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NRNP 6635 week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders Paper Example

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NRNP 6635 week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders Paper Example

NRNP 6635 week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders Paper ExampleNRNP 6635 week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders Assignment

NRNP 6635 week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders Assignment Brief

Assignment Instructions Overview:

In this assignment, students are required to assess and diagnose patients with mood disorders, focusing on accurate diagnostic methods and critical thinking. The assignment highlights the complexities of diagnosing depressive and bipolar disorders, considering that these conditions often present with periodic and cyclic symptomology. Diagnosis may also be influenced by external stressors and cultural backgrounds, potentially impacting the client’s treatment-seeking behavior.

Students are expected to utilize the Comprehensive Psychiatric Evaluation Template to conduct a thorough evaluation, incorporating subjective and objective data, differential diagnoses, and a reflective analysis of the patient’s case.

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Understanding Assignment Objectives:

The primary objective of this assignment is to develop a detailed understanding of mood disorders through practical assessment and diagnosis. Students will evaluate patients via case studies, identifying patterns and symptoms of mood disorders such as major depressive disorder (MDD) and bipolar disorder. This task also aims to enhance students’ ability to apply diagnostic criteria from the DSM-5-TR and to navigate the complexities of mental health treatment with cultural sensitivity and ethical awareness.

The Student’s Role:

Students are responsible for:

  • Selecting and reviewing a video case study.
  • Gathering and analyzing a patient’s subjective and objective history.
  • Conducting a comprehensive psychiatric evaluation.
  • Formulating at least three differential diagnoses using the DSM-5-TR.
  • Explaining the reasoning behind the primary diagnosis.
  • Reflecting on the diagnostic process and identifying areas for improvement.

The assignment also requires students to demonstrate clinical judgment, legal/ethical considerations, and awareness of health promotion strategies tailored to individual patients’ socioeconomic, cultural, and medical backgrounds.

Competencies Measured:

  • Clinical Reasoning & Critical Thinking: Ability to apply psychiatric assessment skills to real-world case studies and generate differential diagnoses.
  • Diagnostic Proficiency: Knowledge of DSM-5-TR criteria and its application in assessing mood disorders.
  • Cultural Competence & Ethical Awareness: Sensitivity to cultural factors influencing mood disorders and adherence to ethical standards in psychiatric practice.
  • Patient-Centered Care: Designing treatment plans that address mental health issues while considering broader aspects of patient health and well-being, including prevention strategies.

You can also read other assignment examples for the NRNP 6635 – Psychopathology and Diagnostic Reasoning Course below:

NRNP 6635 Week 1: Competencies of Advanced Nursing Practice Paper Example

NRNP 6635 Week 1 Assignment 2: Clinical Skills Self-Assessment Paper Example

NRNP 6635 Week 2: Practicum Experience Plan (PEP) Paper Example

NRNP 6635 Week 4: Assessing and Diagnosing Patients With Anxiety Disorders, PTSD, and OCD Paper Example

NRNP 6635 Week 5: Comprehensive Psychiatric Evaluation and Patient Case Presentation Example

NRNP 6635 Week 6: Neurocognitive, Neurodevelopmental, Eating, and Somatic Symptom-Related Disorders Example

NRNP 6635 Week 8: Assessing and Diagnosing Patients With Substance-Related and Addictive Disorders Example

NRNP 6635 week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders Paper Example

Comprehensive Psychiatric Evaluation

Patient Information:

  • Name: A.M.
  • Age: 34
  • Gender: Male
  • Race: African-American
  • Marital Status: Divorced

Chief Complaint (CC):

“I feel like I’m always in a bad mood, and it’s hard for me to concentrate or enjoy anything. It’s been like this for months.”

History of Present Illness (HPI):

A.M. is a 34-year-old African-American male who presents with complaints of persistent low mood, lack of interest in daily activities, and difficulty concentrating. These symptoms began approximately eight months ago, following his divorce, and have progressively worsened. He reports feeling “exhausted all the time” despite sleeping excessively, yet he continues to wake up feeling fatigued. He mentions that his appetite has decreased, resulting in an unintentional weight loss of about 10 pounds over the past three months. His mood is often irritable, and he finds himself getting easily frustrated with family members and coworkers.

A.M. denies any suicidal ideation or previous suicide attempts but admits to occasional fleeting thoughts of death. He reports that these thoughts are not persistent or distressing enough to act upon. His symptoms have negatively impacted his performance at work, leading to several warnings from his supervisor about his reduced productivity and absenteeism.

He reports no previous history of mood disorders and has never sought psychiatric treatment before. He occasionally uses alcohol to “calm down,” drinking approximately 4–5 drinks per night for the past six months, which began after his divorce.

Past Psychiatric History:

  • Previous Diagnosis: None reported.
  • Previous Hospitalizations: None.
  • Previous Treatments: None.
  • Previous Medications: None.

Substance Use History:

  • Alcohol: Drinks 4–5 alcoholic beverages per night, daily for the past six months. Denies drinking in the mornings or at work. He has not experienced withdrawal symptoms, but he acknowledges that he drinks to cope with stress and sadness.
  • Drugs: Denies the use of illicit drugs or recreational drugs.
  • Tobacco: Non-smoker.
  • Caffeine: Drinks two cups of coffee daily.

Family Psychiatric/Substance Use History:

  • Mother: Diagnosed with Major Depressive Disorder at age 45. Currently on medication.
  • Father: No history of psychiatric illness.
  • Siblings: Younger brother diagnosed with Generalized Anxiety Disorder.
  • Substance Use: No history of substance use disorders in the immediate family.

Social History:

A.M. was born and raised in a middle-class African-American family. He is the eldest of three siblings and maintains a good relationship with them, although he is currently estranged from his ex-wife. He has a 7-year-old daughter from his marriage and shares custody with his ex-wife. A.M. completed college and has been working as a sales manager at a tech company for the past five years.

His divorce, finalized eight months ago, was contentious, and he describes the relationship as “emotionally draining.” He currently lives alone in an apartment and has limited social interactions outside of work and co-parenting responsibilities. He reports that he stopped engaging in his hobbies, such as playing basketball and attending social events, around the same time his symptoms began.

A.M. has no legal issues or history of trauma. He denies any history of physical or emotional abuse.

Medical History:

  • Current Medical Conditions: Mild hypertension, managed with a low-sodium diet. No medications.
  • Past Medical Conditions: None significant.
  • Surgical History: None.
  • Chronic Illnesses: None.
  • Allergies: No known drug allergies.

Review of Systems (ROS):

  • General: Reports feeling fatigued and weak. Unintentional weight loss of 10 pounds in the last three months.
  • Cardiovascular: No chest pain, palpitations, or shortness of breath.
  • Respiratory: No cough or difficulty breathing.
  • Gastrointestinal: Reduced appetite; no nausea or vomiting.
  • Neurological: No headaches, dizziness, or seizures.
  • Musculoskeletal: No joint or muscle pain.
  • Endocrine: No changes in temperature tolerance, no excessive thirst or urination.
  • Psychiatric: Persistent low mood, loss of interest in previously enjoyable activities, feelings of worthlessness, irritability, concentration difficulties, occasional thoughts of death.

Mental Status Examination (MSE):

  • General Appearance: A.M. is a well-groomed, appropriately dressed male who appears his stated age. He has good hygiene and maintains eye contact throughout the interview.
  • Behavior: Cooperative but reserved during the interview. Fidgeted with his hands.
  • Mood: Reports feeling “down” and “numb.”
  • Affect: Blunted, restricted range of emotional expression.
  • Speech: Normal rate and tone, though answers are brief and monotone.
  • Thought Process: Linear but slowed; no evidence of flight of ideas or loose associations.
  • Thought Content: No delusions, hallucinations, or paranoia. Denies current suicidal ideation but acknowledges occasional passive thoughts of death without intent or plan.
  • Cognition: Alert and oriented to person, place, and time. Mild difficulty with concentration and focus during the interview.
  • Insight: Fair; acknowledges that his mood is affecting his work and personal life but feels unsure about treatment options.
  • Judgment: Intact; able to make reasonable decisions regarding his care.

Diagnostic Results:

No lab results were available at the time of the psychiatric evaluation. However, routine labs, including thyroid function tests (TFTs) and a complete blood count (CBC), were ordered to rule out any medical conditions contributing to his depressive symptoms.

Assessment:

Differential Diagnoses:

Major Depressive Disorder (MDD):

  • Supporting Evidence: A.M. presents with a depressed mood, loss of interest or pleasure in activities (anhedonia), fatigue, sleep disturbances (hypersomnia), weight loss, and concentration difficulties. These symptoms have persisted for more than two weeks, meeting the DSM-5-TR criteria for MDD.
  • DSM-5 Criteria Met: Depressed mood most of the day, nearly every day; markedly diminished interest in activities; significant weight loss without dieting; insomnia or hypersomnia; fatigue or loss of energy; diminished ability to think or concentrate; feelings of worthlessness.
  • Ruled Out Factors: No manic or hypomanic episodes present, ruling out bipolar disorders.

Adjustment Disorder with Depressed Mood:

  • Supporting Evidence: A.M. experienced a significant life stressor (divorce), which may have triggered his symptoms. However, the severity and duration of his symptoms extend beyond what is typically seen in adjustment disorder, and he meets more criteria for MDD.
  • DSM-5 Criteria Met: Emotional or behavioral symptoms in response to an identifiable stressor. However, A.M.’s symptoms are more severe and persistent than what is typically seen in Adjustment Disorder.

Alcohol Use Disorder:

  • Supporting Evidence: A.M. reports using alcohol daily to cope with stress, and this behavior has persisted for six months. However, he does not meet the full criteria for Alcohol Use Disorder at this time as his alcohol use has not resulted in significant impairment or distress. It is important to monitor his alcohol consumption as it may exacerbate his depressive symptoms.
  • DSM-5 Criteria Not Met: He does not exhibit loss of control over drinking or significant negative consequences directly attributed to alcohol use.

Plan:

Pharmacological:

  • Initiate fluoxetine (Prozac) 20 mg PO daily, given its favorable side effect profile and effectiveness in treating MDD.
  • Educate the patient on the potential side effects of fluoxetine, including gastrointestinal disturbances, headaches, and sexual side effects.

Therapy:

  • Refer to Cognitive Behavioral Therapy (CBT) to address negative thought patterns and promote healthy coping strategies.

Substance Use Monitoring:

  • Encourage a reduction in alcohol consumption, as it may worsen depressive symptoms. A referral to substance use counseling or Alcoholics Anonymous should be offered if drinking escalates.

Follow-Up:

  • Schedule follow-up in two weeks to assess medication efficacy and monitor for side effects.
  • Obtain lab results to rule out any medical causes of depression.

Reflection:

In hindsight, I would have explored A.M.’s family history in more detail, particularly his relationship with his mother, who has a history of Major Depressive Disorder. This could provide insight into how family dynamics may influence his view on seeking mental health treatment. From an ethical perspective, discussing A.M.’s alcohol use in a non-judgmental manner was important, as there is a potential for substance use to worsen his mental health if left unaddressed. A culturally sensitive approach to discussing his alcohol use should be maintained, given the stigma that may be present in his community. Additionally, I would focus more on A.M.’s role as a father and how his mental health may affect his relationship with his daughter, aiming to incorporate this into health promotion and disease prevention discussions.

References

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787

Beck, A. T., & Alford, B. A. (2020). Depression: Causes and treatment. University of Pennsylvania Press.

Stahl, S. M. (2021). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (5th ed.). Cambridge University Press.

Detailed Assessment Instructions for the NRNP 6635 week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders Paper Assignment

NRNP 6635 week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders

Assignment: Assessing and Diagnosing Patients With Mood Disorders

Accurately diagnosing depressive disorders can be challenging given their periodic and, at times, cyclic nature. Some of these disorders occur in response to stressors and, depending on the cultural history of the client, may affect their decision to seek treatment. Bipolar disorders can also be difficult to properly diagnose. While clients with a bipolar or related disorder will likely have to contend with the disorder indefinitely, many find that the use of medication and evidence-based treatments have favorable outcomes.

To Prepare:

  • Review this week’s Learning Resources. Consider the insights they provide about assessing and diagnosing mood disorders.
  • Download the Comprehensive Psychiatric Evaluation Template, which you will use to complete this Assignment. Also review the Comprehensive Psychiatric Evaluation Exemplar to see an example of a completed evaluation document.
  • By Day 1 of this week, select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the “Case History Reports” document, keeping the requirements of the evaluation template in mind.
  • Consider what history would be necessary to collect from this patient.
  • Consider what interview questions you would need to ask this patient.
  • Identify at least three possible differential diagnoses for the patient.

By Day 7 of Week 3

Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template:

  • Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
  • Objective: What observations did you make during the psychiatric assessment?
  • Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
  • Reflection notes: What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

Consider what history would be necessary to collect from this patient.

Consider what interview questions you would need to ask this patient.

Identify at least three possible differential diagnoses for the patient. 

references x 3 to include

 American Psychiatric Association. (2022). Bipolar and related disorders. In Diagnostic and statistical manual of mental disordersLinks to an external site. (5th ed., text rev.). https://go.openathens.net/redirector/waldenu.edu?url= https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.x03_Bipolar_and_Related_Disorders

SUBMISSION INFORMATION

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Draft

Video Case selections for the Assignment

https://video.alexanderstreet.com/p/XQ51BX9oA

https://video.alexanderstreet.com/p/LZP6O7Yw4

https://video.alexanderstreet.com/p/Og8VpmVGN

https://video.alexanderstreet.com/p/ywmrYzzQn

Required Media

https://video.alexanderstreet.com/p/Z8WOvJyZ6

https://video.alexanderstreet.com/p/nRO2pKBpY

https://video.alexanderstreet.com/p/GR9vAWjML

https://video.alexanderstreet.com/p/nROLX6Ppp

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK3Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 3 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 3 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK3Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.

 NRNP_6635_Week3_Assignment_Rubric

Excellent Good Fair Poor
Create documentation in the Comprehensive Psychiatric Evaluation Template about the patient you selected.

In the Subjective section, provide:
• Chief complaint
• History of present illness (HPI)
• Past psychiatric history
• Medication trials and current medications
• Psychotherapy or previous psychiatric diagnosis
• Pertinent substance use, family psychiatric/substance use, social, and medical history
• Allergies
• ROS

 18 (18%) – 20 (20%)

The response throughly and accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis.

 16 (16%) – 17 (17%)

The response accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis.

 14 (14%) – 15 (15%)

The response describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis, but is somewhat vague or contains minor innacuracies.

 0 (0%) – 13 (13%)

The response provides an incomplete or inaccurate description of the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis. Or, subjective documentation is missing.
In the Objective section, provide:
• Physical exam documentation of systems pertinent to the chief complaint, HPI, and history
• Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.		 18 (18%) – 20 (20%)

The response thoroughly and accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are thoroughly and accurately documented.

 16 (16%) – 17 (17%)

The response accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are accurately documented.

 14 (14%) – 15 (15%)

Documentation of the patient’s physical exam is somewhat vague or contains minor innacuracies. Diagnostic tests and their results are documented but contain minor innacuracies.

 0 (0%) – 13 (13%)

The response provides incomplete or inaccurate documentation of the patient’s physical exam. Systems may have been unnecessarily reviewed, or, objective documentation is missing.
In the Assessment section, provide:
• Results of the mental status examination, presented in paragraph form.
• At least three differentials with supporting evidence. List them from top priority to least priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5-TR criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.		 23 (23%) – 25 (25%)

The response thoroughly and accurately documents the results of the mental status exam.

Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides a thorough, accurate, and detailed justification for each of the disorders selected.

 20 (20%) – 22 (22%)

The response accurately documents the results of the mental status exam.

Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides an accurate justification for each of the disorders selected.

 18 (18%) – 19 (19%)

The response documents the results of the mental status exam with some vagueness or inaccuracy.

Response lists at least three different possible disorders for a differential diagnosis of the patient and provides a justification for each, but may contain some vagueness or inaccuracy.

 0 (0%) – 17 (17%)

The response provides an incomplete or inaccurate description of the results of the mental status exam and explanation of the differential diagnoses. Or, assessment documentation is missing.
Reflect on this case. Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.). 9 (9%) – 10 (10%)

Reflections are thorough, thoughtful, and demonstrate critical thinking.

 8 (8%) – 8 (8%)

Reflections demonstrate critical thinking.

 7 (7%) – 7 (7%)

Reflections are somewhat general or do not demonstrate critical thinking.

 0 (0%) – 6 (6%)

Reflections are incomplete, inaccurate, or missing.
Provide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old). 14 (14%) – 15 (15%)

The response provides at least three current, evidence-based resources from the literature to support the assessment and diagnosis of the patient in the assigned case study. The resources reflect the latest clinical guidelines and provide strong justification for decision making.

 12 (12%) – 13 (13%)

The response provides at least three current, evidence-based resources from the literature that appropriately support the assessment and diagnosis of the patient in the assigned case study.

NRNP 6635 week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders

 11 (11%) – 11 (11%)

Three evidence-based resources are provided to support assessment and diagnosis of the patient in the assigned case study, but they may only provide vague or weak justification.

 0 (0%) – 10 (10%)

Two or fewer resources are provided to support assessment and diagnosis decisions. The resources may not be current or evidence based.
Written Expression and Formatting—Paragraph development and organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.		 5 (5%) – 5 (5%)

A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

 4 (4%) – 4 (4%)

Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive.

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

 3.5 (3.5%) – 3.5 (3.5%)

Purpose, introduction, and conclusion of the assignment is vague or off topic.

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%-79% of the time.

 0 (0%) – 3 (3%)

No purpose statement, introduction, or conclusion were provided.

Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.
Written Expression and Formatting—English writing standards:
Correct grammar, mechanics, and punctuation		 5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors

 4 (4%) – 4 (4%)

Contains a few (one or two) grammar, spelling, and punctuation errors

 3 (3%) – 3 (3%)

Contains several (three or four) grammar, spelling, and punctuation errors

 0 (0%) – 2 (2%)

Contains many (≥ five) grammar, spelling, and punctuation errors that interfere with the reader’s understanding
Total Points: 100

Name: NRNP_6635_Week3_Assignment_Rubric

  

Week (enter week #): (Enter assignment title)

 

Student Name

College of Nursing-PMHNP, Walden University

NRNP 6635: Psychopathology and Diagnostic Reasoning

Faculty Name

Assignment Due Date

 

Subjective:

CC (chief complaint):

HPI:

Past Psychiatric History:

  • General Statement:
  • Caregivers (if applicable):
  • Hospitalizations:
  • Medication trials:
  • Psychotherapy or Previous Psychiatric Diagnosis:

Substance Current Use and History:

Family Psychiatric/Substance Use History:

Psychosocial History:

NRNP 6635 week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders

Medical History:

 

  • Current Medications:
  • Allergies:
  • Reproductive Hx:

ROS:

  • GENERAL:
  • HEENT:
  • SKIN:
  • CARDIOVASCULAR:
  • RESPIRATORY:
  • GASTROINTESTINAL:
  • GENITOURINARY:
  • NEUROLOGICAL:
  • MUSCULOSKELETAL:
  • HEMATOLOGIC:
  • LYMPHATICS:
  • ENDOCRINOLOGIC:

Objective:

Physical exam: if applicable

Diagnostic results:

Assessment:

Mental Status Examination:

Differential Diagnoses:

Reflections:

References

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NRNP 6635 Week 2: Practicum Experience Plan (PEP) Paper Example

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NRNP 6635 Week 2: Practicum Experience Plan (PEP) Paper Example

NRNP 6635 Week 2: Practicum Experience Plan (PEP) Paper ExampleNRNP 6635 Week 2: Practicum Experience Plan (PEP) Paper Assignment

NRNP 6635 Week 2: Practicum Experience Plan (PEP) Paper Assignment Brief

Assignment Instructions Overview:

This assignment involves developing a Practicum Experience Plan (PEP) to guide your clinical learning as an advanced practice nurse. The PEP is essential to organize your goals and activities in a psychiatric-mental health clinical setting, ensuring that you can assess your skills, set measurable objectives, and apply knowledge to real-world patient care. Your PEP will serve as a structured roadmap for achieving specific outcomes related to psychiatric assessment, diagnostic reasoning, and collaborative practice in the clinical setting.

Understanding Assignment Objectives:

The purpose of this assignment is to help you establish clear, specific, and measurable learning goals for your practicum experience. These objectives will be based on your self-assessed strengths and areas for growth in psychiatric-mental health nursing. By framing your experience around focused learning outcomes, you will work toward achieving proficiency in skills such as mental health evaluations, psychoeducation, and diagnostic reasoning, while also considering interpersonal collaboration in clinical practice.

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The Student’s Role:

As a student, you are responsible for creating a personalized learning plan based on your unique needs and goals. This includes identifying key competencies to develop, collaborating with your preceptor to confirm the availability of resources, and actively engaging in clinical activities that support your learning. Additionally, you will record and assess your progress throughout the practicum by documenting patient encounters, reflecting on your experiences, and receiving feedback from your preceptor.

Your PEP will also require you to develop objectives that follow the SMART format (Specific, Measurable, Attainable, Results-focused, Time-bound), ensuring that your goals are clearly defined and achievable within the scope of the practicum.

Competencies Measured:

Your Practicum Experience Plan will focus on advancing your skills in psychiatric-mental health nursing, including:

  • Clinical reasoning: Demonstrating the ability to assess and interpret mental health conditions accurately.
  • Psychiatric evaluations: Enhancing your capability to conduct comprehensive evaluations using standardized tools.
  • Diagnostic reasoning: Formulating differential diagnoses and treatment plans based on a solid understanding of psychopathology.
  • Psychoeducation: Developing strategies to educate patients and caregivers, enhancing adherence to treatment plans.
  • Interpersonal collaboration: Working effectively with colleagues to ensure patient-centered care and improve clinical outcomes.

You can also read other assignment examples for the NRNP 6635 – Psychopathology and Diagnostic Reasoning Course below:

NRNP 6635 Week 1: Competencies of Advanced Nursing Practice Paper Example

NRNP 6635 Week 1 Assignment 2: Clinical Skills Self-Assessment Paper Example

NRNP 6635 week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders Paper Example

NRNP 6635 Week 4: Assessing and Diagnosing Patients With Anxiety Disorders, PTSD, and OCD Paper Example

NRNP 6635 Week 5: Comprehensive Psychiatric Evaluation and Patient Case Presentation Example

NRNP 6635 Week 6: Neurocognitive, Neurodevelopmental, Eating, and Somatic Symptom-Related Disorders Example

NRNP 6635 Week 8: Assessing and Diagnosing Patients With Substance-Related and Addictive Disorders Example

NRNP 6635 Week 2: Practicum Experience Plan (PEP) Paper Example

Practicum Experience Plan (PEP)

Part 1: Quarter/Term/Year and Contact Information

Section A

  • Quarter/Term/Year: Summer 2024

Student Contact Information:

  • Name:
  • Street Address:
  • City, State, Zip:
  • Cell Phone:
  • E-mail:

Preceptor Contact Information:

  • Name:
  • Organization:
  • Street Address:
  • City, State, Zip:
  • Work Phone:
  • Professional/Work E-mail:

Part 2: Individualized Practicum Learning Objectives

Objective 1:

By the end of the practicum, demonstrate comprehensive psychiatric evaluation skills by performing and interpreting a mental status examination on a diverse patient population, completing at least 80 assessments using standard assessment tools and guidelines to enhance diagnostic accuracy and treatment planning.

Planned Activities:

  • Conducting mock psychiatric evaluations under supervision.
  • Review and practice using standard assessment tools such as the Mini-Mental State Examination (MMSE), Hamilton Depression Rating Scale (HAM-D), and Patient Health Questionnaire-9 (PHQ-9).
  • Participating in case conferences to discuss assessment findings and treatment plans.

Mode of Assessment:

  • Observation and feedback from the preceptor documented in Meditrek.
  • Case study analysis and written reports on evaluation findings.
  • Objective Structured Clinical Examinations (OSCEs) to evaluate clinical competency.

PRAC Course Outcome(s) Addressed:

  • Develop professional plans in advanced nursing practice for the practicum experience.
  • Assess psychiatric-mental health advanced practice nursing skills for strengths and opportunities.

Objective 2:

Within 6 weeks of the practicum, demonstrate diagnostic reasoning skills by discussing the psychopathology of mental illnesses across different age groups and disorders, contributing to the formulation of accurate differential diagnoses for at least 10 patients per week across the lifespan.

Planned Activities:

  • Participating in didactic sessions focused on the psychopathology of various mental illnesses.
  • Engaging in case discussions with preceptors and colleagues to explore differential diagnoses and treatment implications.
  • Conducting literature reviews on mental illness presentations across different age groups.

Mode of Assessment:

  • Participation in case discussions and presentations documented in Meditrek.
  • Written reflections on didactic sessions and their application to clinical practice.
  • Preceptor evaluations of diagnostic reasoning during patient assessments.

PRAC Course Outcome(s) Addressed:

  • Apply advanced practice nursing assessment and diagnosis skills in mental health settings.
  • Formulate differential diagnoses for patients across the lifespan.

Objective 3:

Within 8 weeks of the practicum, provide psychoeducation to individuals and/or caregivers as part of psychotherapeutic treatment planning for at least 10 patients per week, incorporating evidence-based strategies to enhance understanding and adherence to treatment recommendations.

Planned Activities:

  • Attending psychoeducation workshops or seminars.
  • Developing psychoeducational materials tailored to the needs of patients and caregivers.
  • Conducting individual or group psychoeducation sessions under supervision.

Mode of Assessment:

  • Feedback from patients and caregivers on understanding and application of psychoeducational materials documented in Meditrek.
  • Self-reflection journals on the effectiveness of psychoeducation provided.
  • Patient satisfaction surveys regarding the psychoeducation received.

PRAC Course Outcome(s) Addressed:

  • Develop professional plans in advanced nursing practice for the practicum experience.
  • Assess psychiatric-mental health advanced practice nursing skills for strengths and opportunities.

Nursing Theory

Orem’s Self-Care Deficit Theory emphasizes the importance of patient self-care in nursing practice. It highlights that nursing interventions are required when patients are unable to meet their own self-care needs (Gligor & Domnariu, 2020). This theory is applicable to psychiatric-mental health nursing, as it supports the promotion of patient independence and self-management of mental health conditions (Hartweg & Metcalfe, 2022). Evidence shows that empowering patients to engage in self-care activities can lead to improved mental health outcomes, such as reduced symptoms of depression and anxiety (Tanaka, 2022). By assessing self-care deficits and implementing individualized care plans, nurses can foster patient autonomy and recovery.

Counseling Theory

Motivational Interviewing (MI) is an evidence-based approach focused on enhancing patients’ motivation to change. It is particularly effective in addressing ambivalence and resistance, which are common challenges in psychiatric-mental health care (Bischof et al., 2021). The core principles of MI—expressing empathy, developing discrepancy, rolling with resistance, and supporting self-efficacy—are instrumental in helping patients explore their motivations for change (Gary et al., 2022). Research has demonstrated that MI improves treatment adherence and outcomes in conditions like substance use disorders and depression (Li et al., 2020). MI’s focus on patient-centered conversations and motivation aligns with psychoeducation and supports collaborative care planning.

Part 3: Projected Timeline/Schedule

A total of 144 clinical hours are planned to be completed over 11 weeks, with weekly time commitments as follows:

Week                   Clinical Hours     Professional Development Hours Practicum Coursework Hours
Week 1                               16 hours 5 hours 5 hours
Week 2 16  hours 5 hours 5 hours
Week 3 16 hours 5 hours 5 hours
Week 4 16 hours 5 hours 5 hours
Week 5 16 hours 5 hours 5 hours
Week 6 16 hours 5 hours 5 hours
Week 7 16 hours 5 hours 5 hours
Week 8 16 hours 5 hours 5 hours
Week 9 16 hours 5 hours 5 hours
Week 10 8 hours 5 hours 5 hours
Week 11 8 hours 5 hours 5 hours

Part 4: Signatures

Student Signature (electronic):

Date:

Practicum Faculty Signature (electronic):

Date:

References

Bischof, G., et al. (2021). Motivational interviewing for mental health. Springer.

Gary, K., et al. (2022). Enhancing motivation for change in psychiatric settings: Principles of MI. Journal of Psychiatric Practice.

Gligor, C., & Domnariu, C. (2020). Orem’s self-care deficit theory and its application to psychiatric nursing. Nursing Science Quarterly.

Hartweg, D. L., & Metcalfe, S. E. (2022). Promoting mental health self-care: Applying Orem’s theory. Journal of Advanced Nursing.

Kiskac, M., & Oz, A. (2023). Integrating theory into psychiatric nursing practice: The role of self-care and motivational interviewing. Journal of Psychiatric Nursing.

Li, M., et al. (2020). Motivational interviewing and treatment adherence: A meta-analysis. Journal of Clinical Psychology.

Tanaka, T. (2022). Self-care in psychiatric nursing: Implications for patient outcomes. Journal of Psychiatric and Mental Health Nursing.

Detailed Assessment Instructions for the NRNP 6635 Week 2: Practicum Experience Plan (PEP) Paper Assignment

Description

Assignment 2: Practicum Experience Plan (PEP)

Photo Credit: Getty Images

As you establish your goals and objectives for this course, you are committing to an organized plan that will frame your practicum experience in a clinical setting, including planned activities, assessment, and achievement of defined outcomes. In particular, they must address the categories of clinical reasoning, quality in your clinical specialty, and interpersonal collaborative practice. 

For this Assignment, you will consider the areas you aim to focus on to gain practical experience as an advanced practice nurse. Then, you will develop a Practicum Experience Plan (PEP) containing the objectives you will fulfill in order to achieve your aims. In this practicum experience, when developing your goals and objectives, be sure to keep psychiatric assessment and diagnostic reasoning in mind. 

To Prepare

  • Review your Clinical Skills Self-Assessment Form you submitted last week and think about areas for which you would like to gain application-level experience and/or continued growth as an advanced practice nurse. How can your experiences in the Practicum help you achieve these aims?? 
  • Review the information related to developing objectives provided in this week’s Learning Resources.? Your practicum?learning objectives that you want to achieve during your Practicum experience must be: 
    • Specific? 
    • Measurable? 
    • Attainable? 
    • Results-focused? 
    • Time-bound 
    • Reflective of the higher-order domains of Bloom’s taxonomy (i.e., application level and above)? 

Note: Please make sure your objectives are outlined in your Practicum Experience Plan (PEP).? 

  • Discuss your professional aims and your proposed practicum objectives with your Preceptor to ascertain if the necessary resources are available at your practicum site. 

Assignment

Record the required information in each area of the Practicum Experience Plan template, including three to four (3–4) practicum learning objectives you will use to facilitate your learning during the practicum experience.

American Psychiatric Association. (2013). Section I: DSM-5 basics. In Diagnostic and statistical manual of mental disorders (5th ed., pp. 5–29). Author.

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan and Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Wolters Kluwer.
Chapter 5, “Examination and Diagnosis of the Psychiatric Patient”

Walden University. (2020). College of Nursing practicum manual: Master of science in nursing (MSN) and post-master’s certificate programs. https://academicguides.waldenu.edu/fieldexperience…

Walden University Field Experience. (2020a).?Field experience: College of Nursing.? https://academicguides.waldenu.edu/fieldexperience…

Walden University Field Experience. (2020b). Student practicum resources: NP student orientation. https://academicguides.waldenu.edu/StudentPracticu… 

Part 2: Individualized Practicum Learning Objectives

Refer to the instructions in Week 2 to create individualized practicum learning objectives that meet the requirements for this course. These objectives should be aligned specifically to your Practicum experience. Your objectives should address your self-assessment of the skills found in the “PMHNP Clinical Skills Self-Assessment Form” you completed in Week 1.

As you develop your individualized practicum learning objective, be sure to write them using the SMART format. Use the resources found in Week 2 to guide your development. Once you review your resources, continue and complete the following. Note: Please make sure each of your objectives are connected to your self-assessment. Also, consider that you will need to demonstrate how you are advancing your knowledge in the clinical specialty.

Objective 1:<write your objective here> (Note: this objective should relate to a specific skill you would like to improve from your self-assessment)

Planned Activities:
Mode of Assessment:(Note: Verification will be documented in Meditrek)

PRAC Course Outcome(s) Addressed:

  • (for example) Develop professional plans in advanced nursing practice for the practicum experience
  • (for example) Assess advanced practice nursing skills for strengths and opportunities 

Objective 2: <write your objective here> (Note: this objective should relate to a specific skill you would like to improve from your self-assessment)

Planned Activities:

Mode of Assessment:(Note: Verification will be documented in Meditrek)

PRAC Course Outcome(s) Addressed:

Objective 3:<write your objective here> (Note: this objective should relate to a specific skill you would like to improve from your self-assessment)

Planned Activities:

Mode of Assessment:(Note: Verification will be documented in Meditrek)

PRAC Course Outcome(s) Addressed:

Part 3: Projected Timeline/Schedule

Estimate how many hours you expect to work on your Practicum each week.*Note: All of your hours and activities must be supervised by your Preceptor and completed onsite. Your Preceptor will approve all hours, but your activities will be approved by both your Preceptor and Instructor. Any changes to this plan must be approved.

This timeline is intended as a planning tool; your actual schedule may differ from the projections you are making now.

I intend to complete the 144 or 160Practicum hours (as applicable) according to the following timeline/schedule. I also understand that I must see at least 80 patients during my practicum experience. I understand that I may not complete my practicum hours sooner than 8 weeks. I understand I may not be in the practicum setting longer than 8 hours per day unless pre-approved by my faculty.

Number of ClinicalHours Projected for Week Number of Weekly Hours for ProfessionalDevelopment Number of Weekly Hours for Practicum Coursework
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Total Hours(must meet the following requirements) 144 or 160 Hours

Part 4 – Signatures

Student Signature (electronic):                                Date:

Practicum Faculty Signature (electronic)**:         Date:

** Faculty signature signifies approval of Practicum Experience Plan (PEP)

Submit your Practicum Experience Plan on or before Day 7 of Week 2for faculty review and approval.

Once approved, you will receive a copy of the PEP for your records. You must share an approved copy with your Preceptor. The Preceptor is not required to sign this form.

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Best History Paper Writing Guide: Expert Writing Tips

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Best History Paper Writing Guide: Expert Writing Tips

American History Paper Writing ServicesHistory paper writing guide to assist students in the writing process.

A history paper requires a systematic approach to writing. Writing an outstanding history paper takes time and effort rather than a single stroke of inspiration. It’s normal to feel nervous or unprepared after reading the question or topic for your paper.

Writing a history paper is easier and more fun if you view it as a process and divide it down into smaller steps. Writing a history paper lets you dig into the past like a true historian.

There’s no denying that writing a history paper is a laborious endeavor that calls for deep dives into relevant primary and secondary sources. Students writing papers on it need to do a lot of reading to make sure they’re including relevant details and drawing reasonable conclusions.

Writing a history paper requires students to engage with a lot of material on many different topics and events. Writing a high-quality history paper takes time and practice, so students should allow themselves plenty of both as they work toward their deadlines.

So, What is Exactly a History Paper?

Writing a history paper is all about making a case. Even if you are not required to conduct research for your paper, you will still need to make a case if you are writing it for a history class. For instance, your professor assigns a paper in which you’re to compare and contrast colonial New England and Virginia.

At first glance, it could appear that the “correct answer” is all that’s needed for this paper and that no convincing argument is necessary. However, even in this case, you should build your paper around a central thesis. One may argue that divergent colonialist ideals were at the heart of the disparities between New England and Virginia during the early modern period.

You could also argue that geography or regional Indian alliances caused the differences. Alternatively, you could develop a case that incorporates each of these arguments.

Whatever the case may be, such claims constitute an argument that calls for supporting evidence from the past. Every argument in a history paper needs to be supported with evidence from primary sources.

Purpose of our history paper writing guide:

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Common Types of History Papers

There are many different types of history papers.

There are two main types of academic writing: narrative (which follows a story-like structure based on a chronological order of events) and analytical (which follows an essay-like structure based on the topic’s underlying logic).

Some studies focus on historical events (including, of course, the causes and consequences of those events) while others examine historiographical issues (the differences between, and approaches taken by, various authors, historians, and schools of thought in the writing of history).

Other studies focus on intellectual or economic history, while others focus on political or military history.

Basic Structure for History Papers

A history paper, like any other essay, consists of an introduction, the main body, and a conclusion.

Basic Steps of Writing a History Paper

When composing your history research papers, always follow the following steps:

Start off on the Right Foot

Pretentious, vapid starts should be avoided. “There have been a lot of long-running disagreements about government policy and diplomacy in history, which has made historians curious and led to a lot of different historical theories.” This is utter trash, boring the reader, and shows you have nothing to say. Get straight to the point. Better start: “The 1857 uprising forced the British to reassess their Indian colonial administration.” This line tells the reader what your work is about and sets the stage for your thesis statement in the next paragraph. To put it another way, more British sensitivity to Indian customs was hypocritical.

Clearly State Your Thesis

A thesis is required whether writing an exam essay or a senior thesis. So don’t just repeat the homework or start writing down everything you know. “What am I attempting to prove?” When you write a paper, your thesis statement tells the reader what you think, why, or how. “Famine struck Ireland in the 1840s,” is a fact, but not a conclusion. “The English caused the 1840s famine in Ireland” is a thesis (whether defensible or not is another matter). An excellent thesis answers a key research question regarding what happened. (“Who caused the 1840s Irish famine?”) Don’t forget your thesis once you’ve written it. Paragraph after paragraph, develop your thesis. Your reader should always know the origin, current, and future of your argument.

Select an Excellent Research Topic

The success of your research will be determined by the topic you choose, regardless of your field of study. Choosing a research topic that interests you and completing a well-written paper are both within the capabilities of our company’s experts, who have undergone extensive training. The topic can be honed to your specifications until you are satisfied with it and feel confident writing about it. Because we know you won’t be interested in reading about anything you don’t care about, we choose the topic for you based on your interests. With us, you can pick a broad topic, like world history, and we can tailor it to your needs.

Let us know what you need help with writing a history paper and we’ll accomplish it in the best way possible. There are so many topics we can cover. We will gladly explain the topic to the point where you are comfortable presenting your work if you don’t grasp it.

Conduct Appropriate Research and Analysis

Students sometimes wonder why professors penalize them for summarizing or narrating rather than analyzing. What is analysis? Analyzing means breaking down into bits and understanding their interrelationships. Analyzing water yields hydrogen and oxygen. History describes the origins and significance of events. Historical study reveals hidden connections and distinctions. An important part of historical analysis is evaluating sources, causes, and opposing explanations. Don’t confuse summary and analysis, rather think about them this way: Summary is who, what, when, and where; analysis is how, why, and how much. To show the professor that they know the information, many students believe they must offer a detailed synopsis first. Instead, start your analysis as soon as feasible, without any synopsis. A good analysis will “show” the facts. You can’t analyze without knowing the facts, but you can describe them without knowing them. For this reason, a summary alone never gets an “A.”

We will help you look through the evidence and choose the best sources once we have chosen a topic and a theme that fits. You can always count on our team of experts to give the most relevant information and back it up with acceptable citations. The quality of your work is guaranteed, and our quality assurance team is on hand to make sure that the most relevant sources are used. In the event that you aren’t satisfied with some of the sources utilized, we’ll be happy to switch them out for better ones.

Analyze Evidence Critically

Like detectives, historians doubt their sources. Not a single detective who exclusively investigated an alibi with a suspect’s archenemy is trustworthy. You wouldn’t trust a historian who blamed the French for WWI’s origins. Consider these two points concerning WWI’s origins: The Germans ruined 1914. No one would deny…” “Neither the people nor the government wanted war…” No way can they both be right, so investigate.

Always ask: Who wrote it? Why? When? Who? Georges Clemenceau, former French president, wrote the first quote in 1929. In 1870, Clemenceau vowed vengeance on Germany. From 1917 until 1920, he presided over the Paris Peace Conference. He wasn’t a bystander. 2 93 eminent German professors signed a manifesto in 1914. Germany was accused of brutality. They were not aloof bystanders. However, analyzing and cross-checking sources is always valid. With passions and self-interests at play, the more sources you can consult, the better. A historian should be suspicious and critical, not cynical (self-interest isn’t everything).

Competent historians may weigh the same data in various ways. There is no historical “Truth” with a capital T. You can learn to discriminate between differing interpretations.

Be precise

Vague remarks and generalizations reveal ignorance. Consider: “The French Revolution overthrew the regime. It shows people need freedom.” Who? Peasants? Nomads? Lawyers? Which? When? Who needed freedom, and what did it mean? The French Revolution in more detail: Price rises and food shortages spurred the Paris sans-culottes to press the Convention in 1793. Unlike grandiose Revolution generalizations, this remark can lead to a relevant Revolution analysis. Use broad abstractions like people, society, freedom, and government with care, especially as antecedents for the pronouns they and it. Recall cause and effect. People or groups cause or necessitate abstractions. Avoid broad historical generalizations. Be precise and detailed when in doubt.

Make Sure your Conclusion is Strong

Obviously, you can’t just stop because you’re out of time or ideas. Your conclusion must be conclusive. Reiterating what you wrote in your paper gives the appearance that you are unsure of its significance. Your reader will be unhappy and confused after reading your work. A strong ending adds to your opening statement. A solid conclusion summarizes the content. In a strong conclusion, your reader cares about what you stated and considers its broader ramifications. “So what?” asks your reader.

Revise and Proofread

Your professor may recognize a “one-draft wonder,” so don’t rush. Allow lots of time for revision and editing. Show your work to a writing tutor or someone else who is good at writing. Reading the draft out loud may also be beneficial. The truth is that no matter how careful you are, there are bound to be a few slip-ups. But watch out for blunders. The lack of proofreading indicates a lack of effort. Tip: Proofread your text both online and offline. Your eyes see them as distinct. Never rely solely on the spell checker to catch all of your typos. When it comes to spilling or rite-reeling, a computer is your best friend.

Valuable History Paper Writing Guide Tips

When writing history research papers, you must be aware of the various types of evidence that exist. We have two important types of evidence, which are classified as follows:

  1. Primary Evidence

You can get first-hand information about a time in history by looking at things from the past that was there at the time. This could be things like diaries or weapons or letters or oral evidence. Evidence like this can be used in your research to talk about and show direct evidence from the past. You can then use them to compare your topic to a time in the future. Our experts can use this evidence in your paper to make it top-notch and real.

  1. Secondary Evidence

When you write a history research paper, you use this kind of evidence to talk about something that happened after the time you are talking about it! Websites, books, and magazines are all examples of important things. It doesn’t matter if your research paper is about ancient history or not. Our writers use all of these types of evidence to make sure that your paper is written to your specifications and that your topic is well-covered, even if it is.

Things to Avoid During History Paper Writing

Avoid making blanket statements or generalizations

In the eyes of historians, vague expressions like “once upon a time” or “people usually claim that…” are worthless. Whenever you find yourself unsure of the acceptable level of specificity or depth, choose the option of including “too much” of both.

Avoid sounding too modern or too archaic

Don’t be tempted to bring all arguments or concerns from the past back to the present. The past should be explored on its own terms. Make sure you don’t mix up the order of events.

Avoid popular works in your research

Popular works are rarely scholarly, so avoid them when researching. Popular history merely aims to inform and entertain the masses. As a result, in popular histories, the art of the story often triumphs over the science of history; the simplicity of the facts over the complexity of the times; and the broad brush over the finer details.

Avoid abusing your sources

While there are many places to find useful information, it is often easy to abuse them.

Avoid “twenty-dollar words.”

Don’t use a word in an essay that you would never use in speech, and create something that you’d like to read. Don’t just throw any old word into your history paper; be sure you know what it means.

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NRNP 6635 Week 1 Assignment 2: Clinical Skills Self-Assessment Paper Example

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NRNP 6635 Week 1 Assignment 2: Clinical Skills Self-Assessment Paper Example

NRNP 6635 Week 1 Assignment 2: Clinical Skills Self-Assessment Paper ExampleNRNP 6635 Week 1 Assignment 2: Clinical Skills Self-Assessment Assignment

NRNP 6635 Week 1 Assignment 2: Clinical Skills Self-Assessment Paper Assignment Brief

Overview of Assignment Instructions

This assignment is designed to promote self-reflection on clinical skills, focusing on areas of strength and opportunities for improvement. It encourages students to assess their current knowledge and clinical competencies in relation to advanced practice nursing. The assignment also serves as a tool for students to set measurable goals for professional development during their practicum experiences.

Understanding Assignment Objectives

The primary objective of this self-assessment is to evaluate the student’s level of confidence and proficiency in performing key clinical skills required for advanced nursing practice. By identifying strengths and areas for improvement, students can formulate specific goals to enhance their clinical capabilities. This process is important for aligning personal development with the requirements of the practicum and the broader nursing profession. Additionally, the assignment helps students become more self-aware and deliberate in their approach to professional growth.

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The Student’s Role

Students are expected to critically assess their current skill set using the PMHNP Clinical Skills Self-Assessment Form. This involves evaluating their confidence in performing various clinical procedures and diagnosing psychiatric conditions. After rating themselves, students must summarize their key strengths and highlight areas where improvement is needed. Based on this analysis, students will develop three to four measurable goals for their practicum. These goals should reflect their aspirations for developing specific clinical skills, such as diagnostic reasoning, patient assessment, and therapeutic planning.

Competencies Measured

This assignment measures several competencies critical to advanced practice nursing. These include:

  • Clinical assessment and diagnostic reasoning: Students will assess their ability to perform comprehensive evaluations, develop differential diagnoses, and utilize clinical reasoning in decision-making.
  • Patient care planning: Competence in developing personalized care plans and delivering evidence-based treatments is evaluated. This encompasses the selection of appropriate interventions and the ability to monitor patient outcomes.
  • Professional development: Students are also evaluated on their ability to set realistic, measurable goals for continuous improvement, demonstrating a commitment to lifelong learning in their nursing practice.

NRNP 6635 Week 1 Assignment 2: Clinical Skills Self-Assessment Paper Example

Introduction

Advanced practice nurses, including Psychiatric-Mental Health Nurse Practitioners (PMHNPs), require a strong foundation of clinical skills to provide quality care. Clinical training allows PMHNPs to develop essential skills in patient assessment, diagnosis, and treatment of mental health conditions. Regular self-assessment helps identify strengths and areas needing improvement, enhancing clinical proficiency. Developing goals based on these self-assessments aligns with improving professional practice (Kleinpell et al., 2018). This self-assessment focuses on evaluating current competencies, identifying growth opportunities, and establishing objectives for further development during the practicum experience.

You can also read other assignment examples for the NRNP 6635 – Psychopathology and Diagnostic Reasoning Course below:

NRNP 6635 Week 1: Competencies of Advanced Nursing Practice Paper Example

NRNP 6635 Week 2: Practicum Experience Plan (PEP) Paper Example

NRNP 6635 week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders Paper Example

NRNP 6635 Week 4: Assessing and Diagnosing Patients With Anxiety Disorders, PTSD, and OCD Paper Example

NRNP 6635 Week 5: Comprehensive Psychiatric Evaluation and Patient Case Presentation Example

NRNP 6635 Week 6: Neurocognitive, Neurodevelopmental, Eating, and Somatic Symptom-Related Disorders Example

NRNP 6635 Week 8: Assessing and Diagnosing Patients With Substance-Related and Addictive Disorders Example

Clinical Skills Self-Assessment

The PMHNP Clinical Skills Self-Assessment form evaluates competency in various areas of psychiatric practice, ranging from comprehensive psychiatric evaluations to psychotherapeutic treatment planning.

  • Comprehensive Psychiatric Evaluation Skills I rate myself as confident in recognizing the clinical signs and symptoms of psychiatric illness, which is fundamental for making accurate diagnoses. However, I am mostly confident in differentiating between pathophysiological and psychopathological conditions, indicating a need for further knowledge and practice in this area. Performing and interpreting mental status examinations is a skill where I am still developing, needing supervision for confidence, while psychosocial assessments and family psychiatric histories are areas where I am more experienced.
  • Diagnostic Reasoning My current ability to develop and prioritize differential diagnoses is at a beginning level. This reflects a need for more focused practice in applying the DSM-5 criteria and formulating diagnoses based on comprehensive assessments. Understanding the nuances between normal and abnormal psychological changes in different age groups is another area where improvement is necessary (Price & Reichert, 2017).
  • Psychotherapeutic Treatment Planning Psychotherapeutic planning is essential in patient care, and I currently need to further enhance my skills in providing psychoeducation and promoting disease prevention techniques to clients and their caregivers. Although I am confident in some aspects, more practice is needed in selecting and implementing appropriate treatment strategies based on individualized patient assessments.

Summary of Strengths

One of my main strengths is my ability to deliver patient-centered care, enabling effective communication and empathetic interactions with patients from diverse backgrounds. This skill allows me to gather comprehensive patient histories and perform thorough assessments. I also have strong professional skills, maintaining boundaries, fostering therapeutic relationships, and collaborating effectively with multidisciplinary teams. My ability to document clinical findings accurately has proven valuable in creating detailed patient records and forming clinical judgments, particularly when diagnostic tests are unavailable (Chambers & Ryder, 2018).

Opportunities for Improvement

One key area for improvement is mastering the diagnostic reasoning process, particularly the development of differential diagnoses and the interpretation of mental status examinations. Increasing proficiency in these areas is crucial for accurate and efficient patient evaluation. Another area of growth is conducting comprehensive assessments in complex cases involving hostile or cognitively impaired patients. Further training and exposure to such challenging scenarios will enhance my confidence and skill set (Phillips, 2020).

Goals and Objectives for Practicum

Based on this self-assessment, I have set the following goals for my practicum experience:

  • Goal 1: Improve diagnostic reasoning skills
    • Objective 1: Recognize and interpret clinical signs of various psychiatric disorders.
    • Objective 2: Develop and prioritize differential diagnoses using DSM-5 criteria.
    • Objective 3: Apply knowledge of psychopathology to evaluate patients accurately.
  • Goal 2: Enhance mental status examination competency
    • Objective 1: Perform and interpret mental status exams independently.
    • Objective 2: Differentiate between normal and abnormal psychological symptoms across different age groups.
    • Objective 3: Use evidence-based assessment techniques to inform treatment plans.
  • Goal 3: Develop psychotherapeutic treatment planning skills
    • Objective 1: Provide tailored psychoeducation to patients and caregivers.
    • Objective 2: Apply health promotion strategies and preventive techniques effectively.
    • Objective 3: Select and implement appropriate psychotherapeutic interventions based on patient assessments.

Conclusion

The clinical self-assessment provides valuable insights into current competencies and areas for growth, which form the foundation for setting clear, achievable goals for professional development during the practicum. By focusing on diagnostic reasoning, mental status examination, and psychotherapeutic planning, I aim to advance my clinical skills and provide high-quality, evidence-based care to patients with mental health disorders.

References

Chambers, C., & Ryder, E. (2018). Compassion and caring in nursing. Routledge.

Kleinpell, R., Cook, M. L., & Padden, D. L. (2018). American Association of Nurse Practitioners National Nurse Practitioner sample survey: Update on acute care nurse practitioner practice. Journal of the American Association of Nurse Practitioners, 30(3), 140-149.

Phillips, K. (2020). Mental illness is not anyone’s fault: A review of NAMI, the National Alliance on Mental Illness. Journal of Consumer Health on the Internet, 24(1), 75-81.

Price, S., & Reichert, C. (2017). The importance of continuing professional development to career satisfaction and patient care: Meeting the needs of novice to mid-to late-career nurses throughout their career span. Administrative Sciences, 7(2), 17.

Detailed Assessment Instructions for the NRNP 6635 Week 1 Assignment 2: Clinical Skills Self-Assessment Assignment

Assignment 2: Clinical Skills Self-Assessment

Before embarking on any professional or academic activity, it is important to understand the background, knowledge, and experience you bring to it. You might ask yourself, “What do I already know? What do I need to know? And what do I want to know?” This critical self-reflection is especially important for developing clinical skills such as those for advanced practice nursing.  

The Psychiatric-Mental Health Nurse Practitioner (PMHNP) Clinical Skills List and Clinical Skills Self-Assessment Form provided in the Learning Resources can be used to celebrate your progress throughout your practicum and identify skills gaps. The list covers all necessary skills you should demonstrate during your practicum experiences.

Just as you did in PRAC 6635, for this Assignment, you assess where you are now in your clinical skill development and make plans for this practicum. Specifically, you will identify strengths and opportunities for improvement regarding the required practicum skills. In this practicum experience, when developing your goals and objectives, be sure to keep assessment and diagnostic reasoning in mind.

Instructions Assignment

  1. Use the PMHNP Clinical Skills Self-Assessment Form to complete the following:
  • Rate yourself according to your confidence level performing the procedures identified on the Clinical Skills Self-Assessment Form.  
  • Based on your ratings, summarize your strengths and opportunities for improvement.   
  • Based on your self-assessment and theory of nursing practice, develop 3–4 measurable goals and objectives for this practicum experience. Include them on the designated area of the form.  
  • Use at least 3 references.
  1. Please review the Self-Assessment for the previous class NRNP – 6635 (See attachment), so you don’t repeat the strengths and opportunities for improvement and the goals  

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NRNP 6635 Week 1: Competencies of Advanced Nursing Practice Paper Example

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NRNP 6635 Week 1: Competencies of Advanced Nursing Practice Paper Example

NRNP 6635 Week 1: Competencies of Advanced Nursing Practice Paper ExampleNRNP 6635 Week 1: Competencies of Advanced Nursing Practice Assignment

NRNP 6635 Week 1: Competencies of Advanced Nursing Practice Assignment Brief

Assignment Instructions Overview:

In this week’s assignment, students will explore the key competencies required for advanced nursing practice. These competencies are essential for nurse practitioners and focus on developing the skills, knowledge, and attitudes necessary to provide high-quality patient care. By engaging in reflective practice and analyzing both strengths and challenges, students will assess their readiness for clinical practice and how this course aligns with their career goals. The assignment aims to foster a deeper understanding of how to effectively apply these competencies in real-world and virtual patient care environments.

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Understanding Assignment Objectives:

The primary objective of this assignment is to help students reflect on and evaluate their current nursing competencies. Through self-assessment, students will identify their strengths and challenges, as well as areas for improvement. Additionally, the assignment encourages students to consider how the course will help them progress toward their professional goals in advanced nursing practice. This reflection is supported by credible research and scholarly sources to ensure students apply evidence-based thinking to their self-evaluation.

The Student’s Role:

Students are expected to actively engage with course materials and reflect critically on their practice competencies. The reflection must be thoughtful, evidence-based, and aligned with the professional competencies that define advanced nursing practice. Additionally, students are responsible for offering insights and feedback to peers, promoting a collaborative learning environment. Through this process, students will identify personal learning needs, build upon their clinical expertise, and align their competencies with their future roles as nurse practitioners.

Competencies Measured:

This assignment will focus on measuring the following advanced nursing practice competencies:

  • Patient-Centered Care: The ability to deliver care that respects and responds to individual patient preferences, needs, and values.
  • Evidence-Based Practice: The integration of the best research evidence with clinical expertise and patient values in decision-making.
  • Interprofessional Collaboration: The ability to work effectively within healthcare teams to improve patient outcomes.
  • Leadership and Advocacy: Competency in leading initiatives that improve patient care and advocating for changes in healthcare policy.
  • Complex Decision-Making: The ability to analyze patient cases, consider multiple factors, and make informed decisions in diverse and complex situations.

You can also read other assignment examples for the NRNP 6635 – Psychopathology and Diagnostic Reasoning Course below:

NRNP 6635 Week 1 Assignment 2: Clinical Skills Self-Assessment Paper Example

NRNP 6635 Week 2: Practicum Experience Plan (PEP) Paper Example

NRNP 6635 week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders Paper Example

NRNP 6635 Week 4: Assessing and Diagnosing Patients With Anxiety Disorders, PTSD, and OCD Paper Example

NRNP 6635 Week 5: Comprehensive Psychiatric Evaluation and Patient Case Presentation Example

NRNP 6635 Week 6: Neurocognitive, Neurodevelopmental, Eating, and Somatic Symptom-Related Disorders Example

NRNP 6635 Week 8: Assessing and Diagnosing Patients With Substance-Related and Addictive Disorders Example

NRNP 6635 Week 1: Competencies of Advanced Nursing Practice Paper Example

Advanced nursing practice competencies are essential in equipping nurse practitioners with the skills, knowledge, and attitudes necessary to deliver high-quality care. These competencies are particularly crucial when providing care to adult patients across the lifespan, as they ensure patient safety, collaboration, and ethical standards. This paper will analyze my strengths and challenges in relation to these competencies and how this course will help me achieve my career goals as an Adult-Gerontology Primary Care Nurse Practitioner (AGPCNP).

Strengths in Advanced Nursing Practice Competencies

Patient-Centered Care

One of my strengths is my ability to deliver patient-centered care, an essential competency in nursing practice. This competency involves working collaboratively with patients and their families to develop personalized care plans. By actively listening to patients’ needs, I can provide care that respects their preferences and values, which improves patient outcomes. Research supports that patient-centered care enhances patient satisfaction and adherence to treatment plans (Delaney, 2018). This skill is crucial for nurse practitioners, particularly when managing chronic conditions in adult patients.

Evidence-Based Practice

Another key strength I possess is my commitment to evidence-based practice. This competency requires integrating the best available research with clinical expertise and patient preferences to guide decision-making. Evidence-based practice is linked to improved patient outcomes, reduced healthcare costs, and enhanced healthcare quality (Melnyk & Fineout-Overholt, 2018). I am confident in my ability to access, appraise, and apply current research in my clinical practice, which will be vital as I work with diverse populations of adult patients.

Interprofessional Collaboration

Collaboration with other healthcare professionals is an essential competency in advanced practice nursing. My ability to work as part of an interdisciplinary team is a strength that supports patient safety and quality care. According to research, interprofessional collaboration reduces medical errors and improves patient outcomes (Institute of Medicine, 2011). My ability to communicate effectively with other healthcare providers, patients, and their families will ensure that I provide comprehensive care that meets the needs of my patients.

Challenges in Advanced Nursing Practice Competencies

Complex Decision-Making

One of the challenges I face is in complex decision-making, particularly when dealing with patients with multiple comorbidities. As patients age, their health conditions become more complex, requiring advanced diagnostic and therapeutic skills. The challenge arises in balancing evidence-based practice with patient preferences and clinical judgment. Research indicates that decision-making in geriatric care is often complicated by cognitive decline, polypharmacy, and chronic illness management (Tinetti & Studenski, 2011). I aim to strengthen this competency through the course by engaging with case study simulations and seeking feedback from experienced practitioners.

Leadership and Advocacy

Another challenge I encounter is related to leadership and advocacy within healthcare settings. While I have experience working in a collaborative environment, I recognize that advocating for systemic changes and leading initiatives to improve care delivery is an area where I need further development. The National Organization of Nurse Practitioner Faculties (NONPF) identifies leadership as a critical competency for nurse practitioners (NONPF, 2017). Enhancing my leadership skills will empower me to advocate for policy changes that promote better healthcare access and outcomes for older adults.

Career Goals and the Role of this Course

This course aligns with my goal of becoming a skilled AGPCNP, focusing on providing comprehensive care to older adults. By engaging in this course, I expect to strengthen my diagnostic and therapeutic skills, particularly in managing complex cases involving comorbidities. Additionally, the virtual simulations and case studies will allow me to practice clinical decision-making in a controlled environment, which will prepare me for real-world clinical experiences.

Furthermore, the course will enhance my understanding of advanced nursing competencies, which are essential in achieving my long-term career goals of improving healthcare delivery for older adults. By gaining deeper insights into patient-centered care, evidence-based practice, and interprofessional collaboration, I will be better equipped to meet the complex needs of my patients.

Conclusion

Advanced nursing practice competencies serve as a foundation for providing high-quality care to patients across the lifespan. My strengths in patient-centered care, evidence-based practice, and interprofessional collaboration will support my career as an AGPCNP. However, I must address challenges related to complex decision-making and leadership to become a well-rounded practitioner. This course will play a critical role in helping me achieve my career goals by enhancing my competencies in these areas.

References

Delaney, L. J. (2018). Patient-centered care as an approach to improving health care in Australia. Collegian, 25(1), 119-123. https://doi.org/10.1016/j.colegn.2017.02.005

Institute of Medicine. (2011). The Future of Nursing: Leading Change, Advancing Health. The National Academies Press.

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice. Wolters Kluwer Health.

National Organization of Nurse Practitioner Faculties (NONPF). (2017). Nurse practitioner core competencies content. https://www.nonpf.org

Detailed Assessment Instructions for the NRNP 6635 Week 1: Competencies of Advanced Nursing Practice Assessment

Week 1: Competencies of Advanced Nursing Practice

Advanced nursing practice competencies emphasize the essential skills, knowledge, and attitudes that nurse practitioners must demonstrate in clinical settings as they work with adult patients across the lifespan. These competencies, developed by experts in the field, guide practitioners toward success in their careers. Practicing these competencies in both real-world and virtual environments is crucial for addressing a wide range of patient situations. For example, during this course, you will engage with virtual i-Human patients in case study simulations, where you will encounter a variety of medical conditions. These simulations provide vital practice to prepare you for clinical experiences.

This week, you will explore advanced nursing practice competencies and reflect on your strengths and challenges related to these competencies. Additionally, you will evaluate how this course may help you achieve your career goals.

Learning Objectives:

  • Analyze strengths and challenges related to nursing practice competencies
  • Define professional career goals and objectives

Discussion: Career Goals and Competencies Reflection

As an advanced practice nurse, collaboration with patients, families, and healthcare professionals is vital to ensure patient safety and maintain ethical standards. Competencies serve as a framework to help nurses understand the skills and knowledge they need to provide high-quality care.

For this discussion, reflect on your strengths and challenges regarding nursing practice competencies. Consider how this course will help you accomplish your career goals as a Family Nurse Practitioner (FNP) or Adult-Gerontology Primary Care Nurse Practitioner (AGPCNP).

To Prepare:

  • Review the advanced nursing practice competencies for this week.
  • Reflect on your strengths and challenges when working with adults across the lifespan.

Discussion Instructions:

  • By Day 3, post your expectations for this course, and share a brief summary of your strengths and challenges related to nursing practice competencies. Include any career goals this course may help you achieve and explain why. Support your explanation with credible and scholarly sources.
  • By Day 6, respond to at least two colleagues, offering suggestions or resources to help them address their strengths, challenges, or career goals. Use research to support your suggestions and provide at least three current scholarly sources.

Assignment: Practicum Manual Acknowledgment Download and review the MSN Nurse Practitioner Practicum Manual to understand the program’s requirements for completing the practicum experience.

What’s Coming in Week 2: Next week, you will analyze a case study in i-Human involving an adult patient with an integumentary condition. This will help you develop a differential diagnosis and create an appropriate treatment plan.

Ensure you can log in to i-Human and review the student manual to familiarize yourself with the platform.

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Writing Ideas for Expository Essays Examples & Tips

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Writing Ideas for Expository Essays Examples & Tips

Expository Essays Help From ExpertsExpository essays are mainly written for the purpose of exposing a particular fact to different readers. For one to write this type of essay, he/she must do enough research in order to convince readers of his/her opinions.

Just like writing any other essay, writing an expository essay requires a lot of writing skills and experience. Adequate time is also quite necessary since the processes involved in expository essay writing are quite time-consuming.

Now, let’s go right into exploring and understanding expository essays and all that they entail.

What is an Expository Essay?

An expository essay is one that does not rely on the author’s personal perspective but rather presents an explanation or piece of information based on factual evidence. To better convey the facts, choose ideas that are both clear and concise. At the end of an expository essay, the writer should be able to use the facts to gradually build an argument.

The typical structure of an expository essay includes an introductory paragraph with a thesis or goal statement, several main body paragraphs that expand on the topic of the introductory paragraph, and a conclusion paragraph that summarizes the main points of the essay.

The Purpose of Expository Essays Writing

The purpose of any expository essay should be clear: to teach the reader something useful.

Expository essays are not intended to argue a point, sway the reader’s opinion, or elicit any particular feeling. The aim is to present your explanation in a fair and impartial manner.

In an expository essay, the author explains their point of view on a topic by giving facts, explanations, details, and definitions to back up their claims.

Expository writing is important outside of the classroom because it is used whenever someone needs to explain something.

Expository writing comes in many different forms, including academic papers, newspaper articles, company reports, and even books. It serves the roles of explaining, informing, and describing.

Also, you can read more about another type of essay writing on responsive essay writing prepared by our paper writing experts.

Common Types of Expository Essays

If you’re not familiar with expository writing, you should know that there are various subgenres. In case your coursework calls for an expository essay, it is useful to be familiar with the following categories.

Definition Expository Essays

The purpose of a definition essay is to provide readers with a concise and accurate explanation of the term or concept being discussed. Common misconceptions about a historical event can be debunked in your definition essay by providing eyewitness testimonies from primary sources and discussing the impact of related social, political, and economic factors on the event and its reception.

Classification Expository Essays

To create a classification essay, you’ll need to research and write about a wide range of topics that fall under the same umbrella category, then explain how they are similar and different. You may, for instance, organize your thoughts into a categorization essay about several breeds of herding dogs. An example of a thesis statement for your essay may read something like, “Herding breeds are distinct from other types of dogs because…” The body paragraphs would then go on to describe various herding breeds in more detail (corgi, collie, heeler, etc.).

Comparison And Contrast Expository Essays

If you’re writing a compare and contrast essay, you’ll want to back up your thesis statement by drawing parallels and differences between the cited sources. You may, for instance, write an essay in which you compare the uniform policies of your school and two similar institutions in the area and draw conclusions on the relative merits of each. In the body of your paper, you might compare and contrast the various dress codes, focusing on the details of what is and isn’t allowed to be worn, as well as the degree of specificity in the terminology used and the degree of “gray area” that exists.

Process Expository Essays

A process essay takes the reader through the steps needed to complete a task. Process essays resemble recipes. The first paragraph of a process essay describes the procedure and the result of following the directions. The conclusion tells the reader what they can expect as results if they follow the steps provided.

Cause and Effect Expository Essays

A cause-and-effect essay, as the name suggests, examines the ways in which one event or action leads to another. They occasionally use causal chains to inquire into the origins of current problems. An example of a cause-and-effect essay could entail examining how market changes over the previous few decades shaped your region’s industries and economy.

The Writing Process of Expository Essays: The Basic Steps

An expository essay requires research and careful planning before it can be written properly.

In most cases, these steps make up the writing process of expository essays:

  • Read the question carefully (if applicable)
  • Brainstorm
  • Write a thesis statement
  • Search for evidence
  • Create an Outline
  • Writing, Revising/Editing

Now, let’s dissect the whole procedure and see how it works.

Reading the question

The first step in responding to a question or prompt is to grasp what it is asking.

If you don’t answer the question or address the prompt, your essay will receive a low grade regardless of how effectively you write.

At a minimum, you should read the question or prompt twice, and you should highlight important elements each time. Rephrasing the question or prompt in your own words may be helpful if it is very complicated.

Is the question/prompt split up into different parts? If so, make sure you comprehend and address each part of your essay.

Brainstorming

Write down your thoughts on a piece of paper. Make lists or use arrows and lines to connect the ideas. Formality is not necessary at this point. Further, it is irrelevant at this time whether or not you have any bad ideas. Keep taking notes, and your mind will guide you to a great idea. Another round of brainstorming to generate potential avenues to explore the topic at hand is a good idea once you’ve decided on one. From this list, your study or narrative will take shape.

Writing a Thesis Statement

A thesis statement is ready to be written when you can sum up your idea in a single sentence. This thesis statement must be narrowed to meet the assignment requirements. Writing an excellent essay relies significantly on developing an effective thesis statement.

An effective thesis statement for an essay is a sentence that summarizes the major point to be made in the essay, the context in which that point will be made, and the range of examples that will be used to support that point in the body of the essay.

This may seem like too much information for one sentence, but most thesis statements are made up of more than one clause.

Searching for Evidence

Collect evidence and read relevant sources to back up the points you’ll be making in your paper’s body and conclusion. Consider credible sources, such as reputable institutions, but keep an eye out for any indicators of bias. Statistics, definitions, charts, and graphs, as well as statements and anecdotes from experts, are all good places to start looking for information. When applicable, use descriptive facts and comparisons to clarify your topic.

Creating an Outline

Making even a brief outline can help you save time by directing your focus and restricting your potential research options. Having an outline will help you write a coherent and well-structured essay. When you look at your topics in an organized way, you might be able to identify and avoid potential mistakes.

Writing, Revising/Editing

The next step, after finishing the outline, is to begin writing. Take your time with this first draft, and then edit and revise it like you would any other piece of writing. Make sure to edit your essay carefully once you’re done, not just to check for typos but also to make sure you gave credit to all of your sources and used the style guide you were given.

Final Touches on Writing Expository Essays

It’s not as difficult as you might think to write a top-notch expository essay. Simply follow the assignment guidelines provided and include the points we’ve highlighted.

You can be sure that your essay will show how smart you are and how good a writer you are. It will also get you a good grade.

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How to Write an Explanatory Essay: Guide & Tips

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How to Write an Explanatory Essay: Guide & Tips 

Hire the Best Explanatory Essay Online from ExpertsAs the name suggests, explanatory essays are a type of writing in which a writer is expected to present their own perspective on a given topic, event, or situation.

Writing an explanatory essay requires one to have adequate time for research. A lot of experience and writing expertise are also required in order for the essay to emerge outstanding.

Many students are not normally able to come up with perfect essays due to limited time and writing expertise. In case a student is experiencing difficulty in writing, there are many writing companies that he/she can approach but only a few are able to provide him/her with relevant writing services that guarantee satisfaction. For students who experience hardships in writing explanatory essays, one of the best sites to visit is Reliablepapers.com.

Through this site, students are able to attain quality explanatory essay writing services in the least time possible and at very affordable rates.

Now let’s get to learn more about explanatory essays.

So, Exactly What is an Explanatory Essay?

An explanatory essay is a type of academic writing in which the student is tasked with finding relevant information, analyzing it, explaining it in detail, and making a case about the topic at hand. The writer doesn’t have to agree with the topic’s point of view, but it must be supported by enough evidence and good arguments.

As a writer, you typically settle on a dominant idea and explore that topic from a specific perspective. This is usually a complex perspective, which leaves an opportunity for debate.

Many writers make a mistake when they think they are defending a position in an argument or criticizing a point of view.

The Purpose of an Explanatory Essay

To put it plainly, an explanatory essay’s goal is to shed light on a topic for the reader.

Explanatory writing uses research and your own well-reasoned opinion to present a non-biased view of the topic. The goal is to clarify and justify what happened. Even if the reader disagrees, they should understand your point by the end of the essay.

Common Types of Explanatory Essays

Those unfamiliar with the genre of explanatory writing should keep in mind that there are several different types. It is important to be familiar with the following types of explanatory essays in case your assignment requires you to write one of them.

Cause and Effect Explanatory Essay

This kind of essay is based on the reasons why something happened and what happened as a result. For a cause and effect essay, the most important things to think about are “what were the reasons behind its cause” and “what effects were or will be confronted due to this.” These essays can be written using either a chain structure (where each cause and effect is presented once) or a block format (all causes and then their effects in a mass fashion).

Classification Explanatory Essay

In this form of essay, the author selects or is assigned a broad topic and then breaks it into multiple groupings. In this sort of essay, the writer describes a topic in detail by thoroughly evaluating each of its parts. Including relevant examples strengthens a categorization essay. In the last paragraph of this type of essay, the writer sums up all the different parts.

Problem And Solution Explanatory Essay

The purpose of a problem/solution essay is to provide an explanation of the proposed solution(s). This essay can present a range of options for addressing the issue you raise, or it can focus on a single “ideal” approach.

Comparison And Contrast Explanatory Essay

The objective is to compare and contrast two things, which can be ideas, events, individuals, or objects, among others. Some compare-and-contrast essays emphasize similarities while others emphasize differences. Others discuss similarities and differences equally.

Process Explanatory Essay

A process essay is a piece of writing that details the steps one must take to complete a task or understand how a particular thing works. An effective process essay will do three things: outline the crucial processes, describe those steps in-depth and arrange those steps in a logical manner (usually chronological).

Definition Explanatory Essay

A definition essay is a piece of writing that is structured around the goal of defining a term, concept, or idea. Even if you start with a definition from the dictionary, you should try to give a more detailed explanation in your essay.

Check out another post on our paper writing experts aimed at assisting students with Expository Essays

The Basic Structure of an Explanatory Essay

While there are numerous types of explanatory writing, they always follow the same basic structure. An explanatory essay has three main parts: an introduction, the main body, and the conclusion.

Introduction:

The introductory paragraph (or paragraphs) of an essay are used to introduce the topic and provide a concise explanation of its significance. The introduction is important because it influences the reader’s decision to read the body of the essay.

Body:

The body is the most important part of an explanatory essay, and it often consists of two or three paragraphs. Here, the author elaborates on the topic at hand and provides supporting evidence in the form of researched facts. Within the essay’s main body, you include explanations and examples of the problem, as well as quotes that elaborate on the topic.

Conclusion:

The essay’s conclusion is the section in which the main arguments and the author’s overall perspective are restated. The last paragraph, the conclusion, is especially important because it’s the last chance you get to leave a good impression on your readers.

Basic Steps Of Writing An Explanatory Essay

Writing an explanatory essay is a common assignment for college students. Since there is no need to defend the validity of one’s arguments, writing an explanatory essay is a relatively simple task. An outstanding explanatory essay can be written quickly, provided a few guidelines are followed.

The First Step is to Pick a Topic

It is best to pick a topic that you are familiar with. But even if you are given a topic you don’t know much about, it is not hard to find information about it in this day and age.

The Second Step is to Gather Evidence

The key to writing an outstanding explanatory essay is finding relevant and substantial evidence to back up your arguments. A well-written essay must have compelling reasoning. While working on your explanatory essay, it is important to gather information from credible sources.

The Third Step is to Construct a Proper Outline

An outline gives the writer an idea of how to proceed. Creating an outline for your essay is a lot like making a rough draft of artwork before going in and giving it the final touches.

The Fourth Step is to Fill in the Gaps

At this stage, the gathered information is presented in the writer’s own words to make the first draft. The essay should have at least five paragraphs. However, the length of each essay varies according to the requirements specified or the writer’s personal preference. It’s also important to watch your writing style so your explanatory essay doesn’t sound like other types of essays.

The Fifth and Final Step is to Reread, Revise, and Write the Final Draft

The last step is very important because this is where the final draft that is good enough to submit will be created. In order to improve the overall quality of the essay, it is best to go through the process of revising and editing it. At that point, you can go back and make any necessary edits before submitting your corrected work.

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Our Professionals Can Help You With Explanatory Essay Writing

If you’re still worried about how to go about writing an explanatory essay, our professional writers can offer assistance in drafting top-notch essays from scratch.

Our professional explanatory essay writers have expertise in various subjects, so you can be sure to receive a top-notch and effective explanatory essay.

They can help with research, writing, editing, and proofreading to make sure the final product meets academic standards.

By seeking help from experts, students can improve their understanding of the subject matter and achieve better grades on their assignments.

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How to Write A Responsive Essay. Best Ideas & Tips

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How to Write A Responsive Essay. Best Ideas & Tips

Hire Expert Writers to Get the Best Responsive Essays Responsive essays are mainly for the purpose of responding to or answering a particular opinion.

In response essays, students can share their insights based on their own knowledge, study, and experience.

Keep in mind that your readers and viewers want to hear your thoughts and opinions on the topic you’ve selected.

In order to come up with a reliable responsive essay, a writer is normally required to spare enough tough for vast research. Writers are also required to have adequate writing expertise and vast writing skills.

What is a Responsive Essay and its Purpose?

A responsive essay, often known as a reflection or reaction paper, is the most personal academic writing. It is meant to convey to the reader your interpretation of a piece of writing.

Whether you agree with or disagree with an author, you should provide your reader with a clear explanation of your position. You may agree with some of the author’s assertions but not others. For instance, you may think the author exaggerated or omitted something vital.

It doesn’t matter what kind of response you give in a responsive essay; what’s responsive is that you give enough detail and explanation for the reader to grasp your position.

The purpose of a response essay is to analyze the author’s use of logic and reasoning, the quality of examples provided, the clarity of the structure, and your overall impression of the essay.

Be sure to use examples from your reading, but don’t be afraid to pull in parallels from other works, current events, or your own life if they help illustrate your points.

Basic Structure for Responsive Essay

Responsive essays follow the standard academic writing format, which consists of an introduction, in which you introduce the source text and your response, a body, in which you explain and support your response, and a conclusion, in which you wrap up your paper and leave your reader with something to think about.

Introduction of a Responsive Essay

An effective introduction to a reflective essay will begin with a brief summary of the assigned reading. You can utilize the notes you made during research to help craft your introduction. The message needs to be concise and clear. The best way to wrap up an introductory paragraph is with a powerful, persuasive thesis statement.

Body of a Responsive Essay

The body of your responsive essay is where you should detail your key insights and impressions. It needs to be at least three paragraphs long. Remember to focus on explaining only one response per paragraph. Otherwise, you run the risk of ruining your paper.

Conclusion of a Responsive Essay

The closing paragraph of a responsive essay needs to recap its key points. In the first sentence, restate the writer’s thesis statement. Avoid introducing any new points of view in the concluding section. Also, avoid making arguments that are inconsistent with the paper’s main points.

You can also check out another post on our paper writing experts aimed at assisting students with how to write a good argumentative essay.

The Writing Process of Responsive Essay: The Basic Steps

Read the material carefully

The first step in writing a response essay is reading the article several times to get a feel for what the author is getting at. If at all possible, read the material more than once and make notes on any parts that particularly stand out to you or to which you have a strong reaction.

Make a Plan for your response essay

If you plan ahead, composing your response will be easier. Think about your firm beliefs and write out how you might arrange them. Due to the informal nature of the response essay, a precise outline may not be necessary, but having one is not a bad idea since each individual is gifted differently. The key is to prepare your responses in advance.

Develop a Strong Thesis for Your Responsive Essay

In a response essay, the thesis is the central argument that you make. The thesis is typically expressed in a sentence or two. Yet, getting this done can be tough for some students. Introduce the topic and the main concept in one sentence. Writing a solid thesis statement is the first step in writing a high-quality essay.

Introduce Your Responsive Essay

In comparison to the introduction of a research or argumentative paper, the introduction of a response essay should feature a few crucial elements. The introduction, like that of any paper, should greet the reader and state the topic, but it should additionally do the following:

  • Provide the title and author of the work you are discussing.
  • Include a brief overview in concise language to help a reader who is unfamiliar with the topic follow your analysis. Highlight your paper’s important points.
  • You want your summary to be objective and act as a bridge to your analysis, which will come next.
  • Your personal thoughts should not be included in the introduction to the topic, but they should be in the thesis statement at the end.

Explore Your Responsive Essay

After the introductory paragraph, the main body of your responsive essay should follow. In the body, you’ll explore and elaborate on the points you made in the introduction. If your professor assigned you specific points to cover in your paper, make sure to include them in the body.

Use brief, clear paragraphs to discuss each point, topic, or reaction. Each new idea should be presented in a separate paragraph. Include specific examples and reasons to back up your analysis in the body of your responsive essay, and try to make it flow well.

Summarize Your Ideas

Conclude your responsive essay by summarizing the key points of your thoughts and arguments in regard to the text. Use inference when appropriate, and restate the paper’s main points in a concise manner. Avoid bringing up new ideas or repeating information you already said at the beginning of your responsive essay.

Valuable Tips on the Dos and Don’ts of Writing Responsive Essay

A solid responsive essay should include a critical critique of the author’s work. Make sure your writing reflects your views. Ensure a consistent, rational approach is used to categorize strengths and weaknesses. Persuasion is key to a strong responsive essay. Relevant examples and compelling evidence are required. Moreover, to mirror your own disposition.

DOs

  • Examine the story for its symbolic and thematic meanings.
  • Express how you feel about the characters in the story.
  • Make use of fascinating quotations or instances.
  • Go over the text multiple times to make sure you have captured everything.
  • Provide your own fresh ideas and points of view.

DON’Ts

  • Don’t waste your time merely recapping or summarizing the story.
  • Don’t just say you don’t like this or that character.
  • Don’t make your analysis and reflection too simple, and don’t give vague reasons for them.
  • Do not draw simplistic or obvious conclusions.
  • Do not duplicate the ideas of your classmates.

Final Touches on Writing a Responsive Essay

Many students have trouble writing thoughtful, well-researched, and well-written responsive essays because they don’t have enough time or don’t know enough.

We hope this informative guide will show you step-by-step how to compose an excellent responsive essay. But what if that isn’t sufficient? If you still have trouble with your responsive essay writing, get the grades you want with the help of our reliable custom writing services.

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NSG4068: Trends in Healthcare Policy Course Assignments & Discussions Study Guide

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NSG4068: Trends in Healthcare Policy Course Assignments & Discussions Study Guide

NSG4068: Trends in Healthcare Policy Course Assignments & Discussions Study GuideNSG4068: Trends in Healthcare Policy Course Description

Credits 4.0

This course explores healthcare, financial and regulatory policies that prepare the Registered Nurse student for an enhanced role as policy maker and healthcare advocate. Economics of healthcare disparities in the healthcare system, legal and ethical issues as well as impact of social trends will be addressed.

Prerequisites

NSG3029 Foundations of Nursing Research

Corequisites

None

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NSG4068: Trends in Healthcare Policy Course Syllabus & Assignments Summary

NSG4068 Trends in Healthcare Policy Week 1 Discussion

NSG4068 Trends in Healthcare Policy Week 2 Discussion

NSG4068 Trends in Healthcare Policy Week 3 Discussion

NSG4068 Trends in Healthcare Policy Week 4 Discussion

NSG4068 Trends in Healthcare Policy Week 5 Discussion

NSG4068 Trends in Healthcare Policy Week 1 Project

NSG4068 Trends in Healthcare Policy Week 2 Project

NSG4068 Trends in Healthcare Policy Week 3 Project

NSG4068 Trends in Healthcare Policy Week 4 Project

NSG4068 Trends in Healthcare Policy Week 5 Project

NSG4068 Trends in Healthcare Policy Week 1 Discussion

Envisioning Yourself as an Advocate for Nurses and Health Policy

The discussion assignment provides a forum for discussing relevant topics for this week on the basis of the course competencies covered.

For this assignment, make sure you post your initial response to the Discussion Area by the due date assigned.

To support your work, use your course and text readings and also use the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format.

Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates&#39; initial postings. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Cite sources in your responses to other classmates. Complete your participation for this assignment by the end of the week.

And, so we begin a very fast-paced and packed course on policy, politics, and nursing. Each of us has his or her own experiences and interest in advocacy. You may want to start your journey by reading Savage&#39;s piece from your course textbook. Her chapter captures her journey and may serve as a primer for your experience these next few weeks. This week&#39;s readings and assignments will help you to picture yourself moving in a direction to developing/honing/refining your advocacy skills.

Answer one of the following questions:

From the chapter “The Changing United States Health Care System” in your course textbook, using either the story of Wald&#39;s efforts to improve the health status of impoverished immigrant communities or the story of how advanced practice registered nurses have struggled with their legitimacy within the health care delivery system, compare your own experience in nursing.

Have there been challenges you have faced? If so, what strategies did you employ to overcome these challenges?

How do you envision your career moving forward in advocating for your patients? Your community? Yourself?

From your daily briefs, Kaiser Health News Morning Briefing or POLITICO Pulse.

List the interest groups that are mentioned in the brief and what their interest is in the piece.

Categorize the issues in the brief according to the following—politics and politicians, access to health care, health care insurance, health care legislation, money, drugs, or other.

NSG 4068 Week 1 Discussion Example

A challenge that I have faced in my nursing career is working with others who have difficulty with accountability. They are not held accountable for their actions and, therefore, do the bare minimum to scrape by. I believe that accountability is a fundamental characteristic of nursing. It is, at the core, snaking its way through nursing practice in all settings and in all layers. It is doing the right thing day in and day out, no matter who is watching. Where a culture of accountability prevails, people do what they say they’ll do. Everyone builds integrity for themselves and for the institution by holding themselves and one another accountable. Nursing has been voted the most trusted profession for many years in a row. It’s vital that we maintain this level of trust in our profession with each and every healthcare encounter. This means being accountable for our practice, work environment, and patient safety. Registered Nurses are accountable for everything that they do within their role. We are members of a profession. Individual accountability in nursing has become the hallmark of practice (Black,2017).

An organization that lacks accountability is full of defences and rationalization for not attaining goals. Nursing staff may feel that almost is good enough as no one will notice the shortcomings. Or worse yet, they sense that goals are whimsical or unreachable, so it is best to put time and energy into cheating the system. Many nurses may have a fear of accountability because there is an expectation that is tied to it.

Accountability is comprised of three elements- clarity, commitment, and consequences (American Nurse Today, 2109). When an order is written, it must be clear, concise and specific; we, as nurses, are not mind readers. Clarity, to me, means explaining why. If I know the reasons behind an expectation, I am more likely to commit myself to meeting it. This is where commitment comes into play; simply receiving an order is not enough. We must choose to commit to carrying out the order. Lastly, along with accountability, there are consequences for not doing as we say or not taking responsibility for our actions. We’re often asked to balance increased workloads with higher acuity patient assignments, greater nurse-patient ratios, and organizational needs. As nurses, we need to be able to stand up and say, I take full responsibility for myself, my choices, and my behaviour. I’m willing to take responsibility for my mistakes and learn from them.

NSG 4068 Week 1 Discussion

I envision myself being the one to seek a culture change in my healthcare setting. I want to create a culture where everyone does what they say they will do and are held accountable for their actions, even if this means taking disciplinary action. I want to work with fellow nurses who I can rely on and, in return, can rely on me.

References:

Accountability: A concept worth revisiting. (2014, September 16). Retrieved February 23, 2019, from https://www.americannursetoday.com/accountability-a-concept-worth-revisiting/

Black, B.P (2014). Professional Nursing: Concepts & Challenges (8th Ed.). St. Louis: Saunders

NSG4068 Trends in Healthcare Policy Week 2 Discussion

Social Determinants of Health

The discussion assignment provides a forum for discussing relevant topics for this week on the basis of the course competencies covered.

For this assignment, make sure you post your initial response to the Discussion Area by the due date assigned.

To support your work, use your course and text readings and also use the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format.

Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates&#39; initial postings. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Cite sources in your responses to other classmates. Complete your participation for this assignment by the end of the week.

Answer one of the following questions:

Increasingly, health policymakers are becoming aware of the social determinants of health and the role they play in prevention disease and promoting health and wellness. In the “Frameworks for Action in Policy and Politics” chapter, examine Box 1-1 (Political Aspects of the Social Determinants of Health) and Figure 1-6 (The Who, What, Where, When, and Why of Nursing’s Policy Influence). Then compare these with the story about Lilian Wald’s work in New York City. Reflect on the “what” of Wald’s strategies. In your opinion, which did she use effectively?

Looking further at the “what” in Figure 1-6 and answer any one of the following questions:

Discuss at least three competencies/strategies that you have used effectively.

Identify three competencies/strategies that you don’t currently use and discuss how you might incorporate them into your advocacy toolbox.

Review the four recommendations in the IOM report The Future of Nursing: Leading Change, Advancing Health and find your state&#39;s action coalition. Discuss your state’s action coalition’s work as it aligns with these four recommendations. Is each recommendation being addressed? Based on your analysis of the website, how would you describe your state’s progress toward meeting the IOM recommendations?

NSG4068 Trends in Healthcare Policy Week 3 Discussion

The ACA or the AHCA: Imperfect Solutions to Increasing Access to Health Care?

The discussion assignment provides a forum for discussing relevant topics for this week on the basis of the course competencies covered.

For this assignment, make sure you post your initial response to the Discussion Area by the due date assigned.

To support your work, use your course and text readings and also use the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format.

Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates&#39; initial postings. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Cite sources in your responses to other classmates. Complete your participation for this assignment by the end of the week.

This week’s discussion focuses on the federal government’s role in protecting the public’s health using the ACA and current efforts to “repeal and replace” the ACA. Please note that the government’s role in protecting the public’s health did not begin with the ACA. In the late 1800s, Lilian Wald brought health care to the community. And in 1965, Congress passed bills authorizing Medicare and Medicaid. Since 1965, Congress has expanded government-sponsored health care to pregnant women and children.

Answer the following question:

Compare the current provisions in the ACA with those in the failed first version of the AHCA. Share your opinions about why the AHCA failed in the first attempt at passage.

Continue to read daily from one of the policy briefs that are included in your weekly readings list. POLITICO Pulse is a daily briefing from POLITICO, and the Kaiser Health News Morning Briefing is a daily briefing from the Kaiser Family Foundation. Both focus on health care. Either one will keep you abreast of what is happening in health care policies and politics.

In addition, subscribe to the “HealthCetera” podcast and listen to the podcast weekly. This is a production of WBAI, free speech radio of Pacifica Foundation Radio in New York City.Diana Mason and Barbara Glickstein are founders and codirectors of the Center for Health Media Policy (CHMP). Both are recognized as experts in media, nursing, health, and health policy. They have a longstanding relationship as producers and moderators of HealthCetera, a live, award-winning radio program on public radio and iTunes. They are bloggers for Disruptive Women in Health Care and for the American Journal of Nursing (AJN). The CHMP is an interdisciplinary initiative for advancing the health of the public and healthy public policies through media, research, education, and public forums. Listen to the podcast throughout the course and think on the topics that are discussed, especially as they relate to how we advocate for issues of importance in this contemporary political environment.

NSG 4068 Week 3 Discussion Example

Compare the current provisions in the ACA with those in the failed first version of the AHCA.

Based on the research and analysis of ACA and ACHA, the critical goal of the ACA was to ensure affordable health care is provided among all citizens regardless of their health condition, level of income, and age. Ordinarily, the insurance companies would have charged those with pre-existing conditions more than others without such conditions. Through this, the ACA helped avoid healthcare costs through regulations and imposed taxation on people who gained the most from healthcare, such as the insurers and the pharmaceutical companies (Obama Care Explained an Explanation of Obama Care, 2020). Moreover, in the states that have realized expansion in Medicaid, childless adults earning less than 100% of the Federal Poverty Level are now covered by Medicaid at no less than 90% federal match.

Share your opinions about why the AHCA failed in the first attempt at passage.

In the first trial, the ACHA failed based on its lack of merits. It would, therefore, cause unfavorable changes to the Americans. For instance, it would have cut off Medicaid, making it challenging to attain eligibility for healthcare coverage by reducing federal support for Medicaid (Aron-Dine et al., 2020). Such action would leave many people out of healthcare coverage and increase Medicaid premiums or force people to pay their pockets’ health expenses. This condition adversely affected people with low incomes since they could not afford the premiums or the related healthcare expenses. ACA and ACHA differed so that if a person had a healthcare plan, they could charge the premiums based on age. However, in ACA they could only charge 3% more for the aged than the young people, while ACHA     would charge about 5% more for the aged.

References:

Obama Care Explained an Explanation of Obama Care (November 2, 2020). Retrieved from: https://obamacarefacts.com/obamacare-explained/

Aron-Dine, A., Schubel, J., Solomon, J., Broaddus, M., & Hayes, K. (2020). Larger, Longer-Lasting Increases in Federal Medicaid Funding Needed to Protect Coverage. Center on Budget and Policy Priorities.

The Future of U.S. Health Care: Replace or Revise the Affordable Care Act? (n.d). Retrieved from: https://www.rand.org/health-care/key-topics/health-policy/in-depth.html

Facts about ACA (n.d). Retrieved from:  https://www.plannedparenthood.org/planned- parenthood-upper-Hudson/patient-resources/facts-about-aca

NSG4068 Trends in Healthcare Policy Week 4 Discussion

Advance Care Planning and Analysis

The discussion assignment provides a forum for discussing relevant topics for this week on the basis of the course competencies covered.

For this assignment, make sure you post your initial response to the Discussion Area by the due date assigned.

To support your work, use your course and text readings and also use the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format.

Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates&#39; initial postings. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Cite sources in your responses to other classmates. Complete your participation for this assignment by the end of the week.

Read the section titled “Reflective Practice: Pants on Fire” from chapter “Health Policy, Politics, and Professional Ethics” and address the questions below:

How do you judge Palin’s quote? [“And who will suffer the most when they ration care? The sick, the elderly, and the disabled, of course. The America I know and love is not one in which my parents or my baby with Down Syndrome will have to stand in front of Obama’s death panel so his bureaucrats can decide, based on a subjective judgment of their level of productivity in society, whether they are worthy of health care. Such a system is downright evil.] Effective strategy to oppose Democrats’ plans for health care reform or unethical scaremongering?

Reflect on what informs your judgment: commitment to advance care planning, analysis of facts, and/or political party loyalties?

Is it right for nurses to endorse health reform legislation even if the legislation is not perfect? Does this apply to the recently failed American Health Care Act?

NSG 4068 Week 4 Discussion Example

In this week’s discussion, we are reviewing Palin’s quote and the meaning behind it. When Sarah Palin’s statement came out on her social media outlet choice of Facebook, I believe she knew this was a way to get people’s attention. She wrote this a few weeks after leaving her position as Governor. She used Facebook because of its availability to reach the masses. Historically, Republicans and Democrats are of opposing views. Palin’s comment just reiterated that fact. I believe that what she said was based on pure shock value. She achieved just that. According to an article posted on CBS News, they write “10 Health Care Reform Myths, examined whether H.R. 3200 mandates or encourages euthanasia or “death panels,” and she concluded that the bill offers a provision in which Medicare would cover patient-doctor consultations about end-of-life planning for the first time, which is different than an Obama “death panel” that would decide whether former Governor Palin’s Down Syndrome baby is “worthy of health care.” (CBS, 2009) Palin used the mandate to spin the words to make it so that the Government was for euthanasia or for restricting care for disabilities. The tactics that Palin utilized were deceitful and unnecessary. It is unethical scaremongering, and she has used these types of tactics in her campaign format.

Growing up in the Northeast, my views were consistent with the General consensus of the area, which was to be a part of the Democratic party. It wasn’t until moving to Florida that I really learned of the Republican standpoint and ideologies. Reflecting on both parties, I like certain things about each one. I have also voted against my party because I didn’t agree with the person running for office. I also understand that now, as a Nurse, my focus has also shifted to wanting the best for the people that I take care of. I try to make sure that I am caught up with news and events and how they affect us. I also think objectively and do not place myself in a biased situation. I try and look at the pros and cons and then make a decision about a particular subject. When speaking with patients and their families, I make sure to speak about topics in a way to find out more about them by engaging them in it. I know that my opinion can be seen in a different fashion because of the role that I have. My position can be viewed as someone who has a higher knowledge of the topic than someone who, let’s say, is a Plumber. I’m not saying that plumbers don’t know anything about healthcare; I am just saying how people look at us as a vital resource for healthcare type of information.

References:

Farber, D. (2009, August 08). Palin Weighs In on Health Care Reform. Retrieved June 8, 2018, from https://www.cbsnews.com/news/palin-weighs-in-on-health-care-reform/

NSG4068 Trends in Healthcare Policy Week 5 Discussion

Nurses as Change Agents in the Community

The discussion assignment provides a forum for discussing relevant topics for this week on the basis of the course competencies covered.

For this assignment, make sure you post your initial response to the Discussion Area by the due date assigned.

To support your work, use your course and text readings and also use the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format.

Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates&#39; initial postings. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Cite sources in your responses to other classmates. Complete your participation for this assignment by the end of the week.

In the chapter, “How Community-Based Organizations Are Addressing Nursing’s Role in Transforming Health Care,” the authors describe the community as the focus of advocacy action for change. They list a series of questions that help community teams develop organizing principles to guide their interventions, and the aim is to attack social determinants of health to make community change.

Suppose a community team identifies lack of access to exercise modalities as a public health issue. If the team were to determine that pedestrian walkways need to be constructed, discuss at least two factors that would facilitate the development of the walkways and two that would hinder the development. For the hindrances, discuss ways that the team might work to overcome those hindrances.

Continue to read daily from one of the policy briefs that are included in your weekly readings list. POLITICO Pulse is a daily briefing from POLITICO, and the Kaiser Health News Morning Briefing is a daily briefing from the Kaiser Family Foundation. Both focus on health care. Either one will keep you abreast of what is happening in health care policies and politics.

In addition, subscribe to the “HealthCetera” podcast and listen to the podcast weekly. This is a production of WBAI, free speech radio of Pacifica Foundation Radio in New York City.Diana Mason and Barbara Glickstein are founders and codirectors of the Center for Health Media Policy (CHMP). Both are recognized as experts in media, nursing, health, and health policy. They have a longstanding relationship as producers and moderators of HealthCetera, a live, award-winning radio program on public radio and iTunes. They are bloggers for Disruptive Women in Health Care and for the American Journal of Nursing (AJN). The CHMP is an interdisciplinary initiative for advancing the health of the public and healthy public policies through media, research, education, and public forums. Listen to the podcast throughout the course and think on the topics that are discussed, especially as they relate to how we advocate for issues of importance in this contemporary political environment.

NSG 4068 Week 5 Discussion Example

Community health nursing has a critical role in advancing individual and public health (Mason et al., 2016). Since the lack of exercise modalities has been identified as a public health issue, there are factors that need to facilitate the development of the walkways and promote public health.

One of the factors is ensuring that the population exercising along the roads is safe. This is because when they use the same roads used by motor vehicles along the busy streets, they can be hit easily. People need a safer environment to exercise, and besides ensuring their safety, the pedestrians’ trips will be more viable. In the US, around 4500 pedestrians are killed in traffic crashes with motor vehicles, and about 8% of those who are killed are found to be walking along the roadway ( Federal Highway Administration, 2020). The walkways should thus be separated from the travel lanes, which could help a safer exercising environment for those who fear roadway crashes and thus remain inactive. Another factor is to reduce the risk of diseases that arise when people remain inactive. Some of these include type 2 diabetes and heart disease. The construction of walkways will offer a broader area for people to conduct exercises, and thus, this can benefit pediatricians to actively promote exercise regimes.

However, the development of walkways can face some hindrances, such as the availability of finances to put this project into action. The present tax collected could be put into many other community projects, and to support the walkway projects, it could contribute to a rise in taxes ( Federal Highway Administration, 2020). To curb this hindrance, the government can assess other projects and minimize their funds to help cater to sidewalk expenses. Community health nurses can also advocate for financial support from the federal and local governments to support this project. Another hindrance is the availability of enough space to build safe sidewalks. Some areas can or cannot accommodate sidewalks, depending on their initial plan. Some areas lack enough space for safer sidewalks, and some community members may be forced to give up some portions of their land areas to allow the sidewalks to be constructed. This issue can also be resolved through the federal or local government providing spacious local parks that can serve the purpose of various exercises like walking or bike riding within an area.

References

Federal Highway Administration. (2020). Safety Benefits of Walkways, Sidewalks, and Paved Shoulders. Retrieved 03 19, 2020, from US Department of Transportation: Federal Highway Administration: https://safety.fhwa.dot.gov/ped_bike/tools_solve/walkways_trifold/

Mason, D. J., Gardner, D. B., Outlaw, F. H., & O’Grady, E. T. (2016). Policy & Politics in Nursing and Health Care. Elsevier Inc.

NSG4068 Trends in Healthcare Policy Week 1 Project

Using a Health Policy Model to Develop a Change in Policy to Improve the Public’s Health

This assignment focuses on the methods to develop a change in policy to improve the public’s health by using a health policy model.

Tasks:

Suppose you want to initiate a policy of taxing sugared sodas/pop/beverages in your community. Use the Longest’s policy cycle model to ponder the following questions:

What arguments would you use to make the case for the policy?

What argument(s) would your opponents make?

How would you go about getting buy-in for your proposed policy?

What stakeholder groups need to be involved in promoting your policy?

Submission Details:

Submit your response in a 2-page Microsoft Word document (500 words).

Name your document SU_NSG4068_W1_Project_LastName_FirstInitial.doc.

Submit your document to the Submissions Area by the due date assigned.

Cite sources in the APA format on a separate page.

NSG4068 Trends in Healthcare Policy Week 2 Project

Nurse’s Role in Influencing the Legislative Process

For this week’s project, you’ll answer three questions related to your opportunity as a nurse and an advocate. The first two questions relate to influencing a bill is traveling through the legislative process. The third question refers you to the social determinants of health as described in your course textbook reading and asks you to think specifically on your role as a nurse in influencing social determinants of health.

In a brief paper (no more than 2 typed pages, 1 inch margins, 12 font Times New Roman or Courier New), answer the questions below. Write each question as a new topic area and then follow with a paragraph or two to answer the question. You may find it necessary to search for answers to the questions outside of the assigned reading. Be sure to use APA guidelines for writing style, spelling and grammar, and citation of sources.

Answer the following questions:

What parts of the lawmaking process does a nurse have an opportunity to influence the final bill passage?

List at least two ways that this influence can take place. In your opinion, would one way be preferable over the other?

Reviewing the social determinants of health, select one to respond to this question:

What role can nurses play in promoting health status through policy changes directly affecting this social determinant?

Submission Details:

Submit your response in a 2-page Microsoft Word document (500 words).

Name your document SU_NSG4068_W2_Project_LastName_FirstInitial.doc.

Submit your document to the Submissions Area by the due date assigned.

Cite sources in the APA format on a separate page.

NSG 4068 Week 2 Project – Nurses Role in Influencing the Legislative Process Example

Opportunities For Nurses to Influence the Lawmaking Process

Nursing is one of the most trusted careers. Throughout history, nurses have played an important role in caring for their community and advocating for those in need. Nurses are often the “face” of healthcare as they spend the majority of their time doing direct patient care and impacting health outcomes. While nurses have sometimes taken a role in government and policy, there is much opportunity for leadership and involvement in creating health policy. Researchers write, “As a profession, nursing has a responsibility to be involved in health policy development to improve the health of people everywhere. However, nurses have not fully realized their potential when it comes to engaging in health policy, advocacy and leadership” (Turale & Kunaviktikul, 2019).

There are several opportunities for nurses to influence the lawmaking process. The most basic level of influencing policy-making is by being an informed constituent. Nurses can educate themselves on elected officials and their stance on healthcare policies. Nurses can use their voting power to elect those who will advocate and create policies to protect the nursing profession, their patients, and the community. Nurses can also join a professional organization like the American Nurses Association, ANA, which plays an important role in health policy creation.

Two Ways Nurses Can Influence Policy Making

The COVID-19 pandemic truly created a climate where nurses truly felt it was their duty to influence policy and call out safety issues they observed in hospitals and health systems across the United States. The first is bringing awareness of healthcare policy issues to the general public and governmental entities. Several times throughout the pandemic, nurses were observed testifying before councils and even Congress, bringing necessary attention to gaps and safety issues in patient care and lack of funding for public health issues. The second manner in which nurses can influence policymaking is actually taking an active role in creating health policy, using their skills and knowledge gained through nursing education, patient care, and advocacy. I believe that both advocacy roles are important when it comes to influencing health policy, but taking an active role in creating health policy is the most effective. As a nurse, if one has a passion for health policy and advocacy, there are many roles in which they can take an active role in creating policy.

NSG 4068 Week 2 Project – Nurses Role in Influencing the Legislative Process

Nurses and Addressing Social Determinants of Health

As nursing and health research increases the knowledge regarding social determinants of health, it has become evident that nurses should play a vital role in assessing and addressing socio-economic issues facing patients. Research shows, “Social determinants of health have not traditionally been integrated as a thread throughout most nursing education curricula, and this has prevented nurses from acquiring knowledge necessary to assess and address key drivers of health” (Thornton & Persaud, 2018). If nurses are able to connect their patients to resources to address socio-economic issues, health outcomes will improve. With access to better nutrition, transportation, and safe housing, individuals can live healthier and happier lives in their communities.

Nurses play a vital role when it comes to advocacy and addressing social determinants of health. Nursing school programs need to provide a better framework for addressing advocacy and social determinants of health in the nursing curriculum. Providing exposure to these issues and the role nurses play will allow for better assessment and involvement in influencing the legislative process.

References

Muetzel, L., Dye, M., O’brien, C., Milburn, S., & Rosselet, R. (2022). Nursing Government Affairs Advocacy Fellow: Introducing nurses to policy. Nursing2022, 52(10), 47-49.

Turale, S., & Kunaviktikul, W. (2019). The contribution of nurses to health policy and advocacy requires leaders to provide training and mentorship. International nursing review, 66(3), 302-304.

Thornton, M., & Persaud, S. (2018). Preparing today’s nurses: Social determinants of health and nursing education. The Online Journal of Issues in Nursing, 23(3).

NSG4068 Trends in Healthcare Policy Week 3 Project

First Steps on Becoming a Grassroots Lobbyist/Advocate for Health Care Policy

This assignment has two parts, numbered below. Write each question as a new topic area, then follow with a paragraph or two to answer the question. You may find it necessary to search for answers to the questions outside of the assigned reading. Be sure to use APA guidelines for writing style, spelling and grammar, and citation of sources.

Tasks:

Imagine that you are going to make a visit to your representative in Congress. Develop a one-page document that supports your position on the AHCA that you would leave with your representative or his or her aide when you make your visit. This one-pager, also called a “leave behind,” should state your position clearly in bullet points and give your reasons why your position is preferred. This “leave behind” should have 1 inch margins and utilize 14-point font throughout. If you were making this visit in person, you would present your “leave behind” to the person with whom you speak during your visit. Include a second page that describes your rationale for the position in your “leave behind” page supported by at least two journal articles.

Write a two-page brief to describe the scenario surrounding your legislative visit. Understanding the political affiliation of your representative, include answers to the following:

Was your member in support or in opposition to the AHCA?

State three points that you would cover in support or opposition to your representative&#39;s position.

How does your nursing experience influence the advocacy position that you take on the AHCA?

Submission Details:

Submit your response in a 4-page Microsoft Word document.

Name your document SU_NSG4068_W3_Project_LastName_FirstInitial.doc.

Submit your document to the Submissions Area by the due date assigned.

Cite sources in the APA format on a separate page.

NSG 4068 Week 3 Project – First Steps on Becoming a Grassroots Lobbyist/Advocate for Health Care Policy Example

I oppose the American Health Care Act (ACHCA) for the following reasons:

I believe that the AHCA shows discrimination towards the elderly who are not able to qualify for Medicare due to their age. The elderly will have to pay more for insurance than younger adults and children due to existing health conditions (Buchmueller et al., 2016).

I believe the AHCA is unfavorable for middle and lower-class Americans due to higher premiums that are harder to afford (Buchmueller et al., 2016).

This bill will allow people with pre-existing health problems to be charged more by insurers and possibly rejected for hospital admission costs (Engel, 2018).

AHCA will affect all individuals on Medicaid by making cuts to Medicaid and leaving many without health care (Buchmueller, 2017).

Pharmaceutical and insurance companies will both thrive due to the tax breaks that would be offered, and I do not think this is fair since insurance and the cost of medications are already so

Rationales for the Leave Behind

If passed, the AHCA shows discrimination toward the elderly who are not able to qualify for Medicare, and they will have to pay more for insurance than younger adults and children due to existing health conditions (Buchmueller et al., 2016). This is not fair, in my opinion. The Affordable Care Act (ACA) allows for all people to have insurance, whereas the AHCA offers insurance to individuals, which can be hard to afford for the lower and middle class.

Another rationale for not passing the AHCA is that it would affect the elderly who have pre-existing conditions, and insurance may not cover these (Engel, 2018). Insurance could also deny paying for certain medical expenses and even hospitalizations. Insurance premiums can be increased and not affordable. I do not think it is fair for the elderly to have to pay higher premiums due to pre-existing conditions. Younger adults and children will most likely have to pay less for insurance premiums.

Since AHCA will affect all individuals on Medicaid by making cuts to Medicaid and leaving many without health care, this is another reason I oppose it (Buchmueller et al., 2016). Medicaid funding could be affected tremendously, and this would impact the people who receive Medicaid. The elderly, low-income, dependents, and some pregnant women rely on Medicaid. If the funding for Medicaid is reduced, many could be left without insurance and a form to cover medical expenses (Buchmueller et al., 2016).

If the AHCA were passed, both pharmaceutical and insurance companies would thrive due to the tax breaks that would be offered. Insurance and the cost of medications both can be increased, affecting many Americans (Engel, 2018). The cost of prescriptions and insurance premiums, in general, are already high, and many cannot comfortably afford these. Many people do without the medications that they need due to the fact that they cannot afford them.

NSG 4068 Week 3 Project – First Steps on Becoming a Grassroots Lobbyist/Advocate for Health Care Policy

Brief with my Legislative Visit

During my legislative visit, I found that my legislative representative also opposed the AHCA. He has many reasons for voting against the AHCA. With the AHCA, there would have been up to 51 million people without insurance by the year 2026, which would be an increase from 28 million under the ACA (Norris, 2020). The elderly would most definitely be affected, as well as the lower income class. People with pre-existing conditions would be affected. This would include the elderly, disabled, and others with any pre-existing conditions (Engel, 2018). My legislative representative did not think this would be ethical or fair at all.

I found that my legislative representative also opposed the AHCA because insurance premiums and the cost of medical expenses would increase for many. Since ACA provided insurance for more Americans than ever in the United States, it was agreed that this was a big change for the people to have access to insurance. ACA was started in March 2010 and required everyone to have health coverage, or a penalty would be faced with income tax surcharges. This penalty was recently eliminated in 2019 by the Tax Cut and Jobs Act (Buchmueller et al., 2016). Since this was eliminated, my legislative representative felt that this was another reason that ACA was a better choice.

Medicaid is a primary source of healthcare for many Americans. I would be sure to speak with my legislative representative about this as I think it is very important. The AHCA would eliminate health care from many Americans by making cuts within the Medicaid program (Buchmueller et al., 2016). My legislative representative agrees that Medicaid cuts would definitely hurt many Americans. He doesn’t support the reduction of Medicaid funding. My legislative representative makes it aware that he believes in the use of Medicaid for the people who really need it, and it should not be taken for granted. With that being said, decreasing funds and other sources of cuts to Medicaid would affect many people’s healthcare in various ways.

Another concern I would speak with my legislative representative about is the fact that the pharmaceutical and insurance companies could profit if the AHCA went into effect. My legislative representative agrees that this is in fact, an issue that would have to be faced with the AHCA, and he opposes this as well. Many pharmaceutical companies and insurance companies have already increased costs that affect many Americans. Many Americans cannot afford their medications or their insurance premiums comfortably (Engel, 2018). This issue would become worse if the AHCA proposal was effective. The only ones that would benefit here would be the pharmaceutical companies and insurance companies. This would not be fair to the people who cannot afford these and to the elder who live on a fixed income. It would also cause a burden for single parents with children, children, and people with disabilities.

Last but not least, my legislative representative looked at various pros and cons of the AHCA. My legislature representative and I agree that there are more cons than pros for the American people. I can say that my legislative and I are glad that even though this bill passed in the House in 2017, it went no further once it reached the Senate (Norris, 2020). Health insurance and health reform will always be a topic in America that has its pros and cons. It is to our advantage to do what we think is best for all the American people who will be affected and not just a certain majority. My legislative representative agrees that with the AHCA, there are far too many cons. The prediction of the AHCA would have resulted in approximately 24 million additional Americans left uninsured by the year 2024 (Norris, 2020). After speaking to my legislative representative, I am pleased to see that he opposed the AHCA.

NSG 4068 Week 3 Project – First Steps on Becoming a Grassroots Lobbyist/Advocate for Health Care Policy

How Nursing Experience Influences Advocacy

In nursing, there are many underserved communities and patients. It is something that is seen every day, and though it is a sad situation, it’s the truth. I think that my nursing experience plays a great role in my advocacy to oppose the AHCA. I have witnessed patients face many challenges where they are not able to afford medications or don’t have transportation to see a doctor when needed. The elderly populations are living longer with more chronic conditions, and I think if the AHCA was passed, it would cause more burdens and hardships for them as well.

From a nurse’s perspective, I have to agree that it was best that the AHCA did not get passed and go into effect. As my legislative representative opposed the AHCA, I agree with this. America is supposed to do what is right for the people, and I think this was the right decision.

The American Nurses Association (ANA) is also in agreement that opposing this bill was the right choice. While nurses can only do so much for the patients, I think that being an advocate is very important. I also think that we should do what is best for the patients and their health care. I think that many Americans do not get the health care they deserve, and this is not fair. I also think that pharmaceutical and insurance companies are persistently getting rich from these people.

I think most would agree that the AHCA had more cons than pros when looking at everything. It would have resulted in leaving many uninsured and not getting the health care they need. People with pre-existing conditions would be affected tremendously. This is a key reason that advocates say they chose to support and strengthen the ACA instead (Norris, 2020). When you look at the whole picture of what the AHCA would have resulted in, you can clearly see it was the right choice.

References

Buchmueller, T., Levinson, Z., Levy, H., and Wolfe, B. (2016). Effect of the Affordable Care Act on racial and ethnic disparities in health insurance coverage. American Journal of Public Health, 106(8), pp. 1416-1421. Doi: 10.2105/AJPH.2016.303155

Engel, J. (2018). Unaffordable: American healthcare from Johnson to Trump. University of Wisconsin Press. Retrieved from https://www.researchgate.net/publication/324992119_Unaffordable_American_Healthcar e_from_Johnson_to_Trump/citation/download

Norris, L. (2020). The American Health Care Act: A Blueprint for GOP Health Reform. Retrieved from https://www.verywellhealth.com/the-ahca-has-passed-the-house-now- what-4138613

NSG4068 Trends in Healthcare Policy Week 4 Project

Reaching out a Solution

This assignment is designed to assist you in developing a thoughtful process for advocating about an issue as a nurse, from identifying a problem that needs to be solved through articulating a process for doing so.

This assignment consists of answering each of the questions listed below from the “Political Analysis and Strategies” chapter of your course textbook. Write each question as a new topic area; then follow with a paragraph or two to answer the question. Be sure to use APA guidelines for writing style, spelling and grammar, and citation of sources, if any used. This project should be no longer than 4 pages.

Let us assume that you are a school nurse in a high school. At a recent school athletic event, a spectator suffered a cardiac arrest in the stands. A coach of the home team went into the high school to fetch the automatic emergency defibrillator (AED) only to find out that it was not readily available. In the meantime, an emergency squad arrived and resuscitated the spectator. On Monday morning, you learn of the absence of the AED only to find out that it had been locked in the custodian’s closet. Reflect on the following questions outlined in the “Political Analysis and Strategies” chapter:

What is the issue?

Is it my issue, and can I solve it?

Is this the real issue or merely a symptom of a larger one?

Does it need an immediate solution, or can it wait?

Is it likely to go away by itself?

Can I risk ignoring it?

What are the possible solutions? Are there risks to these solutions?

What steps would you need to take in order to solve the issue?

Does anyone else at the school need to be involved in the solution?

Where is the power leverage in the school to reach the preferred solution?

Reaching a solution requires the use of power vested in the nurse. Review Box 9-1 (Sources of Power) and determine which type(s) of power the school nurse has in this situation. State your reasons for your answer.

Submission Details:

Submit your response in a 4-page Microsoft Word document.

Name your document SU_NSG4068_W4_Project_LastName_FirstInitial.doc.

Submit your document to the Submissions Area by the due date assigned.

Cite sources in the APA format on a separate page.

NSG 4068 Week 4 Project – Reaching Out a Solution Example

Political analysis is an essential part of the nursing profession. It involves the systematic attempt to comprehend, examine, assess as well and elaborate any form of political phenomena by breaking it down into theoretical parts to understand the relationship between its linked variables (Manson et al., 2016). Political analysis starts with identifying and describing the problem and then executing approaches to achieve the best solution or change. Finding the solution entails the application of different sources of power to drive an issue through the lawmaking process. That being said, this project is meant to answer each of the questions stated below as regards the political analysis case scenario.

What is the issue?

The issue is about the automatic emergency defibrillator (AED), which was inaccessible to a spectator who had a sudden cardiac arrest. Such restriction was inappropriate because AEDs should be accessible to everyone for emergency purposes, especially in public places, malls, schools, sports stadiums, airports, and office buildings. It should be noted that most individuals who experience sudden cardiac arrest do not survive; however, the accessibility and use of an AED can save lives. Within the first few minutes after the cardiac arrest occurs, an AED can be used to check the heart rate of the victim and subsequently alert the user if there is a need of electric shock to aid the victim in recovering his or her normal heartbeat (Murugiah et al., 2014). In this case, inaccessibility of AED would result in detrimental effects and even death.

Is it my issue, and can I solve it?

It is the responsibility of a school nurse to offer preventative services, complete assessments, administer immunizations, provide health education, develop school health policies, establish interventions for diseases and injuries, create emergency care plans for students, and report infectious diseases (Todaro et al., 2018). Thus, to enhance school health and offer suitable interventions, it is essential for the nurse to take part in identifying a proper solution to the issue presented in this case scenario. As illustrated, the AED is already available but not accessible to the users. The school nurse can solve this issue by deciding an appropriate location for the device to enable everyone to access it.

Is this the real issue or merely a symptom of a larger one?

The issue is real because the life of someone is at stake and needs considerable attention to prevent it from escalating.

Does it need an immediate solution, or can it wait?

The issue needs a prompt solution because it can lead to death if it is not addressed. Research has demonstrated that over 300,000 victims experience cardiac arrest per year in the United States (Murugiah et al., 2014). Almost 90 percent of these cases are fatal. It is, therefore, essential to provide a rapid solution to anyone experiencing cardiac arrest.

NSG 4068 Week 4 Project – Reaching Out a Solution

Is it likely to go away by itself?

Without an instant intervention, the possibility of surviving is very low, and the issue may occur again, worse than before, resulting in death. It is worth mentioning that sudden cardiac arrest is unpredictable; it can occur anywhere, anytime, at any person, and without any notification. Time is of the essence when such an issue happens, and using AED would highly enable the victim to survive (Murugiah et al., 2014). For this case, it is advisable to find a solution as early as possible to promote the health of the victim and ensure a safe society at large.

Can I risk ignoring it?

We are dealing with a very critical issue that should not be ignored. By disregarding this matter, there could be detrimental consequences to the school, students, and visitors if it were to occur again. A solution should be sought to prevent its recurrence as well as its related effects.

What are the possible solutions? Are there risks to these solutions?

The possible solutions to address this issue include putting the AED at a reachable point in the school environment, educating everyone in the school about the importance of using the device, and generating awareness about life-saving efforts during emergencies. The only distinguishable vulnerability within these resolutions is the theft of AED when it is put in an accessible place. Nonetheless, the school has a watch guard, and it can also keep the device in an enclosed place when not in use; hence, the risk is very low. The device should not be locked up to avoid the occurrence of such a scenario and its devastating repercussions. All the personnel in the school should be allowed to access the AED; however, this solution requires more time to implement and could not bear any benefit.

What steps would you need to take in order to solve the issue?

All AEDs generate clear voice reminders, and most have readable and visual instructions; thus, any person can use them, irrespective of their medical knowledge or experience (Murugiah et al., 2014). Using this device is one of the most straightforward tasks to master. Nevertheless, since the AED cannot be accessed in this case, it would be essential first to elucidate the issue and explain why it is a problem as well as the need to solve it immediately. Then, as a school nurse, there will be a need to recognize possible obstructions or the relevant stakeholders who can help to resolve this issue. With the least time possible, I would use my power sources to describe the solution and the resources needed to solve this issue.

Does anyone else at the school need to be involved in the solution?

Due to the urgency of the issue at hand, only a few stakeholders should be involved. These include the principal, faculty, students, the school board, and parents. By allowing these stakeholders to take part, it will be easy to find the appropriate solution and ensure that all parties are satisfied. In fact, involving the stakeholders will enable the implementation of the solution as soon as possible and would allow society to come up with effective measures for addressing emergencies (Patton et al., 2015).

NSG 4068 Week 4 Project – Reaching Out a Solution

Where is the power leverage in the school to reach the preferred solution?

Manson et al. (2016) emphasize that integrating diverse power sources facilitates the overall determination of reaching a solution. In this case scenario, the school principal and the staff would demonstrate legitimate power due to their respective positions in the school. The school nurse, however, has expert and information power as he can offer medical understanding and use his nursing skills to resolve this matter. The school nurse may also use persuasion power to convince the stakeholders why it is important to solve the issue.

Conclusively, there is no doubt that the issue will be resolved through the collaboration of all stakeholders. Through the school nurse’s abilities, medical understanding, and power sources, it would be achievable to establish new policies in the school. From the scenario, we can deduce that nurses have a vital role in ensuring that the laws enacted in their institutions or government lead to a better quality of patient care and enhanced patient outcomes.

References

Manson, J. D, Gardner, B. D, Hopkins, F & O’Grady, T. E. (2016). Policy & politics in nursing and health care. Seventh Edition, Elsevier Inc.

Murugiah, K., Chen, S., Dharmarajan, K., Nuti, S., Wayda, B., & Shojaee, A. et al. (2014). Most Important Outcomes Research Papers on Cardiac Arrest and Cardiopulmonary Resuscitation. Circulation: Cardiovascular Quality and Outcomes, 7(2), 335-345. doi: 10.1161/circoutcomes.114.000957

Patton, R. M., Zalon, M. L., Ludwick, R., & American Nurses Association. (2015). Nurses making policy: From bedside to boardroom. New York: American Nurses Association: Springer Publishing Company.

Todaro, B., Nikander, J., Powden, C., & Eberman, L. (2018). Understanding the role of secondary school nurses and their collaboration with athletic trainers. Journal of Interprofessional Education & Practice, 10(6), 30-36. doi: 10.1016/j.xjep.2017.11.001

NSG4068 Trends in Healthcare Policy Week 5 Project

The Nurse as Advocate

Whether nurses are advocating for their patients, health care, and/or policies that improve people’s lives, the advocacy processes have commonalities that transcend the subject of their advocacy. There are also differences, although these differences may be more nuanced than obvious.

Tasks:

Write a 5-page brief to answer the following questions. Be sure to use APA guidelines for writing style, spelling and grammar, and citation of sources.

Read the following chapters from your course textbook:

Taking Action: Nurse, Educator, and Legislator: My Journey to the Delaware Senate

Taking Action: A Nurse in the Board Room

Answer the below questions:

Describe what you believe to be the drivers for each of the individuals? What factors led them to become advocates?

Discuss the challenges that each of them identified in their writings.

Analyze these drivers and challenges and compare them with your own experience to date as an advocate. In what ways do you believe that you can expand your advocacy skills within the next five years?

Submission Details:

Submit your response in a 5-page Microsoft Word document.

Name your document SU_NSG4068_W5_Project_LastName_FirstInitial.doc.

Submit your document to the Submissions area by the due date assigned.

Cite sources in the APA format on a separate page.

NSG 4068 Week 5 Project – The Nurse as Advocate Example

The nursing role has continued to evolve over the years, and the scope of practice has also expanded over time. Primary care has continued to be offered in a manner that is effective and that minimizes health inequalities in the community. Registered nurses now have an opportunity to offer their services in more advanced and autonomous roles. The healthcare setting has continued to demand more advanced practice nurses, and this has been informed by the collaborative and integrative initiatives being championed aimed at offering quality and effective care to patients. In the US healthcare industry, there are about 3 million registered nurses. Unlike doctors who usually specialize in one area, nurses coordinate the care of all aspects of a patient’s overall health.

Advanced Nursing Practice (ANP) and Advanced Practice Nurse (APN).

Advanced Nurse Practitioners are highly experienced and educated members of the care team whose responsibilities include examining, assessing, diagnosing, treating, and prescribing medications to patients’ healthcare needs or referring the patient to an appropriate specialist if needed. Advanced practice nurses, on the other hand, are the most highly trained of all the registered nurses. They hold either a master’s degree or a doctorate in nursing. APNs usually perform roles that were previously reserved for doctors. They can, therefore, diagnose, order, and interpret lab tests, give anesthesia, and prescribe medications to patients. APNs comprise several specialist fields. To become an APN, students must ensure that they obtain an advanced degree from a certified nursing program. The next step involves passing the National Council Licensure Examination for Registered Nurses. For APNs, there are four areas of specialization, which include Nurse Practitioner (NP), Certified Nurse Anesthetist (CNM), Clinical Nurse Specialist (CNS), and Certified Nurse Midwife (CNM) (Brykczynski, 2018). Although each APN performs their specific roles, their duties tend to overlap in some areas.

Family nurse practitioner (FNP)

All over the world, nurses have gained more autonomy over the period, and the roles they practice have gradually branched out to various types of specialties. Family nurse practitioners (FNPs) are one of the specialized roles. The advanced role that I am aspiring to practice is family nurse practitioner. In my role, I will be playing a crucial role in serving both individuals and families for longer periods of time. I believe this is a great role and a great specialization opportunity, as it will give me an opportunity to continue developing long-term relationships with my patients. FNPs usually collaborate with the rest of the healthcare providers in order to provide family-focused care. Some of the healthcare services provided by the FNPs include direct care, disease promotion counseling services, and health promotion (Schober, 2018).

As an FNP, it is possible for one to serve as an administrator and a policymaker. This choice of me practicing as a family nurse practitioner is inspired by the compassion I have for my community to achieve better health standards status. This role will accord me the opportunity to handle the chronic health problems and complex health challenges that my people are going through, such as diabetes and cardiac health issues. Most of these health issues are associated with lifestyles, and hence, they can be prevented if proper patient education and prevention measures are provided to the population. It is important to note that working with a population for longer improves the impact and helps in modifying health behaviors and patterns.

NSG 4068 Week 5 Project – The Nurse as Advocate

Personal Nursing Philosophy

The personal philosophy of nursing care is founded on the individual patient. In the current healthcare setting, individuals need to be at the center of the care planning process. This makes them actively involved in their own care. As an FNP, I will ensure that my patients’ wishes and preferences needs are met, and any healthcare packages are never made without involving them directly. As an FNP, I would need to practice holistic healthcare, which basically means focusing on the whole individual and not just their physical health but also their social, intellectual, sexual, spiritual, mental, and emotional health needs and preferences. As an FNP, I will need to improve my personal competencies, such as effective communication, interpersonal skills, and teamwork, as this will help me facilitate my philosophy of better healthcare for all (Schober, 2018). I have a great concern and empathy towards my patients, and this will be my biggest drive towards providing quality healthcare and ensuring my patients receive the best medical attention required for them to fully recover and better manage their conditions.

Regulatory and Legal Requirements

To practice in the state of New Jersey, one has to have the relevant education certifications from recognized nursing programs. After completing nurse practitioner education, one needs to obtain national board certification from either of the two boards that offer nurse practitioner credentials in the US, and they include the American Nurses Credentialing Center and the American Association of Nurse Practitioners. Each of the applicants for certification, however, must submit proof of a current New Jersey registered professional nurse license in good standing, a complete application form, original official transcripts, and proof of passing the highest level of the national Advanced Practice Nurse Examination in FNP (Njconsumeraffairs.gov, 2022). After this step, one has to get certification from the New Jersey Board of Nursing, and then a license is offered to practice as a Family Nurse Practitioner.

Transformational Leadership

According to Gabel (2013), the current healthcare metamorphic nature in the United States is imperative for managers to employ transformational nurse leaders as this encourages adaptation to change. The transformation leadership style allows recognition of areas that require change. Transformational leaders inspire followers by creating a sense of commitment. Adopting the qualities displayed by transformational leaders’ nurse managers have great confidence in engaging in developmental healthcare policies, continued technological advancement, and nurses’ mentorship. Some of the roles that transformational leaders have in a healthcare setting include promoting teamwork among staff, promoting self-esteem, working towards motivating staff to function at a high level of performance, and empowering nursing staff to become involved in the development and implementation of policy procedures. As demonstrated by Gabel (2013), as a transformational leader, being trustworthy greatly inspires others and helps them process an optimistic, positive, and encouraging outlook. Transformational leaders usually possess self-confidence, self-direction, and the absence of internal conflict.

As an APN, I will apply the transformational leadership style as it will give me an opportunity to motivate my colleagues and find the most effective ways of achieving the set goals. This style is excellent in conflict resolution mechanisms, and therefore, I will be able to solve work-related conflicts and find a lasting solution without necessarily creating divisions among the employees. The transformational leadership style will help me to better mobilize my colleagues to work as a team in order to achieve all the set goals and to achieve this, I will be an example.

Policy and Trends

There are significant changes being experienced in the nursing field. The current trends in the field are aimed at improving healthcare delivery and enhancing patients’ outcomes. The trends are in technological use, and they have facilitated the mobility of nursing equipment as well as facilitating increased self-care among nurses for them to become more effective. New technological advancements are entering the market every now and then, and this has helped in minimizing administration time, improving accuracy as well and improving patient experience and satisfaction. Nowadays, nurses are supposed to understand comoute technology like using laptop carts inorder to document and obtain patient information and look up treatment options when necessary (Sensmeier, 2018). Likewise, intuitive workstations on wheels have become popular in the recent past. This has given nurses an easy time when gathering patient data. It is imperative to note that the seamless gathering of patient data creates a better workflow for nurses. The level of care received by patients improves when nurses spend less time trying to track information about patients. This trend of having a hospital cart that can move with them is here to stay, especially through the COVID-19 pandemic.

NSG 4068 Week 5 Project – The Nurse as Advocate

Conclusion

The healthcare setting has continued to demand more advanced practice nurses, and this has been informed by the collaborative and integrative initiatives being championed aimed at offering quality and effective care to patients. All over the world, nurses have gained more autonomy over the period, and the roles they practice have gradually branched out to various types of specialties. Family nurse practitioners (FNPs) are one of the specialized roles that deal with family health. As a FNP, having effective leadership skills is very important as I engage with my patients. One style that plays out well in my role as an FNP is the transformational leadership style, as it will give me an opportunity to motivate my colleagues and find the most effective ways of achieving the set goals and objectives. This style is excellent in conflict resolution mechanisms, and therefore, I will be able to solve work-related conflicts and be unable to find a lasting solution without necessarily creating divisions among the employees.

References

Sensmeier, J. (2018). Transforming nursing practice through technology and informatics. The Journal of Excellence in Nursing Leadership, 42(11), 20-23.

Gabel, S. (2013). Transformational leadership and healthcare. Medical Science Educator, 23(1), 55-60.

Woo, B. F. Y., Lee, J. X. Y., & San Tam, W. W. (2018). The impact of the advanced practice nursing role on quality of care, clinical outcomes, patient satisfaction, and cost in the emergency and critical care settings: a systematic review. Human resources for health, 15(1), 1-22.

MacLellan, L., Levett‐Jones, T., & Higgins, I. (2017). Nurse practitioner role transition: A concept analysis. Journal of the American Association of Nurse Practitioners, 27(7), 389-397.

Brykczynski, K. A. (2018). Role development of the advanced practice nurse. Advanced Practice Nursing: An Integrative Approach. 3rd ed. St. Louis, Mo: Elsevier Saunders, 109-139.

Schober, M. (2018). Global emergence of nurse practitioner/advanced practice nursing roles. Journal of the American Association of Nurse Practitioners, 30(4), 182-184.

Njconsumeraffairs.gov. (2022). New Jersey of Consumer Affairs https://www.njconsumeraffairs.gov/nur/Pages/APN-Certification.aspx.

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