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Chamberlain NR703 Week 7 Assignment

Chamberlain NR703 Week 7 Assignment

Professional DNP Leadership Capacity Assignment NR703

Purpose

NOTE: This assignment must use the provided Paper Template which is found in this Link (Word doc): Week 7 Assignment Paper Template.

The purpose of this assignment is to demonstrate your leadership capacity to manage a practice change project. You will create a collective manuscript that incorporates the revised Week 2 and Week 5 assignments with an additional section that you will create this week.

This assignment will allow for the assimilation of professional leadership competencies in project management as a DNP-prepared nurse. Assignment content supports professional formation, communication, and dissemination skills relevant to the DNP-prepared nurse.

Please note that this is the third part of a 3-part assignment submitted in Weeks 2, 5, and 7. You have received feedback from your course faculty on the Week 2 and Week 5 assignments, which you should use to revise and prepare the Week 7 assignment.

NOTE: All NR703 assignments and their requirements should be discussed in relation to your proposed or hypothetical DNP practicum project.

Also Read:

NR703 Week 8 Reflection on Learning and Practice Readiness Discussion

Instructions

Use the provided Week 7 Assignment Paper Template and include the following:

1. Introduction: The organizing introduction is the first paragraph that does the following:
   1. Introduce the paper’s topic and establishes its importance.
   2. Present a clear purpose statement.
   3. Create a brief overview (outline statement) for the combined paper using the three primary Level 1 headings.
2. Integrate the Week 2 corrected content under the first Level 1 heading, “Organizational Needs Assessment.”
   1. Don’t forget to include the discussions of Table 1 (Organizational Needs Assessment: Practice Gap Identification) and Table 2 (Johns Hopkins Individual Evidence Summary Tool). Both tables must be referred to in the paper’s content.
   2. Include the required level 2 headings (as they are on the template):Practice Gap
      1. Problem
      2. Practice Gap
      3. Practice Question
   3. Integrate the Week 5 corrected assignment content under the second Level 1 heading, “Leading the Practice Change Project,” using the following level 2 headings (Note: level 3 headings for sub-topics are recommended):
      1. Interprofessional Collaboration in Leading Project Teams
      2. Communicating Comportment in Project Management
      3. Leadership Ethics
   4. Create the content to place under the third Level 1 heading, “Leading Practice Change Teams with Innovation and Effective Management,” using the following level 2 headings:
      1. Leading Through Innovation
      2. Integrating Leadership and Management Models
      3. Managing Materials and Human Resources
   5. Conclusion
      1. Recap the paper’s purpose statement and brief overview (outline statement) for the combined paper using the three level 1 headings (don’t include “conclusion”).
      2. Draw major conclusions from the body of your paper.
      3. Summarize the paper’s relevance to the practice change project.
   6. References (minimum of 4 scholarly, peer-reviewed sources)
      1. Create a reference page.
      2. Include the references from the first two papers that you have used in this paper if they are still used.
      3. Ensure each reference has a matching citation.
      4. Support your paper by using evidence from at least four (4) scholarly peer-reviewed journal article sources (preferably research or systematic reviews) that are retrieved from the Chamberlain library databases. Do not use the internet, textbooks, government sources, or organizational websites for these four sources in this assignment. However, you may use other gray materials for additional sources if you need them.
   7. Attach the revised Table 1 (Organizational Needs Assessment: Practice Gap Identification) and Table 2 (Johns Hopkins Individual Evidence Summary Tool) from the Week 2 assignment as displayed on the Week 7 Assignment Template

Review the rubric for the grading criteria.

APA Guidelines

Use the current Publication Manual of the American Psychological Association (APA Manual) and the Chamberlain Guidelines for Writing Professional Papers: Graduate Programs (located in the APA Basics section of the Writing Center) to complete this assignment. Follow these guidelines when completing each component. Contact your course faculty if you have questions.

1. Use the NR703 Week 7 Assignment Template provided to insert your content for this assignment.
   1. Link (Word doc): Week 7 Assignment Paper Template.
   2. Personalize the title page by adding your name and the session month and year of the course where indicated.
   3. The title is already provided for you in the template.
2. Turn on Grammarly to check the correctness of the grammar and punctuation as you write. (Note: if you have not already done so, please download the free version at Grammarly.com before the construction of the assignment.)
3. Note: Because this assignment builds on the materials used in the Weeks 2 and 5 assignments as well as several discussions, similarities are expected; therefore, Turnitin will not be routinely used in this cumulative assignment. However, papers may be reviewed in Turnitin if the instructor deems it necessary.
4. Use the following prescribed Level 1 and Level 2 headings, which are already provided in the template, for this paper (level 3 headings are encouraged where needed):
   1. Organizational Needs Assessment
      • Problem
      • Practice Gap
      • Practice Question
   2. Leading the Practice Change Project
      • Interprofessional Collaboration in Leading Project Teams
      • Communicating Comportment in Project Management
      • Leadership Ethics
   3. Leading Practice Change Teams with Innovation and Effective Management
      • Leading Through Innovation
      • Integrating Leadership and Management Models
      • Managing Materials and Human Resources
   4. Conclusion

Writing Requirements (APA format)

• Length: 8-12 pages for accumulated paper (not including the  title page, references page, or tables)
• Use the Week 7 Assignment Paper Template that is formatted with the following APA conventions
  • 1-inch margins
  • Double-spaced pages
  • 12-point Times New Roman
  • Headings & subheadings
  • Title page
  • Reference page
  • Table 1 and Table 2
  • In-text citations
• Standard English usage and mechanics
• CARE Plan paragraph development structure
• Revisions based on course faculty feedback from Week 2 and 5 Assignments

Program Competencies

This assignment enables the student to meet the following program competences:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)
4. Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

Course Outcomes

This assignment enables the student to meet the following course outcomes:

1. Compare and contrast theories of organizational behavior and leadership. (PCs 2, 4; PO6)
2. Investigate the role of advanced nursing practice in innovation and transformation to propose solutions impacting healthcare systems. (PCs 2, 4; PO 6)
3. Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)
4. Assimilate attributes for interprofessional collaboration across healthcare settings. (PC 6; PO 8)
5. Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)

Due Date

• By 11:59 p.m. MT on Sunday
• Late Assignment Policy applies

Student Learning Resources

Click on the following tabs to view the resources for this week.

• Required Textbooks

• Required Articles
• Additional Resources

Broome, M. E., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). Springer Publishing Company.

• Read Chapter 9

White, K., Dudley-Brown, S., & Terhaar, M. (2021). Translation of evidence into nursing and healthcare (3rd ed.). Springer Publishing Company.

• Read Chapter 11

Learning Success Strategies

• Reflect on previous discussions from NR715 and NR716 about the Global Burden of Disease (GBD), including pandemic responses, and consider how you, as a DNP-prepared nurse, will manage the problem in a practice setting.
• Develop your ideas and thoughts through the interactive discussion. Review the discussion guidelines and rubric to optimize your performance.
• You have access to a variety of resources to support your success. Click on the DNP Resources tab on the home page to access program and project resources.
• Your course faculty is here to support your learning journey. Reach out for guidance with study strategies, time management, and course-related questions.

Interacting with Feedback

Each week your course faculty will provide feedback in the rubric and on any assignment you have submitted. Take a moment to review the following video on how to view rubric feedback in Canvas:

• Link (video): Looking at FeedbackLinks to an external site.(2:26)

Review the following video on how to accept/reject track changes when viewing course faculty feedback on your assignment:

• Link (video): Word: Track Changes and Comments(4:19)

W7 Chamberlain NR703 Week 7 Assignment Grading Rubric

W7 Assignment Grading RubricCriteriaRatingsPtsThis criterion is linked to a Learning Outcome Introduction

Requirements:
1. Introduce the paper’s topic and establish its importance.
2. Present a clear purpose statement.
3. Create a brief overview for the combined paper using the three primary Level 1 headings.

10 pts

Includes all requirements and provides an in-depth introduction.

9 pts

Includes 2 requirements and/or provides a sufficient introduction.

8 pts

Includes 1 requirement and/or provides a partial introduction.

0 pts

Provides an undeveloped introduction.

10 ptsThis criterion is linked to a Learning Outcome Organizational Needs Assessment: Problem: Using the information that you gathered on the Organizational Needs Assessment: Practice Gap Identification (Table 1), describe the practice problem.

Requirements:
1. Describe a specific location (hospital unit, community health clinic, surgical suite, primary care practice).
2. Identify the key stakeholders (decision-makers).
3. Relate the practice problem identified by the stakeholders.

20 pts

Includes all requirements and provides an in-depth discussion in the assessment of the practice problem.

18 pts

Includes at least 2 requirements and/or provides a sufficient description of the problem.

16 pts

Includes at least 1 requirement and/or provides a partial description of the problem.

0 pts

Provides an undeveloped description of the problem.

20 ptsThis criterion is linked to a Learning Outcome Organizational Needs Assessment: Practice Gap

Organizational Needs Assessment: Practice Gap

Requirements:
1. In 1-2 organized paragraphs, summarize the Organizational Needs Assessment: Practice Gap Identification (Table 1).

2. Add the revised Table 1 to the paper after the reference list (use the Assignment Template). Table 1 must be referred to in this section’s content.

3. Add the revised Table 2 to the paper after the reference list (use the Assignment Template). Table 2 sources must be included in the reference list and cited in the paper.

20 pts

Includes all requirements and provides an in-depth summary of the Organizational Needs Assessment: Practice Gap Identification

18 pts

Includes 2 requirements and/or provides a sufficient summary of the Organizational Needs Assessment: Practice Gap Identification.

16 pts

Includes 1 requirement and/or provides a partial summary of the Organizational Needs Assessment: Practice Gap Identification.

0 pts

Missing both tables and/or provides an undeveloped or no summary of the Organizational Needs Assessment: Practice Gap Identification.

20 ptsThis criterion is linked to a Learning Outcome Organizational Needs Assessment: Practice Question-Define and briefly explain the project’s intended population, evidence-based intervention, and measurable outcomes (PICOT).

Requirements:
1. Population. Describe the specific characteristics of the population.
2. Intervention. Based on the evidence in the Johns Hopkins Individual Evidence Summary Tool (Table 2) initiated in previous courses, describe your evidence for an evidence-based intervention.
3. Comparison: State as “compared to current practice” for the purposes of this assignment.
4. Outcome. Create and explain specific outcome measurements based on the current evidence collected in the Johns Hopkins Individual Evidence Summary Tool (attached as Table 2).
5. State the Practice Question.

20 pts

Includes all requirements and provides an in-depth summary of the practice question.

18 pts

Includes no fewer than 5 of the requirements and provides a sufficient summary of the practice question.

16 pts

Includes no fewer than 4 of the requirements and provides a partial summary of the practice question.

0 pts

Includes fewer than 4 of the requirements and/or provides an undeveloped summary of the practice question.

20 ptsThis criterion is linked to a Learning Outcome Leading the Practice Change Project: Interprofessional Collaboration in Leading Project Teams

Requirements:
Create an approach to implementing the practice change project with an interprofessional team, including a description of how you will manage the following challenges:
1. Creating a climate of mutual respect and shared values.
2. Facilitating team roles and flexibility to perform effectively.

20 pts

Includes both requirements and provides an in-depth analysis of implementing the project with an interprofessional team.

18 pts

Includes both requirements and provides a sufficient analysis of implementing the project with an interprofessional team.

16 pts

Includes at least 1 requirement and/or provides a partial analysis of implementing the project with an interprofessional team.

0 pts

Provides an undeveloped analysis of implementing the project with an interprofessional team.

20 ptsThis criterion is linked to a Learning Outcome Leading the Practice Change Project: Communication Comportment in Project Management

Requirements:
Create a guideline for your professional communication to serve you in the practice change project and future roles. Include the following:
1. Verbal and non-verbal communication competencies at a doctoral level:
i) Communicating leadership comportment
ii) Creating alignment of verbal and nonverbal messages
2. Written professional communication:
i) Writing with a leadership tone and style
ii) Using standard English
iii) Creating summary and synthesis in writing

20 pts

Includes all 5 components and provides an in-depth summary of professional communication.

18 pts

Includes at least 4 of the 5 components and/or provides a sufficient summary of professional communication.

16 pts

Includes at least 3 of the 5 components and/or provides a partial summary of professional communication.

0 pts

Includes fewer than 3 of the 5 components and/or provides an undeveloped summary of professional communication.

20 ptsThis criterion is linked to a Learning Outcome Leading the Practice Change Project: Leadership Ethics

Requirements: Discuss how you will create a consistent image of ethical comportment, including consideration of the following:
1. Balance an Ethic of Justice with an Ethic of Care in your leadership style.
2. Create a conflict resolution approach for the project team management of issues.
3. Lead social justice change within the project environment.

20 pts

Includes all requirements and provides an in-depth discussion of leadership ethics.

18 pts

Includes at least 2 requirements and/or provides a sufficient discussion of leadership ethics.

16 pts

Includes at least 1 requirement and/or provides a partial discussion of leadership ethics.

0 pts

Provides an undeveloped discussion of leadership ethics.

20 ptsThis criterion is linked to a Learning Outcome Leading Practice Change Teams with Innovation and Effective Management

Requirements:
1. Leading Through Innovation.

2. Integrating Leadership and Management Models.

3. Managing Materials and Human Resources.

40 pts

Includes all requirements and provides an in-depth discussion of leading practice change teams with innovation and effective management.

36 pts

Includes at least 2 requirements and/or provides a sufficient discussion of leading practice change teams with innovation and effective management.

32 pts

Includes at least 1 requirement and/or provides a partial discussion of leading practice change teams with innovation and effective management.

0 pts

Provides an undeveloped discussion of leading practice change teams with innovation and effective management.

40 ptsThis criterion is linked to a Learning Outcome Conclusion

Requirements:
1. Recap the paper’s purpose statement and brief overview criteria.
2. Draw major conclusions from the body of your paper.
3. Summarize the paper’s relevance to the practice change project.

10 pts

Includes all requirements and provides an in-depth summary in the conclusion.

9 pts

Includes at least 2 requirements and/or provides a sufficient summary in the conclusion.

8 pts

Includes at least 1 requirement and/or provides a partial summary in the conclusion.

0 pts

Provides an undeveloped summary in the conclusion.

10 ptsThis criterion is linked to a Learning Outcome References

Requirements:

1. Create the reference page that includes the references in Table 2.

2. Ensure each reference has a matching citation, & reference and citations are in the current APA style.

3. Support your discussion by using evidence from at least four (4) scholarly peer-reviewed journal article sources.

10 pts

Includes all requirements of the reference section, at least three scholarly references with matching citations, and the reference page is formatted without errors.

9 pts

Includes at least 2 requirements for the reference section and/or the reference page is formatted with 1-2 error types (patterns).

8 pts

Includes 1 requirement for the references and/or the reference page is formatted with 3-5 error types (patterns).

0 pts

Includes no requirements for the reference section and/or the reference page is formatted with 6 or more error types (patterns).

10 ptsThis criterion is linked to a Learning Outcome APA Style and Standards

Requirements:
1. Use the prescribed level 1 and level 2 headings, and add level 3 headings as appropriate to your content.
2. APA style is maintained in the template, and the assignment template is used.
3. Paper is 8-12 pages in length, excluding the title page, reference pages, and tables.

30 pts

Includes all requirements of APA style.

27 pts

Includes 2 requirements of APA style.

22 pts

Includes 1 requirement of APA style.

0 pts

Includes no requirement of APA style that conforms to the current APA manual.

30 ptsThis criterion is linked to a Learning Outcome Clarity of Writing

Requirements:
1. Standard English grammar, punctuation, spelling, & sentence structure conform to guidelines in the APA manual.
2. APA style/ mechanics/ grammar & Week 2 & 5 content corrections/ revisions were completed based on faculty feedback.
3. Organized and logical presentation of ideas in paragraphs (CARE Plan), sentences, and phrases.

30 pts

Includes all requirements and demonstrates an in-depth clarity of writing.

27 pts

Includes all requirements and demonstrates a sufficient clarity of writing.

22 pts

Includes no fewer than 2 requirements and/or demonstrates partial clarity of writing.

0 pts

Includes 1 or fewer requirements and/or demonstrates an undeveloped clarity of writing.

30 ptsTotal Points: 250

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Chamberlain NR501 Jean Watsons Theory of Human Caring Presentation

Week 7 Assignment: Theoretical Framework to Support Evidence-based Practice: PowerPoint Presentation

Guidelines with Scoring Rubric

Purpose

Master’s prepared nurses actively engage in the process of translating nursing knowledge into practice, thereby establishing evidence-based approaches within the discipline Chamberlain NR501 Jean Watsons Theory of Human Caring Presentation.  Throughout this process, a theoretical framework provides a meaningful context to guide and support the evidence-based practice. The purpose of this assignment is to identify a theory or model which can be used as a framework for a future evidence-based project within the MSN program.

Also Read:

NR501 Week 9 Assignment

Course Outcomes

Through this assessment, the student will meet the following Course Outcomes:

• Apply nursing theory as a framework to guide the translation of knowledge and implementation of evidence-based practice in future professional settings. (CO #2)
• Analyze theories from nursing and relevant fields with respect to the components, relationships among the components, and application to advanced nursing practice. (CO#4)
• Chamberlain NR501 Jean Watsons Theory of Human Caring Presentation

Total Points Possible

This assessment is worth 100 points.

Due Date

Submit your file(s) by 11:59 p.m. MT Sunday at the end of Week 7.

Chamberlain NR501 Jean Watsons Theory of Human Caring Presentation Requirements

Criteria for Content

Review literature regarding issues or concerns within your selected area of advanced practice nursing Chamberlain NR501 Jean Watsons Theory of Human Caring Presentation.

Select a theory or model which is relevant to your selected area of advanced practice nursing and would offer a meaningful context for evidence-based practice surrounding the issue or concern which you identified.

1. In a PowerPoint Presentation, address the following.
   1. Introduction to the presentation
   2. Identify and describe a theory or model, and explain its relevance to the selected area of advanced practice
   3. Describe an issue or concern regarding the selected area of advanced practice, and explain its impact on health care outcomes
   4. Explain how the theory or model can be used as a framework to guide evidence-based practice to address the issue or concern, and discuss the unique insight or perspective offered through the application of this theory or model.
   5. Conclusion to the presentation
   6. References

Submission Requirements

1. Application: Use Microsoft Word 2013™ to create the PowerPoint presentation.
2. Length: The PowerPoint presentation must be 7 total slides (excluding title and reference slides).
3. Speaker notes are used and include in-text citations when applicable.
4. A minimum of three (3) scholarly literature sources must be used.
5. Submission: Submit your files.
6. Chamberlain NR501 Jean Watsons Theory of Human Caring Presentation

Best Practices in Preparing the Presentation

The following are best practices in preparing this presentation:

1. Review directions thoroughly.
2. Follow submission requirements.
3. Make sure all elements on the grading rubric are included.
4. Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing.
5. Review the Creating a Professional Presentation located in Course Resources.
6. Ideas and information that come from scholarly literature must be cited and referenced correctly.
7. A minimum of three (3) scholarly literature sources must be used.
8. Abide by CCN academic integrity policy.
9. Chamberlain NR501 Jean Watsons Theory of Human Caring Presentation

Chamberlain NR501 Jean Watsons Theory of Human Caring Presentation References

• Carper, B.A. (1978). Fundamental patterns of knowing in nursing. Retrieved 8 September 2019 from
• https://www.google.co.ke/url?sa=t&source=web&rct=j&url=https://pdfs.semanticscholar.org/8871/eb88fb06168bb31e20e9c54e57920e575a47.pdf&ved=2ahUKEwje0JrqscHkAhVClFwKHYXzAgsQFjAQegQICRAB&usg=AOvVaw0CEuuz-eqnIwVMqcmUI55E
• Haswell, N. (2019). The four ethical principles and their application in aesthetic practice. Journal of Aesthetic Nursing, 8(4), 177-179. Doi: 10.12968/joan.2019.8.4.177
• Schmidt, L.A., Nelson, D. & Godfrey, L. (2003). A clinical ladder program based on Carper’s fundamental patterns of knowing in nursing. JONA, 33(3), 146-152. Doi: 10.1097/00005110-200303000-00005
• Quaglietti, S., Blum, L. & Ellis, V. (2004). The role of the adult nurse practitioner in palliative care. Journal of Hospice and Palliative Nursing, 6(4), 209-214. Doi: 10.1097/00129191-200410000-00009

Grading Criteria

CategoryPoints%DescriptionIntroduction(1 slide)1010%Introduction includes general information on what will be presented. Identify sections of the PowerPoint presentation.Identification of Theory or Model (2 slides)2020%Identification and overview of one theory or model. Explanation of its relevance to the selected area of advanced practice nursing.Provide speaker notes. Speaker notes and/or slides include citations from scholarly nursing literature which support the assertions made.Issue or Concern in selected area of Advanced Practice Nursing(1 slide)2020%Describe one specific issue or concern within the selected area of advanced practice nursing. Explanation of the impact of this issue or concern on health outcomes. Provide speaker notes. Speaker notes and/or slides include citations from scholarly nursing literature which validate the importance of the issue or concern.Theory as Framework for Evidence-based Practice  (2 slides)2020%Explain how the theory or model can serve as a framework to support evidence-based practice to address the issue or concern. Discuss the unique insight or perspective offered through the application of this theory or model. Provide speaker notes. Speaker notes and/or slides include citations from scholarly nursing literature which support the assertions which you present.Conclusion (1 slide)1515%Summarize key information presented in PowerPoint presentation. Provide speaker notes.APA Format55%Ideas and information that come from scholarly sources must be cited and referenced correctly. In-text and parenthetical citations must be used and may be provided on the slide or within the speaker notes. Slides, speaker notes, and references are consistent with APA 6th edition format. A minimum of three (3) scholarly references are used.Presentation of Slides55%PowerPoint presentation includes title slide, 7 content slides, reference slide(s). Presentation of slides are professional in appearance and tone. Balance among space, words and graphics, and color is effective.Writing Mechanics55%Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal written work as found in the 6th edition of the APA manual.Total100100%A quality assignment will meet or exceed all the above requirements.Assessment CriteriaExceptional(100%)Outstanding or highest level of performanceExceeds(88%)Very good or high level of performanceMeets(80%)Competent or satisfactory level of performanceNeeds Improvement(38%)Poor or failing level of performanceDeveloping(0)Unsatisfactory level of performanceContent Possible Points = 85 PointsIntroduction  10 Points   0 PointsPresentation of information is concise and includes the following element:·       Identification of sections of the presentation    Presentation of information is missing the following:·       Identification of sections of the presentationIdentification of Theory or Model20 Points18 Points16 Points8 Points0 PointsPresentation of information is comprehensive and concise and includes all of the following elements:·       Identifies one theory or model·       Explains the relevance of the theory or model to the selected area of advanced practice nursing

·       Provides speaker notes

·       Speaker notes and/or slides include citations from scholarly nursing literature which support the assertions made.

Presentation of information is superficial in places and includes all of the following elements:·       Identifies one theory or model

·       Explains the relevance of the theory or model to the selected area of advanced practice nursing

·       Provides speaker notes

·       Speaker notes and/or slides include citations from scholarly nursing literature which support the assertions made.

Presentation of information is minimally demonstrated and includes all of the following elements:·       Identifies one theory or model

·       Explains the relevance of the theory or model to the selected area of advanced practice nursing

·       Provides speaker notes

·       Speaker notes and/or slides include citations from scholarly nursing literature which support the assertions made.

Presentation of information in one of the following elements fails to meet expectations or is missing the following:·       Identifies one theory or model

·       Explains the relevance of the theory or model to the selected area of advanced practice nursing

·       Provides speaker notes

·       Speaker notes and/or slides include citations from scholarly nursing literature which support the assertions made.

Presentation of information in two or more following elements fail to meet expectations or are missing the following:·       Identifies one theory or model·       Explains the relevance of the theory or model to the selected area of advanced practice nursing

·       Provides speaker notes

·       Speaker notes and/or slides include citations from scholarly nursing literature which support the assertions made.

Issue or Concern in selected area of Advanced Practice Nursing  20 Points18 Points16 Points8 Points0 PointsPresentation of information is comprehensive and concise and includes all of the following elements:·       Describes one specific issue or concern within the selected area of advanced practice nursing.·       Provides speaker notes

·       Speaker notes and/or slides include citations from scholarly nursing literature which validate the importance of the issue or concern.

Presentation of information is superficial in places and includes all of the following elements:·       Describes one specific issue or concern within the selected area of advanced practice nursing.

·       Provides speaker notes

·       Speaker notes and/or slides include citations from scholarly nursing literature which validate the importance of the issue or concern.

Presentation of information is minimally demonstrated and includes all of the following elements:·       Describes one specific issue or concern within the selected area of advanced practice nursing.

·       Provides speaker notes

·       Speaker notes and/or slides include citations from scholarly nursing literature which validate the importance of the issue or concern.

Presentation of information in one of the following elements fails to meet expectations or is missing the following:·       Describes one specific issue or concern within the selected area of advanced practice nursing.

·       Provides speaker notes

·       Speaker notes and/or slides include citations from scholarly nursing literature which validate the importance of the issue or concern.

Presentation of information in two or more of the following elements fail to meet expectations or are missing the following:·       Describes one specific issue or concern within the selected area of advanced practice nursing.·       Provides speaker notes

·       Speaker notes and/or slides include citations from scholarly nursing literature which validate the importance of the issue or concern.

Theory as Framework for Evidence-based Practice   20 Points18 Points16 Points8 Points0 PointsPresentation of information is comprehensive and concise and includes all of the following elements:·       Explains how the theory or model can serve as a framework to support evidence-based practice to address the issue or concern.·       Provides speaker notes

·       Speaker notes and/or slides include citations from scholarly nursing literature which support the assertions which are presented.

Presentation of information is superficial in places and includes all of the following elements:·       Explains how the theory or model can serve as a framework to support evidence-based practice to address the issue or concern.

·       Provides speaker notes

·       Speaker notes and/or slides include citations from scholarly nursing literature which support the assertions which are presented.

Presentation of information is minimally demonstrated and includes all of the following elements:·       Explains how the theory or model can serve as a framework to support evidence-based practice to address the issue or concern.

·       Provides speaker notes

·       Speaker notes and/or slides include citations from scholarly nursing literature which support the assertions which are presented.

 

Presentation of information in one of the following elements fails to meet expectations or is missing the following:·       Explains how the theory or model can serve as a framework to support evidence-based practice to address the issue or concern.

·       Provides speaker notes

·       Speaker notes and/or slides include citations from scholarly nursing literature which support the assertions which are presented.

 

Presentation of information in two or more of the following elements fail to meet expectations or are missing the following:·       Explains how the theory or model can serve as a framework to support evidence-based practice to address the issue or concern.·       Provides speaker notes

·       Speaker notes and/or slides include citations from scholarly nursing literature which support the assertions which are presented.

Conclusion 15 Points 12 Points 0 PointsPresentation of information is comprehensive and concise and includes the following element:·       Summarizes key information presented in PowerPoint presentation·       Provides speaker notes Presentation of information is minimally demonstrated in the following element:·       Summarizes key information presented in PowerPoint presentation·       Provides speaker notes Presentation of information in the following element is missing:·       Summarizes key information presented in PowerPoint presentation·       Provides speaker notesContent Subtotal ___ /85 pointsFormat Possible Points = 15 PointsAPA Format5 Points4 Points3 Points2 Points0 PointsAPA guidelines, as per the 6th edition of the manual, are demonstrated for the following:·       In-text citations are used and provided on the slide or within the speaker notes.·       Slides, speaker notes, and references are consistent with APA 6th edition format.

One deduction for each type of APA format error.

 

0 to 1 APA error is present

APA guidelines, as per the 6th edition of the manual, are demonstrated for the following:·       In-text citations are used and provided on the slide or within the speaker notes.·       Slides, speaker notes, and references are consistent with APA 6th edition format.

One deduction for each type of APA format error.

2–3 APA errors are present

APA guidelines, as per the 6th edition of the manual, are demonstrated for the following:·       In-text citations are used and provided on the slide or within the speaker notes.·       Slides, speaker notes, and references are consistent with APA 6th edition format.

One deduction for each type of APA format error.

 

4–5 APA errors are present

APA guidelines, as per the 6th edition of the manual, are demonstrated for the following:·       In-text citations are used and provided on the slide or within the speaker notes.·       Slides, speaker notes, and references are consistent with APA 6th edition format.

One deduction for each type of APA format error.

6–7 APA errors are present

APA guidelines, as per the 6th edition of the manual, are demonstrated for the following:·       In-text citations are used and provided on the slide or within the speaker notes.·       Slides, speaker notes, and references are consistent with APA 6th edition format.

One deduction for each type of APA format error.

8 or greater APA errors are present

References and Slide Count Note: Students are to use at least three (3) scholarly references. The PowerPoint presentation must be 7 total slides (excluding title and reference slides).Chamberlain NR501 Jean Watsons Theory of Human Caring Presentation3 Point deduction Does not use at least three (3)scholarly references and/or does not meet or exceeds required number of slides.Presentation of Slides5 Points4 Points 2 Points0 PointsPowerPoint presentation addresses all of the following elements:·       Title slide·       Reference slide(s)

·       Slides are professional in appearance and tone.

·       Slides are balanced spatially, including words and graphics.

·       Color is effective.

PowerPoint presentation does not address on or two of the following elements:·       Title slide·       Reference slide(s)

·       Slides are professional in appearance and tone.

·       Slides are balanced spatially, including words and graphics.

·       Color is effective.

 

 PowerPoint presentation does not address three of the following elements:·       Title slide·       Reference slide(s)

·       Slides are professional in appearance and tone.

·       Slides are balanced spatially, including words and graphics.

·       Color is effective.

 

PowerPoint does not address four or more of the following elements:·       Title slide·       Reference slide(s)

·       Slides are professional in appearance and tone.

·       Slides are balanced spatially, including words and graphics.

·       Color is effective.

Writing Mechanics5 Points4 Points3 Points2 Points0 Points1–2 errors or exceptions to the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the 6th edition of the APA manual3–4 errors or exceptions to the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the 6th edition of the APA manual5–6 errors or exceptions to the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the 6th edition of the APA manual7–8 errors or exceptions to the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the 6th edition of the APA manual9 or greater errors or exceptions to the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the 6th edition of the APA manualFormat Subtotal ____/ 15pointsTotal Points ____/100pointsComments:

Purpose

Master’s prepared nurses actively engage in the process of translating nursing knowledge into practice, thereby establishing evidence-based approaches within the discipline. Throughout this process, a theoretical framework provides a meaningful context to guide and support the evidence-based practice. The purpose of this assignment is to identify a theory or model which can be used as a framework for a future evidence-based project within the MSN program.

Course Outcomes

Through this assessment, the student will meet the following Course Outcomes:

• Apply nursing theory as a framework to guide the translation of knowledge and implementation of evidence-based practice in future professional settings.
• Analyze theories from nursing and relevant fields with respect to the components, relationships among the components, and application to advanced nursing practice.

Select a theory or model (Let’s select, The Jean Watson Theory-Caring) which is relevant to your selected area of advanced practice nursing (Family nurse practitioner-my selected area of advanced practice) and would offer a meaningful context for evidence-based practice surrounding the issue or concern which you identified (Palliative care).

In a PowerPoint Presentation, address the following.

1. Introduction to the presentation.
2. Identify and describe a theory or model, and explain its relevance to the selected area of advanced practice
3. Describe an issue or concern regarding the selected area of advanced practice, and explain its impact on health care outcomes
4. Explain how the theory or model can be used as a framework to guide evidence-based practice to address the issue or concern, and discuss the unique insight or perspective offered through the application of this theory or model.
5. Conclusion to the presentation
6. References

Submission Requirements

Application: Use Microsoft Word 2013™ to create the PowerPoint presentation.

1. Length: The PowerPoint presentation must be 7 total slides (excluding title and reference slides).
2. Speaker notes are used and include in-text citations when applicable.
3. A minimum of three (3) scholarly literature sources must be used.

Jean Watson Theory of Human Caring and Nursing Informatics Sample Paper

Jean Watson Theory of human caring was developed between 1975 and 1979 and has since been embraced as the basis of nursing practice (Durgun Ozan & Okumu?, 2017). Durgun Ozan and Okumu? (2017) further illustrate the theory’s aim as moving away from treatment centeredness to caring. Nursing informatics on the other hand is a major component of modern healthcare that incorporates clinical and technical languages of health and translates them into one (Collins et al., 2017). In this particular writing, an issue related to nursing and nursing informatics will be selected, discussed along with its resolution using Jean Watson’s theory of human caring.

Ethical Issues in Nursing and Nursing Informatics

Nursing informatics focuses on providing meaningful, user-friendly, and patient-centered innovation while spearheading better outcomes for patients and enhancing clinical workflow for healthcare staff (Iyengar et al., 2018). However, this field is faced with a lot of concerns as it tries to integrate care and technology.

One of the issues encountered is ethical issues. Ethical issues in nursing and nursing informatics gamut from failing to log off the computer after use, illegally accessing patient records, lending access codes, not shredding private information, texting patient information to losing electronic devices (Wilburn, 2018). Teoli and Ghassemzadeh (2020) stress that the transformation of healthcare ecosystems has led to the growing concern of privacy of patients and healthcare providers regarding health informatics.

Relevance of Jean Watson Theory of Human Caring to Nursing Informatics

Jean Watson Theory as well as nursing informatics aims at improved patient care. The theory insists that nurses practice a holistic caring approach. To create this healing environment the caregivers themselves have to recover and then focus on the 10 carative factors (Kathleen, 2017). Evolution of the nursing informatics is based upon the tenth carative factor- open to mystery. This phrase encouraged nurses to be innovative, creative, and explore the unknown to become more knowledgeable.

Consequently, several advancements including electronic health records have been developed (Kathleen, 2017). Similarly, the emergency of the digital age has increased nursing interactions with resultant transdisciplinary, multicultural and global caring (Kathleen, 2017). Additionally, Collins et al. (2017) in their study found out that 74 out of 118 nursing informatics competencies were acquired through job training.

Resolution of Ethical Issues in Informatics Using Jean Watson Theory

The 10 carative factors accentuated by Watson’s Theory of human caring can be used to solve ethical issues in nursing and nursing informatics. For example, a nurse that has developed a helping-trust relationship cannot text confidential patient information or allow unauthorized access to this sensitive information. Also, a healthcare provider with a formed humanistic-altruistic system of values won’t access patient records illegally. At the same time, the theory also proposes that caregivers have to watch themselves out and this will likely reduce the instances of lending access codes and failing to log off computers after use. It is crystal clear that ethical issues in informatics can be resolved if nurses fully embrace Jean Watson’s Theory of human caring.

My philosophy of nursing which is to offer patient-centered evidence-based and holistic nursing care connects to Watson’s Theory of Human caring which also highlights caring as key to all nurses. My practice as a nurse is intertwined within the theory and am always motivated and/or satisfied when patient interests are prioritized as well as rationalizing every intervention.

These together with my professional code of conduct allows me to take care of the privacy of patient’s information along with other ethical issues in nursing and nursing informatics. McCutcheon and Stalter (2017) in the article “Discovering My Nursing Philosophy” realize that nursing is an art because it transcends the physical dimension. As a surgical nurse involved in perioperative care and from his experience urges that nursing care should be patient-focused with compassion and flexibility concerning the dynamic nursing philosophy.

Conclusion

The crucial role of Jean Watson Theory of Human Caring in nursing practice cannot be overemphasized. In the nursing and nursing informatics, the principles and the carative factors of the theory can help solve some of the issues in this fascinating field. Ethical issues and considerations are key to the practice of all professionals and need to be dealt with. Each nurse should develop a nursing philosophy although patient centered care is indispensable.

References

• Collins, S., Yen, P.-Y., Phillips, A., & Kennedy, M. K. (2017). Nursing informatics competency assessment for the nurse leader: The Delphi study: The Delphi study. The Journal of Nursing Administration, 47(4), 212–218. https://doi.org/10.1097/NNA.0000000000000467
• Durgun Ozan, Y., & Okumu?, H. (2017). Effects of nursing care based on Watson’s theory of Human Caring on anxiety, distress, and coping, when infertility treatment fails: A randomized controlled trial. Journal of Caring Sciences, 6(2), 95–109. https://doi.org/10.15171/jcs.2017.010
• Iyengar, A., Kundu, A., & Pallis, G. (2018). Healthcare Informatics and Privacy. IEEE Internet Computing, 22(2), 29–31. https://doi.org/10.1109/mic.2018.022021660
• Kathleen, S. (2017). Evolution of Watson’s human caring science in the digital age. International Journal for Human Caring, 21(1), 46–52. https://doi.org/10.20467/1091-5710.21.1.46
• McCutcheon, K. A., & Stalter, A. M. (2017). Discovering my nursing philosophy. Nursing, 47(5), 68–69. https://doi.org/10.1097/01.NURSE.0000515502.72414.38
• Teoli, D., & Ghassemzadeh, S. (2020). Informatics Ethics. In StatPearls. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK538512/
• Wilburn, A. (2018). Nursing informatics: Ethical considerations for adopting electronic records. NASN School Nurse, 33(3), 150–153. https://doi.org/10.1177/19

Changes that Reform the US Healthcare Delivery System Sample

Privacy Laws in Electronic Health Records and Internet of Everything

The U.S. healthcare system is increasingly relying on the internet to provide personalized preventive medical care to patients. Nonetheless, the success or failure of such systems depend on their ability to maintain patient privacy. A system based on decentralized ontology may effectively cater for an organization’s privacy needs, besides the associated security concerns that define the Internet of Things (IoT) trends and Electronic Health Records (EHR) (Kanaan, et al., 2017).

New laws and policies concerning privacy and confidentiality of patient data have emerged consistent with growth of both IoT and HER. In essence, an effective HealthCare Security and Privacy (HCSP) ontology in combination with three-agent filters: the Policy Mapping Agent (PMA), Privacy Assurance Filter  (PAF) and Exception Creation Agent (ECA); identifies infringement on privacy and violation of organizations’ policies.

The implications of the EHR and IoT privacy and confidentiality of patients’ data regarding nurses is a topical issue. First, the nurse’s obligation is to ensure that patient information remains inaccessible to unauthorized personnel (Kanaan et al., 2017). Nurses are required to maintain this high level of confidentiality by having unique passwords to login into the EHR database. In addition, the nurses must be proficient in basic computer literacy skills such as data entry and querying.

Skills in querying a database are necessary when the nurse needs to look up for particular details about a patient. Proficiency in EHR handling may necessitate inclusion of EHR skills within the nursing curriculum at diploma, undergraduate and postgraduate levels.

Effects of Pay-for-Performance

The effects of pay-for-performance on patient outcome has largely been insignificant. Initially, pay-for-performance aimed at providing better quality healthcare to patients, as evidenced by the presence of financial rewards or penalties to individual healthcare providers, groups of providers and institutions, based on their scores on measures of quality.

At inception, the key goals of pay-for-performance programs entailed, among others, minimizing on the unnecessary utilization of costly health care and improving the patient health outcomes (Mendelson et al., 2017). Especially in the United States, the long-standing fee-for-service system was responsible for health disparities as most healthcare organizations focused on service volume instead of quality.

Despite the well-focused aims of pay-for-performance programs, its impact on patient outcomes has been negligible. In fact, Mendelson et al. (2017) contends that the programs managed to deliver limited improvement in the outcomes of process-of-care.  Performance-for-pay programs may motivate the nurse to respond more rigorously to delivering better quality patient care in order to score highly.

High scores would translate to incentives such as increased pay for the nursing personnel. Thus, increased motivation to deliver on the assigned duties and responsibilities is likely to correlate with enhanced service provision to patients and increased patient satisfaction (Lee, 2020). When combined, these two factors can result in improved patient outcomes. However, studies involving performance-for-pay programs and patient outcomes suggest that the former does not lead to any significant improvement in the latter.

Nursing Leadership and Management Roles

Emerging trends in nursing leadership and management roles consist of transformational leadership. Key components of transformational leadership include the ability to stimulate, inspire and motivate followers (Giddens, 2018). Stimulating, inspiring and motivating other individuals would be impossible without the inclusion of teachable competencies, such as translation of evidence into practice.

In fact, Fischer (2016) observes an association between transformational leadership in nursing with high performing teams, which in turn results in improved patient care. Often, this emanates from the fact that transformational leaders seek to model ethical behaviors within the organization by embodying honesty and integrity, and tends to emphasize personal and professional development among all team members.

Transformational leadership enables the nurse to establish an appropriate rapport with the patient, an invaluable tool that enables the nurse to compile a comprehensive patient data. Majority of persons tend to share personal information to nursing officers who have established a rapport with them (Giddens, 2018).

The information shared usually proves to be key to the patients’ management and treatment process. Moreover, transformational leadership skills enable the nurse to educate the patient on important details about the disease process. The leadership and management skills are vital when the nurse conveys knowledge about the pathophysiological aspects, clinical manifestations, management, and preventive measures against various illnesses.

Transformational leadership also plays an important role in medication safety education. Essentially, Vaismoradi et al. (2016) that transformational leadership helps deliver idealized influence, inspirational motivation for medication adherence, intellectual stimulation among students to value change and enhances student’s individualized consideration towards the attainment of goals, practice development and improved patient outcome. Accordingly, these skills are important in reducing medical errors among student nurses, enhances student collaboration with educators and ensures learners are conversant with nursing policy-making process.

Emerging Health Care Trends

Recent trends in healthcare include the use of blockchain technology to manage health data. Blockchain technology is projected improve key components of the U.S healthcare system such as efficiency, health system quality, access to care, healthy lifestyles and equity (Connor-Green, 2016). In addition, blockchain technology will enhance communication between healthcare providers, reduce the costs and time spent in administering insurance and cut-down costs arising from duplicative medical testing. Improvements in the concerned sectors is projected to improve the global ranking of the US health system.

Moreover, blockchain technology will provide a learning health system, giving patients the central power in their own healthcare and allowing health providers access to patient information from several servers. This scenario will mitigate the limitations of individual health information to electronic health records (Esposito, 2018).

Furthermore, with additional sources of health information, an individual will have comprehensive record of his/her longitudinal health history, as opposed to the current periodic histories as recorded by solitary sources. Diagnostic tests will be repeated only when extremely necessary, cutting down on costs for the patient. Also, the resulting improved access to information will enable researchers and health agencies to learn and develop rapidly, thereby providing up to date effective measures.

Conclusion

As discussed in this paper, new trends in nursing practice are likely to have extensive impacts on the country’s healthcare system. New laws relating to patient wellbeing and healthcare settings equally affects nursing practice at the nurse level. Also, new technology in health care directly affects nurses since they handle instruments used in patient healthcare directly.

For instance, while the integration of EHR has made patient data collection and management easier, it has presented new challenges on patient data security that nurses must carefully navigate. For effective nursing leadership and management, it has emerged that transformational leadership strategies plays a crucial role in enhancing knowledge on medication management, inspires nurse-patient rapport and results in high-performance teams that in turns delivers improved care.

References

• Esposito, C., De Santis, A., Tortora, G., Chang, H., & Choo, K. R. (2018). Blockchain: A Panacea for Healthcare Cloud-Based Data Security and Privacy?,” in IEEE Cloud Computing, 5(1), 31-37. doi: 10.1109/MCC.2018.011791712.
• Fischer, S. A. (2016). Transformational leadership in nursing: a concept analysis. Journal of Advanced Nursing, 72(11), 2644–2653. doi:10.1111/jan.13049
• Giddens, J. (2018). Transformational leadership: What every nursing dean should know. Journal of Professional Nursing, 34(2), 117-121. https://doi.org/10.1016/j.profnurs.2017.10.004
• Kanaan, H., Mahmood, K., & Sathyan, V. (2017). An ontological model for privacy in emerging decentralized healthcare systems. In 2017 IEEE 13th International Symposium on Autonomous Decentralized System (ISADS) (pp. 107-113). IEEE. doi: 10.1109/ISADS.2017.37.
• Mendelson, A., Kondo, K., Damberg, C., Low, A., Motúapuaka, M., Freeman, M., … & Kansagara, D. (2017). The effects of pay-for-performance programs on health, health care use, and processes of care: a systematic review. Annals of Internal Medicine, 166(5), 341-353.
• Vaismoradi, M., Griffiths, P., Turunen, H. & Jordan, S. (2016). Transformational leadership in nursing and medication safety education: A discussion paper. Journal of Nursing Management, 24(7), 970-980. https://doi.org/10.1111/jonm.12387

 

Changes Within Health and Human Services System Sample

Healthcare and human services systems are ever-changing owing to the dynamic nature of humans and the desire to live sustainable livelihoods. In the healthcare sector, it is essential to consider that nursing practice before the 19th century primarily focused on families, especially royal and wealthy families. However, natural and anthropogenic disasters such as disease outbreaks and wars increased the need to institutionalize healthcare services to serve the public. Florence Nightingale’s efforts to provide nursing services to victims of war became the basic principles of modern nursing.

In the 20th century, countries like the United States embarked on various healthcare policy changes to incorporate access, affordability, and patient-centeredness principles in mainstream healthcare services delivery. Although healthcare policies significantly transformed health and human services systems, the entry of technology in healthcare represents one of the landmark changes that impacted the delivery of care and patient outcomes.

Technology and Health Systems

Technological advances in the healthcare sector cut across various operations, including record-keeping, diagnostics, information and knowledge sharing, the general care delivery mechanisms. According to Litwin (2020), factors that motivate technological changes in healthcare include responding to demographic needs, coordinating healthcare delivery, chronic disease prevention and management, increasing access to healthcare care, and reducing the cost of care. It is essential to argue that caregivers struggled to deliver quality care in the absence of advanced technologies. For instance, wound management, record-keeping, disease diagnosis, and progress evaluation were ineffective before incorporating technology in the mainstream healthcare systems.

Similarly, Mitchell & Kan (2019) agree that the objective of realizing universal health coverage is consistent with the availability of appropriate care delivery infrastructure. In this sense, the determination to expand the traditional doctor-centered, facility-based systems to achieve “health for all” is futile considering discrepancies in social determinants of health across communities. According to Mitchell & Kan (2019), embracing digital technology in healthcare delivery is the most profound strategy for achieving access to high-quality to everyone no matter where they live.

The emergence of electronic health records (EHRs) in the second half of the 20th century was consistent with the central role of computer technology. According to Rampton et al. (2021), EHRs set the pace for the current technologies since they transformed how physicians interacted with patients to obtain and share information. With the determination to change top-down, bureaucratic structures between physicians and patients becoming a reality, EHRs advanced to new technologies such as patient portals, artificial intelligence, digital communications, and telepresence. According to Litwin (2020), digital technologies, including communication and telepresence mechanisms, have a broad range of applications in-home care settings and virtual healthcare provision.

Importance of Technological Advances in the Current Healthcare System

With computer technologies and the role of the Internet combining to facilitate new advances, it is valid to contend that the objective of universal care is achievable. According to Litwin (2020), digital technologies promote telehealth, telemedicine, and telehospitals that ease access to quality care services. Other technologies such as semi-autonomous robotics, artificial intelligence, and machine learning allow caregivers to diversify approaches to address clinical challenges, including record-keeping issues, early diagnostics, and process efficiency. Finally, artificial intelligence applications such as patient portals allow people to access vital information regarding care trajectories. Eventually, these advances lead to quality patient-centered care by dismantling top-down physician-patient relationships.

In conclusion, the healthcare sector is ever-dynamic, considering changes in priorities and situations. Although various landmark policies sought to promote accessibility, affordability, and reliability of care, challenges are persistent due to a lack of appropriate care delivery mechanisms. Consequently, technology eliminated many of these challenges by transforming healthcare systems. Today, effective record-keeping frameworks, machine learning, artificial intelligence, and digital communication technologies promote quality of care by facilitating efficiency, effectiveness, and timely delivery.

References

• Litwin, A. (2020). Technological change in health care delivery: its drivers and consequences for work and workers, (pp. 1-91). UC Berkeley Labor Center. Retrieved 14 November 2021, from https://laborcenter.berkeley.edu/wp-content/uploads/2020/07/Technological-Change-in-Health-Care-Delivery.pdf.
• Mitchell, M., & Kan, L. (2019). Digital technology and the future of health systems. Health systems & reform, 5(2), 113-120. https://doi.org/10.1080/23288604.2019.1583040
• Rampton, V., Böhmer, M., & Winkler, A. (2021). Medical technologies past and present: how history helps to understand the digital era. Journal Of Medical Humanities, 1-22. https://doi.org/10.1007/s10912-021-09699-x

 

Child and Adolescent Assessment NRNP 6665

Child and Adolescent Assessment NRNP 6665

INTRODUCTION

All diagnoses, from infancy to adulthood, begin with an examination. While an organic basis for most medical disorders can be determined through the use of diagnostic testing, the field of psychiatry is different in that patients cannot be sent to the lab for blood tests to determine the degree of depression. Similarly, patients cannot be sent to the radiology department for a “scan” to determine the severity of their bipolar disorder. Instead, the field of psychiatry must use psychiatric assessments, such as the comprehensive integrated physical exam, diagnostic interviews, and questionnaires to make diagnoses. These tools must be specialized to address the needs of children and adolescents.

Diagnostic assessment of the child and adolescent is a specialized area of expertise. The PMHNP will often see children who have already been seen by a primary care provider. Many PCPs are comfortable handling attention-deficit/hyperactivity disorder (ADHD) and other straightforward childhood disorders. That means that the PMHNP will often treat the more complicated patients. This week, you explore psychiatric assessment techniques and tools for children and adolescents. You also examine the role of the parent/guardian in the assessment process for this patient population.

LEARNING OBJECTIVES

Students will:

• Evaluate comprehensive integrated psychiatric assessment techniques for children and adolescents
• Recommend assessment questions for child and adolescent patients
• Explain the importance of thorough psychiatric assessment for children and adolescents
• Identify rating scales that are appropriate for child/adolescent psychiatric assessment
• Identify psychiatric treatments appropriate for children and adolescents
• Explain the role of the parent/guardian in child/adolescent psychiatric assessment

COMPREHENSIVE INTEGRATED PSYCHIATRIC ASSESSMENT

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

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

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

RESOURCES

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

WEEKLY RESOURCES

TO PREPARE

• Review the Learning Resources and consider the insights they provide on comprehensive, integrated psychiatric assessment. Watch the Mental Status Examination B-6 and Simulation Scenario-Adolescent Risk Assessment videos.
• Watch the YMH Boston Vignette 5 video and take notes; you will use this video as the basis for your Discussion post.

BY DAY 3 OF WEEK 1

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

• What did the practitioner do well? In what areas can the practitioner improve?
• At this point in the clinical interview, do you have any compelling concerns? If so, what are they?
• What would be your next question, and why?

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

• Explain why a thorough psychiatric assessment of a child/adolescent is important.
• Describe two different symptom rating scales that would be appropriate to use during the psychiatric assessment of a child/adolescent.
• Describe two psychiatric treatment options for children and adolescents that may not be used when treating adults.
• Explain the role parents/guardians play in assessment.

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

Read a selection of your colleagues’ responses.

EXAMPLE APPROACH TO COMPREHENSIVE INTEGRATED PSYCHIATRIC ASSESSMENT DISCUSSION

The practitioner spoke calmly and softly to the patient to create a soothing atmosphere and make the patient comfortable. She had good body language that was open and facing the patient, conveying an interest in his answers. The practitioner did not ask open-ended questions, which could have gotten more information from the patient about what he was feeling. The practitioner did not have the patient expand on his answers to get more information about what bothers him, such as his anger, school problems, and alcohol use.

 The most significant concern is for the patient’s safety. He has expressed that he has thought of suicide and is not coping well. He also stated that he has been having anger issues which can lead to impulsive actions that could lead to further thoughts of suicide or self-harm. The next question that should be asked would be if the patient has any plan or intent or has thought of how he would hurt himself or others. This questioning would open up the conversation about what safety steps need to be addressed with the patient.

A thorough psychiatric assessment is vital with children and conducted with patience and time for them to answer the questions. The comprehensive evaluation will allow the practitioner to know all the problems the patient faces and determine the priorities that need to be a priority in a treatment plan. A comprehensive assessment will evaluate all aspects of the child or adolescent life, including possible family issues, trauma, abuse, bullying, or conflicts at school. The reason that an assessment is so critical is that pediatricians complete the majority of assessments in their yearly exams.

It is a quick assessment that may not identify actual problems the patient is having. Many children and adolescents get referred for further treatment, precipitating the comprehensive assessment. More than fifty percent of all mental health disorders emerge by the time a patient is fifteen years old (McGorry et al., 2022). Failing to identify mental health needs in childhood and adolescence can affect the further development of the person’s future social, educational, and economic opportunities (McGorry et al., 2022).

Two assessment tools that could be utilized when assessing a child or adolescent are the Adverse Childhood Experiences (ACEs) scale and the NICHQ Vanderbilt Assessment Scale. The ACEs screening identifies adverse childhood experiences that can precipitate or be a component of mental health issues for children(Watson, 2019). The ACEs can help identify exposure to abuse, neglect, family trauma, and other events that can affect a child’s mental health (Centers for Disease Control and Prevention, 2021). The NICHQ can help identify ADHD, Oppositional Defiant Disorder, anxiety, and depression (Kemper et al., 2018). The parent, teacher, and patient can complete the questionnaire, which gives a view from all parties on the symptomology the patient is experiencing.

Two treatments unique to children and adolescents are play therapy and occupational therapy. Play therapy is utilized in individual, group, and educational settings (Zhang et al., 2019). Play therapy gives children/adolescents a comfortable, safe place to play and addresses their issues. Play therapy utilizes games to identify problems, determine strengths, and allow the child to create a therapeutic relationship with the therapist.

Game therapy can assist with behavioral, mental health, social interaction, and cognition problems (Zhang et al., 2019). If used in a group setting, it can help build relationships between children and help them learn coping skills, improve concentration, address social anxiety fears, and teach appropriate social skills. Participating in group play can also help alleviate the fear of new situations, new environments, and new interactions with others (Zhang et al., 2019). Occupational therapy is a treatment that can be utilized to treat many physical and mental health issues.

Occupational therapy helps with autistic, ADHD, developmentally delayed, behaviorally challenged, and children with comorbid problems related to other diagnoses. Occupational therapy can address sensory and physical limitations, executive functioning, neuro-developmental issues, and many more challenges (Novak & Honan, 2019). Occupational therapy helps the child acquire skills to become more independent and includes a great deal of parental education to utilize at home.

The therapy consists of carrying over the skill implementation at home, school, and other settings where the child would spend much time. The activities that the child and parents are educated on are specific to the child’s needs to help the child adapt and change to become more independent.

The inclusion of the parent or caregiver of a child or adolescent in the assessment is essential because they will provide information that the child may not be able to express or that they see from a different perspective. Including the parent in the assessment allows the parent to give their perspective on what is happening and what they see. Without their view, the practitioner may not get the full story or may get a version of the situation that is inaccurate.

Sometimes parents or caregivers may see that a child behaves in a way the child cannot identify. Without that input, the practitioner could not evaluate the whole situation. Having the caregiver or parent involved also creates a connection for the patient that they are invested in helping the child address and treat the issues (Waid & Kelly, 2020).

The sources of reference utilized for this paper are either peer-reviewed journal articles written for the mental health profession or journals prepared for the professionals working in mental health. They include specific language for the profession, are educational, and include further references to support their information.

Child and Adolescent Assessment NRNP 6665 References

Centers for Disease Control and Prevention. (2021). Adverse childhood experiences prevention strategy [PDF]. cdc.gov. https://www.cdc.gov/injury/pdfs/priority/ACEs-Strategic-Plan_Final_508.pdf

Kemper, A. R., Maslow, G. R., & Hill, S., et al. (2018). Attention Deficit Hyperactivity Disorder: diagnosis and treatment in children and adolescents [Internet] (Comparative Effectiveness Reviews, No. 203 ed.). Agency for Healthcare Research and Quality. https://www.ncbi.nlm.nih.gov/books/NBK487766/table/results.t2/

McGorry, P. D., Mei, C., Chanen, A., Hodges, C., Alvarez?Jimenez, M., & Killackey, E. (2022). Designing and scaling up integrated youth mental health care. World Psychiatry, 21(1), 61–76. https://doi.org/10.1002/wps.20938.

Novak, I., & Honan, I. (2019). Effectiveness of paediatric occupational therapy for children with disabilities: A systematic review. Australian Occupational Therapy Journal, 66(3), 258–273. https://doi.org/10.1111/1440-1630.12573.

Waid, J., & Kelly, M. (2020). Supporting family engagement with child and adolescent mental health services: A scoping review. Health & Social Care in the Community, 28(5), 1333–1342. https://doi.org/10.1111/hsc.12947.

Watson, P. (2019). How to screen for aces in an efficient, sensitive, and effective manner. Paediatrics & Child Health, 24(1), 37–38. https://doi.org/10.1093/pch/pxy146.

Zhang, A., Jia, Y., & Wang, J. (2019). Applying play therapy in mental health services at primary school. SHS Web of Conferences, 60, 01008. https://doi.org/10.1051/shsconf/20196001008.

BY DAY 6 OF WEEK 1

Respond to at least two of your colleagues on 2 different days by offering additional insights or alternative perspectives on their analysis of the video, other rating scales that may be used with children, or other treatment options for children not yet mentioned. Be specific and provide a rationale with evidence.

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

LEARNING RESOURCES

Required Readings

• Hilt, R. J., & Nussbaum, A. M. (2016). DSM-5 pocket guide for child and adolescent mental healthLinks to an external site.. American Psychiatric Association Publishing.
  • Chapter 1, “Introduction”
  • Chapter 4, “The 15-Minute Pediatric Diagnostic Interview”
  • Chapter 5, “The 30-Minute Pediatric Diagnostic Interview”
  • Chapter 6, “DSM-5 Pediatric Diagnostic Interview”
  • Chapter 9, “The Mental Status Examination: A Psychiatric Glossary”
  • Chapter 13, “Mental Health Treatment Planning”
• Srinath, S., Jacob, P., Sharma, E., & Gautam, A. (2019). Clinical practice guidelines for assessment of children and adolescentsLinks to an external site.. Indian Journal of Psychiatry, 61(2), 158–175. http://doi.org/10.4103/psychiatry.IndianJPsychiatry_580_18
• Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). Rutter’s child and adolescent psychiatry (6th ed.). Wiley Blackwell.
  • Chapter 32, “Clinical assessment and diagnostic formulation”

Required Media

• Symptom Media. (2014). Mental status exam B-6Links to an external site.. [Video]. https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/mental-status-exam-b-6/cite?context=channel:volume-2-new-releases-assessment-tools-mental-status-exam-series
• Western Australian Clinical Training Network. (2016, August 4). Simulation scenario-adolescent risk assessmentLinks to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=wNF1FIKHKEULinks to an external site.
• YMH Boston. (2013, May 22). Vignette 5 – Assessing for depression in a mental health appointmentLinks to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=Gm3FLGxb2ZU

Optional Resources

• Boland, R. Verdiun, M. L. & Ruiz, P. (2022). Kaplan & Sadock’s synopsis of psychiatry (12th ed.). Wolters Kluwer.
  • Chapter 1, “Examination and Diagnosis of the Psychiatric Patient”
    • Section 1.2, “Children and Adolescents” (pp. 74-87)

Also Read: NURS 6003 Assignment Transition to Graduate Study.