NRSG210 Mental Health Nursing 2014301FACULTY OF HEALTH SCIENCES School of NURSING, MIDWIFERY & PARAMEDICINE MacKillop Campus SEMESTER 1 2014 NRSG 210: Mental Health Nursing UNIT OUTLINECredit points: 10 Prerequisites : Foundation Year Units or equivalent Co-requisites: NIL It is your responsibility as a student to ensure that you have the prerequisites or co-requisites for a particular unit. You may not enrol in this unit if you have previously passed, or are currently enrolled in, any unit identified as incompatible with this unit. If you do not meet these requirements, then you must see your Course Coordinator. Lecturer in Charge (National): Sandra Hyde Office location: EB. 19 Email: [email?rotected] Telephone: 07 3623 7613 Contact me: Please contact me via email or telephone. Description: This unit develops students?????knowledge of the physical, mental and biopsychosocial factors that contribute to personal, individual, family and community mental health. It also examines the role of the nurse and the health team in caring for persons who have alterations to their emotional and mental wellbeing across the lifespan. In particular, it will enable the student to develop a holistic and consumer-oriented recovery approach to the provision of nursing care highlighting the therapeutic use of self, including ethical, legal and professional boundaries that influence practice. Teaching team: Lecturer in Charge: Dr. Sue Webster Office location: Level 7, Barry St, 97392387 Email: [email?rotected] Susan Gallagher Marie Greenall Level 7, 33 Berry St, 97392323 Level 7, 33 Berry St, [email?rotected] [email?rotected]NRSG210 Mental Health Nursing 2014302Dr. Peter Brown Level 7, 33 Berry St, [email?rotected] Mode/attendance pattern: This unit will consist of lecture resource sessions and seminars framed within an inquiry based learning paradigm. In addition, the unit will be enhanced with web based resources and self-directed learning activities. Attendance at all seminars is encouraged and a minimum of 80 % is required in order to pass this unit. Duration: 10 week-semester or equivalent in intensive block mode. You should anticipate undertaking 150 hours of study for this unit, including class attendance, readings and assignment preparation.LEARNING OUTCOMES The Bachelor of Nursing course is a professional program that requires development of particular attributes for accreditation purposes. These are also included in the Learning Outcomes. On successful completion of this unit, you should be able to: 1. Outline social, developmental and cultural factors that impact on mental health and wellness;2. Discuss major mental health priorities and related strategies, including models of mental health care;3. Reflect critically on the experiences of mental illness from consumer and carer perspectives; (GA 4)4. Assess a person????? mental health status within the contexts of an holistic health assessment and potential underlying pathology;5. Determine appropriate evidence-based nursing interventions and describe medical and allied health interventions for the promotion of mental health, and prevention, early intervention, management of and recovery from common mental illnesses;6. Plan, implement and evaluate safe, holistic, person-centred nursing care taking account of a person????? / family????? mental health status, strengths, risks and resilience;7. Explain strategies for developing and evaluating therapeutic relationships with mental health consumers, carers and significant others across the lifespan; (GA 9)8. Discuss legal and ethical issues pertaining to mental health and mental illness ( GA 3)9. Work effectively in a group to identify and address your learning needs. (GA 7)NRSG210 Mental Health Nursing 2014303GRADUATE ATTRIBUTES Each unit in your course contributes in some way to the development of the ACU Graduate Attributes which you should demonstrate by the time you complete your course. You can view the ACU Graduate Attributes for all courses at http://www.acu.edu.au/204356. All Australian universities have their expected Graduate Attributes ????? ACU????? Graduate Attributes have a greater emphasis on ethical behaviour and community responsibility than those of many other universities. All of your units will enable you to develop some attributes. On successful completion of this unit, you should have developed your ability to: GA3 GA4 think critically and reflectively GA7 work both autonomously and collaboratively GA9 demonstrate effective communication in oral and written English language and visual mediaAustralian Nurses?????and Midwifery Council Competency Standards for the Registered Nurse developed in this unit are:ANMC Competency Standards Learning Outcomes: Professional Practice 1, 2, 3, 8, Critical Thinking and Analysis 5, 9 Provision and Coordination of Care 7.2, 8.1, 1, 4, 5, 6, 7 Collaborative and Therapeutic Practice 9.1, 9.2, 9.3, 9.4, 9.5, 10.1, 10.2, 10.4 3, 7,CONTENT Topics will include: Factors impacting on mental health and wellness ????Social ????Developmental ????Cultural, including Australia????? Indigenous populationFamily risk factors ????Domestic violence ????Sexual abuse ????Emotional and physical neglectMental health priorities ????National and international mental health priorities and strategiesNRSG210 Mental Health Nursing 2014304????State mental health priorities and strategies including Suicide Prevention ????Mental health workforce priorities ????Vulnerable populations ????Refugees ????Culturally and linguistically diverse (CALD) ????Homeless ????Forensic ????Aboriginal and Torres Strait Islander peoples ????ElderlyModels of mental health care and care continuum ????Medical model ????Psychodynamic approach ????Developmental models of self ????Resilience and recovery modelTherapeutic interventions ????Psycho education and cognitive therapieshttps://charteredessay.com/learning-resources-required-readings-mcgonigle-d-mastrian-k-g-2017-nursing-informatics-and-the-foundation-of-knowledge-4th-ed-burlington-ma-jones-bartlett-learning/Experiences of people with mental illness ????Discrimination, stereotyping and perpetuation of stigma ????Factors influencing attitudes ????Affirmative action ????Social inclusionMental health consumer and carer participation in care and recovery ????Consumer?????and carers?????perspectives on mental illness ????Consumer choice, informed consent and participation in care ????Spiritual care; sense of wellbeingNursing interventions and principles in the care of mentally ill ????Managing suicide and self-harm ????Managing physical aggression ????Managing fear and anxiety ????Cognitive behavioural intervention ????Psychosocial interventionPrevention and early intervention ????Risk and preventative factors across the lifespan ????Risk factors for self-harm ????Preventive model of care https://essaycove.com/Mental health promotion ????Myths of mental illnessNRSG210 Mental Health Nursing 2014305????Developing self-awareness ????Public and professional educationEstablishing therapeutic relationships with mental health consumers and carers ????Self-help, peer support and consumer delivered services ????Collaboration with consumers, their families and communityMental health assessment ????Factors affecting assessment ????Taking a psychosocial history ????Mental state assessment ????Assessment tools ????The Health of the Nation Outcome Scales (HoNOS) instrument ????Functional assessment ????Mental Health Outcomes Assessment Tool (MH-OAT) ????Alcohol scales ????Depression scalesCommon mental health alterations and disorders and related pathophysiology ????Disorders in children and adolescents ????Disorders affecting the elderly ????Schizophrenic disorders ????Mood disorders ????Personality disorders ????Anxiety disorders ????Eating disorders ????Substance-related disorders and dual diagnosis ????Somatoform and dissociative disorders Psychopharmacology for common mental illnesses/disorders ????Psychopharmacology ????Principles of pharmacological action of psychotropic medication ????Legal issues with psychotropic medications ????Major groups of psychotropic drugs ????Medication adherence issues and strategiesLegal, professional and ethical issues ????Rights of the mentally ill ????Mental health policy ????Mental health legislation ????Professional boundariesContent Extended????Theories of self, personality, resilience, crisis, stress, copingNRSG210 Mental Health Nursing 2014306????Lifespan development ????Family development, assessment, functions ????Cultural diversity ????Social constructions of health and illness ????Vulnerable populationsContent Integrated and Consolidated????Person-centred care ????Cultural safety ????Health assessment ????Communication skills and active listening ????Documentation ????Group dynamicsQUALITY ASSURANCE AND STUDENT FEEDBACK This unit has been evaluated through the ????Student Evaluation of Unit?????(SEU) online surveys. SEU surveys are usually conducted at the end of the teaching period. Your practical and constructive feedback is valuable to improve the quality of the unit. Please ensure you complete the SEU survey for the unit. You can also provide feedback at other times to the unit lecturers, course coordinators and/or through student representatives. SCHEDULE Please ensure that you choose your classes carefully in Tutorial Direct and attend the chosen classes Attendance requirements of unit Attendance at all lectures and tutorials is expected. An attendance record of all tutorial classes will be recorded and a minimum of 80% of tutorial classes is mandatory.Reasons why attendance is required In tutorials, you will be interacting with other students and developing skills which you will use in your professional/clinical experience. Students who attend less than 80% of tutorials are at risk of not developing these essential skills. Therefore, it is a requirement you attend a minimum of 80% of tutorial classes.Procedures to follow should a student fail to attend 80% of classes due to illness and/or personal circumstances beyond their control 1. You must contact your Lecturer-in-Charge when you know you have breached the 80% minimum requirement for tutorials. 2. You must also provide written evidence of why you were unable to attend (sick certificate, letter from a health professional on letterhead or a Statutory Declaration) to the Lecturer-in-Charge (LIC). 3. Your Lecturer-in-Charge will then provide you with a written learning activity which you will be required to submit on a specified date prior to the commencement of exam week.Consequence for not meeting 80% attendance requirements of unitNRSG210 Mental Health Nursing 20143071. Failure to provide written evidence of the reason for your non-attendance and/or failure to submit the written learning activity by the due date will result in a Fail grade for this unit. 2. Non-attendance of more than 40% of all tutorial sessions (even with documentary evidence) will result in a Fail grade for the unit. In such instances you are advised to apply for ????RE Re-credit of Student Learning Entitlement (SLE) and Refund of Fees in Special Circumstances??? http://www.acu.edu.au/__data/assets/pdf_file/0007/117457/RE_Form_-_20120921.pdf Study schedule For the most up-to-date information, please check your LEO unit and also note advice from your lecturing and tutoring staff for changes to this schedule.Conduct in Tutorial inquiry based learning (IBL) sessionsStudents are expected to attend seminars having undertaken the recommended readings and prepared for the IBL learning activities, in preparation for active participation. Professional behaviour is expected. You are required to attend 80% of the seminar classes and complete and submit each of the assessment tasks according to the established criteria (see attachments) and achieve a grade of 50% and above in the unit and a minimum pass (20 out of 40%) in the final examination.WeekStarting LECTURE /RESOURCE SESSION 2 HOURsIBL SEMINAR/ TUTORIAL 2 HOURSSELF DIRECTED LEARNING Available on the NRSG 210 LEO site 1 HOUR124/02/201 4Introduction to Recovery in mental healthIntroduction to IBL group rules and expectations. Exploring Mental IllnessSelf-directed learning week 1https://www.youtube.com/watch?feature=player_embed =_FolgAZ3YuU My recovery story2 03/03/201 4Principles of service delivery Mental health ????? legal & Ethical IssuesScreening for a mental illness Group allocation for Assessment Task 2- Group PresentationSelf-directed learning week 2 Effective communication & paternalism in mental health ????One Flew Over the Cuckoo????? Nest??? http://www.youtube.com/watch?v=NJDWd91nlI43 10/03/201 4Nursing AssessmentMSE & Risk ManagementAssessment Written communication 1st Group PresentationSelf-directed learning week 3NRSG210 Mental Health Nursing 2014308commence4 17/03/201 4Psychosis (includes DSM V & ICD 10)Psychosis Group Presentation commenceSelf-directed learning week 4 Schizophrenia & insight ????? ????A Beautiful Mind??? http://www.youtube.com/watch?v=D2zl1lgZsKA5 24/03/201 4Affective disorders (Major depression/ postnatal depression/ bipolar I & II)Affective disorders Mania Depression Post natal depression Assessment Task 1 Due : 28.3.2014Self-directed learning week 5 Schizoaffective disorder & carers ????? ????Shine??? http://www.youtube.com/watch?v=s6X9u97v-8wEssay due at 4 pm21/04/2014 UA Week Recess6 28/04/201 3Anxiety Disorders Somatoform DisordersAnxiety Disorders Somatoform DisordersSelf-directed learning week 67 05/05/201 4Personality disordersManaging difficult personalitiesSelf-directed learning week 7 Depression & self-harming behaviours ????? ????Ordinary People??? http://www.youtube.com/watch?v=yOpsJ8dh5L48 12/05/201 4Co-occurring mental illness & drug and alcohol disordersCo-occurring mental illness & drug and alcohol disordersScreening toolsSelf-directed learning week 8 Delirium tremens & carers????? ????The Lost Weekend???NRSG210 Mental Health Nursing 20143099 19/05/201 4Child and Youth Mental HealthMental health and body image Working with families Group dynamics and group functionSelf-directed learning week 910 26/05/201 4Older Adults MentalOlder adults Self-directed learning week 10ASSESSMENT In order to pass this unit, you are required to you are required to attend 80% of the seminar classes and complete and submit each of the assessment tasks according to the established criteria (see attachments) and achieve a grade of 50% and above in the unit and a minimum pass (20 out of 40%) in the final examination. The assessment tasks for this unit are designed for you to demonstrate your achievement of each learning outcome.Assessment tasks Due date Weighting (%)Learning outcome/s assessedGraduate Attributes assessedEssay ????? (1500 words) Friday March 28 by 4pm40% 2,4,5 and 6 3, 4, 9Group work presentation Weeks 3-10 20% 3, 6, 7, 8, 9 3, 4, 7, 9Examination (1.5 hours)Exam Period 40% 1, 2, 4, 5, 6, 7, 83, 4, ,9Assignment 1 Essay Three newspaper articles relating to mental health have been placed on LEO in preparation for this assignment. Each student is to provide an essay based on one of these articles highlighting the key issues within the selected article. For example, if an article discusses suicide, you might need to highlight an issue such as family involvement. The discussion is to be supported with relevant and appropriate references. There are to be a minimum of ten references (includes the article), at least two (2) being researched based journal articles. No Wikipedia and only two (2) web based sites.NRSG210 Mental Health Nursing 20143010Due date: Friday 28th March, 2014 at 4 pm. Weighting: 40% Length and/or format: 1500 words Purpose: This assessment aims to enhance students learning related to contemporary mental health issues including reasoning, critical thinking, reflection and care planning. The essay will provide an opportunity for students to be analytical and synthesize information within the expectations of academic writing. Learning outcomes assessed: The learning outcomes assessed in this assignment are 2, 4, 5, and 6. How to submit: This essay for NRSG 210 will be submitted electronically via LEO to get your Turnitin originality report and then in hard copy. Please submit your assignment in the marked assignment box in GB.13/GB.14 (entry to Nursing Laboratories in G Block). You must complete and attach: ????The ACU assignment cover sheet. Students need to attach an ACU Coversheet to the assignment ensuring they have signed the statement that the work is original. The current ACU Assignment Cover Sheet is downloadable from http://students.acu.edu.au/154914. ????Your LEAP certificate ????The marking guide for this assessment (pages 16-17 of this outline) ????Your Turnitin originality report Return of assignment: Assignments will usually be returned in class. Assignments not collected during class may be collected from the LIC. Assessment criteria: The assignment will be marked based on the assessment criteria document on pages 17-18 of this unit outline.Turnitin The ????Turnitin?????application (a text-matching tool) will be used in this unit, in order to enable students and staff to identify possible areas of poor citation and referencing. You can only submit to Turnitin twice ????? once to check your work and one final submission. A Turnitin originality report will automatically be made available for the online submission; this must be printed out and submitted with the hard copy of your written work. You should submit your draft to Turnitin well in advance of the due date to ensure that you get your Turnitin originality report and have time to work on any issues identified by Turnitin. It could be a few days before you receive your final originality report.ASSESSMENT 2: Group Presentation Topic: Identify the mental health nursing considerations, as well as those of the consumer associated with the topic you have been allocated. You will be allocated into small groups (max 6) in week 2 to complete this assessment. Each group will be allocated a tutorial topic to research and present to the class. Your group will include one question to pose to the class to towards the end of the presentation to facilitate a discussion. Students are expected to work equally and collaboratively to complete the assessment task. When you sign the group work cover sheet you agree that this has occurred.NRSG210 Mental Health Nursing 20143011As a group you will: Access the case scenario via LEO prior to the tutorial and identify the mental health nursing and consumer implications related to topic. Provide and present brief a contextual summary as to why the topic you have been allocated is important. Create one question to involve the class in a discussion of no more than 5 minutes. Close the tutorial with a 2 power point presentation of the issues your group identified in the literature. You must support your presentation with recent, relevant academic sources and submit your prepared slides and a group reference list. You must complete and attach the ACU assignment cover sheet (with a signed declaration of originality) from all members of the group. The marking guide for this assessment is located at the end of this unit outline.Due date: Tutorial weeks 3-10 Weighting: 20% Length and/or format: 10 minute presentation per group plus 5 mins discussion time (total 15 minutes) Purpose: To provide students with the opportunity to work collaboratively and autonomously to explore theoretical concepts Learning outcomes assessed: The learning outcomes covered by this assessment are 3, 6, 7, 8, 9 How to submit: Students will email a copy of their group presentation to their tutor min 24 hours before the tutorial. ????Declaration of Originality signed by all group members available from http://students.acu.edu.au/154914 Return of assignment: N/A Assessment criteria: The marking criteria for this assessment is found at the end of this unit outline Return of assignment: Results and feedback in class at the end of the semesterAssessment Task 3 Examination A written exam will be undertaken during central examination period. This one and a half (1.5) hour examination is designed to give summative feedback to students?????on their knowledge, skills, and attitudes related to mental health. Material covered in resource sessions, tutorials and readings will provide the knowledge base for this assessment. This examination will consist of a combination of short answer and multiple choice questions. Weighting: 40% Due Date: During scheduled examination weeks Length and format: One and a half hour (1.5) examination including multiple choice questions and short answer questions. Purpose: This examination is designed to give summative feedback to students?????onNRSG210 Mental Health Nursing 20143012their knowledge, skills, and attitudes related to mental health Learning outcomes Assessed: The learning outcomes assessed in this examination are 1, 2, 4, 5, 6, 7, 8.REFERENCING This unit requires you to use the APA referencing system. See the ????Academic referencing?????page from the Office of Student Success (http://students.acu.edu.au/372091) for more details. ACU POLICIES AND REGULATIONS It is your responsibility to read and familiarise yourself with ACU policies and regulations, including regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and responsibilities. These are in the ACU Handbook, which is available in the Library or on the ACU website at http://www.acu.edu.au/142401 The Unit Outline Resources page (http://students.acu.edu.au/241467) is a good starting point. Assessment Policy and Procedures You must read the Assessment Policy and Assessment Procedures in the University Handbook: they include rules on deadlines; penalties for late submission; extensions; and special consideration (http://students.acu.edu.au/429796). If you have any queries on Assessment Policy, please see your Lecturer in Charge. Grading Descriptors for the unit are detailed in section 7 of the Academic Regulations (available at http://students.acu.edu.au/430029). Academic integrity You have the responsibility to submit only work which is your own, or which properly acknowledges the thoughts, ideas, findings and/or work of others. The Framework for Academic Integrity and the Academic Honesty Policy are available at http://students.acu.edu.au/343665. Please read them, and note in particular that plagiarism, collusion and recycling of assignments are not acceptable. Penalties for academic dishonesty can vary in severity, and can include being excluded from the course.Turnitin The ????Turnitin?????application (a text-matching tool) will be used in this unit, in order to enable: ????students to improve their academic writing by identifying possible areas of poor citation and referencing in their written work; and ????teaching staff to identify areas of possible plagiarism in students?????written work. While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more important. Information on avoiding plagiarism is available at http://students.acu.edu.au/49758. For any assignment that has been created to allow submission through Turnitin (check the Assignment submission details for each assessment task), you should submit your draft well in advance of the due date (ideally, several days before) to ensure that you have time to work on any issues identified by Turnitin. On the assignment due date, lecturers will have access to your final submission, and the Turnitin Originality Report.NRSG210 Mental Health Nursing 20143013STUDENT SUPPORT If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a disability/medical condition which may impact on your studies, you are advised to notify your Lecturer in Charge, Course Coordinator and/or one of the services listed below as soon as possible. For all aspects of support please contact the Office of Student Success. ????Academic Skills offers a variety of services, including workshops (on topics such as assignment writing, time management, reading strategies, referencing), drop-in sessions, group appointments and individual consultations. It has a 24-hour online booking system for individual or group consultations. ????Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be involved with community projects. ????The Career Development Service can assist you with finding employment, preparing a resume and employment application and preparing for interviews. ????The Counselling Service is a free, voluntary, confidential and non-judgmental service open to all students and staffed by qualified social workers or registered psychologists. ????Equity and Disability can assist you if you need educational adjustments because of a disability or chronic medical condition; please contact them as early as possible. ????Indigenous Units on each campus provide information and support for students. The Unit Outline Resources web page (http://students.acu.edu.au/241467) provides links for each service. ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS The LEO page for this unit contains further readings/ discussion forums. http://leo.acu.edu.au/course/view.php?id=10298 In addition, for this unit you will be required to use the following technologies: Please note any additional technologies, such as ePortfolio, microphones or cameras, which students will or may use in the unit, and how they can be accessed TEXTS AND REFERENCES: Required text(s) Evans, J., & Brown, P. (2012). Videbeck????? Mental Health Nursing. Sydney: Lippincott Williams & Wilkins. Recommended references Adams,M., & Urban, C. (2013). Pharmacology connections to nursing practice. (2nd ed) Boston: Pearson. Australian Institute of Health and Welfare (2009). Measuring the social and emotional wellbeing of Aboriginal and Torres Strait Islander peoples. Cat. No. IHW24. Canberra; AIHW.Bear, M.F., Connors, B.W. & Paradiso, M.A. (2007). Neuroscience: Exploring the brain (3rd ed.). Baltimore, Md. :Lippincott Williams & Wilkins.Caltabiano, M., Byrne, D., & Sarafino, E. (2008). Health psychology: Biopsychosocial interactions. An Australian perspective. Brisbane: Wiley & Sons AustraliaEckermann, A-K., Dowd, T., Chong, E., Nixon, L., Gray, R., & Johnson, S. (2010). Binan goonj: Bridging cultures in Aboriginal health (3nd ed.). Chatswood, NSW: Churchill/Livingstone.NRSG210 Mental Health Nursing 20143014Elder, R., Evans, K., & Nizette, D. (2013). Psychiatric and mental health nursing (3nd ed.). Chatswood, NSW: Elsevier Australia.Happell, B., Cowin, L., Roper, C. & Lakeman, R. & Cox, L. (2013). Introducing mental health nursing: a service user-orientated approach (2nd Ed). Crow????? Nest, NSW: Allen & Unwin.Ivey,A., Ivey, M. & Zalaquett, C. with Quirk, K., (2012) Essentials of intentional interviewing: Counselling in a multicultural world (2nd ed). Belmont, USA:Brooks/Cole Cengage Learning.Jones, K., & Creedy, D. (2008). Health and human behaviour (2nd ed.). South Melbourne, Vic: Oxford University Press.Leahy, R. (2012) (Ed). Treatment plans and interventions for depression and anxiety disorders (2nd ed). New York; London: Guilford PressMartin, C. (Ed) (2012). Perinatal mental health: A clinical guide. Retrieved from http://site.ebrary.com/lib/australiancathu/docDetail.action?docID=10532088Meadows, G., Grigg, M., Farhall J., McDermott F., Fossey E., & Singh, B (2012). Mental Health in Australia. Collaborative Community Practice (3 rd ed). South Melbourne, Vic: Oxford University Press.O?????oole, G. (2008). Communication: Core interpersonal skills for health professionals. Chatswood, N.S.W. :Churchill Livingstone.Paris, J. (2013) The intelligent clinician????? guide to the DSM-V. New York: Oxford Press. Retrieved from http://oxfordmedicine.com/view/10.1093/med/9780199738175.001.0001/med-9780199738175Pink, B., & Allbon, P. (2008). The health and welfare of Australia????? Aboriginal and Torres Strait Islander peoples. ABS Catalogue No. 4704.0. AIHW Catalogue No. IHW 21. Belconnen, ACT: Australian Bureau of Statistics.Rana, D. & Upton, D. (2009). Psychology for nurses. Harlow, England: Pearson Education.Staunton, P., & Chiarella, M. (2008). Nursing and the law (6th ed.). Sydney: Churchill Livingstone.Stein-Parbury, J. (2009). Patient and person: Interpersonal skills in nursing (4th ed.). Sydney: Churchill Livingstone Elsevier.Taylor, B. (2010). Reflective practice: A guide for health care professionals: A practical guide (3rd ed.). Maidenhead New York: Open University Press.NRSG210 Mental Health Nursing 20143015Usher, K., Foster, K., & Bullock, S. (2009). Psychopharmacology for health professionals. Chatswood, N.S.W.: Elsevier Australia.NRSG210 Mental Health Nursing 20143016NRSG210 ????? Task 1 Essay Marking Guide Student Name: __________________________________________ Student ID: ___________________________________________ Weight: 40%HD- (85-100%) D- (75-84%) C – (65-74%) P- (50-64%) Unsatisfactory Introduction and Focus The introductory paragraph provides a preamble, clearly states the essay topic and provides a clear statement of how the argument will be organized.(8.5-10) The introductory paragraph provides a preamble, states the essay topic and provides a statement of how the argument will be organized. Some of the above is not clear though.(7.5-8) The introductory paragraph outlines only some of the main points to be discussed or does not clearly state the topic. Argument not clear.(6.5- 7) The introductory paragraph does not name the topic AND does not preview what will be discussed (5-6) The introductory paragraph is unclear or absent. (0-4.5)10Evidence and ExamplesThe discussion is focused on the topic with ample evidence from the literature. The literature is critiqued. (21.5-25)The discussion refers often to the topic and with adequate evidence from the literature. There is appraisal of the literature(19-21)The discussion refers to the topic but with limited evidence from the literature. There is appraisal of the literature. . (16-18.5)The discussion does not clearly refer to the topic. There is limited supporting literature. (12.5 -15.5)There is no topic focus and there are limited or no suitable references. (0-12)25Sequencing and accuracyThe argument is presented in a logical order that shows clear expression of ideas. All supporting facts and statistics are reported accurately. (21.5-25)The argument is presented in a logical order that shows expression of ideas. Most supporting facts and statistics are reported accurately (19-21)The argument is presented in a fairly logical order and shows clear expression of most ideas. Some supporting facts and statistics are reported accurately (16- 18.5)A few of the support details or aspects of the arguments are not in an expected or logical order, sometimes making the argument confusing. (12.5-15.5)Many of the details or aspects of the argument are not in a logical order, distracting the reader and making the argument very confusing (0-12).25Closing paragraphThe conclusion clearly shows how all ideas are connected. It begins with a strong effective restatement of the argument and finishes with the main point of the essay. There are no new concepts introduced. (8.5-10)The conclusion shows how most of the ideas are connected. It begins with a restatement of the argument and finishes with the main point of the essay. There are no new concepts introduced. (7.5-8)The conclusion shows how some ideas are connected. It begins with a restatement of the argument and finishes with the main point of the essay. There are no new concepts introduced. (6.5-7)The conclusion shows how a few of the ideas are connected. It begins with a statement about the argument and finishes with one point of the essay. There may be new concepts introduced. (5-6)The conclusion is unclear or absent .New concepts are in
APA paper instructions attached below along with paper proposal which give background and topic about overall paper ? rubric is attached below
APA paper instructions attached below along with paper proposal which give background and topic about overall paper . rubric is attached below
Topic: New Graduate Nurses Encounter on Lateral Violence Student’s Name Institutional Affiliation Course Professor?s Name Date of Submission Topic: New Graduate Nurses Encounter on Lateral Violence I experienced lateral violence when I was working on a project with a colleague who was very critical of my work. She nitpicked everything I did and constantly told me I was doing things wrong. She did not provide tangible solutions, therefore, she became an obstacle to the innovation and creativity of the department. I began to feel very discouraged and frustrated. Another time, I was working with a team of nurses who were constantly gossiping about each other and putting each other down. I felt like I was in a negative and toxic environment. It is a significant issue to me as I am a team player; therefore, being in awkward situations with colleagues I am supposed to look up to can get frustrating. One of the ways that lateral violence affected my healthcare career was the creation of a hostile work environment. I want to resolve the issue to eliminate the feeling of being devalued, unsupported, and stressed, which can, in turn, negatively impact the quality of care they are able to provide (Martin et al., 2017). Nursing professionals should deal with the issue to avoid massive turnover. It can create staffing shortages and further strain the healthcare system. Nursing professionals need to identify the factors contributing to lateral violence and deal with them accordingly. They include the hierarchical nature of the healthcare system, understaffing, and high levels of stress. However, there are also ways to address lateral violence and create a more positive work environment (Jarreta et al.,2021). These include establishing zero-tolerance policies for violence, increasing communication and collaboration among staff, and providing support and resources for nurses who experience violence. References Nemeth, L. S., Stanley, K. M., Martin, M. M., Mueller, M., Layne, D., & Wallston, K. A. (2017, July). Lateral violence in nursing survey: Instrument development and validation. In Healthcare (Vol. 5, No. 3, p. 33). MDPI. https://www.mdpi.com/2227-9032/5/3/33 Vidal-Alves, M. J., Pina, D., Puente-L?ez, E., Luna-Maldonado, A., Luna Ruiz-Cabello, A., Magalh?s, T., … & Jarreta, B. M. (2021). Tough love lessons: Lateral violence among hospital nurses. International Journal of Environmental Research and Public Health, 18(17), 9183. https://www.mdpi.com/1660-4601/18/17/9183
APA paper instructions attached below along with paper proposal which give background and topic about overall paper . rubric is attached below
Title of Paper (Bold) Your name here School of Nursing, USC Aiken Course number and title Instructor Name Date On my honor as a University of South Carolina Aiken student, I have completed my work according to the principle of Academic Integrity. I have neither given nor received any unauthorized aid on this assignment/examination. Title of Paper (Bold) Start typing here. Note the 0.5 inch indent at the beginning of all new paragraphs. Everything is double-spaced throughout the paper except for the Honor Code. All student papers use Times New Roman 12 point font. Margins are 1 inch. Make sure that you are able to view the ruler on your document by clicking on the View tab in the Word ribbon. Check the ruler box if it is not already selected. Please note that no padding or extra space is added before or after each paragraph. The last check performed on any APA document should be: Ctrl a/Command a to select all text in the document, then check the line spacing dropdown menu to determine if extra space is present before or after paragraphs (see Figure 1). Mac users will need to scroll down to the line spacing option to check. Level 1 Heading (bold) Use a level 1 heading to introduce new, big ideas. Level 1 headings are bold and centered. Be sure to check the ruler to make sure that the heading itself is not indented. Level 2 Heading (bold) A level 2 heading helps the reader (and you) organize the paper into smaller bites. The level 2 heading is not indented, so be sure to adjust the carrot on the ruler. Level 2 Heading (bold) Level 2 headings are bolded, but ideas below them are not. Remember that the text below level 2 headings needs to be indented 0.5 inch. References (bold) References start on a brand new page. To help with this, a page break was inserted at the end of the previous page. The title of the page is bold and centered because it is a level 1 heading. Note that individual references have a 0.5 inch hanging indent. Be sure to check your APA manual for how to list different types of references. Some examples are provided below. The list should be alphabetized. Fey, T. (2013). Alphabetizing your reference list is a good idea. Journal of Standup Comedy, 1(2), 3-5. https://doi.org/10.funny.haha.eiei.o Freud, S. (1943). Why I love my professor: Her templates are so sexy. Journal of Academic Love, 3(2), 24-29. Retrieved from http://usca.edu/prof_luv.pdf Keller, H. (1922). Smoke gets in my eyes: How to tell when someone is plagiarizing. Journal of Collegiate Idiocy, 11(2), 18-31. https://doi.org/10.DONTDOIT.z Wang, V., & Channel, C. (2012). Why it doesn?t get any better than this: A retrospective study of snappy dressers and the colognes they wore. Fashion House.
Gastrointestinal Case StudyHenry, a 58 y/o male, recently reports waking up in the middle of the night with burning abdominal pain. Symptoms occur several nights a week with occasional discomfort in the middle of the afternoon. A bland diet or drinking milk do seem to help and spicy foods aggregate the symptoms.PMH: non-contributorySH: Works in a grocery store, divorced, non-smoker, drinks 1-2 beers/dayAllergies: noneMeds: 1 325mg ASA daily for cardiovascular preventionROS:Constitutional: Decrease appetite and 5% weight loss; denies feverENT: Denies sore throat or drainageLungs: Occasional dry cough at nightHeart: Mid sternum chest burning intermittentlyAbdomen: Epigastric burning and tenderness, denies constipation or diarrheaQuestion answers should be based on evidence found in readings and from peer-reviewed literature. At least two sources must be used and cited in APA format for each question. Only one source can be a textbook. Resources should generally be within 5 years unless you are explaining the pathophysiology of a disease or providing pertinent background informationDiscussion Questions: Explain the pathophysiology of Peptic Ulcer Disease as compared to GERD and explain which one his symptoms most closely represent. Support with evidence. Explain the body?s natural protection against peptic ulcers from a pathophysiology standpoint. What diagnostic testing may be used to further evaluate the symptoms and what might this test tell the healthcare provider?
- Review the Resources and examine the Clark Healthy Workplace Inventory, found on page 20 of Clark (2015).
- Review and complete the Work Environment Assessment Template in the Resources.
a brief description of the results of your Work Environment Assessment. Based on the results, how civil is your workplace? Explain why your workplace is or is not civil. Then, describe a situation where you have experienced incivility in the workplace. How was this addressed? Be specific and provide examples.
This week reflect on whether you oppose or support the Affordable Care Act (ACA). Consider the nursing professional?s position as a caregiver and/or the healthcare leader as an administrator. Explore two significant components of the ACA that could potentially impact specific populations unjustly. Appraise the current political climate as it relates to repealing and replacing the ACA. For this weeks? discussion, identify at least two reasons for keeping the ACA and at least two reasons that it should be repealed, replaced, or revised. Provide a rationale for each.
The First Day
Ann Scheck McAleaney
Susan was both thrilled and terrified.?Tomorrow was her first day as a manager.?Having recently completed her Master of Health Science Administration degree at a prestigious local university, she had conducted a thorough job search and been hired as a new manager of patient accounts at University Health System.?She had numerous interviews with various directors and other managers in the health system, as well as a lunch interview/meeting with six people who would report to her, but those interviews seemed far away.
Susan wanted to make a good impression and get off to a positive start, yet she wasn?t sure what to do first.?She learned the importance of listening in management, but she also knew she was the boss.?Further, her own boss, the director of patient care services, had emphasized the importance of getting her employees to improve productivity at any cost.?Susan had heard that, although her new direct reports were nice to one?s face, they had a tendency to complain and scapegoat, which had led to the sudden departure of the previous manager of patient accounts.?Susan was particularly nervous about being younger than all of her new employees.?To quell her fears, she decided to make a list of what she wanted to accomplish in her first days and weeks on the job.
Case QuestionsAssume you are a friend of Susan?s considering a similar position.?What would you recommend that she put on the list?
How would you suggest that she prioritize her goals?
Responding to the case studies in this course requires critical thinking.?Thinking critically is the ability to analyze a concept objectively, considering the facts and differing perspectives to reach a sound, logical?onclusion.?The reason critical thinking is a skill – and not just an automatic thought process – is because most people naturally?hink “uncritically” , making decisions based on personal biases, self-interest, or irrational?motions.?Everyone is vulnerable to this type of simplistic thinking – it’s human nature.
As leaders, you are role models for your direct reports.?How you analyze?roblems/concerns influences how your team members will handle issues/concerns going forward.?Leaders that use critical thinking processes foster teams that are intentional about assessing?roblems and devising solutions.
Here are some ways to improve your critical thinking skills:
- Keep the goal in mind
- Know your biases and try to look past them
- Ask questions and gather information
- Evaluate the facts of the situation and all available data
- Collaborate and get feedback from others – especially people with different backgrounds to your own
- Generate possible solutions (or goals, particularly out-of-the-box ideas
- Consider the sort – and long -term consequences of implementing each solution
Please answer the case questions but in relation to information (evidence)?that you have gathered from external sources.?It’s a short case study with a lot of content to discuss.Please respond to a case study in Essay format with an Introduction, body, and conclusion. APA Format and list intext citations and references.
Utilize the sociological imagination to analyze?our?elf?ithin the social world that you inhabit.?dentify?nd apply concepts, research, and/or theories that we have learned in the course to discuss your own life on?t least three?f the following four scales: 1) micro-scale factors contributing to your sense of self; 2)?eso-scale factors relating to your place and your participation in groups and organizations; 3) macro-scale factors relating to the impact of the institutions and/or stratification system of the United States; and 4) world-scale factors relating to your involvement in global processes. The paper must be?t least?00 words. cite apa
Strokes (CVA) are a common neurological health issue, the 5thleading cause of death that leads into high disability in the U.S.A (CDC, 2017). Strokes are brain attacks that causes obstruction with blood flow to the brain and causes brain tissue to die. There are some ways to prevent strokes and health promotion for the patient and family. According to the CDC, 80% of CVA?s can be preventable.
According to CDC, ways to control or prevent CVA, that we can control are:
- High cholesterol
- Healthy diet
- Peripheral artery disease (PVD)
- Atrial fibrillation
- Sickle cell
Coronary heart disease Behaviors that we cannot control that causes stroke are:
- Family history
- Race (n.d.). Retrieved from American Stroke Association: https://www.stroke.org/en/about-stroke/stroke-symptoms/Center of Disease Control. (n.d.). Retrieved from https://www.cdc.gov/stroke/facts.htmDonkor, E. S. (2018, November). Stroke in the 21st Century: A Snapshot of the Burden, Epidemiology, and Quality of Life. Stroke Research & Treatment.
- Reply 2 Medical statistics show that every 40 seconds somebody in United States has a stroke. The medical community is very focused on finding ways to prevent strokes as much as possible, due to the fact that it can cause death, paralysis, weakness, limited mobility, speech, thinking, memory.
Diet is considered one of the significant factors that can assist in prevention based on the fact that a healthy, balanced diet helps maintain a good metabolic health.Some studies show that ?higher consumption of fruits and vegetables, dietary fiber, and dairy foods (milk, yogurt, cheese) was associated with lower risk of ischemic stroke. Higher intake of nuts, olive oil, and fish have all been associated with lower risk of stroke? (Diet and Stroke Prevention, 2020).
Other studies consider other common approaches such as physical exercise or maintaining a healthy weight, but others look into some uncommon factors such as herpes zoster and the importance of herpes zoster vaccination since ?recent literature suggests that individuals who develop herpes zoster are at an increased risk of developing a stroke? (Klaric, J. S., Beltran, T. A., & McClenathan, B. M., 2019).
Diet and Stroke Prevention. (2020). Tufts University Health & Nutrition Letter, 38(4), 1?7.
Klaric, J. S., Beltran, T. A., & McClenathan, B. M. (2019). An Association Between Herpes Zoster Vaccination and Stroke Reduction Among Elderly Individuals. Military Medicine, 184, 126?132. https://doi-org.lopes.idm.oclc.org/10.1093/milmed/usy343
TaskYour Task is to identify some area of the healthcare arena, as you have experienced it or that?ou know exists, which suffers from institutionalized bias or racism.?s examples: In class we discussed how studies have shown that individuals who self-identify?s Black or African Americans can have higher levels of creatinine in the blood (on?verage), compared to people of other races or ethnicities, and how this impacts their?GFR. We talked about how perhaps training should be done to teach personnel who have?lients ask non-health care related questions to respond appropriately while still setting?oundaries. These were just a couple of considerations we discussed, and there are many?ther areas where bias or racism exists.
For this paper, you may choose anything from hiring to promotion, to scheduling, to quite?iterally anything you have noticed where inequities exist. Choose a topic that speaks to you,?referably one which with you have personal experience or observation. If you lack inspiration,?ou may choose a newspaper of magazine article which addresses a topic.Unpack that topic in a written paper with a minimum of 3 pages double spaced.
Before you start writing your paper, send me the main idea or area you are going to write on:?y18 May I want to see your ideas before you Put a lot of effort into understanding a system and?rite your paper to make sure it is on track with this assignment.
Next you will start writing the paper answer the following questions:
1. What is the area of healthcare where you have observed systemic bias or racism?2. What are some facts and/or statistics that would support the breadth and depth of this?roblem? (the?DC website is fountain of information start here:?ttps://www.cdc.gov/healthequity/racism-disparities/)3. How did you become aware of this issue?4. Whom does it impact and what are the long -term effects of this problem?5. What potential solution(s) do you see for this?6. What part of the system or society created this problem?7. What systemic changes would have to be made for your intended solution to work?8. Who are the key players who would need to be engaged? On what level of leadership??s this a short term or a long-term project?
Criteria for Success? 3 pages, double spaced? This is a formal paper. Grammar, syntax, spelling, sentence structure, etc, will matter the?ame as always. There will be no citations required, however if you have EBP or?esearch to back your idea.
Answer all the questions. Thinking through them will help you see if this change can be?ade.? Make the paper flow in a logical fashion.? Follow the rubric.
MSN CLASS Write a 4-7 page analysis of your care setting that supports development of a strategic plan and includes both the discovery and dream phases of an appreciative inquiry (AI) project and a strengths, weaknesses, opportunities, and threats (SWOT) analysis of the care setting.
Identifying analysis techniques for assessing competitive advantage is important for building health care strategy. Sustaining health care competitive advantage requires that leaders understand environmental demands to assist with minimizing weakness and threats from the external environment. This assessment provides you with an opportunity to examine your health care environment to determine whether what is being accomplished in your organization, department, team, community project, or other care setting is making a positive difference.
Note:?ou will use the results of this analysis to develop a strategic plan in Assessment 2.
You have been asked to conduct an analysis of your care setting that will result in two potential pathways toward a strategic plan to improve health care quality and safety in your organization, department, team, community project, or other care setting. To accomplish this, you will take two approaches to the analysis:
- Complete the discovery and dream phases of an appreciative inquiry (AI) project.
- Conduct a strengths, weaknesses, opportunities and threats (SWOT) analysis.
To help ensure that your analysis is well-received, the requester has suggested that you:
Present your analysis results in four parts:
- Part 1: Appreciative Inquiry Discovery and Dream.
- Part 2: SWOT Analysis.
- Part 3: Comparison of Approaches.
- Part 4: Analysis of Relevant Leadership Characteristics and Skills.
- Your analysis should be 4?7 pages in length.
Note:?s you revise your writing, check out the resources listed on the Writing Center?s?riting Support?age.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
One key aspect to being an effective leader, manager, or administrator is an awareness of your leadership strengths, weaknesses, and style.
- How would you assess your general leadership, communication, and relationship-building skills?
- How would describe your leadership style?
Imagine the future for a care setting that is your place of practice or one in which you would like to work.
- What aspirational goals can you envision that would lead to improvements in health care quality and safety?
- How well do these goals align with the mission, vision, and values of your care setting?
Note:?he requirements outlined below correspond to the grading criteria in the scoring guide, so at a minimum, be sure to address each point. In addition, you are encouraged to review the performance level descriptions for each criterion to see how your work will be assessed.
Writing, Supporting Evidence, and APA Style
- Communicate professionally when conducting interviews and collecting data.
- Write clearly, with professionalism and respect for stakeholders and colleagues.
Integrate relevant sources of evidence to support your assertions.
- Cite at least 3?5 sources of scholarly or professional evidence.
- Include relevant interview information.
Format your document using APA style. Use the?PA Style Paper Tutorial [DOCX]. Be sure to include:
- A title page and reference page. An abstract is not required.
- A running head on all pages.
- Appropriate section headings.
- Properly formatted citations and references.
- Proofread your writing to minimize errors that could distract readers and make it more difficult to focus on the substance of your analysis.
Part 1: Appreciative Inquiry Discovery and Dream
Synthesize stories and evidence about times when a care setting performed at its best with regard to quality and safety goals.
- Collect stories from your care setting. You may collect stories through interviews or conversations with colleagues or provide your own.
- Explain how your stories are related to quality and safety goals.
- Describe the evidence you have that substantiates your stories.
- Identify the positive themes reflected in your stories.
- Describe other evidence (for example: data, awards, accreditations) that validates your care setting’s positive core.
Propose positive, yet attainable, quality and safety improvement goals for your care setting.
- Explain how accomplishing these goals will lead to ethical and culturally-sensitive improvements in quality and safety.
- Explain how your proposed goals align with your care setting’s mission, vision, and values.
Part 2: SWOT Analysis
Conduct a SWOT analysis of your care setting, with respect to quality and safety goals.
- Provide a narrative description of your analysis.
- Identify the assessment tool you used as the basis of your analysis.
- Describe your key findings and their relationships to quality and safety goals.
Describe one area of concern that you identified in your SWOT analysis?relevant to your care setting’s mission, vision, and values?for which you would propose pursuing improvements.
- Explain how this area of concern relates to your care setting’s mission, vision, and values.
- Explain why you believe it will be necessary and valuable to pursue improvements related to this area of concern.
Part 3: Comparison of Approaches
Compare the AI and SWOT approaches to analysis and reflect on the results.
- Describe your mindset when examining your care setting from an AI perspective and from a SWOT perspective.
- Describe the types of data and evidence you searched for when taking an AI approach and a SWOT approach.
- Describe the similarities and differences between the two approaches when communicating and interacting with colleagues.
Part 4: Analysis of Relevant Leadership Characteristics and Skills
Analyze the leadership characteristics and skills most desired in the person leading potential performance improvement projects, taking both an AI and SWOT approach.
- Explain how these characteristics and skills would help a leader facilitate a successful AI-based project and a successful SWOT-based project.
- Comment on any shared characteristics or skills you identified as helpful for both AI and SWOT approaches.
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Evaluate qualities and skills that promote effective leadership within health care organizations.
- Analyze the leadership characteristics and skills most desired in the person leading potential performance improvement projects, taking both an appreciative inquiry (AI) and a strengths, weaknesses, opportunities, and threats (SWOT) approach.
Competency 2: Apply strategies to lead high-performing health care teams to meet organizational quality and safety goals.
- Synthesize stories and evidence about times when a care setting performed at its best with regard to quality and safety goals.
- Conduct a SWOT analysis of a care setting, with respect to quality and safety goals.
- Describe an area of concern identified in a SWOT analysis?relevant to a care setting’s mission, vision, and values?that should be improved.
- Compare the AI and SWOT approaches to analysis with regard to data gathering and interactions with others.
Competency 3: Apply cultural, ethical, and regulatory considerations to leadership decision making.
- Propose positive, attainable quality and safety improvement goals for a care setting.
Competency 5: Communicate with stakeholders and constituencies to build collaborative partnerships and create inclusive work environments.
- Communicate analyses clearly and in a way that demonstrates professionalism and respect for stakeholders and colleagues.
- Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.