Stakeholder Presentation

For this assessment you will create an 8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment.

As a current or future nurse leader, you may be called upon to present to stakeholders and leadership about projects that you have been involved in or wish to implement. The ability to communicate a plan—and potential implications of not pursuing such a plan—to stakeholders effectively can be critically important in creating awareness and buy-in, as well as building your personal and professional brand in your organization. It is equally important that you know how to create compelling presentations for others’ delivery and ensure that they convey the same content you would deliver if you were the presenter.

Demonstration of Proficiency

Competency 1: Explain strategies for managing human and financial resources to promote organizational health.

Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.

Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.

Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.

Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.

Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.

Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.

Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.

Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional, respectful manner, with writing that is clear, logically organized, with correct grammar and spelling, using current APA style.

Professional Context

This assessment will provide you with an opportunity to sharpen your ability to create a professional presentation to stakeholders. In this presentation, you will explain the Plan-Do-Study-Act cycle and how it can be used to introduce the plan (P), implement the plan (D), study the effectiveness of the plan (S), and act on what is learned (A) to drive continuous improvement. By using this cycle, the stakeholders will have a tool and a proposal to expand on these ideas to drive workplace change and create improved processes to solve an interprofessional collaboration problem.

Scenario

In addition to summarizing the key points of Assessments 2 and 3, you will provide stakeholders and/or leadership with an overview of project specifics as well as how success would be evaluated—you will essentially be presenting a discussion of the Plan, Do, and Study parts of the PDSA cycle. Again, you will not be expected to execute the project, so you will not have any results to study. However, by carefully examining the ways in which your plan could be carried out and evaluated, you will get some of the experience of the thinking required for PDSA.

When creating your PowerPoint for this assessment, it is important to keep in mind the target audience: your interviewee’s organizational leadership. The overall goal of this assessment is to create a presentation that your interviewee could potentially give in his or her organization.

Instructions

Please follow the Capella Guidelines for Effective PowerPoint Presentations [PPTX]. If you need technical information on using PowerPoint, refer to Capella University Library: PowerPoint Presentations.

Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.

Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.

Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.

Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.

Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional manner, with writing that is clear, logically organized, and respectful with correct grammar and spelling using current APA style.

There are various ways to structure your presentation; following is one example:

Part 1: Organizational or Patient Issue.

What is the issue that you are trying to solve or improve?

Why should the audience care about solving it?

Part 2: Relevance of an Interdisciplinary Team Approach.

Why is using an interdisciplinary team relevant, or the best approach, to addressing the issue?

How will it help to achieve improved outcomes or reach a goal?

Part 3: Interdisciplinary Plan Summary.

What is the objective?

How likely is it to work?

What will the interdisciplinary team do?

Part 4: Implementation and Resource Management.

How could the plan be implemented to ensure effective use of resources?

How could the plan be managed to ensure that resources were not wasted?

How does the plan justify the resource expenditure?

Part 5: Evaluation.

What would a successful outcome of the project look like?

What are the criteria that could be used to measure that success?

How could this be used to show the degree of success?

Again, keep in mind that your audience for this presentation is a specific group (or groups) at your interviewee’s organization and tailor your language and messaging accordingly. Remember, also, that another person will ultimately be giving the presentation. Include thorough speaker’s notes that flesh out the bullet points on each slide.

Additional Requirements

Number of slides: Plan on using one or two slides for each part of your presentation as needed, so the content of your presentation will be 8–12 slides in length. Remember that slides should contain concise talking points, and you will use presenter’s notes to go into detail. Be sure to include a reference slide as the last slide of your presentation.

Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old.

APA formatting: Make sure that in-text citations on your slides and in your notes pages and reference slide reflect current APA Style and Format.

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Stakeholder Engagement In Policy-Making.

Report Issue
Chapter 9 discussed the importance of stakeholder engagement in policy-making. The author presented several benefits and an analysis of five cases in which stakeholder engagement added value to the policy-making process. If you were leading a project to develop a comprehensive policy for managing pedestrian traffic flow in a popular downtown metropolitan district, what measures would you take to engage stakeholders in that project? Your answer should outline your suggestions and clearly explain why each one would add value.

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• Explain the full diagnosis, matching the symptoms of the case to the criteria for any diagnoses used.

Week 10 6090

Substance Related and Addictive Disorders

Readings

• Morrison, J. (2014) Diagnosis made easier: Principles and techniques for mental health clinicians (2nd ed.). New York, NY: Guilford Press.

Chapter 15, “Diagnosing Substance Misuse and Other Addictions” (pp. 238–250)

• American Psychiatric Association. (2013q). Substance related and addictive disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm16

• Gowin, J. L., Sloan, M. E., Stangl, B. L., Vatsalya, V., & Ramchandani, V. A. (2017). Vulnerability for alcohol use disorder and rate of alcohol consumption. American Journal of Psychiatry, 174(11), 1094–1101. doi:10.1176/appi.ajp.2017.16101180

• Reus, V. I., Fochtmann, L. J., Bukstein, O., Eyler, A. E., Hilty, D. M., Horvitz-Lennon, M., … Hong, S.-H. (2018). The American Psychiatric Association practice guideline for the pharmacological treatment of patients with alcohol use disorder. American Journal of Psychiatry, 175(1), 86–90. doi:10.1176/appi.ajp.2017.1750101

• Stock, A.-K. (2017). Barking up the wrong tree: Why and how we may need to revise alcohol addiction therapy. Frontiers in Psychology, 8, 1–6. doi:10.3389/fpsyg.2017.00884

T• Document: The Case of L (PDF)

Assignment

The sign of an effective clinician is the ability to identify the criteria that distinguish the diagnosis from any other possibility (otherwise known as a differential diagnosis). An ambiguous clinical diagnosis can lead to a faulty course of treatment and hurt the client more than it helps. In this Assignment, using the DSM-5 and all of the skills you have acquired to date, you assess an actual case client named L who is presenting certain psychosocial problems (which would be diagnosed using Z codes).

This is a culmination of learning from all the weeks covered so far.

To prepare: Use a differential diagnosis process and analysis of the Mental Status Exam in “The Case of L” to determine if the case meets the criteria for a clinical diagnosis.

The Case of L

Presenting Problem Client presented in the emergency room (ER) having been brought in the previous night by her parents. Following an argument with her parents, L cut her right wrist. L’s mother reported that L started screaming rapidly and became physically violent toward her prior to cutting her own wrist. Psychological Data L is a 17-year-old Hispanic female who resides in Pennsylvania with her mother, father, and older sister. She is in 11th grade at the local public school. L appeared to be of average to above-average intelligence, as she was able to respond to numerous questions in an articulate and intelligent manner. She was well versed about world history and current affairs. Her mother confirmed that she has done well in school, maintaining a B+ average and participating in various school activities (e.g., chorus, school paper) until last year. L slowly dropped out of many activities she liked in the past. Her mother noticed about 8 months ago that L had also begun having difficulty doing schoolwork. Erratic behavior arose during episodes when L also became irritable and explosive. During these repeated episodes, she became quite defiant, cut classes, had to be placed in school detention, and had even assaulted the principal. L has numerous friends and believed she can relate to all types of people. She has a boyfriend who adores her, but she said she doesn’t feel the same about him. The school counselor confirmed that L is outgoing, popular, and smart; but during these episodes she became another person, one who is very violent and difficult. Medical History A physical examination by a staff doctor revealed superficial cuts on L’s left and right wrist. The cuts appeared to be a few weeks old. There were cigarette burns on her right wrist that looked to be approximately one week old. In questioning L about the cigarette burns, L responded, “I just wanted to see how it felt—now I know.” When questioned about old cuts on her left wrist, she responded, “I don’t want to talk about it.” L weighs 103 pounds and is 5’ 6” tall. L denied any dieting or fasting, but her mother noticed over this past year that her weight has dropped. Substance Abuse History L denied any drug or alcohol use. When she was questioned regarding such, her response was “I could do drugs if I wanted to. I don’t want to, because it’s dumb.” Family History L’s mother is 42 years old and works as a secretary for a large telephone company. Her father is 49 years old and operates a small landscaping business. Both are U.S. citizens, with a cultural background from Guatemala of which they are proud. Both have 2 a high school education. L’s sister is considerably younger, aged 8. Their relationship is described as unremarkable, although L’s mother noted that the younger sister stays away when L is upset. Marital circumstances are uncertain, although the parents admitted that they are trying to keep the family together for their children, and they are of the Catholic faith. Treatment costs for L have been an additional difficulty for the family, but they said they are very worried about L’s lack of self-control and discipline. Extended family are far away and mostly still in Guatemala. L’s parents were not aware of any other family members with psychiatric problems. Psychiatric History L was evaluated three times at the community hospital ER during the past 4 years. Hospital evaluations were usually done after suicide attempts or threatening violent behavior toward others. L thought that the clinicians trying to diagnose her only had book skills and no people skills. She assumed that no one will ever know what is wrong with her; she did not plan to tell them because she doesn’t like them. L said she knows she “is not crazy,” but she was convinced that the therapist thought she is crazy or a “bad” kid. “They’re just experimenting with me,” L said. L indicated that she had been prescribed medications to alter her mood, but she couldn’t recall what it was, as she stated, “I don’t need those; nothing is wrong with me.” L’s mother reported that L was involved in outpatient counseling on at least four occasions as well as being placed in a shelter once after school truancy, running away from home, and threatening to assault her. A social worker was even sent for home visits for a 3-month period. Each time, L would abruptly end therapy by becoming verbally abusive or totally noncommunicative toward the therapist and would adamantly refuse to continue therapy. She even admitted to shoving a desk toward a therapist and threatening her with a pencil. When questioned about this behavior, L responded, “Well she told me to express myself and let my true feelings out, so I did.” (L also laughed and glanced at her mother during this exchange.) L’s mother was particularly perplexed and overwhelmed by these behaviors. She stated that her husband is completely frustrated and angry. Both admitted that L’s behavior is part of the considerable strain on their marriage. L denied being under any continued psychiatric care even though it was recommended numerous times. She refused to go, stating, “The therapists are the ones who are crazy.” L was first seen in outpatient counseling 9 years ago after she began to have nightmares and experienced tremendous anxiety after her godmother threatened to kidnap her. Her godmother became obsessed with L when L was 6 years old, first threatening to kidnap her then. Her godmother had to be institutionalized after exhibiting bizarre behavior. Recently, the godmother started threatening to kidnap L again. Three years ago, L was sent for counseling after she ran away from home after getting a bad report card and also discovering that her parents were considering a divorce. L requested therapy, as she reported that at 8 years of age she was sexually molested by an older man in the community (who is now deceased). She expressed having mixed emotions, because she viewed her perpetrator as her friend. By pretending that nothing 3 happened, she could think of him as a nice old man, and she didn’t have to deal with the thought of something this bad happening to her. L’s mother reported that she herself was raped at 8 years old and that L had knowledge of this. Two years ago, L and the entire family again became involved in outpatient counseling after L’s godmother accused L’s mother of child abuse. L’s mother thought this was largely done out of spite. An investigation by Child Protective Services revealed no abuse. Mental Status (1 day after she had been evaluated at the ER) L presented casually, disheveled, in shorts and a tee shirt, and with minimal makeup. L admitted to being in a nasty mood. There was little eye contact, and conversation was difficult. Thought and speech patterns were clear. Affect was flat. She was oriented to time, place, and person. L denied feeling depressed. When questioned about her suicide attempt the previous day, she suddenly became quiet and teary eyed. She lowered her head and responded, “You don’t understand, he made me do it. I don’t want to hurt myself.” L denied even remembering cutting her wrist, saying, “He must have done it or made me do it.” L was questioned about the person she was talking about. She related that there has been a male presence in her life since she was 6 years old and that he makes her do things that she doesn’t want to do or things she can’t even remember. This presence showed up after the funeral of her best friend, Michael. L said he communicates with her through her mind. She seemed distressed when speaking about him. Her mother appeared distressed and fearful as well. L’s mother confirmed that L had trouble sleeping and concentrating at school after the funeral. She did not want to attend Girl Scouts anymore, because the uniform had gotten tight and the male presence was laughing at her. L’s mother remembered how scared she had become on a few occasions when L attempted to run out into traffic. Every time L’s mother yelled at L for doing that, L stated that the male presence explained that this was how she could join her friend Michael. L’s mother took L to a therapist. When L entered the third grade, L’s mother took her out of therapy. L reported that during her awake hours she can’t see this presence, but she can sense him. She said she does see him in her dreams, and his appearances in them have intensified within the past year. In her dreams, he torments children, and he controls people through a haunted mirror and a magic book. He reads and controls thoughts. L described him this way: “He looks in his 40s, but is really ageless. Always dressed in dark colors, but I can’t tell the exact colors he wears. I know his eyes are powerful, but I never really look at his eyes.” L was asked why she never shared this information before. She stated, “Because I would be put in the hospital and medicated—and I told you, I’m not crazy. I know you don’t understand, but I am him and he is me, and he eventually wants to totally control me.” She admitted to acting out impulsively at times, such as throwing things for no reason. L reported that the presence was in the room during this interview. When questioned about why he doesn’t influence her now or make her do something, she replied, “He’s too smart, he wouldn’t do that.” L also mentioned that during the past 4 couple of months another male presence has been with her. This new presence seems to be controlled by and intimidated by the primary presence. The two males communicate with one another about how to hurt the children in her dreams. L ended the session by saying, “I know this sounds weird, but this is what is happening to me. If you tell any other therapist, I’ll deny it, because I don’t want to be put away.”

Submit 5- to 7-page paper in which you:

• Provide the full DSM-5 diagnosis. Remember, a full diagnosis should include the name of the disorder, ICD-10-CM code, specifiers, severity, and the Z codes (other conditions that may need clinical attention).

• Explain the full diagnosis, matching the symptoms of the case to the criteria for any diagnoses used.

• Identify 2–3 of the close differentials that you considered for the case and have ruled out. Concisely explain why these conditions were considered but eliminated.

• • Identify the assessments you recommend to validate treatment. Explain the rationale behind choosing the assessment instruments to support, clarify, or track treatment progress for the diagnosis.

• • Explain your recommendations for initial resources and treatment. Use scholarly resources to support your evidence-based treatment recommendations.

• • Explain how you took cultural factors and diversity into account when making the assessment and recommending interventions.

• • Identify client strengths, and explain how you would utilize strengths throughout treatment.

• • Identify specific knowledge or skills you would need to obtain to effectively treat this client, and provide a plan on how you will do so.

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Unit I Scholarly Activity

Unit I Scholarly Activity

In this unit, you have learned about management information systems (MIS) and the importance of it. For this assignment, compose a paper that discusses the key differences between data, information, information technology (IT), and information systems (IS). Your paper should address the components listed below.

· Define what is meant by information.

· Define what is meant by data.

· Create two matrices (one for data and one for information) that illustrate the key differences between information and data, place the matrices into your paper, and briefly discuss the differences in one or two paragraphs. Each matrix should contain characteristics and/or facts about the subjects (data and information) that show how they are different.

· Define IT.

· Define IS.

· Using the five-component model as an example, discuss some differences between IT and IS.

If you are using Microsoft Word, you can develop a matrix using this program. For an example of how to create a matrix using Microsoft Word, see the Microsoft.com explanation by clicking the link below.

Microsoft. (n.d.). Create a matrix. Retrieved from https://support.office.com/en-us/article/Create-a-matrix-0E74423D-2E28-4DEB-9223-A30C2312CC22

You may use another computer software program that you are familiar with to create the matrices. However, you must submit your assignment in a Microsoft Word document, and the matrices should be included in the body of your paper.

Your paper must be a minimum of two pages in length (not counting the title and reference pages), and you must use at least two resources as references. Any information from these resources must be cited and referenced in APA format.

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