Identify the professional organization related to your chosen specialization for this Assignment, and explain how you can become an active member of this organization.

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Complete module 6 part 4

Assignment: Academic Success and Professional Development Plan Part 4: Finalizing the Plan

At some point in every construction project, efforts turn from design and the focus moves to actual construction. With the vision in place and the tools secured, the blueprint can be finalized and approved. Then it is time to put on hardhats and begin work.

Throughout the course you have developed aspects of your Academic and Professional Development Plan. You have thought a great deal about your vision and goals, your academic and professional network of support, research strategies and other tools you will need, the integrity of your work, and the value of consulting the work of others. With your portfolio in place, it is now time to finalize your blueprint for success.

Much as builders remain cognizant of the building standards as they plan and begin construction, nurses must remain mindful of the formal standards of practice that govern their specialties. A good understanding of these standards can help ensure that your success plan includes any steps necessary to excel within your chosen specialty.

In this Assignment you will continue developing your Academic Success and Professional Development Plan by developing the final component–a review of your specialty standards of practice. You will also submit your final version of the document, including Parts 1–4.

Note: For students in Nursing Education, Executive Nursing, Nursing Informatics, or Public Health Nursing, this Assignment is the first Portfolio Assignment in your program. You will have one Portfolio Assignment in each of your courses. You will need to save these Assignments for inclusion in your portfolio that you will submit in your Capstone course.

To Prepare:

  • Review the scope and standards of practice or competencies related to your chosen specialty in the resources for this module.
  • Review the MSN specializations offered at Walden by viewing the module resource, Walden University. (n.d.). Master of Science in Nursing (MSN).
  • Examine professional organizations related to the specialization you have chosen and identify at least one to focus on for this Assignment.
  • Reflect on the thoughts you shared in the Discussion forum regarding your choice of a specialty, any challenges you have encountered in making this choice, and any feedback you have received from colleagues in the Discussion.

The Assignment:

Complete the following items and incorporate them into the final version of your Academic Success and Professional Development Plan.

  • With the resources specific to the MSN specialization and the, Walden University. (n.d.). Master of Science in Nursing (MSN), shared in this module, write a paragraph or make a Nursing Specialty Comparison table, comparing at least two nursing specialties that include your selected specialization and second-preferred specialization.
  • Write a 2- to 3-paragraph justification statement identifying your reasons for choosing your MSN specialization. Incorporate feedback you received from colleagues in this Module’s Discussion forum.
  • Identify the professional organization related to your chosen specialization for this Assignment, and explain how you can become an active member of this organization.

 

Imagine you are starting your own practice. What population will it serve? How will you market your practice? What personnel will you need to hire? How will you obtain funding? Will you be open extended hours to meet the needs of working patients? Will you be the sole provider, or will you hire other providers?

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Strategic career plan

In this Assignment, you will develop your own strategic career plan for starting your new career as an NP. There are many steps that need to be accomplished. Use the following guidelines to design your career plan. You do not need to include references. This is a plan that you may layout how you wish. Be creative, and really think about what you desire as a nurse practitioner. As everyone will have different goals, there are no right or wrong answers in this plan.

  1. It is time to take inventory and ask yourself some questions. What is your career vision? Be specific and honest. Where do you want to work? What are your short term and long term goals (give timeline). What are the most important things you are looking for? Discuss your desires for salary, vacation, sick leave, CME allowance, medical benefits, retirement, etc. Perhaps you have a niche such as managing chronic diseases in patients over 65 years old.
  2. Next, describe your ideal work situation. Is it a rural clinic or major trauma center? Who is your target patient population? Do you have a passion for a particular population or specialty? What schedule do you want? What are the priorities in your career right now? Where do you see your career in five years?
  3. How do you plan on researching opportunities (whether looking for employment or independent practice site)? List several methods such as job fairs, the Web, and medical employment agencies.
  4. Networking is essential for today’s healthcare provider. Discuss your networking ideas. What Internet resources might you use to network and connect with other healthcare providers?
  5. How will you prepare for the interview? What specific steps will you take?
  6. Imagine you are starting your own practice. What population will it serve? How will you market your practice? What personnel will you need to hire? How will you obtain funding? Will you be open extended hours to meet the needs of working patients? Will you be the sole provider, or will you hire other providers?

 

Why was the patient diagnosed? What other diagnosis are there for this patient that may be vital to know and understand to get a clear picture of this patient. List at least 5 important lab values and any lab value trends that would be important for your audience to know.

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Lab values

Create a case study from your patient you are caring for on 10/11/2022. Do not include the real initials in this case study for HIPPA purposes. This will help you learn to take the important information you learn in the classroom and apply it. This can also be a way you utilize your studies in the classroom for future topics. We will go over your case study and present your findings to the class for them to complete. Please include 10 critical thinking questions for this case study with the answers and rational.

Patient background:

Include pertinent information of your patient background that may impact their stay or serve importance for your audience to know.

Admitting diagnosis:

Why was the patient diagnosed?

Underlying diagnosis(s):

What other diagnosis are there for this patient that may be vital to know and understand to get a clear picture of this patient.

Lab values that pertain to the patient diagnosis:

List at least 5 important lab values and any lab value trends that would be important for your audience to know. For example if the patient’s hemoglobin was 7.5 on Sunday and dropped to 7.0 by Tuesday and was reporting bloody stools this would be an important trend to include in your labs.

Patient Lab Value of the lab Normal Range for Lab value
     
     
     
     
     

Diagnostics:

Include at least 2 important diagnostics are important for your audience to utilize in this case study. This could be X-ray, CT, Ultrasound and so on. Give the description of the findings.

Case Study Progression:

Explain the patients progression during the patients stay how are they improving or maybe are they not improving give a clear progression write up of what is occurring throughout his or her care.

Case Study Questions: Create 10 critical thinking questions for others to answer. Make your classmates think. Think about what questions you had when you got report from your RN. Include the answers to your questions with the rational. Be creative and have fun with your questions. Challenge your classmates.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Case study outcome: Include the outcome of this patient. If the outcome is unknown for this patient what is the end goal we are working towards and where are we at now. This helps your audience understand the progression of your patient’s progress.

 

Which of these theories is the ‘best fit’ for you? Describe two specific ways that you could utilize this theory to improve client care in your workplace.

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Forum post

Forum Post Instructions:

  1. Review the nursing theories discussed in chapter 2.
  2. Which of these theories is the ‘best fit’ for you? Patricia Benner’s theory provided to reference
  3. Describe two specific ways that you could utilize this theory to improve client care in your workplace. Current workplace setting is a hospital on a med-surg floor where I am a charge nurse.
  4. Discuss one way this theory could limit your current nursing practice.
  5. Describe one strategy that you could use to improve your mastery of the selected nursing theory

Source Info:

Masters, K. (2023). Role development in professional nursing practice (6th ed.). Jones & Bartlett.

 

 

Define the role of leadership and change management in addressing the problem. Explain how leadership and change management strategies influenced the development of your proposed intervention.

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Patient, Family, or Population Health Problem Solution

Develop an intervention (your capstone project), as a solution to the patient, family, or population problem you’ve defined. Submit the proposed intervention to the faculty for review and approval. This solution needs to be implemented (shared) with your patient, family, or group. You are not to share your intervention with your patient, family, or group or move on to Assessment 5 before your faculty reviews/approves the solution you submit in Assessment 4. In a separate written deliverable, write a 5-7 page analysis of your intervention.

Submit both your solution/intervention and the 5-7 page analysis to complete Assessment 4.

Introduction

In your first three assessments, you applied new knowledge and insight gleaned from the literature, from organizational data, and from direct consultation with the patient, family, or group (and perhaps with subject matter and industry experts) to your assessment of the problem. You’ve examined the problem from the perspectives of leadership, collaboration, communication, change management, policy, quality of care, patient safety, costs to the system and individual, technology, care coordination, and community resources. Now it’s time to turn your attention to proposing an intervention (your capstone project), as a solution to the problem.

Preparation

In this assessment, you’ll develop an intervention as a solution to the health problem you’ve defined. To prepare for the assessment, think about an appropriate intervention, based on your work in the preceding assessments, that will produce tangible, measurable results for the patient, family, or group. In addition, you might consider using a root cause analysis to explore the underlying reasons for a problem and as the basis for developing and implementing an action plan to address the problem. Some appropriate interventions include the following:

  • Creating an educational brochure.
  • Producing an educational voice-over PowerPoint presentation or video focusing on your topic.
  • Creating a teaching plan for your patient, family, or group.
  • Recommending work process or workflow changes addressing your topic.

Plan to spend at least 3 direct practicum hours working with the same patient, family, or group.

In addition, you may wish to complete the following:

  • Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete and how it will be assessed.
  • Conduct sufficient research of the scholarly and professional literature to inform your work and meet scholarly expectations for supporting evidence.

Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.

Instructions

Complete this assessment in two parts: (a) develop an intervention as a solution to the problem and (b) submit your proposed intervention, with a written analysis, to your faculty for review and approval.

Part 1

Develop an intervention, as a solution to the problem, based on your assessment and supported by data and scholarly, evidence-based sources.

Incorporate relevant aspects of the following considerations that shaped your understanding of the problem:

  • Leadership.
  • Collaboration.
  • Communication.
  • Change management.
  • Policy.
  • Quality of care.
  • Patient safety.
  • Costs to the system and individual.
  • Technology.
  • Care coordination.
  • Community resources.
Part 2

Submit your proposed intervention to your faculty for review and approval.

In a separate written deliverable, write a 5–7 page analysis of your intervention.

  • Summarize the patient, family, or population problem.
  • Explain why you selected this problem as the focus of your project.
  • Explain why the problem is relevant to your professional practice and to the patient, family, or group.

In addition, address the requirements outlined below. These requirements correspond to the scoring guide criteria for this assessment, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.

  • Define the role of leadership and change management in addressing the problem.
    • Explain how leadership and change management strategies influenced the development of your proposed intervention.
    • Explain how nursing ethics informed the development of your proposed intervention.
    • Include a copy of the intervention/solution/professional product.
  • Propose strategies for communicating and collaborating with the patient, family, or group to improve outcomes associated with the problem.
    • Identify the patient, family, or group.
    • Discuss the benefits of gathering their input to improve care associated with the problem.
    • Identify best-practice strategies from the literature for effective communication and collaboration to improve outcomes.
  • Explain how state board nursing practice standards and/or organizational or governmental policies guided the development of your proposed intervention.
    • Cite the standards and/or policies that guided your work.
    • Describe research that has tested the effectiveness of these standards and/or policies in improving outcomes for this problem.
  • Explain how your proposed intervention will improve the quality of care, enhance patient safety, and reduce costs to the system and individual.
    • Cite evidence from the literature that supports your conclusions.
    • Identify relevant and available sources of benchmark data on care quality, patient safety, and costs to the system and individual.
  • Explain how technology, care coordination, and the utilization of community resources can be applied in addressing the problem.
    • Cite evidence from the literature that supports your conclusions.
  • Write concisely and directly, using active voice.
  • Apply APA formatting to in-text citations and references.

 

Determine whether the evidence is consistent with how you see care coordination and community resources used in your nursing practice. Identify barriers to the use of care coordination and community resources in the context of this problem.

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Assessing the Problem: Technology, Care Coordination, and Community Resources Consideration

In a 5-7 page written assessment, determine how health care technology, coordination of care, and community resources can be applied to address the patient, family, or population problem you’ve defined. In addition, plan to spend approximately 2 direct practicum hours exploring these aspects of the problem with the patient, family, or group you’ve chosen to work with and, if desired, consulting with subject matter and industry experts. Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form. Report on your experiences during the second 2 hours of your practicum.

Introduction

As a baccalaureate-prepared nurse, you’ll be positioned to maximize the use of technology to achieve positive patient outcomes and improve organizational effectiveness. Providing holistic coordination of patient care across the entire health care continuum and leveraging community resource services can lead both to positive patient outcomes and to organizational improvements.

Preparation

In this assessment, you’ll determine how health care technology, coordination of care, and community resources can be applied to address the health problem you’ve defined. Plan to spend at least 2 direct practicum hours working with the same patient, family, or group. During this time, you may also choose to consult with subject matter and industry experts.

To prepare for the assessment:

  • Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete and how it will be assessed.
  • Conduct sufficient research of the scholarly and professional literature to inform your assessment and meet scholarly expectations for supporting evidence.
  • Review the Practicum Focus Sheet: Assessment 3 [PDF], which provides guidance for conducting this portion of your practicum.

Instructions

Complete this assessment in two parts.

Part 1

Determine how health care technology, the coordination of care, and the use of community resources can be applied to address the patient, family, or population problem you’ve defined. Plan to spend at least 2 practicum hours exploring these aspects of the problem with the patient, family, or group. During this time, you may also consult with subject matter and industry experts of your choice. Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form. Use the Practicum Focus Sheet: Assessment 3 [PDF] provided for this assessment to guide your work and interpersonal interactions.

Part 2

Report on your experiences during the second 2 hours of your practicum.

  • Whom did you meet with?
  • What did you learn from them?
  • Comment on the evidence-based practice (EBP) documents or websites you reviewed.
  • What did you learn from that review?
  • Share the process and experience of exploring the effect of the problem on the quality of care, patient safety, and costs to the system and individual.
  • Did your plan to address the problem change, based upon your experiences?
  • What surprised you, or was of particular interest to you, and why?

.

Requirements

The assessment requirements, outlined below, correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.

  • Analyze the impact of health care technology on the patient, family, or population problem.
  • Cite evidence from the literature that addresses the advantages and disadvantages of specific technologies, including research studies that present opposing views.
  • Determine whether the evidence is consistent with technology use you see in your nursing practice.
  • Identify potential barriers and costs associated with the use of specific technologies and how those technologies are applied within the context of this problem.
  • Explain how care coordination and the utilization of community resources can be used to address the patient, family, or population problem.
  • Cite evidence from the literature that addresses the benefits of care coordination and the utilization of community resources, including research studies that present opposing views.
  • Determine whether the evidence is consistent with how you see care coordination and community resources used in your nursing practice.
  • Identify barriers to the use of care coordination and community resources in the context of this problem.
  • Analyze state board nursing practice standards and/or organizational or governmental policies associated with health care technology, care coordination, and community resources and document the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form.
  • Explain how these standards or policies will guide your actions in applying technology, care coordination, and community resources to address care quality, patient safety, and costs to the system and individual.
  • Describe the effects of local, state, and federal policies or legislation on your nursing scope of practice, within the context of technology, care coordination, and community resources.
  • Explain how nursing ethics will inform your approach to addressing the problem through the use of applied technology, care coordination, and community resources.
  • Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.
  • Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence.
  • Apply APA style and formatting to scholarly writing.
Additional Requirements
  • Format: Format your paper using APA style. APA Style Paper Tutorial [DOCX] is provided to help you in writing and formatting your paper. Be sure to include:
  • Length: Your paper should be approximately 5–7 pages in length, not including the reference page.
  • Supporting evidence: Cite at least five sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format.
  • Proofreading: Proofread your paper, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on its substance.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

  • Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.
  • Analyze the impact of health care technology on a patient, family, or population problem.
  • Competency 5: Analyze the impact of health policy on quality and cost of care.
  • Analyze state board nursing practice standards and/or organizational or governmental policies associated with health technology, care coordination, and community resources and document the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form.
  • Competency 6: Collaborate interprofessionally to improve patient and population outcomes.
  • Explain how care coordination and the utilization of community resources can be used to address a patient, family, or population problem.
  • Competency 8: Integrate professional standards and values into practice.
  • Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence.
  • Apply APA style and formatting to scholarly writing.

 

Create a video presentation performing a comprehensive psychiatric evaluation of an infant. Choose a child and an adult to conduct an interview with.

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Performing a comprehensive psychiatric evaluation of an infant

Step 1: For this assignment, students will create a video presentation performing a comprehensive psychiatric evaluation of an infant (0-24 months)

You are expected to choose a child and an adult to conduct an interview with. You will be graded on your interview skills when interviewing the persons performing as an infant or toddler and a parent. You are expected to ask the patient and the parent questions the same way you do with your patients in the clinic.

Step 2: Each student will create a focused SOAP Note PowerPoint presentation. SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The SOAP Note PowerPoint is to be written using the attached template below. Do not provide a voiceover or video for the PowerPoint. Only the information asked in the video will be used for grading.

S = Subjective data: Patient’s Chief Complaint (CC); History of the Present Illness (HPI)/ Demographics; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem (OLDCARTS or PQRST); Review of Systems (ROS).
O = Objective data: Medications; Allergies; Past medical history; Family psychiatric history; Past surgical history; Psychiatric history, Social history; Labs and screening tools; Vital signs; and Mental Status Exam
A = Assessment: Primary Diagnosis and two differential diagnoses including ICD-10 and DSM5 codes
P = Plan: Pharmacologic and Non-pharmacologic treatment plan; diagnostic testing/screening tools, patient/family teaching, referral, and follow up

 

Though this item involves pharmacology, it is still important. Which is the most likely cause of this patient’s loss of glucose control?

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Directions
All students should complete the two (2) case studies below. Note: All case studies are provided as a learning tool for students who wish to have them.

Case 1
See Thyroid Function Panel Reference Range on page 478.

Review the following case and answer the questions.

Ms. Jefferson is a 50-year-old woman who comes into the clinic to review her laboratory results from 2 weeks prior. She is in good health and has no complaints.

Her laboratory values are normal except for the following:

TSH = 30 mU/L; T4 = 3.0 mcg/dL
free T4 = 0.5 mcg/dL
free thyroxine index = 3.0
T3 = 90 ng/dL

Answer the following questions.

1. Based on these lab findings Ms. Jefferson is diagnosed with which thyroid disorder?

  • Hyperthyroidism
  • Subclinical hyperthyroidism
  • Hypothyroidism
  • Subclinical hypothyroidism

The lack of symptoms in the type of thyroid disorder Ms. Jefferson has is uncommon.

2. The lack of symptoms in the type of thyroid disorder Ms. Jefferson has is uncommon. True or False

3. Ms. Jefferson’s thyroid disorder is most likely caused by what?

  • A pituitary adenoma (i.e., thyrotroph)
  • Chronic autoimmune thyroiditis (i.e., Hashimoto thyroiditis)
  • Autoimmune Graves disease
  • Iodine deficiency

4. Ms. Jefferson asks when she should return to evaluate her thyroid disorder. You should respond:

  • An annual evaluation should be sufficient.
  • Return to have a TSH level done 6 weeks after starting therapy.
  • Six months from now.

5. Ms. Jefferson asks what are some possible symptoms of her thyroid disorder? Indicate all that apply.

  • Weight gain
  • Diarrhea
  • Anxiety
  • Palpitations
  • Fatigue
  • Cold intolerance

Case Study 2

A 50-year-old woman with an 8-year history of diabetes mellitus presents with difficulty controlling her blood sugars for the past 2 weeks. Her self-monitoring blood glucose readings have been in the 200s–300s for 2 weeks. She has managed her type 2 DM with diet, exercise, and metformin 1,000 mg twice a day. Her last glycosylated hemoglobin (HgbA1c) level, which was measured 2 months ago, was 6.8%.

She has had asthma since age 18. She felt her asthma was getting worse for the past 6 months as she was having increased dyspnea and dry cough. She has managed her asthma with a daily combined long-acting beta-2 adrenergic agonist, an inhaled corticosteroid, and montelukast. She also uses her short-acting beta-2 adrenergic agonist, albuterol, about once a day. She went to her pulmonologist about 2 months ago and was diagnosed with severe asthma. A decision was made to start her on oral prednisone (corticosteroid). The first month she took 5 mg a day with some relief, but the symptoms returned, so her prednisone dose was increased to 10 mg a day. She has been taking the 10 mg dose for 3 weeks. She says her breathing is better, but she feels increasingly tired and like she is gaining weight.

Physical examination reveals an anxious woman with blood pressure of 144/92 mmHg; pulse of 90 beats per minute; respirations 20 per minute; and weight of 190 pounds. She is talking in full sentences. Lung sounds are clear bilaterally. No accessory muscles are being used. No cyanosis is present.

Answer the following questions.

1. Though this item involves pharmacology, it is still important. Which is the most likely cause of this patient’s loss of glucose control?

  • Inhaled corticosteroid
  • Prednisone therapy
  • Asthma exacerbation
  • Albuterol

2. All of the following actions are important for this patient to learn regarding glucocorticoid therapy, but which is the most important?

  • Monitor cuts for healing
  • Take the medication with food
  • Do not stop taking the medication abruptly
  • Contact her healthcare provider if she has any manifestations of infection

3. Which endocrine condition is this patient at risk of developing?

  • Hyperthyroidism
  • Pheochromocytoma
  • Addison disease
  • Cushing syndrome

4. Given this patient’s acute loss of glucose control, which of the following interventions would be ordered for this patient?

  • Insulin as needed per routine sliding scale (dosing based on blood glucose levels)
  • Increase exercise
  • Decrease caloric intake
  • Decrease prednisone dose

Advocacy and public health nursing intersect in many ways. What are some specific examples that demonstrate how public health benefited from the advocacy provided by nurses?

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1. The president and the governor are referred to as the chief administrative or executive officers of the country and state, respectively. Analyze the differences and similarities in the roles and responsibilities of the respective heads of these executive branches.

2. Advocacy and public health nursing intersect in many ways. What are some specific examples that demonstrate how public health benefited from the advocacy provided by nurses?

3. Describe how you will utilize and implement the IOM Nursing Reports from 2010 and 2016 in your role as an Advanced Practice Nurse.

Identify your practice question, being sure to include the following information and describe each part of the PICOT question in detail.

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First of the series in developing a PICOT

  • Using the area of interest identified Psychiatric-Mental Health Nurse Practitioner (PMHNP)- Early Assessment For Health- Related Change: Depression in Adolescents, address the following:
    • Draft a PICOT question using the standard quantitative PICOT format.
    • Identify your practice question, being sure to include the following information and describe each part of the PICOT question in detail:
      • Population
      • Intervention
      • Comparison
      • Outcome
      • Time

In ________(Population) what is the effect of ___________(Intervention) in comparison to ___________ (Comparison) on _____________ (Outcome) to be completed over __________ (Time).

Over the course of the next eight weeks, we will be examining concepts related to nursing research and the translation of evidence to practice. To help you better understand the process, you will be identifying a practice issue for nurse practitioners. You will develop a PICOT question associated with the issue, find evidence to support a change in practice, and present your recommendations for change to your peers. This week, we will work on helping you refine your area of interest so that you will be able to develop a concise question for next week’s assignment. You are encouraged to use the area of interest you chose for the project in NR500NP and/or NR501NP; however, you may choose a different area if you wish.

Select an issue in nurse practitioner (NP) practice that is of interest to you and in which you would like to see a practice change occur. Conduct a review of literature to see what is currently known about the topic. In 1-2 paragraphs, describe the scope and relevance of the issue and your recommended change. Provide reference support from at least two outside scholarly sources to support your ideas. Please pick something you can do as a NP in your practice. Please avoid anything that would require a policy or law change, such as full-practice authority. 

 

Area of Interest: Psychiatric-Mental Health Nurse Practitioner (PMHNP)- Early Assessment for Health- Related Change: Depression in Adolescents

Requirements:

Discussion Criteria

  1. Application of Course Knowledge: The student’s initial post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question. Initial post must be posted by Wednesday at 11:59pm MT. Two resources must be used in your initial post. One from the weekly reading or lesson and one outside source.
  2. Engagement in Meaningful Dialogue:The student responds to a student peer and course faculty to further dialogue.
    1. Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.
      • A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
      • The peer response must occur on a separate day from the initial posting.
      • The peer response must occur before Sunday, 11:59 p.m. MT.
      • The peer response does not require a scholarly citation and reference unless the information is paraphrased and/or direct quotes are used, in which APA style standards then apply.
    2. Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class.
      • A post of “I agree” with a repeat of the faculty’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
      • The faculty response must occur on a separate day from the initial posting.
      • Responses to the faculty member must occur by Sunday, 11:59 p.m. MT.
      • This response does not require a scholarly citation and reference unless the information is paraphrased and/or direct quotes are used, in which APA style standards then apply.
    3. Integration of Evidence:The student post provides support from a minimum of one scholarly in-text citation with a matching reference AND assigned readings OR online lessons, per discussion topic per week. Two resources total and to count must be an in-text citation in your initial post.
      1. What is a scholarly resource? A scholarly resource is one that comes from a professional, peer-reviewed publication (e.g., journals and government reports such as those from the FDA or CDC).
        • Contains references for sources cited
        • Written by a professional or scholar in the field and indicates credentials of the author(s)
        • Is no more than 5 years old for clinical or research article
      2. What is not considered a scholarly resource?
        • Newspaper articles and layperson literature (e.g., Readers Digest, Healthy Life Magazine, Food, and Fitness)
        • Information from Wikipedia or any wiki
        • Textbooks
        • Website homepages
        • The weekly lesson
        • Articles in healthcare and nursing-oriented trade magazines, such as Nursing Made Incredibly Easy and RNMagazine (Source: What is a scholarly article.docx; Created 06/09 CK/CL Revised: 02/17/11, 09/02/11 nlh/clm)
      3. Can the lesson for the week be used as a scholarly source?
        • Information from the weekly lesson can be cited in a posting; however, it is not to be the sole source used in the post.
      4. Are resources provided from CU acceptable sources (e.g., the readings for the week)?
        • Not as a sole source within the post. The textbook and/or assigned (required) articles for the week can be used, but another outside source must be cited for full credit. Textbooks are not considered scholarly sources for the purpose of discussions.
      5. Are websites acceptable as scholarly resources for discussions?
        • Yes, if they are documents or data cited from credible websites. Credible websites usually end in .gov or .edu; however, some .org sites that belong to professional associations (e.g., American Heart Association, National League for Nursing, American Diabetes Association) are also considered credible websites. Websites ending with .com are not to be used as scholarly resources
      6. Professionalism in Communication:The post presents information in logical, meaningful, and understandable sequence, and is clearly relevant to the discussion topic. Grammar, spelling, and/or punctuation are accurate.
      7. Wednesday Participation Requirement:The student provides a substantive response to the graded discussion question(s) or topic(s), posted by the course faculty (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.
      8. Total Participation Requirement:The student provides at least three substantive posts (one to the initial question or topic, one to a student peer, and one to a faculty question) on two different days during the week.