Assignment: Practicum – Week 1 Journal Entry

Assignment: Practicum – Week 1 Journal Entry

As a future advanced practice nurse, it is important that you can connect your classroom experience to your practicum experience. By applying the concepts, you study in the classroom to clinical settings, you enhance your professional competency. Each week, you complete an Assignment that prompts you to reflect on your practicum experiences and relate them to the material presented in the classroom. This week, you begin documenting your practicum experiences in your Practicum Journal.

 

Learning Objectives

Students will:

· Analyze nursing and counseling theories to guide practice in psychotherapy*

· Develop goals and objectives for personal practicum experiences*

· Create timelines for practicum activities*

 

In preparation for this course’s practicum experience, address the following in your Practicum Journal:

· Review the media Clinical Interview: Intake, Assessment, & Therapeutic Alliance in your Learning Resources.

· Select one nursing theory and one counseling theory to best guide your practice in psychotherapy.

Assignment: Practicum – Week 1 Journal Entry

Note: For guidance on nursing and counseling theories, refer to the Wheeler textbook in this week’s Learning Resources.

· Explain why you selected these theories. Support your approach with evidence-based literature.

· Develop at least three goals and at least three objectives for the practicum experience in this course.

· Create a timeline of practicum activities based on your practicum requirements.

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Note: Be sure to use the Practicum Journal Template, located in this week’s Learning Resources.

 

Required Readings

Wheeler, K. (Eds.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.

Chapter 1, “The Nurse Psychotherapist and a Framework for Practice” (pp. 3–52)
Required Media

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2012). Clinical interview: Intake, assessment, & therapeutic alliance [Video file]. Mill Valley, CA: Psychotherapy.net.

 

PLEASE SEE THE ATTACHED Practicum Journal Template AND JOURNAL SAMPLE (TIME LOG & JOURNAL ENTRIES) FOR WRITING THIS ASSIGNMENT…..ALSO FOR THE TIME LOG AND JOURNAL ENTRIES, JUST MAKE UP A REASONABLE INFORMATION AND CLIENT INFORMATION. Assignment: Practicum – Week 1 Journal Entry

 

Advocating For The Nursing Role In Program Design And Implementation

Advocating For The Nursing Role In Program Design And Implementation

As their names imply, the honeyguide bird and the honey badger both share an affinity for honey. Honeyguide birds specialize in finding beehives but struggle to access the honey within. Honey badgers are well-equipped to raid beehives but cannot always find them. However, these two honey-loving species have learned to collaborate on an effective means to meet their objectives. The honeyguide bird guides honey badgers to newly discovered hives. Once the honey badger has ransacked the hive, the honey guide bird safely enters to enjoy the leftover honey.

Much like honeyguide birds and honey badgers, nurses and health professionals from other specialty areas can—and should—collaborate to design effective programs. Nurses bring specialties to the table that make them natural partners to professionals with different specialties. When nurses take the requisite leadership in becoming involved throughout the healthcare system, these partnerships can better design and deliver highly effective programs that meet objectives. Advocating For The Nursing Role In Program Design And Implementation

In this Assignment, you will practice this type of leadership by advocating for a healthcare program. Equally as important, you will advocate for a collaborative role of the nurse in the design and implementation of this program. To do this, assume you are preparing to be interviewed by a professional organization/publication regarding your thoughts on the role of the nurse in the design and implementation of new healthcare programs.

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To Prepare:

  • Review the Resources and reflect on your thinking regarding the role of the nurse in the design and implementation of new healthcare programs.
  • Select a healthcare program within your practice and consider the design and implementation of this program.
  • Reflect on advocacy efforts and the role of the nurse in relation to healthcare program design and implementation.
  • Review the User Guide for Uploading Media in your Blackboard Classroom by accessing the Kaltura Media Uploader on the Left Navigation Bar in preparation to record your narrated video or audio for this Assignment.

The Assignment: (2–3 pages)

In a 2- to 3-page paper, create an interview transcript of your responses to the following interview questions:

  • Tell us about a healthcare program, within your practice. What are the costs and projected outcomes of this program?
  • Who is your target population?
  • What is the role of the nurse in providing input for the design of this healthcare program? Can you provide examples?
  • What is your role as an advocate for your target population for this healthcare program? Do you have input into design decisions? How else do you impact design?
  • What is the role of the nurse in healthcare program implementation? How does this role vary between design and implementation of healthcare programs? Can you provide examples?
  • Who are the members of a healthcare team that you believe are most needed to implement a program? Can you explain why? Advocating For The Nursing Role In Program Design And Implementation

Family Health Assessment Part 2

Family Health Assessment Part 2

Family Assessment Part II  View RubricDue Date: Feb 17, 2019 23:59:59       Max Points: 150  Details: Refer back to the interview and evaluation you conducted in the Topic 2 Family Health Assessment assignment. Identify the social determinates of health (SDOH) contributing to the family’s health status. In a 750-1,000-word paper, create a plan of action to incorporate health promotion strategies for this family. Include the following:

  1. Describe the SDOH that affect the family health status. What is the impact of these SDOH on the family? Discuss why these factors are prevalent for this family.
  2. Based on the information gathered through the family health assessment, recommend age-appropriate screenings for each family member. Provide support and rationale for your suggestions.
  3. Choose a health model to assist in creating a plan of action. Describe the model selected. Discuss the reasons why this health model is the best choice for this family. Provide rationale for your reasoning.
  4. Using the model, outline the steps for a family-centered health promotion. Include strategies for communication. Family Health Assessment Part 2

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Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

Family Assessment Part II 1 Unsatisfactory 0.00%2 Less than Satisfactory 75.00%3 Satisfactory 79.00%4 Good 89.00%5 Excellent 100.00%80.0 %Content20.0 %SDOH Affecting Family and Family Health StatusSDOH affecting family health status, and the direct impact to the family, are not presented.SDOH affecting family health status are partially presented. SDOH listed are not relevant to the family. The direct impact to the family, and why the factors are prevalent to the family, are unclear. There are inaccuracies.Key SDOH affecting family health status are summarized. The SDOH identified are relevant to the family. The direct impact to the family, and why the factors are prevalent to the family, are generally discussed. More support or rationale is needed in some areas.The overall SDOH affecting family health status are accurately identified and described. The SDOH identified are relevant to the family. The direct impact to the family, and why the factors are prevalent to the family, are discussed. The SDOH directly affecting family health status are relevant, accurately identified and thoroughly described. The direct impact to the family, and why the factors are prevalent to the family, are discussed in detail. The discussion is well supported and illustrates insight into SDOH and their effect on family health status.20.0 %Age-Appropriate Screening RecommendationsAge-appropriate screenings are not presented.Screenings are presented for some family members. The screenings are not age appropriate. Screenings are not relevant to the information gathered through family health assessment. Screenings are presented for each family member. Screenings are generally age appropriate, but entirely not relevant based on the information gathered through family health assessment. More rationale and support is required.Screenings presented for each family member are age appropriate. Screenings are relevant and based on the information gathered through family health assessment. Some minor rationale or support is needed.Screenings presented for each family member are age appropriate and highly relevant. Screenings correlate to the information gathered through family health assessment. Strong rationale and support is presented.20.0 %Assessment of Health ModelA health model to assist in the creation of a plan of action is not presented. The model chosen is not a health model.A health model is selected to assist in creating a plan of action. The description of the model is incomplete. It is unclear why the chosen model is best for this family.A health model is selected and described. A summary of how the model will assist in creating a plan of action is presented. A general overview for why it is best for this family is provided. More rationale and support is required.A health model is selected and described. A discussion of how the model will assist in creating a plan of action is presented. Reasons for why it is best for this family are provided. Some rationale or support is needed.A health model is selected and thoroughly described. A detailed discussion of how the model will assist in creating a plan of action is presented. Reasons for why it is best for this family are clearly outlined. Strong rationale and support are provided to support reasoning.20.0 %Application of Health ModelFamily-centered health promotion using selected health model is omitted. Steps for a family-centered health promotion are partially presented. The health promotion is not based on the health model. Significant aspects are missing. There are major inaccuracies.The health model is used to create a general family-centered health promotion. The steps to achieve the desired outcome require more detail to illustrate a clear plan of action. A general plan for communication with the family is presented. More rationale and support is required.The health model is used to create a relevant family-centered health promotion. The steps to achieve the desired outcome are illustrated. Strategies for communication with the family are presented.The health model is used to create a relevant and viable family-centered health promotion. The steps to achieve the desired outcome are described in detail. Appropriate strategies for communication with the family are clearly presented. The health promotion is well-designed and demonstrates an ability to assimilate findings and appropriately apply theoretical knowledge to achieve desired outcomes.15.0 %Organization and Effectiveness 5.0 %Thesis Development and PurposePaper lacks any discernible overall purpose or organizing claim.Thesis is insufficiently developed or vague. Purpose is not clear.Thesis is apparent and appropriate to purpose.Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.15.0 %Organization and Effectiveness 5.0 %Argument Logic and ConstructionStatement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.15.0 %Organization and Effectiveness 5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.5.0 %Format2.0 %Paper Format (use of appropriate style for the major and assignment)Template is not used appropriately or documentation format is rarely followed correctly.Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style.All format elements are correct. 3.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)Sources are not documented.Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.100 %Total Weightage. Family Health Assessment Part 2

Crohn’s Disease Soap Note

Crohn’s Disease Soap Note

Follow the MRU Soap Note Rubric as a guide:  Please use the sample templates for you soap note. You can use the template changing all the information for the new one and if necessary adding something else 

 The use of templates is ok with regards of Turn it in, but the Patient History, CC, HPI, The Assessment and Plan should be of your own work and individualized to your made up patient. 

Use APA format and must include minimum of 2 Scholarly Citations. Must have reference cited minimum of 2 Scholarly References (Journals, books) (No websites)  Crohn’s Disease Soap Note

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Turn it in Score must be less than 50% or will not be accepted for credit, must be your own work and in your own words. You can resubmit, Final submission will be accepted if less than 50%. Copy paste from websites or textbooks will not be accepted or tolerated Soap notes will be uploaded to Moodle and put through TURN-It-In (anti-Plagiarism program)

I attached 2 templates. One of them is the sample to be use and fill (Sample Regular Soap Note Template) and the another one as a guide to use if something else need to be added (SAMPLE block format soap note template). Also I attached the (Soap note Grading Rubric) as a guide of evaluating and don’t forget any aspect. Crohn’s Disease Soap Note

Clinical Worksheet Plan Of Care Concept Map Pharm4Fun Worksheet: 1 Per Medication ISBAR Worksheet

Clinical Worksheet Plan Of Care Concept Map Pharm4Fun Worksheet: 1 Per Medication ISBAR Worksheet

1}Patient Introduction

Jackson Weber is a 5-year-old Caucasian male. He was diagnosed with generalized tonic-clonic seizures 2 years ago. Upon diagnosis, Jackson’s neurologist started him on oral phenobarbital. Jackson has been seizure-free until last night, when his mother brought him to the emergency department following a 3-minute tonic-clonic seizure. She is a single mother and the sole source of financial support.

Jackson has not seen his neurologist in 15 months due to his mother’s work schedule. Jackson was seen by his health care provider this morning and currently has an intravenous infusion in his left arm running D5 NS + 20 mEq KCl/L at 58 mL/hr.

He has been eating well, has urine output, and vital signs are stable. His pupils are equal and reactive to light. He is able to move all extremities equally. He is awake and alert and is watching cartoons. His mother is at the bedside. Clinical Worksheet Plan Of Care Concept Map Pharm4Fun Worksheet: 1 Per Medication ISBAR Worksheet.

 

Medication: Phenobarbital

 

2) Patient Introduction

Sabina Vasquez is a 5-year-old Hispanic girl admitted today from the emergency room with a diagnosis of pneumonia. She has a history of asthma and has had several episodes requiring use of an albuterol inhaler at home.

Sabina has had an upper airway infection for the past few days. Earlier today she developed a fever of 39°C (102.2°F), so her mother brought her to the emergency room. She was placed on oxygen via nasal cannula at 2 L/min. She received a 380-mL bolus of normal saline and an albuterol nebulizer treatment at 5:00 PM. This improved her oxygen saturation to 94%. The chest x-ray revealed right lower lobe pneumonia with effusion. An intravenous infusion of D5 ½NS is infusing at 61 mL/hr. Sabina just got settled in bed, and her mother is at the bedside.

Medication: Azithromycin

 

3) Patient Introduction

Eva Madison is a 5-year-old female who just arrived to the pediatric floor from the emergency department, where she arrived at 7:00 AM with a 3-day history of vomiting and diarrhea, inability to keep fluids down, and no urination since 8:00 PM yesterday.

At her last check-up a few months ago, her weight was 21.2 kg, and today her weight is 20.5 kg. She is pale and listless, and her mucous membranes are dry. An intravenous saline bolus of 400 mL was started in the emergency department and has just finished. Maintenance fluids are to follow.

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Medication: Sodium chloride

4) Patient Introduction

Brittany Long is a 5-year-old African American female with a history of sickle cell disease, diagnosed at 6 months old, and has been prescribed regular folic acid supplement.

She was brought into the emergency department during the night by her mother, who stated that the patient has been complaining of right lower leg pain over the last 2 days. Brittany rated her pain as a 5 on the FACES Scale and did not want anyone to touch her leg during assessment. She has not had an appetite in the last 24 hours but has taken small amounts of oral fluids. Clinical Worksheet Plan Of Care Concept Map Pharm4Fun Worksheet: 1 Per Medication ISBAR Worksheet.

She has had pain crises before, mostly managed at home with acetaminophen and ibuprofen. She has been hospitalized twice, once at age 4 years for a vaso-occlusive crisis episode and once at age 3 years for a fever.

Brittany was given oral pain medication in the emergency department at 6:00 AM. She is asleep but is responsive when awakened. She has been taking small amounts of oral fluids and continues to receive intravenous maintenance fluids at 52 mL/hr. When examined this morning, her blood pressure was 101/70 and her temperature was 37.4°C (99°F). She now rates her pain as a 3. New orders have been given.

Medication: Morphine

 

5) Patient Introduction

Charlie Snow is a 6-year-old Caucasian male staying with his aunt and uncle while his parents are serving overseas in the military. Charlie presents in the emergency department with tachycardia and dyspnea with mild stridor. His aunt and uncle report that he accidentally ate a cookie containing peanuts, and he has peanut allergies. When Charlie began having difficulty breathing, they rushed him to the emergency department.

He is currently able to talk through the dyspnea and is on a nasal cannula at 2 liters. A saline lock has been placed in his left arm. He has been connected to a cardiac/apnea monitor with a SpO2 probe in place. Charlie is in bed, and the health care provider has been notified of Charlie’s arrival. Clinical Worksheet Plan Of Care Concept Map Pharm4Fun Worksheet: 1 Per Medication ISBAR Worksheet.

Medication: Ranitidine hydrochloride

Victim Advocate Program for Abused People in Foster Care Essay

Victim Advocate Program for Abused People in Foster Care Essay

Paper details
  • A 1-page stakeholder analysis that identifies the stakeholders, their role in the agency and any concerns that they might have about the proposed program evaluation
  • A 2- to 3-page draft of the program evaluation plan to submit to the stakeholders that:
    • Identifies the purpose of the evaluation
    • Describes the questions that will be addressed and the type of information that will be collected
    • Addresses the concerns of the stakeholders that you identified in your Stakeholder Analysis Victim Advocate Program for Abused People in Foster Care Essay.

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Paper details

  • A 1-page stakeholder analysis that identifies the stakeholders, their role in the agency and any concerns that they might have about the proposed program evaluation
  • A 2- to 3-page draft of the program evaluation plan to submit to the stakeholders that:
    • Identifies the purpose of the evaluation
    • Describes the questions that will be addressed and the type of information that will be collected
    • Addresses the concerns of the stakeholders that you identified in your Stakeholder Analysis Victim Advocate Program for Abused People in Foster Care Essay.

Nursing Review and Reflection Essay

Nursing Review and Reflection Essay

Week 8 Discussion 1: Review and Reflect

Value: 100 points

Due: Initial post by Day 2. Responses by Day 4.

Grading Category: Discussions

Initial Post

By Day 2,

  • Reflect on your area of greatest learning in this course with respect to being a more culturally competent nurse now and in the future.
  • Analyze how you met each of the seven course objectives in this course.
  • Provide one example to support how you met each of the seven course objectives for this course as a result of your reflection and analysis of the course objectives and your learning over the past 7 weeks Nursing Review and Reflection Essay.

Reply Posts

By Day 4, you are required to respond to two other students\\\’ presentation.

Please refer to the Grading Rubric for details on how this activity will be graded

Week 1 course objectives
1. Learning Objectives
By the end of this week, you will be able to:
1. Examine the concepts and definitions of transcultural nursing, cultural competence,
race, ethnicity, and diversity.
2. Identify selected cultural challenges presenting in 21st century healthcare delivery
environments.
3. Analyze the role of the nurse as a change agent in developing and reforming
healthcare delivery that is culturally congruent across diverse populations.
4. Explain concepts inherent in three nursing theories that promote cultural
competence to diverse populations.
5. Describe application of one theoretical model of cultural competence in the care of a
culturally diverse population Nursing Review and Reflection Essay.

Week 2 course objectives
2. Learning Objectives
By the end of this week, you will be able to:
1. Discuss strategies and actions for a nurse to become culturally competent and
provide culturally competent health care.
2. Analyze evidence –based strategies the nurse must use to assess in order to plan,
provide, implement, and evaluate in order to provide culturally appropriate
healthcare.
3. Examine selected cultural competency models and theories that commonly provide
guidance to nurses caring for vulnerable and diverse populations.
4. Examine best practice in competently assessing cultural diversity in diverse,
vulnerable populations.
5. Discuss how the nurse integrates cultural assessment data into care planning for
culturally diverse, vulnerable populations.

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Week 3 course objectives
3. Learning Objectives
By the end of this week, you will be able to:
1. Explain the meaning of the concepts of cultural diversity and vulnerability.
2. Describe types and forms of manifestations of stigma and shame frequently
associated with selected diverse populations or groups.
3. Explore how stigmatization is frequently linked to diverse vulnerable populations and
groups through health care inequity.
4. Use culturally competent nursing theories and models in planning and implementing
culturally sensitive care of selected spiritually diverse populations and persons with
selected physical, psychological and/or intellectual disabilities Nursing Review and Reflection Essay.

Week 4 course objectives
4. Learning Objectives
By the end of this week, you will be able to:
1. Examine the need to conduct cultural assessment for patients different than
ourselves with each patient encounter.
2. Discuss the impact of language barriers on patient access to quality healthcare and
safe patient outcomes.
3. Identify strategies for assessing and overcoming language barriers when working
with culturally diverse populations.

Week 5 course objectives
5. Learning Objectives
By the end of this week, you will be able to:
1. Examine priorities of global health and global health nursing.
2. Identify a key priority of the International Council of Nurses establishing global
health priorities for nurses and populations.
3. Examine the roles of the United Nations and the World Health Organization in
promoting global health and establishing global health priorities.
4. Reflect on significant contributions of nursing as global health advocates Nursing Review and Reflection Essay.

Week 6 course objectives
6. Learning Objectives
By the end of this week, you will be able to:
1. Analyze strategies and best practice in the nurse role in providing culturally
competent care to culturally diverse patients who are terminally ill.
2. Analyze strategies and best practice in the nurse role providing culturally competent
care to culturally diverse patients who are terminally ill when caring for culturally
diverse patients who are geographically displaced.
3. Analyze strategies and best practice in the nurse role while providing health care to
LGTBQIA patients and populations.
4. Examine personal biases and strategies to overcome personal biases to increase
competence providing nursing to culturally diverse populations with terminal illness,
geographically displaced, and LGTBQIA populations

Week 7 course objectives
7. Learning Objectives
By the end of this week, you will be able to:
1. Analyze strategies and best practice in the immigrant and refugee populations.
2. Analyze strategies and best practice in the nurse role providing culturally competent
care to culturally diverse patients who are terminally ill when caring for culturally
diverse patients who are poor and uninsured.
3. Analyze strategies and best practice in the nurse role while providing health care to
morbidly obese patients and populations.
4. Analyze strategies and best practice in the nurse role while providing healthcare to
veteran populations.
5. Examine personal biases and strategies to overcome personal biases to increase
competence providing nursing to culturally diverse populations including
immigrant/refugee, poor and uninsured, morbidly obese, and veteran populations.

Week 8: Introduction and Objectives
Learning Objectives
By the end of this week, you will be able to:
1. Reflect on your area of greatest learning in this course with respect to being a more
culturally competent nurse now and in the future.
2. Analyze how you met each course objective and provide one example to support this
analysis Nursing Review and Reflection Essay.

Case Study – Mental Health a Downward Spiral

Case Study – Mental Health a Downward Spiral

Week 8 Discussion 1: Case Study – Mental Health a Downward Spiral

Value: 100 points

Due: Initial post by Day 3, and Response by Day 7.

Grading Category: Discussions

Initial Post

Read the Mental Health Case Study (Word) and complete the following tasks:

  1. Examine current practice guidelines related to suicide screening and prevention and how they could pertain to John.
  2. Choose one of the following questions to answer as part of your initial post.

A. What events in John\’s life created a \”downward spiral\” into homelessness and hopelessness? Which events were related to social needs, mental health needs, and medical needs, and which could health care have addressed?

 

3. Please include at least three scholarly sources within your initial post Case Study – Mental Health a Downward Spiral .

Reply Posts

Reply to at least TWO of your classmates who chose two different questions.

  1. Do you agree with their post? Why or why not?
  2. Find an online resource related to health promotion and disease prevention of mental health issues for families that you think would be helpful to those who are struggling. This resource should focus on families and their needs, not the person with mental illness.

Reply on two separate days (minimum) utilizing at least two scholarly references per peer post.

Please refer to the Discussion Grading Rubric for details on how this activity will be graded Case Study – Mental Health a Downward Spiral.

Mental Health Discussion

A Downward Spiral: A Case Study in Homelessness

Learning Objectives: At the end of this case, you will be able to:

  • Analyze at least three issues contributing to mental illness in the homeless.
  • Describe barriers to mental health care for individuals who are homeless.
  • Reflect on your personal views and understanding of the mentally ill homeless population.

Description: Thirty-six-year-old John may not fit the stereotype of a homeless person. Not long ago, he was living what many would consider a healthy life with his family. But when he lost his job, he found himself in a downward spiral, and his situation dramatically changed Case Study – Mental Health a Downward Spiral .

John’s story is a fictional composite of real patients that are treated by Health Care for the Homeless. It illustrates the challenges homeless people face in accessing health care and the despair they often experience.

Case: Married with two young children, John and his wife rented a two-bedroom apartment in a safe neighborhood with good schools. John liked his job as a delivery driver for a large food service distributor, where he had worked for more than four years. His goal was to become a supervisor in the next year. John’s wife was a stay-at-home mom.

John had always been healthy. Although he had health insurance through his job, he rarely needed to use it. He smoked half a pack of cigarettes each day and drank socially a couple times a month. In the past he had struggled with an addiction problem—mostly alcohol and marijuana—but since having kids he had made some significant improvement in his drinking behaviors. John grew up in a pretty tough neighborhood and both his parents were alcoholics. He had endured some abusive behaviors from his father when he was younger and developed some problems in school with acting out. He eventually saw a school counselor and things settled down. He never followed up with any mental health counseling once he left school Case Study – Mental Health a Downward Spiral . Overall his life appeared to be going well.

One afternoon, John’s company notified him that it was laying him off along with more than a hundred other employees. Though he was devastated about losing his job, John was grateful that he and his wife had some savings that they could use for rent and other bills, in addition to the unemployment checks he would receive for a few months.

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John searched aggressively for jobs in the newspaper and online, but nothing worked out. He began to have feelings of anger and worry that led to panic. His self-esteem fell, and he became depressed. When John’s wife was hired to work part-time at the grocery store, the couple felt better about finances. But demoralized by the loss of his job, John started to drink more often Case Study – Mental Health a Downward Spiral .

Two beers a night steadily increased to a six-pack. John and his wife started to argue more often. Then, about six months after losing his job, John stopped receiving unemployment checks. That week, he went on a drinking binge that ended in an argument with his wife. In the heat of the fight, he shoved her. The next day, John’s wife took the children and moved in with her parents. No longer able to pay the rent, John was evicted from the apartment.

John tried to reconcile with his wife, but she said she’d had enough. Over the next few months, John “couch surfed” with various family members and friends. At one point, he developed a cold, and when it worsened over a few weeks, he sought care at the emergency department. Hospital staff told him that he would be billed because he didn’t have insurance. John agreed, and a doctor diagnosed him with a sinus infection and prescribed antibiotics. With no money to spare, John could not get the prescription filled Case Study – Mental Health a Downward Spiral .

John continued to live with family and friends, but his heavy drinking and anger only got worse, and his hosts always asked him to leave. He went from place to place. Finally, when John ran out of people to call, he found himself without a place to stay for the night and started sleeping at the park.

He became more depressed with little hope that things would ever get better and often thought about ending his life. John’s ability to cope with his homelessness led him to engage in increasingly risky behaviors. He often found himself getting into fights, had begun to rummage through trash for cans and bottles and now had an arrest record for loitering and petty theft.

Winter arrived, and it was too cold for John to sleep outside, so he began staying at a shelter run by the church. Each morning, he had to leave the shelter by 6 AM. He walked the streets during the day and panhandled for money to buy alcohol.

One evening, some teenage boys jumped John in park, stealing his backpack and kicking him repeatedly. An onlooker called 911, and John was taken to the emergency department. Later that evening, the hospital discharged John. He returned many times to the emergency department for his health care, seeking treatment for frequent colds, skin infections, and injuries. Providers never screened him for homelessness or mental illness and always discharged him back to “home.”

Adapted from Terri LaCoursiere Zucchero, PhD, RN, FNP-BC, and Pooja Bhalla, MSN, RN

Discussion Questions:

  1. What events in John’s life created a “downward spiral” into homelessness and hopelessness? Which events are related to social needs, mental health needs, medical needs and which could health care have addressed?
  2. What were some of the barriers John faced in accessing medical care; mental health care?
  3. How does homelessness and mental illness intersect? Do you believe homelessness may develop because of a mental health issue or do you believe those who become homeless eventually sink into psychological despair?
  4. The tipping point for many people who live at the margins of society may be things that could have been managed given the right supports Case Study – Mental Health a Downward Spiral . How can your role as an APRN help to identify, alleviate or support those who are in need like John?
  5. In your own experience, have you encountered a homeless individual? What was that like? Do you recall what you were thinking? Case Study – Mental Health a Downward Spiral.

Patient-Centered Care Concept Analysis

Patient-Centered Care Concept Analysis

Paper details

Find an Article on Patient-centered Care. Review the literature for definitions of patient-centered care using the process of concept analysis I provided and write a 4pg paper defining patient-centered care. The paper must follow the Concept Analysis Exemplar I provided. The paper must follow the format of the Exemplar provided Patient-Centered Care Concept Analysis.

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Paper details

Find an Article on Patient-centered Care. Review the literature for definitions of patient-centered care using the process of concept analysis I provided and write a 4pg paper defining patient-centered care. The paper must follow the Concept Analysis Exemplar I provided. The paper must follow the format of the Exemplar provided Patient-Centered Care Concept Analysis.

Nursing: Leadership Health Care Organizations Practicum

Nursing: Leadership Health Care Organizations Practicum

Topic: Servant Leadership from a Christian Perspective: The Issue of Example (continued)

Nurse Leader Interviews Paper

Details:

Identify three nursing leaders you would like to interview for this paper. The nursing leaders may have a variety of leadership styles, but they must all currently hold positions of leadership.

Write a paper (1,000-1,250 words) that describes the results of the interviews and addresses the following:

1. Ask the leaders what they believe is their preferred leadership style and ask them to describe how that style has helped them achieve success.

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2. Explain why you chose each individual leader.

3. Identify, compare, and contrast their styles and note any examples of servant or transformational leadership.

4. Identify missed opportunities or questions you wish you had asked during the interviews.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. Nursing: Leadership Health Care Organizations Practicum

RESOURCES

2. Issue of Servant

View the “Issue of Servant” video.

http://lc.gcumedia.com/zwebassets/courseMaterialPages/nur670_vpv01GUI.php