Drawing upon specific examples from a current or previous practice setting, bring to mind someone who seemed to be a leader but not a manager and someone who seemed to be a manager but not a leader (generally speaking, or within a specific circumstance). Be prepared to support your assessment with specific behavioral descriptions found in the literature.

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This week’s Learning Resources classify management and leadership (which are often confused in everyday discussion) and explain their significance for health care organizations. As you advance professionally, it is critical to understand the distinctions between management and leadership and how you can apply this knowledge for increasing effectiveness in your workplace.

To prepare:

· Review the information in the Learning Resources.

· Conduct additional research on your own and select at least two current, credible sources that contribute to your understanding of management and leadership.

· Reflect on how the roles of management and leadership differ in supporting the organization to set and achieve goals.

· Drawing upon specific examples from a current or previous practice setting, bring to mind someone who seemed to be a leader but not a manager and someone who seemed to be a manager but not a leader (generally speaking, or within a specific circumstance). Be prepared to support your assessment with specific behavioral descriptions found in the literature.

Post an analysis of how management and leadership roles differ in terms of supporting an organization to set and achieve goals. In addition, post  descriptions of an individual who demonstrates leadership behaviors but not management behaviors and an individual who demonstrates management behaviors but not leadership behaviors. Provide your rationale, identifying specific characteristics of effective managers and leaders. (Note: Do not identify these individuals by name, position, or location.)

 

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Describe the normal pathophysiology of gastric acid stimulation and production. Explain the changes that occur to gastric acid stimulation and production with GERD, PUD, and gastritis disorders.

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Assignment 1: Gastrointestinal Tract: Disorders of Motility

Jamie is a 3-month-old female who presents with her mother for evaluation of “throwing up.” Mom reports that Jamie has been throwing up pretty much all the time since she was born. Jamie does not seem to be sick. In fact, she drinks her formula vigorously and often acts hungry. Jamie has normal soft brown bowel movements every day and, overall, seems like a happy and contented baby. She smiles readily and does not cry often. Other than the fact that she often throws up after drinking a bottle, she seems to be a very healthy, happy infant. A more precise history suggests that Jamie does not exactly throw up—she does not heave or act unwell—but rather it just seems that almost every time she drinks a bottle she regurgitates a milky substance. Mom thought that she might be allergic to her formula and switched her to a hypoallergenic formula. It didn’t appear to help at all, and now Mom is very concerned.

Cases like these are not uncommon. The mother was concerned and thinking her daughter may have an allergy; she changed to a different formula. However, sometimes babies have immature GI tracts that can lead to physiology reflux as they adapt to normal life outside the uterus. Parents often do not consider this possibility, prompting them to change formulas rather than seeking medical care. As in the case study above, GI alterations can often be difficult to identify because many cause similar symptoms. This same issue also arises with adults—adults may present with symptoms that have various potential causes. When evaluating patients, it is important for the advanced practice nurse to know the types of questions he or she needs to ask to obtain the appropriate information for diagnosis. For this reason, you must have an understanding of common GI disorders such as gastroesophageal reflux disease (GERD), peptic ulcer disease (PUD), and gastritis.

To Prepare

· Review this week’s media presentation on the gastrointestinal system.

· Review Chapter 35 in the Huether and McCance text. Identify the normal pathophysiology of gastric acid stimulation and production.

· Review Chapter 37 in the Huether and McCance text. Consider the pathophysiology of gastroesophageal reflux disease (GERD), peptic ulcer disease (PUD), and gastritis. Think about how these disorders are similar and different.

· Select a patient factor different from the one you selected in this week’s Discussion: genetics, gender, ethnicity, age, or behavior. Consider how the factor you selected might impact the pathophysiology of GERD, PUD, and gastritis. Reflect on how you would diagnose and prescribe treatment of these disorders for a patient based on this factor.

· Review the “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct a mind map for gastritis. Consider the epidemiology and clinical presentation of gastritis.

To Complete

Write a 2- to 3-page paper that addresses the following:

· Describe the normal pathophysiology of gastric acid stimulation and production. Explain the changes that occur to gastric acid stimulation and production with GERD, PUD, and gastritis disorders.

· Explain how the factor you selected might impact the pathophysiology of GERD, PUD, and gastritis. Describe how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.

· Construct a mind map for gastritis. Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your paper.

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    wk8rubric1.docx
 

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Create a PowerPoint presentation of 10-12 slides using the template “Movie Character Presentation.” Provide an introduction and background overview of the movie character (client). Assess the client using the “Functional Health Pattern Assessment.”

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In this assignment, you will be creating a PowerPoint presentation based on the application of the functional health assessment of a movie character. To complete this assignment, choose a movie from the following list and identify a character from the movie on whom you would like to do a health assessment. If you wish to use a character from a movie not included on the following list, get the approval of your instructor.

Films:

  1. Away From Her
  2. Lorenzo’s Oil
  3. Mask
  4. My Sister’s Keeper
  5. Philadelphia
  6. Rain Man
  7. Steel Magnolias
  8. Stepmom
  9. The Elephant Man
  10. The Mighty
  11. The Tic Code

Directions:

  1. Create a PowerPoint presentation of 10-12 slides using the template “Movie Character Presentation.”
  2. Provide an introduction and background overview of the movie character (client).
  3. Assess the client using the “Functional Health Pattern Assessment.”
  4. Based on your “observations” and thoughts, document your assessment, providing examples from the movie.
  5. Describe any observed or potential cultural, geographic, religious, ethnic, or spiritual considerations of this client.
  6. Describe two normal health patterns of the client as well as two abnormal health patterns that you observe, and provide examples.
  7. Develop an appropriate nursing diagnosis for the client based on your assessment.
  8. Identify and describe three interventions for the client: health promotion, health prevention, and maintenance.
  9. Identify at least two possible resources or community services to which you would refer this client and provide rationale for your choices.

In addition to submitting the presentation to the instructor, post your assignment to the Movie Character Health Assessment Presentation Main Forum as directed by instructor. Respond to other students’ posts in a manner that initiates or contributes to discussion. Each person should make at least three substantive comments.

While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

NRS-434VN-R-MovieCharacterPresentationSamplePPT-Student.pptx

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    NRS-434VN-R-MovieCh
 

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Download the required Milestone 3 Template ( word document ). Nursing Care Issue : Medication errors

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Requirements and Guidelines

1. Download the required Milestone 3 Template ( word document ).
Nursing Care Issue : Medication errors
2..Milestone 3 is a continuation of and builds upon Milestones 1 and 2. Review the grading criteria and grading rubric for details about requirements including three interventions and evaluation of each.
4.A peer-reviewed scholarly professional nursing journal article (not a website) that is appropriate to the nursing care issue must be obtained from CINAHL via the Chamberlain Online Library and must be available in full text. Use APA format to cite and reference this article. You will write a short summary of this article. ( Word document – article ( peer journal)
Reference of the article : Berdot, S., Roudot, M., Schramm, C., Katsahian, S., Durieux, P., & Sabatier, B. (2016). Interventions to reduce nurses’ medication administration errors in inpatient settings: A systematic review and meta-analysis. International Journal of Nursing Studies, 53, 342-350. doi:10.1016/j.ijnurstu.2015.08.012. Retrived from https://www-sciencedirect-com.chamberlainuniversity.idm.oclc.org/science/article/pii/S002074891500262X#bibl0005

Reference to be used:
Sherwood, G., & Barnsteiner, J. (2012). Quality and Safety in Nursing: A competent Approach to Improving Outcomes. Ams IA: Wiley-Blackwell. –

Berdot, S., Roudot, M., Schramm, C., Katsahian, S., Durieux, P., & Sabatier, B. (2016). Interventions to reduce nurses’ medication administration errors in inpatient settings: A systematic review and meta-analysis. International Journal of Nursing Studies, 53, 342-350. doi:10.1016/j.ijnurstu.2015.08.012. Retrived from https://www-sciencedirect-com.chamberlainuniversity.idm.oclc.org/science/article/pii/S002074891500262X#bibl0005

 

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Identify the disease condition and give a brief statement of incidence and prevalence in the U.S. Discuss the pathophysiology of the disease and typical clinical presentation seen in patients with the condition. 

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Slides should be professional in appearance and easy to read

disease & background

Identify the disease condition and give a brief statement of incidence and prevalence in the U.S. Discuss the pathophysiology of the disease and typical clinical presentation seen in patients with the condition.

Publication & Applicability in Primary Care

Identify the author, organization or group that developed the CPG along with the year of the original guideline publication.  Discuss why the CPG is applicable in the primary care setting.

Key Action statements and Body of Evidence

Provide each of the CPG’s “Key Action” or “Guideline Statements” up to a maximum of 5 relevant recommendations. Identify the evidence strength for each recommendation. If the statement has applicability to other groups, only discuss the relevant primary care ones.

article to be used

Kapur, V.K., Auckley, D.H., Chowdhuri, S., Kuhlmann, D.C., Mehra, R., et al. (2017). Clinical Practice Guideline for the Diagnostic Testing for Adult Obstructive Sleep Apnea: An American Academy of Sleep Medicine Clinical Practice Guideline. Journal of Clinical Sleep Medicine, 13(3).

Rubric

Disease & Background

Student: 1)  Identifies the disease condition 2) Gives a brief statement of incidence and prevalence in the US 3) The student briefly summarizes the disease pathophysiology and 4) Identifies the typical clinical presentation seen in a patient with the disease (4 critical elements).

Publication & Applicability in Primary Care

The student: 1) Identifies the author, organization or group that developed the CPG, 2) Student denotes the year of the original guideline publication, 3) Student identifies  any subsequent revisions (student’s reference should be the most recent version), and 4) Student discusses the applicability for use of this CPG in the primary care setting (4 critical elements).

Key Action Statements & Body of Evidence

The student: 1)Provides each of the CPG’s “Key Action” or “Guideline Statements”  up to a maximum of 5 relevant recommendations, 2)  Provides the body of evidence strength for each, and 3) If the statement has applicability to other groups, only discuss the relevant primary care ones (3 critical elements).

 

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Find other technological adjunctive tools used in online education, provide a description (and its URL) and discuss what it is used for. 

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1) What are CMS or LMS? 

As stated in the prompt question, CMS/LMS are used in nursing. Top Hat, Clickers, Prezi, PowerPoint and Chat rooms are used in course management systems (LMS). To further clarify, there is a difference between CMS and LMS. When looking for the correct software tools, there is definitely a difference. LMS stands for “Learning Management Systems.” LMS is a software platform that is used in training courses to deliver and track information. LCMS stands for “Learning Content Management System” which is software to manage learning content. CMS stands for “Content Management System” and is used to organize content on a website.

The LMS is used in such areas as corporate training and college education. They help to track student and employee participation. The LMS allows managers, teachers and professors to upload course content. The content can come from different sources, if it is compliant with SCORM (the standard file format). Assignments for training and for students can be tracked and feedback documentation can be sent, such as grades and/or comments, allowing for interaction between trainee and manager or student and professor. The LMS keeps track of students and employee compliance and can create different courses for different learning objectives. Some good examples of LMS are Litmos, Topyx and Litmos.

The CMS, content management systems are used for the purposes of storing, creating and organizing learning content. A CMS platform allows for the modification of single courses to gear them more to individual learners. The CMS differs from the LMS in the targeted user. With LMS, the user is the learner. With CMS, the user is the content creator. For schools or companies that customize courses to be delivered to their employees, the CMS is preferred. Two examples of the CMS are Xyleme and Kenexa.

Find other technological adjunctive tools used in online education, provide a description (and its URL) and discuss what it is used for. 

A) IW stands for interactive whiteboard that allows for student/teacher collaboration. IWs use interactive technology. IWs uses iPads and smartphones, systems with which most students are already familiar. Almost any kind of learning environment can use IW successfully. Visual imagery is especially helpful in transmitting lessons on geography, science and art. Virtual trips to museums also work well with IWs. Power point presentations created by students can be shared by the whole class.

The advantages of IW is that is uses platforms that students are already familiar with, so the learning curve is not steep. The disadvantages are, especially with younger students, iPads and smartphones are used for recreational purposes and it is difficult to refocus young children for a different purpose.

 

B) VoiceThread (VT) is a platform for uploading and sharing documents, images and videos. Participants can have conversations about the uploaded work via voice conversations, texting or Skype type video conferencing. At SUNY Albany, VT was used as a virtual “ice breaker” for new classes. Students get a chance to see their professor in non-working situations to create a warmer and friendlier on line presence. The teacher becomes a real human being instead of a robotic presence. This helps the online course to be more relatable to everyone.

The advantages of using VT is that is makes the instructor/student relationship more “real” and adds the human touch. There are no outstanding disadvantages except it takes a little more time on the part of the instructor to create content to share with the class about their own background.

 

C) Edmodo is used in the blended learning model. The teacher provides an access code to the students who then use the access code to join the class. “Note” is a feature of Elmodo, where the teacher/instructor/professor posts announcements, shares files and has interactive engagement on line with students. “Assignments” lets students access files and complete tasks.

Edmodo allows for a real exchange of ideas and opinions and makes for a more realistic classroom experience, a great advantage. However, the “assignments” file does allow students to see each other’s work and that it a temptation to cheating. Students can download and change another students work to use as their own.

 

D) Google Hangouts uses so called “hangouts” for students to chat with each other and with their instructor. Student circles work well when engaging in group projects. The hangouts can be streamed live so all can take part in discussions. Files and sessions are saved and can be shared for a later date if someone was unable to participate in the live hangout. Completed projects are saved on Google Drive, with “course-builder.”

The advantages of Hangouts is that Google is widely available and probably the most used of all internet access portals. It works well with group projects, especially if the online class is taken by students from various geographical locations.

The most obvious disadvantage is the comfort level some people have with online chatting. That can be remedied if the college backups all files and creates a system so the files cannot be hacked.

 

 

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BSN is a Bachelor of Science in Nursing, while an ADN is an Associate’s Degree in Nursing. There are some differences between the two, the main difference is the length of time and the amount of credits required to complete the program

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BSN is a Bachelor of Science in Nursing, while an ADN is an Associate’s Degree in Nursing. There are some differences between the two, the main difference is the length of time and the amount of credits required to complete the program. Nurses with diploma or associate degree mainly involved in direct patient care, but the type of work you do will depend upon your education level. Nurses with BSN, will have many more options, some of which will come with more responsibility, but with that comes higher pay. People with a BSN can choose to be a nurse educator, a public health nurse, or to specialize in specific age groups or disease types.

Quality patient care is based on having a well-educated nursing workforce in health care. Many research has shown that patient who is been cared by BSN and graduate degree levels nurses have lower mortality rates, fewer medication errors, and positive patient outcomes. According to American Association of Colleges of Nursing (AACN) that if we increase the number of baccalaureate nurses to 80% and by doubling the populace of nurses with doctorates will improve patient outcome at work place. In this report, it states that “to the demands of an evolving health care system and meet the changing needs of patients, nurses should attain higher levels of education” (AACN, 2015).

comment2

The devil’s advocate in me wants to make a case that an ADN nurse is just as capable of safely treating a patient as a BSN trained nurse.  I personally believe that all of the years of experience has to play a role in having seen a lot of different scenario’s and would bode well for a nurse rather than didactic information that is all theory.  And I feel that there is some definite truth to be found here.  But there are also drawbacks to being a seasoned and less advanced in education nurse also.  Being stuck in your “old ways” is something that I’ve seen firsthand and can be a real barrier to the unit when the struggle between “new and old” takes place. My unit was like that for a short time. There were nurses that had literally been working in a NICU since before some of the new nurses were born.  This created quite the tension between the two as the old ways group were stuck in their comfort zones and the new nurses were caught between the pressure from the “old guard” and the new information they learned in school.  What ultimately made the biggest transition is the facility made it a strongly suggested goal, meaning that if you didn’t comply it would be looked at as a voluntary resignation, that all RN’s would have their BSN within 3 years of hire.  The facility was gearing up for their magnet package.  So this put everyone on the same playing grounds and brought uniformity to the education goals of the hospital.

 

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create a five-question quantitative survey and survey 5-8 people anonymously. Your questions should be created based on the five medical home functions and attributes presented in the Module 3 Background.

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3 PAGES

For this assignment, you will create a five-question quantitative survey and survey 5-8 people anonymously. Your questions should be created based on the five medical home functions and attributes presented in the Module 3 Background.

In addition, the survey questions should be indirectly or directly related to quality. See below for an example question:

Patient-Centered Care is defined as the care that is respectful of, and responsive to, individual patient preferences, needs and values, and ensuring that patient values guide all clinical decisions. Based on this definition, of your four most recent visits to a health care organization/facility, how many were patient-centered?

1. One

2. Two

3. Three

4. Four

5. Not able to identify

Note: If you use the example question as a survey question in your survey, you must have a total of 6 questions, instead of 5.)

Caldas de Almeida, J. M. (2015). Mental health services and public mental health: challenges and opportunities. World Psychiatry, 14(1), 51–53.

Daaleman, T. P. & Fisher, E. B. (2015). Enriching patient-centered medical homes through peer support. Annals of Family Medicine, 13(Suppl 1), S73–S78

Bleser, W. K., Miller-Day, M., Naughton, D., Bricker, P.L., Cronholm, P.F., Gabbay, R. A. (2014). Strategies for achieving whole-practice engagement and buy-in to the patient-centered medical home. The Annals of Family Medicine. 12(1), 37-45.

 

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conduct some preliminary research on a Patient Centered Medical Home, Ambulatory Care, Community Health Centers, Complementary and Alternative Medicine, or Mental Health facility in your state. 

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12 slides

Please view these videos:

HPCtube. (2012). What is a Community Health Center? [Video] Retrieved from https://www.youtube.com/watch?v=kPLpNWO5uGs

Public Health Wessex Training Group. (2014). What is Public Health? [Video]. Retrieved from https://www.youtube.com/watch?v=oy1CAMObRzc

SmithGroupJJR. (2015). Ambulatory Care Center Design. [Video]. Retrieved from https://www.youtube.com/watch?v=Cz5MxxvHMss

WalltoWallStudios. (2013). What’s a Community Health Center? [Video]. Retrieved from https://www.youtube.com/watch?v=fLTbgCetJfM

conduct some preliminary research on a Patient Centered Medical Home, Ambulatory Care, Community Health Centers, Complementary and Alternative Medicine, or Mental Health facility in your state.

You are to create a 12 slide PowerPoint Presentation covering your selected facility in your state. In your presentation, you are to answer the following:

1. Which populations (e.g., adults, children, or older adults) and what conditions/diseases are targeted?

2. Who are the participating payers?

3. What type of insurance product (e.g., HMO or PPO) do the participating payers include?

4. Who are the participating providers? (List only the type of providers, such as hospitals or community health centers.)

5. How are the participating providers reimbursed?

In your final slides, you are to make recommendations for the future of health care delivery of the facility that you selected. The recommendations are to be vividly supported on scholarly sources.

 

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