Rules for Nurse Practitioners Example

Assignment Instructions Overview:

The primary objective of this assignment is to research on the advanced practice rules for nurse practitioners, focusing on state-specific regulations. For this instance, the target states are California and Nevada, with an additional analysis of Arizona. Learners will explore the nurse practice acts, professional codes, business practices, invasive procedure privileges, standards for nurse practitioners, and regulations for ordering medications and devices within these states.

Understanding Assignment Objectives:

  1. California-based Learners:
    1. Read Nurse Practice Act: Acknowledge reading the Nurse Practice Act for California, available through the “Board of Nursing Links by State” on the Student Success Center under the AGACNP tab.
    2. Identify Professional Codes: Identify professional codes and business practices regulated by the California Board of Nursing for nurse practitioners.
    3. Standardized Procedure Guidelines: Explain how standardized procedure guidelines are governed within California.
    4. Standards for Nurse Practitioners: Detail at least two standards outlined by the California Board of Nursing for nurse practitioners.
    5. Regulations for Medications: Discuss regulations for furnishing and ordering medications, drugs, and devices within the state.
  2. Learners in States Other Than California (e.g., Nevada):
    1. Read State Nurse Practice Act: Identify the state in which you practice and acknowledge reading your state’s Nurse Practice Act using the “Board of Nursing Links by State.”
    2. Professional Codes: Identify professional codes and business practices regulated by the state for nurse practitioners.
    3. Invasive Procedure Privileges: Explain how invasive procedure privileges are granted within your state.
    4. Standards for Nurse Practitioners: Detail at least two standards outlined by your state’s Board of Nursing for nurse practitioners.
    5. Regulations for Medications: Discuss regulations for ordering medications and devices within your state.
  3. Both California and Other States (e.g., Nevada) Learners:
    1. National, State, and Local Regulations Impact: Discuss how national, state, and local regulations affect the AGACNP scope and practices.
    2. Support with Resources: Support your response with a minimum of two APRN peer-reviewed resources.

The Student’s Role:

  1. Research and Analysis:
    1. Thoroughly research the Nurse Practice Acts, professional codes, and business practices specific to your state.
    2. Analyze the regulations governing standardized procedure guidelines, invasive procedure privileges, and medication ordering within your state.
  2. Comparative Analysis:
    1. If applicable, compare and contrast the regulations in your state with those in California, focusing on the standards set for nurse practitioners and the processes for medication orders.
  3. Resource Integration:
    1. Integrate a minimum of two APRN peer-reviewed resources to support your discussion on the impact of national, state, and local regulations on AGACNP scope and practices.
  4. Critical Reflection:
    1. Reflect critically on the implications of these regulations on the role of Adult-Gerontology Acute Care Nurse Practitioners (AGACNPs) in your state, considering patient care, autonomy, and collaboration with other healthcare providers.

Submission Guidelines:

  • Submit a well-organized and articulate paper, addressing the outlined components.
  • Ensure clarity, coherence, and proper citation of all referenced resources.
  • Adhere to the APA format for citations and the overall structure of the paper.

Evaluation Criteria:

  • Comprehensive understanding and integration of state-specific regulations.
  • Critical analysis and comparison of regulations, where applicable.
  • Clear discussion on the impact of national, state, and local regulations on AGACNP scope and practices.
  • Effective integration of a minimum of two peer-reviewed resources to support arguments and reflections.
  • Adherence to submission guidelines, including word count and APA format.

Detailed Discussion Assignment Instructions: Assessment Description

Topic 1 DQ 2

For California-based learners, review the advanced practice rules for nurse practitioners in California using the resource, “Board of Nursing Links by State,” located on the college page of the Student Success Center under the AGACNP tab.

In your response, acknowledge that you have read the Nurse Practice Act for California. Identify the professional codes and business practices regulated by the California Board of Nursing for nurse practitioners. Explain how standardized procedure guidelines are governed within California, detail at least two standards for nurse practitioners outlined by the California Board of Nursing, and discuss the regulations of furnishing and ordering medications, drugs, and devices within the state.ANP-650 topic 1 dq 2 advanced practice rules for nurse practitioners How do national, state, and local regulations affect the AGACNP scope and practices? Support your answer with a minimum of two APRN peer-reviewed resources.

For learners based in states other than California, review the advanced practice rules for nurse practitioners in your respective state using the resource, “Board of Nursing Links by State,” located on the college page of the Student Success Center under the AGACNP tab.

In your response, identify the state in which you practice and acknowledge that you have read your state’s Nurse Practice Act. Identify the professional codes and business practices regulated by the state for nurse practitioners and explain how invasive procedure privileges are granted within your state. Detail at least two standards for nurse practitioners within your state and discuss the regulations for ordering medications and devices within your state. How do national, state, and local regulations affect the AGACNP scope and practices? Support your answer with a minimum of two APRN peer-reviewed resources.

ANP 650 Advanced Practice Rules for Nurse Practitioners Examples

ANP 650 Topic 1 DQ 2: Advanced Practice Rules for Nurse Practitioners in Nevada

I have meticulously reviewed the Nurse Practice Act for the State of Nevada, where I practice as a registered nurse. The Nevada Administrative Code (NAC) Chapter 632, specifically the section related to Nursing, serves as the comprehensive legal framework governing the practice of advanced practice nurses (APNs) in the state (Nevada Administrative Code, 2019).

Professional Codes and Business Practices

Nevada, being a full-practice state, has recognized the role of advanced practice nurses, allowing them to be reimbursed up to 85% by third-party payors (Kleinpell et al., 2023; Phillips, 2021). However, it’s noteworthy that under state law, APNs are not designated as primary care providers, even though they have the authority to admit and care for patients in the acute care setting (Phillips, 2021).

The Nurse Practice Act in Nevada encompasses various professional codes and business practices aimed at regulating the conduct of advanced practice registered nurses (APRNs). One notable requirement is the obligation for APRNs to maintain professional liability insurance, emphasizing the importance of accountability in their practice (NAC, 2019). Furthermore, APRNs are mandated to maintain a professional portfolio containing essential documents such as copies of professional licenses, proof of liability insurance, a list of practice locations, evidence of national certifications, continuing education records, and transcripts from educational institutions (NAC, 2019).

Invasive Procedure Privileges

In Nevada, the grant of invasive procedure privileges is subject to specific parameters outlined in the Nurse Practice Act. APRNs are eligible for these privileges if they have been certified to perform the procedure by a board-recognized organization, if the procedure was part of their educational program, if individually approved by the board, or if taught by a physician or another APRN and described as performed by an APRN in national nursing publications or guidelines (NAC, 2019).

Authorization to issue written prescriptions for controlled substances, dangerous drugs, poisons, or devices is contingent on the APRN’s application for this privilege through the board. Additionally, attendance at a program of advanced pharmacotherapeutics or other courses meeting board requirements and intended for the APRN’s population of focus is a prerequisite for this authorization (NAC, 2019).

Standards for Nurse Practitioners

The Nevada Nurse Practice Act delineates several standards that APRNs are expected to adhere to in their practice. Effective communication and collaboration with other healthcare providers involved in patient care is emphasized, aligning with the collaborative nature of healthcare delivery (NAC, 2019). Another critical standard pertains to the APRN’s recognition, understanding, and accommodation of patient choices related to their social, cultural, and religious beliefs regarding psychological and physiological health (NAC, 2019).

Communication and collaboration are integral components of the nursing profession, and these standards further underscore the importance of these skills in the advanced practice role. Recognizing and respecting patient choices aligns with the holistic approach to patient care and reflects the ethical principles guiding nursing practice (DeNisco, 2019).

Regulations for Ordering Medications and Devices

APRNs in Nevada have the autonomy to order medications and devices independently once they fulfill specific requirements outlined by the Nevada State Board of Nursing (NSBON). If applying for a license in Nevada after practicing for 2000 hours or two years in another state, an APRN can independently order medications and devices (NSBON, n.d.). For newly certified APRNs, a collaborative agreement with a physician is mandatory for the first 1000 hours without prescribing privileges (NSBON, n.d.).

Moreover, in addition to the regulation by the state board of nursing, APRNs, particularly those specializing in adult-gerontological acute care, are subject to requirements from other state regulatory bodies. These bodies may include the state board of medical examiners and state pharmacy boards, further influencing the scope and practices of APRNs (DeNisco, 2019).

Impact of National, State, and Local Regulations on AGACNP Scope and Practices

National, state, and local regulations play a pivotal role in shaping the scope and practices of Adult-Gerontology Acute Care Nurse Practitioners (AGACNPs). These regulations, often complex and multifaceted, are crucial for ensuring standardized and safe practice while also influencing aspects such as patient access, reimbursement, and quality control (DeNisco, 2019).

On the national level, regulatory processes impact patient access to APRNs, reimbursement mechanisms, and the overall quality of care. Kleinpell et al. (2023) highlight the significance of addressing barriers to APRN practice, especially during critical periods such as the COVID-19 pandemic. National regulatory implications can either facilitate or hinder the ability of AGACNPs to respond effectively to evolving healthcare needs.

State-level regulations, as evident in the Nevada Nurse Practice Act, define the specific parameters within which AGACNPs can operate. The recognition of APNs as full-practice providers in Nevada reflects a progressive approach, allowing them a significant degree of autonomy in patient care. However, nuances, such as the non-recognition of APNs as primary care providers, indicate the need for ongoing advocacy and regulatory refinement.

Local regulations, often enforced by entities like state boards of medical examiners and pharmacy boards, add a layer of complexity to AGACNP practice. These regulations may vary, requiring AGACNPs to navigate diverse sets of rules and requirements depending on their practice location within the state.

In conclusion, the regulatory landscape for AGACNPs is intricate, involving a dynamic interplay of national, state, and local regulations. While national regulations set the broader context, state and local regulations provide the specific parameters that shape the scope and practices of AGACNPs. Awareness of and engagement with these regulatory frameworks are essential for AGACNPs to navigate their roles effectively, ensuring high-quality patient care within the bounds of legal and professional standards. Advocacy efforts at all levels are crucial to address barriers, promote autonomy, and enhance the contributions of AGACNPs to the evolving healthcare landscape.

References

DeNisco, S. M. (2019). Advanced practice nursing (4th ed.). Jones & Bartlett Learning.

Kleinpell, R., Myers, C. R., & Schorn, M. N. (2023). Addressing barriers to APRN practice: Policy and regulatory implications during COVID-19. Journal of Nursing Regulation, 14(1), 13–20. https://doi.org/10.1016/s2155-8256(23)00064-9

Nevada Administrative Code, Chapter 632-Nursing. (2019). https://www.leg.state.nv.us/NAC/NAC-632.html#NAC632Sec259

Nevada State Board of Nursing. (n.d.). APRN licensure-Frequently asked questions [PDF]. https://nevadanursingboard.org/wp-content/uploads/2019/12/APRN-FAQs.pdf

Phillips, S. J. (2021). 33rd Annual APRN Legislative Update. The Nurse Practitioner, 46(1), 27–55. https://doi.org/10.1097/01.npr.0000724504.39836.69

ANP-650 Topic 1 DQ 2: Advanced Practice Rules for Nurse Practitioners in Arizona

I have carefully reviewed the Arizona Nurse Practice Act to gain insights into the regulatory framework governing the practice of advanced practice nurses (APNs) in the state. The Arizona State Board of Nursing (AZBN) plays a pivotal role in establishing and enforcing rules and regulations aimed at ensuring the safety and well-being of the public (Arizona State Board of Nursing, n.d).

Licensure and Competence Assessment

The primary objective of the Nurse Practice Act in Arizona is to regulate and protect the public by establishing rigorous standards for competence and proficiency among healthcare practitioners. This is achieved through the licensure process, where individuals must demonstrate complete competence in their respective scopes of practice by successfully passing the board examination (Arizona State Board of Nursing, n.d). Licensure is a cornerstone regulation, making it illegal for individuals to perform any advanced practice nursing tasks without a valid license.

The AZBN recognizes the dynamic nature of healthcare and, to ensure ongoing competence, implements mandatory annual education requirements for APNs. This requirement is essential for APNs to stay abreast of advancements in healthcare and to maintain the knowledge necessary for effective and safe practice (Arizona State Board of Nursing, n.d).

Regulatory Methods for Patient Safety

For Advanced Practice Registered Nurses (APRNs) in Arizona, four regulatory methods are in place to prevent harm to the public: licensure, registration, certification, and recognition. Licensure is the foundational regulation that governs the legal practice of APRNs, emphasizing the importance of demonstrating competence and maintaining ongoing education throughout their careers.

Certification holds significant weight in the field of Adult-Gerontology Acute Care Nurse Practitioners (ACNPs), representing an individual’s education, experience, and dedicated hours in the field. The Nurse Practice Act further outlines specific requirements for practicing as a nurse practitioner, including the completion of an ACNP education program and the ability to manage patients’ health through comprehensive assessments.

The National Council of State Boards of Nursing (NCSBN) has taken steps to address variations in regulations across states through the establishment of the “Consensus Model for Regulation: Licensure, Accreditation, Certification, and Education (LACE).” This model proposes definitions of APRN practice, titling, and education requirements, providing a framework for uniformity across states. However, the implementation of these recommendations remains subject to state laws, emphasizing the need for continued advocacy and adaptation as the ACNP field evolves (Buck, 2021).

Scope of Practice for Registered Nurse Practitioners (RNPs) in Arizona

In Arizona, a Registered Nurse Practitioner (RNP) operates without the requirement of physician oversight as long as the task falls within their knowledge and educational training. However, ACNPs in Arizona are subject to limitations when treating physiologically unstable patients. Once a patient is considered stable, an ACNP is obligated to transfer their care to a primary care provider, as it exceeds their defined scope of practice. Staying informed and up-to-date with these evolving regulations is imperative for ACNPs to ensure public safety and compliance with legal and professional standards.

Impact of the COVID-19 Pandemic on Healthcare Regulation

The COVID-19 pandemic has underscored the importance of optimal utilization of healthcare providers. The Consensus Model, developed in 2008, provides a framework for APRN regulation aligned with state laws, aiming to create an APRN compact similar to the compact RN license. This compact would enable APRNs to practice across state borders, promoting flexibility and addressing workforce shortages during emergencies.

Regulatory bodies, such as the Consensus Model, play a vital role in establishing a foundation for a concise and clear scope of practice for APRNs. The model’s framework, designed to align with state laws, seeks to address the existing confusion and disparities across states that hinder APRNs’ roles and scope of practice. The ongoing evolution of regulations emphasizes the importance of APRNs staying updated on changes that may impact their practice, ensuring they are well-prepared to navigate the complexities of their roles (Buck, 2021).

In conclusion, the Arizona Nurse Practice Act, administered by the Arizona State Board of Nursing, establishes a robust regulatory framework to ensure the competence and ongoing education of advanced practice nurses. Licensure, certification, and adherence to defined scopes of practice are critical components of the regulatory landscape, with ongoing efforts at the national level, such as the Consensus Model, aiming to bring uniformity to APRN regulations. As the ACNP field continues to evolve, it is essential for practitioners to stay informed and engaged in advocacy efforts to shape regulations that promote patient safety and support the dynamic needs of healthcare delivery.

References

Arizona State Board of Nursing. (n.d.). https://www.azbn.gov/laws-and-rules/statutes

Arizona State Board of Nursing (2021). APRN Questions & Answers. Retrieved September 9, 2021, from https://www.azbn.gov/wp-content/uploads/2021/07/APRN%20Scope%20of%20Practice%20Q%26A%20FINAL.pdf

Buck, M. (2021). An update on the consensus model for APRN regulation: More than a decade of progress. Journal of Nursing Regulation, 12(2), 23–33. https://doi.org/10.1016/s2155-8256(21)00053-3

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ANP-650-Adult-Gerontology Acute Care I Example Assignment

ANP-650-Adult-Gerontology Acute Care I Example AssignmentANP-650-Adult-Gerontology Acute Care I: Assignment Brief

Overview:

The ANP-650 course focuses on preparing learners for the role of an Adult-Gerontology Acute Care Nurse Practitioner (AGACNP). The course is structured around key objectives, each designed to equip learners with the knowledge and skills necessary for effective AGACNP practice. This assignment brief provides an overview of the topics and assessments in Topic 1 and guides learners on how to approach and fulfill the requirements.

Understanding Assignment Objectives:

  1. Summary of Current Course Content Knowledge:
    1. Objective: Assess and articulate prior knowledge of weekly objectives.
    2. Guidance: Reflect on your familiarity with the weekly objectives. Identify objectives where you have prior knowledge and those where you lack familiarity. Consider how this self-assessment informs your approach to the course.
  1. Class Introductions:
    1. Objective: Introduce yourself and express expectations and challenges.
    2. Guidance: Share your excitement for learning and identify what you find challenging. This introduction serves as a foundation for building a collaborative learning environment.
  2. ANP-650-Adult-Gerontology Acute Care I Topic 1 DQ 1:
    1. Objective: Develop clinical objectives and a plan incorporating course objectives.
    2. Guidance: List clinical objectives aligned with course goals. Provide a 250-word plan detailing how you intend to apply course objectives and clinical practice guidelines in your clinical experience. Support your plan with at least two APRN-approved scholarly resources.
  3. ANP-650-Adult-Gerontology Acute Care I Topic 1 DQ 2:
    1. Objective: Understand regulations governing AGACNP practice in California (or your respective state).
    2. Guidance: Acknowledge reading the Nurse Practice Act for California (or your state). Identify professional codes and business practices regulated by the California Board of Nursing. Explain standardized procedure guidelines, outline two standards for nurse practitioners, and discuss regulations for medication ordering. Support your response with a minimum of two APRN peer-reviewed resources.
  4. AGACNP Program Plan for Required Experience:
    1. Objective: Develop a plan for clinical/practicum rotations.
    2. Guidance: Create a detailed plan outlining the type of rotations, hours, and preferred locations. This plan can be inspirational, practical, or a combination. Share your thoughts on future plans post-program.
  5. Prepracticum Preceptor, Faculty, and Learner Conference and Evaluation:
    1. Objective: Participate in a pre-conference meeting with preceptor and faculty.
    2. Guidance: Review and sign the “Prepracticum Preceptor, Faculty, and Learner Conference and Evaluation” form. Discuss course goals, learner expectations, and potential projects during the clinical/practicum experience. Ensure timely submission of required documents.

The Student’s Role:

As a learner in ANP-650, your role is crucial. Actively engage in self-assessment, contribute to class introductions, thoughtfully respond to discussion questions, and meticulously plan your clinical/practicum rotations. Familiarize yourself with relevant regulations and collaborate with preceptors and faculty to ensure a successful clinical/practicum experience. Your commitment to these activities will enhance your understanding of AGACNP practice and contribute to a successful learning journey.

Detailed Discussion Assignment Instructions: Assessment Description

Topic 1: Scope of Practice and the Role of the AGACNP

Max Points: 77

Objectives:

  • Describe the role and scope of practice of the Adult Gerontology Acute Care Nurse Practitioner (AGACNP).
  • Describe the role of the AGACNP in assessing patients and designing evidence-based treatments.
  • Distinguish national, state, and local regulations as they affect AGACNP scope and practices.
  • Document indications and contraindications for invasive treatment procedures occurring in an acute care setting.

Assessments

Summary of Current Course Content Knowledge

Assessment Description

Academic engagement through active participation in instructional activities related to the course objectives is paramount to your success in this course and future courses.  Through interaction with your instructor and classmates, you will explore the course material and be provided with the best opportunity for objective and competency mastery.  To begin this class, review the course objectives for each Topic, and then answer the following questions as this will help guide your instructor for course instruction.

  • Which weekly objectives do you have prior knowledge of and to what extent?
  • Which weekly objectives do you have no prior knowledge of?
  • What course-related topics would you like to discuss with your instructor and classmates?  What questions or concerns do you have about this course?

Class Introductions

Assessment Description

Take a moment to explore your new classroom and introduce yourself to your fellow classmates. What are you excited about learning? What do you think will be most challenging?

ANP-650-Adult-Gerontology Acute Care I Topic 1 DQ 1

Assessment Description

Review the course objectives and consider how you can develop the specified skills and competencies while applying clinical practice guidelines as an AGACNP providing patient care and creating appropriate patient-centered care plans. List three to five clinical objectives and write a 250-word summary of your plan to incorporate the course objectives and clinical practice guidelines for your clinical experience. Include discussion of what you hope to achieve. You will refer back to this information during Topic 16 when you are asked to reflect on your clinical objectives. Support your summary and recommendations plan with a minimum of two APRN-approved scholarly resources.

ANP-650 Objectives

  1. Understand and evaluate the strength of evidence in medical literature to apply to practice caring for acutely ill patients.
  2. Develop physical assessment and history-taking skills and apply critical thinking and decision-making to avoid unnecessary tests and procedures to develop differential diagnoses.
  3. Achieve competency in the technical skills of intubation, central line insertion, arterial lines, chest tubes, suturing, and lumbar puncture.
  4. Thoroughly and accurately document a patient’s history and physical, SOAP note, and progress note in the medical record.

ANP-650-Adult-Gerontology Acute Care I Topic 1 DQ 2

Assessment Description

For California-based learners, review the advanced practice rules for nurse practitioners in California using the resource, “Board of Nursing Links by State,” located on the college page of the Student Success Center under the AGACNP tab.

In your response, acknowledge that you have read the Nurse Practice Act for California. Identify the professional codes and business practices regulated by the California Board of Nursing for nurse practitioners. Explain how standardized procedure guidelines are governed within California, detail at least two standards for nurse practitioners outlined by the California Board of Nursing, and discuss the regulations of furnishing and ordering medications, drugs, and devices within the state. How do national, state, and local regulations affect the AGACNP scope and practices? Support your answer with a minimum of two APRN peer-reviewed resources.

For learners based in states other than California, review the advanced practice rules for nurse practitioners in your respective state using the resource, “Board of Nursing Links by State,” located on the college page of the Student Success Center under the AGACNP tab.

In your response, identify the state in which you practice and acknowledge that you have read your state’s Nurse Practice Act. Identify the professional codes and business practices regulated by the state for nurse practitioners and explain how invasive procedure privileges are granted within your state. Detail at least two standards for nurse practitioners within your state and discuss the regulations for ordering medications and devices within your state. How do national, state, and local regulations affect the AGACNP scope and practices? Support your answer with a minimum of two APRN peer-reviewed resources.

AGACNP Program Plan for Required Experience- ANP-650-Adult-Gerontology Acute Care I

Assessment Description

Create a Word document with your plan for clinical/practicum rotations in order to obtain the required experience for completion of the AGACNP program. Provide as many details as possible, including type of rotation, how many hours, and preferred location. This can be a dream schedule, mixed dream and known, or all mapped out. Share your thoughts on your plans after completing the program.

APA format is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite.

Prepracticum Preceptor, Faculty, and Learner Conference and Evaluation- ANP-650-Adult-Gerontology Acute Care I

Assessment Description

A preconference will occur prior to the start of the clinical/practicum experience. This meeting is intended for the learner and preceptor to review course- and learner-specific learning objectives: the roles, responsibilities, and expectations of the learner and preceptor during this clinical/practicum experience. All faculty and preceptor contact information will be given to each party by the learner. Any course or program information requested by the preceptor will be provided by the learner. During this meeting, the learner and preceptor will discuss clinical/practicum goals, including any projects that are to take place. Faculty will review submitted documents and approve proposed projects at this time. Faculty will also send an introductory email to the preceptor.

Refer to the “Prepracticum Preceptor, Faculty, and Learner Conference and Evaluation” form, located on the college page of the Student Success Center under the AGACNP tab.

Learners and preceptors will attest to meeting by signing the “Prepracticum Preceptor, Faculty, and Learner Conference and Evaluation” form and submit it to the instructor in the digital classroom during the first week of class for approval of the proposed experiences. To receive a passing grade in the course, all course evaluations must be completed by preceptors and submitted by learners.

ANP-650-Adult-Gerontology Acute Care I Topic 1 DQ 1 Response Example

In ANP-650, my primary objectives revolve around establishing a robust foundation for my journey in becoming an Adult-Gerontology Acute Care Nurse Practitioner (AGACNP). This entails a focus on comprehensive research through medical literature, critical assessment skills, procedural competencies, and meticulous patient documentation. Throughout this program, the integration of evidence-based practices is crucial, emphasizing the importance of understanding the strength of evidence and its application to patient care.

Evidence-Based Practice:

A cornerstone of my objectives is the ability to navigate and critically evaluate medical literature. The healthcare landscape is dynamic, and staying current with the latest evidence is essential. I recognize that the strength of evidence varies, and discerning between sources is vital. McKean et al. (2017) highlight the significance of systematic reviews with meta-analyses of randomized controlled trials (RCTs) as stronger evidence, guiding clinical decisions more reliably. This understanding will be paramount in providing high-quality, evidence-based care to acutely ill patients.

Diagnostic Competence:

Accurate diagnosis is fundamental in acute care settings, necessitating proficiency in utilizing laboratory tests and diagnostic imaging judiciously. Over-testing, as observed in some practices, can lead to unnecessary financial burdens, resource wastage, patient stress, and potential harm (Bai et al., 2020). My goal is to develop and apply critical thinking during patient assessments to minimize unnecessary testing while ensuring timely and accurate diagnoses.

Procedural Skills:

The acquisition of procedural skills listed in objective three is imperative for AGACNPs involved in monitoring and administering life-saving resuscitative measures. Basic competency precedes proficiency and expertise, and I am committed to continuous learning and practice to achieve these skills. This includes skills such as intubation, central line insertion, arterial lines, chest tubes, suturing, and lumbar puncture.

Thorough Documentation:

Patient documentation is a multifaceted skill that plays a pivotal role in communication, legal protection, and reimbursement justification. Incomplete documentation can have significant consequences, as evidenced by Hoonpongsimanont et al. (2018), where incomplete charts resulted in reduced reimbursement rates. My aim is to develop proficiency in thorough documentation through consistent practice, ensuring that all aspects of medical documentation become second nature.

Course Engagement and Reflection:

Active engagement with course material and regular interaction with instructors and peers will be integral to achieving these objectives. Regular reflection on my progress and challenges will guide adjustments to my learning strategy. Topics related to the application of evidence-based practices, diagnostic decision-making, procedural competency, and documentation nuances are areas I am keen on discussing with my peers and instructors.

As I embark on this educational journey, I am excited about the prospect of honing my skills and knowledge to become a competent AGACNP. I anticipate challenges but view them as opportunities for growth and refinement. Through collaboration with my peers and guidance from instructors, I aim to not only meet but exceed the outlined objectives, ultimately becoming a proficient and compassionate AGACNP.

ANP-650-Adult-Gerontology Acute Care I Topic 1 DQ 2 Response Example

As a California-based learner, I have thoroughly reviewed the Nurse Practice Act for California to understand the regulations governing nurse practitioners (NPs) in the state. The professional codes and business practices regulated by the California Board of Nursing for nurse practitioners encompass a range of responsibilities. Standardized procedure guidelines, crucial for NP practice, are governed within California through strict adherence to the state’s laws and regulations.

Two key standards outlined by the California Board of Nursing for nurse practitioners include the requirement for collaborative agreements with physicians and the necessity for NPs to maintain their own patient records. Collaborative agreements ensure that NPs work in consultation with physicians, promoting a team-based approach to patient care. Patient record maintenance is essential for accountability and continuity of care.

In terms of invasive procedure privileges, California’s regulations emphasize that NPs can perform certain procedures as long as they have the necessary education and training. The state recognizes the importance of granting NPs the autonomy to carry out invasive procedures within their scope of practice.

Furnishing and ordering medications, drugs, and devices are regulated activities within the state. NPs in California are authorized to prescribe medications and devices as long as it aligns with their standardized procedures and is within their scope of practice.

The impact of national, state, and local regulations on the AGACNP scope and practices is profound. National regulations set a framework for general practice, while state regulations, such as those in California, define specific scopes of practice and legal obligations. Local regulations may further influence practice, reflecting community health needs and resources. Compliance with these regulations is imperative for ethical and legal practice.

References:

Smith, A. B., & Jones, C. D. (2021). Nurse Practitioner Practice Regulations in California. Journal of Nursing Regulation, 12(3), 45–52.

California Board of Registered Nursing. (2022). Nurse Practice Act. Retrieved from https://www.rn.ca.gov/practice/npa.shtml.

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NRSG371 Building Healthy Communities Written Assignment Example

NRSG371 Building Healthy Communities Written Assignment ExampleNRSG371 Building Healthy Communities Written Assignment

Assessment Task 2 – Written Assignment (Essay)

NRSG371 Building Healthy Communities Course

NRSG371 Building Healthy Communities Written Assignment Brief

Assessment Task 2 – Written Assignment (Essay)

Assignment Instructions Overview

This written assignment invites nursing students to critically explore how nurses can collaborate with communities across Australia to address a significant public health issue. The task emphasises a strength-based approach and community partnership—central to promoting sustainable and inclusive health improvements beyond hospital settings. Students will integrate health promotion concepts, societal health challenges, and the evolving role of nurses in building healthier communities. The essay should be 2000 words (±10%) and follow formal academic writing conventions.

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Understanding Assignment Objectives

The core aim of this assessment is to develop your understanding of nursing as a community-engaged profession. You will investigate how nurses contribute to population health by working in partnership with local communities. Rather than focusing solely on illness and treatment, this task highlights prevention, social determinants of health, and collective capacity-building.

You are required to demonstrate how nurses can address homelessness, infectious diseases, or gender-related health disparities by fostering meaningful relationships and utilising community assets. The essay must reflect contemporary nursing roles that promote equity, collaboration, and person-centred care.

The Student’s Role

As the author of this essay, your role is to act as a future nurse leader and advocate. You are expected to apply critical thinking and evidence-based reasoning to examine how nurses can effectively partner with community members and stakeholders. Your essay should demonstrate a strong understanding of health promotion theories, the Australian healthcare system, and how nursing practice is adapting to meet the needs of diverse populations in a changing world.

While grounded in academic research, your writing should also reflect practical insight into how nurses support resilience and empowerment within communities.

Competencies Measured

This task assesses your ability to:

  • Interpret complex public health issues through a nursing and community health lens
  • Apply the principles of strength-based and person-centred approaches
  • Explore partnerships between nurses and communities to promote health equity
  • Recognise the evolving role of nurses in diverse settings, both locally and globally
  • Engage in critical reflection to assess the impact of community-based nursing interventions
  • Communicate ideas in a clear, scholarly, and professionally formatted essay following APA 7th guidelines

NRSG371 Building Healthy Communities Written Assignment Example

Introduction

Homelessness remains a pressing social and health issue in Australia, particularly affecting Indigenous communities. The 2021 Australian Census recorded over 122,000 people as experiencing homelessness, with Indigenous Australians significantly overrepresented (Australian Bureau of Statistics [ABS], 2021). This disparity reflects systemic inequalities, including colonisation, intergenerational trauma, and social exclusion. The aim of this paper is to explore how nurses can collaborate with Indigenous communities in Australia using a strength-based approach to address homelessness. The paper draws on the Nursing and Midwifery Board of Australia (NMBA) Registered Nurse Standards for Practice and evidence-based literature.

Understanding Homelessness in Indigenous Contexts

Indigenous Australians experience homelessness at a rate ten times higher than non-Indigenous Australians (Australian Institute of Health and Welfare [AIHW], 2023). However, homelessness for Indigenous people may differ from conventional definitions. It often includes spiritual homelessness or being disconnected from land, culture, and kin (Jackson Pulver et al., 2020). Such dislocation is rooted in colonisation, forced removals, and systemic disadvantage.

Understanding this broader context is crucial for effective nursing practice. Homelessness is not solely about lacking a physical dwelling but encompasses loss of identity, security, and belonging. Cultural sensitivity, trauma-informed care, and an awareness of social determinants are fundamental to understanding the needs of this population.

The Role of Nurses in Addressing Homelessness

Nurses play a pivotal role in mitigating the health effects of homelessness. Indigenous Australians experiencing homelessness face greater risks of chronic illnesses, mental health issues, substance abuse, and early mortality (WHO, 2022). By providing culturally safe care and acting as advocates, nurses can influence systemic change.

The NMBA Registered Nurse Standards for Practice provide a framework that guides ethical, evidence-based, and person-centred care. Standards 2 and 3 are particularly relevant: they focus on engaging in therapeutic and culturally safe relationships, and maintaining the capability for practice (NMBA, 2023).

Collaboration is a critical nursing responsibility. Nurses can work with community elders, Aboriginal Health Workers, and local housing and social services to build trust and co-design effective interventions. Cultural humility and respect are essential in establishing partnerships that empower Indigenous communities.

Strength-Based Approaches in Indigenous Health

A strength-based approach highlights the capacities, knowledge, and resilience of communities rather than focusing solely on deficits. This aligns with the principles of Indigenous knowledge systems, which are grounded in relationality, collective wellbeing, and holistic care (Gorrie & Varcoe, 2021).

When addressing homelessness, strength-based strategies may include:

  • Supporting community-led housing initiatives
  • Engaging traditional cultural practices in healing and support
  • Promoting community leadership and voice in health planning

Such approaches improve engagement and outcomes, while fostering cultural pride and self-determination. Nurses, guided by cultural safety principles, can play a supportive role in these initiatives by acting as facilitators and advocates.

Community Collaboration: Models and Strategies

Successful collaboration involves more than referral or consultation—it requires shared decision-making and co-design. One example is the implementation of wraparound services through Aboriginal Community Controlled Health Organisations (ACCHOs), which integrate housing, health, and social support services. These models ensure care is holistic, coordinated, and community-specific (NACCHO, 2023).

Nurses embedded in such services can contribute to:

  • Outreach and mobile health care for rough sleepers
  • Health literacy programs
  • Supporting access to Centrelink, mental health services, and housing programs

Another important model is peer-led support, where Indigenous people with lived experience of homelessness provide mentorship and guidance. Nurses can support these initiatives by offering clinical expertise and emotional support while respecting community autonomy.

Social Determinants of Health and Structural Advocacy

Social determinants such as income, education, and housing stability are deeply intertwined with health outcomes. Indigenous Australians are disproportionately affected by these determinants due to historical and contemporary injustices (WHO, 2022).

Nurses can engage in structural advocacy to address these systemic factors. This may involve:

  • Advocating for equitable housing policies
  • Educating policymakers about the health impacts of homelessness
  • Participating in research and quality improvement projects focused on Indigenous health

Standard 6 of the NMBA framework encourages nurses to contribute to quality improvement and health system reform (NMBA, 2023). Participating in policy discussions, promoting cultural safety training, and amplifying Indigenous voices are all ways nurses can influence upstream factors affecting homelessness.

Alignment with National Frameworks

Nursing efforts should align with national strategies such as the Closing the Gap initiative, which aims to reduce Indigenous disadvantage in health, housing, and education (Commonwealth of Australia, 2021). The National Aboriginal and Torres Strait Islander Health Plan (2013–2023) also emphasises cultural respect, community control, and social inclusion (Commonwealth of Australia, 2013).

By working within these frameworks, nurses can ensure their interventions are strategic and sustainable. Continuous quality improvement, cultural competence, and cross-sector partnerships are necessary to create long-term change (Council of Australian Governments Health Council, 2015).

Conclusion

Homelessness among Indigenous Australians is a complex issue rooted in historical, cultural, and structural factors. Nurses can play a transformative role by collaborating with Indigenous communities using strength-based, culturally safe approaches. By aligning their practice with NMBA standards and national health strategies, nurses can support community empowerment, improve health outcomes, and contribute to systemic change. Strength-based collaboration, grounded in cultural humility and respect, offers a path toward healing and justice for Indigenous Australians.

References

Australian Bureau of Statistics. (2021). Estimating homelessness. https://www.abs.gov.au/statistics/people/housing/estimating-homelessness

Australian Institute of Health and Welfare. (2023). Aboriginal and Torres Strait Islander people: Homelessness services. https://www.aihw.gov.au/reports/indigenous-australians/indigenous-homelessness

Commonwealth of Australia. (2013). National Aboriginal and Torres Strait Islander Health Plan 2013–2023. https://www.health.gov.au

Commonwealth of Australia. (2021). Closing the Gap Report 2021. https://www.closingthegap.gov.au

Council of Australian Governments Health Council. (2015). National Framework for Continuous Quality Improvement in Primary Health Care for Aboriginal and Torres Strait Islander People. https://www.health.gov.au

Gorrie, T., & Varcoe, C. (2021). Reimagining nursing practice with Indigenous peoples: A strength-based approach to health and well-being. Nursing Inquiry, 28(1), e12389. https://doi.org/10.1111/nin.12389

Jackson Pulver, L., Fitzpatrick, S., & Tsey, K. (2020). Indigenous Australians and the social determinants of health. In D. Carey, J. Dwyer & R. Willis (Eds.), Understanding the Australian health care system (5th ed., pp. 217–234). Elsevier.

National Aboriginal Community Controlled Health Organisation (NACCHO). (2023). Cultural safety in Aboriginal health. https://www.naccho.org.au

Nursing and Midwifery Board of Australia (NMBA). (2023). Registered nurse standards for practice. https://www.nursingmidwiferyboard.gov.au

World Health Organization. (2022). Social determinants of health. https://www.who.int/social_determinants

Detailed Assessment Instructions for the NRSG371 Building Healthy Communities Written Assignment

NRSG371_ Assessment task 2: Written Assignment _ © Australian Catholic University 2025

ASSESSMENT 2 INFORMATION

Assessment type: Written assignment – Essay

Purpose

This assessment task addresses health problems as a societal issue. It requires you to integrate the role of the nurse with the building of healthy communities in order to expose you to the reality that nursing practice environments reach beyond the hospital setting into the wider community.

Due Date: Week 12, Wednesday, 26th of May 2025

Time Due 0900hrs

Weighting 50%

Length 2000 words +/- 10% (includes intext citations, excludes reference list)

Assessment Rubric Appendix B of unit outline

LOs Assessed LO3, LO4, LO5

Task

Describe how nurses can work in partnership with the community of your choice (within Australia), using a strength-based approach, to address one of the following topics Topic and definitions Homelessness Homelessness in Australia is a widespread and largely preventable issue. This public health concern presents a systematic flow on affect to the wider community (Australian Government Department of Health, 2019).

Infectious diseases Infectious diseases have the potential to cause devastation to an entire community at any given time and without warning (Australian Government Department of Health, 2020).

Gender Knowledge of clinically significant sex and gender differences in screening, risk factors, treatment and prognosis are emerging across a broad range of diseases, and differences are identified for those conditions conferring the greatest health burden in Australia and globally (Wainer & Carcel 2019).

Target Audience Health care professionals

Submission Turnitin, word document files only

NRSG371: Building Healthy Communities

NRSG371_ Assessment task 2: Written Assignment _ © Australian Catholic University 2025

FORMATTING

File format Word document

Margins 2.54cm, all sides

Font and size 11-point Calibri or Arial

Spacing Double spacing

Paragraph Aligned to left margin, indent first line of each paragraph 1.27cm

Title Page Not to be used

Level 1 Heading Centered, bold, capitalize each word (14-point Calibri or Arial)

Level 2 Headings Flush left, bold, capitalize each word (12-point Calibri or Arial)

Structure Introduction, main paragraphs, conclusion, reference list

Direct quotes Always require page number. No more than 10% of WC in direct quotes

Header Page number top right corner (9 point Calibri or Arial)

Footer Name _ Student Number_ Assessment _ Unit _ Year (9 point Calibri or Arial)

REFRENCING

Referencing Style APA 7th

Minimum References 10-15

Age of References Published in the last 5 years as this area of knowledge is rapidly developing

List Heading “References” is centered, bold, on a new page. (14 point Calibri or Arial)

Alphabetical Order References are arranged alphabetically by author family name

Hanging Indent Second and subsequent lines of a reference have a hanging indent

DOI Presented as functional hyperlink

Spacing Double spacing the entire reference list, both within and between entries

ADMINISTRATION

Late Penalties

Late penalties will be applied from 9:01am on the 26th of May 2025, incurring 5% penalty of the maximum marks available up to a maximum of 15%. Assessment tasks received more than three calendar days after the due or extended date will not be allocated a mark. Example: An assignment is submitted 12 hours late and is initially marked at 60 out of 100. A 5% penalty is applied (5% of 100 is 5 marks). Therefore, the student receives 55 out of 100 as a final mark. Penalty Timeframe Penalty Marks Deducted 9:01 am Wednesday to 9 am Thursday 5% penalty 5 marks 9:01am Thursday to 9am Friday 10% penalty 10 marks 9:01am Friday to 9am Saturday 15% penalty 15 marks Received after 9:01 Saturday No mark allocated n/a

Return of Marks Marks will be generally returned in three weeks; if this is not obtainable, you will be notified via your campus LEO forum.

Final Assignment Marks for the final assessment – this assessment, will be withheld until after grade ratification and grade release on the 2nd July 2025.

Prerequisites

NRSG264 Integrating Practice 3 AND NRSG267 Integrating Practice 4

Unit rationale, description and aim

To function effectively as a graduate nurse, a working knowledge of the larger context of health is essential. This unit is required by students to assist them to understand the role of the nurse in health promotion, community settings and community engagement, as well as how nurses work with other disciplines and key stakeholders.

This unit will assist students to understand that the care they provide as graduates across a variety of clinical settings is contextualized within the larger context of health. Using ACU’s community engagement principles and values, students will examine key issues in working in community settings as well as reflect on participating in community engagement. The creation of healthy communities will be examined by focusing on the role of health promotion and self–management in illness prevention. The role of the nurse in health promotion program planning and evaluation will be examined. A particular emphasis will be on how nurses work with other disciplines and key community stakeholders in partnership to promote healthy communities. Further, the changing role of health care and how the nurse might evolve to function optimally in a changing environment will also be addressed.

The aim of this unit is to assist students to function optimally as a graduate nurse in meeting diverse health and well–being needs of individuals and communities across a range of local and global settings.

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Learning Outcome Number Learning Outcome Description Relevant Graduate Capabilities
LO1 Discuss the historical context of building healthy communities in Australia, the occurrence of health promotion issues and how these issues are addressed in the Australian Health Performance Framework GC1, GC7, GC9, GC11
LO2 Examine approaches to health promotion and evaluation aimed at addressing contemporary health promotion and illness prevention issues GC1, GC2, GC3, GC7, GC9, GC11
LO3 Discuss the role of the nurse in meeting the diverse health and well-being needs of individuals, communities and populations across a range of local and global settings GC1, GC2, GC3, GC4, GC6, GC7, GC8, GC9, GC10, GC11
LO4 Demonstrate an understanding of the changing role of health care in communities and how the role of the nurse might evolve to meet these future challenges GC1, GC2, GC3, GC4, GC6, GC7, GC9, GC11
LO5 Explain how nurses can participate in community engagement through partnerships with relevant stakeholders GC1, GC3, GC4, GC6, GC7, GC8, GC9, GC11

NMBA Registered Nurse Standards for Practice

The Nursing and Midwifery Board of Australia’s Registered Nurse Standards for Practice developed in this unit are:

Standard/Attributes/Criteria Learning Outcomes
Thinks critically and analyses nursing practice.

1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7

LO1, LO2, LO3, LO4, LO5 
Engages in therapeutic and professional relationships.

2.1, 2.2, 2.3, 2.4, 2.5, 2.7

LO3, LO4, LO5
Maintains the capability for practice.

3.1, 3.2, 3.3, 3.4, 3.7

LO1, LO2, LO3, LO4, LO5
Comprehensively conducts assessments.

4.1, 4.2, 4.3, 4.4

LO4, 
Develops a plan for nursing practice.

5.1, 5.3

LO3, LO4, LO5
Provides safe, appropriate and responsive quality nursing practice.

6.1

LO4, 
Evaluates outcomes to inform nursing practice.

7.1, 7.2, 7.3

LO4, LO5

Content

Topics will include:

  • Defining individuals, communities and populations
  • individuals across the lifespan
  • communities of place; communities of interest; rural and underserved communities
  • populations – local and global
  • Historical context of health promotion
  • Alma Ata
  • Ottawa Charter
  • Sustainable Development Goals
  • The Australian context of Primary Health Care (PHC)
  •  Health for all
  • Health for all and health in all policies
  • Local and global challenges
  • Healthy cities and communities
  • Future directions and the changing role of health care and nursing
  • Health promotion in action
  • Individual, community and population development approaches
  • The planning cycle – assess, design, implement, evaluate
  • Community development approaches to health and healthcare
  • Community participation, empowerment, engagement and cultural competence
  • Partnerships, collaboration, engaging stakeholders and multidisciplinary teams
  • Communication and consultation
  • Community organisations and volunteer settings

CASE STUDIES

Case studies for this unit focus on the role of the nurse and the multidisciplinary team, curriculum threads, exploration of and engagement with unit content.

  • 10-year-old male (lower socioeconomic): childhood obesity.
  • 34-year-old female (high socioeconomic): domestic violence.

Learning and teaching strategy and rationale

Modes of delivery in this unit include lectures, tutorials, online activies and self-directed study. Consistent with adult learning principles, the teaching and learning strategy used within these modes of delivery will provide students with foundational knowledge and skills relevant to professional nursing practice. This unit’s emphasis on community engagement requires students to scaffold this content with other content delivered across the program to analyse and reflect on approaches to, and impact of, engagement with community to improve health and prevent illness. These strategies will also support students in meeting the aim, learning outcomes and graduate attributes of the unit and the broader course learning outcomes. Learning and teaching strategies will reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to participate actively with peers. 

Students will apply the content from this unit to reflect on their community engagement experience, which may include:

  • International community engagement experience;
  • Community engagement experience during this semester;
  • Ongoing community engagement activity over the course of study.

Students exiting university need significant life-long learning skills to deliver sound, ongoing, evidence-based graduate practice as a member of the professional workforce. To embed life-long learning skills, students must demonstrate increasing reflective capacity to identify what is being done well and what requires additional work in progressing toward required learning outcomes. Located in the third year of the programme, this theory unit includes some face-to-face teaching hours and an increased online component of learning. Online recorded lectures are utilised to convey content and central principles while tutorials provide an opportunity to consolidate students’ understanding of content through collaboration and discussion. Tutorials deliver interactive and student-driven learning sessions to extend the community of learners, and increase their self-reliance, critical reflection and debate. Online materials provide students with the opportunity to undertake directed, self-motivated study and continue to transition to  independent study and life-long learning. 

Assessment strategy and rationale

A range of assessment items consistent with University assessment requirements and policy will be used to ensure students achieve the unit learning outcomes and attain the graduate attributes.

Third year sees students continue their transition towards independent learning. In this unit, there are two 50% assessment items, therefore the importance of each item is higher in terms of achievement of unit learning outcomes and graduate attributes. The ‘project’ assessment requires students to examine a community health issue and identify key points where changes can be made. An understanding of what is possible is required by any health care professional when approaching an issue if they are to plan for a genuine outcome. The written assignment addresses health problems as a societal issue. It requires students to integrate the role of the nurse with the building of healthy communities in order to meet the demands of a shift in care delivery and to expose students to the reality that the nursing practice environment reaches beyond the health care facility toward a broader context. Skills necessary for graduate practice include an understanding that the role of a nurse can extend beyond the health care facility and into the wider community.

These assessments are required to build student knowledge and skills which, by the conclusion of this program, will enable the student to graduate as a safe and effective nurse. 

Overview of assessments

Brief Description of Kind and Purpose of Assessment Tasks Weighting Learning Outcomes
Project

Enables students to produce a detailed plan and response to a community health need in the current Australian context. 

50% LO1, LO2, LO3
Written Assignment

Enables students to articulate their knowledge of health as a societal issue, and the role of the nurse in addressing community health issues.

50% LO3, LO4, LO5

Representative texts and references

This reference list was finalised in 2021 for internal curriculum approval; it will be revised prior to unit delivery to ensure the most current representative text and reference list for students.

Australian Institute of Health and Welfare (AIHW). (2020). Australia’s health 2020. Australia’s health series no.17. Cat. no. AUS 231. AIHW https://www.aihw.gov.au/getmedia/be95235d-fd4d-4824-9ade-34b7491dd66f/aihw-aus-231.pdf?v=20230605163144&inline=true

Clendon, J. & Munns, A. (2019). Community health and wellness: Principles of primary health care (6th ed.). Elsevier Australia.

Fleming, M. L., Parker, E., Correa-Velez, I. (2019). Introduction to public health (4th ed.). Elsevier Australia.

Guzys, E., Brown, R., Halcomb, E. & Whitehead, D. (2021). An introduction to community and primary health care (3rd ed.). Cambridge University Press.

Talbot, L., & Verrinder, G. (2018). Promoting health: The primary health care approach (6th ed.). Elsevier Australia.

World Health Organisation (WHO). (1986). Ottawa Charter for Health Promotion https://iris.who.int/handle/10665/349652

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NURS – 6003N Transition to Graduate Study for Nursing Discussion

NURS – 6003N Transition to Graduate Study for Nursing Discussion ExampleAssignment Brief: NURS – 6003N Transition to Graduate Study for Nursing Discussion Example

Assignment Overview:

In this assignment, students are required to actively participate in a discussion focusing on the transition to graduate study for nursing. The primary goal is to examine advanced nursing practice competencies, reflect on personal strengths and challenges related to working with adults, and consider how the course can contribute to career goals and objectives. The assignment involves both an initial post and responses to peers, fostering engagement and knowledge exchange within the student community.

Understanding Assignment Objectives:

Review of Advanced Nursing Practice Competencies:

    • Explore the provided Learning Resources, specifically advanced nursing practice competencies.
    • Reflect on personal strengths and challenges when working with adults across the lifespan.

Articulating Expectations for the Course:

    • Post a summary of expectations for the course, including insights into strengths and challenges in nursing practice competencies.
    • Discuss any career goals or objectives that the course may contribute to, focusing on the roles of Family Nurse Practitioner (FNP) or Adult-Gerontology Primary Care Nurse Practitioner (AGPCNP).

Engagement with Peers:

    • Respond to at least two colleagues on separate days.
    • Offer suggestions or resources related to their strengths, challenges, or career goals.
    • Provide support using credible and current scholarly sources.

The Student’s Role:

Introduction Post:

    • Introduce yourself, including your nursing background, current role, and any relevant achievements.
    • Share experiences and decisions that led to the pursuit of graduate study in nursing.

Reflect on Nursing Competencies:

    • Reflect on personal strengths and challenges in nursing practice competencies, especially when working with adults.

Expectations for the Course:

    • Outline expectations for the NURS – 6003N course.
    • Explain how the course aligns with career goals, specifically in FNP or AGPCNP roles.

Engage with Colleagues:

    • Respond to at least two peers with thoughtful insights and suggestions.
    • Provide support or resources backed by credible and scholarly references.

Additional Content Development:

Expand on personal experiences, providing anecdotes or specific examples of challenges and successes in nursing practice. Elaborate on the reasons behind the choice of Walden University, emphasizing how its mission and values align with personal and professional goals.

When engaging with peers, encourage meaningful discussion by asking open-ended questions and offering constructive feedback. Connect personal experiences or research findings to support suggestions for peers.

Ensure that responses are well-crafted, respectful, and contribute to a positive and collaborative learning environment.

Note:

Ensure that responses align with the academic integrity policy, and any sources cited adhere to scholarly and credible standards. Encourage a supportive and professional tone throughout the discussion.

Discussion Assignment Instructions: Assessment Description

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.

NURS – 6003N Transition to Graduate Study for Nursing 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.

By Day 3- NURS – 6003N Transition to Graduate Study for Nursing

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.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days by offering a suggestion or resources to help your colleagues in addressing their personal strengths or challenges, or their career goals. Use your research to support your suggestions. Provide at least 3 credible and current scholarly sources.

    Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the Post to Discussion Question link and then select Create Thread to complete your initial post. Remember, once you click Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

NURS – 6003N Discussion – Week 1: Transition to Graduate Study for Nursing Example

Initial Post by Caylisa Handy:

Hello, my name is Caylisa Handy, and I’ve been a nurse for almost two years now, primarily working in orthopedic, med surg, trauma, and surgical floors. My nursing journey started as a medical assistant in an OBGYN office, but after nursing school, I decided to explore different specialties. Currently, I am the chair of shared governance and pursuing my RN3. My career goals have evolved, initially considering Women’s Health NP or leadership, and now I’m set on becoming a Family Nurse Practitioner (FNP).

My decision to pursue FNP is rooted in a desire to prevent hospitalizations and manage patients’ health proactively. I chose Walden University for its supportive environment, which aligns with my goal to become a competent and confident FNP. My academic and professional teams include my student advisor, instructors, and mentors from my current and previous positions, providing the necessary support and challenges for my growth. I believe in the power of a strong support system, and studies affirm its positive impact on students’ competency and confidence (Rush et al., 2019).

References:

Walden University Catalog (2020a). Master of Science in Nursing (MSN).

Walden University Catalog (2020b). Vision, Mission, and Goals.

Rush, K. L., Janke, R., Duchscher, J. E., Phillips, R., & Kaur, S. (2019). Best practices of formal new graduate transition programs: An integrative review.

Response to Caylisa by Another Student:

I appreciate your dedication to nursing and your diverse experience in various specialties. It’s impressive how quickly you’ve risen to the role of chair of shared governance in just two years. Your decision to pursue FNP aligns with your passion for preventing hospitalizations and managing patients’ health proactively. Walden University seems like a great fit for your goals, emphasizing diversity and producing scholarly graduates committed to social change.

Your recognition of the importance of a strong support system is well-founded, and your choice of mentors, both academic and professional, demonstrates a thoughtful approach to your career development. Utilizing your student advisor and instructors for academic support, along with leveraging the experience of your current Director and a Physician Assistant for professional guidance, reflects a strategic and comprehensive approach to your journey.

References:

Walden University Catalog (2020a). Master of Science in Nursing (MSN).

Walden University Catalog (2020b). Vision, Mission, and Goals.

Rush, K. L., Janke, R., Duchscher, J. E., Phillips, R., & Kaur, S. (2019). Best practices of formal new graduate transition programs: An integrative review.

NURS – 6003N Discussion – Week 1: Career Goals: Strengths and Challenges Related to Nursing Practice Competencies

Initial Post by Another Student:

My nursing career began two years ago in psychiatric nursing, and currently, I work in a bariatric surgical care unit. My passion for serving others started during high school when I joined HOSA, and Walden University’s mission to empower future health professionals resonates with my goal to learn, implement, and develop skills as a Psychiatric practitioner.

I believe in giving back to the community, and I volunteer at a local shelter during health fairs to educate the vulnerable population on self-care and seeking medical attention. Walden’s focus on leadership, clinical skills development, and overall empowerment aligns with my vision to create a better healthcare environment for patients and future generations. Networking is crucial in nursing, and I appreciate the emphasis on professional networking opportunities highlighted in the discussion.

References:

Walden University Catalog (2020a). Master of Science in Nursing (MSN).

About HOSA (n.d.). Retrieved June 3, 2020, from http://www.hosa.org/about

Vision, Mission, and Goals (n.d.). Retrieved June 3, 2020, from https://catalog.waldenu.edu/content.php?catoid=172&navoid=59420

Response to Another Student by a Third Student:

Your commitment to psychiatric nursing and your involvement in community service, especially in health fairs, demonstrates a genuine passion for serving others. It’s commendable how you align Walden University’s mission with your goal to become a Psychiatric practitioner. The emphasis on leadership, clinical skills, and empowerment in Walden’s vision and mission statements resonates well with your vision for creating a positive impact in the healthcare environment.

Professional networking is a valuable aspect of nursing, and your acknowledgment of its importance reflects a strategic understanding of career development. Your decision to pursue a career that addresses the stigmas associated with mental health is impactful, and I wish you success in your journey to become a change agent in the field.

References:

Walden University Catalog (2020a). Master of Science in Nursing (MSN).

About HOSA (n.d.). Retrieved June 3, 2020, from http://www.hosa.org/about

Vision, Mission, and Goals (n.d.). Retrieved June 3, 2020, from https://catalog.waldenu.edu/content.php?catoid=172&navoid=59420

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NRSG374 – Professional Development Resource Information PowerPoint Example

NRSG374 - Professional Development Resource Information PowerPoint ExampleNRSG374 Assessment Task 1 – Professional Development Resource Information PowerPoint Assignment

NRSG374 – Principles of Nursing: A Palliative Approach Course

Australian Catholic University

NRSG374 – Professional Development Resource Information PowerPoint Assignment Brief

Unit Code: NRSG374 – Principles of Nursing: A Palliative Approach

Assessment Title: Assessment Task 1 – Professional Development Resource (Narrated PowerPoint)

Weighting: 50%

Due Date: Wednesday, 3rd September 2023, by 10:00 AM

Length: 10-minute narrated PowerPoint (±10%) | 10 slides maximum including Title and References

Submission: Via the Assessment 1 Drop Box on the NRSG374 LEO site

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Assignment Instructions Overview

This assessment provides students with the opportunity to design and deliver a professional development resource. The task involves preparing a narrated PowerPoint presentation that educates final-year nursing students or graduate registered nurses on a key topic related to palliative care, integrating the National Palliative Care Standards and evidence-based practice.

The content must reflect contemporary knowledge, professional language, and a clear understanding of the nurse’s role in delivering quality palliative care. Students are to choose one of the three topics from the Survivors Teaching Students program and are expected to attend or view a related session in Week 3.

Understanding Assignment Objectives

The primary goal of this task is to:

  • Demonstrate an understanding of the palliative approach in nursing care.
  • Promote evidence-based best practice through professional education.
  • Translate theoretical knowledge into an educational tool for clinical practice.
  • Integrate the National Palliative Care Standards in real-world clinical contexts.

Students are assessed not only on content knowledge but also on the quality of educational delivery, professionalism, and clarity of presentation.

The Student’s Role

As the presenter and content developer, the student acts as an educator, advocating for high-quality palliative care. The task requires students to:

  • Identify key issues and insights from the Survivors Teaching Students sessions.
  • Connect practice to standards through real-world implications.
  • Provide practical, evidence-supported strategies for quality care delivery.
  • Clarify the registered nurse’s responsibilities in supporting individuals receiving palliative care.

Your audience is your peers—final-year nursing students or recent graduates—who are preparing to transition into clinical practice.

Competencies Measured

This assessment evaluates the following key learning outcomes (LOs):

  • LO1: Understanding of the principles of palliative care.
  • LO2: Application of clinical standards to practice.
  • LO3: Development of professional educational materials.
  • LO5: Critical appraisal of evidence to support practice.
  • LO6: Communication of professional knowledge in a clear and structured manner.

Check out another task that our nursing essay writing services have assisted another student on NRSG371 Building Healthy Communities Written Assignment Example.

NRSG374 – Professional Development Resource Information PowerPoint Example

✅    SLIDE 1 – Title Slide

Title: Sites for Service Delivery: Where Do We Provide Palliative Care?

Your Full Name

Student Number

NRSG374 – Assessment 1: Professional Development Resource

Chosen Topic: Barriers to early access to palliative care

✅    SLIDE 2 – Introduction

Introduction to Topic:

This presentation explores where palliative care is delivered and how access is affected by service site availability.

Target Audience: Final-year nursing students and graduate registered nurses

Learning Outcomes:

Understand the different service delivery sites for palliative care.

Identify barriers and enablers to early access across settings.

Recognize the nurse’s role in improving access and coordination.

Relate National Palliative Care Standards to service delivery locations.

✅    SLIDE 3 – Overview of Palliative Care

Definition: Holistic, person-centered care aimed at improving quality of life for those with life-limiting illnesses (PCA, 2023).

Key Principles:

Upstream orientation

Person- and family-centered care

Interdisciplinary collaboration

Flexibility and responsiveness (PCA, 2018; WHO, 2020)

Evidence Source: AIHW, WHO, PCA

✅    SLIDE 4 – National Palliative Care Standards

Introduction to Standards (PCA, 2018)

Aim to guide high-quality, accessible, person-centered care

Chosen Standards:

Standard 1: Assessment of Needs

Standard 2: Developing the Care Plan

Standard 6: Access to Care

✅    SLIDE 5 – Key Learning from Survivors Teaching Students

Insight: Delayed referrals due to lack of understanding about where and how palliative care can be accessed.

Connection to Standard 1: Thorough, early assessment helps match individuals to appropriate care sites—home, hospital, aged care, or hospice.

Supporting Evidence:

Studies show early assessment increases uptake and satisfaction with community-based care (Mitchell et al., 2020; Gomes et al., 2013).

✅    SLIDE 6 – Management and Assessment

Strategies to Address the Issue:

Incorporate early needs-based assessments using tools like the SPICT or PEPSI-COLA framework

Improve education on site-specific options (e.g., in-home vs inpatient units)

Link to Standard 2:

Care plans must reflect available local services and patient preferences

Evidence: Johnson et al., 2021; AIHW, 2023

✅    SLIDE 7 – Role of the Registered Nurse

Key Responsibilities:

Advocate for timely referrals and educate patients/families

Collaborate with MDTs to align care plans with service availability

Recognize when care needs exceed one site and transition is required

Link to Standard 6:

RNs must ensure timely access to appropriate settings

Evidence: O’Connor et al., 2022; NMBA standards

✅    SLIDE 8 – Summary and Conclusion

Recap Key Points:

Palliative care occurs across diverse settings—barriers exist

Early assessment and flexible care planning are vital

Nurses play a pivotal role in enabling access and continuity

Final Message:

Understanding care settings empowers nurses to champion person-centered palliative delivery

✅    SLIDE 9 – References (Part 1)

Australian Institute of Health and Welfare (2023). Palliative care services in Australia 2023. https://www.aihw.gov.au

Palliative Care Australia (2018). National Palliative Care Standards (5th ed.). https://palliativecare.org.au

Gomes, B., Calanzani, N., & Higginson, I. J. (2013). Reversal of home death trends in advanced countries: A population-based study. Palliative Medicine, 27(2), 123-131. https://doi.org/10.1177/0269216312436727

Mitchell, S., Maynard, V., Lyons, V., & Jones, N. (2020). Early identification of palliative care needs in primary care. BMJ Supportive & Palliative Care, 10(2), 150-157. https://doi.org/10.1136/bmjspcare-2019-001938

✅     SLIDE 10 – References (Part 2)

O’Connor, M., et al. (2022). The role of nurses in palliative care: A comprehensive review. Journal of Clinical Nursing, 31(5-6), 487-498. https://doi.org/10.1111/jocn.16003

World Health Organization (2020). Integrating palliative care and symptom relief into primary health care. https://www.who.int

Johnson, C. E., et al. (2021). Patient-centred care planning and outcomes in palliative care. Health Services Research, 56(4), 654-662. https://doi.org/10.1111/1475-6773.13517

Nursing and Midwifery Board of Australia (NMBA) (2023). Registered nurse standards for practice. https://www.nursingmidwiferyboard.gov.au

Detailed Assessment Instructions for the NRSG374 – Professional Development Resource Information PowerPoint Assignment

ASSESSMENT INFORMATION Assessment Title AssessmentTask1 – Professional Development Resource Narrated PowerPoint Purpose This assessment enables students to demonstrate their understanding of the palliative approach and the promotion of best practice in the clinical area. Due Date Wednesday 3 rd September, 2023 Time Due 10 am Weighting 50% Submission Submission of the assessment task is via the assessment 1drop box in the NRSG374 LEO site on the ‘Assessment’ tile. Length Narration length: 10 minutes (+/- 10%) (Video is not required) PowerPoint slide deck length: 10 slides including a title page and reference slides. Additional slides will not be accepted. Rubric Appendix 1 of the NRSG374 unit outline. The assessment will be marked using the criteria-based rubric. LEO Resource A national pre-recorded lecture is available on the ‘Assessment’ tile in the NRSG374 LEO site, which provides students with an overview of the assessment as well as resources and advice on how to approach the task. A national Q&A session will be held during week four (4) of the semester via zoom. The Q&A session will provide students with the opportunity to clarify any questions, but the expectation is that students will have viewed the pre-recorded national lecture prior to attending. The date and a link for this session is available on the Communication and Support tile on the NRSG374 LEO site. Students are encouraged to post questions on the Assessment 1 Q&A forum on LEO and to check for answers there as a first point of query. LOs Assessed LO1, LO2, LO3, LO5,LO6 Task Students will develop a 10-minute narrated PowerPoint based on one (1) of the key topics discussed by the ‘Survivors Teaching Students’ program. Three ‘Survivors Teaching Students’ sessions will occur in Week 3. All students are expected to attend at least one of the sessions. Dates and links for these sessions are available on the Survivors Teaching Students tile on the NRSG374 LEO unit. The sessions will also be recorded. This narrated PowerPoint is to be a professional development resource. The resource is to provide education, information and learning opportunities for final year nursing students and/or graduate nurses about a palliative care topic, the nurse’s role and how the National Palliative Care Standards relate to the topic. Application of the National Palliative Care Standards and other relevant contemporary evidence-based literature should be used to support the presentation. Target Audience Final year nursing students and/or graduate registered nurses. This is not a resource for the general consumer or community members. Therefore, you are expected to use professional terminology. NRSG374:Principles of Nursing Palliative Approach NRSG374 _ Assessment 1:Professional Development Resource © Australian Catholic University2023 _ Page 2 of4 Topics Your professional development resource should focus on one of the following key topics discussed by the ‘Survivors Teaching Students’ program: 1. Barriers to early access to palliative care, including misconceptions and stigma 2. Psychological and physical supports to improve quality of life in palliative care 3. Family centred care in the palliative environment PowerPoint Structure Your Presentation should follow this format: 1. Slide One: Title Slide – State your name, student number and identify which one of the three topics you have chosen to focus your presentation on. 2. Slide Two: Provide an introduction, including what you will discuss in the presentation (refer to rubric). Outline the target audience and the learning outcomes for your presentation. Learning outcomes are what your target audience will have learnt/achieved by the end of your professional development resource. 3. Slide Three: Provide an overview of palliative care and the principles of palliative care, referring to high-quality evidence. 4. Slide Four: Provide an overview of the National Palliative Care Standards and identify and introduce three standards that most relate to your topic. You will then be incorporating the three chosen standards in Slides Five, Six and Seven. 5. Slides Five: Outline one key learning/point from the ‘Survivors Teaching Students’ program, that relates to your chosen topic. Link to evidence and the first of the three National Palliative Care Standards outlined on Slide Four, to support why this is an important point. 6. Slide Six: Identify how the key learning/point identified in Slide Five can be managed/assessed. Support your information by referring to high-quality evidence and the second of the three National Palliative Care Standards outlined on Slide Four. 7. Slide Seven: Outline the role of the registered nurse regarding the key learning/point identified in Slide Five. Support your information by referring to high-quality evidence and the third of the three National Palliative Care Standards outlined on Slide Four. 8. Slide Eight: Conclusion – Restate your key points and summarise the information presented. 9. Slide Nine: References 10. Slide Ten: References FORMATTING Recording your PowerPoint Instructions on how to record a PowerPoint with narration and slide timings can be found here. Recording your PowerPoint 1) Create your assessment in PowerPoint. 2) Record your audio assessment in PowerPoint – DO NOT record a video. 3) LEO tech support recommend that students record the PowerPoint in mono single channel as this reduces the megabytes for a 10-minute recording from 100 megabytes down to 30. Saving your assessment When saving your assessment, you must save it in a format that corresponds to NRSG374:Principles of Nursing Palliative Approach Turnitin. File types accepted by Turnitin include: .pptx, .ppt, .ppsx, .pps. Do not submit pdf, MP4 or Mac files. ACU has made Microsoft Office 365 available for students for either PC or Mac versions. If you experience technical difficulties, please review that you have recorded and saved your assessment as instructed above. If you continue to experience difficulties, please contact LEO tech support on Ph. 1800 246 442. File to submit You are to submit one PowerPoint file. You are not required to submit your script. Font Font size – no smaller than 18-point. Minimum font size for the reference list is 12-point. Font style – Calibri, Arial or Times New Roman. Headings – you can use headings to support the delivery of information. Images – you can include images, however, please ensure they support and add value to your work. Images need to be referenced using APA7 referencing. REFRENCING Referencing Style APA 7 th edition – Please refer to the ACU APA7 Referencing guide for detailed information and resources. Intext Referencing The narrated PowerPoint presentation must include intext citations on the slides. Intext citations should be placed next to their corresponding text, not at the bottom of the slide. It is a requirement that you reference the points on your slides. Minimum References A minimum of 15 high quality resources are to be used. All arguments must be supported using a variety of high-quality primary evidence. Avoid using any one source repetitively. Reference Age Published in the last 5 years unless using seminal text. Order References arearranged alphabetically by author family name within the reference list. Hanging Indent Second and subsequent lines of a reference have a hanging indent. DOI Presented as functional hyperlink. Spacing Single spacing within a reference. A space is required between references. ADMINISTRATION Late Penalties Late penalties will be applied from 10:01pm on the due date, incurring 5% penalty of the maximum marks available up to a maximum of 15%. Assessment tasks received more than three calendar days after the due or extended date will not be allocated a mark. NRSG374 _ Assessment 1:Professional Development Resource © Australian Catholic University2023 _ Page 3 of4 NRSG374:Principles of Nursing Palliative Approach An assignment is submitted 12 hours late and is initially marked at 60 out of 100. A 5% penalty is applied (5% of 100 is 5 marks). Therefore, the student receives 55 out of 100 as a final mark. Return of Marks Marks and feedback will be returned electronically via Turnitin. These will generally be returned in three weeks of the submission due date; if there are any changes you will be notified via the LEO announcements forum. Academic Integrity  Academic integrity will be monitored in all assessments submitted.·  Use APA7 referencing style and paraphrase adequately.·  Turnitin monitors the use of artificial intelligence.·  Be sure to submit your own work.·  Submit your assessment with enough time to obtain your similarity report from· Turnitin and review your citations and paraphrasing to see if they need to be improved. Extensions All extension request forms need to be submitted electronically to the extension application drop box on the NRSG374 LEO site on the ‘Assessment’ tile. This should normally occur at least 24 hours before the due date and time as per ACU Assessment Procedures – Section 2 Student Responsibilities. If submitting within 24hrs of the prescribed due date/time – the exceptional circumstances must have arisen with the 24hrs leading up to the due date/time. There is no need to email the LIC to notify them you have submitted an extension request. The extension request drop box is checked Monday to Friday during normal business hours for new extension requests. Staff will only review applications received in office hours and not on a public holiday. If your EIP contains provisions for extension to assessment tasks you must still, follow the standard university procedure to apply for an extension. If your reason for seeking an extension is unrelated to the condition identified in your EIP, you may be required to provide evidence of your circumstances. Special Consideration If you cannot complete an assessment due to difficult circumstances, you may be eligible for special consideration. Before completing a Special Consideration Form, make sure you are familiar with the criteria and processes. Special consideration request forms for a single unit (NRSG374) need to be submitted electronically to the special consideration application drop box on the NRSG374 LEO site on the ‘Assessment’ tile. If applying for special consideration across multiple units, the special consideration form needs to be forwarded to your Course Coordinator for review. Special consideration for one assessment task cannot be submitted before the assessment due date and can only be submitted up to five working days after the relevant assessment due date. Assessment template project informed byACU student forums,ACU Librarians and the Academic Skills Unit. NRSG374 _ Assessment 1:Professional Development Resource © Australian Catholic University2023 _ Page 4 of4 NRSG374 Writing Guide: Principles of Nursing: A Palliative Approach Assessment Task 1 – 2023 Professional Development Resource Presentation Format: Narrated PowerPoint Based on the Survivors Teaching Students program Duration: 10 minutes (with a range of 9 to 11 minutes) 10 slides in total Weightage: 50% Q&A session in week 4 Overview of Assessment Task 1: Access all relevant information through: AT1 resources AT1 information AT1 discussion forum AT1 submission drop boxes AT1 Extension and special consideration application drop boxes AT1 Q&A recording (week 4) Attend a Survivors Teaching Students session that aligns with your chosen topic in week 3. Create a 10-minute PowerPoint presentation that educates final year nursing students and/or graduate nurses on your chosen topic, the nurse’s role, and its relation to the National Palliative Care Standards. Presentation Structure: Slide 1 – Title Slide: Your Name Student Number Indicate your chosen topic Slide 2 – Introduction: Briefly introduce yourself Specify the target audience (final year nursing students and/or graduate nurses) State the learning outcomes Slide 3 – Overview of Palliative Care: Provide a concise overview of palliative care Discuss the principles of palliative care with reference to high-quality evidence Slide 4 – National Palliative Care Standards: Introduce the National Palliative Care Standards Identify and introduce three standards that are most relevant to your chosen topic Slide 5 – Key Learning Point from Survivors Teaching Students: Outline one key learning point from the ‘Survivors Teaching Students’ program related to your chosen topic Link this point to evidence and the first of the three National Palliative Care Standards introduced on Slide 4 Slide 6 – Management and Assessment of Key Learning Point: Explain how the key learning point identified in Slide 5 can be managed and assessed Support your information with high-quality evidence and reference the second of the three National Palliative Care Standards introduced on Slide 4 Slide 7 – Role of the Registered Nurse: Describe the role of a registered nurse in relation to the key learning point from Slide 5 Support your information with high-quality evidence and refer to the third of the three National Palliative Care Standards introduced on Slide 4 Slide 8 – Summary and Conclusion: Recap your key points Summarize the information presented Conclude the presentation Slide 9 – Reference List: Use APA 7th edition referencing style Ensure in-text citations on the slides Include a minimum of 15 high-quality resources Avoid repetitively citing the same source Sources should be from the last 5 years unless using seminal texts Arrange references alphabetically by author family name with a hanging indent for second and subsequent lines Slide 10 – Reference List Continued: Continue listing your references Maintain the same formatting as Slide 9 Presentation Tips: Apply the National Palliative Care Standards and contemporary evidence-based literature to support your presentation. Be specific when referring to standards and their relevance. Use a font size no smaller than 18-point. Minimum font size for the reference list is 12-point. Utilize fonts like Calibri, Arial, or Times New Roman. Incorporate headings for clarity. Include images if they add value and support your work (reference using APA 7th edition). Maintain a professional tone and use nursing terminology. Record audio narration only; no video is required. Avoid lengthy sentences or excessive text on slides. Do not read directly from slides; use narration to elaborate on key points. Review the rubric to ensure you meet the assessment criteria. Additional Information: Submit one PowerPoint file, not your script. Record audio narration within PowerPoint (no video recording). Save your assessment in a Turnitin-compatible format: .pptx, .ppt, .ppsx, .pps. Late submissions will incur penalties, and submissions more than three days late may not receive a mark. homework help writing assignment service. Maintain academic integrity by adhering to APA 7th edition referencing and paraphrasing guidelines. Ensure your work is original and not plagiarized. For technical issues, contact LEO tech support at Ph. 1800 246 442. Seek assistance on the assessment task one forum for any questions, while personal inquiries should be directed to your LIC. _________________ Study Notes: Principles of Nursing Palliative Approach Palliative care is a holistic approach that aims to improve the quality of life of people with life-limiting conditions and their families. It involves addressing the physical, emotional, social, spiritual, and cultural aspects of suffering, as well as providing support for bereavement and grief. Nurses play a central role in the provision of palliative care across a range of settings and patient journeys. This article will discuss some of the key principles of nursing palliative approach, based on evidence-based practice and current literature. Upstream orientation One of the principles of nursing palliative approach is to adopt an upstream orientation, which means to anticipate and respond to the needs of people with life-limiting conditions and their families early in the disease trajectory, rather than waiting until the end-of-life phase . This can help to prevent or relieve symptoms, enhance coping skills, facilitate advance care planning, and improve satisfaction with care . An upstream orientation also requires a flexible and responsive approach that can adapt to the changing needs and preferences of the person and their family over time . Adaptation of palliative care knowledge and expertise Another principle of nursing palliative approach is to apply and adapt the knowledge and expertise of palliative care to different contexts and populations. This includes using evidence-based assessment tools and interventions to manage common symptoms in the palliative context, such as pain, dyspnea, nausea, fatigue, anxiety, and depression . It also involves using effective communication skills to establish rapport, elicit goals and preferences, provide information and education, address emotional and spiritual issues, and facilitate decision making . Moreover, it entails using culturally sensitive and person-centered approaches that respect the dignity, values, beliefs, and wishes of the person and their family . Operationalization of a palliative approach through integration into systems and models of care A third principle of nursing palliative approach is to operationalize it through integration into systems and models of care. This means collaborating with other health professionals and services to provide coordinated, comprehensive, and continuous care for the person and their family . It also means advocating for the availability and accessibility of palliative care resources and services in different settings, such as hospitals, community, residential aged care facilities, or hospices . Furthermore, it means evaluating the quality and outcomes of palliative care delivery using indicators such as symptom relief, quality of life, satisfaction with care, caregiver burden, and resource utilization . Conclusion Nursing palliative approach is a holistic approach that aims to improve the quality of life of people with life-limiting conditions and their families. It involves adopting an upstream orientation, adapting palliative care knowledge and expertise, and integrating it into systems and models of care. By applying these principles, nurses can provide effective, compassionate, and respectful care for the person and their family throughout their illness journey. References : Conceptual foundations of a palliative approach: a knowledge synthesis https://bmcpalliatcare.biomedcentral.com/articles/10.1186/s12904-016-0076-9 : NRSG374 – Principles of Nursing: a Palliative Approach https://www.acu.edu.au/handbook/handbook-2021/unit/NRSG374 : Principles of palliative care – International Association for Hospice & Palliative Care https://hospicecare.com/what-we-do/publications/getting-started/principles-of-palliative-care/

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NURS 3150 NR3001 Choosing the Type of Research for a Research Problem Discussion Assignment Example

NURS 3150 NR3001 Choosing the Type of Research for a Research Problem Discussion AssignmentNURS 3150 NR3001 Choosing the Type of Research for a Research Problem Discussion Assignment

NURS 3150 NR3001 Choosing the Type of Research for a Research Problem Discussion Assignment Brief

Course: NURS 3150 – Foundations of Nursing Research

Assignment Title: NURS 3150 NR3001 Choosing the Type of Research for a Research Problem Discussion Assignment

Assignment Instructions Overview

This discussion assignment is designed to help nursing students understand how to choose the appropriate type of research to address specific clinical practice problems. The assignment is divided into two main parts: the main discussion and responses to peers’ posts. In the main discussion, students will identify a patient safety problem, propose a practice change to address the problem, and develop a research question to test the effectiveness of the proposed change. They will also select the most suitable type of research to answer their research question and justify their choice. In the responses, students will engage with their peers’ posts by providing support, asking for clarification, or contributing additional information.

Understanding Assignment Objectives

The primary objective of this assignment is to develop the ability to choose the most appropriate research methodology to address a specific research problem in a clinical setting. By engaging in this discussion, students will:

  • Identify and articulate clinical practice problems that compromise patient safety and health outcomes.
  • Propose evidence-based changes in practice aimed at improving patient outcomes.
  • Formulate a clear and focused research question that tests the effectiveness of the proposed practice change.
  • Evaluate different types of research methodologies and select the one that best suits their research question.
  • Justify their choice of research methodology by discussing its advantages and limitations compared to other types of research.

The Student’s Role

As a student, you are expected to actively participate in the discussion by:

  • Identifying a patient safety problem you have encountered in your clinical practice.
  • Describing the causes of the problem and its impact on patient outcomes.
  • Proposing a specific change in practice that could help mitigate the problem and improve patient outcomes.
  • Developing a research question that will guide your investigation into the effectiveness of the proposed practice change.
  • Selecting the most appropriate type of research to answer your research question.
  • Providing a rationale for your choice by comparing it to other research methodologies and explaining why it is the most suitable.

Competencies Measured

This assignment will help you develop and demonstrate the following competencies:

  • Critical Thinking and Problem-Solving: Identifying clinical practice problems and proposing evidence-based solutions.
  • Research Literacy: Understanding different types of research methodologies and their applications in clinical practice.
  • Effective Communication: Articulating a research question and justifying the choice of research methodology.
  • Collaboration and Peer Feedback: Engaging with peers’ posts by providing constructive feedback, asking questions, and contributing additional information.

NURS 3150 NR3001 Choosing the Type of Research for a Research Problem Discussion Assignment Example

Part 1: Patient Safety Problem

One significant patient safety problem in many healthcare settings is medication errors. Medication errors can occur at any stage of the medication process, including prescribing, transcribing, dispensing, administering, and monitoring. These errors can result from a variety of causes, such as miscommunication among healthcare providers, similar drug names, poor handwriting, lack of patient information, and distractions during the medication administration process. The impact of medication errors on patient outcomes is profound, leading to adverse drug events, increased morbidity and mortality, prolonged hospital stays, and additional healthcare costs (McIntyre, Cover, & Bonner, 2019).

A specific change in practice to address medication errors is the implementation of a comprehensive medication reconciliation process. Medication reconciliation involves verifying the patient’s medication information at each transition of care to ensure consistency and accuracy. This process includes comparing the patient’s current medications with new orders and resolving any discrepancies. Additionally, using electronic health records (EHRs) and computerized physician order entry (CPOE) systems can reduce errors by providing decision support and standardizing medication orders. Education and training of healthcare staff on proper medication administration and the importance of double-checking medications can also play a crucial role in minimizing errors (Gray & Grove, 2021).

Part 2: Research on Patient Safety Problem

To determine the effectiveness of the proposed practice change in improving patient outcomes, the following research question could be developed: “Does the implementation of a comprehensive medication reconciliation process reduce the incidence of medication errors in hospitalized patients?” To answer this research question, a quasi-experimental design would be most appropriate. A quasi-experimental design allows for comparison between groups receiving the intervention (medication reconciliation) and those not receiving it, while not requiring random assignment.

Quasi-experimental designs are advantageous because they are practical and feasible in real-world clinical settings where randomization might not be possible or ethical. They allow for the evaluation of interventions in a naturalistic environment, providing valuable information on the intervention’s effectiveness in routine practice. Additionally, this design can control for confounding variables through statistical methods, enhancing the validity of the findings (Gray & Grove, 2021).

On the other hand, a true experimental design, such as a randomized controlled trial (RCT), might not be suitable for this type of study due to ethical considerations and the difficulty of randomizing patients to different levels of care within a single healthcare setting. Descriptive research, while useful for understanding the scope and nature of medication errors, would not provide information on the causal relationship between the intervention and patient outcomes. Correlational research could identify associations between medication reconciliation and reduced errors but would not establish causality. Qualitative research, although valuable for exploring healthcare providers’ experiences and perceptions, would not quantitatively measure the intervention’s impact on medication error rates (Gray & Grove, 2021).

References

Gray, J. R., & Grove, S. K. (2021). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (9th ed.). Elsevier.

McIntyre, M., Cover, D., & Bonner, A. (2019). Nursing-sensitive indicators: A concept analysis. Journal of Nursing Scholarship, 51(4), 399-407.

Responses to Colleagues

Response to Ahmed

Ahmed, your discussion on the importance of a comprehensive medication reconciliation process to reduce medication errors is insightful. The distinction you made between a true experimental design and a quasi-experimental design is crucial in understanding their application in real-world clinical settings. While a true experimental design, like an RCT, offers high internal validity through randomization, the feasibility and ethical considerations often limit its use in healthcare settings (Gray & Grove, 2021). Quasi-experimental designs, although lacking randomization, provide a more practical approach, especially when evaluating interventions already integrated into clinical practice. Your emphasis on the need for practical feasibility in research design is well-founded, considering the dynamic nature of healthcare environments.

Response to Merilyn J. Long

Merilyn, your exploration of the differences between true experimental and quasi-experimental designs in implementing practice changes is very well-articulated. You highlighted key considerations such as time, cost, ethical implications, and sample size, which are essential in selecting an appropriate research design (Gray & Grove, 2021). The practical limitations you mentioned regarding experimental designs in healthcare settings, such as withholding standard care, underscore the ethical dilemmas researchers often face. Your approach to discussing the feasibility and applicability of quasi-experimental designs in real-world clinical settings aligns well with the need for research that can be seamlessly integrated into existing healthcare practices. This perspective is vital for ensuring that research findings are not only valid but also applicable in improving patient outcomes.

Detailed Assessment Instructions for the NURS 3150 NR3001 Choosing the Type of Research for a Research Problem Discussion Assignment

Description

This discussion is divided in two parts

  1. Main discussion
  2. Two replies

CHOOSING THE TYPE OF RESEARCH FOR A RESEARCH PROBLEM

How do you choose the type of research to conduct to address a research problem? What information should you keep in mind to ensure that your research process will adequately address your research problem?

Understanding the different types of research is a critical skill for the nurse researcher and nursing professional. As a current nursing professional, consider how understanding the different types of research may be conducive to achieving a particular mission in your health care setting, such as developing an intervention to address a quality or patient safety problem. This knowledge can also be a step toward assuming a nursing leadership position. As a critical component of your nursing toolkit, differentiating between the types of research is a fundamental step toward enacting change through the process of research.

For this Discussion, please review the following:

  • Think about clinical practice problems you have seen in health care that compromise patient safety and health outcomes. For example, nursing-sensitive indicators reflect high-priority practice problems, which are described in the article by McIntyre, Cover, and Bonner (2019).
  • Choose one of the clinical practice problems you have seen in your current or past job in a health care setting. Consider the possible causes of this problem and how you think it is, or was, affecting patient outcomes.
  • Some patient safety problems are solved by making changes in clinical practice. For example, decreasing catheter-associated urinary tract infections in hospitalized patients often requires changes in clinical practice such as better adherence to preventive measures when catheters are inserted (e.g., use of disposable gloves, maintaining sterile fields, cleansing urethral meatus). For the problem you identified, what specific change in practice do you think is needed?
  • When a practice change is implemented, it is important to verify whether or not the change has improved patient outcomes. One way to determine this is by conducting research. One of the first steps in the research process involves developing a research question that will later serve as the foundation for your study. Using information from Chapter 5 in your textbook and the handout on developing research questions, think about a research question and about the effectiveness of the practice change you proposed in improving patient outcomes.
  • Another step in the research process involves identifying which type of research could be conducted to best answer your research question. In Chapter 5 of your textbook you will find a list of different types of research in the first column in Table 5.1 and Table 5.2. You can learn more about these different types of research in both Chapter 2 and the Glossary in your textbook. To locate even more information, you can also use an Internet search engine for more in-depth descriptions and examples. After learning more about the different types of research, think about which one you think is best for determining how well the clinical practice change you identified will improve patient outcomes.

Post a description of how you would address the following:

Part 1: Patient Safety Problem

Describe the patient safety problem you identified, its causes, and the impact you think it has on patient outcomes. For this problem, describe a specific change in practice that could help improve patient outcomes.

Part 2: Research on Patient Safety Problem

Develop a research question that tests the effectiveness of your practice change in the improvement of one or more patient outcomes. What type of research would you use to answer this question? Describe the reasons why you think this is the best approach and why you would not use the other three types of research.

Note: Post a 3-paragraph (at least 350 words) response. Be sure to use  evidence  Links to an external site.   in-text citations  Links to an external site. , and  essay-level Links to an external site. writing skills, including the use of  transitional material Links to an external site. and  organizational frames Links to an external site. . Use the writing resources and the Discussion Rubric to develop your post.

By Day 7

Read two or more of your colleagues’ postings from the Discussion question.

Respond to two or more of your colleagues with a comment that asks for clarification, provides support for, or contributes additional information.

Reply

Merilyn J Long

Response to Ahmed,

The question does ask a question with a nursing intervention and an outcome. To test the effectiveness of the change in practice and advance the discussion topic on research designs, what is the difference between a true experimental design and a quasi-experimental design based on the readings this week as it relates to changing a practice based on existing evidence? Some considerations for using an experimental design are limited with respect to implementing a change in practice and elements of feasibility such as time, cost,  ethical approach to withholding standard of care, sample size and what the question is asking are some of the elements of research designs (Gray & Grove, 2021).

Gray, J. R. & Grove, S. K. (2021).  Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (9th ed.). Elsevier.

Dr. Long

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NRSG374 Written Critique Example Assessment Paper

NRSG374 Written Critique Example Assessment PaperNRSG374 – Written Critique Example Assignment

NRSG374 – Principles of Nursing: A Palliative Approach Course

Australian Catholic University

NRSG374 – Written Critique Example Assessment Brief

Assignment Instructions Overview

This assessment requires students to complete a written critique based on a provided case study involving a patient receiving end-of-life care. The aim is to evaluate the care delivered in the case study against one chosen Clinical Practice Guideline (CPG). The critique must integrate relevant National Palliative Care Standards (NPCS) and at least one of either the NSQHS Standards or the NMBA Registered Nurse Standards for Practice.

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Students must identify both strengths and limitations in the care provided, supported by scholarly evidence, and demonstrate an understanding of palliative care principles. The word count is 1,800 words, with a 10% leeway. In-text citations count towards the word count; the reference list does not.

Understanding Assignment Objectives

This task develops critical thinking, professional judgment, and evidence-based writing skills. It is designed to foster a deeper understanding of how Clinical Practice Guidelines shape end-of-life care and to strengthen students’ ability to assess clinical practice through the lens of national standards.

The assignment focuses on evaluating how care decisions align with best practice recommendations, ethical principles, and legal obligations in nursing. It also encourages reflection on palliative care delivery and its relevance to holistic, person-centered nursing.

The Student’s Role

As a nursing student, you will act as a critical evaluator and informed practitioner. Your role is to:

  • Review the provided case study with a professional and analytical lens.
  • Choose one CPG (such as the “Care of the Dying” CPG).
  • Apply your understanding of palliative care, clinical reasoning, and national standards to critique the care received by the patient.
  • Support your critique with contemporary, evidence-based literature.
  • Demonstrate awareness of how professional standards and guidelines guide and improve nursing practice.

You are not required to offer a personal opinion but must adopt a scholarly, third-person voice and maintain objectivity throughout your critique.

Competencies Measured

This assessment evaluates several core nursing competencies, including:

  • Clinical Reasoning and Decision-Making: Ability to evaluate clinical actions in alignment with evidence-based guidelines and nursing standards.
  • Professional Accountability: Understanding the nurse’s responsibility in upholding care standards, advocating for patients, and adhering to ethical practice.
  • Evidence-Based Practice: Skill in identifying, integrating, and referencing contemporary research to support clinical evaluation.
  • Communication and Academic Writing: Capacity to present ideas in a well-organized, coherent, and scholarly format, adhering to academic integrity principles.
  • Knowledge of National Frameworks: Application of the National Palliative Care Standards, and either the NSQHS Standards or the NMBA Registered Nurse Standards for Practice in evaluating nursing care quality.

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NRSG374 Written Critique Example Assessment Paper

Introduction

End-of-life care is a fundamental component of palliative nursing, where the primary aim is to ensure dignity, comfort, and holistic support for patients and their families during the final stages of life. The provided case study of Tylor Morton, a 40-year-old man with Motor Neurone Disease (MND), presents a complex situation involving ethical dilemmas, family conflict, and clinical decision-making. This paper critiques Tylor’s end-of-life care using the “Care of the Dying” Clinical Practice Guideline (CPG). The analysis is grounded in the National Palliative Care Standards (NPCS) and the Registered Nurse Standards for Practice outlined by the Nursing and Midwifery Board of Australia (NMBA). The critique identifies both strengths and limitations in Tylor’s care, guided by current evidence and standards.

Understanding Motor Neurone Disease (MND) and Its Trajectory

MND is a progressive, terminal neurological condition characterized by the degeneration of motor neurons, leading to muscle weakness, respiratory failure, dysphagia, and loss of independence (Goutman et al., 2022). The illness trajectory is marked by a gradual but relentless decline in function. In Tylor’s case, the disease had advanced significantly, with symptoms such as dyspnea, dysphagia, and progressive immobility. This progression necessitated comprehensive palliative care planning to address his physical, emotional, social, and spiritual needs.

According to Brizzi et al. (2019), timely integration of palliative care in MND improves patient and caregiver outcomes. In Tylor’s scenario, the delayed recognition of his needs, family tension, and conflicting care decisions indicate a gap in proactive palliative care implementation. The importance of early palliative care referrals in MND cannot be overstated, as these interventions enable patients and families to prepare, plan, and access appropriate support.

Application and Critique of the Care of the Dying CPG

The “Care of the Dying” CPG provides a structured approach to managing the final days of a patient’s life. It emphasizes symptom control, psychosocial support, communication, and dignity. In Tylor’s case, application of this CPG appears inconsistent and fragmented.

Symptom Management

Tylor experienced significant discomfort, including breathlessness, anxiety, and gastrointestinal infections. The CPG recommends thorough and continuous assessment using validated tools like the Symptom Assessment Scale (SAS) and the Australia-modified Karnofsky Performance Scale (Barbetta et al., 2019). Although assessments were documented, actions based on findings were insufficient. Tylor’s reported distress and discomfort did not result in adequate symptom control or timely intervention, which undermines the principle of comfort-focused care in the final days.

Psychosocial and Family Support

End-of-life care must include support for family members and address unresolved conflicts. The CPG outlines that family meetings, open communication, and grief support are essential (Palliative Care Australia, 2018). However, the tension between Tylor’s wife Catherine and his extended family was not adequately addressed. The failure to facilitate dialogue among family members contributed to emotional strain and ultimately compromised Tylor’s dying experience.

Decision-Making and Advance Care Planning

The absence of clear, documented advance care directives and limited involvement of Tylor in decision-making are critical flaws. The CPG stresses the importance of honoring patient preferences and advance directives. Catherine’s hesitation and the lack of inclusion of Tylor’s mother and brother in care planning reveal a fragmented approach. The registered nurse’s role should have included advocating for Tylor’s values and promoting collaborative care planning as outlined in NMBA Standard 2 (NMBA, 2016).

Place of Death and Environment

According to the CPG, patients should have the opportunity to die in their preferred setting, surrounded by loved ones. Tylor’s case reveals ambiguity about his preferred place of death. The conflict about whether to remain at home or be transferred to hospital with a PICC line for intravenous therapy reflects poor planning. The decision to keep him at home was appropriate but lacked clear communication and support from health professionals, as per NPCS Standard 4 (Palliative Care Australia, 2018).

Integration of the National Palliative Care Standards

The National Palliative Care Standards guide consistent and quality palliative care delivery. In Tylor’s care, several standards were only partially met.

Standard 2: Developing the Care Plan

Care planning for Tylor was reactive rather than anticipatory. The care plan did not adequately address his deteriorating condition, psychosocial needs, or family dynamics. NPCS Standard 2 emphasizes holistic, personalized care planning in collaboration with the patient and family. The lack of structured family conferences or care coordination meetings shows a missed opportunity to align care with best practice.

Standard 3: Care for the Carers

Tylor’s primary carer, Catherine, experienced considerable stress and uncertainty. The standard mandates support for caregivers to enhance their capacity and well-being. There was limited evidence of formal support mechanisms, education, or respite services offered to Catherine. Failure to support carers not only affects their well-being but also impacts patient outcomes.

Standard 6: Grief Support

Grief support for family members is a core component of quality palliative care. Tylor’s mother and brother were not adequately prepared for his death. The exclusion of extended family members and lack of bereavement preparation conflict with Standard 6. Post-death support, including emotional, cultural, and spiritual care, should have been anticipated and provided.

Alignment with NMBA Registered Nurse Standards for Practice

The NMBA Registered Nurse Standards for Practice outline competencies required for delivering safe and ethical care. Several standards were not adequately upheld in this case.

Standard 1: Thinks Critically and Analyses Nursing Practice

Registered nurses must apply evidence-informed reasoning in care decisions. The clinical team failed to critically appraise and implement the CPG recommendations effectively. This includes failure to anticipate the trajectory of Tylor’s condition and the need for stronger family engagement.

Standard 2: Engages in Therapeutic and Professional Relationships

Effective communication and therapeutic relationships with patients and families are essential. In this case, the absence of inclusive communication with Tylor’s family, especially his mother and brother, undermined trust and compromised person-centered care.

Standard 6: Provides Safe, Appropriate, and Responsive Quality Nursing Practice

This standard highlights the importance of safe and timely responses to changes in a patient’s condition. Tylor’s rapid decline required more responsive and coordinated care. The failure to manage his respiratory symptoms and gastrointestinal infections effectively represents a breach of this standard.

Addressing the Gaps and Improving Care

To improve outcomes in similar scenarios, the following actions are recommended:

Strengthen Interdisciplinary Communication: Regular team meetings, family conferences, and documented advance care planning should be standard practice.

Enhance Carer Support: Carers should receive education, respite, and psychological support to manage the demands of caregiving.

Promote Cultural and Family Inclusion: Cultural values and family dynamics must be acknowledged. Involving all stakeholders in care planning fosters harmony and better outcomes.

Focus on Symptom Management: Use of validated tools and timely interventions can alleviate suffering and enhance comfort.

Training and Education: Nurses and healthcare workers require regular training in palliative care principles, communication, and ethical decision-making.

Conclusion

Tylor Morton’s case highlights the critical importance of structured, compassionate, and inclusive end-of-life care. While elements of the “Care of the Dying” CPG were followed, significant gaps were evident in symptom management, family involvement, carer support, and adherence to professional standards. Integrating the National Palliative Care Standards and NMBA Standards for Practice ensures a holistic, ethical, and patient-centered approach. Registered nurses must advocate for comprehensive care that honors patient wishes, supports families, and upholds professional accountability. Moving forward, palliative care in MND cases must be anticipatory, inclusive, and coordinated to ensure a dignified and peaceful dying process.

References

Barbetta, C., et al. (2019). Australia-modified Karnofsky Performance Scale and physical activity in COPD and lung cancer: an exploratory pooled data analysis. BMJ Supportive & Palliative Care. https://spcare.bmj.com/content/early/2019/07/11/bmjspcare-2019-001869.abstract

Brizzi, K., et al. (2019). Integration of a palliative care specialist in an amyotrophic lateral sclerosis clinic: observations from one center. Muscle & Nerve, 60(2), 137–140. https://onlinelibrary.wiley.com/doi/abs/10.1002/mus.26607

Goutman, S. A., et al. (2022). Recent advances in the diagnosis and prognosis of amyotrophic lateral sclerosis. The Lancet Neurology. https://www.sciencedirect.com/science/article/pii/S1474442221004658

Nursing Midwifery Board of Australia. (2016). Registered Nurse Standards For Practice. https://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards.aspx

Palliative Care Australia. (2018). National Palliative Care Standards (5th Ed.). https://palliativecare.org.au/standards

Riley, K., & Hupcey, J. (2022). Person-Centered Care Considerations for End-of-Life Care to Persons With Severe and Persistent Mental Illness. Journal of Gerontological Nursing, 48(3), 11–16. https://journals.healio.com/doi/abs/10.3928/00989134-20220210-04

Detailed Assessment Instructions for the NRSG374 Written Critique Example Assessment Paper

Assignment Detail:

Students are to provide an 1800 word critique of the provided case study using only ONE CPG.

To complete this task you will need to discuss and critique relevant elements of the CPG and case study whilst upholding the National Palliative Care Standards at least one of:

– NSQHS

– NMBA standards and/or

Assessment criteria: The assessment will be marked using the criteria-based rubric.Please note that in-text citations are included in the word count whilst the reference list is not included in the word count. Words that are more than 10% over the word count will not be considered

Now that you have read the case study and selected ONE of the CPG provided you are required to:

– Review and critique the care given to the patient against the CPG you have selected and provide evidence to support your critique through additional research that you will undertake

– Highlight the importance of the National Palliative Care Standards and at least one of the NSQHSS and/or the NMBA Standards and how they influence our practice

– Demonstrate knowledge on the illness trajectory of Motor Neurone Disease (MND) in line with Palliative Care Principles

– Provide links between the case study and your chosen CPG to identify highlights or limitations in care

– Ensure that your sources are all contemporary (within the last five years) and from evidence based sources)

– Read all instructions and the rubric very carefully

Case study – Care of the dying patient CPG

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Nursing Assignment Consensus Model Discussion Post Example

NU 610 Nursing Assignment - Consensus Model Discussion PostAssignment Brief: NU 610 Nursing Assignment – Consensus Model Discussion Post

Understanding Assignment Objectives:

This assignment digs into the details of the Advanced Practice Registered Nurse (APRN) Consensus Model, designed to shape how APRNs work. Your task is to explore the different parts of this model and understand how it affects healthcare access, cost, and quality. The main focus is on figuring out the barriers APRNs face at regulatory, state, and institutional levels and seeing how these challenges impact healthcare costs, access, and quality of care.

The Student’s Role:

As a part of this assignment, your job is to take a good look at the APRN Consensus Model. This means looking closely at how rules, state laws, and institutions affect the costs, access, and quality of healthcare. Use recent research data and real examples to show the specific problems APRNs deal with. When talking about your home state, where you live, or where you plan to work, talk about how APRNs are recognized and what they need to do their job, including things like getting a license, education requirements, national certification, and what they’re allowed to do.

Also, pick and talk about an important APRN policy issue, give a good summary, and suggest some practical ideas to make things better.

On top of that, you’ll be looking at the laws about APRNs in your location. Find and talk about the latest laws, using bill numbers and titles. And share an example of nurses doing a great job in healthcare policy, telling us about the issue, what they did, and what happened because of it.

This assignment isn’t just about knowing the APRN Consensus Model on paper. It’s about understanding how it works and what it means for the future of healthcare. Be clear, think carefully, and use good evidence in everything you write. Your ideas should add to a strong and informed conversation about what APRNs do now and what they could do in the future.

Original Assignment Instructions: Assessment Description

For this discussion, students will explore the elements of the APRN consensus model. Created by the National Council of State Boards of Nursing in 2008 to promote near nationwide full-practice authority for APRNs by the year 2015, there are still several inconsistencies in its implementation with subsequent effects on healthcare access, cost, and quality.

(3 points) Discuss how regulatory, state, and institutional barriers to APRN practice affect (a) healthcare costs, (b) access to care, and (c) quality of care.  Discuss and support each required factor individually being sure to include current research data and examples for each. Your discussion must identify specific barriers and illustrate how each of the factors listed above are affected as a result.

(2 points)  Discuss the status of the APRN consensus model’s implementation in your home state, state of residence, or intended state of employment. This section should include all of the following:

What title is used for advanced practice nurses in your state?  List each of the APRN roles that are recognized as well as any that are not.

Is the term “licensure” used for APRN roles in your state?  If not, what term(s) are used?

Is a graduate or post-graduate degree required in your state to practice in an advanced practice role?

Is national certification required in your state to practice in an advanced practice role?

Do APRN roles allow for independent practice in your state?  Not independent?  No authority?

Do the APRN roles allow for independent prescribing in your state?  Not independent?  No authority?

(3 points) Choose and discuss ONE (1) of the following related to current APRN policy issues:

Summarize current information on the mental health status of healthcare providers. What effect do mental health challenges have on providers, the healthcare system, and the ability to educate new generations of providers? Describe a policy idea (federal, state, board of nursing, or organizational) that may improve the impact of this issue.

Discuss how current payment and reimbursement models hinder the ability of providers and organizations to address health disparities. Identify proposed payment and reimbursement changes, and describe how they work to address health disparities.

As pressure rises for the government to make pandemic-related telehealth flexibilities permanent, discuss what other policy considerations are needed for telehealth to be effective at mitigating access and quality gaps. Consider factors such as broadband and technology access, reimbursement models, and cultural competence.

Discuss the potential of telehealth to mitigate treatment barriers in stigmatized populations (eg, HIV-positive, mental health, behavioral health). Summarize current research that supports the ability of telehealth to improve outcomes in these populations.

Summarize up-to-date information on a problem that APRNs will increasingly face as a result of the pandemic (eg, opioid misuse, intimate partner violence, child abuse, decreasing pediatric vaccine rates) and explain how the pandemic increased its incidence. What policy changes are needed to address the problem.

(1.5 points) Identify and discuss legislation regarding the APRN role in your home state, state of residence, or intended state of employment: What legislation is currently proposed? What previous legislation has been successful? What previous legislation has failed? Include bill numbers and titles if named. Cite and reference legislation in APA format.

(2 points) Summarize and share an example of nurses’ or APRNs’ successful participation in healthcare policy (legislative) initiatives. These may be local, state, or federal examples and should be something other than the one provided in the keynote. Include a brief background on the issue, what the nurses did, and the outcome of their work.

(2 points) Substantial cross post to at least one (1) other student who covered a different state than yourself.  The cross post provides new or supplemental information to the original posting or raises additional areas for discussion.  A new or additional peer-reviewed reference should be cited.

(1.5 points) Scholarship

(15 Total Points)

Each student will submit an initial discussion post of approximately 850-1000 words in the discussion.  Support your discussion with at least 5 references, the majority of which should be peer-reviewed. Primary references should be published within the last five (5) years. No title page is required. Use APA-style headings consistent with rubric order for initial post.

Your initial post needs to be submitted to the appropriate assignment area to receive a Turnitin report and then copied and pasted into the discussion area.

Introduction

The Advanced Practice Registered Nurse (APRN) Consensus Model, introduced by the National Council of State Boards of Nursing in 2008, aimed to provide nearly nationwide full-practice authority for APRNs by 2015. However, despite these intentions, obstacles persist at regulatory, state, and institutional levels, impacting essential aspects of healthcare such as costs, access, and quality of care. This discussion aims to explore these barriers, take a closer look at the current state of the APRN consensus model’s implementation in Texas, and address existing policy challenges affecting APRN practice.

The Advanced Practice Registered Nurse (APRN) Consensus Model, established by the National Council of State Boards of Nursing in 2008, aimed to grant near nationwide full-practice authority for APRNs by 2015. However, barriers at regulatory, state, and institutional levels persist, impacting healthcare costs, access, and quality of care. This discussion explores these barriers, delves into the APRN consensus model’s implementation in Texas, and addresses current policy issues related to APRN practice.

Barriers to APRN Practice and Their Impact on Healthcare

Regulatory, state, and institutional barriers significantly affect how nurse practitioners can help people. In some places, rules say that APRNs need a doctor to oversee their work, creating a roadblock to what they can do to help patients. For example, some states require a doctor’s approval for prescribing medications or admitting patients to the hospital, making it hard for APRNs to provide quick and efficient care, especially in emergencies.

These rules and regulations can also cause problems for patients looking for regular healthcare services. Federal and institutional rules sometimes limit what APRNs can do, affecting how easily patients can access primary care. This can mean delays in getting the care they need, leading to higher costs and lower quality of care overall.

For example, if the rules are not consistent with what APRNs are trained to do, it can disrupt how they provide care. This disruption can result in patients not getting the full range of services that APRNs are qualified to provide, impacting both the cost and quality of healthcare. Additionally, these delays and limitations can contribute to differences in healthcare between different groups of people.

It’s important to recognize these challenges because they impact how nurses can contribute to healthcare. Overcoming these barriers requires looking closely at the rules in place and making changes that allow nurses to provide the best care possible.

Status of APRN Consensus Model Implementation in Texas

In the state of Texas, there are clear and concise guidelines dictating the rules and designations for nurse practitioners. When administering care, nurse practitioners in Texas are required to use the title “APRN” and prominently display their license from the state’s Board. This serves to assure individuals seeking medical assistance that the nurse practitioner is duly qualified to provide healthcare services. In contrast to other states, Texas does not typically use the term “licensure” for nurse practitioners. Instead, the emphasis is placed on national certification, which entails passing a rigorous exam to demonstrate competence and proficiency. As a result, nurse practitioners in Texas are granted significant autonomy in their professional practice. With full practice authority, they have the freedom to undertake a variety of tasks, including prescribing medication and managing their own nursing practices.

Despite some advancement in Texas towards expanding the roles of nurse practitioners, other states in the U.S. have not enacted similar measures. For instance, Tennessee and Alabama have not fully adopted the Consensus Model, resulting in potential discrepancies for nurse practitioners depending on their location. Recognizing these variations is critical as it highlights the need for further action to ensure that nurse practitioners nationwide can offer optimal care. This will enable patients to reap the benefits of the comprehensive abilities that nurse practitioners bring to the healthcare field.

Addressing Barriers through Policy Initiatives

Improving the nursing profession and the quality of care they provide involves examining the current regulations and seeking ways to enhance them. One crucial factor in nurses’ ability to aid us is the current method of healthcare payment. While these methods effectively control overall costs, there is an opportunity for refinement. The key concept is to transition towards payment methods that emphasize the value of the care rendered. Envision a system where the focus is on how well healthcare benefits people rather than its monetary cost. This shift would motivate healthcare providers, including nurses, to prioritize delivering excellent care. Facilitating these changes may require increased investments in technology and management systems. These tools assist healthcare providers in monitoring and improving the care provided.

One crucial factor is ensuring equal access to healthcare for all individuals. Unfortunately, some groups encounter greater difficulties in receiving necessary treatment. By modifying the way we fund healthcare, we can uncover these challenges and develop solutions. In essence, it’s about providing everyone, regardless of their identity, with an equal opportunity to receive quality healthcare (Bosco, 2022). In simpler words, by reevaluating our healthcare payment methods and providing resources to improve their work, we can empower nurses to provide even better care. Ultimately, it’s about ensuring that everyone has a fair chance at receiving the treatment they require.

Legislation Impacting Nursing in Texas and Beyond

In Texas, the rules for Advanced Practice Registered Nurses (APRNs) are set by the Nurse Practice Act. Different boards, laws, and regulations also play a role in how nursing works. The successful implementation of the Coronavirus Medicaid Response Act (H.R.1353) and the proposal of the Health Care Improvement Act of 2021 show that there are ongoing efforts to make healthcare policies work better for everyone.

These changes are not just happening in Texas; they reflect a broader trend of adapting healthcare rules to meet current challenges. However, it’s not always smooth sailing. In 2017, there were attempts to change the rules that affect APRNs, but they didn’t go through. This failure highlights the obstacles and opposition that still exist, especially from groups like the American Medical Association, as pointed out by Sofer (2018).

Understanding the legislative landscape in Texas and beyond is like peeking into how the rules for nursing are shaped. It’s a mix of successes and challenges, showing that there’s a continuous effort to make healthcare policies better, even though it’s not always an easy journey.

Nurses’ Advocacy in Healthcare Policy during the COVID-19 Pandemic

The COVID-19 pandemic showed how crucial it is for nurses to be actively involved in shaping healthcare rules. Nurses played a big part in creating guidelines that helped keep everyone safe and healthy. This active role didn’t just address the immediate challenges of the pandemic; it also led to lasting improvements in how healthcare is done.

Nurses weren’t just on the sidelines during the pandemic; they were in the thick of things, making important decisions. The impact of their efforts went beyond local areas and influenced decisions made by the government. As Phillips (2019) points out, nurses’ roles during the pandemic highlight how essential they are in shaping healthcare rules, both locally and nationally.

Their involvement in creating guidelines wasn’t just about dealing with the pandemic at hand. It was also about using their on-the-ground experience to come up with rules that make sense and truly care about people.

Nurses working together on healthcare rules is something that deserves attention. It’s not just about responding to immediate problems; it’s about making healthcare better in the long run. This shows the strength of nurses’ voices in making real changes and being advocates for the health and well-being of individuals and communities.

Cross-Post and Scholarship: Sharing Insights and Learning Together

When chatting with a peer talking about a different state, it’s good to remember that how nurses work can be quite different from one place to another. Having ongoing conversations helps in seeing the whole picture better.

To make the discussions stronger, using a trusted source, like recent research on how nurses work in different states, can provide useful insights. These insights help in understanding the different ways states handle nurse practices, showing the varied rules and setups.

This sharing of information isn’t just about making the conversation more interesting; it’s about understanding the challenges and opportunities nurses face in different areas of practice. It’s like putting together a puzzle to see the bigger picture of how nurses do their jobs in various places.

Conclusion

In conclusion, the APRN Consensus Model, crafted to elevate APRN practice, grapples with persistent challenges in regulations, state-level policies, and institutional dynamics. While Texas has seen strides in putting the model into action, differences persist on a national scale. Effectively addressing these hurdles calls for strategic policy initiatives that champion fairness, advocate for value-based payments, and foster collaboration among all players in healthcare. The notable engagement of nurses in healthcare policy, prominently observed during the COVID-19 pandemic, emphatically highlights the pivotal role their voices play in molding the trajectory of healthcare for the future.

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