DEVRY_PSYC_305_WEEK 1 INDIVIDUAL ASSIGNMENT

Individual Assignment 1 (due Week 1)

Individual assignment: McFarlane Case, p. 65 (Manning & Curtis): “Part One Video Case, Toying with Success: The McFarlane Companies”

After reading the case, answer “Questions for Discussion” 1 and 2, providing evidence for points you make.

Then, include a well thought-out and reflective 6 to 10-line personal conclusion.

Submit your assignment AS A MICROSOFT WORD DOCUMENT in the Week 1 Individual Assignment Dropbox. See the Syllabus section “Due Dates for Assignments & Exams” for due date information.

Rubric (professor has the discretion to award points as deemed reasonable):
  • Complete, well thought-out responses tapping into required content, arguments well presented, all parts responded to adequately, no significant errors – 40/40
  • Many points made, but some connection to content missing, one part not answered, not complete discussion- 34/40
  • Some points made, but some connection to content missing, incomplete and/or limited discussion – 26/40
  • Limited discussion, limited points – 18/40
  • Poor in every way – 5-10/40
  • For grammatical and spelling errors, student may lose additional points

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Assignment: Differential Diagnosis For Skin Conditions

The Lab Assignment

Choose one skin condition graphic (identify by number in your Chief Complaint) to document your assignment in the SOAP (Subjective, Objective, Assessment, and Plan) note format rather than the traditional narrative style. Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in this week’s Learning Resources for guidance. Remember that not all comprehensive SOAP data are included in every patient case.

•&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;Use clinical terminologies to explain the physical characteristics featured in the graphic. Formulate a differential diagnosis of three to five possible conditions for the skin graphic that you chose. Determine which is most likely to be the correct diagnosis and explain your reasoning using at least three different references, one reference from current evidence-based literature from your search and two different references from this week’s Learning Resourc

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The neurological system

Discussion: Pain
The neurological system affects all parts and functions of the body through nerve stimulation. Nerves also control the sensation and perception of pain. While pain can be described in a variety of ways, it is essentially labeled according to its duration and source. As an advanced practice nurse evaluating a patient, you need to consider the following questions: Does the pain quickly come and go, or is it persistent and ongoing? Does the pain arise at the source of injury or in another location? In this Discussion, you compare three common types of pain—acute, chronic, and referred.
To Prepare
Review this week’s media presentation on the neurological system, as well as Chapter 14 in the Huether and McCance text.
Identify the pathophysiology of acute, chronic, and referred pain. Consider the similarities and differences between these three types of pain.
Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain.
Post a description of the pathophysiology of acute, chronic, and referred pain, including similarities and differences between them. Then, explain how the factors you selected might impact the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain.

NOTE:  THIS IS THE LINK YOU SHOULD OPEN TO DOWNLOAD THE BOOK:

https://drive.google.com/file/d/12MGt6z2PicuM1y4rM-SN8rpGD09-Tmkj/view?usp=sharing

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Family Assessment

Hi Ultimate Writer,

 

Can you help me with my homework.

5 pages, APA, use Rubric 1-6 and Friedman Family Assessment-1-17 short answers, and choose 1 from family structure and  1 from family function. Family theorist is Murary Bowen or one you choose. Thanks.

 

Toni

 

***Paper length four-five pages (***excluding title and reference pages,  and appendices-as needed).    

 

 

 

 

Scholarly Family Assessment Paper

Possible Points Your Points Comments
       
1.Briefly introduce family & basic elements of assessment. Include family form & membership—i.e., who is in the family you are discussing, brief background 3    
2.One type of Family Structure discussion 2    
3.One type of Family Function discussion 2    
4.ONE family theory (Include explanation of theory components and application to this family)

List theory used here ___________

10    
5.  Conclusion       2  

 

 
6.  Diagrams (3):  Genogram, Ecomap, Attachment Diagram—must be labeled with any necessary key       3  

 

 
       
Text Mechanics      
7.Citations and References 3    
8.Mechanics/Format/Level 1 headings/Overall impression 2    
9.Grammar/Form/Spelling/Punctuation/Flow/Readability 3    
10.Grading Criteria (minus 5 pts if not included)    
Total Points for Family Theory Project—Paper Component 30    

 

 

 

 

Friedman Family Assessment—Short form

 

Identifying Data

1. Family name

2. Address and phone
3. Family composition
4. Type of family form
5. Cultural (ethnic) background
6. Religious identification
7. Social class status
8. Family’s recreational or leisure-time activities

 

Developmental Stage and History of Family

9. Family’s present developmental stage
10. Extent of family developmental tasks fulfillment

11. Nuclear family history
12. History of family of origin of both parents

 

Environmental Data

13. Characteristics of home
14. Characteristics of neighborhood and larger community

15. Family’s geographic mobility
16. Family’s associations and transactions with community

17. Family’s social support system or network

 

Family Structure

18. Communication patterns
Extent of functional and dysfunctional communication
(types of recurring patterns)
Extent of emotional (affective) messages and how expressed Characteristics of

communication within family subsystems Extent of congruent and incongruent messages
Types of dysfunctional communication processes seen in family Areas of open and

closed communication
Familial and contextual variables affecting communication

19. Power structure Power outcomes

Decision-making process
Power bases
Variables affecting family power
Overall family system and subsystem power (Family power continuum placement)

20. Role structure
Formal role structure
Informal role structure
Analysis of role models (optional) Variables affecting role structure

21. Family values
Compare the family to American or family’s reference group values and/or identify

important family values and their importance (priority) in family.
Congruence between the family’s values and the family’s reference group or wider

community

Congruence between the family’s values and family member’s values Variables

influencing family values
Values consciously or unconsciously held
Presence of value conflicts in family

Effect of the above values and value conflicts on health status of family

 

Family Functions

22. Affective function
Family’s need–response patterns
Mutual nurturance, closeness, and identification Separateness and connectedness

23. Socialization function
Family child-rearing practices
Adaptability of child-rearing practices for family form and family’s situation
Who is (are) socializing agent(s) for child(ren)?
Value of children in family
Cultural beliefs that influence family’s child-rearing patterns
Social class influence on child-rearing patterns
Estimation about whether family is at risk for child-rearing problems and if so, indication

of high risk factors
Adequacy of home environment for children’s need to play

24. Health care function
Family’s health beliefs, values, and behavior
Family’s definitions of health–illness and their level of knowledge Family’s perceived

health status and illness susceptibility
Family’s dietary practices
Adequacy of family diet (recommended 3-day food history record) Function of mealtimes

and attitudes toward food and mealtimes Shopping (and its planning) practices
Person(s) responsible for planning, shopping, and preparation of meals Sleep and rest

habits
Physical activity and recreation practices (not covered earlier)
Family’s drug habits
Family’s role in self-care practices
Medically based preventive measures (physicals, eye and hearing
tests, and immunizations)
Dental health practices
Family health history (both general and specific diseases— environmentally and

genetically related)
Health care services received
Feelings and perceptions regarding health services
Emergency health services
Source of payments for health and other services
Logistics of receiving care

 

Family Stress and Coping

25. Short- and long-term familial stressors and strengths

26. Extent of family’s ability to respond, based on objective

appraisal of stress-producing situations

Coping strategies utilized (present/past)

Differences in family members’ ways of coping Family’s inner coping strategies
Family’s external coping strategies

Dysfunctional adaptive strategies utilized (present/past; extent of usage)

 

Name (last, first)

1.     (Father)

2.     (Mother)

3.     (Oldest child)

4. 5. 6. 7. 8.

 

Friedman, M. M., Bowden, V. R., & Jones, E. G. (2003).  Family nursing:  Research,

theory and practice (5th ed.).  Upper Saddle River, NJ:  Prentice Hall/Pearson Education.

 

Structure & Function—Family Theory/Friedman (2003):

 

 

STRUCTURE:  Refers to how family is organized, and how they relate to each other & to the whole.  Four interactive & interrelated dimensions:

1.     Role systems

2.     Value Systems

3.     Communication networks

4.     Power Structure

 

FUNCTION:  Refers to how families go about meeting needs of individuals and broader society.  Family functions are what a family does.  Five family function dimensions:

1.     Affective

2.     Socialization

3.     Reproductive

4.     Health care

5.     Economic

 

 

Additionally….  How a family deals with stress, coping, adaptation, and SPIRITUALITY are all important in our assessments of families.

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Cultural, Religious Or Spiritual Beliefs And Practices

Cultural, Religious or Spiritual Beliefs and Practices; Implications for Compliance to Healthcare Regimens

Conduct a literature search to locate recent, peer-reviewed scholarly publications related to the cultural and religious or spiritual beliefs and practices of two culturally diverse population groups currently residing in the United States.

Concisely describe the key findings for each population group and discuss how cultural and religious or spiritual beliefs and practices may influence compliance with prescribed treatment regimens for each group, thus, influence patient care outcomes. What are the implications of these findings for your future advanced nursing role?

Expectations

  • Length: A minimum of 250 words, not including references
  • Citations: At least one high-level scholarly reference in APA from within the last 5 years

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Week 4 Discussion

Apply information from the Aquifer Case Study to answer the following discussion questions:

  • Discuss the Mrs. Gomez’s history that would be pertinent to her difficulty sleeping. Include chief complaint, HPI, Social, Family and Past medical history that would be important to know.
  • Describe the physical exam and diagnostic tools to be used for Mrs. Gomez. Are there any additional you would have liked to be included that were not? 
  • Please list 3 differential diagnoses for Mrs. Gomez and explain why you chose them.  What was your final diagnosis and how did you make the determination?
  • What plan of care will Mrs. Gomez be given at this visit, include drug therapy and treatments; what is the patient education and follow-up?

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Discuss why these two databases are better than Google Scholar or a general Internet search.

Identify two GCU Library scholarly databases that will help you find the best research articles to support your EBP proposal. Discuss why these two databases are better than Google Scholar or a general Internet search.

#2:

The Institute of Medicine has stated a goal that 90% of practice be evidence-based by 2020. According to HealthyPeople.gov, the United States is currently at approximately 15%. Discuss two barriers that might hold nursing practice from achieving this goal, and suggest ways in which identified barriers may be addressed.

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Histograms And Descriptive Statistics

For this three-part assessment, you will create and interpret histograms and compute descriptive statistics for given variables; analyze the goals of data screening; and generate scores for variables, analyze types of error, and analyze cases to either reject or not reject a null hypothesis. You will use SPSS software and several Capella course files to complete this assessment.

A solid understanding of descriptive statistics is foundational to grasping the concepts presented in inferential statistics. This assessment measures your understanding of key elements of descriptive statistics.

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

  • Competency 1: Analyze the computation, application, strengths, and limitations of various statistical tests.
    • Analyze the strengths and limitations of examining a distribution of scores with a histogram.
    • Analyze the relevant data from the computation, interpretation, and application of z-scores.
    • Analyze real-world application of Type I and Type II errors and the research decisions that influence the relative risk of each.
  • Competency 2: Analyze the decision-making process of data analysis.
    • Analyze meaningful versus meaningless variables reported in descriptive statistics.
    • Apply the logic of null hypothesis testing to cases.
  • Competency 4: Interpret the results of statistical analyses.
    • Interpret histogram results, including concepts of skew, kurtosis, outliers, symmetry, and modality.
    • Interpret descriptive statistics for meaningful variables.
  • Competency 5: Apply a statistical program’s procedure to data.
    • Apply the appropriate SPSS procedures for creating histograms to generate relevant output.
    • Apply the appropriate SPSS procedure for generating descriptive statistics to generate relevant output.
    • Apply the appropriate SPSS procedures for creating z-scores and descriptive statistics to generate relevant output.
  • Competency 7: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the identified field of study.
    • Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the identified field of study.

     

Read Assessment 1 Context [DOC] for important information on the following topics:

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  • The standard normal distribution and scores.
  • Hypothesis testing.
  • Null and alternative hypotheses.
  • Type I and Type II errors.
  • Probability values and the null hypothesis.

 

APA Resources

Because this is a psychology course, you need to format this assessment according to APA guidelines. Additional resources about APA can be found in the Research Resources in the courseroom navigation menu. Use the resources to guide your work.

  • American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Required Resources

The following resources are required to complete the assessment.

SPSS Software

The following statistical analysis software is required to complete your assessments in this course:

  • IBM SPSS Statistics Standard or Premium GradPack (recent version for Windows or Mac).
    • As a Capella learner, you have access to the more robust IBM SPSS Statistics Premium GradPack arranged at an academic discount through a contracted vendor.
    • Please refer to the Statistical Software page on Campus for general information on SPSS software, including the most recent version made available to Capella learners.
Data Set and Software Procedure
  • Data Set Instructions [DOCX].
    • These instructions explain how to access the data needed for this assessment.
  • grades.sav.
    • This file contains the data set used with SPSS to complete the assessment.
Assessment Template and Output Instructions

Preparation

This assessment has three parts, each of which is described below. Submit all three parts as Word documents.

Note: All the course documents you will need for the assessment are linked in the Resources section.

Read Assessment 1 Context to learn about the concepts used in this assessment.

This assessment uses the grades.sav file, found in the Resources for this assessment.

The fictional data in the grades.sav file represent a teacher’s recording of student demographics and performance on quizzes and a final exam across three sections of the course. Each section consists of about 35 students (N = 105).

There are 21 variables in grades.sav. To prepare for this assessment, complete the following:

  • Open your grades.sav file and navigate to the “Variable View” tab.
  • Read the Data Set Instructions, and make sure you have the correct Values and Scales of Measurement assigned.

Part 1: Histograms and Descriptive Statistics

Your first IBM SSPS assessment includes two sections:

  • Create two histograms and provide interpretations.
  • Calculate measures of central tendency and dispersion and provide interpretations.
Key Details and Instructions
  • Submit your assessment as an attached Word document.
  • Begin your assessment by creating a properly formatted APA title page. Include a reference list at the end of the document if necessary. On page 2, begin Section 1.
  • Organize the narrative report with your SPSS output charts and tables integrated along with your responses to the specific requirements listed for that assessment. (See the Copy/Export Output Instructions in the Resources for instructions on how to do this.)
  • Label all tables and graphs in a manner consistent with APA style and formatting guidelines. Citations, if needed, should be included in the text as well as a reference section at the end of the report.
  • For additional help in completing this assessment, refer to IBM SPSS Step-By-Step Instructions: Histograms and Descriptive Statistics, linked in the Resources.
Section 1: Histograms and Visual Interpretation

Section 1 will include one histogram of “total” scores for all the males in the data set, and one histogram of “total” scores for all the females in the data set.

Create two histograms using the total and gender variables in your grades.sav data set:

  • A histogram for male students.
  • A histogram for female students.

Below the histograms, provide an interpretation based on your visual inspection. Correctly use all of the following terms in your discussion:

  • Skew.
  • Kurtosis.
  • Outlier.
  • Symmetry.
  • Modality.

Comment on any differences between males and females regarding their total scores. Analyze the strengths and limitations of visually interpreting histograms.

Section 2: Calculate and Interpret Measures of Central Tendency and Dispersion

Using the grades.sav file, compute descriptive statistics, including mean, standard deviation, skewness, and kurtosis for the following variables:

  • id.
  • gender.
  • ethnicity.
  • gpa.
  • quiz3.
  • total.

Below the Descriptives table, complete the following:

  • Indicate which variable or variables are meaningless to interpret in terms of mean, standard deviation, skewness, and kurtosis. Justify your decision.
  • Next, indicate which variable or variables are meaningful to interpret. Justify your decision. For meaningful variables, specify any variables that are in the ideal range for both skewness and kurtosis.
  • Specify any variables that are acceptable but not excellent.
  • Specify any variables that are unacceptable. Explain your decisions.
  • For all meaningful variables, report and interpret the descriptive statistics (mean, standard deviation, skewness, and kurtosis).

Part 2: Data Screening

For this part of the assessment, respond to the following questions:

What are the goals of data screening? How can you identify and remedy the following?

  • Errors in data entry.
  • Outliers.
  • Missing data.

Part 3: Scores, Type I and II Error, Null Hypothesis Testing

This IBM SPSS assessment includes three sections:

  • Generate scores for a variable in grades.sav and report/interpret them.
  • Analyze cases of Type I and Type II error.
  • Analyze cases to either reject or not reject a null hypothesis.

The format of this assessment should be narrative with supporting statistical output (table and graphs) integrated into the narrative in the appropriate place (not all at the end of the document). See the Copy/Export Output Instructions for instructions on how to do this.

Download the Scores, Type I and Type II Error, Null Hypothesis Testing Answer Template from the Required Resources, and use the template to complete the following sections:

  • Section 1: Scores in SPSS.
  • Section 2: Case Studies of Type I and Type II Error.
  • Section 3: Case Studies of Null Hypothesis Testing.

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Culture Class Module 2 Assignment Family Traditions

Familial Health Traditions

Instructions: 

  1. Read and follow the directions on pages 160 and 161.
  2. Conduct an interview with an older family member.
  3. Summarize your findings regarding familial and social changes, and your ethnocultural and religiousheritage. (Include one example)
  4. Your paper should be:
    • One (1) page
    • Typed according to APA style for margins, formating and spacing standards
      • See NUR3045 – Library (located on left-side on menu) for tutorial Using APA Style
    • Typed into a Microsoft Word document, save the file, and then upload the file.
    • I ATTACHED THE PDF OF THE BOOK SO YOU CAN LOOK AT PAGE 160 AND 161 WHCIH IS PART OF CHAPTER 7

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Disseminating Results And Advancement Of The Profession

Assignment 1 

Disseminating Results
Take a minute to think about the health-promotion and disease-prevention issue you chose to focus on at the outset of this course. Now bring to mind the problem and target population you identified. The program design and evaluation planning you have engaged in throughout this course have served an important purpose—not only of furthering your own knowledge and expertise, but of contributing toward an understanding of these significant topics and furthering collective progress toward important goals.
As a DNP-prepared nurse, you have an ethical and professional obligation to disseminate findings. This Discussion seeks to facilitate your professional growth by asking you to assess and reflect on the success of your program design, the challenges you have encountered, and the ethical considerations that may warrant additional attention.
To prepare:

  • How has your understanding of the      national health-promotion and disease-prevention issue and your selected      problem and target population developed over the past several weeks? How      has your perception changed, if at all?
  • Critically evaluate the pros and cons      of the program you have designed. Based on what you have learned in this      course, as well as your professional experiences, do you think your      program would address the problem for the target population? Would the      benefits outweigh the costs?
  • Examine the ethical implications of      the program you have designed. What questions, concerns, and/or insights      do you have?
  • As a nurse engaged in advance      practice, which venues would be viable for disseminating the results of      your program design and evaluation? What audience would be most interested      in these findings? Identify at least one professional journal to which you      could publish the results of your program design and evaluation, as well      as at least one other venue for disseminating results.

By tomorrow Tuesday 2/5/19 8 am, write a minimum of 550 words essay in APA format with at least 3 scholarly references. Include the level 1 headers as numbered below:

Post a cohesive scholarly response that addresses the following:

1) Assess your program design and evaluation, including the ethical implications of the program you have developed.

2) Identify at least one professional journal (e.g. Oncology Nursing Forum, American Journal of Health Education etc…) in which you could publish the results of your program design and evaluation.

 

3) Describe at least one other venue that could provide a valuable forum for disseminating results.

Required Readings

Abualula, N., Jacobsen, K., Milligan, R., Rodan, M., & Conn, V. (2016). Evaluating diabetes educational interventions with a skill development component in adolescents with type 1 diabetes: A systematic review focusing on quality of life. Diabetes Nurse Educator, 42(5), 515–527.

Reynolds, N., Satyanarayana, V., Duggal, M., Varghese, M., Liberti, L., Singh, P., Ranganathan, M., Jeon, S., & Chandra, P. (2016). The citation is missing the article title. MAHILA: a protocol for evaluating a nurse-delivered mHealth intervention for women with HIV and psychosocial risk factors in India. BMC Health Services Research, 16,352 doi 10.1186/s12913-016-1605-1.

Reeves, M., Terranova, C., Erickson, J., Job, J., Brookes, D., McCarthy, N., Hickman, I., Lawler, S., Fjeldsoe, B., Healy, G., Winkler, E., Janda, M., Veerman, L., Ware, R., Prins, J., Vos, T., Demark-Wajnefried, W., & Eakin, E. (2016). Living well after breast cancer randomized controlled trial protocol: evaluating a telephone-delivered weight loss intervention versus usual care in women following treatment for breast cancer. BMC Cancer, 16, 830 doi 10.1186/s12885-016-2858-0.

Optional Resources

Ekebergh, M. (2007). Lifeworld-based reflection and learning: A contribution to the reflective practice in nursing and nursing education. Reflective Practice, 8(3), 331–343.

Assignment 2

Advancement of the Profession
Throughout this course, you have been engaged in multiple intensive learning experiences: program design and evaluation assignments, a Practicum Experience. Although each of these endeavors is distinct, it can be beneficial to reflect on themes that emerge while participating in each one. What insights have you gained as a result of these experiences?
As this course comes to a close, consider how what you have learned will help you move forward in the DNP program, as well as how it will allow you to contribute to your profession in the future.
To prepare:

  • How has your professional knowledge      and expertise developed since the beginning of this course? Support your      response with specific references to the AACN Essentials and/or your      specialty competencies.
  • How do you believe your experiences      in this course will enable you to move forward as a contributor and leader      within the profession of nursing?

By tonight Monday 2/8/19 10 pm, write a minimum of 250 words essay in APA format with at least 2 scholarly references. Include the level 1 header as numbered below:

Post a cohesive scholarly response that addresses the following:

1) Discuss two or more significant areas of growth, insight, or inquiry related to your anticipated professional contribution and/or leadership.

Required Readings

Abualula, N., Jacobsen, K., Milligan, R., Rodan, M., & Conn, V. (2016). Evaluating diabetes educational interventions with a skill development component in adolescents with type 1 diabetes: A systematic review focusing on quality of life. Diabetes Nurse Educator, 42(5), 515–527.

Reynolds, N., Satyanarayana, V., Duggal, M., Varghese, M., Liberti, L., Singh, P., Ranganathan, M., Jeon, S., & Chandra, P. (2016). The citation is missing the article title. MAHILA: a protocol for evaluating a nurse-delivered mHealth intervention for women with HIV and psychosocial risk factors in India. BMC Health Services Research, 16,352 doi 10.1186/s12913-016-1605-1.

Reeves, M., Terranova, C., Erickson, J., Job, J., Brookes, D., McCarthy, N., Hickman, I., Lawler, S., Fjeldsoe, B., Healy, G., Winkler, E., Janda, M., Veerman, L., Ware, R., Prins, J., Vos, T., Demark-Wajnefried, W., & Eakin, E. (2016). Living well after breast cancer randomized controlled trial protocol: evaluating a telephone-delivered weight loss intervention versus usual care in women following treatment for breast cancer. BMC Cancer, 16, 830 doi 10.1186/s12885-016-2858-0.

Optional Resources

Ekebergh, M. (2007). Lifeworld-based reflection and learning: A contribution to the reflective practice in nursing and nursing education. Reflective Practice, 8(3), 331–343.

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