Personality Disorders Homework

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Personality Disorders Homework

(Personality Disorders Homework)

I cannot believe these people. Don’t they know who I am? I deserve better treatment than this. That hostess should have seated me immediately, but I had to wait for 10 minutes and then she put me at this table right by the kitchen. I see an empty table right in the middle where I should be. I am just going to get up and move there. I don’t care what the hostess says, rules don’t apply to me.

 

Ashley, age 25

Personality disorders represent perhaps the most challenging disorders that the psychiatric mental health nurse practitioner will have to address in their professional careers. Personality disorders can co-occur in every mental health disorder and, in some cases, can mask as disorder . Although difficult to treat, the PMHNP must be able to identify personality disorders and endeavor to work with the client to not only recognize the disorder, but to treat a disorder that clients often do not believe they have.

This week, you will explore the many personality disorders and use the DSM-5 criteria for diagnosing individuals with specific personality disorders. You will use the Decision Tree format to diagnose and treat a client with a personality disorder.(Personality Disorders Homework)

Discussion: Treatment of Personality Disorders

Personality disorders occur in 10–20% of the population. They are difficult to treat as individuals with personality disorders are less likely to seek help than individuals with other mental health disorders. Treatment can be challenging as they do not see their symptoms as painful to themselves or others.

In this Discussion, you will explore personality disorders in greater detail and discuss treatment options using evidence-based research.

                                                       Learning Objectives

Students will:

· Analyze diagnostic criteria for personality disorders

· Analyze evidence-based psychotherapy and psychopharmacologic treatments for personality disorders

· Analyze clinical features of clients with personality disorders

· Align clinical features with DSM-5 criteria

· Compare differential diagnostic features of personality disorders

                                                                 ASSIGNMENT

· Explain the diagnostic criteria for your assigned personality disorder (PLEASE CHOOSE ANY PERSONALITY DISORDER OF YOUR CHOICE IN MENTAL HEALTH )

· Explain the evidenced-based psychotherapy and psychopharmacologic

treatment for your assigned personality disorder.

· Describe clinical features from a client that led you to believe this client had this

disorder. Align the clinical features with the DSM-5 criteria.

· Support your rationale with references to the Learning Resources or other

academic resources.((Personality Disorders Homework)

                                                                     Learning Resources

Required Readings

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.

  • Chapter 4, “Theories of Personality and      Psychopathology” (pp. 151–191)
  • Chapter 22, “Personality Disorders” (pp. 742–762)
  • Chapter      13, “Psychosomatic Medicine” (pp. 451–464)

Gabbard, G. O. (2014). Gabbard’s treatment of psychiatric disorders (5th ed.). Washington, DC: American Psychiatric Publications.

  • Chapter 68, “Paranoid, Schizotypal, and Schizoid      ”
  • Chapter 69, “Antisocial Personality Disorder”
  • Chapter 70, “Borderline Personality Disorder”
  • Chapter 71, “Histrionic Personality Disorder”
  • Chapter 72, “Narcissistic Personality Disorder”
  • Chapter 73, “Cluster C Personality Disorders

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

  • “Personality Disorders”

Perry, J. C., Presniak, M. D., & Olson, T. R. (2013). Defense mechanisms in schizotypal, borderline, antisocial, and narcissistic personality disorders. Psychiatry: Interpersonal & Biological Processes, 76(1), 32–52. doi:10.1521/psyc.2013.76.1.32

Rees, C. S., & Pritchard, R. (2015). Brief cognitive therapy for avoidant personality disorder. Psychotherapy, 52(1), 45–55. doi:10.1037/a0035158

                                                      Required Media

Laureate Education. (2017a). A woman with personality disorder. Baltimore, MD: Author. 

Kernberg, O. (n.d.). Psychoanalytic psychotherapy for personality disorders: An Interview with Otto Kernberg, MD. [Video file]. Mill Valley, CA: Psychotherapy.net

 
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Critical Examination of Bias and Sampling

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Critical Examination of Bias and Sampling

(Critical Examination of Bias and Sampling)

1-In order to get real results, and a truly random study we need to not have bias. Its one of the things that I notice most when people are having their vaccine debate, or with political garb. You can almost always tell when someone has an agenda they are trying to push.

 

2-An important feature of a good study is that the sample is randomly selected from the target population which is the entire group of individuals that the researcher is interested in studying. To choose randomly means that every member of the target population has an equal chance of being included in the sample. This will prevent biased in the sample group.

To prevent problems in obtaining a truly random sampling, several steps can be taken.

  1. The      target population is well defined. If not well defined, the sample that is      actually studied may be outside the intended population or the survey may      include people that should be included.
  2. The      sample matches the target population. It would be difficult to ask      everyone in the target population to provide the wanted information, so      the best that the researcher can do is select a subset of individuals from      the population and gather information from them.
  3. The      sample size is large enough. If there is a large sample size that is      representative of the target population (randomly selected) the      information is likely to be accurate.

In any research project, steps must be taken to prevent biased. Part of that process is to realize the importance of random sampling. Bias can easily be introduced by not defining the target population well enough, ensuring the sample matches the target population and ensuring the sample size is large enough.(Critical Examination of Bias and Sampling)

Reference:

Rumsey, D., (2010). Statistics Essentials for Dummies. Wiley Publishing, Inc. Indianapolis, IN

 

3-Sampling is the process of selecting a representative group from the population under study. It is more or less impossible to study every single person in a target population so psychologists select a sample or sub-group of the population that is likely to be representative of the target population we are interested in. If the sample we select is going to represent the target population then we need to make sure that the people in it are similar to the other members of the target population. This is important because we want to generalize from the sample to target population. The participants in research, the sample should be as representative as possible of target population. The more representative the sample, the more confident the researcher can be the results can be generalized to the target population. Everyone in the entire target population has an equal chance being selected. This is s similar to the national lottery. If the ‘population’ is everyone, who has bought a lottery ticket, then each person has an equal chance of winning the lottery. Random samples require a way of naming or numbering the target population and then using some type of raffle method to choose those to make up the sample. Random samples are the best method of selecting your samples from the population of interest. The advantages are that your sample should represent the target population and eliminate sampling unfairness, but the disadvantage is that it is very difficult to achieve.(Critical Examination of Bias and Sampling)

One of the  problems that can occur when selecting a sample from a target population is sampling bias, sampling bias refers to situation where the samples doesn’t reflect the characteristics of the target population. Many psychology studies have a biased sample because they have used a opportunity sample that comprises university students as their participants

Reference:

McLeod, S.A. (2014) .Sampling methods. Retrieved from www. simply psychology.org//sampling.html

 

Please Answer Based On These Answers As They Are Listed, Each One Must Be Answered In APAform And Not Less Than 150 Words profile tata2018 Main Home Nursing homework help Report Issue 1-In order to get real results, and a truly random study we need to not have bias. Its one of the things that I notice most when people are having their vaccine debate, or with political garb. You can almost always tell when someone has an agenda they are trying to push. 2-An important feature of a good study is that the sample is randomly selected from the target population which is the entire group of individuals that the researcher is interested in studying. To choose randomly means that every member of the target population has an equal chance of being included in the sample. This will prevent biased in the sample group. To prevent problems in obtaining a truly random sampling, several steps can be taken. The target population is well defined. If not well defined, the sample that is actually studied may be outside the intended population or the survey may include people that should be included. The sample matches the target population. It would be difficult to ask everyone in the target population to provide the wanted information, so the best that the researcher can do is select a subset of individuals from the population and gather information from them. The sample size is large enough. If there is a large sample size that is representative of the target population (randomly selected) the information is likely to be accurate. In any research project, steps must be taken to prevent biased. Part of that process is to realize the importance of random sampling. Bias can easily be introduced by not defining the target population well enough, ensuring the sample matches the target population and ensuring the sample size is large enough. Reference: Rumsey, D., (2010). Statistics Essentials for Dummies. Wiley Publishing, Inc. Indianapolis, IN 3-Sampling is the process of selecting a representative group from the population under study. It is more or less impossible to study every single person in a target population so psychologists select a sample or sub-group of the population that is likely to be representative of the target population we are interested in. If the sample we select is going to represent the target population then we need to make sure that the people in it are similar to the other members of the target population.(Critical Examination of Bias and Sampling)

This is important because we want to generalize from the sample to target population. The participants in research, the sample should be as representative as possible of target population. The more representative the sample, the more confident the researcher can be the results can be generalized to the target population. Everyone in the entire target population has an equal chance being selected. This is s similar to the national lottery. If the ‘population’ is everyone, who has bought a lottery ticket, then each person has an equal chance of winning the lottery. Random samples require a way of naming or numbering the target population and then using some type of raffle method to choose those to make up the sample. Random samples are the best method of selecting your samples from the population of interest. The advantages are that your sample should represent the target population and eliminate sampling unfairness, but the disadvantage is that it is very difficult to achieve. One of the problems that can occur when selecting a sample from a target population is sampling bias, sampling bias refers to situation where the samples doesn’t reflect the characteristics of the target population. Many psychology studies have a biased sample because they have used a opportunity sample that comprises university students as their participants Reference: McLeod, S.A. (2014) .Sampling methods. Retrieved from www. simply psychology.org//sampling.html Reply | Quote & Reply Posted: 2 Months AgoDue: 02/08/2018Budget: $8 ANSWERS 1 profile Professor Harvey 200 In Field Chat Rated 1 times 2 months ago Purchase the answer to view it blurred-text attachment Answerbase8.docx BIDS 33 OTHER QUESTIONS 10 Blog ArchiveCopyright © 2018 HomeworkMarket.com Read More

 
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Psychology Case Study of Molly

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Psychology Case Study of Molly

Instructions: Read the following case, and follow the instructions in u02a1 in the courseroom to complete the assignment.(Psychology Case Study of Molly)

Molly, a 29-year-old unmarried woman, comes to the clinic complaining of a depressed mood, sleep problems, lack of concentration, loss of interest and pleasure in things, irritability, nervousness, lack of sex drive, no appetite, and undesired loss of 15 pounds in two months. She looks tired, sad, and gaunt. She moves slowly and occasionally tears up during the interview. She reports feeling this way for about two and a half years, since losing a job in a high-pressure computer start-up company. She had been a “shooting star,” rising fast in the dot-com world.

Prior to her collapse, she had never experienced failure of any kind. The collapse on the job seemed to be precipitated by a sexual affair she initiated with a coworker. As soon as this affair became known, she was criticized by coworkers and threatened by her supervisors with termination unless she ended the affair. Her lover was fired, and in his anger he refused to see her anymore. Thus, she lost her lover and the respect of her coworkers at the same time, and within six weeks was so depressed she could not function. She was then fired.

Since that time, she has taken a number of similar jobs, but has been unable to overcome her doubts that her “luck” would hold. She was afraid that her depression would impair her ability to concentrate and that she would either quit or be fired. She has moved back home with her parents, who are very supportive. Molly’s mother brought her to the interview.

During her love affair, Molly says, she began using cocaine with her boyfriend. After losing her job, she did not give up drugs, but switched to marijuana because it was much cheaper. Although she says that she preferred the rush of cocaine, she could not afford it, and now relishes the calm and numbness that marijuana brings. She smokes at least two marijuana cigarettes per day, often more. She had had one smoke earlier on the day of the interview. Her parents disapprove, though they give her the money for it, since “it helps me relax.” Molly also says that she drinks ” two to five” glasses of white wine each evening. “Wine helps me sleep,” she reports.

Molly has no medical problems to speak of. Difficult ovulation has always been a problem, but “nothing I can’t live with.” During ovulation, she tends to become more irritable than normal, and often snaps at people. But after 48 hours, she says, this dissipates. “It’s predictable as the trains,” she says. Her menstrual periods are uneventful.

Molly has had no accidents or illnesses besides the normal ones of life. No surgeries and no medications complicated her health picture. She has never needed or been to a therapist or psychiatrist prior to this visit. She feels ashamed of coming now.Use this outline to structure your case assignments.(Psychology Case Study of Molly)

1. Case Summary
  • Provide a brief summary of      what you have learned about the individual reviewed in the case. Include information about the individual      in terms of demographics and general history, and the sources of that      information, and the reason that the individual was referred, and by whom.
  • Summarize any information      you may have about evaluations that have been conducted, including the      results.
2. Clinical Impression (Diagnosis)

Write the clinical impression in the DSM-5 format:

XXX.xx (Yyy.yy) Primary Diagnoses (list in order of salience).

(DSM-5 Code is first, as in XXX.xx, and ICD-10 codes next, in parentheses.)

OTHER FACTORS:

Use the V and Z codes, or simply appropriate descriptors to psychosocial and contextual factors of importance to the diagnostic case. These replace the DSM-IV-TR Axis IV & V used to address these concerns.

3. Recommendations

Explain any recommendations for interventions, treatment, and/or disposition.

4. Questions(Psychology Case Study of Molly)

Address the specific questions that were asked in the instructions for this assignment.

Here is a sample assignment question and an appropriate brief response:

Question: Describe what further information you would need to accurately diagnose this case.

Response: To diagnose this case accurately, I would also need to review any pertinent medical records. I would want to interview this client’s mother, with whom he lives, to corroborate the clinical interview data supplied by the client, and to learn more about his developmental history. I would also want to

 
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Family Health Assessment

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Family Health Assessment

(Family Health Assessment)

Question description

COMMUNITY HEALTH NURSING

FAMILY HEALTH ASSESSMENT

Choose a family in your community and conduct a family health assessment using the following questions below.

1. Family composition.

Type of family, age, gender and racial/ethnic composition of the family.

2.Roles of each family member.Who is the leader in the family?Who is the primary provider?Is there any other provider?

3.Do family members have any existing physical or psychological conditions that are affecting family function?

4.Home (physical condition) and external environment; living situation (this must include financial information).How the family support itself.

For example; working parents, children or any other member

5.How adequately have individual family members accomplished age-appropriate developmental tasks?

6.Do individual family member’s developmental states create stress in the family?

7.What developmental stage is the family in?How well has the family achieve the task of this and previous developmental stages?

8.Any family history of genetic predisposition to disease?

9.Immunization status of the family?

10.Any child or adolescent experiencing problems

11.Hospital admission of any family member and how it is handle by the other members?

12.What are the typical modes of family communication?It is affective?Why?

13.How are decision make in the family?

14.Is there evidence of violence within the family?What forms of discipline are use?

15.How well the family deals with crisis?

16.What cultural and religious factors influence the family health and social status?

17.What are the family goals?

18.Identify any external or internal sources of support that are available?

19.Is there evidence of role conflict?Role overload?

20.Does the family have an emergency plan to deal with family crisis, disasters? (Family Health Assessment)

Identify 3 nursing diagnosis and develop a short plan of care using the nursing process.

Please present a summary of your assessment in an APA format on a 12 Arial font, word document, use at least 3 scholarly evidence-based practice references.A minimum of 1000 words are required, excluding the first and reference page (Websites can be used but will not count toward grading).

 
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Immune Disorders

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Immune Disorders

(Immune Disorders)

APA format 1.5 pages MSN degree 2 references from Walden university library

Due Thursday March 15, 2018 at 7pm EST

 

Immune Disorders

Two immune deficiency disorders will be discussed in the following text, human immunodeficiency virus (HIV) and psoriasis. Pathophysiology, drug therapy, and adverse effects will be discussed. Furthermore, variations in each disease process will also be presented. The purpose of this discussion post is to further understand the disease process of HIV and psoriasis.

HIV

Human immunodeficiency virus is a viral infection that targets the CD4-positive Th cells, which are needed for the development of plasma cells and T cells. The result of this cell depletion results in a negative immune response. With the immune system suppression, the development of acquired immunodeficiency syndrome (AIDS) is possible (Huether & McCance, 2017), p. 194).

Drug Therapy

After HIV is diagnosed, the goal of action is to control the virus and prevent the progression to AIDS. Drug therapy is designed to do five things for the patient: suppress the viral load, restore the immune system function, maintain quality of life, prevent HIV related complications, and prevent HIV transmission (Arcangelo, Peterson, Wilbur, & Reinhold, 2017, p. 846).

Medication regimens have been designed and it is important to note the each patient responds differently. The different classes of drug regimens include: nucleoside reverse transcriptase inhibitors (NRTI), nonnucleaoside reverse transcriptase inhibitors (NNRTI), protease inhibitors (PI), fusion inhibitors, integrase trans transfer inhibitors (INSTI), and CCR5 Antagonists.

When using NRTI drugs such as, Ziagen, Videx, Emtriva, Epivir, Zerit, and Retrovir, it is important to know that they prevent the transcription of RNA into DNA (Arcangelo, Peterson, Wilbur, & Reinhold, 2017, p. 849).

When working with NNRTIs drug such as, Rescriptor, Sustiva, Intelence, Viramune, and Edurant, the drug binds to the reverse transcriptase and prevents the conversion of RNA into DNA Arcangelo, Peterson, Wilbur, & Reinhold, 2017, p. 851).

Protease inhibitors target the cell replication in the later stages. They prevent the development of the polyproteins, which are needed to create new HIV RNA copies. Examples of PIs are Reyataz, Prezista, Lexiva, Crixivan, Kaletra, Viracept, Norvir, Invirase, and Aptivus (Arcangelo, Peterson, Wilbur, & Reinhold, 2017, p. 852).

Fusion inhibitors prevents HIV from entering the cells by blocking the fusion process of the virus to the membrane of the CD4 T cells. Fuzeon is the only available drug from this particular class (Arcangelo, Peterson, Wilbur, & Reinhold, 2017, p. 853).

The INSTIs available for use are Trivicy, Vitekta, and Isentress. These drugs prevent the HIVs DNA  from entering the genome of the host cell. They are often used in conjunction with NRTI drugs (Arcangelo, Peterson, Wilbur, & Reinhold, 2017, p. 853).

The final drug class is the CCR5 Antagonists and Selsentry is the only medication amiable. This medication works on the membrane of CD4 T cells and prevents HIV from entering the cells by blocking the CCR5 receptors (Arcangelo, Peterson, Wilbur, & Reinhold, 2017, p. 854).

Each medication regimen is carefully selected for the patient. Each patient will have a different response. It is also important to note, the HIV is not curable, as no medication has been proven to eliminate the virus.(Immune Disorders)

Pediatrics

Unfortunately, HIV in children is something that needs discussion. It can be detected and diagnosed in infancy. When infants contract HIV it it typically from their mother during birth. Treatment with drug therapy varies as children grow. Interactions may occur with food and other medications. Compliance and frequent follow ups are needed as these children are treated. Providing each child with a life full of quality and low adverse effects is essential (Arcangelo, Peterson, Wilbur, & Reinhold, 2017, p. 855).

Adverse Effects

Adverse effects depend vary depending on the patient’s medication regimen. For example, when patients are taking a NRTI they need to conscious of the development of gastrointestinal (GI) symptoms such as nausea, vomiting, and abdominal pain. These symptoms could be indicative of lactic acidosis with hepatic sweatosis. This rare side effect could lead to possible death. When taking NNRTIs, patients could also experience GI symptoms in addition to dizziness, difficulty concentrating, hallucinations, and odd dreaming. Liver function impairment is also a risk when taking NNRTIs. Gastrointestinal symptoms, as well as liver transmitases, are side effects related to PIs. Fusion inhibitors are administered via subcutaneous injections; therefore, a common side effect is irritation at the injection site. Rash and fever are another possibility. Adverse effects of INSTIs vary from headache, diarrhea, reduced renal function, and hypersensitivity. CCR5 antagonists can case hepatotoxicity, which can lead to a systematic allergic reaction. Because of this side effect, CCR5 antagonists are not recommended as a front line management of HIV (Arcangelo, Peterson, Wilbur, & Reinhold, 2017, p. 849-854).

Psoriasis

Psoriasis is the inflammatory process of the skin, scalp, or nails, in which their cell replication is faster than normal. For example, the epidermis usually sheds in a 14-20 time frame. With psoriasis, the epidermis sheds in 3-4 days. During this inflammatory process, the is a conflicting interaction between macrophages, fibroblasts, dendritic cells, natural killer cells, T helper cells, and regulatory T cells. This interaction leads to the production of inflammatory mediators. In addition, the epidermis and dermis become thicker than normal because of their cellular hyperproliferation, the alteration in kerotinocyte, and the expanded dermal vasculature. Skin cells no longer mature and keratinze, but instead thicken and plaque formation begins. Because cell metabolism is increased, their is an increase in blood flow to the skin. This causes redness and inflammation. The inflammatory process waxes and wanes depending on triggering factors (Huether & McCance, 2017, p. 1062).(Immune Disorders)

When you hear psoriasis, one typically thinks of skin. It is also important for health care providers to be educated in psoriatic arthritis. Typically, it presents itself later in ones life, but it is possible that children can could experience it as well. Signs and symptoms include joint pain or stiffness (Van Onselen, 2013).

Drug Therapy

When treating psoriasis, medications are aimed at treating the inflammatory mediators. Treatment is aimed at restoring skin moisture,  reducing cells turnover, and controlling pruritus. Each patient’s treatment is different and depends on the degree of severeness. In mild cases, topical corticosteroids, moisturizing creams, Vitamin D analogs, and keratolytic agents are utilized. Narrow-band ultraviolet light therapy is also used. In severe cases, a more systemic treatment approach is needed. Approved medications included methotrexate, acitretin, and cyclopsporine. New therapies are being developed as the pathophysiology of psoriasis is further learned. Such treatment includes biologics. The safety and efficiency of this drug group is still under investigation (Huether & McCance, 2017, p. 1062-1063).

Pediatrics

The pathophysiological process of developing psoriasis is the same for children as for adults. It is more often seen in adults over children. There is some genetic linking to psoriasis, but exact details are still unknown. Typically, environmental and systemic triggers will still begin the initial presentation. Triggers include infection, skin trauma, medications, hormonal changes, smoking, or alcohol (Vam Onselen, 2013).

When treating children with psoriasis, emollients are commonly used to help with skin dryness. Emollients also have an anti-inflammatory property that make them a first line treatment for children. Other options to treat are topical corticosteroids, Vitamin D analogues, ditheranol, tar, topical calcineurin inhibitors, and photosynthesis treatment. Thorough education is necessary for both the child and parents when treating psoriasis. Allowing the child to demonstrate putting on his or her own cream may be a beneficial activity. Psychological support may be necessary while the child is being treated (Van Onselen, 2013).(Immune Disorders)

Reducing Side Effects

Side effects can be managed and reduced by seeking medical advice as soon as symptoms begin. By completing thorough education, encouraging follow-up, and avoiding triggering agents side effects can also be limited. Patients often have preconceived ideas that nothing can help them. It is important to recommend dermatology consultation when needed and to encourage each patient to be open to different therapies. Treatments do not work the same for each patient. Furthermore, patients need to be taught how to be compliant with their treatment (Renton, 2018).

Comparing HIV and Psoriasis

Immune disorders can be frustrating for patients. For HIV, the patient may have inner guilt or feelings of embarrassment depending on how they got HIV. Outsiders looking in may never know they have HIV, but the patient will feel like everyone knows and everyone is talking about them. Furthermore, patients with psoriasis may also feel embarrassed, but more because of the physical evidence. It may be difficult for these individuals to wear shorts or go swimming without feeling self conscious. It is important to show patients respect and to give support as they are facing maladaptive and physiological responses. By giving these patients a positive outlook, positive outcomes are more likely to follow.(Immune Disorders)

References

Arcangelo, V. P., Peterson, A. M., Wilbur, V. &  Reinhold, J. A.  (Eds.).

(2017). Pharmacotherapeutics  for advanced practice: A practical approach (4th ed.).

Ambler, PA:  Lippincott Williams & Wilkins.

Huether, S. E., & McCance, K. L. (2017). Understanding  pathophysiology (6th ed.). St. Louis,

MO: Mosby.

Renton, C. (2018). Late-onset psoriasis: Diagnosis, assessment and management. British

Journal Of Community Nursing, 23(2), 58-63.

Van Onselen, J. (2013). Managing psoriasis in children and young people. Nurse Prescribing,

11(7), 330-336.

 
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Reducing Hospital Readmissions with Telephone Follow-ups

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Reducing Hospital Readmissions with Telephone Follow-ups

(Reducing Hospital Readmissions with Telephone Follow-ups)

Question description

You are to create a Design for Change proposal inclusive of your Practice Issue and Evidence Summary worksheet from your Capstone Project Milestone 1. Your plan is to convince your management team of a nursing problem you have uncovered and you feel is significant enough to change the way something is currently practiced.

  1. Create a proposal for your Design for Change Capstone Project. Attached is the recommended assignment specific Milestone 2 Design Proposal Outline (Links to an external site.)Links to an external site.. Use this to write your paper. You will include the information from Milestone 1, your practice issue and evidence summary worksheets, as you compose this proposal. Your plan is to convince your management team of a practice problem you have uncovered that is significant enough to change current practice.
  2. The format for this proposal will be a paper following the Publication manual of APA 6 th edition.
  3. The paper is to be four- to six-pages excluding the Title page and Reference page.
  4. As you organize your information and evidence, include the following topics.
    1. Introduction: Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63). Introduce the reader to the plan with evidence-based problem identification and solution.
    2. Change Model Overview: Overview of the ACE Star model (the model we have been discussing this session); define the scope of the EBP; identify the stakeholders, and determine the responsibility of the team members. (Reducing Hospital Readmissions with Telephone Follow-ups)
    3. Evidence: Conduct internal and external searches of evidence; integrate and summarize the evidence summary worksheet from Milestone 1; develop a recommendation for change.
    4. Translation: develop a hypothetical action plan; include measurable outcomes, reporting to stakeholders; identify next steps and disseminate the findings.
    5. Conclusion: Provide a clear and concise summary, inclusive of the problem issue, the five points of the ACE Star change model; and ways to maintain the change plan.
  5. Citations and References must be included to support the information within each topic area. Refer to the APA manual, Chapter 7, for examples of proper reference format. In-text citations are to be noted for all information contained in your paper that is not your original idea or thought. Ask yourself, “How do I know this?” and then cite the source. Scholarly sources are expected, which means using peer-reviewed journals and credible websites.
  6. Tables and Figures may be added as appropriate to the project. They should be embedded within the body of the paper (see your APA manual for how to format and cite). Creating tables and figures offers visual aids to the reader and enhances understanding of your literature review and design for change.
 
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Discussion Post (Capstone Reflection)Response

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Discussion Post (Capstone Reflection)Response

(Discussion Post (Capstone Reflection)Response)

Question description

Respond by Day 6 to at least one of your colleagues’ postings in one or more of the following ways:

  • Ask a probing question.
  • Share an insight from having read your colleague’s posting.
  • Offer and support an opinion.
  • Validate an idea with your own experience.
  • Make a suggestion.
  • Expand on your colleague’s posting.

Classmate’s Post

“Beauty: Society’s Misconception is the topic of my capstone project, it focuses on the culture of social media and how it impacts the lives of adolescent girls and young women in regards to body image. The culture of social media shines a bright light on perfection or the perception of perfection, to the adult eye we can distinguish between reality and perception; however adolescent girls wanting to be accepted take to true value the message of beauty that is received through social media. The aspects of social media I chose to focus on are the negative aspects, the models, celebrities, fitness models, men, and women who portray perfection and profess to be all natural but have been surgically and digitally altered.

The message they send to girls and even boys is one of deception. The generation growing up now have the world at the tips of their fingers and with one click they can venture into a whole new world and get lost thinking that this is reality and find themselves dissatisfied with the body they were created with. My paper is about discovery, discovering the issue with social media and what about that issue causes negative impact on body image. The end goal is finding a resolution in hopes of changing the mindsets of our adolescent girls and ultimately educating them on the importance of self love.

Through this journey of picking a topic, gathering information, and compile that information into a paper, I find myself amazed of the many people who agree with me and find the negative impact social media has on body image an issue. I found that I am more passionate about the topic than I thought and really do want to make a change to this way of thinking and doing. My experience in this capstone class has been very enlightening and educational and as I currently finish my final paper I find myself improving upon my original submissions and making my problem and resolution clear. The message I want to leave is one that says although culture is the rule that and it what drives perception, we are the culture and we can make the change.”

 
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Essay Article Critique – Experimental Design

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Essay Article Critique – Experimental Design

(Essay Article Critique – Experimental Design)

need this paper by 12pm 10/29/17. I am late posting, was going to do it myself, but I hate this class and can’t get into it.

The topic is Recidivism and Rehabilitation in the criminal justice system, with the participants receiving drug and life skill inside jails and prisons.

There is a Rubics:

 

1
Unsatisfactory
0.00%2
Less than Satisfactory
65.00%3
Satisfactory
75.00%4
Good
85.00%5
Excellent
100.00%70.0 %Content 20.0 %Compare the research design of the two studies chosen.Comparison of research designs chosen are missing.Comparison of research designs chosen are vague and inconsistent.Comparison of research designs chosen are present and appropriate.Comparison of research designs chosen are present and makes some connection to research.Comparison of research designs chosen are concise and well-research; makes connections to current research.20.0 %Identify the independent variable(s), dependent variable, and any possible extraneous variable.Identification of independent variable(s), dependent variable, and any possible extraneous variable are missing.Identification of independent variable(s), dependent variable, and any possible extraneous variable are vague and inconsistent.Identification of independent variable(s), dependent variable, and any possible extraneous variable are present and appropriate.Identification of independent variable(s), dependent variable, and any possible extraneous variable are present and makes some connection to research.Identification of independent variable(s), dependent variable, and any possible extraneous variable are thorough and concise; makes connections to current research.15.0 %Identify the main effects and interactions for the factorial designs.Identification for main effects and interactions for factorial designs are missing.Identification for main effects and interactions for factorial designs are vague and inconsistent.Identification for main effects and interactions for factorial designs are present and appropriate.Identification for main effects and interactions for factorial designs are present and makes some connection to research.Identification for main effects and interactions for factorial designs are thorough and concise; makes connections to current research.15.0 %Explain if the study has a random sample and/or random assignment and other limitations noticed.Explanation if the study has a random sample and/or random assignment and other limitations noticed is missing.Explanation if the study has a random sample and/or random assignment and other limitations noticed is vague and inconsistent.Explanation if the study has a random sample and/or random assignment and other limitations noticed is present and appropriate.Explanation if the study has a random sample and/or random assignment and other limitations noticed is present and makes some connection to research.Explanation if the study has a random sample and/or random assignment and other limitations noticed is thorough and well-researched; makes connections to current research.20.0 %Organization and Effectiveness 8.0 %Thesis Development and PurposePaper lacks any discernible overall purpose or organizing claim.Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.Thesis and/or main claim are apparent and appropriate to purpose.Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.7.0 %Paragraph Development and TransitionsParagraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established.

Transitions are inappropriate to purpose and scope. Organization is disjointed.Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose.There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.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 and/or sentence construction are used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied.Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.Writer is clearly in command of standard, written, academic English.10.0 %Format 5.0 %Paper Format (use of appropriate style for the major and assignment)Template is not used appropriately, or documentation format is rarely followed correctly.Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.Appropriate template is used. Formatting is correct, although some minor errors may be present.Appropriate template is fully used. There are virtually no errors in formatting style.All format elements are correct.5.0 %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 (Essay Article Critique – Experimental Design)

The Essay Part:

 

For this assignment, again, it is beneficial that you keep the topic you would like to research for the capstone proposal in mind. The capstone will require a literature review for your proposal, of which you may use articles obtained during this course.

Select a peer-reviewed, experimental research study that exemplifies a two-group design and a factorial design (use keywords method, results, and discussion in your Boolean search). These studies can be found using tools such as the GCU Library and Google Scholar.

The topic is Recidivism and Rehabilitation in the criminal justice system, with the participants receiving drug and life skill inside jails and prisons.

There must be in text citations along with citations listed on a reference page

Write a 500-750-word paper in which you:

  1. Compare the two research designs.
  2. Identify the independent variable(s), dependent variable, and any possible extraneous variable.
  3. Identify main effects and interactions for the factorial design.
  4. Explain if the study has a random sample and/or random assignment. Were there other limitations that were noticed?

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 Turnitin. Refer to the directions in the Student Success Center.

 
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Ethical analysis Essay

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Ethical analysis Essay

(ethical analysis Essay)

The practice of health care providers at all levels brings you into contact with people from a variety of faiths. This calls for knowledge and acceptance of a diversity of faith expressions.

The purpose of this paper is to complete a comparative ethical analysis of George’s situation and decision from the perspective of two worldviews or religions: Christianity and a second religion of your choosing. For the second faith, choose a faith that is unfamiliar to you. Examples of faiths to choose from include Sikh, Baha’i, Buddhism, Shintoism, etc.

In your comparative analysis, address all of the worldview questions in detail for Christianity and your selected faith. Refer to Chapter 2 of Called to Care for the list of questions. Once you have outlined the worldview of each religion, begin your ethical analysis from each perspective.(ethical analysis Essay)

In a minimum of 1,500-2,000 words, provide an ethical analysis based upon the different belief systems, reinforcing major themes with insights gained from your research, and answering the following questions based on the research:

  1. How would each religion interpret the nature of George’s malady and suffering? Is there a “why” to his disease and suffering? (i.e., is there a reason for why George is ill, beyond the reality of physical malady?)
  2. In George’s analysis of his own life, how would each religion think about the value of his life as a person, and value of his life with ALS?
  3. What sorts of values and considerations would each religion focus on in deliberating about whether or not George should opt for euthanasia?
  4. Given the above, what options would be morally justified under each religion for George and why?
  5. Finally, present and defend your own view.

Support your position by referencing at least three academic resources (preferably from the GCU Library) in addition to the course readings, lectures, the Bible, and the textbooks for each religion. Each religion must have a primary source included. A total of six references are required according to the specifications listed above. Incorporate the research into your writing in an appropriate, scholarly manner.

Prepare this assignment according to the guidelines found in the APA Style Guide

 
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Nursing Teaching

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Nursing Teaching

(Nursing Teaching)

 

Nursing teaching is a vital component of healthcare education, aimed at preparing individuals to deliver high-quality patient care. It encompasses diverse topics such as medical procedures, patient communication, and ethical considerations. Effective nursing teaching involves a dynamic blend of theoretical knowledge and practical skills, often utilizing simulations and real-world scenarios. Educators focus on fostering critical thinking, clinical reasoning, and empathy in aspiring nurses. The curriculum typically covers anatomy, pharmacology, and disease management, equipping students with the necessary tools to navigate complex healthcare environments. Furthermore, nursing teaching emphasizes the importance of ongoing learning, adaptability, and collaboration within multidisciplinary healthcare teams. As the healthcare landscape evolves, nursing education remains pivotal in producing competent and compassionate professionals capable of meeting the diverse needs of patients and communities.

wk3t2/topic 1/t

Reflect on a lesson you would like to teach to a friend or family member. Determine the level of your learning objectives using Bloom’s taxonomy. Construct three learning objectives containing appropriate active verbs. Identify a possible teaching strategy for each of your objectives. Indicate how you plan to measure each objective.

STROKE RECOGNITION

Learning Objective: After reading a handout, family member can properly recite the acronym used as a mnemonic to help detect and enhance responsiveness to the needs of a person having a stroke.

Measurement: When asked to recite and explain FAST family member is able to state (FAST) Facial drooping, Arm weakness, Speech difficulties and Time to call 911.

Teaching Strategy: Self instruction

Taxonomy: Cognitive(Nursing Teaching)

Learning Objective: After a brief one on one discussion about how to detect and enhance the responsiveness to the needs of a person having a stroke the family member can verbalize feelings of confidence in stroke detection mnemonic FAST and meaning.

Measurement: Question & Answer

Teaching Strategy: One on one discussion

Taxonomy: Affective

Learning Objective: After 30 minutes of teaching and demonstrations how to detect and enhance the responsiveness to the needs of a person having a stroke, the family member can perform a return demonstration on FAST mnemonic and stroke detection.

Measurement: Family member can perform return demonstration on how to enhance responsiveness to the needs of a person having a stroke and the mnemonic FAST.

Teaching Strategy: Demonstration and return demonstration

Taxonomy: Psychomotor

 
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