Category: Nursing

Psychosis and schizophrenia greatly impact the brain’s normal processes, which interfere with the ability to think clearly. When symptoms of these disorders are uncontrolled, patients may struggle to function in daily life. However, patients often thrive when properly diagnosed and treated under the close supervision of a psychiatric mental health practitioner. For this Assignment, you will develop a study guide for an assigned psychotropic agent for treating patients with Schizophrenia Spectrum and Other Psychotic Disorders. You will share your study guide with your colleagues. In sum, these study guides will be a powerful tool in preparing for your course and PMHNP certification exam.
Review this week’s Learning Resources, including the Medication Resources indicated for this week.
Reflect on the psychopharmacologic treatments you might recommend for treatment of patients with Schizophrenia Spectrum and Other Psychotic Disorders.
Research your assigned psychotropic medication agent using the Walden Library. Then, develop an organizational scheme for the important information about the medication.
Review Learning Resource: Utah State University. (n.d.). Creating study guides. https://www.usu.edu/academic-support/test/creating_study_guidesLinks to an external site.
Create a study guide for your assigned psychotropic medication agents. Your study guide should be in the form of an outline with references, and you should incorporate visual elements such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative! It should not be in the format of an APA paper. Your guide should be informed by the FDA-approved and Evidenced-Based, Clinical Practice Guidelines Research but also supported by at least three other scholarly resources.
Areas of importance you should address, but are not limited to, are:
Title page
Description of the Psychopharmacological medication agent including brand and generic names and appropriate FDA indication uses
Any supporting, valid and reliable research for non-FDA uses
Drug classification
The medication mechanism of action
The medication pharmacokinetics
The medication pharmacodynamics
Mechanism of Action
Appropriate dosing, administration route, and any considerations for dosing alterations
Considerations of use and dosing in specific specialty populations to consider children, adolescents, elderly, pregnancy, suicidal behaviors, etc.
Definition of Half-life, why half-life is important, and the half-life for your assigned medication Side effects/adverse reaction potentials
Contraindications for use including significant drug to drug interactions
Overdose Considerations
Diagnostics and labs monitoring
Comorbidities considerations
Legal and ethical considerations
Pertinent patient education considerations
Reference Page
amisulpride
aripiprazole
asenapine
brexpiprazole
cariprazine
chlorpromazine
clozapine
flupenthixol
fluphenazine
haloperidol
iloperidone
loxapine
lumateperone
lurasidone
olanzapine
paliperidone
perphenazine
pimavanserin
quetiapine
risperidone
sulpiride
thioridazine
thiothixene
trifluoperazine
ziprasidone

Reviewing Appendix B in Butts, choose two of the Nine Tenets of the Code of Ethics for Nurses and describe how you will personally apply each tenet in the practice setting with your patients. Describe in detail the purpose of the tenet and provide examples of the tenet applied in practice. Explain why it is important to uphold the tenet in maximizing the quality of patient care, and identify how it enhances your own practice as a nurse.
Your paper should be 1-2 pages.
Include a title page and a reference page to cite your text. Adhere to APA formatting throughout, and cite any outside sources you may use.
Appendix B below ANA CODE OF ETHICS
APPENDIX
B
Preface
The Code of Ethics for Nurses with Interpretive Statements (the Code) establishes the ethical standard for the profession and provides a guide for nurses to use in ethical analysis and decision-making. The Code is nonnegotiable in any setting. It may be revised or amended only by formal processes established by the American Nurses Association (ANA). The Code arises from the long, distinguished, and enduring moral tradition of modem nursing in the United States. It is foundational to nursing theory, practice, and praxis in its expression of the values, virtues, and obligations that shape, guide, and inform nursing as a profession.
Nursing encompasses the protection, promotion, and restoration of health and well-being; the prevention of illness and injury; and the alleviation of suffering, in the care of individuals, families, groups, communities, and populations. All of this is reflected, in part, in nursing’s persisting commitment both to the welfare of the sick, injured, and vulnerable in society and to social justice. Nurses act to change those aspects of social structures that detract from health and well-being.
Individuals who become nurses, as well as the professional organizations that represent them, are expected not only to adhere to the values, moral norms, and ideals or the profession but also to embrace them as a part of what it means to be a nurse. The ethical tradition of nursing is self-reflective, enduring, and distinctive. A code of ethics for the nursing profession makes explicit the primary obligations, values, and ideals of the profession. In fact, it informs every aspect of the nurse’s life.
The Code of Ethics for Nurses with Interpretive Statements serves the following purposes:
It is a succinct statement of the ethical values, obligations, duties, and professional ideals of nurses individually and collectively.
Source: American Nurses Association. (2015). Code of ethics for nurses with interpretive statements. Silver Spring, MD: Author.
It is the profession’s non-negotiable ethical standard.
It is an expression of nursing’s own understanding of its commitment to society.
Statements that describe activities and attributes of nurses in this code of ethics and its interpretive statements are to be understood as normative or prescriptive statements expressing expectations of ethical behavior. The Code also expresses the ethical ideals of the nursing profession and is, thus, both normative and aspirational. Although this Code articulates the ethical obligations of all nurses, it does not predetermine how those obligations must be met. In some instances nurses meet those obligations individually; in other instances a nurse will support other nurses in their execution of those obligations; at other times those obligations can only and will only be met collectively. ANA’s Code of Ethics for Nurses with Interpretive Statements addresses individual as well as collective nursing intentions and actions; it requires each nurse to demonstrate ethical competence in professional life.
Society recognizes that nurses serve those seeking health as well as those responding to illness. Nurses educate students, staff, and others in healthcare facilities. They also educate within communities, organizations, and broader populations. The term practice refers to the actions of the nurse in any role or setting, whether paid or as a volunteer, including direct care provider, advanced practice registered nurse, care coordinator, educator, administrator, researcher, policy developer, or other forms of nursing practice. Thus, the values and obligations expressed in this edition of the Code apply to nurses in all roles, in all forms of practice, and in all settings.
ANA’s Code of Ethics for Nurses with Interpretive Statements is a dynamic document. As nursing and its social context change, the Code must also change. The Code consists of two components: the provisions and the accompanying interpretive statements. The provisions themselves are broad and noncontextual statements of the obligations of nurses. The interpretive statements provide additional, more specific, guidance in the application of this obligation to current nursing practice. Consequently, the interpretive statements are subject to more frequent revision than are the provisions—approximately every decade—while the provisions may endure for much longer without substantive revision.
Additional ethical guidance and details can be found in the position and policy statements of the ANA or its constituent member associations and affiliate organizations that address clinical, research, administrative, educational, public policy, or global and environmental health issues.
The origins of the Code of Ethics for Nurses with Interpretive Statements reach back to the late 1800s in the foundation of ANA, the early ethics literature of modem nursing, and the first nursing code of ethics, which was formally adopted by ANA in 1950. In the 65 years since the adoption of that first professional ethics code, nursing has developed as its art, science, and practice have evolved, as society itself has changed, and as awareness of the nature and determinants of global health has grown. The Code of Ethics for Nurses with Interpretive Statements is a reflection of the proud ethical heritage of nursing and a guide for all nurses now and into the future.
Introduction
In any work that serves the whole of the profession, choices of terminology must be made that are intelligible to the whole community, are as inclusive as possible, and yet remain as concise as possible. For the profession of nursing, the first such choice is the term patient versus client. The term patient has ancient roots in suffering; for millennia the term has also connoted one who undergoes medical treatment. Yet, not all who are recipients of nursing care are either suffering or receiving medical treatment The root of client implies one who listens, leans upon, or follows another. It connotes a more advisory relationship, often associated with consultation or business.
Thus, nursing serves both patients and clients. Additionally, the patients and clients can be individuals, families, communities, or populations. Recently, following a consumerist movement in the United States, some have preferred consumer to either patient or client. In this revision of the American Nurses Association’s (ANA’s) Code of Ethics for Nurses with Interpretive Statements (the Code), as in the past revision, ANA decided to retain the more common, recognized, and historic term patient as representative of the category of all who are recipients of nursing care. Thus, the term patient refers to clients or consumers of health care as well as to individuals or groups.
A decision was also made about the words ethical and moral. Both are neutral and categorical. That is—similar to physical, financial, or historical—they refer to a category, a type of reflection, or a behavior. They do not connote a rightness or goodness of that behavior.
Within the field of ethics, a technical distinction is made between ethics and morality. Morality is used to refer to what would be called personal values, character, or conduct of individuals or groups within communities and societies. Ethics refers to the formal study of that morality from a wide range of perspectives including semantic, logical, analytic, epistemological, and normative. Thus, ethics is a branch of philosophy or theology in which one reflects on morality. For this reason, the study of ethics is often called moral philosophy or moral theology. Fundamentally, ethics is a theoretical and reflective domain of human knowledge that addresses issues and questions about morality in human choices, actions, character, and ends.
As a field of study, ethics is often divided into metaethics, normative ethics, and applied ethics. Metaethics is the domain that studies the nature of ethics and moral reasoning. It would ask questions such as “Is there always an element of self-interest in moral behavior?”and “Why be good?” Normative ethics addresses the questions of the ought, the four fundamental terms of which are right and wrong, good and evil. That is, normative ethics addresses what is right and wrong in human action (what we ought to do); what is good and evil in human character (what we ought to be); and good or evil in the ends that we ought to seek.
Applied ethics wrestles with questions of right, wrong, good, and evil in a specific realm of human action, such as nursing, business, or law. It would ask questions such as “Is it ever morally right to deceive a research subject?”or “What is a ‘good nurse’ in a moral sense?” or “Are health, dignity, and well-being intrinsic or instrumental ends that nursing seeks?”All of these aspects of ethics are found in the nursing literature. However, the fundamental concern of a code of ethics for nursing is to provide normative, applied moral guidance for nurses in terms of what they ought to do, be, and seek.
Some terms used in ethics are ancient such as virtue and evil, yet they remain in common use today within the field of ethics. Other terms, such as ethics and morality, are often—even among professional ethicists—used imprecisely or interchangeably because they are commonly understood or because common linguistic use prevails. For example, one might speak of a person as lacking a “moral compass” or as having “low morals.” Another example is the broader public use of the term ethical. Ethics is a category that refers to ethical or nonethical behavior: either a behavior is relevant to the category of ethics, or it is not. Here, the term unethical has no meaning, although it is commonly used in lectures and discussions—even by professional ethicists—to mean morally blameworthy, that is, wrong. The terms should and must are often substituted for the more precise normative ethical term ought. Ought indicates a moral imperative. Must expresses an obligation, duty, necessity, or compulsion, although not an intrinsically moral one. Likewise, should expresses an obligation or expediency that is not necessarily a moral imperative.
The English language continues to evolve, and the once firm and clearly understood distinctions between may and can; will and shall; and ought, should, and must have faded in daily language and have come to be used interchangeably in both speech or writing, except in rare instances in which the nuance is essential to an argument. To aid the reader in understanding the terms used, this revision of ANA’s Code of Ethics for Nurses with Interpretive Statements will, for the first time, include a glossary of terms that are found within the Code.
This revision also includes another innovation: links to foundational and supplemental documents. The links to this material are available on ANA’s Ethics webpage. These documents are limited to works judged by the Steering Committee as having both timely and timeless value. Nursing’s ethics holds many values and obligations in common with international nursing and health communities. For example, the Millennium Development Goals of the United Nations, the World Medical Association’s Declaration of Helsinki about research involving human subjects, and the International Council of Nurses’ Code of Ethics for Nurses are documents that are both historically and contemporaneously important to U.S. nurses and nursing’s ethics.
The afterword from the 2001 Code has been included and updated to reflect the 2010–2014 revision process. This Introduction, another new component of this revision, was added to provide a general orientation to the terminology and the structure of this document.
The nine provisions of the 2001 Code have been retained with some minor revisions that amplify their inclusivity of nursing’s roles, settings, and concerns. Together, the nine provisions contain an intrinsic relational motif: nurse-to-patient, nurse-to-nurse, nurse-to-self, nurse-to-others, nurse-to-profession, nurse-to-society, and nursing-to-society, relations that are both national and global. The first three provisions describe the most fundamental values and commitments of the nurse; the next three address boundaries of duty and loyalty; the final three address aspects of duties beyond individual patient encounters. This revision also retains, for each provision, interpretive statements that provide more specific guidance for practice, are responsive to the contemporary context of nursing, and recognize the larger scope of nursing’s concern in relation to health.
It was the intent of the Steering Committee to revise the Code in response to the complexities of modern nursing, to simplify and more clearly articulate the content, to anticipate advances in health care, and to incorporate aids that would make it richer, more accessible, and easier to use.
—Steering Committee for the Revision of the
Code of Ethics for Nurses with Interpretive Statements, September 2014
Provision 1
The nurse practices with compassion and respect for the inherent dignity, worth, and unique attributes of every person.
1.1 Respect for Human Dignity
A fundamental principle that underlies all nursing practice is respect for the inherent dignity, worth, unique attributes, and human rights of all individuals. The need for and right to health care is universal, transcending all individual differences. Nurses consider the needs and respect the values of each person in every professional relationship and setting; they provide leadership in the development and implementation of changes in public and health policies that support this duty.
1.2 Relationships with Patients
Nurses establish relationships of trust and provide nursing services according to need, setting aside any bias or prejudice. Factors such as culture, value systems, religious or spiritual beliefs, lifestyle, social support system, sexual orientation or gender expression, and primary language are to be considered when planning individual, family and population-centered care. Such considerations must promote health and wellness, address problems, and respect patients’ or clients’ decisions. Respect for patient decisions does not require that the nurse agree with or support all patient choices. When patient choices are risky or self-destructive, nurses have an obligation to address the behavior and to offer opportunities and resources to modify the behavior or to eradicate the risk.
1.3 The Nature of Health
Nurses respect the dignity and rights of all human beings regardless of the factors contributing to the person’s health status. The worth of a person is not affected by illness, ability, socioeconomic status, functional status, or proximity to death. The nursing process is shaped by unique patient preferences, needs, values, and choices. Respect is extended to all who require and receive nursing care in the promotion of health, prevention of illness and injury, restoration of health, alleviation of pain and suffering, or provision of supportive care.
Optimal nursing care enables the patient to live with as much physical, emotional, social, and religious or spiritual well-being as possible and reflects the patient’s own values. Supportive care is particularly important at the end of life in order to prevent and alleviate the cascade of symptoms and suffering that are commonly associated with dying. Support is extended to the family and to significant others and is directed toward meeting needs comprehensively across the continuum of care.
Nurses are leaders who actively participate in assuring the responsible and appropriate use of interventions in order to optimize the health and well-being of those in their care. This includes acting to minimize unwarranted, unwanted, or unnecessary medical treatment and patient suffering. Such treatment must be avoided, and conversations about advance care plans throughout multiple clinical encounters helps to make this possible. Nurses are leaders who collaborate in altering systemic structures that have a negative influence on individual and community health.
1.4 The Right to Self-Determination
Respect for human dignity requires the recognition of specific patient rights, in particular, the right to self-determination. Patients have the moral and legal right to determine what will be done with and to their own person; to be given accurate, complete, and understandable information in a manner that facilitates an informed decision; and to be assisted with weighing the benefits, burdens, and available options in their treatment, including the choice of no treatment. They also have the right to accept, refuse, or terminate treatment without deceit, undue influence, duress, coercion, or prejudice, and to be given necessary support throughout the decision-making and treatment process. Such support includes the opportunity to make decisions with family and significant others and to obtain advice from expert, knowledgeable nurses, and other health professionals.
Nurses have an obligation to be familiar with and to understand the moral and legal rights of patients. Nurses preserve, protect, and support those rights by assessing the patient’s understanding of the information presented and explaining the implications of all potential decisions. When the patient lacks capacity to make a decision, a formally designated surrogate should be consulted. The role of the surrogate is to make decisions as the patient would, based upon the patient’s previously expressed wishes and known values. In the absence of an appropriate surrogate decision-maker, decisions should be made in the best interests of the patient, considering the patient’s personal values to the extent that they are known.
Nurses include patients or surrogate decision-makers in discussions, provide referrals to other resources as indicated, identify options, and address problems in the decision-making process. Support of patient autonomy also includes respect for the patient’s method of decision-making and recognition that different cultures have different beliefs and understandings of health, autonomy, privacy and confidentiality, and relationships, as well as varied practices of decision-making. Nurses should, for example, affirm and respect patient values and decision-making processes that are culturally hierarchical or communal.
The importance of carefully considered decisions regarding resuscitation status, withholding and withdrawing life-sustaining therapies, foregoing nutrition and hydration, palliative care, and advance directives is widely recognized. Nurses assist patients as necessary with these decisions. Nurses should promote advance care planning conversations and must be knowledgeable about the benefits and limitations of various advance directive documents. The nurse should provide interventions to relieve pain and other symptoms in the dying patient consistent with palliative care practice standards and may not act with the sole intent to end life. Nurses have invaluable experience, knowledge, and insight into effective and compassionate care at the end of life and should actively engage in related research, scholarship, education, practice, and policy development.
Individuals are interdependent members of their communities. Nurses recognize situations in which the right to self-determination may be outweighed or limited by the rights, health, and welfare of others, particularly in public health. The limitation of individual rights must always be considered a serious departure from the standard of care, justified only when there are no less-restrictive means available to preserve the rights of others, meet the demands of law, and protect the public’s health.
1.5 Relationships with Colleagues and Others
Respect for persons extends to all individuals with whom the nurse interacts. Nurses maintain professional, respectful, and caring relationships with colleagues and are committed to fair treatment, transparency, integrity-preserving compromise, and the best resolution of conflicts. Nurses function in many roles and settings, including direct care provider, care coordinator, administrator, educator, policy maker, researcher, and consultant.
The nurse creates an ethical environment and culture of civility and kindness, treating colleagues, coworkers, employees, students, and others with dignity and respect. This standard of conduct includes an affirmative duty to act to prevent harm. Disregard for the effects of one’s actions on others, bullying, harassment, intimidation, manipulation, threats, or violence are always morally unacceptable behaviors. Nurses value the distinctive contribution of individuals or groups as they seek to achieve safe, quality patient outcomes in all settings. Additionally, they collaborate to meet the shared goals of providing compassionate, transparent, and effective health services.
Provision 2
The nurse’s primary commitment is to the patient, whether an individual, family, group, community, or population.
2.1 Primacy of the Patient’s Interests
The nurse’s primary commitment is to the recipients of nursing and healthcare services—patient or client—whether individuals, families, groups, communities, or populations. Each plan of care must reflect the fundamental commitment of nursing to the uniqueness, worth, and dignity of the patient. Nurses provide patients with opportunities to participate in planning and implementing care and support that are acceptable to the patient. Honest discussions about available resources, treatment options, and capacity for self-care are essential. Addressing patient interests requires recognition of the patient’s place within the family and other relationships. When the patient’s wishes are in conflict with those of others, nurses help to resolve the conflict Where conflict persists, the nurse’s commitment remains to the identified patient.
2.2 Conflict of Interest for Nurses
Nurses may experience conflict arising from competing loyalties in the workplace, including conflicting expectations from patients, families, physicians, colleagues, healthcare organizations, and health plans. Nurses must examine the conflicts arising between their own personal and professional values, the values and interests of others who are also responsible for patient care and healthcare decisions, and perhaps even the values and interests of the patients themselves. Nurses address such conflicts in ways that ensure patient safety and that promote the patient’s best interests while preserving the professional integrity of the nurse and supporting interprofessional collaboration.
Conflicts of interest may arise in any domain of nursing activity, including direct care, administration, education, consultation, policy development, and research. Nurses in all roles must identify and, whenever possible, avoid conflicts of interest. Nurses who bill for services and nurse executives with budgetary responsibilities must be especially aware of the potential for conflicts of interest. Healthcare financing and delivery systems may create conflict between economic self-interest and professional integrity. Bonuses, sanctions, and incentives tied to financial targets may present such conflict. Any perceived or actual conflict of interest should be disclosed to all relevant parties and, if indicated, nurses should withdraw, without prejudice, from further participation.
2.3 Collaboration
The complexity of health care requires collaborative effort that has the strong support and active participation of all health professions. Nurses should foster collaborative planning to provide safe, high-quality, patient-centered health care. Nurses are responsible for articulating, representing, and preserving the scope of nursing practice, and the unique contributions of nursing to patient care. The relationship between nursing and other health professions also needs to be clearly articulated, represented, and preserved.
Collaboration intrinsically requires mutual trust, recognition, respect, transparency, shared decision-making, and open communication among all who share concern and responsibility for health outcomes. Nurses ensure that all relevant persons, as moral agents, participate in patient care decisions. Patients do not always know what questions to ask or may be limited by a number of factors, including language or health literacy. Nurses facilitate informed decision-making by assisting patients to secure the information that they need to make choices consistent with their own values.
Collaboration within nursing is essential to address the health of patients and the public effectively. Although nurses who are engaged in nonclinical roles (e.g., educators, administrators, policy-makers, consultants, or researchers) are not primarily involved in direct patient care, they collaborate to provide high-quality care through the influence and direction of direct care providers. In this sense, nurses in all roles are interdependent and share a responsibility for outcomes in nursing care and for maintaining nursing’s primary commitment to the patient.
2.4 Professional Boundaries
The work of nursing is inherently personal. Within their professional role, nurses recognize and maintain appropriate personal relationship boundaries. Nurse–patient and nurse–colleague relationships have as their foundation the promotion, protection, and restoration of health and the alleviation of pain and suffering. Nurse–patient relationships are therapeutic in nature but can also test the boundaries of professionalism. Accepting gifts from patients is generally not appropriate; factors to consider include the intent, the value, the nature, and the timing of the gift, as well as the patient’s own cultural norms. When a gift is offered, facility policy should be followed. The intimate nature of nursing care and the involvement of nurses in important and sometimes highly stressful life events may contribute to the risk of boundary violations. Dating and sexually intimate relationships with patients are always prohibited.
Boundary violations can also occur in professional colleague relationships. In all communications and actions, nurses are responsible for maintaining professional boundaries. They should seek the assistance of peers or supervisors in managing or removing themselves from difficult situations.
Provision 3
The nurse promotes, advocates for, and protects the rights, health, and safety of the patient.
3.1 Protection of the Rights of Privacy and Confidentiality
The need for health care does not justify unwanted, unnecessary, or unwarranted intrusion into a person’s life. Privacy is the right to control access to, and disclosure or nondisclosure of, information pertaining to oneself and to control the circumstances, timing, and extent to which information may be disclosed.

Please provide an answer that is 100% original and do not copy the answer to this question from any other website since I am already well aware of this. I will be sure to check this.
Please be sure that the answer comes up with way less than 18% on Studypool’s internal plagiarism checker since anything above this is not acceptable according to Studypool’s standards. I will not accept answers that are above this standard.
No AI or Chatbot! I will be sure to check this.
The purpose of this presentation is to analyze a patient safety concern in your practice setting. This presentation should be of the quality that it could be presented to leadership in your practice setting.
Instructions:
Create a PowerPoint presentation of no more than sixteen slides that includes all of the following:
1. Title Slide
2. Safety Issue Identification: NURSING SHORTAGE EFFECTING PATIENT CARE.
• Identify one patient safety issue that is the most relevant to your practice: : NURSING SHORTAGE EFFECTING PATIENT CARE.
• Give the rationale for its importance and potential impact on patient safety
• Answer the questions on page 210 in the Spath text: What can go wrong?
What will be the result if something goes wrong?
What needs to be done to prevent a biased result when something does go wrong?
2. Analysis
Use the Failure Mode and Effect Analysis process steps presented on page 183-188 OR the Root Cause Analysis process steps on page 189-194 to analyze the process involved in the issue.
• Provide a rationale for the process selected
• Present a slide for each step of the chosen process, proposing what you would do and provide evidence from the literature to support your analysis and interventions
3) Patient Engagement
Propose how patient engagement could contribute to the prevention of this issue and how you could promote that engagement (See Spath pages 195-196)
4) Considering the discussion on reliability Discussion question: Actions necessary to achieve Reliability actions, propose process changes that could be implemented to achieve:
80-90 percent reliability,
95 percent reliability,
99.5 percent reliability.
What would the goal be for each level and how would you measure the effectiveness and achievement of the goal.
5) References
Include at least two journal resources for each area above (8 minimum), one in each section should be a NURSING-SPECIFIC journal.
Cite each source on the bottom right of the slide where it is used
The presentation should also contain a title slide and a reference slide page in APA format.
Requirements: No more than Than 16 Slides + At Least 1,000 Word Script Times New Roman Size 12 Font Double-Spaced APA Format Excluding the Title and Reference Pages | .ppt file
Be sure to include an introduction with a clear thesis statement along with a conclusion
Please be sure to carefully follow the instructions
Please be sure to include at least one in-text citation in each body paragraph of the speech and ppt slide excluding the introduction and conclusion
Please be sure to include at least two journal resources for each area above (8 minimum), one in each section should be a NURSING-SPECIFIC journal.
Please be sure to include title, conclusion, and reference slides in the ppt
Please be sure to include a background and at least one image on each ppt slide whether its a photograph, statistic, graph, document etc.
Please use the 5×5 rule for the ppt slides
No plagiarism & No Course Hero & No Chegg. The assignment will be checked for originality via the Turnitin plagiarism tool

Critique each article using the appropriate appraisal form that I have attached.
Read the 1st article of the Qualitative study and answer the Q&A of the corresponding appraisal form.
Read the 2nd article of the Systematic study and answer the Q&A of the corresponding appraisal form.

Read the article from the WCU library. Is the article quantitative, qualitative, or something else? State the study design, research question, and the strength and limitations of the study. Can the study results be generalized? Why or why not?

Requirements
The Concept Map must visually connect all of the specified objectives  (Program Outcomes, MSN Essentials, and NONPF Competencies) to course work (such as specific discussion board topics, written assignments, exams, lessons, and reading content).
All items should be labeled, for instance, label the objectives and label the course work you select with name of the assignment/reading/discussion board topic and which week it was introduced.
Use Microsoft Word or a PowerPoint to create a Concept Map. You can use the features found on the “Insert” tab of a Word doc (in the horizontal ribbon on the top of a Word doc page). For instance, if you click on “insert” you will see shapes and SmartArt. You can use a PowerPoint slide with shapes and lines to create a concept/mind map. This is not a PowerPoint presentation , but a PowerPoint slide can be used to “draw” the Map.
Outcomes/Competencies to be connected with course learning:
MSN Program Outcome #2:
Create a caring environment for achieving quality health outcomes (Care-Focused).
MSN Essential VIII:
Clinical Prevention and Population Health for Improving Health
National Organization of Nurse Practitioner Competencies #4
Practice Scholarship and Translational Science
Recognizes that the master’s-prepared nurse applies and integrates broad, organizational, client-centered, and culturally appropriate concepts in the planning, delivery, management, and evaluation of evidence-based clinical prevention and population care and services to individuals, families, and aggregates/identified populations.
Your Concept Map will visually depict how you see the assignments of the course meeting the outcomes above.
Preparing the Assignment
View
How to Create a Concept Map Links to an external site.
ASSIGNMENT CONTENT
Category
Points
%
Description
MSN Program Outcome #2
15
30%
The Map visually connects the Category to a minimum of two (2) assignments.
Each assignment is clearly labeled with week and content topic.
MSN Essential VIII
15
30%
The Map visually connects the Category to a minimum of two (2) assignments.
Each assignment is clearly labeled with week and content topic.
NONPF Competencies #4
15
30%
The Map visually connects the Category to a minimum of two (2) assignments.
Each assignment is clearly labeled with week and content topic.
45
90%
Total CONTENT Points=45 pts
ASSIGNMENT FORMAT
Category
Points
%
Description
Grammar, Syntax, Spelling
5
5
Grammar, spelling, syntax are accurate.
Total FORMAT Points= 5 pts
ASSIGNMENT TOTAL=50 points

For this Discussion, you will take on the role of a clinician who is building a health history for one of the following cases. Your instructor will assign you your case number.
CASE:
55-year-old Asian female living in a high-density poverty housing complex.
Pre-school aged white female living in a rural community.
Questions:
What are the barriers to interpersonal communication?
What are the procedures and examination techniques that will be used during the physical exam of your patient?
Describe the Subjective, Objective, Assessment, Planning (S.O.A.P.) approach for documenting patient data and explain what they are.
Submission Instructions:
Your post should be at least 500 words, formatted and cited in current APA style with support from at least 2 references from academic Journals.
Grading Rubric
Your assignment will be graded according to the grading rubric.
Discussion Rubric
CriteriaRatingsPoints
Identification of Main Issues, Problems, and Concepts
Distinguished – 5 points
Identify and demonstrate a sophisticated understanding of the issues, problems, and concepts.
Excellent – 4 points
Identifies and demonstrate an accomplished understanding of most of issues, problems, and concepts.
Fair – 2 points
Identifies and demonstrate an acceptable understanding of most of issues, problems, and concepts.
Poor – 1 point
Identifies and demonstrate an unacceptable understanding of most of issues, problems, and concepts.
5 points
Use of Citations, Writing Mechanics and APA Formatting Guidelines
Distinguished – 3 points
Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. High level of APA precision and free of grammar and spelling errors.
Excellent – 2 points
Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing. Moderate level of APA precision and free of grammar and spelling errors.
Fair – 1 point
Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing. APA style and writing mechanics need more precision and attention to detail.
Poor – 0 points
Ineffectively uses the literature and other resources to inform their work. An unacceptable use of citations and extended referencing. APA style and writing mechanics need serious attention.
3 points
Response to Posts of PeersDistinguished – 2 points
Student constructively responded to two other posts and either extended, expanded or provided a rebuttal to each.
Fair – 1 point
Student constructively responded to one other post and either extended, expanded or provided a rebuttal.
Poor – 0 points
Student provided no response to a peer’s post.

2 points
Total Points 10

Reponse post should be at least 1 paragraph each question, formatted and (in-text) cited in current APA style with support from 2 academic source per category.
Category #1- Osteoarthirits: Sally is a 50-year-old female who has been a jogger for several years. She has recently been diagnosed with osteoarthritis. She has been taking ibuprofen for 3 months but states that “it does not help” and hurts her stomach. The health care provider prescribes celecoxib (Celebrex) 100 mg orally twice a day.
What is the first-line therapy for osteoarthritis and the mechanism of action?
Sally expresses concern about all the recent news about heart problems and celecoxib (Celebrex). What information should be included in a teaching plan to help her understand about taking celecoxib and the benefits and risks?
Ibuprofen and celecoxib are both nonsteroidal anti-inflammatory drugs. Explain how they are similar and different.
Category #2- Mexican American Culture-
Mr. Perez is a 76-year-old Mexican American who was recently diagnosed with a slow heartbeat requiring an implanted pacemaker. Mr. Perez has been married for 51 years and has 6 adult children (three daughters aged 50, 48, and 42; three sons aged 47, 45, and 36), 11 grandchildren; and 2 great grandchildren. The youngest boy lives three houses down from Mr. and Mrs. Perez. The other children, except the second-oldest daughter, live within 3 to 10 miles from their parents. The second-oldest daughter is a registered nurse and lives out of state. All members of the family except for Mr. Perez were born in the United States. He was born in Monterrey, Mexico, and immigrated to the United States at the age of 18 in order to work and send money back to the family in Mexico. Mr. Perez has returned to Mexico throughout the years to visit and has lived in Texas ever since. He is retired from work in a machine shop.
Mr. Perez has one living older brother who lives within 5 miles. All members of the family speak Spanish and English fluently. The Perez family is Catholic, as evidenced by the religious items hanging on the wall and prayer books and rosary on the coffee table. Statues of St. Jude and Our Lady of Guadalupe are on the living room table. Mr. and Mrs. Perez have made many mandas (bequests) to pray for the health of the family, including one to thank God for the healthy birth of all the children, especially after the doctor had discouraged them from having any more children after the complicated birth of their first child. The family attends Mass together every Sunday morning and then meets for breakfast chorizo at a local restaurant frequented by many of their church’s other parishioner families. Mr. Perez believes his health and the health of his family are in the hands of God.
The Perez family lives in a modest four-bedroom ranch home that they bought 22 years ago. The home is in a predominantly Mexican American neighborhood located in the La Loma section of town. Mr. and Mrs. Perez are active in the church and neighborhood community. The Perez home is usually occupied by many people and has always been the gathering place for the family. During his years of employment, Mr. Perez was the sole provider for the family and now receives social security checks and a pension. Mrs. Perez is also retired and receives a small pension for a short work period as a teacher’s aide. Mr. and Mrs. Perez count on their nurse daughter to guide them and advise on their health care.
Mr. Perez visits a curandero for medicinal folk remedies. Mrs. Perez is the provider of spiritual, physical, and emotional care for the family. In addition, their nurse daughter is always present during any major surgeries or procedures. Mrs. Perez and her daughter the nurse will be caring for Mr. Perez during his procedure for a pacemaker.
Explain the significance of family and kinship for the Perez family.
Describe the importance of religion and God for the Perez family.
Identify two stereotypes about Mexican Americans that were dispelled in this case with the Perez family.
What is the role of Mrs. Perez in this family?

Instructions
During this course, you will learn the components of a research study. Each week you will learn components of the research process through your readings and application of the knowledge gained to published research articles. At the end of the course, you will complete a review of a nursing research article utilizing all of the components of the research process.
Using the Week 2 research template, identify the research components, listed on the template, as you begin to examine research studies. Review your two assigned articles and address each of the following criteria:
Identify and describe
The problem
Purpose
Hypothesis or research questions of each study.
Discuss the significance of the research to nursing practice.
Identify two details to support the research as qualitative or quantitative.
NOTE: If a component is not addressed, the student receives a zero for that component.
Cite all sources in APA format.
Article Assignments
Ahmadi, M., Bagheri-Saweb, M.I., Nouri, B., Mohamadamini, O., Valiee, S. (2019). Effect of interventional educational programs on intensive care nurses’ perception, knowledge, attitude and practice about physical restraints. Critical Care Nurse Quarterly 42(1), 106-116.
NOTE: Once accessing the article above, you will need to click on the Full Text link in the left navigation bar.
Dinkel, S., & Schmidt, K. (2015). Health education needs of incarcerated women. Journal of Nursing Scholarship, 46(4), 229-234. doi: 10.1111/jnu.12079

Week 1
Assignment: CLINICAL SKILLS SELF-ASSESSMENT
Before embarking on any professional or academic activity, it is important to understand the background, knowledge, and experience you bring to it. You might ask yourself, “What do I already know? What do I need to know? And what do I want to know?” This critical self-reflection is especially important for developing clinical skills such as those for advanced practice nursing. For this Assignment, assess where you are now in your clinical skill development and make plans for this practicum. Specifically, you will identify strengths and opportunities for improvement regarding the required practicum skills. In this practicum experience, when developing your goals and objectives, be sure to keep assessment and diagnostic reasoning in mind.
To prepare this assignment follow up the instructions below: Review the resources and clinical skills in the PMHNP Clinical Skills List document. It is recommended that you print out this document to serve as a guide throughout your practicum. Attached document
Review the “Developing SMART Goals” resource on how to develop goals and objectives that follow the SMART framework. Attached document Review the resources on nursing competencies and nursing theory and consider how these inform your practice.  Clinical Skills Self-Assessment Form to complete this Assignment.  This form is attached to be completed Use the PMHNP Clinical Skills Self-Assessment Form to complete the following: Rate yourself according to your confidence level performing the procedures identified on the Clinical Skills Self-Assessment Form.  Based on your ratings, summarize your strengths and opportunities for improvement.   Based on your self-assessment and theory of nursing practice, develop 3–4 measurable goals and objectives for this practicum experience. Include them on the designated area of the form.   We need to use 2 nursing theories for this assignment. To develop Smart goals, keep in mind Is a goal-setting tool, which identifies five criteria for setting effective goals: specific, measurable, achievable, relevant, and time-bound. Goals built around these criteria are likely to be met because they are focused, realistic, and actionable. References The National Organization of Nurse Practitioner Faculties. (2017). Nurse practitioner core competencies. Download Nurse practitioner core competencies.https://cdn.ymaws.com/www.nonpf.org/resource/resmg…
Petiprin, A. (2016). Psychiatric and mental health nursing theories and models.Links to an external site. https://www.nursing-theory.org/theories-and-models…
Walden University. (2017). Developing SMART goals.Download Developing SMART goals.
https://academicguides.waldenu.edu/ld.php?content_…
Xtreme1. (2020, May 27). Using nursing theory to guide professional practice Claywell [Video].Links to an external site. YouTube. https://www.youtube.com/watch?v=y65hsuYzCIg
The American Academy of Child and Adolescent Psychiatry. (2018). CPT code training module Download CPT code training module. https://www.aacap.org/App_Themes/AACAP/docs/clinic…
American Association of Nurse Practitioners. (2019). Discussion paper: Standards of practice for nurse practitioners. Download Discussion paper: Standards of practice for nurse practitioners.https://storage.aanp.org/www/documents/advocacy/po…
American Psychiatric Association. (2020). Coding and reimbursement.Links to an external site. https://www.psychiatry.org/psychiatrists/practice/…
American Psychiatric Nurses Association. (2013). Population-focused nurse practitioner competencies.Links to an external site. https://www.apna.org/files/Councils/Population-Foc…
Note: Review the Psychiatric Mental Health Nurse Practitioner Competencies.
International Council of Nurses. (2020). Guidelines on advanced practice nursing. Download Guidelines on advanced practice nursing.https://www.icn.ch/system/files/documents/2020-04/…
The National Organization of Nurse Practitioner FacultiesLinks to an external site.
https://www.nonpf.org/