Description
Using your text and two additional scholarly sources, submit a research paper on the use of assessments at the program, departmental, or institutional level. Your research paper should:
- Describe the types of assessments used.
- Explain how the data is collected and analyzed.
- Illustrate how findings from the assessments are reported to higher education constituents.
- Explain other factors related to assessments.
- Discuss how you would use the information in your current or future work experiences.
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NR 503 CUCN Week 2 Healthy People 2020 LGTBQ Community Paper
RequirementsResearch Topic: Your course faculty will supply you with a topic for this assignment.Identify your target pop ...
NR 503 CUCN Week 2 Healthy People 2020 LGTBQ Community Paper
RequirementsResearch Topic: Your course faculty will supply you with a topic for this assignment.Identify your target population (for instance, age or other demographic, aggregate population); this must be in your city or state.Discuss population-based health education interventions for your target population that is aimed at reducing morbidity and mortality for the problem. Be sure to review the research literature and HP2020 for interventions. Identify how and what data for interventions is being tracked.In a four (4) page paper, address the following. Refer to rubric for expanded details related to grading expectations.Identify the problem in the introduction section. Provide an overview of the problem in your state/national. Review of descriptive epidemiological and demographic data on mortality/morbidity and risk. HP2020: Present the goal, overview and objectives of Healthy People 2020 for the paper topic.Population level prevention and health promotion review. Describe population and/or primary health care focused interventions. Use of scholarly literature and HP2020 is required. There should be direct correlation to evidence for all strategies.Best Practices in Preparing the Project Review directions and rubric through carefully. Follow submission requirements.Make sure all elements on the grading rubric are included. Organize the paper using the rubric sections and appropriate headings to match the sections. Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing.Title page, running head, body of paper, and reference page must follow APA guidelines as found in the current edition of the manual. This includes the use of headings for each section of the paper except for the introduction where no heading is used. Ideas and information that come from scholarly literature must be cited and referenced correctly. A minimum of three (3) scholarly literature references must be used. Not all references should be from scholarly web sites. You may use your textbook, but this will not count towards the three (3) scholarly literature references.Length: Papers not adhering to the page length may be returned to you for editing to meet the length guidelines. Adhere to the Chamberlain College of Nursing academic policy on integrity as it pertains to the submission of your own original work for assignments. RubricNR503_HP2020_Sept19NR503_HP2020_Sept19CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeAssignment Content Possible Points = 100 PointsIntroduction of the Problem (no heading)1. Problem is clearly stated.2. General introduction to the problem supports its importance as a population health issue with data and general statement of scope of problem.3. Focus of the paper is stated succinctly.(3 critical elements)5.0 ptsExcellentAll bullet items (content) included with depth and consistent connection, validation, by evidence.4.0 ptsV. GoodAll content included but limited clarity or depth OR Content is missing one critical element.3.0 ptsSatisfactoryContent missing: 1. Two critical elements Or 2. Writing lacks clarity, depth2.0 ptsNeeds ImprovementContent missing: 1. Two critical elements 2. Clarity 3. Problem is unsupported 4. Writing is largely unsupported0.0 ptsUnsatisfactorySection missing5.0 ptsThis criterion is linked to a Learning OutcomeDiscussion: Overview, Background and Significance of the Problem1. Provide background and significance of the problem.2. This includes risks and impact of disease.3. Data: State and National: Incidence, prevalence, mortality, breakdown by gender/race/religion as appropriately related(3 critical elements)25.0 ptsExcellentAll critical elements (content) included with depth and consistent connection, validation by evidence.23.0 ptsV. GoodAll content included but limited clarity or depth OR Content is missing one critical element.21.0 ptsSatisfactoryContent missing: 1. Two critical elements Or 2. Writing lacks clarity, depth12.0 ptsNeeds ImprovementContent missing: 1. Two critical elements 2. Clarity 3. Writing is largely unsupported0.0 ptsUnsatisfactorySection missing25.0 ptsThis criterion is linked to a Learning OutcomeEpidemiological Analysis of the Problem1. Using descriptive epidemiology (provide description of term) analyze health problem2. Include demographic and related epidemiological data3. Include characteristics of at-risk population using HP2020 specified criteria(3 critical elements)30.0 ptsExcellentAll critical elements (content) included with depth and consistent connection, validation by evidence27.0 ptsV. GoodAll content included but limited clarity or depth OR Content is missing one critical element.25.0 ptsSatisfactoryContent missing: 1. Two critical elements Or 2. Writing lacks clarity, depth15.0 ptsNeeds ImprovementContent missing: 1. Two critical elements 2. Clarity 3. Writing is largely unsupported0.0 ptsUnsatisfactorySection missing30.0 ptsThis criterion is linked to a Learning OutcomeApplication of HP 20201. Identify HP2020 goals and objectives2. Relate HP2020 goals and objectives to health concern topic3. Identify guidelines and a screening method related to health concern4. Review validity (predictive power) of screening tool method to include what population the tool is applicable to use with (for instance, adult, child, culture)(4 critical elements)20.0 ptsExcellentAll critical elements (content) included with depth and consistent connection, validation by evidence18.0 ptsV. GoodAll content included but limited clarity or depth OR Content is missing one critical element.17.0 ptsSatisfactoryContent missing: 1. Two critical elements Or 2. Writing lacks clarity, depth10.0 ptsNeeds ImprovementContent missing: 1. Two critical elements 2. Clarity 3. Writing is largely unsupported0.0 ptsUnsatisfactorySection missing20.0 ptsThis criterion is linked to a Learning OutcomePopulation Level Planning Interventions1. Investigate what is being done at the population health level related to prevention and health promotion for the health problem at the national and state level2. Identify what and how outcomes are being tracked related to said interventions.3. Utilize HP2020, CDC, state public health department, research, etc. as resources for interventions and data.(3 critical elements)20.0 ptsExcellentAll critical elements (content) included with depth and consistent connection, validation by evidence18.0 ptsV. GoodAll content included but limited clarity or depth OR Content is missing one critical element.17.0 ptsSatisfactoryContent missing: 1. Two critical elements Or 2. Writing lacks clarity, depth10.0 ptsNeeds ImprovementContent missing: 1. Two critical elements 2. Clarity 3. Writing is largely unsupported0.0 ptsUnsatisfactorySection missing20.0 ptsThis criterion is linked to a Learning OutcomeAssignment Format Possible Points = 25 PointsAPA1. All content accurately utilizes APA format for citations and table formatting per APA current edition.2. Reference list is formatted per APA current edition.Cover page, running heads, font size and type, reference list and headings per APA current ed.15.0 ptsExcellentNo APA errors14.0 ptsV. Good1-2 APA errors12.0 ptsSatisfactory3-4 APA errors8.0 ptsNeeds Improvement5-6 APA errors0.0 ptsUnsatisfactory7 or more APA errors15.0 ptsThis criterion is linked to a Learning OutcomeGrammar, Syntax, Spelling1. Grammar, writing voice, and spelling are in accordance with APA 6th edition.2. Scientific prose/voice is consistent.3. Writing has precision and clarity4. See APA 6th edition, 3, Writing Clearly and Concisely10.0 ptsExcellentWritten work is free of grammatical, spelling or punctuation errors.9.0 ptsV. GoodWritten work is largely free of grammatical, spelling or syntax errors. (Approximately 1-2).8.0 ptsSatisfactoryWritten work includes some grammatical, spelling or syntax errors that distract the reader. (Approximately 3-4).5.0 ptsNeeds ImprovementWritten work contains numerous grammatical, spelling or syntax errors that distract the reader (Approximately 5-6).0.0 ptsUnsatisfactory7 or more errors10.0 ptsThis criterion is linked to a Learning OutcomeLate Penalty DeductionsStudents are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.0.0 ptsDeduction of points0.0 ptsDeduction of points0.0 ptsTotal Points: 125.0PreviousNextSubmission Submitted!Nov 6 at 8:36amSubmission DetailsDownload WEEK 2- HEALTHY PEOPLE 2020 IMPACT PAPER..docxComments:No C
Walden Unviersity Personality Disorders Discussion
Directions:
Respond to two colleagues separate in the following ways:
Explain whether you agree with your colleague abo ...
Walden Unviersity Personality Disorders Discussion
Directions:
Respond to two colleagues separate in the following ways:
Explain whether you agree with your colleague about the potential effects of labeling an individual with a personality disorder.
Explain how to engage in trauma-informed treatment with this client given the effects of trauma identified by your colleague.
5 pages
Hotel Marketing Strategy Edited
Article: Internet Marketing for Hotels-Trends to Embrace In 2016(Published In May 2016) The power of the internet accessib ...
Hotel Marketing Strategy Edited
Article: Internet Marketing for Hotels-Trends to Embrace In 2016(Published In May 2016) The power of the internet accessible in each and every angle, ...
Gastrointestinal (GI) and hepatobiliary disorders affect the structure and function of the GI tract.
The case you will be using for your assignment is: Patient HL comes into the clinic with the following symptoms: nausea, ...
Gastrointestinal (GI) and hepatobiliary disorders affect the structure and function of the GI tract.
The case you will be using for your assignment is: Patient HL comes into the clinic with the following symptoms: nausea, vomiting, and diarrhea. The patient has a history of drug abuse and possible Hepatitis C. HL is currently taking the following prescription drugs: Synthroid 100 mcg daily Nifedipine 30 mg daily Prednisone 10 mg daily
Quantitative Evaluation
Field experiments have been used to test the effectiveness of policy “nudges”—attempts by government to align desira ...
Quantitative Evaluation
Field experiments have been used to test the effectiveness of policy “nudges”—attempts by government to align desirable social behavior with individual incentives in policy areas ranging from retirement planning to tax compliance. Both the Democratic administration of President Obama and the Conservative government of David Cameron in the U.K. have supported this type of research. For your Discussion this week, choose one of the two scenarios provided and complete the corresponding prompts.Scenario 2: NudgingPost by Day 3 a response to the following:Briefly describe a nudging field experiment design focused on encouraging more self-employed taxpayers to file their estimated taxes. Consider both coercive and nudge style mechanisms to accomplish this, with an aim to demonstrate the effectiveness of the methods.Respond by Day 5 to two colleagues in the following way:Explain what other incentives you might think of to make the nudge more effective and why you might use them.For this Assignment, use all of the information you have gathered so far about your Final Project, your understanding of the program, stakeholders, and theoretical and logical framework of the project, and some of your earlier thinking regarding an appropriate evaluation design. Submit by Day 7 a 2- to 3-page defensible quantitative design for your selected program that addresses the following: Explain how you will select treatment and control groups if the design is a field experiment.Explain what techniques you might use to address selection bias if the design is a quasi experiment.Explain how you might address internal validity if the design is a nonexperimental design.
Decision Tree
Case #1A young girl with difficulties in schoolBACKGROUNDIn psychopharmacology you met Katie, an 8-year-old Caucasian fema ...
Decision Tree
Case #1A young girl with difficulties in schoolBACKGROUNDIn psychopharmacology you met Katie, an 8-year-old Caucasian female, who was brought to your office by her mother (age 47) and father (age 49). You worked through the case by recommending possible ADHD medications. As you progress in your PMHNP program, the cases will involve more information for you to sort through.For this case, you see Katie and her parents again. The parents have reported that the medication given to Katie does not seem to be helping. This has prompted you to reconsider the diagnosis of ADHD. You will consider other differential diagnoses and determine what information you need to accurately assess the DSM-5 criteria to make the diagnosis of ADHD or another disorder with similar diagnostic features.When parents bring their child to your office, they may have read symptoms on the internet or they may have been told by the school “your child has ADHD”. Your diagnosis will either confirm or refute that diagnosis.Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine a differential diagnosis and to begin medication, if indicated. The PMHNP makes this diagnostic decision based on interviews and observations of the child, her parents, and the assessment of the parents and teacher.To start, consider what assessment tools you might need to evaluate Katie.Child Behavior Check ListConners’ Teacher Rating ScaleThe parents give the PMHNP a copy of a form titled “Conner’s Teacher Rating Scale-Revised” (Available at: https://www.ncbi.nlm.nih.gov/projects/gap/cgi-bin/... ). This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, makes careless mistakes in her schoolwork, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. She has difficulty interacting with peers in the classroom and likes to play by herself at recess.When interviewing Katie’s parents, you ask about pre- and post-natal history and you note that Katie is the first born with parents who were close to 40 years old when she was born. She had a low 5 minute Apgar score. The parents say that she met normal developmental milestones and possibly had some difficulty with sleep during the pre-school years. They notice that Katie has difficulty socializing with peers, she is quiet at home and spends a lot of time watching TV.
SUBJECTIVEYou observe Katie in the office and she is not able to sit still during the interview. She is constantly interrupting both you and her parents. Katie reports that school is “OK”- her favorite subjects are “art” and “recess.” She states that she finds some subjects boring or too difficult, and sometimes hard because she feels “lost”. She admits that her mind does wander during class. “Sometimes” Katie reports “I will just be thinking about something else and not looking at the teacher or other students in the class.”Katie reports that her home life is just fine. She reports that she loves her parents and that they are very good and kind to her. Denies any abuse, denies bullying at school. She offers no other concerns at this time.Katie’s parents appear somewhat anxious about their daughter’s problems. You notice the mother is fidgeting with her rings and watch while you are talking. The father is tapping his foot. Other than that, they seem attentive and straight forward in the interview process.
MENTAL STATUS EXAMThe client is an 8-year-old Caucasian female who appears appropriately developed for her age. Her speech is clear, coherent, and logical. She is appropriately oriented to person, place, time, and event. She is dressed appropriately for the weather and time of year. She demonstrates no noteworthy mannerisms, gestures, or tics. Self-reported mood is euthymic. Affect is neutral. Katie says that she doesn’t hear any ‘voices’ in her head but does admit to having an imaginary friend, ‘Audrey’. No reports of delusional or paranoid thought processes. Attention and concentration are somewhat limited based on Katie’s short answers to your questions.Decision Point OneBASED ON THE INFORMATION PROVIDED IN THE SCENARIO ABOVE, WHAT IS YOUR DIAGNOSIS FOR KATIE?In your write-up of this case, be certain to link specific symptoms presented in the case to DSM–5 criteria to support your diagnosis.In your write-up of this case, be certain to link specific symptoms presented in the case to DSM–5 criteria to support your diagnosis. 299.00 Autism Spectrum Disorder (ASD), mild and co-occurring; 300.23 Social Anxiety Disorder 315.0 Specific Learning Disorder with Impairment in Reading and 315.1 Impairment in Mathematics 314.00 Attention Deficit Hyperactivity Disorder, predominantly inattentive presentationThe Assignment:Examine Case 1. You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.At each Decision Point, stop to complete the following:Decision #1: Differential DiagnosisWhich Decision did you select?Why did you select this Decision? Support your response with evidence and references to the Learning Resources.What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?Decision #2: Treatment Plan for PsychotherapyWhy did you select this Decision? Support your response with evidence and references to the Learning Resources.What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?Decision #3: Treatment Plan for PsychopharmacologyWhy did you select this Decision? Support your response with evidence and references to the Learning Resources.What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?Also include how ethical considerations might impact your treatment plan and communication with clients and their families.
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NR 503 CUCN Week 2 Healthy People 2020 LGTBQ Community Paper
RequirementsResearch Topic: Your course faculty will supply you with a topic for this assignment.Identify your target pop ...
NR 503 CUCN Week 2 Healthy People 2020 LGTBQ Community Paper
RequirementsResearch Topic: Your course faculty will supply you with a topic for this assignment.Identify your target population (for instance, age or other demographic, aggregate population); this must be in your city or state.Discuss population-based health education interventions for your target population that is aimed at reducing morbidity and mortality for the problem. Be sure to review the research literature and HP2020 for interventions. Identify how and what data for interventions is being tracked.In a four (4) page paper, address the following. Refer to rubric for expanded details related to grading expectations.Identify the problem in the introduction section. Provide an overview of the problem in your state/national. Review of descriptive epidemiological and demographic data on mortality/morbidity and risk. HP2020: Present the goal, overview and objectives of Healthy People 2020 for the paper topic.Population level prevention and health promotion review. Describe population and/or primary health care focused interventions. Use of scholarly literature and HP2020 is required. There should be direct correlation to evidence for all strategies.Best Practices in Preparing the Project Review directions and rubric through carefully. Follow submission requirements.Make sure all elements on the grading rubric are included. Organize the paper using the rubric sections and appropriate headings to match the sections. Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing.Title page, running head, body of paper, and reference page must follow APA guidelines as found in the current edition of the manual. This includes the use of headings for each section of the paper except for the introduction where no heading is used. Ideas and information that come from scholarly literature must be cited and referenced correctly. A minimum of three (3) scholarly literature references must be used. Not all references should be from scholarly web sites. You may use your textbook, but this will not count towards the three (3) scholarly literature references.Length: Papers not adhering to the page length may be returned to you for editing to meet the length guidelines. Adhere to the Chamberlain College of Nursing academic policy on integrity as it pertains to the submission of your own original work for assignments. RubricNR503_HP2020_Sept19NR503_HP2020_Sept19CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeAssignment Content Possible Points = 100 PointsIntroduction of the Problem (no heading)1. Problem is clearly stated.2. General introduction to the problem supports its importance as a population health issue with data and general statement of scope of problem.3. Focus of the paper is stated succinctly.(3 critical elements)5.0 ptsExcellentAll bullet items (content) included with depth and consistent connection, validation, by evidence.4.0 ptsV. GoodAll content included but limited clarity or depth OR Content is missing one critical element.3.0 ptsSatisfactoryContent missing: 1. Two critical elements Or 2. Writing lacks clarity, depth2.0 ptsNeeds ImprovementContent missing: 1. Two critical elements 2. Clarity 3. Problem is unsupported 4. Writing is largely unsupported0.0 ptsUnsatisfactorySection missing5.0 ptsThis criterion is linked to a Learning OutcomeDiscussion: Overview, Background and Significance of the Problem1. Provide background and significance of the problem.2. This includes risks and impact of disease.3. Data: State and National: Incidence, prevalence, mortality, breakdown by gender/race/religion as appropriately related(3 critical elements)25.0 ptsExcellentAll critical elements (content) included with depth and consistent connection, validation by evidence.23.0 ptsV. GoodAll content included but limited clarity or depth OR Content is missing one critical element.21.0 ptsSatisfactoryContent missing: 1. Two critical elements Or 2. Writing lacks clarity, depth12.0 ptsNeeds ImprovementContent missing: 1. Two critical elements 2. Clarity 3. Writing is largely unsupported0.0 ptsUnsatisfactorySection missing25.0 ptsThis criterion is linked to a Learning OutcomeEpidemiological Analysis of the Problem1. Using descriptive epidemiology (provide description of term) analyze health problem2. Include demographic and related epidemiological data3. Include characteristics of at-risk population using HP2020 specified criteria(3 critical elements)30.0 ptsExcellentAll critical elements (content) included with depth and consistent connection, validation by evidence27.0 ptsV. GoodAll content included but limited clarity or depth OR Content is missing one critical element.25.0 ptsSatisfactoryContent missing: 1. Two critical elements Or 2. Writing lacks clarity, depth15.0 ptsNeeds ImprovementContent missing: 1. Two critical elements 2. Clarity 3. Writing is largely unsupported0.0 ptsUnsatisfactorySection missing30.0 ptsThis criterion is linked to a Learning OutcomeApplication of HP 20201. Identify HP2020 goals and objectives2. Relate HP2020 goals and objectives to health concern topic3. Identify guidelines and a screening method related to health concern4. Review validity (predictive power) of screening tool method to include what population the tool is applicable to use with (for instance, adult, child, culture)(4 critical elements)20.0 ptsExcellentAll critical elements (content) included with depth and consistent connection, validation by evidence18.0 ptsV. GoodAll content included but limited clarity or depth OR Content is missing one critical element.17.0 ptsSatisfactoryContent missing: 1. Two critical elements Or 2. Writing lacks clarity, depth10.0 ptsNeeds ImprovementContent missing: 1. Two critical elements 2. Clarity 3. Writing is largely unsupported0.0 ptsUnsatisfactorySection missing20.0 ptsThis criterion is linked to a Learning OutcomePopulation Level Planning Interventions1. Investigate what is being done at the population health level related to prevention and health promotion for the health problem at the national and state level2. Identify what and how outcomes are being tracked related to said interventions.3. Utilize HP2020, CDC, state public health department, research, etc. as resources for interventions and data.(3 critical elements)20.0 ptsExcellentAll critical elements (content) included with depth and consistent connection, validation by evidence18.0 ptsV. GoodAll content included but limited clarity or depth OR Content is missing one critical element.17.0 ptsSatisfactoryContent missing: 1. Two critical elements Or 2. Writing lacks clarity, depth10.0 ptsNeeds ImprovementContent missing: 1. Two critical elements 2. Clarity 3. Writing is largely unsupported0.0 ptsUnsatisfactorySection missing20.0 ptsThis criterion is linked to a Learning OutcomeAssignment Format Possible Points = 25 PointsAPA1. All content accurately utilizes APA format for citations and table formatting per APA current edition.2. Reference list is formatted per APA current edition.Cover page, running heads, font size and type, reference list and headings per APA current ed.15.0 ptsExcellentNo APA errors14.0 ptsV. Good1-2 APA errors12.0 ptsSatisfactory3-4 APA errors8.0 ptsNeeds Improvement5-6 APA errors0.0 ptsUnsatisfactory7 or more APA errors15.0 ptsThis criterion is linked to a Learning OutcomeGrammar, Syntax, Spelling1. Grammar, writing voice, and spelling are in accordance with APA 6th edition.2. Scientific prose/voice is consistent.3. Writing has precision and clarity4. See APA 6th edition, 3, Writing Clearly and Concisely10.0 ptsExcellentWritten work is free of grammatical, spelling or punctuation errors.9.0 ptsV. GoodWritten work is largely free of grammatical, spelling or syntax errors. (Approximately 1-2).8.0 ptsSatisfactoryWritten work includes some grammatical, spelling or syntax errors that distract the reader. (Approximately 3-4).5.0 ptsNeeds ImprovementWritten work contains numerous grammatical, spelling or syntax errors that distract the reader (Approximately 5-6).0.0 ptsUnsatisfactory7 or more errors10.0 ptsThis criterion is linked to a Learning OutcomeLate Penalty DeductionsStudents are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.0.0 ptsDeduction of points0.0 ptsDeduction of points0.0 ptsTotal Points: 125.0PreviousNextSubmission Submitted!Nov 6 at 8:36amSubmission DetailsDownload WEEK 2- HEALTHY PEOPLE 2020 IMPACT PAPER..docxComments:No C
Walden Unviersity Personality Disorders Discussion
Directions:
Respond to two colleagues separate in the following ways:
Explain whether you agree with your colleague abo ...
Walden Unviersity Personality Disorders Discussion
Directions:
Respond to two colleagues separate in the following ways:
Explain whether you agree with your colleague about the potential effects of labeling an individual with a personality disorder.
Explain how to engage in trauma-informed treatment with this client given the effects of trauma identified by your colleague.
5 pages
Hotel Marketing Strategy Edited
Article: Internet Marketing for Hotels-Trends to Embrace In 2016(Published In May 2016) The power of the internet accessib ...
Hotel Marketing Strategy Edited
Article: Internet Marketing for Hotels-Trends to Embrace In 2016(Published In May 2016) The power of the internet accessible in each and every angle, ...
Gastrointestinal (GI) and hepatobiliary disorders affect the structure and function of the GI tract.
The case you will be using for your assignment is: Patient HL comes into the clinic with the following symptoms: nausea, ...
Gastrointestinal (GI) and hepatobiliary disorders affect the structure and function of the GI tract.
The case you will be using for your assignment is: Patient HL comes into the clinic with the following symptoms: nausea, vomiting, and diarrhea. The patient has a history of drug abuse and possible Hepatitis C. HL is currently taking the following prescription drugs: Synthroid 100 mcg daily Nifedipine 30 mg daily Prednisone 10 mg daily
Quantitative Evaluation
Field experiments have been used to test the effectiveness of policy “nudges”—attempts by government to align desira ...
Quantitative Evaluation
Field experiments have been used to test the effectiveness of policy “nudges”—attempts by government to align desirable social behavior with individual incentives in policy areas ranging from retirement planning to tax compliance. Both the Democratic administration of President Obama and the Conservative government of David Cameron in the U.K. have supported this type of research. For your Discussion this week, choose one of the two scenarios provided and complete the corresponding prompts.Scenario 2: NudgingPost by Day 3 a response to the following:Briefly describe a nudging field experiment design focused on encouraging more self-employed taxpayers to file their estimated taxes. Consider both coercive and nudge style mechanisms to accomplish this, with an aim to demonstrate the effectiveness of the methods.Respond by Day 5 to two colleagues in the following way:Explain what other incentives you might think of to make the nudge more effective and why you might use them.For this Assignment, use all of the information you have gathered so far about your Final Project, your understanding of the program, stakeholders, and theoretical and logical framework of the project, and some of your earlier thinking regarding an appropriate evaluation design. Submit by Day 7 a 2- to 3-page defensible quantitative design for your selected program that addresses the following: Explain how you will select treatment and control groups if the design is a field experiment.Explain what techniques you might use to address selection bias if the design is a quasi experiment.Explain how you might address internal validity if the design is a nonexperimental design.
Decision Tree
Case #1A young girl with difficulties in schoolBACKGROUNDIn psychopharmacology you met Katie, an 8-year-old Caucasian fema ...
Decision Tree
Case #1A young girl with difficulties in schoolBACKGROUNDIn psychopharmacology you met Katie, an 8-year-old Caucasian female, who was brought to your office by her mother (age 47) and father (age 49). You worked through the case by recommending possible ADHD medications. As you progress in your PMHNP program, the cases will involve more information for you to sort through.For this case, you see Katie and her parents again. The parents have reported that the medication given to Katie does not seem to be helping. This has prompted you to reconsider the diagnosis of ADHD. You will consider other differential diagnoses and determine what information you need to accurately assess the DSM-5 criteria to make the diagnosis of ADHD or another disorder with similar diagnostic features.When parents bring their child to your office, they may have read symptoms on the internet or they may have been told by the school “your child has ADHD”. Your diagnosis will either confirm or refute that diagnosis.Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine a differential diagnosis and to begin medication, if indicated. The PMHNP makes this diagnostic decision based on interviews and observations of the child, her parents, and the assessment of the parents and teacher.To start, consider what assessment tools you might need to evaluate Katie.Child Behavior Check ListConners’ Teacher Rating ScaleThe parents give the PMHNP a copy of a form titled “Conner’s Teacher Rating Scale-Revised” (Available at: https://www.ncbi.nlm.nih.gov/projects/gap/cgi-bin/... ). This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, makes careless mistakes in her schoolwork, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. She has difficulty interacting with peers in the classroom and likes to play by herself at recess.When interviewing Katie’s parents, you ask about pre- and post-natal history and you note that Katie is the first born with parents who were close to 40 years old when she was born. She had a low 5 minute Apgar score. The parents say that she met normal developmental milestones and possibly had some difficulty with sleep during the pre-school years. They notice that Katie has difficulty socializing with peers, she is quiet at home and spends a lot of time watching TV.
SUBJECTIVEYou observe Katie in the office and she is not able to sit still during the interview. She is constantly interrupting both you and her parents. Katie reports that school is “OK”- her favorite subjects are “art” and “recess.” She states that she finds some subjects boring or too difficult, and sometimes hard because she feels “lost”. She admits that her mind does wander during class. “Sometimes” Katie reports “I will just be thinking about something else and not looking at the teacher or other students in the class.”Katie reports that her home life is just fine. She reports that she loves her parents and that they are very good and kind to her. Denies any abuse, denies bullying at school. She offers no other concerns at this time.Katie’s parents appear somewhat anxious about their daughter’s problems. You notice the mother is fidgeting with her rings and watch while you are talking. The father is tapping his foot. Other than that, they seem attentive and straight forward in the interview process.
MENTAL STATUS EXAMThe client is an 8-year-old Caucasian female who appears appropriately developed for her age. Her speech is clear, coherent, and logical. She is appropriately oriented to person, place, time, and event. She is dressed appropriately for the weather and time of year. She demonstrates no noteworthy mannerisms, gestures, or tics. Self-reported mood is euthymic. Affect is neutral. Katie says that she doesn’t hear any ‘voices’ in her head but does admit to having an imaginary friend, ‘Audrey’. No reports of delusional or paranoid thought processes. Attention and concentration are somewhat limited based on Katie’s short answers to your questions.Decision Point OneBASED ON THE INFORMATION PROVIDED IN THE SCENARIO ABOVE, WHAT IS YOUR DIAGNOSIS FOR KATIE?In your write-up of this case, be certain to link specific symptoms presented in the case to DSM–5 criteria to support your diagnosis.In your write-up of this case, be certain to link specific symptoms presented in the case to DSM–5 criteria to support your diagnosis. 299.00 Autism Spectrum Disorder (ASD), mild and co-occurring; 300.23 Social Anxiety Disorder 315.0 Specific Learning Disorder with Impairment in Reading and 315.1 Impairment in Mathematics 314.00 Attention Deficit Hyperactivity Disorder, predominantly inattentive presentationThe Assignment:Examine Case 1. You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.At each Decision Point, stop to complete the following:Decision #1: Differential DiagnosisWhich Decision did you select?Why did you select this Decision? Support your response with evidence and references to the Learning Resources.What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?Decision #2: Treatment Plan for PsychotherapyWhy did you select this Decision? Support your response with evidence and references to the Learning Resources.What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?Decision #3: Treatment Plan for PsychopharmacologyWhy did you select this Decision? Support your response with evidence and references to the Learning Resources.What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?Also include how ethical considerations might impact your treatment plan and communication with clients and their families.
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