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HQ003 Interdisciplinary Collaboration in Nursing

HQ003 Interdisciplinary Collaboration in Nursing

Written Response Submission Form

Your Name: First and last

Your E-Mail Address: Your email here

Instructions

In each of the four Written Response items, you will encounter a situation involving interdisciplinary collaboration. Write your responses where it reads “Enter your response here.” Write as much as needed to satisfy the requirements indicated. Each item contains the rubric that will be used to evaluate your responses.

Item 1

ORDER NOW FOR ORIGINAL, ORDER THROUGH BOUTESSAY

For this Written Response item, consider the following scenario:

At Meridien Medical Center, hospital policy is to document the “reason” for not administering a medication that is ordered but not administered. The documented reason of “patient refusal” for venous thromboembolism (VTE) prophylaxis has been high across hospital units.

In order to improve patient outcomes, the Quality and Patient Safety Committee decided to explore why so many patients refuse VTE prophylaxis. Their inquiry revealed that less experienced nurses were not very comfortable teaching patients about the risks of VTE and pulmonary embolism if they declined the shot.

Respond to the following prompt:

• Using an interdisciplinary approach, how would you plan to address the less-experienced nurses’ lack of comfort in teaching patients?

Your Response

Enter your response here.

 0

Not Present

1

Needs Improvement

2

Meets Expectations

Module 1: Interdisciplinary Collaboration in NursingUsing an interdisciplinary approach, how would you plan to address the less-experienced nurses’ lack of comfort in teaching patients?

LO1.1: Apply an interdisciplinary approach to address quality and safety problems in healthcare

An interdisciplinary approach for addressing the less-experienced nurses’ lack of comfort in teaching patients is missing.The response applies an inappropriate or vague interdisciplinary approach to addressing the less-experienced nurses’ lack of comfort in teaching patients.The response recommends an appropriate and clear interdisciplinary approach for addressing the less-experienced nurses’ lack of comfort in teaching patients.

Item 2

For this Written Response item, consider the following scenario:

Current practice for interdisciplinary rounds on the post-surgery cardiac unit of Meridien Medical Center is to include the surgeon, attending physician, medical student, and nurse. These team members work well together to assess cases and coordinate care. But you know that the unit has had some adverse drug events lately, particularly in the older patient population.

Respond to the following prompts:

• What additional roles/team members would you advocate adding, and how would you get buy-in from existing team members?

Your Response

Enter your response here.

Rubric

 0

Not Present

1

Needs Improvement

2

Meets Expectations

Module 1: Interdisciplinary Collaboration in NursingWhat additional roles/team members would you advocate adding, and how would you get buy-in from existing team members?

LO1.2: Recommend effective interdisciplinary team compositions for quality and safety

A recommendation for additional roles/team members and for achieving buy-in is missing.The response provides an inappropriate or vague recommendation for adding roles/team members and for achieving buy-in.The response provides an appropriate and clear recommendation for adding roles/team members and for achieving buy-in.

Item 3

For this Written Response item, consider the following scenario:

A new social work graduate, Monica, just started on your unit at Meridien Medical Center, 14 South. She is young and energetic, and everyone seems to like her. The other day during interdisciplinary rounds she was on her phone repeatedly. At first you gave her the benefit of the doubt . . . maybe she was responding to patient messages.

But when the attending physician asked Monica a direct question about a patient, she looked up from her phone, mumbled an excuse, and asked the doctor to repeat his question. The physician has voiced his frustrations, citing unprofessionalism and inattentiveness as concerns. Fran, also a member of the team, is an older nurse who has had a productive career at the hospital.

When talking about Monica, Fran has lately been seen rolling her eyes and making sarcastic comments about “Gen Z.” You want to help both Monica and Fran be effective team members. What do you do before the problem involving Monica, Fran, and the physician gets out of hand?

Respond to the following prompts:

• Recommend and justify a strategy for addressing the central conflict or issue in the scenario through interdisciplinary collaboration best practices.
• Explain what diversity (e.g., different generation cohorts, levels of experience, specialties, backgrounds, races, and/or genders) brings to the team and how you would leverage that in the scenario.

Interdisciplinary Collaboration

INTRODUCTION

Healthcare organizations accredited by the Joint Commission are required to conduct a root cause analysis (RCA) in response to any sentinel event, such as the one described in the scenario attached below. Once the cause is identified and a plan of action established, it is useful to conduct a failure mode and effects analysis (FMEA) to reduce the likelihood that a process would fail. As a member of the healthcare team in the hospital described in this scenario, you have been selected as a member of the team investigating the incident.

SCENARIO

It is 3:30 p.m. on a Thursday and Mr. B, a 67-year-old patient, arrives at the six-room emergency department (ED) of a sixty-bed rural hospital. He has been brought to the hospital by his son and neighbor. At this time, Mr. B is moaning and complaining of severe pain to his (L) leg and hip area. He states he lost his balance and fell after tripping over his dog.

Mr. B was admitted to the triage room where his vital signs were B/P 120/80, HR-88 (regular), T-98.6, and R-32, and his weight was recorded at 175 pounds. Mr. B. states that he has no known allergies and no previous falls. He states, “My hip area and leg hurt really bad. I have never had anything like this before.” Patient rates pain at 10 out of 10 on the numerical verbal pain scale. He appears to be in moderate distress. His (L) leg appears shortened with swelling (edema in the calf), ecchymosis, and limited range of motion (ROM).

Mr. B’s leg is stabilized and then is further evaluated and discharged from triage to the emergency department (ED) patient room. He is admitted by Nurse J. Nurse J finds that Mr. B has a history of impaired glucose tolerance and prostate cancer. At Mr. B’s last visit with his primary care physician, laboratory data revealed elevated cholesterol and lipids. Mr. B’s current medications are atorvastatin and oxycodone for chronic back pain. After Mr. B’s assessment is completed, Nurse J informs Dr. T, the ED physician, of admission findings, and Dr. T proceeds to examine Mr. B.

Staffing on this day consists of two nurses (one RN and one LPN), one secretary, and one emergency department physician. Respiratory therapy is in-house and available as needed. At the time of Mr. B’s arrival, the ED staff is caring for two other patients. One patient is a 43-year-old female complaining of a throbbing headache. The patient rates current pain at 4 out of 10 on numerical verbal pain scale. The patient states that she has a history of migraines. She received treatment, remains stable, and discharge is pending. The second patient is an eight-year-old boy being evaluated for possible appendicitis. Laboratory results are pending for this patient. Both of these patients were examined, evaluated, and cared for by Dr. T and are awaiting further treatment or orders.

After evaluation of Mr. B, Dr. T writes the order for Nurse J to administer diazepam 5 mg IVP to Mr. B. The medication diazepam is administered IVP at 4:05 p.m. After five minutes, the diazepam appears to have had no effect on Mr. B, and Dr. T instructs Nurse J to administer hydromorphone 2 mg IVP. The medication hydromorphone is administered IVP at 4:15 p.m. 

After five minutes, Dr. T is still not satisfied with the level of sedation Mr. B has achieved and instructs Nurse J to administer another 2 mg of hydromorphone IVP and an additional 5 mg of diazepam IVP. The physician’s goal is for the patient to achieve skeletal muscle relaxation from the diazepam, which will aid in the manual manipulation, relocation, and alignment of Mr. B’s hip. The hydromorphone IVP was administered to achieve pain control and sedation. After reviewing the patient’s medical history, Dr. T notes that the patient’s weight and current regular use of oxycodone appear to be making it more difficult to sedate Mr. B.

Finally, at 4:25 p.m., the patient appears to be sedated, and the successful reduction of his (L) hip takes place. The patient appears to have tolerated the procedure and remains sedated. He is not currently on any supplemental oxygen. The procedure concludes at 4:30 p.m.,and Mr. B is resting without indications of discomfort and distress. At this time, the ED receives an emergency dispatch call alerting the emergency department that the emergency rescue unit paramedics are enroute with a 75-year-old patient in acute respiratory distress. 

Nurse J places Mr. B on an automatic blood pressure machine programmed to monitor his B/P every five minutes and a pulse oximeter. At this time, Nurse J leaves Mr. B’s room. The nurse allows Mr. B’s son to sit with him as he is being monitored via the blood pressure monitor. At 4:35 p.m., Mr. B’s B/P is 110/62 and his O2 saturation is 92%. He remains without supplemental oxygen and his ECG and respirations are not monitored.

Nurse J and the LPN on duty have received the emergency transport patient. They are also in the process of discharging the other two patients. Meanwhile, the ED lobby has become congested with new incoming patients. At this time, Mr. B’s O2 saturation alarm is heard and shows low O2 saturation (currently showing a saturation of 85%). The LPN enters Mr. B’s room briefly, resets the alarm, and repeats the B/P reading.

Nurse J is now fully engaged with the emergency care of the respiratory distress patient, which includes assessments, evaluation, and the ordering of respiratory treatments, CXR, labs, etc.

At 4:43 p.m., Mr. B’s son comes out of the room and informs the nurse that the monitor is alarming. When Nurse J enters the room, the blood pressure machine shows Mr. B’s B/P reading is 58/30 and the O2 saturation is 79%. The patient is not breathing and no palpable pulse can be detected.

A STAT CODE is called and the son is escorted to the waiting room. The code team arrives and begins resuscitative efforts. When connected to the cardiac monitor, Mr. B is found to be in ventricular fibrillation. CPR begins immediately by the RN, and Mr. B is intubated. He is defibrillated and reversal agents, IV fluids, and vasopressors are administered. After 30 minutes of interventions, the ECG returns to a normal sinus rhythm with a pulse and a B/P of 110/70. The patient is not breathing on his own and is fully dependent on the ventilator. The patient’s pupils are fixed and dilated. He has no spontaneous movements and does not respond to noxious stimuli. Air transport is called, and upon the family’s wishes, the patient is transferred to a tertiary facility for advanced care.

Seven days later, the receiving hospital informed the rural hospital that EEG’s had determined brain death in Mr. B. The family had requested life-support be removed, and Mr. B subsequently died.

Additional information: The hospital where Mr. B. was originally seen and treated had a moderate sedation/analgesia (conscious sedation) policy that requires that the patient remains on continuous B/P, ECG, and pulse oximeter throughout the procedure and until the patient meets specific discharge criteria (i.e., fully awake, VSS, no N/V, and able to void). All practitioners who perform moderate sedation must first successfully complete the hospital’s moderate sedation training module. 

The training module includes drug selection as well as acceptable dose ranges. Additional (backup) staff was available on the day of the incident. Nurse J had completed the moderate sedation module. Nurse J had current ACLS certification and was an experienced critical care nurse. Nurse J’s prior annual clinical evaluations by the manager demonstrated that the nurse was meeting requirements. Nurse J did not have a history of negligent patient care. Sufficient equipment was available and in working order in the ED on this day.

HRER in the Age of Artificial Intelligence Essay 16

HRER in the Age of Artificial Intelligence Essay 16

Textbook: Competing in the Age of Al 2020; Author: Iansiti, Marco / Lakhani, Karim R.

Publisher: Harvard Business School Press

Essay Assignment – Post your response to the discussion prompt below:

1. What are the implications of the New Meta on human capital management and the HRER profession?
2. What actions are organizations taking to adapt to the new meta?
3. Provide an example from an organization you have worked for or have researched more about it in relation to this lesson.
(Kindly use Google)
3. What questions surfaced for you after completing Lesson 9?

Please use “Google” as an organization I have researched more about in relation to this lesson assignment.
Please use APA Style for references.
Please include page nos. from the text for all references.

ORDER THROUGH BOUTESSAY

HRER in the Age of Artificial Intelligence Essay 16 Instructions

Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the
• Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

• Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
• Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

HSCI 309 Global Health Issues Reflection

HSCI 309 Global Health Issues Reflection

HSCI 309 Global Health Issues

Reaction and reflection #1 questions

Students will be required to demonstrate evidence of critical analysis as evidenced by the ability to relate their reactions to the assigned readings to Western ethnocentrism and exceptionalism.

Students need to respond with a 2-3 paragraph (total between reaction and reflection) answer to each of the questions. Ideas taken from the readings need to be cited using APA format.

• Martin notes that “Learning, rather than being an exchange, becomes an act of consumption… the problem lies in the assumption that marginalized people are always at the ready to enlighten the privileged.” (1.5 pts)

ReactionQ. What is your immediate reaction to this statement?A.ReflectionQ. What do you think she means by this statement?  Why might this perspective feel upsetting to me? Do you think that it is the job of marginalized persons to enlighten relatively wealthy, privileged Westerners?  Are there other ways for relatively wealthy Westerners to learn about the social, cultural, economic, political, and historical context of other countries? Where do my beliefs and understandings regarding this issue come from?A.

 

• Physicist Robert A. Millikan notes that “Fullness of knowledge always and necessarily means some understanding of the depths of our ignorance, and that is always conducive to both humility and reverence.” Humility, according to Martin, is our capacity to know that there is much we don’t know, and act accordingly. (1.5 pts)

ReactionQ. Do you think that Westerners, in general, have trouble with intellectual and/or cultural humility?

 

Intellectual humility means being honest about not knowing everything about everything and being open to the idea that each person we meet knows something that we do not know, including people who do not look like we do, or come from countries that are impoverished through the continual, deliberate denial of resources.

 

Cultural humility is the opposite of cultural “competence”. It is the understanding that our understanding of other cultures is extremely limited (particularly when we can’t speak the language of that culture) and being open to learning from others about their culture, embracing the differences as neither “good” or “bad”-just different, and continuous self-reflection on how our own culture affects our understanding of the world.

 

A.ReflectionQ. What are some aspects of the Western educational system that may foster a lack of intellectual and cultural humility?A.

 

• Martin notes that “often…the best thing you can do as a privileged outsider is step back, shut up, even leave.” (1.5 pts)

ReactionQ. What is your reaction to this statement?A.ReflectionQ. What do you think that Martin means by this statement? How is this related to the concept of ethnocentrism? Why might this perspective feel upsetting to me? Where do my beliefs and understandings regarding this issue come from?A.

 

• In the article, “The White Savior Industrial Complex in Global Health”, Agarwal, Crawford, Nguyen, and Walker (all resident physicians in the US involved in the HEAL global health program through the UCSF Medical School) write about the death of an Ugandan baby. The authors attribute this death to their engagement as physicians in white saviorism (1.5 pts)

ReactionQ. What is your immediate reaction to this clinical situation?A.ReflectionQ. How is ethnocentrism working in this situation to create a bad clinical outcome? How is Teju Cole’s “White Savior Industrial Complex” operating in this situation that led to a baby’s death?A.

 

 

• Teju Cole notes that “The American’s good heart does not always allow him to think constellationally. He does not connect the dots or see the patterns of power behind the isolated “disasters.” All he sees are hungry mouths, and he… is putting food in those mouths as fast as he can. All he sees is need, and he sees no need to reason out the need for the need.” (2 pts)

ReactionQ. What is your reaction to this statement?A.ReflectionQ. What do you think he means by this?

 

Dr. Cole is a Nigerian American born in the US but raised in Nigeria. He returned to the US to attend college and is now a professor of creative writing at Harvard.

 

Why might his perspective on global health feel upsetting to me?

 

What does it mean to think “constellationally”? (hint: think of constellations like the Big Dipper).

What do you think it means to “reason out the need for the need”? What might be some reasons that Americans might not see the need to “reason out the need for the need”?

A.

 

6. Courtney Martin discusses the “reductive seduction” of other people’s problems. (2 pts)

ReactionQ. What is your reaction to this idea?A.ReflectionQ. What does it mean to be “reductively seduced” by the problems of people on the other side of the world? Why do you think that well-intentioned young Americans often engage in the reductive seduction of other people’s problems? What might be the unintended consequences of engaging in that reductive seduction?A.

 

Grading rubric

ElementPointsStudent answers each reaction portion of the question6Reflection answers show evidence of critical analysis as evidenced by:

 

Ability to relate issues discussed by the article authors to the effects of Western ethnocentrism and exceptionalism

4

 

Self-Assessment Journal Rubric – NURS 464 Leadership II

Combined Student/Non-Practicing RN or Practicing RN

CriterionPoints Assessments Results of the assessments are fully discussed and interpreted.  Patterns and inconsistencies in the findings between tools are denoted.  A strength is described in terms of application and benefit to practice. /5Reflection and growth Student/Non-Practicing RN: Two assessment topics are considered in terms of reflective journals from previous courses and two areas of growth since the starting the nursing program are described.

 

OR

 

Practicing RN: Two assessment topics are applied to a current RN job description and discussed in terms of how the topics are reflected in the job description.

 

 /5Leadership goal Student/Non-Practicing RN: A leadership goal from the Leadership I course is discussed in terms for progress towards that goal.

 

OR

 

Practicing RN: One of the four assessment topics is described in terms of application to a current RN performance appraisal. (Describe the structure/tool, not your personal evaluation).

 

 /5Assessment Topic One assessment topic is described in terms of how it supports a chosen Baccalaureate Essential. /4Final semester goal A topic to work on in final semester is identified and discussed in terms of importance to the student and their professional practice. /5Writing clarity Writing Mechanics (grammar, punctuation, spelling, clarity and organization). /3APA formatting /3Total Possible points / 30

 

HSMF 687-D01 Women in Counseling Shopping Addictions

Description of Shopping Addictions

Shopping is thought of as a necessary part of modern life and it presents itself as a leisure activity that many may consider to be harmless (Gallagher, Watt, Weaver & Murphy, 2016, p.37). Expressions such as “shopaholic”, “retail therapy” and the notion of “shop til you drop”, have quickly become commonplace in today’s popular culture (Darrat, Darrat, & Amyx, 2016, 103.) Research suggests that consumers will often resort to compulsive buying out of their personal need for affection and a sense of belongingness (Darrat, Darrat, & Amyx, 2016, p. 103).  Gallagher et al. (2016) compulsive buying involves some preoccupations with buying or urges to buy, in which the experiences are intrinsic and uncontrollable (p. 37).

Compulsive buying (CB) which has been reported throughout the world is described as a pattern of chronic, excessive, and repetitive purchasing behavior that has become extremely difficult to shot in response to negative events, or feelings of uncontrolled urges (Zhang, Brook, Leukefeld, De La Rosa & Brook, 2017, p. 208). According to Benson and Eisenach (2013) compulsive buying has three cardinal features” irresistible impulses to shop, the loss of control over shopping behavior, and the persistence of such behavior in the face of adverse personal, social, and financial consequences (p. 5).

Hague, Hall, and Kellett (2016) believes that compulsive buying disorder is distinguished by a motivation to feel better, rather than it being a factor that is derived from excessive spending and materialism alone, repeatedly creating serious associated impacts on one’s lives, such as high debt, relationship problems, elevated risk of criminal behaviors, and suicide attempts (p.379).

Compulsive consumption is defined as “a response to an unsubstance or any type of activity that can lead individuals to repetitively allow themselves to engage in certain types of behaviors that will ultimately cause harm to the individual and or/to other”(Darrat, Darrat, & Amyx, 2016, p. 103). Darrat, Darrat, and Amyx (2016) asserts that for those that engage in compulsive behaviors, they commonly do so in order to cope with stresses of life, to escape the demands and pressures against them, or to overcome the unpleasantry of their emotions or situations (p. 103).  In addition to being used as a way to coped with the stresses of life, negative emotions and everyday pressures, compulsive buying is often associated with a less than desirable self-worth (Lee, Park, & Lee, 2016, p.1904).

The Illinois Institute for Addiction Recovery (An Affiliate of UnityPoint Health) there are various social and cultural factors that can increase the addictive potential of shopping and spending. The easy availability of applying for credit and the material focus of society in general, tends to encourage people to accumulate possessions now and have to worry about their financial responsibility later. The abilities to purchase has been made much easier with the easy accessibility of on-line shopping and television stations; which devote time to buy twenty-four hours a day. Compulsive buying is defined as an impulse control disorder and has features similar to other addictive disorders without involving the rise of an intoxicating drug (www.addictionrecov.org).   Sohn and Choi (2013) compulsive buying can be categorized and as “impulse control” disorder not otherwise specified in the Diagnostic and Statistical Manual of Mental Health Disorders IV (DSM-IV-TR) (p. 244). Impulse buying can occur when a consumer experiences a spontaneous and unplanned urge to purchase something and then will act on their impulse quickly, with little to no thought of their purchase or the following consequences (Lucas & Koff, 2016, p. 330).

Current Statistics of Shopping Addictions

Lee, Park, and Lee (2016) the U.S. Census Bureau estimated that the retail e-commerce saline in the United States for the last quarter of 2013 reached over 69 billion dollars in the United States. This totaled about 6 percent of all retail sales in that period (p. 1901). Benson and Eisenach (2013) despite the variations in percentages and sample populations, such studies have unveiled compulsive buying as a serious specter hanging over millions of Americans. Bowen and Eisenach (2013) an all-time high of nearly six billion credit offers went out to America’s three hundred million people–more than twenty offers per year to every man, woman, and child (p. 6). This resulted in easy credit, and that ubiquitous equation of “more equals better”, has led to plummeted savings and a skyrocketing number of bankruptcies (Benson and Eisenach, 2013, p. 6). Yet the accurate conception of the “typical” compulsive buyer remains elusive (p. 5). Research shows that the popular stereotype; pinpoints a 30 something female who has been buying compulsively (Benson & Eisenach, 2013, p. 5) sine her late teens or twenties. Compulsive buying disorder (CBD) is a global disorder, with a lifetime prevalence of 5.8 percent in the general population of the United States (Sohn & Choi, 2013, p. 244). These results were based on results from a random telephone survey of 2,513 adults.  Rose and Dhandaydham (2014) currently  estimates that 60 percent of the United Kingdom adult population has begun to take part in online shopping activity and in 2012 saw a year-on-year growth of about 16 percent in online sales against an overall increase in retail growth of 4 percent (p.84).  However, research showed that 92 percent of the respondents that were compulsive shoppers were women (Black, 2007, p. 14).  Black (2007) community based and clinical surveys suggests that approximately 80 percent to 95 percent of those with compulsive buying disorder are women. Benson and Eisemach (2013) conducted research study with a much narrower focus; they assessed the prevalence of compulsive buying using three sample groups (university staff, undergraduate students, and customers of an online women’s clothing retailer) (p.4). They identified that about 8.9 percent of personnel staff, 15.5 percent of the undergraduate students and about 16 percent of the online customers were compulsive buyers (p.5). This study showed that the prevalence of compulsive buying among the men was 5.5 percent, and among the women it was 6 percent (Benson & Eismach, 2013, p. 6).  Benson and Eisenach (2013) sates that “as troublesome as it may be, the likelihood that women are more likely to be overrepresented in the studies that are conducted because the culture attaches far less stigma to women who shop compared to men (p.5).

Research into shopping has proved that although shopping is an important need today, it can also be a leisure activity and a form of entertainment that has its rewards and values for some people (Maraz, Griffiths, & Demetrovics, 2016, p.5).  Compulsive buying behavior goes unnoticed and often results in negative consequences; 5.8 percent of large debt os accumulated, 41.7 percent of people cannot make payments towards the debt, 8.3 percent face legal and financial consequences, 8.3 percent will have criminal legal problems and 45.8 percent will experience some sort of guilt (Maraz, Griffiths, & Demetrovics, 2016, p. 5).  The consumer style is prevalent in many cultures throughout the world; and in the United States, 75 percent of the respondents to a survey reported having made an impulse purchase (Lucas & Koff, 2016, p. 330). Women particularly have allocated a significant amount of economic resources, spending $750 billion annually on clothing alone (Lucas & Koff, 2016, p. 330).

Symptoms and Causes of Shopping Addictions

The development of a shopping addiction is thought to be influenced by a combination of several different factors. The most common risk factors for shopping addiction are gender and age, with young women hang the highest risk. Research and evidence suggests that compulsive shopping runs in families where there are extremely high levels of mental health and substance abuse addiction issues. Depression and general anxiety disorder are the most common comorbidities of person suffering from compulsive buying disorder (Project Know, 2018).

Despite multiple studies highlighting the severity of the negative consequences that compulsive buying leads to, the latest edition of the DSM-5 does not show compulsive buying disorder due to the limited research in the field. Those individuals that have to deal with the condition are placed within the residual category of “Unspecified disruptive, impulse-control and conduct disorders” (Maraz, Griffiths, & Demetrovics, 2016, p. 4). According to Zhang et al. (2017) early midlife (mid- forties) is the unique developmental period when the consequences of many mental health problems, including compulsive buying manifest itself (p. 208). However, to the extent that a person’s compulsive buying influences ones overall quality of life is uncertain, especially in the United States; where compulsive buying has been viewed as a behavioral condition (Zhang et al., 2017, p. 208).

Compulsive buying is associated with mounting tension, general distresses, and lower quality of a person’s psychological well-being (Muller et al., 2014, p. 103). Muller et al., (2014) those that have compulsive buying tends to suffer from the comorbid psychiatric disorders such as anxiety, depression, binge eating disorder, substance abuse use disorder, obsessive-compulsive disorder and compulsive hoarding (p. 103). Compulsive buying disorder was included in the earliest attempts at classifications of mental disorders as “impulsive insanity” but has since largely ignored until the last few decades (Hague, Hall, & Kellett, 2016, p. 379).  Hague, Hall, and Kellett (2016) states that “compulsive buying disorder is has also been conceptualized to be a form of obsessive compulsive disorder” (p. 379).

Weinstein, Mezig, Mizrachi, and Lejoyeux (2014) depression continues to display high frequency among compulsive buyers (p.46). A study that was conducted showed that when depressed, participants were only happy and felt better when they were shopping. A high prevalence of 31.9 percent of depressives has been diagnosed as compulsive buyers (Weinstein, Mezig, Mizrachi, & Lejoyeux, 2014, p. 47). Compulsive buying is also high among persons who are depressed and have been diagnosed with impulse disorders (intermittent explosive disorder, kleptomania, pyromania, pathological gambling, trichotillomania, and non-specified impulse control disorder) (Weinstein, Mezig, Mizrachi, & Lejoyeux, 2014, p. 47). Bani-Rshaid and Alghraibeh  (2017) believes that “Compulsive buying also appears to be a little more common in depressed individuals and people who have a tendency to falsely believe in the benefits of buying (p.47).  According to Ozer and Gultekin (2015) as stated “affect, mood, emotions, and feelings are effective at all levels of the process of consumer decision making”, but mood is said to be a “taken as feeling state” (p. 71).  Mood is not intense and continuous; however, it might also be regarded as a more general feeling state. It is claimed that when a person has as more positive mood; they spend more (Ozer & Gultekin, p. 72). When an individual is having a positive mood, they avoid factors that threaten their mood, so as they maintain their present mood; they are experiencing “mood maintenance”. When an individual has negative mood, they tend to participate in activities that make them feel better; they are experiencing “mood management” (Ozer & Gultekin, 2015, p. 72).

Granero et al. (2016) finds the study of clinical profiles and various risks factors for compulsive buying disorder to show that some gender-dependent differences do exist, on the send that risk, prevalence, and rates of initiation and frequency of misuses are higher for women (p. 2). The primary basis for placing Obsessive-compulsive disorder (OCD) as an anxiety disorder is the central role anxiety plays in OCD. Obsessiveness that leads to a sense of mounting anxiety and engaging in compulsive behavior or mental acts can reduce anxiety (Bartz & Hollander, 2006, p. 338).  As theory and research progresses, Obsessive compulsive (OC) spectrum disorders are placed into three clusters. The second cluster is characterized by impulsivity; with respect to behavior that can lead to negative consequences (p. 340). Those that suffer with obsessive compulsive disorder have impulse control and will experience increased arousal and tension in relation to their impulsive behaviors, but aside from those with OCD, engaging in the impulsive behavior that is typically associated with pleasure, albeit short lived (Bartz & Hollander, 2006, p. 340).

In contrast, the behavior theory explains that compulsive buying disorder is an acquired behavior that results from associations between a conditioned and a natural stimulus when the individual make a purchase he or she begins to experience the joy, and thus buying becomes an “enhanced stimulus” that is again repeated to gain joy (Bani-Rshaid & Alghraibeh, 2017, p. 47).  The cultural theory describes compulsive buying as an existing cultural phenomenon that constructs buying—more specifically, the compulsion to satisfy a wide variety of needs which in turns compels individuals to make unnecessary purchases. The social learning theory describes compulsive buying a learned behavior that occurs through social interaction with other compulsive buyers. This in turn states that those that suffer from compulsive buying behaviors have learned through observing others and being heavily influenced by them (Bani-Rshaid & Alghraibeh, 2017, p. 48).

Treatments for Shopping Addictions

            At present, there are no proven standard pharmacological treatments for compulsive buying disorder (Sohn & Choi, 2014, p. 244). For those individuals that are dealing with a shopping addiction, some may have a co-curring psychiatric disorder, so some parts of their treatment are treating those other disorder; which may have residual effects of reducing compulsive shopping behaviors. Research shows that the best way to treat shopping addictions is with cognitive behavioral therapy (CBT). CBT is a form of talk therapy–primarily done in a group setting.  According to Kopala and Keitel (2017) cognitive behavioral therapy in the form of exposure and response prevention (ERP) has been established as a highly effective treatment for obsessive compulsive disorder (OCD) (p. 457). Black (2007) when individuals choose to participate in psychotherapy it helps then to discover and tell their stories as a means of understanding and to ultimately gain control of heir symptoms. Individual psychotherapy may be the choice for the very high functioning individual who does not present other major addictive issues but are those who are very much in the minority.

Even though data for group therapy is still being collected, group therapy is believed to provide the most positive consistent evidence of successful treatment. According to Benson and Eisenach (2013) there are several reasons why a homogeneous group can effectively help those recover from compulsive buying. Group settings will help, an individual diminish the feelings of loneliness and helps them to increase feelings of being intuitively understood. Group therapy helps individuals to release overwhelming feelings of failure, guilt, shame, humiliation that triggers CBB (p. 8). The groups participants are able to provide feedback from each other; which helps them to correct the distorted self-concepts, to reframe from dysfunctional thoughts (Benson & Eisenach, 2016, p.9). Counseling is also good for compulsive buyers because if helps individuals to focus on the specific problem and helps them to create an action plan to stop the behaviors. The primary goal of counseling is to stop the compulsive buying cycle and to produce a stable financial situation that will enhance, rather than tarnish, and individuals quality of life (Benson & Eisenach, 2013, p. 6). The prevalence and impacts of addictive disorders are well searched and provides a context for the rationale for the creation of an addiction counseling specialty. On the lower end of the spectrum, one in four Americans struggle with some kind of addiction disorder; this number fails to account for those affected vicariously ((Hagerden, Culbreth & Cashwell, 2013, p. 124).

Granero et al. (2017) indicates there are no specific medications that are approved for the treatment of compulsive buying behaviors (p58) and no studies have shown any medications to be effective (Lejoyeux & Weinstein, 200, p. 52).  Psychopharmacologic treatment studies have yielded some varied results. In earlier studies, it has been suggested that antidepressants could curb cognitive behavioral disorder and an early open-label trial using fluvoxamine, showed benefit (Black, 2007, p. 17). Kopala and Keitel (2017) research has found that clomipramine (a non-selective serotonin reuptake inhibitor) of any SSRI (e.g. fluoxetine, fluvoxamine, and sertraline), can effectively treat obsessive compulsive disorder. In general, a combination of pharmacotherapy and psychotherapy is recommended in cases where obsessive compulsive disorder or when individuals fail to respond to psychotherapy alone (Kopala & Keitel, 2017, p. 458).

Jack and Ronan (2008) bibliotherapy is of recent origin. However, the idea of reading as a means to produce change in the human behavior was recognized in the human behavior in the early days (p. 162). The prescribed use of books to help heal the human condition appears to have began in institutional, medical, and correctional facilities in the early days to help people cope with mental and physical conditions (Jack and Ronan, 2008, p. 164). Today, the use of bibliotherapy has sense moved outside of hospitals and into therapeutic, educational and community settings. It is currently positioned as a sensitive, non-intrusive method of helping to guide individuals towards helping them to problem solve and cope in their personal lives, a technique that is used to stimulate discussion about problems which otherwise, at least in some cases, might not be discussed out of fear, guilt, or shame (Jack & Ronan, 2008, p. 172).  Benson and Eisenach (2013) Debtors anonymous a twelve-step program is treatment that helps individuals get cured with solvency, which means that abstinence from any new purchases or debt is the equivalent of sobriety for an alcoholic. Simplicity Circles provides a place for individuals to gather with others to discuss their personal transformations and living in the satisfactions of a more simpler life. These simplicity circles introduce healthy ways to meet some of one’s principles needs that a compulsive buyer sees to fill through shopping, including belongs to a community of like-minded individuals (Benson & Eisenach, 2013, p. 8).

Biblical Perspective on Shopping Addictions

            God’s word teaches us, that controlling our circumstances will not change our hearts when it comes to spending or suffering from and addiction. A woman’s mind will go back and forth with spending; whether it is five dollars or one hundred dollars. Before one ever had a problem with where their money went, they already had a problem with where their “eyes” went. When an individual is constantly thinking about their next shopping trip or has their mind on their next small/big purchase, they have steered their minds and heart in the wrong direction; which has allowed them to become enslaved to their own skewed perspectives. There are millions of women who are addicted to what is known as “compulsive shopping”. Compared to other addictions, shopping is a seemingly respectable habit and often goes under the radar in most of their lives.

Matthew 5 (KJV) Now when Jesus saw the crowds, he went up on a mountainside and sat down, His disciples came to him, and he began to teach them. In Jesus ‘Introduction to the Sermon on the Mount’, Jesus warns his disciples not to “lay up for themselves treasures in heaven, where moth nor rust destroys and where thieves do not break in and steal”. For where your treasure is, there your heart will be also.  Matthew 5:3-12 (KJV) The Beautitudes: Jesus said the finely fortunate people are those who are rich in things that matter to God, not those who have money, power, popularity, or fame. The things that are important in God’s kingdom are often opposite of the worldly things we find so attractive. For the poor in spirit may lack money, fine clothes, luxury cars, or even the necessities of life, but they put their trust in God instead of worldly things.

Matthew 28:15-16 (KJV) So they took the money, and did as they were taught: and this saying commonly reported among the Jews until this day. Then the eleven disciples went away into Galilee, into a mountain where Jesus had appointed them. Like all addictions, they are so very hard to break from because they seem to have a life of their own. Jesus has all the authority in heaven and on earth.  Galatians 5:1 (KJV) “For freedom Christ freed us. Stand fast therefore and do not be entangled again with the yoke of bondage”. Jesus power can break those who are suffering and living in bondage; he can be called the “bondage breaker” He is the only one that can break a person and free them from the bondage of compulsive shopping. If a compulsive shopper does not deal with the root of their addictions, then they will simply replace the current one with another one. Freedom from addictions come to those who trust in Christ and allows him to bring deliverance from their addictions of compulsive shopping. Once a person understands the truth about their addiction, they will be able to stand on the line with the enemy and resist the temptation to give in. So, the next time a person finds themselves dealing with their addiction, they should stand fast on God’s word and battle with the truth. God comforts those that love and believe in him; and he “covers” those that are believers and stand firm on his word. Most importantly, when all else fails; ask “What Would Jesus Do?’.  Colossians 2:10 (KJV) Christ has provided all the fulfillment we could ever need.

Homework Assignments to help with Shopping Addictions

            According to Eng (2010) she suggests there are several different things that a person can do to avoid shopping binges. She suggests that paying for purchases by cash, check, or debit card. It is wise to make a shopping list and only making purchases that are on your list. It is suggested that one destroy all credit cards; only keeping one for emergency purposes. It is also suggested that one avoids discount warehouse. It is very important that if one, wants to go to a discount warehouse, to only allocate a certain amount of money. Also, to avoid binge shopping she thinks it is best to window shop, only after the business has closed, take a walk or exercise when the urge to shop comes up, avoid phoning in catalog orders and avoid shopping channels.

In conclusion, shopping addictions are prevalent among many Americans. It is very imperative that if one has any inclination that they are suffering from compulsive buying disorder, they need to recognize they have a problem, seek treatment, and continue to seek guidance.

References

Bani-Rshaid, A. M., & Alghraibeh, A. M. (2017). Relationship between compulsive and

depressive symptoms among males and females. Journal of Obsessive-Compulsive and

            Related Disorders, 14, 47-50. Doi: 10.1016/j.jocrd.2017.05.004

Bartz, J. A. & Hollander, E. (2006). Is obsessive-compulsive disorder an anxiety disorder?

Progress in Neuropsychopharmacology & Biological Psychiatry, 30 (3), 338-352.

Doi: 10.1016/j.pnpbp.2005.11.003

Benson, A. L. & Eisenach, D. A. (2013). Stopping overshopping: An approach to the

treatment of compulsive-buying disorder. Journal of Groups in Addiction & Recovery,

            8, 3-24. Doi: 10.1080.1556035X.2013.727724

Black, D. W. (2007). A review of compulsive buying disorder. World Psychiatry,6,14-18.

Darrat, A., Darrat, M. A., & Amyx, D. (2016). How impulse buying influences compulsive

buying: The central role of consumer anxiety and escapism. Journal of Retailing

            and Consumer Services, 31, 103-108. Doi: 10.1016/j.jretcpnser.2016.03.009

Eng, R. (2010). How can I manage compulsive shopping and spending addiction: Shopoholism.

Indiana University’s Medlines. http://www.indiania.edu/~engs/hint/shops/html

Gallagher, C. E., Watt, M.C., Weaver, A. D., & Murphy, K. A. (2017). I fear, therefore, I

shop!” explaining anxiety sensitivity in relation to compulsive buying.  Personality and

            Individual Differences, 104, 37-42. Doi: 10.1016/j.paid.2016.07.023

Granero, R., Fernandez-Aranda, F., Bano, M., Steward, T., Mestre-Bach, G., del Pino-Gutierrez,

A., Jimenez-Murcia, S. (2016) Compulsive buying disorder clustering based on sex, age,

onset, and personality traits. Comprehensive Psychiatry, 68. 1-10

doi: 10.1016/j.comppsych.2016.03.003

Granero, R., Fernandez-Aranda, F., Mestre-Bach, G., Steward, T., Bano, M., Aguera, Z.,

Mallorqui-Bague, Aymami, N., Gomez-Pena, M., Sancho, M., Menchon, J.M., Martine-

Romera, V., & Jimenez-Murcia. (2017). Cognitive behavioral therapy for compulsive

buying behaviors: Predictors of treatment outcome. European Psychiatry, 39, 57-65.

Doi: 10.1016/i. eurpsy2016.06.004

Hagerden, W.B., Culbreth, J.R., & Cashwell, G.S. (2012). Addiction counseling accreditation:

CACREP’s role in solidifying the counseling profession. The Professional Counselor,

            2(2), 124-133.

HW 7: Concepts of the nervous and endocrine systems

HW 7: Concepts of the nervous and endocrine systems

These case studies are real-life scenarios that will help you explore the concepts of the nervous and endocrine systems, diagnostic tests, and treatments.

HW 7: Concepts of the nervous and endocrine systems Instructions:

Download MEA2203 Case Study Assignment Module 03. Click for more options and read each patient scenario. Then, answer the questions by using the lesson content from this module, your textbook, and perhaps additional research. Upload your completed document by following the instructions below.

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Clinical Notes

The patient is a nursing home resident with vesicular lesions in a linear pattern on his neck (pictured here). The lesions are on the left posterior channel and do not cross the midline.

He describes the area as itchy and painful. The itching started three days ago, and the blisters appeared two days ago. Since then, he has also developed a moderate headache and mild fever (100.1° F).

Herpes zoster is suspected. Acyclovir-Hydrocortisone is prescribed.

Question #1: Why might the physician ask Mr. Silva if he experienced chickenpox as a child? How would that relate to this scenario?

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Question #2: How is the varicella-zoster virus spread?

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Question #3: Should Mr. Silva be worried about transmitting shingles to other nursing home residents?

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Question #4: What will his recovery look like if Mr. Silva follows the prescribed treatment?

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Question #5: What preventative measures can be taken to prevent shingles?

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Patient Name: Mohammed Kumar

Date of Birth: 10/3/1966

Clinical Notes

Male patient presents with increasing weakness in his upper extremities. He first noticed the flaw when attempting to lift his grandchildren a few months ago. Since then, he reports that the fault has progressed, and he “feels clumsy” and trips multiple times a day. When he talks to his children on the phone, they ask if he is sick because his voice sounds different.

DDX: Multiple Sclerosis, Amyotrophic Sclerosis

Question #1: Are Mr. Kumar’s symptoms related to motor dysfunction or sensory dysfunction? Explain your answer.

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Question #2: The physician suspects Mr. Kumar’s symptoms are related to Multiple Sclerosis or Amyotrophic Lateral Sclerosis. Name three diagnostic tests that may help to determine the correct diagnosis and explain how each would assist with diagnosis.

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Question #3: What is his prognosis if Mr. Kumar is diagnosed with ALS? Provide statistics to support your answer.

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Question #4: If Mr. Kumar is diagnosed with MS, what additional symptoms might he experience in the future? List and describe at least three other symptoms.

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Question #5: Diagnostic tests determine that ALS is most likely. Explain the etiology to Mr. Kumar in terms that a typical patient would understand.

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Patient Name: Valentina Silva

Date of Birth: 6/6/1994

Clinical Notes

Female patient reports depression, low blood pressure, muscle weakness, unexplained weight loss, and cold sensitivity. She states that she can’t pinpoint when the symptoms started, but they have worsened over the last two months. She has also noticed abnormalities with her menstrual cycles but initially attributed that to her age and assumed she was approaching menopause.

Endocrine dysfunction is suspected, and several lab tests are ordered.

Question #1: If Ms. Silva’s lab tests showed decreased levels of cortisol and aldosterone and increased levels of ACTH (adrenocorticotropic hormone), which endocrine disorder is most likely?

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Question #2: Which of Ms. Silva’s symptoms are consistent with hypothyroidism?

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Question #3: It is determined that Ms. Silva has Addison’s disease. What is the cause of this disorder?

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Question #4: What complications will occur if Addison’s disease is not treated? List and describe at least three difficulties.

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Question #5: How is Addison’s disease typically treated?

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Identify your leadership effectiveness Essay

Identify your leadership effectiveness Essay

Complete the leadership self-assessment: https://www.mindtools.com/pages/article/newLDR_50.htm

This will identify your leadership effectiveness and explore where your skills need further development.

• Utilize the results by reading the Score Interpretation
• Write a 2-page summary using the APA style of writing to analyze your current leadership skills based on what you have learned in this course and via the survey.

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Identify your leadership effectiveness Essay Instructions

Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the
• Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

• Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
• Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

iCARE Paper NR451 Assignment 

iCARE Paper NR451 Assignment

Assignment

Purpose

The purpose of the iCARE Paper assignment is to explore the concept of interprofessional teams and patient outcomes. Nursing supportive actions of compassion, advocacy, resilience, and evidence-based practice will serve as a way to apply care concepts.

Course Outcomes

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

• CO 1: Applies principles of nursing, theories, and the care philosophies to self, colleagues, individuals, families, aggregates and communities throughout the healthcare system. (PO 1)
• CO 6: Plans clinical practice activities that integrate professional nursing standards in accordance with the Nursing Code of Ethics and the American Nurses’ Association (ANA) standards of practice. (PO 6). Place Your Order Here.

Due Date

Submit your completed assignment by Sunday end of Week 5 by 11:59 p.m. MT.

Total Points Possible

The assignment is worth 200 points.

Preparing the Assignment

1. 1. Please review the infographic as way to guide you in getting started with your assignment: Developing an Assignment with Integrity.
   2. View a short tutorial with tips for completing this assignment: iCARE Paper Tutorial.

1. 1. Getting Started: Interprofessional teams are part of practice trends we see developing in all aspects of care delivery. Consider you own work environment (or recent clinical setting).
      • For this assignment, consider the concept of interprofessional teamwork and patient outcomes.
      • Look to your current workplace as an example. (If you are not currently employed, look to a past workplace or clinical practice area.)
      • Apply the components of the iCARE concept to interprofessional teams in a short paper. (Body of the paper to be 3 pages, excluding the title page and references page)
      • iCARE components are:
        1. C ompassion
        2. A dvocacy
        3. R esilience
        4. E vidence-Based Practice (EBP)
      • How could you contribute to the interprofessional team, the culture of your practice setting, and positive patient outcomes through nursing actions demonstrating compassion, advocacy, resilience, and evidence-based practice?
   2. Select one scholarly nursing article from CINAHL as a resource for your paper.
      1. Additional scholarly sources can be used but are optional.
      2. When searching in the CINAHL database, please limit your search word to one component of the paper you wish to emphasize, such as ‘Resilience’.  Searching for the term iCARE will not produce the results you need.
   3. Elements of iCARE paper
      • Title page
      • Below are the headings to be used for this assignment.
        • Title of your paper as the heading for the introduction (Do not use the word Introduction, just the paper title from your title page. See page 61 of the APA Manual, 7th edition for an example). Explain the type of work setting you are discussing and whether interprofessional teams are currently present. If interprofessional teams are present, indicate a team function that could be improved. If interprofessional teams are NOT present, indicate what type of team you think might be possible in the setting.
        • Describe a nursing action item for each component below that could contribute to: interprofessional team support; how this might impact the culture of your unit or organization; and possible impact on patient outcomes.
          • Compassion
          • Advocacy
          • Resilience
          • Evidence-Based Practice
        • Summary: Include a summary statement of how iCARE components can support interprofessional teams and patient outcomes. Address how you may be able to influence this process of support for interprofessional teams overall in your unit or organization.
        • References: List any references used in APA format.

Templates

The prepared paper template is RECOMMENDED for this assignment.

iCare Assignment Template. – APA 7th edition

Only the APA 7th edition is to be used in this assignment.

Best Practices

• Please use your browser’s File setting to save or print this page.
• The template provided is recommended.
• Spell check for spelling and grammar errors prior to final submission.
• Use the rubric as a final check prior to submission to ensure all content is clearly addressed.

Scholarly Sources and Citations

• Use APA format for citations and references.
• Please paraphrase throughout. One short quote is permitted.

**Academic Integrity**

As detailed in the Simple Syllabus, all required Chamberlain papers, discussions or other written learning activities are subject to submission for detection of plagiarism to Turnitin ® or other anti-plagiarism software. Remember, Chamberlain’s philosophy is Integrity Matters so please use all resources within your course and your instructor if you have any questions or need assistance with this assignment.

Chamberlain College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.

By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment.

iCARE Paper

The care management specialty pays attention to the coordination of care and effective and efficient utilization of resources to offer patients with chronic illnesses the highest quality of care during their stay in the hospital. Educating the patients, advocating for their wellness, and communicating clearly are vital to ensure their health outcomes are enhanced in the long run. It necessitates employing an interdisciplinary team with workers from other fields to ensure patients receive holistic care that suits their needs.

To ensure that this existing interdisciplinary team offers better healthcare, it is essential to employ open communication and availing of information to the team members on time. The application of resilience and compassion skills when dealing with these patients is essential to implementing practice based on scientific evidence. Despite these valuable interventions in place to ensure that patients receive the highest quality of care, the healthcare sector still faces challenges that hinder progress, requiring novel solutions.

Compassion

Compassion helps healthcare workers show kindness and understanding of patients and their loved ones, which is essential in achieving high-quality health outcomes. Forging supportive relationships based on trust has helped increase satisfaction and boost the best customer experience and entails a good show of compassion from the healthcare workers (Straughair & Machin, 2020). Compassion ensures clients receive social, psychological, physical, and emotional needs, thus promoting holistic care. To encourage compassion, an interprofessional team should ensure that the patient and family are involved in the client’s care.

The team can provide essential information about the client’s health status and involve them in decision-making about any procedures the patient will likely undergo. The team must seek informed consent from the patient or their family members if they cannot make sound decisions independently. The patient and the family will ultimately increase their trust in the interdisciplinary team and heed the interventions formulated by the team. A safety culture is forged when patients and families are involved in their care, which can increase the organization’s reputation (Son?ur et al., 2018).

Advocacy

Healthcare workers can enhance advocacy by understanding patients’ unique needs, values, and beliefs. Advocacy involves the healthcare workers standing by what the patients believe is right for them in their absence and ensuring their voice is heard during decision-making. Through advocacy, the patient’s autonomy is respected through a third party, the nurse overseeing the care of the patients. The nurse can communicate openly with the client and present them with facts so that they can apply them in making decisions, which the nurse ensures are considered by other interdisciplinary teams when tailoring interventions (Abbasinia et al., 2019).

Nurses can aid in fostering a culture of patient-centered care by making the advocacy of patients a top priority and promoting teamwork among healthcare professionals. Better patient experience and clinical outcomes may result from this shift in attitude on the healthcare team. Evidence suggests that a patient-centered culture helps to decrease the number of hospitalizations and a general improvement in the quality of care of all patients.

Resilience

Promoting effective collaboration and open communication channels among the different interdisciplinary teams in the hospital can promote resilience. Resilient healthcare personnel can deal with the stresses of their jobs without letting them affect their health or performance. Resilience is the capacity to deal with hardship while providing excellent patient care. Heavy workloads, extended shift hours, psychological demands, and experiencing traumatic events entail pressures that healthcare employees experience (Odom-Forren, 2020). Because of their resilience, they can overcome these challenges and continue providing excellent patient treatment.

Resilient healthcare providers are better equipped to deal with difficult situations, keep a positive attitude, and communicate effectively with patients and their families (Odom-Forren, 2020). They are not likely to suffer from burnout, which is associated with dissatisfaction with one’s work and an increased likelihood of making mistakes in patient care. Resilience can help keep workers motivated to provide high-quality healthcare to their patients, devoid of errors, which can help achieve the organization’s mission and vision.

Evidence-Based Practice

Carrying out regular interdepartmental sessions to enlighten the healthcare workers about relevant changes in guidelines in managing healthcare conditions and new evidence that supports those changes can help foster evidence-based practice. Along with other medical experts, nurses can learn from one another at these conferences and improve their ability to give patients evidence-based care. Encouraging an approach based on scientific evidence, applied by interprofessional teams, the organization’s culture can value the inception of interventions based on the current evidence and research in informing patient care (Son?ur et al., 2018).

The healthcare outcomes are likely to improve since interventions backed up with credible scientific findings can help enhance the overall quality of care and complications experienced by patients and promote increased patient satisfaction. The organization’s reputation improves, and reimbursements are likely to increase. When workers apply evidence-based interventions and see improved patient outcomes, they can become highly motivated and will likely work for longer in the organization, decreasing employee turnover.

Summary

Employment of the iCARE components can help increase patient satisfaction, enhance patient outcomes, and promote collaboration through interdisciplinary teams. These components can help promote a patient-centered culture that ensures patients are involved in their care and that they make their own decisions. They are also empowered to partake in self-care, which has been shown to increase the overall quality of care and satisfaction. Ensuring that the patient’s beliefs, values, and attitudes are considered in decision-making ensures that they accept the interventions employed by the healthcare teams. Nurses can influence the adoption of interdisciplinary teams in the organization by advocating for the adoption of iCARE and providing evidence on how they can be essential in improving the achievement of organizational goals.

References

Abbasinia, M., Ahmadi, F., & Kazemnejad, A. (2019). Patient advocacy in nursing: A concept analysis. Nursing Ethics, 27(1), 141–151. https://doi.org/10.1177/0969733019832950

Odom-Forren, J. (2020). Nursing resilience in the world of COVID-19. Journal of PeriAnesthesia Nursing, 35(6), 555–556. https://doi.org/10.1016/j.jopan.2020.10.005

Son?ur, C., Özer, Gün, Ç., & Top, M. (2018). Patient safety culture, evidence-based practice and performance in nursing. Systemic Practice & Action Research, 31(4), 359–374. https://doi-org.chamberlainuniversity.idm.oclc.org/10.1007/s11213-017-9430-y

Straughair, C., & Machin, A. (2021). Compassion in nursing: exploring the perceptions of students and academics. Nursing standard (Royal College of Nursing (Great Britain): 1987), 36(7), 45–50. https://doi.org/10.7748/ns.2021.e11720

Week 5 iCARE Paper Grading Rubric

Week 5 iCARE Paper Grading RubricCriteriaRatingsPts

This criterion is linked to a Learning Outcome Introduction

The type of work setting and interprofessional team features are described (improvement or type of team).

25 pts

Introduction thoroughly describes the work setting and features of the interprofessional team.

22 pts

Introduction describes the work setting and features of the interprofessional team.

20 pts

One element from the first column is missing or lacks detail.

10 pts

Two elements from the first column are missing and lack detail.

0 pts

The introduction is missing.25 pts

This criterion is linked to a Learning Outcome Compassion

Nursing action related to compassion is described in support of the interprofessional team, the culture of the unit, and patient outcomes.

25 pts

The nursing action related to compassion was clearly identified and support of the interprofessional team, the culture of the unit, and patient outcomes were thoroughly explained.

22 pts

The nursing action related to compassion was identified and satisfactorily supported the interprofessional team, the culture of the unit, and patient outcomes.

20 pts

The nursing action related to compassion was identified and one of the elements of support from the first column were missing or lacked detail.

10 pts

The nursing action related to compassion lacked more than two elements of support or lacked detail.

0 pts

No Marks25 pts

This criterion is linked to a Learning Outcome Advocacy

Nursing action related to advocacy is described in support of the interprofessional team, the culture of the unit, and patient outcomes.

25 pts

The nursing action related to advocacy was identified and support of the interprofessional team, the culture of the unit, and patient outcomes were thoroughly explained.

22 pts

The nursing action related to advocacy was identified and satisfactorily supported the interprofessional team, the culture of the unit, and patient outcomes.

20 pts

The nursing related to advocacy was identified and one of the elements of support from the first column were missing or lacked detail.

10 pts

The nursing action related to advocacy lacked more than two elements of support or lacked detail.

0 pts

The nursing action and support elements were missing.25 pts

This criterion is linked to a Learning Outcome Resilience

Nursing action related to resilience is described in support of the interprofessional team, the culture of the unit, and patient outcomes.

25 pts

The nursing action related to resilience was identified and support of the interprofessional team, the culture of the unit, and patient outcomes were thoroughly explained.

22 pts

The nursing action related to resilience was identified and satisfactorily supported the interprofessional team, the culture of the unit, and patient outcomes.

20 pts

The nursing action related to resilience was identified and one of the elements of support from the first column were missing or lacked detail.

10 pts

The nursing action related to resiliency lacked more than two elements of support or lacked detail.

0 pts

The nursing action and support elements were missing.25 pts

This criterion is linked to a Learning Outcome Evidence-Based Practice

Nursing action related to EBP is described in support of the interprofessional team, the culture of the unit, and patient outcomes.

25 pts

The nursing action related to EBP was identified and support of the interprofessional team, the culture of the unit, and patient outcomes were thoroughly explained.

22 pts

The nursing action related to EBP was identified and satisfactorily supported the interprofessional team, the culture of the unit, and patient outcomes.

20 pts

The nursing action related to EBP was identified and one of the elements of support from the first column were missing or lacked detail.

10 pts

The nursing action related to EBP was not sufficiently identified or one of the elements of support from the first column were missing or lacked detail.

0 pts

The nursing action and support elements were missing.25 pts

This criterion is linked to a Learning Outcome Summary

Explain how nursing actions of the iCARE components can support interprofessional teams and patient outcomes. Address how you can influence support for interprofessional teams on your unit or area of practice.

35 pts

Key points regarding nursing actions and support for interprofessional teams and patient outcomes; and, nursing supportive influence are thoroughly described.

31 pts

Most key points regarding nursing actions and support for interprofessional teams and patient outcomes; and, nursing supportive influence are described.

28 pts

Some key points regarding nursing actions and support for interprofessional teams and patient outcomes; and, nursing supportive influence are described

13 pts

Summary lacks details of key points.

0 pts

Summary is missing.35 pts

This criterion is linked to a Learning Outcome Mechanics and Organization

The discussion is well organized and logical. The structure is clear and compelling to the reader. Paragraphs are linked together logically, and main ideas stand out

20 pts

Excellent mechanics and organization with minimal errors of the following: Well organized and logical, correct grammar, punctuation, and spelling, professional wording is used, uses complete sentences, paragraphs are linked together logically, and main ideas expressed clearly.

18 pts

Good mechanics and organization considering the elements listed in the column A. Few errors noted.

16 pts

Fair mechanics and organization considering the elements listed in the column A. Some errors noted.

8 pts

Poor mechanics and organization considering the elements listed in the column A. Many errors noted.

0 pts

Very poor mechanics and organization considering the elements listed in the column A such that it is difficult to follow or understand.20 pts

This criterion is linked to a Learning OutcomeAPA

APA format is used throughout.

20 pts

Excellent APA formatting with minimal errors of the following: All sources cited in the text -all references listed on the reference page using basics of APA format -title page in general APA format -headings present and follow APA format -12-point font, double spaced, 1 inch margins, paragraphs indented -used only one short quote and body of the paper is approximately 3 pages

18 pts

Good formatting considering the elements listed in column A.

16 pts

Fair formatting considering the elements listed in column A. Some APA errors noted.

8 pts

Poor formatting considering the elements listed in column A. Many APA errors noted.

0 pts

Very poor formatting such that paper is difficult to read. Numerous APA errors noted.20 pts

This criterion is linked to a Learning OutcomeUse of CINAHL article as Required Source from CCN Library

0 pts

0 points deductedUsed CINAHL article from CCN Library

0 pts

20 points (10%) deductedRequired article source of CINAHL not used resulting in point deduction0 pts

This criterion is linked to a Learning OutcomeLate Deduction

0 pts

0 points deductedSubmitted on time

0 pts

Not submitted on time – Points deducted1 day late = 10 deduction; 2 days late = 20 deduction; 3 days late = 30 deduction; 4 days late = 40 deduction; 5 days late = 50 deduction; 6 days late = 60 deduction; 7 days late = 70 deduction; Score of 0 if more than 7 days late0 ptsTotal Points: 200