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  • Benefits of mindful self

    Benefits of mindful self

    Recent research has found high levels of stress and burnout as well as moderate depression among frontline nurses during COVID-19. 1 Such stress and burnout are exacerbated by the unpredictability of the pandemic. To prevent and address physical and emotional fatigue, nurses must engage in personal self-care. One evidence-based strategy that is growing in efficacy throughout healthcare is mindful self- compassion (MSC), which is the practice of treating oneself with the same kindness and compassion as one would extend to a close friend going through a difficult situation.

    2 This practice requires awareness to recognize personal suffering, stress, or exhaustion. MSC also promotes self-compassion through the aware- ness of difficult emotions (such as self-criticism, rumination) and the ability to cultivate awareness and compassionate action toward one- self.2 The article explores the benefits and strategies of practicing MSC for nurses, reviews the effectiveness of an MSC curriculum, and discusses practical techniques for nurses to put MSC theory into practice.

    MSC for healthy coping MSC entails three dyads to promote healthy emotional and behavioral coping: kindness versus criticism, common humanity versus isolation, and mindfulness versus rumina- tion.3 For example, a nurse who has been working overtime shifts during the COVID-19 pandemic may feel physically and emotionally exhaust- ed, and unable to help each patient due to overcapacity and limited unit staff.

    This nurse may become overly self-critical, feel inadequate to maintain quality care through such conditions, feel isolated from family or loved ones, and ruminate on these feelings. This is an example of maladaptive coping and a sign of burnout. When practicing MSC, this nurse may express self-kindness by understanding successful care despite limited resources, recognize common humanity in the over-

    Abstract: Nurses who regularly engage in self-compassion training may be more resilient to stressors and burnout, and thus able to provide more compassionate care to patients. The article explores the benefits and strategies of practicing mindful self-compassion (MSC) for nurses, reviews the effectiveness of an MSC curriculum, and discusses practical techniques for nurses to put MSC theory into practice.

    Are you looking for answers to a similar assignment? customnursingassignments.com has the top and most qualified writers to help with any of your assignments. All you need to do is place an order with us. (Benefits of mindful self)

    Benefits of mindful self
    Benefits of mindful self

    Behavioral Health

    whelming challenge posed by the pandemic on healthcare workers across the globe, and mindfully recognize feelings of fatigue and stress. With such connectivity to thoughts and emotions, nurses can become self-compassionate, which in turn promotes healthy coping. As posited in the Broaden-and-Build Model, MSC and positive emotional expression enable individuals to broaden their scope of possible emotions and behaviors.4 The Broaden-and-Build Model suggests that positive emotional expression increases thought action repertoires.

    In other words, when a person expresses positive emotions like joy or gratitude, their choice of possible thoughts in response to such positive emotions expands. This leads to a wider variety of behavioral responses, often including creativity, playfulness, curiosity, and flexibility.5 The relationship between positive emotions (such as self-compassion), positive thinking, and adaptive behaviors helps people respond to difficult situations with flexibility and re- silience.4 Engaging in mindfully

    self-compassionate thinking and behaviors add personal, emotional, and behavioral resources to a per- son’s “toolbelt,” enabling them to overcome difficulties, stressors, or criticism.

    Evaluating MSC effectiveness Over the past 10 years, MSC has been incorporated into healthcare settings. A recent pilot study exam- ined the effectiveness of an 8-week MSC training program on compas- sion fatigue and resilience in nurs- es.6 In this study, a sample of nurses

    Overview of the mindful self-compassion (MSC) curriculum2

    Training modules Content overview Content example

    Discovering MSC Participants engage in a conceptual introduction to self-compassion with informal practices that can be used during the week.

    Participants engage in the Self-compassion Break, through which the three components of self- compassion are evoked through guided meditation.

    Practicing mindfulness

    Participants receive formal and informal mindfulness practice training as well as the rationale for mindfulness in MSC.

    Participants receive 15-minute didactic teaching to build the foundation of mindfulness. They can engage in a Compassionate Body Scan, in which they pay sequential attention to each part of the body and resultant bodily sensations. This promotes a physical sense of self-compassion rather than criticism or shame.

    Practicing loving- kindness

    Participants discover their own loving- kindness and compassion phrases for use throughout the day.

    Participants engage in an interpersonal, group cohesion exercise to build loving-kindness and trust.

    Discovering your compassionate voice

    Participants learn how to motivate themselves with kindness rather than self- criticism.

    Participants practice Exploring Self-compassion through Writing, by writing a letter to themselves about a critical issue from a place of acceptance and compassion.

    Living deeply Participants focus on the skill of compassionate listening.

    Participants practice Giving and Receiving Meditation, a self-compassionate breathing meditation technique to prevent caregiver fatigue.

    Meeting difficult emotions

    Participants apply their skills by applying MSC to difficult emotions.

    Participants practice the Changing your Critical Self-talk meditation as a method to reframe their critical self-talk to be more friendly.

    Exploring challenging relationships

    Participants learn the importance of MSC in their relationships and emotions, such as anger in relationships, caregiver fatigue, and forgiveness.

    Participants can engage in the Taking Care of the Caregiver meditation, in which they learn to keep their hearts open and help care for and nurture themselves at the same time they are caring for and nurturing others.

    Embracing your life Participants end with positive psychology through savoring, gratitude, and self- appreciation practice.

    Participants reframe their inner dialogue so that it is more encouraging and supportive through the Identifying What We Really Want exercise.

    From a variety of units including oncology, cardiology, maternity, in- tensive care, and urology participated in 2.5-hour MSC training sessions over the course of 8 weeks. The MSC training program included validated modules as well as a half- day in-service retreat. The module topics were: Discovering MSC, Practicing mindfulness, Practicing loving-kindness, Discovering your compassionate voice, Living deeply, Meeting difficult emotions, Exploring challenging relationships, and Embracing your life, (see Overview of the MSC curriculum2).

    To evaluate the effectiveness of the 8-week MSC training, partici- pants completed pre- and post- quantitative measures of mindful- ness, self-compassion, resilience, burnout, and compassion fatigue. They also participated in focus groups at the end of the 8-week MSC training in which they re- sponded to the question, “How did you experience the effects of this Pilot (MSC) training?”

    From pre- to post-intervention, participants reported a statistically significant increase in self-compas- sion, mindfulness, compassion sat- isfaction, and resilience. Participants also experienced statistically signifi- cant decreases in compassion fa- tigue and burnout. The effect size Cohen’s d effect size, which is the standardized difference between two means, ranged from d = .82 to d = 1.5 for all variables. Lastly, the major themes that emerged from the qualitative data included enhanced coping, positive mental state, and reduced stress.

    While the mixed-methods results were significant, no follow-up was conducted to assess the sustainabil- ity of the results. That being said, the MSC training was practical, meaning each module could be tai- lored to later be applied to nurses’ shifts when they returned to work. Participants reported strong satisfac-

    tion with the MSC training pro- gram, indicating the potential im- portance and enjoyment of applying such coping strategies in healthcare settings.

    Practical techniques for nurses This study is of special interest for a multitude of reasons. First, self- compassion training has been found to improve healthy behavior self- regulation as a means of coping, enhance resilience to difficulty and stressors, and promote healthcare job satisfaction.7-9 MSC is also easy to implement through in-service training, through various modalities such as face-to-face, online, pod- cast; in groups or individually; is free of cost; and can be tailored to the needs of the unit. While the MSC training discussed involved 2.5-hour sessions, research has found that people can reap the ben- efits of MSC through as little as 5 minutes of practice per day.

    7 Nurses are encouraged to engage in a moment of self-compassion during change-of-shift or huddle. Mindful self-compassionate cue words and reminders can be posted in the staff room or via weekly team emails. It is important for healthcare leaders to encourage nurses to reflect on stress management habits and negative emotional states related to their jobs.

    Through such awareness, nurses can begin to extend self- compassion both at and away from work. Self-compassion can also be elicited through journaling, letter writing, or imagery, all of which can be practiced at the beginning of a shift, during breaks, or at the end of a shift. Healthcare workers who regularly engage in self-compassion training may be more resilient to stressors and burnout, have stronger relationships at work, and provide compassionate care because they have first extended compassion to themselves.

    REFERENCES

    1. Murat M, Köse S, Savas,er S. Determination of stress, depression and burnout levels of front-line nurses during the COVID-19 pandemic. Int J Ment Health Nurs. 2021;30(2):533-543. doi:10.1111/ inm.12818.

    2. Germer C, Neff KD. Mindful self-compassion (MSC). In: Itvzan I, ed. The Handbook of Mindfulness- Based Programs: Every Established Intervention, from Medicine to Education. London: Routledge; 2019:357- 367.

    3. Neff KD. Self-compassion: an alternative conceptualization of a healthy attitude toward oneself. Self Identity. 2003;2:85-102. doi:10.1080/15298860390129863.

    4. Fredrickson BL. Positive emotions broaden and build. In: Advances in Experimental Social Psychology. Vol 47. Academic Press, USA; 2013:1-53.

    5. Fredrickson BL. The broaden-and-build theory of positive emotions. Philos Trans R Soc Lond B Biol Sci. 2004;359(1449):1367-1378. doi:10.1098/ rstb.2004.1512.

    6. Delaney MC. Caring for the caregivers: evaluation of the effect of an eight-week pilot mindful self-compassion (MSC) training program on nurses’ compassion fatigue and resilience. PLoS One. 2018;13(11):e0207261. doi:10.1371/journal. pone.0207261.

    7. Biber DD, Ellis R. The effect of self- compassion on the self-regulation of health behaviors: a systematic review. J Health Psychol. 2019;24(14):2060-2071. doi:10.1177/1359105317713361.

    8. Kemper KJ, Mo X, Khayat R. Are mindfulness and self-compassion associated with sleep and resilience in health professionals? J Altern Complement Med. 2015;21(8):496-503. doi:10.1089/ acm.2014.0281.

    9. Vaillancourt ES, Wasylkiw L. The intermediary role of burnout in the relationship between self-compassion and job satisfaction among nurses. Can J Nurs Res. 2020;52(4):246-254. doi:10.1177/0844562119846274.

    Duke D. Biber is an assistant professor of Health and Community Wellness at the University of West Geor- gia in Carrollton, Ga.

    The author has disclosed no potential conflicts of interest, financial or otherwise.

    DOI-10.1097/01.NURSE.0000827152.10997.19

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  • Assignment 1 : Assessing, Diagnosing, and Treating Adults with Mood Disorders – Solution

    Assignment: Assessing, Diagnosing, and Treating Adults with Mood Disorders

    It is important for the PMHNP to have a comprehensive understanding of mood disorders in order to assess and accurately formulate a diagnosis and treatment plan for patients presenting with these disorders. Mood disorders may be diagnosed when a patient’s emotional state meets the diagnostic criteria for severity, functional impact, and length of time

    Those with a mood disorder may find that their emotions interfere with work, relationships, or other parts of their lives that impact daily functioning. Mood disorders may also lead to substance abuse or suicidal thoughts or behaviors, and although they are not likely to go away on their own, they can be managed with an effective treatment plan and understanding of how to manage symptoms.

    In this Assignment you will assess, diagnose, and devise a treatment plan for a patient in a case study who is presenting with a mood disorder.

    To Prepare

    · Review the Focused SOAP Note template, which you will use to complete this Assignment. There is also a Focused SOAP Note Exemplar provided as a guide for Assignment expectations.

    · Review the video,  Case Study: Petunia Park. You will use this case as the basis of this Assignment. In this video, a Walden faculty member is assessing a mock patient. The patient will be represented onscreen as an avatar.

    · Consider what history would be necessary to collect from this patient.

    · Consider what interview questions you would need to ask this patient.

    · Consider patient diagnostics missing from the video: 

    Provider Review outside of interview:

    Temp 98.2   Pulse  90  Respiration 18   B/P  138/88

    Laboratory Data Available: Urine drug and alcohol screen negative.  CBC within normal ranges, CMP within normal ranges. Lipid panel within normal ranges. Prolactin Level 8; TSH 6.3 (H)

    The Assignment – Instructions

    Develop a Focused SOAP Note, (use the attached template) including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template:

    · Subjective: What details did the patient provide regarding their chief complaint and symptomatology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?

    · Objective: What observations did you make during the psychiatric assessment?

    · Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest to lowest priority. Compare the  DSM-5-TR diagnostic criteria for each differential diagnosis and explain what  DSM-5 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.

    · Plan: What is your plan for psychotherapy? What is your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters as well as a rationale for this treatment and management plan. Also incorporate one health promotion activity and one patient education strategy.

    · Reflection notes: Reflect on this case. 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 that takes into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

    · APA 7

    · At least 5 references

    Are you looking for answers to a similar assignment? customnursingassignments.com has the top and most qualified writers to help with any of your assignments. All you need to do is place an order with us. (Assessing, Diagnosing, and Treating Adults with Mood Disorders)

    Assessing, Diagnosing, and Treating Adults with Mood Disorders
    Assessing, Diagnosing, and Treating Adults with Mood Disorders

    NRNP/PRAC 6665 & 6675 Focused SOAP 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 Focused SOAP Note 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. After reviewing 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 FOCUSED SOAP psychiatric evaluation is typically the follow-up visit patient note. You will practice writing this type of note in this course. You will be focusing more on the symptoms from your differential diagnosis from the comprehensive psychiatric evaluation narrowing to your diagnostic impression. You will write up what symptoms are present and what symptoms are not present from illnesses to demonstrate you have indeed assessed for illnesses which could be impacting your patient. For example, anxiety symptoms, depressive symptoms, bipolar symptoms, psychosis symptoms, substance use, etc.)

    EXEMPLAR BEGINS HERE

    Subjective:

    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 medication management follow up for anxiety. He was initiated sertraline last appt which he finds was effective for two weeks then symptoms began to return.

    Or

    P.H., a 16-year-old Hispanic female, presents for follow up to discuss previous psychiatric evaluation for concentration difficulty. She is not currently prescribed psychotropic medications as we deferred until further testing and screening was conducted.

    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 follow up evaluation? Document symptom onset, duration, frequency, severity, and impact. What has worsened or improved since last appointment? What stressors are they facing? Your description here will guide your differential diagnoses into your diagnostic impression. You are seeking symptoms that may align with many DSM-5 diagnoses, narrowing to what aligns with diagnostic criteria for mental health and substance use disorders.

    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.

    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.

    Objective:

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

    Assessment:

    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. 

    Diagnostic Impression: You must begin to narrow your differential diagnosis to your diagnostic impression. You must explain how and why (your rationale) you ruled out any of your differential diagnoses. You must explain how and why (your rationale) you concluded to your diagnostic impression. 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.).

    Case Formulation and Treatment Plan 

    Includes documentation of diagnostic studies that will be obtained, referrals to other health care providers, therapeutic interventions including psychotherapy and/or psychopharmacology, education, disposition of the patient, and any planned follow-up visits. Each diagnosis or condition documented in the assessment should be addressed in the plan. The details of the plan should follow an orderly manner. *See an example below. You will modify to your practice so there may be information excluded/included. If you are completing this for a practicum, what does your preceptor document?

    Risks and benefits of medications are discussed including non- treatment. Potential side effects of medications discussed (be detailed in what side effects discussed). Informed client not to stop medication abruptly without discussing with providers. Instructed to call and report any adverse reactions. Discussed risk of medication with pregnancy/fetus, encouraged birth control, discussed if does become pregnant to inform provider as soon as possible. Discussed how some medications might decreased birth control pill, would need back up method (exclude for males).

    Discussed risks of mixing medications with OTC drugs, herbal, alcohol/illegal drugs. Instructed to avoid this practice. Encouraged abstinence. Discussed how drugs/alcohol affect mental health, physical health, sleep architecture.

    Initiation of (list out any medication and why prescribed, any therapy services or referrals to specialist):

    Client was encouraged to continue with case management and/or therapy services (if not provided by you)

    Client has emergency numbers: Emergency Services 911, the Client’s Crisis Line 1-800-_______. Client instructed to go to nearest ER or call 911 if they become actively suicidal and/or homicidal. (only if you or preceptor provided them)

    Reviewed hospital records/therapist records for collaborative information; Reviewed PMP report (only if actually completed)

    Time allowed for questions and answers provided. Provided supportive listening. Client appeared to understand discussion. Client is amenable with this plan and agrees to follow treatment regimen as discussed. (this relates to informed consent; you will need to assess their understanding and agreement)

    Follow up with PCP as needed and/or for:

    Labs ordered and/or reviewed (write out what diagnostic test ordered, rationale for ordering, and if discussed fasting/non fasting or other patient education)

    Return to clinic:

    Continued treatment is medically necessary to address chronic symptoms, improve functioning, and prevent the need for a higher level of care.

    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.

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  • Case 1: Gastrointestinal Function: Explain signs and symptoms presented that are compatible with the constipation diagnosis – Solution

    Case 1: Gastrointestinal Function: Explain signs and symptoms presented that are compatible with the constipation diagnosis

    Parts  3 and 4  have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.

     Parts  5 and 6  have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.

    APA format

    1) Minimum 7 pages  (No word count per page)- Follow the 3 x 3 rule: minimum of three paragraphs per page

    You must strictly comply with the number of paragraphs requested per page.  

    The number of words in each paragraph should be similar

               Part 1: minimum  2 pages

               Part 2: minimum  1 page

               Part 3: minimum  1 page

               Part 4: minimum  1 page

               Part 5: minimum  1 page

               Part 6: minimum  1 page

    Submit 1 document per part

    2)¨******APA norms

            The number of words in each paragraph should be similar

             All paragraphs must be narrative and cited in the text- each paragraph

             The writing must be coherent, using connectors or conjunctive to extend, add information, or contrast information. 

             Bulleted responses are not accepted

             Don’t write in the first person 

             Don’t copy and paste the questions.

             Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph

    Submit 1 document per part

    3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks) 

    ********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)

    4) Minimum 3 references (APA format) per part not older than 5 years  (Journals, books) (No websites)

    Part 1:  Minimum 6 references- 3 references per case (APA format) per part not older than 5 years  (Journals, books) (No websites) 

    All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed.

    5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next

     Example:

    Q 1. Nursing is XXXXX

    Q 2. Health is XXXX

    Q3. Research is…………………………………………………. (a) The relationship between……… (b) EBI has to

    6) You must name the files according to the part you are answering: 

    Example:

    Part 1.doc 

    Part 2.doc

    __________________________________________________________________________________

    Are you looking for answers to a similar assignment? customnursingassignments.com has the top and most qualified writers to help with any of your assignments. All you need to do is place an order with us. (Explain signs and symptoms presented that are compatible with the constipation diagnosis)

    Explain signs and symptoms presented that are compatible with the constipation diagnosis
    Explain signs and symptoms presented that are compatible with the constipation diagnosis

    Part 1: Advanced pathophysiology

    Case 1: Gastrointestinal Function:

    R.H. is a 74-year-old black woman, who presents to the family practice clinic for a scheduled appointment. She complains of feeling bloated and constipated for the past month, some-times going an entire week with only one bowel movement. Until this episode, she has been very regular all of her life, having a bowel movement every day or every other day. She reports straining most of the time and it often takes her 10 minutes at a minimum to initiate a bowel movement. Stools have been extremely hard. She denies pain during straining.

    A recent colonoscopy was negative for tumors or other lesions. She has not yet taken any medications to provide relief for her constipation. Furthermore, she reports frequent heartburn (3–4 times each week), most often occur-ring soon after retiring to bed. She uses three pillows to keep herself in a more upright position during sleep.

    On a friend’s advice, she purchased a package of over-the-counter aluminum hydroxide tablets to help relieve the heartburn. She has had some improvement since she began taking the medicine. She reports using naproxen as needed for arthritic pain her hands and knees. She states that her hands and knees are extremely stiff when she rises in the morning. Because her arthritis has been getting worse, she has stopped taking her daily walks and now gets very little exercise.

    1. Define constipation and name the risk factors that might lead to develop constipation  (One paragraph) 

    a. List recommendations you would give to a patient who is suffering from constipation.

    Based on the clinical manifestations on R.H. case study

    2. Explain signs and symptoms presented that are compatible with the constipation diagnosis.  (One paragraph) 

    a. Complement with signs and symptoms not present on the case study.

    3. Sometimes as an associate diagnosis and a complication, patients with constipation could have anemia.  (One paragraph) 

    a. Would you consider that possibility based on the information provided on the case study?

    Case 2:Endocrine Function:

    C.B. is a significantly overweight, 48-year-old woman from the Winnebago Indian tribe who had high blood sugar and cholesterol levels three years ago but did not follow up with a clinical diagnostic work-up. She had participated in the state’s annual health screening program and noticed that her fasting blood sugar was 141 and her cholesterol was 225. However, she felt “perfectly fine at the time” and could not afford any more medications.

    Except for a number of “female infections,” she has felt fine until recently. Today, she presents to the Indian Hospital general practitioner complaining that her left foot has been weak and numb for nearly three weeks and that the foot is difficult to flex. She denies any other weakness or numbness at this time. However, she reports that she has been very thirsty lately and gets up more often at night to urinate. She has attributed these symptoms to the extremely warm weather and drinking more water to keep hydrated. She has gained a total of 65 pounds since her last pregnancy 14 years ago, 15 pounds in the last 6 months alone.

    1. Based on C.B. clinical manifestations  (One paragraph) 

    a. Compile the signs and symptoms that she is exhibiting that are compatible with the Diabetes Mellitus Type 2 diagnosis.

    b.  In which race and ethnic groups is DM more prevalent? 

    2. If C.B. develop a bacterial pneumonia on her right lower lobe  (One paragraph) 

    a. How would you expect her Glycemia values to be? 

    3. What would be the best initial therapy non-pharmacologic and pharmacologic to be recommended to C.B?  (One paragraph) 

    Part 2: Nursing role transition to practice

    1. Describe a situation of ethical dilemma that you have experienced in practice 

    2. Explain how it was resolved 

    3. Explain your actual vision your situation and 

    a. Would you do something different?

     Parts  3 and 4  have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.

    Part 3: Biology Lab

    Watch the videos below 

    Read 

    https://www.scientificamerican.com/article/the-idea-that-trees-talk-to-cooperate-is-misleading/

    1. Do trees really communicate? (Three paragraphs)

    a. Explain your answer

    Part 4: Biology Lab

    Watch the videos below 

    Read 

    https://www.scientificamerican.com/article/the-idea-that-trees-talk-to-cooperate-is-misleading/

    1. Do trees really communicate? (Three paragraphs)

    a. Explain your answer

     Parts  5 and 6  have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.

    Part 5: Facilitative communication

    Topic: Developing a Helping Relationship

    1. Define the concepts of  (One paragraph)

    a. Warmth

    b. Empathy 

    c. Explain how these qualities might be expressed in a helping relationship, particularly as it relates to clients who have a very different experience/background from you (culturally, racially, etc).

    2. What is the difference between acceptance and tolerance? (One paragraph)

    3. Discuss two common mistakes (that are not appropriate in a professional helping relationship) that may be challenging for you to avoid. (One paragraph)

    a. Why?

    Part 6: Facilitative communication

    Topic: Developing a Helping Relationship

    1. Define the concepts of  (One paragraph)

    a. Warmth

    b. Empathy 

    c. Explain how these qualities might be expressed in a helping relationship, particularly as it relates to clients who have a very different experience/background from you (culturally, racially, etc).

    2. What is the difference between acceptance and tolerance? (One paragraph)

    3. Discuss two common mistakes (that are not appropriate in a professional helping relationship) that may be challenging for you to avoid. (One paragraph)

    a. Why?

    Nursing Discussion Examples

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    Discussion 1 : Role of Religious and Faith Leaders in Healthcare – Solution

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  • Discussion post

    The assignment is a discussion post. Here’s what needs to be on it.

    Find a research study on a topic of interest: the topic of interest that I chose is ” speech disorder therapy”. Please make sure you provide a link

    Distinguish the method of research

    Identify all variables

    Identify the study’s research question, hypothesis, and purpose

    please add the article as a reference using APA format. Thanks

  • Discussion 1 : Role of Religious and Faith Leaders in Healthcare – Solution

    Role of Religious and Faith Leaders in Healthcare

    Religious and faith leaders are in an ideal position to assist healthcare providers in educating communities about health promotion and wellness and illness, disease, and injury prevention. Globally, communities of faith are some of the most organized institutions with the most expansive reach (Healthy Communication Capacity Collaborative, 2022).

    There are billions of people that subscribe to a religion, allowing religious leaders to influence health behaviors across all races, classes, and nationalities. Religious and faith leaders are frequently the most trusted members of a community, with the ability to influence both community and political leaders. Through this trust and influence, these leaders are able to help shape health attitudes and behaviors.

    According to the World Health Organization (2020), religious leaders also support the health of their parishioners by providing support, comfort, and guidance. They also have the ability to assist parishioners in accessing healthcare and social services. The reach of the religious institutions is not limited to those that practice within their walls (World Health Organization, 2020). They are in a position to provide community outreach during health emergencies and advocate for the health needs of vulnerable populations within their communities.

    An example of church leaders providing education and health promotion is in the management of coronavirus disease (COVID) in the United States. COVID vaccine acceptance rates ranged from 12 percent to 91 percent, depending on the region of the country (Moore et al., 2022).

    Black Americans disproportionately reported vaccine hesitancy. The rampant misinformation about the COVID vaccine and an underlying mistrust of medical providers contributed to the heightened vaccine hesitancy in this population (Moore et al., 2022). In an effort to combat misconceptions and build trust, black religious leaders have paired with health professionals to dispel disinformation and increase trust in the vaccine.

    In South Carolina, where approximately 40 percent of the population remains unvaccinated, religious leaders took action across the state (Moore et al., 2022). Religious leaders provided information using various platforms. This included information provided during sermons and in churches, as well as reaching out via social media. Many pastors felt that they needed to lead by example to increase trust in the vaccine.

    Many chose to take the lead by vaccinating early and sharing their experience. Many churches also paired with community resources to set up COVID vaccination centers in churches. The efforts of the religious leaders were successful, and vaccination rates for the black population increased.  

    Are you looking for answers to a similar assignment? customnursingassignments.com has the top and most qualified writers to help with any of your assignments. All you need to do is place an order with us. (Role of Religious and Faith Leaders in Healthcare)

    Role of Religious and Faith Leaders in Healthcare
    Role of Religious and Faith Leaders in Healthcare

    Refrences

    Healthy Communication Capacity Collaborative. (2022). https://healthcommcapacity.org/i-kits/role-religious-leaders-faith-communities/. Helathcomcapacity. https://healthcommcapacity.org/i-kits/role-religious-leaders-faith-communities/

    Moore, D., Mansfield, L. N., Onsomu, E. O., & Caviness-Ashe, N. (2022, July 22). The role of black pastors in disseminating COVID-19 vaccination information to black communities in south carolina. International Journal of Environmental Research and Public Health, 19(15), 8926. https://doi.org/10.3390/ijerph19158926

    World Health Organization. (2020, April 7). Practical considerations and recommendations for religious leaders and faith-based communities in the context of COVID-19. WHO. https://www.who.int/publications/i/item/practical-considerations-and-recommendations-for-religious-leaders-and-faith-based-communities-in-the-context-of-covid-19

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