Category: Nursing

My specialty is mental health.
Mentorship Paper-Advancing the Profession
Purpose/Overview
Mentorship is an essential skill to help
advance the nursing profession one nurse at a time. There are different types
of mentoring based on the mentee’s goals, but the overall outcome is to help
another develop professionally through feedback, motivation, coaching, and
accountability. This paper helps the student reflect on the role they play in
mentoring and evaluating others.
Criteria
●       
Mentor others in the
development of their professional growth and accountability.
●       
Evaluate
strategies/methods for peer review.
●       
Participate in the
evaluation of other members of the care team.
●       
Demonstrate leadership
skills in times of uncertainty and crisis.
●       
Incorporate scholarly
sources
●       
Scholarly Writing
●       
Applies APA 7th ed.
format of writing and references are accurate
●       
Language, citations,
punctuation, grammar, and spelling are appropriate
●       
Writing is clear,
organized and concise
●       
Demonstrate
depth and breadth of analysis.
●       
Evaluate effectiveness
in meeting the assessment criteria via self-assessment.
Aligned
Course Outcomes
●    Course Outcome: 5
Directions
Respond
to the below question prompts in each of the categories of Mentoring of Others
and Evaluation of Others.
Mentoring
of Others
1. 
Introduce the concept
of mentoring as it relates to the nursing profession and student’s specialty
and explain the importance of mentoring of others to advance the profession.
2. 
Provide examples of
how the student was the mentee and what they learned from their mentor.
3. 
Provide examples of
how the student was the mentor and what they learned from the mentee.
4. 
Synthesize best
practices, including use of information technology, in determining how the
student would provide mentorship to others during times of uncertainty and
crisis.
5.  Create a smart goal for ongoing mentoring of
others in the student’s specialty looking to professional develop.
Evaluation
of Others
1. 
Explain the peer
review process in the student’s place of employment, if applicable. If not
applicable, discuss the (theoretical) impact of not having a peer review
process.
2. 
Evaluate best
practices for strategies and methods of peer review.
3. 
Synthesize best
practices in the evaluation of others in professional practice.
4.  Create a peer review tool, incorporating
information technology, to be used in the student’s practice specialty and
discuss why the specific aspects of the peer review tool were chosen.
Complete the self-assessment (see attached)

Preparing the Assignment
Follow these guidelines when completing each component of the assignment. Contact your course faculty if you have questions. 
General Instructions 
Read the following scenario. 
Your facility received the flowing performance data after implementing a clinical decision support system (CDSS). The goal is to have 100% compliance with CDSS use.  
CDSS use among providers was 81.4% 
76% of providers approved of the newly implemented CDSS 
Cited reasons for not using CDSS included mistrust of the system and a fear of potential diagnostic errors 
Based on the above performance data and metrics, design an interprofessional educational tool such as PowerPoint, infographic, pamphlet, or another presentation format to mitigate the mistrust of the proposed CDSS and help increase compliance. Address the following requirements. 
Use PowerPoint, Word, or an available online creation tool such as Canva to create the educational tool.  
Create a tool that is professional in appearance and tone and balanced spatially including words and graphics.  
Follow APA rules for grammar, spelling, word usage, and punctuation consistent with formal, scholarly writing. 
Provide resources from at least two scholarly resources. Include in-text citations in APA format when applicable. 
Abide by Chamberlain University’s academic integrity policy.  
Include the following sections (detailed criteria listed below and in the grading rubric): 
Problem identification: Identify the intended audience. For this scenario, assume the audience is a group of Advanced Practice Nurses working in your intended field of specialty (i.e. FNP, Adult-Gero, Psych-Mental Health, etc.) at a facility. Present the concern using the provided performance data. 
Benefits: Discuss at least three benefits of using CDSS. Provide support from at least one scholarly source including statistical data supporting CDSS use.   
Risks: Describe at least three risks associated with bypassing the use of alerts in the CDSS. Provide support from at least one scholarly source.  
Strategies: Provide at least three strategies for providers to increase the use of CDSS. Provide support from at least one scholarly source.  
Reflection: Reflect on your learning and consider how the knowledge will improve your effectiveness as an advanced practice nurse.  Discuss how you might use this tool in your practice.  

In your health care career, you will be confronted with many problems that demand a solution. By using research skills, you can learn what others are doing and saying about similar problems. Then, you can analyze the problem and the people and systems it affects. You can also examine potential solutions and their ramifications. This assessment allows you to practice this approach with a real-world problem.

Your project must be submitted as a Word document (.docx, .doc)*
Select a single medical disorder that affects the skeletal, muscular, integumentary, nervous, sensory, or endocrine systems. Consult the software program Anatomy & Physiology Revealed, and determine the histology and possible imaging studies used to diagnose the disorder. Utilize other resources, including textbooks, journal articles, and primary websites, to validate your findings. Then prepare a detailed report on the medical disorder, including the following elements:
Definition
Method(s) of diagnosis
Symptoms and complications of the disorder
Diagnostic findings from imaging and histology
Treatment of the disorder
Methods of prevention, if any
Directions for future research
The information from this course should be incorporated, but don’t limit yourself to what you’ve learned while studying this course.
Type your submission, double-spaced, in a standard print font, Times New Roman or Arial font size 12. Use a standard document format with 1-inch margins. (Don’t use any fancy or cursive fonts.)
Include the following information at the top of your paper:
Name and complete mailing address
Student number
Course title and number (Anatomy and Physiology 1, SCI135)
Research project number (427318)
Read the assignment carefully and address the topic suggested. Use proper citation in either APA or MLA style.
Be specific. Limit your submission to the main topic identified.
Include a reference page in either APA or MLA style. On this page, list websites, journals, and all other references used in preparing the submission.
Proofread your work carefully. Check for correct spelling, grammar, punctuation, and capitalization.
Grading Criteria
Your grade will be based on the following criteria:
Content 40 percent
Written communication 40 percent
Format 20 percent
Student Name:
Student ID:
Requirements Score
Introduction:
The well-developed introduction engages the reader and creates interest (4 points) There is a thesis statement included at the end of the introduction. (4 points) Introduction total Thesis Statement: Is extremely clear and reflects in-depth understanding of the topic. (4 points) Written as a complex, focused, and correct sentence. (4 points) Gives the paper a strong, organized direction (4 points) Thesis statement total Body—Major Points: Major points are definitely and precisely articulated. (10 points) Every major point clearly and effectively explains a part of the thesis. (10 points) Major points clearly and effectively sync with all ideas. (10 points) Body—Major Points total Body—Supporting Details: Each main point is explained clearly and has detailed/examples to support it. (10 points) Supporting details are clear, sophisticated, insightfully chosen, and show an in-depth understanding of the topic. (10 points) The body is organized well with transitions from one idea to the next. (10 points) Body—Supporting Details total Conclusion: The conclusion effectively brings the essay to an end. (5 points) It summarizes the main points and paraphrases the thesis statement. (5 points) Conclusion total Spelling/grammar/mechanics/formatting: Little to no spelling, grammar, and mechanical errors. (5 points) The paper is formatting according to the assignment instructions. (5 points) Spelling/grammar/mechanics/formatting total SCORE (out of 100%) %
Scoring Scale
100% – 90% = A
Skill Realized 89% – 80% = B
Skill Developing 79% – 70% = C
Skill Emerging 69% – 0% = F
Skill Not Evident
Here’s a brief explanation of each of these points.
Content
The student
Provides a clear discussion of the assigned topic or issue
Addresses the subject in complete sentences, not just simple yes or no statements
Supports his or her opinion by citing specific information from the assigned websites and any other references using correct APA or MLA guidelines for citations and references
Stays focused on the assigned issues
Writes in his or her own words and uses quotation marks to indicate direct quotations
Written Communication
The student
Includes an introductory paragraph, a body, and a concluding paragraph
Uses correct grammar, spelling, punctuation, and sentence structure
Provides clear organization (for example, uses words like first, however, on the other hand, and so on, consequently, since, next, and when)
Makes sure the paper contains no typographical errors
Format
The paper is double-spaced and typed using either Times New Roman or Arial in font size 12. It includes the student’s
Name and complete mailing address
Student number
Course title and number (Anatomy and Physiology 1, …..
Research project number ……

Revisit your personal philosophy of teaching. What learning strategies (discussed in chapter 7) that are influenced by your personal philosophy of teaching might you integrate into the curricula? Discuss how the learning strategies you described align with your personal philosophy of teaching.

Select one of the change management models you reviewed. How can you apply the model to your practice? Include an example using the model.

Case Study: Diabetes Due by the end of Week 4. (5% of Final Grade)
Read the case scenario presented below and create a plan of care using the SOAP Note Template.
Case Scenario:
A.B. is a retired 69-year-old man with a 5-year history of type 2 diabetes. Although he was diagnosed in 1997, he had symptoms indicating hyperglycemia for 2 years before diagnosis. He had fasting blood glucose records indicating values of 118–127 mg/dl, which were described to him as indicative of “borderline diabetes.” He also remembered past episodes of nocturia associated with large pasta meals and Italian pastries. At the time of initial diagnosis, he was advised to lose weight (“at least 10 lb.”), but no further action was taken.
Referred by his family physician to the diabetes specialty clinic, A.B. presents with recent weight gain, suboptimal diabetes control, and foot pain. He has been trying to lose weight and increase his exercise for the past 6 months without success. He had been started on glyburide (Diabeta), 2.5 mg every morning, but had stopped taking it because of dizziness, often accompanied by sweating and a feeling of mild agitation, in the late afternoon. A.B. also takes atorvastatin (Lipitor), 10 mg daily, for hypercholesterolemia (elevated LDL cholesterol, low HDL cholesterol, and elevated triglycerides). He has tolerated this medication and adheres to the daily schedule.
During the past 6 months, he has also taken chromium picolinate, gymnema sylvestre, and a “pancreas elixir” to improve his diabetes control. He stopped these supplements when he did not see any positive results. He does not test his blood glucose levels at home and expresses doubt that this procedure would help him improve his diabetes control. “What would knowing the numbers do for me?” he asks. “The doctor already knows the sugars are high.”
A.B. states that he has “never been sick a day in my life.” He recently sold his business and has become very active in a variety of volunteer organizations. He lives with his wife of 48 years and has two married children. Although both his mother and father had type 2 diabetes, A.B. has limited knowledge regarding diabetes self-care management and states that he does not understand why he has diabetes since he never eats sugar. In the past, his wife has encouraged him to treat his diabetes with herbal remedies and weight-loss supplements, and she frequently scans the Internet for the latest diabetes remedies. During the past year, A.B. has gained 22 lb. Since retiring, he has been more physically active, playing golf once a week and gardening, but he has been unable to lose more than 2–3 lb. He has never seen a dietitian and has not been instructed in self-monitoring of blood glucose (SMBG).
A.B.’s diet history reveals excessive carbohydrate intake in the form of bread and pasta. His normal dinners consist of 2 cups of cooked pasta with homemade sauce and three to four slices of Italian bread. During the day, he often has “a slice or two” of bread with butter or olive oil. He also eats eight to ten pieces of fresh fruit per day at meals and as snacks. He prefers chicken and fish, but it is usually served with a tomato or cream sauce accompanied by pasta. His wife has offered to make him plain grilled meats, but he finds them “tasteless.” He drinks 8 oz. of red wine with dinner each evening. He stopped smoking more than 10 years ago, he reports, “when the cost of cigarettes topped a buck-fifty.” The medical documents that A.B. brings to this appointment indicate that his hemoglobin A1c (A1C) has never been <8%. His blood pressure has been measured at 150/70, 148/92, and 166/88 mmHg on separate occasions during the past year at the local senior center screening clinic. Although he was told that his blood pressure was “up a little,” he was not aware of the need to keep his blood pressure ≤130/80 mmHg for both cardiovascular and renal health. A.B. has never had a foot exam as part of his primary care exams, nor has he been instructed in preventive foot care. However, his medical records also indicate that he has had no surgeries or hospitalizations, his immunizations are up to date, and, in general, he has been remarkably healthy for many years. Physical Exam A physical examination reveals the following: • Weight: 178 lb; height: 5'2"; b Body mass index (BMI): 32.6 kg/m2 • Fasting capillary glucose: 166 mg/dl • Blood pressure: lying, right arm 154/96 mmHg; sitting, right arm 140/90 mmHg • Pulse: 88 bpm; respirations 20 per minute • Eyes: corrective lenses, pupils equal and reactive to light and accommodation, Fundi-clear, no arteriovenous nicking, no retinopathy • Thyroid: nonpalpable • Lungs: clear to auscultation • Heart: Rate and rhythm regular, no murmurs or gallops • Vascular assessment: no carotid bruits; femoral, popliteal, and dorsalis pedis pulses 2+ bilaterally • Neurological assessment: diminished vibratory sense to the forefoot, absent ankle reflexes, monofilament (5.07 Semmes-Weinstein) felt only above the ankle Lab Results Results of laboratory tests (drawn 5 days before the office visit) are as follows: • Glucose (fasting): 178 mg/dl (normal range: 65–109 mg/dl) • Creatinine: 1.0 mg/dl (normal range: 0.5–1.4 mg/dl) • Blood urea nitrogen: 18 mg/dl (normal range: 7–30 mg/dl) • Sodium: 141 mg/dl (normal range: 135–146 mg/dl) • Potassium: 4.3 mg/dl (normal range: 3.5–5.3 mg/dl) • Lipid panel • Total cholesterol: 162 mg/dl (normal:

Begin with an APA-formatted title page (be sure to use the 7th edition APA) Insert a page break after the title page to begin your summary.
Beginning on page 2, write a 500-word article summary that includes a topic sentence.
An academic summary focuses on identifying what is most important in the article and relating those facts in APA format.  You can use your Academic Writer account for help with APA format.
The topic sentence should tell readers the title of the article, the name of the author, and what you’ve determined the main point of the article to be. This paper should be an attempt at formal, academic writing using APA style. 
Insert a page break to create your References page

Complete an interview with a nurse manager/leader.   You may develop questions to ask to ask the manager yourself, but they must also include these questions:
o Their style of Leadership 
o What they feel are qualities of effective leaders
o How they resolve problems and conflicts
o How they help to promote a safe work environment 
o A piece of advice for you as you transition into being an RN   

1. When you develop a research project, you need to have a reliable and valid method of measurement in your study. Using your anticipated research proposal, how will you address the issues of reliability and validity? What concerns do you have over reliability and validity in your study and how will you overcome these concerns? Next, read two of your classmates’ posts and analyze how they addressed reliability and validity in their studies. Do you have any recommendations for improving reliability and validity?
2. Appropriate sampling is a critical component in developing a good research project. Using your approved research questions and research topic, explain your anticipated sampling method and why this is appropriate for your research proposal. What is your sample size? Next, read and review two of your classmates’ posts and analyze their sampling approach. Are their sampling approaches appropriate? Why or why not?
PLEASE SEE ATTACHED FILE FOR THIS QUESTION.
DUE TOMORROW!!!!!