Turn in a reference page in APA format. You must use three (3) or more relevant sources; to ensure the readings are relevant and current, the selected peer reviewed article must have been written within the past three (3) years.
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Discuss the five essential qualities of leadership “will” and at least five strategies the nursing leader can implement to foster willingness and hope among team members.
Expectations
Initial Post:
cite at least 2 US sources in apa format
Week 4
MidWeek Comprehension Questions
Discussion
Purpose
Information literacy is critically important for all nurses, especially APNs. APNs must be able to determine what information is needed, find the information, critique the information, provide care based on this information, and evaluate the outcomes of the process. Sound challenging? Continue to reflect upon strategies to facilitate this process. Provide a brief response (100 words or less)
The Electoral College Argument, Politics and Social Media
Discussion
Required Resources
Read/review the following resources for this activity:
· Textbook: Chapters 5, 6 and 10
· Lesson: Read this Week's Lesson which is located in the Modules tab
· Initial Post: minimum of 2 scholarly sources (must include your textbook for one of the sources). Follow-Up Post: minimum of 1 scholarly source for your Follow-Up Post.
· Your Initial Post and your Follow-Up Post must be based on the same Option that you chose in order to receive credit for both posts.
Initial Post Instructions
For the initial post, respond to one of the following options, and label the beginning of your post indicating either Option 1 or Option 2:
·
Option 1: List the ways in which contemporary presidential campaigns have used social media as a campaign tool. Do you consider social media as a successful tool? Explain your answer. Do you see social media as an unsuccessful tool? Explain your answer and provide examples.
Be sure to make connections between your ideas and conclusions and the research, concepts, terms, and theory we are discussing this week.
Writing Requirements
· Minimum of 2 posts (1 initial & 1 follow-up)
· Minimum of 2 sources cited (assigned readings/online lessons and an outside source) for your Initial Post, and 1 scholarly source for your Follow-Up Post.
· APA format for in-text citations and list of references
EBOOK: The Struggle for Democracy, 2018 Elections and Updates Edition
https://bookshelf.vitalsource.com/reader/books/9780135246849/pageid/227 or
email:
[email protected]
pwd: Bryanthierry@09
Reimbursement
Instructions
Healthcare is reimbursed in a variety of ways. The prospective payment method is one of those ways. This paper will be about the prospective payment method where diagnosis-related groupings
(DRGs) forms the basis for payment.
· Research and explain the origin, purpose, and description of DRGs.
· Include what payment is based on.
· Identify the benefits and problems with reimbursement via this method.
· Explain how you as a nurse-manager can help manage costs and maximize your facility’s reimbursement from DRGs.
· The paper should contain an opening, a body, and a conclusion, and be 3-4 pages long.
· Page requirement does not include the title or references page(s)
· 3-4 professional references are required.
Give a one page description of the situation you experienced and explain how incorporating or not incorporating patient preferences, social determinants of healthLinks to an external site., and values impacted the outcome of their treatment plan. Be specific and provide examples. Then, explain how including patient preferences, social determinants of health, and values might impact the trajectory of the situation and how these were reflected in the treatment plan. Finally, explain the value of the patient decision aid you selected and how it might contribute to effective decision making, both in general and in the experience you described. Describe how you might use this decision aid inventory in your professional practice or personal life.
(Please Note: The underlined “social determinants of health” in the above content is meant to hotlink to the following Walden webpage and content:
The role of nurses in the COVID-19 vaccination mandate, telemedicine, and prescription drug pricing is pivotal in advocating for and ensuring a more efficient and patient-centered healthcare system. First and foremost, nurses have played an indispensable role in the global fight against the COVID-19 pandemic. Their contribution to the vaccination efforts has been monumental. Nurses have not only administered vaccines but also served as the face of hope and comfort to countless individuals receiving the vaccine. Their compassionate and humanistic approach has helped alleviate vaccine hesitancy and fear, ensuring that a larger segment of the population gets vaccinated. Beyond the actual vaccination process, nurses have been at the forefront of patient education, conducting interviews to gather crucial health information, and explaining the importance of immunization. Their meticulous monitoring of patients for adverse reactions has been essential in maintaining the safety of the vaccination process. In essence, nurses have been the linchpin of prevention during this pandemic, working tirelessly to protect public health (Pérez, 2021).
Telemedicine, another significant development in healthcare, has been further accelerated by the pandemic. Nurses have been instrumental in the adoption and effective implementation of telemedicine services. Through telehealth platforms, nurses have been able to provide care remotely, ensuring that patients continue to receive vital medical attention while minimizing the risk of virus transmission. This has been especially crucial for individuals with chronic conditions who require regular check-ups and monitoring. Nurses have not only conducted virtual consultations but have also played a vital role in educating patients on how to use telemedicine effectively. They have bridged the gap between technology and healthcare, making it more accessible and user-friendly for patients, ultimately saving them time, money, and, most importantly, lives.
On the front of prescription drug pricing, nurses have also been advocates for patients. The pandemic disrupted global supply chains, leading to fluctuations in the prices of essential medications, particularly for individuals with non-communicable diseases (NCDs). Nurses, as patient advocates, have been vocal in highlighting the challenges patients face due to rising drug costs. They have played a crucial role in bringing attention to this issue at both the individual patient level and within healthcare organizations. Nurses have been at the forefront of working with healthcare providers to explore cost-effective alternatives and to ensure that patients continue to have access to the medications they need. Their advocacy extends to policy discussions, pushing for reforms in drug pricing that would prioritize patient affordability and well-being (OPS, 2023).
In conclusion, nurses have demonstrated their indispensable role as advocates in the healthcare system during the COVID-19 pandemic. They have tirelessly worked to administer vaccines, provide compassionate care, and promote prevention. Nurses have embraced telemedicine as a means to deliver care remotely, making it accessible and convenient for patients. Additionally, they have been vocal advocates for patients grappling with rising prescription drug prices, working to ensure that healthcare remains patient-centered. The pandemic has highlighted the resilience, dedication, and advocacy of nurses, reinforcing their crucial position in shaping the future of healthcare.
Original Work, No Plagiarism, Cite and Reference
Hugo is a graduate student working on a research study that is seeking to explore the efficacy of a new medicine for the prevention of chemotherapy-induced peripheral neuropathy. As part of his duties, he is asked to make himself available during participant recruitment to clarify any questions that the recruitment personnel or the participants may have. On one of these occasions, a research nurse named Phoebe is obtaining informed consent from a young adult named Simon.
The informed consent form includes information on the purpose of the study, a double-blinded, randomized intervention trial to test the efficacy of a medicine for the prevention of chemotherapy-induced peripheral neuropathy. The form explains the risks and benefits of participation at length, including the anticipated side effects of the new medicine.
The benefits are thought to outweigh the risks. The participants in the treatment arm of the study may benefit from the medicine's hypothesized prevention of chemotherapy-induced peripheral neuropathy. Participants in both groups will receive close monitoring of neuropathy symptoms and evidence-based care while being in the study. Finally, the form explains that the information collected may help to lead to the discovery of an agent that may reduce chemotherapy-induced peripheral neuropathy, of which there are currently no none effective preventative treatments.
As Phoebe is reviewing the informed consent form, Simon appears somewhat uncomfortable and apprehensive. Hugo thinks that his response may be related to the surroundings and/or situation. They are sitting in the exam room shortly after Simon learned of the treatment options for advanced stage colorectal cancer and the doctor left without answering all of his questions. Simon also has additional oncology appointments shortly after the consent discussion.
Hugo is also struck by Simon's interaction with Phoebe. He nods and his occasional brief responses sound more like someone receiving a set of instructions than an indication of understanding.
During the time it takes to complete the informed consent form, which is quite lengthy, Hugo begins to wonder whether Simon truly understands the research study and his part in it. Hugo also questions whether Simon understands what randomization is and how this technique will affect him as a research participant. Hugo is distracted from his thoughts by movement from across the room. Simon is ready to place his signature on the informed consent form. He seems to be eager to do so. The form states that study subjects have the right to refuse to participate and that they may withdraw at any time, but Hugo begins to question whether Simon truly has a choice in giving his consent. Do the benefits from this study, overwhelm any concerns he may feel regarding being in the study?
Hugo is unsure how to address his discomfort with the informed consent process that he has just witnessed and he begins to deliberate about what course of action he should take to address his concerns.
Discussion Questions:
1. How could the informed consent form or the process of obtaining informed consent be modified to address Hugo's concerns?
2. What types of questions or techniques could have Phoebe provided to assess Simon's understanding of the study?
3. How would you describe “randomization” to a prospective study participant?
4. How would you respond to a participant who says “can we skip the rest of this and sign the form” during the informed consent discussion?
An issue often raised in the context of RCT research is publication bias. Please describe and discuss this phenomenon.
Autobiographical Developmental Essay Assignment Guide
Prompt:
The Autobiographical Developmental Essay is designed to assist you with identifying, integrating, and applying key concepts from developmental psychology to your own experience as a human. This assignment may also help spark ideas and/or prepare you for the Theory Essay assignment and/or Research Paper assignment later in this course. Please read through this document in its entirety before beginning your work on this assignment. Your Autobiographical Developmental Essay should be approximately 500 words double-spaced, using 12-point font and 1-inch margins. If you are using external research to support your claims, you must cite your
sources with APA citations and an APA reference page.
Preparation:
Read Chapter 1 (Santrock) and reflect on key periods of development, theories of development, and methods for conducting developmental research.
To complete this assignment, you will:
Step 1: Select a developmental period of interest and consider the associated set of prompting questions (see Choosing an experience for your essay, below). You may wish to read through the entire list of developmental periods and consider all questions before choosing. You may also benefit from letting your mind float to different periods of your life, honing in on the developmental periods to which your curiosity and attention are drawn.
Step 2: Decide if you would like to focus on yourself as the subject, someone you know (or knew) well, or a public figure about whom you’ve read a biography or autobiography. If you choose yourself, you may disclose that you are writing about your own experiences and write from a first-person narrative perspective, or you may give yourself a pseudonym and discuss your experiences from a third-person perspective. If you choose someone you know/knew well, please give them a pseudonym. If you choose a public figure, you may disclose who you are writing about and please include the full reference of the biography or autobiography you read.
*Note: Steps 1 and 2 may be iterative, in that you may need to consider both the developmental period and subject (you or someone else) in tandem before choosing a focus for your paper.
Step 3: Write about an event from your life or someone else’s life that occurred during one of these developmental periods. Provide enough information and detail for the reader to understand the event in developmental context. (approximately 1 page)
Step 4: Discuss each of the 3 key developmental issues below (see Chapter 1, Santrock) as each relates to the event you described in Step 3. You should briefly (1-2 sentences) define each developmental issue before discussing how each issue is related to the event. (approximately 1 paragraph each, for a total of approximately 1 page)
Nature and nurture
Stability and change
Continuity and discontinuity
*Note: To complete this step thoroughly, you may need to briefly bring in information from other developmental periods (e.g., when discussing stability and change regarding an event that occurred in early childhood, you may reference the person’s experiences later in adolescence).
Step 5: Choose one of the developmental theories below (as discussed in your text; see Chapter 1, Santrock). Briefly describe the key components of the theory, and discuss in detail how the theory applies to the event you discussed in Step 3. (approximately 1 page)
Psychoanalytic theories (Freud, Erikson)
Cognitive theory (Piaget, Vygotsky, Information-processing theory)
Behavioral theory (Skinner)
Social cognitive theory (Bandura)
Ethological theory (Bowlby)
Ecological theory (Bronfenbrenner)
Choosing an experience for your essay:
Remember: Although a key component of this assignment involves you reflecting on your own experiences throughout your development thus far, you may tailor your response to this assignment to ensure you are both in control of and comfortable with the information you share about your experiences. Thus, you may discuss your personal experiences, your experiences of someone you know well (e.g., friend, relative), or a public figure you’ve read about in a biography or autobiography.
BIOLOGICAL BEGINNINGS (prenatal development/family structures):
Was this person raised by biological or adoptive parents? Is this person a twin? Do they have siblings? What traits appear to “run” in the family (or not)?
INFANCY (approximate ages 0-2):
What do you know about this person’s birth and first year of life (e.g., complicated birth, low birth rate, a stay in the NICU)? Any interesting or unusual circumstances in or around their infancy (early or late to walk/talk)?
EARLY CHILDHOOD (approximate ages 2-6):
What was early family life like for this person? Who lived in the home, and how were they related to one another? Did they attend daycare or were they cared for in the home? What was this person’s earliest memory? What was special in their life at this time?
MIDDLE AND LATE CHILDHOOD (approximate ages 6-11):
What was it like for this person to begin school? How did they get along with other children? What kinds of activities, foods, games, did they enjoy? What did they want to be when they grew up? Any type of pretend play that they especially enjoyed?
ADOLESCENCE (approximate ages 12-18):
What was the transition to adolescence like? Did this person change schools? Were they involved in activities? What did their friendship group look like, and did they have a best friend, a romantic partner? How did friendships change at adolescence, as compared to childhood? How did this person feel about themselves, others, and the world around them?
EARLY ADULTHOOD (approximate ages 18-40):
What course did this person’s life take after reaching the age of majority (18)? Did this person need or have to work? Did they pursue additional training or education? What did their friendships look like as they entered into early adulthood? Any patterns in their romantic relationships? At what age did they begin to take on traditional adult roles (career worker, partner, parent), if at all?
MIDDLE ADULTHOOD (approximate ages 40-65):
Were there any “big” mid-life events that characterized this person’s middle adulthood? How did this person balance responsibilities they may have had (child-raising, taking care of aging parents)? How did physical changes impact their quality of life? What accomplishments did they achieve? Any setbacks or challenges?
LATE ADULTHOOD (approximate ages 66+):
Describe this person’s experiences with aging (cognitively, emotionally, relationally, physically). Were they connected to others? Lonely? If the person worked previously, when did they stop? How did they see themselves with regard to their identity (or various identities) at this stage? What meaning did they make about life and living?
END OF LIFE (any age):
What were the circumstances of this person’s end of life / death? Were there any decisions to be made? How did culture impact the way this person and those around them approached death and dying, or the aftermath?
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