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  • [Solved] WK 8 DIS THOE

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    – 2 years ago **files (1)** – ## WK8DISTHEOSDOHANDSOCIALCHANGE.docx **## WK8DISTHEOSDOHANDSOCIALCHANGE.docx** SDOH AND SOCIAL CHANGE "A good intention, with a bad approach, often leads to a poor result." ―Thomas Edison ![A network of red threads Description automatically generated with medium confid…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## WK8DISTHEOSDOHANDSOCIALCHANGE.docx

    **## WK8DISTHEOSDOHANDSOCIALCHANGE.docx**

    SDOH AND SOCIAL CHANGE

    "A good intention, with a bad approach, often leads to a poor result."

    ―Thomas Edison

    ![A network of red threads Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/wk-8-dis-thoe)

    The U.S. Department of Health and Human Services (HHS) has identified five areas that impact one’s social determinants of health (SDOH), which include economic stability, education, social and community context, health and healthcare, and neighborhood and surrounding environment (ODPHP, 2020). And although the United States spends more money on healthcare than other highly industrialized countries, according to the National Academies of Sciences, Engineering, and Medicine (2021), it has some of the poorest health outcomes of other developed countries.

    As nurses, we identify the inequities that affect our patients outside of medical care, such as lack of money to purchase needed medications, transportation, food insecurity, poor housing, and fear of safety in the neighborhood. Because of these factors, understanding the impact of the SDOH, in shaping one’s health, is critical to today’s nursing workforce.

    As noted in the introductory quote from Thomas Edison, addressing SDOH and developing strategies with good intentions and a bad approach, to promote positive social change, may not help the patient, the community, nor the organization. Planning for change by using a translation model, instead, assists the organization and ensures that a variety of stakeholders have plan input, implementation time is decreased, and outcomes are clearly identified.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/142660/modules/items/5646739)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/142660/pages/week-8-learning-resources?module_item_id=5646739)

    · Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021). Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines (4th ed.). Sigma Theta Tau International.

    · Chapter 8, “Translation” (pp 189–205)

    · Chapter 10, “Exemplars” (pp 223–243)

    ·
    [Appendix A, “PET Process Guide” (pp. 279–282)](https://waldenu.instructure.com/courses/142660/files/11137326?wrap=1) [Download Appendix A, “PET Process Guide” (pp. 279–282)](https://waldenu.instructure.com/courses/142660/files/11137326/download?download_frd=1)

    **Note:** You previously purchased this text for NURS 8002.

    · White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2024). Translation of evidence into nursing and healthcare (4th ed.). Springer.

    · Chapter 19, “Population Health Exemplars” (pp. 355–380)

    · Chapter 20, “Specialty Practice Exemplars” (pp. 381–426)

    · Chapter 21, “Healthcare System Exemplars” (pp. 427–466)

    **Note:** You are only required to read
    **one** of the three exemplars above. Select the exemplar that best aligns with the practice or organization issue you select for the Week 8 Discussion.

    · Johns Hopkins Nursing Center for Nursing Inquiry. (n.d.).
    [_Evidence-based practice_ Links to an external site.](https://www.hopkinsmedicine.org/nursing/center-nursing-inquiry/nursing-inquiry/evidence-based-practice). Johns Hopkins Medicine. https://www.hopkinsmedicine.org/nursing/center-nursing-inquiry/nursing-inquiry/evidence-based-practice#:~:text=EBP%20is%20a%20process%20used,et%20al.%2C%202022).I

    [Literature Review Assignment Resources](https://waldenu.instructure.com/courses/142660/pages/week-8-learning-resources?module_item_id=5646739)

    · Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines_ (4th ed.). Sigma Theta Tau International.

    · Chapter 5, “Searching for Evidence” (pp. 99–128)

    · Chapter 6, “Evidence Appraisal: Research” (pp. 129–162)

    · Chapter 7, “Evidence Appraisal: Nonresearch” (pp. 163–188)

    ·
    [Appendix B, “Question Development Tool” (pp. 283–288)](https://waldenu.instructure.com/courses/142660/files/11137325?wrap=1) [Download Appendix B, “Question Development Tool” (pp. 283–288)](https://waldenu.instructure.com/courses/142660/files/11137325/download?download_frd=1)

    ·
    [Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306)](https://waldenu.instructure.com/courses/142660/files/11137324?wrap=1) [Download Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306)](https://waldenu.instructure.com/courses/142660/files/11137324/download?download_frd=1)

    ·
    [Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)](https://waldenu.instructure.com/courses/142660/files/11137332?wrap=1) [Download Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)](https://waldenu.instructure.com/courses/142660/files/11137332/download?download_frd=1)

    ·
    [Appendix G, “Individual Evidence Summary Tool” (pp. 315–316)](https://waldenu.instructure.com/courses/142660/files/11137334?wrap=1) [Download Appendix G, “Individual Evidence Summary Tool” (pp. 315–316)](https://waldenu.instructure.com/courses/142660/files/11137334/download?download_frd=1)

    ·
    [Appendix H, “Synthesis and Recommendations Tool (pp. 319–323)](https://waldenu.instructure.com/courses/142660/files/11137335?wrap=1) [Download Appendix H, “Synthesis and Recommendations Tool (pp. 319–323)](https://waldenu.instructure.com/courses/142660/files/11137335/download?download_frd=1)

    **Note:** Be prepared to complete and submit Appendices B, G, and H for your Assignment this week.

    **Also Note:** You previously purchased this text for NURS 8002.

    · Bermudez, N. (2021).
    [Formulating well-written clinical practice questions and research questionsLinks to an external site.](https://scholarlycommons.baptisthealth.net/nhsrj/vol4/iss1/10/).
    _Nursing and Health Sciences Research Journal, 4_(1), 70–82. https://doi.org/10.55481/2578-3750.1113

    · Echevarria, I. M., & Walker, S. (2014).
    [To make your case, start with a PICOT questionLinks to an external site.](https://access.ovid.com/custom/redirector/index.html?dest=https://go.openathens.net/redirector/waldenu.edu?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00152193-201402000-00007&D=ovft).
    _Nursing, 44_(2), 18–19. https://doi.org/10.1097/01.NURSE.0000442594.00242.f9

    · Ford, L. G., & Melnyk, B. M. (2019).
    [The underappreciated and misunderstood PICOT question: A critical step in the EBP processLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=140231445&site=eds-live&scope=site&custid=s6527200).
    _Worldviews on Evidence-Based Nursing, 16_(6), 422–423. https://doi.org/10.1111/wvn.12408

    **Note:** The following resources also appear in NURS 8002.

    · OASIS. (n.d.).
    [_Analyze and evaluate research articles_ Links to an external site.](https://academics.waldenu.edu/library/analyze-evaluate-research-articles) [Interactive media]. Walden University. https://academics.waldenu.edu/library/analyze-evaluate-research-articles

    · OASIS. (n.d.).
    [_Break a topic into keywordsLinks to an external site._](https://academics.waldenu.edu/library/topic-into-keywords) [Interactive media]. Walden University. https://academics.waldenu.edu/library/topic-into-keywords

    · OASIS. (n.d.).
    [_Evaluate resourcesLinks to an external site._](https://academics.waldenu.edu/library/evaluate-resources)[Interactive media]. Walden University. https://academics.waldenu.edu/library/evaluate-resources

    · OASIS.
    [_Grading evidence_ Links to an external site.](https://rise.articulate.com/share/–e-gVRMA_y8V2KffxxJAQNb_lswZ2zX) [Interactive media]. Walden University. https://rise.articulate.com/share/–e-gVRMA_y8V2KffxxJAQNb_lswZ2zX

    · OASIS. (n.d.).
    [_Locate, cite, and reference journal articlesLinks to an external site._](https://academics.waldenu.edu/library/locate-cite-reference-articles) [Interactive media]. Walden University. https://academics.waldenu.edu/library/locate-cite-reference-articles

    · OASIS. (n.d.).
    [_Paraphrase and summarize informationLinks to an external site._](https://academics.waldenu.edu/writing/paraphrase-summarize) [Interactive media]. Walden University. https://academics.waldenu.edu/writing/paraphrase-summarize

    · OASIS. (n.d.).
    [_Synthesis_ Links to an external site.](https://academicguides.waldenu.edu/writingcenter/evidence/synthesis) [Multimedia]. Walden University. https://academicguides.waldenu.edu/writingcenter/evidence/synthesis

    · OASIS. (n.d.).
    [_Synthesize literature_ Links to an external site.](https://academics.waldenu.edu/writing/synthesize-literature) [Interactive media]. Walden University. https://academics.waldenu.edu/writing/synthesize-literature

    · Walden University. (2021).
    [_DNP glossary_ Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/NURS/8114/DNPG/index.html) [Interactive media]. Walden University Canvas. https://waldenu.instructure.com

    · Walden University Library. (n.d.).
    [_Ask a librarian_ Links to an external site.](https://academicguides.waldenu.edu/library/ask%20). https://academicguides.waldenu.edu/library/ask
    Note: Use this website to find answers to common questions or to contact a librarian directly.

    · Walden University Library. (n.d.).
    [_Databases A–Z: Nursing_ Links to an external site.](https://academicguides.waldenu.edu/az.php?s=19981). https://academicguides.waldenu.edu/az.php?s=19981

    · Walden University Library. (n.d.).
    [_Evaluating resources: Primary and secondary sources_ Links to an external site.](https://academicguides.waldenu.edu/library/evaluating/sources). https://academicguides.waldenu.edu/library/evaluating/sources

    · Walden University Library. (n.d.).
    [_Subject research: Nursing_ Links to an external site.](https://academicguides.waldenu.edu/library/subject/nursing). https://academicguides.waldenu.edu/library/subject/nursing

    **Note:** This database is a good starting point for nursing related searches.

    · Walden University Quick Answers. (n.d.).
    [_How do I verify that my article is peer reviewed?_ Links to an external site.](https://academicanswers.waldenu.edu/faq/72613) [Multimedia]. https://academicanswers.waldenu.edu/faq/72613

    [Optional Resources](https://waldenu.instructure.com/courses/142660/pages/week-8-learning-resources?module_item_id=5646739)

    · Fineout-Overholt E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010).
    [Evidence-based practice, step by step: Critical appraisal of the evidence: Part II: Digging deeper—examining the “keeper” studiesLinks to an external site.](https://access.ovid.com/custom/redirector/index.html?dest=https://go.openathens.net/redirector/waldenu.edu?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00000446-201009000-00024&D=ovft).
    _AJN American Journal of Nursing, 110_(9), 41–48. https://doi.org/10.1097/01.NAJ.0000388264.49427.f9

    **Note:** This resource is seminal to the field.

    [Previous](https://waldenu.instructure.com/courses/142660/modules/items/5646735) [Next](https://waldenu.instructure.com/courses/142660/modules/items/5646743)

    To Prepare

    · Review the Week 8 Learning Resources. Pay particular attention to Chapter 10 and Appendix A in the Dang, et al. text. Also, review the three exemplars provided in the White et al. text.

    · Select an organization with which you are familiar that went through a practice change to address a practice or organization issue.
    **Note:** You may reuse organizations and/or issues that you selected earlier in this course. Or you may select new ones.

    · Consider how SDOH and positive social change relate to the issue you selected.

    · Consider how the approaches used by the organization to address the practice or organization issue were decided upon and received, as well as if the outcome was satisfactory or not.

    By Day 3 Of Week 8

    **Post** the following:

    · Identify the organization you selected. Describe the practice or organization issue you selected.

    · Explain how SDOH relates to the issue you selected. Be specific and provide examples.

    · Were SDOH addressed? If so, in what ways?

    · Did positive social change occur? Why or why not?

    · Using Appendix A from the Dang et al. text. Briefly describe the steps that were followed and/or missing in the organization’s approach to the practice or organization change.

    · Were the outcomes positive or negative?

    · If the outcome was less than satisfactory, what could have been done differently to achieve a better outcome? Be specific and provide examples.

    · If the outcome was satisfactory, what key actions were taken that led to this positive outcome? Be specific and provide examples.

    · How was the change measured, if at all? In what ways were the outcomes evaluated? Be specific and provide examples.

    **Note:** Your posts should be substantial (500 words minimum), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA Style. Personal anecdotes are acceptable as part of a meaningful post but cannot stand alone as the entire post.

    **Read** a selection of your colleagues’ posts.

    By Day 6 of Week 8

    **Respond** to at least
    **two** of your colleagues, on different days, by offering ideas for how their organization might have achieved a better outcome or how they might have more thoroughly addressed SDOH to achieve positive social change. Be specific and cite sources to support your recommendations.

    **Note:** Your responses to colleagues should be substantial (250 words minimum), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA Style. Personal anecdotes are acceptable as part of a meaningful response but cannot stand alone as a response. Your responses should enrich the initial post by supporting and/or adding a fresh viewpoint and be constructive, enhancing the learning experience for all students.

    **Return** to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights that you have gained because of your colleagues’ comments.

    ## image1.jpeg

    **## WK8DISTHEOSDOHANDSOCIALCHANGE.docx**

    SDOH AND SOCIAL CHANGE

    "A good intention, with a bad approach, often leads to a poor result."

    ―Thomas Edison

    ![A network of red threads Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/wk-8-dis-thoe)

    The U.S. Department of Health and Human Services (HHS) has identified five areas that impact one’s social determinants of health (SDOH), which include economic stability, education, social and community context, health and healthcare, and neighborhood and surrounding environment (ODPHP, 2020). And although the United States spends more money on healthcare than other highly industrialized countries, according to the National Academies of Sciences, Engineering, and Medicine (2021), it has some of the poorest health outcomes of other developed countries.

    As nurses, we identify the inequities that affect our patients outside of medical care, such as lack of money to purchase needed medications, transportation, food insecurity, poor housing, and fear of safety in the neighborhood. Because of these factors, understanding the impact of the SDOH, in shaping one’s health, is critical to today’s nursing workforce.

    As noted in the introductory quote from Thomas Edison, addressing SDOH and developing strategies with good intentions and a bad approach, to promote positive social change, may not help the patient, the community, nor the organization. Planning for change by using a translation model, instead, assists the organization and ensures that a variety of stakeholders have plan input, implementation time is decreased, and outcomes are clearly identified.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/142660/modules/items/5646739)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/142660/pages/week-8-learning-resources?module_item_id=5646739)

    · Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021). Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines (4th ed.). Sigma Theta Tau International.

    · Chapter 8, “Translation” (pp 189–205)

    · Chapter 10, “Exemplars” (pp 223–243)

    ·
    [Appendix A, “PET Process Guide” (pp. 279–282)](https://waldenu.instructure.com/courses/142660/files/11137326?wrap=1) [Download Appendix A, “PET Process Guide” (pp. 279–282)](https://waldenu.instructure.com/courses/142660/files/11137326/download?download_frd=1)

    **Note:** You previously purchased this text for NURS 8002.

    · White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2024). Translation of evidence into nursing and healthcare (4th ed.). Springer.

    · Chapter 19, “Population Health Exemplars” (pp. 355–380)

    · Chapter 20, “Specialty Practice Exemplars” (pp. 381–426)

    · Chapter 21, “Healthcare System Exemplars” (pp. 427–466)

    **Note:** You are only required to read
    **one** of the three exemplars above. Select the exemplar that best aligns with the practice or organization issue you select for the Week 8 Discussion.

    · Johns Hopkins Nursing Center for Nursing Inquiry. (n.d.).
    [_Evidence-based practice_ Links to an external site.](https://www.hopkinsmedicine.org/nursing/center-nursing-inquiry/nursing-inquiry/evidence-based-practice). Johns Hopkins Medicine. https://www.hopkinsmedicine.org/nursing/center-nursing-inquiry/nursing-inquiry/evidence-based-practice#:~:text=EBP%20is%20a%20process%20used,et%20al.%2C%202022).I

    [Literature Review Assignment Resources](https://waldenu.instructure.com/courses/142660/pages/week-8-learning-resources?module_item_id=5646739)

    · Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines_ (4th ed.). Sigma Theta Tau International.

    · Chapter 5, “Searching for Evidence” (pp. 99–128)

    · Chapter 6, “Evidence Appraisal: Research” (pp. 129–162)

    · Chapter 7, “Evidence Appraisal: Nonresearch” (pp. 163–188)

    ·
    [Appendix B, “Question Development Tool” (pp. 283–288)](https://waldenu.instructure.com/courses/142660/files/11137325?wrap=1) [Download Appendix B, “Question Development Tool” (pp. 283–288)](https://waldenu.instructure.com/courses/142660/files/11137325/download?download_frd=1)

    ·
    [Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306)](https://waldenu.instructure.com/courses/142660/files/11137324?wrap=1) [Download Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306)](https://waldenu.instructure.com/courses/142660/files/11137324/download?download_frd=1)

    ·
    [Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)](https://waldenu.instructure.com/courses/142660/files/11137332?wrap=1) [Download Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)](https://waldenu.instructure.com/courses/142660/files/11137332/download?download_frd=1)

    ·
    [Appendix G, “Individual Evidence Summary Tool” (pp. 315–316)](https://waldenu.instructure.com/courses/142660/files/11137334?wrap=1) [Download Appendix G, “Individual Evidence Summary Tool” (pp. 315–316)](https://waldenu.instructure.com/courses/142660/files/11137334/download?download_frd=1)

    ·
    [Appendix H, “Synthesis and Recommendations Tool (pp. 319–323)](https://waldenu.instructure.com/courses/142660/files/11137335?wrap=1) [Download Appendix H, “Synthesis and Recommendations Tool (pp. 319–323)](https://waldenu.instructure.com/courses/142660/files/11137335/download?download_frd=1)

    **Note:** Be prepared to complete and submit Appendices B, G, and H for your Assignment this week.

    **Also Note:** You previously purchased this text for NURS 8002.

    · Bermudez, N. (2021).
    [Formulating well-written clinical practice questions and research questionsLinks to an external site.](https://scholarlycommons.baptisthealth.net/nhsrj/vol4/iss1/10/).
    _Nursing and Health Sciences Research Journal, 4_(1), 70–82. https://doi.org/10.55481/2578-3750.1113

    · Echevarria, I. M., & Walker, S. (2014).
    [To make your case, start with a PICOT questionLinks to an external site.](https://access.ovid.com/custom/redirector/index.html?dest=https://go.openathens.net/redirector/waldenu.edu?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00152193-201402000-00007&D=ovft).
    _Nursing, 44_(2), 18–19. https://doi.org/10.1097/01.NURSE.0000442594.00242.f9

    · Ford, L. G., & Melnyk, B. M. (2019).
    [The underappreciated and misunderstood PICOT question: A critical step in the EBP processLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=140231445&site=eds-live&scope=site&custid=s6527200).
    _Worldviews on Evidence-Based Nursing, 16_(6), 422–423. https://doi.org/10.1111/wvn.12408

    **Note:** The following resources also appear in NURS 8002.

    · OASIS. (n.d.).
    [_Analyze and evaluate research articles_ Links to an external site.](https://academics.waldenu.edu/library/analyze-evaluate-research-articles) [Interactive media]. Walden University. https://academics.waldenu.edu/library/analyze-evaluate-research-articles

    · OASIS. (n.d.).
    [_Break a topic into keywordsLinks to an external site._](https://academics.waldenu.edu/library/topic-into-keywords) [Interactive media]. Walden University. https://academics.waldenu.edu/library/topic-into-keywords

    · OASIS. (n.d.).
    [_Evaluate resourcesLinks to an external site._](https://academics.waldenu.edu/library/evaluate-resources)[Interactive media]. Walden University. https://academics.waldenu.edu/library/evaluate-resources

    · OASIS.
    [_Grading evidence_ Links to an external site.](https://rise.articulate.com/share/–e-gVRMA_y8V2KffxxJAQNb_lswZ2zX) [Interactive media]. Walden University. https://rise.articulate.com/share/–e-gVRMA_y8V2KffxxJAQNb_lswZ2zX

    · OASIS. (n.d.).
    [_Locate, cite, and reference journal articlesLinks to an external site._](https://academics.waldenu.edu/library/locate-cite-reference-articles) [Interactive media]. Walden University. https://academics.waldenu.edu/library/locate-cite-reference-articles

    · OASIS. (n.d.).
    [_Paraphrase and summarize informationLinks to an external site._](https://academics.waldenu.edu/writing/paraphrase-summarize) [Interactive media]. Walden University. https://academics.waldenu.edu/writing/paraphrase-summarize

    · OASIS. (n.d.).
    [_Synthesis_ Links to an external site.](https://academicguides.waldenu.edu/writingcenter/evidence/synthesis) [Multimedia]. Walden University. https://academicguides.waldenu.edu/writingcenter/evidence/synthesis

    · OASIS. (n.d.).
    [_Synthesize literature_ Links to an external site.](https://academics.waldenu.edu/writing/synthesize-literature) [Interactive media]. Walden University. https://academics.waldenu.edu/writing/synthesize-literature

    · Walden University. (2021).
    [_DNP glossary_ Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/NURS/8114/DNPG/index.html) [Interactive media]. Walden University Canvas. https://waldenu.instructure.com

    · Walden University Library. (n.d.).
    [_Ask a librarian_ Links to an external site.](https://academicguides.waldenu.edu/library/ask%20). https://academicguides.waldenu.edu/library/ask
    Note: Use this website to find answers to common questions or to contact a librarian directly.

    · Walden University Library. (n.d.).
    [_Databases A–Z: Nursing_ Links to an external site.](https://academicguides.waldenu.edu/az.php?s=19981). https://academicguides.waldenu.edu/az.php?s=19981

    · Walden University Library. (n.d.).
    [_Evaluating resources: Primary and secondary sources_ Links to an external site.](https://academicguides.waldenu.edu/library/evaluating/sources). https://academicguides.waldenu.edu/library/evaluating/sources

    · Walden University Library. (n.d.).
    [_Subject research: Nursing_ Links to an external site.](https://academicguides.waldenu.edu/library/subject/nursing). https://academicguides.waldenu.edu/library/subject/nursing

    **Note:** This database is a good starting point for nursing related searches.

    · Walden University Quick Answers. (n.d.).
    [_How do I verify that my article is peer reviewed?_ Links to an external site.](https://academicanswers.waldenu.edu/faq/72613) [Multimedia]. https://academicanswers.waldenu.edu/faq/72613

    [Optional Resources](https://waldenu.instructure.com/courses/142660/pages/week-8-learning-resources?module_item_id=5646739)

    · Fineout-Overholt E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010).
    [Evidence-based practice, step by step: Critical appraisal of the evidence: Part II: Digging deeper—examining the “keeper” studiesLinks to an external site.](https://access.ovid.com/custom/redirector/index.html?dest=https://go.openathens.net/redirector/waldenu.edu?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00000446-201009000-00024&D=ovft).
    _AJN American Journal of Nursing, 110_(9), 41–48. https://doi.org/10.1097/01.NAJ.0000388264.49427.f9

    **Note:** This resource is seminal to the field.

    [Previous](https://waldenu.instructure.com/courses/142660/modules/items/5646735) [Next](https://waldenu.instructure.com/courses/142660/modules/items/5646743)

    To Prepare

    · Review the Week 8 Learning Resources. Pay particular attention to Chapter 10 and Appendix A in the Dang, et al. text. Also, review the three exemplars provided in the White et al. text.

    · Select an organization with which you are familiar that went through a practice change to address a practice or organization issue.
    **Note:** You may reuse organizations and/or issues that you selected earlier in this course. Or you may select new ones.

    · Consider how SDOH and positive social change relate to the issue you selected.

    · Consider how the approaches used by the organization to address the practice or organization issue were decided upon and received, as well as if the outcome was satisfactory or not.

    By Day 3 Of Week 8

    **Post** the following:

    · Identify the organization you selected. Describe the practice or organization issue you selected.

    · Explain how SDOH relates to the issue you selected. Be specific and provide examples.

    · Were SDOH addressed? If so, in what ways?

    · Did positive social change occur? Why or why not?

    · Using Appendix A from the Dang et al. text. Briefly describe the steps that were followed and/or missing in the organization’s approach to the practice or organization change.

    · Were the outcomes positive or negative?

    · If the outcome was less than satisfactory, what could have been done differently to achieve a better outcome? Be specific and provide examples.

    · If the outcome was satisfactory, what key actions were taken that led to this positive outcome? Be specific and provide examples.

    · How was the change measured, if at all? In what ways were the outcomes evaluated? Be specific and provide examples.

    **Note:** Your posts should be substantial (500 words minimum), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA Style. Personal anecdotes are acceptable as part of a meaningful post but cannot stand alone as the entire post.

    **Read** a selection of your colleagues’ posts.

    By Day 6 of Week 8

    **Respond** to at least
    **two** of your colleagues, on different days, by offering ideas for how their organization might have achieved a better outcome or how they might have more thoroughly addressed SDOH to achieve positive social change. Be specific and cite sources to support your recommendations.

    **Note:** Your responses to colleagues should be substantial (250 words minimum), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA Style. Personal anecdotes are acceptable as part of a meaningful response but cannot stand alone as a response. Your responses should enrich the initial post by supporting and/or adding a fresh viewpoint and be constructive, enhancing the learning experience for all students.

    **Return** to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights that you have gained because of your colleagues’ comments.

    ## image1.jpeg

  • [Solved] Psychiatrics mental health nursing across the lifespan

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    **What is transcranial magnetic stimulation (TMS), and what conditions does it treat? How TMS works? What are the risks, benefits, and side effects?** – 2 years ago

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    **What is transcranial magnetic stimulation (TMS), and what conditions does it treat? How TMS works? What are the risks, benefits, and side effects?**

    – 2 years ago

  • [Solved] nur691 week1

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    – 2 years ago **files (1)** – ## NUR691week1.docx **## NUR691week1.docx** Protecting human research participants is of utmost importance. Even though your change project will not be implemented in the field and you will not be engaging with human subjects in this context, it is still critical that a…

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    – 2 years ago

    **files (1)**

    – ## NUR691week1.docx

    **## NUR691week1.docx**

    Protecting human research participants is of utmost importance. Even though your change project will not be implemented in the field and you will not be engaging with human subjects in this context, it is still critical that all healthcare professionals have a solid foundation in patient rights and protections within the realm of research.

    It is essential that all healthcare professionals, whether or not they are currently involved in research studies, remain aware of regulatory policies and updates such as the
    [Federal Policy for the Protection of Human SubjectsLinks to an external site.](https://www.federalregister.gov/documents/2017/01/19/2017-01058/federal-policy-for-the-protection-of-human-subjects), or Common Rule, that will take effect January 2019.

    Review the Frequently Asked Questions on Requirements for Education at the National Institutes of Health (NIH) link here:
    [https://humansubjects.nih.gov/requirement-educationLinks to an external site.](https://humansubjects.nih.gov/requirement-education)

    Download the PDF documents listed below. Read the detailed document by the NIH and then take the self-check quiz to check your understanding before completing this week’s assignment.

    [Protecting Human Research Participants](https://canvas.westcoastuniversity.edu/courses/56499/files/23917842/download?wrap=1) [Download Protecting Human Research Participants](https://canvas.westcoastuniversity.edu/courses/56499/files/23917842/download?download_frd=1)

    [Self-check Quiz](https://canvas.westcoastuniversity.edu/courses/56499/files/23917974/download?wrap=1) [Download Self-check Quiz](https://canvas.westcoastuniversity.edu/courses/56499/files/23917974/download?download_frd=1)

    If you would like to review more information, you can go to the following link to view 12 recorded webinars related to Human Research Protection on the U.S. Department of Health and Human Services YouTube channel:
    [https://www.youtube.com/watch?v=9r8cpgWs7j4&list=PL5965CB14C2506914Links to an external site.](https://www.youtube.com/watch?v=9r8cpgWs7j4&list=PL5965CB14C2506914)![A black and grey play button Description automatically generated](https://www.sweetstudy.com/questions/nur691-week1)

    **Assignment**

    This week, reflect on what you learned from the NIH materials about protecting the rights of human research participants.

    Discuss at least
    **two** of the following in your paper:

    · Describe the circumstances that influenced the need for a policy to protect human research subjects. Give examples of specific ways human research subjects can be harmed by researchers.

    · Identify three vulnerable populations and the special restrictions associated with human research among these groups. Evaluate the requirements and restrictions. Do you think they are adequate? Why or why not?

    · The Belmont Report summarizes the ethical principles and guidelines for research involving human subjects. Three core principles are identified: respect for persons, beneficence, and justice. Even though these principles are considered equal, prioritize them in order of importance to you. Explain your decisions.

    · Although you are not implementing a change project at this time, and you may not be directly involved in research as part of your professional responsibilities, explain the reasons why it is important for you to know about these rights and protections.

    Your reflective paper should be two pages and written in current APA Style. Refer to the rubric for more information.

    ## image1.png

    **## NUR691week1.docx**

    Protecting human research participants is of utmost importance. Even though your change project will not be implemented in the field and you will not be engaging with human subjects in this context, it is still critical that all healthcare professionals have a solid foundation in patient rights and protections within the realm of research.

    It is essential that all healthcare professionals, whether or not they are currently involved in research studies, remain aware of regulatory policies and updates such as the
    [Federal Policy for the Protection of Human SubjectsLinks to an external site.](https://www.federalregister.gov/documents/2017/01/19/2017-01058/federal-policy-for-the-protection-of-human-subjects), or Common Rule, that will take effect January 2019.

    Review the Frequently Asked Questions on Requirements for Education at the National Institutes of Health (NIH) link here:
    [https://humansubjects.nih.gov/requirement-educationLinks to an external site.](https://humansubjects.nih.gov/requirement-education)

    Download the PDF documents listed below. Read the detailed document by the NIH and then take the self-check quiz to check your understanding before completing this week’s assignment.

    [Protecting Human Research Participants](https://canvas.westcoastuniversity.edu/courses/56499/files/23917842/download?wrap=1) [Download Protecting Human Research Participants](https://canvas.westcoastuniversity.edu/courses/56499/files/23917842/download?download_frd=1)

    [Self-check Quiz](https://canvas.westcoastuniversity.edu/courses/56499/files/23917974/download?wrap=1) [Download Self-check Quiz](https://canvas.westcoastuniversity.edu/courses/56499/files/23917974/download?download_frd=1)

    If you would like to review more information, you can go to the following link to view 12 recorded webinars related to Human Research Protection on the U.S. Department of Health and Human Services YouTube channel:
    [https://www.youtube.com/watch?v=9r8cpgWs7j4&list=PL5965CB14C2506914Links to an external site.](https://www.youtube.com/watch?v=9r8cpgWs7j4&list=PL5965CB14C2506914)![A black and grey play button Description automatically generated](https://www.sweetstudy.com/questions/nur691-week1)

    **Assignment**

    This week, reflect on what you learned from the NIH materials about protecting the rights of human research participants.

    Discuss at least
    **two** of the following in your paper:

    · Describe the circumstances that influenced the need for a policy to protect human research subjects. Give examples of specific ways human research subjects can be harmed by researchers.

    · Identify three vulnerable populations and the special restrictions associated with human research among these groups. Evaluate the requirements and restrictions. Do you think they are adequate? Why or why not?

    · The Belmont Report summarizes the ethical principles and guidelines for research involving human subjects. Three core principles are identified: respect for persons, beneficence, and justice. Even though these principles are considered equal, prioritize them in order of importance to you. Explain your decisions.

    · Although you are not implementing a change project at this time, and you may not be directly involved in research as part of your professional responsibilities, explain the reasons why it is important for you to know about these rights and protections.

    Your reflective paper should be two pages and written in current APA Style. Refer to the rubric for more information.

    ## image1.png

  • [Solved] Discussion

    ✓ Verified Academic Solution Available

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    Apoptosis is a very common mechanism of cell death that contributes to normal cell turnover, and there are many examples of the utility of apoptotic cell death. Apoptosis is also known as programmed cell death because the steps follow an orderly sequence (a death program), and tissue disruption, org…

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    Apoptosis is a very common mechanism of cell death that contributes to normal cell turnover, and there are many examples of the utility of apoptotic cell death. Apoptosis is also known as programmed cell death because the steps follow an orderly sequence (a death program), and tissue disruption, organ dysfunction, and inflammation are minimized.

    Why is it important for cell death programs to exist? How do they contribute to normal physiology and the prevention of disease? What are the characteristics of Necrotic and Apoptotic Cell Death Pathways?

    – 2 years ago

  • [Solved] Week 1 Reflection

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    As part of your learning experience, active participation in the reflection is essential. An important part of the final grade will be based on your participation. You will be evaluated on the quality and quantity of your participation in the forum corresponding to the grading rubric. Your post is d…

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    Assignment Prompt & Instructions

    As part of your learning experience, active participation in the reflection is essential. An important part of the final grade will be based on your participation. You will be evaluated on the quality and quantity of your participation in the forum corresponding to the grading rubric. Your post is due by day seven of the week by 11:59 PM Eastern Time.

    The post should be in your own words and demonstrate critical thinking, analysis, and expected level of knowledge. _T_ he post should be in complete sentences and paragraph form. You should not have bullet points as they are not in complete sentences or paragraph form. Copy-pasting may result in a zero.

    To fully address the chosen prompt, you will refer to the topical outline of the course syllabus that corresponds with the prompt you select. This will help guide you in demonstrating your understanding of the content while providing a thorough and detailed reflection post. Your post should be more than a few sentences to demonstrate critical thinking. It must include a minimum of one APA 7th edition style in-text citation and full matching references of appropriate reading to support your responses.

    If you have questions about this participation requirement, post them to the [Course Q&A Discussion forum](https://classroom.galencollege.edu/courses/4195081/discussion_topics/24444201 "Course Q&A Discussion").

    Refer to the syllabus for a complete breakdown of the expectations.

    ### Grading Criteria

    See the weekly discussion rubric for grading criteria.

    ### Prompt

    Select two of the unit student learning outcome (USLO) prompts below to respond to in this week's reflection.

    1. Define life and the key components necessary for living systems to exist. **https://files.galencollege.edu/media/ADN/BIO1100/the-key-components-necessary-for-life/index.html#/lessons/3jHVI1qrd_fsPo_c1zqE5cf_nx0h8Wa_**
    2. Identify the relationship between Anatomy and Physiology and their subdivisions. https://files.galencollege.edu/media/ADN/BIO1100/anatomy-physiology-and-their-subdivisions/index.html#/

    3. Structure and Function of the Organ Systemshttps://files.galencollege.edu/media/ADN/BIO1100/structure-and-function-of-the-organ-systems/index.html#/

    – [\
    \
    WeeklyDiscussionGradingRubric.jpg](https://www.sweetstudy.com/files/weeklydiscussiongradingrubric-jpg "WeeklyDiscussionGradingRubric.jpg")

    – 2 years ago

  • [Solved] Discussion

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    1. Discuss caring as a path to healing? 2. Name and briefly discuss the three structural criteria used for evaluating middle-range theories. – 2 years ago

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    Assignment Prompt & Instructions

    1. Discuss caring as a path to healing?
    2. Name and briefly discuss the three structural criteria used for evaluating middle-range theories.

    – 2 years ago

  • [Solved] unit 8 discussion

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    see attached – 2 years ago **files (1)** – ## unit8discussioninstructions.docx **## unit8discussioninstructions.docx** **Neurocognitive Disorders** Neurocognitive disorders can be very devastating for both the patient and their family members. · Compare two types of neurocognitive disorders and incl…

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    Assignment Prompt & Instructions

    see attached

    – 2 years ago

    **files (1)**

    – ## unit8discussioninstructions.docx

    **## unit8discussioninstructions.docx**

    **Neurocognitive Disorders**

    Neurocognitive disorders can be very devastating for both the patient and their family members.

    · Compare two types of neurocognitive disorders and include disease trajectory and any scale/measure to identify worsening disease.

    · Give one pharmacologic treatment and one nonpharmacologic treatment for the disorders.

    **## unit8discussioninstructions.docx**

    **Neurocognitive Disorders**

    Neurocognitive disorders can be very devastating for both the patient and their family members.

    · Compare two types of neurocognitive disorders and include disease trajectory and any scale/measure to identify worsening disease.

    · Give one pharmacologic treatment and one nonpharmacologic treatment for the disorders.

  • [Solved] Code of Ethics

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Review Standard 5: Implementation in the above text, pp. 66-76. Select two of the following competencies to address in your discussion: – Standard 5A: Coordination of Care – Standard 5B: Health Teaching, Health Literacy, and Health Promotion – [\ \ PMHNPWK2-CodeofEthics.docx](https://www.sweetstud…

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    Assignment Prompt & Instructions

    Review Standard 5: Implementation in the above text, pp. 66-76. Select two of the following competencies to address in your discussion:

    – Standard      5A: Coordination of Care
    – Standard      5B: Health Teaching, Health Literacy, and Health Promotion

    – [\
    \
    PMHNPWK2-CodeofEthics.docx](https://www.sweetstudy.com/files/pmhnpwk2-codeofethics-docx "PMHNPWK2-CodeofEthics.docx")
    – [\
    \
    Standard5Aand5B.docx](https://www.sweetstudy.com/files/standard5aand5b-docx "Standard5Aand5B.docx")

    – 2 years ago

  • [Solved] see attached

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    all work must be original Turn it in is used. – 2 years ago **files (1)** – ## U2-f.docx **## U2-f.docx** U2-final s Unit 2- RN to APRN-NP Role. 5 pages 1200words. 4 references due 1-2-25 This course is an immersion experience into a mental health practice and the role of the Psychiatric Mental Heal…

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    Assignment Prompt & Instructions

    all work must be original Turn it in is used.

    – 2 years ago

    **files (1)**

    – ## U2-f.docx

    **## U2-f.docx**

    U2-final s

    Unit 2- RN to APRN-NP Role. 5 pages 1200words. 4 references due 1-2-25

    This course is an immersion experience into a mental health practice and the role of the Psychiatric Mental Health Nurse Practitioner.

    Assignment “RN to APRN-NP role”: You will submit a brief, 5 page paper discussing the role differences between an RN and APRN-NP (focus on Psych NP Role, as much as possible).

    · What is the PMHNP role in health policy and public awareness of psychiatric mental health trends and issues?

    · How does your PMHNP program and the ANCC PMHNP board certification ensure you are prepared to practice professionally as a PMHNP?

    Requirements

    1. Title page (APA format)

    2. Introduction to RN to APRN-NP role transition

    3. Discuss the differences in Nursing Roles of RN and APRN-NP.

    4. Discuss potential differences/challenges regarding Ethical Issues.

    5. Discuss role of PMHNP in health policy and public awareness of psychiatric mental health trends and issues.

    6. Preparation as a PMHNP through education and certification

    7. Conclusion

    8. Include
    _at least_ 3 scholarly articles in addition to your textbooks.

    9. Paper must be in APA format including, reference page, cover page, in-text citations, and overall paper format.

    10. Upload paper to Turnitin plagiarism checker for grade submission.

    All work should be original and submitted as a Word document unless otherwise indicated in the assignment instructions

    All work should be accompanied by a title page and reference page in APA 7th edition format. Work submitted without a title page will receive a grade of zero.

    ![A screenshot of a computer Description automatically generated](https://www.sweetstudy.com/questions/see-attached-20874993)

    ![A white sheet with black text Description automatically generated](https://www.sweetstudy.com/questions/see-attached-20874993)

    ![A white grid with black text Description automatically generated](https://www.sweetstudy.com/questions/see-attached-20874993)

    Program Outcomes

    1. Demonstrate critical thinking and holistic caring as an advanced practice

    2. Analyze scientific literature for application to selected diagnoses and treatment plans.

    3. Synthesize ethical principles into the management and evaluation of healthcare delivery concerns in culturally diverse care settings.

    4. Articulate a personal philosophy and framework acknowledging professional and accrediting agency competencies relating to the role and scope of practice of the psychiatric mental health nurse practitioner.

    5. Implement the role of the psychiatric mental health nurse practitioner in selected clinical settings.

    Course Learning Objectives

    By the end of this course, you will be able to:

    1. Independently with mentor supervision, apply knowledge of chronic and acute psychiatric mental health disorders using the current edition of the Diagnostic and Statistical Manual for Mental Disorders diagnostic criteria to assess, diagnose and manage the patient populations across the lifespan including a focus on vulnerable populations at risk for mental health disorders.

    2. Independently with mentor supervision, integrate complete mental health assessment, interview, history, and physical exam data collection with the knowledge of pathophysiology and psychopathology of psychiatric mental health disorders across the life span to form differential diagnoses and implement therapeutic, patient-centered treatment plans and interventions for patient populations across the lifespan.

    3. Independently with mentor supervision, merge traditional and complementary pharmacological/non-pharmaceutical interventions into the treatment and management of psychiatric mental health disorders for patient populations across the lifespan.

    4. Independently with mentor supervision, examine, evaluate, and demonstrate professional development in the role of the nurse practitioner in the diagnosis and management of health and wellness as well as acute and chronic psychiatric mental health disorders illnesses for patient populations across the lifespan as a member of an interprofessional team.

    5. Independently with mentor supervision, integrate cultural, spiritual, and social competencies into therapeutic patient-centered treatment plans in connection with evidence-based findings to the diagnosis and management of individuals, groups, and families across the lifespan with acute, complex, and chronic psychiatric mental health disorders.

    6. Independently with mentor supervision, analyze professional values and core ethical/legal standards into the practice of the Psychiatric Mental Health Nurse Practitioner role with relation to patient/staff safety, quality indicators, and health outcome improvement in the delivery of quality psychiatric mental health care to patients.

    7. Identifies with mentor supervision, the highest level of professionalism and accountability for the PMHNP role for transition into clinical practice.

    Resources

    American Nurses Association & American Psychiatric Nurse Association. (2015).
    _Psychiatric–mental health nursing: Scope and standards of practice_(2nd ed.) American Nurses Credentialing. ISBN-13: 978-1558105553 ISBN-10: 1558105557

    American Psychiatric Association. (2022).
    _Diagnostic and statistical manual of mental disorders_ (5th ed.) text revision (DSM-5 TR). APA Press. ISBN 978-0890425763

    Carlat, D. J. (2023).
    _The psychiatric interview_ (5th ed.). Philadelphia, PA: Wolters Kluwer. ISBN: 9781975212971

    Boland, R., Verduin, M., & Ruiz, P. (2022
    _) Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Wolters Kluwer. ISBN: 9781975145569

    Stahl, S. M. (2022).
    _Stahl's essential psychopharmacology: Neuroscientific basis and practical applications_ (5th ed.). Cambridge University Press. ISBN 978-1-108-97163-8

    Bickley, L. (2016).
    _Bates' Guide to Physical Examination and History-Taking_ (11th ed) [VitalSouce bookshelf version]. https://batesvisualguide.com/. Lippincott Williams & Wilkins: ISBN 1609137620

    Corey, G. (2016).
    _Theory and practice of counseling and psychotherapy_ (10th ed.). Cengage. ISBN: 9781305263727

    Heldt, J. P., MD. (2017).
    _Memorable psychopharmacology_. Create Space Independent Publishing Platform. ISBN-13: 978-1-535-28034-1

    Johnson, K., & Vanderhoef, D. (2016).
    _Psychiatric mental health nurse practitioner review manual_ (4th ed.). American Nurses Association. ISBN: 978-1-935213-79-6

    Stahl, S. M. (2020).
    _Prescriber's guide: Stahl's essential psychopharmacology_ (7th ed.). Cambridge University Press. ISBN 978-1108926010

    ·
    [Learner Resources](https://herzing.instructure.com/courses/43992/files/11084794?wrap=1) [Download Learner Resources](https://herzing.instructure.com/courses/43992/files/11084794/download?download_frd=1)[PDF]

    ·
    [Printable Full Syllabus](https://herzing.instructure.com/courses/43992/files/11084800?wrap=1) [Download Printable Full Syllabus](https://herzing.instructure.com/courses/43992/files/11084800/download?download_frd=1)[PDF]

    ## image1.png

    ## image2.png

    ## image3.png

    **## U2-f.docx**

    U2-final s

    Unit 2- RN to APRN-NP Role. 5 pages 1200words. 4 references due 1-2-25

    This course is an immersion experience into a mental health practice and the role of the Psychiatric Mental Health Nurse Practitioner.

    Assignment “RN to APRN-NP role”: You will submit a brief, 5 page paper discussing the role differences between an RN and APRN-NP (focus on Psych NP Role, as much as possible).

    · What is the PMHNP role in health policy and public awareness of psychiatric mental health trends and issues?

    · How does your PMHNP program and the ANCC PMHNP board certification ensure you are prepared to practice professionally as a PMHNP?

    Requirements

    1. Title page (APA format)

    2. Introduction to RN to APRN-NP role transition

    3. Discuss the differences in Nursing Roles of RN and APRN-NP.

    4. Discuss potential differences/challenges regarding Ethical Issues.

    5. Discuss role of PMHNP in health policy and public awareness of psychiatric mental health trends and issues.

    6. Preparation as a PMHNP through education and certification

    7. Conclusion

    8. Include
    _at least_ 3 scholarly articles in addition to your textbooks.

    9. Paper must be in APA format including, reference page, cover page, in-text citations, and overall paper format.

    10. Upload paper to Turnitin plagiarism checker for grade submission.

    All work should be original and submitted as a Word document unless otherwise indicated in the assignment instructions

    All work should be accompanied by a title page and reference page in APA 7th edition format. Work submitted without a title page will receive a grade of zero.

    ![A screenshot of a computer Description automatically generated](https://www.sweetstudy.com/questions/see-attached-20874993)

    ![A white sheet with black text Description automatically generated](https://www.sweetstudy.com/questions/see-attached-20874993)

    ![A white grid with black text Description automatically generated](https://www.sweetstudy.com/questions/see-attached-20874993)

    Program Outcomes

    1. Demonstrate critical thinking and holistic caring as an advanced practice

    2. Analyze scientific literature for application to selected diagnoses and treatment plans.

    3. Synthesize ethical principles into the management and evaluation of healthcare delivery concerns in culturally diverse care settings.

    4. Articulate a personal philosophy and framework acknowledging professional and accrediting agency competencies relating to the role and scope of practice of the psychiatric mental health nurse practitioner.

    5. Implement the role of the psychiatric mental health nurse practitioner in selected clinical settings.

    Course Learning Objectives

    By the end of this course, you will be able to:

    1. Independently with mentor supervision, apply knowledge of chronic and acute psychiatric mental health disorders using the current edition of the Diagnostic and Statistical Manual for Mental Disorders diagnostic criteria to assess, diagnose and manage the patient populations across the lifespan including a focus on vulnerable populations at risk for mental health disorders.

    2. Independently with mentor supervision, integrate complete mental health assessment, interview, history, and physical exam data collection with the knowledge of pathophysiology and psychopathology of psychiatric mental health disorders across the life span to form differential diagnoses and implement therapeutic, patient-centered treatment plans and interventions for patient populations across the lifespan.

    3. Independently with mentor supervision, merge traditional and complementary pharmacological/non-pharmaceutical interventions into the treatment and management of psychiatric mental health disorders for patient populations across the lifespan.

    4. Independently with mentor supervision, examine, evaluate, and demonstrate professional development in the role of the nurse practitioner in the diagnosis and management of health and wellness as well as acute and chronic psychiatric mental health disorders illnesses for patient populations across the lifespan as a member of an interprofessional team.

    5. Independently with mentor supervision, integrate cultural, spiritual, and social competencies into therapeutic patient-centered treatment plans in connection with evidence-based findings to the diagnosis and management of individuals, groups, and families across the lifespan with acute, complex, and chronic psychiatric mental health disorders.

    6. Independently with mentor supervision, analyze professional values and core ethical/legal standards into the practice of the Psychiatric Mental Health Nurse Practitioner role with relation to patient/staff safety, quality indicators, and health outcome improvement in the delivery of quality psychiatric mental health care to patients.

    7. Identifies with mentor supervision, the highest level of professionalism and accountability for the PMHNP role for transition into clinical practice.

    Resources

    American Nurses Association & American Psychiatric Nurse Association. (2015).
    _Psychiatric–mental health nursing: Scope and standards of practice_(2nd ed.) American Nurses Credentialing. ISBN-13: 978-1558105553 ISBN-10: 1558105557

    American Psychiatric Association. (2022).
    _Diagnostic and statistical manual of mental disorders_ (5th ed.) text revision (DSM-5 TR). APA Press. ISBN 978-0890425763

    Carlat, D. J. (2023).
    _The psychiatric interview_ (5th ed.). Philadelphia, PA: Wolters Kluwer. ISBN: 9781975212971

    Boland, R., Verduin, M., & Ruiz, P. (2022
    _) Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Wolters Kluwer. ISBN: 9781975145569

    Stahl, S. M. (2022).
    _Stahl's essential psychopharmacology: Neuroscientific basis and practical applications_ (5th ed.). Cambridge University Press. ISBN 978-1-108-97163-8

    Bickley, L. (2016).
    _Bates' Guide to Physical Examination and History-Taking_ (11th ed) [VitalSouce bookshelf version]. https://batesvisualguide.com/. Lippincott Williams & Wilkins: ISBN 1609137620

    Corey, G. (2016).
    _Theory and practice of counseling and psychotherapy_ (10th ed.). Cengage. ISBN: 9781305263727

    Heldt, J. P., MD. (2017).
    _Memorable psychopharmacology_. Create Space Independent Publishing Platform. ISBN-13: 978-1-535-28034-1

    Johnson, K., & Vanderhoef, D. (2016).
    _Psychiatric mental health nurse practitioner review manual_ (4th ed.). American Nurses Association. ISBN: 978-1-935213-79-6

    Stahl, S. M. (2020).
    _Prescriber's guide: Stahl's essential psychopharmacology_ (7th ed.). Cambridge University Press. ISBN 978-1108926010

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