Community Teaching Plan: Teaching Experience Paper

  The RN to BSN program meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.

Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:

  1. Summary of teaching plan
  2. Epidemiological rationale for topic
  3. Evaluation of teaching experience
  4. Community response to teaching
  5. Areas of strengths and areas of improvement

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

Angry Adolescent

I need a  response to this assignment

3 references

zero plagiarism

Angry Adolescent

A large majority of my psychiatric mental health experience has been with children and adolescents. I have worked with a large number of adolescents that experience all four behaviors as shown in the case studies. I have selected the case study of the “angry adolescent” for this discussion board.

This adolescent projects on the counselor with statements of “you are a horrible counselor,” “I hate being here,” “I hate talking to you,” “this is worthless,” “you are stupid,” and “you know nothing about me” (Laureate Education, 2013). This young female displays angry emotions towards the counselor about the session. A possible diagnosis for this patient would be oppositional defiant disorder (ODD) according to the DSM-5. The DSM-5 criteria describes oppositional defiant disorder as angry/irritable, often argumentative to authority figures, refuses to comply with requests, often blames others, and vindictive at least twice in the past 6 months (American Psychiatric Association, 2013).

Therapeutic approaches are available with an adolescent and ODD. Methods include parenting education, social-emotional skills training, and medication use. Parenting education takes a look at the relationship between the parents/guardians and the child. The best approach for ODD is helping the parent learn new parenting strategies to create structure and consistency. The social-emotional skills training will aid the child in identifying their feelings, how to have better relationships, and decision-making skills. Some effective medications are stimulants for ADHD, antidepressants for depression and anxiety, and other medications. Some medications include Ritalin, Dexedrine, Lexapro, Prozac, Tenex, Risperdal, and Abilify (Boston Children’s Hospital, 2020).

Early identification and early treatment of ODD will have a better opportunity for improvement/changes. Behaviors associated with ODD can be difficult and take some time to alter. Studies have shown that 67% of children with ODD were symptom free after approximately three years. Many are likely to develop other conditions such as ADHD, anxiety, or mood disorders. Also, about 10% of children develop a personality disorder late in their life. Therefore, early treatment is essential in a child with ODD for the best expected outcomes (AACAP, 2019).

References:

AACAP (2019). ODD: A guide for families by the American academy of child and adolescent psychiatry. American Academy of Child and Adolescent Psychiatry. Retrieved from: https://www.aacap.org/App_Themes/AACAP/docs/resource_centers/odd/odd_resource_center_odd_guide.pdf

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

Boston Children’s Hospital (2020). Treatments for oppositional defiant disorder in children. Boston Children’s Hospital. Retrieved from: http://www.childrenshospital.org/conditions-and-treatments/conditions/o/oppositional-defiant-disorder/treatments

Laureate Education (2013). Disruptive behaviors – Part 1 [Multimedia file]. Baltimore, MD: Author.

Hyperactive Child Case Study

I need a response to this assignment 

3 references 

zero plagiarism

The hyperactive child is an adolescent, African American, Female client.  Her speech is rapid, pressured, and tangential.  Her thought process is disorganized with flights of ideas.  She appears impulsive with poor boundaries as evidenced by grabbing items that do not belong to her.  She presents with psychomotor agitation evidenced by constant fidgeting in her seat, grabbing objects, and manipulating them continuously in her hands.  The client expresses an aversion to doing homework and reports that her parents are always “on my back about video games” (Laureate Education, 2013).  While this video file does not provide the ability to ask important follow-up questions for determining diagnostic criteria, the data that can be extrapolated is highly suggestive of ADHD.  The client’s observed behaviors are consistent with the following DSM criteria for ADHD: Distracted by external stimuli, frequent fidgeting, constantly on the go, talking excessively, and frequent intrusive or interruptive behavior. Follow-up questions regarding her dislike for homework might meet DSM criteria for inattention to detail in homework, difficulty organizing tasks, and reluctance to engage in activities requiring prolonged mental effort.  Together, these inattentive, impulsive, and hyperactive symptoms exceed the six required for a diagnosis of ADHD (American Psychiatric Association, 2013).

The client would be initiated on Methylphenidate SR 18 mg each morning. Stimulant medications are first-line pharmacologic agents for the treatment of ADHD in adolescents, as they display the highest efficacy for both impulsive and inattentive symptoms and improve long term outcomes in those with ADHD (Stahl, 2013).  The most evidenced therapy for ADHD is behavioral therapy, in which the therapist works with parents to modify the child’s environment and help improve behaviors.  This is done via behavioral parent training in which strategies such as operant conditioning are taught in order to modify dysfunctional behaviors and reinforce positive behaviors (Nathan & Gorman, 2015). The intended outcome for both pharmacologic and nonpharmacologic interventions is to reduce symptoms in order to improve goal-directed behavior.  This will ultimately result in improved scholastic achievement, better interpersonal relationships, and will thereby improve long-term functioning overall.

References

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

Laureate Education (Producer). (2013). Disruptive behaviors-Part 1 [Multimedia file]. Baltimore, MD: Author.

Nathan, P. E., & Gorman, J. M. (2015). Nonpharmacologic treatments for childhood attention-deficit/hyperactivity disorder and their combination with medication. In Pfiffner, L. J. & Haack L. M., (Eds.), A guide to treatments that work (pp. 55-84). Retrieved from https://ebookcentral.proquest.com

Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.

LEADERSHIP MODELS

Select a leader you believe successfully led an organization through a crisis or challenge (e.g., public relations crisis, marketing mishap, shift in market demand, reorganization). Identify the leader and the company with which the leader is affiliated. Provide a brief context for the crisis or challenge. Identify the leadership models and approaches that were employed in the handling of the situation. Finally, explain why you think the leadership was particularly effective in this context. BE SURE TO ADD IN-TEXT CITATIONS AND REFERENCE

Responses: For 2 Discussion Question

APA format. MUST BE  1 SEPERATE RESPONSE TO EACH QUESTION. 1 paragraph per response. Use only scholar authors only. References needed

Discussion 1:

The unit set out a plan to improve patient satisfaction on the unit with specific strategies and interventions over two years. Within the last two years, staff received training and education about pain management, data analysis of pain assessment and management, pain medication effectiveness, patient teaching, and evaluating staffs’ attitudes (Walden University, n.d.b.). The data over time showed an upward shift, trending upward, and data runs after the median (Walden University, n.d.a.). In looking at the run chart, it does objectively show the strategies and interventions were successful as satisfaction scores improved above the baseline since February 2015 (Walden University, n.d.a.).  Perla et al. (2011) indicate that run charts are an easy tool to interpret data objectively and evaluate improvement plans’ outcomes.

Furthermore, the quality assurance improvement plan was multilayer and took time to introduce. It was crucial to educate the staff on why there is a need for patient satisfaction improvement. Education and training to the staff and patients added another dimension to the importance of patient care and satisfaction. During the interventions, data were analyzed by the QI team, which allowed for the development of strategies for quality improvement (Walden University, n.d.b.). In the first half of the implementation process, it included training and education about pain and demographics of the typical patient seen on the unit (Walden University, n.d.b.). I believe this was an essential piece for the implementation strategies to be effective. Staff needs to know the whys and whats of the end goal.

CNO and the nurse manager know that in the last two years, they improved patient satisfaction scores for pain management on the unit.  In particular, the Fade model has been used to increase customer satisfaction with a clear focus of the problem, analyze the data, develop a solution, implement a plan, look objectively at the data results, and adjust accordingly (Spath, 2013). Management and the CNO can adapt the plan to exceed the national benchmark within the next year or next quarter. To do that, they would have to objectively look at the data and determine another solution to implement to get their patient satisfaction scores even higher.  The run chart from 5/1/2015 to 5/1/2016 consistently shown 80% and above and within the last five months in 2016 have trended above 90% (Walden University, n.d.a.).

In reviewing the run chart, objectively, the unit raised their patient satisfaction scores from 70% to high 90% over two years (Walden University, n.d.a.). The nurse’s unit decision to celebrate, I believe, was warranted as they had made significant improvement. There is a need to look at the data periodically to ensure patient satisfaction scores continue to meet or exceed the set expectation. A few ways to do this would be to make sure new employee orientation includes education and training about the importance of pain management in the elderly. Current staff will need to continue to receive training throughout the year to improve upon the importance of pain management.

To improve a trend, the organization needs to be aware of their goals, analyze the data, and adjust its plan as required. Another important aspect is working together as a team. For a team to work effectively and efficiently, there is a need to understand the goals and tasks of the unit, team contribution, listen to one another, conflict resolution, majority rule decision making, and utilization of effective communication skills (Yoder-Wise, 2019). The QI team improved the quality indicator for patient satisfaction because it came together to make it happen. It would be necessary for the organization to recognize this and the employees who made it happen.

Discussion 2:

Analyzing the data provided in this week scenario, strategies went from training staff on pain management and assessment, education on importance of patient satisfaction scores and posting of data for nursing staff to be informed in progress, as well as nursing meetings with the QI team to discuss strategies and EMR data.

According to the data offered the strategies have been effective, as evidenced by improvement in the medication effectiveness documentation on the month of July, 2015, 100% attendance to meetings by staff as reported on October of 2015, and improvement on pain assessment as shown on January of 2016. What I noticed is that the data is reported in a two year period, which seems a very long period to see an improvement of 25% on patient satisfaction scores with pain management (Walden University, n.d.a). I think not only medication pain management should be taught, there are alternative treatments for pain like for example hot and cold therapy, music therapy, relaxation techniques, and distraction. Utilizing these strategies to complement medication, may help increase satisfaction.

If the unit staff continues their efforts, the nurse manager and CNO can count on the unit success. The run chart shows that the unit consistently meet or exceeded national benchmark after June of 2015 (Walden University, n.d.b). The trend started going up after the team meeting on May of 2015, the team started using the rapid cycle improvement model with iterative PDSA (Walden University, n.d.a). The rapid cycle improvement projects incorporate several small changes and the result of those changes assessment to obtain an improvement goal. With this method several improvement cycles are set (usually less than six weeks), and data is collected and analyzed. After this analysis, changes can be made to continue improvement (Spath, 2013). I think the nursing staff should be able to celebrate, since the have consistently been at or above national average. With the continuation of the efforts on part of the staff, and the use of the rapid cycle improvement model, leadership should be able to see a consistent improvement on patient satisfaction with pain management scores for next year.

Pediatric

Topic: Cerebral

Please answer the 5 questions below for attendance credit.  Please do not share work. USE ONLY THE TEXTBOOK FOR YOUR PAPER, ESSENTIALS OF PEDIATRIC NURSING FOUTH EDITION, TERRI KYLE . SUSAN CARMAN

1. Describe the clinical manifestations a nurse might observe in an infant compensating for increased intracranial pressure

2. Describe the six levels of consciousness in the pediatric patient

3. Describe a coup and contra coup head injury

4.  Differentiate between a generalized seizure and a partial (focal) seizure. List the priority interventions for a pediatric patient having a seizure

5. What is hydrocephalus and how is it managed?

Topic: Integument

Please answer the 5 questions below for attendance credit. Please do not share work. USE ONLY THE TEXTBOOK FOR YOUR PAPER, ESSENTIALS OF PEDIATRIC NURSING FOUTH EDITION, TERRI KYLE . SUSAN CARMAN

List 3 types of dermatitis and describe them.

1.

2.

3.

List 5 examples of tinea infections (fungal infections of the skin) and describe them

1.

2.

3.

4.

5.

Describe characteristics (appearance, sensations patient may feel) of a superficial burn, partial thickness burn, and full thickness burn. Do not discuss first degree, second degree, or third degree burns (they are not medical terms)

Describe 4 signs of an inhalation injury in a burn victim

1.

2.

3.

4.

Why would a moist environment be more desirable in wound healing?

Topic: Endocrine

Please answer the 5 questions below for attendance credit. Please do not share work. USE ONLY THE TEXTBOOK FOR YOUR PAPER, ESSENTIALS OF PEDIATRIC NURSING FOUTH EDITION, TERRI KYLE . SUSAN CARMAN

1. What is hypopituitarism and how is it managed?

2. Compare and contrast the pathophysiology of Syndrome of Inappropriate Antidiuretic Hormone (SIADH) and Diabetes Insipidus (DI)

3. Discuss the pathophysiology of Graves disease and include signs and symptoms associated with this disorder.

4. Discuss the pathophysiology of congenital hypothyroidism and the therapeutic management

5. Discuss the therapeutic management of diabetic ketoacidosis (DKA).

T4 DQ1. DQ2

Discuss characteristic findings of immune dysfunction for either hypersensitivity reactions or AIDS. Explain what symptomology the patient would exhibit and how these symptoms may complicate daily living and relationships.

Healthcare Coverage Gap

Assignment:

Healthcare Coverage Gap

The  ACA was meant to provide quality health care coverage for all yet a  coverage gap for some populations especially in states that oppose  Medicaid expansion. Based on what you have learned so far in this  course, create a PowerPoint presentation that addresses the coverage gap  problem, who is impacted by the coverage gap, the role the ACA plays in  the coverage gap, why the coverage gap should be closed, and solutions/  recommendations for closing the gap. Address the following in your  PowerPoint:

  • Select  one state opposed to Medicaid expansion and describe why. Then,  consider your own state. What are the benefits and drawbacks to Medicaid  expansion in your state?
  • Define what the coverage gap is (problem/issue)
  • Discuss how the coverage gap impact low income healthcare consumers population.
  • What role does the ACA have in widening or closing the coverage gap?
  • Why is it important to close the gap (implications for positive social change)?
  • What  are some solutions to closing the coverage gap and how can healthcare  equity help close the gap? Include recommendations and/or solutions.

Your PowerPoint presentation should include/address:

  • Title Slide (1 slide)
  • Objectives Slide (1 slide)
  • Medicaid expansion (1-2 slides)
  • Coverage gap – define/problem/issue (1-2 slides)
  • Coverage gap impact on low income healthcare consumers (2-3 slides)
  • Role ACA has in widening or closing the coverage gap (1-2 slides)
  • Close the gap (1-2 slides)
  • Solutions to closing the coverage gap and how can healthcare equity help close the gap? (2-3 slides)
  • Reference slide (1-2 slides).

Assignment Expectations

Length: 9-14 slides (in addition to the title slide and reference slides)

Structure:  Include a title slide and reference slide in APA format.  These do not  count towards the minimum slide count for this assignment.  Your  presentation must include an objectives slide.  Be sure to fully explain  all slides in the Speaker Notes.

References:  Use the appropriate APA style in-text citations and references for all  resources utilized to answer the questions. A minimum of three (3)  scholarly sources are required for this assignment.

Format: Save your assignment as a Microsoft PowerPoint document (.pptx) or a PDF document (.pdf).

Nursing Metaparadigm

Link the theory you developed in Weeks 2 and 5 with the Metaparadigm of Nursing.  Each of the elements of the Metaparadigm should be represented in your theory. Revise your theory if necessary to include each of the components of the Metaparadigm.

Length: A minimum of 250 words, not including references

Citations: At least two scholarly reference in APA form from within the last 5 years

DQ#10PRAC

To prepare:

· Review this week’s media and consider the insights provided on group therapy with children and adolescents.

· Reflect on a child and adolescent group that you are currently counseling at your practicum site.

·

By Day

1-Describe a child and adolescent group you are counseling.

2-Describe a patient from the group WHO you do not think is adequately progressing according to expected clinical outcomes. Note: Do not use the client’s actual name.

3-Explain your Therapeutic Approach with the group, including your perceived effectiveness of your approach with the client you identified.

4-Identify Any Additional information about this Group and/or Client that may potentially impact Expected Outcomes.