Tag: Care Plans

  • [Solved] Reply

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  • [Solved] Psychological

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    – 2 years ago **files (1)** – ## ProposedStudyEssay.docx **## ProposedStudyEssay.docx** **Assignment Prompt: Proposed Study Essay** ### **Overview** The Proposed Study Essay assignment is designed to assist students with conceptualizing a new research study that builds on what they’ve learned about …

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## ProposedStudyEssay.docx

    **## ProposedStudyEssay.docx**

    **Assignment Prompt: Proposed Study Essay**

    ### **Overview**

    The Proposed Study Essay assignment is designed to assist students with conceptualizing a new research study that builds on what they’ve learned about psychological disorders and treatment and some of the newest, peer-reviewed scientific literature on the topic. In the process of your work, you will:

    a. read and digest a portion of the scientific literature (2 peer-reviewed journal articles),

    b. analyze the articles for their content, strengths, and limitations, and

    c. design a proposed study that would extend the literature on this disorder in a meaningful way.

    ### **Learning Outcomes**

    By completing this assignment, you will learn how to:

    · Identify and explain key terms and concepts in psychological science and research.

    · Discuss the biological, physical, cognitive, emotional, and social factors that influence this specific disorder / syndrome.

    · Explain research methods used in the study of this specific disorder / syndrome.

    · Integrate reflective thought and scientific reasoning to develop novel and relevant research questions.

    · Predict / hypothesize potential outcomes of research questions on the basis of existing knowledge from the textbook and scientific articles.

    ### **Tasks**

    In this written essay, you will build on the information presented in the two articles to propose a new study of the disorder that will address the limitations of past research and contribute to the scientific knowledge base. You will detail the rationale, goals, design, research questions, hypotheses, variables, and potential implications of their proposed study.

    ### **Preparation:**

    · Ensure that you have completed all readings and assignments in the PSY 101 course to date / prior to this assignment.

    ·  Review APA style for reference pages, including how to use capitalization, italics, and indentation in listing each cited article in your essay.

    ·  Review APA style for parenthetical (in-text) citations so you can effectively cite information you did not generate yourself and avoid plagiarism.

    ### **To successfully complete this assignment, you will:**

    1. Read the 2 peer-reviewed, scientific journal articles. The first article is about the etiology of the disorder, and the second article is about the treatment of this disorder.

    2. Article 1:
    [Proudman et al., 2021](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8134814/) (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8134814/)

    3. Article 2:
    [Karrouri et al., 2021](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8610877/)(https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8610877/)

    4. Design a proposed study in essay format.

    ### **Please use this chart to help you organize your assignment:**

    | | |
    | — | — |
    | Step with Directions | Description and Details |
    | Step 1: Read the 2 peer-reviewed, scientific journal articles. The first article is about the etiology of the disorder, and the second article is about the treatment of this disorder. | · Article 1: Proudman et al., 2021<br>· Article 2: Karrouri et al., 2021 |
    | Step 2: Organize the structure and content of your essay into the following 5 sections. <br>· It is strongly recommended that you follow this suggested structure to assist with organization and clarity of your essay. <br>· Each paragraph / section should start with a strong topic sentence, followed by several sentences containing information to support your claims. <br>· Each paragraph/section should include at least one citation in APA format. | 1. Description of the disorder. This section should discuss the incidence and prevalence of the disorder, its symptoms, and any important sex/gender or age differences in its presentation.<br>2. Risk for developing the disorder. This section should identify at least 3 evidence-based risk factors (i.e., factors that have been shown to be related to the development of the disorder in research) and explain why each is relevant in the etiology of the disorder.<br>3. Common treatments for the disorder. This section should briefly review and explain at least two existing treatments for the disorder. At least one of the treatments reviewed MUST be psychological (non-pharmacological) in nature.<br>4. Identify gaps in our understanding of treatment for this disorder. Identify at least one limitation of existing treatment research for this disorder. Explain why this gap in our understanding is important to address in future research. <br>5. Propose a study that would help us better understand and improve treatment for this disorder. This proposed study may directly address the gap in our understanding of the disorder’s treatment (identified in the previous section). You must include:<br>1. At least one research question and associated <br>[hypothesis](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=55736&displayformat=dictionary). In stating your research question and <br>[hypothesis](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=55736&displayformat=dictionary), clearly identify your <br>[independent variable](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=55742&displayformat=dictionary)(s) and your <br>[dependent variable](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=55741&displayformat=dictionary)(s).<br> <br>2. The sample of people to be studied. In describing your sample of participants, include important demographic characteristics of participants (e.g., age, sex, gender, race/ethnicity, education level, <br>[sexual orientation](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=55799&displayformat=dictionary), etc.) and how you would recruit these individuals for participation.<br> <br>3. The research methods you would use to measure your variables. In explaining your research methods, include what type of research design (correlational/experimental), timeline (cross-sectional or longitudinal) and measures (surveys, observations, experimental tasks, etc.) you would use. <br>4. The importance of this study. Include the potential implications of your study results for extending the scientific literature on treatment of this disorder. |
    | Step 3: Prepare a References page that lists each of your 3 sources in APA style. Note that you will need to list your textbook as one source as well as each of your 2 peer-reviewed journal articles as the other two sources. | The References page will be the last page of your research paper. You do not need to have more than 3 references. |

    ### **Requirements**

    This essay will be graded according to inclusion of specific content, but also basic use of APA style (e.g., parenthetical citations and reference page) and adequate scientific writing mechanics (e.g., strong topic sentences with accompanying evidence).

    Your Proposed Study Essay should be approximately 2 pages double-spaced in length (500 words minimum), using 12-point font and 1-inch margins.

    ### **Resources**

    Make sure to review these helpful resources associated with this assignment:

    · Assignment Rubric: Proposed Study Essay

    · Example Assignment: Proposed Study Essay

    **## ProposedStudyEssay.docx**

    **Assignment Prompt: Proposed Study Essay**

    ### **Overview**

    The Proposed Study Essay assignment is designed to assist students with conceptualizing a new research study that builds on what they’ve learned about psychological disorders and treatment and some of the newest, peer-reviewed scientific literature on the topic. In the process of your work, you will:

    a. read and digest a portion of the scientific literature (2 peer-reviewed journal articles),

    b. analyze the articles for their content, strengths, and limitations, and

    c. design a proposed study that would extend the literature on this disorder in a meaningful way.

    ### **Learning Outcomes**

    By completing this assignment, you will learn how to:

    · Identify and explain key terms and concepts in psychological science and research.

    · Discuss the biological, physical, cognitive, emotional, and social factors that influence this specific disorder / syndrome.

    · Explain research methods used in the study of this specific disorder / syndrome.

    · Integrate reflective thought and scientific reasoning to develop novel and relevant research questions.

    · Predict / hypothesize potential outcomes of research questions on the basis of existing knowledge from the textbook and scientific articles.

    ### **Tasks**

    In this written essay, you will build on the information presented in the two articles to propose a new study of the disorder that will address the limitations of past research and contribute to the scientific knowledge base. You will detail the rationale, goals, design, research questions, hypotheses, variables, and potential implications of their proposed study.

    ### **Preparation:**

    · Ensure that you have completed all readings and assignments in the PSY 101 course to date / prior to this assignment.

    ·  Review APA style for reference pages, including how to use capitalization, italics, and indentation in listing each cited article in your essay.

    ·  Review APA style for parenthetical (in-text) citations so you can effectively cite information you did not generate yourself and avoid plagiarism.

    ### **To successfully complete this assignment, you will:**

    1. Read the 2 peer-reviewed, scientific journal articles. The first article is about the etiology of the disorder, and the second article is about the treatment of this disorder.

    2. Article 1:
    [Proudman et al., 2021](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8134814/) (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8134814/)

    3. Article 2:
    [Karrouri et al., 2021](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8610877/)(https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8610877/)

    4. Design a proposed study in essay format.

    ### **Please use this chart to help you organize your assignment:**

    | | |
    | — | — |
    | Step with Directions | Description and Details |
    | Step 1: Read the 2 peer-reviewed, scientific journal articles. The first article is about the etiology of the disorder, and the second article is about the treatment of this disorder. | · Article 1: Proudman et al., 2021<br>· Article 2: Karrouri et al., 2021 |
    | Step 2: Organize the structure and content of your essay into the following 5 sections. <br>· It is strongly recommended that you follow this suggested structure to assist with organization and clarity of your essay. <br>· Each paragraph / section should start with a strong topic sentence, followed by several sentences containing information to support your claims. <br>· Each paragraph/section should include at least one citation in APA format. | 1. Description of the disorder. This section should discuss the incidence and prevalence of the disorder, its symptoms, and any important sex/gender or age differences in its presentation.<br>2. Risk for developing the disorder. This section should identify at least 3 evidence-based risk factors (i.e., factors that have been shown to be related to the development of the disorder in research) and explain why each is relevant in the etiology of the disorder.<br>3. Common treatments for the disorder. This section should briefly review and explain at least two existing treatments for the disorder. At least one of the treatments reviewed MUST be psychological (non-pharmacological) in nature.<br>4. Identify gaps in our understanding of treatment for this disorder. Identify at least one limitation of existing treatment research for this disorder. Explain why this gap in our understanding is important to address in future research. <br>5. Propose a study that would help us better understand and improve treatment for this disorder. This proposed study may directly address the gap in our understanding of the disorder’s treatment (identified in the previous section). You must include:<br>1. At least one research question and associated <br>[hypothesis](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=55736&displayformat=dictionary). In stating your research question and <br>[hypothesis](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=55736&displayformat=dictionary), clearly identify your <br>[independent variable](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=55742&displayformat=dictionary)(s) and your <br>[dependent variable](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=55741&displayformat=dictionary)(s).<br> <br>2. The sample of people to be studied. In describing your sample of participants, include important demographic characteristics of participants (e.g., age, sex, gender, race/ethnicity, education level, <br>[sexual orientation](https://moodle.straighterline.com/mod/glossary/showentry.php?eid=55799&displayformat=dictionary), etc.) and how you would recruit these individuals for participation.<br> <br>3. The research methods you would use to measure your variables. In explaining your research methods, include what type of research design (correlational/experimental), timeline (cross-sectional or longitudinal) and measures (surveys, observations, experimental tasks, etc.) you would use. <br>4. The importance of this study. Include the potential implications of your study results for extending the scientific literature on treatment of this disorder. |
    | Step 3: Prepare a References page that lists each of your 3 sources in APA style. Note that you will need to list your textbook as one source as well as each of your 2 peer-reviewed journal articles as the other two sources. | The References page will be the last page of your research paper. You do not need to have more than 3 references. |

    ### **Requirements**

    This essay will be graded according to inclusion of specific content, but also basic use of APA style (e.g., parenthetical citations and reference page) and adequate scientific writing mechanics (e.g., strong topic sentences with accompanying evidence).

    Your Proposed Study Essay should be approximately 2 pages double-spaced in length (500 words minimum), using 12-point font and 1-inch margins.

    ### **Resources**

    Make sure to review these helpful resources associated with this assignment:

    · Assignment Rubric: Proposed Study Essay

    · Example Assignment: Proposed Study Essay

  • [Solved] nursing #3

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  • [Solved] Weekly Clinical Experience 4

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    **Describe your clinical experience for this week** **must be on geriatric patient.** – **Did you face any challenges, any success? If so, what were they?** – **Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differentia…

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    **Describe your clinical experience for this week**

    **must be on geriatric patient.**

    – **Did you face any challenges, any success? If so, what were they?**
    – **Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales.**
    – **Mention the health promotion intervention for this patient.**
    – **What did you learn from this week's clinical experience that can beneficial for you as an advanced practice nurse?**
    – **Support your plan of care with the current peer-reviewed research guideline.**

    **Submission Instructions:**

    – **Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources**

    – 2 years ago

  • [Solved] Case 3

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    **Mrs. Deer is a 72-year-old female who presents to your office complaining of right upper quadrant pain that has been increasing in intensity over the past 2 days. She would have come sooner, but she lacked transportation and waited until her son could drive her. She states that she has not been sl…

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    **Mrs. Deer is a 72-year-old female who presents to your office complaining of right upper quadrant pain that has been increasing in intensity over the past 2 days. She would have come sooner, but she lacked transportation and waited until her son could drive her. She states that she has not been sleeping very much because of the pain. She has been nauseous and vomited a couple of times two days ago but has only been drinking fluids. She states that she has not been around anyone else that had an upset stomach. She recalls prior to the onset of pain she had been at a church supper that included meats, refried beans, and many desserts which she sampled. She described the fried pies that she brought to the supper and ate the extras that afternoon.**

    **Vital Signs:** **BP 130/80, HR 85, RR 20, Temp 99.0°F.**

    **Discuss the following:**

    **1) What additional subjective data are you seeking to include past medical history, social, and relevant family history?**

    **2) What additional objective data will you be assessing for?**

    **3) What are the differential diagnoses that you are considering?**

    **4) What laboratory tests will help you rule out some of the differential diagnoses?**

    **5) What radiological examinations or additional diagnostic studies would you order?**

    **6) What treatment and specific information about the prescription that you will give this patient?**

    **7) What are the potential complications from the treatment ordered?**

    **8) What additional laboratory tests might you consider ordering?**

    **9) What additional patient teaching may be needed?**

    **10) Will you be looking for a consult?**

    **Submission Instructions:**

    – **Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.**

    – 2 years ago

  • [Solved] Nursing Homework 2

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    – 2 years ago

  • [Solved] Nursing theory

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  • [Solved] Nursing Homework

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    Attached – 2 years ago **files (7)** – ## NursingAssignment12.docx – ## NursingAssignment2.docx – ## StrategicPlanning2.docx – ## StrategicPlanning1.docx – Screenshot_20250409_212942_Chrome.jpg – NursingHomework.edited4.docx – NursingHomework3.docx **## NursingAssignment12.docx** 2 **Nursing Assi…

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    – 2 years ago

    **files (7)**

    – ## NursingAssignment12.docx

    – ## NursingAssignment2.docx

    – ## StrategicPlanning2.docx

    – ## StrategicPlanning1.docx

    – Screenshot_20250409_212942_Chrome.jpg
    – NursingHomework.edited4.docx
    – NursingHomework3.docx

    **## NursingAssignment12.docx**

    2

    **Nursing Assignment 1**

    Student’s Name

    Institutional Affiliation

    Professor's Name

    Course Name

    Due Date

    A structured approach that includes self-assessment, goal setting, and continuous development is necessary for developing a strategic plan that fosters personal and professional success. My emotional intelligence (EI) quiz results indicated that I excel in emotional self-awareness, flexibility, and positivity, which are essential for effective leadership and clinical practice. Reflecting on decision-making biases via emotional self-awareness improves patient encounters and workplace dynamics (Tenschert et al., 2024). Healthcare requires flexibility to adapt to changing legislation, patient requirements, and unexpected problems (Buljac-Samardzic et al., 2020). My optimistic approach fosters resilience, enabling me to manage stress and support patients and coworkers effectively (Gil-Almagro et al., 2024). However, my lower emotional self-control score suggests that I need to improve my stress management and emotional stability under pressure. Using these findings, I must develop a strategic career plan that enhances my leadership skills and addresses my weaknesses.

    Mindfulness and cognitive restructuring may help me improve my emotional self-control and leadership skills. Research indicates that mindfulness fosters nonjudgmental awareness of thoughts and emotions, enabling individuals to manage stress more effectively (Alvarado-García et al., 2025). Clinically, calmness is crucial for navigating mental emergencies or making critical decisions. Cognitive reappraisal, which entails rationally rethinking stressful events, may reduce emotional reactivity and ensure that choices are based on logic rather than emotion (Nilsen et al., 2020). As a future mental health nurse practitioner, emotional self-control will enhance patient care, facilitate difficult conversations, and foster therapeutic trust. Self-reflection and self-assessments will help me track progress, and peer input may illuminate how my emotional reactions affect my leadership.

    My strategic strategy should include organized leadership development and professional networking to further my career. Healthcare practitioners require leadership training to effectively resolve conflicts, communicate effectively, and make informed decisions under pressure (Tenschert et al., 2024). Mentorship from experienced psychiatric nurse practitioners will aid in navigating challenging patient situations, advocating for mental health policy, and integrating technology. Professional organizations, such as the American Psychiatric Nurses Association (APNA), provide continuing education, research, and collaboration, keeping me informed about best practices. Developing emotional intelligence is a lifelong process that benefits from diverse experiences and perspectives. By actively exploring development opportunities, I may strengthen my leadership style and lead multidisciplinary teams to improve mental health treatment.

    Integrating my strategic plan with long-term objectives requires striking a balance between professional progress and self-care to avoid burnout and maintain effective leadership. Self-improvement and work-life balance are essential for developing emotional intelligence. Unmanaged stress may affect work performance and well-being among healthcare professionals (Buljac-Samardzic et al., 2020). I can maintain my emotional resilience and leadership skills by exercising, setting boundaries, and prioritizing my mental health. I will enhance my emotional intelligence and work performance by incorporating mindfulness, leadership, mentoring, and self-assessment into my strategic plan. My EI quiz results will inform my leadership style, highlighting my strengths and areas for improvement. The patient outcomes, workplace relationships, and career trajectories of healthcare workers depend on their emotional intelligence; therefore, I prioritize its development in my strategic planning.

    **References**

    Alvarado-García, P. A. A., Soto-Vásquez, M. R., Infantes Gomez, F. M., Guzman Rodriguez, N. M., & Castro-Paniagua, W. G. (2025). Effect of a mindfulness program on stress, anxiety, depression, sleep quality, social support, and life satisfaction: a quasi-experimental study in college students.
    _Frontiers in Psychology_,
    _16_. https://doi.org/10.3389/fpsyg.2025.1508934

    Gil-Almagro, F., García-Hedrera, F. J., Carmona-Monge, F. J., & Peñacoba-Puente, C. (2024). A study on optimism as a psychological strength in nurses through a prospective study from the outbreak of the COVID-19 pandemic to two years later.
    _Brain, Behavior, & Immunity – Health_,
    _38_, 100782. https://doi.org/10.1016/j.bbih.2024.100782

    Nilsen, P., Seing, I., Ericsson, C., Birken, S. A., & Schildmeijer, K. (2020). Characteristics of successful changes in health care organizations: An interview study with physicians, registered nurses and assistant nurses.
    _BMC Health Services Research_,
    _20_(147), 1–8. https://doi.org/10.1186/s12913-020-4999-8

    Samardzic, M. B., Doekhie, K. D., & Wijngaarden, J. D. H. (2020). Interventions to improve team effectiveness within health care: A systematic review of the past decade.
    _Human Resources for Health_,
    _18_(2), 1–42. https://doi.org/10.1186/s12960-019-0411-3

    Tenschert, J., Furtner, M., & Peters, M. (2024). The effects of self-leadership and mindfulness training on leadership development: a systematic review.
    _Management Review Quarterly_. https://doi.org/10.1007/s11301-024-00448-7

    **## NursingAssignment2.docx**

    2

    **Nursing Assignment**

    Student’s Name

    Institutional Affiliation

    Professor’s Name

    Course Name

    Due Date

    Strategic planning is an ongoing process that involves careful evaluation of both personal and professional objectives. Self-reflection, adaptation, and cooperation are key to my ability to improve healthcare as I develop my leadership style. Transformational leadership concepts inspire creativity, inspiration, and empowerment in my teams. I can construct a strategic plan that matches my leadership style and career goals by understanding the leadership process model, doing a SWOT analysis, and articulating a vision and mission. Leadership takes constant examination and adjustment to keep me successful in a changing healthcare context. Strategic thinking will guide my leadership growth, ensuring that my decisions meet long-term goals and urgent needs. Ebener and Smith (2015) underline the dynamic element of strategic planning, which underscores the need for my leadership approaches to support patient-centered care and teamwork.

    Self-awareness and progress are organized by the leadership process model, which emphasizes self-management, communication, accountability, and adaptation. Leadership is based on self-awareness since my team performance depends on my capacity to identify my strengths and weaknesses. Healthcare executives must traverse complicated, fast-paced settings with agility, so I encourage trust, cooperation, and innovation. The tiny house model, which emphasizes patient-centered care in a decentralized environment, requires adaptive leadership that fosters collaboration and responsiveness. I keep my strategic planning current and effective by adopting a leadership style that encourages continual feedback, reflection, and responsibility. Leadership necessitates interaction with team members and stakeholders, confirming the need for purposeful and adaptive strategic planning, according to Ebener and Smith (2015).

    A personal SWOT analysis helped me uncover leadership strengths and development opportunities. In a collaborative healthcare context, my ability to create trust, adapt, and form connections is crucial. Overanalyzing choices may impair efficiency, especially in instances requiring quick response. Leadership involves decision-making, and delays may harm patient care and team morale. Setting clear goals and using team involvement to resolve issues would help me make decisions quicker. Interdisciplinary cooperation and new healthcare models provide professional development. However, external dangers, such as staff change resistance, must be considered. Leadership requires change management, and I will use communication and education to reduce resistance and foster continual progress (Fischer, 2017). This SWOT analysis helps me understand my leadership trajectory and how to improve.

    Establishing a clear vision, mission, and goals is key to my strategy approach. A revolutionary leader who improves healthcare via innovation, cooperation, and ethics is my goal. I prioritize learning, patient-centered care, and inclusive workplaces in my mission statement. To measure my progress and make an effect, I develop SMART goals—specific, measurable, realistic, relevant, and time-bound. Improve responsiveness and decision-making by developing a systematic time management system in six months. To address change resistance and promote cooperation, quarterly training sessions on multidisciplinary teamwork and flexibility are another aim. I keep my strategic plan focused on long-term success and professional growth by integrating my mission with concrete objectives (Engle et al., 2021). These aims guide my leadership's development and adaptability to changing healthcare demands.

    Strategic planning is an iterative process. I can keep my leadership development current with my changing duties and the healthcare industry by routinely monitoring my progress. Regularly reviewing my SMART goals lets me make tweaks to keep them relevant and reachable. Reassessing my SWOT analysis as I gain leadership experience helps me assess my strengths, weaknesses, opportunities, and threats. Feedback from teammates helps me assess my leadership skills and opportunities for growth. Growth requires constructive criticism, and I embrace open communication and feedback. Transformational leaders use self-assessment and reflective methods to adjust their approach based on experience and feedback, according to Fischer (2017). Proactive self-improvement keeps my leadership successful, forward-thinking, and adaptive.

    Leadership in healthcare is dynamic, requiring the capacity to adapt to new problems while keeping a strategic focus. Strategic planning helps me balance short-term decisions with long-term vision for leadership's difficulties. My leadership process model, SWOT analysis, and goal-setting give a strong basis for continual progress. Leadership is about making good decisions, collaborating, and innovating. I can meet changing healthcare needs while prioritizing patient-centered care and team growth by adopting a leadership style based on flexibility and proactive planning. My ability to incorporate input, alter plans, and emphasize ethical leadership enhances my impact. As I revise my strategic plan, I will monitor my progress, seize growth opportunities, and face problems with confidence and resilience.

    **References**

    Ebener, D. R., & Smith, F. L. (2015).
    _Strategic planning an interactive process for leaders_. New York ; Mahwah, Nj Paulist Press C.

    Engle, R. L., Mohr, D. C., Holmes, S. K., Seibert, M. N., Afable, M., Leyson, J., & Meterko, M. (2021). Evidence-based Practice and patient-centered care: Doing Both Well.
    _Health Care Management Review_,
    _46_(3), 174–184. https://doi.org/10.1097/HMR.0000000000000254

    Fischer, S. A. (2017). Developing nurses’ transformational leadership skills.
    _Nursing Standard_,
    _31_(51), 54–63. https://doi.org/10.7748/ns.2017.e10857

    **## StrategicPlanning2.docx**

    5

    **Strategic Planning**

    Student’s Name

    Institutional Affiliation

    Course Name

    Instructor’s Name

    Due Date

    **Introduction**

    Nurse leaders must plan strategically to achieve personal and professional goals. This approach guides leadership development by linking everyday choices with long-term objectives. Understanding and using the leadership process model—self-management, effective communication, responsibility, and adaptability—lays the groundwork for a customized strategic plan. I will use transformational leadership skills, a personal SWOT analysis, and clear, quantifiable objectives to keep my leadership style dynamic and sensitive to internal and external forces.

    **Laying the Foundation Through the Leadership Process Model**

    Understanding the leadership process model is essential to creating a customized strategy plan. This model shows how leaders, teams, contexts, and results interact. Self-awareness and self-mastery are essential to leadership, as my actions must foster cooperation and creativity. This paradigm emphasizes the team's context in determining results. Leading in dynamic healthcare settings like the small home model requires agility to react swiftly to changing conditions and inspire cooperation and creativity (Ebener & Smith, 2015). I will emphasize excellent feedback, reflective practices, and a culture of trust and responsibility since every part of leadership affects others. This strategy allows me to lead successfully and learn and adapt to improve my leadership skills.

    **Conducting a Personal SWOT Analysis**

    Assessment of personal strengths, weaknesses, opportunities, and threats is a crucial first step in individualized strategy planning. SWOT analysis allows for intentional reflection on leadership attributes and opportunities for growth. Adaptability, relationship-building, and a natural tendency to develop trust and cooperation in teams are my strengths. Fast-paced, decentralized workplaces need responsive leadership; therefore, these traits are beneficial. Nevertheless, my inclination to overanalyze issues may delay action, which is problematic in contexts where speedy decision-making is crucial for patient care and team morale (Fischer, 2017). Emerging models like the small home model provide personal and professional development, and virtual and multidisciplinary cooperation training strengthens my leadership skills. Staff resistance to change might hinder the introduction of new procedures and technologies. Understanding these SWOT components allows me to strategically plan to capitalize on strengths, fix weaknesses, grasp opportunities, and minimize threats, laying the framework for leadership innovation and progress.

    **Vision, Mission, and Goal Development**

    The next step in creating a tailored strategic plan is creating a vision, purpose, and SMART objectives. I want to become a transformative leader who improves healthcare delivery and fosters innovation and teamwork. A personal mission statement stresses ethical leadership, constant learning, and person-centered care, guiding this goal (Engle et al., 2021). My goal statement reminds me to use my leadership talents to improve patient outcomes, create an inclusive workplace, and adapt to new healthcare issues. Operationalizing this purpose requires SMART goals. One aim may be to establish a simplified time management system within six months to decrease decision-making delay and improve patient care responsiveness. A quarterly staff training session might improve multidisciplinary teamwork and lessen change resistance. I will frequently assess my objectives to ensure they meet my own development and the changing healthcare environment.

    **Ongoing Review and Continuous Improvement**

    A tailored strategy plan is in constant flux and requires continuous revision. Reviewing the strategy often ensures it stays current and responsive to new problems and opportunities. I aim to regularly check in on my SMART objectives and review my SWOT analysis to see how my strengths, weaknesses, opportunities, and threats have changed as a leader. To reflect on my leadership style and choices, I will ask colleagues and team members for input. Quality feedback and self-assessment help me adapt my strategy plan quickly (Fischer, 2017). This iterative technique keeps my leadership approach fluid, allowing me to adjust rapidly to healthcare changes while developing leadership abilities. Building a resilient and forward-thinking leadership framework requires regular reflection and continuous personal and professional growth.

    **Conclusion**

    In conclusion, creating a customized strategy plan requires understanding the leadership process model and completing a thorough SWOT analysis. A strong foundation of self-awareness, connection development, and flexibility prepares me to capitalize on my strengths and opportunities while addressing my flaws and external threats. A defined vision, purpose, and SMART objectives guide healthcare transformative leadership. By regularly analyzing and revising my strategic plan, I can keep my leadership current, effective, and able to enhance patient care and team performance. As a nurse leader, this strategic planning process will provide me with the skills and insights to improve outcomes and healthcare delivery.

    **References**

    Ebener, D. R., & Smith, F. L. (2015).
    _Strategic planning an interactive process for leaders_. New York ; Mahwah, Nj Paulist Press C.

    Engle, R. L., Mohr, D. C., Holmes, S. K., Seibert, M. N., Afable, M., Leyson, J., & Meterko, M. (2021). Evidence-based Practice and patient-centered care: Doing Both Well.
    _Health Care Management Review_,
    _46_(3), 174–184. https://doi.org/10.1097/HMR.0000000000000254

    Fischer, S. A. (2017). Developing nurses’ transformational leadership skills.
    _Nursing Standard_,
    _31_(51), 54–63. https://doi.org/10.7748/ns.2017.e10857

    **## StrategicPlanning1.docx**

    5

    **Strategic Planning**

    Student’s Name

    Institutional Affiliation

    Course Name

    Instructor’s Name

    Due Date

    **Introduction**

    Nurse leaders must plan strategically to achieve personal and professional goals. This approach guides leadership development by linking everyday choices with long-term objectives. Understanding and using the leadership process model—self-management, effective communication, responsibility, and adaptability—lays the groundwork for a customized strategic plan. I will use transformational leadership skills, a personal SWOT analysis, and clear, quantifiable objectives to keep my leadership style dynamic and sensitive to internal and external forces.

    **Laying the Foundation Through the Leadership Process Model**

    Understanding the leadership process model is essential to creating a customized strategy plan. This model shows how leaders, teams, contexts, and results interact. Self-awareness and self-mastery are essential to leadership, as my actions must foster cooperation and creativity. This paradigm emphasizes the team's context in determining results. Leading in dynamic healthcare settings like the small home model requires agility to react swiftly to changing conditions and inspire cooperation and creativity (Ebener & Smith, 2015). I will emphasize excellent feedback, reflective practices, and a culture of trust and responsibility since every part of leadership affects others. This strategy allows me to lead successfully and learn and adapt to improve my leadership skills.

    **Conducting a Personal SWOT Analysis**

    Assessment of personal strengths, weaknesses, opportunities, and threats is a crucial first step in individualized strategy planning. SWOT analysis allows for intentional reflection on leadership attributes and opportunities for growth. Adaptability, relationship-building, and a natural tendency to develop trust and cooperation in teams are my strengths. Fast-paced, decentralized workplaces need responsive leadership; therefore, these traits are beneficial. Nevertheless, my inclination to overanalyze issues may delay action, which is problematic in contexts where speedy decision-making is crucial for patient care and team morale (Fischer, 2017). Emerging models like the small home model provide personal and professional development, and virtual and multidisciplinary cooperation training strengthens my leadership skills. Staff resistance to change might hinder the introduction of new procedures and technologies. Understanding these SWOT components allows me to strategically plan to capitalize on strengths, fix weaknesses, grasp opportunities, and minimize threats, laying the framework for leadership innovation and progress.

    **Vision, Mission, and Goal Development**

    The next step in creating a tailored strategic plan is creating a vision, purpose, and SMART objectives. I want to become a transformative leader who improves healthcare delivery and fosters innovation and teamwork. A personal mission statement stresses ethical leadership, constant learning, and person-centered care, guiding this goal (Engle et al., 2021). My goal statement reminds me to use my leadership talents to improve patient outcomes, create an inclusive workplace, and adapt to new healthcare issues. Operationalizing this purpose requires SMART goals. One aim may be to establish a simplified time management system within six months to decrease decision-making delay and improve patient care responsiveness. A quarterly staff training session might improve multidisciplinary teamwork and lessen change resistance. I will frequently assess my objectives to ensure they meet my own development and the changing healthcare environment.

    **Ongoing Review and Continuous Improvement**

    A tailored strategy plan is in constant flux and requires continuous revision. Reviewing the strategy often ensures it stays current and responsive to new problems and opportunities. I aim to regularly check in on my SMART objectives and review my SWOT analysis to see how my strengths, weaknesses, opportunities, and threats have changed as a leader. To reflect on my leadership style and choices, I will ask colleagues and team members for input. Quality feedback and self-assessment help me adapt my strategy plan quickly (Fischer, 2017). This iterative technique keeps my leadership approach fluid, allowing me to adjust rapidly to healthcare changes while developing leadership abilities. Building a resilient and forward-thinking leadership framework requires regular reflection and continuous personal and professional growth.

    **Conclusion**

    In conclusion, creating a customized strategy plan requires understanding the leadership process model and completing a thorough SWOT analysis. A strong foundation of self-awareness, connection development, and flexibility prepares me to capitalize on my strengths and opportunities while addressing my flaws and external threats. A defined vision, purpose, and SMART objectives guide healthcare transformative leadership. By regularly analyzing and revising my strategic plan, I can keep my leadership current, effective, and able to enhance patient care and team performance. As a nurse leader, this strategic planning process will provide me with the skills and insights to improve outcomes and healthcare delivery.

    **References**

    Ebener, D. R., & Smith, F. L. (2015).
    _Strategic planning an interactive process for leaders_. New York ; Mahwah, Nj Paulist Press C.

    Engle, R. L., Mohr, D. C., Holmes, S. K., Seibert, M. N., Afable, M., Leyson, J., & Meterko, M. (2021). Evidence-based Practice and patient-centered care: Doing Both Well.
    _Health Care Management Review_,
    _46_(3), 174–184. https://doi.org/10.1097/HMR.0000000000000254

    Fischer, S. A. (2017). Developing nurses’ transformational leadership skills.
    _Nursing Standard_,
    _31_(51), 54–63. https://doi.org/10.7748/ns.2017.e10857

    **Screenshot_20250409_212942_Chrome.jpg**

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    **NursingHomework.edited4.docx**

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    **NursingHomework3.docx**

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    **## NursingAssignment12.docx**

    2

    **Nursing Assignment 1**

    Student’s Name

    Institutional Affiliation

    Professor's Name

    Course Name

    Due Date

    A structured approach that includes self-assessment, goal setting, and continuous development is necessary for developing a strategic plan that fosters personal and professional success. My emotional intelligence (EI) quiz results indicated that I excel in emotional self-awareness, flexibility, and positivity, which are essential for effective leadership and clinical practice. Reflecting on decision-making biases via emotional self-awareness improves patient encounters and workplace dynamics (Tenschert et al., 2024). Healthcare requires flexibility to adapt to changing legislation, patient requirements, and unexpected problems (Buljac-Samardzic et al., 2020). My optimistic approach fosters resilience, enabling me to manage stress and support patients and coworkers effectively (Gil-Almagro et al., 2024). However, my lower emotional self-control score suggests that I need to improve my stress management and emotional stability under pressure. Using these findings, I must develop a strategic career plan that enhances my leadership skills and addresses my weaknesses.

    Mindfulness and cognitive restructuring may help me improve my emotional self-control and leadership skills. Research indicates that mindfulness fosters nonjudgmental awareness of thoughts and emotions, enabling individuals to manage stress more effectively (Alvarado-García et al., 2025). Clinically, calmness is crucial for navigating mental emergencies or making critical decisions. Cognitive reappraisal, which entails rationally rethinking stressful events, may reduce emotional reactivity and ensure that choices are based on logic rather than emotion (Nilsen et al., 2020). As a future mental health nurse practitioner, emotional self-control will enhance patient care, facilitate difficult conversations, and foster therapeutic trust. Self-reflection and self-assessments will help me track progress, and peer input may illuminate how my emotional reactions affect my leadership.

    My strategic strategy should include organized leadership development and professional networking to further my career. Healthcare practitioners require leadership training to effectively resolve conflicts, communicate effectively, and make informed decisions under pressure (Tenschert et al., 2024). Mentorship from experienced psychiatric nurse practitioners will aid in navigating challenging patient situations, advocating for mental health policy, and integrating technology. Professional organizations, such as the American Psychiatric Nurses Association (APNA), provide continuing education, research, and collaboration, keeping me informed about best practices. Developing emotional intelligence is a lifelong process that benefits from diverse experiences and perspectives. By actively exploring development opportunities, I may strengthen my leadership style and lead multidisciplinary teams to improve mental health treatment.

    Integrating my strategic plan with long-term objectives requires striking a balance between professional progress and self-care to avoid burnout and maintain effective leadership. Self-improvement and work-life balance are essential for developing emotional intelligence. Unmanaged stress may affect work performance and well-being among healthcare professionals (Buljac-Samardzic et al., 2020). I can maintain my emotional resilience and leadership skills by exercising, setting boundaries, and prioritizing my mental health. I will enhance my emotional intelligence and work performance by incorporating mindfulness, leadership, mentoring, and self-assessment into my strategic plan. My EI quiz results will inform my leadership style, highlighting my strengths and areas for improvement. The patient outcomes, workplace relationships, and career trajectories of healthcare workers depend on their emotional intelligence; therefore, I prioritize its development in my strategic planning.

    **References**

    Alvarado-García, P. A. A., Soto-Vásquez, M. R., Infantes Gomez, F. M., Guzman Rodriguez, N. M., & Castro-Paniagua, W. G. (2025). Effect of a mindfulness program on stress, anxiety, depression, sleep quality, social support, and life satisfaction: a quasi-experimental study in college students.
    _Frontiers in Psychology_,
    _16_. https://doi.org/10.3389/fpsyg.2025.1508934

    Gil-Almagro, F., García-Hedrera, F. J., Carmona-Monge, F. J., & Peñacoba-Puente, C. (2024). A study on optimism as a psychological strength in nurses through a prospective study from the outbreak of the COVID-19 pandemic to two years later.
    _Brain, Behavior, & Immunity – Health_,
    _38_, 100782. https://doi.org/10.1016/j.bbih.2024.100782

    Nilsen, P., Seing, I., Ericsson, C., Birken, S. A., & Schildmeijer, K. (2020). Characteristics of successful changes in health care organizations: An interview study with physicians, registered nurses and assistant nurses.
    _BMC Health Services Research_,
    _20_(147), 1–8. https://doi.org/10.1186/s12913-020-4999-8

    Samardzic, M. B., Doekhie, K. D., & Wijngaarden, J. D. H. (2020). Interventions to improve team effectiveness within health care: A systematic review of the past decade.
    _Human Resources for Health_,
    _18_(2), 1–42. https://doi.org/10.1186/s12960-019-0411-3

    Tenschert, J., Furtner, M., & Peters, M. (2024). The effects of self-leadership and mindfulness training on leadership development: a systematic review.
    _Management Review Quarterly_. https://doi.org/10.1007/s11301-024-00448-7

    **## NursingAssignment2.docx**

    2

    **Nursing Assignment**

    Student’s Name

    Institutional Affiliation

    Professor’s Name

    Course Name

    Due Date

    Strategic planning is an ongoing process that involves careful evaluation of both personal and professional objectives. Self-reflection, adaptation, and cooperation are key to my ability to improve healthcare as I develop my leadership style. Transformational leadership concepts inspire creativity, inspiration, and empowerment in my teams. I can construct a strategic plan that matches my leadership style and career goals by understanding the leadership process model, doing a SWOT analysis, and articulating a vision and mission. Leadership takes constant examination and adjustment to keep me successful in a changing healthcare context. Strategic thinking will guide my leadership growth, ensuring that my decisions meet long-term goals and urgent needs. Ebener and Smith (2015) underline the dynamic element of strategic planning, which underscores the need for my leadership approaches to support patient-centered care and teamwork.

    Self-awareness and progress are organized by the leadership process model, which emphasizes self-management, communication, accountability, and adaptation. Leadership is based on self-awareness since my team performance depends on my capacity to identify my strengths and weaknesses. Healthcare executives must traverse complicated, fast-paced settings with agility, so I encourage trust, cooperation, and innovation. The tiny house model, which emphasizes patient-centered care in a decentralized environment, requires adaptive leadership that fosters collaboration and responsiveness. I keep my strategic planning current and effective by adopting a leadership style that encourages continual feedback, reflection, and responsibility. Leadership necessitates interaction with team members and stakeholders, confirming the need for purposeful and adaptive strategic planning, according to Ebener and Smith (2015).

    A personal SWOT analysis helped me uncover leadership strengths and development opportunities. In a collaborative healthcare context, my ability to create trust, adapt, and form connections is crucial. Overanalyzing choices may impair efficiency, especially in instances requiring quick response. Leadership involves decision-making, and delays may harm patient care and team morale. Setting clear goals and using team involvement to resolve issues would help me make decisions quicker. Interdisciplinary cooperation and new healthcare models provide professional development. However, external dangers, such as staff change resistance, must be considered. Leadership requires change management, and I will use communication and education to reduce resistance and foster continual progress (Fischer, 2017). This SWOT analysis helps me understand my leadership trajectory and how to improve.

    Establishing a clear vision, mission, and goals is key to my strategy approach. A revolutionary leader who improves healthcare via innovation, cooperation, and ethics is my goal. I prioritize learning, patient-centered care, and inclusive workplaces in my mission statement. To measure my progress and make an effect, I develop SMART goals—specific, measurable, realistic, relevant, and time-bound. Improve responsiveness and decision-making by developing a systematic time management system in six months. To address change resistance and promote cooperation, quarterly training sessions on multidisciplinary teamwork and flexibility are another aim. I keep my strategic plan focused on long-term success and professional growth by integrating my mission with concrete objectives (Engle et al., 2021). These aims guide my leadership's development and adaptability to changing healthcare demands.

    Strategic planning is an iterative process. I can keep my leadership development current with my changing duties and the healthcare industry by routinely monitoring my progress. Regularly reviewing my SMART goals lets me make tweaks to keep them relevant and reachable. Reassessing my SWOT analysis as I gain leadership experience helps me assess my strengths, weaknesses, opportunities, and threats. Feedback from teammates helps me assess my leadership skills and opportunities for growth. Growth requires constructive criticism, and I embrace open communication and feedback. Transformational leaders use self-assessment and reflective methods to adjust their approach based on experience and feedback, according to Fischer (2017). Proactive self-improvement keeps my leadership successful, forward-thinking, and adaptive.

    Leadership in healthcare is dynamic, requiring the capacity to adapt to new problems while keeping a strategic focus. Strategic planning helps me balance short-term decisions with long-term vision for leadership's difficulties. My leadership process model, SWOT analysis, and goal-setting give a strong basis for continual progress. Leadership is about making good decisions, collaborating, and innovating. I can meet changing healthcare needs while prioritizing patient-centered care and team growth by adopting a leadership style based on flexibility and proactive planning. My ability to incorporate input, alter plans, and emphasize ethical leadership enhances my impact. As I revise my strategic plan, I will monitor my progress, seize growth opportunities, and face problems with confidence and resilience.

    **References**

    Ebener, D. R., & Smith, F. L. (2015).
    _Strategic planning an interactive process for leaders_. New York ; Mahwah, Nj Paulist Press C.

    Engle, R. L., Mohr, D. C., Holmes, S. K., Seibert, M. N., Afable, M., Leyson, J., & Meterko, M. (2021). Evidence-based Practice and patient-centered care: Doing Both Well.
    _Health Care Management Review_,
    _46_(3), 174–184. https://doi.org/10.1097/HMR.0000000000000254

    Fischer, S. A. (2017). Developing nurses’ transformational leadership skills.
    _Nursing Standard_,
    _31_(51), 54–63. https://doi.org/10.7748/ns.2017.e10857

    **## StrategicPlanning2.docx**

    5

    **Strategic Planning**

    Student’s Name

    Institutional Affiliation

    Course Name

    Instructor’s Name

    Due Date

    **Introduction**

    Nurse leaders must plan strategically to achieve personal and professional goals. This approach guides leadership development by linking everyday choices with long-term objectives. Understanding and using the leadership process model—self-management, effective communication, responsibility, and adaptability—lays the groundwork for a customized strategic plan. I will use transformational leadership skills, a personal SWOT analysis, and clear, quantifiable objectives to keep my leadership style dynamic and sensitive to internal and external forces.

    **Laying the Foundation Through the Leadership Process Model**

    Understanding the leadership process model is essential to creating a customized strategy plan. This model shows how leaders, teams, contexts, and results interact. Self-awareness and self-mastery are essential to leadership, as my actions must foster cooperation and creativity. This paradigm emphasizes the team's context in determining results. Leading in dynamic healthcare settings like the small home model requires agility to react swiftly to changing conditions and inspire cooperation and creativity (Ebener & Smith, 2015). I will emphasize excellent feedback, reflective practices, and a culture of trust and responsibility since every part of leadership affects others. This strategy allows me to lead successfully and learn and adapt to improve my leadership skills.

    **Conducting a Personal SWOT Analysis**

    Assessment of personal strengths, weaknesses, opportunities, and threats is a crucial first step in individualized strategy planning. SWOT analysis allows for intentional reflection on leadership attributes and opportunities for growth. Adaptability, relationship-building, and a natural tendency to develop trust and cooperation in teams are my strengths. Fast-paced, decentralized workplaces need responsive leadership; therefore, these traits are beneficial. Nevertheless, my inclination to overanalyze issues may delay action, which is problematic in contexts where speedy decision-making is crucial for patient care and team morale (Fischer, 2017). Emerging models like the small home model provide personal and professional development, and virtual and multidisciplinary cooperation training strengthens my leadership skills. Staff resistance to change might hinder the introduction of new procedures and technologies. Understanding these SWOT components allows me to strategically plan to capitalize on strengths, fix weaknesses, grasp opportunities, and minimize threats, laying the framework for leadership innovation and progress.

    **Vision, Mission, and Goal Development**

    The next step in creating a tailored strategic plan is creating a vision, purpose, and SMART objectives. I want to become a transformative leader who improves healthcare delivery and fosters innovation and teamwork. A personal mission statement stresses ethical leadership, constant learning, and person-centered care, guiding this goal (Engle et al., 2021). My goal statement reminds me to use my leadership talents to improve patient outcomes, create an inclusive workplace, and adapt to new healthcare issues. Operationalizing this purpose requires SMART goals. One aim may be to establish a simplified time management system within six months to decrease decision-making delay and improve patient care responsiveness. A quarterly staff training session might improve multidisciplinary teamwork and lessen change resistance. I will frequently assess my objectives to ensure they meet my own development and the changing healthcare environment.

    **Ongoing Review and Continuous Improvement**

    A tailored strategy plan is in constant flux and requires continuous revision. Reviewing the strategy often ensures it stays current and responsive to new problems and opportunities. I aim to regularly check in on my SMART objectives and review my SWOT analysis to see how my strengths, weaknesses, opportunities, and threats have changed as a leader. To reflect on my leadership style and choices, I will ask colleagues and team members for input. Quality feedback and self-assessment help me adapt my strategy plan quickly (Fischer, 2017). This iterative technique keeps my leadership approach fluid, allowing me to adjust rapidly to healthcare changes while developing leadership abilities. Building a resilient and forward-thinking leadership framework requires regular reflection and continuous personal and professional growth.

    **Conclusion**

    In conclusion, creating a customized strategy plan requires understanding the leadership process model and completing a thorough SWOT analysis. A strong foundation of self-awareness, connection development, and flexibility prepares me to capitalize on my strengths and opportunities while addressing my flaws and external threats. A defined vision, purpose, and SMART objectives guide healthcare transformative leadership. By regularly analyzing and revising my strategic plan, I can keep my leadership current, effective, and able to enhance patient care and team performance. As a nurse leader, this strategic planning process will provide me with the skills and insights to improve outcomes and healthcare delivery.

    **References**

    Ebener, D. R., & Smith, F. L. (2015).
    _Strategic planning an interactive process for leaders_. New York ; Mahwah, Nj Paulist Press C.

    Engle, R. L., Mohr, D. C., Holmes, S. K., Seibert, M. N., Afable, M., Leyson, J., & Meterko, M. (2021). Evidence-based Practice and patient-centered care: Doing Both Well.
    _Health Care Management Review_,
    _46_(3), 174–184. https://doi.org/10.1097/HMR.0000000000000254

    Fischer, S. A. (2017). Developing nurses’ transformational leadership skills.
    _Nursing Standard_,
    _31_(51), 54–63. https://doi.org/10.7748/ns.2017.e10857

    **## StrategicPlanning1.docx**

    5

    **Strategic Planning**

    Student’s Name

    Institutional Affiliation

    Course Name

    Instructor’s Name

    Due Date

    **Introduction**

    Nurse leaders must plan strategically to achieve personal and professional goals. This approach guides leadership development by linking everyday choices with long-term objectives. Understanding and using the leadership process model—self-management, effective communication, responsibility, and adaptability—lays the groundwork for a customized strategic plan. I will use transformational leadership skills, a personal SWOT analysis, and clear, quantifiable objectives to keep my leadership style dynamic and sensitive to internal and external forces.

    **Laying the Foundation Through the Leadership Process Model**

    Understanding the leadership process model is essential to creating a customized strategy plan. This model shows how leaders, teams, contexts, and results interact. Self-awareness and self-mastery are essential to leadership, as my actions must foster cooperation and creativity. This paradigm emphasizes the team's context in determining results. Leading in dynamic healthcare settings like the small home model requires agility to react swiftly to changing conditions and inspire cooperation and creativity (Ebener & Smith, 2015). I will emphasize excellent feedback, reflective practices, and a culture of trust and responsibility since every part of leadership affects others. This strategy allows me to lead successfully and learn and adapt to improve my leadership skills.

    **Conducting a Personal SWOT Analysis**

    Assessment of personal strengths, weaknesses, opportunities, and threats is a crucial first step in individualized strategy planning. SWOT analysis allows for intentional reflection on leadership attributes and opportunities for growth. Adaptability, relationship-building, and a natural tendency to develop trust and cooperation in teams are my strengths. Fast-paced, decentralized workplaces need responsive leadership; therefore, these traits are beneficial. Nevertheless, my inclination to overanalyze issues may delay action, which is problematic in contexts where speedy decision-making is crucial for patient care and team morale (Fischer, 2017). Emerging models like the small home model provide personal and professional development, and virtual and multidisciplinary cooperation training strengthens my leadership skills. Staff resistance to change might hinder the introduction of new procedures and technologies. Understanding these SWOT components allows me to strategically plan to capitalize on strengths, fix weaknesses, grasp opportunities, and minimize threats, laying the framework for leadership innovation and progress.

    **Vision, Mission, and Goal Development**

    The next step in creating a tailored strategic plan is creating a vision, purpose, and SMART objectives. I want to become a transformative leader who improves healthcare delivery and fosters innovation and teamwork. A personal mission statement stresses ethical leadership, constant learning, and person-centered care, guiding this goal (Engle et al., 2021). My goal statement reminds me to use my leadership talents to improve patient outcomes, create an inclusive workplace, and adapt to new healthcare issues. Operationalizing this purpose requires SMART goals. One aim may be to establish a simplified time management system within six months to decrease decision-making delay and improve patient care responsiveness. A quarterly staff training session might improve multidisciplinary teamwork and lessen change resistance. I will frequently assess my objectives to ensure they meet my own development and the changing healthcare environment.

    **Ongoing Review and Continuous Improvement**

    A tailored strategy plan is in constant flux and requires continuous revision. Reviewing the strategy often ensures it stays current and responsive to new problems and opportunities. I aim to regularly check in on my SMART objectives and review my SWOT analysis to see how my strengths, weaknesses, opportunities, and threats have changed as a leader. To reflect on my leadership style and choices, I will ask colleagues and team members for input. Quality feedback and self-assessment help me adapt my strategy plan quickly (Fischer, 2017). This iterative technique keeps my leadership approach fluid, allowing me to adjust rapidly to healthcare changes while developing leadership abilities. Building a resilient and forward-thinking leadership framework requires regular reflection and continuous personal and professional growth.

    **Conclusion**

    In conclusion, creating a customized strategy plan requires understanding the leadership process model and completing a thorough SWOT analysis. A strong foundation of self-awareness, connection development, and flexibility prepares me to capitalize on my strengths and opportunities while addressing my flaws and external threats. A defined vision, purpose, and SMART objectives guide healthcare transformative leadership. By regularly analyzing and revising my strategic plan, I can keep my leadership current, effective, and able to enhance patient care and team performance. As a nurse leader, this strategic planning process will provide me with the skills and insights to improve outcomes and healthcare delivery.

    **References**

    Ebener, D. R., & Smith, F. L. (2015).
    _Strategic planning an interactive process for leaders_. New York ; Mahwah, Nj Paulist Press C.

    Engle, R. L., Mohr, D. C., Holmes, S. K., Seibert, M. N., Afable, M., Leyson, J., & Meterko, M. (2021). Evidence-based Practice and patient-centered care: Doing Both Well.
    _Health Care Management Review_,
    _46_(3), 174–184. https://doi.org/10.1097/HMR.0000000000000254

    Fischer, S. A. (2017). Developing nurses’ transformational leadership skills.
    _Nursing Standard_,
    _31_(51), 54–63. https://doi.org/10.7748/ns.2017.e10857

    **Screenshot_20250409_212942_Chrome.jpg**

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    **NursingHomework.edited4.docx**

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    **NursingHomework3.docx**

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    **## NursingAssignment12.docx**

    2

    **Nursing Assignment 1**

    Student’s Name

    Institutional Affiliation

    Professor's Name

    Course Name

    Due Date

    A structured approach that includes self-assessment, goal setting, and continuous development is necessary for developing a strategic plan that fosters personal and professional success. My emotional intelligence (EI) quiz results indicated that I excel in emotional self-awareness, flexibility, and positivity, which are essential for effective leadership and clinical practice. Reflecting on decision-making biases via emotional self-awareness improves patient encounters and workplace dynamics (Tenschert et al., 2024). Healthcare requires flexibility to adapt to changing legislation, patient requirements, and unexpected problems (Buljac-Samardzic et al., 2020). My optimistic approach fosters resilience, enabling me to manage stress and support patients and coworkers effectively (Gil-Almagro et al., 2024). However, my lower emotional self-control score suggests that I need to improve my stress management and emotional stability under pressure. Using these findings, I must develop a strategic career plan that enhances my leadership skills and addresses my weaknesses.

    Mindfulness and cognitive restructuring may help me improve my emotional self-control and leadership skills. Research indicates that mindfulness fosters nonjudgmental awareness of thoughts and emotions, enabling individuals to manage stress more effectively (Alvarado-García et al., 2025). Clinically, calmness is crucial for navigating mental emergencies or making critical decisions. Cognitive reappraisal, which entails rationally rethinking stressful events, may reduce emotional reactivity and ensure that choices are based on logic rather than emotion (Nilsen et al., 2020). As a future mental health nurse practitioner, emotional self-control will enhance patient care, facilitate difficult conversations, and foster therapeutic trust. Self-reflection and self-assessments will help me track progress, and peer input may illuminate how my emotional reactions affect my leadership.

    My strategic strategy should include organized leadership development and professional networking to further my career. Healthcare practitioners require leadership training to effectively resolve conflicts, communicate effectively, and make informed decisions under pressure (Tenschert et al., 2024). Mentorship from experienced psychiatric nurse practitioners will aid in navigating challenging patient situations, advocating for mental health policy, and integrating technology. Professional organizations, such as the American Psychiatric Nurses Association (APNA), provide continuing education, research, and collaboration, keeping me informed about best practices. Developing emotional intelligence is a lifelong process that benefits from diverse experiences and perspectives. By actively exploring development opportunities, I may strengthen my leadership style and lead multidisciplinary teams to improve mental health treatment.

    Integrating my strategic plan with long-term objectives requires striking a balance between professional progress and self-care to avoid burnout and maintain effective leadership. Self-improvement and work-life balance are essential for developing emotional intelligence. Unmanaged stress may affect work performance and well-being among healthcare professionals (Buljac-Samardzic et al., 2020). I can maintain my emotional resilience and leadership skills by exercising, setting boundaries, and prioritizing my mental health. I will enhance my emotional intelligence and work performance by incorporating mindfulness, leadership, mentoring, and self-assessment into my strategic plan. My EI quiz results will inform my leadership style, highlighting my strengths and areas for improvement. The patient outcomes, workplace relationships, and career trajectories of healthcare workers depend on their emotional intelligence; therefore, I prioritize its development in my strategic planning.

    **References**

    Alvarado-García, P. A. A., Soto-Vásquez, M. R., Infantes Gomez, F. M., Guzman Rodriguez, N. M., & Castro-Paniagua, W. G. (2025). Effect of a mindfulness program on stress, anxiety, depression, sleep quality, social support, and life satisfaction: a quasi-experimental study in college students.
    _Frontiers in Psychology_,
    _16_. https://doi.org/10.3389/fpsyg.2025.1508934

    Gil-Almagro, F., García-Hedrera, F. J., Carmona-Monge, F. J., & Peñacoba-Puente, C. (2024). A study on optimism as a psychological strength in nurses through a prospective study from the outbreak of the COVID-19 pandemic to two years later.
    _Brain, Behavior, & Immunity – Health_,
    _38_, 100782. https://doi.org/10.1016/j.bbih.2024.100782

    Nilsen, P., Seing, I., Ericsson, C., Birken, S. A., & Schildmeijer, K. (2020). Characteristics of successful changes in health care organizations: An interview study with physicians, registered nurses and assistant nurses.
    _BMC Health Services Research_,
    _20_(147), 1–8. https://doi.org/10.1186/s12913-020-4999-8

    Samardzic, M. B., Doekhie, K. D., & Wijngaarden, J. D. H. (2020). Interventions to improve team effectiveness within health care: A systematic review of the past decade.
    _Human Resources for Health_,
    _18_(2), 1–42. https://doi.org/10.1186/s12960-019-0411-3

    Tenschert, J., Furtner, M., & Peters, M. (2024). The effects of self-leadership and mindfulness training on leadership development: a systematic review.
    _Management Review Quarterly_. https://doi.org/10.1007/s11301-024-00448-7

    **## NursingAssignment2.docx**

    2

    **Nursing Assignment**

    Student’s Name

    Institutional Affiliation

    Professor’s Name

    Course Name

    Due Date

    Strategic planning is an ongoing process that involves careful evaluation of both personal and professional objectives. Self-reflection, adaptation, and cooperation are key to my ability to improve healthcare as I develop my leadership style. Transformational leadership concepts inspire creativity, inspiration, and empowerment in my teams. I can construct a strategic plan that matches my leadership style and career goals by understanding the leadership process model, doing a SWOT analysis, and articulating a vision and mission. Leadership takes constant examination and adjustment to keep me successful in a changing healthcare context. Strategic thinking will guide my leadership growth, ensuring that my decisions meet long-term goals and urgent needs. Ebener and Smith (2015) underline the dynamic element of strategic planning, which underscores the need for my leadership approaches to support patient-centered care and teamwork.

    Self-awareness and progress are organized by the leadership process model, which emphasizes self-management, communication, accountability, and adaptation. Leadership is based on self-awareness since my team performance depends on my capacity to identify my strengths and weaknesses. Healthcare executives must traverse complicated, fast-paced settings with agility, so I encourage trust, cooperation, and innovation. The tiny house model, which emphasizes patient-centered care in a decentralized environment, requires adaptive leadership that fosters collaboration and responsiveness. I keep my strategic planning current and effective by adopting a leadership style that encourages continual feedback, reflection, and responsibility. Leadership necessitates interaction with team members and stakeholders, confirming the need for purposeful and adaptive strategic planning, according to Ebener and Smith (2015).

    A personal SWOT analysis helped me uncover leadership strengths and development opportunities. In a collaborative healthcare context, my ability to create trust, adapt, and form connections is crucial. Overanalyzing choices may impair efficiency, especially in instances requiring quick response. Leadership involves decision-making, and delays may harm patient care and team morale. Setting clear goals and using team involvement to resolve issues would help me make decisions quicker. Interdisciplinary cooperation and new healthcare models provide professional development. However, external dangers, such as staff change resistance, must be considered. Leadership requires change management, and I will use communication and education to reduce resistance and foster continual progress (Fischer, 2017). This SWOT analysis helps me understand my leadership trajectory and how to improve.

    Establishing a clear vision, mission, and goals is key to my strategy approach. A revolutionary leader who improves healthcare via innovation, cooperation, and ethics is my goal. I prioritize learning, patient-centered care, and inclusive workplaces in my mission statement. To measure my progress and make an effect, I develop SMART goals—specific, measurable, realistic, relevant, and time-bound. Improve responsiveness and decision-making by developing a systematic time management system in six months. To address change resistance and promote cooperation, quarterly training sessions on multidisciplinary teamwork and flexibility are another aim. I keep my strategic plan focused on long-term success and professional growth by integrating my mission with concrete objectives (Engle et al., 2021). These aims guide my leadership's development and adaptability to changing healthcare demands.

    Strategic planning is an iterative process. I can keep my leadership development current with my changing duties and the healthcare industry by routinely monitoring my progress. Regularly reviewing my SMART goals lets me make tweaks to keep them relevant and reachable. Reassessing my SWOT analysis as I gain leadership experience helps me assess my strengths, weaknesses, opportunities, and threats. Feedback from teammates helps me assess my leadership skills and opportunities for growth. Growth requires constructive criticism, and I embrace open communication and feedback. Transformational leaders use self-assessment and reflective methods to adjust their approach based on experience and feedback, according to Fischer (2017). Proactive self-improvement keeps my leadership successful, forward-thinking, and adaptive.

    Leadership in healthcare is dynamic, requiring the capacity to adapt to new problems while keeping a strategic focus. Strategic planning helps me balance short-term decisions with long-term vision for leadership's difficulties. My leadership process model, SWOT analysis, and goal-setting give a strong basis for continual progress. Leadership is about making good decisions, collaborating, and innovating. I can meet changing healthcare needs while prioritizing patient-centered care and team growth by adopting a leadership style based on flexibility and proactive planning. My ability to incorporate input, alter plans, and emphasize ethical leadership enhances my impact. As I revise my strategic plan, I will monitor my progress, seize growth opportunities, and face problems with confidence and resilience.

    **References**

    Ebener, D. R., & Smith, F. L. (2015).
    _Strategic planning an interactive process for leaders_. New York ; Mahwah, Nj Paulist Press C.

    Engle, R. L., Mohr, D. C., Holmes, S. K., Seibert, M. N., Afable, M., Leyson, J., & Meterko, M. (2021). Evidence-based Practice and patient-centered care: Doing Both Well.
    _Health Care Management Review_,
    _46_(3), 174–184. https://doi.org/10.1097/HMR.0000000000000254

    Fischer, S. A. (2017). Developing nurses’ transformational leadership skills.
    _Nursing Standard_,
    _31_(51), 54–63. https://doi.org/10.7748/ns.2017.e10857

    **## StrategicPlanning2.docx**

    5

    **Strategic Planning**

    Student’s Name

    Institutional Affiliation

    Course Name

    Instructor’s Name

    Due Date

    **Introduction**

    Nurse leaders must plan strategically to achieve personal and professional goals. This approach guides leadership development by linking everyday choices with long-term objectives. Understanding and using the leadership process model—self-management, effective communication, responsibility, and adaptability—lays the groundwork for a customized strategic plan. I will use transformational leadership skills, a personal SWOT analysis, and clear, quantifiable objectives to keep my leadership style dynamic and sensitive to internal and external forces.

    **Laying the Foundation Through the Leadership Process Model**

    Understanding the leadership process model is essential to creating a customized strategy plan. This model shows how leaders, teams, contexts, and results interact. Self-awareness and self-mastery are essential to leadership, as my actions must foster cooperation and creativity. This paradigm emphasizes the team's context in determining results. Leading in dynamic healthcare settings like the small home model requires agility to react swiftly to changing conditions and inspire cooperation and creativity (Ebener & Smith, 2015). I will emphasize excellent feedback, reflective practices, and a culture of trust and responsibility since every part of leadership affects others. This strategy allows me to lead successfully and learn and adapt to improve my leadership skills.

    **Conducting a Personal SWOT Analysis**

    Assessment of personal strengths, weaknesses, opportunities, and threats is a crucial first step in individualized strategy planning. SWOT analysis allows for intentional reflection on leadership attributes and opportunities for growth. Adaptability, relationship-building, and a natural tendency to develop trust and cooperation in teams are my strengths. Fast-paced, decentralized workplaces need responsive leadership; therefore, these traits are beneficial. Nevertheless, my inclination to overanalyze issues may delay action, which is problematic in contexts where speedy decision-making is crucial for patient care and team morale (Fischer, 2017). Emerging models like the small home model provide personal and professional development, and virtual and multidisciplinary cooperation training strengthens my leadership skills. Staff resistance to change might hinder the introduction of new procedures and technologies. Understanding these SWOT components allows me to strategically plan to capitalize on strengths, fix weaknesses, grasp opportunities, and minimize threats, laying the framework for leadership innovation and progress.

    **Vision, Mission, and Goal Development**

    The next step in creating a tailored strategic plan is creating a vision, purpose, and SMART objectives. I want to become a transformative leader who improves healthcare delivery and fosters innovation and teamwork. A personal mission statement stresses ethical leadership, constant learning, and person-centered care, guiding this goal (Engle et al., 2021). My goal statement reminds me to use my leadership talents to improve patient outcomes, create an inclusive workplace, and adapt to new healthcare issues. Operationalizing this purpose requires SMART goals. One aim may be to establish a simplified time management system within six months to decrease decision-making delay and improve patient care responsiveness. A quarterly staff training session might improve multidisciplinary teamwork and lessen change resistance. I will frequently assess my objectives to ensure they meet my own development and the changing healthcare environment.

    **Ongoing Review and Continuous Improvement**

    A tailored strategy plan is in constant flux and requires continuous revision. Reviewing the strategy often ensures it stays current and responsive to new problems and opportunities. I aim to regularly check in on my SMART objectives and review my SWOT analysis to see how my strengths, weaknesses, opportunities, and threats have changed as a leader. To reflect on my leadership style and choices, I will ask colleagues and team members for input. Quality feedback and self-assessment help me adapt my strategy plan quickly (Fischer, 2017). This iterative technique keeps my leadership approach fluid, allowing me to adjust rapidly to healthcare changes while developing leadership abilities. Building a resilient and forward-thinking leadership framework requires regular reflection and continuous personal and professional growth.

    **Conclusion**

    In conclusion, creating a customized strategy plan requires understanding the leadership process model and completing a thorough SWOT analysis. A strong foundation of self-awareness, connection development, and flexibility prepares me to capitalize on my strengths and opportunities while addressing my flaws and external threats. A defined vision, purpose, and SMART objectives guide healthcare transformative leadership. By regularly analyzing and revising my strategic plan, I can keep my leadership current, effective, and able to enhance patient care and team performance. As a nurse leader, this strategic planning process will provide me with the skills and insights to improve outcomes and healthcare delivery.

    **References**

    Ebener, D. R., & Smith, F. L. (2015).
    _Strategic planning an interactive process for leaders_. New York ; Mahwah, Nj Paulist Press C.

    Engle, R. L., Mohr, D. C., Holmes, S. K., Seibert, M. N., Afable, M., Leyson, J., & Meterko, M. (2021). Evidence-based Practice and patient-centered care: Doing Both Well.
    _Health Care Management Review_,
    _46_(3), 174–184. https://doi.org/10.1097/HMR.0000000000000254

    Fischer, S. A. (2017). Developing nurses’ transformational leadership skills.
    _Nursing Standard_,
    _31_(51), 54–63. https://doi.org/10.7748/ns.2017.e10857

    **## StrategicPlanning1.docx**

    5

    **Strategic Planning**

    Student’s Name

    Institutional Affiliation

    Course Name

    Instructor’s Name

    Due Date

    **Introduction**

    Nurse leaders must plan strategically to achieve personal and professional goals. This approach guides leadership development by linking everyday choices with long-term objectives. Understanding and using the leadership process model—self-management, effective communication, responsibility, and adaptability—lays the groundwork for a customized strategic plan. I will use transformational leadership skills, a personal SWOT analysis, and clear, quantifiable objectives to keep my leadership style dynamic and sensitive to internal and external forces.

    **Laying the Foundation Through the Leadership Process Model**

    Understanding the leadership process model is essential to creating a customized strategy plan. This model shows how leaders, teams, contexts, and results interact. Self-awareness and self-mastery are essential to leadership, as my actions must foster cooperation and creativity. This paradigm emphasizes the team's context in determining results. Leading in dynamic healthcare settings like the small home model requires agility to react swiftly to changing conditions and inspire cooperation and creativity (Ebener & Smith, 2015). I will emphasize excellent feedback, reflective practices, and a culture of trust and responsibility since every part of leadership affects others. This strategy allows me to lead successfully and learn and adapt to improve my leadership skills.

    **Conducting a Personal SWOT Analysis**

    Assessment of personal strengths, weaknesses, opportunities, and threats is a crucial first step in individualized strategy planning. SWOT analysis allows for intentional reflection on leadership attributes and opportunities for growth. Adaptability, relationship-building, and a natural tendency to develop trust and cooperation in teams are my strengths. Fast-paced, decentralized workplaces need responsive leadership; therefore, these traits are beneficial. Nevertheless, my inclination to overanalyze issues may delay action, which is problematic in contexts where speedy decision-making is crucial for patient care and team morale (Fischer, 2017). Emerging models like the small home model provide personal and professional development, and virtual and multidisciplinary cooperation training strengthens my leadership skills. Staff resistance to change might hinder the introduction of new procedures and technologies. Understanding these SWOT components allows me to strategically plan to capitalize on strengths, fix weaknesses, grasp opportunities, and minimize threats, laying the framework for leadership innovation and progress.

    **Vision, Mission, and Goal Development**

    The next step in creating a tailored strategic plan is creating a vision, purpose, and SMART objectives. I want to become a transformative leader who improves healthcare delivery and fosters innovation and teamwork. A personal mission statement stresses ethical leadership, constant learning, and person-centered care, guiding this goal (Engle et al., 2021). My goal statement reminds me to use my leadership talents to improve patient outcomes, create an inclusive workplace, and adapt to new healthcare issues. Operationalizing this purpose requires SMART goals. One aim may be to establish a simplified time management system within six months to decrease decision-making delay and improve patient care responsiveness. A quarterly staff training session might improve multidisciplinary teamwork and lessen change resistance. I will frequently assess my objectives to ensure they meet my own development and the changing healthcare environment.

    **Ongoing Review and Continuous Improvement**

    A tailored strategy plan is in constant flux and requires continuous revision. Reviewing the strategy often ensures it stays current and responsive to new problems and opportunities. I aim to regularly check in on my SMART objectives and review my SWOT analysis to see how my strengths, weaknesses, opportunities, and threats have changed as a leader. To reflect on my leadership style and choices, I will ask colleagues and team members for input. Quality feedback and self-assessment help me adapt my strategy plan quickly (Fischer, 2017). This iterative technique keeps my leadership approach fluid, allowing me to adjust rapidly to healthcare changes while developing leadership abilities. Building a resilient and forward-thinking leadership framework requires regular reflection and continuous personal and professional growth.

    **Conclusion**

    In conclusion, creating a customized strategy plan requires understanding the leadership process model and completing a thorough SWOT analysis. A strong foundation of self-awareness, connection development, and flexibility prepares me to capitalize on my strengths and opportunities while addressing my flaws and external threats. A defined vision, purpose, and SMART objectives guide healthcare transformative leadership. By regularly analyzing and revising my strategic plan, I can keep my leadership current, effective, and able to enhance patient care and team performance. As a nurse leader, this strategic planning process will provide me with the skills and insights to improve outcomes and healthcare delivery.

    **References**

    Ebener, D. R., & Smith, F. L. (2015).
    _Strategic planning an interactive process for leaders_. New York ; Mahwah, Nj Paulist Press C.

    Engle, R. L., Mohr, D. C., Holmes, S. K., Seibert, M. N., Afable, M., Leyson, J., & Meterko, M. (2021). Evidence-based Practice and patient-centered care: Doing Both Well.
    _Health Care Management Review_,
    _46_(3), 174–184. https://doi.org/10.1097/HMR.0000000000000254

    Fischer, S. A. (2017). Developing nurses’ transformational leadership skills.
    _Nursing Standard_,
    _31_(51), 54–63. https://doi.org/10.7748/ns.2017.e10857

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  • [Solved] Nursing assignment 3

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## Untitleddocument1.docx **## Untitleddocument1.docx** Assignment 3: Apply ethical principles to your previously selected healthcare topic in an 8–10 slide PowerPoint presentation ### **Introduction** As a nurse you must base your decisions on a set of ethical principl…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## Untitleddocument1.docx

    **## Untitleddocument1.docx**

    Assignment 3:

    Apply ethical principles to your previously selected healthcare topic in an 8–10 slide PowerPoint presentation

    ### **Introduction**

    As a nurse you must base your decisions on a set of ethical principles and values. Your decisions must be fair, equitable, and defensible. Nursing has a professional
    [Code of Ethics for Nurses](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3190123610006731?auth=SAML&section=3190124180006731) to guide ethical behavior. In this assessment, you will apply the four ethical principles to the topic you selected for your Applying Research Skills assessment. Your practice will help you develop a method for formulating ethical decisions.

    ### **Prepare**

    For this assessment, you will apply the four ethical principles to your healthcare topic (selected in Assessment 2), explain bias as it relates to your topic, and relate at least one of the Four Spheres of Care. Consider the ethical dilemmas healthcare professionals are faced with in your selected topic. Discuss at least one of the Four Spheres of Care and how it is important to understand the ethics of your topic as it relates to the sphere being discussed. Use the
    [Capella University Library](https://lat.strategiced.com/redirect?linkid=1651) to locate at least two academic peer-reviewed journal articles you can use to support your analysis of the situation.

    Use the four core principles that healthcare professionals need to know and honor when helping patients:

    ·
    **Autonomy:** To honor the patient's right to make their own decisions.

    ·
    **Beneficence:** To help the patient advance their own good.

    ·
    **Nonmaleficence:** To do no harm.

    ·
    **Justice:** To be fair and treat like cases alike, which will be used to inform your work.

    Select at least one of the Four Spheres of Care and discuss how an understanding of ethics is important as it relates to your chosen Sphere.

    · Wellness, Disease Prevention.

    · Chronic Disease Management.

    · Regenerative/Restorative Care.

    · Hospice/Palliative Care.

    ### **Create Your PowerPoint**

    To complete this assessment, do the following:

    · Provide a title slide.

    · Identify the topic you selected (the same one you selected for Assessment 2) and briefly summarize the facts surrounding the topic.

    · Apply each of the four ethical principles to your chosen healthcare issue or topic.

    · Explain on one slide how autonomy plays a role in your healthcare issue.

    · Explain on one slide how beneficence plays a role in your healthcare issue.

    · Explain on one slide how nonmaleficence plays a role in your healthcare issue.

    · Explain on one slide how justice plays a role in your healthcare issue.

    · Explain what role bias plays in your topic, and how it relates to the four ethical principles.

    · Explain how an understanding of ethics is important to at least one of the Four Spheres of Care as it relates to your healthcare issue or topic (slides eight +). Use a separate slide for each Sphere if you select more than one.

    · Include a Conclusion and a Reference slide.

    Do NOT use the speaker notes for this assessment. Provide content within each slide only. Make sure to cite references used in the presentation.

    ### **Academic Requirements**

    Your PowerPoint should meet the following requirements:

    ·
    **Writing**: Produce text with minimal grammar, usage, spelling, and mechanical errors.

    · Your text should be concise.

    · Use bulleted or numbered lists.

    ·
    **Sources**: Integrate at least two references within the past 3–5 years into your text using APA in-text citations.

    ·
    **Length**: Include eight to ten slides, which include the title slide and reference slides.

    · You will NOT use the speaker notes in this assessment—only provide information on the slides themselves.

    ·
    **References**: Use at least two references within the PowerPoint presentation. Visit the
    [BSN Program Library Research Guide](https://capellauniversity.libguides.com/BSN) for help with research.

    ·
    **APA format**: Follow current APA guidelines for in-text citation of outside sources in the PowerPoint presentation and also on the reference slide. Visit
    [Evidence and APA](https://lat.strategiced.com/redirect?linkid=1540) for help with APA.

    **Example assessment:** You may use the
    [Assessment 3 Example [PDF]](https://courseroom.capella.edu/courses/43407/files/7662244/download) to give you an idea of what a Proficient or higher rating on the scoring guide would look like.

    ### **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 3: Apply ethical principles and academic standards to the study of healthcare.

    · Explain how autonomy plays a role in an identified healthcare issue.

    · Explain how beneficence plays a role in an identified healthcare issue.

    · Explain how nonmaleficence plays a role in an identified healthcare issue.

    · Explain how justice plays a role in an identified healthcare issue.

    · Explain how an understanding of ethics is important to at least one of the Four Spheres of Care as it relates to a healthcare issue or topic.

    · Competency 4: Describe strategies for overcoming biases in healthcare settings.

    · Explain how biases play a role in an identified healthcare issue, and their relationship to the ethical principles.

    · Competency 5: Write for a specific audience, in an appropriate tone and style, in accordance with Capella writing standards.

    · Integrate into text appropriate use of scholarly sources, evidence, and citation style.

    · Produce slides that are easy to read and error free.

    Use the resources linked below to help complete this assessment.

    ### **Ethics for Healthcare**

    #### **Critical Thinking: A Problem-Solving Approach**

    Explore the suggested articles in the below reading list that illuminate the transformative power of Socratic Method and team-based learning. Unlock the collaborative success that arises when minds converge, fostering a culture of critical thinking and shared knowledge essential for nursing excellence.

    ·
    [Assessment 3: Critical Thinking – A Problem-Solving Approach](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3190123610006731?auth=SAML&section=3190123800006731).

    Critical thinking is a key skill you will need to master in both your academic and professional life. Being able to identify a problem, analyze that problem or issue from multiple perspectives, identify and evaluate solutions to the problem, and then convince others of the value of your decision requires logical thinking, the ability to identify and synthesize credible supporting evidence, and the ability to communicate your thinking clearly and professionally in writing and speaking. The ability to make effective decisions is another core skill for healthcare professionals.

    Explore the following Capella resources on Campus:

    ·
    [Critical Thinking](https://lat.strategiced.com/redirect?linkid=1945). Pay special attention to the following sections:

    ·
    [Socratic Problem-Solving Approach](https://lat.strategiced.com/redirect?linkid=2643).

    ·
    [Building Skills for Critical Thinking](https://lat.strategiced.com/redirect?linkid=2111).

    #### **Four Spheres of Care**

    View the Four Spheres of Care to familiarize yourself with the American Association of Colleges of Nurses (AACN) four spheres, which will play a role in broadening your understanding of care, and also help you prepare for your assessment.

    ·
    [Four Spheres of Care](https://media.capella.edu/CourseMedia/element249984/wrapper.asp).

    #### **Ethical Principles**

    According to Vermont Ethics Network (n.d., para. 4), here are four core principles that healthcare professionals need to know and honor when helping patients:

    ·
    **Autonomy:** To honor the patient's right to make their own decisions.

    ·
    **Beneficence:** To help the patient advance their own good.

    ·
    **Nonmaleficence:** To do no harm.

    ·
    **Justice:** To be fair and treat like cases alike.

    The articles in the following reading list focus on ethical principles and also diversity, equity, and inclusion (DEI). Discover how embracing these ideals not only shapes compassionate care but also cultivates a nursing environment that celebrates the richness of humanity.

    ·
    [Assessment 3: Ethical Principles and DEI](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3190123610006731?auth=SAML&section=3190123850006731).

    View the four ethical principles to familiarize yourself with their main concepts. Select each section with a definition and example as it relates to nursing care and the profession.

    ·
    [Ethical Principles](https://media.capella.edu/CourseMedia/element249985/wrapper.asp).

    **## Untitleddocument1.docx**

    Assignment 3:

    Apply ethical principles to your previously selected healthcare topic in an 8–10 slide PowerPoint presentation

    ### **Introduction**

    As a nurse you must base your decisions on a set of ethical principles and values. Your decisions must be fair, equitable, and defensible. Nursing has a professional
    [Code of Ethics for Nurses](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3190123610006731?auth=SAML&section=3190124180006731) to guide ethical behavior. In this assessment, you will apply the four ethical principles to the topic you selected for your Applying Research Skills assessment. Your practice will help you develop a method for formulating ethical decisions.

    ### **Prepare**

    For this assessment, you will apply the four ethical principles to your healthcare topic (selected in Assessment 2), explain bias as it relates to your topic, and relate at least one of the Four Spheres of Care. Consider the ethical dilemmas healthcare professionals are faced with in your selected topic. Discuss at least one of the Four Spheres of Care and how it is important to understand the ethics of your topic as it relates to the sphere being discussed. Use the
    [Capella University Library](https://lat.strategiced.com/redirect?linkid=1651) to locate at least two academic peer-reviewed journal articles you can use to support your analysis of the situation.

    Use the four core principles that healthcare professionals need to know and honor when helping patients:

    ·
    **Autonomy:** To honor the patient's right to make their own decisions.

    ·
    **Beneficence:** To help the patient advance their own good.

    ·
    **Nonmaleficence:** To do no harm.

    ·
    **Justice:** To be fair and treat like cases alike, which will be used to inform your work.

    Select at least one of the Four Spheres of Care and discuss how an understanding of ethics is important as it relates to your chosen Sphere.

    · Wellness, Disease Prevention.

    · Chronic Disease Management.

    · Regenerative/Restorative Care.

    · Hospice/Palliative Care.

    ### **Create Your PowerPoint**

    To complete this assessment, do the following:

    · Provide a title slide.

    · Identify the topic you selected (the same one you selected for Assessment 2) and briefly summarize the facts surrounding the topic.

    · Apply each of the four ethical principles to your chosen healthcare issue or topic.

    · Explain on one slide how autonomy plays a role in your healthcare issue.

    · Explain on one slide how beneficence plays a role in your healthcare issue.

    · Explain on one slide how nonmaleficence plays a role in your healthcare issue.

    · Explain on one slide how justice plays a role in your healthcare issue.

    · Explain what role bias plays in your topic, and how it relates to the four ethical principles.

    · Explain how an understanding of ethics is important to at least one of the Four Spheres of Care as it relates to your healthcare issue or topic (slides eight +). Use a separate slide for each Sphere if you select more than one.

    · Include a Conclusion and a Reference slide.

    Do NOT use the speaker notes for this assessment. Provide content within each slide only. Make sure to cite references used in the presentation.

    ### **Academic Requirements**

    Your PowerPoint should meet the following requirements:

    ·
    **Writing**: Produce text with minimal grammar, usage, spelling, and mechanical errors.

    · Your text should be concise.

    · Use bulleted or numbered lists.

    ·
    **Sources**: Integrate at least two references within the past 3–5 years into your text using APA in-text citations.

    ·
    **Length**: Include eight to ten slides, which include the title slide and reference slides.

    · You will NOT use the speaker notes in this assessment—only provide information on the slides themselves.

    ·
    **References**: Use at least two references within the PowerPoint presentation. Visit the
    [BSN Program Library Research Guide](https://capellauniversity.libguides.com/BSN) for help with research.

    ·
    **APA format**: Follow current APA guidelines for in-text citation of outside sources in the PowerPoint presentation and also on the reference slide. Visit
    [Evidence and APA](https://lat.strategiced.com/redirect?linkid=1540) for help with APA.

    **Example assessment:** You may use the
    [Assessment 3 Example [PDF]](https://courseroom.capella.edu/courses/43407/files/7662244/download) to give you an idea of what a Proficient or higher rating on the scoring guide would look like.

    ### **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 3: Apply ethical principles and academic standards to the study of healthcare.

    · Explain how autonomy plays a role in an identified healthcare issue.

    · Explain how beneficence plays a role in an identified healthcare issue.

    · Explain how nonmaleficence plays a role in an identified healthcare issue.

    · Explain how justice plays a role in an identified healthcare issue.

    · Explain how an understanding of ethics is important to at least one of the Four Spheres of Care as it relates to a healthcare issue or topic.

    · Competency 4: Describe strategies for overcoming biases in healthcare settings.

    · Explain how biases play a role in an identified healthcare issue, and their relationship to the ethical principles.

    · Competency 5: Write for a specific audience, in an appropriate tone and style, in accordance with Capella writing standards.

    · Integrate into text appropriate use of scholarly sources, evidence, and citation style.

    · Produce slides that are easy to read and error free.

    Use the resources linked below to help complete this assessment.

    ### **Ethics for Healthcare**

    #### **Critical Thinking: A Problem-Solving Approach**

    Explore the suggested articles in the below reading list that illuminate the transformative power of Socratic Method and team-based learning. Unlock the collaborative success that arises when minds converge, fostering a culture of critical thinking and shared knowledge essential for nursing excellence.

    ·
    [Assessment 3: Critical Thinking – A Problem-Solving Approach](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3190123610006731?auth=SAML&section=3190123800006731).

    Critical thinking is a key skill you will need to master in both your academic and professional life. Being able to identify a problem, analyze that problem or issue from multiple perspectives, identify and evaluate solutions to the problem, and then convince others of the value of your decision requires logical thinking, the ability to identify and synthesize credible supporting evidence, and the ability to communicate your thinking clearly and professionally in writing and speaking. The ability to make effective decisions is another core skill for healthcare professionals.

    Explore the following Capella resources on Campus:

    ·
    [Critical Thinking](https://lat.strategiced.com/redirect?linkid=1945). Pay special attention to the following sections:

    ·
    [Socratic Problem-Solving Approach](https://lat.strategiced.com/redirect?linkid=2643).

    ·
    [Building Skills for Critical Thinking](https://lat.strategiced.com/redirect?linkid=2111).

    #### **Four Spheres of Care**

    View the Four Spheres of Care to familiarize yourself with the American Association of Colleges of Nurses (AACN) four spheres, which will play a role in broadening your understanding of care, and also help you prepare for your assessment.

    ·
    [Four Spheres of Care](https://media.capella.edu/CourseMedia/element249984/wrapper.asp).

    #### **Ethical Principles**

    According to Vermont Ethics Network (n.d., para. 4), here are four core principles that healthcare professionals need to know and honor when helping patients:

    ·
    **Autonomy:** To honor the patient's right to make their own decisions.

    ·
    **Beneficence:** To help the patient advance their own good.

    ·
    **Nonmaleficence:** To do no harm.

    ·
    **Justice:** To be fair and treat like cases alike.

    The articles in the following reading list focus on ethical principles and also diversity, equity, and inclusion (DEI). Discover how embracing these ideals not only shapes compassionate care but also cultivates a nursing environment that celebrates the richness of humanity.

    ·
    [Assessment 3: Ethical Principles and DEI](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3190123610006731?auth=SAML&section=3190123850006731).

    View the four ethical principles to familiarize yourself with their main concepts. Select each section with a definition and example as it relates to nursing care and the profession.

    ·
    [Ethical Principles](https://media.capella.edu/CourseMedia/element249985/wrapper.asp).

  • [Solved] ASSESSING AND DIAGNOSING PATIENTS WITH SCHIZOPHRENIA, OTHER PSYCHOTIC DISORDERS, AND MEDICATION-INDUCED MOVEMENT DISORDERS

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    – 2 years ago **files (4)** – ## TrainingTitle8casestudy.docx – ## NRNPPRAC6635ComprehensivePsychiatricEvaluationTemplate.docx – ## NRNP_PRAC_6635_ComprehensivePsychiatricEvaluationExemplar_rev.4.20221.docx – AssessingandDiagnosingPatientsWithSchizophrenia.docx **## TrainingTitle8casestudy.docx*…

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    – 2 years ago

    **files (4)**

    – ## TrainingTitle8casestudy.docx

    – ## NRNPPRAC6635ComprehensivePsychiatricEvaluationTemplate.docx

    – ## NRNP_PRAC_6635_ComprehensivePsychiatricEvaluationExemplar_rev.4.20221.docx

    – AssessingandDiagnosingPatientsWithSchizophrenia.docx

    **## TrainingTitle8casestudy.docx**

    Training Title 8
    Name: Mrs. Abrianna Tilman
    Gender: female
    Age: 27 years old
    T- 98.6 P- 88 R 18 154/92 Ht 5’1 Wt 230lbs
    Background: Recently had her first child two months ago. Currently married; stay at home
    mother after working in community library for 5 years. Grew up with her mother after her
    parents divorced when she was 16; has two sisters in Troy, Alabama. Completed education
    through bachelor’s level, majoring in English Literature. No previous suicidal gestures. Brother
    committed suicide via GSW. She denied drugs/alcohol; brother was addicted to
    methamphetamines. Hx of HTN-prescribed Trandate 100mg twice daily, admits to missing doses
    due to forgetting. No legal hx. Allergies: PCN
    Symptom Media. (Producer). (2016).

    Training title 8 [Video].
    https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/wa
    tch/training-title-8

    **## NRNPPRAC6635ComprehensivePsychiatricEvaluationTemplate.docx**

    **NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Template**

    **Week (enter week #): (Enter assignment title)**

    Student Name

    College of Nursing-PMHNP, Walden University

    NRNP 6635: Psychopathology and Diagnostic Reasoning

    Faculty Name

    Assignment Due Date

    **Subjective:**

    **CC** (chief complaint):

    **HPI**:

    **Past Psychiatric History**:

    ·
    **G** eneral Statement:

    ·
    **C** aregivers (if applicable):

    ·
    **H** ospitalizations:

    ·
    **M** edication trials:

    ·
    **P** sychotherapy or
    **P** revious Psychiatric Diagnosis:

    **Substance Current Use and History:**

    **Family Psychiatric/Substance Use History:**

    **Psychosocial History:**

    **Medical History:**

    ·
    **Current Medications**:

    ·
    **Allergies**:

    ·
    **Reproductive Hx**:

    **ROS**:

    · GENERAL:

    · HEENT:

    · SKIN:

    · CARDIOVASCULAR:

    · RESPIRATORY:

    · GASTROINTESTINAL:

    · GENITOURINARY:

    · NEUROLOGICAL:

    · MUSCULOSKELETAL:

    · HEMATOLOGIC:

    · LYMPHATICS:

    · ENDOCRINOLOGIC:

    **Objective:**

    **Physical exam:** if applicable

    **Diagnostic results**:

    **Assessment:**

    Mental Status Examination:

    Differential Diagnoses:

    Reflections:

    **References**

    © 2021 Walden University Page 1 of 3

    **## NRNP_PRAC_6635_ComprehensivePsychiatricEvaluationExemplar_rev.4.20221.docx**

    **NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Exemplar**

    INSTRUCTIONS ON HOW TO USE EXEMPLAR AND TEMPLATE—READ CAREFULLY

    If you are struggling with the format or remembering what to include, follow the
    Comprehensive Psychiatric Evaluation Template
    **_AND_** the Rubric
    as your guide. It is also helpful to review the rubric in detail in order not to lose points unnecessarily because you missed something required. Below highlights by category are taken directly from the grading rubric for the assignment in Weeks 4–10. After reviewing the full details of the rubric, you can use it as a guide.

    In the
    Subjective section, provide:

    · Chief complaint

    · History of present illness (HPI)

    · Past psychiatric history

    · Medication trials and current medications

    · Psychotherapy or previous psychiatric diagnosis

    · Pertinent substance use, family psychiatric/substance use, social, and medical history

    · Allergies

    · ROS

    ·
    Read rating descriptions to see the grading standards!

    In the
    Objective section, provide:

    · Physical exam documentation of systems pertinent to the chief complaint, HPI, and history

    · Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.

    ·
    Read rating descriptions to see the grading standards!

    In the
    Assessment section, provide:

    · Results of the mental status examination,
    _presented in paragraph form._

    · At least three differentials with supporting evidence. List them from top priority to least priority. Compare the
    _DSM-5-TR_ diagnostic criteria for each differential diagnosis and explain what
    _DSM-5-TR_ criteria rules out the differential diagnosis to find an accurate diagnosis.
    _Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case_.

    ·
    Read rating descriptions to see the grading standards!

    Reflect on this case. Include: Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (
    **_demonstrate critical thinking beyond confidentiality and consent for treatment_**!), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

    (The comprehensive evaluation is typically the
    _initial_ new patient evaluation. You will practice writing this type of note in this course. You will be ruling out other mental illnesses so often you will write up what symptoms are present and what symptoms are not present from illnesses to demonstrate you have indeed assessed for all illnesses which could be impacting your patient. For example, anxiety symptoms, depressive symptoms, bipolar symptoms, psychosis symptoms, substance use, etc.)

    EXEMPLAR BEGINS HERE

    **CC** (chief complaint): A
    brief statement identifying why the patient is here. This statement is verbatim of the patient’s own words about why presenting for assessment. For a patient with dementia or other cognitive deficits, this statement can be obtained from a family member.

    **HPI**: Begin this section with patient’s initials, age, race, gender, purpose of evaluation, current medication and referral reason. For example:

    N.M. is a 34-year-old Asian male presents for psychiatric evaluation for anxiety. He is currently prescribed sertraline which he finds ineffective. His PCP referred him for evaluation and treatment.

    Or

    P.H., a 16-year-old Hispanic female, presents for psychiatric evaluation for concentration difficulty. She is not currently prescribed psychotropic medications. She is referred by her therapist for medication evaluation and treatment.

    Then, this section continues with the symptom analysis for your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis.

    Paint a picture of what is wrong with the patient. First what is bringing the patient to your evaluation. Then, include a PSYCHIATRIC REVIEW OF SYMPTOMS. The symptoms onset, duration, frequency, severity, and impact. Your description here will guide your differential diagnoses. You are seeking symptoms that may align with many DSM-5-TR diagnoses, narrowing to what aligns with diagnostic criteria for mental health and substance use disorders.

    **Past Psychiatric History**: This section documents the patient’s past treatments. Use the mnemonic
    **G** o
    **Ch** a
    **MP.**

    **G** eneral Statement: Typically, this is a statement of the patients first treatment experience. For example: The patient entered treatment at the age of 10 with counseling for depression during her parents’ divorce. OR The patient entered treatment for detox at age 26 after abusing alcohol since age 13.

    **C** aregivers are listed if applicable.

    **H** ospitalizations: How many hospitalizations? When and where was last hospitalization? How many detox? How many residential treatments? When and where was last detox/residential treatment? Any history of suicidal or homicidal behaviors? Any history of self-harm behaviors?

    **M** edication trials: What are the previous psychotropic medications the patient has tried and what was their reaction? Effective, Not Effective, Adverse Reaction? Some examples: Haloperidol (dystonic reaction), risperidone (hyperprolactinemia), olanzapine (effective, insurance wouldn’t pay for it)

    **P** sychotherapy or
    **P** revious Psychiatric Diagnosis: This section can be completed one of two ways depending on what you want to capture to support the evaluation. First, does the patient know what type? Did they find psychotherapy helpful or not? Why? Second, what are the previous diagnosis for the client noted from previous treatments and other providers. Thirdly, you could document both.

    **Substance Use History:** This section contains any history or current use of caffeine, nicotine, illicit substance (including marijuana), and alcohol. Include the daily amount of use and last known use. Include type of use such as inhales, snorts, IV, etc. Include any histories of withdrawal complications from tremors, Delirium Tremens, or seizures.

    **Family Psychiatric/Substance Use History:** This section contains any family history of psychiatric illness, substance use illnesses, and family suicides. You may choose to use a genogram to depict this information. Be sure to include a reader’s key to your genogram or write up in narrative form.

    **Social History:** This section may be lengthy if completing an evaluation for psychotherapy or shorter if completing an evaluation for psychopharmacology. However, at a minimum, please include:

    Where patient was born, who raised the patient

    Number of brothers/sisters (what order is the patient within siblings)

    Who the patient currently lives with in a home? Are they single, married, divorced, widowed? How many children?

    Educational Level

    Hobbies:

    Work History: currently working/profession, disabled, unemployed, retired?

    Legal history: past hx, any current issues?

    Trauma history: Any childhood or adult history of trauma?

    Violence Hx:
    Concern or issues about safety (personal, home, community, sexual (current & historical)

    **Medical History:** This section contains any illnesses, surgeries, include any hx of seizures, head injuries.

    **Current Medications**: Include dosage, frequency, length of time used, and reason for use. Also include OTC or homeopathic products.

    **Allergies**:
    Include medication, food, and environmental allergies separately. Provide a description of what the allergy is (e.g., angioedema, anaphylaxis). This will help determine a true reaction vs. intolerance.

    **Reproductive Hx**:
    Menstrual history (date of LMP), Pregnant (yes or no), Nursing/lactating (yes or no), contraceptive use (method used), types of intercourse: oral, anal, vaginal, other, any sexual concerns

    **ROS**: Cover all body systems that may help you include or rule out a differential diagnosis. Please note: THIS IS DIFFERENT from a physical examination!

    You should list each system as follows:
    General:Head:
    EENT: etc. You should list these in bullet format and document the systems in order from head to toe.

    Example of Complete ROS:

    GENERAL: No weight loss, fever, chills, weakness, or fatigue.

    HEENT: Eyes: No visual loss, blurred vision, double vision, or yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose, or sore throat.

    SKIN: No rash or itching.

    CARDIOVASCULAR: No chest pain, chest pressure, or chest discomfort. No palpitations or edema.

    RESPIRATORY: No shortness of breath, cough, or sputum.

    GASTROINTESTINAL: No anorexia, nausea, vomiting, or diarrhea. No abdominal pain or blood.

    GENITOURINARY: Burning on urination, urgency, hesitancy, odor, odd color

    NEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness, or tingling in the extremities. No change in bowel or bladder control.

    MUSCULOSKELETAL: No muscle, back pain, joint pain, or stiffness.

    HEMATOLOGIC: No anemia, bleeding, or bruising.

    LYMPHATICS: No enlarged nodes. No history of splenectomy.

    ENDOCRINOLOGIC: No reports of sweating, cold, or heat intolerance. No polyuria or polydipsia.

    **Physical exam (If applicable and if you have opportunity to perform—document if exam is completed by PCP)**: From head to toe, include what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History.
    **Do not use “WNL” or “normal.” You must describe what you see.** Always document in head-to-toe format i.e., General: Head: EENT: etc.

    **Diagnostic results**: Include any labs, X-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines).

    **A** ssessment

    **Mental Status Examination:** For the purposes of your courses, this section must be presented in paragraph form and not use of a checklist! This section you will describe the patient’s appearance, attitude, behavior, mood and affect, speech, thought processes, thought content, perceptions (hallucinations, pseudohallucinations, illusions, etc.)., cognition, insight, judgment, and SI/HI. See an example below. You will modify to include the specifics for your patient on the above elements—DO NOT just copy the example. You may use a preceptor’s way of organizing the information if the MSE is in paragraph form.

    He is an 8-year-old African American male who looks his stated age. He is cooperative with examiner. He is neatly groomed and clean, dressed appropriately. There is no evidence of any abnormal motor activity. His speech is clear, coherent, normal in volume and tone. His thought process is goal directed and logical. There is no evidence of looseness of association or flight of ideas. His mood is euthymic, and his affect appropriate to his mood. He was smiling at times in an appropriate manner. He denies any auditory or visual hallucinations. There is no evidence of any delusional thinking.   He denies any current suicidal or homicidal ideation. Cognitively, he is alert and oriented. His recent and remote memory is intact. His concentration is good. His insight is good.

    **Differential Diagnoses**:
    You must have at least three differentials with supporting evidence. Explain what rules each differential in or out and justify your primary diagnostic impression selection. You will use supporting evidence from the literature to support your rationale. Include pertinent positives and pertinent negatives for the specific patient case.

    **Also included in this section is the reflection.** Reflect on this case and discuss whether or not you agree with your preceptor’s assessment and diagnostic impression of the patient and why or why not. What did you learn from this case? What would you do differently?

    Also include in your reflection a discussion related to legal/ethical considerations (
    **demonstrating critical thinking beyond confidentiality and consent for treatment!**), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

    **References (move to begin on next page)**

    You are required to include at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines which relate to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting.

    © 2021 Walden University Page 1 of 3

    **AssessingandDiagnosingPatientsWithSchizophrenia.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assessinganddiagnosingpatientswithschizophrenia-docx-10256779)

    **AssessingandDiagnosingPatientsWithSchizophrenia.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assessinganddiagnosingpatientswithschizophrenia-docx-10256779)

    **## TrainingTitle8casestudy.docx**

    Training Title 8
    Name: Mrs. Abrianna Tilman
    Gender: female
    Age: 27 years old
    T- 98.6 P- 88 R 18 154/92 Ht 5’1 Wt 230lbs
    Background: Recently had her first child two months ago. Currently married; stay at home
    mother after working in community library for 5 years. Grew up with her mother after her
    parents divorced when she was 16; has two sisters in Troy, Alabama. Completed education
    through bachelor’s level, majoring in English Literature. No previous suicidal gestures. Brother
    committed suicide via GSW. She denied drugs/alcohol; brother was addicted to
    methamphetamines. Hx of HTN-prescribed Trandate 100mg twice daily, admits to missing doses
    due to forgetting. No legal hx. Allergies: PCN
    Symptom Media. (Producer). (2016).

    Training title 8 [Video].
    https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/wa
    tch/training-title-8

    **## NRNPPRAC6635ComprehensivePsychiatricEvaluationTemplate.docx**

    **NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Template**

    **Week (enter week #): (Enter assignment title)**

    Student Name

    College of Nursing-PMHNP, Walden University

    NRNP 6635: Psychopathology and Diagnostic Reasoning

    Faculty Name

    Assignment Due Date

    **Subjective:**

    **CC** (chief complaint):

    **HPI**:

    **Past Psychiatric History**:

    ·
    **G** eneral Statement:

    ·
    **C** aregivers (if applicable):

    ·
    **H** ospitalizations:

    ·
    **M** edication trials:

    ·
    **P** sychotherapy or
    **P** revious Psychiatric Diagnosis:

    **Substance Current Use and History:**

    **Family Psychiatric/Substance Use History:**

    **Psychosocial History:**

    **Medical History:**

    ·
    **Current Medications**:

    ·
    **Allergies**:

    ·
    **Reproductive Hx**:

    **ROS**:

    · GENERAL:

    · HEENT:

    · SKIN:

    · CARDIOVASCULAR:

    · RESPIRATORY:

    · GASTROINTESTINAL:

    · GENITOURINARY:

    · NEUROLOGICAL:

    · MUSCULOSKELETAL:

    · HEMATOLOGIC:

    · LYMPHATICS:

    · ENDOCRINOLOGIC:

    **Objective:**

    **Physical exam:** if applicable

    **Diagnostic results**:

    **Assessment:**

    Mental Status Examination:

    Differential Diagnoses:

    Reflections:

    **References**

    © 2021 Walden University Page 1 of 3

    **## NRNP_PRAC_6635_ComprehensivePsychiatricEvaluationExemplar_rev.4.20221.docx**

    **NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Exemplar**

    INSTRUCTIONS ON HOW TO USE EXEMPLAR AND TEMPLATE—READ CAREFULLY

    If you are struggling with the format or remembering what to include, follow the
    Comprehensive Psychiatric Evaluation Template
    **_AND_** the Rubric
    as your guide. It is also helpful to review the rubric in detail in order not to lose points unnecessarily because you missed something required. Below highlights by category are taken directly from the grading rubric for the assignment in Weeks 4–10. After reviewing the full details of the rubric, you can use it as a guide.

    In the
    Subjective section, provide:

    · Chief complaint

    · History of present illness (HPI)

    · Past psychiatric history

    · Medication trials and current medications

    · Psychotherapy or previous psychiatric diagnosis

    · Pertinent substance use, family psychiatric/substance use, social, and medical history

    · Allergies

    · ROS

    ·
    Read rating descriptions to see the grading standards!

    In the
    Objective section, provide:

    · Physical exam documentation of systems pertinent to the chief complaint, HPI, and history

    · Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.

    ·
    Read rating descriptions to see the grading standards!

    In the
    Assessment section, provide:

    · Results of the mental status examination,
    _presented in paragraph form._

    · At least three differentials with supporting evidence. List them from top priority to least priority. Compare the
    _DSM-5-TR_ diagnostic criteria for each differential diagnosis and explain what
    _DSM-5-TR_ criteria rules out the differential diagnosis to find an accurate diagnosis.
    _Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case_.

    ·
    Read rating descriptions to see the grading standards!

    Reflect on this case. Include: Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (
    **_demonstrate critical thinking beyond confidentiality and consent for treatment_**!), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

    (The comprehensive evaluation is typically the
    _initial_ new patient evaluation. You will practice writing this type of note in this course. You will be ruling out other mental illnesses so often you will write up what symptoms are present and what symptoms are not present from illnesses to demonstrate you have indeed assessed for all illnesses which could be impacting your patient. For example, anxiety symptoms, depressive symptoms, bipolar symptoms, psychosis symptoms, substance use, etc.)

    EXEMPLAR BEGINS HERE

    **CC** (chief complaint): A
    brief statement identifying why the patient is here. This statement is verbatim of the patient’s own words about why presenting for assessment. For a patient with dementia or other cognitive deficits, this statement can be obtained from a family member.

    **HPI**: Begin this section with patient’s initials, age, race, gender, purpose of evaluation, current medication and referral reason. For example:

    N.M. is a 34-year-old Asian male presents for psychiatric evaluation for anxiety. He is currently prescribed sertraline which he finds ineffective. His PCP referred him for evaluation and treatment.

    Or

    P.H., a 16-year-old Hispanic female, presents for psychiatric evaluation for concentration difficulty. She is not currently prescribed psychotropic medications. She is referred by her therapist for medication evaluation and treatment.

    Then, this section continues with the symptom analysis for your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis.

    Paint a picture of what is wrong with the patient. First what is bringing the patient to your evaluation. Then, include a PSYCHIATRIC REVIEW OF SYMPTOMS. The symptoms onset, duration, frequency, severity, and impact. Your description here will guide your differential diagnoses. You are seeking symptoms that may align with many DSM-5-TR diagnoses, narrowing to what aligns with diagnostic criteria for mental health and substance use disorders.

    **Past Psychiatric History**: This section documents the patient’s past treatments. Use the mnemonic
    **G** o
    **Ch** a
    **MP.**

    **G** eneral Statement: Typically, this is a statement of the patients first treatment experience. For example: The patient entered treatment at the age of 10 with counseling for depression during her parents’ divorce. OR The patient entered treatment for detox at age 26 after abusing alcohol since age 13.

    **C** aregivers are listed if applicable.

    **H** ospitalizations: How many hospitalizations? When and where was last hospitalization? How many detox? How many residential treatments? When and where was last detox/residential treatment? Any history of suicidal or homicidal behaviors? Any history of self-harm behaviors?

    **M** edication trials: What are the previous psychotropic medications the patient has tried and what was their reaction? Effective, Not Effective, Adverse Reaction? Some examples: Haloperidol (dystonic reaction), risperidone (hyperprolactinemia), olanzapine (effective, insurance wouldn’t pay for it)

    **P** sychotherapy or
    **P** revious Psychiatric Diagnosis: This section can be completed one of two ways depending on what you want to capture to support the evaluation. First, does the patient know what type? Did they find psychotherapy helpful or not? Why? Second, what are the previous diagnosis for the client noted from previous treatments and other providers. Thirdly, you could document both.

    **Substance Use History:** This section contains any history or current use of caffeine, nicotine, illicit substance (including marijuana), and alcohol. Include the daily amount of use and last known use. Include type of use such as inhales, snorts, IV, etc. Include any histories of withdrawal complications from tremors, Delirium Tremens, or seizures.

    **Family Psychiatric/Substance Use History:** This section contains any family history of psychiatric illness, substance use illnesses, and family suicides. You may choose to use a genogram to depict this information. Be sure to include a reader’s key to your genogram or write up in narrative form.

    **Social History:** This section may be lengthy if completing an evaluation for psychotherapy or shorter if completing an evaluation for psychopharmacology. However, at a minimum, please include:

    Where patient was born, who raised the patient

    Number of brothers/sisters (what order is the patient within siblings)

    Who the patient currently lives with in a home? Are they single, married, divorced, widowed? How many children?

    Educational Level

    Hobbies:

    Work History: currently working/profession, disabled, unemployed, retired?

    Legal history: past hx, any current issues?

    Trauma history: Any childhood or adult history of trauma?

    Violence Hx:
    Concern or issues about safety (personal, home, community, sexual (current & historical)

    **Medical History:** This section contains any illnesses, surgeries, include any hx of seizures, head injuries.

    **Current Medications**: Include dosage, frequency, length of time used, and reason for use. Also include OTC or homeopathic products.

    **Allergies**:
    Include medication, food, and environmental allergies separately. Provide a description of what the allergy is (e.g., angioedema, anaphylaxis). This will help determine a true reaction vs. intolerance.

    **Reproductive Hx**:
    Menstrual history (date of LMP), Pregnant (yes or no), Nursing/lactating (yes or no), contraceptive use (method used), types of intercourse: oral, anal, vaginal, other, any sexual concerns

    **ROS**: Cover all body systems that may help you include or rule out a differential diagnosis. Please note: THIS IS DIFFERENT from a physical examination!

    You should list each system as follows:
    General:Head:
    EENT: etc. You should list these in bullet format and document the systems in order from head to toe.

    Example of Complete ROS:

    GENERAL: No weight loss, fever, chills, weakness, or fatigue.

    HEENT: Eyes: No visual loss, blurred vision, double vision, or yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose, or sore throat.

    SKIN: No rash or itching.

    CARDIOVASCULAR: No chest pain, chest pressure, or chest discomfort. No palpitations or edema.

    RESPIRATORY: No shortness of breath, cough, or sputum.

    GASTROINTESTINAL: No anorexia, nausea, vomiting, or diarrhea. No abdominal pain or blood.

    GENITOURINARY: Burning on urination, urgency, hesitancy, odor, odd color

    NEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness, or tingling in the extremities. No change in bowel or bladder control.

    MUSCULOSKELETAL: No muscle, back pain, joint pain, or stiffness.

    HEMATOLOGIC: No anemia, bleeding, or bruising.

    LYMPHATICS: No enlarged nodes. No history of splenectomy.

    ENDOCRINOLOGIC: No reports of sweating, cold, or heat intolerance. No polyuria or polydipsia.

    **Physical exam (If applicable and if you have opportunity to perform—document if exam is completed by PCP)**: From head to toe, include what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History.
    **Do not use “WNL” or “normal.” You must describe what you see.** Always document in head-to-toe format i.e., General: Head: EENT: etc.

    **Diagnostic results**: Include any labs, X-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines).

    **A** ssessment

    **Mental Status Examination:** For the purposes of your courses, this section must be presented in paragraph form and not use of a checklist! This section you will describe the patient’s appearance, attitude, behavior, mood and affect, speech, thought processes, thought content, perceptions (hallucinations, pseudohallucinations, illusions, etc.)., cognition, insight, judgment, and SI/HI. See an example below. You will modify to include the specifics for your patient on the above elements—DO NOT just copy the example. You may use a preceptor’s way of organizing the information if the MSE is in paragraph form.

    He is an 8-year-old African American male who looks his stated age. He is cooperative with examiner. He is neatly groomed and clean, dressed appropriately. There is no evidence of any abnormal motor activity. His speech is clear, coherent, normal in volume and tone. His thought process is goal directed and logical. There is no evidence of looseness of association or flight of ideas. His mood is euthymic, and his affect appropriate to his mood. He was smiling at times in an appropriate manner. He denies any auditory or visual hallucinations. There is no evidence of any delusional thinking.   He denies any current suicidal or homicidal ideation. Cognitively, he is alert and oriented. His recent and remote memory is intact. His concentration is good. His insight is good.

    **Differential Diagnoses**:
    You must have at least three differentials with supporting evidence. Explain what rules each differential in or out and justify your primary diagnostic impression selection. You will use supporting evidence from the literature to support your rationale. Include pertinent positives and pertinent negatives for the specific patient case.

    **Also included in this section is the reflection.** Reflect on this case and discuss whether or not you agree with your preceptor’s assessment and diagnostic impression of the patient and why or why not. What did you learn from this case? What would you do differently?

    Also include in your reflection a discussion related to legal/ethical considerations (
    **demonstrating critical thinking beyond confidentiality and consent for treatment!**), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

    **References (move to begin on next page)**

    You are required to include at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines which relate to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting.

    © 2021 Walden University Page 1 of 3

    **AssessingandDiagnosingPatientsWithSchizophrenia.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assessinganddiagnosingpatientswithschizophrenia-docx-10256779)

    **## TrainingTitle8casestudy.docx**

    Training Title 8
    Name: Mrs. Abrianna Tilman
    Gender: female
    Age: 27 years old
    T- 98.6 P- 88 R 18 154/92 Ht 5’1 Wt 230lbs
    Background: Recently had her first child two months ago. Currently married; stay at home
    mother after working in community library for 5 years. Grew up with her mother after her
    parents divorced when she was 16; has two sisters in Troy, Alabama. Completed education
    through bachelor’s level, majoring in English Literature. No previous suicidal gestures. Brother
    committed suicide via GSW. She denied drugs/alcohol; brother was addicted to
    methamphetamines. Hx of HTN-prescribed Trandate 100mg twice daily, admits to missing doses
    due to forgetting. No legal hx. Allergies: PCN
    Symptom Media. (Producer). (2016).

    Training title 8 [Video].
    https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/wa
    tch/training-title-8

    **## NRNPPRAC6635ComprehensivePsychiatricEvaluationTemplate.docx**

    **NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Template**

    **Week (enter week #): (Enter assignment title)**

    Student Name

    College of Nursing-PMHNP, Walden University

    NRNP 6635: Psychopathology and Diagnostic Reasoning

    Faculty Name

    Assignment Due Date

    **Subjective:**

    **CC** (chief complaint):

    **HPI**:

    **Past Psychiatric History**:

    ·
    **G** eneral Statement:

    ·
    **C** aregivers (if applicable):

    ·
    **H** ospitalizations:

    ·
    **M** edication trials:

    ·
    **P** sychotherapy or
    **P** revious Psychiatric Diagnosis:

    **Substance Current Use and History:**

    **Family Psychiatric/Substance Use History:**

    **Psychosocial History:**

    **Medical History:**

    ·
    **Current Medications**:

    ·
    **Allergies**:

    ·
    **Reproductive Hx**:

    **ROS**:

    · GENERAL:

    · HEENT:

    · SKIN:

    · CARDIOVASCULAR:

    · RESPIRATORY:

    · GASTROINTESTINAL:

    · GENITOURINARY:

    · NEUROLOGICAL:

    · MUSCULOSKELETAL:

    · HEMATOLOGIC:

    · LYMPHATICS:

    · ENDOCRINOLOGIC:

    **Objective:**

    **Physical exam:** if applicable

    **Diagnostic results**:

    **Assessment:**

    Mental Status Examination:

    Differential Diagnoses:

    Reflections:

    **References**

    © 2021 Walden University Page 1 of 3

    **## NRNP_PRAC_6635_ComprehensivePsychiatricEvaluationExemplar_rev.4.20221.docx**

    **NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Exemplar**

    INSTRUCTIONS ON HOW TO USE EXEMPLAR AND TEMPLATE—READ CAREFULLY

    If you are struggling with the format or remembering what to include, follow the
    Comprehensive Psychiatric Evaluation Template
    **_AND_** the Rubric
    as your guide. It is also helpful to review the rubric in detail in order not to lose points unnecessarily because you missed something required. Below highlights by category are taken directly from the grading rubric for the assignment in Weeks 4–10. After reviewing the full details of the rubric, you can use it as a guide.

    In the
    Subjective section, provide:

    · Chief complaint

    · History of present illness (HPI)

    · Past psychiatric history

    · Medication trials and current medications

    · Psychotherapy or previous psychiatric diagnosis

    · Pertinent substance use, family psychiatric/substance use, social, and medical history

    · Allergies

    · ROS

    ·
    Read rating descriptions to see the grading standards!

    In the
    Objective section, provide:

    · Physical exam documentation of systems pertinent to the chief complaint, HPI, and history

    · Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.

    ·
    Read rating descriptions to see the grading standards!

    In the
    Assessment section, provide:

    · Results of the mental status examination,
    _presented in paragraph form._

    · At least three differentials with supporting evidence. List them from top priority to least priority. Compare the
    _DSM-5-TR_ diagnostic criteria for each differential diagnosis and explain what
    _DSM-5-TR_ criteria rules out the differential diagnosis to find an accurate diagnosis.
    _Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case_.

    ·
    Read rating descriptions to see the grading standards!

    Reflect on this case. Include: Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (
    **_demonstrate critical thinking beyond confidentiality and consent for treatment_**!), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

    (The comprehensive evaluation is typically the
    _initial_ new patient evaluation. You will practice writing this type of note in this course. You will be ruling out other mental illnesses so often you will write up what symptoms are present and what symptoms are not present from illnesses to demonstrate you have indeed assessed for all illnesses which could be impacting your patient. For example, anxiety symptoms, depressive symptoms, bipolar symptoms, psychosis symptoms, substance use, etc.)

    EXEMPLAR BEGINS HERE

    **CC** (chief complaint): A
    brief statement identifying why the patient is here. This statement is verbatim of the patient’s own words about why presenting for assessment. For a patient with dementia or other cognitive deficits, this statement can be obtained from a family member.

    **HPI**: Begin this section with patient’s initials, age, race, gender, purpose of evaluation, current medication and referral reason. For example:

    N.M. is a 34-year-old Asian male presents for psychiatric evaluation for anxiety. He is currently prescribed sertraline which he finds ineffective. His PCP referred him for evaluation and treatment.

    Or

    P.H., a 16-year-old Hispanic female, presents for psychiatric evaluation for concentration difficulty. She is not currently prescribed psychotropic medications. She is referred by her therapist for medication evaluation and treatment.

    Then, this section continues with the symptom analysis for your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis.

    Paint a picture of what is wrong with the patient. First what is bringing the patient to your evaluation. Then, include a PSYCHIATRIC REVIEW OF SYMPTOMS. The symptoms onset, duration, frequency, severity, and impact. Your description here will guide your differential diagnoses. You are seeking symptoms that may align with many DSM-5-TR diagnoses, narrowing to what aligns with diagnostic criteria for mental health and substance use disorders.

    **Past Psychiatric History**: This section documents the patient’s past treatments. Use the mnemonic
    **G** o
    **Ch** a
    **MP.**

    **G** eneral Statement: Typically, this is a statement of the patients first treatment experience. For example: The patient entered treatment at the age of 10 with counseling for depression during her parents’ divorce. OR The patient entered treatment for detox at age 26 after abusing alcohol since age 13.

    **C** aregivers are listed if applicable.

    **H** ospitalizations: How many hospitalizations? When and where was last hospitalization? How many detox? How many residential treatments? When and where was last detox/residential treatment? Any history of suicidal or homicidal behaviors? Any history of self-harm behaviors?

    **M** edication trials: What are the previous psychotropic medications the patient has tried and what was their reaction? Effective, Not Effective, Adverse Reaction? Some examples: Haloperidol (dystonic reaction), risperidone (hyperprolactinemia), olanzapine (effective, insurance wouldn’t pay for it)

    **P** sychotherapy or
    **P** revious Psychiatric Diagnosis: This section can be completed one of two ways depending on what you want to capture to support the evaluation. First, does the patient know what type? Did they find psychotherapy helpful or not? Why? Second, what are the previous diagnosis for the client noted from previous treatments and other providers. Thirdly, you could document both.

    **Substance Use History:** This section contains any history or current use of caffeine, nicotine, illicit substance (including marijuana), and alcohol. Include the daily amount of use and last known use. Include type of use such as inhales, snorts, IV, etc. Include any histories of withdrawal complications from tremors, Delirium Tremens, or seizures.

    **Family Psychiatric/Substance Use History:** This section contains any family history of psychiatric illness, substance use illnesses, and family suicides. You may choose to use a genogram to depict this information. Be sure to include a reader’s key to your genogram or write up in narrative form.

    **Social History:** This section may be lengthy if completing an evaluation for psychotherapy or shorter if completing an evaluation for psychopharmacology. However, at a minimum, please include:

    Where patient was born, who raised the patient

    Number of brothers/sisters (what order is the patient within siblings)

    Who the patient currently lives with in a home? Are they single, married, divorced, widowed? How many children?

    Educational Level

    Hobbies:

    Work History: currently working/profession, disabled, unemployed, retired?

    Legal history: past hx, any current issues?

    Trauma history: Any childhood or adult history of trauma?

    Violence Hx:
    Concern or issues about safety (personal, home, community, sexual (current & historical)

    **Medical History:** This section contains any illnesses, surgeries, include any hx of seizures, head injuries.

    **Current Medications**: Include dosage, frequency, length of time used, and reason for use. Also include OTC or homeopathic products.

    **Allergies**:
    Include medication, food, and environmental allergies separately. Provide a description of what the allergy is (e.g., angioedema, anaphylaxis). This will help determine a true reaction vs. intolerance.

    **Reproductive Hx**:
    Menstrual history (date of LMP), Pregnant (yes or no), Nursing/lactating (yes or no), contraceptive use (method used), types of intercourse: oral, anal, vaginal, other, any sexual concerns

    **ROS**: Cover all body systems that may help you include or rule out a differential diagnosis. Please note: THIS IS DIFFERENT from a physical examination!

    You should list each system as follows:
    General:Head:
    EENT: etc. You should list these in bullet format and document the systems in order from head to toe.

    Example of Complete ROS:

    GENERAL: No weight loss, fever, chills, weakness, or fatigue.

    HEENT: Eyes: No visual loss, blurred vision, double vision, or yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose, or sore throat.

    SKIN: No rash or itching.

    CARDIOVASCULAR: No chest pain, chest pressure, or chest discomfort. No palpitations or edema.

    RESPIRATORY: No shortness of breath, cough, or sputum.

    GASTROINTESTINAL: No anorexia, nausea, vomiting, or diarrhea. No abdominal pain or blood.

    GENITOURINARY: Burning on urination, urgency, hesitancy, odor, odd color

    NEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness, or tingling in the extremities. No change in bowel or bladder control.

    MUSCULOSKELETAL: No muscle, back pain, joint pain, or stiffness.

    HEMATOLOGIC: No anemia, bleeding, or bruising.

    LYMPHATICS: No enlarged nodes. No history of splenectomy.

    ENDOCRINOLOGIC: No reports of sweating, cold, or heat intolerance. No polyuria or polydipsia.

    **Physical exam (If applicable and if you have opportunity to perform—document if exam is completed by PCP)**: From head to toe, include what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History.
    **Do not use “WNL” or “normal.” You must describe what you see.** Always document in head-to-toe format i.e., General: Head: EENT: etc.

    **Diagnostic results**: Include any labs, X-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines).

    **A** ssessment

    **Mental Status Examination:** For the purposes of your courses, this section must be presented in paragraph form and not use of a checklist! This section you will describe the patient’s appearance, attitude, behavior, mood and affect, speech, thought processes, thought content, perceptions (hallucinations, pseudohallucinations, illusions, etc.)., cognition, insight, judgment, and SI/HI. See an example below. You will modify to include the specifics for your patient on the above elements—DO NOT just copy the example. You may use a preceptor’s way of organizing the information if the MSE is in paragraph form.

    He is an 8-year-old African American male who looks his stated age. He is cooperative with examiner. He is neatly groomed and clean, dressed appropriately. There is no evidence of any abnormal motor activity. His speech is clear, coherent, normal in volume and tone. His thought process is goal directed and logical. There is no evidence of looseness of association or flight of ideas. His mood is euthymic, and his affect appropriate to his mood. He was smiling at times in an appropriate manner. He denies any auditory or visual hallucinations. There is no evidence of any delusional thinking.   He denies any current suicidal or homicidal ideation. Cognitively, he is alert and oriented. His recent and remote memory is intact. His concentration is good. His insight is good.

    **Differential Diagnoses**:
    You must have at least three differentials with supporting evidence. Explain what rules each differential in or out and justify your primary diagnostic impression selection. You will use supporting evidence from the literature to support your rationale. Include pertinent positives and pertinent negatives for the specific patient case.

    **Also included in this section is the reflection.** Reflect on this case and discuss whether or not you agree with your preceptor’s assessment and diagnostic impression of the patient and why or why not. What did you learn from this case? What would you do differently?

    Also include in your reflection a discussion related to legal/ethical considerations (
    **demonstrating critical thinking beyond confidentiality and consent for treatment!**), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

    **References (move to begin on next page)**

    You are required to include at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines which relate to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting.

    © 2021 Walden University Page 1 of 3

    **AssessingandDiagnosingPatientsWithSchizophrenia.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assessinganddiagnosingpatientswithschizophrenia-docx-10256779)