How would the nurse best explain that the care Jessica will receive at the psychiatric   facility is based on evidence?

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CHAPTER 4, Evidence-Based Practice
In completing the case study, students will be addressing the following learning objective:
Define evidence-based care.
1. Jessica, a 17-year-old girl who came with her family from Romania to the United States 10 years ago, is brought to the mental health clinic by her mother.  At the admission psychiatric interview, the mother stated that Jessica has been saying for 6 months that aliens have been conducting experiments on her and will soon take her in a spaceship to their planet.  Jessica is often awake at night and roams the house with a hammer and sharp knife, searching for aliens. Jessica’s mother says that she fears that some night Jessica will harm a family member whom she believes to be an alien.  The mother then said that she did not bring Jessica for psychiatric care earlier because she had heard that much of mental health treatment was quackery and a waste of money. The psychiatric nurse explains to Jessica’s mother that all mental health treatment is based on scientific principles.
(Learning Objective: 3)
a. How would the nurse best explain that the care Jessica will receive at the psychiatric   facility is based on evidence? Give two examples of psychiatric evidence-based care, and explain the scientific evidence that supports your examples.
Case Study, Mohr

How will engaging in activities help the client with her anxiety?

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CHAPTER 3, Conceptual Frameworks and Theories:
In completing the case study, students will be addressing the following learning objective:
Give examples of behavioral and cognitive-behavioral interventions.
The student nurse has been assigned a 37-year-old woman admitted to the psychiatric hospital with an anxiety disorder.  This morning, the student notices that the client has a tense facial expression and is walking constantly around the group room.   The student walked over to the client and used reflective communication by stating, “I see that you have a tense expression and are walking around almost all of the time.  Is there something that we could discuss?”  The client replied that she has talked on the telephone to her mother who was keeping her children while she was in the hospital.  The client said that her mother had told her that she was not a good mother, and then said, “I guess I am a bad mother, but I could never measure up to my mother’s expectations.”  The student has learned that negative self-talk can greatly aggravate anxiety and lead to depression.  The student decided to use a behavioral intervention with the client and asked the client who is a good artist and why the client liked the artist’s works. The student and the client then made a list of activities that the client liked. The student taught the client to engage in one of these activities when an unpleasant experience evoked negative thoughts.  The following day, the student decided that the client needed some cognitive restructuring for her relationship with her mother.  The student taught the client that during discussions with her mother, feelings of incompetence might be experienced when the mother made negative comments.  The client was instructed that if her mother made negative comments about parenting, she was to immediately tell her mother that she was a good parent to her children and terminate the conversation at the first opportunity.
(Learning Objective: 3)
a. Will the client be able to learn cognitive restructuring in her relationship with her mother?
b.    How will engaging in activities help the client with her anxiety?
Case Study, Mohr

Explain elements that contribute to mental health.

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Nursing homework help
Case Study, Mohr
CHAPTER 1, Introduction to Psychiatric–Mental Health Nursing In completing the case study, students will be addressing the following learning objectives: Explain elements that contribute to mental health.
Review trends, problems, and goals related to the delivery of mental health care and treatment of mental illness.
1. Karen is a 25-year-old white woman who lives alone in an apartment with her dog. Karen has been divorced for 2 years and is taking Prozac prescribed by her psychiatrist for depression.  Karen and her boyfriend had been discussing marriage until he told her that he wanted to end their relationship.  Karen became even more depressed and could not work for a week.  Karen returned to work, refusing to discuss her issues with family, friends, or coworkers. She did, however, make an appointment to see a psychiatric nurse practitioner.  Karen told the nurse that she was making some changes in her life.  Karen said that she and a girlfriend were joining a gym program for workouts and a social group for young men and women.  Karen stated that she realizes that her former boyfriend had not been committed to her, and she anticipates meeting and dating other young men from the adult social group.  Karen also said that she thinks that the gym exercise will be beneficial to her mentally and physically.
Learning Objectives: 1, 4)

  • How will the psychiatric nurse assess if Karen has made progress toward self-realization?
  • Identify strengths that Karen has for progress in personal growth.

Karen has been seeking treatment for her depression. Analyze the factors that might contribute to Karen’s reluctance to discuss her depression with others.
Case Study, Mohr:  CHAPTER 2, Neuroscience: Biology and Behavior
In completing the case study, students will be addressing the following learning objectives:
Discuss neuroplasticity and how this concept relates to mental health and mental illness.
Briefly explain the importance of interaction between genes and environment, the role of endophenotypes, and the stress-diathesis model of psychiatric illness.

How will you get your target population involved?

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WEEK 6

NR 443 Week 6 DQ 1 :
Environmental Pollutants (Graded)
Visit the U.S. Environmental Protection Agency’s Envirofacts website athttp://www.epa.gov/enviro/ . Enter your city, zip code, or location. Explore the site to learn more about your environment and things that might be impacting the health of its citizens. Identify something new you learned about your environment and how it could be affecting health by completing this statement, “I didn’t know ____.” How could you, in the role of a community health nurse, address these concerns?
NR 443 Week 6 DQ 2 :
Disaster Preparedness (Graded)
Visit the websitehttp://www.ready.gov . Review the steps for being prepared for a disaster. As a community health nurse, what elements do you think are important to stress to the community? How is your community preparing for a potential disaster, or how has it prepared?
NR 443 Milestone 3: Intervention and Evaluation
Purpose
The purpose of this PowerPoint presentation is to provide an opportunity to develop a community health nursing intervention and evaluation tool for your identified community health problem (described in Milestone 2: Assessment and Diagnosis) and identify the components of the nursing process as it applies to a community or population.
Course Outcomes
Scenario
You are a Community/Public Health Nurse (C/PHN) working in your setting of choice. You have identified a community health problem and have analyzed the data collected from your windshield survey and assessment & diagnosis assignments (the first two milestones). You have decided on one nursing intervention and need your organization’s approval for funding of this intervention. Your leadership team has agreed to listen to your proposal.
Directions

  • Choose a community health nurse setting. Some examples of settings are school nurse, parish nurse, home health nurse, nurse working in the health department (be specific to what area in the health department, e.g., WIC, STD clinic, health promotion, maternal-child health, etc.)
  • Introduction: Introduce the identified problem, the purpose of the presentation, and reiterate at least one or two important findings that demonstrate this problem in your community (average of 1–2 slides)
  • Proposed Intervention: Propose one community health nursingintervention that would address one or more of the major direct or indirect factors that contribute to the problem. Keep in mind the Public Health Intervention Wheel (Nies& McEwen, p. 14, figure 1-3) as your framework (average of 3-4 slides). Your intervention needs to be specific:

o Who is your target population?
o Where is this intervention taking place?
o Will it take place one time or multiple times?
o How will you reach out to your target population?

  • How will you get your target population involved?

o What is the CH Nurses role in this intervention?
o Will you collaborate with anyone (e.g., physician’s office, church, local resources, etc.?)
o Is anyone else involved besides yourself (C/PHN)?

  • If yes, are they paid or volunteers?

o What level(s) of prevention is your intervention addressing (primary, secondary and/or tertiary prevention)?

  • Intervention Justification: Justify why the problem and your nursing interventions should be a priority.

o Based on what you have found in the literature, discuss why these interventions are expected to be effective. Include summarized information from at least two professional scholarly sources related to your interventions (average of 2-3 slides).

  • Proposed Evaluation: Your presentation must include at least one proposed quantitative or qualitative evaluation method that you would use to determine whether your intervention is effective. It should include the method you would use along with desired outcomes. Outcome measurement is a crucial piece when implementing interventions. There is a helpful tool in Doc Sharing to assist you with understanding qualitative and quantitative methods of evaluation. (average of 2-3 slides)

o Include discussion about the long-term and short-term impact on your community if the intervention is successful. Keep in mind your desired outcomes when analyzing the evaluation.

  • Summary: The summary should reiterate the main points of the presentation and conclude with what you are asking to be accomplished, e.g., “Based on ABC, it is imperative our community has XYZ. Thank you for your consideration.”
  • In addition to the slides described above, your presentation should include a title slide, and reference slide. Remember, you are presenting to your leadership team, so the slides should include the most important elements for them to know in short bullet pointed phrases. You may add additional comments in the notes section to clarify information for your instructor.

Guidelines

  • Application: Use Microsoft PowerPoint 2010.
  • Length: The PowerPoint slide show is expected to be no more than 20 slides in length (not including the title slide and reference list slide).
  • Submission: Submit your files via the basket in the Dropbox: “Caring for Populations: Intervention and Evaluation” by 11:59 p.m. Sunday of Week 6.
  • Save the assignment with your last name in the file title. Example: “Smith Intervention and Evaluation”
  • Late Submission: See the course policy on late submissions.
  • Tutorial: If needed, Microsoft Office has many templates and tutorials to help you get started.

Best Practices in Preparing PowerPoint
The following are best practices in preparing this project:

  • Be creative, but realistic with your intervention and evaluation tool.
  • Incorporate graphics, clip art or photographs to increase interest.
  • Slides should be easy to read with short bullet points and large font.
  • Review directions thoroughly.
  • Cite all sources within the slide show as well as on the reference page.
  • Proofread prior to final submission.
  • Spell check for spelling and grammar errors prior to final submission.
  • Abide by the CCN academic integrity policy.