Independent Variable: Presence of a buzzer sound or not. Dependent Variable: Number of times the hand sanitizer lever was pressed. Level of Measurement: Ratio

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Design an experiment with one independent variable (with at least two levels) and one dependent variable. Additionally, what levels of measurement would you use when collecting your data?

Example: XYZ hospital wanted to increase compliance of staff using hand sanitizer after every interaction with a patient. In order to gain compliance, they set up a buzzer when staff exited the patient’s room. For the treatment group, a buzzer would ring for 1 second after exiting the room unless staff had pressed the hand sanitizer lever. The control group did not have the buzzer activated, so no sound would emit when exiting the patient’s room.

Independent Variable: Presence of a buzzer sound or not.

Dependent Variable: Number of times the hand sanitizer lever was pressed.

Level of Measurement: Ratio

In your responses to other students, identify a strength or weakness of another student’s example design.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “HLT-362V Discussion Question Rubric” and “HLT-362V Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively

Nursing

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Reflection 6

Purpose

Often, after a class is done for the week, we drop it and move on. The goal of reflection assignments is to encourage you to reflect on what we did in class that week, after the class to consolidate your learning. There will be specific prompts for you to answer; sometimes this is a reflective assignment, and other times it is more of an application assignment (e.g., given a case example and having to apply something from class). The hope is that this will help you to use what you have learned to ensure concepts “stick” or to think critically about your response to what was learned.

Task

Respond to the following prompt and upload your Word document. It should be 1-2 pages and will be due
11:59 p.m. Friday.


Reflection #6

Sometimes it is helpful to provide information about the brain and neurobiology during psychoeducation with clients. Some clients are more or less interested in this, but for those who are interested, it can often be quite validating to know there may be physiological differences they are experiencing in response to stress.

Imagine that you wanted to provide psychoeducation to your client about some aspects of neurobiology as it relates to PTSD. Write out what you might say: (1) to an adult, and (2) to a child. If you would accompany visual images with this, you do not need to draw them, but could describe what they would include. Be sure to provide a bridge to what this information tells us about how we might work with them or what we might need to do to help them.

They would not need to know the level of detail we have covered, of course, so do not feel a need to explain everything!

Grading Criteria

I'm really not looking to take off points for the reflection assignments. I don't have specific rubrics for them, but if you do not seem to be engaging with the prompt or answering the questions, I may take off points. Each reflection assignment is worth
5 points.

Practicum Project Part two

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Practicum Part 2 – Health Care Disparities

(This is a continuation of part 1 with the homeless population in FL)

In this assignment, you will

1. Use your assessment data from week 3 to identify significant health disparities in your at-risk group.

2. Research and propose recommendations to decrease one of these disparities.

3. Write a 2-page (500 word) paper in the form of a proposal to area leaders to address the disparity in your community. Your proposal should include:

· A description of the disparity.

· The influences the disparity has on healthcare delivery.

· The influences the disparity has on similar populations in other countries and the provision of global healthcare.

· Recommendations to address the problem.

· Any graphs or charts in your document that are needed to support your proposal.

Cite any sources in APA format with the url link


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Blog

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 blog on evidence-based practice in the healthcare organization where you practice. (psychiatry)Drawing on your understanding of EBP and your firsthand observations within your organization, include the following content in your blog: 

Nursing Cells: Assignment

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Requirements

Answer the questions in the provided Microsoft Word document and save your responses. Provide resources in APA format to support your answers.

Outcomes

CO 3: Identify the cellular organization of different prokaryotic and eukaryotic microorganisms

CO 4: Distinguish the characteristics of different types of acellular infectious agents

Health promotion w2 peers responses

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Home Health week 2 peer response

respond to peers thoughtfully, add value to the discussion, and apply ideas, insights, or concepts from scholarly sources, such as: journal articles, assigned readings, textbook material, lectures, course materials, or authoritative websites. For specific details and criteria, refer to the discussion rubric in the Menu (⋮) or in the Course Overview Weekly Discussion Guidelines. 

1st peer response

McKenzie Ledbetter

The Health Belief Model (HBM) was developed by Hochbaum, Rosenstock, and Kegels, psychologists working in the US Public Health Services. HBM is based on perceived susceptibility, severity, benefits, and barriers. This Model can be used to predict health behaviors, for example, the intention to vaccinate or comply with medical interventions. I chose this model because it is important to know if your patients will engage with healthy behavior or not. If it is the latter, you can implement education and resources to help them make healthy choices.

During the COVID pandemic, misinformation had an enormous impact on people following precaution guidelines. Many people ignored recommendations due to their lack of accurate information. The HBM can raise awareness of the relationship between health, information, and the digital landscapes the public interacts with (Houlden et al., 2021).

I believe this model can address my topics because there are a lot of people who have been misinformed about healthy behaviors regarding mental health and childbirth. This model can help screen for those individuals and once identified, education and resources can be offered to encourage better heath decisions.

 

Houlden, S., Hodson, J., Veletsianos, G., Reid, D., & Thompson-Wagner, C. (2021). The health belief model: How public health can address the misinformation crisis beyond COVID-19. 
Public health in practice (Oxford, England), 
2, 100151. https://doi.org/10.1016/j.puhip.2021.100151

2nd peer response

Megan Brown

· I chose the Transtheoretical/Stages of Change Model. This model helps describe a patient's motivation and readiness to change a health-related behavior they may want to improve. It is described in a five-step process and evaluates the patient's behavioral change, the process of the changes, decision-making, and self-efficacy. Here are the five stages of this model: 

      1. Precontemplation: the patient is unaware of their need to change and most likely is unwilling to change. 

      2. Contemplation: this is when the patient begins to develop a desire to change and get better. 

      3. Preparation: personal plans begin of how to change. 

      4. Action: when the patient incorporates the new behavior into their life and/or routine. 

      5. Maintenance: the patient is consistent in changing and demonstrating that change, usually for six months or more. 

· I chose this model because I feel it gives the patient ways to improve and get better in a clear and precise way. It gives the patient their own choice to get better, which I feel is an excellent way to get a patient to change unhealthy behaviors. The patient needs to have that desire to change and get better first. It demonstrates more of an understanding of the actual cognitive and behavioral changes the patient will experience and go through. “Movement through these stages does not always occur in a linear manner, but may also be cyclical as many individuals must make several attempts at behavior change before their goals are realized” (Marcus & Simkin, 1994). It gives the patient time to work through each stage, even if it may not happen the first time, but it helps them feel more fulfilled. 

· This model can be used to address the Healthy People topic and objective I have chosen because, a lot of the time, the patient is unaware they need to change or unwilling to change. They don't know what steps they need to take to get better. Once given the education on how to get better, they need to desire to get better. This model can show the patient that they are getting better and gives them something to look at. It can also show healthcare professionals how the patient is improving and where they are at. 

 

Reference: 

Marcus , B. H., & Simkin, L. R. (1994, November 26). 
The transtheoretical model: Applications to exercise behavior. National Library of Medicine. https://pubmed.ncbi.nlm.nih.gov/7837962

journal week 9

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Journal/Overview -The journal document should be 3-4 pages in length. No citations are required, and no specific formatting is needed. Utilize appropriate grammar and mechanics of writing.

Refer to the journal submission you completed in Unit 1 and reflect on the following:

Topic: The use of pharmacology in advanced practice.

1. How has your knowledge of pharmacology changed?

2. Do you find yourself thinking about medication use in your current employment differently? Why or why not?

3. Explain how your appreciation of the advanced practice role changed or did not change?

How do you envision using the knowledge from this course in your future advanced practice role?

You must complete this Journal submission before the Unit 10 Quiz will open.

goalw1

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Previous class


PRAC 6665/6675 Clinical Skills 


Self-Assessment Form

Desired Clinical Skills for Students to Achieve

Confident (Can complete independently)

Mostly confident (Can complete with supervision)

Beginning (Have performed with supervision or needs supervision to feel confident)

New (Have never performed or does not apply)

Comprehensive psychiatric evaluation skills in: 

Recognizing clinical signs and symptoms of psychiatric illness across the lifespan

X

Differentiating between pathophysiological and psychopathological conditions 

X

Performing and interpreting a comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies) 

X

Performing and interpreting a mental status examination 

X

Performing and interpreting a psychosocial assessment and family psychiatric history 

X

Performing and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational).

X

Diagnostic reasoning skill in:

Developing and prioritizing a differential diagnoses list

X

Formulating diagnoses according to DSM 5-TR based on assessment data 

X

Differentiating between normal/abnormal age-related physiological and psychological symptoms/changes

X

Pharmacotherapeutic skills in:

Selecting appropriate evidence based clinical practice guidelines for medication plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management) 

X

Evaluating patient response and modify plan as necessary 

X

Documenting (e.g., adverse reaction, the patient response, changes to the plan of care)

X

Psychotherapeutic Treatment Planning:

Recognizes concepts of therapeutic modalities across the lifespan

X

Selecting appropriate evidence based clinical practice guidelines for psychotherapeutic plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management, modality appropriate for situation) 

X

Applies age-appropriate psychotherapeutic counseling techniques with individuals and/or any caregivers

X

Develop an age-appropriate individualized plan of care

X

Provide psychoeducation to individuals and/or any caregivers

X

Promote health and disease prevention techniques

X

Self-assessment skill:

Develop SMART goals for practicum experiences 

X

Evaluating outcomes of practicum goals and modify plan as necessary 

X

Documenting and reflecting on learning experiences

X

Professional skills:

Maintains professional boundaries and therapeutic relationship with clients and staff

X

Collaborate with multi-disciplinary teams to improve clinical practice in mental health settings 

X

Identifies ethical and legal dilemmas with possible resolutions

X

Demonstrates non-judgmental practice approach and empathy

X

Practices within scope of practice

X

Selecting and implementing appropriate screening instrument(s), interpreting results, and making recommendations and referrals:

Demonstrates selecting the correct screening instrument appropriate for the clinical situation 

X

Implements the screening instrument efficiently and effectively with the clients

X

Interprets results for screening instruments accurately

X

Develops an appropriate plan of care based upon screening instruments response

X

Identifies the need to refer to another specialty provider when applicable

X

Accurately documents recommendations for psychiatric consultations when applicable

X

Summary of strengths:

With my previous clinical rotations, the guidance of my preceptor and my classes, today I can say that my knowledge has advanced, and I can apply it as a professional to patients and their families. I feel very safe working with other professionals, working as a team and applying and identifying ethical and legal dilemmas. I have observed the progress in issues of psychiatric evaluation, in pharmacology, in psychotherapies that in these next clinical rotation and classes I must continue advancing to achieve my complete confidence.

Opportunities for growth:

Despite my confidence in my knowledge of psychiatric evaluations and pharmacotherapeutics, practice may help me diagnose patients and create treatment strategies. I may also require more competence in selecting evidence-based clinical practice guidelines when designing psychotherapy treatments. I can enhance my screening instrument implementation and data interpretation to make recommendations and referrals. This self-assessment gave me goals and objectives to help me learn these skills.

Now, write three to four (3–4) possible goals and objectives for this practicum experience. Ensure that they follow the SMART Strategy, as described in the Learning Resources.

1.

Goal: Confidant in psychiatric evaluation

a.
Objective: To recognize more confidently in children and adolescents the signs and symptoms in psychiatric evaluations.

b.
Objective: To recognize more confidently in adults and older adults the signs and symptoms in psychiatric evaluations.

c.
Objective: To be most confident (independent) At the end of my clinical rotation with the recognition of signs and symptoms.

2.
Goal: Improve the development and prioritization of the list of differential diagnoses.

a.
Objective: To review the diagnostic criteria of the DSM and the list of differential diagnoses during my clinical rotation.

b.
Objective: Create a differential diagnosis list and discuss with my preceptor.

c.
Objective: To be more confident in the formulation of the diagnosis based on DSM -TR and to discuss it with my preceptor.

3.
Goal: To choose evidence-based clinical practice recommendations for a medication strategy.

a.
Objective: To systematically evaluate the pharmaceutical classes and the literature on side effects.

b.
Objective: Evaluate and choose evidence-based medication strategies for children and adolescents.

c.

Objective: Evaluate and choose evidence-based medication strategies for adults and older adults.

Signature: Nasihely Echemendia Lozano

Date:05/29/2023

Course/Section: PRAC-6665F

HEE w1 peers resp

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Hum Ecology & Environment w1 peers response.

respond to peers thoughtfully, add value to the discussion, and apply ideas, insights, or concepts from scholarly sources, assigned readings, lectures, or course materials in APA format. For specific details and criteria, refer to the discussion rubric in the syllabus. Your responses should consist of your informed input. One-sentence responses will not be considered good responses and will not fetch full points. Don’t merely recite the content you read in the unit, and don’t simply give your opinion.

1st peer post

Steven Williams

Hello, everyone. I am in my second semester (currently taking my fifth and sixth classes in the program). I have been an RN since 2012 and have worked in the mental health field since 2000. I am a nurse manager over two forensic psychiatric units, specializing in competency evaluations for individuals facing felony charges. I have worked at my current job since 2015. I entered this program to obtain the education necessary to continue rising up the ladder. I hope to settle into a director position within the next three years.

Prompt 2:

Recent events I believe are related to climate change include widespread wildfires and unseasonably warm temperatures.

Human-created emissions of greenhouse gases have led to increase in heat extremes (NASA, n.d.). As I write this, it is October 30. The temperature was in the high 70s as recently as a few days ago and was in the low 80s last weekend where I live (Kentucky).

Dry, hot conditions provide fuel for wildfires (NASA, n.d.). Although wildfires can be caused by humans acting carelessly, the condition of vegetation stimulates the spread of fires after they start (NASA, n.d.).

Individually, we can prevent wildfires by not starting fires in dry conditions and not leaving fires unattended. We need to make sure the fire is extinguished before moving on. Institutionally, local media needs to effectively communicate when conditions are unsafe for burning. In rural Kentucky, local government uses social media and highway signs to communicate when “burn bans” are in place.

As nurses, we can advocate for our facilities to be smoke-free and complete safety checks to ensure lighters and/or tobacco units are not being used. We can inspect equipment before using to ensure no frayed wires or other hazards are in play. We can dim or turn off lights when possible to conserve electricity and work to minimize waste.

Source:

NASA. (n.d.). Extreme weather and climate change. NASA.gov. https://climate.nasa.gov/extreme-weather/#:~:text=As%20Earth's%20climate%20changes%2C%20it,more%20frequent%20and%20more%20intense.

2nd peer post

Rickell Cox

Hello, my name is Rickell Cox and I am new student to Gallen college RN to BSN program. My goal to improve my knowledge in the nursing field as I lee earn a higher degree in nursing. I currently practice in Richmond Virginia specializing in OR nursing. Climate change is constant across the region. One of the latest event is global warming effects. “According to the 
2022 Global Climate Report from NOAA National Centers for Environmental Information, every month of 2022 ranked among the ten warmest for that month, despite the cooling influence from the 
La Nina climate pattern in the tropical Pacific”. Global warming is life treating due to extreme weather changes”. On July 6, 2023 recent events that indicate Earth's climate has entered uncharted territory. Global warming and deforestation, the drought that has fueled large wildfires that have made the air hazardous for millions.” Also global warming effects air pollution, landslides, that leading to destroying communities. Way to stop global warming are planting trees, turn off electric devices, recycle, drive less, etc. A second  event,”Hurricane Ida made landfall at Port Fourchon, Louisiana, on August 29, 2021 as a category 4 storm with 150 mph winds. There is no way we can prevent a hurricane. Climate changes effects the world in many different ways including lost on species, health risk, severe storms, and more. It is important for us to help the climate in any way possible. As nurses we advocate with green cleaning products, and recycling at all times and encouraging are patient to do the same. 

Citation

BY REBECCA LINDSEY AND LUANN DAHLMAN  REVIEWED BY JESSICA BLUNDEN

PUBLISHED JANUARY 18, 2023

week 5

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see attachment