The nine areas of competency are:

· Scientific Foundations

· Leadership

· Quality

· Practice Inquiry

· Technology and Information Literacy

· Policy

· Health Delivery System

· Ethics

· Independent Practice

For each of the nine NONPF competencies, write one paragraph explaining how the program has prepared you to meet the competency (for a total of at least nine paragraphs). Then, propose how you plan to engage in social change in your community as a nurse practitioner. Finally, describe 1–2 legislative and/or advocacy activities in which your state (Forida) nurse practitioner (psyquiatric nurse practitioner) organization(s) are involved. Be specific and provide examples.

one paragraph for each competency, state: Florida and the nurse practitioner: the PMHNP. Please free of plagiarism, and valid references

Self-Care Project

Step #1: Do a bit of research on stress triggers and coping mechanisms specific to healthcare workers. Find at least 2 academically significant sources and write 2-3 paragraphs about your findings.

Step #2: Self reflect on your own stress triggers and the coping mechanisms you use. Rate them on effectiveness. Do they work for the short-term vs. long-term, are they healthy, do they make your healthcare team stronger? You can take this in any direction, just truly self-reflect, and see where it leads you. Write 2-3 paragraphs discussing your process.

Step #3: Each week you will take a few minutes and ask 2 people about their personal coping mechanisms for dealing with the stress of working in healthcare during this unique time of Covid. Stress can be physical, emotional, spiritual, or any combination of triggers. Ask a diverse variety of people, don’t forget those in other departs at different points of hierarchy. For example, ask your unit manager, environmental services, volunteers, patients, fellow nurses, etc. Write 2-3 paragraphs on your findings and impressions while respecting the person’s identity.

Step #4: At week #3 submit your work to date, as a rough draft.

Step #5: Write a conclusion that discusses this process and demonstrates your self-reflection on stress triggers and coping mechanisms. Have you learned new mechanisms, did you meet people you would not have met otherwise, did you discover any trends in terms of age, gender, or job, are there things you can do to combat stress for yourself or your team? 

Please see attached.

APPLYING EI TO SALUTOGENESIS IN COLLEGIAL RELATIONSHIPS

Collegial relationships, based on professional role interaction and shared values, commitment, and hardship can also be salutogenic. Two nurses who don’t “get along” may find common ground (meaning) in shared commitment to solving a particularly difficult patient problem. A doctor and nurse may find new respect and a deeper level of effectiveness when they use their different approaches together to achieve a common goal, deepening their partnership at the same time patient goals are achieved. The effectiveness of excellent mentors, teachers, and supervisors often rest with their ability to form salutogenic relationships that are very different from friendships or other relationships of equal power.

In collegial relationships, EI ability feeds the salutogenic qualities of a relationship. Identifying emotions, especially those related to conflict like competitiveness, jealousy, defensiveness, and resistance leads to an opportunity to move beyond them and set shared meaning as the primary goal. This is illustrated in a relationship between two ICU nurses who openly acknowledged their dislike of each other. Head-to-head over a deep open wound in their patient’s leg, they finally looked at each other and said, “You will never be my friend, but we both want this thing healed.” This identification of emotions, along with the spoken commitment to a common goal, enabled them to set aside the emotions that were keeping them from working well together. They never did become friends, but their professional relationship, built on their mutual respect and professional work together, nourished them both.

EI, SALUTOGENESIS, AND NURSING RESEARCH

Little research examines EI ability as it affects salutogenesis in nurses specifically, but a great deal of evidence supports the relationship between EI and related concepts, physical and emotional health, self-efficacy, and emotional self-care in moral and spiritual distress. Meta-analysis of general population (including samples greater than 19,000), concluded that EI correlated with emotional and physical health (Kotsou et al., 2018; Martins et al., 2010). Development of EI ability has been correlated with health outcomes in nurses, and several studies identified EI as a mediator in nurses’ stress responses and burnout (Afsar et al., 2017; Hurley et al., 2020; Jurado et al., 2019) (see Chapter 15 for research summary). It is particularly interesting that countries as culturally dissimilar as the United States, Pakistan, Greece, Spain, and China report similar findings.

DEVELOPING EMOTIONAL INTELLIGENCE AND CULTIVATING SALUTOGENESIS

THE PRACTICE OF REFLECTION AND USING THE RELAXATION RESPONSE

As the stories in this chapter suggest, identifying emotions in professional practice—and ways of understanding them, that have particularly rich meaning—is a great way to begin. 

Let us consider the following questions for our writing assignment this week that can start us off on this practice. 

1-When you are at the bedside, what emotional experiences make you feel more human, more deeply alive? 

2-What emotions have the opposite effect, diminishing your humanity?

3-The ability to use emotions to reason is particularly important in this work. 

4-How does what I feel deepen my understanding of this emotion? 

5-How does my understanding of this emotion change how I feel?

APA FORMAT 

NO PLAGIARISM MORE THAN 10%

DUE DATE SEPTEMBER 25, 2023

4 PAGES

REFERENCES NO OLDER THAN 5 YEARS IN APA FORMART